Difference between revisions of "Checking Your Kids’ School Assignments"

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(Created page with "Boston Bombing Shows Immigration Not Only a Border Problem by Phyllis Schlafly April 24, 2013 The Boston bombing crime shows that comprehensive immigration reform should no...")
 
 
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Boston Bombing Shows Immigration
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'''Checking Your Kids’ School Assignments'''
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Not Only a Border Problem
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<br>by Phyllis Schlafly
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<br>October 23, 2013
  
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by Phyllis Schlafly
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Sixth-grade children in a history class in the Bryant School District in Arkansas (whose website brags that the district “has embraced” Common Core standards) were assigned a project to update the U.S. Bill of Rights because it is “outdated.” They were instructed to “prioritize, revise, omit two and add two amendments.”
  
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April 24, 2013
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The written assignment is full of lies, such as that “the government of the United States is currently revisiting The Bill of Rights,” that “They (presumably the government) have determined that it is outdated and may not remain in its current form any longer,” and that our Constitution can be changed by a “National Revised Bill of Rights Task Force (NRBR)” (to which students could be appointed).
  
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The Boston bombing crime shows that comprehensive immigration reform should not be only a southern border problem or even just a problem of illegal aliens. It’s also a problem of foreigners who are admitted legally but should never have been admitted, and of others admitted legally on a visa but are not tracked to make sure they depart when their visitor’s time expires, as U.S. law requires.
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St. Joseph-Ogden High School, a public school in St. Joseph, Illinois, gave its sophomore class an assignment to choose which of ten people were “worthy” of getting kidney dialysis when the hospital had only six machines. The assignment instructed the students, “four people are not going to live. You must decide from the information below which six will survive.”
  
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For starters, why would our government have admitted the Tsarnaev family whose son was named Tamerlan? That should have been a red alert because that is the name of one of the world’s notorious mass murderers, a 14th-century Central Asian warlord named Tamerlan, who killed about 17 million people.
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The students were given the list of the ten who desperately needed kidney dialysis with identification about their occupation, age and ethnicity, and told to give each a score. The instructions stated: “Put the people in order using 1-10, 1 being the person you want to save first and 10 being the person you would save last,” with the assumption that those getting scores 7 through 10 would be marked for death.
  
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The original Tamerlan was a devout Muslim who referred to himself as the Sword of Islam and was especially known for his shocking brutality. His name is well known in Central Asia.
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Since when are high school students allowed to judge who may live and who must die? Is this to prepare us to accept Death Panels from Obamacare?
  
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Senator Chuck Grassley (R-IA) said that the Boston bombers’ crime poses questions similar to those we asked after the 9/11 terrorist attacks on the World Trade Center in 2001, such as “How did 19 people get in here to kill 3,000 people?” He said the Boston marathon crime is “a reminder that we’ve got to do better than what we’ve done. They were evidently here legally.”
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Unfortunately, such public school class assignments are not new. A Department of Education hearing in Seattle on March 13, 1984 heard a parent describe the Health class in Clackamas High School in Oregon.
  
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Grassley said the Boston crime should trigger the U.S. “to understand the gaps and loopholes in our immigration system.” He asked, “How do we ensure that people who wish to do us harm are not eligible for benefits under the immigration laws, including this new bill before us?”
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Students were presented with the “lifeboat situation”: too many people are in the sinking lifeboat and the students were ordered to choose whose lives are not worth saving and should be thrown overboard so the lifeboat won’t sink. Variations of the lifeboat situation have been widely used in public schools for many years.
  
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The leftwing politicians and media outlets are disappointed with the outcome of the investigation into the Boston bombing. They can’t blame it on lack of gun control, the NRA, the tea parties, right-wing extremists, or budget cutbacks required by sequestration.
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A drama teacher at Cactus Shadows High School in Cave Creek, Arizona, had his students perform a play in which one of the characters falls in love with a goat. The play includes sexually explicit content and vulgar sexual terms.
  
