Women_on_the_wall, education_immigration_National_security, http://womenonthewall.org Women taking a stand to protect our children, America's founding principles, and sovereignty. Wed, 17 Sep 2014 00:04:50 +0000 en-US hourly 1 http://wordpress.org/?v=4.0 “What Does a Quality Textbook Look Like?” http://womenonthewall.org/what-does-a-quality-textbook-look-like http://womenonthewall.org/what-does-a-quality-textbook-look-like#respond Wed, 10 Sep 2014 15:46:22 +0000 http://womenonthewall.org/?p=2752 Nakonia (Niki) Hayes

Nakonia (Niki) Hayes; Author, “The Story of John Saxon” 

9.9.14 – Truth in American Education

“What Does a Quality Textbook Look Like?”

By Nakonia (Niki) Hayes

There’s an interesting new concern being voiced by Common Core leaders: “What does a quality textbook look like?”

Here’s a non-nuanced, concrete answer, especially for mathematics textbooks: “It gets results and doesn’t chase kids out of math.” And, yes, such textbooks do exist.

It’s not surprising that the issue of quality textbooks has come up with Common Core. After all, textbook publishing is a multi-billion dollar industry. The federally-supported mathematics and English Core standards will drive 85% of a school’s curricula and 100% of the related assessments in about 40 states.

The creation of new Core-aligned materials that prepare students for the Core-aligned assessments is already making a rich impact on publishing businesses, vendors, and peripheral activities (teacher training, consultants, etc.). So much has to be rewritten or at least republished with the words “Common Core Aligned” on the cover. Old materials must be thrown away. New materials have to be bought. Lots of profit is on the horizon.

The major problem for publishers, however, is actually in mathematics education. They must figure out how to get good, reliable, and verifiable results from American children who have become math phobic over the past 50 years. That means publishers need to listen to authors who have a proven success record and not to ideologically-driven math education leaders who have for years promoted fads with political correctness as the purpose of math education. It will be hard—and expensive—to cut the cord between publishers and embedded education “leaders” if quality textbooks are to be created. Profits may suffer at the beginning.

But here is a checklist for publishers, administrators, teachers, and parents to consider about math textbooks:

(1) Look for results, not ideology. It is about student success, not affirming adult beliefs.

·         Results are reflected in GPAs, End-of-Course exams, state tests, national tests, and/or college board exams.

·         Local comments from students, teachers, and parents give anecdotal but often powerful insight. (Surveys are especially interesting when high school students are asked about their elementary and middle school classes.)

·         Specific studies commissioned by the author(s) or publishers show results.

·         School districts or schools with similar demographics that have used the textbook should be contacted. This information can be supplied by the publisher.

 

(2) The author (not “consultants” or “advisors”) who actually wrote the textbook is named, preferably on the cover. This also helps provide accountability.

·         If no authors are listed, the book has been created by workers in publishing “development houses.” This can and probably does provide lack of continuity, different writing styles throughout the book (and supplemental materials), and thus incoherency which decrease clarity of the lessons and affect student responses. This also erases responsibility for the publisher.

 

(3) Actual examples of internationally-based problems (not simply referenced in “studies” by education researchers) are offered for review by the publisher if the textbook is listed as Common Core-aligned, since it is touted that Core standards are internationally based.

(4) The teacher’s manual does not consist of 1,000 pages for 180 days of instruction.

·         One afternoon of teacher training with a user-friendly textbook should be sufficient .

·         If it is claimed that a detailed and extensive teacher’s manual (for teaching the teacher) is needed because of weak teacher preparation or skills, then it is the school administration’s problem. They need to work with the teacher training sites to produce better candidates, not buy a truckload of supplemental materials.

 

(5) The textbook does not waste space with expensive, colored photos even if they may have a relationship to the topic. One color used for highlighting words or graphs is sufficient.

·         The textbook uses appropriate space for examples and creative repetition of exercises through every lesson of the book for practice and mastery.

·         The textbook’s focus is on mathematics. Use of social justice themes, for example, in math problem-solving detracts from the math concepts which should be the focus of students.

 

(6) The use of calculators is limited to a few “investigative exercises” to help familiarize students with calculators for later use; they are not to be used in regular problem-solving activities in grades K-6.

·         Mental math and memorization of math facts are required.

 

(7) Few supplemental materials are necessary for students, especially in basic, foundational learning.

·         A test manual and a solutions manual are sufficient as supplements for teachers.

·         A manual for specific populations (special needs or gifted) may be useful.

 

(8) No protest has ever been waged against the textbook by any organized parent group.

·         An Internet search will show if such protests have taken place.

 

(9) The textbook can be completed in one school year without skipping pages or topics.

·         Textbooks of 600-800 pages that can weigh up to seven pounds are subject to teachers’ having to eliminate topics. This creates holes in the fabric of linear mathematics education.

 

(10) Schools using the textbook can show the following:

·         a steady, significant decrease in low-level math courses and the need for remedial programs,

·         an increase in enrollment in advanced math and science courses,

·         an increase in those passing state-required exit tests, and

·         an increase in passing rates and scores on college board exams.

 

(11) In summary, does the textbook show accuracy, brevity, and clarity in its lessons so both parents and teachers can help children learn mathematics?

There are those who insist that textbooks aren’t “the curriculum.” They say it’s all about the teachers. (Common Core now says it’s about standards.) If that’s the case, let’s just give all students a copy of the Yellow Pages. Let’s save all that money spent on books and materials and finally train teachers in their content areas so they can use anything handed to them to teach—including the Yellow Pages. (And if the textbooks are so unimportant, why do progressives fight so hard to get “their” chosen textbooks adopted?)

Maybe teachers can do without a book, but many of us know that students need a quality textbook. Parents and teachers come and go in the lives of children these days, but a user-friendly textbook should always be within reach for children. It can set up a satisfying relationship with positive results for them to show the world.

More than a million homeschooled students, plus many charter, private, and small public schools use a textbook that meets these listed criteria. The math education leadership hates the series because they say it is too traditional. Reams of documentation exist, however, to prove its success with students.

For more information, go to http://saxonmathwarrior.com. (Disclaimer: The author is NOT affiliated with any publisher.)

 

[Niki Hayes was one of the wonderful speakers at the #CANiSEE Solutions Conference in Austin, Texas, on June 20 – 21, 2014. To purchase a CD or DVD of her engaging presentation, please go to: http://shop.canisee.org/The-Story-Behind-Saxon-Math-5-Hayes.htm )

 

 

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Now is the time to give #APUSH~ Fight back for our children! http://womenonthewall.org/now-is-the-time-to-give-apush-fight-back-for-our-children http://womenonthewall.org/now-is-the-time-to-give-apush-fight-back-for-our-children#respond Mon, 08 Sep 2014 13:24:20 +0000 http://womenonthewall.org/?p=2726 #STANDwithMercer.001

If ever there was a time to show up in Austin-

Now is that time.

Show up ~ SPEAK UP ~ and Protect the next Generation!

APUSH-Ad-Artwork-bg (1)

From the creators of Common Core, David Coleman and the College Board, the new AP US History course is an assault on our country’s heritage.

The new AP US History (APUSH) framework presents a relentlessly negative view of American history, emphasizing every problem and failing of our ancestors while ignoring or minimizing their achievements.

The College Board’s reinterpretation of US history, as presented in the new APUSH course, is a biased and inaccurate view of many important facets of American history, including the motivations and actions of 17th -19th-century settlers, American involvement in World War II, and the conduct of, and victory in, the Cold War.

