Thread: "Common Core" And The All-Too-Common Tendencies Of Heavy-Handed Government

COMMON CORE GLOBAL COMMUNION: ACTION ALERT
PART 2 of 2

By Anita Hoge
October 23, 2013
NewsWithViews.com

The data was used to validate certain research techniques and curriculum for a target population according to those group goals to change those attitudes and values of American students, like values clarification or moral development. Interestingly, the test was scored in two ways. One set of data was Norm referenced scored, percentages for entire school districts to target weaknesses. This summary data was sent back to the schools to target curriculum change.


The other was Criterion scored data which was kept for research on weaknesses of individual students over time. Parents and local schools never saw this collected and scored data. Criterion data was based on individuals, to compare data over time to see if the curriculum and techniques were working (to change attitudes and values toward government desired goals.) Your government controls the type of data that is released. All other data is kept for research. (This is why FERPA, Family Education Rights and Privacy Act, must be challenged to protect and stop PII, personally identifiable information given to research, big business, non-profits, foundations, for free, to write curriculum and develop tests and software to measure these affective goals on individuals.

Common Core is needed to track your individual child.)

This test was scored toward breaking down individualism and geared toward group thought. The scored data was used for research to develop controversial curriculum which has grown into vast programs of Character Ed, Civic Engagement, Social Justice programming, Self-Esteem programs, Interdependence, Cooperative Learning, Environmentalism, Redistribution of Wealth, Death Education, Bullying, Sexuality, etc, usually embedded in regular curriculum and sometimes in classes on their own.

These programs actually teach the opposite of what you might think they teach. It's not about discipline, self-control, or honor. It's breaking down individualism. Academics have become a side show. The entire agenda is to break down the individualistic concepts of American values and dispositions and move those attitudes toward accepting a collectivist view or radical ideas that are different from normal American life.

When a controversial activity shows up in your school, it is not by accident. Or, oh gee, we're sorry, that wasn't OK'd by the school board. Your school was pinpointed by research to receive curriculum to change the students in your school by the government scored tests for interventions and school improvement. Unfortunately, parents are usually upset about certain books being used or a specific activity. These controversial activities count. Little do the parents know that it's more, a complete transformation of education. Now, the government is targeting your individual child through the Common Core Standards. What I'm describing is the total ball of wax.

Democratic Engagement-The New Term for Global Citizenship Beginning at Birth Through CollegeOnce the envy of the world, the brightest, most productive, creative, economic power the world has ever known, the United States will fall to its knees. Not because we don't have smart citizens, because we have indoctrinated citizens who have had heavy doses of psychological manipulation and mastery learning and cooperative education since kindergarten. Remember, Common Core Standards identify Johnny in the classroom, and federal funding, ESEA Title I and IDEA (Special Ed), (HR 5 plus SB 1094), proposed by the Obama administration, the Democratic held Senate, and the Republicans pushing Charter Schools and Choice to individualize educational plans for EACH student, there will no longer be doses of manipulation. It will be constant manipulation by computer programming and Master Teachers, no matter how long it takes. Different models have kids graduating from high school at the age of 19, 20 or older. More indoctrination will be needed before those students are released as global workers, but the indoctrination must begin at birth.

Cradle to Age 21

Remember, it doesn't matter that your child is smart or has a high IQ...what matters is the right attitudes and values. Benjamin Bloom's "whole child theory" of teaching, which is challenging the student's fixed beliefs, includes the affective domain and must be taught from early ages to change American thoughts and values. SB 1094 calls for testing 'across domains,' the whole child, values included starting at birth.This is why the Pennsylvania EQA is so important. The test, which was a model for the nation, shows you exactly what is wanted in the future citizen. This is why ACT, who developed Work Keys for career readiness, is creating career tests for Kindergarten. ("Five Year Old Put to the Test as Kindergarten Exams Gain Steam", by Stepheny Simon, Rueters,9-25-2012.) The earlier, the better, to mold cookie cutter kids ready to bow to the master plan after years of indoctrination. Career training for Kindergarten? Really? This is the "cradle to grave" indoctrination being put in place.

The Obama administration accelerated the trend in 2011 with a $500 million competitive grant to bolster early childhood education. States that pledged to assess all kindergarten kids earned extra points on their application. The Obama administration grant guidelines encouraged states to develop holistic assessments that measure a 5- year olds social, emotional, and physical development as well as their cognitive skills ( the whole child). About a dozen states including Georgia and Maryland have developed such broad assessments according to the National Conference of State Legislatures. Now, Obama is proposing paying for pre-school for early detection and molding of attitudes and values. Attitudes and values are NOT so hardened or fixed if caught in early years. Senate Bill 1094 starts funding at birth through age 21.

Lately, the interesting thing about the education establishment is that they are sometimes blatantly saying what they are doing. The public is just not catching on as clearly can be seen in this article, "ACT to Roll Out Career and College Readiness Tests for 3rd-10th Grades" By Caralee Adams on July 2, 2012, Ed Week Oct 9 2012, "The assessment would look beyond academics to get a complete picture of the whole student," he says ( Jon Erickson, the president of education for ACT, the Iowa City, Iowa-based nonprofit testing company.) "There would be interest inventories for students, as well as assessment of behavioral skills for students and teachers to evaluate." This statement tells you a lot about the agenda.

Yes, each state is agreeing to the agenda of the Common Core Standards, as well as, all testing that is aligning to the NAEP.

Standardization and accountability will be aligned internationally as the Bologna model strives to undermine our colleges and universities with their indoctrination.

Civic Education and Democratic Engagement is being taught in the United States as Global Citizenship-the dismantling of the idea of patriotism, individuality, and greatness in the world. Will American students bite the bait of indoctrination that our country is on the same level as other countries and to merge with other nations? Does the "Occupy" movement understand the implications? Do young voters know the consequence of changing the American concept of freedom? Lets hope so. The goal...acceptance of a global new world order. We are a nation at risk.

