In 2021, concern was raised about the Idaho K-12 Civics and U.S. History standards, adopted in 2016. "Lack of specificity is both cause and consequence of a more general lack of rigor" (whatever that means). However, "Enormously broad injunctions and thin, disjointed, thematically scattered content" does describe one defect of these standards. In December, 2023 a committee was formed to revise the social studies standards in which the history standards are included.
Content standards are used "to establish some consistency in academic content statewide", determine what a student should know by the end of a particular grade, and to some degree what should be taught. This PDF is the Idaho Content Standards for Social Studies that outlines what is being taught in civics and history. Social studies is broken down into 5 categories: History, Geography, Economics, Civics & Government, and Global Perspectives. Within each category are goals that each grade must meet, K-12. The knowledge base gradually builds over the course of grades attended. Everyone is encouraged to carefully read through these standards for the specifics and determine their own perspective, but this general overview provides an understanding of what is really being taught from a very early age about American history and government. To understand why youth today have no understanding of America's history, and the significance of our country, reviewing the current standards might provide some insight as to why. Grades K-5 Grades K-5 have standards that appear to lead children towards believing in collectivism, being part of a global world, and government entitlements. Starting in kindergarten, over the course of these grades, the student appears to be progressively taught concepts that are the antithesis of America and being American. Some of these concepts taught in the categories are: History: "basic rights" of individual freedoms; evolution of democracy; how the "interpretation and application of the United States Constitution has evolved"; sharing information of families and their culture, individual similarities and differences; all people have needs and wants, some with limited resources; family traditions that came to America from other parts of the world; basic needs of people, such as food, clothing, and shelter, and things that people may want but do not need; how individuals and groups make decisions and solve problems, such as voting and consensus; to understand multiple perspectives and global interdependence while comparing life in other parts of the world, and family structures in various cultures around the world; a national identity is shared through patriotic symbols and holidays; difference between public and private property; contributions from other parts of the world to the development of the community; different cultural groups are compared in the community and the influence of that culture on lives; roles and relationships of diverse groups of people from various parts of the world who have contributed to Idaho’s cultural heritage and impacted the state’s history; challenges experienced by people from various cultural, racial, and religious groups that settled in Idaho from various parts of the world; meaning of tribal sovereignty; diversity within Idaho’s American Indian tribes; dispel misconceptions about American Indians today; awareness of the shared experiences of indigenous populations in the world; reservations are lands reserved by the tribes for their own use through treaties or executive orders and were not “given” to them; people and groups who make, apply, and enforce laws within...tribal governments; classmates' ancestors and where they immigrated from, with further discussions on migration and immigration, and why people immigrate; individuals becoming citizens and distinguish among obligations, responsibilities, and rights. Geography: basic geography is taught and how humans depend on the environment to meet their basic needs. Economics: identify wants and needs of families; define income and identify different ways to earn and save; the differences between goods and services, producers and consumers; concepts of supply and demand and scarcity; the purpose of a bank; concepts of personal finance; how basic needs of settlers were met; entrepreneurship and reasons for starting a business; Idaho’s role in the global economy; laws that provide benefits; economic rights. Civics & Government: community services are provided by the government; Tribal governments and its government structure; Tribal seals and federally recognized Tribes in Idaho; conflicts between liberty and equality, individual interests and the common good, and majority rule and "minority protections"; role of gender, race, ethnicity, religion, and national origin on the development of individual rights and political rights; distributed and shared powers between national and state governments; decisions are made by consensus; Idaho Treaties and the effect of federal policies on Tribes, along with comparisons between Tribes, and Tribal relations with government; colonization of Tribal lands and treaties; basic functions of state, local, and tribal governments, the governmental relationships between state, local, and tribal governments and governing structure of American Indian tribes in Idaho; Idaho reservations. Global Perspective: connections with other communities in the world; contributions from other parts of the world to the development of the community; awareness of the shared experiences of indigenous populations in the world; comparison of neighborhoods and communities with others in various parts of the world; different cultural groups are compared in the community and the influence of that culture on lives. In K-5 some information is taught about the Pledge of Allegiance and other patriotic symbols. Holidays and the reason for them, and basics on rules and why we have laws is taught. Other than the cultural impact in the development of America there is no mention of Christopher Columbus or the pilgrims, or why they came, however, how the 13 original colonies contributed to the founding of the nation is taught. There is no identified American traditions or values, they all originated from other countries or cultures. In fact, the concept of being American isn't clearly in the standards. There is no mention of teaching about American currency. The differences between people, traditions, income, and lifestyles are laid out early to reinforce differences rather than bonds of being an American, and instead being a citizen of the world. Individualism didn't appear in any of the standards but the concepts of citizenship, popular sovereignty, respect for the individual, equality of opportunity, and personal liberty are taught. Basic Idaho history doesn't appear to be introduced such as the initial explorers or the government structure of the state, counties, and cities, but the basic functions of state government is explained. The “concepts” of the Declaration of Independence, Articles of Confederation, “basic principles” of the United States Constitution and Bill of Rights are taught, along with majority rule with “minority rights”. It isn't clear that the understanding of Rule of Law that equally protects everyone appears anywhere. So it is with this basic foundation that moves the student to 6-12 grades. Grades 6-9 History is separated out into the Western Hemisphere and Eastern Hemisphere in grades 6-9 where students are taught an "understanding of the cultural and social development of human civilization"; the consequences of human impact on the physical environment; cultural patterns; pollution, and deforestation; different routes from colonial rule to independence taken by countries in the Western Hemisphere; ethnocentrism; benefits of global connections; indigenous cultures, European colonization, and spread of major religions. The standard of living of various countries and current economic issues in the countries are taught. Major forms of government are compared with the United States. Grades 6-9 World History And Civilization Concurrently, grades 6-9 are taught world history. Many concepts are repeats from previous grades. History: characteristics of early civilizations; technological advances; origins and characteristics of different social classes; how the structure of family changes in relation to socioeconomic conditions; why different religious beliefs were sources of conflict. Geography: reasons for major migrations of people; how the resources of an area can be the source of conflict between competing groups; how the population growth rate impacts a nation's resources; how rapid growth of cities can lead to economic, social, and political problems; how the conservation of resources is necessary to maintain a healthy environment. Economics: how people historically have relied on their natural resources to meet their needs; how economic opportunity and a higher standard of living are important factors in the migration of people; important economic organizations that have influenced economic growth. Civics and Government: role of government in population movements; political influences which shaped civilizations including the City-State, Monarchy, Republic, Nation-State, and Democracy; global expansion of liberty and democracy through revolution and reform movements in challenging authoritarian or despotic regimes Global Perspectives: absence of effective means to enforce international law; global consequences of major conflicts such as World War I, World War II, the Holocaust, and Cold War; why peoples unite for political, economic, and humanitarian reasons. Grades 6-12 - U.S. History I In addition, the student also studies U.S. History from grades 6-12 separated out into History I and II courses. History: concepts in cultures prior to "European contact"; the different cultural, religious, and social influences in the "North American" colonies; culturally & racially group experiences prior to the Civil War; causes and effects of compromises and conflicts in American Revolution, Civil War and Reconstruction; motives for and the consequences of slavery and involuntary immigration; concept of Manifest Destiny and its impact on American Indians; removal, reservations, and allotment that impacted American Indians historically and currently; common traits, beliefs, and characteristics that unite the United States as a nation and a society. Geography: Pre-Columbian migration and impact of the Columbian exchange; impact termination practices such as removal policies, boarding schools, and forced assimilation had on American Indians. Economics: emergence and evolution of a market economy; role of government policy and role of financial institutions in the early economic development of the United States. Civics & Government: development of our constitutional republic through founding documents, colonial assemblies, and colonial rebellions; fundamental values and principles as expressed in basic documents, including the Declaration of Independence, Articles of Confederation, and the United States Constitution; fundamental values and principles in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections; how executive, legislative, and judicial powers are distributed and shared among the three branches of government and why powers are distributed and shared between national and state governments in a federal system; role of gender, race, ethnicity, religion, and national origin on the development of individual rights and political rights. Global Perspectives: significance of principle policies and events in the United States’ relations with the world, such as the War of 1812, the Monroe Doctrine, the Mexican-American War, and Spanish-American War; Grades 9-12 - U.S. History II History: how diverse cultures have enriched American society; significant movements for social change; motives for continued immigration to the United States; political and social resistance to immigration; impact of forced assimilation on identity of American Indians; emergence of the American labor movement; causes of the Great Depression; shift from the industrial to the technological society at the end of the 20th century. Economics: emergence of the modern corporation; development of a consumer economy; role of the modern United States in the global economy. Civics and Government: relationship between the three federal branches of government; impact of landmark cases, Plessy v. Ferguson and Brown v. Board of Education of Topeka; development and expansion of political, civil, and economic rights. Global Perspectives: competing belief systems including capitalism, communism, imperialism, totalitarianism, isolationism, and internationalism; significance of principal events in relations with the world, such as the Spanish-American War, World Wars I and II, the formation of the United Nations, the Marshall Plan, NATO, the Korean and Vietnam Wars, the end of the Cold War, and interventions in Latin America and the Middle East; Grades 9-12 - American Government History: understanding of the cultural and social development of the United States; historical milestones that led to the creation of limited government such as the Declaration of Independence, Articles of Confederation, state constitutions and charters, United States Constitution, Bill of Rights. Geography: impact of geography on the American political system, such as electoral politics and congressional redistricting. Economics: economic impact of government policy; different economic systems and relate each to different forms of government. Civics and Government: origins of constitutional law in western civilization, including the natural rights philosophy, Magna Carta, common law, and the Bill of Rights in England; philosophies, ideals, and objectives of the foundational documents of the United States; central principles of the United States governmental system and relationships among federal, state, local, and tribal governments; development and role of political parties; role of other political organizations; ways in which individuals become citizens and distinguish among obligations, responsibilities, and rights; the changing relationship among the branches of American government; how interpretation and application of the United States Constitution has evolved. Global Perspectives: mutual impact of ideas, issues, and policies among nations, including environmental, economic, and humanitarian; evaluate the role of the United States in international organizations and agreements. In History I & II, and American History, is Consent of the Governed even taught? Once a draft is completed the revised standards will be available to the public for comment. If there were ever a time to become involved, it will be when this draft is released. When the draft is released, look them over and have your recommendations ready for submission during the comment period. The final draft will be presented to the legislature in 2025. This is really a leftover of Common Core. For any questions contact: Director of Content and Curriculum (208) 332-6876 [email protected]
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The new Education Freedom Bill, which has garnered a fair amount of support and opposition, has passed the Senate Education Committee with a do pass recommendation. S1038 would essentially create an Education Savings Account (ESA) of roughly $6,000 per child, giving the parent more options in choosing an educational setting for their child, K-12th grade.
Put aside the groups that are slinging arrows at each other as to whether or not to support or oppose this bill, as both sides are being backed by more powerful groups on their positions. Throwing mud at each other serves no purpose and obfuscates the need for Idahoans to understand the bill. The true reason this bill even emerged is because of the sorry state our school system has become. Public schools have become a factory of indoctrination on social issues, dismissing of parental rights, and how students are even educated is a serious question. For parents who have chosen to either home school or even put their children in private school, those public school issues are serious enough for them to protect their children by removing them. It is very understandable why both sides want to maintain control, parents over their children, schools and teachers over the education system. Basically the bill takes the money that was going to the school and instead keeps it aside, called an Education Savings Account (ESA), for a parent who wants to use it for an alternative education, such as home schooling or private school. The money is held by the state, and through a digital platform parents and educators who want to be part of the system can apply. Either through the Treasurers office or independent contractor, the state would send the money to the educator designated by the parent. If the private school doesn't provide a certain type of education, say for a special need, the parent can obtain that from a public school source and the state will designate the money to the public school to cover the cost. There is some legitimate concern about the way this proposed system is run. While the bill provides for frequent monitoring to ensure the money is being spent appropriately by the parent, and return of the money to the state when no longer used for a private education, this back-and-forth management does cause some concern about the logistics. There are also the privacy concerns and ongoing threats of cyber attacks. If a fraud case by the parent or educator does happen it will be assigned to the Attorney General office which brings the question of burdening that office. Certain curriculum subjects are required but it isn't clear how that will be monitored, or whose responsibility it will be. It was stated that the parent will be accountable for their children being taught whereas it was also pointed out the public school system has accountability systems in place to ensure the child is being educated properly. It seems both accountability stances have issues and problems. There is an upfront cost to start this program and as the program could potentially grow the legislature would allocate the money for it each year, but there would be a cap that could not be exceeded. Similar programs in other states were used as examples of how a program such as this could save money and improve education outcomes. However, if the program was to expand it would also mean an expansion of the government role to administer it. One of the biggest concerns about having the state run a program such as this is the potential intrusion of government regulations, especially by the federal government, this having occurred in other states. As long as federal money is not used for this program there would be no influence with federal regulations. However, while there are protections within the bill that prevent this from happening, the question does remain, what happens with it in the future with other legislators? The bill can certainly be amended by future legislators and once that door to the government is opened, neither parents who home school or private schools will be protected from it. This is a serious and legitimate concern as a driving force behind creating this type of program has been the strangling effect federal government regulations have on public schools. Given the tyrannical federal government we are currently under, there is no reason to believe that this could not happen. Families who home school their children have concerns that they too will be forced into government regulations just as Idaho governs charter schools. Right now there are about "142 private schools serving 17,897 students in Idaho" with "6% of all K-12 students" educated in these settings. 65% are religiously affiliated and with the repeal of the Blaine Amendment, the objections to tax dollars going to a religion based school will be negated, along with the money actually being provided to the parent and their choice in using it for the child's education and not to a school. But there is a more looming threat to spending these dollars on private schools. One of the top rated private schools in Idaho is an International Baccalaureate World School (IB), along with three others that are part of the Idaho Public Charter School Commission. International Baccalaureate schools originate out of the United Nations International School (UNIS) organization, teaching kids from age 3-19. Do Idahoans want their tax dollar going to a United Nations program? While concern was expressed about private schools being run by religious organizations, there should be more concern about the corporate world running in with a network of schools. Corporations have already scored high profits from public education through technology. Aside from the previously mentioned charter schools, there is the possibility of for profit corporations moving in to build schools as happened in Michigan. There are quite a few charter schools in Idaho but it isn't known how many are connected to any profit making machines. But the potential is there. As happened in Michigan, it might bring in more regulatory action by the state if it does occur. That is the last thing that should happen in Idaho and protecting private schools from profit making corporations should be addressed. But that raises the dilemma, can the state deny a private school's right to be funded and run by a large or global corporation? In fact, the WEF is already eyeballing private education for an investment opportunity. It wants more access to early education and it might just be easier with more private schools and cumbersome government schools out of the way. Perhaps seeing the burden early childhood education may place on the public school system, the way to go is to build the infrastructure for it through corporate influence. This is a real risk, especially if government funding will make it more available for families to use. There are no easy answers, both sides of the argument have reasonable concerns even though some of the arguments aren't fully accurate on either side. However, the real problem is not being addressed, nothing is being done about the way in which the public school system has been manipulated into a poorly functioning entity, and rather than fix it, other options are being sought. Millions of dollars are being poured into this education system which hasn't fixed anything, it is only getting worse. All Idahoans are bearing the expense of its failure. Rather than trying to escape this failed system and build another one, why not get the federal government out of it and build a public school system in which Idaho can be proud, based on what Idaho parents want their children to be taught? Then maybe, both sides can be relieved, it will be a real choice of options, whether to home school, use a private school, or continue on with public school. According to the Free Dictionary the term "Don't color outside the lines" means "To think or act in a way that does not conform to set rules. Likened to the way a child might color outside the lines of a coloring book."
What do those lines provide, why are they there? Those lines provide structure that creates some form of a picture making it easily recognizable. If a child were to ignore the rule to stay inside the lines, would the end result be an unrecognizable blob of color that represents nothing and is only understood by the child? What if there were no lines in which to stay inside? There is a reason for lines, not just for the basics of a child learning to color. Lines provide structure, boundaries that produce an end result that everyone can understand. It does not take away any creativity, within those lines there can be imaginary use of colors, or designs, but within those lines everyone still knows what picture is represented. This is much like our Founding Fathers. Many had a deep religious faith that guided their boundaries in life just as Christianity provides boundaries, the Ten Commandments are pretty simple and clear. However, as most understand, it is not always easy to refrain from straying outside of those boundaries, and for those who do, life can get pretty messy. Everyone can relate to that. Christianity also has a foundation of a personal relationship with God. That relationship has nothing to do with anyone else, it is only between you and Him. The Founders recognized the importance of this personal and individual relationship and "recognized the benefit to society of a citizenry that was moral and committed to genuinely conform their behavior to the constraints of their convictions." Individualism exemplified that we are responsible for our own morals and behavior just as we are with God, sovereign and separate from everyone else, which might have been used for the basis of our government as well. Each federal branch is separate with clear boundaries on their duties and roles, just as each state, county, and city are sovereign from each other and separate. So boundaries help navigate life and provide for our structured government. Adhering to those boundaries preserves the structure. Messes occurred along the way but using the rule of law and the boundaries within government roles, problems were cleaned up, for instance adding Constitutional amendments that provided new boundaries on what is acceptable in our society. However, America no longer functions within any boundaries. As a result, by not coloring within these lines, everything has become messy. Unfortunately in the world there are still people, governments, and now corporations that are repulsed by the idea of individualism and sovereignty while encouraging youth in "breaking traditional rules". Boundaries and individualism are barriers to collective control over everyone. As part of collectivism, "consensus building" and capacity building were introduced in Agenda 21. Following suit, now, instead of following the rule of law and the Constitution that provides boundaries, the government gathers together at ritzy, all tax payer funded places for a good time, listening to corporate and other lobbyists, slapping each other on the back for reaching a "consensus" on what they will collectively do to their constituents, then go back home and brag about what they are doing "for" you. All of our government's original boundaries laid out by our Founders have flown out the door. Where is it found in any Constitution that allows about half of the governors in the U.S. getting together to make policy decisions that are then dumped on each individual state? The lines our Founders drew were for a reason, and it was not for compromising or reaching a consensus. It has always been the goal of the United Nations (UN) to force collectivism upon us by shredding boundaries. Agenda 21, also known as sustainable development (SD), laid the foundation for restructuring our government, creating more blurring or elimination of boundaries. President Clinton essentially destroyed our government structure by implementing his President's Council on Sustainable Development (PCSD) that embedded all SD principles into our government in 1993. This council began the process of dragging in corporate heads for partnerships, non-governmental organizations (NGO), and Tribes that dismantled a representative government. These groups represent the obliterated boundary of elected representation. It was also around this time that boundaries in the education system were destroyed. The 3 R's of reading, writing, and arithmetic were taken off the table as essential for learning. Goal #10 of the PCSD centered on "teaching the concepts of SD". Education for Sustainability: An Agenda for Action report originated from the PCSD in 1996 which effectively removed parents as the authority on their child's education on page 54, instead turning it over to indoctrinated teachers, international and global players, UNESCO and other UN organizations, government agencies, NGOs, and corporations. This in spite of Supreme Court cases that upheld parents' rights and authority over their children. No parent was involved in the decision to revamp the education system or relinquish authority over their child. Instead, the steps were started for "...establishing necessary partnerships, as the foundation for a coordinated strategy for education for sustainability" with the "infusion of education for sustainability into formal and non-formal educational institutions.", found on page 57. Global education also became the focus on page 67 with the new electorate outlined on page 88. The mess that has been caused by this change in the structure of our education system has resulted in several generations of uneducated and indoctrinated individuals who now only react to issues rather than using any scrap of intelligence to think. Education has insidiously and systematically been used to dismantle the boundaries of not only our government structure but individual autonomy, it is now group think. Subtle classroom changes reinforced this, not only by removing individual desks that were sovereign to the student and using "community supplies", but also by eliminating individual work with group tables becoming the forum for discussions on collaboration and "consensus", with a grade assigned to the individual partly for the group work but also for group participation. Grades are given for agreeing, not thinking. Regionalism is another example of breaking jurisdictional boundaries, combining countries, states, counties, cities, and even legislatures. This particular methodology has destroyed our country's boundaries and has made everything a mess as representation no longer exists. These regional groups listen to what is fed to them, usually by NGOs, and corporations during their ritzy gatherings, contributing to the loss of constituent voices. Chaos is created in legislatures as legislators who stand for Constitutional boundaries are in conflict with those who have adopted the consensus decision by the groups in which they belong. Surely this division has to be a deliberate tactic by those who designed SD in order to breach more government boundaries, those abiding by Constitutional boundaries, the others by SD dictates. What used to be clearly understood as inalienable rights have now been stripped and renamed human rights with the UN dictating its own rules on what rights should be. The relationship is now between humans and the UN, not between humans and their Creator. Now indoctrinated Americans are demanding everything is a right, health care, education, employment, housing, and the list goes on. However, since these rights are man-made and all come out of the UN, there doesn't appear to be any exclusions in rights, until of course those man-made rights are revoked which creates temper tantrums. With no boundaries, everything becomes unrecognizable, what does America stand for? What is the picture being colored? Religious beliefs are also a UN target with Churches, or faith based organizations as the UN calls it, joining the cause, removing the boundaries taught within faith as well. Even though Agenda 21 was established 30 years ago this boundary erasure is being carried forward by Agenda 2030 and the World Economic Forum (WEF). Staying within the lines that were drawn by our Founders are no longer a consideration. The chipping away of the constraints of our Constitution was deliberately done to eliminate our sovereignty. Can't have collectivism if one is sovereign and independent. This is the new Constitution, "a living document", adopted in 1999. Because the constraints and boundaries of the Constitution are no longer followed everything is messy. With the integration of SD into our government 30 years ago, as SD issues have expanded, those issue are being forced into our lives. These expanded issues include LGBTI, same sex marriage, racism, human rights, vaccines and healthcare for all, migration, gender equality, mental health, sex reassignment, in fact every aspect of life is part of SD. Indoctrinated American citizens, the group think, who support these issues vote for representatives who also support them. No longer is it the voice of the governed, it is the voices of teachers, NGOs, professional organizations, youth, foundations, corporations, and the "federal government's role in advancing education for sustainability" (pg 76). We are fortunate that we are being told what will be done to us further down the road to either help us prepare to acquiesce or stop it to put boundaries back into place. Which is America doing? The structural changes from SD in our government continue to destabilize how we live. Every piece of nonsense seeping out of the government is based on SD, not constituent voices. Much of it can be blamed on the removal of Constitutional boundaries by W.J. Clinton but those who have participated in not restoring the boundaries are complicit as well. In the end, we will all be judged individually for our actions, not collectively. It isn’t woke, it is sustainable development. There is a reason why people don't color outside the lines. It just makes everything messy. In 2019 the Idaho State Department of Education (ISDE) Superintendent of Public Instruction Sherri Ybarra planned to request a 2021 budget of $1.99 billion. $1 million of that money was to be used for the development and implementation of training for Idaho educators in social-emotional learning (SEL). That request went nowhere pretty fast. The Collaborative for Academic, Social and Emotional Learning (Casel) is one organization that pushes SEL, defining it as teaching children how to manage emotions, build relationships, and make decisions. This is broken down further into teaching self-awareness, self-management, responsible decision making, social awareness, and relationship skills as defined in its little "interactive CASEL wheel". Casel was the recommended program by an ISDE appointed group of state mental health workers and educators to "address youth mental and behavioral wellbeing." Because of opposition to SEL clear up into last year, references to SEL cannot even be found on the IDOE website. However, giving it a different label just might be the ticket, social-emotional "health". In the Idaho Content Standards, it is described as "Mental, Emotional, & Social Health" for building wellness, instruction on positive self-image and self-esteem, recognizing emotions, and socially appropriate responses. In later grades the standards add "emotional intelligence". The Idaho Department of Health & Welfare even has its own version of SEL, Social-Emotional Development. So again, even though there is opposition, the agenda just moves forward anyway with a few tweaks of some words. But from where does promotion of SEL originate? Like everything else, the World Economic Forum (WEF). In 2016, the WEF came up with Ten 21st-century skills every student needs, with a graphic for "life-long learning", a term most Idahoans have heard over and over. But it is this image that catches the eye. How many of these targeted learning strategies align with SEL in Idaho? Golly gee, where is there anything about teaching reading, writing, and arithmetic? In 2017, the WEF added "emotional intelligence", a distinct difference from intellect and personality, with "four core skills" in personal and social competence, and is just one of several other "intelligence's" it defines. The claim is made that "emotional intelligence is the foundation for a host of critical skills—it impacts most everything you do and say each day." Really? And from what twisted psychological source did the WEF research to create this? Or even Idaho in its standards?! When so much focus and emphasis is given to how one feels and behaves, especially for a kid, where is there time for learning, let alone executing, anything academically? According to the WEF, boosting emotional intelligence is "the strongest predictor of performance". Does that mean regardless of skills at a job it is more important to be liked, get along with everyone, collaborate, and compromise one's values? Oh yeah, how pliable will that employee be for manipulation? In its "New Vision for Education" booklet, the WEF really gets down to the nuts and bolts of what it is doing, "Fostering Social and Emotional Learning through Technology".
On page 13 in the booklet, how to Embed SEL into foundational ed-tech products is discussed. Since most ed-tech products focused on academics, the WEF saw the "opportunity for developers that want to embed features that already work in SEL into other realms." One issue to also consider, these ed-tech developers who create these products are doing it for an "investment", to make money, and making money they are. As students are forced into more online education, exposure to this propaganda increases, and the WEF knows it. The only barrier it sees is lack of access to the internet which is why 5G installation is being promoted and funded so heavily, regardless of potential risks. One company the WEF identified as already embedding SEL into ed-tech products was the free online platform Web-based Inquiry Science Environment (WISE). ThinkCERCA was another one. Do any Idaho schools use these products? According to the WEF, other technologies to help students develop social and emotional skills in the future include Wearable devices; Leading-edge apps; Virtual reality; Advanced analytics and machine learning; and Affective computing. All of these have the capability to track every student and ching, ching, ching for the corporations that create them. Is that why Idaho budgets are so laden with requests for education money, plus local levies and bonds? To bring this technology in that harms Idaho students? For the future of SEL, a section on page 14 describes "How global organizations shape the agenda". They sure got that right. United Nations organizations such as the OECD, UNESCO and the World Bank are shaping the education system right there with the WEF. The end of the video in the UNESCO link points out it is about "changing mindsets" and "challenging norms" and even has a "Building Kinder Brains" initiative using SEL. Yes, the intent is to manipulate children into its sick realm of fantasy. OECD takes credit for influencing global education reform through its tool PISA which Idaho uses (under International Assessments). The strategies for propaganda using ed-tech for SEL can be found on page 26 in the booklet. Students are being psychologically molded through SEL for the global corporate workforce just as academics have been manipulated for the same. The future global workforce is the only issue the WEF worries about when it comes to education. These control freaks have been working on this since at least 2015. Going back to Casel being the recommended program by the ISDE group, Casel is supported by the Wallace Foundation, the Bill & Melinda Gates Foundation, and several corporate entities. Many of the individuals involved in the Wallace Foundation have deep ties to the United Nations and World Economic Forum corporate members, research, markets. and globalization. Casel is a highly funded and deeply ideological program with no mission other than to manipulate Idaho children further into the globalization well and collectivism. There are many who believe SEL actually teaches Critical Race theory concepts. One more significant point in this issue, it is a prime example of how corporations rule over how and what kids learn. Corporations control the content in the technology, the education system buys and uses these products to teach the kids, and those products are often the only choice. The education system is at the mercy of corporate control over what kids learn. Corporate partner book publishers such as Pearson and tech corporations such as Microsoft control the education system with new scams for teachers to use and bring SEL propaganda into the classroom. A big No Thanks to the ISDE and Sherri Ybarra for trying to bring this trash into our education system. Quit promoting global ideology for Idaho classrooms. Is it no wonder that academic proficiency has dropped when a student is taught to constantly think about how they feel, or if they are being collaborative, compromising, or not hurting someone's feelings? It is time Ms. Yabarra is booted out of her position as ISDE Superintendent of Public Instruction. It is time to elect an Idahoan who returns the education system back to teaching children true academics, how to really think critically, and foster each child's independence in thinking. That is what the United States was founded on, individualism, not collectivism which is what SEL really teaches. For legislators, how is it possible for the majority to continue ignoring this documentation. Or is it because they themselves have been indoctrinated into this future world, and have been convinced to believe that manipulating a child psychologically is a good idea, let alone taking away a parent's responsibility for their children's health. By the looks of it, legislators who support this have themselves fallen into the manipulative tactics so well designed for children. The state is not the parent of the child but that is where Idahoans are being taken. The Idaho Board of Education adopted, has deeply promoted, and continues to fund Common Core ideology. Collecting data on children, literally imprisoning them in a classroom from a young age, and brainwashing teachers are just a few of the tactics how federal money is used for these purposes. Common Core is not about educating children, it is about indoctrinating them, and one trail to this ideology came from one man and the United Nations.
Robert Muller "was an international civil servant with the United Nations", rising to the rank of Assistant Secretary-General with a bunch of philosophical ideals about world government and world peace. Although born in Belgium he grew up as a French citizen. During WWII he lived under Nazi occupation, was part of the French Resistance, and was a refugee. As a result of these experiences he developed the solution for world peace using children and the education system, similar to many other tyrants. Known as the father of global education, Muller created the World Core Curriculum (WCC). Many of the issues he conjectured for peace can be found in Agenda 21, Agenda 2030, and the World Economic Forum (WEF) such as health, equity in standards of life, skills and employment, human settlements, corporations, and world organizations. A full copy of the WCC document could not be found but Joanne Dufour made an edited edition of Essays on Education by Robert Muller. It is no coincidence that Common Core has the same language as WCC. In the section, The Need For Global Education, Muller points to the many technological advances and the Industrial Revolution, which hints at the WEF 4th Industrial Revolution (4th IR). First on the list for discussion is humans living longer, resulting in population growth, the amount of resources it takes to support that growth which in turn places "pressures on the environment, on resources, the energy crisis, the food crisis, the urban crisis, and inflation". These issues are a focus of Agenda 21, Agenda 2030, and the WEF. Muller also notes an increasing interdependence among societies forcing governments into "collective thinking" and "cooperative arrangements", a concept Governor Little embraces through his membership in the National Governors Association, and the way in which the federal government no longer operates as a Republic. According to Muller this is all the more reason for global education. Enter more government and its duty to educate children about the world they will live in, and informing them of actions by global organizations to solve the problems. He claims United States educators have seen the need for a "new education trend" and from what is seen about the education system now, his claim is true. Beginning in the section, A World Core Curriculum, Muller essentially wipes out any belief in God as the creator, instead it is the "universe that gives us an indication of what is expected of us". This in turn requires us to prepare for it with "the right institutions, people. values, guidelines, laws, philosophy, politics and ethics." Several subsections fall under the WCC section. One subsection is Our Planetary Home that is broken down into having data on every aspect of life on earth, and having knowledge that even reaches far down into genetics, which is covered in Agenda 21 and the WEF. Currently, a fulfillment of this forecast is being seen in the vaccines and gene therapy. Muller professes with "a new world morality and world ethics" teachers will be responsible for preparing responsible citizens, workers, geneticists, and world managers and caretakers. In his vision parents are out the door, and God. Having collected data on humans, the WCC subsection, The Human Family, relations between humanity and the planet that must be taught is explored. Without a speck of acknowledgement to the traditional family unit, it looks like he is defining the new family structure, teaching children their family relationship is not with humans but with the planet. Resource management and environmental protection are the new family traits and traditions to model. Has the education system not brought this to fruition with its many definitions of what a family is and each child now experiencing anxieties about the demise of the planet? Our Place In Time, another WCC subsection, promotes looking into the future by 20 years rather than living life in the present. As an example, this contrivance has clearly been advanced with all the vision 2030-50 comprehensive plans municipalities now use. What if a person in 1933 looked 20 years into the future, was there any way they could have predicted it correctly? Or how about currently, was there any way in 2000 anyone other than the perpetrators could have predicted this mess we are in now? That is how ludicrous it is to plan 20 years in advance. As proof positive, Muller referenced Gottfried Wilhelm Leibniz whose predictions from 1689 have come true. Leibniz wanted data storage which we are now a victim of, and he developed the binary number system that is still being used today. Muller believed in preserving everything for the future, a concept we are now buried under. The lack and devastation of resources in his youth probably contributed to this belief as it did for our ancestors who lived during the depression. After trashing the concept of God in the beginning, there is also a WCC subsection, The Miracle Of Life". Now he defines an individual as the "alpha and omega". Four core curriculum concepts for this Miracle Of Life are needed for children: Good physical lives; Good mental lives; Good moral lives; and Good spiritual lives. Muller predicted, "A world core curriculum might seem utopian today; by the end of the year 2000 it will be a down-to-earth, daily reality in all the schools of the world". Indeed, has the education system not succeeded by integrating all of these "life" concepts into education? Alex Newman provides more background information on where Muller developed these concepts for children in this video, Targeting Children With Propaganda, and reveals the source for the rebuke of God. The document goes on to other propaganda such as utilizing United Nations resources, outlining human concerns, using international cooperation on WCC, utilizing United Nation agencies to help implement WCC, and teaching peace, love, and the right attitude. Most sickeningly however, Muller attributed this quote to an unidentified profit or visionary, ""Give me your children, and I will give you the world". It was Aristotle who said, "Give me a child until he is 7 and I will show you the man.” But it was Marxist Vladimir Lenin who stated, "Give me just one generation of youth, and I'll transform the whole world.” That is a huge clue as to who and what Robert Muller really identifies with, along with his association in organizations such as the United Nations. For any human who has experienced the horrors of war, the scars that it creates can last forever. However, one has a choice on how those scars are dealt with. Clearly, this fool chose a destructive path for humanity to heal his scars and the United States has fallen into that well of destruction, sacrificing American children. More of his thoughts are provided in an interview at the end of the document, followed by his Cosmological Vision Of The Future, steps that must be taken to change the world to his vision, none of which are realistic, but many can now be viewed as part of American thinking. Muller finishes up with his rendition of Martin Luther King's I Have a Dream Speech", many of his dreams of which have come true. To assure his dreams are continued to fruition, the WEF has as one of its 40 Global Future Councils, the Global Future Council on the New Agenda for Education and Skills, that will interact together in achieving Muller's dreams. It is incomprehensible how the Idaho State Board of Education can ignore all the evidence that is documented about Common Core, its origins and alignment with a global agenda that does not teach children the academics needed for a promising life, but rather indoctrinates them into an array of ideologies. What would it take to help them understand why the current educations system is destructive to Idaho students? In Idaho, attempts to integrate social-emotional learning (SEL) into the educational system have been made, and continues to be a priority for Sherri Ybarra, Idaho State Superintendent of Public Education. Ms. Ybarra also mistakenly believes SEL is "connecting parents and students and teachers with the right tools and the right resources to get them the help that they need". Luckily, the House Education committee, considering SEL as something that should be taught in homes, was able to keep this out of schools last year. Not only does Ms. Ybarra see achievement as "secondary to social-emotional learning", Governor Little supports the concept as well. Citizens must remain vigilant in watching what will be most likely a return of integrating SEL into Idaho education. The National Conference of State Legislators (NCSL) uses the Collaborative for Academic, Social and Emotional Learning (CASEL) model, which defines SEL as learning "self-awareness, self-management, social awareness, relationship skills, and responsible decision making." According to one group, goal setting, collaboration, responsibility, and problem solving are seen as critical to student's workforce success. These are all sweet, benign, fluff words that garner acceptance by parents and lure them into a most nefarious agenda. As seen in this video, SEL goes far beyond just helping a student feel good about themselves or getting along with other kids. It also includes teaching collective goals which can be applied across different cultures. Other attributes of SEL include teaching emotional self-regulation, relationship skills, decision making, addressing inequity, self-awareness, impulse control...well, these are just a few that touch the surface of what is really SEL psychological manipulation. Across the internet there are multiple SEL definitions. Jane Robbins is a respected attorney and author who has followed not only the U.S. educational system, but SEL as well. In 2019 she wrote about the dangers of technology having the capability to psychologically assess children in several ways. What may have seemed a laughable conspiracy then, is happening now. SEL psychological manipulation is a form of child abuse that can take many years to overcome, if ever. To understand just how dangerous and ominous SEL is, it is important to understand the World Economic Forum (WEF) 4th Industrial Revolution. Through its partnerships with corporations, foundations, and technology, the ability to deliver SEL to students is taken out of parents hands, it won't matter if the state or parent rejects it. It is necessary to keep students on the computer to accomplish SEL integration, this is just one WEF Covid-19 role. How this is being done is explained in this WEF 2016 report, New Vision For Education: Fostering Social and Emotional Learning through Technology. As a partner with the WEF, the United Nations is also on track with SEL, expanding the definition to include global citizenship, gender equality, and sustainable development. The WEF sees SEL as a necessary proficiency to succeed in a digital economy and critical to the future workforce. In its 21st Century lifelong learning skills, curiosity, initiative, grit, cultural awareness, and collaboration are seen as necessary character qualities. SEL should begin early and embedded into curriculum as the WEF believes 65% of children will be working in future jobs that don't exist today. Here is its rendition on how to teach character. In WEF eyes, all of these skills are needed for the future workforce it is creating. Not wanting to leave parents out, programs such as the Incredible Years are available to teach stepford parents how to apply the same techniques on their children as the teachers. No more bonks on the head from granny allowed. Heck, even better, put somebody directly into the home from the beginning instead of relying on granny. Let's all raise kids the same way. The real terrorism is the intent to "Embed SEL into foundational ed-tech products". Intent? Multiple examples throughout the report are given of how it is already being done. Ed-tech products include wearable devices and apps for smart phones and tablets that collect data on the child. Virtual reality is used to help students manage emotions, foster greater self and cultural awareness, build collaboration skills, and "gain greater empathy". Perhaps one of the more frightening methods is "affective computing" where a system can recognize, interpret, and simulate human emotions. Artificial intelligence (AI) analyzes emotions and reactions then compares it to a database of 1 billion expressions. Games in role playing, strategy, and sandbox, those games that provide open ended exploration, apparently support SEL. Yes, Minecraft is an excellent fake substitute for being in the real outdoors building a fort that teaches creativity and problem solving, or playing volleyball with someone that teaches social skills. But, if the product has the Global Educator Institute's Seal of Endorsement, it must be better than anything a parent could provide. One online program, Web-based Inquiry Science Environment, was identified as already embedding 10 SEL skills in its science curriculum. ThinkCERCA is another. By its own admission, the report indicates there is disagreement on what SEL is and the terminology to define it. However, never fear, the World Bank, Organization for Economic Co-Operation and Development (OCED), and United Nations Educational and Scientific and Cultural Organization (UNESCO) are shaping the agenda, providing the policy framework, and financing SEL. Bottom line, the more children are pushed to online learning, the more exposure to SEL learning, creating little robots that are collectively trained to behave a certain way with no opportunity to learn individualism, pride and knowledge of their country, or even dreaming about what they want to do in their future. It is all being planned for them, and how they function in a workforce is a top priority.
It isn't possible to highlight everything in this report in an article and it must be fully read by everyone. Once read, all Idaho government officials must be made to understand that this will be forced on parents and children through technology and what the real intention is behind SEL. Take granny to bonk them on the head. Perhaps the basic understanding of this agenda is that the WEF is intent on keeping kids on computers, tech partners will create the products that deliver SEL through online school computers, is all being done to create a workforce that will behave in a certain way, takes control away from parents and our government, and it creates a collective, global citizenry where all individualism is destroyed. Allowing Idaho teachers to be educated on SEL only advances these objectives. For many Americans it is clear that our education system has been hijacked, from the teaching of social justice ideology, educating children on subjects in a way that not only causes frustration but distorts the truth, inserting an overlay of social and emotional learning that is superior to learning information that every child needs to succeed, and creating a milieu of educators who have been taught they are assessors of every child's mental health status, and in many cases moral compass. And the earlier your child can be captured, the better. It is clear that the so called globalists, those who believe we are one world, have decided they are the only ones who hold the truth and their plan is taking our children into that world they have planned. Sadly, many in the education field, and government, have adopted this delusion. Perhaps the strongest leaders in this endeavor are the World Economic Forum (WEF) in partnership with the United Nations (UN). Both are heavily embedded with global corporations. Through his involvement as Vice Chair in the Western Governors Association (WGA), Governor Little is all on board with the WGA education agenda. This agenda falls under the categories of workforce and economic development as the workforce needs to be developed for the future economy, but it is all tied together. In May, 2021 the WGA launched their Western Prosperity Roundtable (WPR). This is an initiative for western governors to promote their pet projects like electric vehicles, connectivity, broadband, being better buddies with the federal government, and a host of other issues. Also on the list are workforce and economic development, "...building a more vibrant regional economy through the expansion of training and education opportunities for high demand, good paying careers." and "...closing the skills gap for workers in critical sectors with fast-growing demand." A panel was convened to discuss Education and Training for a Rapidly Changing Economy. Panel members included members from Community Colleges, State Workforce Agencies, Iron Workers International, and a State Workforce Training and Education Coordinating Board. That Board mentioned that jobs don't exist for today's kindergartners so an education should be provided for them to adapt and pivot to those non-existent jobs. Now there's a statement that sends a chill up the back. "Human Capital" is seen as the most important resource, that means your child, and being provided "career connected learning". If there was ever any doubt that America will be forced into a green energy economy the beginning of this video solidifies that this will happen as they discuss the need for an education system that provides the future workforce that meets the demands of this new technology in wind and solar. From that, panel members spewed the talking points of the WEF such as digital divide, access, and even hinting at the Reimagining Education mantra. Also confirmed is that a virtual education is here to stay. True, whatever virus it takes to keep kids on the computer. In general, the education system is being revamped for corporate technological advances. Programs aren't developed for students with or without a specific career in mind, children are being assessed and groomed at an early age for future employment. While corporate technologies have focused on an education in science, technology, engineering, and math (STEM), the WEF decided that wasn't holistic enough and expanded education to include social, financial, interpersonal skills, and ethics for a "conscientious citizen". In order for all of this to work sufficiently it means "aligning the data systems" among workforce development programs across states which would require national policies and direct funding for colleges to work with businesses and solidify the need for training. Labor market demands would drive the direction of education systems. For those poor souls who get booted from their soon to be extinct job, a "reskilling" education will be provided for them. This also falls in line with concerns about job loss from the Green New Deal. No biggie, you will be taught to do something else, whether you want it or not. In Idaho, the Idaho State Board of Education (ISBOE) uses its own circumlocution about the subject in its mission statement. Improve quality of life, enhance global competitiveness, provide service programs to meet personal and professional needs, collaborate and cooperate. What a bunch of bull cocky. What does any of it even mean? Every statement spouted by these panel members is fully supported by the ISBOE.
It is said our Founders deliberately designed government to be closest to the people. School boards are elected by the people but even they have been invaded by an unelected association in which Idaho belongs. There are 117 school districts in Idaho, and all are under the ISBOE thumb. If ISBOE decides the agenda and direction of education, how can parents at a local level demand that agenda is not exercised? Clearly children are being taken in a direction that serves a global corporate world with all of the psychological manipulation that accompanies it. As we watch America's foundation being hijacked for a world that is the antithesis of what our Republic stands for, so is the same for the future through our children. America is being destroyed, it is time to stop sitting by and watching it happen. It is ok to stand up and say no. Alex Newman is a journalist, educator, author, consultant, contributor to WND (World Net Daily), an education writer for FreedomProject Media, foreign correspondent for The New American magazine, a contributor to the Law Enforcement Intelligence Brief, and a multitude of other talents. In this video he briefly discusses Agenda 21 and 2030 but then goes on to speak how the United Nations (UN) and these vile programs have contributed to the destruction of our education system. In Idaho the legislature is making efforts eliminate the Common Core standards. The deceit behind Common Core is exposed, individuals who have been involved, and the societal destruction that was integrated into Common Core is explained by Mr. Newman. Translated, Arbeit Macht Frei means, "Work Will Free You". It is the iconic sign at the entrance of Auschwitz and many other concentration camps during WWII. Many may not realize the sign was designed by the camp’s iron-worker and mounted by prisoners themselves, the letter "B" turned upside down in protest against the slogan. At some locations, concentration camp prisoners were used as forced, slave labor to meet the needs of the German armaments industry. Aside from turning the the American flag upside down, what else can Americans do to protest the takeover of our education system solely for serving industries? In September, 2018, at the G20 summit, the United Nations (UN) held its first ministerial-level meeting on education, and affirming its commitment to SDG 4, "quality education" for all. It called for education that will keep pace with technological development, and the "need to educate and train people with the necessary skills for the future of work." U.S. Education Secretary Betsy DeVos attended this summit. Ms. DeVos supported this education agenda, stating it closely aligns with President Trump's agenda by having education closely aligned with workforce skills and industry demands. This means specifically educating not only youth, but adults as well, based on industry workforce needs. For some unknown reason, this document, G20 Education Ministers’ Declaration 2018, has been removed from many websites. It outlines the global education plan which Ms. DeVos signed. Some highlights include:
Under the G20 Ministerial Meeting section on the U.S. Department of Education website, Ms. DeVos expounded further about her support of the G20 Education Ministers agenda, and "adopting curricula that are highly responsive to...future employment trends."
There is also another document listed, G20 Joint Education & Labour and Employment Ministers’ Declaration 2018 Mendoza Joint Meeting, that basically reinforces the Declaration more strongly. The United States educational system is officially under the United Nations, the plan is in effect and has been for years, our children are being taught for future workforce needs of industries. As long as our government continues full engagement with the UN, we will never be free from UN atrocities, it is the same lie as Arbeit Macht Frei. During the dwindling days of his presidency in 1992, GHW Bush not only sold America down the tube by signing Agenda 21, he also participated in selling out our education system.
In August, 1992, Lamar Alexander, U.S. Department of Education (USDOE) Secretary, participated in the Asia-Pacific Economic Cooperation (APEC) Education Ministerial Meeting. The theme of this cooperation in education was defining "Education Standards for the Twenty-First Century." Identified as common interests were "economic growth and cooperation, development of new technologies in the service of human well-being, protection of the environment, mutual understanding, and promotion of world peace." Internationalization of the world economy was used to justify this change in our education system using examples of common student needs such as developing a strong skills foundation in literacy and numeracy; learning to reason and solve problems; developing an international perspective and understanding, and appreciation, of other cultures; familiarization with technologies that can make human interaction with nature and knowledge more fruitful; and learning to work cooperatively with others. Beginning on page 5 of this document, Mr. Alexander trashes the school system in the United States, lauding education systems in other countries, and making a bold statement about his impression of our culture, "In the 1950s in this country there used to be a television show called "Ozzie and Harriet," which was the idealized American family mom, dad, and two children named Ricky and David. This is not the Ozzie and Harriet generation anymore in the United States, and our schools should be structured differently." "In the United States, our schools are structured for a different era they're stuck in a time warp." Did he not realize that authority over schools is granted at a local level through school boards? Perhaps the agenda to nationalize our education system was cleverly disguised as this, "So when we use the word "national" in terms of education, it means coming to some consensus or setting a direction. It means working to gain agreement of states and local governments. We don't give orders from Washington, D.C. about what the national curriculum ought to be." Oh, yes sir, this was the beginning of nationalizing and taking over our education system. The strategy to decentralize education was outlined by Mr. Alexander, "...first, adopt the National Education Goals; second, develop their own strategy for reaching them; third, issue a report card on that progress; and fourth, think about creating at least one break-the-mold New American School, a school that would address the way children are growing up today." Responding to a question, Mr. Alexander stated the push for nationalizing our education system was coming from the business community and educators such as the National Council for Teachers of Mathematics. In violation of our Constitution, Mr. Alexander stated standards would be established through "national consensus", not legislation. Mr. Alexander is now a U.S. Senator from Tennessee. Given he doesn't see legislation as being necessary to execute his agendas, it is rather frightening he is a Senator. It is unclear if the USDOE continues to participate in APEC, the links on their website don't work and they were not present in the 2017 meeting. It's here, it is documented that the federal government laid plans to take over and nationalize the education system. What more do our legislators need to have in order to throw Common Core out and re-establish our local school boards and parents as the authority in our schools? Students were better educated during the Ozzie & Harriet days than now, seems like we should go back to those "time warp" days. |
Concerned Idahoans:This website is non-partisan and is solely dedicated to removing the harmful controls placed on our state and nation through associated programs of Agenda 21, Agenda 2030, and the Great Reset. We invite all Idahoans to join us in this fight for freedom! Categories
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