Petition To Uphold Parental Authority

Here are a few videos (below)  to help those who are asleep about the trouble with our education system.  These are videos about its effects on children.  Also please be careful about the Parental Rights Amendment--here is a warning on it.

Here is a brochure/flyer that you can use.  There is room on bottom left of outside page to enter your contact info for your group or state or self--please feel free to use and help educate. 

Inside of Brochure

Outside of Brochure

 Link to Opt-Out Form

To sum it up the educational systems being touted such as the Common Core Standards, Charter Schools and School Choice are all very dangerous for they all are built on an unconstitutional foundation of taking away parental authority and local control.  The founding fathers had set up a great system of local control as we saw with local elected officials such as school boards, accountable to the people in their communities.  But alas there is a change in the making to erode the power of WE the people right smack under the disguise of making our kids College and Career Ready.  Listen to the interview of Mona Lisa and Kip Harding and realize the failure of our education system when compared to the Founders system of PARENTAL AUTHORITY over their children's education.

Those touting Common Core uses the military problem of moving place to place as the mantra for the Common Core and this is debunked early in the conversation with this family.

More parents are waking up as we are hearing the cries of the children.  We hope you will join us and make a stand.  Here is a petition written up by Mrs. Barbara Moore (historian) we hope you will bring to your legislators as they come to your community:

Petition To Uphold Parental Authority--here is link to form

We, the undersigned, exercise our 1st Amendment right to petition the
government for a redress of grievances by placing our signatures to this
document.  We oppose all attempts by the government to authorize the Common
Core Educational System, School Choice and Charter Schools.  All of these
undermine parental authority and local school boards.  We support defunding
Common Core, School Choice, Charter Schools, and the Dept. of Education.  The
10th Amendment to the U.S. Constitution states that, "The powers not delegated
to the United States by the Constitution, nor prohibited by it to the states, are
reserved to the states respectively, or to the people".  No power is delegated
to the U.S. regarding education so it is clearly unconstitutional for the national
government to be involved in it, dictating standards and policies.  We uphold
parental authority and respectfully require our government to do likewise.

Please copy and paste above and get people to sign on.

Make a statement and maybe even inform them as some may not realize the bottom line is that we will not tolerate the loss of PARENTAL AUTHORITY.  We who know where our blessings come from, also know we have a God-given responsibility to raise the children.  Those who want to take that authority away should hear from you.  Please take this petition with signatures to your legislators and impress upon them the importance of your PARENTAL AUTHORITY.

Click on video where you hear Professor Jim Milgram (top Math expert that was on the National Validation Committee), Professor Sandra Stotsky (top English expert that was on the National Validation expert) and Charlotte Iserbyt who is the whistle-blower on the manipulation of the minds of America's children.

https://www.youtube.com/watch?v=VZCGK2trgOI

Stop this trend now--we can't afford for parents to lose out--because

here is more of what we will see in the future

May God help us see America needs Him--The Founders did and it made all the difference----Proverbs 9:10

The fear of the Lord is the beginning of wisdom: and the knowledge of the holy is understanding.

Grassroots Media Reaching America With Truths on Common Core

ARE YOU STANDING IN THE GAP For These Children???

  Mainstream media has missed out on bringing one of the biggest stories ever in American History--the attempt to change America from land of freedom to tyranny in the schoolroom.  But because this affects the center of families there is a movement astir in the hearts and minds of parents and grandparents and others who love America and its children.  They have grasped the mainstream media omission.  So they are taking to the streets, to the churches and yes to the small town festivals etc. because they know this has eternal implications and the God of Truth is on their side.  They stand on very powerful scriptures such as:

Mathew 18:5-6 states: “ And whoever receives and welcomes one little child like this for MY sake and in MY name receives and welcomes ME.
Vs6: But whoever causes one of these little ones who believe in and cleave to me to stumble and sin-- who entices or hinders him in the right conduct or thought—it would be better for him to have a great millstone fastened around his neck and to be sunk in the depth of the sea.
Ezekiel 22:30 states: “And I sought for a man among them who should build up the wall, and stand in the gap before ME for the land, that I should not destroy it; But I Found NONE…

They know they can not afford to be none...so here's a sample of one outreach and there will be many more as the Sleeping Giant has awakened and they can not be bought.

Here are some pictures and what was used to share the truth--hope it gives others ideas on what to do for such a time as this.

Here is a link to the flyer used (front side) (optional-copy and paste for back side)

Points to consider as to why you would need to get involved is:

• Your parental authority has been replaced by Washington bureaucrats--can you trust them in light of IRS-gate, Benghazi-gate, Obamacare?
• They are gathering 400 data points on your children--why and for who?
  

• Points from interview with Mental Health Therapist brings out very troubling points for parents and those who want to keep this nation for freedom loving people--

1. Greatest fear with this curriculum is they are teaching children in the emotional activity part of the brain which doesn't think.  The person who is there most of their day is very emotionally reactive and will therefore be easily manipulated and all one has to do is trigger their fear, anger, resentment and they react because there is not great thought process there (it is fight or flight).  
2. The idea that students should get together and that group think is source of truth--a real problem as group think is extremely volatile.  Group think is extemely pressurizing and give great value to conformity than independence and individual thought.
3. We need to use the research we know and not ignore it or trash it as Common Core is doing as these facts are important to the teaching of children.
4. We will rear generation that is not just more vulnerable to emotional stress, emotional challenges but is very easily manipulated.  It just takes one trigger and you have a national mob-that is being motivated by anger and revenge-very easily manipulated.
5. In contrast a generation that knows how to think independently--they are free because they aren't easily manipulated.  

These are observations off of Elementary Grade Textbooks--why these kind of textbooks are in existence should make every parent want to do their own research.  Please do--here are a couple of websites:

National:  www.natcure.org   www.truthinamericaneducation.com

Find out why RNC is against Common Core. 

Words of wisdom from Professor Sandra Stotsky (the only ELA expert on the National Validation Committee  and would not sign off on Common Core):"For these Superintendent and others who say we've spent so much and we gotta continue--No! If you're feeding poison to your children, you don't want to continue using that posion supply even if you've invested a lot of money buying it!"  Here is her interview link.

Video Of What Georgia Found Wrong With Common Core Standards That They Are Pulling Out

How To Help Your State To Get Rid of Common Core Standards

Common Core Is Rotten To The Core--Georgia Has Tasted It and They Want To Spit It Out:

In Alabama you need to go to this link:

There is a map on this link to see if your state is already trying to get out of common core

If your're state has not yet started trying to get out of common core --please contact your state's Federation of Republican Women as they have filed a Resolution in the National Federation of Republican Women against Common Core.  These are the steps they recommend to take:

BE IT FURTHER RESOLVED, That State Federation Presidents ask their members to (1) contact their State Boards of Education members and request that they retain control over academic standards, curriculum, instruction and testing, (2) contact their Congress Members and request that they (i) protect the constitutional and statutory prohibitions against the federal government endorsing or dictating national standards, (ii) to refuse to tie national standards to any reauthorization of the Elementary and Secondary Education Act, (iii) defund “Race to the Top” money, and (iv) prohibit any more federal funds for the Common Core State Standards Initiative, including funds to assessment and curriculum writing consortia, and (3) spread the word about the threat of a federal government takeover of education.

Here is a link to CD's you can make and distribute for those new to the Common Core issue.

Here is a link for teachers that need help in understanding what is going on in their profession.

Here is a link to a flyer you can download and make copies to help friends and family become aware  (I hand it to everyone with children and ask them to read and pray.)

Here is a link to give you some tips if you are interested in bringing issue before church or pastor.

You can go to truthinamericaneducation.com and find out more info and also listen and use our program and the archives as resource (we have many interviews with great experts such as Professor Jim Milgram, Professor Sandra Stotsky, Jane Robbins, Charlotte Iserbyt, Christel Swasey, Henry Burke etc.)

Common Core Standards will lead to indoctrination (hear education expert, Donna Garner interview about Linda Darling Hammond and Bill Ayers--"by their fruits ye shall know them"--Matthew 7:20).

If you would like to contact us and get updates on this issue please send request to cityonahill.tv@reagan.com

States Do Not Have The Power To Change Common Core Standards And It Won't Lead To College Readiness--Get the Facts

“Dr. Sandra Stotsky’s Gift to America: An Education”

By Donna Garner

2.18.13

Dr. Sandra Stotsky, one of the foremost authorities on curriculum standards, has produced a set of English / Language Arts / Reading curriculum standards that she is offering FREE to any state and/or school district to use as an alternative to the nefarious Common Core Standards. 

Dr. Stotsky knows what students need to learn to become truly proficient in English; and her free standards document is easy to understand, is built upon the empirical reading research, and is scoped and sequenced so that big gaps do not exist from one grade level to the next.  Dr. Stotsky's ELAR document contains an emphasis on the traditional skills that help students to become well-rounded and educated adults.

Dr. Stotsky made herself available to the state of Texas when we wrote and adopted our own ELAR standards (May 2008), and her own free set that she just released a few days ago is similar in many ways.

States and/or school districts do not have to spend millions to write their own ELAR standards nor do they have to adopt the Common Core Standards which were written by people closely aligned with the Obama administration and its social justice agenda.

Here is the link to Dr. Stotsky’s free set of ELAR standards; they are a GIFT to this country given by a very generous and trusted expert who has given her life to help educate so many:

http://www.uaedreform.org/wp-content/uploads/2000/01/Stotsky-Optional_ELA_standards.pdf

To read a brief bio of Dr. Sandra Stotsky, please go to the following link:  http://www.eric.ed.gov/ERICWebPortal/resources/html/bios/bio_StotskyS.html

I personally have great admiration for Dr. Sandra Stotsky and am constantly impressed with her courage in going out all over this country to educate the public about the Common Core Standards and their unconstitutional development and many content weaknesses.

Excerpts from the following presentation by Dr. Sandra Stotsky: 

http://www.uaedreform.org/wp-content/uploads/2013/01/Invited-Indiana-Testimony-SB-193.pdf

Invited Testimony for a Hearing on Indiana Senate Bill No. 193

Sandra Stotsky

Professor of Education Reform Emerita

University of Arkansas

January 16, 2013

<< snip>>

1. Why Common Core's English language arts standards won’t lead to college readiness:  Common Core’s “college readiness” standards for ELA are chiefly empty skill sets and cannot lead to even a meaningful high school diploma. Only a literature-rich curriculum can. College readiness has always depended on the complexity of the literary texts teachers teach and a coherent literature curriculum.

Common Core's ELA standards have several major flaws:

Common Core expects English teachers to spend over 50 percent of their reading instructional time on informational texts at every grade level. It sets forth 10 reading standards for informational texts and 9 standards for literary texts at every grade level, K-12.  This is not what English teachers are trained to do in any college English department or teacher preparation program. College readiness will likely decrease if the secondary English curriculum prioritizes informational reading and reduces the study of complex literary texts.

Common Core’s 50/50 mandate makes it impossible for English teachers to construct a coherent literature curriculum. Common Core prevents a coherent curriculum from emerging since over 50 percent of their reading instructional time must address nonfiction or informational texts. What information are English teachers responsible for teaching? 

Common Core’s middle school writing standards are an intellectual impossibility for average middle school students. Adults have a much better idea of what "claims," "relevant evidence," and academic "arguments" are. But most children have a limited understanding of these concepts, even if Common Core’s writing standards were linked to appropriate reading standards and prose models. Nor does the document clarify the difference between an academic argument (explanatory writing) and persuasive writing, confusing teachers and students alike…

2.  Why Common Core’s standards lack a research base and international benchmarking: Common Core’s Validation Committee, on which I served, was supposed to ensure that its standards were internationally benchmarked and supported by a body of research evidence. Even though several of us regularly asked for the names of the countries the standards were supposedly benchmarked to and for citations to the supposed body of evidence supporting the organization and content of its standards, our requests were ignored.  I can only surmise that we received no reply because Common Core’s standards are not internationally benchmarked and there is no research to support the 50/50 mandate.

Reading researchers have since acknowledged there is no research to support Common Core’s claim that an increase in instruction in informational reading in English or other classes will make students college-ready. In addition, the organizations that developed these standards, as well as recent reports on the “validity” of Common Core’s standards financed by the Bill and Melinda Gates Foundation, have failed to provide evidence that Common Core’s standards meet current entrance requirements for U.S. post-secondary institutions or major universities elsewhere.  

3. What leads to college readiness in secondary English classes: Two kinds of evidence show that the study of complex literature in the English class, not informational texts, leads to college readiness. The first is empirical: The focus of the Massachusetts 1997 and 2001 ELA standards, considered the “gold standard” among state ELA standards long before Massachusetts students scored in first place in grades 4 and 8 in reading on NAEP—and stayed there—was literary study (as Achieve, Inc. pointed out in its own reports). This emphasis is indicated by the list of white and black authors, male and female, in Appendix A. Bay State English teachers indicated approval in surveys in 1997 and 2001, and as recently as 2009 when department of education staff surveyed them to find out what changes they wanted, if any, in preparation for a routine revision. Less than a handful even bothered to reply. 

The second kind of evidence is historical: From about 1900—the beginning of uniform college entrance requirements via the college boards—until the 1950s, a challenging, literature-heavy English curriculum was understood to be precisely what pre-college students needed.  From the 1960s onward, the decline in readiness for college reading (acknowledged in the Common Core document) reflected in large part an increasingly incoherent, less challenging literature curriculum that was propelled by the fragmentation of the year-long English course into semester electives, the conversion of junior high schools into middle schools, and the assignment of easier, shorter, and contemporary texts—often but not always in the name of multiculturalism.

4. What students learn when they study complex literary texts: As ACT found, complexity is laden with literary features: It involves characters, literary devices, tone, ambiguity, structure, elaboration, intricate language, and unclear intentions. Contemporary selections on computer geeks, fast food, teenage marketing, and the working poor (suggested in a 2011 NCTE volume) are hardly the kind of material to exhibit ambiguity, subtlety, and irony. By reducing literary study, Common Core’s 50/50 mandate decreases students’ opportunity to develop the analytical thinking once developed in just an elite group by the vocabulary, structure, style, ambiguity, point of view, figurative language, and irony in classic literary texts.

Let me say something more about vocabulary.  It is well known that 18^th and 19^th century writers used a far broader vocabulary than contemporary writers do, even when writing for young adolescents (e.g., Treasure Island or The Black Arrow). The literary texts that were once staples in the secondary literature curriculum were far more challenging than contemporary texts (or the Young Adult Literature) frequently assigned.  And because the “literate” vocabulary that writers like Robert Louis Stevenson used was embedded in stories with exciting plots, students would absorb this vocabulary as they read challenging literature because exciting plots kept them reading (which we know is the main way we learn the meanings of most words).  

This vocabulary learning is in serious danger of never occurring because of the failure of Common Core’s ELA document to provide mechanisms that would guarantee students the opportunity to acquire the general academic vocabulary needed for college work. The missing components are easy to identify: no specification of the contents of literary/historical knowledge students need or the criteria for selecting texts for study; no list of recommended authors as in the Massachusetts framework; no historical period coverage requirements; no British literature aside from Shakespeare; and no study of the history of the English language. 

5.  Why Common Core’s standards cannot be changed:  The two organizations that developed Common Core’s standards have copyrighted their documents. States that have adopted Common Core’s standards cannot change one word of the standards in them, even if their teachers find the standards confusing, placed at inappropriate levels, or poorly written. States can add up to 15% of their own standards but must assess this 15% themselves. Indiana needs public schools responsive to Indiana parents, teachers, and other citizens… 

Donna Garner

Wgarner1@hot.rr.com