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PostPosted: Tue May 21, 2013 12:23 pm    Post subject:  Reply with quote

Well, this is a GOOD thing - but nonetheless we will see where this goes...conservatives in Texas may have been outraged over this(and rightfully so), but I find it hard to believe it went right under their noses in the first place.

Again, we will see where this goes...

Texas curriculum dropped after complaints from lawmakers
By Lindsay Kastner and Eva Ruth Moravec | May 20, 2013 | Updated: May 21, 2013 11:38am

The state's regional Education Service Centers will no longer issue lesson plans - and will forbid their use after Aug. 31 - for a popular online curriculum system that became a lightning rod for conservatives who criticized it as anti-American, legislators announced Monday.

The move is expected to leave school districts across the state, including some in the greater Houston area, scrambling to replace CSCOPE, as the program is called, before the start of next school year. Districts that lack the staff or budget to design their own curriculum tend to rely on it.

The CSCOPE plans are in use at 877 districts, or 78 percent of school districts in Texas, said Kyle Wargo, the executive director of Regional Service Center 17 in Lubbock.

"Since we are a small district, we don't have the resources to hire specialized people in that area," said Somerset Independent School District Superintendent Saul Hinojosa, who credits CSCOPE with helping the district raise its test scores.

Somerset, located in Bexar County, spent roughly $27,000 for CSCOPE lessons last year and had received no complaints about them, Hinojosa said, questioning how the state could prohibit its use.

"We actually purchased the curriculum, so does the curriculum belong to the school district or does it belong to the state?" he asked.

The Houston Independent School District does not use the curriculum, but several smaller Houston-area districts do. They include the Cleveland, Crosby, Friendswood, Galveston, Goose Creek, North Forest and Stafford districts.

On Friday, the CSCOPE governing board is expected to unanimously vote to end the lesson plan component of the program under an agreement that was brokered in 72 hours, said Sen. Dan Patrick, R-Houston, chairman of the Senate Education Committee.

All 20 board members signed a letter to Patrick and Sen. Robert Duncan, R-Lubbock, outlining their intent and asking them to help pass House Bill 1675, which would keep the regional Educational Service Centers open until 2019.

Patrick said he saw no reason to object to the request. In the future, he said he would like to see school districts partner on curriculum development. He and other lawmakers said they got complaints from parents about CSCOPE, including a lesson on the Boston Tea Party that invited students to include the perspective of Britons who might have considered it an "act of terrorism," and other allegations that CSCOPE promotes Islam over Christianity.

At least five Bexar County school districts rely on CSCOPE to some degree, including Lackland ISD, which serves the children of U.S. military personnel. Its superintendent, Burnie Roper, called the claims of anti-Americanism "ridiculous."

"I hate the way that it came about because I think, in the end, it makes it difficult for the small districts that don't have the resources such as curriculum writers and all that," he said.
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PostPosted: Wed May 22, 2013 11:15 am    Post subject: Reply with quote

Texas Drops “Anti-American” CSCOPE Lessons; Battle Continues

A highly controversial school curriculum used in much of Texas known as “CSCOPE,” which came under relentless assault from activists and parents who said it was promoting “progressive” anti-American and anti-Christian propaganda, was dealt a major blow by policymakers this week. However, despite media reports and legislators heralding the death of the divisive educational program, major elements remain in place. Still, the news was lauded as a victory for common-sense education as the national battle over Obama-backed “Common Core” standards heats up.  

The CSCOPE program was touted online by its developers as a "customizable, online curriculum management system" for Texas schools. Despite being used in more than two thirds of state school districts, the scheme largely flew under the radar — at least for a while — until a broad coalition of concerned parents, teachers, political activists, Tea Party groups, and others eventually cried foul.

The system surged into the national spotlight earlier this year when conservative media outlets began exposing the curriculum contents, which critics lambasted as everything from “Marxist” indoctrination to “pro-Islam” attacks on Christianity. Others complained that parents were not allowed to access the material due to “licensing” restrictions.

