And So I Go: Yesterday, Today and Tomorrow

Archive for the ‘Taking back our schools’ Category

I thought I was pretty well up on what is happening in our country because I really try hard to keep up and do a lot of reading, but now way was I even close to knowing what is happening to everyday people just like me and you.  This article from the Heritage Foundation is an eye opener and a blood pressure raiser. Be sure and go to all the referred sites for all the information.  The time for We the People to act is now when we have the momentum with the Tea Party and other groups up and moving.  Time for you to get involved too before it has gone too far for the United States and Americans to turn the tide towards tyranny around and defeat those who would imprison us in a country no American wants to live in.  Sincerely, Brenda Bowers  BB

The Government vs. YOU

06/14/2013

Every day, more Americans get trapped by big government. In addition to groups targeted by the IRS, upstanding citizens going about their normal lives are suddenly targeted by law enforcement authorities and charged as criminals. Just a few examples:

 

 

 

USA-v-YOU

These are only a few of the shocking incidents The Heritage Foundation chronicles in our new project, USA vs. YOU. Experts at Heritage’s Edwin Meese III Center for Legal and Judicial Studies reveal the stories of 22 people from all backgrounds, races, and income levels victimized by carelessly written laws.

Get the FREE e-book USA vs. YOU now >>

When criminal laws are created to “solve” every problem, punish every mistake, and compel the “right” behaviors, this troubling trend is known as overcriminalization. Ultimately, it leads to injustice for honest, hard-working Americans at every level of society.

Public interest groups from across the political spectrum recognize how this flood of criminal laws violates our basic liberties. Diverse organizations including the American Civil Liberties Union, the National Association of Criminal Defense Attorneys, the American Center for Law and Justice, and Right on Crime, among others, have joined with Heritage to reaffirm the true purpose of America’s justice system: to ensure public safety and protect the innocent.

When was the last time you saw the ACLU work together with a faith-based group like Justice Fellowship? WithUSA vs. YOU, the problem is grave enough to bring together unlikely allies. And we’re delivering this bipartisan message just as the House of Representatives has launched a task force aimed at correcting this issue.

This morning, Heritage Senior Legal Fellow John Malcolm will testify at the first hearing of the Overcriminalization Task Force—shining a spotlight on the scope and severity of this threat to our liberties. Ending the practice of trapping our citizens with unnecessary laws will be no easy task, with an estimated 4,500 criminal law offenses and 300,000 criminal regulations on the books.

Experience the stories of Americans like you treated unjustly – download the FREE e-book now >>

Over the next six months, Members of Congress from both parties will study this issue in depth, hold hearings, and—with the right encouragement—take steps to enact real reform.

This new effort includes tools for you to raise your voice and make a difference in defending our liberties. So explore the documented stories in USA vs. YOU, follow the links, and take real action today to help turn the tide.

Read the Morning Bell and more en español every day at Heritage Libertad.

Quick Hits:

  • President Obama has changed his policy on Syria, saying that Bashar al-Assad used chemical weapons and that the U.S. will provide military support to the rebels.

 

 

 

  • Investigative journalist James O’Keefe has produced some shocking stories of corruption. In a new book, hedetails his undercover work with Project Veritas.

 

  • For decades, inappropriate IRS behaviors have been revealed. Each time, the agency has assured the public that it takes these breaches “very seriously.”

 

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Americans were told in the early 1960’s by a funny looking short chubby Russian leader named Khrushchev that America would be defeated by Communism and not a shot would be fired.  If you care to go to my right side column   you will find a series of videos made in the 1980’s by a former KGB (Russia’s top spy agency) agent explaining exactly how the Communist planned to overthrow America  (Subverting America by Uri Bezmenov).    I am 72 years old and I watched it happen exactly as Bezmenov    said it would happen and exactly as Khrushchev claimed as he banged his shoe on the podium.  Many laughed and said it would never happen but  here we are fifty years later and it is happening.  the last brick in the wall of our American prison is being put in place with the federal CORE Curriculum that the government is forcing on states.  The text books of the CORE Curriculum have completely rewritten history!  Beware!

