In this presentation from a 2017 conference, JaKell Sullivan talks about comprehensive sexual education and the agenda of the educational power brokers.
In 30 minutes you will learn what is going on in the public schools with Competency Based Ed, Personalized Learning, and how that is used to change values in children. A MUST SEE for all parents:
Category Archives: Inappropriate Lessons
Graphic Dating Survey Developed in NH
Graphic “dating” survey given to high school students in Andover, Mass. Crude questions on sexual experience, homosexuality, criminal assault, and more. Outraged parents confront school officials.
“According to the press report, this survey was created by a department at the University of New Hampshire. It is part of a national program funded by the Obama Justice Department promoting the “campus rape culture” myth, and is called “Bringing in the Bystander.” People from the university are traveling to 30 high schools in Maine, Massachusetts, and New Hampshire to administer the survey to students.”
Read more…
Now the STATE will instill values in your children??
We received a message from a parent regarding the new social and emotional learning that Portsmouth has been using in their schools.
Just saw a reference to this in a school newsletter. Apparently it has been used in Portsmouth elementary school for the past 4 yrs. It is a social, emotional learning curriculum(SEL). It sounds like the teachers who are being “trained” in this curriculum are now amateur psychotherapists. The part that was alarming in reading one of the things I found online was the reference to creating a microcosm in the school reflecting what our society “should” look like outside of the school. It sounds nice about children getting along, dealing with their emotions in a respectful way, etc… but how is it implemented and how much time is being used to “raise” these kids instead of educate them and how is this stuff integrated in the other academic curriculum?
https://www.wcwonline.org/Active-Projects/open-circle
The parent raises some valid concerns. We’ve been through “values clarification” in the past only to find out schools were in the process of working to change the values of students.
Parents also support a disciplined environment where shared values are supported. Values like, honesty, integrity, truthfulness, respect, etc.This has been done by teachers and with administrative support in the past so we know it can be done successfully.
However this parent brings up valid concerns about what this actually means.
Why does a school have to utilize a program to promote good behavior among the students? How much does this cost the taxpayers? Shouldn’t the shared values come from the parents in the community? So parents know that their values will not be undermined?
These are the questions parents need to be asking as more schools shift focus away from the academics to the social and emotional learning. This is why conservative groups oppose SETRA and called for the halt to the psychological profiling of students.
We encourage you to watch the video found embedded in the “Wesley Centers for Women” website. While some of this sounds good and we can certainly appreciate teachers who instill values like honesty, listening, respect for self and others, there were a few concerns we had with what was being presented.
First, there is a reference at 1:45 to a change in the classroom from a time when students worked independently versus cooperatively. We’d just like to point out that many parents have concerns that this shift has caused many problems for their children.
For instance, the strong student academically is forced to help the other students along and placing a big burden on that child/children. Parents now question why they are paying a teacher to “facilitate” versus teach.
Other parents have wondered if this is an attempt to squash individualism in an effort to push collectivism.
While we believe it’s helpful for children to learn how to work as a team, we’ve also noticed a big push for this in the classroom in an effort to please corporate America that continues to push for the dumbed down Competency Based Education that shifts focus to workforce skills.
Around 1:50 she talks about this focus on challenging others on their ideas in a respectful manner. Again, this certainly can be a useful skill but some are concerned that this will be an attempt to challenge a child’s values that they’ve been taught at home.
Will that happen using this program? It’s hard to say but it certainly is worthy of noting.
Then around 2:05 she gets the heart of what this is all about, she mentions these skills are for the workplace. But she also mentions this is for young children.
Are we training workers AGAIN? YES, because Competency Based Ed is all about dumbing down the academics in favor of workforce training. It’s also worth noting that the elite private and parochial schools NEVER use this model for their students.
We certainly do not want to alarm parents with what may be some good behavior techniques that teachers can use in order to help the students. However we also want to make sure parents are aware and can then look at these programs with a critical eye.
