Archive for the ‘speak up’ Tag

Common Core Science Standards Arrive in Utah This Week: 90 Day Comment Period Announced   7 comments

politics of science 10

 

Utah’s State Office of Education appears to be, once again, quite secretively rubber-stamping controversial and politically loaded national standards and calling them Utah’s own standards– this time, for science.

The English and math deception happened a few years ago when the USOE did the same thing with the adoption of Common Core’s math and English national standards, calling them “Utah Core Standards”.

This week, when the Utah State School Board meets, it will discuss statewide changes to science standards.  They do not openly admit that in fact the Utah draft mirrors the controversial NGSS standards.  In fact, the official statement from the State Office of Education states nothing about Next Generation Science Standards (NGSS) but the new “Utah” science standards drafts have now been exposed as the very same as the NGSS Standards– by multiple parents who serve on the Utah parent committee for science standards.

Vincent Newmeyer, one of the parents who serves on the parent committee, has given permission to share his response to the revised standards.  He says that he is alarmed at the errors and unfitness of these standards for Utah students as well as the deceptiveness of the rewriting committee.

He explains that the Utah rewriting committee appears to be attempting to hide, by renumbering or rearranging, the truth that the new Utah standards are just NGSS standards.  He notes:

“Utah’s science standards rewriting committee has removed all but the performance expectations [from national NGSS] and renumbered them.  A few performance expectation sequences have been rearranged  and one new NGSS standard was inserted.  The Performance Expectations are essentially identical to what they were in the previous draft.  Again, in the introductory material it is still claimed to be Utah grown standards, perhaps because Brett Moulding from Utah is the chair of the NGSS writing committee.  These performance expectations as prepared are only one word different from the published NGSS Performance Expectations –yet again there is no attribution to NGSS.”

He points to the NGSS national science standards guidelines which state:  “States… that have adopted or are in the process of adopting the NGSS in whole shall be exempt from this Attribution and Copyright notice provision of this license.”  Newmeyer points out that Utah is either in the process of adopting national science standards in whole, or are infringing on copyright.  –So, which is it?

Newmeyer goes on: “Though we are just looking at grades 6-8, it is inconceivable that our state would adopt 6-8 (even if slightly modified) and then settle on a totally different standard for other grades, especially when you consider the desire to have a cohesive and progressively building program.  So in fact we are not just looking at grades 6-8.  We are laying a precedent for the adoption of NGSS for all grades with additional material not even considered.”

Why must we as parents, teachers and scientists, oppose it?

1.  Control.   Our state loses local control of teaching students what we accept as scientifically important and true, when we adopt NGSS standards rather than using standards we have researched and studied and compiled on our own.  We further lose control when we then test students using these national science standards that are aligned to the philosophies (and data mining structures) of the federal agenda.

2.  Content.  Vincent Newmeyer explains that some of the standards are based on recognized fallacies, and others on controversial assumptions.  Failing to properly research and vet these standards publically is unethical and unscientific.

For example, Newmeyer asks us to look at “the newly renumbered but present all along standard number 7.2.2 : “Analyze displays of pictorial data to compare patterns of similarities  in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.”  This leads students to favor the Darwinian Evolutionary view –which has solid counterpoints arguing precisely the opposite view.  Newmeyer explains that although it is true that we can find similarities in embryos, still “if studied in detail we find differences that completely undermine the whole premise of why they inserted this performance expectation.  In the standard they are not looking at the differences.”

Even those who actively defend the Darwinian view of common ancestry who have looked at the data see the weakness of the argument, says Newmeyer.  He questions why we want to teach it in Utah as if it were settled science.  There are also standards that promote the controversial global warming paradigm, and there are other content problems in the NGSS standards.

Utah’s already using the standardized test developed by American Institutes for Research (SAGE) which includes science, English and math standards aligned to the nationally pushed agenda.  So the USOE is not going to want to go in another direction.  But it must.  If enough parents, teachers and scientists pelter the Utah State School Board and Utah State Office of Education and legislature with firm “NO to NGSS” emails, phone calls and personal visits, they can’t get away with this like they did with Common Core.

A few months ago, a concerned Utah State School Board member contacted every single one of the science teachers who were in her constituency district, asking them how they felt about NGSS.  She reported that every single one of them said that they wanted to keep Utah’s current science standards and they rejected NGSS.  Every  last teacher.