The Degree Qualification Profile-A New University Diploma-What College Students Must Know and Be Able To Do in Order to Graduate in Higher Ed-With International Standards

While the Common Core is sweeping the nation, HR 5 and SB 1094 will ultimately fund the take-over of education in the United States. Colleges appear to be the next target for the future to change and mold young adult student attitudes. Civic Engagement is on the move to redefine "quality" to be sure ALL college students are drawn into the agenda. The updated proposal to control higher education by providing compatible and comparable international benchmarking is escalating toward the international Bologna Model. Pilot projects are being implemented now in three states as models...Indiana, Minnesota, and Utah. The Bologna model refers to "tuning". Tuning means matching US standards to the European international standards model. As of today, many colleges are turning a deaf ear to this model, thankfully. But the international push is on. You can be sure that NAEP, National Assessment of Educational Progress, and its international clone, the IEAP, International Assessment of Educational Progress, will be used for data comparisons in the international testing. Once standardization is complete, the psychological experimentation and manipulation to change older American students towards this socialistic, communistic system will move at triple speed targeted to individuals in collegeJanuary, 2011, the Obama Administration released its Road Map for civic learning, “Advancing Civic Learning and Engagement in Democracy.” In October, 2012, the National Task Force on Civic Learning and Democratic Engagement released a new study that explains how the convergence to world citizenship will function for our nation's colleges called, " A Crucible Moment-College Learning and Democracy's Future." Great detail is placed on the development of personality and values of the graduate student.


(Page 4) This current proposal of civic education is a direct link to the European nations agreement for converging their higher education systems of standards-international benchmarks for all colleges world-wide. Many papers have been written that call for the standardization of all colleges, worldwide, to agree on global standards and outcomes. The doublespeak begins: entrusting a student's responsibility and influence on civic values, assumptions; responsibilities to a wider public is stressed.

Critical inquiry, also known as higher order thinking skills, universal democratic principles, deliberation and bridge building across differences, are central to building world citizenship. The new degree is called the Degree Qualification Profile.(page 54)


Read the complete list of international values that each college student must attain for their degree listed in the Crucible document:Focus on this partial list:• Respect for freedom & human dignity,
• Empathy,
• Open-mindedness,Tolerance, Justice, Equality, Ethical integrity,
• Responsibility to a larger good,
• Collective Action,
• Integration of knowledge, skills, and examined values to inform actions taken in concert with other people,
• Moral discernment and behavior,
• Navigation of political systems and processes, both formal and informal,
• Public problem solving with diverse partners,
• Compromise, civility, and mutual respect.

This is the EQA, the NAEP, and the Common Core-College and Career Ready Standards for college students. How do you measure and score integrity, empathy and justice or other subjective values? Here we go again. The push is on to psychoanalyze and internationalize college students, too. (Just in case a student from homeschool or a Christian school slipped through the cracks.)

The Degree Qualification Profile, funded through the Lumina Foundation, defines 'expected learning outcomes that graduates need for work, citizenship, global participation, and life' that aligns with the Bologna Model. This is the blueprint that will force the standardization of college degrees to be equally and universally accepted worldwide. The Bologna Process ensures that the United States is prepared for convergence and urges the United States "for your eyes only" to take the most far reaching and ambitious reform of higher education ever undertaken. Our nation's colleges and universities are far from approving this agenda. However, the agenda exists and is moving forward to standardize the process.

The Lumina Foundation explains that, "Preparing students for responsible citizenship is a widely acknowledged purpose of higher education. Like other forms of application, civic inquiry requires the integration of knowledge and skills acquired in both the broad curriculum and in the student’s specialized field. But because civic preparation also requires engagement — that is, practice in applying those skills to representative questions and problems in the wider society — it should be considered a discrete category of learning."

"Higher education is experimenting with new ways to prepare students for effective democratic and global citizenship. Virtually all of these efforts use experiential or field-based learning as a means to develop civic insight, competence in public affairs and the ability to contribute to the common good. By definition field-based learning about civic issues is likely to immerse students in public debate about contested positions."

"In developing civic competence, students engage a wide variety of perspectives and evidence and form their own reasoned views on public issues. Civic Learning — which is related to but goes beyond the Intellectual Skill we have labeled “Engaging Diverse Perspectives” — also involves active engagement with others. Exposure to these different perspectives helps students develop their own responses to social, environmental and economic challenges at the local, national and global levels."

The Bologna Model will first begin to introduce the ideas of unifying course credit, accountability and transferability internationally. The next steps are to ridicule the United States for no longer being on the "cutting edge" or the assumptions of world dominance to shame our universities and colleges into submission. The Executive Summary tells the story called the "macroeconomic theory of convergence". Surely, our universities and colleges nationwide have big enough egos and self assurance not to allow this to happen. We pray it so.

Executive Summary: "The undertaking is known as The Bologna Process, named for the Italian city that is home to Europe’s oldest university, where the education ministers of 29 countries first agreed to the agenda and “action lines” that would bring down education borders in the same way that economic borders had been dissolved. That means harmonization, not standardization. When these national higher education systems work with the same reference points they produce a “zone of mutual trust” that most far reaching and ambitious reform of higher education ever undertaken. for their students. Everyone is singing in the same key, though not necessarily with the same tune. In terms reaching across geography and languages, let alone in terms of turning ancient higher education systems on their heads, the Bologna Process is the most far reaching and ambitious reform of higher education ever undertaken.

What has transpired since 1999 cannot be but lightly acknowledged in the United States. While still a work in progress, parts of the Bologna Process have already been imitated in Latin America, North Africa, and Australia. The core features of the Bologna Process have sufficient momentum to become the dominant global higher education model within the next two decades. Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community in its underwhelming response to that Commission’s report. Such purblind stances are unforgivable in a world without borders.

But since the first version of this monograph, a shorter essay entitled The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction (Institute for Higher Education Policy, May 200, U.S. higher education has started listening seriously to the core messages of the remarkable and difficult undertaking in which our European colleagues have engaged. Dozens of conferences have included panels, presentations, and intense discussions of Bologna approaches to accountability, access, quality assurance, credits and transfer, and, most notably, learning outcomes in the context of the disciplines.

In that latter regard, in fact, three state higher education systems—Indiana, Minnesota, and Utah—have established study groups to examine the Bologna “Tuning” process to determine the forms and extent of its potential in U.S. contexts. Scarcely a year ago, such an effort would have been unthinkable.

