Tag Archives: IB Schools

“Spicing” Education Up

My fellow Anti Fed Ed Warriors, here’s the latest agenda filled system behind AP World History.

26999416-student-teacher-headmaster-school-children-stick-figure-pictogram-icon-clipart
Warriors, you know I’ve held nothing back in exposing that ESSA (Every Student Succeeds Act) is impacting (in real time) EVERY school choice.

It absorbed AP (Advanced Placement) courses into the mandates for aligned education. Also, IB  (International Baccalaureate) Schools.
You also know that IB Schools are UN (United Nations) breeding grounds for globalism and collectivism. (*Note: early in my blogging days, this resource filled article.)

ibstudent
To be a global student I must also be altruistic. IB Schools have a ‘diploma program’ where you must complete 1 year of service or you do not receive your diploma.

At one time AP courses were truly ‘advanced’. At one time the credits and scores your student earned actually meant ‘honor’.

However, these courses and tests went the way of the wind when they were aligned to the CCSS Machine.

quorapic

Now, AP Courses are just as empty as the rest of the CCSS aligned (or whatever label your State has re-branded CC to) ‘curriculum’ and assessments.

I know you’ve seen the decrease in quality. I’ve watched it over the past few years. Especially in private and homeschooling. I’ve also seen how the public schools have used AP as a sort of ‘dividing line’ among students. Truly sickening.

Where AP and the UN Meet:

Warriors, simply put, World History.

In this teacher led instructional video, she openly tells the students that she’ll be away for 2 days attending the UN Model Club Conference. She’s leaving them an assignment to watch a documentary and then complete the SPICE chart. What’s a SPICE chart?
Look below:

spicechartvideo

(Source)

Before I share what each letter stands for, look at the simplicity of this chart:

simplechart
Why all the detail and fuss for such a simple chart? Why not let kids take notes in a way which makes sense to them? If these students are truly ‘advanced’ shouldn’t they be able to figure this out for themselves? And finally, why let the computer guide them?

The Meaning Behind SPICE, Agenda Dressed In Education:

“S” stands for ‘Social’ and includes class structures, social mobility and barriers, gender roles and relations, family and kinship, racial and ethnic constructs, urbanization, and, freedoms/rights.
“P” stands for ‘Political’ and includes government and leadership, nations and nationalism, revolts and revolutions, conflict and war, legal and court systems, regional/trans-regional/global, and, structure/organization.
“I” stands for ‘Interacting with the Environment’ and covers demography, disease, migration, natural resources, settlement patterns, impact of natural barriers, flora/fauna/climate, and technology.
“C” stands for ‘Cultural’ and covers religions/beliefs/ideologies, language, writing, art/architecture, clothing/food/music, education, science/technology, and nationalism.
“E” stands for ‘Economic’ and entails material wealth, production (agricultural and pastoral), distribution (trade and commerce), labor systems, industrialization, wealth distribution, and banks/currency.

However, Warriors, look at how this OH teacher’s blog highlights each letter of SPICE.

themeone

Do you see what he is choosing to put at the top of the list for “Social”? The UN also has a ‘gender agenda’, its SDG #5. (*Note: SDG is short for Sustainable Development Goal)

To see how the CCSS Machine uses gender as a ‘change agent’, read this.

themetwo

Warriors, the UN actively recognizes America as a ‘nation-state’ or as a ‘member-state’.

theme3

Many of the UN’s SDGs center on environment. To the point environment is more important than people.

4theme
Notice how this theme centers on a dominant belief system? Notice how science and technology are also present? You can trace the science/technology all through STEM (Science, Technology, Engineering, and, Math) and the SDGs. STEM is a tool created by the UN to implement the SDGs.

theme5

(Source for above pictures)

This next SPICE video from You Tube reveals a broader agenda in AP World History.
Flip Learning (where all individual school work is completed at home and all collaborative work is completed in class) is what this one teacher is saying has been proven to be more effective than traditional school work.  Warriors, this is all but eliminating ALL individual work in class.

While that’s a wake-up call on its own, it’s the teacher’s leading the students on how to decipher a picture they are seeing which is even more awakening. Why? She coaches them by telling them when we don’t know things we can be uncomfortable about them. However, by using this SPICE system, as they know more the students will feel more comfortable about the world around them. This teacher also guides the students thinking by telling them nothing happens in a vacuum/that everything interconnects.

Warriors, just how does the AP coursework intersect with Model UN Clubs? From 2014, this NC high school used the two to from a ‘joint crisis committee’.
Here’s another example of how AP is steering kids to see the UN’s global continuity and tie it to which of our U.S. Presidents was most supportive. Compare what you read here with the SPICE information. Do you see the connections?!

In 2016, I showed you how the UN Model Clubs were impacting homeschoolers (as do AP courses). Earlier this year, I showed you more about the march for global citizens and gave you more information on education as that ‘change agent’.

While McGraw-Hill isn’t the copyright owner of AP, it has an entire catalog of AP ‘electives’. World History is among them. You’ll see how the current AP courses align to C3 (College/Career/Civic Life) as well as NGSS (Next Gen Science Standards). The UN can be found in C3 and NGSS.

redditspud

AP Summer Time:

For students during the summer, the CCSS aligned AP courses keep going! This AP Summer Institute at one NC university campus this year is just an example. See below:

apsummer

To see how the State of NC gives these AP Summer scholarships, go here. Note that when you scroll all the way down the screen you’ll find out the partner for these scholarships is the NC State Board of Education. So, in other words, the AP summer institutes are taxpayer funded!

Now, Warriors, I know your State will have AP courses as well, so be looking for those summer camps! If you want to see how AP students are data raped to provide your State with ‘information’ that can be ‘celebrated’, go here.
Let’s not forget, The National Review showed the leftist approach from College Board to support the UN’s activities back in 2014.

collectivework

Closing:

Warriors, as far as who created the SPICE chart system, it doesn’t really matter. What does, is that the AP courses and assessments have increased their amount of collectivism.
This is infecting ALL education choices. Do we want to be a free America or a controlled one?

(*Personal Note: I’ll be traveling to CT to appear at a Parents Rights Rally there. If you can make it to Hartford, we need you! I’ll use my @commoncorediva (Twitter) account to update you all.)

Advertisements

Going for the Golden Games

Ahh, the Summer of 2016. Anti CCSS Warriors, no doubt you will more than likely be watching the Summer Olympics from Brazil in about one month. In the past I exposed for you how the Special Olympics had not only gone Common Core aligned, but was using the Special Needs participants data for tracking purposes. (In case you missed that one, see: https://commoncorediva.wordpress.com/2015/12/07/monday-musings-more-than-meets-the-eye/)

So, it should be NO surprise that the International Olympic Games be aligned to a global education agenda. Where there is global education agenda, there will be Common Core! (*Note: As the Every Student Succeeds Act (ESSA) calls it, ‘college and career ready’/’challenging state academic standards’. No matter what name, it is ALL global education agenda driven!)
This in-depth article follows the agenda.

