Online Homeschool Questions and Options – Review and more

Here is a list of various Online Homeschool options that have been brought to my attention in my researching if we want to add an element of online to our schooling. I still have not decided and I am still researching. So any experience you have had would be helpful. Please leave a comment in the comment section. Thank You.

If you are familiar with any of the options I have listed please share your thoughts and reviews. What you liked and / or didn’t like. It can be from the curriculum itself to back-end and user friendliness to how any issues were handled by admins.

Please share you good and bad.

If you are aware of any other online homeschooling courses please share, I am all about getting as much information and options as I can. Thanks !!

So here is what we have so far.

Annual 

  1. Pluralsight – Tech – $299 a year – https://www.pluralsight.com/learn

 

  1. Code Monkey – For Coding $109 for the year https://www.playcodemonkey.com/

 

  1. Skrafty – $300 for the year – uses mind craft https://whenyouriseup.com/product/edu-subscription-rank-up/  – $100 – $250 a class

 

  1. Mango Languages – $20 month – learning languages only – mangolanguages.com

 

  1. Monarch – $600 a year for the family – https://www.aop.com/curriculum/shop-monarch  – plus cost of curriculum choice. Came Highly Recommended.

 

  1. Moby Max – $200 all subjects for the year – most subjects only go to 8th Grade but could be nice for filling in gaps $99 for the year,for 3 subjects – $49 for the year 1 subject – https://www.mobymax.com/

 

  1. Funcation Academy – $23 a month per student – – or $115 per year – with a $50 reg fee – https://www.funcationacademy.com/pricing

         Came Highly Recommened.

  1. Power Homeschool / Acellushttps://www.powerhomeschool.org/enroll/ – $250 a year or $25 a month
  2. School House Teacher – $179 a year – https://schoolhouseteachers.com – not live teachers all self paced – Biblical worldview – Looks like a possible fit.

 

By Classes / Subject

  1. Math – Live On Math – $99 – $275 a class – https://users.liveonlinemath.com/users/lom/registration.php#
  2. Currclick – Purchase individual items and dittos at a reasonable price  http://www.currclick.com/index.php
  3. Abeka Classes – $300 a class  – http://www.abeka.com/ABekaOnline/BookDescription.aspx?sbn=319392
  4. Fortuigence – $60 – $200 a class – Writing  http://www.fortuigence.com/fortuigence/courses/  – Came Highly Recommended
  5. Big River Academy – $200 per semester/class – bigriveracademy.com
  6. Open Tent academy – from $150 – $1,000 per class – http://opententacademy.com/  – most seem to range about $300 to $450 – each class is 1 to 2 days a week about 14 weeks  to a full year
  7. Brigham Young University Independent Studyhttps://is.byu.edu – looks like most classes are $155 – per ½ a credit – or for a year class – some as low as High School Courses High School Course – some as low as $99 – or as high as $260
  8. Elim Bible School -$180 – looks like just one class right now  http://www.elim.edu/programs/online-hs/
  9. Answers in Genesis – Online classes – $150 – $200 per course – https://answersingenesis.org/education/online-courses/

 

Free

  1. Video tutorials on Word, web design etc… http://599cd.com/
  2. Virtual homeschool grouphttp://www.virtualhomeschoolgroup.org Maybe Free I am not sure
  3. Edx – Free – Secular – edx.org – By class – High school classes through college universities –
  4. Typing – Free – 15 Min a day – https://www.alfatyping.com/
  5. Easy Peasy / All In one – https://allinonehomeschool.com/ – Mostly a whole curriculum

 

Homeschooling is the smartest way to teach kids in the 21st century

Alison Davis doesn’t see homeschooling as some strange alternative to traditional school.

If anything, says the mom from Williamstown, New Jersey, when it comes to raising her two children, she’s doing the sensible thing.

“You’re not going to be put in a work environment where everybody came from the same school and everybody is the same age,” she tells Business Insider. “In my opinion, the traditional school atmosphere is not the real world at all.”

Homeschooling, she says, that’s the real world.

Davis’ satisfaction with keeping her kids out of local public and private schools is one shared by a growing pool of parents around the US. Recent data collected by the Department of Education reveals homeschooling has grown by 61.8% over the last 10 years to the point where two million kids — 4% of the total youth population — now learn from the comfort of their own home.

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BLM in School Day – 02/17/2017

Regardless of the percentage of black students within the district, allowing a politically motivated movement associated with domestic terror attacks is NOT in the best interest of our children nor does this event serve to unite our community.

 

Common Core Betrays the Civil Rights Movement

Original post  By Nicholas Tampio and Yohuru Williams, Truthout | Op-Ed

[plulz_social_like width=”350″ send=”false” font=”arial” action=”like” layout=”standard” faces=”false” ]

Student erases

(Image: Student erases via Shutterstock)

Given the power of its symbolism, many individuals and entities have attempted to appropriate the legacy of the civil rights movement for their own purposes. In 2010, for instance, conservative talk show host Glenn Beck led a march on Washington to restore what he professed was the distorted history of the movement. While Beck’s tenuous appeal to the movement’s heritage might be dismissed, the danger of misappropriation of its core values of justice and equality are greater when the person or group doing the usurping can legitimately lay a claim to that legacy.

