Corrupt to the Core

CommonCoreby Edward Davenport8/17/15
Bill Ayers, the unrepentant, 1960s, bomb-throwing, self-professed “small c communist” and college professor who founded an education-reform group in Chicago, which he co-chaired with Barack Obama, has long ties to terrorism and education. This combination could prove deadly for the future of American education and possibly for the future of America. These connections run deep.

Ayers and Obama served on the Woods Fund, a Marxist charity which provided start-up capital to community organizer and Rules for Radicals author Saul Alinsky. When Obama’s friendship with Ayers became a campaign issue, candidate Obama distanced himself from Ayers, referring to him dismissively as “a guy who lives in my neighborhood.” For “two ships that pass in the night,” Obama and Ayers share some of the same friends; among them, the America-hating pastor Jeremiah Wright and education-reform guru Linda-Darling Hammond, a former Obama spokesperson who was endorsed by Ayers for Secretary of Education and just happens to have had a hand in creating Common Core “state” standards. The California school Hammond founded has since had to close because of failing grades.

Ayers, who embraced a pro-Marxist, anti-capitalist, and anti-establishment philosophy, formed a radical group known as the Students for a Democratic Society to protest U.S. involvement is Southeast Asia. The activist arm of the SDS was known as The Weather Underground, referring to its intention to “change the climate” in the US. Ayers escaped prosecution for many crimes attributed to the Weather Underground, with which it was widely believed he was involved. These crimes included a 1970 car bombing at the University of Wisconsin, which killed a security guard and severely injured two others. Other targets for attack included the U.S. Capitol Building in 1971, the Pentagon in 1972 and the San Francisco office of the Department of Health, Education and welfare in 1974. Brian McDonnell, an officer with the San Francisco Police Dept., was killed, and eight others were injured when a pipe bomb detonated in a precinct house in the Bay area in 1971. Members of the group were linked to the murder of Nyack, New York, police officers Edward O’ Grady and Waverly Brown, during a Brinks armored car robbery in 1975. Although charges were filed against Ayers, the case was dismissed because of FBI illegal wiretaps and warrantless “black-bag” searches during the counterintelligence (Cointelpro) program. The Weather Underground disbanded in 1977. But Ayers, who identifies himself as a “radical, leftist, small ‘c’ communist,” did not renounce his extreme views. He simply invested his energies in a stealthier direction.

In 1995, Ayers founded the Chicago-Annenberg Challenge, an education reform group funded by billionaire philanthropist Walter Annenberg. Barack Obama served as Board Chairman from 1995 to 1999. Although the CAC’s stated purpose was to improve education in the city through grants to education groups, reading, writing, and arithmetic took a backseat to political activism. There is no evidence that test scores in the city improved.

It is a deliberate lie that Common Core standards are “voluntary, state-led” and “created by the National Governors Association and the Council of Chief State School Officers to improve academic achievement and increase accountability. President Barack Obama and his administration embraced them.” The NGA and counsel of Chief School Officers are government-funded trade organizations based in Washington, D.C. Over $100 million in funding for Common Core can be traced to the Bill and Malinda Gates Foundation prompting even the notoriously-liberal Huffington Post to point out the obvious: “CCSS is not ‘state led.’ It is ‘Gates led.'”

The truth is, Common Core “State” Standards are almost entirely the product of the establishment that Ayers professes to loathe. In an April press conference, Arne Duncan seemed to eliminate any pretense that CCSS was either voluntary or state-led when he stated that if states wouldn’t crush the parent op-out movement, “we have an obligation to step in.” If Common Core was ever truly voluntary, the jaws of the trap have now snapped shut for states that signed on the dotted line, with Duncan threatening schools that withdraw from testing with huge financial sanctions.

In 2014, Great Britain’s inspector of Public Schools, Sir Michael Wilshaw, released a report accusing officials in England’s primary (k-12) schools of using the same kind of “fear and intimidation” to impose what the report terms “a narrow faith-based ideology” on pupils. In West London, the privately-run King Fahad Academy used biased texts to denigrate Christians and Jews as “apes and pigs.” The biased texts came to light after a conscience-stricken Muslim teacher reported the indoctrination to Spectator Magazine. Music, raffles, and other activities deemed “un-Islamic” have been banned in England’s schools.

Education publisher Pearson has its foot on the throat of New York’s teachers. Pearson alone certifies the state’s K-12 teachers and oversees teacher evaluations. The education publishing giant is owned by the Libyan Investment Authority, founded by Mummar Gadaafi’s son, Seif al-Islam. As reported by the Washington Times, The Libyan Investment Authority owns 26 million shares in Pearson.