The makers of this program include in their mission:
Our mission is to advance gender equality, social justice, and human wellbeing through high quality research, theory, and action programs.
The Wellesley Centers for Women is a premier women- and gender-focused, social-change oriented research-and-action institute at Wellesley College.
We’ve known that social justice and key terms like that have translated into extreme political agendas.
If you are in doubt, ask to see the teachers manual. Sit in on the class and observe when they are doing circle time. Find out what it costs your district. Exactly what values or “workforce” skills are they incorporating and most importantly, how much time are they taking away from academics?
The key is not to assume the worst but to be knowledgable and figure out if this is really what you want for your children and should you be funding this in your district.
Social Studies: A Lesson in Behavior Modification Versus Academics
We want to equip parents with the information that allows them to see the actual dumbing down that is taking place in classrooms across the country.
In this latest example from a 6th grade Social Studies class, the parent who posted this social studies assignment asked: From 6th grade social studies… what is an alternative family?
Most parents expect assignments to focus on academics. This is the time when children build a foundation of knowledge. Once that happens, they can then draw upon that knowledge to form educated opinions and make decisions.
Our goal is to promote literacy in education and these kinds of assignments fail our children.
Parents need to save this link to the Core Knowledge Scope and Sequence for grades k-8: http://www.coreknowledge.org/mimik/mimik_uploads/documents/480/CKFSequence_Rev.pdf
Below is the scope and sequence for 6th grade History and Geography. Compare what Core Knowledge identifies as “academic content” for 6th graders versus this social studies assignment above.
Schools are now focusing on changing attitudes and values in students versus giving them a foundation in academics. That is promoting ILLITERACY versus LITERACY and your children are at risk if you do not speak up and step in.
One additional note: Core Knowledge gives their scope and sequence away for FREE. You can take the scope and sequence to your local school and ask your board members to incorporate it into the k-8 framework.
FROM THE CORE KNOWLEDGE SCOPE AND SEQUENCE FOR GRADE 6 History and Geography:
http://www.coreknowledge.org/mimik/mimik_uploads/documents/480/CKFSequence_Rev.pdf
The World history guidelines for sixth grade begin with a study of ancient civilizations introduced in earlier grades in the Core knowledge Sequence. Topics include Judaism, Christianity,
and the civilizations of ancient Greece and rome. The focus in sixth grade should be on the legacy
of enduring ideas from these civilizations—ideas about democracy and government, for example, or about right and wrong. After this study of lasting ideas from ancient civilizations, the World history guidelines pick up the chronological thread from earlier grades with a study of the Enlightenment. you are encouraged to use timelines and engage students in a brief review of some major intervening events in order to help students make a smooth transition across the gap in centuries between the ancient civilizations and the Enlightenment.
In sixth grade, the World history guidelines catch up chronologically with the American history guidelines. The World history guidelines take students up to the consequences of industrialization in the mid-nineteenth century, and this is where the American history guidelines begin.
World History and Geography:
I. World Geography
Teachers: By sixth grade, children should have a good working knowledge of map-reading skills, as well as geographic terms and features introduced in earlier grades. The study of geography embraces many topics throughout the Core knowledge Sequence, including topics in history and science. Geographic knowledge includes a spatial sense of the world, an awareness of the physical processes that shape life, a sense of the interactions between humans and their environment, an understanding of the relations between place and culture, and an awareness of the characteristics of specific regions and cultures. many geographic topics are listed below in connection with historical topics.
