The White House Salute to America 250 Task Force has partnered with Hillsdale College to provide a history series that tells the remarkable story of American Independence. 

Imprimis, Hillsdale’s publication, churns out essays adapted from speeches given at school events, including jeremiads on such topics as “gender ideology,” “the Great Reset” and “The January 6 Insurrection Hoax” (which includes a defense of an Oath Keeper arrested for the Capitol assault). Recent weeks have seen the recirculation of a 2017 Imprimis article, “How to Think About Vladimir Putin” (by “traditional measures,” perhaps “the pre-eminent statesman of our time”).
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There are further hints in the BCSI K-12 program guide, which Hillsdale licenses for free to both charters and other schools it considers compatible. In one teaching guide shared online, BCSI offers extensive classroom resources and text recommendations, heavy on Hillsdale professors’ work, laissez-faire economics and the conviction that progressives have betrayed America’s founding principles. Among the suggested titles are former Hillsdale history professor Burton Folsom’s “New Deal or Raw Deal? How FDR’s Economic Legacy Has Damaged America,” Reagan education secretary William Bennett’s “America: The Last Best Hope” (Volumes 1-3), and Hillsdale economist Gary Wolfram’s “A Capitalist Manifesto.”
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That effort failed, but these days, she might have better luck. Hillsdale’s newest K-12 offering, the 1776 Curriculum, has been widely embraced by Republican state and local elected officials. Introduced on Hillsdale’s website with the declaration that “America is an exceptionally good country,” the curriculum depicts America’s founding fathers, even those who owned slaves, as closet abolitionists, while the reformers of the late 19th to early 20th century Progressive era — who sought to address symptoms of Gilded Age inequality such as sweatshops and child labor — were promoters of “group rights” whose activism was fundamentally anti-American. (“Progressivism was a rejection of the principles of the Declaration of Independence as well as the form of the Constitution,” the curriculum argues. “Young American citizens must understand why and how the government of the country they now live in was changed from what their country’s Founders originally intended.”)

The curriculum also suggests that systemic American racism was effectively ended by the civil rights movement of the 1960s, and that the ideals of that movement were “almost immediately turned [into] programs that ran counter to the lofty ideals of the Founders.” It argues that most diversity policies amount to a “regime of formal inequality” and asks students to ponder the study question, “How are critical race theory and ‘anti-racism’ discriminatory?” As a recent analysis from Phil Williams at Tennessee’s NewsChannel 5 elaborates, the curriculum further suggests that civil rights sit-ins at Southern lunch counters were an unconstitutional infringement on private property, and falsely implies that Martin Luther King Jr. didn’t believe in using “the force of law” to achieve equality, but only an appeal to individual consciences.