ROTTEN TO THE (COMMON) CORE

Brought to you by The Communitarian Trap blog at:
http://thecommunitariantrap.blogspot.com/2013/10/rotten-to-common-core.html,
reprinted in full unedited here:

Rotten to the Common Core

by Matt Shipley
Canada Free Press (Bio and Archives)
Used with Permission
Videos and clipart added

Common Core, an education program developed with funding from the Bill and Melinda Gates 

Foundation to improve academic standards in public schools, will fall far short of its stated objective.

Its promoters tout it to be a “state-led effort to establish a single set of clear educational standards 

for English-language arts and mathematics…” to provide teachers, parents and students with a set of 

well defined expectations and “[h]igh standards that are consistent across states…”

Underlying these statements is the proposition public schools are not performing very well or 

completely failing to educate students to a necessary standard.

Based on the fact SAT scores, since 1962, have twice been adjusted downward to artificially depict 

higher scores among students taking the exam but have continued to decline and national literacy 

scores continue to decline as a percentage of the United States population it is difficult to refute 

the dysfunctional public school proposition. Their solution to this very real problem, however, is like 

putting a gangrene infected band aid on a gangrenous open wound.

Common Core is just another Johnny-come-lately, one-size-fits-all national standard that attempts 

to fix a problem created by the original national standard; our public school system.

America’s modern public school system is the manifestation of its founder’s vision, the father of 

American public education, Horace Mann. Horace Mann, a Unitarian Massachusetts school board 

member in the 1840s, wrote twelve annual reports on public education that was to become the 

foundation of every public school in America. Mann [a Freemason] prototyped his “Common Schools” 

in his reports on the Prussian school system.

Prussia was the first European state to institute public schools, from which every other country in 

Europe modeled their public schools. So it is no coincidence Mann modeled his “Common Schools” 

off the ones he observed in Prussia while visiting schools in Europe. Neither is it a coincidence 

Prussia, known for its autocratic and dictatorial society that ultimately unified the other German 

states under its control, would impose an uncompromising uniform standard upon its population.

In his seventh report, Mann ironically claimed, “we do not desire to copy or to study the systems of 

foreign nations, usually so different from our own,” but then he went on to say “surely we may copy 

his [the Prussian school system’s] modes of teaching these elements, without adopting his notions 

of passive obedience to the government[.]” Evidence of Mann’s lack of success in adopting the 

Prussian model without instituting its passive obedience to the government is found in America’s 

modern myopic obedience to the national government.

(YouTube link)

That America has become passively obedient to the national government can be seen throughout the 

20th and the 21st Century in that Americans sit passively by or actively cheer when: Congress passes 

laws violating the Constitution, Presidents exceed their limited authority by issuing orders not 

supported by any law passed by Congress and the Supreme Court, when asked to interpose on behalf 

of we the people, uphold these things through the most ridiculous, convoluted, humanistic and illogical 

arguments a human mind can conjure. One only need compare the grievances listed in the Declaration 

of Independence to similar modern occurrences to see contemporary American society does not have 

the political will of its forefathers.

For America, that was founded on and has celebrated its diversity of ideas, extensive government 

control and standardization of any kind seems counter intuitive. The framers of the Constitution were 

careful to preserve the independence of the States by only delegating finite powers to the national 

government. This allowed the citizens of each State to preserve their cultural diversity and pursue 

their own happiness.

Now, control over students in what and how they learn has been institutionalized in America by Mann 

via public schools. Mann, through his Common School system, was able to undo what so many sacrificed 

in the War of Independence to acquire and the founders carefully guarded in both the Articles of 

Confederation and the Constitution. This centralized control over public school students continues to 

grow and its latest adaptation is the voluntarily imposed Common Core curriculum.

Strips parental oversight of what children should be taught 
Common Core is rotten to the core, because no one can justify its expense by any potential gains in 

scholastic improvement, it strips parental oversight of what children should be taught, and it is a 

one-size-fits-all program that will not serve any child to their maximum potential.

First, according to the Pioneer Institute and the American Principles Project, which conducted a state 

by state comprehensive cost analysis[1] of implementing Common Core, in Pennsylvania alone the extra 

cost of implementation was estimated to be $645 million. As of January 2012, Pennsylvania was set to 

receive only $40 million in Obama’s Race to the Top funds, which were contingent upon adoption of 

Common Core standards, student Longitudinal data collection, and a teacher evaluation program.

 (
(YouTube link) Start at 3:45

Adding this up, for the adoption of a national standard, Pennsylvania might receive up to 6% of the 

extra costs from the government, but will have to foot the bill for over a half a billion dollars on their 

own. None of this makes fiscal sense when considering if Pennsylvania did not adopt any other new 

program their education costs would remain relatively constant.

Second, if parents allow the government or any other entity to dictate how their children must be 

educated or what they must learn, the parents might as well just give their children to the government 

or entity to raise. Even now, parents have limited control over what children are taught in public 

schools and everyone has to pay for public schools whether they have children or not. Common Core 

will add more of the same to an already burdensome tax system through another layer of bureaucracy 

whose standards, if history is any indication, have limited hope of being achieved.