Economist Jeffrey Sachs calls ours “the age of convergence,” and, indeed, that is what we witness when U.S. higher education opens its borders to learning. We’ve had a good run, as the saying goes, but we are no longer at the cutting edge. U.S. higher education can no longer sail on the assumption of world dominance, oblivious to the creative energies, natural intelligence, and hard work of other nations. We cannot rely on 50 research universities and 50 selective liberal arts colleges—some of which boast budgets and endowments (however diminished) greater than those of entire countries—to carry the day for the mass of our students. We cannot live in a room of mirrors, claiming that we are so unique that nothing occurring beyond that room matters. Mirrors lead to delusions, and to short-term, positivistic bean counting. We are mesmerized by the immediacy of “how much,” absent a historical “how well.” It’s time to break the mirrors. The point is not that other countries produce more degrees; it is that they just might be producing better degrees, certainly degrees whose reference points in student learning outcomes and meaning is transparent—something that cannot be said for the degrees we award.

The End of Higher Education and Freewill

Its all about equality and what is fair. Equalization across the board. Socialism. Those universities in the United States that think they are exceptional, well, think again. You are each a target for international tuning, equalization. The United States creeps closer to a world without borders. We are a nation at risk from losing all that's dear to us, freedom. The individualists of our country are being identified and psychoanalyzed. Strong willed students and leaders of the Constitution are zeroed in on for psychological cleansing and group thought. Will your child survive? Will our country survive? It is up to us!

NOTES- Abolishing Representative Government Through Education

Read Charlotte Iserbyt's historical book, Deliberate Dumbing down of America and Soviets In the Classroom, which details the history documenting how our country has been taken over from within through massive education funding, treaties, and deception. She Identifies names and the who, both Republican and Democrat. This extremely important background information and her expertise will connect you to the 'internationalization' of education and inevitable global citizenship. Whatever name you want to call the control, socialism or communism, the agenda is people control, and the United States has been the prize. Total Quality Management will force the ultimate compliance to the system-individual people control.

* States Under Republican Leadership Fall For Obama's Carrot * Getting Inside the EQA Inventory, Pennsylvania Department of Education* Resources for Improvement, Citizenship, Pennsylvania Department of Education* Interrelationships to the Pennsylvania Quality Goals:* The Degree Qualifications Profile* A Crucible Moment* A Stronger Nation* Road map call to action* NAEP Civics Frameworks: Chapter Three: The Civics Assessment: Knowledge, Skills, and Dispositions
Tuning USA Indiana Committee. (2010). Tuning USA Indiana final report. Indianapolis, IN: Author.
Tuning USA Minnesota Committee. (2010). Tuning USA Minnesota final report. St. Paul, MN: Author.
Tuning USA Utah Committee. (2010). Tuning USA Utah final report. Salt Lake City, UT: Author. For part one click below.

Click here for part -----> 1,

© 2013 Anita Hoge - All Rights Reserved


Anita B. Hoge, lecturer, educational researcher, parent.In 1990 a federal investigation was completed against the Pennsylvania Department of Education, after filing a federal complaint against the Educational Quality Assessment, EQA, & the US Department of Education's National Assessment of Educational Progress, NAEP, under the Protection of Pupils Rights Amendment. Forced the Pennsylvania EQA to be withdrawn. Forced the US Department of Education to do their job to investigate the psychological testing of children without informed written parental consent. NAEP was never investigated because the Department said I didn't have standing, although documents had proven that NAEP did experimental research & used different states to pilot their agenda by embedding their test questions into the Pennsylvania EQA as well as other state tests.Subject & main researcher for the book, Educating for the New World Order. My story is told about an incredible journey into the devious & deceptive operations of our government to change the values, attitudes & beliefs of American children to accept a new world order. The first to document the expansive data collection operation of our government establishing micro-records on individual people in the United States.


Experimentation, illegal testing, & data collection is exposed.

Lectured all over the Unites States in the 90's about illegal & controversial testing, curriculum, & collection of data by our government. Arranged & lectured town hall meetings all across the state of Pennsylvania to withdraw affective student learning outcomes to stop Outcome Based Education. In January of 1992, parents in Pennsylvania won the battle against OBE when the Independent Regulatory Review Board had requested that the State Board of Education remove all outcomes which dealt with attitudes, habits, traits, feelings, values, & opinions which are difficult & subjective to measure & that the remaining outcomes be defined & coordinated with academic requirements that can be measured. The battle continues.

E-Mail: hogieshack@comcast.net

http://www.newswithviews.com/Hoge/anita103.htm

Common Core or Pornography? (**Reader Warning-Explicit**) My Kid Is Reading What????


Tuesday, September 3, 2013 17:45

I have myself noticed some inappropriate content in books my son has been reading. A fellow blogger sent me this article about, “Common Core Pornography” in schools. Anyone who has children needs to read this, and share it!

*Graphic content. Reader Discretion Advised

What an exhausting day! You look at the clock and see you have about 20 glorious minutes to rest before the kiddos come home from school. You notice that your 16-year-old left his Literature book on the coffee table. ”The Bluest Eye.” It’s too tempting. At this point you are too exhausted to care what you read, you just want a break. So you decide to indulge.

If this DOES NOT bother you, and you are a parent, something is definitely wrong!

You begin to read…..(warning**explicit)

“A bolt of desire ran down his genitals…and softening the lips of his anus. . . . He wanted to f*** her—tenderly. But the tenderness would not hold. The tightness of her vagina was more than he could bear. His soul seemed to slip down his guts and fly out into her, and the gigantic thrust he made into her then provoked the only sound she made. Removing himself from her was so painful to him he cut it short and snatched his genitals out of the dry harbor of her vagina. She appeared to have fainted.”

It continues:

…..“He further limited his interests to little girls. They were usually manageable . . . His sexuality was anything but lewd; his patronage of little girls smacked of innocence and was associated in his mind with cleanliness.” And later, this same pedophile notes, “I work only through the Lord. He sometimes uses me to help people.” Page 181: “The little girls are the only things I’ll miss. Do you know that when I touched their sturdy little t*** and bit them—just a little—I felt I was being friendly?—If I’d been hurting them, would they have come back? . . . they’d eat ice cream with their legs open while I played with them. It was like a party.”