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Salon columnist David Sirota wrote, “Let’s hope the Boston Marathon bomber is a white American.” What he may have meant, of course, is that he hoped the bomber would be a mainstream Christian American so the atrocity could be blamed on the American culture.
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At Lucy Elementary School near Memphis, Tennessee, an assignment required each student to pick an idol and write an essay about him. A ten-year-old girl chose God as her idol, but the teacher found this unacceptable and demanded that the girl write about someone else.
  
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What worries America-hating liberals and progressives is that we will wake up to the fact that our government is now importing refugees, Muslims, polygamists, and other difficult-to-assimilate foreigners in unprecedented numbers. From a distance, rebels in Chechnya, Syria and Egypt might seem like freedom fighters, but they may be terrorists who have no desire to be American.
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The girl then wrote about Michael Jackson, which the teacher accepted. After the girl’s mother spoke out against this in the local media, the school apologized and gave the girl credit for her original work.
  
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It’s long overdue for Congress to have a series of hearings on the loopholes, broken promises, and disobeyed laws involving both legal and illegal entry into the United States. It would be useful to reinstate the House Committee on Un-American Activities so we can have a look at those in our midst who may be jihadists, or dupes of violent Muslim indoctrination, or (in old Communist lingo) fellow travelers or useful idiots.
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Fourth graders in Gilbert, Arizona, and third graders in Louisiana and were given a lesson on adultery that included specific questions designed to make the child curious about what adultery is and how it affects relationships. The teacher said it came from approved Common Core materials for third-graders.
  
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We need hearings to find out why the Tsarnaev family was not thoroughly vetted before it was admitted to our country, or even after Russia tipped off our FBI that Tamerlan could be a dangerous risk, or especially before Tamerlan was re-admitted to the U.S. after his trip to Russia in 2012. Russia told the FBI that Tamerlan “was a follower of radical Islam and a strong believer, and that he had changed drastically since 2010 as he prepared to leave the United States for travel to the country’s region to join unspecified underground groups.”
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Glenn Beck reported that Poolesville High School in Montgomery County, Maryland, which is Common Core compliant, administered an intrusive survey to students that included personal questions about family, religion, income, political identification, illegal drugs, Obamacare, guns, and same-sex marriage. Click on The Blaze to be entertained by the conflicting responses that school officials gave to parents who complained and to reporters.
  
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Dealing with the widespread fraud in our easy acceptance of refugees should also be part of comprehensive immigration reform. After all, the Tsarnaev family came into our country as refugees.
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The question that parents found particularly obnoxious and trouble-making was, “If President Obama were caucasian how much more or less criticism do you think he would receive?” The multiple-choice answers were: “A lot less, Somewhat less, No difference, Somewhat more, A lot more.”
  
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The vetting of immigrants should make sure that the applicant really wants to become an American. The immigrants of earlier generations, Irish, Italian, Jewish, etc., certainly did want to be Americans; like Irving Berlin, their attitude was God Bless America.
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Fifth-graders in North Bellmore, New York, spent several weeks studying the United Nations. One mother was highly offended when her daughter received full credit for writing that our human rights come from government (instead of from God, as our Declaration of Independence proclaims).
  
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There is plenty of evidence that legal and illegal immigrants of various nationalities, in contravention of our citizenship pledge, retain their loyalty to
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At Alliance High School in Nebraska, the principal announced on October 7 that, because of the government shutdown, he was shutting down the usual morning recitation of the Pledge of Allegiance. After public protest, he reversed his ban.
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the land they came from. Brian Fishman, who studies terrorism at the New America Foundation in Washington, says, “I think there’s often a sense of divided loyalties in these cases where Americans turn to violent jihad — are you American first or are you Muslim first?”
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Our government should investigate thoroughly and reject those who do not want to become Americans, obey our Constitution and laws, speak our language, and salute our Flag. And they have to accept the rule that disputes in our courts must be decided according to U.S. law, not any foreign law.
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None of the above assignments quoted directy from a Common Core curriculum, but some claim to be “aligned with Common Core” or “Common Core compliant.” It’s beginning to look like such assertions are a cover to fill the minds of public school students with all kinds of inappropriate leftwing notions, while erecting a Common Core “wall” to prevent parental oversight.
 