 

Do read carefully this article from the Cato Instutute.  Then check carefuylllly and keep an eye on your own schools and what is being fed to your children.   BB

May 4, 2013

The Great Education Power-Grab

By E. Jeffrey Ludwig

Did you know that reformers intent on implementing the Core Curriculum (National Standards) have invaded public education?  They do not care about kids or about individuals.  Armed with statistics and vast software systems, their intent is to establish one-size-fits-all curricula and success parameters in public education nationwide.  The scope of their ambitions leads this educator to the conclusion that their underlying impulse is totalitarian.

 

These reformers are driving toward the six- or seven-class-a-day high school teaching load, the 9-5 schedule for the schools (or longer), school provided free and compulsory for ages 2 to 22 (or 26), the six- or seven-day school week, and the 12-month school year (with two- or three-week vacation breaks scattered throughout the school year), all controlled by a vast bureaucracy nationwide and justified by the implementation of “national standards.”  A database of answers to 400 questions by all U.S. students K-20 will be compiled and maintained at a tremendous cost to the public.  Forty-six states are already on board.  This 20-plus years of control and indoctrination will, if implemented, become a cornerstone of statist control.mic

 

Who’s doing it?  These reforms are led by Bill Ayers, Michelle Rhee, Arne Duncan, and Mayor Mike Bloomberg of New York City.  They are also led by educational publishers such as Cengage, Pearson, McGraw Hill, and McDougal Littel.  They have a host of supporters including, but not limited to, the Coalition of Essential Schools, New Visions, the Harvard Graduate School of Education, and other NGOs that want to bring equality and progress [sic] to institutions supposedly failing to their very core.  These “reformers” are being abetted by their so-called adversaries, the education unions: UFT, AFT, NEA, and NYSUT.  Claiming to object to some of the teacher hostility expressed by the “reformers,” these unions actually are 100% in tune with the political and social agenda of those reformers.  Why?  Because the movement toward “national standards” by these reformers means increased membership and dues for the unions, consolidation of power, and national promotion of their left-wing agenda.  The education unions become junior partners in one of the greatest power plays in the history of this country.

 

The key to their vision, if one can call this Brave New World and 1984 nightmare a “vision,” is to bring in a whole new class of school administrators.  These administrators do not have teaching experience.  Teaching experience tends to breed respect for the individual.  Instead, the drive of national standards is to collectivize, to standardize, and to establish one-size-fits-all educational benchmarks, goals, and curricula.  The new mandarins of education are people in their twenties or early thirties who are to come in and uproot the supposed garbage of the past.  Likewise, pressures are being brought to bear on older teachers and experienced administrators to get out of the way of the “agenda of change.”

 

A few years ago, this writer attended a meeting to recruit teachers into the New York City Department of Education Leadership Academy for prospective principals, and the sophisticated and attractive hostess of the program was asked, “When reviewing applications to the program, do you take into account whether the applicant has written and published any articles of books?”  Without hesitation, the woman answered firmly that she does not.  Connection with the world of books is not part of leadership in education.  On another occasion, this writer even heard one principal in the New York City Department of Education say that he is not interested in having libraries where books just gather a lot of dust; rather, he wants to replace all books with much cheaper and less space-consuming CDs.  He added that students do not need literature in high school; they need only skill-sets for proper English usage.  Under the Common Core, literature is being de-emphasized in favor of nonfiction, and excerpts will replace the reading of entire texts.

 

The thrust during Bloomberg’s years as mayor of New York City has been to recruit people with little or no experience in education to teach and to run the schools.  This supposedly is to refresh a profession that has been too insulated from accountability and new ideas for too long. We saw this in Chicago, when Arne Duncan was the head of the schools.  He had only had a little tutoring experience, but his goal was to renovate and revamp the failing system.  As far as anyone knows, the system there is still failing.

 

What, then, do we find?  From top to bottom, the NYC Dept. of Education is replete with administrators with little  teaching experience.  Often selected because they are inexperienced and willing to be as insensitive as a cactus in order to please their superiors, they come to impose themselves as “leaders” on those who are already making great sacrifices as teachers.