The color drains from your face and the book slips from your hands. You quickly look around, hoping that no one has seen what you just read. You double-check the cover. Yes, you see the school’s information printed on the spine. Yes, you see your son has the book signed out to him. You continue further. Burning anger surges from your stomach up to your throat. You quickly scroll through the pages frantically.

Pages 84-85: “He must enter her surreptitiously, lifting the hem of her nightgown only to her navel. He must rest his weight on his elbows when they make love, to avoid hurting her breasts…When she senses some spasm about to grip him, she will make rapid movements with her hips, press her fingernails into his back, suck in her breath, and pretend she is having an orgasm. She might wonder again, for the six hundredth time, what it would be like to have that feeling while her husband’s penis is inside her.” ….Pages 130-131: “Then he will lean his head down and bite my t** . . . I want him to put his hand between my legs, I want him to open them for me. . . I stretch my legs open, and he is on top of me…He would die rather than take his thing out of me. Of me. I take my fingers out of his and put my hands on his behind…” Pages 148-149: “With a violence born of total helplessness, he pulled her dress up, lowered his trousers and underwear. ‘I said get on wid it. An’make it good, n*****, Come on c***. Faster. You ain’t doing nothing for her.’ He almost wished he could do it—hard, long, and painfully, he hated her so much.” Read more

• Pedophilia
• Incest
• Rape
• Graphic Sex

And the article goes on to say:

If the articles that came out this week about the idea of new Common Core math (i.e 3X4=11) principles of the “thinking process being more important than right or wrong answers” didn’t bother you… would the possibility of your child reading pornographic books bother you? Missed the math lesson? View it below. (SOURCE)








Go to YouTube and type Stop The Common Core in the search area to see the rest…


http://beforeitsnews.com/alternative...t-2754774.html

A Monstrous Story for a Monstrous Curriculum: The Ugly Heart of Common Core


Posted on August 25, 2013 by Dana R Casey
photo: dave_mcmt

I am a high school English teacher. I became a teacher because I believe that literacy, which goes beyond just reading the words on the page, is an absolute necessity for maintaining our Republic. Proof of that is found in the many laws against reading certain texts, or against reading altogether, that have been passed down by every tyrant since literacy became available to the general population. A few examples of such tyrannical laws are the Taliban banning reading for any female or laws against teaching slaves to read or the Soviet Union’s banning of such books as A Wrinkle in Time, Where’s Waldo, and To Kill a Mockingbird. The communist Khmer Rogue in Cambodia so hated literacy that just wearing glasses was cause for execution. Literacy leads to freedom and tyrants know it. I have been teaching for over twenty years. Generally, I have been given either no curriculum or curriculum that was focused on skills, not specific texts. I would have to get those skills taught in whatever way I wanted to get there. Sometimes I was given more direction and that direction was generally pretty good including texts, key terms, supplemental stories, and suggested writing assignments. These directions were created at a school level by the teachers in the school. I helped write some myself. Mostly, I have had a lot of freedom in how I could achieve the learning goals.
Not anymore.
Today I was in a professional development session for my school district. Our school system has swallowed the Common Core curriculum whole. Why wouldn’t they? The federal system has said that it is “voluntary”, but “voluntary” means that the district gets cut off from major federal funding if it does not adopt the standards, so “voluntary” is subjective. Here is what the Washington Post reported Sen. Charles Grassley has to say about Common Core:
Current federal law makes clear that the U.S. Department of Education may not be involved in setting specific content standards or determining the content of state assessments. Nevertheless, the selection criteria designed by the U.S. Department of Education for the Race to the Top Program provided that for a state to have any chance to compete for funding, it must commit to adopting a “common set of K-12 standards” matching the description of the Common Core.
The Washington Post also reported, “The Republican National Committee recognizes the CCSS for what it is — an inappropriate overreach to standardize and control the education of our children…”
For those of you who may be unfamiliar with Common Core, it is a curriculum created in the private sector but pushed onto states by the federal government and endorsed by Bill Gates. The cost of implementing the program runs from millions to billions depending on the state. It is untested and unresearched. It has been criticized for being not as rigorous as proponents claim, clearly biased to a liberal perspective, so much so that many see it as indoctrination, and it is being forced on the states in spite of the fact that a federal curriculum is unconstitutional violating the 10th Amendment of the U.S. Constitution which established the principle that“…the “power” to oversee education belongs to the states. This longstanding principle of local control of education is reiterated throughout our laws and government codes.”
All of that sounds like something that makes NO connection whatsoever to most parents or teachers or American citizens as to why they should fight this curriculum. Here, I am going to provide you with a concrete example that shows the ugly heart of the Common Core. There is something deeply dark and offensive in this lesson created to support Common Core. It is a lesson designed to corrupt essential human decency.
The unit – sorry “module” – that I am using as an example is centered around To Kill a Mockingbird with the theme of “How individuals demonstrate individuality in the face of outside pressures.” At the beginning of all of this, it looks good. I love the book; it is a great American classic and I have taught it many times. The module includes 30 days of lessons associated with the novel and multiple additional short reading assignments. However, as I looked this module over, I became more and more concerned. For me to break down the many problems with this module in detail would take quite a while, so I am going to show you an example of one lesson on one short reading assignment that left me speechless with horror.
This assignment in the module includes a short story by Guy de Maupassant, 19^th century writer famous forThe Necklace. Again, this seems rather innocent; this story is often included in high school texts, but not thisparticular story and, more importantly, not with this particular writing assignment.
The short story is The Mother of Monsters (link below). A quick summary of the story is that a gentleman on vacation is introduced to the Mother of Monsters, a local oddity described as a “peasant” and the “Devil”. Her story is that she finds herself pregnant while she is working as a simple serving girl. She binds her body with boards and cords to hide her growing belly. Her child is born horribly deformed. She takes care of the child, but resents it, until a sideshow man comes along and offers to buy the “thing” and to pay a yearly stipend for its use. Once she realizes how much money she can make, she repeats her pregnancy pattern by birthingmonster after monster after monster of intentionally deformed children to sell to showmen. She lives a “bourgeois” life as a result (note the stab at the bourgeois here).
The narrator is reminded of this “Devil” when he later sees a popular “Parissiane” strolling on a beach followed by admirers. Her three children are also all deformed because she wants to maintain her trim figure throughout her pregnancies, so she keeps her corset tightly cinched. Peasant and lady; different, yet the same. Both the Mother of Monsters. Both display a level of selfish evil that most humans would revile.
Now as a high school story, this story may have a lot of meat to chew on for discussion…for maybe 11^th or 12^thgraders, but this is a story assigned to incoming 9th graders, students who are 13 or 14 years old. Students this age are not ready to handle the truly disturbing elements of a story which reveals some of the most perverse sides of human nature. That is bad enough; however, it gets worse. You may wonder what this story has to do with To Kill a Mockingbird and the theme of individuality. Here is the writing assignment associated with this story:
Write an essay that compares the cultural experience reflected in To Kill a Mockingbird and The Mother of Monsters and explain how this experience helped a character demonstrate individuality in the face of outside pressure.
Individuality! Outside Pressure!!!! These women chose to deform their children for their own selfish gains or selfish vanity! The first pregnancy of the peasant woman we might forgive out of mercy, but the purposeful birthing of the rest of the 11 children that she intentionally deformed is unconscionable and unforgivable. The same holds with the Parisienne.
To judge these women as demonstrating their INDIVIDUALITY in the face of outside pressure is absurd and defies human decency. It is like insisting Jeffery Dahmer was expressing his individuality through cannibalistic murder. Additionally, it is not a major leap to conclude that if deforming your children in order to express your own individuality is acceptable, then killing your children to protect your individuality (or selfish inhumanity) is perfectly fine too. This is obviously a pro-abortion message. This story paired with this assignment is a repulsive perversion of the concept of “lesson”; it is a corruption of anything descent and good.
There is something deeply repulsive in this lesson, especially as it is aimed at students as young as 13. I have been told that I must teach this module. I can make some adjustments, but not too many. I am struggling to find a way to NOT perpetuate the ugliness found here. I am certainly NOT going to teach this story, though I may find myself in trouble with the system as a result. Some things are worth refusing to do even if there is a cost.
This is what is going on in our schools. This is what you need to see with open eyes. They are doing more than trying to increase rigor; they are indoctrinating our children into one way of thinking—their way! Schools should teach how to think, but never what to think. This is why we must fight what some are trying to sell us as “hope and change” to America.