In 2008, seven members of an Islamic charity known as the Holy Land Foundation were convicted by a Richardson, TX, jury of violating a 1977 law known as the International Emergency Economic Powers Act through money laundering activities on behalf of the Muslim Brotherhood. The law allows the president to block transactions that threaten national security and freeze assets.

A key prosecution exhibit was an 18-page document entitled, “An Explanatory Memorandum on the General Strategic Goal for the Group in North America” by Mohamed Akram, one of 300 unindicted co-conspirators in the case. The memo was seized from the home of Ismael Elbarasse, a founder of the Dar Al-Hijrah mosque in Falls Church, Virginia, during a 2004 search coordinated by the FBI’s Washington office. Elbarasse was a member of the Palestine Committee, a front group created by the Muslim Brotherhood to garner public support for Hamas within the U.S. The Annandale, VA, resident was arrested in 2004 for videotaping areas “integral to the structural integrity” of the Bay Bridge.

Akram’s memo recommends penetrating America’s schools and indoctrinating American K-12 students with the goal of “eliminating and destroying the Western civilization from within and ‘sabotaging’ its miserable house by their hands … so that … God’s religion [Islam] is made victorious over all other religions.” Examples of pro-Islamic bias can be seen in the “Whose Jerusalem” assignment, which sides with Hamas while fostering hatred of the US and Israel.

According to Ken Mercer, a member of the Texas Board of Education who has seen the Advance Placement US History (APUSH) that parents and members of the general public aren’t allow to view, there is no mention of Hitler or the Holocaust. Pivotal battles of World War II, including Pearl Harbor, Midway, and the Normandy invasion have been airbrushed out of the history texts, along with any mention of Ben Franklin, Thomas Jefferson, Martin Luther King, Jr., and Rosa Parks.

The Islamic and other groups influencing American education, to its detriment, use the one tool that is in abundance for them: money. A nearly $50 million grant from a Qatar Foundation International board member to fund the education-reform group Ayers and Obama co-chaired in Chicago was given to Ayers to promote their views and lead American children away from objective evaluation of actual historical events, replacing them with destructive propaganda.

In addition to Obama, Ayers enlists others to his cause. Vartan Gregorian, former president of Carnegie Corp’s charitable foundation, was appointed by President Obama to the White House Fellowships committee in 2009. In 2011, the Qatar Foundation International partnered with the Department of State and the US Dept. of Education for the “Connect All Schools” project to link classrooms worldwide, with the goal of connecting all schools by 2016. President Obama announced his ambitious plan in a June 2009 speech in Cairo, with the Muslim Brotherhood seated in the front row. The vicious Yusuf al-Qaradawi, who gave the killing of American troops in Iraq his blessing, has attended numerous events sponsored by QFI and even has a center named in his honor. Al-Qaradawi has openly praised Hamas for its “heroic deeds.” In his eyes, the 19 men who hijacked four planes on September 11, 2001, were not terrorists, but freedom fighters!

In February 2012, the group Citizens for National Security conducted a study of Pearson-aligned textbooks in Florida and found “significant” pro-Muslim bias. To cite just one example, here is an actual assignment:

“Distinguishing terrorism from other acts of political violence can be difficult. For example, if a Palestinian suicide bomber kills several dozen Israeli teenagers in a Jerusalem restaurant, is that an act of terrorism or wartime retaliation against Israeli government policies and army actions? Competing arguments are made”

Title VI of the Higher Education Act has become a “magic carpet” for Saudi influence over American schools. Title VI requires Middle East study centers receiving federal funding to engage in cultural-exchange programs with U.S. schools. Outreach coordinators, funded by the Saudis, then create lesson plans for American k-12 teachers. A class assignment in a Rialto, California, eight-grade class asking students whether the Holocaust was “an actual event in history, or merely a political scheme created to influence public emotion and gain” was likely funded by the Saudis.

Sixth-graders in Wellesley, MA, were spirited to a mosque, where they were required to observe Shahada law by covering their heads. For a child of any faith—or no faith—to be required by school officials to kneel before someone else’s God is an outrageous usurpation of parental rights. Is it any wonder parents are withdrawing their children from public schools in record numbers?

The ACLU, which cried like a banshee when the ten commandments were displayed in Judge Roy Moore’s Alabama courtroom and, we can safely assume, would threaten legal action at the teaching of Jesus’s ministry or Maimonides’s Code of Giving, has been tellingly tolerant of lesson plans designed around The Five Pillars of Islam, submission to Allah’s will, and taxpayer-funded trips to mosques by school officials. An Ohio teacher was fired simply for keeping a Bible on his desk.