 

Then there are teaching fellows and other “career change” types who have decided they want to begin a new career path in education.  They soon learn the realities of life in the schools, and many leave.  Many teaching fellows are also brilliant and idealistic, and they come into education to make a difference in the lives of individuals and society as a whole.  However, they find that they not only have to deal with incredibly complex and difficult classroom and building situations, but many times are being badgered by clueless administrators who are the “new breed” as described above.  This author recently heard a highly regarded principal of a New York City high school say that he considered “classroom management” overestimated in importance.  Right.  Who needs an attentive, orderly classroom?  Let students have a watered down curriculum, let them talk during class, and then give them inflated grades to support their self-esteem.  This is to be the new formula for national “progress.”

 

We find people coming into education from facilities management, the petroleum industry, pharmaceutical sales, and lobster wholesaling and delivery backgrounds.  This writer has met these people, and the likelihood that they read even one book a year is remote.  Are non-readers and non-teachers suited to be educational leaders?

 

Many, be it for money, security, ideals, or some combination of the above seek administrative positions that they are not ready for.  Why aren’t they ready?  They are not ready because they have not been mentored and inculcated with core educational values that include, but are not limited to, focus on service and on educational values such as curricular innovation, creativity, knowledge, teacher morale, school tone, the family of man, student character-building, and caring/love of all for all (said list can be summed up as “the pursuit of happiness”).

 

The above changes are gradually (and sometimes not so gradually) being implemented in various school districts throughout the country, but  national standards (Core Curriculum) are the connecting mechanism whereby the philosophy of education outlined above can be managed at the federal level.  The rationale for this is that students in China, Japan, and Singapore regularly do better than U.S. students on international tests of math and science.  Therefore, a more comprehensive approach (standards) needs to be taken if we are to remain competitive in the world economy.

 

Even accepting the highly dubious assumption that we are falling behind those countries, should our schools become as authoritarian as those schools?  Are not the Judeo-Christian ideals of love and compassion still valid?  Do we want the drones we find in these other cultures?

 

About 46 states have already signed onto “national standards.”  There is movement in that direction.  There are not many articles in the conservative media and blogs challenging this direction.  Nevertheless, the danger to culture, to rationality (substituting what to think for how to think), to individuality, and to the tried and true is palpable.

 

My question to the reader: Do you want American public education to become even more of an ideological monolith than it is at present?

Read more: http://www.americanthinker.com/2013/05/the_great_education_power_grab.html#ixzz2SME2uDEr
Follow us: @AmericanThinker on Twitter | AmericanThinker on Facebook

I have for several years now received newsletters from one of the few and wonderful conservative colleges left in our country:  Hillsdale College.  They are offering a new FREE on-line course  in American history that I certainly plan to take and you may also want to follow.  The information is below.  BB

( From an email to me from Hillsdale College)  I’m Larry Arnn, president of Hillsdale College, and your teacher for the first of the ten classes that make up the course. I’m eager to tell you more about this important and timely series, being offered online for the FIRST TIME – For Free!

High Praise for Hillsdale's Constitution<br />
courses from across AmericaBut first, here’s an interesting little test for you: Which President said the following? (HINT: It was during his Second Inaugural Address.)

” . . . each time we gather to inaugurate a president, we bear witness to the enduring strength of our Constitution.

“What makes us exceptional, what makes us America is our allegiance to an idea articulated in a declaration . . . We hold these truths to be self-evident, that all men are created equal. That they are endowed by their Creator with certain unalienable rights, and among these are life, liberty, and the pursuit of happiness.

“The patriots of 1776 did not fight to replace the tyranny of a king with the privileges of a few, or the rule of a mob. They gave to us a republic, a government of, and by, and for the people. Entrusting each generation to keep safe our founding creed . . . ”
Who comes to mind: Jefferson?Lincoln? Reagan? 

Actually it’s none of the above. It wasBarack Obama.

Surprised? I was too.