Link to the story “The Mother of Monsters”: http://www.classicreader.com/book/1238/1/

Dana R. Casey is a veteran High School English teacher of more than two decades in an East-coast urban system. She is a life-long student of theology, philosophy, and politics, dedicated to the true Liberalism of the Enlightenment, as defined by our Founders and enshrined in our Declaration of Independence, Constitution and Bill of Rights.

Don't forget to follow the D.C. Clothesline on Facebook and Twitter.


http://dcclothesline.com/2013/08/25/...f-common-core/

18 hours ago by Karen Schroeder

Wisconsin State Superintendent Tony Evers Offers Veiled Threat to Opponents of Common Core

The state of Wisconsin has held three out of four public hearings on Common Core Standards. State Superintendent Tony Evers must be feeling the heat because he offered legislators a veiled threat that any rejection of Common Core Standards may be taken to the Supreme Court. This threat outrages citizens across the state who are trying to protect their right to exercise local control of schools.
Wisconsin State Superintendent Tony Evers

Kim Simac, Wisconsin State Director for Concerned Women for America, Chairperson for Northwoods Patriots, and one of the major community organizers in northern Wisconsin, stated, "Superintendent Evers' threat to jump directly to the Wisconsin Supreme Court should any legislation or decision be made to opt out of CCSS exposes his lack of confidence in the standards themselves. Those supporters of CCSS should have an arsenal of evidence that proves excellence and superiority in the product. Obviously they do not." Wisconsinites opposed to Common Core will not allow Superintendent Evers to blame conservative Legislators for the tax dollars to be wasted on any legal action intended to undermine Wisconsin's statute regarding local control of schools or intended to render irrelevant the concerns expressed by citizens. Sondra Maanum, Chair of the Barron County Republican Party, explained that "our legislators were elected to defend and protect the state constitution and our state laws. If Tony Evers thinks he is going to use our tax dollars to fight us, he better be well prepared for the consequences."

Superintendent Evers is apparently realizing that his claim that it would take years to write and implement alternative standards has been effectively refuted by experts who have been testifying against Common Core. Alan Scholl, Executive Director and Vice President of American Opinion Foundation, invited citizens and organizations like Advocates for Academic Freedom to bring Dr. Sandra Stotsky and James Milgram among others to testify. Both were members of the Common Core Validation Committee and both refused to sign off on the standards that they believed would not adequately prepare students for college.

"Evers' threat is predicated on the platform of using the federal government, through the Supreme Court, to force upon a state and its people, a federal mandate in education. This is as totalitarian a prospect as any yet suggested," stated Mr. Scholl. Scholl, Maanum, and Simac represent many Wisconsinites who believe that the veiled threat made by Superintendent Evers is a blatant abuse of federal power by a state official. Scholl explained that using federal power to force a curriculum that is formulated and shaped precisely to any forced standard leading to dictated outcomes is an intolerable challenge to individual liberty and the sovereignty of states.

It is essential that those who oppose Common Core be willing to provide solutions, to promote funding for those solutions, and to support legislators who are willing to represent what is best for the children of Wisconsin. The solutions most often recommended by citizens include immediate implementation of the standards used in Massachusetts before they adopted Common Core. Massachusetts students had excelled in math, science, English, and reading for years before they adopted Common Core Standards.

"Grassroots will be certain to work hard for legislators who recognize the perilous path Common Core Standards present" promised Kim Simac. "I know I will be spending my efforts engaging hard-working activists who will pound the doors and give 100% for legislators who will stand up to support Wisconsin state rights."

As President of Advocates for Academic Freedom, I have traveled the state discussing Common Core, our focus has been upon solutions and funding for those solutions. Without exception, my audiences have expressed a willingness to support spending some of our state surplus to purchase math text books that are not aligned with Common Core, sets of grammar books for each English classroom, and reading materials that focus upon decoding skills. These audiences are insulted and angered by the thought of using their tax dollars and the legal system to circumvent local control of schools and to silence the public.

