Join Alice Linahan Tues. night in Lewisville~ Allowing Education Jihad in the name of School Choice

Are we creating a National Security Threat here in Texas by transforming our Charter Schools?

Come Tuesday night, listen and you decide.

DENTON COUNTY REPUBLICAN ASSEMBLY MEETING

Texas Harmony Science Centers Hurst, Texas

Texas Harmony Science Centers Hurst, Texas

 

 

Learn about Gulen Charter Schools

When:            TUESDAY    APRIL  2nd

6:30pm  Meet and Greet    7:00pm Program

Where:           Lewisville Chamber of Commerce building

551 N. Valley Parkway      Lewisville

Because we are taking on the public schools via #StopCSCOPE efforts parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

Just to be clear, I am not against all Charter Schools. Although I firmly believe we must have major safe guards in place to protect our citizens from organizations who seek access to our children to harm our nation. I also believe we should hold elected officials accountable for the legislation they put forward which may pose a National Security threat to our nation.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power giving them the opportunity to move to higher office. It opens the door to raise huge campaign donations from charter school lobbies.  An example of such organizations giving free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes. 

If you are reading this an asking what are the Harmony Charter Schools? Below is a great video by Frank Gaffney founder of the (Center for Security Policy) as he works within his own community to stop the Gulen movment in Loudoun Virginia. Harmony is the name for the Gulen/Cosmos Foundation schools in Texas. In other states they go by different names. “

 

List of Gulen Charter Schools in the United States

Below is a breakdown of Texas Senate Bill 2 currently working its way through the Texas Legislature.  Some of the heroes on exposing CSCOPE are now pushing a bill that completely opens the door for the Gulen Charter Schools to come into Texas in mass numbers.

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools.  Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience on CScope in Texas.

 

  • The current laws cap the number of charter schools in Texas at 215.  The cap is entirely removed.

 

  • A new governing board of 7 appointees will be the only oversight of these schools.  The State Board of Education will have no authority to grant or revoke charter school privileges in this state.  This puts us back in the position of non-elected officials in charge of the education.

 

  • If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it.  Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

 

  • First time charter schools will be granted a license to operate for a term of 5 years.  It will automatically renew at that point for 20 years.  Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

 

  • The TEA will be required to post all vacant or underutilized facilities for all to see.  For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

 

  • No new charter will have to pay rent or purchase the facility.  They pay $1.

 

  • The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

a.  The school performs badly in 3 out of 5 years
b.  The school is not fiscally satisfactory on multiple reviews

Questions to ask…..

1. Why are non- elected officials being put in charge without public accountability?
2.  Why a 20 year renewal?
3.  Shouldn’t we worry about enormous expansion of schools of any type without input?
4.  What if the curriculum is found to be offensive?
5.  Why is our state funding for-profit enterprises?

The Education Committee on SB 2 (Senator Dan Patrick) concerning Charter Schools is considering what to do.  They must hear from you. ASAP The committee members are:

Chair: Sen. Dan Patrick   512) 463-0107
Vice Chair: Sen. Eddie Lucio, Jr.  (512) 463-0127
Members: Sen. Donna Campbell  512) 463-0125
Sen. Robert Duncan  (512) 463-0128
Sen. Kel Seliger  (512) 463-0131
Sen. Larry Taylor  (512) 463-0111
Sen. Leticia Van de Putte  (512) 463-0126
Sen. Royce West  (512) 463-0123

 

Below are charter school safeguards that have been proposed by various experts.

1. That a financial audit conducted under generally accepted accounting practices by an independent, reputable auditor be required – and publicly available – from any charter school operator applying for bond guarantees or other financial incentives;

2. That the name, address, and citizenship of all board members and key administrators applying for said guarantee(s) or other financial incentives issued by the state be recorded and made available to the public;

3. That the funds in the underlying bonds or other financial incentives to privately owned, publicly financed schools are to be used solely for schools within Texas;

4. Severe criminal penalties for fraudulent activities involving bond guarantees or other financial incentives issued by states – such as a Class 2 Felony for criminal or securities fraud violations.

===================

Below Safeguards proposed in the 82nd Legislative Session in Texas but that the Texas Legislature did not pass:

1.  Proof of U. S. citizenship for all charter school operator board members and top five highest-paid administrators. (Public ISD trustees must be U. S. citizens.)

2.  Names, titles, and biographies posted online for all charter operator board members and top five highest-paid administrators.

3.  Check registers posted online. (It is estimated that over 70 % of local ISD dollars are online.)

Why did these safeguards not pass? I believe some elected officials were beholden to the lobby groups in Austin vs the people who elected them as their Representatives. 

Women On the Wall will be taking on this issue and sharing information and updates on our weekly radio show on Monday mornings at 10 am CST. You will not want to miss this show. We will have up to date information on CSCOPE  and guests who are the experts on education and other issues that are effecting our children and grandchildren.

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Knowledge is Power and together we can make the difference!!

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

Statement from Attorney General Greg Abbott on CSCOPE

“The Attorney General’s Office has been working with Sen. Dan Patrick to scrutinize the CSCOPE program for several months.  We are deeply disturbed by the CSCOPE content and have significant legal concerns about the program’s operations.  Inexplicably, CSCOPE’s officials still have not taken any real steps to address the very concerns that have been raised thus far.  It is time for the veil of secrecy to be eliminated and we will continue working collaboratively with the Legislature until CSCOPE is held accountable for any potential improprieties.”