A. SpATIAL SENSE (Working with maps, Globes, and other Geographic Tools)
Teachers: Asnecessary,reviewandreinforcetopicsfromearliergrades,including:
• Continents and major oceans
• How to read maps and globes using longitude and latitude, coordinates, degrees
• Tropic of Cancer and Tropic of Capricorn: relation to seasons and temperature
• Climate zones: Arctic, Tropic, Temperate
• Time zones (review from Grade 4): Prime Meridian (O degrees); Greenwich, England;
180° Line (International Date Line)
• Arctic Circle (imaginary lines and boundaries) and Antarctic Circle
B. GrEAT dESErTS oF ThE WorLd
• What is a desert? Hot and cold deserts • Major deserts in
Africa: Sahara, Kalahari
Australia: a mostly desert continent
Asia: Gobi; much of Arabian Peninsula
North America: Mojave, Chihuahuan, Sonoran South America: Atacama Desert
II. Lasting Ideas from Ancient Civilizations
A. JUdAISm ANd ChrISTIANITy
Teachers: Since religion is a shaping force in the story of civilization, the Core knowledge Sequence introduces children in the early grades to major world religions, beginning with a focus on geography and major symbols and figures. here in the sixth grade the focus is on history, geography, and ideas. The purpose is not to explore matters of theology but to understand the place of religion and religious ideas in history. The goal is to familiarize, not proselytize; to be descriptive, not prescriptive. The tone should be one of respect and balance: no religion should be disparaged by implying that it is a thing of the past.
A review of major religions introduced in earlier grades in the Core knowledge Sequence is recommended: Judaism/Christianity/Islam (grade 1), hinduism/Buddhism (grade 2), Islam
(grade 4), and Buddhism/Shintoism (grade 5).
• Basic ideas in common
The nature of God and of humanity
Hebrew Bible and Old Testament of Christian Bible
• Judaism: central ideas and moral teachings
Torah, monotheism
The idea of a “covenant” between God and man
Concepts of law, justice, and social responsibility: the Ten Commandments
• Christianity: central ideas and moral teachings New Testament
The Sermon on the Mount and the two “great commandments” (Matthew 22: 37-40) • Geography of the Middle East
Birthplace of major world religions: Judaism, Christianity, Islam Anatolian Peninsula, Arabian Peninsula
Mesopotamia, Tigris and Euphrates Rivers
Atlas Mountains, Taurus Mountains
Mediterranean Sea, Red Sea, Black Sea, Arabian Sea, Persian Gulf The “silk road”
Climate and terrain: vast deserts (Sahara, Arabian)
B. ANCIENT GrEECE
Teachers: Briefly review from grade 2: religion, art, architecture, daily life of ancient Greece.
• The Greek polis (city-state) and patriotism
• Beginnings of democratic government: Modern American democratic government has its
roots in Athenian democracy (despite the obvious limitations on democracy in ancient Greece, for example, slavery, vote denied to women)
The Assembly
Suffrage, majority vote
• The “classical” ideal of human life and works
The ideal of the well-rounded individual and worthy citizen Pericles and the “Golden Age”
Architecture: the Parthenon
Games: The Olympics
• Greek wars: victory and hubris, defeat and shame Persian Wars: Marathon, Thermopylae, Salamis The Peloponnesian War: Sparta defeats Athens
• Socrates and Plato
Socrates was Plato’s teacher; we know of him through Plato’s writings. For Socrates, wisdom is knowing that you do not know.
The trial of Socrates
• Plato and Aristotle
Plato was Aristotle’s teacher.
They agreed that reason and philosophy should rule our lives, not emotion
and rhetoric.
They disagreed about where true “reality” is: Plato says it is beyond physical things in
ideas (cf. the “allegory of the cave”); Aristotle says reality is only in physical things. • Alexander the Great and the spread of Greek (“Hellenistic”) culture: the library
at Alexandria
C. ANCIENT romE
Teachers: Briefly review from grade 3: romulus and remus, roman gods, legends, daily life, etc.