Where the Global Agenda for Educational Play/Sports Can Be Found:

Look no further than the WHO (World Health Organization). WHO is a part of the UN (United Nations). UN also has UNESCO (United Nations Educational, Scientific, and Cultural Organization). UNESCO has the global “Education for All” agenda. UNESCO and Bill Gates also signed an agreement in 2004 for a global curriculum. (See Berit Kjos’  publication, “Common Core: A Global Education”) UNESO also has IB (International Baccalaureate Schools). Those IB Schools have an extremely controversial altruistic helping write curriculum.
The IB Schools are among the educational institutions included in the ESSA.
To see the evidence/research from my previously published articles (which contain files):
Global education ideology:
 https://commoncorediva.wordpress.com/2016/01/21/ccssunesco-ideology-anyone/
UNESCO-like Recesses:
https://commoncorediva.wordpress.com/2016/04/19/play-money/ (*Note: This one will also link you to the ‘Prevent Common Core’ article I wrote on the PE/Sports alignment to CCSS/global education. You will also find the Global Health Standards embedded in this article.)
The Controversial Altruistic Helping IB Schools:
https://commoncorediva.wordpress.com/2014/10/08/wybi-wednesday-ccss-and-the-altruism-movement/

Where the IOC (International Olympics Committee) is Taking Global Ed:

oed
In the screen shot above, notice the underlined sentence. ‘Sports as a possible source for inner improvement’.
While that doesn’t appear on the surface to be so aligned to global education, or even the CCSS agenda, think about how aligned to CCSS, sports already is!
Think about the mandates in the ESSA where personal learning, student achievement, and behavior interventions (among others) will use anything remotely connected to education to use it for alignment purposes. Consider all the other Warriors who have shown us the mental destruction CCSS is causing NOW.

None of this, of course will be talked about during the Olympics Games themselves. Everyone will be cheering, fawning over how great the Gold, Silver, and Bronze medalists did in their respective sports. No one will stop to think (at least for long), just how thin a veil of deception is being laid over the time in Brazil.

So, Warriors Against the Core, what can WE learn about the IOC’s Ed Program?! Let’s find out!
Website: https://www.olympic.org/olympic-values-and-education-program
According the Overview of the Program, sports is considered the ‘school of life’. Now, let me pause for just a moment..
Not 2 or 3 days ago I published an article about the “Readiness Redefined” National Campaign. Among the ‘readiness’ portions of education to be redefined? Life! (See: https://commoncorediva.wordpress.com/2016/07/09/ready-or-not/)

Also according to the Overview, the Program interlinks with 21st Century Skills which are needed (not to mention also embedded in the WIOA (Workforce Innovation and Opportunity Act), HEA (Higher Education Act), ESSA, STEM Act, and more). The IOC Ed Program is to be used inside and outside the classroom. ESSA has mandates for during school and after school student activities, supports, etc.

The basis for the Program is in the power of the Olympic Symbols. (I kid you not.)
Here is the excerpt, “Using the symbols of the Olympic Games, the themes of Olympism, and drawing on the lore of the ancient and modern Olympic Games, the programme aims to disseminate a values-based curriculum that will shape the development of child and youth character. Using the context of Olympic sports, participants are taught skills and strategies that will help them to assume the responsibilities of global citizenship and civic literacy.”
Below is a screen shot you should click on to enlarge. See the thin veil of deception being used for global education agenda?

5rings
If you want to know how to Implement the IOC’s Ed Program, look below. The link to download the entire poster will be beneath the screen shot.

implementoed
Implementing-the-program-poster

What’s worth noting is that the Program has a FREE toolkit for educators, community leaders, or anyone who wishes to use the educational lessons. The toolkit will be available for downloading soon, but in the meantime check out the information. See: https://www.olympic.org/olympic-values-and-education-program/about-the-toolkit

Other Olympic Education Initiatives:

Since 1988 (according to the IOC’s website), there has been a new educational outreach (aka: initiative) each Olympics. So far, there are 21 initiatives. For example the Initiative from Slovenia is called the Fair Play School. One of the main objectives? Teaching tolerant behavior through PE. See: https://www.olympic.org/slovenia-promoting-values-of-sport-and-olympism-fair-play-school
Over on the UNESCO website for Fair Play Schools (FPS) Initiative, it is called “Fair Play:  the Winning Way”.
See all the responsibilities involved in being a FPS: http://portal.unesco.org/education/en/ev.php-URL_ID=2223&URL_DO=DO_TOPIC&URL_SECTION=201.html

Warriors, did you know there is a United Nations Secretary on Sports for Development and Peace? The Coaches Guide (used all over the world) is full of kinds of ways to use sports as skill building for good citizenship. Download the GuideCoaches_Guide_english

If you would like to see the other Olympic Education Initiatives (some links work, some don’t), see: https://www.olympic.org/olympic-values-and-education-program/initiatives


Let’s face it, CCSS/Global aligned education will not be going into anyone’s decision when they buy into the Olympic marketing. Yet, the IOC redistributes those dollars to not only athletes, but sport organizations across the globe. See below:

iocmoney
Broadcasting rights in the US? NBC, a well known Common Core Supporter.
If you really want to follow the money trail for the Olympics, you can use this Marketing Fact Guide which tells the global partners for Rio 2016. (See Page 11. How many CCSS Machine member organizations do you see? I saw Toyota as an example. They are banner leaders in the adult version of CCSS: CTE (Career Tech Education). See: Olympic-Marketing-Fact-File-2016

Think of it this way, every time we purchase an Olympic postage stamp, T-shirt, or a product from the global partners, we are feeding the very CCSS Machine set on leveling education to a globally aligned one.

Oh, A Few Last Facts:

Brazil is considered a ‘Champion Country’ for UNESCO’s “Education for All” (that one world curriculum discussed earlier). To see all the accomplishments UNESCO is so proud of from Brazil, http://www.unesco.org/new/en/brasilia/education/education-for-all/

Contrast that with the 2015 Brazil Business Report about the problems of Brazil’s education, http://thebrazilbusiness.com/article/the-brazilian-educational-system

The Federal Government of Brazil regulates education. They regulate everything about education, both public AND private. See: http://www.brazil.org.za/brazil-education.html

The NASFA (National Association of State Facilities Administrators: Association of International Educators) here in the USA, has a file on Brazil’s education where you can see grading scales for certificates called “Leaving Certificate” when it comes to higher education. See: EDU Systems Brazil
If you do not know about NASFAhttp://www.nafsa.org/About_Us/About_NAFSA/

To see the Common Core NASFA News Release bombshell I found, look below:
nasfaglobal
The Press Release tells you how NASFA, the CCSSO (Council of Chief State School Officers) and Interstate Teacher Assessment and Support Consortium (inTASC) partnered together to build off the 2011 CCSS for the new Global Education you see above.
https://www.nafsa.org/About_Us/About_NAFSA/Press/New_Standards_to_Integrate_Global_Education_into_PK-12_Teaching_Standards_and_Curriculum/

To get the Global Prep Guide featured in the Press Release, click their embedded link. It is available to download for free, but you must be a logged in visitor or member to get the download. I found a sample Standard, however: http://www.nafsa.org/_/File/_/intasc/InTASC_2015_Standard1.pdf

Closing:

Warriors, I hope you have learned much in this article. I know in researching, I did.
How can we fight this? So much already seems to much in place for us to defeat it.
As always, once you know, go..and tell others. Power is in the people’s hands to defeat more from our top-down educational system than we realize. Get involved. If you haven’t read the ESSA Proposed Regulations yet, do so! Provide feedback where you see the gross overreaches in these regulations. Refuse to support any part of the CCSS Machine you choose to..be it buying an Olympic t-shirt to boycotting McDonald’s. (One word though: the more who boycott the same place, the more impacting the message is). One huge factor of ESSA everyone seems to not know, or has glossed over. Congress can still reign in the U.S. Dept. of Ed!

School Board Special, Part Three

ecsalign
This group claims ‘they don’t take sides’ in education. The states pay to belong to this group. They also span P-20 education.

Today’s “From the Files” Tuesday, brings us to Part Three in my special candidate special series devoted to arming these brave citizens with as much ANTI Common Core/College and Career Readiness/Career Tech Education as possible!

So far, Parts One (focused on the birth to 5 year old alignment to CCSS (Common Core State Standards) via the ESSA, Every Student Succeeds Act) and Two (focused on the K-12th grades in their alignment to CCSS via the ESSA), have been a huge success in arming those facing primaries in the next few months. This series is also a great tool for any citizen concerned about the overreach of the CCSSI (Common Core State Standards Initiative) into our educational system! This article is jam packed and a bit lengthy, but we MUST know what our nation is facing via this ‘great educational bill’.

