American History 101 revisted... Ole Christopher Columbus may not be the guy

(Spell check...that should be re-visited in the title above)

Back in October of 2008 I wrote an op-ed for Digital Journal accompanied by a video to enhance my point.  Shortly after (maybe a week or so) the video portion was no longer available.  The reason given was...

"This video is no longer available because the YouTube account associated with this video has been terminated."

Now without the video the entire op-ed was reduced to my two cents worth of verbiage.  In order for the reader to fully comprehend the enormity of the problem I would have had to transcribe the entire sound track to make my point.  Well the excuse for removing the video may be legitimate I'll never know...you can go to Digital Journal and click on the video and see that the message is still there.
Meanwhile, has luck would have it, I was on a search for another item when I accidently bumped into the missing video...it's still on YouTube (Is it the same account? I don't know.), and I present it here along with the original op-ed. ~ Norman E. Hooben

PS: Oh and before I go, I should also point out that this video (on YouTube) has less than 4,000 views (3,252 at my visit).  Where are all the parents?  This video should have no less than twenty million views...just goes to show you how well informed people think they are.

 Muslims Discovered America ???

At the rate we're going, pretty soon we'll have to start all over again... in kindergarten!  I believe everything that transpired since 1492 was pretty much the way it was. Unless, of course. you are a paid-off institution of higher learning.

I have been a long time critic of the U.S. Department of Education (DOE) and Institutions of higher learning…they are actually a seditious group of educators that want to re-write history. Further, they do this not only to indoctrinate (brainwash) our children but to blindly fill their coffers with dirty money from countries that want to do us harm. The greed for multimillion dollar donations has not been thought through as to the harm that will eventually (and currently) come to America. But just a minute…maybe it has been thought through.
Back in 1932 there was no such thing as the Department of Education. There was, however a number of books published during that time that included one by the head of the Communist Party in America, William Foster. He (Foster) was one of the first to suggest a National (federal government controlled) Department of Education (side note: Foster was born in my home town of Taunton, Massachusetts).
Another writer and Educator, George Counts blatantly suggested that, “…teachers should deliberately reach for power and then make the most of their conquest in order to influence the social attitudes of the coming generations…”
So hold it right there! Have not all these things come to be? A Department of Education, both at the national and state level. Teachers reach for power? You bet! The National Teachers Association (NEA) is one of the most powerful groups in the country! In collusion with the DOE they have succeeded in getting control of the school systems all over America. In doing so they have slowly but intentionally changed the mindsets of our children.
This change has but one intent; to get rid of God and religion in favor of one humanistic approach to our view of the world.
"Education is thus a most powerful ally of humanism, and every American public school is a school of humanism. What can the theistic Sunday schools, meeting for an hour once a week, teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?" – John Dewy 1933
Now the Humanists and the Communists both took the long view to change things. That is they knew it would take several generations before their ideology would usurp the Judeo-Christian and capitalistic mindset of the pioneers that shaped America. And that generation has arrived.
It has arrived but it has not been fully empowered. But they’re close. Very close. To complete the takeover will probably take just one more generation and they’re doing that with money. Money donated by enemies of the state to bribe our institutions of higher learning. Blatantly bribe them with unheard amounts of money! Greed. It will do us all in! ~ Norman E. Hooben

Related reading... SAUDI INFLUENCE ON AMERICAN K-12 EDUCATION

...and check out some of their rules. (source)

9. Accelerate Islamic demographic growth via:
■Massive immigration (100,000 annually since 1961)
■Use no birth control whatsoever – every baby of Muslim parents is automatically a Muslim and cannot choose another religion later.
■Muslim men must marry American women and Islamize them (10,000 annually). Then divorce them and remarry every five years
■Convert angry, alienated black inmates and turn them into militants (so far 2,000 released inmates have joined al-Qaida worldwide).
10. Reading, writing, arithmetic and research through the American educational system, mosques and student centers (now 1,500) should be sprinkled with dislike of Jews, evangelical Christians and democracy. There are currently 300 exclusively Muslim schools in the U.S. which teach loyalty to the Quran, not the U.S. Constitution. In January of 2002, Saudi Arabia’s Embassyin Washington mailed 4,500 packets of the Quran and videos promoting Islam to America’s high schools – free of charge. Saudi Arabia would not allow the U.S. to reciprocate.
11. Provide very size-able monetary Muslim grants to colleges and universities in America to establish ”Centers for Islamic studies” with Muslim directors to promote Islam in higher-education institutions.
12. Let the entire world know through propaganda, speeches, seminars, local and national media that terrorists have hijacked Islam, when in truth, Islam hijacked the terrorists.

Update January 2016
Number of Mosques in the United States 3,186 and growing...this is a huge problem!
 

MOSQUES In the USA 2015  QTY California 525 New York  507 TEXAS  302 Illinois  200 Florida 186 Michigan 139 New Jersey  104 Pennsylvania  98 Georgia  95 Ohio 88 Connecticut 88 Virginia 88 Maryland  60 North Carolina 52 Massachusetts 48 Minnesota 47 Missouri 44 Washington 41 Tennessee  40 Indiana  32 Kentucky 30 Louisiana  30 Arizona 29 Alabama  28 Kansas  26 Wisconsin  26 South Carolina  22 Colorado 20 Iowa 19 Mississippi  17 Oklahoma  16 Utah 15 Arkansas 13 Oregon 12 Washington DC  12 Delaware  11 Nevada 10 New Mexico 9 Main 8 Rhode Island  8 Idaho 6 Nebraska 6 West Virginia 6 New Hampshire  5 Montana 3 North Dakota 3 South Dakota 3 Wyoming 3 Hawaii 3 Alaska  2 Vermont 1 TOTAL 3186

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Update 2016 continues below ↓

Meanwhile...

