{"id":1183,"date":"2014-11-17T12:37:56","date_gmt":"2014-11-17T17:37:56","guid":{"rendered":"http:\/\/stopcommoncorenh.org\/sccnh\/?p=1183"},"modified":"2014-11-17T12:37:56","modified_gmt":"2014-11-17T17:37:56","slug":"warning-teachers-you-are-being-misled","status":"publish","type":"post","link":"https:\/\/stopcommoncorenh.org\/sccnh\/2014\/11\/17\/warning-teachers-you-are-being-misled\/","title":{"rendered":"WARNING TEACHERS: You are being misled"},"content":{"rendered":"

While we have been grateful for the help we’ve received in this fight against Common Core by BATs, we are extremely disturbed by this latest “action item” to appeal to the United Nations.<\/strong><\/em><\/p>\n

Those of us who are seeking to stop the implementation of Obama’s Workforce agenda in our schools through Common Core, data mining, Outcome Based Ed, etc. do NOT want to see any more influence by unelected bureaucrats in our local public schools. \u00a0Especially by International organizations that have NO legal authority to weigh in where our public schools are concerned.<\/strong><\/em><\/p>\n

Below is a message being sent to teachers involved with BATs. \u00a0We encourage everyone to read the appeal to the United Nations and then the IMPORTANT information on the UNITED NATIONS below it. \u00a0<\/strong><\/em><\/p>\n

Appealing to an international organization that has no legal authority to weigh in on local decisions in OUR public schools where OUR children attend is a bad solution to a BIG problem.<\/strong><\/em><\/p>\n

 <\/p>\n

**BATs WANT TO THE UNITED NATIONS TO KNOW**
\nHOW DO YOU SEE HUMAN RIGHTS VIOLATED IN SCHOOL\/DISTRICT?<\/p>\n

BATs we will be pursuing the possibility of filing a human rights complaint with the United Nations. We feel that the USDOE and many cities\/towns around the nation are violating the right of children to a basic education. Closing schools , dilapidated school buildings, crowded classrooms, underqualified TFA in charge of children, and on and on.<\/p>\n

We are hoping that you can share your story\/stories in the comment section of how you have witnessed violations of the basic human rights according to the<\/p>\n

United Nations Article 26
\n(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
\n(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
\n(3) Parents have a prior right to choose the kind of education that shall be given to their children
\nand Articles 28 and 29 of the Convention on the Rights of the Child
\nArticle 28
\n1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:
\n(a) Make primary education compulsory and available free to all;
\n(b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;
\n(c) Make higher education accessible to all on the basis of capacity by every appropriate means;
\n(d) Make educational and vocational information and guidance available and accessible to all children;
\n(e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.
\n2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention.
\n3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.
\nArticle 29
\n1. States Parties agree that the education of the child shall be directed to:
\n(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
\n(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
\n(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
\n(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
\n(e) The development of respect for the natural environment.
\n2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.
\n==============================================================================
\nBe careful WHO you THINK is your ally in this fight.<\/strong><\/em>
\nNow read this:<\/a>\u00a0http:\/\/www.crisismagazine.com\/2013\/common-core-goes-global#.VGex9wkSjoM.facebook<\/p>\n

NOVEMBER 20, 2013<\/p>\n

Common Core Goes Global<\/h1>\n

MARY JO ANDERSON<\/a><\/div>\n

\"Bill-Gates-WHO<\/p>\n

\n

\u00a0The philosophy in the school room in one generation will become the philosophy of government in the next<\/i>.\u00a0 \u2014 Abraham Lincoln<\/p>\n

\u00a0[A]t the request of educators I wrote the World Core Curriculum, the product of the United Nations, the meta-organism of human and planetary evolution.\u00a0\u00a0 \u2014\u00a0<\/i>Robert Muller, former U.N. Assistant Secretary General<\/p>\n

The education reform known as Common Core State Standards (CCSS)<\/strong>\u00a0for grades K-12, adopted by forty plus states and more than half of the U.S. dioceses, is designed to produce a universal \u201cwork force ready\u201d population prepared to self-identify as \u201cglobal citizens.\u201d\u00a0 Many education professionals have been critical of CCSS. But even they may not know the philosophical reason why financiers like Bill Gates have bankrolled the Common Core system. The same sources of funding for Common Core in the United States are promoting similar methods and aligned texts world wide through the auspices of the United Nations.<\/p>\n

