Category Archives: History



MACC Day at the Capitol 2015

Thursday, April 9, 2015 

Rally: 9:00am Upper Mall Steps of the Capitol
Meeting: 10:10am  State Office Building Rm 400N

9:00am – 10:00am Rally Capitol Steps
(Bring your Rally posters or MACC yard signs)

10:10am Check-in/Welcome table State Office Bldg
Name Tags – MACC Buttons

10:20am – 11:30am Speakers including:
Senator Roger Chamberlain
Rep. Jim Davnie
Rep. Sondra Erickson
Rep. Jason Isaacson                                                                                                     Sen. Mary Kiffmeyer

Rep. Eric Lucero

Rep. Jim Nash

Rep. Dennis Smith

MACC leadership speaking on MACC’s vision in growing the grassroots, working with our legislature and the mission of our school groups.

Brief explanation of how we will visit with legislators.

11:30am Bag lunch (bring your own lunch) or Eat in the Cafeteria

12:00pm Visit your legislators / education committee

1:00pm Rm 400N clear

Parking is best in the Department of Transportation/State Office Building parking lot.


Why I Oppose the ESEA HR 5 – Student Success Act


WHY I OPPOSE THE HOUSE ESEA HR5 – Student Success Act!    

by Linda Bell
The House ESEA bill (HR5) is being voted on this morning.  This landmark bill was reintroduced, marked up and passed without public hearing, all within two weeks. Since that time, numerous bloggers have spent hours reading the bill and those analyses have been shared over and over. What is most egregious about HR 5 for me personally? The removal of states rights and authorities and parental rights.

I am going to quote two specific paragraphs from HR5 Section 6561 for you below. First note that paragraph (a) states, in a convoluted way, that states rights and parental rights have already been removed. HR 5 is purported to bring back those rights under “local control”! The first paragraph is music to my ears!
But then we go over to the 2nd paragraph (b-Amendment). Here is the true intent of this entire bill! If your state takes federal grant funds emanating from this ESEA re-write, states will “Waive their States Rights and Authorities”. In one fell swoop, we loose our states rights and along with that, a deeper loss of parental rights.   Local control is out the door and the feds are in charge of your schools, children and families.

Today is the House vote and it looks to be along party lines. Republicans (and a few Democrats) are shooting themselves in the foot as they push to centralize education in America. Most haven’t read the bills and lean on advisers. When I called my US Representative in Congressional District 3 and read portions of the bill over the phone to a staffer, they were frankly shocked. Did it make a difference? Is the US House listening to their constituents? There are many reasons to oppose this bill which includes what is about to happen to private schools and religious freedom. I hope this will help you understand why I (and our many members in MACC) are opposed to HR 5.

HR5 – The Student Success Act
Subpart 4—Restoration of State Sovereignty Over Public Education and Parental Rights Over the Education of Their Children

‘‘(a) RETENTION OF RIGHTS AND AUTHORITIES.— No officer, employee, or other authority of the Secretary shall enforce against an authority of a State, nor shall any authority of a State have any obligation to obey, any requirement imposed as a condition of receiving assistance under a grant program established under this Act, nor shall such program operate within a State, unless the legislature of that State shall have by law expressly approved that program and, in doing so, HAVE waived the State’s rights and authorities to act inconsistently with any requirement that might be imposed by the Secretary as a condition of receiving that assistance.” (Emphasis added)

An officer, employee, or other authority of the Secretary may release assistance under a grant program established under this Act to a State only after the legislature of the State has by law expressly approved the program (as described in sub- section (a)). This approval may be accomplished by a vote to affirm a State budget that includes the use of such Federal funds and any such State budget must expressly include any requirement imposed as a condition of receiving assistance under a grant program established under this Act so that by approving the budget, the State legislature is expressly approving the grant program and, in doing so, waiving the State’s rights and authorities to act inconsistently with any requirement that might be imposed by the Secretary as a condition of receiving that assistance.”

Minnesota Statutes – Local Control over Standards and Curriculum


Minnesota Statutes – Local Control over Standards and Curriculum


Minnesota school district may opt out of the Common Core Standards as well as Common Core Standards curriculum.   Oh, happy day!!!

Minnesota Statute 120B.021, subd. 2 governs academic standards development, including standards adoption by the state. Subdivision 2, (2) specifically prohibits academic standards from requiring “a specific teaching methodology or curriculum.” This means that while the state is responsible for the development and adoption of standards in key subject areas such as language arts, math, science, etc., that school districts maintain control and authority over curriculum.

 Your school district may opt out of using Common Core Standards curriculum.

Additionally, 120B.021, subd. 1a provides the waiver or exemption that empowers school districts to override a state adopted set of standards. It is the rigorous course study waiver and basically a school district can waive state mandated standards if the locally developed standards “that is equally or more rigorous than the corresponding state” standards. This waiver was intended on a student by student basis, but that does not mean the district could not apply it more broadly.

Students or school districts may individually opt out of the Common Core Standards.

 Our school districts have more local control and authority than they either know or appreciate. There are provisions in state law intended to help protect local control.

Time to call your district and demand that they stop using Common Core Standards and Common Core curriculum!  Take 25 – 50 – 75 parents with you and demand… do not ask.

David Coleman Attacks Students’ Love of America

High School Students Sitting in Bleachers

It’s well known that David Coleman authored the Common Core Standards in English Language Arts in 2010.  He was not an educator nor had he ever written standards.  A year and a half later, Coleman was appointed president of College Board and has been fast at work in dismantling the College Board tests to align with the Common Core Standards. Tests like ACT, SAT, GED,  CLEP and AP (Advanced Placement) are taken by every student at some point in their academic career.

What’s new?  APUSH!  Advanced Placement U.S. History Framework. Texan Donna Garner describes the shocking components of the new APUSH (AP Frameworks) and how it will effect “550,000 of the U.S.’s best and brightest students”.  

Does your Minnesota school district offer Advanced Placement classes?  Parents have a right to review their child’s textbooks or online curriculum.   Tell your principals, superintendents and school board members that you do not want your children taught outright lies and falacies!  Then join your school’s curriculum committee that meets 5 to 6 times a year.  And join with a friend!


“David Coleman Attacks Students’ Love of America”

By Donna Garner 6.24.14


David Coleman is the architect of the Common Core Standards. When he finished his disastrous work there, he became the president of The College Board where he has publicly stated that the College Board products will now be aligned with the Common Core Standards. 


The College Board produces the SAT, the GED, and all the Advanced Placement (AP) tests.


Some 550,000 of our country’s brightest and best students take AP U. S. History.


The new AP U. S. History Framework (APUSH) consistently emphasizes the negative events of U. S. history while ignoring the positive achievements of the U. S.


“The new College Board Framework will replace the traditional 5-page topical outline with a 98-page document that dictates how teachers should cover the required topics…”


Larry Krieger, an experienced, widely acclaimed Advanced Placement teacher, says that the new Advanced Placement U. S. History Framework, “defines, discusses, and interprets ‘the required knowledge of each period.’”


The College Board’s own website confirms that the AP exam will focus exclusively on content specified in the Framework. In short, what is not tested will not be taught.




James Madison

Benjamin Franklin

George Washington (reduced to a 1 sentence fragment about Farewell Address)

Roger Williams

Thomas Jefferson

Andrew Jackson

Henry Clay

Jane Addams

Theodore Roosevelt

Lost Generation authors (Fitzgerald, Hemingway, Lewis)

Dr. Martin Luther King, Jr.

Sinclair Lewis

Dorothea Dix




Gulf of Tonkin Resolution

America’s Lend-Lease program (provided over $50 billion in military equipment to help our allies defeat Hitler) 

The heroism and sacrifices of American servicemen and women




Dominant theme – “European exploitation led to native decline and black bondage” 

Discusses architecture of Spanish missions rather than the merits of our 1776 heroes

Stresses colonial America as having “rigid racial hierarchy” and a “strong belief in British racial and cultural superiority”  — ignores U. S. founding principles that inspired the movement to abolish slavery


Reinterprets Manifest Destiny by not emphasizing the spreading of democracy and new technologies – instead dwells on white racial superiority


Reduces study of Declaration of Independence to one phrase in one sentence — ignores sacrifices signers made who pledged their lives, fortunes, and sacred honor to the cause of freedom


Ignores efforts of U. S. civilians and armed forces to defeat fascism — instead dwells upon internment of  Japanese Americans, dropping of atomic bombs,  race and segregation




Winthrop’s” City on a Hill” sermon

Jefferson’s First Inaugural Address

Lincoln’s Gettysburg Address

Excerpts from de Tocqueville’s Democracy in America

Frederick Jackson Turner’s essay on “The Significance of the Frontier in American History”

Excerpts from John Steinbeck’s Grapes of Wrath

Excerpts from Dr. King’s writings

Barbara Jordan’s speech on the Constitution before the House Judiciary Committee during the Nixon impeachment hearings


Jane Robbins and Larry Krieger stated on 6.19.14:


“The redesigned Framework is best described as a curricular coup. The College Board now imposes detailed ‘required knowledge’ that is very different from the curriculum mandated by state curriculum guides.  For example, the College Board commissioned a group of Texas teachers to determine how well the mandated Texas state curriculum (TEKS) correlates with the  new APUSH Framework. They found a shocking lack of correlation.  In Units 6 – 9 alone of the APUSH framework, the teachers found 181 TEKS elements omitted from the APUSH. And the Texas situation is repeated in many other states that will see their mandated history curriculum displaced by the radical new APUSH Framework.”