Third, children are not ginger bread men to be cut out of common dough; they are unique individuals 

with unique learning talents, interests and needs. A common standard may fit everyone, but it will not 

fit anyone very well and its results will be as disappointing as the results from the public schools 

system, which the program is intended to fix.

Furthermore, children in America do not belong to any government, community, business, or labor 

consortium. They belong to their parents and to them alone. Parents, therefore, must decide the 

values, morals and information from which their children will most benefit to live in society. To 

abdicate this responsibility is to allow someone else to make decisions that will not always be to the 

benefit of the children or the parents.

Like every other aspect of life, the Bible provides guidance on whose responsibility it is to teach 

children. Any government; national, State, or local that dictates what children must be taught and 

extorts money through taxation to pay for their vision has overstepped the bounds of their biblical 

jurisdiction. Romans 13:3-5 describes the purpose of government: to wield the sword of justice against 

evil doers, but nowhere in the Bible will you find education as one of its functions.

In Proverbs 22:6, one will find the Bible giving responsibility of a child’s education to parents. The Bible 

also states in Proverbs 1:7, “The fear of the Lord is the beginning of knowledge,” and since public 

schools have completely pushed Christ out of the classroom it is no wonder their academic performance 

has gone with Him.

Mann’s utopian pursuit of standardized universal “free education” was the European totalitarian 

bridgehead into America and it has turned into the coercive failed public school system America has 

today. Like all utopias, the only way to achieve them is through coercion.

This coercion is nearly absent from non-publicly funded schools and these schools most always cost less 

to operate and produce better educational results in nearly every measurable way than their publicly 

funded counterparts. A 1997 study[2] found home schooled children, on the average, outperformed 

their public school counterparts by 30 to 37 percentile points on all subjects. These findings were 

further supported by Dr. Lawrence Rudner who found children that were homeschooled all their school 

aged years had the highest academic achievement.

Since uniformity and top down imposed standards have not worked, the solution to deteriorating 

performance in America’s public schools is simple, return responsibility for education to parents by 

defunding public schools and restoring parents’ right to decide where and how to educate their 

children.

Some may argue defunding public schools would deprive many “under privileged” children of an 

education, but considering what they receive now, it might actually be an improvement. Besides, 

violation of property rights, through taxation for public schools, or any other violation of the rights 

specifically mentioned in the Declaration of Independence is never justified, no matter how noble 

the cause. Additionally, it is an individual’s responsibility to be charitable to the under privileged, 

because when a government does it through taxation it is called theft or extortion, not charity.

Much of the resistance to defunding public schools comes from the fact most people living today, who 

grew up in America, are a product of a public school, have known no other system of education, and 

cannot imagine how another system would work. Those who think this way are oblivious to the fact 

that prior to 1840, all American schools were non-public, biblically based, and produced the founding 

culture, which in turn established the most successful nation in the history of the world. The 

secularized standardization of Common Core, by contrast, is rotten to the core just like the seed of 

“Common Schools” from which it was germinated that produced the culture who voted for the 

politicians America has today. If people were to take the time to compare the results of the two 

systems they too would see for themselves what Mann has done to education.

[1] Pioneer Institute and American Principles Project, National Costs to Aligning States and Localities 

to the Common Core Standards, No 82, February 2012.
[2] Dr. Brian Ray, Strengths of Their Own: Home Schoolers Across America.

Additional Comments: Common Core teaches the ideology of communitarianism, and it is directly 

affiliated with the United Nations. Attempts are going to be made to make Common Core go away, 

but as you will see - it was designed to stay.

The UN Educational, Scientific and Cultural Organization (UNESCO) has a program called “Education for 

All” that includes the same people and same ideas as Common Core. The Global Fund for Education was 

formulated by the UN, “agreed to” by Barack Obama, funded by Bill Gates, and Common Core was 

imposed on the American people through Department of Education (DOE) funding schemes.[3]

It is interesting to note that John Dewey has gotten most of the credit for being the Father of Public 

Education. Perhaps the reason why Horace Mann's contribution isn't as well known is because of the 

connection to Germany.

The article above gives important details on how and why our public school system evolved. Please 

watch the following video, since it will give you the big picture and the end game.


  
(YouTube link)


Additional viewing (Not an endorsement)

Related Posts
Common Core and the Communitarian World Government 
Communitarianism: In Transition to Collectivist Values  
Charter Schools: The One World Classroom

COMMON CORE DUMB DOWN

MAINE GOVERNOR EXECUTIVE ORDER AGAINST COMMON CORE

Governor Paul LePage of Maine issued an executive order on September 4, 2013 against Common Core.
Full text below unedited (with bold print ours for emphasis) from
http://www.maine.gov/tools/whatsnew/index.phptopic=Gov_Executive_Orders&id=592129&v=article2011:

"An Order Regarding Protection of Local 

Education Control and Student Privacy Rights"

September 4, 2013

2013-006

AN ORDER REGARDING PROTECTION OF LOCAL EDUCATION CONTROL AND STUDENT PRIVACY RIGHTS

WHEREAS, Under Maine law, the state’s ultimate goal with regard to its schools is that they will “enable today’s students to gain the knowledge and skills necessary for postsecondary education, career, citizenship and military”; and

WHEREAS, rigorous state standards detailing expected learning outcomes for students are essential if the state is to meet that goal; and

