Category:

COMMON CORE---What's the big deal?

8/26/2014

Common Core is an integral part of UN Agenda 21/Sustainable Development: globalization is the standardization of systems. Whether the system is law enforcement or land use or government, the standardization, harmonization, and integration of all international methods of management is essential for total control.

Education is the flash point for embedding system acceptance in all sectors of the population. Standardized propaganda is developed for pre-kindergarten to post graduate school; this is what is meant by 'Life Long Learning.'

Breaking down traditional methods of learning in order to re-socialize the populace is the goal. Obedient, dependent people who are constantly being propagandized will provide the 'human capital' to fully implement UN Agenda 21/Sustainable Development.

Regardless of the content of this nationalized and internationalized system of behavioral modification, the goal and outcome will be to fundamentally destroy the individual's rights.

This is commonly referred to as 'Transformation' or 'Change'.

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KEEP YOUR SPIRIT STRONG--YOU ARE NOT ALONE

8/24/2014

HERE ARE SOME RECENT COMMENTS FROM YOUR ALLIES ACROSS THE WORLD. YOU ARE NOT ALONE. THE RESISTANCE IS GROWING:

MEXICO
I want to let you know that here in Loreto, BCS Mexico, where we have a UNESCO marine park, we are about to be merged in a "Sister Park" program with Channel Islands National Park. The environmental organization that I resigned from in disgust almost four years ago is facilitating this and setting the stage for our endgame. Our way of life as a fishing village is at risk now. Yesterday a member of the NGO (eco alianza de Loreto) phoned me in a panic because he has been a big donor and now understands the manipulation. He called me to warn me what's in store for us in the fishing industry here so that I may warn my compañeros. Unfortunately there is very little information in Español available to the people and these treaties and agreements are being made in a language that is NOT spanish. Everything legally binding in Mexico MUST be in spanish, its the law. Here is the link for what I am talking about and after that I am adding the link in español. Notice how the español version is totally lacking information and that most of the pdf that is linked off the spanish page, is in English! http://ecoalianzaloreto.org/newsroom.html
spanish http://ecoalianzaloreto.org/espanol/noticias.html Right now I am busy working but this afternoon I will bring in one very well respected fisherman and I'll show him what I see from my computer display. He is my neighbor. Then tomorrow I will do the same with another fisherman who is equally well respected. I will give both the translated version of the "delphi method" document (I translated from your website, thank you!). and then we'll take it from there. Thank you for your information and for continuing to fight the fight!

CANADA
I am in Calgary Alberta. After I read your book I realized how deep the City of Calgary as well as the small cities and towns surrounding Calgary are involved and already implementing UN Agenda 21. What amazes me is the level of ignorance there is understanding the consequences of its implementation.

ALASKA
Hello from Alaska, I've read the book cover to cover. The information has inspired me to do more. My recent information gathering and ground work has stirred up growing interest in my good neighbors. They are wanting to do more "now" as group. I've been encouraging them to do as I, and research (gather survey and easement documentation) and be proactive themselves, as to educate themselves prior to engaging anyone out side of our small coffee group. Our rural community has been overwhelmed by ski, bike, and real-estate d groups developing state land and implementing their agenda of smart growth while trying to eradicate our rights to the same state lands. The neighborhood doesn't like it but the community has embraced it? The community council is in the final stages of adopting a "comprehensive plan" developed by the guidance of the Fishook community council board and the Mat-su borough personnel.

CALIFORNIA
This A21 mess is EVERYWHERE! Here in Dublin, they've ripped out the last flat parking areas at our Dublin BART Station and are preparing to slam in more stack and pack housing! There was a TV ad on our cable the other day (all expensive animation) that showed the future of Dublin with stack and pack low rise buildings lining Dublin Blvd as far as you can see. Who paid for that ad? I also met a School Teacher yesterday who teaches in the east bay. The first thing I ask any teacher is how do you like common core. This person rolled their eyes and then said how much they hated it. I then asked if they knew about Agenda 21. They said they'd never heard of it... I told them to get on the internet and get up to speed. I shared your book and info with a friend up in Oregon. They said they'd already "Dieted" their downtown roads for millions of dollars. When they started the project, studies had documented only an average of 10 bicyclists on the inner city roads, a day! At our kids school, one of our teachers told me I was the only parent aware of the origins of CCSS and the poison it was to the future generation of US citizens. (If we're still a country when they graduate) Thank you for all your efforts to stop the A21, and One Bay Area train wreck!

CALIFORNIA
Who can I contact in Los Angeles County about attending the Agenda 21 Delphi meetings and working against Agenda 21 in my county? I live in Los Angeles.

BRAZIL
Rosa, I'm watching you on Open Mind Conference in 2013 Denmark, and I must say, you have to come to Brazil, just for a cup of coffee. Everything you say about Agenda 21 explains so much of what I feel here - I live in "nowhere" by the way, outside São Paulo, an hour away - and it is invisible, as Agenda 21 must be. I asked the owner of a local store, here at nowhere, about some seeds he had for sale - where do they come from? Are they Monsanto seeds? Etc, and he said just "Gee, I don't know, we buy them from Agroceres I guess, don't know". No one knows anything and yet everything you say sounds incredibly "Brazilian", or "Neo-Brazilian". No one knows Agenda 21 exists, no one has a clue - and no one cares, but I smell it everywhere. So I wanted to ask you if you know about Agenda 21 in Brazil, at least where I could find real info about it. All I see is "how wonderfull sustainable development is". Imagine, a Brazilian asking an American about information on Brazil. Well, this is typically Brazilian. Brazil, I am quite sure, is the most Agenda 21 obedient country on Earth. I can't prove it but I'm sure of that. This must be the model country - maybe that's why this monstrosity was signed in Rio, no less. I'm a musician and I even did a record called "Agenda 21", a jazz record, but somehow it was put aside by the people at the studio, probably because you know, these conspircay things, not good. Self censorship, auto-indoctrination, obedience, alienation, illusion, fake, common good, you will find all that and much more here in abundance. In fact, every "conspiracy" video I watch and see how much Americans are becoming outraged by what is going on in the US (the police state etc), to me it sounds like "duh, this is how Brazil works since I was born". Which, incidentally, was 1964, not an insignificant year in Brazil's history. Ok, I just felt I had to say something and ask you about Brazil. If you have time, of course. Many many many congratulations on your work, it's truly hero stuff. Bravo. And thank you. In the 80s-90s I started smelling something very wrong happening, some "change", something "new". Working with music for advertising I suddenly had to do "new" stuff, modern, cool, something was changing, people's expressions, new looks, something was in the air, globalization etc, but of course I was only called paranoid and negative. You helped me understand finally what this "change" has been, or at least an important part of it, these global changes that were picked up by my intuition, so thank you very much.

