nonsense. an attack on the legitimacy of legitimate -- of american democracy.

it is an assault on memory. we must fight back. one of the ways we fight back is by remembering. that is what good history does. it helps us remember. it is a gateway to gratitude. it is easy to forget that for all of our problems, to millions of people around the world, america is still in the worlds of historian bill mcclay "the land of hope." we continue to embody the highest ideals and aspirations of western civilization. let's go back to the greeks. the courtroom at athens in the year 399 bc. a 70-year-old man is on trial for his life. the accused is a war hero, philosopher, for the better part of three decades. he has dominated the intellectual life of athens. his name is socrates. socrates is accused of insulting

the gods and corrupting the youth of athens. how? he is teaching people to think. to think on the run. that is what he is on -- to think on their own. that is why the establishment wants to cancel socrates. he know that if he is found guilty, he will be sentenced to death. yet, he is defiant. listen to his word. "some will say, aren't you ashamed, socrates? to him i may answer, you are mistaken. a man who is good for anyone thought not to cancel -- calculate the chance of living or dying, he ought to only consider whether doing anything is doing right or wrong." he goes on, "you my friend, a citizen of mighty and wise athens was -- mighty and what

athens -- mighty and wise athens , are you not ashamed about karen so little about wisdom or truth -- caring so little about wisdom or truth." he is given a choice, permanent exile or death by poison. we know he chooses death. he drinks a lot. -- he drinks hemlock. what is the enduring legacy of socrates? his willingness to die for an idea. what idea? the freedom to speak your mind in the pursuit of truth. but another way. the principle of the freedom of conscious. this is one of the engines of change, of reform in human history. it was pioneered by western

thinkers while ignored by virtually everybody else in the ancient world. the american founders knew this history. this is what they were fighting for in the revolution. this into the words of abigail adams she is writing a letter to her son. john one c -- john quincy does not want to join his father on a diplomatic mission in europe during the revolutionary war. abigail adams is a patriot. here are a few lines. "my son, these are the times in which a genius would which to live. it is not in the still call --calm of life that great characters are formed. great necessities callout great

borchers -- great virtues and formed the character of the hero. " if you got a letter like that from your mother, what would you do? you would get on that boat. john quincy does. the founders hammered out their constitution in philadelphia and identified certain rights as the bedrock of our democratic republic. freedom of religion. freedom of speech. freedom of the press. the right to assemble. we used to know this history and honor the men and women who made it possible. many people today are either ignorant of these facts or they do not have the guts to defend it. the crisis in our streets, our schools, is an assault on memory and a crisis of courage. that mazes vulnerable to propaganda, to the demagogue -- that makes us vulnerable to propaganda, to the demagogue.

george orwell warned about this "he who controls the present controls the past. he who controls the past controls the future." your children are the future leaders of this nation. future leaders need to understand the past. before introduce the panel, i will anoint all of you as amateur historians. let's engage in one act of historical imagination. the spring of 1944. back. virtually every european capital, all of the major airfields and ports are controlled by the third reich, by the nazis. the democratic allies realize they will need to launch an insidious -- amphibious invasion into the heart of the german juggernaut in order to end the war. they call it operation overlord. they need a single military

commander, a supreme commander over the allied expeditionary forces in europe. they turns white american farmboy from abilene, tech -- from abilene, kansas, dwight d eisenhower. in the words biographer stephen ambrose "his parents taught the simple virtues of honesty, self-reliance, integrity, fear of god, and ambition. " the success of the allied struggle now depends on the success of operation overlord. it will be an immensely complicated operation. he is trying to send 156,000 soldiers, 5000 ships, 13,000 aircraft across the channel to breach hitler's atlantic wall. that is a series of military fortifications that stretch hundreds of miles across france. listen to stephen ambrose. "someone had to give the

bureaucracy's direction. someone had to be able to take all of the information and make sense of it and impose order. someone had to make certain each part smashed into the hole. someone had to decide. some on -- someone had to make certain each part meshed into the hole. someone had to decide. only eisenhower's words were infinite. only he carried the awesome -- worries were infinite. only he carried the awesome burden of command." he prepared a letter to carried in the press in case things with badly. "our landings have failed. i have withdrawn the troops. the troops, air, and navy did all that bravery and devotion to duty to do. if any or blame or fault -- if any blame or fault attaches to the event, it is mine alone or