In\u00a0Crisis,<\/i>\u00a0readers learned that Common Core is financed with over $150 million from the Bill and Melinda Gates Foundation. The collaboration of the Gates Foundation and the United Nations Educational Scientific and Cultural Organization (UNESCO) has been well publicized.\u00a0 In addition, Gates, on behalf of his Microsoft Corporation,\u00a0signed a 26-page Cooperation Agreement in 2004<\/a>\u00a0between Microsoft and UNESCO to develop a \u201cmaster curriculum\u201d which included benchmarks and assessments.\u00a0 The agreement stipulates that \u201cUNESCO will explore how to facilitate content development.\u201d<\/p>\n

Some have decried Common Core as the nationalization of American education. Far more dangerous, however, is the globalism of Common Core that demotes American values, undermines American constitutional principles and detaches students from their families and faith. Common Core is simply the newest attempt in the decades-old battle (Outcome Based Education, Goals 2000) to impose a U.N. globalist worldview aimed at \u201cpeace,\u201d sustainability and economic stability at the expense of freedom.<\/p>\n

Briefly, the globalist philosophy calls for the establishment of a global culture based on a commitment to sustainable processes and humanistic ethics to ensure world peace and \u201cfair\u201d distribution of natural resources.\u00a0 The U.N. serves as the hub for this globalist hope.\u00a0 Adherents believe that some form of world congress and world citizenship is the end point of political evolution, and, therefore it is inevitable.\u00a0 What is not certain, in their view, is the time of fulfillment.<\/p>\n

Those who hold this philosophy are passionate\u2014they fear that unless a form of world convergence of mind and political will arrives very soon, the planet may fail from wars, global warming and similar threats.\u00a0 Pick up popular magazines and you\u2019ll find \u201cworld leaders,\u201d celebrities and pundits who espouse some version of globalism. How would globalism work at ground level?<\/p>\n

A nation is permitted to keep its surface culture, such as language, music, and cuisine. But patriotism, religion, and individualism are anathema, as each competes with the globalist vision of world harmony. Moral codes that cannot be adapted to a multicultural vision, agreed upon in a world congress, must be jettisoned.<\/p>\n

But back on the ground, it\u2019s difficult to convince a people to abandon their country and culture, not to mention national resources; resistance would be too great. The quickest effective approach is to invest in education to ensure that the coming generation will embrace the principles of globalism as a\u00a0natural consequence of their formation.\u00a0\u00a0<\/strong><\/i><\/p>\n

Previous\u00a0Crisis<\/i>\u00a0articles have detailed<\/a>\u00a0the lack of academic rigor of CCSS for both math and English Language Arts. Teachers have reported disturbing \u201caligned texts\u201d that contain crude, sexually explicit reading selections for young teens. Parents have questioned multiple examples of anti-American sentiment (the Boston Tea Party as a terrorist attack, for example<\/a>).\u00a0 Despite this outcry, Common Core defenders insist that the standards are necessary, even though it only prepares students for admission to junior college.\u00a0 If the standards are\u00a0sub<\/i>standard,\u00a0why are hundreds of millions of Gates and other foundation monies<\/a>, as well as over a billion dollars in government carrots, being pumped into this \u2018transformation\u201d of education? \u00a0The goal is not academic excellence, but to reconstruct the nations of the world into a new, interdependent model. Their educational model is aimed at an economically stable world with \u201cworkforce ready\u201d workers who share the same globalist vision.<\/p>\n

UNESCO\u2019s first Director-General was\u00a0Sir Julian Huxley, who wrote, \u201cThe world today is in the process of becoming one<\/a>\u00a0\u2026 political unification in some sort of world government will be necessary\u2026\u201d UNESCO\u2019s mission is to \u201cconstruct\u201d the U.N. model of peace \u201cin the minds of men\u201d: \u00a0\u201cSince wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.\u201d<\/p>\n