MASSACHUSETTS
I'm in Massachusetts probably hopeless down here but any advice or information might be helpful, people look at me like I have two heads when I talk about it

WASHINGTON
First of all, thank you. I recently joined the city planning commission of my small hometown in the Pacific Northwest. Agenda 21 is alive and voraciously enticing and brainwashing my fellow Americans. I now understand thanks to your book the grand journey I will be undertaking by thwarting the plans of globalist funded, unelected, "regional councils". I hope to be in contact with you in the future and look forward to a bright future.

NEW YORK
First of all, let me say thank you for all that you have done, and continue to do to educate people about Agenda 21! I have bought and handed out numerous copies of your book, "Behind the Green Mask."

I live in Wyoming County of western New York State which, unfortuantely, is now home to 308 industrial wind turbines. We were able to stop them from putting up the 2,000+ wind turbines that they originally intended to blanket the entire County with, but it's been a decade long battle! As you well know - useless, sprawling wind factories are part and parcel of Agenda 21 - just a huge land grab geared at driving people out of the countrysides!

I just wanted to update you on what Governor Cuomo is now doing. NY Gov. Cuomo's $Billion Dollar ratepayer-funded 'sun initiative' is in addition to the $Billion Dollar "Green Bank" he already instituted. And all of this following the passage of his "Power NY Act 2011," which removed New York State municipalities long-hel "Home Rule" regarding the siting of energy facilities over 25 MW (obviously designed to aid & abet the siting of sprawling wind factories.) Unfortunately, most politicians are completely energy-illiterate and buy into the "green" BS.

Most disturbing is Governor Cuomo's recent press release (pasted below): GOVERNOR CUOMO ANNOUNCES FUNDAMENTAL SHIFT IN UTILITY REGULATION Governor Cuomo Announces Historic Commitment to Solar Power: http://www.governor.ny.gov/press/04242014-solar-power
Governor Cuomo Announces Historic Commitment to Solar Power | Governor Andrew M. Cuomo $1 Billion Commitment to NY-Sun to Support Widescale Private Investment in New York’s Solar Industry Albany, NY (April 24, 2014)

READ MORE ON OUR COMMENTS PAGE--CLICK

SPEAK OUT.
EXPOSE COLLABORATORS.
REFUSE TO COOPERATE.
RESIST.

MEASURING HUMAN CAPITAL: FIVE QUESTIONS TO CHALLENGE CONTROL

8/15/2014

When you're reading these 5 questions and imagining what the 'answers' would be (if anyone answers you) be sure to stretch this to fit situations where you're in the Planning Department of your city, or in a Visioning meeting about changes to the center of your town, or at a Climate Action Plan meeting. Standardization is being blanketed across all elements of our interaction with local government. The following post does not just apply to education and control of students. Continuous assessment of behavior and use applies to energy, law enforcement, business management, land use, government projects, and health care.

Here's a recent post from Charlotte Iserbyt's blog page
http://abcsofdumbdown.blogspot.mx/2014/08/five-magic-questions.html

Five Magic Questions
Enable Parents to Debate the Issues

In 1996 Anita Hoge devised and distributed widely the following useful tool for parents’ groups to use in testimony before state legislatures and local school boards. The questions reveal the disturbing psychological aspect of assessment testing and curriculum being given to children. It is alarming when one considers that the State has defined the criteria upon which these affective standards will be scored, and assigned a passing or fail grade, and will prescribe remediation in order to get the child to measure up to State-defined par.

These questions are still current and pertinent to Common Core, etc. They serve as an excellent educational tool to equip parents with the right questions they can ask the next time disturbing things begin to happen to their children and their schools. The text of the pamphlet is reproduced below in its entirety:

FIVE MAGIC QUESTIONS
ENABLE PARENTS TO DEBATE THE ISSUES

Education regulations or laws state which standards or outcomes your child needs to meet to graduate. Many of the outcomes are vague and subjective. Look at the verbs. This shows why these outcomes are impossible to measure objectively. An example under a category like “Citizenship” states, “All students will negotiate and cooperate with others.” The Five Magic Questions parents can use to win the debate when outcomes reflect subjective or vague areas are:

1. How do you measure that outcome? If an outcome states that “all children must have ethical judgment, honesty, or integrity,” what exactly is going to be measured? How do you measure a bias in a child in order for him to graduate? Must children be diagnosed? Will they be graded by observation or pencil or paper tests? How will performance or behavior be addressed?

2. How is that outcome scored or what is the standard? What behavior is “Appropriate” and to what degree? For example, how much self-esteem is too much or not enough to graduate? Can government score the attitudes and values of its citizens?

3. Who decides what that standard will be? The state has extended their mandated graduation requirements or exit outcomes down to the individual child. This bypasses all local autonomy. What about locally elected school directors? Will they become obsolete? Are we talking about a state or government diploma?