Produced by the Texas Education Service Center Curriculum Collaborative (TESCCC), the lesson plans included, for example, an assignment to design a new communist flag based on symbols used by socialist regimes. A controversial handout for “social studies,” meanwhile, portrayed humanity as evolving upward from a purportedly selfish free-market economic system toward socialism. The final step was communism, where, supposedly, “all people work together for everyone.” Another lesson suggested the famous Boston Tea Party could be considered an act of terrorism.

Among the most controversial elements of the entire scandal were school materials that critics viewed as hostile toward Christianity. One lesson plan, for instance, introduced the Christian religion as a “cult,” even suggesting that the life, death, and resurrection of Jesus Christ described in the Bible represented repackaged versions of Egyptian and Persian mythology — an absurd notion that has been debunked by countless scholars and theologians. Opponents also blasted what they said was a “pro-Islam” bias in the lesson plans.    

After the state-wide outcry turned into a national scandal, Texas lawmakers, under heavy pressure from constituents, eventually got involved in the issue. On Monday, months after the furor first erupted, legislators and TESCCC board members announced during a press conference that CSCOPE was essentially dead. The entity responsible for producing the material, meanwhile, will no longer be producing lesson plans or curriculums. Policymakers seemed delighted to put the controversy behind them.  

“I'm pleased that the CSCOPE Board has made the decision to get out of the lesson plan business,” said Republican State Senator Dan Patrick, the chairman of the Senate Education Committee who led much of the effort to stop the scheme. “This is a positive development for students, parents, teachers, and for the Regional Service Centers. I want to thank the members of the Senate Education Committee for their months of work on this issue. I also want to thank Attorney General Abbott and his staff in providing valuable assistance in our review of CSCOPE."

Sen. Patrick of Houston noted that once the TESCCC board officially approves the measure later this week, he would notify the state Board of Education that they no longer needed to review the 1,600 CSCOPE lesson plans. "The CSCOPE era is over,” the senator continued. “However, what the last several months has proven is that the state will have to create a plan to monitor all online material in the future so that our schools and classroom remain completely transparent to parents and the legislature knows what is being taught in our classrooms across Texas."

TESCCC Chair Anne Poplin and other board members thanked Sen. Patrick and his fellow lawmakers on the state House and Senate education committees, saying their leadership had been “invaluable” and that they look forward to having a “positive relationship” in the future. "We believe that this is the best decision moving forward, and allows us to continue to provide high-quality services to the more than 1,000 school districts and charter schools in Texas,” Poplin and another board member said in a statement.

While spokesmen for the entity responsible for CSCOPE originally defended the material, it appears that the support softened as critics’ outcry grew louder. More recently, officials across the state rushed to distance themselves from the program as well. Conservative activists, meanwhile, celebrated the latest developments, with some arguing that more work was needed to rein in out-of-control educational bureaucrats and prevent similar occurrences.

“Never underestimate the power of blogs and grassroots pressure from conservatives in Texas!” wrote longtime CSCOPE critic David Bellow, a Texas Republican Executive Committeeman who has been blasting the program for months in online articles. “We must not let our guard down though and the Texas Legislature needs to continue to take action to prevent bad curriculum and an online backdoor curriculum from being introduced into Texas schools with no oversight.”    

Not everyone was celebrating, however. State Board of Education Vice Chairman Thomas Ratliff of Northeast Texas was among those expressing concerns. “I’m already getting emails from superintendents and teachers at my districts saying, ‘Now, what?’” Ratliff said in a statement. “There were 1,600 lessons in that thing. That’s not easily replaceable.... For some districts, they are a small, optional part. For other districts, it was a lifeline. It’s a sad day for small school districts and the state, and it’s all because of politics.”

As CSCOPE critics celebrated the small victory and its backers complained, some media reports and officials suggested that the death of the program might not have arrived yet. Indeed, even though the controversial lesson plans will be taken down, the federally funded “Regional Education Centers” will continue to operate, and “management portions” of CSCOPE will remain available to school districts, according to media reports.