In this article, the focus will be on my specialized area of research: Common Core/Career Tech Ed in POST-Secondary education. You know, one of the areas CCSS was supposedly never to be found?!

For the sake of consistency, I will use my phrase ‘CCSS Machine’ in the rest of the article to point to the Initiative behind Common Core, the agenda surrounding it, the public private partnership (P3s) side, the resources, the Standards themselves, and anything else connected to the illegally based education reform. ESSA, will stand for itself.

Before we see where the post-secondary alignment is, I offer a couple of points:
1) The ESSA (Every Student Succeeds Act) is a law which is to impact K-12th grades ONLY.
Yet, in the law, (as I have pointed out in the previous 2 articles), we have found younger than Kindergarten (K), and, today, we will see older (aka: post-secondary students) than 12th grade involved.
2) Where the ESSA has now become law, don’t think the CCSS Machine is going to leave post-secondary education alone. In the picture above, note the use of “P-20”, also note the headline. You should see a definite warning! Higher Education (another name for post-secondary education) is the LAST link in the streamlined chain of education which HAS not been rubber-stamped by Congress to embed the CCSS into it.
The strings of the CCSS Machine are already in place in post-secondary education, they just have not been re-authorized. Think about it, since 1965, almost in tandem, the re-authorizations of the elementary, secondary, and post-secondary education laws have occurred. I am almost certain that in 2016, we will be seeing the HEA (Higher Education Act) come up for re-authorization, too! You can bet the farm, all sorts of alignment will be embedded. (*Note: to save article space for now, if you have any questions about my research and how I can connected the links between PreK to Higher Ed, please contact me ASAP!)

 

valueroi
To see the rest of the wheel: http://www.educationvalue.org/college-value/


The ESSA and Students in Higher Education:

In the picture above, this is an example of how our high school graduates (or for that matter, any citizen seeking higher education) are being described… a ‘return on investment’. (*Note: In yesterday’s article you saw 2 equally demeaning visual pictures of how our students are defined by the CCSS Machine.) According to the CCSS Machine, we are all just ‘human capital’, so it is no wonder the shift in how students are taught is happening right before our eyes!

From the ESSA Final Conference Report, I have previously shared with you that the phrase “Higher Education” is embedded 64 times, that “Career” is used 63 times, that “Workforce” is written in 33 times. Sprinkled throughout the ESSA, each of these will repeatedly tie back to not only Common Core, but to Career Pathways and its counter part, Career Tech Education to Apprenticeships; to STEM; and to the most damming of all: the WIOA (Workforce Innovation and Opportunity Act). Why is the WIOA damming? In its language, Career Tech Education and Career Pathways are embedded a total of 21 times! STEM is also embedded to help create a STEM Workforce.

 As a candidate, you need to know that in plain talk, this means that not only will your traditionally educated public schools students be aligned to a workforce based education, but so will your private school students, your homeschooled students, your faith-based educated students, and ANYONE seeking a job! The difference (at least right now) is that those outside of public education will be aligned when they either 1) enter post-secondary education , or 2) seek employment! (*Note: I have published articles on all of the above, which I will be more than happy to provide you upon request.)

Here is even more you need to know as a candidate. I urge you to read the pages below for yourselves as what I have provided is a contextual paraphrase:
1) P. 33 deals with LEAs (Local Education Agencies) and state financial awards. Not only will you as a candidate need to see what percentages of the funding goes for a) the parents, 1b) the student services, and c) the students courses (including AP, IB, CTE), but you will need to read how all of these are to be aligned to the CSAS (Challenging State Academic Standards) by way of the ‘industry recognized credentialing system’ set forth by the WIOA of 2014!
2) P. 48 of the ESSA Final Conference Report states that the CSAS and post-secondary education must be aligned for a more streamlined education.
3) P. 50, special needs students who have benefited from IDEA funding/programs and seek higher education ‘on track with alternative aligned courses/assessments’.
4) P. 85, States are to measure and report students ‘post secondary readiness’.
5) P. 121, Those students in dual enrolled courses (AP, IB, early college, etc.) will be ensnared here. As a candidate, consider this is an area for your privately educated (including faith-based and homeschool students) to be aligned. (Also on P. 991)
5a) P. 123, the data mining of these privately educated students comes into play.
6) P. 137, the LEAs determine how students transition from one grade group to the next (including post-secondary) with the help of P3s and ‘other stakeholders in education’.
7) P. 255, technology and digital post secondary education.
8) P. 265, students taking credit bearing career tech (CTE) courses for a shift to post secondary education.
8a) P. 273, again CTE courses, credit bearing, and students
9) P. 323, how all school leaders, including teachers will be trained to teach students for post secondary education, especially dual enrolled, concurrent enrolled, and early college students. (also on P. 780, 81)
10) P. 344, how teachers are to prepare post secondary/workforce ready students.
11) P. 325, how all the post secondary course from above will be regionally specific only.
12) P.397, how eligibility of funds will be tied to post secondary graduation rates.
13) P. 427, how post secondary readiness and the English Language Learners (ELLs) will be joined.
13a) P. 459, ELLs in more detail; Page 460 will discuss their assessments.
In those Activities which support a student’s learning and success (Sec. 4107):
14) P. 474, Post Secondary career awareness and exploration activities, including FASFA (student financial aid forms) (*Added note: where in some states this is now a requirement to graduate whether you intend to go to college or not!)
15) P. 502, OBE (Outcome Based Education– a supposed improvement in education at all levels, but especially higher education) will be the preferred tool for aligning academics and accompanying evaluations.
16) P. 508, Data mining will need to be aligned to any CSAS implemented by the States.
17) P. 509, as part of the 21st Century Community Learning Centers.
18) P. 601, where entire families are tied into the post secondary success of a student. (Also on P. 609)
19) P. 610 and 611, At-risk youth are encompassed in the alignment here.
20) P. 663, begins the Native American students and their alignment. (*Note: be sure to read this entire section to see how these alignment plans are laid out.)
21) Pages 759-66 deal with the Military bases needing to be realigned. (For any candidate who has the military nearby, page special attention!) Added note: the U.S. Dept. of Defense is in full support of CCSS, CTE.

Closing:

Candidates, do you see the pattern above? Do you see any educational choice exempt from the CCSS Machine alignment?! Is there more in the ESSA which directly relates to post-secondary education? YES!

Since very few Congress members read the entire over 1,000 page bill BEFORE it became law, we are only now beginning to uncover all the hooks baited and ready for our nation.
As a candidate, do your part of due diligence and use this information to stand in the gap!

 

CCSS/UNESCO Ideology, Anyone?

It’s a great day to be alive and fighting for the RIGHT kind of education for our students, don’t you think? I do! As an Anti Common Core Warrior, I have the privilege of working with some of the MOST patriotic, dynamic, and dedicated people I have ever met.

Warriors, just because the ESSA (Every Student Succeeds Act) is now law is NOT the time to back down from our fight for our students. It is a time to step up and fight for our nation!

What do I mean? We have seen time and time again, evidence which points out in great detail how anti-American our textbooks, on-line courses, and everything related is becoming. We also know, that the importance of being ‘globally competent’, or a global citizen is also gaining momentum via the Common Core Standards, the College and Career Readiness Standards, or any of the other names the alignment is hiding behind. How? The United Nations as well as the UNESCO overreach into American education (at all levels and available to every school choice).