This has become clear recently with a campaign to promote the Common Core State Standards by the National Urban League, which played an important if less visible role during the civil rights movement. Marc H. Morial, president of the National Urban League, has declared that the Common Core will “help bridge the achievement gap by leveling the playing field so that all students, regardless of race, geography or income, have an equal shot at gaining the knowledge and skills necessary to succeed in the 21st century global economy.” This fall, the National Urban League has partnered with Radio One to deliver this message on multiple media platforms.

We agree that education should empower young men and women, of whatever race or background, to succeed in college and careers. Our contention, however, is that the Common Core’s promise does not correspond to its reality. More strongly, we contend that the Common Core betrays the civil rights legacy more than advances it.

In his recent book on the origin and consequences of No Child Left Behind, the political scientist Jesse H. Rhodes explains why civil rights activists support the idea of national education standards. For years, activists demanded that black children have the same opportunities as white children, including science and history courses, music and theater programs, and qualified teachers running small classes. The equity movement failed, however, to produce measurable results and overcome conservative opposition.

The idea of educational standards, however, unites civil rights and business groups convinced that all Americans need a quality education. That is why both the National Urban League and the US Chamber of Commerce support the Common Core. The excellence movement, as it is called, may succeed where the equity movement didn’t.

Yet good intentions do not always translate into effective policies. The National Urban League, whose mission “is to enable African Americans to secure economic self-reliance, parity, power and civil rights,” is on shaky ground with the Common Core. We can identify at least three reasons why the Common Core is already harming a generation of young African-Americans.

First and foremost, Common Core testing has branded a large percentage of black youth as failures. In New York, only 19.3 percent of black students demonstrated proficiency on state math tests and 17.6 percent demonstrated proficiency on state English language arts tests. Do these numbers light a fire under educators to do a better job? Maybe. But they also mean that the educational system is signaling to many black children that they have no future in higher education or the modern workforce.

Second, the Common Core focuses attention on math and English test prep above all other academic or extracurricular pursuits. The Race to the Top program incentivized states to adopt the Common Core as well as a testing regime that punishes teachers or schools with low student test scores. In New York City, the Success Academy charter schools excel on the Common Core tests. How? According to one administrator, by turning children into “little test-taking machines.” It goes without saying that many wealthy parents would never accept such an education for their children; in practice, the Common Core widens rather than narrows the opportunity gap.

Finally, the Common Core dedicates limited resources to textbook and testing companies rather than teachers and children. The Race to the Top program awarded $330 million to two Common Core testing consortia: PARCC and SBAC. Schools, in turn, must purchase aligned-curricula as well as the technology to run the online Common Core tests. Meanwhile, financially strapped school districts are cutting art and music programs that stimulate brain development and teach skills such as cooperation and perseverance. This is a tragedy for all students, including African-American ones.

We share the National Urban League’s ambition to prepare black youth to succeed in the 21st century global economy but disagree that the Common Core is the way to make that happen. So far, the Common Core is draining educational budgets, narrowing the curriculum and turning students into little test-taking machines. This is no way to advance the civil rights legacy. Instead, we should recommit to the principle that all children, of whatever race or background, can attain the same kind of education only available, right now, to the children of privilege.

By Nicholas Tampio and Yohuru Williams, Truthout | Op-Ed

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Court rules: State has no responsibility to provide quality public education

 

The court should have ruled the government has no responsibility to provide an education. Let folks have ten years to prepare for no mandated education and watch a revolution of intellect take place.

I would love to see the federal government out of education all together. Leave it to states and communities

__________________

Full original article link here

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Highland Park parent Michelle Johnson, a plaintiff in the ACLU lawsuit against the state of Michigan, says students deserve a fair education. ZENOBIA JEFFRIES PHOTO 

A 2-1 decision reversed an earlier circuit court ruling that there is a “broad compelling state interest in the provision of an education to all children.” The appellate court said the state has no constitutional requirement to ensure schoolchildren actually learn fundamental skills such as reading — but rather is obligated only to establish and finance a public education system, regardless of quality. Waving off decades of historic judicial impact on educational reform, the majority opinion also contends that “judges are not equipped to decide educational policy.”

“This ruling should outrage anyone who cares about our public education system,” said Kary L. Moss, executive director of the American Civil Liberties of Michigan. “The court washes its hands and absolves the state of any responsibility in a district that has failed and continues to fail its children.”

The decision dismisses an unprecedented “right-to-read” lawsuit filed by the ACLU of Michigan in July 2012 on behalf of eight students of nearly 1,000 children attending K-12 public schools in Highland Park, Mich. The suit, which named as defendants the State of Michigan, its agencies charged with overseeing public education and the Highland Park School District, maintained that the state failed to take effective steps to ensure that students are reading at grade level.