According to Sondra Maanum, "Wisconsinites hope Governor Walker and the legislature will put in place some oversight to prevent the DPI from circumventing local control of schools in the future."
Wisconsinites are defending their right to control local schools. They have witnessed the challenging fight to prevent federal overreach when a powerful state department of education intervenes. Citizens do not want precedence established that would undermine state statutes which guarantee local control of schools.

Superintendent Evers is abusing his power and ignoring state statutes.
http://www.leadertelegram.com/news/f...a4bcf887a.html
http://advocatesforacademicfreedom.blogspot.com/
http://www.thewheelerreport.com/wheeler_docs/files/1016will.pdf

Don't forget to Like Freedom Outpost on Facebook and Google Plus.

Read more at http://freedomoutpost.com/2013/10/wi...1plR3UYOvmS.99

Exclusive: Teacher calls parent a 'neo-nazi' after he challenged indoctrination.





November 3, 2013




Josh Barry, the parent of an eighth grader at the East Pennsboro Area School District in Camp Hill, Pennsylvania, told the Examiner that an assignment his eldest daughter brought home from school was clear political indoctrination.


After expressing his concerns to the school, a teacher he had never met contacted a mutual friend from Facebook and spoke disparagingly about the dedicated dad.



It all started when Barry, a vigilant parent, reviewed his daughter's paperwork and was shocked to see a highly political assignment citing a New York Times article that blamed the Republicans for the government "shutdown," along with a worksheet that accompanied the article.


The worksheet asked in part,

"Whom do you hold most responsible for the government shutdown?"

and,

"Do you feel it is principled or irresponsible, for politicians to threaten a shutdown?"

Josh said,

"I was immediately disturbed by the slanted view on the topic as well as the amount of information that was left out of the article that was relevant to the discussion."

Mr. Barry contacted his daughter's American History teacher via email, and copied the school board.
He wrote in part,

"It is safe to say I am less than pleased with your non objective approach to education when it pertains to current political discussions in the classroom....Questions on your worksheet are pre-loaded with politically ideology and pre-loaded with incorrect premises."

The American History teacher, Darin Yoder, responded in part,

"...The objective was not to promote any political agenda but to work on non-fiction reading skills. The article we used was a non-fiction article from the New York Times. The no-fiction [sic] skills were apparent in the article and the lesson. We allowed all students to share what they know about the government..."

After this dad responded to Mr. Yoder, the principal, Mr. Andrejack contacted Mr. Barry to schedule an appointment to discuss the situation. The principal said in part to Mr. Barry,

"As a parent myself who raised 4 boys, I take great offense to what you said."

Clearly, the principal was not happy. But at least they were working on a solution.

Enter teacher Cydnee Cohen, who never met or spoke with Mr. Barry, but works at his daughter's school. She is a mutual friend of one of Josh's Facebook friends, and contacted the friend to presumably get information about Mr. Barry.
Ms. Cohen left a voicemail (click on the video to hear the voicemail) that said in part,

"We're having some problems with a parent in our school district and on his page you are one of his friends...but I would like to know, some of it seems like he is a neo-nazi...call me..."

The mutual friend sent a text (see screenshot) to Cohen, saying that Josh is the "furthest thing" from a neo-nazi, as he is Jewish. Cohen responded, "he is tea party right wing!"



Barry told the Examiner that he is perplexed why Cohen would call him a neo nazi, but speculated that with the political atmosphere, many have a kneejerk reaction to those who believe in limited government and fiscal responsibility.



Mr. Barry's speculation is not without merit, as President Obama, Harry Reid, Nancy Pelosi and many others have made inaccurate and denigrating comments aimed at the Tea Party.



Follow Renee Nal on Twitter @ReneeNal and Facebook.
Check out her news and political commentary on Liberty Unyielding, Gather and TavernKeepers.com for news you won't find in the mainstream media. Renee is also a guest blogger for the Shire Blog.


http://www.examiner.com/article/excl...indoctrination


Indoctrination is indoctrination and it has no place in education...wake up America!!!

Corruption in Common Core

Posted by: Allison Martinez Posted date: November 03, 2013

John Owen was a Senior Vice President of a major magazine company. He decided in the middle of his life that he wanted to make a difference. He quit his job, went to graduate school, and received his teaching degree. He became part of the reform movement in New York City and started teaching in the South Bronx. The school was an absolute model of school reform, part of Mayor Bloomberg’s small school initiative. It covered 8-12 grades and used Common Core.
As many have found out, John Owen found that what passes for school reform today is nothing like education in past times. It had become a test prep factory. There is no music or art in the curriculum. The curriculum was pure academics, but nothing they would actually use, just stuff they needed to know for the test. He said all the students had was test prep and data. In fact, he said he had more data as a teacher than he ever had as a publishing executive. He had over 2,000 points of data each week on each student. He had to calculate things like “unity of being.”
He said the system was corrupt from the bottom up. You were deemed an ineffective teacher if you did not pass at least 80% of his students. He said if a teacher did not pass at least 80%, they would be weighted down with paper work. He said the grade 55 is the new zero. Principals even tell teachers to “make up the data.”
This is what it is like to teach in Common Core. His final words: Bill Gates is wrong. Teaching is labor intensive.





Allison Martinez

Allison Martinez writes as the “Arctic Conservative” lives in northern Alaska. An economist by training, AC lives as an economic refugee on the edge of the country.
More Posts


http://freepatriot.org/2013/11/03/co...n-common-core/

Common Core Curriculum Teaches Children to Love and Obey the State

Posted on November 4, 2013 by Gary DeMar

There’s a great deal of discussion about the new Common Core Curriculum. Unfortunately, Mike Huckabee has gotten behind it. It’s not difficult to develop a curriculum if you’re not trying to propagandize children to love and obey the State.
Private schools, church schools, and homeschools have no trouble turning out well-educated young people who excel at the highest levels of academia and other professions.

The latest story coming from people who are using the Common Core Curriculum are seeing something sinister. The best way to propagandize young people is to make the propaganda not seem like it’s propaganda.


Consider the following from a third-grade grammar lesson where children learn the following (see image):

• It’s the President’s job to make everything fair.
• The people must obey the commands of government officials.
• The individual’s wants are less important than the nation’s well-being.