The period of the American Revolution up to the 1787 Constitutional Convention

Almost every Founding Father is omitted – no Jefferson, Adams, Madison, or Franklin. The AP US History Framework excludes Lexington, Concord, Bunker Hill, Valley Forge, Saratoga, and Yorktown. The commanders and heroes of these pivotal battles are all omitted.

Civil War

Omits the Lincoln-Douglas debates, the Gettysburg Address, and the assassination of President Lincoln. Once again omits crucial battles, key commanders, and the valor of common soldiers.

World War II

Omits “The Greatest Generation,” Truman, Hitler, D-Day, Midway, the Battle of the Bulge, and every military commander including Dwight Eisenhower. Inexplicably, Nazi atrocities against Jews and other groups are not required. APUSH concludes its treatment of WWII with this blunt statement: “The decision to drop the atomic bomb raised questions about American values.”

Civil Rights Movement

Does not mention America’s first African-American President. Dr. Martin Luther King, Jr., Cesar Chavez, Rosa Parks, the Navajo Code Talkers, Tuskegee Airmen, 442nd Infantry Regiment, and Barbara Jordan’s famous speech on the Constitution are all omitted.

United States Military

A word search of the entire 98-page document will not find one military commander or one Medal of Honor recipient. Our best and brightest students will thus learn nothing of the heroism and sacrifices of Americans in uniform.

Usurping Local Education Control

“The redesigned Framework is best described as a curricular coup that sets a number of dangerous precedents. By providing a detailed course of study that defines, discusses, and interprets ‘the required knowledge of each period,’ the College Board has in effect supplanted local and state curriculum by unilaterally assuming the authority to prioritize historic topics.” – Jane Robbins, American Principles Project

“Combat New AP U. S. History Course by Taking Action”

by Donna Garner 9.7.14

ACTION STEP – Sign this Petition to stand with SBOE Ken Mercer! 

[gravityform id="9" name="Petition to #STANDwithMercer to REJECT the new AP Anti- U.S. Framework and Exam"]

Members of the public (e.g., moms, pops, grandparents, concerned citizens, AP U. S. History teachers) who object to the redesigned AP U. S. History course (APUSH) are needed to testify before the Texas State Board of Education either on Wednesday, Sept. 17, or on Friday, Sept.19.

 

IMPORTANCE OF ALL TEXAS STUDENTS BEING TAUGHT THE SOCIAL STUDIES TEKS

 

Nothing in  the Texas Education Code (TEC) gives AP U. S. History teachers permission to ignore the teaching of the fact-based, patriotic, state-mandated Social Studies TEKS (Texas’ curriculum standards) adopted by the elected members of the Texas State Board of Education. 

 

Nothing in the TEC states that the AP U. S. History (APUSH) Framework should displace the teaching of the Social Studies TEKS. 

 

The public testimony on the importance of all Texas public school students being taught the K-12 Social Studies TEKS will take place on Wednesday, Sept. 17. Here is the link to the SBOE agenda for that day: http://www.tea.state.tx.us/index4.aspx?id=25769815951

 

SBOE MEMBER KEN MERCER’S RESOLUTION

 September 2014 Meeting

Texas State Board of Education

Regarding:  College Board’s new 2014 Framework

Advanced Placement United States History

WHEREAS, the purpose of College and Career Readiness Standards(CCRS) and advanced high school courses is to prepare students to understand a variety of views and opinions from across the political spectrum, and to be able to discuss and debate those ideas free from bias and outside influence; and

 WHEREAS, the systematic or deliberate discouragement of certain points of view within the scope of any curriculum framework undermines the basic tenets of our society and education system; and,

 WHEREAS, the Texas Education Code (TEC) Section 28.002(h) states:

 The State Board of Education and each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks.

      A primary purpose of the public school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism and can function productively in a free enterprise society with appreciation for the basic democratic values of our state and national heritage;and,

WHEREAS, almost 500,000 U. S. students, approximately 46,000 of whom are from Texas, take the College Board’s Advanced Placement U. S. History (APUSH) course each year; and

WHEREAS, the APUSH course may be the final U.S. History class for what many believe are the brightest and best of our high school students; and,

WHEREAS, the APUSH course has traditionally been designed to present a balanced view of American history and to prepare students for college-level history courses; and

WHEREAS, the College Board, a private, non-elected organization unaccountable to the public has recently released a new 98-page Framework that mandates a highly politicized approach to teaching the APUSH course; and

WHEREAS, the new APUSH Framework reflects a radically revisionist view of American history that is critical of American exceptionalism and emphasizes negative aspects of our nation’s history while omitting or minimizing positive aspects; and

WHEREAS, the anti-American, revisionist history of Howard Zinn and his textbook “The People’s Guide to U.S. History” is a recommended textbook in each of the four syllabi originally presented at the Summer 2014 training of APUSH educators; and

WHEREAS, the APUSH Framework includes little or no discussion of the Founding Fathers, the principles of the Declaration of Independence, the religious influences on our nation’s history, and many other critical topics that have always been part of the APUSH course; and

WHEREAS, the Framework excludes discussion of the U. S. military (no battles, commanders, or heroes) and omits many significant individuals and events that greatly shaped our nation’s history (for example, James Madison, Thomas Jefferson, Albert Einstein, Jonas Salk, George Washington Carver, Rosa Parks, Cesar Chavez, Dr. Martin Luther King, Tuskegee Airmen, Navajo Code Talkers, the Battle of Gettysburg, the Holocaust, D-Day, liberation of the Nazi concentration camps, and the election of our first African-American President); and

WHEREAS, the Framework presents a clearly biased and inaccurate view of many important events in American history, including the motivations and actions of 17th- through 19th-century settlers, American involvement in World War II, the free-enterprise economic explosion in the 1940s through 1960s, the Cuban Missile Crisis, the development of Cold War tensions and ultimate fall of the Iron Curtain, and the successful landing of a man on the moon; and

WHEREAS, the Framework describes its detailed outline as the “required knowledge” for APUSH students, and admits that the APUSH examination will not test information outside this “required knowledge”; and

WHEREAS, because the Framework differs radically from the Texas Essential Knowledge and Skills (TEKS)  so that APUSH teachers will have to ignore the TEKS standards to prepare students for the AP examination; and

WHEREAS, the released APUSH sample examination questions continue, via behavioral testing techniques, to promote a negative, anti-American bias toward U.S. History; therefore be it

RESOLVED, the elected Texas State Board of Education strongly admonishes the College Board for failing to listen to the numerous complaints of parents, educators and concerned citizens; and be it

FURTHER RESOLVED, the Texas State Board of Education recommends that a committee be convened to draft an APUSH Framework that is consistent both with the APUSH course’s traditional mission and with the shared purpose of the CCRS, the TEKS and the Texas Education Code, and with the desires of Texas parents and other citizens for students to learn the true history of their country; and be it

FURTHER RESOLVED, the Texas State Board of Education requests that Members of the Texas Legislature and the U. S. Congress investigate this matter; and be it

FURTHER RESOLVED, that the Texas State Board of Education requests that the College Board rewrite the APUSH course and examination in a transparent manner to accurately reflect U. S. history without a political bias and to respect the sovereignty of Texas over its education curriculum; and be it

FINALLY RESOLVED, that upon approval of this resolution the Texas State Board of Education shall promptly deliver a copy of this resolution to every Member of the Texas State Legislature and to every Texas Member of the United States Congress.