“Let’s remember it was the state that turned the entire district over to a for-profit charter management company with no track record of success with low performing schools,” said Moss. “It is the state that has not enforced the law that requires literacy intervention to children not reading at grade level. It is the state’s responsibility to ensure and maintain a system of education that serves all children.”

In a dissenting opinion, appellate court judge Douglas Shapiro accused the court of “abandonment of our essential judicial roles, that of enforcement of the rule of law even where the defendants are governmental entities, and of protecting the rights of all who live within Michigan’s borders, particularly those, like children, who do not have a voice in the political process.”

MEAP test results from 2012 painted a bleak picture for Highland Park students and parents. In the 2013-14 year, no fewer than 78.9 percent of current fourth graders and 73 percent of current seventh graders will require the special intervention mandated by statute. By contrast, 65 percent of then-fourth graders and 75 percent of then-seventh graders required statutory intervention entering the 2012-13 school year.

Hooking Kids on Sex

 

WARNING, This video is NOT for Children!

New York Fighting Back : Planned Parenthood NY Targets Minorities, New Pro-Life Group Alleges By the Christian Post

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GLENN BECK’S FRIEND SAT HIM DOWN AND REVEALED HE WAS A FEDERAL AGENT…AND THAT’S THE TAME PART OF THE STORY

Donate to help save children of Sex Trafficking

From ICR – “Dearly beloved, I beseech you as strangers and pilgrims, abstain from fleshly lusts, which war against the soul.” (1 Peter 2:11)

The command to abstain occurs only a few times in the New Testament, but there are three occurrences which are especially relevant for Christians today. One of these is 1 Thessalonians 4:3: “For this is the will of God, even your sanctification, that ye should abstain from fornication.” The Greek word here actually applies to any type of sexual relationship outside of marriage, and the command is not merely for temperance or for “love” in one’s non-marital sexual relationships, but for total abstinence. This exhortation is perhaps needed more today than at any time since the days of pagan Rome, even for Christians and, unfortunately, Christian leaders. But that is not all. In the words of our text, we are also urgently exhorted to “abstain from fleshly lusts,” since these carnal desires are in mortal combat with our very souls. One must avoid situations which might initiate or encourage fornication or its kindred activities.

But even that is not sufficient for the serious Christian man or woman. “Now we exhort you, brethren, . . . Abstain from all appearance of evil” (1 Thessalonians 5:14, 22). The word here means anything that in outward form might appear to be evil, regardless of whether it is really wrong in itself or not. The Lord desires that we “adorn the doctrine of God our Saviour in all things” (Titus 2:10) and that we “give none offense” (1 Corinthians 10:32).

A believer cannot afford to be careless in this warfare against his soul. “Be sober, be vigilant; because your adversary the devil, as a roaring lion, walketh about, seeking whom he may devour” (1 Peter 5:8). “Whether therefore ye eat, or drink, or whatsoever ye do, do all to the glory of God” (1 Corinthians 10:31). HMM – From ICR

12 Things The Negro Must Do For Himself

12 Things The Negro Must Do For Himself by Nannie Helen Burroughs

I found this at Black Men in America Blog
before reading I wanted to add that you can fill in any “race” and it would still be accurate 🙂 so if you are not a negro plug in you and take it to heart as well, I think it applies to us all.

12 Things The Negro Must Do For Himself by Nannie Helen Burroughs(Published in the early 1900′s)

1.  The Negro Must Learn To Put First Things First.  The First Things Are:  Education; Development of Character Traits; A Trade and Home Ownership.

  • The Negro puts too much of his earning in clothes, in food, in show and in having what he calls “a good time.”  The Dr. Kelly Miller said, “The Negro buys what he WANTS and begs for what he Needs.”  Too true!

2.  The Negro Must Stop Expecting God and White Folk To Do For Him What He Can Do For Himself.

  • It is the “Divine Plan” that the strong shall help the weak, but even God does not do for man what man can do for himself.  The Negro will have to do exactly what Jesus told the man (in John 5:8) to do–Carry his own load–”Take up your bed and walk.”

3.  The Negro Must Keep Himself, His Children And His Home Clean And Make The Surroundings In Which He Lives Comfortable and Attractive.

  • He must learn to “run his community up”–not down.  We can segregate by law, we integrate only by living.  Civilization is not a matter of race, it is a matter of standards.  Believe it or not–some day, some race is going to outdo the Anglo-Saxon, completely.  It can be the Negro race, if the Negro gets sense enough.  Civilization goes up and down that way.

4.  The Negro Must Learn To Dress More Appropriately For Work And For Leisure.

  • Knowing what to wear–how to wear it–when to wear it and where to wear it, are earmarks of common sense, culture and also an index to character.

5.  The Negro Must Make His Religion An Everyday Practice And Not Just A Sunday-Go-To-Meeting Emotional Affair.

6.  The Negro Must Highly Resolve To Wipe Out Mass Ignorance.

  • The leaders of the race must teach and inspire the masses to become eager and determined to improve mentally, morally and spiritually, and to meet the basic requirements of good citizenship.
  • We should initiate an intensive literacy campaign in America, as well as in Africa.  Ignorance–satisfied ignorance–is a millstone abut the neck of the race.  It is democracy’s greatest burden.
  • Social integration is a relationship attained as a result of the cultivation of kindred social ideals, interests and standards.
  • It is a blending process that requires time, understanding and kindred purposes to achieve.  Likes alone and not laws can do it.