4. How will my child be remediated? What are you going to do to my children to change them from here to there in their attitudes and values in order to graduate? How do you remediate ethical judgment, decision-making, interpersonal skills, environmental attitudes? What techniques will be used? What risks are involved? What justification does the state have to change my children’s attitudes?

5. What if parent and state disagree on the standard or how it is measured in the classroom? Who has the ultimate authority over the child? What about privacy? Can parents opt out of a graduation requirement of the state?

All children must meet the same fixed standard of “future citizen” or not graduate, go to college, or get a job. Your child is human capital. This is why the state wants control of the graduation requirement—and that is why local school boards must create policy to stop the state from exerting power over elected officials. Ask this question: Do you want equity in opportunity, or do you want equity in standards?

Watch Anita B. Hoge discuss "The End Game of Assessment" on YouTube:http://www.youtube.com/watch?v=Jc_G5GmigkY. This post is reproduced with some minor alteration from pp. 367-368 of the deliberate dumbing down of america.

May 3: Globalization of California conference/ May 10 Free&Equal Los Angeles

5/2/2014

Join me and other speakers and activists at tomorrow's Globalization of California conference on Treasure Island, San Francisco 10:00-5:30
CLICK HERE FOR TICKETS AND INFORMATION

I'm excited to be a part of the Free & Equal
UNITED WE STAND Festival
Next Saturday, May 10 UCLA Pauley Pavilion
CLICK HERE FOR TICKETS AND INFORMATION

SEE YOU THERE!

GLOBALIZATION OF CALIFORNIA CONFERENCE--May 3 in San Francisco

4/9/2014

In meetings across California, unelected and unaccountable regulators are setting up networks of regional government that are usurping local control from you and your duly elected city, county, community and other local officials. These regional bodies are not acting in the “public good” but are reinventing a government that strips property rights away from legitimate property owners and instead gives them to a chosen few under the auspices of programs such as “sustainable development”, ”smart growth” and “public-private partnerships.”

Are you a property owner? Do you value local control of your communities by your duly elected officials? If so, then the time to act is NOW!

The Globalization of California Forum brings top recognized experts together (Michael Shaw, Patrick Wood, Rosa Koire, Debbie Bacigalupi, Heather Gass, Mike Munzing, Matt Grocott, Steve Brandau) to reveal the details and the necessary actions to put a stop to it! Space is limited, so get your ticket today!

The Globalization of California Forum
Saturday, May 3, 2014 – 10:00AM to 5:30PM
Treasure Island, San Francisco Bay
Doors open at 9:30AM for Check-in & Registration
Lunch and Information Packet included
Individual, Family and Group Tickets Available

eventbrite ticket

EXPOSING THE GLOBAL ROAD TO RUIN THROUGH EDUCATION

3/25/2014

Charlotte Iserbyt's ground breaking conference DVD set is now available. If you're wondering how education became a nightmare and what the future will bring grab your copy of this exceptionally interesting and thought-provoking multi-DVD set now. Charlotte has also made the full conference available on YouTube. Watch it.

Note from Charlotte: "SHARE! SHARE! SHARE!
Those of us involved in the production of Exposing the Global Road to Ruin through Education (ETGRTRTE) are calling on viewers, here and abroad, to make this YouTube version go VIRAL/GLOBAL.

We have stalled their efforts by at least 39 years! We MUST continue the opposition/resistance. Future generations (your children!) are counting on us.

One cannot win a war without identifying the enemy. One cannot win a war without ammunition.

The YouTube version of ETGRTRTE is your Tool Kit (ammunition) to win this war which is determined to destroy the cultural identify of ALL nations. Repeat ALL nations! The 1983 Phi Delta Kappan cartoon by Joel Pett, Pulitzer Prize winning cartoonist, included in this disc set, captures some of the essence of what is taking place right now in ALL schools of the world. "

Charlotte Thomson Iserbyt/3D Research Company
EXPOSING THE GLOBAL ROAD TO RUIN THROUGH EDUCATION
Available at Amazon.com by 3D Research Co.
http://www.deliberatedumbingdown.com/

The Gap Year ---- Pre-College Students and UN Agenda 21---Common Core

3/4/2014

The Gap Year. What is it? As most middle and upper class parents of high school students are discovering, The Gap Year is the year following graduation from high school when college is delayed for a year or more to 'help the student find his or her purpose.' Rather than wasting a year in college drinking, smoking dope, and drifting about without direction, the student is channeled into an international program to 'give back.' These programs are big business now (click here to see the USA Gap Year Fair) and are mainly designed to send 17-20 year-old white middle and upper class kids into third world countries like Guatemala and Uganda where they can use their 'skills' to teach the locals to develop their economy. That's the story parents and students hear.

Of course that's not the bottom line. The real purpose of The Gap Year is to separate students from their families and from their values and expectations, and help them develop a sense of shame and guilt for their privileged lifestyle that they'll (hopefully) retain for the rest of their lives. This is often referred to as Transformative Learning. They'll be indoctrinated with the religious philosophy of the Far East---give in, give up, accept what is, give back, serve others, renounce the self, trust emotions over facts, humility, live with less, donate, donate, donate, volunteer, volunteer, volunteer---and continue the process of working with a cohort in a collective in order to actualize the dreams of others. One of the major lessons students learn is that information is less important than feelings. Information can be found in a computer, but true value is found in the heart. Instead of developing and acquiring knowledge, the student is responding to emotional stimuli. The 'students' are given college credit for this through Antioch University Seattle. The college president's quote is straight out of UN Agenda 21: “Antioch University Seattle is not a traditional four-year university. Our roots are in service and advancing the causes of political, economic, and social equality.” The costs can range from $10,000 to $45,000 for the year depending on the program.

Giving up the self to serve is a philosophy that is not alien to the West, of course. People in religious orders are taught that the self is there only to serve. Fine. Presumably they're accepted into these religious orders after a time in the novitiate proves they're suitable. This is the sort of philosophy (Kant, Hegel, Martin Luther) that made it possible for the Nazis to motivate Germans to dedicate themselves to their Fuhrer. All for the greater good. All for the common good.