How can a President of the United States use phrases like “unalienable rights” and government “of, by, and for the people,” when all of his actions point away from a republic of liberty, and toward bureaucratic despotism?

President Obama’s policies – from Obamacare, to higher taxes and runaway debt, to increased regulation of the economy and of family life – are in direct contradiction to these words in his second inaugural address.

President Obama can only get away with misusing the words of America’s founders because too many Americans today have not been properly educated about our American Heritage.

And if this is allowed to continue, our great nation will become less free and less prosperous, and the intrusive bureaucratic state will expand.

To steer our nation in the right direction, Americans must once again be educated for liberty. That is why I implore you to take these two steps right now:

1. Register for our new American Heritage course RIGHT NOW

Newsletter from  ACT for AMERICA.

August 14, 2012

This couldn’t happen here, could it?

Dear Lew and Brenda,

Yes it could—and is.

In fact, the title of the article below (highlights added), posted at the Gatestone Institute website, could just as easily be “How Political Correctness is Transforming American Education.” 

To find just one example, click here to check out the report we released earlier this year, “Education or Indoctrination: The Treatment of Islam in 6ththrough 12th Grade American Textbooks.”

You’ll learn that the typical textbook fails to note that the 9/11 terrorists were radical Muslims and fails to inform students that the state of Israel was created by a UN resolution in 1947.

Most of what is mentioned below is already beginning to happen in America. For example, a couple years ago students at a Boston-area middle school were taken on a field trip to a mosque. The boys were invited to kneel and pray while teachers stood by and did nothing. Can you imagine the outcry from faculty and the ACLU if this had happened at a Christian church?


How Political Correctness Is Transforming British Education

by Soeren Kern
http://www.gatestoneinstitute.org/3170/british-education-political-correctness#.UAQtSmOuuGk.facebook

In Cheshire, two students at the Alsager High School were punished by their teacher for refusing to pray to Allah as part of their religious education class.

In Scotland, 30 non-Muslim children from the Parkview Primary School recently were required to visit the Bait ur Rehman Ahmadiyya mosque in the Yorkhill district of Glasgow (videos here and here). At the mosque, the children were instructed to recite the shahada, the Muslim declaration of faith which states: “There is no god but Allah and Mohammed is his messenger.” Muslims are also demanding that Islamic preachers be sent to every school in Scotland to teach children about Islam, ostensibly in an effort to end negative attitudes about Muslims.

British schools are increasingly dropping the Jewish Holocaust from history lessons to avoid offending Muslim pupils, according to a report entitled, Teaching Emotive and Controversial History, commissioned by the Department for Education and Skills.

British teachers are also reluctant to discuss the medieval Crusades, in which Christians fought Muslim armies for control of Jerusalem: lessons often contradict what is taught in local mosques.

In an effort to counter “Islamophobia” in British schools, teachers now are required to teach “key Muslim contributions such as Algebra and the number zero” in math and science courses, even though the concept of zero originated in India.

In the East London district of Tower Hamlets, four Muslims were recently jailed for attacking a local white teacher who gave religious studies lessons to Muslim girls; and 85 out of 90 schools have implemented “no pork” policies.

Schools across Britain are, in fact, increasingly banning pork from lunch menus to avoid offending Muslim students. Hundreds of schools have adopted a “no pork” policy, according to a recent report by the London-based Daily Telegraph.

The culinary restrictions join a long list of politically correct changes that gradually are bringing hundreds of British primary and secondary education into conformity with Islamic Sharia law.

The London Borough of Haringey, a heavily Muslim district in North London, is the latest school district to switch to a menu that is fully halal (religiously permissible for Muslims).

The Haringey Town Council recently issued “best practice” advice to all schools in its area to “ban all pork products in order to cater for the needs of staff and pupils who are not permitted contact with these for religious reasons.”

Local politicians have criticized the new policy as pandering to Muslims, and local farmers, who have pointed out that all schools in Britain already offer vegetarian options, have accused school administrators of depriving non-Muslim children of a choice.

Following an outcry from non-Muslim parents, the town council removed the guidance from its website, although the new policy remains in place.