Are we Desensitizing our Daughters? More Texas High School Girls wearing Islamic Attire

While in Washington last week Women On The Wall asked the question…..

With the CSCOPE and Common Core Curriculum are we creating a National Security problem. Please take the time to listen to the answer and listen to Pamela Gellar’s solution.

Hint it is YOU-

CSCOPE ~ Are we Desensitizing our Daughters?Now today we have reports of  Texas Cscope School in Rockwall ISD has students adorn Hijabs in a High School Geography Class. From Ginger Russell More Texas Students in Islam Attire 

The students photographed themselves and posted the photos on the popular  social media site, Istagram.

Presently in the Islamic tourist region of the Maldives a young 15 year old girl is sentenced to flogging of a 100 whippings. Her crime was ruled “SEX OUTSIDE OF MARRIAGE” due to the fact that her step dad raped her continually over a period of years and murdered her ba

image_1364134192849396Rockwall girl 3

Let’s step back and look as what in fact is happening in other parts of the world where in the name of “Political Correctness” have allowed in Islamic Sharia law. From Pat

NewMediaJournal-Islamic extremists are stepping up the creation of “no-go” areas in European cities that are off-limits to non-Muslims.

Many of the “no-go” zones function as microstates governed by Islamic Sharia law. Host-country authorities effectively have lost control in these areas and in many instances are unable to provide even basic public aid such as police, fire fighting and ambulance services.

The “no-go” areas are the by-product of decades of multicultural policies that have encouraged Muslim immigrants to create parallel societies and remain segregated rather than become integrated into their European host nations.

Related update – France set to deport radical Imams from the country

 

Now I ask you again…..Are we desensitizing our Daughters and creating a National Security Threat.

Please keep in mind that because we are taking on the public schools parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

Just to be clear, I am not against all Charter Schools. Although I firmly believe we must have major safe guards in place to protect our citizens from organizations who seek access to our children to harm our nation. I also believe we should hold elected officials accountable for the legislation they put forward which may pose a National Security threat to our nation.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power. Which gives them the opportunity to move to higher office. In addition it opens the door to raise huge campaign donations from charter school lobbies.  An example of such groups is the Cosmos Foundation/Harmony/Gulen Science Centers who have given free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes. 

If you are reading this an asking what are the Harmony Charter Schools? Below is a great video by Frank Gaffney founder of the (Center for Security Policy) as he works within his own community to stop the Gulen movment in Loudoun Virginia. Harmony is the name for the Gulen/Cosmos Foundation schools in Texas. In other states they go by different names. “

 

List of Gulen Charter Schools in the United States

 

An example of what results is Texas Senate Bill 2 currently working its way through the Texas Legislature.  Some of the heroes on exposing CSCOPE are now pushing a bill that completely opens the door for the Gulen Charter Schools to come into Texas in mass numbers.

Below is a breakdown of Senate Bill 2.

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools.  Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience on CScope in Texas.

 

  • The current laws cap the number of charter schools in Texas at 215.  The cap is entirely removed.

 

  • A new governing board of 7 appointees will be the only oversight of these schools.  The State Board of Education will have no authority to grant or revoke charter school privileges in this state.  This puts us back in the position of non-elected officials in charge of the education.

 

  • If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it.  Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

 

  • First time charter schools will be granted a license to operate for a term of 5 years.  It will automatically renew at that point for 20 years.  Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

 

  • The TEA will be required to post all vacant or underutilized facilities for all to see.  For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

 

  • No new charter will have to pay rent or purchase the facility.  They pay $1.

 

  • The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

a.  The school performs badly in 3 out of 5 years
b.  The school is not fiscally satisfactory on multiple reviews

 

Questions to ask…..

1. Why are non- elected officials being put in charge without public accountability?
2.  Why a 20 year renewal?
3.  Shouldn’t we worry about enormous expansion of schools of any type without input?
4.  What if the curriculum is found to be offensive?
5.  Why is our state funding for-profit enterprises?

The Education Committee on SB 2 (Senator Dan Patrick) concerning Charter Schools is considering what to do.  They must hear from you. ASAP The committee members are:

Chair: Sen. Dan Patrick   512) 463-0107
Vice Chair: Sen. Eddie Lucio, Jr.  (512) 463-0127
Members: Sen. Donna Campbell  512) 463-0125
Sen. Robert Duncan  (512) 463-0128
Sen. Kel Seliger  (512) 463-0131
Sen. Larry Taylor  (512) 463-0111
Sen. Leticia Van de Putte  (512) 463-0126
Sen. Royce West  (512) 463-0123

 

Below are charter school safeguards that have been proposed by various experts.

1. That a financial audit conducted under generally accepted accounting practices by an independent, reputable auditor be required – and publicly available – from any charter school operator applying for bond guarantees or other financial incentives;

2. That the name, address, and citizenship of all board members and key administrators applying for said guarantee(s) or other financial incentives issued by the state be recorded and made available to the public;

3. That the funds in the underlying bonds or other financial incentives to privately owned, publicly financed schools are to be used solely for schools within Texas;

4. Severe criminal penalties for fraudulent activities involving bond guarantees or other financial incentives issued by states – such as a Class 2 Felony for criminal or securities fraud violations.

===================

Below Safeguards proposed in the 82nd Legislative Session in Texas but that the Texas Legislature did not pass:

1.  Proof of U. S. citizenship for all charter school operator board members and top five highest-paid administrators. (Public ISD trustees must be U. S. citizens.)