Respectfully submitted by:

Ken Mercer Member: Texas State Board of Education, District 5

 

On Friday, Sept. 19, SBOE Member Ken Mercer will present his Resolution against the redesigned AP U. S. History course (APUSH). A vote on the Resolution by all the SBOE members will be taken.  

 

Registration to testify for either the Wednesday, Sept. 17 session or the Friday, Sept. 19 session starts at8:00 A. M. on Friday, Sept. 12 until 5:00 P. M. on Sept. 15. Those who call the Texas Education Agency early get to testify earlier – it’s first come first served.

CONTACTING SBOE MEMBERS

It is not necessary for you to be a Texan to submit your support for the Resolution since the new and objectionable APUSH course is being driven by the College Board into schools throughout this nation.  

 

Calls, letters, and e-mails are effective and should encourage the SBOE members to vote for SBOE Member Ken Mercer’s Resolution.  

 

If you support this Resolution, please send an e-mail to each of the elected members of the SBOE by using this common SBOE e-mail address:  sboesupport@tea.state.tx.us

 

Here is a link to each of the SBOE members, their bios, and contact information:  http://www.tea.state.tx.us/index4.aspx?id=2147506719

 

INFORMATION FOR TESTIFIERS

 

It is important for testifiers to give specific examples from the APUSH Framework that indicate bias and that do not follow the Texas Education Code (Chapter 28)  

Link to Texas Education Code – Chapter 28: http://www.statutes.legis.state.tx.us/?link=ED

 

Link to Public Testimony Registrations and Procedures as posted on the Texas Education Agency website — http://www.tea.state.tx.us/index4.aspx?id=25769804082

For those who testify, it is important for them to give specific examples from the new APUSH Framework that contradict what is in the Social Studies TEKS

 

Link to Social Studies TEKS:  http://ritter.tea.state.tx.us/rules/tac/chapter113/index.html

 

DETAILED INFORMATION ABOUT THE NEW APUSH

9.6.14 – “SBOE’s Mercer Resolution Seeks To Stop Radical APUSH Redesign in Texas”

by Merrill Hope – Breitbart Texas — http://www.breitbart.com/Breitbart-Texas/2014/09/6/SBOE-s-Mercer-Resolution-Seeks-To-Stop-Radical-APUSH-Redesign-in-Texas

Here is what USED to be in the 5-page APUSH – Course Description – Effective Fall 2010 — Please go to pp. 7 – 12 to see the Themes in AP U. S. History.

http://womenonthewall.org/wp-content/uploads/2014/08/ap-us-history-course-description.pdf

 

Here is the link to the new 98-page, anti-American, 2014 APUSH – Course and Exam Description Including Curriculum Framework – Effective Fall 2014:  http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf

 

9.3.14 — RESOURCE LIST – ANTI-REDESIGNED ADVANCED PLACEMENT U. S. HISTORY COURSE (APUSH)

 

8.22.14 – Short Video Clip – College Board Under Fire for New AP U. S. History Framework – by James Rosen — FoxNews.com — http://video.foxnews.com/v/3744498137001/college-board-under-fire-for-new-ap-history-framework/#sp=show-clips

 

9.3.14 – “Why Does the College Board Hate George Washington and MLK?” – by Larry Krieger — Heartland–

http://news.heartland.org/newspaper-article/2014/09/03/why-does-college-board-hate-george-washington-and-mlk

 

9.2.14 – “Imperiling the Republic: The Fate of U. S. History Instruction Under Common Core” – by  — Ketcham, Stotsky, Lewis – Pioneer Institute —  http://pioneerinstitute.org/download/imperiling-the-republic-the-fate-of-u-s-history-instruction-under-common-core/

 

9.2.14 – “U. S. History Instruction Damaged by Common Core Literacy Standards” — Truth in American Education –

http://truthinamericaneducation.com/common-core-state-standards/u-s-history-instruction-damaged-by-common-core-literacy-standards/

 

9.2.14 – “Madison Scholar Condemns AP U. S. History Redesign” – by Stanley Kurtz — National Review

http://www.nationalreview.com/corner/386849/madison-scholar-condemns-ap-us-history-redesign-stanley-kurtz?utm_medium=twitter&utm_campaign=Corner&utm_source=twitterfeed

 

8.30.14 – “The Left’s Attempt To Institutionalize the Rewriting of U. S. History” – by Ron Radosh – PJ Media  

http://pjmedia.com/ronradosh/2014/08/30/the-lefts-attempt-to-institutionalize-the-re-writing-of-us-history-a-new-step-forward-through-their-long-march-through-the-existing-institutions/

 

8.25.14 – “Common Core Architect’s History ‘Deeply Biased’ Against U. S. – by Leo Hohmann — Mobile World Net Daily

http://mobile.wnd.com/2014/08/common-core-history-deeply-biased-against-u-s/

 

8.25.14 – “How the College Board Politicized U.S. History” – by Stanley Kurtz – National Review —

http://www.nationalreview.com/corner/386202/how-college-board-politicized-us-history-stanley-kurtz

 

8.22.14 – “Pushing American History As a Long Tale of Oppression” – by Peter Wood – Nat. Asso. of Scholars — http://www.nas.org/articles/pushing_american_history_as_a_long_tale_of_oppression

 

8.19.14 – “29 Biased Statements in the AP U. S. History Redesign” – by Larry Krieger — Heartland.org –http://news.heartland.org/newspaper-article/2014/08/19/29-biased-statements-ap-us-history-redesign

 

8.15.14 — “Why Won’t the College Board Reveal its AP U.S. History Authors?” — by Larry Krieger and Jane Robbins — http://www.educationviews.org/wont-college-board-reveal-ap-u-s-history-authors/

 

8.13.14 — PODCAST – Alice Linahan Conference Call – Discussion of the new AP U. S. History Course (including the Framework and the new AP U. S. History test itself) and dual credit courses —https://soundcloud.com/alice-linahan/women-on-the-wall-conference-call-ap-advanced-placement-and-dual-credit-is-it-a-good-thing

 

8.9.14 – “Ken Mercer: The Texas Voice in the Uphill Battle To Push APUSH Back” – by Merrill Hope —Breitbart Texas — http://www.breitbart.com/Breitbart-Texas/2014/08/09/Ken-Mercer-The-Texas-Voice-In-The-Uphill-Battle-To-Push-APUSH-Back/

 

8.9.14 — “Child Abuse – Destroying Children’s Love for America” – Donna Garner

http://www.educationviews.org/child-abuse-destroying-childrens-love-america/

 

 

8.7.14 – “New AP U. S. History:  Greatest Americans missing from proposed curriculum” – by Rhett Miller — FoxNews.com — http://www.foxnews.com/us/2014/08/07/historic-fail-greatest-americans-missing-from-proposed-curriculum/

 

 

8.6.14 — “Anti-American AP U. S. History Course & Links to APUSH Documents” –by Donna Garner —http://www.educationviews.org/anti-american-ap-u-s-history-links-apush-documents/

 

 

8.1.14 — “Chock-Full of Info – Saving America’s Youth” — by Donna Garner

http://www.educationviews.org/chock-full-info-saving-americas-youth/

 

7.13.14 – “The New AP U. S. History Exam – Deal or No Deal?” – by Jane Robbins, Larry Krieger – Breitbart— http://www.breitbart.com/Big-Government/2014/07/13/The-New-AP-US-History-Exam-Deal-or-No-Deal

 

7.10.14 – “Update on AP U. S. History” – by Peter Wood – Nat. Asso. Of Scholarshttp://www.nas.org/articles/update_on_ap_us_history