." eisenhower has to worry about the letter. -- the weather. the weather would be decisive. a bad storm could disable ships, leave the entire operation helplessly exposed to german fire on the beaches. the invasion is planned for june 6, 1944 comedy day. -- 1944, d-day. moving ahead in bad weather could be a disaster. eisenhower has two pinned on the council of his chief weatherman. insert, captain step -- june 3, captain stagg has bad news, a storm is moving in. staff predicts a break in the storm of 36 hours. but, the early morning hours of june 6 do not look good. eisenhower wakes at 3:30 in the

morning to a wind of hurricane proportions rattling his trailer. he and his generals and his weatherman meet in the was -- meet in the bathroom. captain stagg insists the break is on its way and the weather will clear in hours. what would you do? if you did not know the outcome, what would you do in eisenhower's stews? for a month -- in eisenhower's shoes? months before the invasion, eisenhower interrogated his weatherman. why? why? he wanted to test his judgment. he wants to see what captain stagg is made of. he has to know if it's predictive powers can be trusted when the time of testing comes. there is a question for us. are your children becoming the kind of people who could be

ready when testing arrives? even winston churchill questioned the wisdom of the attack, telling eisenhower on one occasion "when i think of normandy choked with soldiers, i have my doubts." if eisenhower had doubts, he has resolved them. the commander holds one last meeting with advisors. no new weather reports will be available for hours. the ships are sailing in the channel. if they are to be called back, it has to be now. i can see only man can do it. -- ike is the only man who can do it. he turns to advisors. then, he offers his own. ok he says. let's go. the allied invasion of normandy shatters hitler's atlantic wall. now, america's arsenal of

democracy can begin the work of liberating a continent from the barbarism of nazi germany. a farmboy from abilene, kansas. and, his weatherman made all the difference. it is quite a story. it is a deeply american story. welcome to the land of hope. that is a piece of the answer to the question, what does history matter? let me introduce our panel. will johnson is based in denver, colorado and a father of three school-aged children and a member of a school district accountability committee on rights of education and education related issues. richard vandenbosch and educator from modesto, california. he has been an educator for 30 years teaching history and political science at the secretary and college levels.

stacy washington is a mother of three and former desert -- director of her local board of education and host of the show "stacy on the right." thank you for joining us. i will put a few questions on the table. then we will throw it to the audience. i will be looking in the chat box for questions as well. let me put this on the table. what is at stake, as you would understand it, in these debates over our children's education? as an auxiliary question, what -- why is the subject of history especially important in these debates, as you understand it? will, you first. will: thank you. what i think is at stake is the soul of our country. no big deal. are we forming grateful and

resilient kids that are proud to be americans? or, building helpless kids who love -- loath america and want to transform it. it is an assault on memory, as you said. there are three main reasons why history is so important. number one. freedom is never more than one generation from extinction. as ronald reagan said. so, given that, we need to purposefully transmit to children the american idea. the principles and values that bind us together. we transmit those, in large part, by how we teach history. so, these values, these innately mobile -- inalienable rights, they are not the natural state of human affairs. so, we need to teach them, intentionally practice them to preserve them. i'm -- in other words, kids need to know it means to cherish what

to pass on. her history tells the story. if we preach not only moral and cultural relativism, but that america is defined by racism, and oppressor at home and abroad, then our children will feel ashamed for being american and not know what to stand for. the idea of america is at risk of extinction. the second point, and you touched on it, is how we view our past will shape our future. our true understanding of our history acknowledges our imperfections, as it should, but is also highlight it also -- but it also highlights founding principles that have helped us overcome that. our history is the story of trying to live our principles better. in a false history taught in 70 schools today, it teaches our next -- in somebody schools today, it teaches our next generation that systems should

be torn down in pursuit of utopia. on his history tells the next generation we should keep building on our progress. human beings are not perfect. working to live to our founding principles is how we will continue that progress. these are point is gratitude. -- the third point is gratitude. our kids should know that tomorrow day is not just the day when the polls -- the pools open for the summer. there's -- they should know why they are so blessed to live in the country. they should know what life is like in so many countries today and how their freedoms were fought for by those that came before them. that encourages gratitude. it is not guilt and victimhood. gratitude makes for a more fulfilling and happy life and encourages a responsibility to pay it forward. to pass on the true history of our country to the next veneration, to preserve the soul of america, that is what i want