The Project Veritas (PV) folks broke their 3rd anti CCSS video earlier today and has helped expose the anti-American ideology in our schools!! (See: http://www.breitbart.com/big-government/2016/01/21/exclusive-former-pearson-exec-reveals-anti-american-agenda-in-common-core-on-constitution-guns-christianity/)
We have seen countless other examples of this via social media well before this breaking news. However, their news is HUGE for the reasons below:
1) This 3rd video also verifies the twisted AP (Advanced Placement) U.S. History rewriting!
2) The importance of the PV undercover work is we now have people who are responsible being identified! We can now have the face and name of someone who has helped the CCSS Machine ruin our educational system. Why is this important? Testimony!!
3) It also absolutely confirms all the evidence we have seen in our students’ homework. I am so thrilled the undercover reports are surfacing. Please, share with everyone! You can visit Project Veritas’s website to gain access to the first 2 videos as well, those took on the textbook money making scheme. (See: http://www.projectveritas.com/)

All this said, we know that there is even more anti-American/global citizen out there in our society, most especially our schools. Here is what I found recently….

 

2003 Ideology?!:

What if I told you I found some global ideology from before CCSS’s supposed implementation date? Recently, as I was preparing for a very important presentation before a great group of concerned citizens, I got out my CCSS filled collection of textbooks (would you believe parents are still asking to see textbooks so they can know what is in them?). Among them is the Teacher guide, Student Textbook, and the complimenting Workbooks for a NC (North Carolina) specific Social Studies book titled “Horizons”. This particular set I have was published in 2003.  But that is not why I had the set. It was the publisher’s name! I knew, from all the years of research that Harcourt (as in Houghton-Mifflin Harcourt) was a sold out provider of Common Core Standards. (See PV’s first video revelation from one of their, now, ex-employees).

Most of us have assumed most textbooks prior to about 2008 were ‘safe’ (as far as indoctrinating materials tied to the CCSS). So, image my surprise when I stumbled upon what you see below:
IBPYP

Wait a minute, Lynne..You said ‘CCSS indoctrination’, the picture says ‘UNESCO (United Nations Educational, Scientific, and Cultural Organization) ideology’! Are these related? Are they the same?  Let’s find out. In a set of points, I can point you to how the CCSS and the UNESCO ideology and the indoctrination have been with us longer than we first thought. (Please let me state I am certainly not the first one to discover the connections, nor will I be the last. It just seems fitting to show that as early as 2003, our states were laying foundations of alignment we didn’t see before us.)

*Notice the textbook uses “Citizenship”, “Common Good”, and “Democratic Values” as the main points. In an Constitutionally honoring education, our students would know that America is a Republic, NOT a democracy!

*Notice the name of the school in the feature box, ‘Farmington Woods Elementary’. It is a public school in the Wake County (NC) Public School System (one of the most CCSS friendly school systems in the entire state). See the website,  http://www.wcpss.net/farmingtonwoodses 


farmingtonwoods

*Notice the IB-PYP (International Baccalaureate-Primary Years Programme (International English spelling)

*As an UNESCO created school, IB-PYP Programs are for students ages 3 to 12 years. As a globally minded school, any ideology will be UNESCO in nature, not American! There is a 3 step goal cycle the IB-PYP has. It is called the IB Global Action Cycle. ‘Reflect, Choose, and Act’.

*According the the IB Schools website, the IB-PYP prepares students, 3 years to 12 years, to become active, caring, and, lifelong learners. They are to respect themselves as well as others. That all sounds nice, right? The website goes on to explain what this respect means. (paraphrasing is mine) Being involved in the world. Of course the goal of all this ideology is to educate the ‘whole child’.

If your school wishes to become part of the UNESCO led IB schools, your school must be authorized to do so. The IB-PYP education framework is as follows: Knowledge, Concept, Skills, Attitudes, and Actions. The 5 rigor pillars of an international education. Want to learn more? See: http://www.ibo.org/programmes/primary-years-programme/curriculum/

If you want to see the UNESCO’s vision for 21st Century Learning:
http://en.unesco.org/themes/education-21st-century
If you want to see the American arm of these visions, see:
http://www.unesco.org/new/en/education/worldwide/education-regions/europe-and-north-america/

*Looking at the UNESCO’s arm which oversees curriculum development that impacts America, it goes back 90 years. Which explains the 2003 UNESCO/IB ideology in the textbook, “Horizons”. (See: http://www.ibe.unesco.org/en)

*That ‘lifelong learning’? Which we have heard the CCSS Machine grind out in so many ways? Not only will you find it in the UNESCO and IB ideology, but in the new ESSA law (Every Student Succeeds Act), too.  It will continue to be a banner buzz phrase in ‘College and Career Readiness’, too! How will this connect to the ESSA? Informal or non-formal learning via educational facilities,  learning settings and their education related services, groups,  and/or activities. (Think museums, libraries, etc.) See the UN’s research:
http://www.uil.unesco.org/lifelong-learning/recognition-validation-and-accreditation/global-perspectives-recognising-non-0

 

Related and previously published:

Here is one article I published back in Sept. 2015, where you can find a grouping of not only UNESCO researched articles, but College and Career Readiness, too.
See: https://commoncorediva.wordpress.com/2015/09/30/special-wybi-ccss-recaps/

From 2014, where I found the Common Core alignments via the local public libraries:
https://commoncorediva.wordpress.com/2014/10/27/monday-musings-hitting-the-books/

Since culture is a big component of the global ideology, you might be interested in the CCSS alignment of the Humanities:
https://commoncorediva.wordpress.com/2015/06/16/terrific-tuesday-anti-ccss-news/
AND https://commoncorediva.wordpress.com/2015/05/27/wybi-stem-to-steam-ties-to-common-core-pt-1/

My collection of IB School research (even features a real interview from an IB student):
https://commoncorediva.wordpress.com/?s=International+Baccalaureate

Answering the Question:
So are the CCSS indoctrination and the UNESCO ideology the same or related? It is my researched evidence which points to a simple, ‘yes’. Now, a more in-depth answer is also from evidence based research, in a multitude of ways they are related. (after all Gates signed a 2004 agreement with UNESCO to create a one world curriculum. See: Berit Kjos’s publication, Common Core: A Global Education) You might be interested in this previously published article of mine where you can find the global education declarations America is now embracing, thanks to some degree of the UN. https://commoncorediva.wordpress.com/2015/09/17/tech-thursday-global-day-for-education/

Another part of the answer, of course, is definitely revealed in the Project Veritas video released today. While I offer my evidence as a compliment to the Project, it is in no way to supercede their awesome work. I, like you, my Anti CCSS Warriors, am so excited to see what else the Veritas folks can capture on video/audio!

Weekend News: Workforce’s Got Your Number!

This weekend’s news will feature the CCSS/CTE laden Workforce Data collection systems.  We learned how our students are referred to as ‘human capital’. We’ve already learned about the U.S. Government’s Workforce Data collection system; the state level ‘human capital life tracking systems. Let’s find out what the private sector in American business is doing to help out in tracking our students/citizens.

Konos Management (not to be confused with the Konos homeschool curriculum):

You can find the computer based giant at: http://www.konos.com
You need to know not only help education manage its ‘human capital’, it helps the government, healthcare systems, and many others manage their ‘human capital’. They are in the business of helping your business not only collect massive amounts of data, but helping you streamline information in the guise of saving time and money. Wow, how ‘noble’ of them. The company also measures compliance, is global in its workforce tracking, and are corporate partners with “Adopt-a-Classroom” and “National Academy Foundation” (NAF is devoted to career tech schools for those ‘underserved’).