2.  Names, titles, and biographies posted online for all charter operator board members and top five highest-paid administrators.

3.  Check registers posted online. (It is estimated that over 70 % of local ISD dollars are online.)

 

Why did these safeguards not pass? Because the elected officials were beholden to the lobby groups in Austin vs the people who elected them as their Representatives. 

Join the Movement to Stop CSCOPE

Click the photo to sign the Petition and Join the movement to#StopCSCOPE 

Women On the Wall  takes on the issues that matter. Sharing information and updates on our weekly radio show on Monday mornings at 10 am CST. You will not want to miss this show. We will have up to date information on CSCOPE  and guests who are the experts on education and other issues that are effecting our children and grandchildren.

WOW_Radio_2_Ad15c0bf

Knowledge is Power and together we can make the difference!!

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

Communist Goal #17 – Concerning U.S. Schools

Communist Goal #17.

Get control of the schools. Use them as transmission belts for Socialism and current Communist propaganda. Soften the curriculum. Get control of teachers associations. Put the party line in textbooks.

On Jan. 10, 1963, Congressman Albert S. Herlong Jr. of Florida read a list of 45 Communist goals into the Congressional Record. The list was derived from researcher Cleon Skousen’s book “The Naked Communist.” These principles are well worth revisiting today in order to gain insights into the thinking and strategies of much of our so-called liberal elite.

(Read it and weep for America!)

http://archive.newsmax.com/archives/articles/2003/5/8/133540.shtml

GULEN SCHOOL ALERT ~ A HEARING IS SCHEDULED TODAY FOR CHARTER SCHOOL SB2

Charter school bill (SB 2) should be reviewed. The Cosmos Foundation run by  a Turkish man named Fethullah Gulen is running 38 charter schools in Texas which sell themselves as Math and Science centers but in fact teach turkish ways and culture and are numbing Americans to the islamic threat we face inside our country.

 

A Public Hearing in the Education Committee on SB 2 (Senator Dan Patrick) concerning Charter Schools is pending and will probably be held Today. It would create an appointed “Authorizing Authority” taking that responsibility from the elected State Board of Education. The committee members are:

Chair: Sen. Dan Patrick   512) 463-0107
Vice Chair: Sen. Eddie Lucio, Jr.  (512) 463-0127
Members: Sen. Donna Campbell  512) 463-0125
Sen. Robert Duncan  (512) 463-0128
Sen. Kel Seliger  (512) 463-0131
Sen. Larry Taylor  (512) 463-0111
Sen. Leticia Van de Putte  (512) 463-0126
Sen. Royce West  (512) 463-0123

Ask Education Committee members to add amendments to the bill to:

#1 require charter school owners to be American citizens.

#2 require charter school checkbooks to be online for taxpayer review. This would reveal how much money goes to Turkish educators and elsewhere.

Photo By New YorK Times Click Photo to linked article.

Photo By New YorK Times Click Photo to linked article. 

Because we are taking on the public schools parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power. Which gives them the opportunity to move to higher office. In addition it opens the door to raise huge campaign donations from charter school lobbies such as the Cosmos Foundation/Harmony/Gulen Science Centers who are giving free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes. 

 

Just to be clear, I am not against all Charter Schools. Although I firmly believe we must hold elected officials accountable for the legislation they put forward which may pose a National Security threat to our nation.

If you are reading this an asking what are the Harmony Charter Schools? Below is a great video by Frank Gaffney founder of the (Center for Security Policy) as he works within his own community to stop the Gulen movment in Loudoun Virginia. Harmony is the name for the Gulen/Cosmos Foundation schools in Texas. In other states they go by different names. “

 

List of Gulen Charter Schools in the United States

 

An example of what results is Texas Senate Bill 2 currently working its way through the Texas Legislature.  Some of the heroes on exposing CSCOPE are now pushing a bill that completely opens the door for the Gulen Charter Schools to come into Texas in mass numbers.

Below is a breakdown of Senate Bill 2.

 

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools.  Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience on CScope in Texas.

 

  • The current laws cap the number of charter schools in Texas at 215.  The cap is entirely removed.

 

  • A new governing board of 7 appointees will be the only oversight of these schools.  The State Board of Education will have no authority to grant or revoke charter school privileges in this state.  This puts us back in the position of non-elected officials in charge of the education.

 

  • If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it.  Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

 

  • First time charter schools will be granted a license to operate for a term of 5 years.  It will automatically renew at that point for 20 years.  Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

 

  • The TEA will be required to post all vacant or underutilized facilities for all to see.  For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

 

  • No new charter will have to pay rent or purchase the facility.  They pay $1.

 

  • The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

      a.  The school performs badly in 3 out of 5 years
b.  The school is not fiscally satisfactory on multiple reviews

Questions to ask…..

1. Why are non- elected officials being put in charge without public accountability?
2.  Why a 20 year renewal?
3.  Shouldn’t we worry about enormous expansion of schools of any type without input?
4.  What if the curriculum is found to be offensive?
5.  Why is our state funding for-profit enterprises?

 

Action Needed Now~ Contact your Texas Senators immediately and ask them to vote against SB 1724.

Our History is what they are trying to rewrite!