Even SBOE Vice Chair Ratliff noted that the “heftier” elements of the scheme, which outline the K-12 government-mandated requirements and the timelines for learning them, remain intact. “So, yes, the rumors of their death have been exaggerated,” Ratliff was quoted as saying in the Longview News-Journal. “It is not CSCOPE that’s going away; it’s just that one component.” The element that has been banished: the controversial but optional lesson plans. Everything else essentially remains in place.

To prevent a similar situation — Texas children being taught anti-American or anti-Christian propaganda — lawmakers are working on a bill, Senate Bill 1406, to provide more oversight of CSCOPE. The bill passed a third reading in the state House, and opponents of the controversial lesson plans are urging activists to back the legislation. Because CSCOPE still exists and will continue to be offered at Texas schools, Republican state Rep. Steve Toth also said he planned to continue pushing the legislation.

The 20-member governing board in charge of CSCOPE, meanwhile, is asking lawmakers to pass House Bill 1675, which would keep the federally funded “Regional Education Centers” open until 2019. Even anti-CSCOPE lawmakers indicated that they did not see a problem with the program, local media outlets reported. Why Texas or any other state would need or want unconstitutional federal funding for its education programs remains unclear — especially considering the “strings” that are almost always attached.      

As the education battle over CSCOPE was heating up in Texas, a much larger fight was brewing nationwide — the effort to stop the Obama administration-backed “Common Core” standards. The controversial effort, which has relied mostly on federal bribes and bullying, aims to track students and standardize education across America by getting state governments to adopt the widely criticized standards. Some 45 states — not including Texas — have already signed up for the plan, but over a dozen so far are considering withdrawal. Activists and experts say that battle is just getting started.
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PostPosted: Sun May 26, 2013 5:48 pm    Post subject: Reply with quote

Mark 13:12  Now the brother shall betray the brother to death, and the father the son; and children shall rise up against their parents, and shall cause them to be put to death.

Indoctrination in Common Core ELA Texts

http://www.utahnsagainstcommoncore.com - Have you heard the notion that Common Core standards don't indoctrinate? Well they don't. It's the curriculum that is susceptible of indoctrinating. Here's an example of social justice activism for 1st graders.
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PostPosted: Tue Jun 18, 2013 12:43 pm    Post subject: Reply with quote

School Recites Pledge in Arabic, One Nation Under Allah?

A Colorado high school principal is defending his decision to allow students from a cultural club to recite the Pledge of Allegiance in Arabic — and denied that it was attempt to push an Islamic agenda.

Tom Lopez, the principal at Rocky Mountain High School in Fort Collins, told Fox News he has received a number of telephone calls and emails from outraged parents – but he stands by his decision.

“These students love this country,” he said. “They were not being un-American in trying to do this. They believed they were accentuating the meaning of the words as spoken regularly in English.”

The school recites the Pledge of Allegiance once a week and on Monday a member of the Cultural Arms Club led the student body in the Arabic version of the pledge.

The club seeks to “destroy the barriers, embrace the cultures” that exist within the high school.

Danielle Clark, communications director of the Poudre School District, said they understand why parents are upset.

“We understand not everybody would agree with the students’ choice,” she told Fox News. “We’ve heard there are some who are upset.”

On the other hand, she said she received one email from a person who “thought it was a great thing.”

Clark said the cultural club has a history of reciting the Pledge of Allegiance in a number of different languages.

“It’s not just Arabic,” she said.

Last year, the group found itself in a firestorm of controversy after reciting the pledge in Spanish

“This is a student-initiated and student-led club,” Clark  said. “There is no school sponsor or advisor. It doesn’t come under the umbrella of the district.”

She said the students simply asked the principal permission as a courtesy.

“We deferred to the students because it’s their deal,” she said.

Club members said they don’t understand why there’s a controversy.

“No matter what language it’s said in, pledging your allegiance to the United States is the same in every language,” student Skyler Bowden told The Coloradoan.