Whatever. High school kids are vulnerable and may be leaving their parents for the first time. They're going to Guatemala and Uganda and India to see squalor and try to 'alleviate it'. They'll be 'teaching' micro-finance to villagers or serving 5,000 Sikhs at a festival for their educational year abroad. Rather than acquiring knowledge, these students will be at their most vulnerable, in stressed conditions of poverty and danger, and will be taking responsibility for the life conditions of others. Is their instruction going to focus on the obvious question: Where is all the aid money going when it's sent to these countries? Instead of seeing that major local and international corruption and corporatization has impoverished whole nations, the message will be that one planet, one family, one future is the philosophy that will save the world from greedy people like your parents.

Here's a posting on the Facebook page of one of The Gap Year purveyors:
There is an expectation in China that a teacher will take responsibility not only for a student's academic progress but also for their development as a person. When did we lose sight of this in our culture?

WHAT? These for-profit partners in UN Agenda 21 are training young adults to be change agents.

LEAPNOW – our primary purpose is nothing less than transformation and ... that explores the essential question: “How can I be a proactive agent of change?

Here's a quote from LeapNow.org (LEAPYEAR2) that you'll appreciate:

Learn to hold a transformative learning container for others to deepen your own transformation

The purpose of The Gap Year is to cement the relationship of the vulnerable student with a collective, to use a sort of shock treatment to break the student's connection to her family and culture, and to further the goals of UN Agenda 21: one world without borders, regulations, restrictions, or limitations for mega-corporations.

The Gap Year is an opportunity to use social manipulation and behavioral modification to mold the New Man, the Sustainable Man for the New Age: obedient, passive, convinced of his non-evident brilliance and goodness, humble and willing to work for nothing, and dependent on the approval of the collective.

UN Agenda 21/Sustainable Development crafts the new consciousness of the New Man.
RESIST.

YOU ARE A CRIMINAL UNTIL PROVEN INNOCENT---A BEDTIME STORY

2/6/2014

Just a few days ago the Miami Herald, Florida, newspaper ran a story headlined: Lawmakers To Consider Banning Biometrics in Schools. The Pinellas County school district started using biometrics (iris scans, fingerprint scans, and palm readers...not the ones wearing turbans and earrings...) in the school cafeterias. When the Polk and Seminole County school districts instituted their own programs Florida legislators started getting the message that there was opposition to data collection on minors. Now some Florida legislators are proposing a bill to block biometric data collection in the schools.

Really? Now we need a bill to protect our first amendment rights? We need a legislator writing a bill in order to stop a school district from violating the rights of children? For the people who think that this is a tempest in a lunch bag, let me remind you that these elementary, junior, and senior high school students are a few years away from adulthood. They are being fingerprinted. Their irises are being scanned. Their palm prints are being recorded. These people have not committed a crime. Right now, in America, you only have to give your fingerprints to the 'authorities' if you commit a crime (or are accused of committing a crime). You may voluntarily give this information if you want a 'sensitive job' or a passport, but THIS ACTION IS VOLUNTARY. In Pinellas, Seminole, and Polk counties, childrens' identities are being data mined prior to the age of consent. Not only do the school officials not have the right to take their information, but I posit that their parents don't have the right to give this information to the government either. This decision is one that should be made by each individual.

Here in America, a school district bureaucrat can justify violating civil rights to privacy because “The biggest benefit of having this system is that it allows students more time to eat their lunch,” Marquez Parra said. “That’s what this is all about.”

But this is not 'what this is all about'. This is all about INVENTORY, MONITORING, AND CONTROL. This is UN Agenda 21.

RESIST.

Read more here: http://www.miamiherald.com/2014/02/02/3909538/lawmakers-to-consider-banning.html#storylink=cpy

WHAT DOES IT TAKE TO MOTIVATE THE RESISTANCE?

2/3/2014

As I travel around the world speaking about UN Agenda 21 and the powerful totalitarian corporatocracy through regionalization and the standardization of all systems, I rage. What does it take to motivate the Resistance further? It's a hassle to take action, I know that. You risk loss of friends, embarrassment, ostracism from colleagues----the list goes on.

But what do you gain? You meet new people who can work with you to open eyes and hearts to the fight against the viciously relentless movement away from a representative government to that of the unelected systems analysts who see themselves as the new force of human development.

We are having a tremendous impact worldwide: you are part of the worldwide non-partisan grassroots movement to resurrect the individual's rights. As non-profit pseudo-environmentalist groups partner with major corporations and foundations to inventory, standardize, and control every aspect of your life the mask has slipped away revealing the ugly truth. We are being manipulated with the pretty images of 'one world, one love' and finding that the message translates to 'be passive, don't resist, be peaceful, accept what is'. This kind of message, this collective thinking, presumes that some beautiful peaceful god-like new man is being created now. This is a lie. Social engineering in schools (now called Common Core, but previously Whole Child, or Outcomes Based Education) forms the basic personality of the future men and women of your world. The idea now is that nations are outdated and unnecessary, and that technology has made the concept of separateness obsolete. When all people are homogenized there is no need for a separate nation, or a separate homelife, or a separate individualized worldview. All are one. The obvious problem with this simple concept is that it assumes that man is good; a lovely assumption not based in reality. Yes, there are lovely good people, but they have not run the world in the past and are not likely to be directing events in the future. If this cohort had fully controlled the entire world in 1941 there would have been no safe haven and no resistance. The world is being run as a corporation and we, the individual inhabitants of it, are being used to further that model.

We're in a pivotal moment now; that of the awakening prior to the great sleep---if we don't act.