This reminds me of George Orwell’s 1984. Winston had to be beaten down to love and obey Big Brother. “If Big Brother said 2+2=5, then Winston soon actually believed it, he had nothing else to believe while he was being tortured. This method of torture effectively brainwashed him into believing everything Big Brother said.”

But what if you can get people to love Big Brother through indoctrination? It’s cheaper and more efficient, especially when the State gets the children early and camouflages the propaganda in a grammar lesson. It’s sinister, but genius.

Parents willingly send their children nto government indoctrination centers with no idea what’s going on inside.

Adolf Hitler understood that getting Germany’s children early, the nation could be captured without firing a shot:
“When an opponent declares, ‘I will not come over to your side,’ [Hitler] said in a speech on November 6, 1933, “I calmly say, ‘Your child belongs to us already. . . . What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community.’” And on May 1, 1937, [Hitler] declared, “This new Reich will give its youth to no one, but will itself take youth and give to youth its own education and its own upbringing.”[1]

The following film clip from the 1953 film Stalag 17 is descriptive of America’s educational system:



Read more at http://godfatherpolitics.com/13138/c...ZgrCZ4a8ptE.99

Nazi Education Laws Still Rule Germany and America is Not Far Behind

Posted on September 3, 2013 by Gary DeMar

You’ve most likely read the story about a German homeschooling family that was accosted by armed German policemen. Their children were taken from them for the crime of teaching their own children in their own home. Most certainly the crime of the century.

You can kill your children before their born because of “freedom of choice,” but don’t you dare think you can educate them once they’re born. Children are property of the State.
Like so many distant events, we think that we are immune in America. We say that it can’t ever happen here. Who would have thought that photographers would be told by a court that they would have to put their religious beliefs aside and be forced to photograph a lesbian wedding or a bakery supply a cake for a homosexual couple? It’s happening in America.

What was thought to be impossible 20 years ago is happening at a rapid pace right before our eyes. The day may come when politicians decide that America needs a homogenized educational curriculum (No Child Left Behind, Common Core, etc.) in order to bring solidarity to the nation. “Everything in the state, nothing against the state, nothing outside the state.”
If judges can force business owners to comply with the new thinking on homosexual marriage, what makes us think that “progressives” won’t try to use their authority to indoctrinate children on any number of supposed social ideals?

Liberals hate what they don’t control. Homeschooling is something that they don’t control.



The way to change the future is to control the present. Liberals are patient. They have time on their side. It was in 1937 that Adolf Hitler said the following:
“The youth of today is ever the people of tomorrow. For this reason we have set before ourselves the task of inoculating our youth with the spirit of this community of the people at a very early age, at an age when human beings are still unperverted and therefore unspoiled. This Reich stands, and it is building itself up for the future, upon its youth. And this new Reich will give its youth to no one, but will itself take youth and give to youth its own education and its own upbringing.”

Here are some additional choice Hitler quotations:

• “When an opponent declares, 'I will not come over to your side, and you will not get me on your side,' I calmly say, 'Your child belongs to me already. A people lives forever. What are you? You will pass on. Your descendants however now stand in the new camp. In a short time they will know nothing else but this new community.’”
• "The German school is a part of the National Socialist Educational order. It is its obligation to form the national socialistic personality in cooperation with the other educational powers of the nation, but by its distinctive educational means."
  
• 
  

I know, your school is different. Maybe in degree, but not in terms of the overall long-term goal of today’s liberal educators who have designs on your children who will one day serve the State.
Millions of parents gleefully pack their children in the big yellow buses and wonder why they end up loving Big Brother. From K-12 and beyond, the State has been their surrogate parent.

The State hates competition. It may be just one homeschooling family in Germany today, but don’t be surprised if in 10 or 15 years all children will become the educational wards of the State.

Read more at http://godfatherpolitics.com/12401/n...s8GYVrgwJMH.99

Read more at http://godfatherpolitics.com/12401/n...s8GYVrgwJMH.99

16 Year Old Take Down of Common Core

Posted by: Allison Martinez Posted date: November 04, 2013





Patrick Richards is a sixteen year old student from Arkansas. His presentation on Common Core is well researched and devastating.

The first part of his presentation covers the copyright issue related to Common Core. Unlike past standards, Common Core is held under a public license rather than an open license. After taking on the license issue, Richards then moves the presentation to the question and answer session by Sandra Stotsky of Jason Zimba, the primary author of the Math Standards.


In that session, Zimba admits that the term “college ready” really means ready for a trade school or junior college, not a four-year institution. Zimba even admits that the University he teaches at would not accept a student who had completed only the Common Core math sequence.


Richards then discusses the falling test scores in Kentucky and New York. He includes the phone call from the Superintendent of Schools in New York to parents regarding the test scores. He discusses the data collection and how PARCC and SBAC have agreed to turn over their data to the federal government. Richards covers how the data is what is used to map out a student’s life and ultimate career irrespective of what they may want to be.
A unique feature of Richard’s presentation is the perspective from which it is given. He shows how his freedom to choose his path in life is eroded by Common Core. He shows how the structure of the industry has become concentrated and how government and big business are working together to form a structure of tyranny. It is refreshing to see a young man on top of the game in this way. Perhaps there is hope for the next generation after all.


Published on Oct 11, 2013
In this presentation Patrick addresses many questions about Common Core, he explains the data-mining and PARCC test.




Allison Martinez

Allison Martinez writes as the “Arctic Conservative” lives in northern Alaska. An economist by training, AC lives as an economic refugee on the edge of the country.
More Posts




http://freepatriot.org/2013/11/04/16...f-common-core/

Tuesday, 05 November 2013 12:50

Debunking Myth of Common Core Education as “State Led” (Video)

Written by Alex Newman






Facing a growing tsunami of opposition across the country, proponents of nationalizing K-12 schooling through the Obama administration-pushed Common Core education standards regularly claim that the educational “reform” scheme is “state-led.” After all, they are called “Common Core State Standards” (CCSS), and the federal government is prohibited by the Constitution and U.S. law from meddling in what students learn.

The reality, however, is that the deeply controversial standards were almost entirely the product of billionaires, the establishment, Obama administration machinations, and an assortment of front groups and trade associations funded by Bill Gates and the federal government. Some 45 states have quietly adopted Common Core — largely owing to taxpayer-funded bribes and waivers from other federal mandates handed out by the Obama administration.
Veteran educator Mary Black confronts the “state-led” Common Core myth head on.

