Posts Tagged ‘Common Core’

“As nightfall does not come at once, neither does oppression. In both instances, there is a twilight when everything remains seemingly unchanged. And it is in such twilight that we all must be most aware of change in the air – however slight – lest we become unwitting victims of the darkness.” ― Supreme Court Justice William O. Douglas

No matter what the politicians say about how great America is and how we, as a people, will always triumph, the fact is that the nation seems to be imploding.

Despite the dire state of our nation, however, you can rest assured that none of the problems that continue to plague our lives and undermine our freedoms will be addressed by our so-called elected representatives in any credible, helpful way, and certainly not during a State of the Union address.

Consider the following facts:

Our government is massively in debt. Currently, the national debt is somewhere in the vicinity of $18 trillion. More than a third of our debt is owned by foreign countries, namely China and Japan.

Our education system is abysmal. Despite the fact that we spend more than most of the world on education ($115,000 per student), we rank 36th in the world when it comes to math, reading and science, far below most of our Asian counterparts. Even so, we continue to insist on standardized programs such as Common Core, which teach students to be test-takers rather than thinkers.

Source: USA Today

Our homes provide little protection against government intrusions. Police agencies, already empowered to crash through your door if they suspect you’re up to no good, now have radars that allow them to “see” through the walls of your home.

Our prisons, housing the largest number of inmates in the world and still growing, have become money-making enterprises for private corporations that rely on the inmates for cheap labor.

We are no longer a representative republic. The U.S. has become a corporate oligarchy. As a recent survey indicates, our elected officials, especially those in the nation’s capital, represent the interests of the rich and powerful rather than the average citizen.

We’ve got the most expensive, least effective health care system in the world compared to other western, industrialized nations.

The air pollution levels are dangerously high for almost half of the U.S. population, putting Americans at greater risk of premature death, aggravated asthma, difficulty breathing and future cardiovascular problems.

Despite outlandish amounts of money being spent on the nation’s “infrastructure,” there are more than 63,000 bridges—one out of every 10 bridges in the country—in urgent need of repair. Some of these bridges are used 250 million times a day by trucks, school buses, passenger cars and other vehicles.

Americans know little to nothing about their rights or how the government is supposed to operate. This includes educators and politicians. For example, 27 percent of elected officials cannot name even one right or freedom guaranteed by the First Amendment, while 54 percent do not know the Constitution gives Congress the power to declare war.

Nearly one out of every three American children live in poverty, ranking us among the worst in the developed world.

Patrolled by police, our schools have become little more than quasi-prisons in which kids as young as age 4 are being handcuffed for “acting up,” subjected to body searches and lockdowns, and suspended for childish behavior.

We’re no longer innocent until proven guilty. In our present surveillance state, that burden of proof has now been shifted so that we are all suspects to be spied on, searched, scanned, frisked, monitored, tracked and treated as if we’re potentially guilty of some wrongdoing or other.

Parents, no longer viewed as having an inherent right to raise their children as they see fit, are increasingly being arrested for letting their kids walk to the playground alone, or play outside alone. Similarly, parents who challenge a doctor’s finding or request a second opinion regarding their children’s health care needs are being charged with medical child abuse and, in a growing number of cases, losing custody of their children to the government.

Private property means little at a time when SWAT teams and other government agents can invade your home, break down your doors, kill your dog, wound or kill you, damage your furnishings and terrorize your family. Likewise, if government officials can fine and arrest you for growing vegetables in your front yard, praying with friends in your living room, installing solar panels on your roof, and raising chickens in your backyard, you’re no longer the owner of your property.

Court rulings undermining the Fourth Amendment and justifying invasive strip searches have left us powerless against police empowered to forcefully draw our blood, forcibly take our DNA, strip search us, and probe us intimately. Accounts are on the rise of individuals—men and women alike—being subjected to what is essentially government-sanctioned rape by police in the course of “routine” traffic stops.

Americans can no longer rely on the courts to mete out justice. The courts were established to intervene and protect the people against the government and its agents when they overstep their bounds. Yet the courts increasingly march in lockstep with the police state, while concerned themselves primarily with advancing the government’s agenda, no matter how unjust or illegal.

Americans have no protection against police abuse. It is no longer unusual to hear about incidents in which police shoot unarmed individuals first and ask questions later. What is increasingly common, however, is the news that the officers involved in these incidents get off with little more than a slap on the hands.