 

 

7.7.14 – “Look What the College Board Has Done to U. S. History” – by Peter Wood – Nat. Asso of Scholars — http://www.nas.org/articles/look_what_the_college_board_has_done_to_u.s._history

 

 

7.1.14 – “The New AP History: A Preliminary Report” – by Peter Wood – Nat. Asso. of Scholars —http://www.nas.org/articles/the_new_ap_history_a_preliminary_report

 

 

Here is what USED to be in the 5-page APUSH – Course Description – Effective Fall 2010 — Please go to pp. 7 – 12 to see the Themes in AP U. S. History.

http://womenonthewall.org/wp-content/uploads/2014/08/ap-us-history-course-description.pdf

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Here is the link to the new 98-page, anti-American, 2014 APUSH – Course and Exam Description Including Curriculum Framework – Effective Fall 2014:  http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf

Please view The Concept Outline in the new 2014 APUSH on pp. 28 – 37:http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf

Here are the Related Articles in the 2014 APUSH Course Content:

  • Race and Citizenship
  • C. Vann Woodward’s The Strange Career of Jim Crow
  • The Origins of American Slavery
  • Why Tea? The Global Story of the American Revolution
  • Crossing National Borders: Locating the United States in Migration History
  • America, the Atlantic, and Global Consumer Demand, 1500-1800
  • Teaching the Introductory Survey: Insights from the College Board’s AP Survey
  • What Is Gender History?
  • Cold War and Global  Hegemony, 1945-1991
  • Rethinking American History in a Global Context
  • From Rosie the Riveter to the Global Assembly Line
  • The Declaration of Independence in World Context
  • OAH-AP Collaboration: America on the World Stage
  • State of the Field in U.S. History: The Progressive Era
  • State of the Field in U.S. History: Teaching the 1917-1945 Period
  • A College Professor Reflects on the AP U.S. History Reading
  • Madam C. J. Walker and the Rise of the African American Entrepreneur
  • A Forum for Student Historians: Interview with Will Fitzhugh
  • Women Scientists of the Manhattan Project
  • North Korea and the Legacies of the Cold War
  • The Iraq War and the Lessons of History

 

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Common Core’s Control over Curriculum, Teachers, Students, America http://womenonthewall.org/common-cores-control-over-curriculum-teachers-students-america http://womenonthewall.org/common-cores-control-over-curriculum-teachers-students-america#respond Tue, 02 Sep 2014 20:15:01 +0000 http://womenonthewall.org/?p=2719 students_teacher_AP

By Donna Garner

9.2.14

[The Obama administration, Arne Duncan, and the U. S. Dept. of Ed. are beginning to run scared because the public, including a number of our nation’s governors, are realizing that Common Core Standards do indeed control curriculum (among other education functions that have been ripped away by the federal government from state and/or local control).

Because the USDOE is “banned by law from directing, supervising, or controlling elementary and secondary school curriculum, programs of instruction, and instructional materials,” governors and other citizens are realizing they have grounds to sue the federal government for breaking the law.

Below are helpful resources that prove Common Core Standards are controlling curriculum. These resources could be used to help strengthen people’s legal challenges to reject the entire Common Core Standards Initiative and the USDOE’s conditional NCLB waiver system.

-- Donna Garner]

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[The arrows mean “lead(s) to.”]

National standards →  National assessments →  National curriculum → National teacher evaluations with teachers’ salaries tied to students’ test scores → Teachers teaching to the test each and every day → National indoctrination of our public school children →  National database of students and teachers containing personally intrusive information

*I began sharing this graphic way back in 1.1.09 in an attempt to warn the public against the Obama administration’s move toward the Common Core Standards Initiative. – Donna Garner

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4.16.14 – “Common Core Is a Curriculum” – by Donna Garner –http://www.educationviews.org/common-core-curriculum/

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Laura Slover, CEO of PARCC admitted in a press release on 8.22.14 that Common Core drives the curriculum: 

 

“High quality assessments go hand-in-hand with high quality instruction based, on high quality standardsYou cannot have one without the other. The PARCC states see quality assessments as a part of instruction, not a break from instruction.”http://www.parcconline.org/parcc-states-reduce-no-items-elaliteracy-portion-test

 

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Gov. Bobby Jindal’s press release – 8.25.14:

 

The proponents of Common Core and PARCC continue to insist that tests and standards are not about curriculum, but that’s a ruse. Teachers already know that what is tested at the end of the year is what is taught in classrooms throughout the year. PARCC may not mandate one textbook or one pacing guide, but the CEO of the federally funded PARCC has admitted one thing: PARCC controls instruction and instruction is curriculum. (8.25.14 – “PARCC CEO Admits Goal of Test To Control Curriculum” – Office of Gov. Bobby Jindal – Press Release — http://gov.louisiana.gov/index.cfm?md=newsroom&tmp=detail&articleID=4655 )

 

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2.12 — “The Road to a National Curriculum: The Legal Aspects of the Common Core Standards, Race to the Top, and Conditional Waivers” – a Pioneer Institute White Paper — http://www.scribd.com/doc/81315338/The-Road-to-a-National-Curriculum

 

[Summary statements about this report]

 

With only minor exceptions, the General Education Provisions Act, the Department of Education Organization Act, and the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act (NCLB), ban the Department from directing, supervising, or controlling elementary and secondary school curriculum, programs of instruction, and instructional materials.

The U. S. Dept. of Education has designed a system of discretionary grants and conditional waivers that effectively herds states into accepting specific standards and assessments favored by the Departmentthe NCLB conditional waiver programis driving the states toward a national K-12 curriculum and course content.  

 

The waiver authority granted by Congress in No Child Left Behind does not permit the Secretary to gut NCLB wholesale and impose these conditions…

 

In the view of the authors, these efforts will necessarily result in ade facto national curriculum and instructional materials effectively supervised, directed, or controlled by the Department through the NCLB waiver process.

Secretary Arne Duncan has said that the work of the two consortia includes “developing curriculum frameworks” and ‘instructional modules.’

But the legal concern is that these federally funded assessments will ultimately direct the course of elementary and secondary course content across the nationThis raises a fundamental question of whether the Department is exceeding its statutory boundaries…

 

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8.22.14 – “Federalizing Education by Waiver?” by Derek W. Black, University of South Carolina, School of Law, Vanderbilt Law Review, Forthcoming –http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2485407

Abstract:

In the fall of 2012, the United States Secretary of Education told states he would use his statutory power to waive violations of the No Child Left Behind Act (NCLB), but only on the condition that they adopt his new education policies — policies that had already failed in Congress. Most states had no real choice but to agree because eighty percent of their schools were faced with statutory sanctions and fund termination.

 

As a result, the Secretary was able to federalize two core aspects of public education over the next year. For the first time, school curriculum and the terms of teacher evaluation and retention came under the control of the federal government. 

This Article demonstrates that this particular exercise of conditional waiver power was both unconstitutional and beyond the scope of the Secretary’s statutory authority.

 

First, NCLB contained no notice that states might face waiver conditions when they first agreed to participate in NCLB, much less notice of the substance of those conditions. Spending clause doctrine requires both.

 

Second, states’ inability to say no to these conditions raises serious questions of unconstitutional coercion.

 

Third, the Secretary lacked explicit statutory authority to impose these conditions. At best, NCLB implies authority to condition waivers, but implied conditions would be limited to the scope of NCLB itself. The waiver conditions the Secretary imposed go well beyond the scope of NCLB.