• The Roman Republic
Builds upon Greek and classical ideals
Class and status: patricians and plebeians, slaves Roman government: consuls, tribunes, and senators
• The Punic Wars: Rome vs. Carthage • Julius Caesar
• Augustus Caesar
Pax Romana
Roman law and the administration of a vast, diverse empire Virgil, The Aeneid: epic on the legendary origins of Rome
• Christianity under the Roman Empire
Jesus’s instruction to “Render unto Caesar the things which are Caesar’s, and unto God
the things that are God’s” [Matthew 22:21] Roman persecution of Christians
Constantine: first Christian Roman emperor
• The “decline and fall” of the Roman Empire
Causes debated by historians for many hundreds of years (outer forces such as
shrinking trade, attacks and invasions vs. inner forces such as disease, jobless masses, taxes, corruption and violence, rival religions and ethnic groups, weak emperors)
Rome’s “decline and fall” perceived as an “object lesson” for later generations and societies
III. The Enlightenment
Teachers: you are encouraged to use timelines and engage students in a brief review of some major intervening events in order to help students make a smooth transition across the gap in centuries between the ancient civilizations and the Enlightenment. place the Enlightenment (17th and 18th centuries) in chronological context, in relation to eras and movements studied in earlier grades (middle Ages, Age of Exploration & renaissance, American revolution, etc.).
• Faith in science and human reason, as exemplified by Isaac Newton and the laws of nature
Descartes: “cogito ergo sum”
• Two ideas of “human nature”: Thomas Hobbes and John Locke
Hobbes: the need for a strong governing authority as a check on “the condition of
man . . . [which] is a condition of war of everyone against everyone” Locke: the idea of man as a “tabula rasa” and the optimistic belief in education;
argues against doctrine of divine right of kings and for government by consent of
the governed
• Influence of the Enlightenment on the beginnings of the United States
Thomas Jefferson: the idea of “natural rights” in the Declaration of Independence Montesquieu and the idea of separation of powers in government
IV. TheFrenchrevolution
Teachers: While the focus here is on the French revolution, make connections with what students already know about the American revolution, and place the American and French revolutions in the larger global context of ideas and movements.
• The influence of Enlightenment ideas and of the English Revolution on revolutionary movements in America and France
• The American Revolution: the French alliance and its effect on both sides • The Old Regime in France (L’Ancien Régime)
The social classes: the three Estates
Louis XIV, the “Sun King”: Versailles
Louis XV: “Après moi, le déluge”
Louis XVI: the end of the Old Regime
Marie Antoinette: the famous legend of “Let them eat cake”
• 1789: from the Three Estates to the National Assembly July 14, Bastille Day
Declaration of the Rights of Man
October 5, Women’s March on Versailles
“Liberty, Equality, Fraternity”
• Louis XVI and Marie Antoinette to the guillotine
• Reign of Terror: Robespierre, the Jacobins, and the “Committee of Public Safety” • Revolutionary arts and the new classicism
• Napoleon Bonaparte and the First French Empire
Napoleon as military genius
Crowned Emperor Napoleon I: reinventing the Roman Empire The invasion of Russia
Exile to Elba
Wellington and Waterloo
V. romanticism
• Beginning in early nineteenth century Europe, Romanticism refers to the cultural movement characterized by:
The rejection of classicism and classical values
An emphasis instead on emotion and imagination (instead of reason)
An emphasis on nature and the private self (instead of society and man in society)
• The influence of Jean-Jacques Rousseau’s celebration of man in a state of nature (as opposed to man in society): “Man is born free and everywhere he is in chains”; the idea of the “noble savage”
• Romanticism in literature, the visual arts, and music
VI. Industrialism, Capitalism, and Socialism
A. ThE INdUSTrIAL rEVoLUTIoN
• Beginnings in Great Britain
Revolution in transportation: canals, railroads, new highways Steam power: James Watt
• Revolution in textiles: Eli Whitney and the cotton gin, factory production • Iron and steel mills
• The early factory system
Families move from farm villages to factory towns Unsafe, oppressive working conditions in mills and mines Women and child laborers
Low wages, poverty, slums, disease in factory towns Violent resistance: Luddites

B. CApITALISm
• Adam Smith and the idea of laissez faire vs. government intervention in economic and social matters
• Law of supply and demand
• Growing gaps between social classes: Disraeli’s image of “two nations” (the rich and
the poor)
C. SoCIALISm
• An idea that took many forms, all of which had in common their attempt to offer an alternative to capitalism
For the public ownership of large industries, transport, banks, etc., and the more equal distribution of wealth
• Marxism: the Communist form of Socialism
Karl Marx and Friedrich Engels, The Communist Manifesto: “Workers of the
world, unite!”