“What Gets Measured Gets Treasured: SB 1724 Would Harm Our Students” 

by Donna Garner 

Texas World History Standards

Photo courtesy of the Texas Tribune

“What gets measured gets treasured.”  This is an oft-quoted statement among teachers. In other words, what gets tested gets taught.  It is for this reason that I am absolutely mystified about Texas SB 1724 which is authored by some of our most insightful Texas Senators – Patrick, Birdwell, Campbell, Hegar, Lucio, Paxton, and Taylor. 

 Under SB 1724, Texas high-school students would not be required to pass STAAR/End-of-Course tests in World History andWorld Geography. (Please refer to chart on SB 1724 posted below.)

It was over the curriculum standards (TEKS) for World History and World Geography that the Texas State Board of Education members waged some of their most ferocious battles back on 5.23.10.

The end result is that Texas’ World History and World Geography standards (along with the other Social Studies standards) are the most fact-based and patriotic curriculum standards (TEKS) in the entire country.  They are indeed “Type #1.”  

 

[To learn the definitions of Type #1 and Type #2, please go to: http://nocompromisepac.ning.com/profiles/blogs/type-1-and-type-2-two-completely-different-philosophies-of?xg_source=activity ]

Below, I have excerpted a few of the elements found in the World History and World Geography TEKS (as posted on the Texas Education Agency website).  Please take the time to scan over them.

As you ponder them, remember this:  Unless teachers and their students are held accountable on the World History and World Geography STAAR/End-of-Course tests to teach/learn the new Type #1 TEKS, many Texas teachers most likely will continue teaching their “old” Type #2 curriculum units  — revisionist history.

 

Also, please notice that it is in the World History and World Geography TEKS that the world’s religions are to be taught.  If we lose the STAAR/EOC “measuring stick” in these two courses, how will parents and the public know whether Texas students have been taught Type #1 or Type #2 curriculum?

 

Some of the most troubling lessons in CSCOPE (and in other curriculum materials) are those that cover World History and World Geography (e.g., students designing Communist/Marxist flags, Islamic fundamentalism, burqas, Christianity as a cult, The Middle East, Christopher Columbus as an eco-warrior, 9/11 terrorists as “freedom fighters,” portrayal of Communism as superior to Capitalism, etc.).

 

Have we grassroots citizens worked so hard to disclose these egregious Type #2 World History and World Geography revisionist history lessons only to lose the “battle” by removing the accountability of the STAAR/EOC’s that will force teachers to teach Type #1?  Yet, SB 1724, if passed, would remove that accountability for both teachers and students.

If the Texas Legislature does away with the World History and World Geography STAAR/EOC’s (SB 1724), how will parents and the public ever know whether TASA iCLOUD, regular public schools, charter schools, CSCOPE, Turkish Gulen Harmony Charter Schools, dual-credit courses, Texas Virtual Academy, online learning, Advanced Placement courses, International Baccalaureate programs, Web 2.0 Tools, and Safari Montage are actually moving our school children into Type #1? 

 

Please read:  3.19.13 — “Some Texas Legislators Being Duped” written by Donna Garner — http://educationviews.org/some-texas-legislators-being-duped-2/

===============

Link to SB 1724 – Legislation on STAAR/End-of-Course Tests http://www.capitol.state.tx.us/BillLookup/Text.aspx?LegSess=83R&Bill=SB1724

TYPE OF TEXAS HIGH SCHOOL DEGREE PROGRAM

STAAR/END-OF-COURSE GRADUATION REQUIREMENTS

FOUNDATION  
English I

English II

Algebra I

Biology

U. S. History

Take 5 tests and must pass a minimum of 4
   
BUSINESS & INDUSTRY  
English I

English III

Algebra I

Biology

U. S. History

Take 5 tests and must pass a minimum of 4
   
ARTS & HUMANITIES/STEM

 

English I

English III

Algebra I

Algebra II

Biology

U. S. History

Take 6 tests and must pass minimum of 5
   
English I — diagnostic only — does not count toward graduation

 

State will pay costs for students to take SAT or ACT

 

=============

 Please scan over the following excellent World History and World Geography curriculum standards (excerpts taken from TEKS).  We as Texans want all Texas public school graduates to know these and much more so that they will become knowledgeable, patriotic American citizens and voters.  

=============

WORLD HISTORY – NEW TEKS STARTING IN SCHOOL YEAR 2011 – 2012

http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html#113.42

 

§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.

(c)  Knowledge and skills.

(3)  History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:

(A)  describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity;

(4)  History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to:

(A)  explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire;

(B)  explain the characteristics of Roman Catholicism and Eastern Orthodoxy;

(E)  describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;

(F)  describe the interactions between Muslim and Hindu societies in South Asia;

(I)  explain the development of the slave trade;

(K)  summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.

(5)  History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to:

(A)  explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and

(B)  explain the political, intellectual, artistic, economic, and religious impact of the Reformation.

(6)  History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to:

(A)  compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and

(B)  explain how the Inca and Aztec empires were impacted by European exploration/colonization.

(7)  History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to:

((C)  explain the impact of the Atlantic slave trade on West Africa and the Americas;

(D)  explain the impact of the Ottoman Empire on Eastern Europe and global trade;

(8)  History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to:

(C)  identify the major political, economic, and social motivations that influenced European imperialism;

(D)  explain the major characteristics and impact of European imperialism; and

(E)  explain the effects of free enterprise in the Industrial Revolution.

(9)  History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:

(A)  compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion;

(D)  identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.

(10)  History. The student understands the causes and impact of World War I. The student is expected to:

(A)  identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;

(D)  identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.