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Latest revision as of 09:21, 7 June 2017

Checking Your Kids’ School Assignments
by Phyllis Schlafly
October 23, 2013

Sixth-grade children in a history class in the Bryant School District in Arkansas (whose website brags that the district “has embraced” Common Core standards) were assigned a project to update the U.S. Bill of Rights because it is “outdated.” They were instructed to “prioritize, revise, omit two and add two amendments.”

The written assignment is full of lies, such as that “the government of the United States is currently revisiting The Bill of Rights,” that “They (presumably the government) have determined that it is outdated and may not remain in its current form any longer,” and that our Constitution can be changed by a “National Revised Bill of Rights Task Force (NRBR)” (to which students could be appointed).

St. Joseph-Ogden High School, a public school in St. Joseph, Illinois, gave its sophomore class an assignment to choose which of ten people were “worthy” of getting kidney dialysis when the hospital had only six machines. The assignment instructed the students, “four people are not going to live. You must decide from the information below which six will survive.”

The students were given the list of the ten who desperately needed kidney dialysis with identification about their occupation, age and ethnicity, and told to give each a score. The instructions stated: “Put the people in order using 1-10, 1 being the person you want to save first and 10 being the person you would save last,” with the assumption that those getting scores 7 through 10 would be marked for death.

Since when are high school students allowed to judge who may live and who must die? Is this to prepare us to accept Death Panels from Obamacare?

Unfortunately, such public school class assignments are not new. A Department of Education hearing in Seattle on March 13, 1984 heard a parent describe the Health class in Clackamas High School in Oregon.

Students were presented with the “lifeboat situation”: too many people are in the sinking lifeboat and the students were ordered to choose whose lives are not worth saving and should be thrown overboard so the lifeboat won’t sink. Variations of the lifeboat situation have been widely used in public schools for many years.

A drama teacher at Cactus Shadows High School in Cave Creek, Arizona, had his students perform a play in which one of the characters falls in love with a goat. The play includes sexually explicit content and vulgar sexual terms.

At Lucy Elementary School near Memphis, Tennessee, an assignment required each student to pick an idol and write an essay about him. A ten-year-old girl chose God as her idol, but the teacher found this unacceptable and demanded that the girl write about someone else.

The girl then wrote about Michael Jackson, which the teacher accepted. After the girl’s mother spoke out against this in the local media, the school apologized and gave the girl credit for her original work.

Fourth graders in Gilbert, Arizona, and third graders in Louisiana and were given a lesson on adultery that included specific questions designed to make the child curious about what adultery is and how it affects relationships. The teacher said it came from approved Common Core materials for third-graders.

Glenn Beck reported that Poolesville High School in Montgomery County, Maryland, which is Common Core compliant, administered an intrusive survey to students that included personal questions about family, religion, income, political identification, illegal drugs, Obamacare, guns, and same-sex marriage. Click on The Blaze to be entertained by the conflicting responses that school officials gave to parents who complained and to reporters.

The question that parents found particularly obnoxious and trouble-making was, “If President Obama were caucasian how much more or less criticism do you think he would receive?” The multiple-choice answers were: “A lot less, Somewhat less, No difference, Somewhat more, A lot more.”

Fifth-graders in North Bellmore, New York, spent several weeks studying the United Nations. One mother was highly offended when her daughter received full credit for writing that our human rights come from government (instead of from God, as our Declaration of Independence proclaims).

At Alliance High School in Nebraska, the principal announced on October 7 that, because of the government shutdown, he was shutting down the usual morning recitation of the Pledge of Allegiance. After public protest, he reversed his ban.

None of the above assignments quoted directy from a Common Core curriculum, but some claim to be “aligned with Common Core” or “Common Core compliant.” It’s beginning to look like such assertions are a cover to fill the minds of public school students with all kinds of inappropriate leftwing notions, while erecting a Common Core “wall” to prevent parental oversight.

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