Class struggle: bourgeoisie and proletariat
Communists, in contrast to Socialists, opposed all forms of private property.
VII. Latin American Independence movements
A. hISTory
• The name “Latin America” comes from the Latin origin of the languages now most widely spoken (Spanish and Portuguese).
• Haitian revolution
Toussaint L’Ouverture Abolition of West Indian slavery
• Mexican revolutions Miguel Hidalgo
José María Morelos
Santa Anna vs. the United States Benito Juárez
Pancho Villa, Emiliano Zapata
• Liberators Simon Bolivar
José de San Martín
Bernardo O’Higgins
• New nations in Central America: Costa Rica, El Salvador, Guatemala,
Honduras, Nicaragua
• Brazilian independence from Portugal
B. GEoGrAphy oF LATIN AmErICA
• Mexico: Yucatan Peninsula, Mexico City
• Panama: isthmus, Panama Canal
• Central America and South America: locate major cities and countries including
Caracas (Venezuela) Bogota (Colombia) Quito (Ecuador) Lima (Peru) Santiago (Chile)
La Paz (Bolivia)
• Andes Mountains
• Brazil: largest country in South America, rain forests, Rio de Janeiro, Amazon River • Argentina: Rio de la Plata, Buenos Aires, Pampas
I. Immigration, Industrialization, and Urbanization
A. ImmIGrATIoN
• Waves of new immigrants from about 1830 onward
Great migrations from Ireland (potato famine) and Germany
From about 1880 on, many immigrants arrive from southern and eastern Europe. Immigrants from Asian countries, especially China
Ellis Island, “The New Colossus” (poem on the Statue of Liberty, written by
Emma Lazarus)
Large populations of immigrants settle in major cities, including New York, Chicago,
Philadelphia, Detroit, Cleveland, Boston, San Francisco • The tension between ideals and realities
The metaphor of America as a “melting pot”
America perceived as “land of opportunity” vs. resistance, discrimination,
and “nativism”
Resistance to Catholics and Jews Chinese Exclusion Act
B. INdUSTrIALIzATIoN ANd UrBANIzATIoN
• The post-Civil War industrial boom
The “Gilded Age”
The growing gap between social classes
Horatio Alger and the “rags to riches” story
Growth of industrial cities: Chicago, Cleveland, Pittsburgh
Many thousands of African-Americans move north.
Urban corruption, “machine” politics: “Boss” Tweed in New York City, Tammany Hall
• The condition of labor
Factory conditions: “sweat shops,” long work hours, low wages, women and
child laborers
Unions: American Federation of Labor, Samuel Gompers
Strikes and retaliation: Haymarket Square; Homestead, Pennsylvania Labor Day
• The growing influence of big business: industrialists and capitalists
“Captains of industry” and “robber barons”: Andrew Carnegie, J. P. Morgan,
Cornelius Vanderbilt
John D. Rockefeller and the Standard Oil Company as an example of the growing power
of monopolies and trusts
Capitalists as philanthropists (funding museums, libraries, universities, etc.)
