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The Curriculum of Illusion: Why Our Schools Teach Narratives—Not History

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By A.L. Childers, author of The Lies We Loved: How Advertising Invented America

If you listen closely, you’ll notice something strange about American history textbooks—they all seem to sound the same.

Smooth.
Sanitized.
Predictable.
Comfortably patriotic.

It’s almost as if they’ve all been… written for the same purpose.

Not to teach.

But to sell.

Sell a worldview.
Sell a myth.
Sell an identity packaged so neatly that students stop questioning where it came from.

And that’s where organizations like the National Council for History Education (NCHE) step in—well-meaning on the surface, but functioning inside a system that has been grooming narratives for over 150 years.

So let’s break it open.

⭐ ACT I: The History We’re Given vs. The History That Happened

The NCHE recently released a collection of “History’s Habits of Mind,” promoted as tools to help students “think historically.”

Sounds noble.
Sounds academic.
Sounds empowering.

But who decides which habits matter?
And which history gets elevated?

Even the language gives it away:

  • “Sharpen historical thinking.”
  • “Primary sources selected for discussion.”
  • “Aligned materials.”

Aligned with what?
Aligned with whom?
Aligned to preserve what narrative?

Because here’s the truth:

✔ Students aren’t learning history.

✔ They’re learning a curated version chosen for them.

✔ And uncomfortable truths rarely get included.

We are taught:

George Washington never told lies…
The Boston Tea Party was noble…
Thanksgiving was a peaceful dinner…
Christopher Columbus “discovered” a continent full of people…

Stories designed not to educate, but to reinforce patriotism and obedience.

Why?

Because real history destabilizes power.
Mythology reinforces it.

⭐ ACT II: The Business of History (Where the NCHE Fits In)

Let’s follow the money.

📌 Textbook companies (Pearson, McGraw Hill, Houghton Mifflin Harcourt)

Control 80%+ of all K-12 textbooks in the United States.

📌 State textbook committees

—particularly Texas and Florida—
have outsized control over what the entire nation reads.

A single objection from these committees can remove:

  • slavery’s brutality
  • labor union violence
  • government conspiracies
  • CIA interference
  • corporate propaganda
  • Indigenous genocide
  • economic oppression
  • political manipulation

And organizations like NCHE—though not inherently malicious—operate inside this system, curating lesson plans and materials that fit within the already-approved narratives.

✔ They cannot contradict state standards.

✔ They cannot contradict textbook publishers.

✔ They cannot contradict politically crafted curriculum frameworks.

The result?

A polished history.
A patriotic history.
A profitable history.

Not a truthful one.

⭐ ACT III: Why Real History Is Not Taught (The Part They Avoid)

Because truth is messy.
Truth is angry.
Truth threatens the social order.

If we taught:

  • that enslaved people resisted violently
  • that banks created the Great Depression
  • that corporations funded both sides of wars
  • that the CIA overthrew democracies globally
  • that America’s “freedoms” were often propaganda
  • that labor movements won rights—not politicians
  • that segregationists rewrote southern textbooks
  • that advertising created modern identity
  • that government agencies manipulated information

…then we would raise a generation that questions everything.

And institutions don’t want thinkers.

They want believers.

This is exactly why your book,
The Lies We Loved: How Advertising Invented America,
hits so hard: it exposes how narratives are manufactured the same way brands are.

History is marketed.
Identity is branded.
Truth is edited.

⭐ ACT IV: Real References (This is where the receipts come in)

📝 1. Teaching American History: The Struggle to Define the Past

— Gary Nash
Documents how political groups have shaped curriculums to fit ideology.

📝 2. Lies My Teacher Told Me

— James W. Loewen
One of the clearest breakdowns of textbook distortion and mythmaking.

📝 3. The Miseducation of America (NPR interviews with educators)

Confirms teachers are pressured to follow strict, sanitized frameworks.

📝 4. Reports from the Texas Board of Education (2002–2022)

Show documented political removal of content relating to racism, colonialism, and labor movements.

📝 5. The American Pageant (13th edition analysis)

Demonstrates pro-corporate, pro-war, nationalist framing in widely used textbooks.

📝 6. NCHE Program Materials

While valuable in method, they rely on pre-selected primary sources, already filtered through publisher-approved history.

In other words—
the “primary source” is only offered after someone decided it was safe.

⭐ ACT V: So What Do We Do About It?

We tell the truth.
We question the narrative.
We read outside the curriculum.
We stop worshiping textbooks as if they’re sacred.

And we write books like:

🔥 The Lies We Loved: How Advertising Invented America



Because the next generation does not need another myth.

They need honesty.