An astounding 32 pages of the World history textbook are devoted to Muslim cavitation. Students in two Texas schools–Cross Timbers intermediate and Kenneth Davis–will be required to learn Arabic as a condition of passing, thanks to a 1.3 million grant from the Department of Education’s Foreign Language Assistantship program.

Sandra Stosky, a former senior assistant commissioner of the Massachusetts Dept. of Education from 1999-2003, was one of the formers of Common Core Standards but is now one of its fiercest opponents. She said, “Most of these materials have been prepared and/or funded by Islamic sources here and abroad, and are distributed or sold directly to schools or individual teachers, thereby bypassing public scrutiny.” (Source: The Stealth Curriculum)

Assuming the Advanced Placement US History texts are the “quality educational standards” the state was promised, why the secrecy? Why are parents and members of the public–whose taxes fund the schools–not allowed to see them?

The Palestine Authority, Saudis, and much of the Arab world have long used biased textbooks to foster ancient hatreds and keep their citizens ignorant. Parents and citizens of every state in the US must demand that our Commissioners withhold funding from all public schools using these biased, anti-American, anti-Semitic texts. At stake is nothing less than the hearts, minds, and souls of the next generation. • (1319 views)

This entry was posted in Education. Bookmark the permalink.

9 Responses to Corrupt to the Core

  1. Timothy Lane says:

    The liberal attitude toward respecting religions is simple: Christianity is the overdog in America, so schools must either ignore it or (better still) attack it. Judaism is tainted by its links to Christianity and should also be ignored at best. Every other religion is an underdog, so teaching respect for it is desirable. It doesn’t matter whether the rites are to worship Allah or Vishnu or Huitzilopochtli, liberals have no objection.

    Note that Ayers had an article (or maybe he was interviewed; I don’t remember all the details) in the New York Times in which he expressed his total lack of remorse or repentance for his violent past. It appeared, appropriately enough, on September 11, 2001.

  2. Brad Nelson Brad Nelson says:

    I had heard that Gates is behind much of the funding of Common Core. And I’ve heard or read that it’s because he can sell a lot of software. But I don’t know this for a fact. Perhaps Mrs. Gates is a hardcore Leftist ideologue…a “true believer.” Maybe Gates is. Does anyone know why they are backing Common Core?

    And, indeed, the Saudi (and other money) has apparently been very effective at propagandizing our kids. This is appalling. Is there nothing left in America that can’t be bought and sold, no truths or principles so precious that there isn’t one good man who will stand by what is right, not what is expedient?

    I think this culture (truly, the unwritten story) has for some time now been propagandizing people into little monsters. Many of us were surprised that America could elect, and then re-elect, a Marxist, America-hating monster such as Obama. But maybe we shouldn’t have been. It is a consequence of what has come before. The groundwork has been laid for that and likely far worse things.

    • Kung Fu Zu Kung Fu Zu says:

      And, indeed, the Saudi (and other money) has apparently been very effective at propagandizing our kids.

      Saudi and other foreign oil money has been corrupting American politics for some time. The gusher of wealth which resulted from the various oil embargoes, which started in the 1970’s has been a major mover in the financial shenanigans we have all experienced since that time. The world has had to figure out what to do with such an unprecedented amount money coming from lands which could not begin to absorb their own profits domestically.

      By the way, the Saudi’s are apparently the big financiers of mosques throughout the States.

      • Timothy Lane says:

        This is how the House of Saud made its peace with the Wahhabi clerics there. The Sauds would fund their efforts to penetrate the rest of the world with their pre-medieval cult, and in return the Wahhabis wouldn’t pay attention to how little the Saudis actually lived up to Wahhabi moralistic standards.


      I believe Gates is backing Common Core primarily because he expects to make a killing on it. Part of CC is supposedly using technology to “teach” in new ways (as you note, a video game is a lousy way to teach algebra. Just wait ’til they try it with differential equations!), and that technology will require new software, all of it to be provided by – Microsoft!

      Glenn Beck quotes Gates in bits and pieces:

      “create just these kinds of tests—next-generation assessments aligned to the common core. When the tests are aligned to the common standards, the curriculum will line up as well—and that will unleash powerful market forces in the service of better teaching… For the first time, there will be a large uniform base of customers eager to buy products that can help every kid learn and every teacher get better.”

      Gates really gives it away with “large uniform base of customers eager to buy products” – Microsoft products, of course.