But an Arabic translation of the Pledge of Allegiance would have replaced “one nation under God” with “one nation under Allah.”

Obviously in Arabic, you would use the word Allah, but Christian Arabs would use the word Allah,” said Ibrahim Hooper, of the Council on American Islamic Relations. “It’s not necessarily specific to Islam and Muslims.”.  Twisted Evil

Clark said she did not hear the pledge and does not speak Arabic so she could not confirm exactly what words were used.

Some local residents said the pledge should be recited in English. Others wondered if there was another reason involved.

“This is no longer about language,” wrote one reader in a letter to the local newspaper. “This is about targeting a group you know will object, intentionally stirring them up under the guise of your opinions on multiculturalism and subjecting your school and community to a divisive issue for absolutely no gain.”

Lopez said he’s been getting bombarded by all sorts of accusations – one critic even labeled him a traitor.

“They claim they are outraged that this is blaspheming a real major tenet of our patriotism – which in their mind the Pledge of Allegiance is only in English,” he said.

He’s also been accused of “pushing a Muslim Brotherhood agenda – to push Islam into the school.” That’s a claim that Lopez denied.

Hooper told Fox News he was dumbfounded by complaints about the Arabic version of the pledge.

“How on earth is it un-American to recite the Pledge of Allegiance in another language,” Hooper asked. “It doesn’t make sense unless the people complaining are anti-Muslim or anti-middle eastern bigots.” Twisted Evil

Principal Lopez said he was getting “worn down” by the complaints and the sense of “hate” among some of the critics.

“I’ve been shocked with prejudicial statements that have been made,” he said. ” I’ve been shocked with the lack of seeking understanding. There’s definitely suspicion and fear expressed in these people’s minds. There’s some hate.”

But some residents say they feel strongly that the Pledge should be recited in English.

“As a veteran and a friend of a man killed defending these children in their little games they like to play with our pledge, I’m offended,” wrote Chris Wells on the Daily Coloradoan. “There are things that we don’t mess with – among them are the pledge and our anthem.”

“If they wish to adapt the country as their own, then they need to learn the language and start speaking it as their first language,” wrote another reader.

Hooper suggested the students could use the incident as a learning “opportunity that there is real intolerance and bigotry out there.” Evil or Very Mad

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PostPosted: Tue Jul 23, 2013 5:25 pm    Post subject: Reply with quote

Did God Really Create the Universe and Mankind?

Did God really create human beings?

This is a question that continues to be hotly-debated. As most scientists double down and embrace evolutionary theory, it seems the public at large is still conflicted regarding how, exactly, humans came to be in their current form.

A study conducted by YouGov and released on Monday found that nearly four-in-10 Americans (37 percent) believe that God created mankind in its present state. But that's not all, as these individuals also contend that men and women were created within the last ten thousand years -- a claim that many scientists would scoff at.

Additionally, 25 percent of Americans believe that human beings evolved from less advanced life forms over millions of years, but that God guided this process. This means that, combined, 62 percent of Americans believe that God played a role in human creation and development.

Another 21 percent of the population said that humans evolved from less advanced life forms over millions of years -- and that a higher power didn't directly play a role in the process.

As for this latter group, YouGov notes that it has grown since 2004, when those believing that God didn't guide  evolution was only at 13 percent. The outlet further explains:

The number, however, who believe in evolution without help from God has increased by 8 percentage points since 2004, when CBS conducted a poll using the same questions. In 2004, 13% of Americans said that human beings evolved without guidance from God. This number may continue to increase in the coming years, as the belief in evolution without the influence of God is most common among those 18-29 years old, with 31% of those in that age group believing it.

While a case can be made that belief in a purer form of evolution is running rampant, Gallup's numbers are not as high. The polling firm does find increases since 2000, when the proportion stood at 9 percent (and 15 percent in 2012), but they are not as steep as what is observed in the same time frame in the YouGov survey.