 

Fourth, to treat these particular waiver conditions as falling within the scope of the Secretary’s authority would be to extend the Secretary the equivalent of law-making power, which separation of powers doctrines prohibit. The power to unilaterally impose open-ended policy through waiver conditions would be remarkable not just for its transformation of key aspects of education, but for the entire federal administrative state. It would open the door to the spread of a more expansive administrative power than ever seen before.

 

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2.11.12 – “Common Core Standards: Is the U. S. Dept. of Ed. Violating Federal Law by Directing Standards, Tests, Curricula?” – Truth in American Education –

http://truthinamericaneducation.com/common-core-state-standards/is-the-u-s-dept-of-education-violating-federal-law-by-directing-standards-tests-curricula/

 

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8.25.14 — “Common Core PARCC CEO Acknowledges Goal of Assessments To Drive Curriculum” — by Dr. Susan Berry – Breitbart http://www.breitbart.com/Big-Government/2014/08/25/Common-Core-PARCC-CEO-Acknowledges-Goal-of-Assessments-To-Drive-Curriculum

 

 

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Do schools control the curriculum? http://womenonthewall.org/do-schools-control-the-curriculum http://womenonthewall.org/do-schools-control-the-curriculum#respond Sat, 16 Aug 2014 19:14:28 +0000 http://womenonthewall.org/?p=2705 I believe I will stick with the team at Truth in Texas Textbooks and demand that my local school district does the same.

 

By Donna Garner 


Sent by one of the anti-Common Core people in Missouri:

This was in Politico’s morning Education report:

A ‘CONSUMER REPORTS’ FOR THE COMMON CORE: A new nonprofit funded with $3 million from the Gates Foundation and the Helmsley Charitable Trust launches today with plans to review textbooks and other instructional material for fidelity to the Common Core.

 

EdReports.org will start by bringing in teams of classroom teachers to evaluate K-8 math materials. The curricula will be judged by how well it matches the Common Core and assesses student learning and by whether it offers teachers guidance in reaching children at all levels.

  

The group will post its ratings online and invite response from the publishers. Up first: Pearson’s enVision Math, McGraw-Hill’s Everyday Math, Houghton Mifflin’s Go Math and more than a dozen other widely used curricula.

  

EdReports will turn to high-school math and language arts in future years.- The project is led by Eric Hirsch, formerly of the New Teacher Center, and Maria Klawe, the president of Harvey Mudd College. They say they hope districts will turn to their ratings to guide purchases. “Hopefully with great materials, great teachers and great standards, we will be able to move the needle on student achievement,” Hirsch said. Incoming NEA President Lily Eskelsen Garcia supports the effort; she says curriculum ratings could improve Common Core implementation “by shining a light” on quality materials.

So, once they have this rating system down, schools will know which curriculums to pick because they will be rated the highest. They will “shine a light” on quality materials and conversly throw mud on materials that may be very good but are not aligned to CC by either rating them poorly or not even rating them.

 

Notice that they plan to start reviewing Pearson and McGraw Hill first. Show me the school district that is going to pick a curriculum not highly rated? 

 

This first attempt to regulate the use of “common core aligned” will create the de facto national curriculum. And what a surprise Gates is funding it!

 

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#APUSH The New AP (anti) U.S. History Curriculum Framework- Resources and Action Items http://womenonthewall.org/apush-the-new-ap-anti-u-s-history-curriculum-framework-resources-and-action-items http://womenonthewall.org/apush-the-new-ap-anti-u-s-history-curriculum-framework-resources-and-action-items#comments Thu, 07 Aug 2014 06:49:30 +0000 http://womenonthewall.org/?p=2659 Elementary school class with teacher

Old – 2010 AP U.S. History Framework 

New – 2014 APUSH AP U.S. History Framework 

 

Without state push-back, this new APUSH Curriculum Framework will go into effect this fall (2014). Without state push-back, APUSH teachers may have to ignore their own state’s U.S. History standards if they hope to prepare their students for success on the new APUSH exam – which will NOT cover material outside the new Framework.  

7.18.14 – “Texas Mom Testifies Against #APUSH” – Texas mom Marijane Smitherman has 4 children who have taken a total of 41 Advanced Placement (AP) classes. She testified at the Texas State Board of Education meeting against the new AP U. S. History course (i.e., APUSH).
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Texas SBOE Meeting July 18th – Jeanine McGregor Expert Testimony to Reject APUSH

Texas Teacher Mary Bowen’s Testimony at the SBOE (State Board of Education) meeting. 

7.30.14 — PODCAST – Women On the Wall Show with Alice Linahan  – Hear details on AP U. S. History takeover by the federal government and push-back by concerned citizens – education bubble about to burst

LISTEN TO PODCAST OF NATIONAL AP U. S. HISTORY CONFERENCE CALL (8.4.14) – Jane Robbins, Larry Krieger, Ken Mercer hosted by Tanya Ditty, CWALAC of Georgia State Director and former AP U.S. History teacher. 

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Sign letter to College Board President David Coleman – Oppose AP U. S. History (APUSH)

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Documents

  • Georgia APUSH Resolution (Sample resolution that can be adapted for your state)
  • Rebuttal to College Board Talking Points on the New AP U.S. History (APUSH) Framework and Exam
  • The Redesigned College Board AP U.S. History Framework- 10 Key Questions and Answers- Larry Kreiger
  • New AP United States History Course and Exam Description (College Board document)
  • Old – 2010 AP U.S. History Framework (College Board Document) 
  •  Analysis of the College Board AP U.S. History Framework (A Review of Advanced Placement Policy Documents by Larry Krieger)

 

ACTION STEPS

CONTACT INFORMATION FOR THE COLLEGE BOARD:

Coleman and Middleton

Dr. Richard Middleton – Southwest Regional Director for The College Board — 866-392-3017 (Ext. 1808#)

Dr. David Coleman – President of The College Board — 888-225-5427 – Press #6 – talked to clerk who took my name and phone number – said she would escalate my call – to call me back from 5 to 7 days

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1.5.05 — “Are We a Republic or a Democracy?” – by Walter Williams – WND

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Link to FairTest.org — “More than 800 four-year colleges and universities do not use the SAT or ACT to admit substantial numbers of bachelor-degree applicants.”

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7.13.14 – “The New AP U. S. History Exam – Deal or No Deal?” — by Jane Robbins, Larry Krieger – Breitbart

7.14.14 – “To Georgia and States Across America: from Jane Robbins of American Principles Project”

7.12.14 – “Common Core David Coleman’s Next Deception: The New AP U. S. History Exam” — by Dr. Susan Berry

7.11.14 — “Texans, Stop AP U. S. History Tests from Being Implemented – Illegal in Texas”
by Donna Garner

7.10.14 – “New War Over High School U.S. History” – by Stanley Kurtz – National Review

7.7.14 –“Dinesh D’Souza’s America and Our Schools” – by Stanley Kurtz – National Review

6.24.14 — “David Coleman Attacks Students’ Love of America” — by Donna Garner

6.22.14 – “Urgent: AP US History Framework Tied to Common Core – Illegal in Texas” – by Donna Garner 

7.30.14 – “Dr. Duke Pesta Exposes Common Core”

2.10.14 – Video — “Story-Killers: How the Common Core Destroys Minds and Souls” – by Terrence O. Moore

 

Join the movement Give the Gift of American Exceptionalism to your child or grandchild. 

 Understand the Challenge and take Action!  

