THE WALL STREET JOURNAL
The Real Democratic Party
Why not a single Senate Democrat voted for Betsy DeVos.
THE WALL STREET JOURNAL
The Real Democratic Party
Why not a single Senate Democrat voted for Betsy DeVos.
Report: Common Core Lesson Plan Pushes Pro-Palestinian Agenda
May 25, 2015 | Cathy Burke
A Massachusetts program for middle- and high-school students is coming under fire for its political bent and anti-Israel bias.
According to a report in the publication The College Fix, the workshop teaches that Hamas and Fatah — which began as the Palestinian National Liberation Movement founded by Yasser Arafat — promote “more peaceful means than intifada”; that Hamas is a political party, not a terrorist group; that Fatah and Hamas are political parties equivalent to Likud and Labor in Israel; that the use of drones to stop terrorists are like high-tech suicide bombers who kill innocents; that Hamas and Jews have equal claim to Jerusalem; and that the Palestinians have equal claim to land where Israel exists today.
The lesson plan has been approved nationally for the Common Core curriculum, The College Fix reports.
The program, “Whose Jerusalem?” is offered through the nonprofit “Axis of Hope,” which operates out of the Boston University Global Literary Institute, working with some 25 high schools in various states and three foreign schools, according to The College Fix.
And it is Common Core-approved, “despite its bias and serious flaws,” charges Americans for Peace and Tolerance president Charles Jacobs, The College Fix says.
The workshop requires students to play the parts of Arab, Israeli, or American leaders negotiating a “best alternative to a negotiated agreement” for the division of Jerusalem.
Boston University instructor Carl Hobart, who created the program, insists the classes are simple conflict resolution.
But Americans for Peace and Tolerance released a video April 23 aiming to show the program’s anti-Israel slant.
Hobart admitted to Al-Jazeera he hopes the exercises will lead students to “put pressure on our government to create a Palestinian state,” The College Fix reports.
Jacobs is incensed, telling The College Fix: “At a time of growing anti-Semitism on U.S college campuses, it is very disturbing that both Boston University and Weston High School would permit or promote such biased educational materials in the classroom.”
Bethany Blankley is a political analyst for Fox News Radio and has appeared on television and radio programs nationwide. She writes about political, cultural and religious issues in America from the perspective of an evangelical and a former communications strategist for four senators, one congressman, a former New York governor and several nonprofits.
She earned her master’s degree in theology …
Read more: www.washingtontimes.com/news/2015/apr/7/bethany-blankley-parents-must-reject-common-core-i/#ixzz3WviZIrht
Follow us: @washtimes on Twitter – – Tuesday, April 7, 2015
“Where did Common Core come from?” is a question I often hear from parents as I travel the country speaking about the Islamic infiltration of America.
Because in 2014-15 America, public school students via Common Core are:
• Participating in public school-sponsored trips to mosques via taxpayer expense, girls must wear head scarves (Colorado parents complain)
• Debating whether or not the Holocaust was “merely a political scheme created to influence public emotion and gain,” (an eighth-grade assignment defended by the Rialto Unified School District, Los Angeles)
• Pledging allegiance in Arabic (New York)
• Observing two “Muslim holy days,” (New York City)
• Being taught Islamic vocabulary lessons (North Carolina)
• Being taught Islamic culture (Tennessee)
• Being taught world history from Islamic perspective (Florida) that includes learning about the five pillars of Islam (Maryland father, a Marine Corps veteran, complains and is banned from school grounds)
Parents in every state are outraged, protesting and asking, “Why is Islam being taught in public schools?” and “How did this happen?” “Where is the ACLU?” “Where are the people ‘protesting against’ religion being taught in public schools?”
Common Core origins
The short answer is that President Obama’s push for “hope and change” translates into completely transforming America — for the worse. Common Core is but one of many parts of an intricate plan to infiltrate every area of American society with Islam. Which is why, Common Core’s origin and funding came from Qatar, Libya and Saudi Arabia.
Globally, Common Core originated from the “One World Education” concept, a global goal orchestrated by the Connect All Schools program. Its origin is funded by the Qatar Foundation International (QFI). The director of QFI’s Research Center for Islamic Legislation and Ethics is Tariq Ramadan, grandson of Muslim Brotherhood founder, Hassan al-Banna. (more…)
By Teresa Monroe-Hamilton and William Michael:
Michael Bloomberg, in addition to having been Mayor of New York City and currently being a wealthy elitist Leftist, has ongoing ties to the Islamic world and Qatar. In fact, many of his regulatory moves and his philanthropy efforts are connected to one degree or another with Qatar and Islamic nations, causes and endeavors. Qatar, the reader should be reminded, is the host country of the Muslim Brotherhood and is the primary supporter of the Arab Spring, including the genocidal Islamic State.
Common Core is a huge, Progressive educational implementation in New York City which benefits Microsoft and a host of other businesses. Bloomberg is a major supporter of Common Core and strongly believes in it. So, incidentally (or not), does Qatar. One of Bloomberg’s projects is the Fund for Public Schools, whose primary building block is Common Core. In 2013, Bloomberg Philanthropies donated$1,000,000 or more to this endeavor. George Soros and The Open Society Foundations also donated $1,000,000 or more. Qatar Foundation International, LLC donated somewhere between $100,000 and $499,999. The Qatar Foundation donates to educational causes that directly benefit Islam and Qatar. The Qatar Foundation for Education, Science and Community Development is a semi-private chartered, non-profit organization, founded in 1995 by Sheikh Hamad Bin Khalifa Al Thani, the Father Emir (the current Emir is His Highness Sheikh Tamim Bin Hamad Al Thani), and his second wife Mozah bint Nasser Al Missned. In addition to private funding, it is government-supported and partly government-funded.