WHEREAS, The adoption of state standards for learning outcomes should be done in an open, transparent way that includes ample opportunity for public review and comment, and

WHEREAS, The federal government has no constitutional authority to set learning standards in Maine or any other state, nor determine how children in the State of Maine or any other state will be educated; and

WHEREAS, The Maine Constitution specifically grants to local governments responsibility for “the support and maintenance of public schools”; and

WHEREAS, It is therefore the right of local school units, not the state, to develop and or adopt curricula and instructional approaches consistent with state learning standards; and

WHEREAS, The protection of student and family privacy is a fundamental right of all Maine people;

NOW, THEREFORE, I, Paul R. LePage, Governor of the State of Maine, hereby order as follows:

That the Department of Education shall not adopt any educational standards, curricula or instructional approaches that may be mandated by the federal government.
That the Department of Education shall not apply for any federal grant that requires, as a condition of application, the adoption of any federally-developed standards, curricula or instructional approaches.

That, consistent with state statute, the Department of Education may provide guidance and technical assistance to schools, but may not require the adoption of specific curricula or instructional approaches.

That any amending of Maine’s Learning Results standards must be done through a transparent public rulemaking process that allows Maine people ample time and opportunity to review proposed changes and provide feedback.

Specifically, the Department of Education shall ensure that any amendment to the Learning Results be posted for public review and comment for at least 60 days. Any comments received during this notice period shall be made public prior to final adoption of any changes.

That the collection of student data by school districts and the state Department of Education must be done in a manner consistent with state and federal laws intended to protect student privacy. No personally identifiable data on students and/or their families’ religion, political party affiliation, psychometric data, biometric information, and/or voting history shall be collected, tracked, housed, reported or shared with the federal government, nor provided to private vendors for the purposes of marketing or business development.

The effective date of the Executive Order is September 4, 2013.

COMMON CORE: AN ASSAULT ON EDUCATION

From the Arizona Daily Independent at
http://www.arizonadailyindependent.com/2013/10/06/common-core-as-assault-on-american-education/, is their article reprinted in full below (with bold print ours for emphasis):

"Common core: As assault on American education", which reveals the socialist and deliberate "dumbing down" of students:

How can so many well educated representatives, charged with caring for and tending over the best interests of the children of Arizona and the future of our State be so wrong? The public outrage over what Common Core represents is growing. I would like to know if you plan to continue to press this, in spite of its clear assault on the Arizona Constitution and the Constitution of the United States of America?

The Common Core educational program being pushed onto school districts nationwide and after seeing the content and methodology the wrapper is off the package; it is indeed pure indoctrination of children into the New-World Order. Like the preponderant majority of programs and “change” introduced by Obama and his socialist minions, Common Core is explained away and packaged for quick sale before anyone really has a chance to read the contents.

In much the same way “Obamacare” is now repackaged as the Affordable Health Care Act, and it was pushed onto the American public with the famous line, “We have to pass it first before you get a chance to see what’s in it.”

Common Core is yet another such program, and evidence that the US Department of Indoctrination (AKA US Department of Education) should be eliminated. Arizona can do much better than continue to accept the garbage that comes from the federal bureaucracy. I doubt seriously thoughtful parents would agree to an educational program if they were told it contained teachings about the “population police” or “child removal from family” or teaching children how to create phony but believable I.D. cards to hide their true personal identity so they may be allowed to live.

Parents in states that have examined this New-Age agenda for indoctrination of children are now screaming, but Superintendents of Education at the state level, as well as at county and school district levels are pretending not to hear, all the while they make aggressive moves to rename Common Core to something more benign and acceptably confusing. And Arizona parents are awakening.

Common Core Curriculum is about control over children, their values and morals, about moving them into herd mentality versus developing critical thinking skills; Common Core Curriculum nationalizes education and removes oversight away from parents and local schools and school boards. Upon deeper examination, Common Core indoctrinates children in a socialist system with primary objectives in developing good common citizens with no exceptional traits, to become citizens of a larger community, a global community where national sovereignty no longer exists, loyalty is to the New-World Order, not to parents or the Constitution and Rule of Law and definitely not to Judeo-Christian teachings and values.

States and citizens (parents) are beginning to fight back, and this actually scares many elected officials who already have accepted large dollar amounts to implement this diabolical program. Many elected officials have the audacity to stand in front of the electorate and lie about the intent and purpose of this agenda building program, and the people are learning they have been lied to and just how badly. How long will Arizona Superintendent of Public Instruction John Huppenthal stand by Common Core?

Article offered for additional reference.

Rotten to the Common Core

By Joan Swirsky
In July, the state of New York announced the results of its first tests based on the Common Core: The region hasn’t been this battered since Superstorm Sandy. Just 26 percent of students in third through eighth grade passed the English exam, and only 30 percent passed the math test. In one Harlem school , just seven percent of students received passing scores in English, and 10 percent in math. We’ve gone from No Child Left Behind to Well-Just-About-Every-Child-Left-Behind …progress of a kind. If ‘learned helplessness’ is the Common Core’s goal, it’s a stunning success.” Businessman George Ball.

Indeed, the tests based on the new Common Core (CC) curriculum horrified both parents and educators in New York State, as they are sure to do in the 45 other states that have accepted these new federal-education standards.