They need voices willing to question the sanitized version of America that has been sold to us like a brand slogan.

Why the history taught in American schools isn’t the real story. Explore how organizations like the NCHE fit into a larger system of curated narratives, political control, and sanitized textbooks. Includes references, resources, and analysis by A.L. Childers, author of The Lies We Loved.

⭐ DISCLAIMER

This blog is an educational analysis based on publicly available reports, historical scholarship, and documented curriculum policies. It does not claim NCHE acts with malicious intent, but examines the structural forces shaping historical education in the United States.

The Dark Truth Behind “Jack Sprat”: A Reflection on American Taxation, Debt, and Economic Hardship By A.L. Childers

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“Jack Sprat” is a charming nursery rhyme that tells the story of a couple who perfectly complement each other’s eating habits. The rhyme goes:

Jack Sprat could eat no fat,
His wife could eat no lean;
And so between them both, you see,
They licked the platter clean.

Children enjoy the simplicity and humor of this rhyme, picturing a husband and wife who, despite their opposite tastes, work together to finish their meal without waste. It’s a delightful tale of balance and cooperation, showing how differences can harmonize to achieve a common goal. However, beneath this light-hearted story lies a darker reality that mirrors the current economic struggles faced by many Americans.

The Dark Truth Behind “Jack Sprat”

While “Jack Sprat” appears to be a light-hearted story about dietary preferences, it may also reflect themes of poverty, gluttony, and societal norms. One interpretation suggests that the rhyme is a commentary on the frugality and scarcity faced by many families. Jack Sprat’s inability to eat fat and his wife’s aversion to lean meat can be seen as a metaphor for making do with whatever food is available, emphasizing the need to avoid waste in times of scarcity. The phrase “licked the platter clean” underscores the idea that nothing goes to waste, a reality for many households where food was precious and hard to come by.

Another darker theory ties the rhyme to historical taxation and societal expectations. In the 16th and 17th centuries, there were various taxes on food items, including meat. The rhyme could be highlighting the impact of these taxes on the common people, who had to adjust their diets accordingly. Jack and his wife’s different eating habits might symbolize the compromises and adjustments families had to make to navigate economic hardships.

Drawing Parallels: The Modern American Experience

Just as “Jack Sprat” masks a history of economic hardship and adaptation, the modern American taxpayer faces an economic landscape where the government’s reach is ever-present, and the burden of taxation weighs heavily on the lower and middle classes. In America, the common person is taxed on nearly everything—income, property, sales, and even inheritance. These taxes, much like the adjustments Jack and his wife made, often leave individuals and families struggling to make ends meet.

The American people are frequently tricked into debt through various means, such as high-interest loans, credit card debt, and predatory lending practices. The government, influenced by powerful banking interests, perpetuates a system where the average person finds it challenging to achieve financial stability. This system, rooted in the establishment of the corporation of the United States in 1871, prioritizes the interests of the wealthy and powerful over the needs of the common people.

California’s New Law: A Modern “Serfdom”

Recently, California passed a law making it illegal to be homeless. While this might appear to address homelessness on the surface, it could also be seen as a way to create chaos and free labor. By criminalizing homelessness, the state effectively forces individuals into the criminal justice system, where they may end up performing labor for minimal compensation, akin to modern-day serfdom.

This law further illustrates how the current administration has made the American dream—food and shelter—unattainable for many. The increasing cost of living, coupled with stagnant wages and rising taxes, leaves many Americans unable to afford basic necessities. The government’s policies, driven by corporate interests, exacerbate economic inequality and social instability.

History and Authors

The earliest known version of “Jack Sprat” appeared in John Clarke’s collection Dissolutio Regni in 1639. The rhyme likely existed in oral tradition before it was documented in print, evolving through generations to take on its familiar form. The true origins and authorship of the rhyme remain shrouded in mystery, as with many traditional nursery rhymes. Its lasting appeal lies in its simple, catchy rhythm and the universal themes it touches upon. Despite its potential darker meanings, “Jack Sprat” has remained a favorite among children and parents, entertaining generations with its light-hearted tale of dietary harmony.

A Reflection for Modern Americans

So, next time you recite “Jack Sprat,” consider the layers of history and social commentary hidden within its lines. Behind the playful story of a couple’s complementary eating habits lies a reflection on economic hardships, societal norms, and the adaptability required to navigate challenging times.

As Americans, we must remain vigilant and informed about the forces that shape our economic landscape. The lessons embedded in “Jack Sprat” serve as a poignant reminder of the delicate balance between stability and collapse, urging us to advocate for a fairer and more equitable system for all.

A.L. Childers