7.  The Negro Must Stop Charging His Failures Up To His “Color” And To White People’s Attitude.

  • The truth of the matter is that good service and conduct will make senseless race prejudice fade like mist before the rising sun.
  • God never intended that a man’s color shall be anything other than a badge of distinction.  It is high time that all races were learning that fact.  The Negro must first QUALIFY for whatever position he wants.  Purpose, initiative, ingenuity and industry are the keys that all men use to get what they want.  The Negro will have to do the same.  He must make himself a workman who is too skilled not to be wanted, and too DEPENDABLE not to be on the job, according to promise or plan.  He will never become a vital factor in industry until he learns to put into his work the vitalizing force of initiative, skill and dependability.  He has gone“RIGHTS” mad and “DUTY” dumb.

8.  The Negro Must Overcome His Bad Job Habits.

  • He must make a brand new reputation for himself in the world of labor.  His bad job habits are absenteeism, funerals to attend, or a little business to look after.  The Negro runs an off and on business.  He also has a bad reputation for conduct on the job–such as petty quarrelling with other help, incessant loud talking about nothing; loafing, carelessness, due to lack of job pride; insolence, gum chewing and–too often–liquor drinking.  Just plain bad job habits!

9.  He Must Improve His Conduct In Public Places.

  • Taken as a whole, he is entirely too loud and too ill-mannered.
  • There is much talk about wiping out racial segregation and also much talk about achieving integration.
  • Segregation is a physical arrangement by which people are separated in various services.
  • It is definitely up to the Negro to wipe out the apparent justification or excuse for segregation.
  • The only effective way to do it is to clean up and keep clean.  By practice, cleanliness will become a habit and habit becomes character.

10.  The Negro Must Learn How To Operate Business For People–Not For Negro People, Only.

  • To do business, he will have to remove all typical “earmarks,” business principles; measure up to accepted standards and meet stimulating competition, graciously–in fact, he must learn to welcome competition.

11.  The Average So-Called Educated Negro Will Have To Come Down Out Of The Air.  He Is Too Inflated Over Nothing.  He Needs An Experience Similar To The One That Ezekiel Had–(Ezekiel 3:14-19).  And He Must Do What Ezekiel Did

  • Otherwise, through indifference, as to the plight of the masses, the Negro, who thinks that he has escaped, will lose his own soul.  It will do all leaders good to read Hebrew 13:3, and the first Thirty-seven Chapters of Ezekiel.
  • A race transformation itself through its own leaders and its sensible “common people.”  A race rises on its own wings, or is held down by its own weight.  True leaders are never “things apart from the people.”  They are the masses.  They simply got to the front ahead of them.  Their only business at the front is to inspire to masses by hard work and noble example and challenge them to “Come on!”  Dante stated a fact when he said, “Show the people the light and they will find the way!”
  • There must arise within the Negro race a leadership that is not out hunting bargains for itself.  A noble example is found in the men and women of the Negro race, who, in the early days, laid down their lives for the people.  Their invaluable contributions have not been appraised by the “latter-day leaders.”  In many cases, their names would never be recorded, among the unsung heroes of the world, but for the fact that white friends have written them there.

“Lord, God of Hosts, Be with us yet.”

  • The Negro of today does not realize that, but, for these exhibits A’s, that certainly show the innate possibilities of members of their own race, white people would not have been moved to make such princely investments in lives and money, as they have made, for the establishment of schools and for the on-going of the race.

12.  The Negro Must Stop Forgetting His Friends.  “Remember.”

  • Read Deuteronomy 24:18.  Deuteronomy rings the big bell of gratitude.  Why?  Because an ingrate is an abomination in the sight of God.  God is constantly telling us that “I the Lord thy God delivered you”–through human instrumentalities.
  • The American Negro has had and still has friends–in the North and in the South.  These friends not only pray, speak, write, influence others, but make unbelievable, unpublished sacrifices and contributions for the advancement of the race–for their brothers in bonds.
  • The noblest thing that the Negro can do is to so live and labor that these benefactors will not have given in vain.  The Negro must make his heart warm with gratitude, his lips sweet with thanks and his heart and mind resolute with purpose to justify the sacrifices and stand on his feet and go forward–“God is no respector of persons.  In every nation, he that feareth him and worketh righteousness is” sure to win out.  Get to work!  That’s the answer to everything that hurts us.  We talk too much about nothing instead of redeeming the time by working.

R-E-M-E-M-B-E-R

  • In spite of race prejudice, America is brim full of opportunities.  Go after them!