At the Cypress Junior School, in Croydon, south London, school administrators announced in the school newsletter dated June 1, 2012 that the school has opted for a pork-free menu “as a result of pupil and parental feedback.”

The announcement states: “Whilst beef, chicken, turkey and fish will all feature, as well as the daily vegetarian and jacket potato or pasta option, the sausages served will now be chicken rather than pork.”

In Luton, an industrial city some 50 kilometers (30 miles) north of London where more than 15% of the population is now Muslim, 23 out of 57 schools have banned pork.

In the City of Bradford, a borough of West Yorkshire in Northern England where there are now twice as many practicing Muslims that there are practicing Anglicans, 24 out of 160 schools have eliminated pork from their menus. In Newham (East London), 25 out of 75 schools have banned pork.

Other pork-free schools include Cranford Park Primary School in Hayes (Middlesex), and Dog Kennel Hill Primary in East Dulwich (South London).

The Borough of Harrow in northwest London was among the first in Britain to encourage halal menus. In 2010, Harrow Council announced plans to ban pork in the borough’s 52 state primary schools, following a switch by ten secondary schools to offer halal-only menus.

According to the UK-based National Pig Association, which represents commercial pork producers, “It is disappointing that schools cannot be sufficiently organized to give children a choice of meat. Sausages and roast pork are staples of a British diet and children enjoy eating them. If products can be labeled with warnings that they contain nuts and vegetarian dishes can be made and kept separate from meat dishes, [we] don’t see why the same can’t apply to pork.”

Lunch menus are not the only area in which “cultural sensitivity” is escalating in British schools.

In West Yorkshire, the Park Road Junior Infant and Nursery School in Batley has banned stories featuring pigs, including “The Three Little Pigs,” in case they offend Muslim children.

In Nottingham, the Greenwood Primary School cancelled a Christmas nativity play; it interfered with the Muslim festival of Eid al-Adha. In Scarborough, the Yorkshire Coast College removed the words Christmas and Easter from their calendar not to offend Muslims.

Also in Cheshire, a 14-year-old Roman Catholic girl who attends Ellesmere Port Catholic High School was branded a truant by teachers for refusing to dress like a Muslim and visit a mosque.

In Stoke-on-Trent, schools have been ordered to rearrange exams, cancel swimming lessons and stop sex education during the Muslim holy month of Ramadan. In Norwich, theKnowland Grove Community First School has axed the traditional Christmas play to “look at some of the other great cultural festivals of the world.”

Meanwhile, the politically correct ban on pigs in Britain also extends to toys for children. A toy farm set called HappyLand Goosefeather Farm recently removed pigs in order to avoid offending Muslims.

The pig removal came to public attention after a British mother bought the toy as a present for her daughter’s first birthday. Although the set contained a model of a cow, sheep, chicken, horse and dog, there was no pig, despite there being a sty and a button which generated an “oink” sound.

After the mother complained, the Early Learning Centre (ELC), which manufactures the toy, responded: “Previously the pig was part of the Goosefeather Farm. However due to customer feedback and religious reasons this is no longer part of the farm.”

After a public outcry, however, ELC later reversed its decision: “We recognize that pigs are familiar farm animals, especially for our UK customers. We have taken the decision to reinstate the pig and to no longer sell the set in international markets where it might create an issue.”

 

CLICK HERE to download a PDF of this document

 

I have been receiving the newsletter from ACT!   for some time and really do recommend it to you.  Today the special is a report on how our children are being brainwashed thru changes in their text books.    I am sure parents have been aware for sometime that our schools are dummying down the education of of children and  than crying that it is a lack of money that is causing the problem.  NO!  The problem has been and is the brainwashed  educators!  (See Uri Brezmenov in the Subverting of America in my special pages in the side bar) .  this report is a follow up and c placing in one report just how bad the problem is.

