Category Archives: Indoctrination

Evil Will Prevail if we allow “Every Child Achieves Act” (S1177)

9 July, 2015

Evil will prevail if we allow “Every Child Achieves Act” (S1177)

By: Anne Taylor

If you haven’t noticed, there’s a lot going on in the world:  Most notably, Greece is about to lose it.  The NYSE experienced a “glitch” that suspended trading (call it a hack because no one else is willing to admit to it – maybe the power grid is overloaded – or is it?), the Wall Street Journal’s website went down following the NYSE “glitch”, United Airlines was grounded due to a faulty computer system and thousands “mysteriously” lose power in Washington D.C.

Did I mention that HR5 passed in the House, too?  There has been little, if any attention to these bills and their ramifications that will only allow evil to prevail in our American schools.  Our friends in Utah’s Common Core state group agree.  In fact, I can’t help but agree!  This is because there simply is no other word to describe it.

Below are 6 headline highlights from the article written by Utah’s state group, Common Core:  Education Without Representation, “Six Evil Things Hidden in S.1177 — “No Child Left Behind”.  You may read the full article and their extensive research here.

If this doesn’t raise the red flag alert, then I am concerned for our children’s future and this country.  The following IS NOT what the media is talking about regarding S1177:

  1. The bill aims to kill parental rights in the parental opt-out movement. “Taking away a parent’s authority over his or her own child is a crime that the Fed Ed is willing to try to get away with.  This bill says that states must not only give federally aligned common core tests (they use the code term “college and career ready” which is Common Core) but must collect data from 95 percent of the students.  That aims to kill our huge, growing parents’ opt out movement.  The bill says, “Measures the annual progress of not less than 95 percent of all students, and students in each of the categories of students”. (1111)”
  2. The bill’s master-servant relationship between Fed Ed and State Ed is unconstitutional. “It’s clearly, clearly unconstitutional.  States are supposed to be in charge of their own educational systems.  But in this bill, read: “The state shall submit,” and “The Secretary [Fed Ed] shall have power to disapprove a state plan” (Sec. 1111)   “If a State makes significant changes to its plan at any time…such information shall be submitted to the Secretary”.  That just gives the Fed Ed Secretary power to disapprove a state’s decision to drop Common Core.  (Sec. 1111)”

“Cementing Common Core is not what the authors of S.1177 said were the goals of the bill, yet there it is.  Putting parents last, and making states do the dirty work for the false authorities at the Department of Education, is a deceptive way of getting people to think that there’s less federal involvement, a misleading attempt to get conservative people to pass this bill.”

  1. The bill will suppress student expression of religious and political values. “…repeated use of the concept and term “school climate” –for example, in conditional “formula grants”.  These give the federal government power to model citizenship, to influence what is a federally appropriate world-view, and to pressure schools to suppress student expression of religious values, using each state as enforcer.  (Sec. 4103-4104).  The bill says that money will be conditionally given and that data gathered by the school will determine whether a student holds appropriate beliefs in the “school climate”.  This will allow absolute federal indoctrination in local schools. If family values don’t match Fed Ed values, there will be federally-directed school-based re-education.”

These include “…asking for collection of “school-level data on indicators or measures of school quality, climate and safety, and discipline, including those described in section 1111(d)(1)(C)(v); and risk factors in the community, school, family, or peer-individual domains that are known, through prospective, longitudinal research efforts, to be predictive of drug use, violent behavior, harassment, disciplinary issues, and having an effect on the physical and mental health and well-being of youth in the school and community.”

“That pressures schools to conform to federal definitions of mental health, and forces schools to collect longitudinal data to build and analyze children’s psychological profiles.   Schools wanting federal money must intervene if a student’s “mental health” or potential access to “violence” needs “mentoring”. (…by whose definition?)”

*I’ll add that if you’re uncertain what this means, read the “school climate” survey found in the Orono school district I reported on earlier this spring.

“The bill says:  “may include, among other programs and activities— drug and violence prevention activities and programs, including professional development and training for school and specialized instructional support personnel and interested community members in prevention, education, early identification, and intervention mentoring, and, where appropriate, rehabilitation referral, as related to drug and violence prevention… extended learning opportunities, including before and after school programs and activities, programs during summer recess periods, and expanded learning time…  school-based mental health services, including early identification of mental-health symptoms…  and appropriate referrals to direct individual or group counseling services” (4105)”

  1. The bill sees government, not families, at the center of the universe– for younger and younger people, for more and more of the time. “It allots money to fulfill Sec. Duncan’s “21st –century community learning centers” (Sec. 4201)  …this bill consumes more family time, giving so much time to government schools.   The “community creep” of Fed Ed schools expands in multiple ways if S.1177 passes.  The Fed Ed Secretary will pay “programs that support extended learning opportunities, including before and after school programs and activities, programs during summer recess periods, and expanded learning time; in accordance with subsections (c) and (d), school-based mental health services, including early identification of mental-health symptoms” — which means more government surveillance of belief and behavior, via more time spent with Fed Ed, and less time spent with Mom and Dad, Grandma and Grandpa.”

Notice “…that “and community” is attached after the word “school” repeatedly.  School and community.  School and community.  School and Community.  Why?  What business does the school have, expanding its creep into the community?  Yet that’s exactly what Secretary Duncan has been calling for, for years.  (See the old Charlie Rose interview on Youtube here, where Duncan asks for 6-7 day a week school, extremely long days, all year round, with school replacing home or church as community center.)”

  1. The bill promotes federal definitions of mental health and promotes collection of mental health data.                                           The bill will assume “…that fed ed defines mental health correctly, and for everyone…(promoting) even more data mining than we already have inflicted upon our children.”

“The local educational agency or consortium… shall take into account… school-level data on…   family… predictive of … mental health and well-being of youth in the school and community.” (See 4104)”

“Under a host of other issues identified as federally-politically-correct, your family teachings may not be compliant with federal definitions of mental “well-being” of youth.”  Government, not families, are at the center of the universe when school data is gathered on children without parental consent, used to judge families’ and students’ psychological, religious or belief-based attitudes.”

  1. Toddler Snatching. “I don’t like that the bill puts it hands on preschoolers.”  *(I don’t like it either being that I have a toddler as well!)  “It bullies preschools, too, by mandating federal preschool standards to be enforced by states, as it encourages states to take over toddler time from moms and dads.  I don’t like the time-away-from-family aim nor the data mining aim (without consent of parents, of course). Preschool babies are to be psychologically profiled by the state.  The bill does not state this plainly. You have to connect the dots:  the word “preschool” shows up 43 times in the bill.  Statewide preschool standards align with federal standards, creating nationalization of measurement of citizen babies; federal standards are heavily socio-emotional; it all results in the compilation of psychological data on very young children.  We already had the Dept. of Ed and its partners co-creating Common Educational Data Standards (CEDS) the better to align everyone with, without voter input, and these folks wave banners with their motto (fourth principle): “Continued Commitment to Disaggregation“  of students’ personal data.   Your specific, individual child is wanted in their clutches.  That’s what disaggregation means:  not in a clump; individual.”

Now, will someone tell me there isn’t an elephant in Washington?

Take these highlights – all of them – any one of them at this point!  It’s time to kill this bill!

Continue to call, write and tweet your senators.  WE CANNOT DO THIS ALONE.

MACC DAY AT THE CAPITOL 2015

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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

TIMELINE:
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.

http://mn.gov/admin/images/capitolvisitor.pdf

MN.GOV

“It’s Nearly-Spring Minnesota!” Parade of School District Surveys – Matchomatics

High School Students Sitting in Bleachers

Welcome to the world of surveys!  This week we begin our series on surveys and questionnaires given 1 – 2 – 3 times per week at your local public or private school.   The vast majority are assigned via online learning and through student assigned ipads or chromebooks. Surveys can take up a lot of valuable classroom time.  99% of all surveys are nonacademic.   Most importantly,  surveys are an invasion of privacy, most often assigned without parental notification or consent and given for the expressed purpose of collecting  data for marketers, researchers, and government agencies.

Parents and the general public have yet to be told “why” and “for what reason” great volumes of survey data is being collected on children and teens.  Important to note:  Parents and students, you can opt out of surveys – you need only refuse.

Join us now as we start our “It’s Nearly-Spring Minnesota! Parade of Minnesota School District Surveys”!!!    First up,  Anne Taylor informs us of the “Mathomatics” survey given in the Minnetonka School District (as well as other districts in the state).   This survey looks like fun, but all that data can easily be “lifted” by unaccountable 3rd parties!  Minnetonka has already had issues with data breaches.

Matchomatics:  The “Ultimate Student Matching Fundraiser”

by Anne Taylor

Matchomatics is a popular student matching (or compatibility) fundraiser hitting schools around Valentine’s, St. Patrick’s Day, even Homecoming.  Students fill out a questionnaire including their name, birth date, height, hair color and other questions of likes and dislikes that teens can relate to (favorite foods, sports, colors, music, etc).  While the students fill out the surveys, the company comes up with the matches and then a school club sells the results.  But some questions are a bit more revealing and may contain sexual content which raised a complaint most recently in January of this year at Enka High school in North Carolina.

There are other formats of the questionnaire that Matchomatics subscribers may use which includes questions such as:  How you communicate with your parents, which way you lean in politics, or where you get your money from.  And while Matchomatics claims they don’t sell the data, the information is put into a data system.  Should that data get hacked, that’s an awful lot of information on a minor, including the name of the school and address.  At Minnetonka High School, parents received no notification of this survey.  To
add to it, approximately 20 minutes of instructional classroom time was used to take the survey.  You can find the Matchomatics link here:http://matchomatics.com/usa/index.htm

Attached is a copy of the actual survey taken at Minnetonka High School this year.

Matchomatics pg 1

Matchomatics pg 2

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.

 

DAVID COLEMAN’S NEW ADVANCED PLACEMENT U. S. HISTORY FRAMEWORK EXCLUDES:

 

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

 

HISTORICAL EVENTS EXCLUDED BY DAVID COLEMAN:

 

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

 

DAVID COLEMAN’S OBVIOUSLY BIASED FRAMEWORK REQUIREMENTS:

 

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

 

WORKS OMITTED BY DAVID COLEMAN:

 

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.”

 

 

RESOURCES USED IN THIS ARTICLE:

 

http://news.heartland.org/newspaper-article/2014/03/26/new-advanced-placement-framework-distorts-americas-history

 

http://news.heartland.org/newspaper-article/2014/04/09/yes-new-ap-framework-does-distort-us-history

 

http://www.breitbart.com/Big-Government/2014/05/28/The-College-Boards-Attack-on-American-History

 

http://news.heartland.org/newspaper-article/2014/05/05/new-ap-us-history-exam-providing-opportunities-indoctrination