What can you do? Take an active part. Learn. Speak out. Refuse to cooperate. Expose collaborators. Do more than you have been doing. If you're interested in sports, or the arts, or gardening, or exercise or whatever you do in your 'free moments' please take some of this time and use it for the RESISTANCE. Make posters to put up on phone poles in your area. Expose that regional plan. Expose behavioral modification in your local school with flyers. Sponsor a talk by someone knowledgeable about the local issues in your town. Be that knowledgeable person yourself. If your town has been rezoned for Smart Growth, or for Form Based Zoning, expose that. If your university is sponsoring UN Agenda 21 sustainable development courses that subvert our system of representative government, expose that. Run for local office. Picket your local schools. Attend school board meetings. Read the school books--even if you don't have a kid in school. Resist charter schools---which are not answerable to the locally elected school board. Get out and march against the NSA and domestic surveillance. Refuse to use a 'smart phone.' Demand to be heard in the fight against the National Defense Authorization Act. Don't be duped by mainstream lies about the Resistance. Get your town out of ICLEI. Make public records requests to see how your town has been manipulated by ICLEI's Climate Action Plans. Fight them. Refuse that SMART METER. Have the courage to look like a fool to your neighbors when you walk flyers around town. Put that flyer on a doorstep on Saturday morning and feel like a hero. Just do it.

THINK FOR YOURSELF. ASK YOURSELF THE HARD QUESTIONS. DO YOU HAVE THE GUTS TO RESIST?

REFUSE TO GIVE UP YOUR RIGHTS. SPEAK UP. STAND UP.
RESIST.

Here's a note from someone who is taking action in his town. BE INSPIRED:
Thank you for what you are doing. I am going to put your flyers out in my neighborhood. I am so tired of this crap. I don't understand why some human beings feel the need to dominate and destroy other human beings. Whatever happened to the Golden Rule? I really like the flyer idea, I can get some exercise and reach some people.

God Bless You Rosa!

Anthony

PS..... I was watching one of your presentations and It really hit me when you asked for a show of hands of people that would have joined the Nazi's when they came to power in Germany. Clearly nobody in their right mind would envision themselves doing such a thing. Yet, it is mind boggling to me the level of apathy I find when trying to talk to people about these issues. I can see now how the Nazi's were able to pull the wool over peoples eyes. This A-21 and NWO are hideous. You are right, we all have to make the decision not to comply with this at every possible level, and get busy taking action against it. If we don't it is exactly like joining the Nazi's. I would rather die defending my freedoms than live in a country where there are none!

No Good Germans!

COMMON CORE: THE TIP OF THE ICEBERG

1/4/2014

The big picture of globalization/one world government is dependent on the inventory and control of all aspects of your life. Knowing that the 'fourth pillar' of UN Agenda 21 is culture (click here to read my blog post) you'll recognize that public education, in order to change perception and behavior, is essential to the implementation of the action plan for the 21st century. In order to ensure the standardization of perception and behavior throughout the world it is necessary to change the educational system. Education is the base for all cultural change simply because it is compulsory for all children (in most nations) and the opportunity for shaping their thoughts and actions spans their most formative years. The trend toward "Life Long Education" continues to enforce collective thinking and the substitution of emotion for reason.

The following video is an Alex Jones/Charlotte Iserbyt interview discussing Common Core, it's history, and the true consequences of standardized, uniform 'education' managed by unelected boards and financed with your tax dollars.

Charlotte announces the release of her phenomenal conference DVD set available on Amazon here. I was honored to be a small part of this historic collection of riveting presentations exposing the dark truths of the educational system. From process to philosophy to results, this dynamic conference examines what is behind The Deliberate Dumbing Down of America.

Please grab a copy of the Global Road to Ruin Through Education Conference and watch it with friends and family.

COMMON CORE RESISTANCE IS SPREADING

11/24/2013

COMMON CORE IS UN AGENDA 21

This blog post is from Mercedes Schneider's EduBloghttp://deutsch29.wordpress.com/2013/11/23/common-core-unrest-obvious-in-17-states/#comments

Common Core Unrest Obvious in 17 States
November 23, 2013
Proponents of the Common Core State Standards (CCSS) are fond of saying that CCSS “has been adopted by 45 states and the District of Columbia.” However, it seems that they refuse to mention the CCSS resistance that has found its way into state offices–often resulting in formal hearings.

Below I offer the latest in CCSS unrest from 17 states, compliments of my esteemed fellow teacher, Vicky Johnston. Each of the following CCSS, “state of the states” articles is from September-November 2013, thereby representing fresh unrest.

For each state, I include an excerpt from the linked article. Follow the link for additional details.

Over one-third of the states whose governors and state superintendents signed the CCSS Memorandum of Understanding as part of US Department of Education Race to the Top (RTTT) funding are now percolating with CCSS misgivings.

That is what happens with top-down reform. The “bottom”– those directly affected by the “top’s” decisions– eventually seethe.

Consider the excerpts below as a “catalogue of seething.”

Alabama 11-16-13

The Alabama state school board on Thursday voted to rescind a 2009 agreement that “commits states to a state-led process” that leads to adoption of the Common Core.

But the vote to rescind drew funny alliances, as the supporters of Common Core were the ones pushing to rescind the old commitment.

The Alabama school board members who have been critical of the controversial national standards called the vote a ruse designed to “make it appear the board has done something to correct the Common Core disaster.”

In the end, the vote passed, and the agreement was rescinded. The move was offered as an assurance that only Alabama educators will control Alabama’s curriculum. But Alabama standards remain unchanged, and those align with Common Core.

Florida 11-20-13

Florida’s public school superintendents on Tuesday asked for a three-year “pause” before the state fully implements the Common Core education standards in every kindergarten through high school classroom in the state.

Volusia County School Superintendent Margaret Smith told the state Board of Education, meeting in Gainesville, that the state’s 67 school superintendents strongly support the Common Core standards but think the districts need more time to adequately prepare to teach the new standards as well as use a still-developing test to measure student performance.