South Carolina rejected the national science standards.  So did Wyoming.  Kansas is fighting a law suit about it.  Are we going to do nothing in Utah to defend scientific objectivity and neutrality, not to mention defending the power and right to local control?

There will be a 90-day comment period.  You can also attend and speak up (2 min max) at the state school board meetings if you request time in advance.  Please participate.

Also, please share your passion with your legislators.  Find your representatives here or click here for the state school board’s email address and all of the Utah senators and representatives.

 

Advertisements

Guarding the Minds and Hearts of Our Children: What Utah Parent Whitne Strain Discovered While Taking the SSAT   3 comments

Guarding the Minds and Hearts of Our Children

By Whitne Strain

As parents desiring to find a proper high school education for our 13 year old son, my husband and I have been researching a prep school in Indiana that shares our values of faith, founders and traditional academics.  This school employs the services of the SSAT (Secondary School Admissions Test) exam as most prep schools do.   To help my son, I voluntarily took the first practice exam which we purchased directly from SSAT.org.

I labored through the reading comprehension portion, shocked and dismayed.  Within the nine essays presented were subjects on racism, an anti-Christian sarcastic dig, environmentalism, class warfare, history revision and collectivism.  Any follower of current affairs recognizes these issues as tools of manipulation used by those of the “progressive” ideology.   Here is one example:

“Approximately 28 percent of all energy used in the United States is devoted to transportation and of that fraction, 40 percent is supplied in the form of gasoline to fuel the nation’s nearly 255 million registered passenger vehicles.  Americans use more energy to fuel their cars than they do for any other single purpose. The fuel used by American automobiles and personal trucks would just about fill all the energy needs of Japan, a nation of over 127 million and the world’s largest consumer of energy after the United States and China.  In an urgent effort to reduce consumption of an increasingly costly fuel whose chief reserves lie overseas, the government has RIGHTLY [emphasis added] identified the American automobile and current habits of its utilization as prime targets for change.”

My first thoughts were, “Do any of the teachers and administration of these schools ever read these tests?   Isn’t it presumptuous on the part of the creators to include politically charged, behaviorally persuasive essays for children in 8th grade?”

This started me on a journey and here is what I found:

The SSAT board consists of 19 participants who mostly come from private schools across the country.  I found that the board chair, Kilian Forgus, is a spokesperson for one of their 2014 annual meeting sponsors, inResonance. On the face of it, I see a financial conflict of interest.

More concerning to me, though, is their keynote speaker, Charles Fadel, Founder and Chairman of CENTER FOR CURRICULUM REDESIGN. On Fadel’s website at www. curriculumredesign.org/about/team/#charles, he is presented as a global education thought leader and expert who was the liaison with UNESCO, the World Bank and Change the Equation (STEM) while the Global Education Lead at Cisco Systems. Of the other six speakers, five had backgrounds in global aspects of culture, trade, demographics, marketing and business .  Progressive ideology uses the word “global” freely as a euphemism for  ”make everyone the same”.  One of the speakers, Amy Wilkinson, recently spoke at a National Governor’s Association meeting, the birthplace of the national institution of Common Core.

Can anyone say CONNECTIONS?  Are these the types of philosophies that influence the design of that test? After three hours of research, I stopped for the night, but I can tell you that I’m not done.

Ezra Taft Benson, Secretary of Agriculture for President Dwight D. Eisenhower, speaking at a conference on February 28, 1966 in St. Louis, Missouri had this to say,

“To take over our schools, the educational system will first have to be federalized and then prostituted entirely to serving the propaganda needs of the state planners with absolutely no regard for truth or scholarship or tradition.”

Is this happening today?  Is the SSAT just one of many means of prostitution and propaganda? Are the SAT and ACT similar? Who is guarding the minds and hearts of our children?

I ask myself whether it’s worth fighting.  The machine is so big.  I’m just one mom.  But I’ve decided to adopt this statement from Secretary Benson’s  same speech: “We must be neither fatalists nor pessimists.  We must be realists, of high character and deep spirituality.”

If enough of us see this, we can stop it.

 

———————————————————————————————————————————

 

Thank you, Whitne Strain!   Parents, please research textbooks and other materials found in schools, soon to be found in our children’s minds.  I want to back up Whitne’s perspective with my own recent experience (and encourage all parents and teachers to do this.)