The rest of the newsletter gives  some thought provoking issues voice.  Read and be aware then ACT!  Watch carefully what is  happening on the national level,  but also keep up with the local level of government because it is the local level where the elections in November will be held and therefore where all the fraud and thuggery is going to take place.  I hope the Tea Party people will make themselves very apparent in November especially at the poling places.   Now is the time to start getting out the vote then on election day provide cars and car pooling and especially to just watch and be aware of everything that is happening.

In relation to the corruption of our textbooks did you see the 18 year old who was elected by 88% to the school board in a city in New Jersey?    Schools can’t do a whole lot to harm the really bright children, but it is the rest that we have to worry about because they are the majority and our true future.  BB

Welcome to ACT! for America Education

(formerly known as American Congress for Truth)

A message from the President, Brigitte Gabriel

Welcome! Thank you for taking the time to visit the website of ACT! for America Education, formerly known as American Congress for Truth, your definitive source for information, education and research on issues and topics related to the threat of radical Islam. Here you will find easy access to thousands of articles, videos, books and websites, conveniently organized under the topic headings located in the navigation bar above.

September 11th was a wake-up call for America. For me, it was reliving a nightmare.

read more…

NYC subway plotter: We wanted to spread panic

TOM HAYS, Associated Press4/23/12NEW YORK (AP) — An admitted al-Qaida recruit testified Wednesday that he and two friends were determined to “weaken America” by strapping on suicide bombs and attacking New York City subways around the eighth anniversary of 9/11, but now hopes for redemption.

“I believe my crimes are very bad,” Najibullah Zazi said on cross-examination. “If God gave me a second chance, I would appreciate it and will be a very good human being.”

Earlier, Zazi told a federal jury at his alleged accomplice’s trial that he slipped detonator ingredients into the city on Sept. 10, 2009, after the chemicals extracted from beauty supplies passed a test run.

Using code words, he then frantically emailed one of his al-Qaida handlers to get the exact formula for building homemade bombs to go with detonators.

read more…

Israel marks Holocaust Remembrance Day

The Jerusalem Post4/19/2012By: JPost.com Staff

Siren to be sounded to remember the 6m. Jews murdered in Holocaust; Knesset to hold “every person has a name” ceremony.

Memorial services and events throughout the country were due to continue Thursday to mark Holocaust Remembrance Day, which began on Wednesday evening. At 10:00 a.m. a two-minute siren was scheduled to be sounded to remember the six millions Jews murdered at the hands of Nazis during the Holocaust.

Following the sounding of the siren, various ceremonies and events were due to commence immediately.

read more…

Page 1 of 15

This might interest you.  I of course have been blogging about these issues since beginning to blog as I had personal experience with text books I personally refused to use in my classroom because of the inaccuracies and  what I felt was bias treatment of some issues.  BB

March 20, 2012

Textbook analysis report
released today!

A special message from
Brigitte Gabriel, President,
ACT! for America Education

www.ACTforAmericaEducation.org

Dear Lew and Brenda,

It is with great delight that I announce to you that today we released “Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks.”

ACT! for America Education Executive Director Guy Rodgers and I began discussing this project nearly four years ago. Today, that project is a reality—and I believe that one year from now you and I will look back on this as a truly historic accomplishment that helped change the course of education in America.

This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed. Our children deserve better. Our children deserve facts and accuracy, not historical revisionism.

To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause. In just a few years after September 11th, the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today’s young teens, who don’t remember 9/11, to really understand what happened that day—and why.

Please forward this email to anyone and everyone you know. Help us get the word out far and wide! Over the next few months we hope to wake up America to what this report has uncovered!

To access the report log on to www.ACTforAmericaEducation.org. Once there you will find the following:

  • The Executive Summary of the Report, which was mailed to over 70,000 state and local school board members nationwide;
  • The full Report;
  • Sub-reports, sorted by each textbook publisher;
  • A plan for taking action.

The few have always made a difference in this crazy, dangerous but wonderful world we live in. This is our time, those of us who “get it” and are concerned about the direction of our future, to come together and work together to make a difference for our country and our future generation.

I am honored to put my hand in yours and work with you to ensure our children receive the best historical education, and America remains the greatest and brightest nation on earth.


Brigitte Gabriel


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