my kids to do. joseph: stacy, what is at stake in these debates? take it wherever you want. what is at stake? stacy: thank you, joe. one of the most important things to remember when talking about children is our natural assumption is that however things are for us is the way they have always been. without history, we do not have the perspective of knowing that not only have things never been this way before, but the normative situation for human beings and humanity rich large is one of slavery, suffering, and oppression. so, we are in a unique situation in america where we have

liberties given to us by god, but enshrined in our constitution, at all times, those liberties are under assault. so, children assume, i live in the suburbs, most people live in the suburbs. that is not true. i live in peace and security, most people live in peace and security. that is not even true in america, especially not true around the world. in all things, are spur perspectives -- our purse -- our purpose -- our perspectives should be one of appreciation. the standard bearer for gratitude is you do not take it for granted and seat to preserve it in all -- seek to preserve it and always possible. this tree gives us that opportunity. children are -- history gives us that opportunity. children are drawn in by stories. you experience that when you

read historical books, whether fiction or biographies of people. you stepped in their shoes momentarily. so, we have so many great authors currently writing biographies and works of nonfiction about some of the greatest people to have ever lived in our country who say -- shaped the lives we lived today. in my parenting of our three children, we sought to give them opportunities to explore that, talk about it, and live it out. we have a heritage of having the right to own firearms. we have allowed the children to be in gun clubs and experience them instead of just talking about guns, to actually use them as tools and respect them as dangerous. you can use them for weaponry. you can use them to make more. you can use them to hunt.

you can use them for self-defense or sport. respecting guns as tools in that rate -- way prevents them from being indoctrinated into a thought pattern that would make them think guns are the aggressors, that guns do mass shootings on their own. that is just one example. we have a responsibility. we -- when we are derelict in that, we see a result that we have been inactive and people are being taught things that are not true about america. writing the ship means involvement. being on a school board. i encourage people to open their minds up to the possibility that our freedom and its protection is lying in their very own hands. everyone watching this webinar, anyone who may watch it later, the freedom that we hold is

literally in every one of her own hands and arthrotec. joseph: that is beautifully stated, stacy. i specially like what you said about the reality of what most societies have been throughout history. how what -- how rare freedom and civilization is. that is a great point. richard, what is at stake in the debates over education? richard: i love what all of you said. the root of good government is good citizenship informed by civic literacy. the part that scares me is one in five americans cannot even list a right that is listed in the first amendment. a right that congress cannot encroach upon. one third of people cannot even

name the three branches of government or what the proper function of them is. even 10% of the people think judge judy is on the supreme court. that is scary. when we are talking about what is at stake and how is it important, we have some serious issues going on with civic education. it was interesting. i was watching a webinar yesterday with sonia sotomayor. she said they spend $50 a student on stem education and five cents a student on civic education. that should be concerning to everybody here. we need to be critical consumers of information and cognizant of disinformation tilting the scales of civic education. in a global environment where liberal democracies are in a crisis of competence and authoritarian regimes work to threatened rule of law, it is essential that our country have

a firm foundation in civic education. joseph: really profound thoughts there. i want to get as practical as we can hear. i know we have an audience of parents probably wondering some of these questions, like, for example, what would be some of the most effective and constructive ways to engage with teachers? they are gatekeepers. how do we engage with teachers in discussing our children's educational experience? and -- instead of it being adversarial, how can it be constructive? you have all had experiences in your own lives and civic action. i guess we have a lot of parents wondering, how do we do that? how do we engage teachers in ways that will reflect my values? i will throw that open to anybody want to jump in there.

safety: i will first -- stacy: we had a lot of experience engaging with teachers. our very first day dropping our oldest off, i took her to school and went straight in and met her teacher for the first day. we had one of those getting to know you meetings. you to other parents. i already met her. i went in on the first day to reiterate that we were partners. i told her we were on -- we work the legs on a three legged stool for my education. i said it was apparent, the teachers, and via --maya. communication would be the seat we shared together.

