Are American public schools becoming madrassas? 4

A non-American public company largely owned by alleged terrorism financiers orchestrated the development and implementation of Common Core, defined and oversees its standards, and evaluates teacher and student performance– not state or federal agencies. 

Islam is being taught as part of the Common Core in the public schools, and children are being forced to practice Muslim worship.

We quote an article by Bethany Blankley at Constitution:

Should parents be penalized for demanding that their child be exempted from the required teaching of Islamic in Common Core curriculum? Should a teach or public school administrator penalize parents and children for seeking exemption? Parents are finding out the answers to these questions first hand.

To date, public school students are required to:

  • Attend public school-sponsored trips to mosques, which also require non-Muslim girls to wear head scarves?
  • Question if the Holocaust was “merely a political scheme created to influence public emotion and gain”?
  • Learn Islamic indoctrination via vocabulary lessons, and world history (from an Islamic perspective), including the five pillars of Islam?
  • Pledge allegiance to the flag in Arabic?
  • Have school days off for “Muslim holy days”?
  • Proselytize to younger school children by creating a pamphlet about Islam to “introduce Islam to 3rd graders” by describing Allah as the same God of Christians and Jews?
  • Recite in class the Shahada (“There is No God but Allah”) and kneel and learn to pray the Muslim call to prayer?

Parents must first understand the origins of Common Core, and more importantly assert their First Amendment and Fourteenth Amendment rights – which protect their parental rights to make educational decisions for their children.

Technically, Common Core originated from the National Governor’s Association (NGA), Council of Chief State School Officers (CCSSO), Achieve Inc., ACT and the College Board. Its state standards are copyrighted by the NGA and CCSSO, a private company, which means they cannot be changed. (The Bill and Melinda Gates Foundation, the United Nations, and Pearson Education, an NGA donor and CCSSO’s listed business and industry partner, were integral to creating these standards.)

In 2009 the “Race to the Top” federal education initiative encouraged states to receive federal money to adopt new standards that would improve their public school children’s test performance results. In order to participate, members of both state boards of education and state educational professional standards boards voted to adopt Common Core.

However, Common Core really originated from the Connect All Schools program, which is part of the “One World Education” initiative orchestrated by Qatar Foundation International (QFI). The director of QFI’s Research Center for Islamic Legislation and Ethics is Tariq Ramadan, grandson of Hassan al-Banna who was the founder of The Muslim Brotherhood.

QFI enlisted Pearson Education to implement and assess Common Core. Pearson Education is listed on the London and New York Stock Exchange; the Libyan Investment Authority is its largest financial contributor, most recently holding 26 million shares.

According to the Financial Times, the Libyan Investment Authority was founded by Muammar Gaddafi’s son, Seif al-Islam. Along with Qatar, Turkey and Saudi Arabia also invested in the Libyan Investment Authority to fund Pearson Education’s implementation of Common Core.

According to the Guardian, Pearson Education claims it operates in a free market as a public company and has no control over its shareholders’ alleged terrorist-related activities.

Notably, in 2007, two years before the “Race to the Top” initiative, the FBI uncovered documents revealing the goals of the Muslim Brotherhood, which entailed indoctrinating American K-12 students by teaching Islam.

The seized documents were part of a 2007 Holy Land Foundation trial, the largest terrorist-related funding trial in American history. The FBI uncovered an invaluable document, which exposed the Muslim Brotherhood’s manifesto “on the General Strategic Goal for the Group in North America” (Exhibit 42945 and Exhibit 42946).

In addition to creating Common Core curriculum and standards, Pearson Education also solely evaluates teachers in some states.

In order for New York State, for example, to continue receiving “Race to the Top” federal funds, New York was required to implement “reforms”.  Pearson Education now solely administers the Teacher Performance Assessment (TPA).

As a result, New York State no longer evaluates its teachers  — a private company does whose primary investors allegedly finance terrorism and propagate Islam.

To date, no state or federal oversight exists for university programs (under Title VI of the Higher Education Act), which train K-12 teachers to develop lesson plans and seminars on “Middle East Studies.”