      If Gates has another motive, it’s even worse, for Common Core is all about establishing a national curriculum which in time will be completely controlled by the Federal Government. And as we see from articles like this one here at ST, that curriculum is highly suspect.

  3. Brad Nelson Brad Nelson says:

    Here’s an article on a related topic. It makes some good points — especially regarding the centrality of discipline. But it eventually goes off on a tangent of Educational Utopianism of another kind:

    And at that office, the kids will learn according to individualized lesson plans aided by technology — a podcast audio lecture on American history by a professor at the University of New Mexico, a lesson in algebra delivered through an interactive computer game, a video dramatic reading of Shakespeare’s Macbeth by a famous Broadway star. The learning will happen at an accelerated pace because it won’t depend on the absence of disruptive hooligans in the class or downtime at the end of an hour.

    Learning via video games is a very bad idea. “Algebra delivered thorough an interactive computer game” is a recipe for disaster. I find it hard to believe that someone who could write an otherwise good article could still fall for this crap.

    Learning algebra takes work and guidance — something podcasts won’t give you. And this work is not easy. Math isn’t a particularly natural act. It has to be learned. And you don’t learn it through osmosis. You learn through practice and rote learning.

    Anyway, if anything, this article underscores the other main squeamishness (the other being discipline): work. Two key ingredients that cannot be avoided are work and discipline. You also need a teacher there for guidance. Everyone gets stuck on different things and no canned “interactive computer” or podcast can likely deal with that…nor can they administer discipline.

    The education process would triple in effectiveness if they did no more than adopt the Little House on the Prairie one-room school approach. The point and methods of education are easily lost in an avalanche of whiz-bang ideas whose purpose is, well, I’m not always sure what the purpose is. An impartial observer might say the purpose is to prevent children from learning.

    • Timothy Lane says:

      Well, some of those ideas no doubt are good. A podcast of a history lecture by a history professor (assuming he’s one of the good ones) is similar to many ideas for computer-based college education. This approach is used for continuing education in various professional fields. Similarly, a reading of Macbeth by a famous actor has value, though I’m not sure if this is better than reading it for oneself. It can be useful if you have the play to follow along. I recall that in 11th grade, we saw a video of “The Man Without a Country”, which we But also read for the course. But like you, I’m very skeptical that a game will teach algebra.

      • Brad Nelson Brad Nelson says:

        When I was in school, anything other than book learning assignments or direct lectures from the teacher were party time. That’s the way it is with kids. We’d get all kinds of film. And everyone considered those films a break, not part of the curriculum…not something we would be tested on. It was a green light to not take it seriously.

        In theory (always lot of theories) you can listen to a podcast of a good presentation on history. For older students that might even be valuable. In practice such things tend to become passive forms of entertainment.

        And, remember, we’re talking about the first priorities of education: learning the three R’s. Of course various films and stuff can give one a glimpse of history you might not be able to get from a book. But don’t try to teach spelling, reading, or arithmetic that way. And always note that it is in the nature of children that anything to do with computers, TV, or movies is not “real” work. As kids we also had various outings — field trips — which were lots of fun. They were sold as being educational. But they never were except in finding ever new ways to waste time and screw off.

        Reading, study, lectures, practice, correction, discipline, rewards, punishments, hands-on guidance — this is how you learn. So many people have been lured by so many newfangled things, especially computers. So they stick computers in the classroom or have a special room full of them. This is nonsense. I can guarantee that a school with low technology — no computers, iPhones, or hand-held calculators (which do have their place eventually) — will do far better than those with hitech. Hitech is just another way to screw off, to pretend at learning. It’s “Look, we have all these neat computers. This must be good for kids.”

        But it’s not. If there is anything kids don’t need more of it’s computer time. The chore most parents face is to get them to turn them off. I don’t really understand why we have such a wussifed approach to learning. It’s not easy. Learning things takes effort. There are no shortcuts. Yes, a good teacher can help. But learning is never about a cult-of-personality, even regarding teachers. It’s having a good curriculum and a suitable system of rewards and punishments…as well as hands-on needed guidance.

        I don’t know why that has fallen out of such favor. Who got it in anyone’s head that doing something worthwhile had to be easy?

  4. David says:

    There was only one of the WU atrocities left out – the NCO club at Fort Dix, NJ. Ayers had planned to kill American soldiers – and was only frustrated by his incompetence.
    Thankfully, the bomb-makers blew themselves up while crafting it.
    Ayers remains unrepentant – wished he had done more. That should tell you his true intentions.

Leave a Reply

Your email address will not be published. Required fields are marked *