• “Free enterprise” vs. government regulation of business: Interstate Commerce Act and Sherman Antitrust Act attempt to limit power of monopolies
II. reform
• Populism
Discontent and unrest among farmers The gold standard vs. “free silver” William Jennings Bryan
• The Progressive Era
“Muckraking”: Ida Tarbell on the Standard Oil Company; Upton Sinclair, The Jungle,
on the meat packing industry Jane Addams: settlement houses
Jacob Riis, How the Other Half Lives: tenements and ghettos in the modern city
President Theodore (Teddy) Roosevelt: conservation and trust-busting • Reform for African-Americans
Ida B. Wells: campaign against lynching
Booker T. Washington: Tuskegee Institute, Atlanta Exposition Address,
“Cast down your bucket where you are”
W. E. B. DuBois: founding of NAACP, “The problem of the twentieth century is the
problem of the color line,” The Souls of Black Folk • Women’s suffrage
Susan B. Anthony
Nineteenth Amendment (1920)
• The Socialist critique of America: Eugene V. Debs
URGENT MEETING: Parental Rights on Surveys
If you recall, there was an effort to help pass important legislation last session that would have required PARENTAL WRITTEN PERMISSION before the school could SURVEY your children.
Rep. Terry Wolf worked hard to remove “written permission” from the original bill. She along with the survey company representative succeed and the original bill was watered down.
In the new bill that was passed, they are now going to set up a “Study Committee”. It’s important to again, attend the meeting where select legislators will meet to discuss whether this is important or not.
AS it stands, parents do have the right to “opt out” their children on these invasive surveys, however we know that often times, parents are not aware that they are being given and they have no idea the kinds of questions being asked of their children.
There was OVERWHELMING support for the original bill but Rep.Wolf who said this was a “local” decision in her testimony (what’s MORE local than parental permission?) and the survey representative said if parents were required to give written permission, they would not get the large number of completed surveys.
We heard testimony from one school board member who said a teacher in NH made the students stand up in her class to answer questions. This meant all of the students and teacher saw exactly how the students answered these personal and invasive questions.
Some surveys we’ve seen include questions on whether there is a gun in the home, sexual orientation, religious affiliation, drug abuse, alcohol abuse and so on. (see link below)
It’s important to keep the pressure on our legislators to require an OPT in provision on these surveys. This is a parental rights issue.
DATE: September 2
Time: 11:00 am
WHERE: Legislative office building behind the State House room 102
If you CANNOT make it to the meeting, it’s important to make sure these legislators know that we expect them to support parental rights.
If you know these legislators or live in their district, give them a call or e-mail them
Thank you
Rep. John Balcom: john.balcom@leg.state.nh.us
Rep. Terry Wolf: terry.wolf@leg.state.nh.us
Senator Kevin Avard: Kevin.Avard@leg.state.nh.us
Rep. Barbara Shaw: beshaw3@comcast.net
Rep. Rick Ladd: ladd.nhhouse@charter.net
Rep. Ken Weyler: kweyler@aol.com
Rep. Mary Gile: Mary.Gile@leg.state.nh.us
For more info:
Rep. Terry Wolf Working To Deny Parental Rights in NH
What Are They Asking My Children
NH Gun Owners Beware
Editorial: Common Core: Unethically Sets Up Teachers & Students To Fail
Our kids aren’t getting dumber. It’s the unrealistic expectations of the Common Core that are the problem.
Editorial in Baltimore Sun about Common Core being developmentally inappropriate.
The Common Core can’t speed up child development
“Demanding that children be taught to developmentally inappropriate standards for language and math comprehension is not a harmless experiment. This exercise in futility wastes the time of teachers and students and unethically sets all of them up to fail. It exacerbates the very problems that the new curriculum is supposed to fix. It leaves boys, whose verbal development for biological reasons already lags behind girls, even further behind and will accelerate the trend of fewer boys going on to college. Even today boys only make up about 40 percent of college students nationwide and their numbers will continue to dwindle.
“The new curriculum standards and testing regimens are motivated by a well-intentioned desire to close achievements gaps that exist between the various socio-economic and ethnic and racial groups. There is a belief that by demanding that all children meet a set of rigid and arbitrarily high academic standards, achievement gaps can be closed and economic opportunities increased for all. The apparent reasoning is that if all children receive the same education and are held to the same academic standards, then all children will have equal opportunity to succeed as adults.”