Time Summit on Higher Education – Day 2: Vartan Gregorian, Michael Bloomberg, Nancy Gibbs
The links between Bloomberg and the Qatar Foundation go even deeper. Vartan Gregorian and Michael Bloomberg attended the TIME Summit On Higher Education at the Time Warner Center on September 20, 2013 in New York City. This is significant on multiple fronts. Common Core is linked toConnect All Schools. The Department of State has partnered with the Connect All Schools program which is linked to Vartan Gregorian. He in turn, is connected in a myriad of ways to Barack Obama, not the least of which is that he is a member of the White House Fellowship Commission. Gregorian hails from Tabriz, Iran and is currently the President of Carnegie Corporation. More interestingly for Bloomberg is that Gregorian sits on the board of the Qatar Foundation International (QFI). (more…)
The College Board’s Advanced Placement curriculum on U.S. history must include America’s greatest icons, like Ben Franklin and Martin Luther king, say critics.
New history curriculum standards proposed for top high school students leave out such American icons as Benjamin Franklin and Martin Luther King, Jr., paint colonists as bigots and gloss over the Greatest Generation’s fight to save the world from Nazi Germany, according to conservative education activists who want the framework delayed — and perhaps scrapped altogether.
An open letter circulated by conservative education activists is calling on The College Board to delay implementing new Advanced Placement U.S. History guidelines, saying a “rising tide of opposition” believes the curriculum will take the nation’s classrooms in a bad direction.
The Aug. 4 letter, which is addressed to David Coleman, president/CEO of the New York-based nonprofit, claims the new 98-page curriculum is a “dramatic departure” from the five-page outline previously used by teachers and students and offers a consistently negative view of Americans as oppressors and exploiters.
“The framework ignores the rise of democratic institutions such as the House of Burgesses and New England town meetings,” the letter reads. “It also omits the colonists’ growing commitment to religious freedom and the emergence of a pluralistic society that lacked an entrenched aristocracy.”
What’s missing from the curriculum, according to a former public school teacher and author of two Advanced Placement prep guides, is mention of John Winthrop and his “city upon a hill” sermon as one of the key early instances of American exceptionalism and references to Roger Williams and the birth of religious toleration.
“What you’re going to find is our nation’s founders portrayed as bigots who developed a belief in white superiority that was, in turn, derived from a strong belief in British racial and cultural superiority.”- Larry Krieger, retired teacher and test preparation expert (more…)
Ms. Ratner is professor emerita of mathematics at the University of California at Berkeley. She was awarded the international Ostrowski Prize in 1993 and received the John J. Carty Award from the National Academy of Sciences, of which she is a member, in 1994.
August 6, 2014
Reading about the new math standards—outlining what students should be able to learn and understand by each grade—I found hardly any academic mathematicians who could say the standards were higher than the old California standards, which were among the nation’s best. I learned that at the 2010 annual conference of mathematics societies, Bill McCallum, a leading writer of Common Core math standards, said that the new standards “would not be too high” in comparison with other nations where math education excels. Jason Zimba, another lead writer of the mathematics standards, told the Massachusetts Board of Elementary and Secondary Education that the new standards wouldn’t prepare students for colleges to which “most parents aspire” to send their children.
I also read that the Common Core offers “fewer standards” but “deeper” and “more rigorous” understanding of math. That there were “fewer standards” became obvious when I saw that they were vastly inferior to the old California standards in rigor, depth and the scope of topics. Many topics—for instance, calculus and pre-calculus, about half of algebra II and parts of geometry—were taken out and many were moved to higher grades.
As a result, the Common Core standards were several years behind the old standards, especially in higher grades. It became clear that the new standards represent lower expectations and that students taught in the way that these standards require would have little chance of being admitted to even an average college and would certainly struggle if they did get in. (more…)
EXCERPT FROM THIS ARTICLE: Earlier this month Rialto officials said they regret the assignment and promised to revise what they said began as an effort to satisfy the Common Core standards. But the acknowledgment of an error in judgment was a long time coming and does not erase the damage.
A veteran Albany High School teacher gave students an essay to write with the goal of convincing the reader that the writer is a loyal Nazi who hates Jews. “You must argue that Jews are evil, and use solid rationale from government propaganda to convince me of your loyalty to the Third Reich!” In five paragraphs, students were required to prove that Jews were the source of Germany’s problems. Those who defended the assignment—during the public outcry after the story went national—said that it was to teach students how to formulate a persuasive argument.
This spring we learned that middle-school teachers in California had given their students a three-day assignment to compose an essay on whether or not they believe the Holocaust was “an actual event in history, or merely a political scheme.” As part of the homework, educators gave students resources including a website that denies the Holocaust.
Earlier this month Rialto officials said they regret the assignment and promised to revise what they said began as an effort to satisfy the Common Core standards. But the acknowledgment of an error in judgment was a long time coming and does not erase the damage.
In early May, after the Rialto assignment became public, Deborah Lipstadt, a professor at Emory University and expert on the Holocaust, said that, “At best, the teachers and so-called educators who took part in writing this question have been duped into thinking that there is a legitimate debate about whether the Holocaust happened. At worst, they knew better and looked the other way.” Also in early May, a school-board member emailed the San Bernardino Sun, defending the assignment because: “One of the most important responsibilities for educators is to develop critical thinking skills in students.”
Critical thinking and formulating persuasive arguments are essential skills for children to develop. But these projects aren’t appropriate for either goal. When educators encourage students to question the historical fact of the Holocaust or ask them to write an essay suggesting that Jews were the source of Germany’s problems, they are essentially fomenting a subtle form of anti-Semitism. It may not be their intention, but it is certainly the result. (more…)