The latter firm also found that the nation is divided on whether creationism should be taught in schools. While 40 percent still favor teaching creationism and intelligent design, 31 percent are opposed and 29 percent are unsure.
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PostPosted: Sun Jul 28, 2013 3:22 pm    Post subject: Reply with quote

Floridians Outraged Over Islamic Bias And Indoctrination In School Textbooks

Read more: http://freedomoutpost.com/2013/07...n-school-textbooks/#ixzz2aNCLT5bK

Does Prentice Hall ring a bell? Depending on when you went to school you may have had a few Prentice Hall textbooks. I know I did. One of their current textbooks, simply titled World History, is causing quite the stir in Florida. Florida Today reports:

Two Brevard School Board members are reviewing a world history textbook used in ninth grade Advance Placement classes amid concerns that it is biased in favor of Islam — at the expense of Christianity and Judaism.

House Representative Ritch Workman and individuals from two citizens groups spoke against the textbook, Prentice Hall World History, at the Brevard School Board meeting Tuesday, citing examples of phrases and passages they believe show bias.

“Our children deserve facts and accuracy, not history being revised for our own failure or desire to not offend one culture or another,” said Workman, a Republican from Melbourne.

The textbook, which has been used in Brevard for the past three years, devotes a chapter to Islam, with sections including the rise of Islam and the building of the Muslim empire. Conversely, Christianity and Judaism do not have their own chapters and instead are referenced in paragraphs embedded in other sections.

Workman also expressed concern about how historic events are portrayed and what phrases are used. For example, he said the textbook reads Jesus proclaims himself to be the Messiah but declares Muhammad becomes a prophet.

School board members Amy Kneessy and Andy Ziegler promised to review the textbook, which is published by Pearson, a well-known printer of educational textbooks.

“No matter what the subject is, whether it’s math, English, science or world history, students need to have accurate, unbiased information,” Kneessy said. “If textbooks are unbiased or incomplete, it’s our job to fix that.”

This story is much bigger than a Florida school system. We must consider how big Prentice Hall is and consider that there are likely tens of thousands of these textbooks in circulation. Prentice Hall is not foreign to controversy on this subject. According to Stop the Madrassa…

The Textbook League is another national center that evaluates textbooks for academic quality and political bias, which also found multiple editions of Houghton Mifflin’s Across the Centuries to be filled with Islamic preaching. They have also drawn attention to Prentice Hall’s textbook, World Cultures: A Global Mosaic as “a vehicle for Muslim propaganda”:

Long passages in World Cultures are devoted to promoting Islam, to making American students embrace Islamic religious beliefs, and to winning converts for Allah. In these passages, Muslim myths are disguised as historical information, Muslim superstitions are disguised as facts…

Palm Beach County has already forced the reprint of World History once for Muslim bias and inaccuracies. The question on my mind is whether or not this is the reprinted book or the old version. As reported in April:

Dr. William Saxton, Chairman of Citizens for National Security told The Report Card that as result of CFNS efforts – and for the first time as far as anyone related to these K-12 textbook issues knows – a major publisher, Pearson Prentice Hall, had to correct the content of an already printed flawed textbook that it intended to sell to a huge school district in Florida, and reprint it, before it could be purchased. Dr. Saxton earned his doctorate in Applied Physics from Harvard and spent much of his career in the United States Intelligence community. He founded CFNS as a result of concerns that Islamic terror organizations Hamas and the Muslim Brotherhood were spreading misinformation and indoctrinating students in American schools.

The new 2013 high-school history book, “World History,” was slated for delivery to Palm Beach County (PBC) students for use at the beginning of the current school year. CFNS documented Islam bias and misinformation in a report co-authored by Dr. Saxton and Report Card Publisher William Korach. That 92-page report, published February 2012 documented Islam-biased errors and misinformation in 25 textbooks in Florida. CFNS participated in a marathon meeting with PBC curriculum specialists and a Pearson representative to delineate their concerns and recommend corrections. Following that, Dr. Saxton testified about the book’s bias before the PBC School Board. After further review, the Board concurred with the CFNS position, and determined that much of the textbook’s contentious language be revised, consistent with CFNS’s recommendations, as a condition for purchase.