In her latest short video about the national standards, part of an ongoing series produced by The New American, Black explains that state governments and citizens had virtually nothing to do with the development or rollout of the controversial scheme. Indeed, the claim that Common Core is a “state-led” effort is so easy to debunk, it is hard to believe that the well-funded backers of the standards continue pushing the notion — it represents nothing less than trying to play the American people for fools.

Still, as noted by Black, who has 40 years of teaching experience and now serves as the student development director for the online classical K-12 school FreedomProject Education, the “commonly held myth” that states were behind Common Core is often one of the very first claims made by its supporters. However: “Common Core is not state led,” she pointed out, before breaking down the facts about the forces that were really behind the standards.

“Its origins trace back to the National Governors Association, the Council of Chief State School Officers, and Achieve, Incorporated,” Black explains in the video. “The NGA and the CCSSO are trade organizations based in Washington, D.C. — they are not in the states. Even though you would presume from the name that the governors are deeply involved, that the chief state school officers are involved, they are really not; these are trade-based organizations.” On top of that, both of the outfits actually receive taxpayer funding from the federal government.

Those two non-governmental groups, meanwhile, have received well over $100 million combined over the last decade from the Bill and Melinda Gates foundation — also infamous for funding of Planned Parenthood, population control, technology to monitor students, United Nations-related causes, and more. According to records from the foundation, it has spent upwards of $150 million on developing and promoting Common Core, including massive grants to supposedly “conservative” organizations and labor unions. Even the Huffington Post, though, had to point out the obvious: “CCSS is not ‘state led.’ It is ‘Gates led.’”

Then there is Achieve, Inc., an education-related outfit responsible for creating the standards, founded by prominent members of the global government-promoting Council on Foreign Relations. In 2008, before Common Core was officially born, Achieve Chairman Emeritus Louis Gerstner, Jr. — also a Bilderberg summit attendee — summarized the overarching agenda in a column for the Wall Street Journal: “abolish all local school districts” and “establish a set of national standards for a core curriculum.” Of course, neither Achieve nor Gerstner represent “states,” and Achieve has received over $30 million in Gates money.

“Achieve, Inc. is a foundation — a front for these two trade organizations to kind of deflect the Washington-based away from them,” Black continued in the video, demolishing the easily debunked myth that the outfits responsible for the standards could credibly be said to represent state governments or citizens. “These groups wrote 'benchmarking for success.' The last part of 'benchmarking for success' called for a set of national standards.”

Next, Black covers some of the key federal players behind Common Core, including, of course, Obama administration Education Secretary Arne Duncan, whose U.S. Department of Education has been crucial to bribing and bullying state officials into accepting the standards. “At the press conference when it was released, Duncan threw his absolute, full-hearted support behind a set of national standards,” Black noted. Duncan has even been bragging to the UN and other organizations about his “reform” schemes.

In all, American taxpayers were forced to pay for tens of billions in “grants” aimed at coercing their state officials into accepting Common Core and related schemes. Much of the bribe money came through the so-called “stimulus” bill, creating a built-in incentive for state education officials and government-school employees to support the standards — especially because the unconstitutional bribes were marketed as a way to ensure that they could keep their jobs amid the economic crisis and supposedly declining budgets.

Perhaps even more incredible, despite “state-led” claims, most state officials had not even seen the final “Common Core” product before agreeing to impose it on the students of their states. “These national standards were created by the very groups that called for them,” Black pointed out, citing the NGA, the CCSSO, and Achieve. Of course, the federal government — beyond bribing states into accepting the scheme — has also played a key role in funding the national testing regime that goes along with Common Core.

“What needs to be understood when we discuss these is that it is unconstitutional for the federal government to supervise or direct — have anything to do with — the curriculum of any school,” Black continued. “Because of the high-stakes testing associated with Common Core — testing that I should say is being done by two federal consortiums, PARCC and SBAC, Smarter Balance — the curriculum is going to align itself with the standards, and teach to the standards, because of the accountability that is held by the teachers for teaching these and the students succeeding.”

So, while the federal government and various non-governmental outfits are deeply involved in the standards, state and local authorities have virtually no role outside of imposing them on an outraged public. “What’s missing in this picture is any local input from the school boards, from the parents, from the teachers, from the superintendents,” continued Black, who has been giving seminars and working to expose Common Core for months.

Most states, Black explained, have constitutions delegating the authority over curricula and standards to school districts and local school boards, with some providing for state authorities to make those decisions. Under Common Core, however, the standards are copyrighted, with the unaccountable trade groups holding total control over what is contained in them — and able to change them at any time. Neither state nor local officials — let alone parents — have any say in the matter.

“The federal government has further ties to it,” Black continued. “The testing is controlled by them. There’s going to be a pipeline from the state to the consortium to the federal government. We need to realize — and you may have to do a little digging — the fingerprints of the federal government, its support, and the support of such people as Bill Gates, who to date has funded his intentions to have national standards to the tune of over $150 million.”

In her previous video segment in the ongoing TNA series on Common Core, Black also addressed bogus claims that the surveillance and data-mining regime for students currently being erected across America was not linked to the standards. While many of the components are technically separate from the controversial standards — though certainly not all, especially student data vacuumed up via the national testing scheme that is an essential element of Common Core — the gathering of private information is intimately tied to Common Core in a variety of ways.

In essence, then, the two key claims advanced by Common Core proponents to downplay growing public concerns are easily shown to be false. The standards are not state led — not even close — and the data-mining is a crucial component of the broader “reform” agenda. Instead, this is a cooperative effort between Big Government, Big Business, the establishment, and some free-spending billionaires determined to control American education and gather gargantuan amounts of personal data on students.

The New American magazine has produced comprehensive reports on the standards and the data-mining, and TNA online is keeping up with the latest developments. Separately, Black and FreedomProject Education created an in-depth presentation about Common Core that is available through FPE or free online. In the end, education on the facts will be the key to exposing the lies and stopping the nationalization of schooling.

Watch Black’s latest TNA video addressing the “state-led” myth below:



http://thenewamerican.com/culture/ed...tate-led-video