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Watch student decimate Common Core: Founding Fathers ‘turning in their graves’

Watch student decimate Common Core: Founding Fathers ‘turning in their graves’


http://youtu.be/PprP5TCZBRI

November 15, 2013 by Cheryl Carpenter Klimek

A Tennessee high school student spoke from personal experience when he gave a highly critical speech on on the Common Core curriculum at a Knox County School Board meeting earlier this month.

The initiative “seemed to spring from states,” and it was developed by educational testing executives and only two academic content specialists, neither of which approved the final standards, Ethan Young, a senior at Farragut High School, said in the recorded speech, according to The Daily Caller.

Read more: http://www.bizpacreview.com/2013/11/15/watch-student-decimat...

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more testing

There is an international testing program that can be monitored to see how the new education programs are working in the US (vs other countries). It is the Trends in International Mathematics and Science Study (TIMSS) http://tinyurl.com/nlub2ve

There is also a nation wide testing program that can be monitored:
National Assessment of Educational Progress (NAEP
http://tinyurl.com/3jqtyb

Kids get tested quite a lot these days, don't they?

E.D. Hirsch & Common Core

I thought the sound of "Common Core" was familiar.

http://tinyurl.com/ofem8b6

http://www.coreknowledge.org/

Now we need to find out if his original Common Core standards were tweaked, and how the state tests and textbooks have been developed.

Is everyone familiar with the governments 10 regional education labs? They operate much like the dhs fusion centers, only focused on education.

http://ies.ed.gov/ncee/edLabs/regions/

This is how bad Dept of Ed policies get out to your kids school.

He Represents The Next Generation of True Leaders

I am hopeful for the future when I hear men like this....

Boom!

Good Man !

That was aweseome... very inspiring :)

Freedom is a byproduct of acceptance - judge not.

What he meant at the 3:35mark...

at least what I take from it -

'learning something everyone else already knows ain't learning.'

9-11 was a panda job.

jrd3820's picture

"We teach to free minds"

Great speech, great find.

Now the poor kid

...has to go off to college lmao

If I may give him a suggestion plz....just show up for the mid-terms and finals. You will get a higher mark today lol

Boredom and frustration with the methods of teaching and presentation.

I can tell you right now the profs will continually interrupt and cut him off while rephraseing his responses. The numerous interjections might cause him to lose his tongue ...it happened to me but thankfully only the person beside me heard it.

PS I kid you not...in 3rd year university course we had to view a Simpsons episode :/

donvino

Don't need college to become educated

and its likely that college will actually impede gaining a true classical liberal education where a student learns how to learn & think for themselves. The type of profs you described are far too common on campuses today.

College is best used for gaining skills and credentials needed for certain professional fields. Make sure that the money spent will actually pay off. Most degree programs won't. There are many waitresses and bartenders with college degrees, and huge debts.

A true education can be gained for very little (or no) money. Students who choose this route are motivated, life long learners. In contrast, most Americans don't read a book after leaving h.s. and 42% of college grads don't read a book after leaving university. These are the products of the 'schooling' system. They are people who cannot think for themselves, people who merely parrot what they hear from the mass media. They use the 'schools' as a babysitter during the day. They send their children into that 'schooling' meat grinder which turns their mind & spirit into mush.

Are none of them aware & angry enough to do something about this ? All this has been known for many decades, yet it goes on.

http://schoolsucksproject.com/american-schooling-this-is-spa...

Thanks ! One of my favorite movie scenes

excluding those with car chases & explosions ;)

Abolish the DOE.

Fire all the school board members. Keep firing all the school board members till the system breaks. Then start all over.

Bravo!

If he can do it why can't the 'grown-ups' in government?

sharkhearted's picture

POWERFUL!

~

~Chris
Norfolk, VA

Time to INVESTIGATE the investigators of 9/11. PROSECUTE the prosecutors. EXPOSE the cover-up.

Read "The Deliberate Dumbing Down of America"

by Charlotte Iserbyt

Free PDF version available here

"Alas! I believe in the virtue of birds. And it only takes a feather for me to die laughing."

Charlotte

I've never understood why Charlotte Iserbyt came out against "direct instruction". To the movement in California, this teaching style was simply having the teacher at the front of the classroom conveying knowledge. What's the alternative? I suppose group work, which we viewed as less efficient in most cases. I've never met the dear lady, but knew about this in the 90's.

To Charlotte, this was a very evil indoctrination. I suppose it could be evil if the content was evil. I never understood her meaning.

Is this kid on Daily Paul?

Is this kid on Daily Paul?

"Tu ne cede malis, sed contra audentior ito."

I've yet to meet a Dailypaul

I've yet to meet a Dailypaul member in my own life, but seeing as we're all so passionate it wouldn't surprise me if that kid was here lol

nice find

This can be stopped, Common Core money from the Feds is seed money, it only lasts a few years and then the states have to pay for it.

In addition. the orginal standards for CommonCore, or what I call Universal incompetence, started in the United Nations.

World Core Curriculum

There is (or was) a fellow named Dr. Robert Muller who spent his life working for the UN. He called himself the Father of Global Education. I actually attended a lecture he gave a number of years ago in San Diego. Crazy as a loon, but interesting. This is where I learned about the 1995 Conference in Rio and Agenda 21. He also went into depth about population control and a number of topics.

http://robertmuller.org/rm/R1/Biography.html

I haven't heard that the common core materials were based on his work. You sure?

As an Elementary Education student...

This is so refreshing to hear.

The anticipation of Common Core drives all of my education classes. No one is talking about how it works. No one is attempting to evaluate it or question it. It's shoved down our throats and we have to take the medicine. Just like the prevailing attitude about health care reform. It's here. It's gonna stay. Let's deal with it.

Never mind if it's not any good.

In fact, we don't even know that it's not good. We don't spend anytime thinking about it.

With defiant love,
JF

JF - Check This Out If Youre Going to Be a Teacher . . .

John Taylor Gatto, was NY State and NYC Teacher of the Year.

http://schoolsucksproject.com/teacher-resignation-i-quit-i-t...

You can read John's book - The Underground History of American Education and find out what its really all about (all chapters for free) here:

www.johntaylorgatto.com/chapters

Mr Gatto has many interviews online. Do a websearch to find out more. Know that its highly unlikely that you'll Ever run across any of this information in your ed classes. They don't want you to know. I gave the hard copy book version to a teacher with 10 years experience, but she made excuses and wouldn't read it. Intentional ignorance & putting one's head in the sand will never change things. - - Any person signing off "With defiant love," sounds like the type that we need teaching kids ! All the best to you - - - -
http://www.youtube.com/watch?v=VWRqZrCMqbA&list=PL8v6e5jkrm1...

if you're in an Ed school . .

Don't let them convince you that they're right against all common sense.

You also might want to check out NYCHOLD:

http://www.nychold.com/

The Math Wars didn't end, but the battle moved East to New York. I haven't kept up, but my guess is they know all about common core there.

Funny name for a math organization. The original started in California as (H)onest (O)pen (L)ogical (D)iscussion as I recall. All Elizabeth did was to add NYC in front of it.

I liked the name Mathematically Correct better. :-)

not that simple

At one time I was an education activist. I spent years trying to fix the system in California doing exactly what this kid is doing. The battle grew and became known eventually as the "Math Wars".

It started with several strangers in various communities trying to talk sense to our school boards about some crazy new math programs that had been implemented. After several months of this and after several of us had established local groups, we somehow found each other on the internet in around 1995. We created a group, but we soon learned that we'd have to work with people of every political persuasion, from socialist, liberal to conservative. Mathematics is not in itself political, so Mathematically Correct was born. The core group consisted of scientists and engineers. We soon found math professors were drawn to our cause, who filled us in on the sordid history of mathematics education in our country.

California is a leftist state, so it made some sense to work the problem at the state level. It really went against my grain, but the problem is really that large. I learned that something called "schools of education" had come into being. These nice folks were teaching new teachers some of the most absurd things - like teachers aren't supposed to teach anymore. Instead they were to be "guides on the side". Basic mathematical algorithms weren't to be taught. After all, kids now have calculators. I can go on for hours on this.

Then there was the teacher who offered that there are multiple ways to do the same thing in mathematics, so why should they teach a single algorithm? I asked her to show me an example and she did a long division problem for me that had twice the number of steps. Confused, I asked here why I would want to use an algorithm that had twice the steps and she had no answer. This is why certain basic ways of doing things have evolved - simply they're the most efficient. I'd use any algorithm I could find that was more efficient than what I now use. At the same time, I wondered how a student would learn all the various topics they'd need if they learned a half dozen ways to do each thing.

This is the problem. Once indoctrinated, many people will have these beliefs for life. I'd like to trust every teacher to teach students the content they need, recognizing that some will work in math based occupations and that this group of students is the only hope our country has of competing in a technological future.

To counteract the damage the Ed schools were doing, we decided to back a new set of content standards for the state. Teachers could teach any way they wanted, but had to include a standard set of content. Newer teachers hated it since they would have to teach content they, themselves didn't know. Older teachers didn't like the idea, and sometimes found the standards restrictive (many thanked us for our work).

By 2000, the California had new content standards and a new state wide test. By 2001, new text books aligned to the standards were purchased. We officially had the highest level standards in the US, on a par with Japan, Singapore, and a handful of other high performing countries on international tests.

When George Bush ran for office, he decided to become the "education president" and force the California model on the rest of the country. I hated the idea, but many of our scientists and math professors tried to make the national standards as good as possible, though what came out was much weaker than the California standards.

With the changing of the guard, my worst fears were realized. The heavy handed top down model of California was being used to dumb down the entire country - including California - with the dreaded Common Core. I no longer believe forced government schooling is the answer at any level.

American education was attacked in the early 1900s . .

as part of an agenda to produce compliant workers for the factories. It is a means of social control. It targeted the teaching of learning skills and American history which was common before this time. Its based on the Prussian education system. This agenda was carried out using private foundations which set up standards for teacher education in universities.
For the most part, the tools for learning that are part of a traditional classical education are not taught in public schools today, (or in many private schools). These tools include the Trivium which is made up of General Grammar (English grammar is a smaller sub-set of this), Logic, and Rhetoric. These are tools for learning and for independent thinking. These skills are taught at private prep schools attended by the children of the so-called 'elites' (Trinity, Groton, Andover,etc) Check the backgrounds of high level politicians and large corporate executives and you'll often see these school names. Public schooling is about dumbing down the general population & making them predictable and easy to control. It produces a few narrowly trained specialists among the more capable students, to serve certain professional and technical needs of society. Those students aren't taught the bigger picture and their critical thinking skills are usually limited to their own narrow professional fields. There are many doctors, engineers, and scientists who are as vulnerable to propaganda as the general population.
The public education system produces the results that it was designed to produce. In this it works very well. The absurd things you experienced in your efforts to improve things are part of the plan. Unfortunately, education dept students tend to be the least capable of those attending universities. Most school systems put up all types of barriers to having retired professionals such as scientists and engineers help with teaching in the classroom. The system isn't designed to teach those students to their fullest (rather substantial) capabilities.
If youre skeptical about what I have written (and you should be) - read this book in its entirety (for free):

www.johntaylorgatto.com/chapters

well, you're right about the Prussian system

A teacher once explained that the Prussians had a problem with their army running away on battlefields once the cannonballs started to fly. They then started compulsory public education to indoctrinate the children to patriotism. They would love their country so much, they would stay to become cannon fodder. This worked so well, most countries followed their lead.

Forced public education has never been about content. It's always been about indoctrinating children into a state approved belief system. Content was just something that happened to justify their main purpose.

Social Justice Math

Are you familiar with "Radical Math?" Here's the website.
http://www.radicalmath.org/main.php?id=SocialJusticeMath

"A Guide for Integrating Issues of Economic and Social Justice into Mathematics Curriculum", by Jonathan Osler, founder of RadicalMath.org.
http://www.radicalmath.org/docs/SJMathGuide.pdf

(1/12/13) "‘Radical Math’: Social Justice Indoctrination in Your Child’s Math Class" http://danetteclark.wordpress.com/2013/01/12/radical-math-so...

NY Collective of Radical Educators http://www.nycore.org/projects/itags/

When we try to pick out anything by itself, we find it hitched to everything else in the Universe.
~ John Muir

politics in mathematics

I hadn't seen this, but it fits in to the 1995 NCTM standards and I don't doubt they've continued to carry this to the standards today. There they advocated teaching leftist ideals in the mathematics.

This sort of thing makes a leftists heart beat faster, but luckily you don't have to address social issues while fighting constructivist math. Doing so alienates people you need on your side.

The mathematics fails on its own.

"...schools of education" had come into being. These nice

folks were teaching new teachers some of the most absurd things - like teachers aren't supposed to teach anymore." Yes. Teachers today are viewed as "facilitators." Facilitators - who need not have any particular expertise in a subject - work great in business meetings or conferences to elicit opinions from among a group of peers who ALREADY HAVE a certain level of knowledge in a given area; or, say, in marketing, to elicit opinions as to what potential consumers like or not about a product. And whereas, in education, it's appropriate in *certain classes* - such as a teacher facilitating a science experiment or a discussion on the meaning of a poem... in other cases it limits the level of knowledge to the brightest students in the class, is a gross waste of time, and can lead students to believe that there are multiple and equally-valid valid answers where there are not. Education today is turning everything into a "sharing of opinions" - with no right or wrong answers.

When we try to pick out anything by itself, we find it hitched to everything else in the Universe.
~ John Muir

no right or wrong answers

Is there such a thing as right and wrong in our society these days? I personally believe this is at the heart of this discussion. If I don't believe in absolutes, how would I view something as rigid as mathematics? I think I'd want to change it to my way of thinking, wouldn't I? Shades of gray? Or maybe grey?

In the bad old days, there were about equal numbers of numbers problems and word problems. In today's math textbooks there are almost all words, pretty pictures, and few numbers. Instead of the word problems with all the setup given in the problem (aka "ready to solve" word problems), students are asked to estimate what these numbers might be. Sometimes they might be asked to invent the problem itself.

An example might be to ask a student to estimate the cost of building a house. First they'd have to think of permits, materials, labor, and so forth then put a number to each of these things. They are, in effect, forming their own problem. Each student would then do whatever math they might invent and each student would come up with a different answer. The teacher could say, "See, there's no such thing as a single right answer to the problem!" I suppose she'd feel pretty smug about that.

The issue is that the students set up their own problem and guessed their own initial conditions to the problem they created. If they did the math correctly, the algorithm used would probably have been exactly the same. This is how to devise a math program that embraces the relativism in our society, moral or otherwise. It's also a way to create a math program where there's more to grade than the correctness of the answers.