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TEXAS PUBLIC SCHOOLS: REWIRING YOUR CHILD’S BRAIN

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I was shocked in 2013 after discovering the hidden progressive Texas Curriculum Cscope aka Common Core Curriclum implemented in our Texas School Districts.  The powers at be have been working to  transform of our society through our education system.  Unfortunately, they are succeeding. Russian Communist Revolutionary, Vladamir Lenin quoted “Give me 4 years to teach the children and the seed I have sown will never be uprooted”.

The goal of the progressive United Nation’s education division, UNESCO is to transform America. A true classical education giving our children the opportunity to succeed on their own accord has taken a back seat to the progressive  pedagogy of social emotional learning (SEL)   The use of SEL is geared on changing a child’s attitudes, values, behavior and beliefs.

Our Texas Legislature along with the so called “Good Guys” through their votes have been instrumental in this transformation. The question as to rather it was intentionally is debatable.

I can say for a fact Gov Perry knowingly participated in this education transformation.

One of the most blatant programs in our public schools today is the International Baccalaureate Program which uses Marx’s Hegels Dialectic in rewiring the brain. More information on the IB program can be found here.

 

Below you see the front cover that UNESCO has published advocating the rewiring of your children’s brain.

Here is a link to the brochure. 

 

America it is time to wake up and get involved.

 

“Freedom isn’t Free”

 


 

Image result for change a society through education marx

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Magnolia ISD Implementing “Marxist” Curriculum

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MAGNOLIA MARXIST

Last week the World witnessed the United Nations 70th Anniversary Assembly in New York. The United Nations is notorious for promoting a Globalist Marxist ideology. We saw Israel’s Prime Minister Benjamin Netanyahu stare down leaders from around the world that would love nothing better than have his homeland of Israel obliterated from the earth.

You would think that here in Texas we would steer away from promoting the UN agenda but sadly that is not the case. We have local Texas School districts implementing the Marxist ideology with the International Baccalaureate Program (IB). Those of us that have actually researched the IB program know that is bent on changing our society.

 At this moment,  Magnolia ISD is promoting and implementing the International Baccalaureate Diploma Program (IB) (11&12th grades). Why would a local Texas School District that supposedly has a “conservative” school board, sit idle by while the administration implements a Marxist program and give up local control of any of their students education to a foreign entity, such as Switzerland? Unbeknownst to parents and taxpayers, the administrations applied for the program in the spring of 2014. Board members and some progressive leaning parents as well  others will say “Well it is an optional program.” Seriously? Having an optional globalist program that supports “international numbness” and not American Exceptionalism that is bent on changing society is ACCEPTABLE? Are we forsaking what the Greatest Generation, as well as others, fought to protect our way of life from abject tyranny at the end of the day?

Magnolia High School signed their application March 31, 2014.

Magnolia High

Magnolia West High School filed their application on

January 4, 2014.

MWHS

 As you can see,  the administration filed for the “candidate phase of the IB” program before ever officially presenting the program to the school board on September 8, 2014!! There was NEVER an official school board vote allowing the district to purchase and implement this Marxist program. You would think a school board would have a say on what their students are taught, right?

One parent called me recently asking “What use is a School Board”? My answer is NOTHING! As you can see in this situation, school boards for the most part are just “Rubber Stampers” for the administration. Thhttp://www.redhotconservative.com/wp-admin/post.php?post=4610&action=editey rarely have any real knowledge of the Administration’s agenda. One will rarely find a a school board member that will represent those that elected them into office. Why? They have businesses in the area and need to maintain a positive image by not making waves,  or they have kids in the district and fear they will be retaliated against, or they just promote the same “liberal” ideology.

The Diploma Program has a required course called “Theory of Knowledge” (TOK) that all students must participate in. The TOK has no academic value. It is a “brainwashing” class using Hegel’s Dialectic Theory having students questioning all they know that is “TRUE”. Reminds one of the scripture in Genesis when Satan deceived Eve into eating the apple.

The Magnolia ISD administration states that the IB program is not affiliated with the United Nations. That is a LIE!

#1 The IB program is a registered non-governmental organization of the United Nations Educational Scientific and Cultural Organization (UNESCO). This is a snapshot from the UNESCO website. unesco today

#2  UNESCO Document on the International Baccalaureate Program

#3 The United Nations International School uses the IB program.

UNITED NATIONS INTERNATIONAL SCHOOL

Why Magnolia Independent School District must stop the implementation of the International Baccalaureate Program.

1. Anti American/Anti Christian.

UNESCO is about promoting a New Humanism unesco humanism

2. It promotes a Marxist (Collective) Ideology undermining America’s free market system.

3. IB undermines the US Founding Principals.

4. Promotes a world without borders …. Globalism.

5. Assessments are graded and scored on the fact that a students minds can be shaped toward globalism and socialism, rather than toward capitalism, democracy and pro-Americanism. If you don’t “cave in” to the globalist/socialist way of thinking on these assessments, you won’t get a high score, or get in to the elite colleges controlled by the same type of people that promote the IB curriculum to parents.

6. Promotes the United Nations Agenda 21 Sustainable Development Agenda.

7. Supports UN Treaty on the Rights of the Child where if adopted a government’s right supersedes the rights of parents.

8. Should there be arbitration regarding scores or any other matter with the IB program it is handled under Swiss Law. NOTE….Arbitration under Swiss Law is handled by a United Nations Company.

9. The IB Program is very Expensive. Fort Bend ISD got of the program due to the expense. IB requires that all IB instructors be certified by IB–these costs include the IB fee for the seminar, travel, lodging and sometimes car rental expenses. Magnolia ISD has already spent over $50,000 to implement the program and the program is not being implemented until the Fall/2016. More on the cost of the IB Program. Why would Magnolia ISD agree to such astronomical costs to the district for only 2 grades?

10. Our students deserve BETTER!!!

tyler smoth

MAGNOLIA ISD DOCUMENTS ON THE INTERNATIONAL BACCALAUREATE PROGRAM

Please make your voices heard. Here are the dates for the up coming school board meetings. The next meeting is Monday, Oct 12th, 6:30 pm @ 31141 Nichols Sawmill Road, Magnolia, TX 77355.

You can also contact the Superintendent Todd Stephens @ tstephens@magnoliaisd.org

todd stephens

You can also contact the Assistant Superintendent of Curriculum and Instruction, Anita Hebert @ Ahebert@magnoliaisd.org

anita hebert

Contact Magnolia ISD School Board members below letting them know you do not want to fund this program with your tax dollars.

 

steve crews

Chuck Adcox

deborah rose Miller

joe duncan

 

Gary Blizzard

 

travis moffatt

 

kristi MH

 

 

 

Additional Info:

Power Point on IB

Truthaboutib.com

IB Connecting the Dots

Social Change and IB World Schools

Is the IB really Good for Your Child?

All American Trouble

International Baccalaureate: Fruit of the Poisoned Tree

 

Below are snap shots of students work within the IB program or from an IB text book.

 

 

IB Children 2UNESCO INTELLECTUAL

bachelor

 

god force

God does not exist

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Texas Schools on Marxist Path!

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texas flag

Our government run public schools are working fast at indoctrinating America’s school children.  You can call it Out based education, Project-based learning, Common Core, Cscope (Texas) or the United Nations International Baccalaureate (IB) Program, it is all based on Marxism.  Parents,grandparents and taxpayers need to start paying attention!

International Baccalaureate  is another arm of U.N. Agenda 21 indoctrination of our children into “global citizenship, social justice, intercultural understanding and respect,” submission to one-world socialist government, using American taxpayer dollars.  IB programs are devoted to the “radical transformation” of America’s classrooms and unfortunately most parents have no idea what it is.

These children are our future!

 

 

 

 

Texas states that Common Core is illegal in Texas but it is all smoke and mirrors. Believe me the philosophy behind Common Core (collectivism/Marxism) is in every public school in Texas, they change the name to protect the guilty.  Schools districts are masters at deception.

Activists need to rally the troops in Texas and let’s get this International Baccalaureate Program out of our state. IB maintains UN status as a non-governmental organization. You can find a wealth of information on IB at http://truthaboutib.com/.

 

If you would like to know if your school district is part of this indoctrination check HERE. 

NOTE: Some districts are in different stages of the application process and may not listed like

Magnolia ISD. Please check with your district.

 

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Hurst Euless Bedford and other Texas ISD’s implementing Marxist indoctrination.

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heb

Texas has lost its way when it comes to educating our children properly thanks to our Texas legislators. Unfortunately, for students and our country Texas school districts have been implementing the Marxist teaching philosophies  with the use of  Cscope, Common Core (though illegal in Texas the Math Teks prove otherwise) and the International Baccalaureate Program. The names may change but the philosophies remain the same, MARXIST. For the purpose of this article we will focus on the  International Baccalaureate Program which Hurst-Euless-Bedford ISD has implemented with a hefty price for taxpayers .

The United Nations, International Baccalaureate is listed as a non-governmental organization with consultative status under United Nations Educational, Scientific and Cultural Organization (UNESCO). The International Baccalaureate program is the brainchild of Fabian Socialist, Marie Maurette. Ms. Maurette, did not want students receiving an education in History until after the age of 12 in hopes of creating global citizenship and international-mindedness. “We are all ONE”, Good Bye America!

unesco 1

UNESCO’s mission is  promoting a one world government while promoting HUMANISM (no God).

humanism

The International Baccalaureate Program is promoted as a high achieving program for  students to accumulate college credit.  What is not told is the program is “inclusive” open to all students high achieving or not. Not all students who participate in the program will be able to get an IB diploma. IB examines are graded under international law and if there is to be any arbitration in regard to a students exam and diploma it is held under Swiss law. Why are we handing our education over to those with no allegiance to America?

The IB program is very expensive. There is an annual per school fee to be part of the program. HEB ISD paid an annual fee for the two high schools @ $10,820 per school. The fee will go to $11,090 for the 2015/2016 school year. The district also paid over 200,000 just for registration and exams for the 2013/2014 school year. There are other fees and expenses that go along with the program, material, teacher development (they have to teach the IB way), district IB Coordinators, etc.

The high school Diploma program consist of a mandatory course called “Theory of Knowledge” (TOK).  TOK has NO academic value. This course uses  Hegel dialectic manipulation  leading students to question any and everything their parents have taught them as “truth” even their faith in God. Below you will see a couple of activities in an older version of the  “Theory of Knowledge” IB text book.

 

god force

bachelor

 

Why a school district thinks it is their duty to place students in this environment where everything their parents have taught them is questioned is beyond me. Could the intent be to indoctrinate and wash away any allegiance one may have to God and America?

You bet it is!

 

To learn more about the International Baccalaureate and why you should be concerned.

http://truthaboutib.com/

http://www.eagleforum.org/search-results.html?q=international+bacccalaureate

http://www.unwatch.com/hl012604.shtml

To see if your Texas district is an authorized IB World School District check here.

 

 

 

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To Magnolia ISD School Board

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indoctrination_center_1

 

I had the opportunity to address the Magnolia ISD school board in relation to their implementation of the Marxist International Baccalaureate Program and my concerns. Below is my speech. I was not able to finish it due to a 5 min time limitation.

In 2012 my mother and I discovered the Cscope curriculum that the Education Service Centers had created and then leased to Texas School Districts. I may not be a public educator but as an American I knew something was wrong when I realized the material portrayed the Boston Tea Party as a terrorist act, asked students to draw a new communist flag, taught that Allah was the Almighty and portrayed communism as something to be achieved. My concerns were increased when teachers admitted to having to sign a non-disclosure statement stating they would not release the contents or say anything negative the about the Cscope material. Students had no textbooks and parents were forbidden from viewing the material. I contacted school administrators in numerous Cscope school districts regarding the content. Unexpectedly, administrators took to marginalizing my concerns, calling me names, from conspiracy theorist to a liar and then some. Their reactions strengthened my resolve and caused me to dig deeper into what was happening behind the scenes. Thankfully my concerns started getting statewide attention with the help of TV personality Glenn Beck, local radio hosts and the national media. At the beginning of the 83rd Texas State Legislature I met with Lt. Gov Dewhurst and as a result of our meeting, he called for a Texas Senate Hearing on Cscope which eventually led to a House hearing and bills being passed reigning in this rouge program and the ESC’s. A state audit of the program was then requested and performed, and as of today there is still 6.1 Million unaccounted for from the Cscope debacle. In light of this it is surprising that Texas Schools continue to fund the ESC’s. Texas has over 1000 school districts and it took me some time to realize the reason that 900 plus school districts would be so deceptive in their implementation of such a program. It was the ideology behind it. A Marxist one based on Social Constructivism. I then realized our education industry had becomes masters at deception when it comes to implementing programs that will attract public criticism. Terms have been redefined: “Rigor,” once associated with knowledge, has come to mean the ability to grapple with something that doesn’t have a defined answer. “Critical thinking” now means the ability to be critical (usually of traditional ideas and values), instead of the ability to analyze. Students are taught to question everything, even what they have learned from their parents which may include personal values, and Absolute Values are no longer taught. This brings me to my concern about the International Baccalaureate (IB) Program that Magnolia ISD is planning on implementing. Just like Cscope when criticism begins on a prescribed program, studies are then showcased in hopes of proving what a wonderful program the IB is. You have placed on the Magnolia West website a study by IB- Graduate, that sings IB’s praises which is based in London.
Will Archer is the CEO of that company and he travels the world promoting International education and the data mining of students. Magnolia ISD has also placed a Myth and Facts document about IB that really twists the facts around only to mislead the reader. IB was initially funded by the UNESCO and as per this UNESCO document IB is a NGO arm of UNESCO.
The IB Organization explains that IB and Common Core Standards share the values and beliefs of the UN’s Universal Declaration of Human Rights with emphasis on Article 26. These are values America does not support, such as surrendering the United States Constitution, national sovereignty, complete disarmament and individual rights where students then become members of the “world community. The district states anyone can enroll in the IB program which only proves it has nothing to do with high academic achievement. One required course for the IB program in the Theory of Knowledge class. This course has no academic value. Students are to learn what “Knowledge” is and are required to do an oral presentation and essay based on a “knowledge issue”. In this IB document some knowledge issue example questions are given for students to choose from. EXAMPLES…Is it reasonable to believe in God? What kind of knowledge is Math? Is religion necessary to have a good moral center? Should gay marriage be allowed? Is homosexuality a choice? Are there real differences in the sexes?
Magnolia ISD has not sought community input or board approval in purchasing and implementing the IB program. A feasibility study is required and as far as I know there has not been one. The district has not performed a cost analysis as to what the program will cost the district? You have spent 4,000.00 per high school to apply for the program and 9500.00 per school for annual candidacy fee. This fee for Sept 2015 will increase to 11,090 per school. Does the district know what it will be in 2016? This does not even touch what it cost to train the teachers and the other fees associated with the program. Why would our school board approve funding a program when you have no idea what this is going to cost the district? I am asking Magnolia ISD school board to do due diligence in investigating this program and its agenda. My question to you is what are you going to say to your children when they realize you could of stopped a program that is detrimental to not only our students but our country as a whole. The program is not needed and should be stopped. Thank you.

 

daniel webster 1

 

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INTERNATIONAL BACCALAUREATE MUST BE STOPPED!

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IB

What we have learned about International Baccalaureate

(IB)

by Duncan and Aileen Koler

We have three children who have attended public schools in Coeur d’Alene, Idaho. We have been thrilled with the education they received here – until IB was introduced. In January we made the difficult decision to withdraw our two youngest from public school and began home-schooling them. The main reason for this was what we discovered through our research about IB: political indoctrination has replaced good academics in our local public schools.

We will refer to the International Baccalaureate Program (IB), its related Middle Years Program, (MYP) for middle schools and Primary Years Program (PYP) for elementary schools collectively as “IB”. All three are “curriculum in a box” programs created and sold to individual schools by the International Baccalaureate Organization (IBO) in Geneva, Switzerland, in cooperation with the United Nations Education, Scientific and Cultural Organization (UNESCO). These programs are now being used in the Coeur d’Alene School District. Every child at Hayden Meadows Elementary School is now being taught this curriculum – there is no “opt out” opportunity.

Our introduction to IB came at Coeur d’Alene High School’s 2006 orientation assembly for incoming freshmen and parents. They announced that CHS had been accepted as an “IB School.” They excitedly told the assembly that the IB Program meant: (a) academic excellence; (b) guaranteed college credits for IB classes; and (c) preferential college admissions. They told us that IB was far superior to the successful Advance Placement (“AP”) program already in place. We were excited for our academically-oriented freshman son, and he decided to take IB courses that were going to be offered starting his junior year.

We began to question the IB curriculum when we learned significant classroom time in our son’s supposedly hard-science IB chemistry and math courses was being devoted to environmental and cultural topics such as global warming and human overpopulation, and the slant that came with the classroom discussions.

We decided to do our own research regarding the IB curriculum. We were shocked by what we discovered about what IB teaches, and the strategies underlying the curriculum. In addition to being extremely controversial in other parts of the country, we discovered IB is extremely expensive, that very few students ever obtain the vaunted “IB Diploma” and that colleges prefer AP over IB for class credits and admissions.

Our research left us with the impression that we had been sold a bill of goods by our school administrators, who never said anything about the controversies surrounding the IB Program, whose stated goal (as shown below) is to produce good “Global Citizens.” We believe an honest public discussion about these issues should have occurred before the IB Program funding began using taxpayer dollars.

Our research focused primarily on materials available directly from the International Baccalaureate Organization’s own website: http://ibo.org. In particular, we took the time to read the posted speeches given by IB administrators at its annual conferences, to learn how IB really sees itself and its mission. We found that IB’s mission is about pushing a UN social, economic and environmental agenda upon our children.

The IBO was formed in Geneva, Switzerland in 1968 under the guidance and funding of UNESCO (1). Today, the IBO is an “NGO” (Non-Governmental Organization) with formal ties to the UN (2). IBO works hand-in-glove with the UN to implement the UN and UNESCO’s educational objectives (3). To understand IB, you have to be aware of the overarching UN education campaigns that IB works to implement.

UNESCO has created a series of rolling/overlapping world-wide education campaigns. For example, 2001-2010 has been the UN’s “Decade for Teaching a Culture of Peace.” Peace is a worthy goal, but the UN (and consequently, IB) has its own ideas as to what teaching “peace” means. In its paper, “UNESCO – Mainstreaming the Culture of Peace,” UNESCO states its view that peace “is not simply the absence of war,” but requires equal distribution of economic and social resources (4). One of the “Action Areas” for the Decade for Teaching a Culture of Peace is to focus on teaching “sustainable economic and social development.”(5) This UNESCO paper presents redistribution of resources rhetoric at its best. It is apparent from reading it that “teaching a culture of peace” means teaching the UN’s viewpoint on all social, economic and environmental issues.

The IBO has been a major player in implementing the UN’s “Mainstreaming a Culture of Peace” campaign and this is reflected in an IB curriculum which strives to push the UN’s viewpoint in every one of its courses, even those such as math, chemistry and foreign language courses, which academically have nothing to do with these issues. Evidence: the IBO’s “Mid-Term Report on the International Decade for a Culture of Peace…,” addressed to “NGOs maintaining formal relations with UNESCO.” (6) On page 4 of this report, the IBO states its key difficulty in implementing the UN’s Culture of Peace program was, “realizing that peace education is not an add-on but an integral part of the curriculum at all levels.” (In other words, peace education concepts are injected in every course. This was our experience with our son’s IB math and chemistry courses at CHS.)

“Peace” and “Sustainable Development”

Overlapping both conceptually and time-wise with the UN’s Decade for Teaching a Culture of Peace, the UN has announced 2005-2014 as the “Decade of Education for Sustainable Development.”(7) This UN education campaign carries forward the UN’s concepts of economic and social justice through resource redistribution and environmentalism. Again, IBO is on the front lines of implementing this campaign’s goals. This conclusion is supported by looking at recent speeches and presentations given at annual IBO world conferences.

IBO’s Director General George Walker gave the keynote address at the Biennial Conference of IB Nordic Schools on September 9, 2005 (8). He confided that an “IB education” is not simply about a good academic education, but rather an education process geared toward creating the “true global citizen, the person who has the necessary intellectual skills, the cultural understanding and both the ability and the attitude that wants to shift another’s position as well as their own.” Dir. Gen. Walker goes on to speak glowingly of Marie-Therese Maurette, who was involved with UNESCO’s early efforts in the 1940’s to create a world educational framework, resulting in publication of a series of handbooks. Ms. Maurette’s views are revealing and echo those found in another UNESCO handbook, “In the Classroom with Children Under Thirteen Years of Age, Toward World Understanding-V,” (9) which contains the revealing quote at p. 44:

“As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather precarious results. As we have pointed out it is frequently the family that infects the child with extreme nationalism.”

Dir. Gen. Walker winds up his remarks noting, “But the IB can only do so much and within each element of the curriculum, and particularly in creating the hidden curriculum that determines the school’s values, it will be the teachers and administrators who have an overwhelming influence.”(9) This statement helps explain why there is costly and continuous teacher training/indoctrination that is part of the IB Program.

In 2006, the IBO held an International Conference in Hanoi. Keynote speaker Dr. Peter Vardy spoke on the topic of “values education,” noting the need for IB to balance its focus on moral relativism with appropriate values teaching, begging the question, whose values? (10) Dr. Vardy labeled as “dangerous” any viewpoint that would teach good vs. evil, right vs. wrong, and specifically, the “American Way.” Conversely, while Dr. Vardy characterized Western Ideas as “confused,” he praised “Asian values,” including Chinese Confucianism, as the kind of “Universal Values” that should be taught. Dr. Vardy equated Christianity as a kind of “fundamentalism” on par with Islamic Fundamentalism (11).

As part of its implementation of the UN’s “Decade of Education for Sustainable Development,” the IBO held a regional conference in Singapore in October, 2007, with a presentation entitled: “Education for Sustainable Development: A Framework for Educational Reform.”(12) This presentation effectively communicates that “ESD” (Education for Sustainable Development) is based more on redistribution than conservation of resources. It notes that “values education” principles of peace and human rights are to be included in an integrated “ESD curriculum,” and aims for “integration of SD into all relevant subjects.”(13)

It is apparent from IBO’s own materials that Director General Walker was being absolutely candid in stating that IB education is not simply about getting a good education. IB’s goal is to indoctrinate our children with UN-Globalist values that are often at odds with American values and interests, and Judeo-Christian values. Although issues such as climate change, redistribution of wealth, the environment, global management of resources and disarmament are all hotly-debated political issues within our society, by allowing IB into our schools we are effectively allowing the UN free-reign to indoctrinate our children to their viewpoint. Thus, while we may reject many aspects of the UN’s agenda at this point, through our local schools and our children they are currently undermining the foundation of our future as a nation and a society founded on individual freedom and inalienable rights.

The above information was more than enough to cause us to withdraw our two youngest from public school, and motivate us to step well outside of our “comfort zone” by taking a public position that is contrary to the people and institutions we have placed our faith and trust in over the last 12 years. However, there is much more information available. We encourage you to educate yourself through your own research, to ask questions, and to insist on direct answers. (Also, be aware of what school programs you support financially, such as IB/PYP through “Extreme Raffle Baskets.”)

Additional Practical Reasons for Rejecting IB

First, the IB Program is expensive. According to figures obtained through a public information request, the program at CHS and LCHS alone has cost us $1,168,438 through 2008 and continues to cost taxpayers close to $150,000 per year. (This does not include the PYP costs.) Yet, out of only 411 students enrolled in IB classes at CHS and LCHS combined for ‘08-09, only 4.5% of IB students actually completed the Program (14). Instead of cutting teacher positions and/or salaries, we should be discussing ending an IB program that is more concerned with propagandizing our kids on political and social issues than teaching good academics.

Second, IB is not a good academic program. Every minute of class time in your child’s biology class (and other classes) spent on the need for resource redistribution or blaming mankind for Global Warming is time taken away from the core subject. At the primary school level, time spent developing the UN’s “true global citizen’s” proper social conscience is time not devoted to the basics. Perhaps that is why Fernan Elementary School’s principal Warren Olson recently suspended the school’s PYP program, noting that since its implementation, students’ test scores had “flat-lined.”