Essentially, a non-American public company largely owned by alleged terrorism financiers orchestrated the development and implementation of Common Core, defined and oversees its standards, and evaluates teacher and student performance– not state or federal agencies. 

As a result, the American government handed over public school education to foreign interests.

Parents have the Constitutional right to reject the indoctrination of Islamic teaching of their children by “unreasonable state interferences”.

 

(Hat tip to our Facebook commenter Darryl Kerney)

Indoctrinating the Green religion and its threat of hell on earth 11

There was a time, between the mid 1960s and the collapse of the Evil Empire around 1990, when little children were raised by “progressive” parents to fear that a terrible nuclear war was about to destroy all life on earth, starting at any moment, and all because the Western world was armed with nuclear weapons. The instilling of terror in the poor tots could not start early enough in the passionate opinion of hippie and New Left moms and dads. Ghoulish lullabies were sung to babies about carrion crows sitting on their cradles.

By winning the Cold War, the wicked West – led by Ronald Reagan and Margaret Thatcher – put an end to that scam. Though maybe not to the effects of the dread deeply implanted in two or three generations of children.

What is it with the Left that it wants to instill anxiety and fear in their kids? Do they want their nights riven with shrieks as junior wakes hysterical from a nightmare? Seems so.

They’re at it again. This time the bed-time story – and the day time lesson – is that the earth is about to heat red hot, boiling oceans are about to rise and flood the continents, all the cuddly white polar bears will drown (because they cannot swim and have to to dwell on ice floes which will melt under them), the tops of the mountains will lose their pretty caps of snow, fish will mutate into Jesus Christ or Charles Darwin, and all because the wicked West won’t stop using aerosol cans, herding flatulent cows, driving motorcars, and breathing out.

This is from Front Page, by Mary Grabar:

Under [Arne Duncan’s] watch the Department of Education has become a propaganda arm used to influence the next generation to accept the idea of catastrophic man-made climate change as per the UN, the Environmental Protection Agency, and such groups as the National Wildlife Federation. 

In a multi-pronged approach, the Department is teaming up with various non-profit and government organizations and curriculum companies to promote “fun” contests and activities for students, while promoting the next phase of Common Core “State Standards” — in science.

For example, the Department’s latest Green Strides newsletter (February 28) announced three contests for K-12 students who display their agreement with the government’s position on climate change.

In that newsletter, the Department of Education announced that another federal agency, the U.S. Environmental Protection Agency [EPA], and its National Environmental Education Foundation, have “launched an exciting video challenge for middle school students called Climate Change in Focus”.  In this contest, middle school students are asked to make a video that “expresses why they care about climate change and what they are doing to reduce emissions or to prepare for its impacts”.  To win loyalty to the EPA, it is announced that winning videos will be highlighted on the EPA website. The effort sounds like the kids’ cereal box promotions of yore: the top three entries will receive “cool prizes like a solar charging backpack”,  winning class projects will receive special recognition for their school, and the first 100 entrants will receive a year’s subscription to National Geographic Kids Magazine.

Another contest, National Wildlife Federation’s Young Reporters for the Environment, invites students “between the ages of 13-21 to report on an environmental issue in their community in an article, photo or photo essay, or short video”. Entries should “reflect firsthand investigation of topics related to the environment and sustainability in the students’ own communities, draw connections between local and global perspectives, and propose solutions”.

Students are also encouraged to make nominations for “Champions of the Earth”, a “UN-sponsored award for environment, Green Economy, and sustainability”. …

Students already get exposed to climate change and sustainability in textbooks which are bought with taxpayer funds, as well as in videos and online materials produced by taxpayer-supported Public Broadcasting. Many students, of course, have had to sit through Al Gore’s documentary, An Inconvenient Truth. …

The Next Generation Science Standards (NGSS) — the next phase of Common Core — will make the situation worse, however. Students will be even less capable of distinguishing science from propaganda. These standards, like those for math and English Language Arts, were produced by Achieve, a nonprofit education group started by corporate leaders and some governors.