If you don't think that the American education system is under attack read the following editorial by Sandra Stotsky...and yes, she's the same Sandra Stotsky you saw in the above video. ~ Norm

Deliberately deceiving the public on Common Core
By Sandra Stotsky

On Nov. 17, 2015, the Massachusetts Board of Elementary and Secondary Education voted not to move forward with the PARCC test (a national Common Core-based test) and instead to adopt a “hybrid” test called MCAS 2.0. Although it was widely reported that Massachusetts had dumped Common Core, the move by the Board was, in fact, a deliberate effort to make the public believe that the state had scrapped the controversial national standards in favor of the state’s own superior pre-Common Core standards.
Nobody – not the Board, the Commissioner, nor the Secretary of Education – mentioned that the hybrid test will have to be based on Common Core because of the Board’s 2010 vote to dump the state’s own standards in mathematics and English Language Arts and make Common Core’s standards the state’s official standards in these two subjects.
Reporters in the Bay State and across the country all seemed to assume that because PARCC was abandoned, so was Common Core. But in a blog on Dec. 1, 2015, Michael Petrilli, president of the Thomas B. Fordham Institute, admitted that what had happened was not a significant substantive change, but rather a “rebranding for political purposes.” So far, the media have not sought to explain how they were all deceived in November by the vote, or how many citizens have been deceived by their own public officials, not only in Massachusetts but elsewhere as well.
Although the states that adopted Common Core’s standards did so legally (usually by a vote of their state boards of education), many state policymakers deliberately minimized public awareness and discussion of the standards’ academic deficits in order to ensure their passage and continue their use.
Sometimes state officials chose to deceive the public in outright defiance of the expressed will of the legislature to revise or eliminate Common Core’s standards. (This was the case in South Carolina, North Carolina, Oklahoma, Louisiana, and New Jersey.)
Although “rebranding” is the generic name of the strategy, the specific mechanisms used by state departments of education to ensure they maintain Common Core or Common Core-aligned standards has differed from state to state.
The following are a list of just some of the popular ploys that have been used to deceive the public:
— Changing the test’s name: Many states, like Massachusetts, have renamed their Common Core-based tests in order to make parents and legislators in the state think that they are getting something different. Thankfully, in Massachusetts, voters will have a chance to weigh in on the underlying Common Core standards, in the form of a November 2016 ballot question asking voters if the state should return to their superior pre-Common Core standards in mathematics and English Language Arts. Parent activists in the state already know that is the only way they can get rid of a Common Core-based test disguised as MCAS 2.0.
— Using restricted review methodology: Some states have used an online methodology that restricts statewide reviewers to a standard-by-standard review and allows state Departments of Education to claim that they have state-specific standards, in some cases mainly because they added standards for grades or courses that won’t be tested.
— Stacking review committees and granting them limited purview: Many state departments of education stack revision committees with Common Core partisans and minimize participation by undergraduate teaching faculty in mathematics and English. Some state departments of education give review committees inhibiting directions, such as telling them not to change more than 15 percent of the standards because of laws against creating entirely new tests. Other faux-revision committees, such as those in Indiana and Pennsylvania, simply paraphrase the Common Core standards or, as in South Carolina, flood the Common Core standards with non-assessable objectives in order to make it difficult for legislators to spot the Common Core standards in their midst.
— Skewing public discussions: Some states set up unbalanced public fora with speakers and commentators who desire further professional work with the department of education and who understand all too well what side of their bread the butter is on.
— Relying on rigged external reports: Other states rely on seemingly unbiased external reports by groups such as the Thomas B. Fordham Institute and Achieve, Inc., both of which are funded by the Gates Foundation, with a vested interest in the Common Core project.
Lest anyone think that acts of deception regarding Common Core have come only from only one side of the political aisle or from only state departments of education, perhaps the greatest act of deception is the preposterous claim about the thrust of the recent re-authorization of the Elementary and Secondary Education Act, known as the Every Student Succeeds Act, by its major author Senator Lamar Alexander. In an op-ed in The Tennessean on Dec. 12, 2015, Senator Alexander implied that he had “repealed the federal Common Core mandate and reversed the trend toward a national school board.”
Instead, as Peter Cunningham, a former official in the U.S. Department of Education points out, “the new law that the senator from Tennessee is so proud of, the Every Student Succeeds Act, now mandates the very thing he rails against. Under the new law, every state must adopt “college- and career-ready” standards. Thus, the new law all but guarantees that Common Core State Standards — or a close imitation under a different name — will likely remain in place in most states.” It seems that Alexander, former president of the University of Tennessee, has managed to deceive not only his constituents in Tennessee and the entire country but also himself.
Although the bill was signed by President Obama as soon as it reached his desk in December, the nation has yet to learn who wrote the 1,000-page bill and who paid for it. It is clear that Senator Alexander and Senator Patti Murray co-sponsored the bill, but there is nothing on the bill to indicate authorship. In January, the House Appropriations Committee is to fund the bill. So far, there is no indication that the Chair of this committee will have the courage and moral fiber to ask for a hearing in order to find out who wrote the bill, who paid for the bill, and, most important of all for the states, what is in the bill.
Sandra Stotsky is Professor of Education emerita at the University of Arkansas.
A version of this column appeared as a blog in Education News in December.

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Harvard University was once an all boys school...today they have no balls at all. - N. E. Hooben