Yet in the very definition of a clueless response to the disastrous test results, NY State Education Commissioner John B. King, Jr. said that “these proficiency scores do not reflect a drop in performance, but rather a raising of standards to reflect college and career readiness in the 21st century.” Nice try, Mr. King. Go back to sleep.

How did this happen? Here’s a little history. When President George W. Bush introduced No Child Left Behind, liberals and teachers’ unions went crazy. How dare any program actually measure the effectiveness of classroom teachers or, worse, hold them accountable for decade after decade of failure? How dare that same program document the great
number of students allowed to progress through grade after grade in spite of jaw-dropping deficits in math and literacy?

Isn’t it wrongheaded, critics asked, to ‘teach to the test’ instead of giving students better skills and deeper knowledge? As if testing skills and knowledge is a bad thing!

Of course the “evolved” progressives and educrats among us decided to contrive a better mousetrap for improving the devolving state of American public-school education and they called their brainchild Common Core, a program that was formally adopted by the federal government in 2010 and by NY State in 2011. Other contributors to this dumbed-down excuse for education included members of the leftist Aspen Institute which was founded in 1950 to, among other things, “define a good society.”

Common Core has a nice ring, doesn’t it, suggesting that we’re all in this together and we all believe in education that includes America’s “core” values?

Don’t be fooled. As author and journalist Dean Kalahar writes, “Common Core…may look delicious, but before you take a bite out of the apple, it might be a good idea to know a razor is inside.” As Kalahar explains, “President Obama and Education Secretary [Arne] Duncan falsely said the Common Core standards were developed by the states and voluntarily adopted. CC was actually developed by an organization called Achieve, approved by the National Governors Association and funded by the Gates Foundation by at least $173 million dollars. The [cash-starved] states were bribed by $4.35 billion ‘Race to the Top’ dollars if they adopted the standards. Federal laws prohibit the U.S. Department of Education from prescribing any curriculum, but four billion is a big carrot – or is it a stick? Forty-six states and the District of Columbia have sold out… I mean ‘signed on.’”

According to journalist Nick Wills, the Common Core curriculum was implemented with virtually no empirical evidence of its value, and it was rushed into school systems without consulting – drum roll here – students, teachers and parents! Educatio nreformer Diane Ravitch says that the standards have been adopted “without any field test … imposed on the children of this nation despite the fact that no one has any idea how they will affect students, teachers, or schools.”

This takes on a certain grotesque logic when, according to businessman George Ball, you realize that in “the 60-person work group that developed the curriculum, there was not one practicing teacher! David Coleman, chief architect of the Common Core curriculum, now heads the College Board. That’s worrisome, and so is Coleman’s background as a consultant at McKinsey & Co., the firm that so ably advised Kmart, Enron, Swissair and Global Crossing.”

But so irresponsible were our educators and so avaricious to feed at the federal trough that they bought the whole package without even a sneak-peek at its contents.

What did they buy? Kalahar states that “for all intents and purposes, Common Core is nationalized education. History has shown that state-run information control, which begins with education, has always led to disastrous results, [for example] the USSR, Germany, and Cuba.

“The foundational philosophy of Common Core,” Kalahar adds, “is to create students ready for social action so they can force a social-justice agenda.” According to Wall St. Journal writer David Feith: “Common Core is about an obsession with race, class, gender, and sexuality as the forces of history and political identity…nationalizing education via Common Core is about promoting an agenda of anti-capitalism, sustainability, white guilt, global citizenship, self-esteem, affective math, and culture-sensitive spelling and language. This is done in the name of consciousness raising, moral relativity, fairness, diversity, and multiculturalism.”

Again, with zero input from students, teachers and parents – and zero knowledge by any parents about what is going on in their children’s classrooms!

For instance, did you know that the people who bleat most loudly about transparency – in this case those in Obama’s U.S. Dept. of Education – rewrote federal privacy laws in 2012 allowing the powers-that be to share your child’s academic record with virtually anyone? Now states are starting to combine student test scores, discipline history, medical records, nicknames, religion, political affiliation, addresses, extracurricular activities, fingerprints, iris scans, DNA, blood type, religion, family income, bus stop schedules and psychological evaluations into a private database called in Bloom.

“The federal government is acquiring a massive amount of data that can be sold to the highest bidders,” says Carole Hornsby Haynes, Ph.D., a curriculum specialist and writer.
“This is an invasion of student and family privacy and a violation of our 4th Amendment rights. The education-technology buzzards are circling overhead and, having smelled the strong scent of money, are salivating at the thought of making billions from this new goldmine.”

Did the principal of your child’s school let you know about this gross – and I believe, unconstitutional – invasion of privacy? Did your child’s teacher? Did the superintendent?

Did the School Board? No? Is that alone not an indefensible breach of trust and a further reason to reject this insidious Trojan Horse into American education?

Journalist and author Michelle Malkin calls Common Core “the stealthy federal takeover of school curriculum and standards across the country.” She explains that for decades, “collectivist agitators in our schools have chipped away at academic excellence in the name of fairness, diversity and social justice. [They] denounced Western civilization requirements, the Founding Fathers and the Great Books as racist. They attacked traditional grammar classes as irrelevant in modern life. They deemed ability grouping of students (tracking) bad for self-esteem. They replaced time-tested rote techniques and standard algorithms with fuzzy math, inventive spelling and multicultural claptrap.”