Why The Common Core Is Psychologically and Cognitively Unsound
Perfectly Incorrect: Why The Common Core Is Psychologically And Cognitively Unsound
We just stumbled upon a book that caught our attention. It looks like this might be a good book to send to your local Superintendent after you’ve read it.
In fact, it might be a good idea to take it to the School Board and present the book to the Superintendent and then ask them all to read it. Then follow up later with some questions and ask for evidence, data, facts to back up the claim that Common Core is good for your kids.
For instance in the summary on Amazon it says this:
Then, in Chapter 4, the author again demonstrates his research skills when he lays bare much of the deeply flawed pedagogy of the Common Core. For example, one of the trendiest of trends in contemporary education is “collaborative learning.” The problem, however, is that all available research strongly suggests that collaborative learning only works if everyone at the table is an expert to begin with. Otherwise, students end up exchanging ignorance and/or a disproportionate percentage of students end up doing the heavy lifting for the task at hand.
Collaboration is a big fad in the schools right now and much of that comes from the Competency Based ed element in the Obama Redesign. As you can see, we’ve been trying to raise awareness and problems with pushing this kind of pedagogy (teaching method) in the public schools.
Some of this comes from the what was addressed above but some can also come into your school from grant foundations like Nellie Mae.
Nellie Mae and the other progressive education reformers continue to push pedagogical fads that have been around for years. When’s the last time they ever produced independent studies that show any of this improves academic achievement? Good luck finding that.
Complaints we’ve heard from parents:
1) My child ends up teaching their peers, can’t they collect the teacher’s salary?
2) Group learning or group think?
3) So much for rugged individualism in this class
4) Collaboration or collectivism?
5) My child says he’s learning nothing
6) There’s a lot of socialization but little learning going on
Teachers should be free to use the methods they believe work best for their students. Parents should have input if the methods are not working for their children. However when Nellie Mae or an education reform like “Common Core” pushes a pedagogy on teachers, then they are not free to change up their methods as parents and teachers might like.
If federal or grant money is tied to reforming your school, it will make it almost impossible for parents to have their concerns addressed.
How Long Has This Been Going On?
Elementary School Children Forced to Yell Vulgarities at a Life-Size Paper Man, While Ripping Him to Shreds––in the Classroom
April 16, 2015
Keith A Katsikas Jr.
New information has been found that corroborates the claims in this article. See new link at the bottom of this article.
The details of what happened to the young children of Hallsville Elementary School (275 Jewett Street, Manchester, NH) on April 15, 2015, has some parents shocked to the point of taking their children out of the public school system completely, and left the Assistant Principal Ms Auger, cold with dread and a sincere disbelief that this could happen in her school.
When confronted by the parents of one of the students involved, the teacher of said student, Mr Ryder, confirmed that the events did happen exactly as the student claimed and that he could not stop it since the Principal of the school, Ms Christi Michaud, had ordered it to happen, making it something that he had no choice but to go along with. Ryder claims it was completely out of his control, though he had a smug look on his face and smiled a lot while he told the story.
According to students, and confirmed by at least one teacher, these are the events that took place in Mr Ryder’s 4th grade classroom on April 15, 2015, at approximately 12:30 pm:
It was right after lunch. The children were settling into the seats, preparing for the rest of the school day activities, when a stranger enters the room. The students have never met or seen this women before, but the teacher welcomed her in. Her name was Laurie Evens, and she was from Webster Guidance. Her purpose was to teach a lesson on bullying. The woman proceeded to setup her display: a life-size paper man that she taped to the wall, a small blue basket, and a handful of paper clippings.
The woman passed out the small pieces of paper to the class and told the young children that they had to write down a swear word (or phrase). It had to be a swear and it had to be something that someone has said to them in the past. She then collected the pieces of paper from the students into her blue basket and mixed them up.