You must consider how liberal leaning our school system has already become and then consider how bad a book must have to be for reprints to be demanded and questions to be raised.

What the hell is going on at Prentice Hall? Maybe there is a clue on their own website. Prentice Hall is owned by Pearson. Here is a quote that is the very first line on their about page:

Pearson is the world’s leading PreK-20 educational publishing company, dedicated to working with educators to change the way America thinks.

Ding. Ding. Ding. We have a winner.

Since when was it decided that Americans needed to change the way they think? That’s Progressive talk. And for those of you who don’t know… Progressive is a politically correct way of saying communist.

Don’t be fooled America.

This is real and it has been in play for a long time.
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PostPosted: Sun Jul 28, 2013 3:59 pm    Post subject: Reply with quote

and they knew nothing about what would happen until the flood came and took them all away.
That is how it will be at the coming of the Son of Man.
Matthew 24:39

Armchair Americans without a backbone and gullible to trust news media just sat and believed Islam-Christianity same GOD.
They drank their kookade and ate their cookies.
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PostPosted: Wed Jul 31, 2013 12:29 pm    Post subject: Reply with quote

Book shows radical teachers how to mix traditional math with ‘social justice’ political lessons

MILWAUKEE – It’s said that misery loves company.

Rethinking MathmaticsPerhaps that’s one reason a group of gloomy, radical teachers is trying so hard to poison the minds of the nation’s K-12 students with their anti-American, anti-free market ideas.

They’re miserable living in “the land of the free,” and want others to share their pain.

The educators are part of Rethinking Schools, an organization that’s been sneaking left-wing “social justice” lessons into America’s K-12 classrooms for nearly three decades.

The group’s latest effort to indoctrinate the nation’s youth is a 286-page book aimed at teachers, titled “Rethinking Mathematics: Teaching Social Justice by the Numbers.” The book is a mix of math lesson plans and essays from activist educators who explain how they’ve used their classrooms to advance a progressive political philosophy.

Two main themes emerge from the pages of “Rethinking Mathematics.”

The first is that the U.S. is a hopelessly racist country that routinely oppresses “people of color.”

This message is conveyed through lessons and essays about racial profiling, environmental racism, unfair mortgage lending practices of Big Banks, the “overabundance of liquor stores” in minority communities, and slave-owning U.S. presidents.

The book’s other major theme is that capitalism’s unequal distribution of wealth is the root cause of the world’s suffering. Students learn to despise free market economics in lessons about third-world sweatshops, “living wage” laws, the earnings of fast food workers and restaurant CEOs, and the “hidden” costs of meat production.

All of this sounds like material from a college sociology textbook. What could it possibly have to do with mathematics?

As the “Rethinking” teachers demonstrate, the math concepts of ratios, averages, percentages, bar graphs, density and geometric formulas are very useful when training kids to see the world in their preferred categories of “haves” and “have nots.”

‘Reading the world’

The ideas contained in “Rethinking Mathematics” are based on the principles popularized by Paulo Freire, the late South American radical educator.

Freire believed the purpose of education is to help students understand the historical and political forces at work in the world. He referred to this as “reading the world.”

According to Freire’s theory, students must understand how the world’s systems work to oppress the masses before they can reform those systems.

That’s exactly the motivation behind “Rethinking Mathematics.”

In a chapter titled, “Write the Truth: Presidents and Slaves,” “Rethinking” editor and Milwaukee teachers union President Bob Peterson explains how he used Freire’s approach with his fifth-grade students:

“Specific objectives for this mini-unit (about slave-owning U.S. presidents), such as reviewing the use of percentages, emerged as the lessons unfolded. But its main purpose was to help students critically examine the actions of early leaders of the United States and become skeptical of textbooks and government websites as sources that present the entire picture.

“I figure that if kids start questioning the ‘official story’ early on, they will be more open to alternative viewpoints later on. While discovering which presidents were slave owners is not an in-depth analysis, it pokes an important hole in the godlike mystique that surrounds the ‘founding fathers.’”