From a 2010 report, find out what “Do You Automate? Saving Time and Money” states. The excerpt I’m sharing is discussing education grant money.
“Given the central importance of grant funding in K–12 education, it is essential to avoid putting these funds at risk. Nearly all schools in this country depend on grants
for a portion of their funding. While it’s true that grants come to K–12 schools from many sources, the federal government alone gives out more than $13 billion in
grants each month. Additionally, the American Reinvestment and Recovery Act of
2009 will put nearly $6 billion forward in new competitive grants to states to help them pursue higher standards. A significant portion of those dollars will go to school modernization. The requirements for properly managing the funds available under
the act and other grants are extensive Similarly, the need for district accountability with respect to good time-and-effort reporting cannot be underestimated. Such is the magnitude of the need for rigorous grants management.”

This particular document also factors in the NCES (National Center for Education Statistics) report about “Common Core of Data”. The particular year of NCES’s report? 2007-08.  So what is included in the “Common Core of Data”? Who heads this CCD up? I can answer immediately the ‘who’ question, it’s the IES (Institute of Educational Sciences..as in the U.S. Dept. of Education‘s IES! The U.S. Dept. of Ed also contains the NCES! Now, it’s important to stress here that the “Common Core of Data” is not the same as the ‘Common Core State Standards’. The CCD information DOES, however, HELP the CCSS Machine manipulate schools, states, and all those people involved. How? By collecting information of how many students drop out, or at-risk, by looking at where and how money in your school is spent. Think of all the CCSS malarky we’ve heard about the ‘graduation rates MUST’ be at a certain number. Think about how the states were ‘incentivized’. These two areas are not the only areas in which the CCSS is aided by all the data mining and ‘education sciences research’. Oh, one more thing, the data mining happens for ALL ages of our students.

To see the Konos 2010 report: Sept10_SBA_Automated-Workforce-Mgmt
To see the CCD website: https://nces.ed.gov/ccd/index.asp (*Note, when you visit this site, be sure to look at the publications. There you’ll find  fiscal reports. These are great for seeing where the CCSS/CTE trail of money lies.)

Getting back to Konos, I was able to find in another document how Konos partners with MicroStrategy. What does this partnership allow? Well, with Konos’s  special interest in management of money and data, MicroStrategy is considered a leader in the business world for ‘intelligence’ gathering software. Here’s the excerpt about what you can choose for the Konos/MicroStrategy system to do for you (if you were a customer). “Customers may choose to use all available functionality, but use of specific features may not be supported by Kronos [including: Consolidations, Freeform SQL, Event-based Alerting, Intelligent Cubes, Flash Rendering of Documents, Data Mining Services, Derived Elements, Import Data, Creation of Custom Roles and/or User Groups, Advanced Metrics (Level, Conditional, Nested), Custom Groups , VLDB Property Modifications, MDX Cube Report, Query Builder Report.” The name of this system? “Workforce Analytics 8.0 Learning Path” It’s important to stress here that this particular system in about minding/managing workers in all the sectors Konos serves. This document: 4704933-001_WFAN_80_learning_path_rev_a-final
Konos has a lot more on their website in the publications section about how the data they manage is used. If you know an anti CCSS/CTE warrior gifted in understanding all this technology, have them dive into the documents to show you how the information being collected is being used to help the CCSS Machine. (See: http://www.kronos.com/search.aspx?searchtext=common%20core)

Before we move on, Konos 2015 Conference is coming up in November, in Las Vegas. Why is this important to a CCSS/CTE Warrior? Anyone involved in schools IT departments, human resource departments, education finances, etc. are invited to attend. A host of other education related groups will also be in attendance. See: http://www.kronos.com/kronosworks15/who-attends.aspx  Remember, Warriors, data and money are what the CCSS Machine thrives on! Also, take into consideration, Konos is considered a leader in tracking, managing, and ensuring employees are “Workforce Ready”. What this means to us as anti CCSS/CTE Warriors is simple. After students are shoved through the CCSS/CTE tracks, they have another one waiting upon employment!  See: http://www.kronos.com/products/smb-solutions/workforce-ready/selected-resources.aspx

National Academy Foundation (NAF):

The website: http://naf.org/
One CCSS Machine tie in: The Gates Foundation grants.
From 2006, nation wide engineering academies:
http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2006/09/OPP45211
2006: for support of existing career academies, strategic placement of new career tech academies across the nation:
http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2006/03/OPP41757
From 2007 in New York for education reform:
http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2007/11/OPP49430
2007 in New Orleans for “Learning Labs”:
http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2007/08/OPP48634
2008 for communications support: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2008/10/OPP52560

naffuture

Oh my fellow anti CCSS/CTE Warriors, the CCSS Machine influence isn’t only Gates, it envelopes SO many others! The curriculum providers are the Buck Institute (huge on Project Based Learning, which fosters the ‘collective collaboration’ portion of CCSS), the IB Schools (International Baccalaureate Schools, which are the UNESCO portion of CCSS), Project Lead the Way, the STEM Academy (I’ve proven to you repeatedly how STEM is the driver behind the CCSS agenda), and  Paxton-Patterson. The list of CCSS/CTE aligned groups NAF belongs to is also there. You’ll  see everything from White House initiatives to well known CCSS Machine members. Groups NAF calls “Peer Organizations” includes the NC New Schools (which is so full of CCSS it’s toxic), ConnectEd (which is the White House’s plan for digital CCSS/CTE overload), and, a host of other well researched/exposed CCSS/CTE members. See all the ‘fellowship’: http://naf.org/about/our-partners

NAF also offers “NAFTRACK” (yes, another system devoted to keeping tabs on students..and all in the name of getting a good job. See:
http://naf.org/our-approach/naftrack-certified-hiring 
See the NAFTRACK’s certification process (which includes a specified curriculum, projects and on-the-job assessments):
http://naf.org/our-approach/naftrack-certified-hiring/naftrack-certification
The specialized careers NAF schools offer: finance, hospitality/tourism, information technology, engineering, and health sciences. Five career tracks, warriors..only 5. Wow.
See: http://naf.org/naf-network/themes
To see those individuals sold out to the STEM portion in the CCSS Machine: http://naf.org/about/stem-advisory-committee
To see NAF‘s brochure on the corporate sell outs involved in the education reform: NAFCorporateEngagementBrochure

Resources: 

To see my previously published Buck Institute article and how PBLs are ruining education:
https://commoncorediva.wordpress.com/2014/10/25/sic-em-saturday-ccss-progressives-and-pbls/

Other PBL articles (you’ll see connections to Gates, STEM, and more):

How those summer programs your students may have been involved in are part of the design to align:
https://commoncorediva.wordpress.com/2015/05/09/sic-em-saturday-aligned-summer/

A brief recap of the PBLs and other anti CCSS/CTE things which are important:
https://commoncorediva.wordpress.com/2015/05/02/sic-em-saturday-ccss-rewind/

See the vast network across the nation:
https://commoncorediva.wordpress.com/2015/03/13/fom-achieving-cc-aligned-competencies/

STEM and other Education Waivers tied to PBLs:
https://commoncorediva.wordpress.com/2014/12/02/wybi-wednesday-rttt-stem-ed-waivers-and-more/

Monday Musings: Who’s Responsible?

If HR 5, S117, and HEA pass AS IS, we can expect more of this scene above.
If HR 5, S117, and HEA pass AS IS, we can expect more of this scene above.

Warriors fighting to end Common Core and all that goes with it, if you’ve been following my blog in the past week, you’ll know that I’ve been following much of the concerted efforts aimed at our post-secondary students.

If you’re anything like me, you are beyond disgusted with the unabashed claims to all the federal overreach; all the P3 meddling; all the teachers being blamed; and all the students being sacrificed in the name of ‘education reform’, ‘global competitiveness’, and ‘the good of the national economy’.

We have corporations blaming everyone except themselves for the mess education is in. We have legislators creating education  bills where they have absolutely no jurisdiction. We have different parts of the federal level of government so busy pointing the finger at each other that it is absolutely childish.