“Now, I’m going to pick one of you, and when I pick you, you will have to come take a slip of paper from the basket.” She told the children that they had to read whatever was written on the paper out loud, so the entire class could hear. “Say it like you mean it,” she declared. The children had to yell the vulgarities at the life-size paper man. The woman then instructed the children to rip a piece of the paper man off: like his hand, his finger, an ear, etc… She then proceeded to demonstrate by pulling a piece of paper out of the basket, shouted the phrase at the paper man, and ripped off one of his fingers. She then turned to the class and picked the first child to get up to do the same.
Many of the children protested, saying that they did not want to read the swears (such as “F#@K YOU!”, “You Gay Whore!”, and “You F@#KER!”) out loud. But they were told that they had to do it. The only option those kids were given was to pick a different paper, but they had to do it. They were not given the option to just sit down and not participate.
After all of the children had yelled vulgarities at the paper man and had ripped the man to pieces (only his head was left stuck to the wall), the woman then told the children that they had to go back up, in the same order that they went to swear at the paper man, and tape the pieces they had ripped off back on and then apologize for what they had said. When the children had finished taping the paper man back together, it looked a mess (as one might expect). It wasn’t even recognizable.
The moral of the story, according to the stranger that visited the class that day, was that when you swear at someone, that person can never be put back together again.
The stranger left the class, leaving the frankenstein’s monster of a paper man taped to the wall for the children to look at the rest of the day.
The 4th grade teacher, Mr Ryder, was very pleased with the lesson and expressed is pleasure to his young impressionable students before moving on to another lesson.
“I think the thing that upsets me the most,” one parent explains, “is that we were not told ahead of time that this type of lesson was going to be taught to our kids. I would have kept my son home that day.”
A grassroots parents movement to have the Principal, Ms Christi Michaud, fired from her position at Hallsville Elementary School (or at least stiffly reprimanded) has begun in full force and a petition that will be sent to the Superintendent of Schools for Manchester, NH has been started and can be found and signed at:
http://www.ipetitions.com/petition/fire-christi-michaud
An eyeopening website was just discovered by the family that appears to back up the claims made in this article.
NH Commissioner Barry Refuses To Meet With Manchester’s School Board
It seems as if Governor Hassan will not have town-hall meetings where parents can discuss their concerns with Common Core. Now her Commissioner of Education, Virginia Barry refuses toVirginia Barry (Refuses to Visit) letter to Manchester School Board 4-8-15 meet with our elected board members in a public meeting.
We want PUBLIC meetings on Common Core. We want our Governor and her appointed Commissioner to attend public meetings where we can voice our opinions. Why are they hiding from parents and now our elected board members?
Call Governor Hassan’s office (603)271-2121:
1) Ask her to sign SB101 which was passed by the NH House and Senate.
2) Ask her to start holding public town-halls so parents can start a dialogue with her on Common Core
3) Ask her to direct Commissioner Barry to meet with our local school board members publicly so parents can attend. Closed door/private meetings with our Superintendents or board members do not offer parents information that they should hear.
Common Core is being thrust on our schools and no one in the Hassan Administration wants to hear from parents. This is unacceptable.
Virginia Barry (Refuses to Visit) letter to Manchester School Board 4-8-15
WARNING to PARENTS: NH House Ed Committee Votes AGAINST Parental Rights
HB303 would have put into statute a law that would prohibit dispositional testing and written consent for psychological treatment. The MAJORITY voted YEA to KILL this important legislation. (See above picture to note who voted YES to KILL your parental rights)
HB303 goes to the full NH House this week for a vote. It’s important to write the House Representatives and tell them to OVERTURN the Committee recommendation to KILL this BILL.
Parental rights are NOT being upheld and it’s important for the Representatives to vote AGAINST the Committee Recommendation to KILL HB303
VOTE AGAINST the Committee recommendation to KILL (Inexpedient to Legislate) HB303
Parents should give WRITTEN consent before a school administrators performs a psychological assessment on YOUR children.
SEND the NH House of Reps. an email today: hreps@leg.state.nh.us