 

 

We need to tell the truth about the ghetto. Nearly 100 years ago, a black lady named Nannie Burroughs, who opened a school for black women, wrote: “The Negro must stop expecting God and white folk to do for him what he can do for himself. The Negro must keep himself, his children and his home clean and make the surroundings in which he lives comfortable and attractive: he must learn to ‘run his community up’ —not down. We can segregate by law, we integrate only by living. Civilization is not a matter of race, it is a matter of standards….”http://www.loc.gov/loc/kidslc/sp-burroughs.htmlDiscovering Hidden Washington: A Journey Through the Alley Communities of the Nation’s Capital
Special Presentation – Nannie Helen BurroughsI was born on May 2 1879 in Orange, Virginia. When I was five my widowed mother bought me to Washington, D.C. in pursuit of a better education. At the M Street High School I excelled under the guidance of dedicated teachers like Mary Church Terrell, graduating with honors in 1896.At the time, African American women were basically limited to two employment options: domestic service or teaching. My mother, like the majority of African American women in cities, worked as a domestic servant. The work domestic servants performed maintaining homes was considered unskilled labor; and therefore, paid low wages. As a result, many African American domestic servants and their families lived in poverty in places like Shepherd Alley.

I wanted to become a domestic science teacher so that I could offer these women professional training that might help them earn a higher salary and afford better living conditions. Despite my qualifications, I was denied a teaching job because of the color of my skin. The pain of that disappointment inspired me to eventually establish a school that would give all sorts of girls a fair chance.

In the meantime, I did find a job in Philadelphia as an assistant editor for a Baptist newspaper. In 1900 I moved to Louisville, Kentucky to work as a secretary for the Foreign Mission Board of the National Baptist Convention, then the largest organization of African American clergymen. Later that year at the annual meeting of the National Baptist Convention in Richmond, I argued for the right of women to participate equally in the missionary activities of the denomination in a speech entitled, “How the Sisters are Hindered from Helping.” As a result of my speech, the Woman’s Convention, Auxiliary to the National Baptist Convention was organized.

The Woman’s Convention primarily worked to raise money for the missions, which provided food, clothing, housing, and educational opportunities for poor people in the United States and around the world. As the Corresponding Secretary and President of the Woman’s Convention for over sixty years, I publicized their cause nationwide in letters, articles, and speeches.

After many years of persistent effort, I was able to convince the National Baptist Convention and Woman’s Convention to endorse the establishment of my school. For the site, I chose a farm house on six acres of land in the Lincoln Heights section of Washington. On October 19, 1909 I opened the doors of the National Training School for Women and Girls.

My curriculum emphasized vocational training, offering classes in domestic science, missionary work, social work, home nursing, clerical work, printing, dressmaking, beauty culture, shoe repair, and agriculture. There were also classes in grammar, English literature, Latin, drama, public speaking, music, and physical education. I also required all of my student to take a course in Black history. At the core of the curriculum was the study of the Bible. Nannie called her School the School of the “Three Bs– the Bible, The Bath, and The Broom.”

In 1975, Mayor Walter E. Washington proclaimed May 10 to be Nannie Helen Burroughs Day in the District of Columbia–a fitting tribute to a remarkable woman who enriched the lives of all she served.

Photo: Courtesy of Tommy Davis.</p><br /><br /><br />
<p>We need to tell the truth about the ghetto. Nearly 100 years ago, a black lady named Nannie Burroughs, who opened a school for black women, wrote: “The Negro must stop expecting God and white folk to do for him what he can do for himself. The Negro must keep himself, his children and his home clean and make the surroundings in which he lives comfortable and attractive: he must learn to 'run his community up' ---not down. We can segregate by law, we integrate only by living. Civilization is not a matter of race, it is a matter of standards…."</p><br /><br /><br />
<p>http://www.loc.gov/loc/kidslc/sp-burroughs.html</p><br /><br /><br />
<p>Discovering Hidden Washington: A Journey Through the Alley Communities of the Nation's Capital<br /><br /><br /><br />
Special Presentation - Nannie Helen Burroughs </p><br /><br /><br />
<p>I was born on May 2 1879 in Orange, Virginia. When I was five my widowed mother bought me to Washington, D.C. in pursuit of a better education. At the M Street High School I excelled under the guidance of dedicated teachers like Mary Church Terrell, graduating with honors in 1896.</p><br /><br /><br />
<p>At the time, African American women were basically limited to two employment options: domestic service or teaching. My mother, like the majority of African American women in cities, worked as a domestic servant. The work domestic servants performed maintaining homes was considered unskilled labor; and therefore, paid low wages. As a result, many African American domestic servants and their families lived in poverty in places like Shepherd Alley. </p><br /><br /><br />
<p>I wanted to become a domestic science teacher so that I could offer these women professional training that might help them earn a higher salary and afford better living conditions. Despite my qualifications, I was denied a teaching job because of the color of my skin. The pain of that disappointment inspired me to eventually establish a school that would give all sorts of girls a fair chance.</p><br /><br /><br />
<p>In the meantime, I did find a job in Philadelphia as an assistant editor for a Baptist newspaper. In 1900 I moved to Louisville, Kentucky to work as a secretary for the Foreign Mission Board of the National Baptist Convention, then the largest organization of African American clergymen. Later that year at the annual meeting of the National Baptist Convention in Richmond, I argued for the right of women to participate equally in the missionary activities of the denomination in a speech entitled, "How the Sisters are Hindered from Helping." As a result of my speech, the Woman's Convention, Auxiliary to the National Baptist Convention was organized. </p><br /><br /><br />
<p>The Woman's Convention primarily worked to raise money for the missions, which provided food, clothing, housing, and educational opportunities for poor people in the United States and around the world. As the Corresponding Secretary and President of the Woman's Convention for over sixty years, I publicized their cause nationwide in letters, articles, and speeches.</p><br /><br /><br />
<p>After many years of persistent effort, I was able to convince the National Baptist Convention and Woman's Convention to endorse the establishment of my school. For the site, I chose a farm house on six acres of land in the Lincoln Heights section of Washington. On October 19, 1909 I opened the doors of the National Training School for Women and Girls. </p><br /><br /><br />
<p>My curriculum emphasized vocational training, offering classes in domestic science, missionary work, social work, home nursing, clerical work, printing, dressmaking, beauty culture, shoe repair, and agriculture. There were also classes in grammar, English literature, Latin, drama, public speaking, music, and physical education. I also required all of my student to take a course in Black history. At the core of the curriculum was the study of the Bible. Nannie called her School the School of the "Three Bs– the Bible, The Bath, and The Broom."</p><br /><br /><br />
<p>In 1975, Mayor Walter E. Washington proclaimed May 10 to be Nannie Helen Burroughs Day in the District of Columbia–a fitting tribute to a remarkable woman who enriched the lives of all she served.