If there is any absolute maxim by which the federal government seems to operate, it is that the American taxpayer always gets ripped off. This is true, whether you’re talking about taxpayers being forced to fund high-priced weaponry that will be used against us, endless wars that do little for our safety or our freedoms, or bloated government agencies such as the National Security Agency with its secret budgets, covert agendas and clandestine activities. Rubbing salt in the wound, even monetary awards in lawsuits against government officials who are found guilty of wrongdoing are paid by the taxpayer.

Americans are powerless in the face of militarized police. In early America, government agents were not permitted to enter one’s home without permission or in a deceitful manner. And citizens could resist arrest when a police officer tried to restrain them without proper justification or a warrant. Daring to dispute a warrant with a police official today who is armed with high-tech military weapons would be nothing short of suicidal. Moreover, as police forces across the country continue to be transformed into extensions of the military, Americans are finding their once-peaceful communities transformed into military outposts, complete with tanks, weaponry, and other equipment designed for the battlefield.

A Government of Wolves book coverNow these are not problems that you can just throw money at, as most politicians are inclined to do. As I point out in my book A Government of Wolves: The Emerging American Police State, these are problems that will continue to plague our nation unless and until Americans wake up to the fact that we’re the only ones who can change things.

For starters, we’ll need to actually pay attention to what’s going on around us, and I don’t mean by turning on the TV news, which is little more than government propaganda. Pay attention to what your local city councils are enacting. Pay attention to what your school officials are teaching and not teaching. Pay attention to whom your elected officials are allowing to wine and dine them.

Most of all, stop acting like it really matters whether you vote for a Republican or Democrat, because it doesn’t, and start acting like citizens who expect the government to work for them, rather than the other way around.

While that bloated beast called the federal government may not listen to you, you can have a great impact on your local governing bodies. This will mean gathering together with your friends and neighbors and, for example, forcing your local city council to start opposing state and federal programs that are ripping you off. And if need be, your local city council can refuse to abide by the dictates that continue to flow from Washington, DC.

All of the signs point to something nasty up ahead. The time to act is now.

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[The aim of public education is not] to fill the young of the species with knowledge and awaken their intelligence. . . . Nothing could be further from the truth. The aim . . . is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States…”—Henry Mencken, American Journalist (April 1924)

How do you persuade a nation of relatively freedom-loving individuals to march in lock step with a police state? You start by convincing them that they’re in danger, and only the government can protect them. Keep them keyed up with constant danger alerts, and the occasional terrorist incident, whether real or staged. Distract them with wall-to-wall news coverage about sinking ships, disappearing planes and pseudo-celebrities spouting racist diatribes. Use blockbuster movies, reality shows and violent video games to hype them up on military tactics, and then while they’re distracted and numb to all that is taking place around them, indoctrinate their young people to your way of thinking, relying primarily on the public schools and popular culture.

After all, public education the world over has always been the vehicle for statist propaganda of one sort or another, whether it’s religion, militarism, democracy or totalitarianism, and America is no exception. In fact, today’s public schools, far from being bastions of free speech, are merely microcosms of the world beyond the schoolhouse gates, and increasingly, it’s a world hostile to freedom.

As I show in my book A Government of Wolves: The Emerging American Police State, within America’s public schools can be found almost every aspect of the American police state that plagues those of us on the “outside”: metal detectors, surveillance cameras, militarized police, drug-sniffing dogs, tasers, cyber-surveillance, random searches, the list goes on. Whether it takes the form of draconian zero tolerance policies, overreaching anti-bullying statutes, police officers charged with tasering and arresting so-called unruly children, standardized testing with its emphasis on rote answers, political correctness, or the extensive surveillance systems cropping up in schools all over the country, young people in America are first in line to be indoctrinated into compliant citizens of the new American police state.

Zero tolerance policies, which punish all offenses severely, no matter how minor, condition young people to steer clear of doing anything that might be considered out of line, whether it’s pointing their fingers like a gun, drawing on their desks, or chewing their gum too loudly. Although the Obama administration recently called on schools to rethink how they discipline and punish students who misbehave, their guidelines to help schools re-evaluate their disciplinary policies fail to address the source of the problem: the quasi-prison atmosphere of public schools.

Surveillance technologies, used by school officials, police, NSA agents, and corporate entities to track the everyday activities of students, accustom young people to life in an electronic concentration camp, with all of their movements monitored, their interactions assessed, and their activities recorded and archived. For example, the Department of Education (DOE) has created a system to track, archive and disseminate data on every single part of a child’s educational career with colleges and state agencies such as the Department of Labor and the offices of Technology and Children and Family Services. The system relies on a database called inBloom, which is funded by corporate magnates such as the Bill and Melinda Gates Foundation and Rupert Murdoch’s News Corp. DOE has also received $40 million from various state and federal agencies to help fund the program.

Metal detectors at school entrances and police patrolling school hallways acclimatize young people to being viewed as suspects. Funded in part by federal grants, school districts across the country have “paid local police agencies to provide armed ‘school resource officers’ for high schools, middle schools and sometimes even elementary schools.” As the New York Times reports, “Hundreds of additional districts, including those in Houston, Los Angeles and Philadelphia, have created police forces of their own, employing thousands of sworn officers.” The problem, of course, is that the very presence of these police officers in the schools results in greater numbers of students being arrested or charged with crimes for nonviolent, childish behavior. In Texas, for example, school police officers write more than 100,000 misdemeanor tickets a year, each ticket amounting to hundreds of dollars in court fines—a convenient financial windfall for the states. All too often, these incidents remain on students’ permanent records, impacting college and job applications.

Weapons of compliance, such as tasers which deliver electrical shocks lethal enough to kill, not only teach young people to fear the police, the face of our militarized government, but teach them that torture is an accepted means of controlling the population. It’s a problem that has grown exponentially as the schools have increasingly clamored for—and hired on—their own police forces. One high school student in Texas suffered severe brain damage and nearly died after being tasered. A 15-year-old disabled North Carolina student was tasered three times, resulting in punctured lungs. A New York student was similarly tasered for lying on the floor and crying.

Standardized testing and Common Core programs, which discourage students from thinking for themselves while rewarding them for regurgitating whatever the government, through its so-called educational standards, dictates they should be taught, will create a generation of test-takers capable of little else, molded and shaped by the federal government and its corporate allies into what it considers to be ideal citizens. Incredibly, despite the fact that the U.S. invests more money in public education (roughly $8,000 per child per year) than many other developed countries, we rank 27th in the world for school educational achievement.

Overt censorship, monitoring and political correctness, which manifest themselves in a variety of ways, from Internet filters on school computers to sexual harassment policies, habituate young people to a world in which nonconformist, divergent, politically incorrect ideas and speech are treated as unacceptable or dangerous. In such an environment, a science teacher criticizing evolution can get fired for insubordination, a 9-year-old boy remarking that his teacher is “cute” can be suspended for sexual harassment, students detected using their smart phones during class time can be reported for not paying attention in class, and those accused of engaging in “bullying, cyber-bullying, hate and shaming activities, depression, harm and self harm, self hate and suicide, crime, vandalism, substance abuse and truancy” on social media such as Twitter or Facebook, will have their posts and comments analyzed by an outside government contractor.

So far I’ve only mentioned what’s happening within the public schools. It doesn’t even begin to touch on extracurricular activities such as the Explorers program, which trains young people—“ages 14 to 21 who have a C average”—to be future agents of the police state. Explorers meet weekly, train for competitions and spend their weekends working on service projects. In one Border Patrol training exercise, teenagers as young as 14, suited up in military gear with lethal-looking airsoft guns, were “instructed on how to quiet an obstreperous lookout,” reports the New York Times. “Put him on his face and put a knee in his back,” a Border Patrol agent explained. “I guarantee that he’ll shut up.”

Then there’s the military’s use of video games and blockbuster movies to propagandize war and recruit young people. Thanks to a collaboration between the Department of Defense and the entertainment industry, the American taxpayer is paying for what amounts to a propaganda campaign aimed at entrenching the power of the military in American society. As author Nick Turse points out, “Today, almost everywhere you look, whether at the latest blockbuster on the big screen or what’s on much smaller screens in your own home – likely made by a defense contractor like Sony, Samsung, Panasonic or Toshiba – you’ll find the Pentagon or its corporate partners.”

What’s really unnerving, however, are the similarities between our own system of youth indoctrination and that of Nazi Germany, with its Hitler Youth programs and overt campaign of educational indoctrination. Now before I’m drowned out by howls of outrage, note that while I am not suggesting the United States is deliberately attempting to raise up a generation of Hitler Youth, our schools and society at large are teaching young people to march in lockstep with the all-powerful government—which may be just as dangerous in the end.

You don’t have to take my word for it. The United States Holocaust Memorial Museum provides some valuable insight into education in the Nazi state, which was responsible for winning “millions of German young people … over to Nazism in the classroom and through extracurricular activities.” The similarities are startling, ranging from the dismissal of teachers deemed to be “politically unreliable” to the introduction of classroom textbooks that taught students obedience to state authority and militarism. “Board games and toys for children served as another way to spread racial and political propaganda to German youth. Toys were also used as propaganda vehicles to indoctrinate children into militarism.” And then there was the Hitler Youth, a paramilitary youth group intended to train young people for future service in the armed forces and government.

Hitler himself recognized the value of indoctrinating young people. As he noted, “When an opponent declares, ‘I will not come over to your side, and you will not get me on your side,’ I calmly say, ‘Your child belongs to me already. A people lives forever. What are you? You will pass on. Your descendants however now stand in the new camp. In a short time they will know nothing else but this new community.’”

We’re certainly not doing ourselves or our young people any favors by allowing them to be indoctrinated into a police state mindset from early on, with no knowledge that they have any their rights or any sense that they are the descendants of revolutionaries who stood up to tyrannical regimes.

If there is one glimmer of hope for this younger generation, it may be found in the unlikeliest of places: young adult literature, specifically dystopian literature, which is all the rage among young people today. Serial books such as Harry Potter, The Hunger Games, The Bone Season and The Giver all speak to a growing awareness among young people that the future awaiting them is far from secure, and that freedom ultimately rests in their ability to take on the powers-that-be.

A fool with a tool is still a fool.  A fool with a powerful tool is a dangerous fool.”—Michael Fullan, international school reform authority, on the powerful “tool” that is Common Core

As I point out in my new book, A Government of Wolves: The Emerging American Police State, there are several methods for controlling a population. You can intimidate the citizenry into obedience through force, relying on military strength and weaponry such as SWAT team raids, militarized police, and a vast array of lethal and nonlethal weapons. You can manipulate them into marching in lockstep with your dictates through the use of propaganda and carefully timed fear tactics about threats to their safety, whether through the phantom menace of terrorist attacks or shooting sprees by solitary gunmen.  Or you can indoctrinate them into compliance from an early age through the schools, discouraging them from thinking for themselves while rewarding them for regurgitating whatever the government, through its so-called educational standards, dictates they should be taught.

Those who founded America believed that an educated citizenry knowledgeable about their rights was the surest means of preserving freedom. If so, then the inverse should also hold true: that the surest way for a government to maintain its power and keep the citizenry in line is by rendering them ignorant of their rights and unable to think for themselves.

When viewed in light of the government’s ongoing attempts to amass power at great cost to Americans—in terms of free speech rights, privacy, due process, etc.—the debate over Common Core State Standards, which would transform and nationalize school curriculum from kindergarten through 12th grade, becomes that much more critical.

Essentially, these standards, which were developed through a partnership between big government and corporations, in the absence of any real input from parents or educators with practical, hands-on classroom experience, and are being rolled out in 45 states and the District of Columbia, will create a generation of test-takers capable of little else, molded and shaped by the federal government and its corporate allies into what it considers to be ideal citizens.

Moreover, as Valerie Strauss reports for the Washington Post: “The costs of the tests, which have multiple pieces throughout the year plus the computer platforms needed to administer and score them, will be enormous and will come at the expense of more important things. The plunging scores will be used as an excuse to close more public schools and open more privatized charters and voucher schools, especially in poor communities of color. If, as proposed, the Common Core’s ‘college and career ready’ performance level becomes the standard for high school graduation, it will push more kids out of high school than it will prepare for college.”

With so much money to be made and so many questionable agendas at work, it is little wonder, then, that attempts are being made to squelch any and all opposition to these standards. For example, at a recent public forum to discuss the implementation of these standards in Baltimore County public schools, one parent, 46-year-old Robert Small, found himself “pulled out of the meeting, arrested and charged with second-degree assault of a police officer” simply for daring to voice his discontent with the standards during a Q&A session with the superintendent.

Even calling this event a forum is disingenuous, given that attendees were not allowed to stand and ask questions. Instead, attendees were instructed to write their questions on a piece of paper, which the superintendent would then read and members of a panel would answer. In other words, there would be no time or room for debate, just a one-sided discussion. And this is what life in our so-called republic of the United States has been reduced to, a one-sided monologue by government officials who neither care about what “we the people” have to say, nor are they inclined to hear us out, just so long as we pay their taxes and abide by their laws.

“Don’t stand for this. You are sitting here like cattle,” shouted Robert Small to his fellow attendees as he was being dragged out of the “forum” on the Common Core standards. “Is this America?”

No, Mr. Small, this is no longer America. This is, instead, fascism with a smile, sold to us by our so-called representatives, calculating corporations, and an educational system that is marching in lockstep with the government’s agenda.

In this way, we are being conditioned to be slaves without knowing it. That way, we are easier to control. “A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude,” writes Aldous Huxley. “To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers.”

The purpose of a pre-university education in early America was not to prepare young people to be doctors or lawyers but, as Thomas Jefferson believed, to make citizens knowledgeable about “their rights, interests, and duties as men and citizens.” As Jefferson observed, “I know no safe depository of the ultimate powers of the society, but the people themselves: and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is, not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.”

Yet that’s where the problem arises for us today. Most citizens have little, if any, knowledge about their basic rights, largely due to an educational system that does a poor job of teaching the basic freedoms guaranteed in the Constitution and the Bill of Rights.

Many studies confirm this. For instance, when Newsweek asked 1,000 adult U.S. citizens to take America’s official citizenship test, 29% of respondents couldn’t name the current vice president of the United States. Seventy-three percent couldn’t correctly say why America fought the Cold War. More critically, 44% were unable to define the Bill of Rights. And 6% couldn’t even circle Independence Day (the Fourth of July) on a calendar.

A survey of American adults by the American Civic Literacy Program resulted in some equally disheartening findings. Seventy-one percent failed the test. Moreover, having a college education does very little to increase civic knowledge, as demonstrated by the abysmal 32% pass rate of people holding not just a bachelor’s degree but some sort of graduate-level degree.

That Americans are constitutionally illiterate is not a mere oversight on the part of government educators. And things will only get worse under Common Core, which as the Washington Post reports, is a not-so-subtle attempt “to circumvent federal restrictions on the adoption of a national curriculum.” One principal, a former proponent who is now leading the charge against Common Core, quickly realized that Common Core was not about educational reform as President Obama would have us believe. Rather, it’s about pushing a curriculum wrapped around incessant pre-testing, testing and test prep that teaches students how to take tests but not how to think, analyze or learn.

As with most “bright ideas” coming out of the federal government, once you follow the money trail, it all makes sense. And those who stand to profit are the companies creating both the tests that will drive the school curriculum, as well as the preparatory test materials, the computer and software industries, and the states, which will receive federal funds in exchange for their cooperation.

Putting aside the profit-driven motives of the corporations and the power-driven motives of the government, there is also an inherent arrogance in the implementation of these Common Core standards that speaks to the government’s view that parents essentially forfeit their rights when they send their children to a public school, and should have little to no say in what their kids are taught and how they are treated by school officials. This is evident in the transformation of the schools into quasi-prisons, complete with metal detectors, drug-sniffing dogs, and surveillance cameras. Equally arrogant are school zero tolerance policies that punish serious offenders of a school weapons policy the same as a child who draws a picture of a gun, no matter what the parents or students have to say about the matter. The result is a generation of young people browbeaten into believing that they have no true rights, while government authorities have total power and can violate constitutional rights whenever they see fit.

Yet as Richard Dreyfuss, Oscar-winning actor and civics education activist, warns: “Unless we teach the ideas that make America a miracle of government, it will go away in your kids’ lifetimes, and we will be a fable. You have to find the time and creativity to teach it in schools, and if you don’t, you will lose it. You will lose it to the darkness, and what this country represents is a tiny twinkle of light in a history of oppression and darkness and cruelty. If it lasts for more than our lifetime, for more than our kids’ lifetime, it is only because we put some effort into teaching what it is, the ideas of America: the idea of opportunity, mobility, freedom of thought, freedom of assembly.” — John W. Whitehead