How do you enter the \u201cminds of men\u201d for this reconstruction?\u00a0 The quickest route to a transformed society is through education. \u00a0The U.N.\u2019s Millennium Development Goals, adopted in 2000, include universal education, under the auspices of UNESCO. The Bill and Melinda Gates Foundation, the primary public face of Common Core, prizes itspartnership with UNESCO<\/a>\u00a0to insure global standards for educating tomorrow\u2019s labor force via Education for All (EFA).<\/p>\n

Another champion of CCSS and UNESCO is Arne Duncan, U.S. Secretary of Education.\u00a0 Duncan\u00a0addressed UNESCO<\/a>\u00a0in 2010 on \u201ctransformational education\u201d:<\/p>\n

And transformational reform especially takes time in the United States\u2026. That goal can only be achieved by creating a strong cradle-to-career continuum that starts with early childhood learning and extends all the way to college and careers.<\/p><\/blockquote>\n

Duncan discussed Common Core as a means to reconstruct education in the United States, and noted the\u00a0increased<\/i>\u00a0role of the federal government in education.\u00a0\u00a0 Duncan acknowledged the need for America to learn from other nations.\u00a0He restated President Obama\u2019s commitment<\/a>\u00a0to international cooperation for economic viability: \u201cAny world order that elevates one nation or group of people over another will inevitably fail.\u201d<\/p>\n

Existing national models must be deconstructed for this global transformation to occur. UNESCO began the deconstruction of national education systems in 1949 with a pamphlet, \u201cTowards a World Understanding, Vol.V: In the Classroom with Children Under Thirteen Years of Age\u201d (Paris, 1949).\u00a0 The pamphlet states, \u201cAs long as the child breathes the poisoned air of nationalism, education in world-mindedness can only produce precarious results\u2026. The school should therefore use the means described earlier to combat family attitudes\u2026\u201d (p. 54-5).<\/p>\n

A similar sentiment permeates Common Core aligned texts, many developed by\u00a0Pearson Education<\/a>, an international education Goliath\u2014that has also received funds from the Gates Foundation<\/a>\u00a0to develop Common Core material.\u00a0 Pearson produces texts thatpromote \u201creconstructed\u201d school practices<\/a>\u00a0for social justice.\u00a0\u00a0<\/b>An example\u00a0<\/b>of Pearson texts for Common Core that\u00a0raised some eyebrows recently<\/a>\u00a0includes this grammar lesson on editing possessives: \u201c[The president] makes sure the laws of the country are fair,\u201d \u201cThe wants of an individual are less important than the well-being of the nation\u201d and \u201cThe commands of government officials must be obeyed by all.\u201d<\/p>\n

A similar sentiment permeates other Common Core aligned texts. Concepts found in grade school children\u2019s textbooks such as justice and equality are given politically biased meanings. Justice is newly defined to mean the redistribution of wealth and resources. Equality is used to dismantle preference for one\u2019s own culture, religion and social customs. \u201cPredictive information,\u201d data ostensibly gathered on each student to improve performance, is in truth a measurement of a student\u2019s adjusted attitude and behavior\u2014a Soviet style \u201cmanaged outcome.\u201d<\/p>\n

The Russian model, in fact, is codified in the US agreement to the Moscow Declaration, which states: \u201cMinisters recognized that the internationalization of education is a reality.\u201d\u00a0 The agreement U.S. officials signed calls for a program, \u201c\u2026implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN\u201d (ITAR-TASS, 6-2-2006). The\u00a0U.S. Department of Education said<\/a>\u00a0the member delegates \u201cpledged to share best practices across borders\u201d to build \u201ceducation systems that can allow people \u2026 to live and contribute to a global society, and to work in a global economy\u201d (U.S. Dept. of Education, 6-2-2006).<\/p>\n

U.N. affiliated organizations, the World Trade Organization (WTO) and the World Bank also reflect UNESCO\u2019s vision.\u00a0 Loans are made and trade preferences are granted to those nations or entities that promote \u201ctwenty-first century thinking.\u201d \u00a0\u00a0Most chilling is that UNESCO fronts the implementation of the U.N. plan known as Agenda 21.\u00a0 Enacted in 1992, Agenda 21 strives to \u201creorient\u201d the world\u2019s education systems to achieve sustainable development: \u201cBoth formal and non-formal education are indispensable to changing people\u2019s attitudes \u2026 and behaviour consistent with sustainable development\u201d (# 36.2).<\/strong><\/p>\n