How #CANiSEE THE SOLUTION CONFERENCE 

THESE VIDEOS WILL GIVE YOU THE KNOWLEDGE AND TOOLS TO STOP COMMON CORE

#CANISEE THE SOLUTION CONFERENCE 2014

To Watch the #CANiSEE Solution Conference 2014 — On Demand Viewing Option — please go to:

http://www.dartfish.tv/CollectionInfo.aspx?CR=p80044c92577 

 

Join the #CANiSEE™© Movement

#CANiSEE ™© WHAT you are teaching my child?  

#CANiSEE™© HOW you are teaching my child?

#CANiSEE™© WHO is benefiting financially from the curriculum on which my child’s teacher is evaluated? 

CanISee movement

Now is the time to go into your child’s classroom and say……..

#CanISee Backpack and Boots on the Ground

Stand with me a Texas Mom who is fighting against the Federal Take Over of Education across our country.

Please sign the petition linked below and then pass it onto your friends and neighbors.
 
Ask them to Join the Movement- Give the Gift of American Exceptionalism to their child!
Impeach Thomas Ratliff 
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Notice of a Public Hearing on HB5 the Common Core of Texas http://womenonthewall.org/notice-of-a-public-hearing-on-hb5-the-common-core-of-texas http://womenonthewall.org/notice-of-a-public-hearing-on-hb5-the-common-core-of-texas#respond Tue, 22 Jul 2014 04:32:36 +0000 http://womenonthewall.org/?p=2628 Jane Robbins with the American Principles Project


Ask a teacher if they think HB5 is dumbing down Texas students. I have and yes the good ones know it is and will tell you so.

Take the time to watch Dr. Peg Luksik speak at the #CANiSEE the Solutions Conference in Austin. This is just a small portion from her amazing talk on the Federal Take over of education known today as Common Core/ College and Career Ready standards.

Her full talk covers the true reality on the ground for children especially our minority students. 

To Watch the #CANiSEE Solution Conference 2014 — On Demand – please go to:

http://www.dartfish.tv/CollectionInfo.aspx?CR=p80044c92577

To order CANiSEE SOLUTIONS CONFERENCE DVD’S via mail & pay with check or credit card visit:
http://www.vaulteventmedia.com/images/CanISeeOrderForm.pdf

HB5 which many of us have been saying is the Common Core philosophy of education. A public notice has been release you need to know about so that you can do your part to be there or make sure your friends and neighbors know the truth about HB5.

Donna Garner wrote…

“Revealed: The Dumbing Down of Texas’ Public Schools”

Under HB 5 (passed by the last legislative session), Texas’ high school graduates will no longer be required to take both World History and World Geography. They also will not be required to take the capstone course in English which is English IV. Neither will all Texas graduates be required to take Algebra II and higher-level math and science courses. Not requiring these courses will send our Texas students out into the world bereft of basic foundational knowledge that will plague them the rest of their lives not to mention the fact that Texas public school graduates will go into college and/or careers with a shallow academic degree.

I tried desperately before, after, and during the 83rd Legislative Session to get people to listen to my concerns about dropping the 4 x 4 graduation plan and gutting the individual student and teacher accountability at each grade level/course level. Now the Texas State Board of Education, the Texas Education Agency, and local school districts are stuck trying to implement HB 5 which mucks up every public school in Texas.

I stand by my comments; and as each day passes, more Texans are beginning to see the damage that HB 5 is doing. Here is what I said on 6.17.13 – “For the Historical Record: Texas Will Rue This Day” –

SENATE NOTICE OF PUBLIC HEARING

COMMITTEE: Education
TIME & DATE: 10:00 AM, Tuesday, August 26, 2014
PLACE: E1.028 (Hearing Room)
CHAIR: Senator Dan Patrick

The Committee will hear invited testimony followed by public testimony on the below interim charges.

Senate Interim Charge #1 (Portion of Charge):

Examine STAAR writing scores for elementary, middle and high school students. For grade levels tested in writing, review the types of writing required. Explore the need for targeted professional development in writing.

Senate Interim Charge #2:

Monitor the implementation of legislation addressed by the Senate Committee on Education, 83rd Legislature, Regular and Called Sessions, and make recommendations for any legislation needed to improve, enhance and/or complete implementation. Specifically, monitor the following:

· HB 5, relating to public school accountability, including assessment, and curriculum requirements; providing a criminal penalty;

(NOTE: Discussion on HB 5 will be limited to an update from our previous hearing on the passing rates of STAAR End-of-Course assessments for the graduating class of 2015)

· HB 1926, relating to the operation of the state virtual school network and courses provided through other distance learning arrangements;
· SB 376, relating to breakfast for certain public school students; and
· HB 617, relating to transition and employment services for public school students enrolled in special education programs.

Public testimony will be limited to two (2) minutes per person.

#CANiSEE THE SOLUTION CONFERENCE VIDEOS ARE AVAILABLE
THESE CONFERENCE VIDEOS WILL GIVE YOU THE KNOWLEDGE AND TOOLS TO STOP COMMON CORE

#CANISEE THE SOLUTION CONFERENCE 2014

To Watch the #CANiSEE Solution Conference 2014 — On Demand – please go to:

http://www.dartfish.tv/CollectionInfo.aspx?CR=p80044c92577

To order CANiSEE SOLUTIONS CONFERENCE DVD’S via mail & pay with check or credit card visit:
http://www.vaulteventmedia.com/images/CanISeeOrderForm.pdf

 Join the Movement we need your support!

Help WomenOnTheWall.org carry out our mission. We are the grandmothers, mothers, daughters, sisters of American women of all political persuasions, age and race and are the stewards of the home and hearth. We will stop at nothing to defend and protect our families. Your financial support is critical to ensuring that we can carry out our mission of protecting our nation for future generations and to fight for the safety and security of our children and grandchildren. Help us in our efforts by making a contribution of $25, $50, or $100 so we can keep fighting for our conservative values.

 
   
 
 
 
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Join Texans As We “STAND” for Our U. S. History and Our HEROES! http://womenonthewall.org/join-texans-as-we-stand-for-our-u-s-history-and-our-heroes http://womenonthewall.org/join-texans-as-we-stand-for-our-u-s-history-and-our-heroes#respond Wed, 16 Jul 2014 13:14:27 +0000 http://womenonthewall.org/?p=2624  Mercer Stand.001

Parents, Grandparents and Tax Payers “YOU”
are being called to ACTION!

AP U.S. HISTORY IS UNDER DIRCT ATTACK

Join Texans in Austin for the State Board of Education (SBOE) Meeting 

It is Time to Take a Stand!

Friday July 18th

9 A.M.

William B. Travis (WBT) State Office Building

1701 North Congress Avenue

Austin, TX 78701 

Please contact the Texas Attorney General Greg Abbott 512-463-2100 - Texas State Board of Education Members, State Legislators, Congressmen, elected officials, school administrators, teachers; and tell them that the AP U. S. History Framework/curriculum/exams must be stopped. 

Then SIGN THE PETITION: http://womenonthewall.org/

How will the New AP US History Framework coming down from College Board President David Coleman affect TEXAS children this Sept.?

 

New War Over High School U.S. History

As Stanley Kurtz stated in his article New War Over High School History….http://www.nationalreview.com/corner/382400/new-war-over-high-school-us-history-stanley-kurtz 

“Americans are only just now waking up to a quiet but devastatingly effective effort to replace the teaching of traditional American history in our high schools with a new, centrally-controlled, and sharply left-leaning curriculum.