In this game of ‘educational dodge ball’, we have our students right in the line of fire. Enough!! The game of dodge ball can be quite viscous. Yet, daily, we’re seeing the public-private partnerships pummel our kids of all ages with the initiative surrounding Common Core and all its related parts.

Daily these groups line up on opposite sides and throw educational landmines at our teachers, too. Yet, through it all, things remain mostly the same. Each state still has illegally based education reform via either the Common Core, American Apprenticeships, Career Pathways, Career Technical Eduation, STEM, STEM to STEaM, AP classess, IB Schools, Next Gen Science, C3 (the CCSS aligned replacement for civics), Workforce Education, and any other connected program.
Each state has received some sort of incentive in a variety of ways, from a variety of federal/state agencies that seemingly are helpful, yet, when researched, the ties to further constrain us are found. It can be enough to make one weary beyond belief.

However, I’d like to encourage us to in spite of the pain, the weariness, we KEEP informing others. We KEEP protecting our students! We KEEP those in authority in check. We KEEP exposing the corruption.

While the false arguments, the trumped up worded phrases which are double speak are being flung at us left and right, we have folks willing to speak up and share their personal experiences about living the CCSS Machine’s nightmare in education. For example, as a result of my recent articles exposing the post-secondary undermining, a brave former student reached out and shared the following:
“As for STEM, I am a STEM graduate, and am one of those who can’t find a job now. I found that 1/3 STEM jobs are going to foreigners now and 1/2 that go into STEM field are not ending up in it as a career.
My personal feeling is that STEM companies are partnering with Common Core so they can DELIBERATELY dumb down the kids and then use that as an excuse to hire more cheap labor foreigners.”

At least 2 post-secondary educators have also commented via other social media outlets about the horrors of alignment they are having to adhere to. One of these educators, who wishes to not be featured here, shared how the lies about the skills gap has been so overplayed it is a sham! Here’s a pro CCSS perspective on the responsibility of who we should be holding accountable. http://shop.mheducation.com/ideas/educator/prepare-students-workforce.html  An anti CCSS warrior’s response: ‘poppycock’!

Trace the educational failures back to NOT the people currently in the classrooms, but the switch from academics to outcome based education! Note how, since competency based models have been implanted in our schools,  education has taken a nose-dive! As long as the supporters of the CCSS mess are allowed  to keep producing ‘research’ which states the need for more of the same, we’ll not be free of it! Here’s an example of the ‘skills gap’ based on ‘research’. See: http://diverseeducation.com/article/76145/ (*Note: students are referred to as ‘human capital’)

Education has become so incestuous with the agenda behind the CCSS Machine’s work, it has polluted not only traditional schools (public schools of all kinds), but private schools (including homeschools and faith based schools), and our post-secondary institutions (including for profit ones). Please take the time to read this article by long time education watchdog, Charlotte Iserbyt, “The Death of Free Will, Parts I and II”. (http://www.deliberatedumbingdown.com/MomsPDFs/Death%20of%20FreeWill_12_11_2010.pdf)

Closing:
In my researched opinion, the responsibility of who’s to blame in the realm of all this educational is a red herring. Why? With so many pointing the finger at others (and they, in turn, point out even more folks), the REAL issue gets lost. What’s the REAL issue?! Eliminating the illegally based education reform from our nation! Stay informed about the REAL issue. Do not allow the red herring above or any of the others which are being served up almost daily to throw you off course. Help stop the senseless educational dodge ball ‘game’ the CCSS Machine has forced upon us.

Monday Musings: Conservation with an IB Student

The beauty we see isn't always the beauty we get to create.
The beauty we see isn’t always the beauty we get to create.

As you know, I’ve taken on all kinds of angles to researching Common Core’s presence in every educational realm. This includes not only traditional schools, but private ones, homeschools, post-secondary education, charters, and  IB Schools (International Baccalaureate). I’d like to share a first hand student’s account of the experience in an IB school. But first,  a bit of background for you.

Setting the Context:
In case you didn’t follow me back when I first wrote about CC and IBs, here’s the link to one of  the original articles. https://commoncorediva.wordpress.com/2014/11/14/fib-o-meter-friday-ib-international-baccalaureate-schools-common-core/
Also from Sept. 2014, when I was revealing the ties between a very controversial professor and IB Schools: https://commoncorediva.wordpress.com/2014/10/08/wybi-wednesday-ccss-and-the-altruism-movement/

In case you are short on time and can’t access the entire articles, here are a few tidbits before I get to the conversation story I have to share.

From November’s article:
1) “The IB supports the creation and adoption of the Common Core State Standards.” (as stated in the 2012 IBO {International Baccalaureate Organization} presentation during the Conference of the Americas)

2)  Provides more precise definitions of academic success, a logical pathway toward goals while considering international benchmarksƒ.” (also stated in 2012 at the same conference)

From September’s article:
1)” ‘IB Schools’ were created in 1968 and are a UNESCO partner. Alec Peterson is the person who founded the IBO, International Baccalaureate Organization.”

2) ” ‘IB schools’ are also tied to Aga Khan Academy Development Network, FL Virtual Public Schools. The USA was ‘saddled’ with ‘IB schools’ thanks, in part to the Reinvestment Act and with Race to the Top funding. ‘IB schools’ mission isn’t American, it’s global. From their mission statement, “At our heart we are motivated by a mission to create a better world through education.”  From their history page: “…consisted of a common pre-university curriculum and a common set of external examinations for students in schools throughout the world, seeking to provide students with a truly international education..”  ”

The Conversation:

Now that you have the context, here’s the setting of the conversation.
Setting: giving one of my daughter’s friends a ride in the car from her school to the local community theater. (This particular theater uses ‘theatre’ as part of its title)
The people involved: “Carol” and myself.  “Carol”  is someone I’ve met recently, so there’s not a long history between us.  Being a mom, I’m used to asking how either my children or any of their friends questions like ‘How was school today?’. Call me an involved parent. After this initial question, it is usually not long before a natural conversation ensues. This was most certainly the case during this 20 minute drive. “Carol” responded to how her day went with ‘it was okay’. Knowing “Carol” was going to be at my home for the next few days, I asked if there was a tremendous amount of homework involved. This is when “Carol” stated that yes, there was a sizable amount because her school is an IB School. Now, not knowing how much about myself, my daughter has shared with her friend, I certainly wasn’t going to announce “I’m a research nut on all things Common Core, so let me pepper you with questions, see your textbooks, etc.” For this conversation, I simply wanted to see if any tidbits that are relevant to my research emerged…and yes, there were a couple of tidbits “Carol” gave me.

The Tidbits:

“Almost all my homework is a project. I have an English project, a math project, and an art project. In science our project is ________________________.”

“The art project is set to the IB’s parameters, not my parameters of creating what I see and wish to capture.” To clarify this, I asked, “So, you don’t get to paint or express artwork that’s your own, it must be the curricula’s?” Her answer, “Yes, it so awful. I want to learn the concepts of art, not be told what to draw!”

“I must do not only all this, but I’m performing in a show next week, and i have to find time to perform my community service hours.” As having researched IB schools, I know that at least one year of the upper classes (meaning 10th-12th) are required to complete 1 year of community service. So, knowing this, I said, “Yes, that’s right, as an IB student you must do that.” “Carol’s” reply, “I hate my school. I don’t want to have to serve, I want to be free to choose.” 

“Because my last school was a charter school and I have AP courses, the IB school won’t give me credit, so I’m having to retake courses I’ve already passed, just so I can get them to match up with the IB’s system.”

“Our big end of year test is coming up in May and I must study to be able to pass that and make a good grade.” 

Other tidbits “Carol” gave me were the buzzwords we’ve come to know in fighting CCSS in education. She literally used (on her own) the phrases “my path”; “my track for life”; “lining up my education for my life.”; “I must get everything together to earn that diploma.”Just so you know, “Carol” is only 15 years old.