Malkin says that independent members of the expert panel in charge of validating the standards refute the claim that Common Core standards are superior. “Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. He’s not alone.” Professor Jonathan Goodman of New York University found that the Common Core math standards imposed “significantly lower expectations with respect to algebra and geometry than the published standards of other countries.”

And Ze’ev Wurman, a prominent software architect and longtime math advisory expert in California and Washington, D.C., said that “Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government.”

Journalist Cheryl Carpenter Klimek says that, “We’ve all been taught that 2+1=3, but under Common Core the answer could be 4, or pretty much any number you want to offer – as long as you can explain how you calculated the problem….” She cites a video of a Chicago teacher, Amanda August, explaining the, ahem, logic of this Common Core policy: “Even if they said, ’3 x 4 was 11,’ if they were able to explain their reasoning and explain how they came up with their answer really in, umm, words and oral explanation, and they showed it in the picture but they just got the final number wrong, we’re really more focusing on the how.”

Writer Tabitha Korol has pored over the textbooks used in the CC curriculum. Prentiss Hall’s “World History,” currently used in Brevard Country, Florida, devotes a 72-page chapter to Islam and only small paragraphs about Judaism and Christianity which are embedded in other chapters. Multiple editions of Houghton Mifflin’s “Across the Centuries” were found to contain Islamic preaching. And Pearson, the world’s leading pre-K-20 educational publishing company, is “dedicated to working with educators to change the way America thinks.”

“With whose approval?” Korol asks. Indeed!

In “Contemporary Human Geography 2e,” Korol found mention of “the Five Pillars of Islam, the Four Noble Truths of Buddhism, but not the values and righteous ethics of the Ten Commandments of Judaism and Christianity. In “Human Geography,”Korol found that “two of the topics posed the acceptability of murdering Jews, but for different reasons and judged by different circumstances. The superintendent of schools in one of the districts said he didn’t find that offensive…”

“Not only have they removed classes in civics, history, our nation’s foundation and traditional values,” Korol states, “but they have ensured the erasure by discontinuing cursive writing from the curriculum, the same script used for our original official documents, including the Declaration of Independence and the Constitution, to make them indecipherable and insignificant. Gone are the studies in economics, needed for creative, entrepreneurial job opportunities, the country’s growth, and the arts, a reflection of the culture. How different is this from the book burning events of Nazism and other conquering tyrannical regimes?

“Further, the students will suffer a 60 percent cut in reading classic literature, poetry and drama, including the works of Charles Dickens, Edith Wharton, and Mark Twain, and the introduction of Algebra-1 and, by extension, advanced math will be delayed. From this information alone, it appears that the next generation is destined to become the drones of a worker society, not the citizens of an exceptional nation.”

Korol says that the Common Core textbooks “omit essential data and provide indoctrinating narratives that devalue Israel, Judaism and Christianity in favor of Islam.”

For instance, in Albany, New York, a high school English teacher used a Common Core textbook for her students’ assignment, which was to watch old Nazi propaganda films and justify to the Kommandant portrayed by the teacher) why the Jews should be murdered. And a teacher in Brentwood, Tennessee, asked her students if it was acceptable for Palestinians to kill Jewish children, based upon Israel’s occupation of “Palestine.”

In yet another CC textbook, Korol says, “two spellings are given for the Arab capitals of Mecca and Medina, but Jerusalem, the Jewish capital in Israel for three millennia since the days of David, is absent!

Similarly, the text mentions Muslim mosque designs, Christian churches and church architecture, Hindu temples, Buddhist and Shinto Pagodas, and Baha’i Temples, but not one mention of the various Jewish synagogue creations that reflected the architecture of their host cultures over the centuries.”

This is the tip of the proverbial iceberg. Korol and Malkin document their findings exhaustively and extensively, as do others who have made it their business to research the astoundingly racist – and of course leftist – curriculum, which is so replete with omissions, mistakes and distortions that it insures a one-size-fits-all population of astounding ignorance and deeply-embedded prejudice. Or, as Will Fitzhugh, publisher of The Concord Review has said: “The Common Core curriculum …is enabling students to be ignoramuses.”

Journalist and author Dr. Ileana Johnson Paugh provides additional examples of the vile indoctrination the Common Core inflicts on students. She cites the development of a first-grade Democracy Plan to help people in need. “Is this what first graders do now, they think about ways to organize people in their communities to fix social problems? This is community organizing; this is communism, not literature and writing.”

“In the same series of books,” Paugh adds, “educators are directed to teach first graders about emotional words of anger and fear in order to accomplish their social justice goals. The workbook gives the following example, ‘My mom___ (tells) (nags) me to clean my room.’ Students are supposed to choose ‘nags’ because it is an emotional word of anger. If a student chooses ‘tells,’ the answer is incorrect.”

Homework activities, she says, include practicing being upset and angry because “feelings cause people to act.”

“Is there any wonder that we have the Occupy Wall Street mobs, angry mobs, flash mobs, and people talking over each other? Liberals are taught to be ruled by feelings and not by logic.”