The College Board, the company that issues the SAT and the various Advanced Placement (AP) exams, has created an elaborate new framework for the AP U.S. History Exam that will effectively force nearly all American high schools, public and private, to transform the way they teach U.S. History. 
 Texas is at the forefront of the resistance to the new AP U.S. History Exam, but the battle is not going well.  Ken Mercer, a member of the Texas School Board, is attempting to introduce a resolution rebuking and rejecting the new AP U.S. History Exam.  Unfortunately, he is now being told that he must wait to introduce the resolution until September, when it will be too late.

Texas makes up about 10 percent of the College Board’s market.  Were Texas to reject the new AP U.S. History Exam, the entire project could be put into doubt.” 
As Stated by SBOE Ken Mercer in his latest Op-ed. 

“For today’s patriots, this is our Valley Forge and our D-Day – 
this is the Revolution of 2014!”   Ken Mercer, Texas State Board of Education

TEXAS SBOE Ken Mercer goes onto say….

“How bad is the new AP U.S. History Framework? Here are a few key items verified with Larry Krieger (retired teacher and author recognized by the CB as one of the best AP teachers in 2004 and 2005) and Jane Robbins (Senior Fellow at the American Principles Project):

 
  • In the period of the American Revolution up to the 1787 Constitutional Convention, almost every Founding Father is omitted – no Jefferson, Adams, Madison, or Franklin. The Framework excludes Lexington, Concord,  Bunker Hill, Valley Forge, Saratoga, and Yorktown. The commanders and heroes of these pivotal battles are all omitted.
 
  • The lessons on the Civil War omit the Lincoln-Douglas debates, the Gettysburg Address, and the assassination of President Lincoln. The Framework once again omits crucial battles, key commanders, and the valor of common soldiers.
 
  •  The lessons on World War II omit “The Greatest Generation,” Truman, Hitler, D-Day, Midway, the Battle of  the Bulge, and every military commander including Dwight Eisenhower.  Inexplicably, Nazi atrocities against Jews and other groups are not required. The CB concludes its treatment of WWII with this blunt statement:  “The decision to drop the atomic bomb raised questions about American values.”
 
  • The lessons on the Civil Rights Movement do not mention America’s first African-American President. Dr. Martin Luther King, Jr., Cesar Chavez, Rosa Parks, the Navajo Code Talkers, Tuskegee Airmen, 442nd Infantry Regiment, and Barbara Jordan’s famous speech on the Constitution are all omitted.
 
A word search of the entire 98-page document will not find one military commander or one Medal of Honor recipient. Our best and brightest students will thus learn nothing of the heroism and sacrifices of Americans in uniform.
 
The CB instead presents an overwhelmingly negative viewpoint of U.S. history that will please America-haters such as former Illinois professor Bill Ayers.
 
This unelected body is rewriting United States history and promoting among our students a disdain for American principles and a lack of knowledge of major American achievements.
 
History is a dramatic story which, if taught well, allows students to study both the good and bad of America. The new APUSH Framework purposely stresses the negative while dismissing America’s positive contributions.
 
If we do nothing, this radical AP U.S. History course will enter our high schools this fall.

SO WHAT CAN TEXAS PARENTS, GRANDPARENTS AND TAX PAYERS DO?

Sign the Petition.
SHOW UP IN AUSTIN JULY 18TH AND SUPPORT THOSE WHO TESTIFY.  

I STAND WITH TX SBOE KEN MERCER AND REJECT THE NEW AP U.S. HISTORY FRAMEWORK AND EXAM

I STAND w/ SBOE Ken Mercer to REJECT the new APUSH Anti US Framework and Exam

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#CANiSEE What Will Be Taught in AP U.S. History next school year? http://womenonthewall.org/canisee-what-will-be-taught-in-ap-u-s-history-this-year http://womenonthewall.org/canisee-what-will-be-taught-in-ap-u-s-history-this-year#respond Tue, 15 Jul 2014 03:41:15 +0000 http://womenonthewall.org/?p=2615 AP US HISTORY UNDER ATTACK

Jane Robbins with the American Principles Project

I STAND WITH TX SBOE KEN MERCER AND REJECT THE NEW AP U.S. HISTORY FRAMEWORK AND EXAM

I STAND w/ SBOE Ken Mercer to REJECT the new APUSH Anti US Framework and Exam

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 Schoolgirl

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Texans Needed To Testify at SBOE Meeting — Against Mexican American Course http://womenonthewall.org/texans-needed-to-testify-at-sboe-meeting-against-mexican-american-course http://womenonthewall.org/texans-needed-to-testify-at-sboe-meeting-against-mexican-american-course#respond Wed, 02 Apr 2014 15:50:04 +0000 http://womenonthewall.org/?p=2443 Photo from Breitbart.com

Photo from Breitbart.com

by Donna Garner

4.2.14

It is my understanding that next Tuesday (April 8, 2014) at the Texas State Board of Education(SBOE) meeting (Committee of the Full Board — http://www.tea.state.tx.us/index4.aspx?id=25769810402 ) there is to be a discussion about adopting a new course called Mexican-American Studies. I believe that someone from Ysleta ISD is going to present this idea and that his Hispanic supporters may be out in force.  Please read my comments posted below. We need many people to testify against the development of this new course for the reasons that I have given below.  At the bottom of this page, I have posted the details about how, when, and where to testify in front of the SBOE on Tuesday, 4.8.14.

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To:  Concerned Texas Citizens  

From:  Donna Garner

I believe our position should be that we want no new courses such as Mexican-American Studies or Ethnic Studies to be added to already over-burdened school districts that are trying to cope with the 5 new endorsements, foundation program, and other requirements under HB 5.  Even calling the course Ethnic Studies would end up emphasizing ethnic/racial differencesamong students at a time when schools are trying so hard to create unity among the students and faculty. 

I believe this Mexican American course is a direct attempt by the Democrats to turn Texas blue and that we need to stand firmly against it – creating no compromises (i.e., Ethnic Studies Course).  The definitions posted below should help keep us all on the same page.

MY SUGGESTIONS

First, I have posted some definitions further on down this page that I believe will help in the upcoming SBOE meeting. I believe it is very important for like-minded conservatives to “define the terms” rather than allowing others to do so. The term needs to be Hispanic and not Mexican-American.  Mexican-American is very discriminatory and much too exclusive. By defining the terms early-on, those who want to use the term Mexican-American will be identified as being discriminatory and exclusive (which they are).

Second, I hope that an attorney will testify.  The attorney needs to build the case that a Mexican-American course would be highly discriminatory to other language groups, races, and ethnicities.

Third, it would be good to get demographic information from Houston ISD. I think I remember reading that HISD has hundreds of different language groups in it.  A Mexican-American course would be highly discriminatory to the other language groups.  (It should not be difficult to get this language group, demographic information from Houston ISD or from the TEA.)

Fourth, these questions need to be asked and answered:  Under state law, can local school districts offer courses for local credit?  Do those courses have to be approved by the SBOE and/or the TEA?  It could be that if the voters in Ysleta ISD want to offer this multicultural/politically correct course for local credit, then they could offer local credit for it.  Does the SBOE need to be brought into this issue at all – either with a Mexican-American Studies Course or an Ethnic Studies Course?  The curriculum is already so full now that teachers cannot teach everything they need to teach. Why add any more courses, particularly those that could become a hotbed for indoctrination and controversy?  It is evident that there is nothing that we can do to satisfy the left-leaners. If we move a little bit left, they want more.  If we go all the way to their side, they still want more. I believe our best position is to make a stand, do not apologize for it, clearly state our position, and then let the chips fall. This is the way to stop the bullying and intimidation that has become so prevalent under the Obama admin. If we keep compromising, then we will keep losing our conservative principles.