if you needed outside help, see could be us at any point. since i was a stay at home mom, i volunteered as much as i could and spit so much time in the building that some of the kids thought i was a teacher. but i was not. i was just a mom that was there a lot because i thought the school would go in the wrong direction without my input. because i have a great educational background, but as a common sense. and a conservative christian, i knew my viewpoint was in the minority and i wanted to make sure it was express and felt, but not in an adversarial way. because of that interaction, they came to rely on media great deal. my opinion met some -- they came to rely on me a great deal. my opinion meant something. i gave gifts on christmas and

birthdays. i worked with other parents making copies and going on field trips. that assistance meant she had a relationship and a group of people she could rely on when she needed help. maya is 21 now, in college studying biology. at the time, she was a kindergartner and i was concerned she might fall through the cracks because of the black american achievement gap. go tell that teacher you want to be the partner. this is not about politics. it is not about partisanship. it is about your child in that relationship. get to know the principal little bit. if your child does get in a fix, in a fight or disagreement with a friend, you've already met the principal and it will not be the first time you are talking with them if your child gets in trouble. that happens to the best of kid. it is not about being a bad kid. get in there. meet these people.

communicate. expect them to come up to your standard, where you want them to be in communication and in their teaching style with your child. if you have a problem with a handout or a direction the curriculum is taking, you have a neck to stand on. you can go and say, guess you have a leg to stand on. -- you have a lead to stand on. -- a lead -- leg to stand on. you can express yourself and they will listen. because, you have a relation. then, when you escalate and go to the curriculum instruction committee or board meeting, you are standing on authority. you know you have got the teacher behind you. these teachers do not want to teach this stuff. they are doing it because their jobs are on the line or they are told they are the minority. when we treat them like people, they respond by standing with us when we are standing up for our kids.

their purity, their innocence, we should be standing up for that. teachers will do it too, but they need help. joseph: stacy, i think you just gave us a graduate level seminar on how to engage with parents. that is fabulous. let me give these gentlemen just away as well -- let me give these gentlemen a chance to weigh in as well. go ahead, guide, weigh in. that's go ahead, guys, weigh in. -- go ahead, guys, weigh in. richard: i think as a person in public education for 30 years, the published desk the biggest thing is just getting involved. -- the biggest thing is getting involved. if you have a day off, try to get involved. volunteer. beyond the counsel.

-- be on the council. i have parent conferences and sometimes out of a class of 30, i might have just one. show up. i have seen -- i might have just one parent show up. i have seen this massive withdrawal. get on hiring committees. try to get on school boards. not just locally, may be the county or state school board this spending on -- board depending on the state in which you live. there are a lot of options. ultimately, of course, just create a relationship with the teacher. again, respectful dialogue. i have had people come after me that have said something they thought was in the curriculum that actually was not. sometimes, kids will misinterpret what is being said. they just have questions. roof just to respect the

dialogue is imperative. -- respecting the dialogue is imperative. will: i completely agree with stacy and richard. schools should be partners with us. we have a right to transparency. we should know what our kids are being taught. so, that is point number one for me. this is an emotionally driven topic for good reason. if approaching it we cannot ask good questions, and there are a number of reasons -- resources out there that give a question list for us, for example, you can ask your teacher, how do you want your students to think about america and themselves after this class? or, do you think it is more important to judge by content of character or color of skin?

how do you encourage diversity of thought? those types of probing questions, seeking to understand , and relaying our concerns in a , what is best for all students? how do we help all students thrive? that type of approach. trying to find commonality, as hard as that is sometimes. then, we can talk about disagreements on how to achieve it. i think that is more productive. the other thing to mention too is as important as it is to voice our concerns, it is also important to remote -- promote alternatives, whether that is curriculum alternatives, reading alternatives. there are great ones to help us identify that. if the teacher is not the one to make the decision, we can work our way up. we can do so in a way that promotes the thriving of all students. joseph: thank you, will. we will get you resources in a bit.

i want to look at one of the questions. the question here is "given that our current system of the public school monopoly has indoctrinated our kids, isn't the best way to stop the indoctrination allowing all parents to have the freedom and means to choose their schools? " so, having various choices on education. that connects to this question about steps we can take to improve the quality of education. however you want to tackle this, this is obviously one of the big , the elephant in the living room with the indoctrination. how much can you fight for change from within? how much do you look for alternatives outside? let me throw it open. your own thoughts. given your own engagement in education over the years.