Georgia 11-17-13

Sen. William Ligon, R-Brunswick, has earned numerous followers both in the General Assembly and in grassroots groups for his leadership in opposition. He intends to push anew his bill to force Georgia’s complete withdrawal from Common Core.

That’s despite Gov. Nathan Deal’s executive orders to prevent the sharing of student data with entities outside the state and to develop the state’s own student assessments rather than the expensive, computerized exams offered through the national program. It’s also mindful of Deal’s request that the state Board of Education conduct its own review of the standards.

Indiana 11-18-13

Indiana’s top Republican lawmakers say it’s time to move on from the Common Corestandards initiative and write state-level expectations for students.

House Speaker Brian Bosma called the fight over nationally-crafted education standards known as the Common Core a “distraction” and says it’s time for Indiana to develop its own expectations for students.

Iowa 10-16-13

Iowa Governor Terry Branstad signed an executive order on Wednesday rejecting federal intrusion into the state’s education system. The order, Number 83, declares that the state, “not the federal government of any other organization, shall determine the content of Iowa’s state academic standards”.

The order also states that school districts may also choose to use additional assessments to measure student progress.

Kansas 11-22-13

Gov. Sam Brownback is in the process of researching Kansas’ mathematics and English standards.

Asked whether the state should retain or drop the Common Core standards adopted by Kansas in 2010, the governor told The Topeka Capital-Journal in an interview Thursday he is examining the matter.

“We’re researching and looking at that now,” Brownback said.

Kentucky 11-18-13

Kentucky has often been hailed as the exemplar of implementation of the Common Core State Standards, from its handling of new classroom practices to the way it’s massaged the public perception of lower standardized test scores. But a couple of developments over the last week might give Bluegrass champions of the common core, and friends of the standards in general, some pause about the standards.

The first potential kink is a relatively straightforward one: A political activist, David Adams, has filed a lawsuit challenging the legality of the common core in Kentucky. What’s his argument? He essentially says that the Kentucky Legislature has failed to fulfill its obligation under the state constitution to ensure an “efficient system of common schools” and to make sure those schools are operated “without waste, duplication, mismanagement or political influence.” The Kentucky state school board officially adopted the standards in June 2010. But because state officials and others announced that they would be adopting the standards before they were finalized, Adams told me, they not only jumped the gun, but also crossed the line into some form of mismanagement or malign political influence.

Louisiana 11-21-13

Louisiana State Superintendent of Education John White announced Thursday the state would be delaying how students, teachers and schools are held accountable under the Common Core State Standards and related testing for at least two years.

He also said the state would be shifting to a “a long-term, 10-year view of what our education system can accomplish with these standards.” The announcement came after months of pressure from parents, teachers and political groups urging the state to delay or drop the standards all together.

Maine 09-10-13

[Maine Governor] LePage’s effort to distance himself from Common Core was evident last week, when he disavowed support for the standards and, in a separate move, issued an executive order saying the state would not divulge personal student information to the federal government.

The governor’s statements seemed aimed at his supporters on the right, who were crucial in lifting him to the Blaine House in 2010. But those statements won’t endear him to business interests, which have emerged as strong backers of Common Core.

Maryland 11-21-13

Many [teachers and parents], they (MD senators) said [to MD Superintendent Lowery], complained about how the state is simultaneously implementing three big programs: a new testing system, new ways to evaluate teachers and a more rigorous set of education standards known as the Common Core. …

Lowery responded that the state has already sought ways to slow down the reforms, delaying when the new teacher evaluation system tied to student achievement takes effect and when new tests will be used to measure the state’s education system. …

“This is one of the worst program implementations I have ever seen, in terms of educating parents and families,” Sen. Ed Reilly, an Anne Arundel County Republican, said to Lowery and other top state education officials. “Public relations is part of your job — all of your jobs — and it’s been done very poorly.”

Other senators warned that missteps and disruptions could jeopardize Maryland’s coveted ranking by Education Week as having the best schools in the nation.

Massachusetts 11-22-13

This week, the Massachusetts Board of Education voted to slow the transition to Common Core.

The board decided to delay implementation for two years while it compares the Common Core aligned Partnership for Assessment of Readiness for College and Careers (PARCC) tests to their existing—and widely praised—Massachusetts Comprehensive Assessment System (MCAS) exam.

Commissioner Mitchell Chester, who also chairs the governing board for the PARCC consortium, says that adopting the Common Core by the 2014–2015 deadline would cause Massachusetts “too precipitous a transition.”

New Hampshire 10-31-13

Even as teachers move forward with implementing the Common Core in their classrooms, there continues to be resistance to the controversial new educational standards. …

There are at least six bill requests dealing with the Common Core that lawmakers have filed for 2014. They range from completely terminating state participation in the Common Core to delaying the implementation of the Smarter Balanced Assessment.

New Jersey 11-20-13

Twelve Republican state senators asked Education Commissioner Chris Cerf on Tuesday for more details on the Common Core, a new set of guidelines for what students should learn in math and language arts in every grade.

In a letter released by Sen. Joe Pennacchio, R-Morris, the group asked Cerf to explain the rationale behind the guidelines, their cost, the method for tracking student performance and the assurance of privacy for student data. Pennacchio said he was not hostile to the Common Core but sought answers to questions that parents and teachers have asked.

New York 11-21-13

A group of eight prominent school principals from around New York State have drafted a letter to parents expressing their deep concerns about the validity of new Common Core-aligned standardized tests that state education officials are giving to students in grades three through eight — and in just a few weeks more than 530 other principals and nearly 3,000 parents and teachers have signed in support.

Ohio 11-21-13

Members of the Ohio House of Representatives’ Committee on Education pored over hours’ worth of written and oral testimony, mostly from opponents to the national standards known as Common Core.

COLUMBUS, Ohio — A bill that would exclude Ohio from impending national education standards received a second hearing Wednesday before a gallery of vocal critics that filled a hearing and overflow rooms at the statehouse.