I don’t personally support slavery, but it is your property

I don’t personally support slavery, but I can’t tell you what to do with your own property.

A few days ago I made the point that every single argument commonly made in support of abortion is directly parallel to arguments people used to make in defense of slavery. Naturally, this assertion was met with outrage and indignation by a bunch of avid abortion fans. Strangely, not a single one of them could exactly explain WHY my point was invalid, instead opting to whine about it without proffering an actual response. For their benefit, I thought I’d take the time to fully flesh out the comparison between pro-slavers and “pro-choicers.” Behold.

Arguments commonly made in support of slavery and abortion:

Appeal to privacy: “Well, I don’t personally endorse or condone slavery, but who am I to tell someone what to do with their own property?”
Appeal to privacy: “Well, I personally object to abortion, but who am I to tell someone what to do with their own body?”

Appeal to the superseding right: “My property rights come before the rights of a slave.”
Appeal to the superseding right: “My reproductive rights come before the rights of a fetus.”

Appeal to popular sovereignty: “States can decide for themselves if they want slavery. If a state doesn’t like slavery, they don’t have to have it.”
Appeal to personal sovereignty: “Don’t like abortion? Don’t have one.”

Appeal to inevitability: “Slavery has been around for thousands of years, it’s never going to go away. We might as well have a safe and legal system in place for it.”
Appeal to inevitability: “Abortion has been around forever, it’s never going to go away. We might as well have a safe and legal system for it.”

Appeal to faux-science: “Slaves aren’t really people. They aren’t like us. Look at them — they’re physically different, therefore we are human and they are not. They don’t have the same rights as white people.”
Appeal to faux-science: “Unborn babies aren’t really people: they’re fetuses. Look at them — they’re physically undeveloped. Therefore, we are fully human and they are not. They don’t have the same rights as born people.”

Appeal to economic concerns: “The economy relies on slavery. It would be a financial disaster if it ever came to an end.”
Appeal to economic concerns: “The tax base is strained already, most of these babies would end up on welfare. It would be a financial disaster if abortion came to an end.”

Appeal to the courts: “Slavery was vindicated by the Supreme Court in Dredd Scott. It’s already been decided, there’s no point in arguing it. Nine men in robes said that blacks are property, and so that settles it.”
Appeal to the courts: “Abortion was vindicated by the Supreme Court in Roe v Wade. It’s already been decided, there’s no point in arguing. Nine people in robes said that fetuses aren’t people, and so that settles it.”

Appeal to faux-compassion: “Slavery is in the best interest of Africans. They can’t function in the real world, they need to be protected and guided by the white man.”
Appeal to faux-compassion: “Abortion is merciful. These babies are unwanted. They would have a miserable life. Better to help them avoid it all together.”

Appeal to the Bible: “Slavery isn’t condemned in the Bible. If it’s wrong, Jesus would have specifically said so, but He didn’t.”
Appeal to the Bible: “Abortion isn’t condemned in the Bible. If it’s wrong, Jesus would have specifically said so, but He didn’t.”

There you have it. You’re free to jump onto the same ethical bandwagon as slavers and plantation owners, but you’re not free to hide from the reality of your own position. If you argue for abortion, everything you say on the subject is essentially a mad lib of what a 19th century slave owner would have said to defend his own favorite institution. This may be an inconvenient and upsetting reality, but it’s the reality all the same. Deal with it. But don’t cry about it. You chose to side with baby killing, now you must own it and everything that comes with it.