And now we arrive back at Gates\u2019s agreement with UNESCO.\u00a0EFA\u00a0<\/a>contains repeated units on collectivism, shared goals and sustainable development as does CCSS. \u00a0Note this passage from the\u00a0EFA\u2019s Global Monitoring Report:<\/a><\/p>\n

It is crucial that education stakeholders are well positioned \u2026 in advancing a wide range of other development goals.\u00a0 The GMR will provide Policymakers \u2026 stakeholders with powerful new evidence to show why it is crucial that equitable learning be given its rightful place at the centre of the post 2015 global development architecture. It will identify the types of reforms in teaching and learning that are needed to promote transformative change.<\/p><\/blockquote>\n

Sustainable development<\/a>\u00a0is the soft power structure intended to achieve manageable populations and absolute control of global resources, all in the name of \u201cpeace.\u201d\u00a0 It is ruled by unelected, unaccountable bureaucrats\u2014and\u00a0certain philanthropic billionaires.<\/a><\/b><\/p>\n

Academia, public policy institutes and Non-Governmental Organizations (NGOs) promote this globalist vision. One particularly noteworthy recent example comes from Oxford University where the Oxford Martin School Commission released a report on October 16. The purpose of the Commission is to \u201canticipate the consequences of our collective actions, and influence policy and behaviour accordingly.\u201d \u00a0A pre-publication statement by Commission chairman,<\/a>\u00a0Pascal Lamy, former Director General of the WTO, repeated the mantra, \u201cThe ability to address today\u2019s global challenges is undermined by the absence of a collective vision for society. We urge leaders to establish shared global values\u2026.\u201d<\/p>\n

These lofty sentiments of transnational corporations and associations have influenced American school districts for years. For example, one can point to the 2008 Massachusetts Association of School Superintendents position paper,\u00a0\u201cGlobal Education: A Call to Action.\u201d<\/a>\u00a0In it we read:<\/p>\n

[M]obility of populations fuel renewed calls for mutual understanding and appreciation on a global scale \u2026 Global education, when seen through this lens, is more about understanding, cooperation, and world peace.\u00a0 [Schools are to] [i]nclude expanded treatment of global concepts in the next revision of the curriculum frameworks in social studies [and] [p]rovide resources to educators to promote the integration of global concepts into the curriculum.<\/p><\/blockquote>\n

Common Core exemplars and aligned texts are designed to cause disorientation for the American child by de-emphasizing national cultural identity. At home he learned to be proud of his country, to respect the flag and the Constitution, but under CCSS the child will find few positive images of America.\u00a0 Of the texts suggested for kindergarten and first grade none teach the concept of freedom, or offer a song (America the Beautiful?) or any story praising heroes of the American Revolution. Children of this age naturally want to love family and friends, discover a sense of belonging and develop an identity.\u00a0 Common Core avoids \u201ccultural bias\u201d by discouraging the development of a patriotic attachment to the nation state.<\/p>\n

International student testing materials encourage this trend. The Program for International Student Assessment (PISA) is administered to 15 year-old students every three years in most of the world\u2019s developed nations.\u00a0 The PISA standings drive text selection for reading literacy. To avoid cultural bias, PISA defines literacy as the ability to read the material required for workplace proficiency, rather than works of literature.<\/p>\n

Therefore, utilitarian texts, such as EPA manuals and assembly instructions account for fifty percent of reading assignments under the CCSS.\u00a0 Students are deprived of decent grounding in the great works of literature.\u00a0 As a result, students are less likely to appreciate the cultural heritage of the West.\u00a0 It\u2019s difficult to conceive of a student learning virtue, self-sacrifice, courage, perseverance, mercy, regret or triumph by reading maintenance manuals. \u00a0There is more to good citizenship than \u201cworkplace proficiency.\u201d<\/b><\/p>\n