Members of the Ohio House of Representatives’ Committee on Education pored over hours’ worth of written and oral testimony, mostly from opponents to the national standards known as Common Core, asserting the most recent federal directives on education are both substandard and too intrusive to students’ personal information.

Oklahoma 11-05-13

Parents, teachers and legislators are voicing their concerns over a set of public education principles known as common core state standards.

A legislative hearing on common core was held Tuesday before a House committee. There is growing opposition, especially among some conservative House legislators, to the standards that were approved in 2010 and are now being implemented by Oklahoma school districts. …
Some opponents claim the standards are a federal intrusion into the state’s public education system.

House Speaker T.W. Shannon introduced a bill earlier this year to repeal the standards, but Republicans leaders in the Senate and Gov. Mary Fallin say they support common core.

Wisconsin 11-20-13

And as a local control state, school districts in Wisconsin technically wouldn’t have to adopt the standards, or could drop them altogether. That’s unlikely, however, because schools are still required to take annual state assessments. Starting next year, Wisconsin will switch to new computer-based standardized tests that are aligned to the Common Core. The ACT college and career exams, which will be required for high schoolers starting next year, will also be Common Core-based.

The Truth About Being “State Led”

The CCSS Memorandum of Understanding for federal, RTTT funding requires states to contractually agree to be “state led.”

Such irony: The federal government “requiring” states to be “state led” as part of a federal contract.

In critically reconsidering their agreements to abide by CCSS and its related RTTT high-stakes assessment and data collection requirements, it seems that a number of “CCSS” states are attempting to do exactly that– reinforcing the right of states to listen to the concerns of their citizens and subsequently adjust their own education systems.

Sounds like democracy, doesn’t it?

Note: If I missed any CCSS unrest in other states, please add info in the comments section of this post. Thank you.

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HIGH SCHOOL SOCIAL STUDIES QUIZ: Prepare to be depressed...

11/13/2013

This video has been viewed by over half a million people. It's a 'student on the street' interview with high school students being asked very basic questions about American history and world geography. Is this the result of a generation of improvement in education? From Outcome Based Education to No Child Left Behind to Race to the Top to Common Core---and they can't answer when asked which countries border the United States. Is this typical? I don't know, but it should never have happened in a US school.

GUEST POST: CHARLOTTE ISERBYT ON SCHOOL CHOICE

8/19/2013

This guest post was Charlotte Iserbyt's response to a question regarding whether Maine Governor LePage had asked her to be the replacement for the out-going Commissioner of Education.

Charlotte’s response:

“The Governor knows where I stand. He called me for my advice re charter schools the day before he was inaugurated. I told him that charter schools are dangerous since they are public schools but have no elected school boards. Taxation without Representation. We fought an important war in regard to such taxation.

My opposition is to publicly funded charter schools with no elected boards and to tax-supported private, including religious and home school, education. The Governor and his cronies with the federally-funded Council of Chief State School Officers, National Governors Association, et al, support tax-supported private education (no elected boards to represent the taxpayers) The purpose is to transform our once superb, pre-1965 education system to the Soviet work force training mode. This has been the plan since 1934 when the Carnegie Corp. called for using the schools to change America’s capitalist economic system to the Soviet planned economic system (limited learning for lifelong labor).

Communist Core (my label for Common Core) has been with us for many years under other labels. (Semantic Deception) What do people think Maine’s Learning Results were all about? Maine was probably the major state to introduce Communist Core. In fact, if I recall correctly, Maine’s Communist Core was used at the international level to develop the international Communist Core standards. A handful of long-time recognized education researchers have opposed the Communist Core (Marxist) national curriculum for over 48 years with little support from the grass roots! All of a sudden there is this enormous national opposition to Communist Core (the new label for Maine’s mid-nineties Learning Results, and and the 1970-present National Assessment for Educational Progres of which 60 % of the test items are politically correct- attitudinal. This phony, deliberately hyped opposition to Communist Core is spearheaded and supported by the national Heritage Foundation, which for the past 7-8 years has controlled Maine’s education system, and which has affiliates in most states. Former Commissioner of Education Bowen was groomed for his job when he headed up Maine Heritage. This hype, with another tax-exempt foundation, Pioneer, coming in to support home school leader, Heidi Sampson’s, anti-common core agenda, is very suspect. The anti-Communist Core movement is very simply a red herring (diversion) to keep Americans from understanding and opposing the Trojan Horse:tax-funded school choice. This pro-tax-funded school choice agenda is supported by the Governor and Bowen who take their orders from the Council of Chief State School Officers, Florida’s ex-Gov. Jeb Bush, his Foundation for Excellence in Education, Bill Gates, Pearson, and IBM’s ex-CEO Gerstner. Gerstner has the gall to call for recommending to President Obama that he bring down all 16,000 public school districts with their messy elected school governance. He and other globalist corporate heads want the privatizaion of ALL education in order to implement the Soviet polytechnical workforce training system called for by Carnegie in 1934. All neoconservative (Trotskyitne) tax-exempt foundations, including the major player, the national Heritage Foundation, the corporate fascist globalist Council on Foreign Relations, and the Obama Administration all support tax–funded school choice. What is there to like about that?

Mainers better wake up and tell Maine Heritage, which drafted the North American Free Trade Agreement (NAFTA), which destroyed thousands of good jobs in Maine, and across the country, and sent them south, to get out of Maine!

Communist Core is NOT the issue. Those fighting Communist Core better wake up and realize that even if they kill Communist Core, if they do NOT oppose ALL forms of tax-supported School Choice and Charter Schools, they will wake up one day and find that their children in their favorite tax-supported choice private school are required by federal law (regulations) to take the Communist Core assessment (test) they thought they had killed! Why? Because when an education entity (private or public) accepts one penny of federal money it MUST adhere to federal regulations regarding curriculum, testing, hiring, etc., etc. And that is as it should be.