Matt Walsh Blog

 

Online Christian Directory

Online Christian Directory

Buffalo Public Schools – Is This Almost Genocide?

By Mike Madigan

Mike Madigan Vice President, Frederick Douglass Foundation of New York

Mike Madigan Vice President, Frederick Douglass Foundation of New York

Pamela Brown is a no-show this past Friday and is outside of the district, according to The Buffalo News following release of a scathing letter regarding continued negligent management of Buffalo Public High Schools, the impact of which is destroying both the futures and lives of the children trapped in those schools.

The state is now forced to essentially take over two of these failed schools after years of continued failure by the board of education, past and present school district superintendents, and administrators. Year after year, they have requested more time, while falsely claiming that progress was being made. At the same time, conditions in the schools have worsened, and graduation rates continue to decline. The result is an ongoing destruction of the lives of thousands of children.

The Buffalo Public School system has refused to release the 2013 graduation rates at East High School and Lafayette High School. If progress has been made, as Superintendent Pamela Brown has claimed, why would she not release the data and make the case for more time?

Brown has been implicated in breaches in ethics and in misrepresenting the truth over the past year, the impact of which is severe damage to her credibility and her ability to lead. This behavior increases the need to see the actual data for these two schools to support her claim that progress has been made.

Several members of the Buffalo Board of Education who expressed concern about the letter were focused on the BPS Friday. They noted that Pamela Brown has been in charge for a year and has failed to communicate and manage effectively. The result has been confusion within the BOE and school administration and with the school district’s relationship with the State. Pamela Brown’s breaches in ethical behavior and failed management continue to pile up, compounding an already disastrous situation.

The lack of urgency and recognition of the seriousness of the situation by the Superintendent and BOE was on full display this week. Carl Paladino urged urgent action and requested additional board meetings to continue work on addressing these failures in place of the planned summer recess/extended vacation; tragically, his motion was not seconded. The public should be outraged and should demand this meeting and much more. A quote in The Buffalo News sums up the situation. Buffalo Common Council member Damone Smith said, “This is almost genocide if we don’t get a hold of this. These kids can’t continue to wait.”

Perhaps not genocide yet, the question is where does Buffalo draw the line and set boundaries of acceptance?

http://www.buffalonews.com/apps/pbcs.dll/article?AID=/20130712/CITYANDREGION/130719657/1002

TFDF Condemns Installation of Common Core

The Frederick Douglass Foundation

“The Largest Christ-Centered, Multi-Ethnic, and Republican Ministry in America, Today”
PRESS RELEASE
 June 14, 2013
Contact Person: Timothy F. Johnson. Ph.D.
Washington, DC
Contact: 828-279-9669
Email: tfjohnson@tfdf.org
 
 

Louisiana Republican State Senator Elbert Guillory and National FDF President Timothy Johnson

Louisiana Republican State Senator Elbert Guillory and National FDF President Timothy Johnson

The Frederick Douglass Foundation Condemns Installation of Common Core

 

While much of America’s attention has been focused on an awful economy, the nationalization of healthcare and the Obama administration’s use of government regulatory agencies to persecute its political opponents and spy on all Americans, too few are even aware of President Obama’s attempt to nationalize the public educational system.  In preparation for the national implementation of a program called Common Core, using bribery in the form of federal funds for state governments and even private schools that adopt the plan, they’ve been testing this insidious indoctrination scheme in the state of Texas.  There it is called C-Scope- but only by those who even know of its existence.  As many as 80% of the schools in that state have already been turned into ineffective “educational” asylums for the creation of young adults who will be completely detached from their own nation’s great history and culture.  Furthermore, their skills in math and science will be purposely hindered through teaching mandates that change, alter and remake the method of study in these subjects, as well as the purpose for studying them in the first place.

The reason to go after Texas first is that Texas is the largest consistently Republican-voting state in the nation.  If Obama can change the voting trends in Texas by changing the educational curriculum, President Obama will be fully successful in fundamentally transforming America into a one-party nation.  The Republicans will never win a national election again.

As David Barton said, one of the problems with our educational system is that, in the 1920s, the government began to change the way it educated students. Barton fought the implementation of C-Scope in Texas as a member of the curriculum board.  Before the 1920s, American children were taught to think critically and to interpret the present with knowledge of the past.  As well, Christianity, the philosophical foundation of our nation’s founders, was interwoven into the educational curriculum and into our every thought.

With the guidance of famous atheist John Dewey- the progressive education and psychology saint of the Democrat Party- the educational system was slowly transformed.  They introduced multiple-choice questions and began to educate children by mandating that they simply repeat what they were taught.  Children were no longer required to utilize their religious foundation or their critical thinking processes to understand the reasons that things are the way they are.  Instead, they were taught that this is the way it is, and here are the subjective reasons for it, devoid of any Christian context.  The reasons were instead determined by the curriculum architects.  Today, this is what we have to an even greater extent, but with fewer voices of religion or of conservatism even allowed to have input.  However, Islamic voices are indeed welcome.  While much of the curriculum in Texas is considered “anti-American,” even by the state legislators who recently voted to ban this curriculum due to the massive disapproval of the state’s citizens, Islamic voices are allowed to make sure that the curriculum is and remains very pro-Islamic.  While this vote to ban C-Scope is a recent development, C-Scope is still the curriculum by reality of the situation.  School systems can’t change curriculums on a whim.  It takes funding, much discussion, research and many votes to do so.