safety: we took our kids out of public school -- stacy: we took our kids out of public school because i realized that though i was having an impact, it was not enough to prevent our children from really -- receiving a lot of information we thought was not true, especially about history and matters of faith. in world religions, a mandatory class for six graders, our daughter was taught that jesus christ is the founder of christianity. she brought the book home and said, mommy, is this true? my husband just looked at me. i had been talking to him privately about possibly moving them out. he was like, we are paying taxes in this district. this is the number one or number two rated district. in the entire state. educational outcomes there are outstanding. it is a suburban neighborhood and very small, boutique community. we were very happy there.

when he saw that he said, i wonder what else is in here she has not even highlighted to us? that started our journey. i prayed about it a lot. i could tell my husband was getting annoyed with me bringing it up with his work concerns and with what we pay for her house and everything. we have set out on a path to be in that district. i felt very strongly that that am on school board and i know the budget is and who runs everything, i am on the inside, and i want to leave, and he was just, like, what is going on here? i prayed about it and felt like the lord told me to shut up. i did. the kids brought their concerns to the dinner table and convinced him, without me saying another word. they ended up going to a classical christian school for five years where they learned latin, rhetoric, and debate and how to think. how to formulate arguments. how to process information. they memorized scripture. when i talk to parents now in

public school, i do not advocate for them to leave. i feel like so many of us have done that. but, elsa say, you are responsible for what your kids so -- i also say, you are responsible for what your kids know, and outcome they have. if you public school has gone too far, pulled out. if that is not possible, the pandemic has shown us that parents bending together can create educational outcomes for kids that were previously not thought to be possible because we were married to the traditional system. what is it to be poised, that's what i say to people is, -- what i say to people as, run for school board. serve on committees. assist in the district's strategic plan. if none of that works, take this

step best for your child. i think people get too hung up -- it is almost like you are in a whirly bird. each school year goes faster than the one before. so, you have to make a decision. start off with, what do you feel like your kid is not getting in the classroom? i do not think they are getting enough honest history where they get to interact with the people, real historical figures, but kind of characters who can teach you something. each one of their lives teaches you something. i recommend you get these. two books i read. i had to get freedom. "seven men", seven women, then seven more men. they are biographies about people in her history of -- in our history who have saved where we are today. it has to be an active thing we are doing.

we let phones and screens suck up too much time we could be spending instilling these things in our kids. i watched tv too, but we have to take this into our own hands. the time for allowing liberals and the national occasion -- the national education association control everything has gotten us here. the way to get back is to take the control back. it is not just, we will take our country back and it takes one year. it is a process that over time we can take back what they have really bass or diced. --bastardized. if that does not wake you up, nothing will. why are kids being taught to help themselves does hate themselves and their parents? -- why are kids being taught to help themselves and their parents? but kids are being taught to be victims. -- black kids are being taught to be victims. we have got to wake up and take

ourselves out of our superintendent involved. participation can be very small. but, if everyone was participating in a small way, many more people could ease back a little bit. the ones were doing it all. so, we need more people involved, not less. everyone needs to feel it is their responsibility to take part in this. if you are an empty nestor, your tax dollars are still funding this garbage. framework is an ngo created by plant parented to instill terror sexual -- there sexual ethos that every woman in america should have three abortions before her childbearing years. joseph: stacy, you remind me of socrates, the provocatuer.

terrific. there is another question i want to throw out. can you guys explain how you have been able to get other parents to see the issue as a top priority? just like parents spent time getting them to the soccer game, but seeing this as a top priority? how do you help parents see it that way? how do you persuade them? will: parents are primed. parents are more aware, more invested in her education for a variety of reasons. in general, than they ever have been before. parents are primed to be ready to further engage. that is one thing. whether it is plugging in with

local education groups, facebook groups, advocating for in present learning. that is where i have found a lot of people who are like-minded. it is on the curriculum side too. it is identifying where to link up with them. there are a number of resources to help us. it has also been to frame it as "why is this important?" the work they hear: equity, social justice, things of that nature. what do those words actually mean? explaining how you can play those concepts out. how does that affect your kid's emotional and academic well-being and the emotional and academic well-being of every child and what does that mean

for the future of our country? what is at stake? explaining that programs and words that sound good, there is a lot more to them. it is damaging to our kids in country. joseph: shaping their young character and character of the country. richard? richard: i do not know if i have anything more to offer than what has been said, which is, we obviously have an issue. we have a problem of disinformation, a lack of information, and, so, again, i just think that within my classroom, i just demonstrate the importance of the value of civics education. that is only can do. i have tried to get personally involved at different levels. whether it is dealing with the state of california or locally or whatever. i am trying to help pass on the word. i help run different seminars for different organizations.