By third grade, Paugh explains, teachers must “measure attitudes, beliefs, and dispositions,” noting on the Student Observation Form whether “growth and change in individual student’s behavior and attitudes is observed. Does the student use the plural ‘we’ and ‘our’ to advocate ways to solve social problems? In other words, I and my, individualism, are frowned upon.” Not incidentally, as a dangerous companion program to Common Core, the American Library Association is now teaching librarians how to push Islam. As part of a National Endowment for the Humanities program funded by $150 million of our taxpayer dollars, 25 books and a DVD are being provided to 800 public libraries – is your library included? – but no books on Judaism, Christianity, Buddhism, Hinduism, etc.

The good news is that all over the country more and more people are becoming aware of the totalitarian nature of the Common Core curriculum and fighting back. Malkin lists grassroots parents groups and Tea Party groups in Massachusetts, Georgia, Utah, Texas, Indiana, Alabama, Florida, Ohio, South Carolina, West Virginia, Wisconsin, and nearly a dozen other states that are now educating themselves and their state legislatures about “the centralized education racket.”

In addition, the Indiana state senate passed legislation to halt Common Core implementation and similar legislation is moving through the Alabama state legislature.

And a few weeks ago, Governor Rick Scott of Florida held an education summit for education, business and political leaders on Common Core. Writing of the summit, Laura Rambeau Lee says: “The primary objection is that it is taking the control of our children’s education away from the parents, teachers, and local, even state, departments of education.” For instance, she adds, “on a nationwide scale, every teacher in every second grade class will be doing the same assignment on the same day of the same week. Teachers are no longer responsible for lesson plans. They are given the specific assignments and are teaching them to their students. If a student does not understand he or she will be out of luck, because tomorrow it is on to the next assignment. There is no opportunity to help the students who do not ‘get it.’ They will become frustrated and begin to have behavior problems and hate school. Many parents are already experiencing these problems with their children.”

Additionally, “What is the correct answer? All I know is it is not ‘B.’ Parents will not understand the assignment sufficiently to help their child and the child will begin to believe their teacher knows more than their parents.”

Rambeau Lee exhorts every parent to demand to see his or her child’s assignments. She says there are anti-Common Core Facebook pages for every state, and links to other education websites on her blog, Right-Reason.com (under the education tab).

David Bloomfield, professor of Education, Law and Policy at Brooklyn College, describes the defensiveness, excuses and rationalizations we’ve started to hear from the educational establishment this way: “The amount of spin is directly proportional to the size of the screw-up.”

BILL GATES: "POWERFUL NEW MARKET" IN COMMON CORE TO SELL HIS SOFTWARE TO A "UNIFORM BASE OF CUSTOMERS"

GLENN BECK PLAYS CLIPS OF BILL GATES 

PROMOTING COMMUNIST IDEOLOGY:

PIGEON-HOLING YOUR CHILDREN INTO A 

STATE DEFINED CAREER TRACK

CLICK ON THIS IMAGE TO ENLARGE:

BILL GATES: HIS PLAN FOR A 

"GALVANIC SKIN RESPONSE BRACELET"

FOR YOUR CHILDREN IN SCHOOL

GSR BRACELET

REPUBLICAN NATIONAL COMMITTEE OPPOSES COMMON CORE

APRIL, 2013

RESOLUTION CONCERNING COMMON CORE EDUCATION STANDARDS

WHEREAS, the Common Core State Standards (CCSS) are a set of academic standards, promoted and supported by two private membership organizations, the National Governor’s Association (NGA) and the Council of Chief State School Officers (CCSSO) as a method for conforming American students to uniform (“one size fits all”) achievement goals to make them more competitive in a global marketplace, (1.) and

WHEREAS, the NGA and the CCSSO, received tens of millions of dollars from private third parties to advocate for and develop the CCSS strategy, subsequently created the CCSS through a process that was not subject to any freedom of information acts or other sunshine laws, and never piloted the CCSS, and

WHEREAS, even though Federal Law prohibits the federalizing of curriculum (2.), the Obama Administration accepted the CCSS plan and used 2009 Stimulus Bill money to reward the states that were most committed to the president’s CCSS agenda; but, they failed to give states, their legislatures and their citizens time to evaluate the CCSS before having to commit to them, and

WHEREAS, the NGA and CCSSO in concert with the same corporations developing the CCSS ‘assessments’ have created new textbooks, digital media and other teaching materials aligned to the standards which must be purchased and adopted by local school districts in order that students may effectively compete on CCSS ‘assessments’, and

WHEREAS, the CCSS program includes federally funded testing and the collection and sharing of massive amounts of personal student and teacher data, and

WHEREAS, the CCSS effectively removes educational choice and competition since all schools and all districts must use Common Core ‘assessments’ based on the Common Core standards to allow all students to advance in the school system and to advance to higher education pursuits; therefore be it

RESOLVED, the Republican National Committee, as stated in the 2012 Republican Party Platform, “do not believe in a one size fits all approach to education and support providing broad education choices to parents and children at the State and local level,” (p35)(3.), which is best based on a free market approach to education for students to achieve individual excellence; and, be it further

RESOLVED, the Republican National Committee recognizes the CCSS for what it is– an inappropriate overreach to standardize and control the education of our children so they will conform to a preconceived “normal,” and, be it further

RESOLVED, That the Republican National Committee rejects the collection of personal student data for any non-educational purpose without the prior written consent of an adult student or a child student’s parent and that it rejects the sharing of such personal data, without the prior written consent of an adult student or a child student’s parent, with any person or entity other than schools or education agencies within the state, and be it finally

RESOLVED, the 2012 Republican Party Platform specifically states the need to repeal the numerous federal regulations which interfere with State and local control of public schools, (p36) (3.); and therefore, the Republican National Committee rejects this CCSS plan which creates and fits the country with a nationwide straitjacket on academic freedom and achievement.

References:

1. www.corestandards.org

2.  Federal Law 20 USC 1232a-Sec. 1232a. and The Elementary and Secondary Education Act (ESEA) Pub.L. 89-10, 79 Stat. 27, 20 US.C. ch. 70.

http://us-code.vlex.com/vid/prohibition-against-federal-control-19195093

 3.  http://www.gop.com/rnc_counsel/

GOVERNOR MARKELL OF DELAWARE MOCKS CRITICISM OF COMMON CORE AS "MYTHOLOGY"

GOVERNOR MARKELL OF DELAWARE

DEEPLY INVOLVED IN COMMON CORE

DENIES FEDERAL TAKEOVER OF EDUCATION

COVERS UP SOCIALIST AIMS

"HIGHER STANDARDS" THAT ARE REALLY LOWER

Governor's Jack Markell's Weekly Message 

September 6, 2013

Misleads Public with Erroneous Claims 

About Common Core

Published on Sep 6, 2013 on YouTube:

In his weekly message, filmed at Silver Lake Elementary School in Middletown, Governor Markell discusses the Common Core State Standards and their impact on student achievement in Delaware. 

"This is a bipartisan effort, driven by states across the country, to raise the bar for our students without interference from federal mandates," said Governor Markell. "It emphasizes the ability of our next generation of workers -- your kids, our kids -- to apply lessons learned in the classroom to real-world situations."

                                     

MARKELL CLAIMS: "THIS IS NOT ABOUT A NATIONAL CURRICULUM" (WHEN IT IS!)

• FROM STATE OF DELAWARE WEBSITE: 

http://governor.delaware.gov/biography.shtml

"The Governor made education one of his top priorities. As a result, Delaware won President Obama's Race to the Top competition to significantly improve public schools. Delaware’s plan was ranked first of 40 state plans by the U.S. Department of Education and was one of just two plans to receive initial funding.

Governor Markell has also worked to advocate on behalf of Delawareans and bring national attention to his home state through a number of leadership roles including his recent role (2012-2013) as Chair of the National Governors Association (NGA). His Chair’s initiative was A Better Bottom Line: Employing People with Disabilities. The Governor is:

• Chairman of the National Board of Directors for Jobs for America's Graduates (JAG)
• National Governors Association (NGA) Executive Committee Member
• Former Chair, National Governors Association
• Former Co-Chair of the Common Core Standards Initiative, a joint effort of NGA and the Council of Chief State School Officers to develop Common Core Standards for education
• Former Board Member, National Assessment Governing Board, nominated by US Education Secretary, Arne Duncan
• Former Chair of the Democratic Governors Association (DGA)
• Former Chair of the Education, Early Childhood and Workforce Committee, NGA (July 2010 - Dec 2010)
• Former Vice Chair of the NGA Economic Development and Commerce Committee (Jan 2010 - July 2010)"

MARKELL MOCKS COMMON CORE DOUBTERS AS MYTHOLOGIZERS

http://www.delawareonline.com/article/20130920/NEWS03/309200032/Markell-riles-Common-Core-doubters-talk-mythology-. 

Markell tells MSNBC about criticism of Common Core:

“No, because it’s not based in fact,” Markell responded. “It’s based on this mythology.”

Markell's Washington Post op-ed article filled with an "abundance of inaccuracies and lies by omission" about Common Core as described in: 

http://www.redstate.com/freedomworks/2013/06/12/delaware-governor-jack-markell-gets-it-wrong-on-common-core-again/.

Markell's Washington Post article reprinted in full here, as seen originally at:

http://www.washingtonpost.com/opinions/the-tea-party-is-wrong-on-the-common-core-curriculum/2013/06/09/b7c85ae4-ceba-11e2-8845-d970ccb04497_story.html:

Back to previous page

---

The tea party is wrong on the Common Core curriculum

By Jack Markell, Published: June 9

Jack Markell, the governor of Delaware, co-chaired the Common Core Standards Initiative.
Over the past three years, 45 states have adopted the Common Core State Standards. These objectives were developed to ensure that America’s students acquire the academic skills they need to reach their full potential.
Yet the Common Core standards are under serious assault by the tea party movement, which argues that they were developed by the federal government [“A new battle for tea party,” front page, May 31]. This assertion lacks any basis in fact. The Common Core was developed during a year-long process by state leaders — Democrats and Republicans — along with highly respected members of the business community and people in education, including many teachers.
Rather than representing a takeover by the federal government, Common Core shows why states have always led in the area of education policy. State leaders realized that we can best accomplish our goals by working together with common guidelines that allow us to raise the bar for our students and share resources without interference from federal mandates.
Opponents of higher standards also argue that the Common Core will eliminate local control of a school’s curriculum. This, too, is simply not true. Previously, each state had set its own standards; now, the majority of states will have the same ones. Local school boards have had, and will continue to have, discretion in how to work with their schools and educators to teach those higher objectives — from the texts they use to the teaching techniques they employ. The difference is that the expectations for a high school junior in Delaware will be the same as in California.
If the crusaders against Common Core don’t think this is important, they should speak with military families. Their stories — told to support groups and educators — illuminate the benefits of having expectations for students that don’t vary by Zip code and that prepare their children for a global economy. They talk about moving to a new state with better academic standards, and how their kids initially struggle to meet more challenging goals but ultimately flourish beyond the levels that their previous accomplishments would have suggested.
Luckily, though opponents’ voices are loud, they are not the majority. The Common Core effort represents one of the few initiatives so fundamental to the prosperity of our country that it has received support from organizations as diverse as the U.S. Chamber of Commerce, teachers unions, the National Parent Teacher Association and the U.S. Army.
Supporters of the standards recognize that we are in a global war for jobs, best characterized as a global war for talent. According to Gallup, 3 billion people are looking for jobs in a world that has only 1.2 billion good jobs to offer. To compete and win on the global stage, our country’s leaders must demand more of ourselves and do our students the favor of demanding more of them. That means an education that doesn’t just produce diplomas but also gives our students the tools they need to compete with their counterparts around the world for college admission and careers.
The Common Core initiative is driven by the highest international bench marks as well as a thorough, evidence-based study of the skills required for students to attain college and career readiness by the time they don their high school graduation gowns. We have maintained an intense focus on the ability of our next generation of workers to apply lessons learned in the classroom to real-world situations. In today’s economy, these skill sets are not controversial. They include “writing arguments to support claims,” “using probability to evaluate the outcomes of decisions,” “participating effectively in a range of collaborative discussions” and “making sense of math problems and persevering in solving them.” The Common Core standards will ensure that students gain these necessary skills.
It’s time to focus on the difficult work that comes with effectively implementing higher standards across hundreds of thousands of classrooms. We cannot let fringe movements distract us from this goal, and we cannot let this moment pass. All of us who believe in the Common Core must vocally and visibly debunk the myths — and fight for a future that gives all of our nation’s children the best chance to succeed.
Read more on this topic: Michael Gerson: GOP fear of Common Core education standards unfounded Katrina vanden Heuvel: Stakes on standardized testing are too high Deborah Kenny: The right curriculum for kindergarten is play Joshua P. Starr: Schools need a timeout on standardized tests Valerie Strauss: Five key questions about the Common Core standards Alexandra Petri: Does the Common Core mean the end of reading?
_________________________________________________________

MANNY SILVA: BEWARE OF JAKES, OSTEEN, MEYER

Beware Of: Jakes, Osteen, and Meyer

What if a Bible teacher:  teaches that there are many paths to God; does not know whether Muslims will go to heaven or not; and does not believe in the proper biblical teaching of the Trinity

​,  but instead teaches that the Trinity is "God manifesting Himself in three different ways, or "modes."​​

What if a Bible teacher:  refuses to answer whether homosexuality is sinful; refuses to say whether homosexuals will not go to heaven; and cannot say for sure who goes to heaven or not, even atheists;  and teaches that “following your dreams” is what will make your life happy.

What if a Bible teacher: teaches that Jesus was tormented in hell by demons; believes he/she believes they do not sin anymore; and that you cannot be saved unless you believe that Jesus went to hell.

Would you accept any of these teachers as legitimate Bible teachers?  Would you use their books as good resources, knowing that they teach these things?  Are these teachings or beliefs okay with you, or are they demonic?  Would you warn your friends about them?  If not, why should you not warn your Christian friends about them?  Is it wrong to call out these teachers and expose them if they are preaching false doctrines?

I have been concerned recently about some friends who have been reading books by so​me of these teachers, and quoting them, and apparently accepting the false idea that these are good Bible teachers.  They are not, and so I give you a brief summary of just some of their false teachings and why you should stay away from them.  Instead you should have no fellowship in any way with them, and you ought to be getting more into the word of Go

​d ​

than into their "inspirational, feel good teachings"​

 ​. ​

Here is the summary of three false teachers: Joel Osteen, TD Jakes, and Joyce Meyer. 

​All three also share the same kind of prosperity gospel or word-faith teachings that are heretical as well.  ​

Please also go to the suggested video links for detailed shocking exposes​

​of their ministries.​

 

For further References:

​TD Jakes and his corrupt conferences with secular artists:  https://www.youtube.com/watch?v=4KmRSqHiFfA

Joel Osteen's Lies:  https://www.youtube.com/watch?v=yG5hmZctmZw

Joyce Meyer and her greed:​

 https://www.youtube.com/watch?feature=player_embedded&v=Ko5zkkZ0GmQ#t=730

Manny Silva
Stand For Truth Ministries

JUDGE JEANINE PIRRO: WHO'S THE REAL TERRORIST? US OR OBAMA?

WORLD WAR 2 VETERANS CROSS OBAMA'S BARRICADES IN WASHINGTON, D.C.

WWII memorial barricades moved for vets: