Via: Michelle Malkin
By Michelle Malkin • January 31, 2013 12:54 PM
I have more installments of my Rotten to the Core series on the federalized national curriculum “standards” coming next week. (See parts one and two here and here.) In the meantime, I’m sharing several of the e-mails pouring in from teachers, parents, and activists across the country who are fighting this juggernaut across the country.
From a history teacher:
I am anxiously awaiting the next installment in your Rotten to the Core series. As a history teacher, the Common Core Standards don’t have much of an impact on my teaching (yet – and to my understanding). The whole of this program seems to be shrouded in edu-speak and double talk (which are mostly the same).
In addition to the Common Core, we were given an intro to another change coming to my district… and from what I’ve seen, it is spreading to districts across the country. The new model for teaching is Strategic Planning Strategies (based on Cambridge Strategies), which include Applied Learning (seems similar to problem based learning – students focus on and develop a solution to a problem facing their community). We were shown a video, which listed beliefs held by my district. There were immediately a some statements that stood out, including a belief that “cultural proficiency leads to equity and removes barriers to opportunity” – especially troubling was when a teacher asked for clarification on what was meant by “cultural proficiency”, we were told by our administrator that she didn’t know.
Another statement that stood out, was that we were going to educate students “from cradle to career”. I’ve looked up the keywords of this program and found this website (http://www.suny.edu/educationpipeline/cradletocareer.cfm) that seeks to use this model to form a “framework for civic infrastructure” that is based on this program…
… I see this as another path of indoctrination “from cradle to career”.