anyway i can get involved to try to get out the importance of what we are talking about here today. this is very critical. it is critical to the longevity of our republic. joseph: terrific. we have another question. for a concerned parent just getting started, what advice do you have on how to identify the manipulation of history or indoctrination? how do you identify it as a parent? i'm sure there are a lot of parents thinking, i do not know what i don't know. this stuff is coming in. what advice have you got for identifying some of the really disruptive stuff seeping into the curriculum? i will throw it to the group. richard: the silver lining to covid has been distance-learning. now, pretty much everything i do is recorded.

so, i uploaded to google classroom. i think that level of accountability is good. now, parents can say, you know what, they can watch it. if you really care about what your child is learning, take the time to actually watch what was being said. then, go through the channels we have talked about. the chain of command. let's try to have honest discussion. go to the teacher. go to the principal. go to the superintendent. whatever it takes to try to make sure that what is actually being set in the class -- said in class, and every class i have had has been really good about reopening early, but for the longest time, for nine months, everything i said in class was recorded. in a lot of other state, everything is on google classroom. determine the authenticity of what you think is being said. fact check.

joseph: that is an important point. the opportunity for accountability exists in a way it did not before. who else wants to jump in about identifying manipulation of history and indoctrination? safety: -- stacy: you can also ask them, you can find the curriculum instruction portion of your school district on the website. you can go to the portal and see what is the standard for the grade level for the great your child will be entering. it will list the resources. it will often even list all of the books available for that particular class, that grade level. then, you can also go to the library at your child's school. you can talk to the librarian and talk about what each grade level is working through, what

books are the ones they will definitely be able to check out or have assignments on. then, you can look at them. it is not -- it does not take very long to get a feel for what the school is going for. often, because they are so proud of their work to become more racially diverse or have equity, they will say, we are using courageous conversations. i tried to limit that as much as possible. the school counselor is also involved as well. you can look at those areas and find it. richard said, what those seminars. if you go back and watch some of the ones during covid, you will get a really good feel for what teachers are like. joseph: thank you. just like we have movie reviews and book reviews, i do not know what is out there. you know better than i. we need people reviewing these books, these textbooks, and make it available in one place.

i'm sure these folks are being used in many places. what did that's wouldn't it be amazing to have a resource? -- wouldn't it be amazing to have a resource? a review from a conservative perspective could be useful. smarter people than he can make it happen. will did you want to jump in? will: that is a great idea. what other thing. being plugged into our kids school, like we talked about, a component of that is having your children be the eyes and ears. ask them, what are you learning? review the textbooks when they bring them home. linking up with your kids in that way too allows you to have better insight and visibility to then take next steps. joseph: i am sure it can be difficult sometimes to get your children to tell you what exactly they learned that they.

you know how that can go. other questions? we have about another five minutes. we are wrapping up. we have had terrific engagement. how can parents best get involved in curriculum development? there the question. actual curriculum development. thoughts on that? stacy: you can serve on the curriculum and instruction committee. in all the dexter's we have ever been in -- districts we have ever been in, that committee was comprised of teachers and parents. just say, i want to serve on the committee. usually, if they have never met you before, you might not get on the first year. but, they are open. there are no criteria for serving. it is not like you have to have a certain thing. it is not like you submit a resume. if you are in the district and obtain that's a parent -- if you are in the district and apparent, that is how you can get taught -- get involved in

what is taught in every classroom. i cannot stress enough what will is saying. it is the backpack. one of the moms i met years ago, her kids were graduating out. she said, your best information source is your child's backpack. every night, get the papers out and read every piece of paper in there. if you do not understand what is going in that -- what is going on, after the teacher. ask, what is in my child's folder? you can review that. that is easier to review if you go for parent teacher conferences. the parent-teacher conference is the autopsy of your child's time during the semester. how parents can miss that, i will never know. we learned so much about our kids at parent-teacher conferences. afterwards, we go out to dinner and discuss what we learn. then, we talked to the kids about it. it is like an ongoing conversation. your kids will be like, oh, are