 

———————————————————————————————————————————-

Is This Curriculum Politically Neutral?

by Christel Swasey

For the past few months I’ve been tutoring some high school students, part time.  The students are enrolled in an online, digital school.  I’ve been appalled by the online school’s lack of political neutrality and the emphasis on the same types of things Whitne Strain mentioned above:    curriculum that is extremely politically charged, an extreme environmental focus, the assumption that global warming is a settled scientific fact (not just in the “environmental science” class but also in English class) and an emphasis on collectivism –along with a de-emphasis, even in the U.S. history class, on our founding fathers.

For example, I read one test question for an environmental science class that  went like this (paraphrasing, from memory):

“Which of the following terms best describes an environmental movement that views the rights of the majority of people as more important than the rights of individual property owners?  a) environmental law  b) environmental justice  c) environmental activist  d) other”

The question was not teaching science.  It was teaching a one-sided political message.  It was teaching that the public (the government) could have the right to infringe on individuals’ property rights –maybe for any reason, but at least for environmental reasons.  This may be common speech among extreme left-wing politicians –but in school!?

Schools should teach, and used to teach, that all Americans have constitutional rights, including the right and control of their own property.  Now it seems that some are teaching that individual, constitutional rights are subservient to environmental socialism.

Tutoring other high school students in their online English classes this summer, I noticed the same extreme left-wing rhetoric.  I didn’t write down the questions but recall –for example–  many global warming political cartoons popping up multiple times even within one English test.  This didn’t seem to match what English classes are supposed to be teaching.

Test questions in this English class took a one-sided stand, making the assumption, for example, that global warming was a settled scientific fact –and that this message belonged in an English class.   I asked the online school to take a look at the controversies and debates among scientists in the news to see that global warming is highly controversial, and far from a settled science.  I asked them to consider tossing out these inappropriate questions.

Regardless of parents’ own political ideology, I think most would agree that school is not the place for any type of subtle political indoctrination.  Just as schools are forbidden from preaching a particular religion, schools must be forbidden from preaching a particular political doctrine.

Parents and teachers, we can’t move a mountain all at once.   But we can start by being more aware.  We can notice what is being emphasized and re-emphasized, and also notice what isn’t there and should be.

Tell your local and state school boards that you insist on politically neutral curriculum.  Look at the curriculum for yourself.  You’ll soon dodge anything from Pearson and Microsoft, for example, which together form the world’s largest and most powerful education sales group partnership and which also happen to be working for the United Nations’ Global Education First Initiative.  Ask yourself as you read:

  • Is it promoting “social justice” (socialism and collectivism over classic Americanism) while teaching math, English, history or science?
  • Is it glorifying the politically controversial United Nations and “global citizenship”? (As I noticed years ago that the widely-used Pearson “Human Geography” textbook does)
  • Is it pushing minimizing or degrading the American Constitution and founders?
  • Does it push environmentalism into every subject, promoting environmental activism as an appropriate or necessary behavior for students?    (To get up to speed on this issue, look at minute 4:00 -6:05 on http://youtu.be/T3ErTaP8rTA –the Pearson Education CEA Summit speech.  Pearson CEA Sir Michael Barber said “citizens of the world” including every child, “all 9 billion people who will be alive in 2050″ must have all teachings multiplied by “ethical underpinnings.” Barber explains that “ethical underpinning” is “shared understanding” of earth and “sustainability” that every child in every school around the world will learn.  Ethics, to Barber, have nothing to do with the supreme sanctity of human life, individual liberty or the Golden Rule.  It’s simply education for the environmental collective.)

So, if you see the typical “learning target” which says something like: “Students will understand current global issues and their rights and responsibilities in the interconnected world,” which is a learning target that I recently saw in my own child’s student disclosure– then speak up.

Say that it troubles you, and say why. Speak from the heart.

I recently explained this to one of my children’s teachers, after receiving the above mentioned “learning target”.  I said, “Even though we are of Swedish heritage and speak Swedish at home, I have taught my child to be a deeply rooted American citizen, and to avoid teachings that push global citizenship.  I’m opposed to the now-popular concept of “global citizenship” in education, because rights and responsibilities as Americans differ dramatically from those held in other countries or those promoted by the U.N., and I don’t want my child to think of himself/herself as subject to global values, laws, or global governance, which allow for fewer freedoms than those guaranteed by the U.S. Constitution.” 

 

If schools do not respect your wishes, take your business (and children) elsewhere:  to private schools, to home schools, or to a different public school where the principals and curriculum directors still respect parental research and input.

 

 

%d bloggers like this: