Obama Watch, What He Doing Now!

Obama is no kings don’t like to be constrained. But all government should be.Obama is Pathological Liar, He is an Ideological Liar because the true objectives of his fundamental transformation of the United States are incompatible with American democracy and tradition Obama devotion to the Machiavellian dictum of "the ends justify the means" and lying as an instrument of government policy have been the tools of political extremists throughout history.

Wednesday, September 3, 2014

Common Core Teaches Kids New Way To Add 9 + 6 That Takes 54 Seconds.

It’s back-to-school time, America. As a courtesy to parents sure to be frustrated with their children’s infuriating Common Core homework, Buffalo, N.Y. NBC affiliate WGRZ has published a series of helpful videos.

The first of the six videos informs parents about the new way to add 9 + 6. Parents could be in for a surprise if they are merely familiar with the old, boring way, which is to reinforce that “9 + 6 is 15″ again and again until it becomes second nature.

“With the Common Core, students need to understand why” 9 + 6 equals 15, a bubbly WGRZ reporter explains.

Fourth-grade teacher Eileen Klag Ryan then demonstrates the Common Core way to add 9 + 6.

This Common Core method takes nearly a minute.

“Our young learners might not be altogether comfortable thinking about what 9 + 6 is,” Ryan relates. “They are quite comfortable thinking about their friend, 10.”

The novel addition method emphasizes 10 for younger students “as we’re working in ‘Base 10 System.’”

“So if we can partner 9 to a number and anchor 10, we can help our students see what 9 + 6 is.”

At no point does Ryan explain how this impressively complex method of adding 9 + 6 will lead students to any understanding of “why” 9 + 6 is 15.

“We’re going to decompose our 6,” the teacher continues, drawing two small diagonal lines under the 6, then adding a number 1 and a number 5.

“We know 6 is made up of parts,” she instructs. “One of its parts is a 1 and the other part is a 5.”

Then, things get super-complex.

“We’re now going to anchor our 9 to a 1, allowing our students to anchor to that 10″ Ryan says, while drawing a big, oblong circle around the 9 and the 1.”

“Now our students are seeing that we have 10 + 5,” she declares confidently. She stutters a bit and adds, “Having, uh, now more comfort seeing that 10 + 5 is 15. That’s much more comfortable than looking at 9 + 6.”

Earlier this month, Canada’s National Post reported that a group of neuroscientists has issued a study finding that rote memorization of discrete math facts plays a critical role in mathematical development in young children.

In short, the study found, memorizing multiplication tables and answers to basic arithmetic problems is cognitively vital because, without such memorization, children will have a much harder time later on with complex math problems.

Common Core, a scheme to homogenize various K-12 standards around the country, has faced a growing wave of opposition since 45 states and the District of Columbia began implementing it last year. Opposition has brought together conservatives who are opposed to centralized, one-size-fits-all public education and leftists who deplore ever-more standardized testing.

Perhaps the best example of Common Core’s sharp focus on “why” in math came last summer when The Daily Caller exposed a video showing a curriculum coordinator in suburban Chicago perkily explaining that Common Core allows students to be totally right if they say 3 x 4 = 11 as long as they spout something about the necessarily faulty reasoning they used to get to that wrong answer. (VIDEO: Obama math: under new Common Core, 3 x 4 = 11)

New York State is ground zero for the growing backlash against Common Core among parents.

In April, for example, parents, teachers and school officials complained because The Empire State’s standardized test in English Language Arts featured a slew of brand-name products including iPod, Barbie, Mug Root Beer and Life Savers. For Nike, the tests even conveniently included the shoe company’s ubiquitous slogan: “Just Do It.” The brands — and apparently even some of their familiar trademark symbols — appeared in tests questions for students ranging from third to eighth grades. (RELATED: Mandatory Common Core Tests In New York Just Happen To Be Full Of Corporate Brand Names)

In the fall, thanks to a combination of Common Core and new teacher evaluations, some four- and five-year-old students in New York City were forced to fill in bubbles on multiple-choice, standardized tests. Many of the kids couldn’t even hold a pencil, let alone bubble in. Other continually tried to help their friends get the right answers. (RELATED: INSANE: Common Core Forces New Kindergarteners To Bubble In Test Answers)

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At no point does Ryan explain how this impressively complex method of adding 9 + 6 will lead students to any understanding of “why” 9 + 6 is 15.

“We’re going to decompose our 6,” the teacher continues, drawing two small diagonal lines under the 6, then adding a number 1 and a number 5.

“We know 6 is made up of parts,” she instructs. “One of its parts is a 1 and the other part is a 5.”

Then, things get super-complex.

“We’re now going to anchor our 9 to a 1, allowing our students to anchor to that 10″ Ryan says, while drawing a big, oblong circle around the 9 and the 1.”

9 Actors Who Died During FilmingClipd

The 10 Foods You Can Never SpellAnswers

11 Very Creepy Medical Tour of the PastCaliser

Are You Snoring Yourself to Death?My Snoring Solution

At no point does Ryan explain how this impressively complex method of adding 9 + 6 will lead students to any understanding of “why” 9 + 6 is 15.

“We’re going to decompose our 6,” the teacher continues, drawing two small diagonal lines under the 6, then adding a number 1 and a number 5.

“We know 6 is made up of parts,” she instructs. “One of its parts is a 1 and the other part is a 5.”

Then, things get super-complex.

“We’re now going to anchor our 9 to a 1, allowing our students to anchor to that 10″ Ryan says, while drawing a big, oblong circle around the 9 and the 1.”

Pioneer Institute: Common Core Will Damage U.S. History Instruction by Combining it with Language Arts

A new study, published by the Boston-based research group Pioneer Institute (PI), demonstrates the serious repercussions of the Common Core standards’ approach of merging academic disciplines.

“By trying to include U.S. History in English language arts (ELA), Common Core will further damage history instruction,” reads a PI press release about the study that analyzes the new literacy standards for U.S. History.

“Imperiling the Republic: The Fate of U.S. History Instruction under Common Core,” was authored by Ralph Ketcham, a preeminent Founding-era historian, Sandra Stotsky, a content expert, and Anders Lewis, a high school history teacher experienced in writing standards.

“The Common Core standards for English language arts provide standards for the English language arts but also ‘literacy’ standards for history,” the co-authors explain in the report’s executive summary.

“Common Core dramatically reduces the amount of classic American literature and poetry students will read in favor of non-fiction or so-called ‘informational texts,’” said Stotsky, a nationally renowned expert on K-12 academic standards, and a former member of Common Core’s Validation Committee. “Consequently, the writers of the national standards attempted to shoehorn little bits and pieces of decontextualized U.S. History texts into the English standards. The simultaneous result damages instruction for both English and U.S. History classrooms.”

Given that there is little, if any, research to support the efficacy of English teachers being expected to teach U.S. History or informational texts, the authors urge schools to instead offer separate standards and classes for English and U.S. History.

“Common Core’s standards writers also call for the ‘cold reading’ of historical documents without any background knowledge to place them in the appropriate historical context,” PI’s press release states. “David Coleman, the principal author of the Common Core ELA standards, says that excluding texts’ historical context helps ‘level the playing field.’”

Coleman is considered to be the “architect” of the Common Core standards and now serves as president of the College Board, which has developed a new Advanced Placement (A.P.) U.S. History curriculum.

PI states the College Board’s A.P. curriculum simply continues the years of progressive philosophy of education that was launched after World War II and has replaced traditional study of U.S. History with social studies and current events courses.

The conservative think tank notes as well that progressive education in general, and the decision to shift away from teaching history per se, have produced poor results.

“By 2010, only 12 percent of high school seniors scored proficient on National Assessment of Educational Progress (NAEP) civics tests,” PI notes. “NAEP has since eliminated the 4^th and 12^th grade civics tests.”

“The College Board’s new A.P. U.S. History curriculum also mirrors the ideological biases of progressive education,” PI continues. “It begins with a series of negative and divisive themes that are heavily focused on the balkanizing formation of gender, class, racial, and ethnic identity politics.”

“It’s like the bad and the ugly of American history, without any of the good,” said co-author Anders Lewis, a history teacher and art and history department head.

Examples of the progressive ideology present in the new A.P. format include the lack of themes on federalism, separation of powers, the Federalist Papers, and the Gettysburg Address in the curriculum. Additionally, teachers are not asked to provide instruction on Benjamin Franklin, and there is no mention in the curriculum about Thomas Jefferson or James Madison. Similarly, the events of September 11, 2001 are not referred to as an act of terrorism against the United States.

“Federalism as an essential principle of American government stands as the creative organizing concept that allows the fulfillment of the basic ideals of republicanism, liberty, and the public good,” said Founding-era historian and co-author Ralph Ketcham, whose National Book Award-nominated James Madison: A Biography (1991) is considered to be the definitive single-volume biography of the “father of the Constitution.”

“Any set of K-12 standards or curriculum that sidesteps or excludes this constitutional and civic reality damages students’ understanding of our republic and its history,” Ketcham added.

Co-authors Stotsky and Lewis served in state government as the driving intellectual forces behind Massachusetts’ K-12 U.S. History standards - considered to be a national model. Ironically, their standards were graded as among the best in the country by the pro-Common Core Fordham Institute, a fact that would seem to undercut Fordham’s support of the Common Core.

The co-authors recommend that local education governing bodies replace the College Board’s new A.P. U.S. History curriculum with the common civic core explained in Educating Democracy, which was published in 2003 by the Albert Shanker Institute.

“The Founders of the American experiment in democracy assumed that understanding American history was essential in a Union where public-spirited citizenship and the capacity to live under laws ‘wholesome and necessary for the public good’ would characterize the new nation,” the co-authors write. “To proceed without the knowledge of history, in their view, was a sure path to ‘a tragedy or a farce.’”

Tuesday, September 2, 2014

Mom's Curriculum 'Roadmap' Helps Homeschoolers Choose Non-Common Core-Aligned Publishers

A Wisconsin homeschooling parent has developed a curriculum “Roadmap” to help fellow homeschoolers distinguish between those publishers who have chosen to align their instructional products with the Common Core standards and those who have not.

Tina Hollenbeck, a former public school teacher, now a homeschooling mom, told Breitbart News that she initially thought Common Core would not affect her homeschooling instruction.

“Then I found out homeschooling companies were saying, ‘We’re aligning with Common Core,’ and I knew this would not be a good thing,” she said.

Though more parents are choosing to homeschool to avoid the Common Core standards in public and some parochial schools, some publishers of curricula and instructional materials marketed specifically to homeschoolers have also aligned their textbook content and products with the controversial standards. Many have done so, perhaps, to increase profits by making their products more appealing to public school curriculum purchasers, as well.

Hollenbeck said she began her research project, called the Home School Resource Roadmap and an accompanying Master List, in March of 2013 by sending out letters to homeschool research providers to find out which publishers were aligning some or all of their products to the Common Core standards.

“My goal was to be unbiased and neutral,” Hollenbeck said. “The project was meant to be a service to the homeschooling community. I wanted homeschoolers to know that if they choose to use curricula that are tied to the Common Core – here they are; and if they choose not to, these are your options.” She added, "Homeschooling parents deserve to know what we’re buying.”

Hollenbeck’s Common Core "Roadmap" project provides explicit definitions for each category related to the position(s) that over 2,000 homeschool-related resources have taken regarding the Core and the related Next Generation Science Standards.

According to the “Roadmap’s” categorization system, “independent” companies have remained independent of the Common Core, but could unknowingly have some material that aligns to the standards. “Correlated” providers haven’t made changes in their products to become aligned with the Core but note where or how their materials may correlate with it. “Coincidentally Connected” is a designation for publishers that have indicated a strong commitment to independence from the Common Core but do offer “package” programs that utilize aligned materials from other publishers. “Explicitly Aligned” materials are published by companies that have actively aligned their products with Common Core and related standards.

“Eliminating those companies from which I’m still awaiting a response as well as those that are just suppliers and distributors, 61.8 percent of the companies fall into the ‘Independent’ category,” Hollenbeck explained. “The ‘Correlated’ category contains 12.2 percent of the companies, 4.3 percent are ‘Coincidentally Connected,’ and 24.7 percent are ‘Explicitly Aligned.’”

As she performs her research, which is an ongoing project, Hollenbeck said she has noted that some publishers have indicated Common Core is “necessary” for students to succeed. She also observed that some homeschool publishers, such as Alpha Omega, initially decided it would align with the Core, but then had a change in leadership and education policy and announced it would work instead to ensure its products would not be aligned with the nationalized standards.

Similarly, Hollenbeck said Discovery K-12 and Dew Learning initially said they were aligning with the Common Core but then changed their policy.

As a former public school teacher, Hollenbeck said she is concerned that the Common Core is causing teachers to behave more like “robots.” She explained that in her school district, teachers have been threatened with disciplinary action if they supplement their teaching with non-Common Core-aligned instructional materials.

Hollenbeck, who runs a Facebook page for an organization of 4,300 homeschool members, said one of the reasons she believes most homeschoolers oppose the Common Core standards is the fact that the initiative represents a federal intrusion into education.

“If we have more federal involvement in education, we will lose our educational freedom,” she said. “That freedom has always been a high priority for the homeschooling community even prior to the introduction of the Common Core.”

“Common Core is a one-size-fits-all initiative,” Hollenbeck added as another reason most homeschoolers shun the program. “As homeschoolers, we are already trying to individualize our curricula for our children – that’s why many of us homeschool in the first place – and don’t want the effect of having ‘common’ standards and instruction as the goal.”

Hollenbeck, who says that her project is a gift to the homeschooling community, is continuing to add to her project, and she plans to enhance the “Roadmap” so that homeschooling parents can also search for curriculum materials by subject area.

Common Core: Law Center Develops Opt-Out Form for Parents?

Amidst growing concerns from parents and teachers surrounding the Common Core State Standards and the Federal government’s control of classroom curriculum, the Thomas More Law Center (TMLC) has prepared a Student Privacy Protection Request form for use by parents who wish to protect their children by opting-out of Common Core aligned curricula, data mining and the release of information concerning their children’s personal beliefs.

The Thomas More Law Center (TMLC), a national public interest law firm based in Ann Arbor, MI, designed the comprehensive opt-out form for parents concerned about Common Core and who want to protect their children’s privacy from educational data mining. The form allows parents to choose which Common Core State Standards and data driven practices they do not want their children to be a part of, including standardized testing.

Click here to download a copy of the Student Privacy Protection Request form
The form allows parents to opt-out of sharing their child’s information with the federal government, as well as outside agencies and private contractors. Information which parents can opt-out of sharing ranges from test scores and religious and political beliefs, to biographic, biometric, and psychometric data, such as fingerprints, DNA and information related to children’s personality and aptitude.

Richard Thompson, TMLC President and Chief Counsel, commented, “The opt-out form is based on the constitutionally recognized fundamental right of parents to direct the education of their children and on federal statutes which were designed to protect student privacy. Our Founding Fathers recognized the dangers to our freedoms posed by centralized control over public education. However, today, all but a handful of state governments, enticed by millions of dollars in federal grants, are voluntarily inviting the federal government to take control of our public schools, imposing untested educational standards and obtaining personal information on children and their parents which would make any totalitarian government blush with envy. We must ever keep in mind, ‘The philosophy of the classroom in one generation will become the philosophy of the government in the next.’ Clearly, Common Core is a threat to individual privacy and liberty, and to our Constitutional Republic.”

Religious and private school educators have also criticized Common Core. In a statement the Cardinal Newman Society, an organization dedicated to the defense and promotion of faithful Catholic education said, “This school reform effort is nothing short of a revolution in how education is provided, relying on a technocratic, top-down approach to setting national standards that, despite claims to the contrary, will drive curricula, teaching texts, and the content of standardized tests. At its heart, the Common Core is a woefully inadequate set of standards in that it limits the understanding of education to a utilitarian ‘readiness for work’ mentality.”

Political Commentators Glenn Beck and Michelle Malkin have repeatedly reported on the dangers and horrors of Common Core, with Malkin saying, “It’s about control, control and more control.”

The Common Core State Standards (CCSS) were developed under the supervision of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), with funding from the Bill and Melinda Gates Foundation, to ensure that education and educational outcomes were consistent across the United States. The CCSS provides a set of standards they claim are “essential, rigorous, clear and specific, coherent, and internationally benchmarked.”

However, the CCSS have come under heavy fire since the beginning for a variety of grievances including: incomprehensible, political and inappropriate assignments; costly ties to big corporations; in-test advertising; the elimination of locally appropriate standards; and the emphasis placed on standardized testing.