Started by lefties is our guess. Sensible decision to be “non-profit”. Who would buy their product?

As in the standards for English Language Arts and math, the NGSS are intended to be transformative, or as Appendix A states, “to reflect a new vision for American science education”. They call for new “performance expectations” that “focus on understanding and applications as opposed to memorization of facts devoid of context”. 

In plain words, indoctrination – teaching what to think,  instead of education – teaching how to think.

And they can even manage to do this with the teaching of Mathematics. Wow!

It is precisely such short shrift to knowledge (dismissively referred to as “memorization”) to which science professors Lawrence S. Lerner and Paul Gross object. The standards bypass essential math skills in favor of “process”, they asserted last fall at the Thomas B. Fordham Foundation blog. [They said that] Common Core standards, in all disciplines, are written with a lot of fluff to conceal their emptiness. …

Lerner and Gross condemn the “slighting of mathematics”,  which does “increasing mischief as grade level rises, especially in the physical sciences”. Physics is “effectively absent” at the high school level. … [They] attack the “practices” strategy, as an extension of the “inquiry learning” of the early 1990s, which had “no notable effect on the (mediocre) performance of American students in national and international science assessments”. 

With some sarcasm, they write, “It is charming to say ‘students learn science effectively when they actively engage in the practices of science’.” However, … beginners don’t and can’t “practice” [science]  as do experts. The practices of experts exploit prior experience and extensive build-up in long-term memory of scaffolding: facts, procedures, technical know-how, solutions to standard problems in the field, vocabularies — of knowledge in short.

Not only do the Next Generation Science Standards shirk the necessary foundations in math and science knowledge, but they explicitly call for including ideological lessons, such as “Human impacts on Earth systems”.

For grades K-2, students are to understand, “Things people do can affect the environment but they can make choices to reduce their impact.” In grades 3 through 5, students will learn “Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.” …

The objective, of course, is not teaching legitimate science, but indoctrination.

Amazingly, ten states have already voluntarily adopted the Standards.

Such efforts, coordinated by the Department of Education, threaten the future of science itself.

When will this lunacy pass? We venture to state our secret conviction, hoping the all-powerful EPA Gestapo is not listening:

The planet we live on is not under any existential threat. And if it were, there’s not a thing anyone could do about it. 

So sleep well, children. Happy dreams.

The chief indoctrinator’s common core 4

More on the Common Core (see yesterday’s post, Tear down this red wall) by Michael Schaus at Townhall – where the picture of two American Stakhanovite students also comes from:

Obama’s Education Secretary recently said that opponents to the Administration’s “Common Core” Standards are merely “white suburban moms” who are, all of a sudden, learning that their kids aren’t real bright. Arne Duncan (wow. . . Perfect name for a 1970’s sitcom) made the degrading remarks to a group of state school superintendents on Friday. According to the Washington Post:

U.S. Education Secretary Arne Duncan told a group of state schools superintendents Friday that he found it “fascinating” that some of the opposition to the Common Core State Standards has come from “white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought it was.”

First of all, Arne, what does race have to do with anything? For that matter what does the socio-economic status of parents have to do with anything? (How would such a comment have been received if it was regarding single black mothers with less-than-brilliant kids?) Arne’s complete dismissal of opponents to the Federal Government’s takeover of education is typical of the Washington Statists who have been running things for the last several years. It’s as if he meant to say, “Opponents can’t be taken seriously. . . After all, they don’t agree with me.”

The insinuation that parents are raising concerns over the federal education standards because they would rather their kids have their ego’s artificially inflated, is both insulting and indicative of his overwhelming sense of self-righteousness. Perhaps we should just be happy Arne didn’t employee the typical MSNBC argument that his opponents are merely redneck-racists who despise the color of our President’s skin.

Forgetting for a minute about the horror stories regarding Common-Core-approved teaching material (promoting communism and downplaying wrong answers as two examples) there are still plenty of reasons to harbor sincere reservations about the federal intrusion on local education efforts.