Third, the promise of college credits for IB courses and easier college admissions for IB students has proven doubtful. IB tests are graded with scores of 0-7. University of Idaho, Gonzaga and North Idaho College have all indicated they require a score of 5 or better for receiving college credit, and they often require students pass an oral interview to receive credit. Out of 103 total IB exams given at LCHS prior to this school year only 9 scores were 5 or better. Thus, less than 9% of the IB grades were eligible for college credit.

Fourth, there have been indications that some of our teachers may not be happy with the IB regime and curriculum. There has been a turnover involving well-respected teachers from Hayden Meadows moving on to other schools which coincided with Hayden Meadows’ implementation of PYP this past fall.

We feel strongly that it is time to start asking questions about our children’s education, and especially IB. Many of us came to North Idaho because of our relatively traditional and conservative values, or were raised here in North Idaho with such values. We have been astonished by the results of our research into IB, shocked that it is replacing quality education right here in our local schools, and frankly outraged that this controversial program was introduced without public discussion of the controversies.

For more information, please visit www.truthaboutib.com.

ENDNOTES

  1. See, “Founding Donors” at the IBO’s website, www.ibo.org.
  2. See, IBO’s completed “Questionnaire on the Implementation of the Programme of Action on a Culture of Peace, addressed to NGO’s maintaining formal relations with UNESCO,” found at: http://docs.google.com/viewer?a=v&q=cache:_ja_ZwoAlR4J:www3.unesco.org/iycp/Report/IBO.pdf+International+Baccalaureate+Organization+questionnaire+on+the+implementation+of+the+programme+of+action+on+a+culture+of+peace,+addressed+to+NGOs+maintaining+official+relations+with+UNESCO&hl=en&gl=us&sig=AHIEtbQOoVn0oDPtgQ_HjCG3okU16lK1Dw.
  3. Just enter “UNESCO” in the search window at the ibo.org web site.
  4. See, Mainstreaming the Culture of Peace, at p. 1, found at: http://unesdoc.unesco.org/images/0012/001263/126398e.pdf
  5. Id. at p. 10.
  6. Found at: http://docs.google.com/viewer?a=v&q=cache:_ja_ZwoAlR4J:www3.unesco.org/iycp/Report/IBO.pdf+International+Baccalaureate+Organization+questionnaire+on+the+implementation+of+the+programme+of+action+on+a+culture+of+peace,+addressed+to+NGOs+maintaining+official+relations+with+UNESCO&hl=en&gl=us&sig=AHIEtbQOoVn0oDPtgQ_HjCG3okU16lK1Dw.
  7. See, A Guide for Using the Earth Charter in Education, at p. 2, found at: http://www.earthcharterinaction.org/invent/images/uploads/EC_Education_Guide_2%20APRIL_2009.pdf. Please note earthcharter.org is another “NGO” working alongside UNESCO and IBO to achieve UN educational goals. The “Earth Charter” is “an earth-centered declaration which venerates global political-ethical-moral and spiritual education. Some, such as Mikhail Gorbachev have gone so far as to compare the Earth Charter with [the Ten Commandments].” Carl Teichrib, Social Engineering for Global Change, http://www.crossroad.to/articles2/04/teichrib-engineering-social-change.htm– citing, Mikhail Gorbachev, “The Earth Charter,” Speech: Rio+5 Forum, March 18, 1997, found at:[SORRY BROKEN LINK HERE:] http://web243.petrel.ch/GreenCrossFamily/gorby/newspeeches/speeches/speech18.3.97.html.
  8. Found at:http://www.ibo.org/ibap/conference/archive/documents/SheldonShaeffer-Plenary2AnOverarchingFrameworkforEducationalReform.pdf.
  9. Id. at p. 8.
  10. The full text of Dr. Vardy’s presentation can be found at: http://www.ibo.org/ibap/conference/2006regionalconf.cfm
  11. Id at p. 3-5 of the Word document of Dr. Vardy’s speech.
  12. See, http://www.ibo.org/ibap/conference/archive/documents/SheldonShaeffer-Plenary2AnOverarchingFrameworkforEducationalReform.pdf.
  13. Id. at 19-21.
  14. Apparently this low program completion rate is not unique to Coeur d’Alene, and signals that the IBO is less concerned with students actually completing the IB program than it is with exposing as many of our children as possible to UN Globalist doctrine.
  15. See, Carl Teichrib, Social Engineering for Global Change, http://www.crossroad.to/articles2/04/teichrib-engineering-social-change.htm; Allen Quist, The International Baccalaureate Curriculum, http://ednews.org/articles/the-international-baccalaureate-curriculum.html; Joseph Klein, Pennsylvania Schools Reject Indoctrination, http://97.74.65.51/readArticle.aspx?ARTID=5384; George Archibald, Learning Globally: U.N. Program Takes Root in U.S., http://www.freedomadvocates.org/articles/education_transformation/learning_globally:_u.n._program_takes_root_in_u.s._2004042091/