In addition, with the implementation of the Common Core State Standards, whose educational value has not been demonstrated, also comes an alarming explosion of data mining within the classroom. Student data are stored in databases designed to follow students from their entry into schools in pre-Kindergarten up through their entry into the workforce. These databases, through a complicated network of contracts and agreements, can then be shared with the federal government, contractors, researchers and other outside agencies. Testing corporations can then analyze the test data, produce recommendations for how to “remediate” student weaknesses, and then sell that information back to states and school districts.

These state databases, often referred to as P-20 systems, like Common Core are tied to federal funding, through the 2009 Federal Stimulus package and Race to the Top waivers, and in some instances can contain over 400 individual data points per student including health-care histories, income information, religious affiliations, voting status, blood type, likes and dislikes and homework completion. The data is then available to numerous public agencies. Despite federal student privacy protections guaranteed by the Family Educational Rights and Privacy Act, the administration is paving the way for private entities to buy the data while the U.S. Department of Education is encouraging the shift from aggregate data collection to individual student data collection.

As a result of concerns expressed by a Michigan member of the TMLC regarding Common Core in March 2014, the Law Center began its study of the issues regarding the Common Core Standards. The Student Privacy Protection Opt-Out Request was designed by the Thomas More Law Center as a result of that study. It is available as a general reference and guide for all concerned parents. However, each state has different laws that may impact educational issues differently. Therefore, if parents are dealing with schools outside of the state of Michigan, it is important that they consult with a licensed attorney in their state for additional review and modifications of the opt-out form to comport with the laws of their respective states.

RELATED VIDEO: How Education Savings Accounts Are Empowering Families:

ADDITIONAL RESOURCES:
The Common Core: A Poor Choice for States – The Heartland Institute
Common Core Issues – Home School Legal Defense Association
Common Core: What’s Behind the Language – Rachel Alexander
Common Core – The Eagle Forum
10 Facts Every Catholic Should Know About the Common Core – Cardinal Newman Society
http://drrichswier.com/2014/08/27/common-core-state-standards-threat-personal-liberty-thomas-law-center-develops-opt-form-parents/

Common Core Blockbuster: Mathematician Dr. Jim Milgram Warns Common Core Will Destroy America's Standing in Technology

During a Friday conference call sponsored by Texas-based Women on the Wall, Stanford mathematician and former member of the Common Core Validation Committee Dr. James Milgram, told listeners that if the controversial standards are not repealed, America’s place as a competitor in the technology industry will ultimately be severely undermined.

“In the future, if we want to work with the top level people, we’re going to have to go to China or Japan or Korea… and that’s the future we’re looking at,” Milgram said during the call that was part of a day-long Twitter campaign to target Indiana Gov. Mike Pence’s (R) decision merely to “rebrand” the Common Core standards in his state, even though he has a Republican supermajority in the legislature and an appointed state board of education.

Pence was in Dallas Friday for Americans for Prosperity’s Defending the American Dream summit, considered to be an essential stop for presidential hopefuls.

In less than 40 minutes, Milgram floored listeners with information about the Common Core standards, how they will affect the nation’s students and, ultimately, the country itself, and what parents and citizens can do to try to stop them. Listen to the podcast in full below:

Milgram began by addressing the reason why he was on the call: to let Pence know that his “rebrand” of the Common Core was a betrayal of Indiana’s citizens.

Born and raised in Indiana himself, Milgram that it was important to him as a fellow Hoosier that the state do a decent job with replacement standards after repealing the Common Core.

“The state actually paid me to evaluate new standards,” he said about his involvement in the review process.

The Stanford professor then explained to listeners a key reason why the Common Core standards will prevent students from moving into STEM careers.

Milgram said he was “incredibly disappointed that the drafts I was reading [of Indiana’s new standards] looked so much like the Common Core,” but was nevertheless happy to see that advanced math classes like pre-calculus, calculus, and trigonometry were left into the replacement standards.

“These were very well-done and absolutely impossible to teach if all these kids had were Core standards,” Milgram explained. “It was a complete disaster because even the things that they added—that were of high quality—were added to standards that couldn’t support them.”

Milgram described his experience in the 1990s when he was asked to assist with a project that would replace California’s “disastrous” education standards. The mathematician said he strongly recommended that students in the 8th grade take Algebra and that his recommendation was heeded.

From the time the new standards were put in place and until the time of the adoption of Common Core standards in California in 2010, Milgram said two-thirds of the students in the state were taking Algebra in the 8th grade and doing well, with over half of them at least proficient or above.

Milgram said this piece of information is critical because it showed that it was possible for almost every student to handle Algebra in the 8th grade.

“The group that made by far the most progress were the minorities – blacks and Hispanics – who had essentially been written off by the system,” Milgram explained, and then went on to reveal how the fact that challenging minority students – resulting in their increased performance – was a threat to faculty in universities.

“So, their numbers were increasing dramatically and I frankly think that the… faculty in the education schools throughout the country actually got extremely scared by this,” he continued, “because it contradicted everything that they’ve been telling us for the past hundred years about how education works and what one can expect and how one should train teachers.”

Milgram asserted that a strong education in mathematics is essential for success.

“If you don’t have a strong background in mathematics then your most likely career path is into places like McDonald’s,” he said. “In today’s world… the most critical component of opening doors for students is without any question some expertise in mathematics.”

Milgram explained that in the high-achieving countries, where about a third of the population of the world outside the United States is located, about 90 percent of citizens have a high school degree for which the requirements include at least one course in calculus.

“That’s what they [sic] know,” he said. “If we’re lucky, we [sic] know Algebra II. With Algebra II as background, only one in 50 people will ever get a college degree in STEM.”

Milgram warned that with the Common Core standards, unless U.S. students are able to afford exclusive private high school educations that are more challenging, they will be disadvantaged.

“This shows that, from my perspective, Common Core does not come close to the rhetoric that surrounds it,” he continued. “It doesn’t even begin to approach the issues that it was supposedly designed to attack. The things it does are completely distinct from what needs to be done.”

Milgram said, in California, they were able to deal with the problem of their poor academic standards in the 1990s because the curriculum was controlled by the state and the high-tech industry in Silicon Valley threatened to move all its research and manufacturing elsewhere if the problem was not addressed.

“The curricula we were fighting then… they’re back!” he announced. “?” Milgram asked. “Well, of course the answer is mathematically you can’t, and all of this is just a repeat of what went on 20 years ago in California – but this time, it’s national.”

“This time I don’t see any uniform or systematic way of getting rid of it,” Milgram said. “The only way you’re going to get rid of it is state by state and parent group by parent group. And if you’re lucky, industry will join you because high tech is ever a more important part of our economy.”

The bad news, according to Milgram, is that, returning to his experience in California in the '90s, if students had been in that system with the older, poor standards for three or four years, “the damage couldn’t be undone,” he said.

“All of this should really make you angry at the people who are responsible,” Milgram said, directing himself squarely to the parents listening to him. “And the people who are responsible – I’m going to be blunt about it – are the people in the education schools – they’re the ones who had the ultimate say about all of this and they’re the ones whose beliefs are driving it.”

Milgram explained that a uniform perspective exists on issues in education and what is important to achieve among a vast majority of the faculty in schools of education. Because of this, he said, the same types of standards always come back.

“You must go after the schools of education and the faculty of these schools,” Milgram urged.

Asked about the fact that many industrial giants and the U.S. Chamber of Commerce actually support the Common Core standards, Milgram responded that in the '90s, research centers in this country were still very much needed. Now, however, he noted that most of the research in top-level firms has moved out of the U.S. IBM’s main research center, he observed, is in India, and other companies have moved their research centers to Russia, Korea, and China.

“Even Microsoft has moved its software development to Beijing,” Milgram noted. The founder of Microsoft, Bill Gates, is the primary source of private funding of the Common Core standards.

“Production and manufacturing has also moved out of this country,” Milgram added. “The longer this continues, the more we’ll see our major industry move over to other countries and the jobs they generate will go with them.”

http://www.breitbart.com/Big-Government/2014/09/01/Common-Core-Blockbuster-Mathematician-Dr-Jim-Milgram-Warns-Common-Core-Will-Destroy-America-s-Standing-in-Technology?utm_source=e_breitbart_com&utm_medium=email&utm_content=Breitbart+News+Roundup%2C+September+2%2C+2014&utm_campaign=20140902_m121966910_Breitbart+News+Roundup%2C+September+2%2C+2014&utm_term=More