Peterson’s strategy is clear: Teach students that America was founded by – and for – racists, and they will support radicals’ efforts to transform the American system.

In other words, if students are taught that the constitutional principles of private property ownership and free market capitalism are merely tools white people use to oppress “people of color,” they’ll eventually demand a socialist form of government.

And that would please the “Rethinking Schools” folks very much.

Students learn ‘to fight the bigger people out there’

These radical teachers clearly have an ambitious agenda, but are they succeeding in their attempts to turn the upcoming generation of American leaders against their country’s long-held ideals?

Yes, they are – at least according to the teacher testimonials in “Rethinking Mathematics.”

Eric (Rico) Gutstein – a “Rethinking” editor and occasional public school teacher – recounts how his students reacted to a lesson about the math (and perceived subtle racism) behind mapmaking.

After a class discussion about the Mercator map – which, for various and legitimate reasons, distorts the size of the continents – one student had an epiphany about why the map is so popular in schools.

“I guess that’s because they wanted to teach (that) all Americans (are) superior and that all whites are better and superior than us (brown or lightly toasted, hardly white and Mexican),” wrote Elena, in a reflective essay. “We were always taught that we were a minority and didn’t deserve anything.”

Another student, Marisol, said the Mercator map lesson “makes me think what other wrong information we have been given since childhood. It makes you doubt your social studies book, history written by the white people.”

Talk about literally “reading the world” in a left-wing way.

In a chapter titled, “Whose Community Is This?” Gutstein discusses a lesson he taught high school seniors about Big Banks, subprime mortgages and minority communities.

After the lesson was over, one student concluded “black and brown” communities need to set aside their differences and “unite” to “fight the bigger people out there.”

In another chapter, geometry teacher Andrew Brantlinger chronicles how he turned an ordinary lesson about calculating the area of a circle into an analysis of the South Central Los Angeles community that rioted after the 1992 “Rodney King” verdict.

During Brantlinger’s lesson, students learned that in 1992, South Central L.A. had no movie theaters or community centers, but it had 640 liquor stores. That led one student to conclude, “All they want them to do is drink.” (Brantlinger says he didn’t ask the student who “they” were.)

According to Brantlinger, most students decided, “We should have more jobs and more community centers, then you wouldn’t have to worry about riots,” and “The government should put more money in (South Central).”

“Rethinking Mathematics” is filled with similar anecdotes, all of which suggest activist teachers are transforming an untold number of our students into future “change agents.”

In their introduction, editors Peterson and Gutstein acknowledge that some school administrators and parents won’t like this radical approach to math education. But they advise social justice teachers to make no apologies for their efforts.

“A social justice approach to math is the appropriate type of math for these unjust times,” they write. “Other, traditional forms of math are often too abstract, promote student failure and self-doubt, and, frankly, are immoral in a world as unjust as ours. Traditional math is bad for students and bad for society.”
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PostPosted: Fri Aug 02, 2013 8:03 am    Post subject: Reply with quote

School Defends Textbook Calling Muhammad “God’s Messenger”


School officials in Florida are defending a textbook that declares Muhammad as the “Messenger of God” after critics accused an Islamic education group of launching a stealth jihad in American public school classrooms.

The Prentice World History textbook being used in Brevard Public Schools includes a 36-page chapter on Islam but no chapters on Christianity or Judaism.

According to a copy obtained by Fox News, The ninth grade textbook declares that Muhammad is the “Messenger of God” and instructs students that jihad is a duty that Muslims must follow.

“Jihad may be interpreted as a holy war to defend Islam and the Muslim community, much like the Crusades to defend Christianity,” the book states.

The textbook published large passages from the Koran, but failed to include any Scripture from the Bible. And while the book  makes declarations about Muhammad being God’s messenger, it does not make declarations about Jesus being God’s son.

more: http://radio.foxnews.com/toddstar...ling-muhammad-gods-messenger.html

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