 

UNESCO INTELLECTUAL

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Decatur ISD Partners with United Nations for Education Transformation!

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Texas School District Decatur ISD along with most school district across Texas are on a path of implementing a Marxist Philosophy of Education, based on the constructionist Theory. Decatur ISD continues to utilize the controversial online curriculum Cscope, aka Teks Resource System. The teaching philosophy of Cscope is based on the collective not individual achievement called Project Based Learning (PBL).

Superintendent Rod Townsend has been actively involved for years working with Texas Association of School Administrators (TASA) along with other superintendents to transform Texas Education. The lingo they have adopted is “FUTURE READY”

rod townsend

Below is a list of Texas Superintendents that have joined together to form the Future Ready Superintendent Leadership Institute.

future ready

On Decatur ISD’s website there is a tab at the top titled FUTURE READY. You will see various resources of the districts transformation agenda. Superintendents across the state have joined together in creating a New Vision document for Texas.

Under PARTNERS it shows the following organizations, Apple and Connected Consulting. George Saltsman works with Connected Consulting and is a policy advisor to the United Nations Educational, Scientific and Cultural Organization (UNESCO).

george

 

george saltman bio

 

connected

 

Link to Unesco Document Below. 

unesco

Print copies of Document Below

PBL RHC

 

 

 

 

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UNITED NATIONS, “COMMONCORE/CSCOPE/PROJECT BASED LEARNING” & TEXAS EDUCATION

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It took me almost a year of researching to find out why there was such a veil of secrecy surrounding CSCOPE. I  discovered it has been the implementation of a radical change in the way Texas students will be educated. This radical change is not new though it’s name changes with the times. Presently it is called “Project Based Learning”.  Project Based Learning is built around the collective and not individual achievement. American Sovereignty is not taught. Globalization and Diversity are promoted. The Texas Education Service Centers along with school Superintendents have worked deceptively in implementing this progressive philosophy in the school system since 2006. After much research the implementation of PBL can be traced back to the United Nations.

Texas schools through grant money and state funds have purchased millions of dollars of computers so students can be electronically engaged. Become more a part of the global society.

unesco twitter

 

IRINA BOKAVA, the Director General of  UN Educational, Scientific and Cultural Organizations, (UNESCO) was quoted as saying….

unesco

In 2011 Ms. Bokava at Effat University in Saudia Arabia for the Learning and Technology Conference. In her address she is quoted as saying…..

mindsets

Ms. Bokava is the  author of NEW HUMANISM FOR THE 21st CENTURY which promotes diversity, globalization all on the promise of world peace.

UNESCO along with international education bureaucracies goal is to Internet Communication Technology (ICT) coupled with Project Based Learning . That is why we are seeing Texas schools districts spending an enormous amount of money on IPAD’s and laptop for students.

Various publications…..

The Underutilization of Internet and Communication Technology-assisted Collaborative Project-Based Learning Among
International Educators: A Delphi Study

UNESCO ICT TRANSFORMING EDUCATION

 

 

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Bringing PBL Washington

Below is the Alliance For Excellent Education. It is to no surpise that Humanist Linda Darling Hammond sits on the Board of Directors. CSCOPE also credits it’s teaching philosophy to Hammond.

manor

new tech

reimagine education

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Bring PBL Home to TEXAS

huntsville ISD PBL

rockdale PBl

 

Name that project

 

 

kami

PBL COMPARISON

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