you interested in this? they will pour themselves out. if you do it once, i am telling you, you will get hooked. who would like check up on when this last one graduates next month? what will i do? what will my hobby be? joseph: tremendous commitment, stacy. really inspiring. to either of you want to jump in? -- to either of you guys want to jump in? -- do either of you guys want to jump in? we want to spend a few minutes on resources you want to recommend as we are wrapping up. let's do that. what would you recommend? textbooks, other resources, other organizations parents need to know about. we can get them out in written form as well as a follow-up. but, let's throw it out now in a

roundabout. your favorite resources. with: it -- will: there are a few different sections. books. a couple books i really enjoyed. "land of hope" by wilford mcclay is a great history for high school age that tells the story in an honest and captivating way. my mom used to read us "the history of us" books. though there very good. on the resources front desk those are very good. on the resources front -- those are very good. on the resources front, i enjoyed getting to explore the craig argues resources for parents. the 1776 unites curriculum is great. . action died, too -- parent action guides too, are really

good. another section is troops like "-- groups like "parents defending education." they have helped me in some of the stuff we have done in colorado. there are a lot of great resources out there. joseph: rick, do you want to jump in? richard: there are a lot out there. one that i like has a balance of subjects, economics, government, great resources. "stossel in the classroom". i will pop these in the chat as soon as we finish. the national constitution center has great resources.

i always want to present both sides of the issue. what i like about these is they really do try to get you the best of both sides. so, you might have a particular topic and the perspective of neil gorsuch and the perspective of soda soda -- sonya sotomayor. you're getting both sides. height specific -- specifics has a lot of good -- specifics -- liberty fund has podcasts and book reviews. there are good resources. again, the good thing is almost all of these have teacher manuals too. if that helps you as a parent. you want the best resources possible for your kid. joseph: right. stacy, we have about one a minute -- one minute left.

stacy: i recommend the book "growing in prayer." if you want to have a better prayer life because being a parent, if you want to do it right, you need to be a person of prayer. how is can you do it on your own? it is such a difficult proposition being a parent in america today. clarence thomas -- "clarence thomas in the last -- and the last constitution" teaches you about how the supreme court has been wrong a lot. it is just a bunch of people making decisions. we should not revere them. we told him to account. then "america's providential history" is great for kids and adults. it is illustrated with great information about history. liberty university has online classes for high schoolers. he'll still college has -- hillsdale college has an amazing program. anything by dennis prager.

i recommend conservative radio, not just because i am on it, but because you just listen and pick up information you can use to talk to your kids about current events. audible. get one book a week. download the audible app. you give that information. then you can move on to the next one. joseph: i would be remiss if i did not mention the heritage site. our guide to the constitution is online and available in book form. it is a terrific resource. i want to thank this all-star panel for joining us. >> you are watching american history tv, all weekend, every weekend, on c-span3. >> here on c-span3, every weekend, we feature american history. on c-span, the focus is public

affairs. on c-span2, nonfiction books. here are some highlights of programs airing on companion networks. book tv. >> c-span's landmark cases explores the stories and constitutional drama behind significant supreme court decisions, for the next few weeks, watch key episodes from our series. tonight, and 9:45 p.m. eastern, korematsu v united states. fred korematsu challenged the policy of forcibly interning people of japanese descent during world war ii. watch landmark cases tonight at 9:45 p.m. eastern on c-span, online at c-span.org, or listen on the c-span radio app. ♪ >> book tv on c-span2 has talked

nonfiction books and authors every weekend. tonight, at 10:00 p.m. eastern, in her book "the second: race and guns in a fatally unequal america" emory university professor carol anderson examines the second amendment and argues it was designed in a way that denies rights to african-americans. tonight at 11 p.m. eastern, i looked at the impact of john glenn's earth orbit mission in 1962 in the space race between the u.s. and the soviet union with jeff sessions and his book -- jeff sheshol. ♪

>> the heritage foundation hosts a panel on the challenges facing the american history curriculum in public education. panelists discuss how parents and others can get involved in what children are learning about the past. the foundation provided the video. >> good afternoon. my name is angela sailor and i am the vice president of the fulmer institute at the heritage foundation. on behalf of our president welcome to our first principle townhall series. this past year, our history and founding