At heart of Common Core is the liberal’s statist notion that only they are capable of running our lives.Arne, and his central-planning buddies in the nation’s Capital, think parents, school boards, and classroom teachers are incapable of providing children with adequate education standards. …

According to people like Arne Duncan, only the folks who brought us healthcare.gov can bring some degree of competency into our American education system. (Stop laughing. That really is what he’s suggesting.) In the real world, however, the Federal government’s incompetence has managed to raise red flags among a bipartisan swath of the American public – including the Administration’s staunchest allies. That official “white suburban mom” activist group, known as the American Federation of Teachers, even raised an eyebrow at the failure of Common Core implementation. Randi Weingarten, the head of this radical tea-party group (sarcasm) even said that if you thought Obamacare’s implementation was bad, then just wait, “the implementation of the Common Core is far worse.

That may be an exaggeration, but we’re glad he said it.

The primary objection to more federal government involvement in education has been a usurpation of local school board decisions, and a politically driven curriculum for education. Which only makes sense given the political nature of everything that comes out of DC. Isn’t it amazing how we are all told that DC is run by lobbyists and special interests? But then we are expected to hand over something as valuable and precious as our child’s education to those very narrow minded con-artists?

The standards themselves were the first casualty of DC politicization. They were not, despite what Duncan would like you to believe, written by teachers, school boards, or even elected representatives. They were not approved or written by the states that adopted them, or by the education professionals who will be implementing them. . . They were written (I know this will be shocking) by bureaucrats.

But let’s not let these little concerns get in the way of calling Common Core opponents “white moms” with dumb kids. Such insults are nothing new to Duncan. According to the Washington Post, he told a convention of newspaper editors in June that Common Core critics were “misinformed at best and laboring under paranoid delusions at worst.”

Well. . . It’s easy to start wearing tin-foil hats when Florida schools begin scanning student’s retinas and kids are being taught that private enterprise is unfair and discriminatory.

Then again, maybe Arne is speaking from personal experience. . . His mother, after all, might be a white suburban mom who believes her son is much brighter than he actually is.

Posted under Commentary, education, Race, United States by Jillian Becker on Tuesday, November 19, 2013

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Tear down this red wall 3

There is a red wall in the schools and academies of America which needs to be torn down.

This is from Townhall, by Terrence Moore:

The ninth of November marked the twenty-fourth anniversary of the fall of the Berlin Wall, probably the most important historical event since World War II and the most important lesson about human freedom experienced within the living memory of most of us. …

How is this lesson being taught in the nation’s classrooms? For while those of us in our forties and older remember the fall of communism and its causes, today’s teenagers are wholly in the dark. What, then, are the high-school students of today being taught about what exactly — what principles, what forces, which people — brought down the Wall?

It is actually fairly easy to answer this question since forty-five states are now controlled by the testing and curricular regime known as the Common Core. … If we just take a quick glance at Appendix B of the Common Core English Standards, which recommends “exemplar texts” for reading, we find the addresses of a host of worthy historical figures: Patrick Henry, George Washington, Abraham Lincoln, Franklin Roosevelt, Martin Luther King, and, yes, Ronald Reagan. What a model of non-partisan selection!

But it would behoove us to look at which speech of Reagan is being recommended: “Address to Students at Moscow State University.” Now that is rather odd. Would that speech be the first that comes to mind when we consider “the best of Reagan”? Was that address the most historically significant? Why not the First Inaugural or his acceptance speech at the 1980 Convention or his important addresses on foreign policy or even his 1964 “A Time for Choosing” on behalf of Barry Goldwater that launched him to political prominence? Might this be a case of the architects of the Common Core wanting to look non-partisan by having Reagan’s name on the list while actually trying to take away the force of his message to America? We can solve the mystery by finding out what will take place in classes across the land …

On pages 403-4 of Pearson/Prentice Hall’s LITERATURE, Grade Ten, Common Core Edition, we see an editorial written on the tenth anniversary of the fall of the Berlin Wall. It appeared in The New York Times. It begins, “The Berlin Wall was bound to fall eventually”. …  [It] continues:

But that it came down as bloodlessly as it did 10 years ago this week is largely a tribute to one leader. Today Mikhail Gorbachev is a political pariah in Russia and increasingly forgotten in the West. But history will remember him generously for his crucial role in ending the cold war and pulling back the Iron Curtain that Stalin drew across Europe in 1945.