Yet, CCSS promoters insist that citizenship is addressed. For example, the New York State Common Core Social Studies Framework states:<\/p>\n

The primary purpose of Social Studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.<\/p><\/blockquote>\n

This sounds reasonable enough to the casual reader.\u00a0 A deeper examination must match this rationale with the\u00a0actual content of texts and tests.<\/i>\u00a0Then it becomes clear that the language of the rationale holds different meanings to those who designed the texts and tests with an agenda in mind.<\/p>\n

An iconic example of this tactic is at the United Nations where the stealth phrase \u201chealth and reproductive rights\u201d seems to promise decent prenatal care. Nothing in the phrase suggests abortion and sterilization, but those are the intended \u201crights.\u201d\u00a0 Thus, in the New York framework, the word \u201cinformed\u201d should prompt the question, \u201cinformed with what information?\u201d And the phrase \u201cpublic good\u201d must answer \u201cwhose definition of public good?\u201d\u00a0 Is same-sex parenting a public good? And what of the phrase, \u201cculturally diverse, democratic society in an interdependent world?\u201d \u00a0Should we be comfortable with a goal that fails to emphasize American cultural achievements, American citizenship, American constitutional principles and civic virtues?\u00a0 Or do we realize that the \u201cframework\u201d reorients students toward the vision of a secular, globalist humanism?<\/p>\n

It appears that few recognize this gambit under the guise of education for \u201cjob security\u201d in the global economy. If it is a globalized world, the reasoning goes, then blurring the lines of culture and country must be achieved in order to insure a cooperative workforce with fewer cultural divisions or religious tensions. A tractable workforce asks no questions because it has no foundation of knowledge from which to form the questions.<\/p>\n

Common Core is the latest blueprint for a techno-serfdom, workers managed for the global economy. Student and teacher are transformed indeed\u2014into utilitarian tools of global commerce: The student is a product, schools are processing plants, and teachers are information delivery agents. \u00a0The socialist \u201cworkforce management\u201d scheme is the inverse of American principles where free persons find their own vocation and pursue it according to their talents. The \u201cworkforce\u201d model believes that the state can anticipate the workforce needs of the economy, then train workers \u201ccradle to career.\u201d<\/p>\n

Common Core is part of the subterranean template in place to indoctrinate our society into accepting \u201cworkforce security\u201d in exchange for a global public square where American values are a distant memory, and Christian, especially Catholic, practice is confined behind church doors.\u00a0 Perhaps with an awareness of this abandonment of fidelity to particular national values in the face of globalizing pressures, Pope Francis this week warned against worldly \u201chegemonic uniformity\u201d: \u201cAnd this is the fruit of the devil, the prince of this world, who leads us forward with the spirit of worldliness\u2026. They accepted the habits of the pagan \u2026 that all should be one people, and everyone would abandon their customs.\u00a0A globalizing conformity of all nations<\/a>\u00a0is not beautiful\u201d since \u201cit is the hegemonic uniformity of globalization, the single line of thought\u201d rather than a unity of nations each with its own unique customs and traditions that make up a particular civilization. If education is reduced to job training, the consequences will be tragic. As C. S. Lewis reminds us, \u201cIf education is beaten by training, civilization dies \u2026 civilization is a rarity, attained with difficulty and easily lost.\u201d<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

While we have been grateful for the help we’ve received in this fight against Common Core by BATs, we are extremely disturbed by this latest “action item” to appeal to the United Nations. Those of us who are seeking to stop the implementation of Obama’s Workforce agenda in our schools through Common Core, data mining, […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[27],"tags":[256,144,125,324,326,325,323,195],"class_list":["post-1183","post","type-post","status-publish","format-standard","hentry","category-political","tag-bats","tag-billgates","tag-commoncore","tag-crisis","tag-humanrights","tag-maryjoanderson","tag-unitednations","tag-workforce"],"_links":{"self":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/1183","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/comments?post=1183"}],"version-history":[{"count":1,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/1183\/revisions"}],"predecessor-version":[{"id":1184,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/1183\/revisions\/1184"}],"wp:attachment":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/media?parent=1183"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/categories?post=1183"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/tags?post=1183"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}