What I was able to find out about her IB School:

Parents are encouraged to join the IB Parent Action Council for more partnering in a student’s life.

Here’s a visual of why “Carol’s” need for the diploma is so important (click to enlarge it):
dp

Students are required to complete “Personal Projects” over their summers. Here’s the excerpt from a 10th grade 2014 assignment.
“10th Grade IB: The Personal Project
Over the summer being thinking about your IB Personal Project! The Personal Project is a significant and long-term body of work that grows out of your interests, initiative, and creativity. It will last ALL YEAR and is the capstone of the Middle Years Program. For many of you–hopefully most!–it is the bridge into the Diploma Program.”

From an 11th grade IB Psychological Summer Person Project, students were to choose one book from a book list of 7 books. The subjects were varied, but they are books I wouldn’t think suitable. Here’s the one book I know as a CCSS Warrior, you’ll cringe over:

Opening Skinner’s Box: Great Psychological Experiments of the Twentieth Century
by Lauren Slater
Through ten examples of ingenious experiments by some of psychology’s most innovative thinkers, Lauren Slater traces the evolution of the century’s most pressing concerns—free will, authoritarianism, conformity, and morality.
Beginning with B. F. Skinner and the legend of a child raised in a box, Slater takes us from a deep empathy with Stanley Milgram’s obedience subjects to a funny and disturbing re-creation of an experiment questioning the validity of psychiatric diagnosis. Previously described only in academic journals and textbooks, these often daring experiments have never before been narrated as stories, chock-full of plot, wit, personality, and theme. To see how the students were to complete the assignment: IB Psychology I Summer Assignment

As a student (from primary years and up), you must have an IB Learner Profile. Here’s the official description of why every student needs to be profiled, “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.” To access the entire profile: learner_profile_en (Note, if you see several blank pages, it is more than likely that information has been removed) From the IBO’s information, the obvious is ‘internationally minded’ citizens. Of course, the profile also bases everything on outcome based education. To see the IBO’s flyer: http://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/learner-profile-en.pdf

FOM Friday: Best CCSS Fallacies

It's Friday, you know what that means! Time to measure what's truth, what's fallacy/fib or what's in between.
It’s Friday, you know what that means! Time to measure what’s truth, what’s fallacy/fib or what’s in between.

Think of today’s “Fib-o-Meter” as the collection of the biggest fallacies we’ve heard/seen/experienced about CCSS so far. Enjoy!

Aligned School Leaders:

So far, 3 articles about Common Core and superintendents! Not only do students get penalized by Common Core, or teachers, but superintendents are being held to the Standards as well. Given that many of our state level superintendents are pro Common Core, you’ll need to see the first one from Sept. 2014: https://commoncorediva.wordpress.com/2014/09/19/fib-o-meter-friday-state-superintendents-common-core-standards/ Not only will you see the attempt to rebrand CC, you’ll get to see how. Follow that with the 2nd CC/Super article that was created via reader/follower requests. It’s from Sept. 2014 as well and features more switcheroo tactics as well as bold face lies! See: https://commoncorediva.wordpress.com/2014/09/26/fib-o-meter-friday-more-cc-aligned-superintendents/ The final CC/Super article from Oct. 2014, features Teach for America troops in addition to the final requested state superintendents. See: https://commoncorediva.wordpress.com/2014/10/03/fib-o-meter-friday-even-more-state-superintendents-common-core/ For research purposes, see how aligned each of these Supers are. More than likely they will still be just as CC discipled as before.

Related article:
School counselors are some of the best leaders in schools with access to not only faculty and students, but parents as well. Don’t think for a moment the CCSS Machine has missed the opportunity to ensure these counselors are selling the Career Pathways, Career Tech Education, and other CCSS related courses. While not a Fib-o-Meter Friday article, it WAS a Friday “Breaking News” post. See to what extent the federal overreach goes when it comes to the guidance students receive. See: https://commoncorediva.wordpress.com/2014/10/10/fridays-post-breaking-news-you-need-to-know/

The Fallacy About CCS and IB Schools:

Maybe your student doesn’t attend a traditional school. Maybe they attend an IB (International Baccalaureate) one. Think Common Core isn’t there? Oh, my friends..it is. In fact, because IB schools are rooted in the UN (United Nations), CC is certainly there. Think about it, the global citizen aspect so much in Common Core. UN and UN related organizations helped shape that. See: https://commoncorediva.wordpress.com/2014/11/14/fib-o-meter-friday-ib-international-baccalaureate-schools-common-core/

Fallacies About the Core Itself:

Lastly, for those new to the fight, you might find the fallacies of the Common Core interesting.
Originally written as a ‘see how much you know about the Core’ presentation for an audience, I shared in on the blog. There are many lies out there, would you know these? See: https://commoncorediva.wordpress.com/2014/09/12/fib-o-meter-friday-history-of-ccs/

In Jan. 2015, I wrote another FOM Friday about the lies of CC. See how many of these you know: https://commoncorediva.wordpress.com/2015/01/16/fom-friday-update-truths-lies-of-ccss/
Closing:

Got something related to Common Core you’d like to see run through the Fib-o-Meter? Let me know and I’ll do my best to research it. Thanks!

WYBI Wednesday?!: CCSS and the Altruism Movement

When was the last time you looked up the word ‘altruism’? Without looking it up now, what do you think it means? Common Core Standards, of course, will skew the meaning. On that, you can take it to the bank..better yet, let’s see how the Gates Foundation bankroll brought it to US! (if you would like a better look at each of the graphics featured, please be sure to click on them to enlarge them)

My Random House College Dictionary (1984) states ‘altruism: The principle or practice of unselfish concern for or devotion to the welfare of others. As opposed to egoism.’. According to the Merriam-Webster on-line dictionary(2014), the word means ‘feelings and behavior that show a desire to help other people and a lack of selfishness’. While the definition is basically the same, by using a simpler vernacular, you can see the context of the word has a totally different vibe to it. Now, why would I need a new ‘vibe’ for altruism??  Read on, my friends…

What caught my eye: While posting on Twitter I spied a ‘tweet’ from the ASCD (formerly known as the ‘Association for Supervision of Curriculum Development’) This group is the one who helps teach teachers. However, did you know they received a big fat check from the Gates Foundation?! Yes, the purpose? Common Core Curriculum, teaching practices, etc. To date, somewhere around $4 million dollars. If you cannot read the caption below, it states that 2013’s grant was to support implementing CCSS; 2011’s was to support district, school, and classroom implementation of CCSS. I had previously researched ASCD to know this, so when I saw the ‘tweet’ announcing an upcoming ‘professional development conference on ‘the force of altruism’, I became suspicious. Spring-boarding off their misleading phrase ‘teaching to the whole child’ (which is educractic doublespeak for we’ve always taught to the mind, body, and spirit of a student, we just changed what we teach from ‘you becoming the best American citizen you can be’  to ‘about what you can do to be a global citizen for the greater good’).

According to the Gates Foundation Grant database, 2013's grant's 'Purpose: to support implementation of the Common Core State Standards.' 2011's:  "Purpose: to provide teachers and school leaders with supports to implement the Common Core State Standards at the district, school, and classroom levels."
According to the Gates Foundation Grant database, 2013’s grant’s ‘Purpose: to support implementation of the Common Core State Standards.’ 2011’s: “Purpose: to provide teachers and school leaders with supports to implement the Common Core State Standards at the district, school, and classroom levels.”