So there you have it. Gorbachev brought down the Wall. Why? Well, evidently because he was a good guy. In one line of the editorial we are treated to a masterful use of elliptical prose: “As political pressures began to build in the late 1980s, Mr. Gorbachev was left with two options.” Etc. What political pressures? Who or what brought those pressures? We are not told. The New York Times editors assign the words “enlightened,” “idealism,” and “pragmatic” to Gorbachev. Indeed, the General Secretary of the Communist Party is said to have had “a wisdom and decency that is sadly rare in international power politics”.  Does that comment extend to American participants in international power politics, particularly at that time?

Those of us who lived through those years and kept up with events might wonder what role, if any, Ronald Reagan played in this drama, according to the textbook editors. Will the adjectives “enlightened,” “pragmatic,” “wise,” and “decent” be applied to him? His name is not to be found in any of the documents concerning the fall of the Berlin Wall. But on page 449, we do find, as promised in the Common Core, his Address to the Students of Moscow State University held up as a model “exemplar text”.  Unfortunately, the address is so heavily highlighted with shades of green, blue, orange, gray, purple, and pink — and so buried under the jargon of two-bit literary criticism (central idea and point of view, methods of development, organizational structures, rhetorical devices, figurative language, tone and word choice) — that it is hardly readable. Worse still, in the textbook editors’ introduction to the speech, students are told the following:

Led by Mikhail Gorbachev, the Soviets were blazing through the greatest changes they had seen since the 1917 revolution. Although reforms were rapidly taking root, they were not far enough from communist ideology for Reagan. . . . In this excerpt, notice how Reagan restrains his strongly anti-communist sentiments while still extolling the ideals he represents.

The lesson? The enlightened, idealistic, wise, decent, and yet pragmatic Gorbachev had events well under control. The Soviets were “blazing through changes”; i.e. reform must have been their idea. But things were not moving fast enough for the strongly-anti-communist (i.e. stubborn, right-wing) Reagan. Nonetheless, we, the editors, have found a rare speech in which he actually moderated his tone. That’s Reagan at his best, insofar as he had a best.

What’s missing in this account? “General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!” Those are the words that brought down the Wall. But they are not to be found in the Common Core and therefore in the classrooms of America.

The architects of the Common Core plainly do not want the young people of America to read or to watch – for it is on the Web – that speech. The progressive bureaucrats who are now in control of the nation’s schools do not want the young people of America to know that the Cold War was won on principle, that courage and resolution on the part of Americans were essential to the ending of tyranny in the communist-controlled countries and the protecting of freedom in the rest of the world. They certainly do not want young Americans thinking that we were in the right and had to be prepared to use force against an evil empire. Above all, the arch-testers do not want today’s youth and tomorrow’s voters to know that in this contest for right and freedom a former actor named Ronald Reagan played the starring role.

He did – in partnership with Prime Minister Margaret Thatcher. All that Gorbachev can be credited with is that he saw – what by then was hard to miss – that the USSR could not survive. He tried to make adjustments so that it just might. It was impossible.

It had always been impossible for Communism to work. That is to say, it is not a system that can foster and protect prosperity, happiness, liberty, or even life. And when something can’t work, it doesn’t. The only surprising thing about the Soviet Union is that it creaked on in its hellish way for 70 years before it came to its grinding halt.

American children mis-educated by Common Core doctrine will not be told this. The compilers of Common Core text books seem still to have faith that Communism could work if only a few American generations could be brought up to believe that it could.

Leftists believe in the power of faith just as Christians do. But faith never has and never will overcome reality.