Professor Critiques Modern American History Curriculum as ‘Fantastically False’ and Misleading
LEXINGTON, Ky. — A Kentucky State University political science professor has launched a pointed critique of the current American history curriculum, arguing that it presents a skewed and overly negative portrayal of Western culture while omitting essential context. Wilfred Reilly, author of the new book Lies My Liberal Teacher Told Me, contends that many modern educational materials adopt what he calls a “sneaky approach” to teaching oppression-based history that distorts facts and simplifies complex historical realities.
Reilly’s book responds directly to influential works such as Howard Zinn’s A People’s History of the United States, the 1619 Project, and other left-leaning curricula that have reshaped how American history is taught in recent years. He asserts that these sources often depict Western civilization as uniquely oppressive and morally bankrupt. “There are all these books that try to do two things really,” Reilly told Fox News Digital. “One is [to] present Western culture as probably the worst culture in the history of the world, and the other is kind of take this sort of sneaky approach to that by saying like, ‘and I bet you didn’t know these facts, these hidden facts that they’re not telling you in school.'”
One key area of contention is the teaching of colonialism and the Atlantic slave trade. Reilly argues that educators focus disproportionately on the latter part of the Atlantic slave trade, which was just one of many global slave trades historically. This narrow emphasis, he says, is intended to segue into discussions about modern racial oppression but fails to provide a comprehensive understanding of the broader historical context.
“What we’re teaching is a focus on kind of the latter part of the Atlantic slave trade, which was one of about 20 global slave trades,” Reilly explained. “And the reason that we’re teaching this is because it allows the pedagogue, the professor or the teacher, a chance to segue into the modern oppression of Black people. That’s it. That’s why that’s a focus.”
Reilly also challenges the prevailing narratives surrounding Native American history, which he says are often presented without nuance. He disputes the portrayal of Native Americans as solely peaceful, nature-worshiping peoples who were intentionally exterminated by Europeans. “That’s fantastically false,” he said. “The Natives were people who had their own motivations, incentives, and drives, and who often competed with each other.”
His critique comes amid ongoing debates over how American history should be taught in schools nationwide. The 1619 Project, developed by The New York Times and spearheaded by journalist Nikole Hannah-Jones, has been both praised for centering Black Americans’ experiences and criticized for historical inaccuracies by conservative scholars and some historians. While mainstream media outlets have largely embraced the project, voices like Reilly’s highlight persistent tensions over historical interpretation.
Reilly’s book and views have sparked discussions about the role of education in shaping national identity and collective memory. The controversy reflects broader cultural and political divides over issues such as race, colonialism, and the legacy of America’s founding.
As debates continue, the U.S. Department of Education and state education boards remain key players in determining curriculum standards. The Library of Congress provides extensive resources for history educators seeking balanced perspectives, while organizations like the National Center for History in the Schools work to promote rigorous and comprehensive history education.
Reilly’s challenge to prevailing historical narratives underscores the ongoing struggle over how Americans understand their past and the stories that are passed down to future generations.
Leave a Reply