(12)  History. The student understands the causes and impact of World War II. The student is expected to:

(A)  describe the emergence and characteristics of totalitarianism;

(B)  explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and

(C)  explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.

(13)  History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to:

(A)  summarize how the outcome of World War II contributed to the development of the Cold War;

(B)  summarize the factors that contributed to communism in China, including Mao Zedong’s role in its rise, and how it differed from Soviet communism;

(C)  identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race;

(D)  explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;

(E)  summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; and

(F)  explain how Arab rejection of the State of Israel has led to ongoing conflict.

(14)  History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to:

(A)  summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and

(B)  explain the U.S. response to terrorism from September 11, 2001, to the present.

((18)  Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:

(A)  identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations;

(B)  identify the historical origins and characteristics of communism, including the influences of Karl Marx;

(C)  identify the historical origins and characteristics of socialism;

(D)  identify the historical origins and characteristics of fascism;

(E)  explain why communist command economies collapsed in competition with free market economies at the end of the 20th century; and

(F)  formulate generalizations on how economic freedom improved the human condition, based on students’ knowledge of the benefits of free enterprise in Europe’s Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities.

(19)  Government. The student understands the characteristics of major political systems throughout history. The student is expected to:

(A)  identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and

(B)  identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.

(20)  Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:

(A)  explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment;

(B)  identify the impact of political and legal ideas contained in the following documents: Hammurabi’s Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen;

(C)  explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and

(D)  explain the significance of the League of Nations and the United Nations.

(21)  Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:

(C)  identify examples of key persons who were successful in shifting political thought, including William Wilberforce.

(22)  Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:

(A)  summarize the development of the rule of law from ancient to modern times;

(B)  identify the influence of ideas regarding the right to a “trial by a jury of your peers” and the concepts of “innocent until proven guilty” and “equality before the law” that originated from the Judeo-Christian legal tradition and in Greece and Rome;

(C)  identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia;

(D)  identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur;

(E)  identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; and

(F)  assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.

(23)  Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:

(A)  describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and

(B)  identify examples of religious influence on various events referenced in the major eras of world history.

(24)  Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to:

(A)  describe the changing roles of women, children, and families during major eras of world history; and

(B)  describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.

(25)  Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:

(C)  explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; and

(D)  explain how Islam influences law and government in the Muslim world.

Source: The provisions of this §113.42 adopted to be effective August 23, 2010, 35 TexReg 7232.


§113.43. World Geography Studies (One Credit), Beginning with School Year 2011-2012.

(b)  Introduction.

(7)  State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

(A)  Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women’s suffrage movement.

(B)  Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness–That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.”

(8)  Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(c)  Knowledge and skills.

(14)  Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:

(B)  compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and

(15)  Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to:

(B)  explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

(16)  Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:

(B)  describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies;

(17)  Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:

(B)  describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;

(18)  Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:

(B)  assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism;

(19)  Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to:

Source: The provisions of this §113.43 adopted to be effective August 23, 2010, 35 TexReg 7232.

 

Call for Community Conversation Information Pushers

The Power of Compounding Activists

Join the Movement
Join us Tomorrow night at 7:30 pm CST for a
Community Conversation Town Hall on
Education in America!
Have you read Michelle Malkin’s series on the Rotten to the Core, Part III: Lessons from Texas and the Growing Grassroots Revolt? We highly recommend you read these articles and then join us on the Community Conversation presented by Women On The Wall tomorrow night at 7:30 pm CST.

The call in number is (714) 242-5220  

Or click below to listen online. Community Conversation by Women On the Wall

We are excited to have Mary Bowen a “30 yr. Texas school teacher who has thrown off her cloak of anonymity and is speaking openly about CSCOPE because she is afraid its curriculum will be whitewashed and recycled instead of kicked out of Texas schools. We will also have on the call Janice VanCleave a retired Science teacher who has been traveling across the state with her daughter Ginger Russell exposing what is actually in CSCOPE.  In addition, at 7:30 just prior to Mary and Janice we will have JoAnn Fleming on the call to discuss how CSCOPE has negatively effected her area locally especially within the Black and Hispanic community.

Lake Dallas, CSCOPE crowd shot
Last Thursday we had a situation in Lake Dallas, Texas where CSCOPE apologists showed up in mass numbers all wearing Green ready to defend CSCOPE and take on Women On The Wall. They accomplished their goal as typically is done in the community organizing world of education. They actually reserved the room right after our program was scheduled so they could present their power point program to anyone who came.   We have to give them credit, as usual they brought in people from out of town to show they had numbers behind them and over ran the meeting. But now we are taking the issue step by step and breaking it down on the Community Conversation call tomorrow night at 7:30 pm CST. You don’t want to miss it.  In preparation for the call tomorrow night watch the short video below of the Senate hearing in Austin on Jan. 31.
CSCOPE Senate Hearing
This was going to be shown at the Lake Dallas meeting and we were not able to show it.
You can also listen to the audio below of the CSCOPE apologist presentation. On the community call tomorrow we will be taking on the issue point by point and go through the Lake Dallas audio addressing each one of their talking points. We believe this will be invaluable information as you take on this issue locally. In addition it will be a wealth of information for those of you in other states who are taking on Common Core as they are closely aligned via Linda Darling Hammond. Find out here the connecting dots of Common Core, CSCOPE and the Gulen Charter Schools. 
Lake Dallas CSCOPE Meeting We know that in Texas we can not depend on the Legislature to take care of the CSCOPE issue even though many are working hard to do just that. This battle must be fought and won at the local level. Just like Common Core. In order to do this time is of the essence.Many districts are in the process of deciding if they are going to renew their CSCOPE contracts for the next school year. Now is the time for you to get educated on the issue, go to your school board meetings and demand that CSCOPE be removed from your district.