The only option, difficult as it may be to attain, is for Americans to support restoration of the pre-1965 super education system with its traditional academic curriculum. All other options are lethal. repeat LETHAL WITH NO UPWARD MOBILITY FOR THEIR CHILDREN.

If Mainers are looking for a super Commissioner of Education to replace Steve Bowen, they would do well to vote en masse for Steve Schran, a public school teacher with 30 years experience in the trenches who supports traditional academic education, not Limited Learning for Lifelong Labor, which has been planned for us by the tax-exempt foundations, especially Carnegie, ever since 1934.

Maine should kick out every single out- of- state tax-exempt foundation, including the Brookings Institute which was in Maine a couple of years ago working to restructure Maine’s government. These out-of-state entities are busily at work effecting change in our political and educational governance in order to implement the international socialist global system. “They” think we are stupid and naive. Well, even if we are uninformed about global politics, I personally would prefer that we in Maine be allowed to make our own decisions, even if we occasionally make a mistake. We do NOT need the tax-exempt foundations to tell us what to do. They have no goal other than to use our children to spin off profits for the global elite.

Best regards to all who managed to get through this diatribe! Please email me if you disagree or have any questions. I wouldn’t bore you with all these nasty historical details if I were able to get published in Maine’s major media. Please spread the info in this message far and wide. Every single thing I have stated can be backed up by official documentation.

Take Maine Back and sooner than later,”

Charlotte Iserbyt
Dresden
former school board member SAD 28 (Camden-Rockport)
former Sr. Policy Advisor
U.S. Dept. of Education 1981-1983
author: the deliberate dumbing down of america, 1999 and updated abridged version 2011 (FREE download at http://www.deliberatedumbingdown.com)

INDOCTRINATION IN FORMER USSR USES TECHNIQUES DEVELOPED IN USA

6/9/2013

Our friend, the esteemed researcher and whistleblower, Charlotte Iserbyt, corresponds with concerned educators and others from across the world. Here is an email that she received from a correspondent in Bosnia:

A little information on education reform (restructuring) in ex-Yugoslavia countries and especially in Bosnia:

OBE is being implemented here for more than 7 years now. They started to teach teacher at the master degree studies (that is opened at about the same time) how to implement it. I have been enrolled there but couldn't learn what they want because of all socialistic indoctrination taking place and all reform-things being teach... They introduce new curriculum based on achieving the predetermined outcomes which are starting to be less and less academical - just as Charlotte speaks about. When the control-staff from government come to a class to see how a teacher works, they only look if the teacher and his students achieved the predetermined outcomes for a class and does he has evidences of that achievement.

They have a whole-semester class on Backward design at mentioned master study for teacher and they use translated book called Understanding by Design (UbD) by Grant Wiggins and Jay McTighe. That is the method for implementing OBE via Skinner's Mastery Learning...

We had here a similar thing like Carnegie Units before - but now they are introducing Mastery Learning with OBE! In Serbia, a new law, starting in 2014., will force teacher to prepare students for testing and pilot testing will be introduced as well as student being recycled until passed the test or declared learning disabled and sent to be trained for whatever job working in which he will be contributing the state. That is teaching to the test!

They also introduce the backward planning of lessons, that is planning from the outcomes to the materials necessary... We also have a laptop per each child and one per teacher in almost every classroom. All teachers have been in seminars to learn how to use them. Exactly as Charlotte and others told: OBE workforce training with Mastery learning and via computers and teachers teaching to the test!

At our seminars, we are being told that books will be replaced and that subject and grades will be eliminated, or at least everyone will get an 'A' but at a different time (ML)! Also, an individualized learning plan will be created for each student... Each student now has a dossier and teachers are being told to make student portfolios as well! We have also a computer data base of their grades only - for now...

They are now developing the process of integration of subjects into different areas and they are telling us to correlate each lesson from different subjects with other subjects - holistic approach!

When I read Charlotte's book and work of other great Americans that are on this mailing list, I could not believed that everything that is happening here nowadays already happened in USA and the results are known! It has been like I was "being hit by a train". Not many parents and teachers know about this reform and its goals and when I explain in to some of them, I get only ignorant opposition.

This is just a small portion of what is happening to our education today.

TURNING 6 YEAR OLDS INTO PROPAGANDA MACHINES: COMMON CORE

5/27/2013

If you were going to take over a country without using the military you'd probably do it through the media and the educational system. And that's exactly what we're experiencing. If it isn't a take-over what is it? Total manipulation of children's minds in classrooms; every magazine, movie, TV program, newspaper, and textbook is working on the rest of us with sustainable development dictates; land use plans, emergency management plans, law enforcement plans, food regulation, energy restrictions, legislative and legal decisions--all direct us and formulate public opinion to unquestioningly accept the agenda for the 21st century.

As I travel the nation speaking I am sometimes challenged by people who are paid to advocate for Smart Growth and Common Core, or the Wildlands Project or regionalization/globalization. These are the people who pretend that we're crazy and they are the reasonable, sensible saviors of the planet. They're often employees of non-profits, government agencies, and foundations. Even when they're shown the facts they'll still deny them. A tactic I see often is that they'll make personal attacks on me rather than address what I'm saying. These are people who are motivated by money, or by acceptance in their social group, or job security, or by a sincere belief that they must not look deeply into Sustainable Development because the end justifies the means. And the 'end' is the salvation of the planet, in their minds.

Many of these people are under 50. They have been indoctrinated.
Please take a look now at a Common Core textbook for 6 year old children. One thing you want to notice when you're watching this short video is that the text directs children to play on people's emotions when they are writing. The other thing to notice is that the examples used include fighting a land owner who wants to build houses on land that people have been using as a park (no explanation here, just emotion: anger), and the need to manipulate parents and others. Take a look.

This is Common Core. Common Core is Agenda 21.

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