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Excerpts from various websites – Hispanic vs. Mexican

http://en.wikipedia.org/wiki/Hispanic

The term “Hispanic” broadly refers to the culture, peoples, or nations with a historical link to Spain. The term commonly applies to countries once colonized by Spain, particularly the countries of Latin America that were colonized by Spain. It could be argued that the term should apply to all Spanish speaking cultures or countries, as the historical roots of the word specifically pertain to the Iberian region. It is also difficult to label a culture with one term, such as Hispanic, as the customs, traditions, beliefs and art forms (music, literature, dress, architecture, cuisine or others) vary widely depending on country and even within the regions of said country. The Spanish and Portuguese cultures are the main cultural element shared by Hispanic peoples.[6][7]

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http://www.thefreedictionary.com/Hispanic

Usage Note: Though often used interchangeably in American English, Hispanic and Latino are not identical terms, and in certain contexts the choice between them can be significant. Hispanic, from the Latin word for “Spain,” has the broader reference, potentially encompassing all Spanish-speaking peoples in both hemispheres and emphasizing the common denominator of language among communities that sometimes have little else in common. Latino—which in Spanish means “Latin” but which as an English word is probably a shortening of the Spanish word latinoamericano—refers more exclusively to persons or communities of Latin American origin. Of the two, only Hispanic can be used in referring to Spain and its history and culture; a native of Spain residing in the United States is a Hispanic, not a Latino, and one cannot substitute Latino in the phrase the Hispanic influence on native Mexican cultures without garbling the meaning. In practice, however, this distinction is of little significance when referring to residents of the United States, most of whom are of Latin American origin and can theoretically be called by either word. · A more important distinction concerns the sociopolitical rift that has opened between Latino and Hispanic in American usage. For a certain segment of the Spanish-speaking population, Latino is a term of ethnic pride and Hispanic a label that borders on the offensive. According to this view, Hispanic lacks the authenticity and cultural resonance of Latino, with its Spanish sound and its ability to show the feminine form Latinawhen used of women. Furthermore, Hispanic—the term used by the U.S. Census Bureau and other government agencies—is said to bear the stamp of an Anglo establishment far removed from the concerns of the Spanish-speaking community. While these views are strongly held by some, they are by no means universal, and the division in usage seems as related to geography as it is to politics, with Latino widely preferred in California and Hispanic the more usual term in Florida and Texas. Even in these regions, however, usage is often mixed, and it is not uncommon to find both terms used by the same writer or speaker.

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JUNE 19, 2013

http://www.pewhispanic.org/2013/06/19/hispanics-of-mexican-origin-in-the-united-states-2011/

Hispanics of Mexican Origin in the United States, 2011

BY ANNA BROWN AND EILEEN PATTEN

An estimated 33.5 million Hispanics of Mexican origin resided in the United States in 2011, according to the Census Bureau’s American Community Survey. Mexicans in this statistical profile are people who self-identified as Hispanics of Mexican origin; this means either they themselves are Mexican immigrants or they trace their family ancestry to Mexico. Mexicans are the largest population of Hispanic origin living in the United States, accounting for nearly two-thirds (64.6%) of the U.S. Hispanic population in 2011.1

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http://www.merriam-webster.com/dictionary/mexican

Mex·i·can

 noun \ˈmek-si-kən\

: a person born, raised, or living in Mexico

: a person whose family is from Mexico

Full Definition of MEXICAN

1

a :  a native or inhabitant of Mexico

b :  a person of Mexican descent

Southwest :  a person of mixed Spanish and Indian descent

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http://www.merriam-webster.com/dictionary/hispanic

His·pan·ic

 adjective \hi-ˈspa-nik\

: coming originally from an area where Spanish is spoken and especially from Latin America; also : of or relating to Hispanic people

Full Definition of HISPANIC

1:  of or relating to the people, speech, or culture of Spain or of Spain and Portugal

2:  of, relating to, or being a person of Latin American descent living in the United States; especially :  one of Cuban, Mexican, or Puerto Rican origin

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DETAILS ABOUT TESTIFYING ON TUESDAY AT THE SBOE MEETING

http://www.tea.state.tx.us/index4.aspx?id=25769810247

April 2014 Committee of the Full Board Tuesday

TUESDAY
April 8, 2014

1:30 p.m.

COMMITTEE OF THE FULL BOARD – Room 1-104
Public Testimony – Individual testimony will be taken at the time the related item comes up for committee discussion or action. The procedures for registering and taking public testimony at State Board of Education committee meetings and general board meetings are provided at http://www.tea.state.tx.us/index4.aspx?id=25769804094.

1. Public Hearing on New Course Development 

A public hearing before the State Board of Education (SBOE) is scheduled for Tuesday, April 8, 2014, in the William B. Travis Building, Room 1-104. Testimony will be presented regarding new courses, including courses that might be developed in the future to align with requirements of House Bill (HB) 5.

COMMITTEE – DISCUSSION
SBOE – NO ACTION 

 

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Breitbart News Launches ‘Breitbart London’ & ‘Breitbart Texas’ Verticals http://womenonthewall.org/breitbart-news-launches-breitbart-london-breitbart-texas-verticals http://womenonthewall.org/breitbart-news-launches-breitbart-london-breitbart-texas-verticals#respond Mon, 17 Feb 2014 01:30:42 +0000 http://womenonthewall.org/?p=2403 Breitbart News Launches ‘Breitbart London’ & ‘Breitbart Texas’ Verticals

by Tony Lee 16 Feb 2014, 4:00 PM PDT

Breitbart News launched two new verticals on Sunday—”Breitbart London” and “Breitbart Texas”—that are the first steps in a multi-year expansion effort that will bridge the gap between global and regional news at a time when the rise of anti-establishment forces in politics and new media are threatening the old political and media order.

[VIEW ARTICLE]

The Breitbart Texas Team Includes:
  • Brandon Darby – Managing Director of Breitbart Texas, a former leftist organizer/activist and Andrew Breitbart protégé, leading Texas efforts for Breitbart News.
  • Logan Churchwell – Assignment Manager of Breitbart Texas, formerly Communications Director for True the Vote, Accuracy in Media, and a Capitol Hill staffer.
  • Sylvia Longmire - Contributing Editor for Breitbart Texas, focusing on border security and Mexican drug cartel activity in North America. Formerly an Air Force Officer and Special Agent, senior intelligence analyst for the California Office of Homeland Security, and author of Cartel and Border Insecurity.
  • Merrill Hope – Contributor Breitbart Texas, focusing on education nationally and locally in Texas. Formerly a contributing writer for the Hollywood Reporter and Education Action Group (EAG) News.
  • Bob Price – Contributor Breitbart Texas, focusing on the Texas political scene, legislative issues, border security, and public corruption.
  • Lee Stranahan – Contributor Breitbart Texas, investigative reporter and filmmaker, focusing on the institutional Left and corruption in the State of Texas.
  • Michael Quinn Sullivan - Contributor Breitbart Texas, former reporter and think tank executive, focusing on legislative issues, grassroots activism, and politics.

http://www.breitbart.com/Big-Journalism/2014/02/16/Breitbart-News-Launches-Breitbart-London-Breitbart-Texas-Verticals

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