Get on the Community Conversation Conference call tomorrow night and get the talking points to take to your local school board.

Check out what Bill Hussey from Llano, Texas put out!!
CSCOPE REVEALED

CSCOPE, the controversial Texas school curriculum in over 70% of Texas school districts, was never field tested, reviewed or approved by the Texas State Board of Education. We now know through independent research, that these lessons and the CSCOPE process are based on the ideology of Marxism (Lev Vygotsky), Humanism (Linda-Darling Hammond) and Socialism (Learning through Social Constructivism). These were a few of the people who helped develop CSCOPE. Lessons with anti-American and anti-Christian slants have been discovered.
This is how CSCOPE is hurting your children:

Through Social Constructivism (Group sharing of work and grades)
1.      It removes the importance of individual merit and responsibility
2.      It downplays the importance of authority (parents and professionals) and experts
3.      It removes the security of well-defined expectations
4.      It redefines truth and facts (any answer is acceptable)
5.      It emphasizes education equity (outcome the same for all) instead of opportunity equity

Through the implementation of tests not aligned with required lessons:
1.       It provides a high stressful atmosphere in anticipation of failure
2.      When tests are repeated and answers given prior to test it promotes delayed responsibility and acceptance of cheating
3.      It promotes acceptance of substandard performances when failure is the norm.

Through the implementation of multiple classroom observances (3 minute walk-throughs ) by administrators
1.      It promotes the atmosphere that administrators do not trust the child’s teacher; so something is wrong to the child/student-models disrespect to the teacher
2.      It Interrupts the learning atmosphere of the classroom (highly distracting to ADHD children)
3.      When teachers quickly shift from what works to the rigid ineffective CSCOPE stance expecting a walkthrough, the students can sense an air of deception.

Through the implementation of substandard CSCOPE lessons
1.      It “LEAVES OUT geography, vocabulary development, cursive, spelling, grammar, systemic reading instruction, memorization of multiplication facts, and the skill practice needed for students to gain confidence.”      (Source: Teacher’s statement before the State Board of Education, emphasis added)
2.      It downplays the importance of vetted textbooks and homework

CALL YOUR LOCAL SCHOOL BOARD REPRESENTATIVE AND ASK THESE QUESTIONS:
1.      Were you fully informed about the radical ideology and methodology of CSCOPE before you voted to implement it?
2.      Were you shown field-tested results of CSCOPE before you voted to implement it?
3.      Are you going to request a local review before the next vote to renew it?
4.      What steps must I do to opt out of CSCOPE and put my child in a direct-learning environment?

Call your state representatives and demand that CSCOPE receive a total review of ideology, methodology, financial impropriety, possible plagiarism, and misrepresentation to local school boards.
Your children, grandchildren and community need your action.

Bill Hussey, Llano, Texas

Join the Movement to Stop CSCOPE

Click the photo to sign the Petition and Join the movement to #StopCSCOPE

Alice Linahan is an intrepid activist, politically-active Texas Mom who has worked hard in the trenches of the Tea Party movement. She is a board member of WomenOnTheWall.org   and TXAlliance4EthicalGovernment.Alice launched Voices Empower in 2011 in response to identifying an urgent need to engage the passive majority of voters at the National and State level during the primary process.  Voices Empower has quickly risen as an organization playing an integral part in holding politicians and the progressive/liberal media accountable by getting real stories out to Americans across the country. She is on track to re-define the meaning of “boots on the ground.” Specifically, she is implementing a communication team strategy that gives activists the tools to “ENGAGE”  and change hearts and minds vs. just a CLICK “LIKE” mentality on social media sites; therefore, the new paradigm created by Alice Linahan takes “boots on the ground” to social media platforms strategically and effectively. Citizen journalists are driving the narrative and Alice Linahan is playing a national role in its impact on the electorate. Currently Alice is working on projects at both the state and national level to save our Country from attacks within our own borders.  Alice has been published in such publications as Focus on the Family’s Citizen Magazine and Regions Magazine.Alice Linahan speaks publicly throughout the country to educate the public on how to Seek the truth ~ Share the Truth and how to Stand for the Truth taking on the media and exposing the dangers that threaten the safety and prosperity of our children and grandchildren.    Rebecca Forest is a co-founding member of WomenOnTheWall.Org (founded in May 2008) and serves as President of the organization.

Prior to 2001, Rebecca was an active advocate for nursing home reform and served as a Texas Ambassador for Operation Interdependence, a non-profit organization which provides an effective means for American’s to support U. S. armed forces deployed throughout the world.

The tragic events of 9/11/01 moved Rebecca further towards political grassroots activism and she helped to organize Austin Townhall Conservatives (“ATC”) in December of 2003.  Immigration related issues became the primary focus of her involvement with ATC as it became apparent to her that the out-of-control immigration crisis would negatively affect the futures of her two sons.

In November 2005, Rebecca co-founded the Immigration Reform Coalition of Texas (“IRCOT’) which represented the first organized network of the three (3) key immigration groups in Texas.  During the 2007, 2009, and 2011 Texas sessions the organization brought in national expert witnesses from as far away as Washington, D. C. to testify on behalf of IRCOT at various public hearings on key immigration legislation supported by the organization and helped to coordinate citizen lobbying efforts.

After five (5) years in the leadership role of IRCOT, she left to form the Texas Alliance for America Legal Defense & Education Fund (“TAALDEF”) a 501(c)(3) Texas tax deductible non-profit  which was designed to help counter the large grant-funded open-border groups such as MAALDEF and La Raza.

Rebecca speaks publicly throughout Texas to educate the public on the truth about the many dangers that threaten the safety and prosperity of America and its children.

The Devil in the Details of Comprehensive Immigration Reform

February 27, 2013

Caution, Illegal Immigration

Odd that if you repeat something enough, people actually start believing it despite facts that prove the opposite is actually true.

Since the election of President Barrack Obama, Americans have witnessed this phenomenon on a grand scale.  Day after day, we’ve watched the main stream media join in lock step with the current administration to bring about the total transformation of our nation.

Most disturbing is the determination by some Republicans to grant amnesty, legal status and a pathway to citizenship to millions of uneducated and undereducated illegal aliens.  The end result of such action will turn our formerly exceptional nation into a North American version of neighboring Third World countries.

Hours after Romney’s defeat in 2012 the main stream media tossed out the poisonous bait to the GOP leadership and they swallowed it – hook, line and sinker.  The bait is the great lie that America is unable to secure its borders or enforce its long standing immigration laws so American citizens must shut their mouths and witness their nation’s “inevitable changing demographics.”  Inevitable?  Only if our government continues down the path it is on – allowing the unarmed invasion that has been going on now for several decades.

America possesses not only the right but also the knowledge and technology to stop this nonsense immediately IF only our elected officials have the backbone and desire to speak the truth and act accordingly.   Do they?

Many Republican party elites, party leaders (at all levels), and big business owners/donors jumped on the Democrat amnesty bandwagon to give 11, 20, or 30+ million illegal aliens residing in our country legal status and a pathway to citizenship.  The truth is that those numbers will be much greater when chain migration is factored in.

So who is leading this insane suicide mission the GOP has launched?  

At the front of the pack are corporations and “Big Business” — more specifically, Republicans who got their tail ends handed to them in 2007 when the grassroots successfully rose up and killed President Bush’s attempt to force “comprehensive immigration reform” upon rule-of-law American citizens.

Since that 2007 defeat the group has been working overtime to convince lesser informed party voters and GOP leaders (at all levels) that the party must abandon its traditional Republican rule-of-law stance on immigration in order to win the Hispanic/Latino vote and future elections.  Few seem to know that the facts do not support that line of thought.

U.S. census stats reveal that the majority of our illegal aliens come from countries south of our border.   While immigrants from other parts of the world tend to vote Democrat once granted American citizenship, a review of Hispanic/Latino voting patterns is vital in relation to predicted demographic shifts in America and upcoming election outcomes.

To those who have been following this debate and reviewing the facts about voting patterns of Hispanics/Latinos in America over the past 32 years it is hard to call the actions of the Republican leadership anything other than utterly stupid.

Since it seems many people in our nation appear to lack common sense when it comes to critical thinking, rule-of-law Americans across the nation should be asking the following two common sense questions as they consider and discuss this extremely serious issue:

First, if there was any remote possibility that the proposed amnestied 11 – 30+ million illegal aliens would EVER vote for Republicans do you honestly think the Democrats would be working so hard to give them amnesty and eventually the right to vote?

Secondly, why would any dedicated Republican Party leader support an action that ultimately would deliver millions of new Democrat voters for decades to come while perpetuating Republican defeats?

Obviously, the Democrats would not be working so hard to give legal status/path to citizenship/amnesty or anything else to 11 – 30+ million new people if they were in any way inclined to become Republican voters!  Hello Republicans – anyone home?

The facts clearly show that America’s Hispanic/Latino general and immigrant populations vote DEMOCRAT – not Republican.   Historically speaking, that fact has nothing to do with the stance of the Republican Party on immigration.

Statistics on voting patterns compiled by the Pew Hispanic Center, the Center for Immigration Studies and others have provided compelling data that should sound the alarm bell for Republicans across the nation.

The following excerpts from a November 8, 2012 Center for Immigration Studies article by Ronald W. Mortensen, entitled “Hispanics Were Democrats Long Before Illegal Immigration Became an Issue”  should give one reason to wonder who is doing the homework for the GOP on this issue:

“… pro-illegal-immigrant elements of the Republican Party fail to acknowledge that for at least the last nine elections, Hispanics have voted heavily in favor of Democratic presidential candidates over Republican candidates by an average of 64 percent to 31 percent, as shown by data compiled by the Pew Hispanic Center.”

Year Democrat Republican
1980/Reagan/Carter) 56% 35%
1984 (Reagan/Mondale) 61% 37%
1988 (Bush/Dukakis) 69% 30%
1992 (Bush/Clinton) 61% 25%
1996 (Dole/Clinton) 72% 21%
2000 (Bush/Gore) 62% 35%
2004 (Bush/Kerry) 58% 40%
2008 (Obama/McCain) 67% 31%
2012 (Obama/Romney) 71% 27%
Average 64% 31%

Article excerpts provide additional insight on several of the referenced elections in response to a Wall Street Journal article absurdly suggesting Romney lost the 2012 election because of his stance on illegal immigration:

 “The expulsion crowd at the Journal never acknowledges the fact that pro-amnesty, “comprehensive immigration reform” leader John McCain (R-Ariz.), was rejected by 67 percent of Hispanic voters, that 72 percent of Hispanics voted against Bob Dole, that 69 percent voted against the elder Bush and that 62 percent voted against the younger Bush. So, it could be argued that Romney’s “tough” illegal immigration stance cost him only 4 percentage points of the Hispanic vote as opposed to that of McCain and that he actually picked up 6 points over Dole and 2 points more than Bush senior did.

“The bottom line is that Hispanics are largely Democrats and they don’t swing their support to pro-illegal-immigration Republicans such as McCain and or even to Bush senior, who was vice president at the time of the 1986 amnesty”.

 “In fact, after the 1986 amnesty was signed by President Reagan, the Hispanic vote for the Democratic presidential candidate (Michael Dukakis) in the next election increased by 8 percent. After McCain attempted to push through another amnesty, Hispanic support for the Democratic candidate (Barrack Obama) in the next presidential election increased by 9 percent over that received by John Kerry in the previous presidential election.”

Still have  doubt as to the  likelihood of future massive declines in Republican Party victories should another amnesty pass?   If so I encourage you to read an article entitled,  “Immigration, Political Realignment, and the Demise of Republican Political Prospects” by James G. Gimpel.

It certainly appears that many “Big Business” Republicans and GOP leaders could care less about the America they leave to our children and grandchildren.  If they did, they would be leading the charge for America to choose the best and brightest immigrants for legal and orderly entry into our nation.  Instead, they are doing the exact opposite.

If you value the America you grew up in do your homework and Seek the Truth on the issue of illegal immigration.   Then … Share the Truth with you friends, neighbors, elected officials, b­­­­­­­­­usiness owners and anyone else who will listen.  Last but not least … continue to Stand for Truth and pray God gives us the strength to prevail in the battle for America’s survival.

Connecting the Dots… Common Core Curriculum ~ CSCOPE and the Gulen/Charter Public Schools

Below is a series of short videos that will explain what the Common Core Curriculum is, who owns it and the threat it is to the United States. Notice Common Core is referenced in Michelle Malkin’s lastest  article which I highly recommend that you take the time to read. Rotten to the Core, Part III: Lessons from Texas and the Growing Grassroots Revolt

You have to also understand the connection between Common Core and the Texas CSCOPE online technology curriculum that is getting national attention. In the video linked above Jane Robins with the American Principles Project explains who Linda Darling Hammond is. 

One of the key influencers on the developers of Common Core is Linda Darling Hammond.

The developers of CSCOPE  reference Linda Darling Hammond as professional developer in their materials.

 Below will explain why the Common Core/CSCOPE opens the door for the Gulen Charter School and brings forward a major National Security Threat. 

Photo By New YorK Times Click Photo to linked article.

Because we are taking on the public schools parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power. Which gives them the opportunity to move to higher office. In addition it opens the door to raise huge campaign donations from charter school lobbies such as the Cosmos Foundation/Harmony/Gulen Science Centers who are giving free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes. 

 Just to be clear, I am not against all Charter Schools. I firmly believe we must put in safe guards first before passing comprehensive Charter School legislation and hold elected officials accountable for the legislation they put forward which may pose a true National Security threat to our nation.

If you are reading this and asking what are the Harmony Charter Schools? Below is a great video by Frank Gaffney founder of the (Center for Security Policy) as he works within his own community to stop the Gulen movment in Loudoun Virginia. Harmony is the name for the Gulen/Cosmos Foundation schools in Texas. In other states they go by different names. “

 

List of Gulen Charter Schools in the United States

An example of what results is Texas Senate Bill 2 currently working its way through the Texas Legislature.  Some of the heroes on exposing CSCOPE are now pushing a bill that completely opens the door for the Gulen Charter Schools to come into Texas in mass numbers.

Below is a breakdown of  Texas Senate Bill 2. 

 

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools.  Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience with CScope in Texas.

  • The current laws cap the number of charter schools in Texas at 215.  The cap is entirely removed.
  • A new governing board of 7 appointees will be the only oversight of these schools.  The State Board of Education will have no authority to grant or revoke charter school privileges in this state.  This puts us back in the position of non-elected officials in charge of the education.
  • If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it.  Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).
  • First time charter schools will be granted a license to operate for a term of 5 years.  It will automatically renew at that point for 20 years.  Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.
  • The TEA will be required to post all vacant or underutilized facilities for all to see.  For organized charter efforts underway, it will be easy to snap up these facilities all over the state.
  • No new charter will have to pay rent or purchase the facility.  They pay $1.
  • The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

      a.  The school performs badly in 3 out of 5 years
b.  The school is not fiscally satisfactory on multiple reviews

 

Questions to ask…..

1. Why are non- elected officials being put in charge without public accountability?
2.  Why a 20 year renewal?
3.  Shouldn’t we worry about enormous expansion of schools of any type without input?
4.  What if the curriculum is found to be offensive?
5.  Why is our state funding for-profit enterprises?

Women On the Wall will be taking on this issue and sharing information and updates on our weekly radio show on Monday mornings at 10 am CST. You will not want to miss this show. We will have up to date information on CSCOPE  and guests who are the experts on education and other issues that are effecting our children and grandchildren.

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Knowledge is Power and together we can make the difference!!