If you’d like a great pdf chart of the “Traditional  and Progressive Models in Education” for the Whole Child, please visit:

(http://www.illinoisloop.org/ceo_ed_war_chart.pdf)

How to groom an altruistic citizen: Mix a tremendous dose of empathy (more ‘living it out, not just feeling it’) with plenty of student leader opportunities (beginning with teaching other students), and apply lots of expectation. Presto! In 3 easy steps you have an altruistic citizen. But wait, to really groom these citizens, you need time…and lots of it. While I AM paraphrasing this ‘recipe’, I certainly am not making it up. I found this (and more) directly on the website page, that the original ‘tweet’ directed me to.

As an added bonus, if you want your school to become part of the great movement, you simply can complete an on-line Google course called ‘Changemaker’ (see my post from this past Sunday about how aligned to the Common Core Google is).

ASCD’s link for altruism in the classroom: (http://inservice.ascd.org/education-resources/the-force-of-altruism-a-basic-recipe-for-empathy-leadership-and-learning-to-make-a-difference/) Please note, since this entire site is devoted to teachers and their development, remember, this is what is going into each classroom represented by an ASCD member teacher. One last thing, the ASCD organization is hosting several teacher directed workshops in about one month where they will learn strategies to target kids. One of the targets? Cede classroom responsibilities over to the students. While some students will be up for this, I can’t help but think about someone who is shy or has a special need. What a disaster for them this will be.

How to keep the altruism growing: Since Common Core isn’t satisfied with a K-12 altruistic citizen, we are about to see how students beyond 12th grade are targeted, not just by Common Core, but by altruism at hyper-speed.

California, here we come:  Imagine my surprise when I found the “Effective Altruism Summit 2014”. Part of the Summit was held in Berkeley, CA and another portion, in the Domincian Republic. What’s interesting is that the University of California at Berkeley has a “Greater Good Science Science Center”. Also interestingly enough ASCD has several ties to UofC, at Berkeley and other campuses. “The Greater Good Science Center” will be hosting a 2015 Educator Summit to help teach teachers how to become better with social-emotional learning. Guess what one of the ‘core’ platforms of the ‘Greater Good Science Center’ is? Altruism, along with empathy, kindness, and a few others. I’m giving you the link for all the ‘education’ topics under ‘altruism’: http://greatergood.berkeley.edu/education

As far as the Summit, backers and sponsors were: Leverage Research, Founders Fund, Integral Center, Give Directly, Center for Applied Rationality (CFAR), Future of Humanity Institute (Univ. of Oxford), PSI (Healthy Lives/Measurable Outcomes), Machine Intelligence Research Institute, Future of Life Institute, The Life You Can Save, Give Well, Giving What We Can, 80,000 Hours (High Impact Ethical Careers), Good Mind Hunting, THINK (The High Impact Network)

From Summit to Effectiveness: There is an organization called Effective Altruism with a detailed outreach plan you have to keep reading to believe. Based on a framework of detailed strategy from their ‘glory days’ with the current President’s first campaign for office, Niel Bowerman  and William MacCaskill are running the Effective Altruism Outreach. The EA Outreach is under the umbrella of the EAC (Centre for Effective Altruism based in the UK).  Why do I need to know this, you may be asking. Well, let’s say you know next to nothing about being effective in your altruism, but you want to learn more. You’d probably turn to an introduction or tutorial, correct? On the EA website, they’ve put one together for you. One of the first names you’ll see? Peter Singer. Yes, THAT Peter Singer..Princeton Professor, TED Talker, controversial activist. Well..keep him in mind, my friends. We’ll visit his contribution to all this is a bit, but first…

THINK (The High Impact Network): Remember I said we’d get back to the Gates Foundation? Remember how I said we’d get back to Common Core? Well, here is where the three meet. They all intersect via THINK. How? The Gates Foundation funds (or recently funded) THINK. Here’s the evidence:

THINK

So, with Gates money, what group of people does THINK serve? College age students. Think Harvard (I just ‘exposed’ them as Common Core tied via Career Pathways within the last 2 weeks), Arizona State (also CC tied & exposed), Boston College, University of NY (CC tied), Duke University, Florida State University (one of the CCS creators teaches there), MIT (CCS aligned) and more. Here’s the homepage: http://www.thehighimpactnetwork.org/. 

So, as a member of THINK, what would a college age student do? Here’s an excerpt from their ‘about us’ page: The High Impact Network (THINK) is an organization that promotes effective altruism. “THINK members gather across the globe in meetup groups, practicing skills and learning new tools, empowering each other to bring about the greatest good they can. With creativity, strategy and intellectual rigor, you can dramatically multiply your impact on the world.” Think’s founder, Mark Lee, greatly influenced by Peter Singer. *Be sure to visit THINK’s ‘about us’ page, you’ll be amazed at the number of groups on this website as appear above from the Summit description. Have you begun to see a pattern? Good, but we’d not done yet!

Mr. Singer, the altruism ‘guru’: Here’s where we pick up our ‘visit’ with Peter Singer of Princeton. He’s very well versed in philosophy and bioethics. He’s even influenced curriculum for the International Baccalaureate  schools which are tied to UNESCO! (ahh..UNESCO and Common Core tied together. It was detailed for you in an earlier post).

If you’ve not heard his views, here are a few quotes,
“It is now generally accepted that the roots of our ethics lie in patterns of behavior that evolved among our pre-human ancestors, the social mammals and that we retain within our biological nature elements of these evolved responses. We have learned considerably more about this responses, and we are beginning to to understand how they interact with our capacity to reason.” (Expanding Circle: Ethics,Evolution, and Moral Progress, preface)”If evolution is a struggle for survival, why hasn’t it ruthlessly eliminated altruists, who seem to increase another’s prospects of survival at the cost of their own?” (Origins of Altruism, page 3) “Since ancient times, philosophers have maintained that to strive too hard for one’s own happiness is self-defeating.” (Reason and Games, page 5) Mr. Singer has LOTS more to share about life, how we should act, live, and give. However, I’ve had enough.

Singer & IBs:
‘IB Schools’ were created in 1968 and are a UNESCO partner. Alec Peterson is the person who founded the IBO, International Baccalaureate Organization. Some of ethics curriculum which impacts students from kindergarten and up (ages 3-19) is by Peter Singer!

‘IB schools’ are also tied to Aga Khan Academy Development Network, FL Virtual Public Schools. The USA was ‘saddled’ with ‘IB schools’ thanks, in part to the Reinvestment Act and with Race to the Top funding. ‘IB schools’ mission isn’t American, it’s global. From their mission statement, “At our heart we are motivated by a mission to create a better world through education.”  From their history page: “…consisted of a common pre-university curriculum and a common set of external examinations for students in schools throughout the world, seeking to provide students with a truly international education..”

To be a global student I must also be altruistic. IB Schools have a 'diploma program' where you must complete 1 year of service or you do not receive your diploma.
To be a global student I must also be altruistic. IB Schools have a ‘diploma program’ where you must complete 1 year of service or you do not receive your diploma.

IB students in younger grades get the “Everyday Math” (one of the worst ever math curricula choices). Common Core publisher, Pearson has engineered the EM for CCSS. I would suggest going to the IBO’s website & inserting “Peter Singer” into the search bar. I got 7 lessons from global climate change to global engagement (suggests ‘ethical circles of concern’) See: http://www.ibo.org 

If you think ethical circles don’t sound too bad, find out what a ‘circling’ is all about at: http://integralcenter.org/blog/ (Integral Center was one of the presenters at the Effective Altruism Summit mentioned in the first part of this post). Look for how much ‘self’ is present, how much ‘community’ is involved.

Closing: I hope you’ve been able to see the global agenda in vivid detail. I hope you can use the evidence presented to help others stop this insanity. I’m all for giving to others. As a Christian, it’s so much a part of who I am, I wouldn’t be writing this blog everyday, among all the other things I do. However, if we’re all going to be the best we can, give unto others, shouldn’t we be learning how to and exercising it appropriately based on our family values, our personal choice and NOT the ‘global greater good’?