With the implementation of C-Scope, teachers in Texas were required to sign a non-disclosure agreement, making it impossible for them to speak about the curriculum, even with parents who might ask why their children are being taught that known communist party members are heroes.  These teachers, by order of the non-disclosure agreement and out of fear of losing their jobs and being sued, are required to tell parents that they cannot talk about it.  Furthermore, these teachers are required to read from C-Scope scripts on the same day as every other school.  The school administrators are required to send observers with clipboards through classrooms to verify that teachers are indeed reading from the scripts.  They must proceed with this cookie-cutter progressive interpretation of all subjects, even when children are left behind because some children aren’t able to keep up with the other children.  Without room or time to double back and make adjustments to the curriculum, some students will be forced to lag.

In addition, there are a lot of nationally administered tests.  Testing isn’t necessarily a bad thing, but what if the tests serve only the purpose of forcing the students to regurgitate back the nonsense that these teachers are forced to teach, even when they know it is wrong?

Here are some of the things that are wrong with this curriculum that the President is in the process of implementing nationwide.  Information on this is very limited because the state refuses to allow parents to view the curriculum.  However, David Barton and Glenn Beck have been covering this educational monstrosity more carefully than anyone.  Much of my information comes from their coverage.

The goal of this system is to teach children to be members of a “global society.”  They want to remove the language of “values” so they can teach the children to love the government.  They’ve removed study of “Federalism and majority rule” and taken out patriotic symbols.  History teaching now begins in 1565, after the time of Columbus, whom they say came here to be an environmentalist and not to find freedom of religion.  They’ve removed the history of the military and replaced it with the history of America as an evil imperialist nation that seeks to oppress others.  The study of Columbus Day, Christmas and Chanukah have been removed and replaced with the study of the pagan holiday of Diwali.  While McCarthyism is painted as another example of why America is evil, all teachings on American Exceptionalism have been removed.

The historical heroes, whom children in first to third grades study about, are all liberals, foreigners and outright communists, except for three.  They mention President Theodore Roosevelt, who, after leaving the Republican Party, began the progressive movement.  They mention Kay Bailey Hutchinson, the former pro-abortion liberal Republican Senator from Texas.  And they mention Ross Perot, a Texas businessman who ran against President George H. W. Bush and Bill Clinton in 1992.  He stole enough of President Bush’s votes to enable the rise of the perjuring philanderer Bill Clinton with less than 50% of the vote.  While these three supposed Republicans might be heroes to liberals, they are not at all heroes to those of us who love America.  And please don’t pull that “liberals love America too” nonsense.  If they did, they wouldn’t constantly be hoping to change America.

Nevertheless, teaching children why they should love their country isn’t the goal of this nationalization of education.  The goal is to get children prepared for global government and to feel comfortable renouncing their US citizenship in favor of global recognition.  The curriculum seeks to replace the past with the present.  They don’t even teach the reasons that our Founding Fathers put the Bill of Rights in the Constitution.  The goal is not to teach these children that they have rights in the Constitution that protect them from the tyranny of man corrupted by power.  As well, these children are all taught about scarcity, to the point that they grow up worried that there might not be enough food to feed them or that there might not be enough energy to power their homes.  There is nothing about the actual abundance of resources that we have the ability to get with new methods of procurement that have been developed with the ingenuity of man who isn’t hindered by the constraints of government mandates.  The only reasons we can’t get access to these resources are the liberals with law degrees and the regulations preventing us from turning our country back into the envied economic powerhouse of the world.

Instead, we handicap ourselves because the liberals in charge of developing this curriculum want children to despise America as much as they do.  The idea of scarcity will also serve to help future leaders develop the ability to rationalize the mass genocides and forced famines that will be necessary to keep the socialist system from complete bankruptcy.  When man becomes a liability of the socialist state, sometimes, for the good of the state, the state needs those liabilities to be out of sight, out of mind and out of life.  Proof that they have this in mind resides in the implementation of “death panels” for Obamacare, the government funding of abortion through Obamacare and the fact that it will be the IRS agents in control of managing the fund collection for the government-run healthcare system.  Funding for life-saving surgery will depend upon the approval of government bureaucrats, and sometimes cutting costs of a program necessitates the cutting of demand- dead Americans no longer demand healthcare services.  But that’s not a part of the Common Core curriculum of course.  That’s just what the people who know history are saying, and the Obamites have already erased that part of history.  If it’s not in the curriculum, it might as well not have happened.

The majority of teachers who’ve been forced to use this curriculum consider it mediocre, but again, they’ll lose their jobs, as some already have, if the go off script or talk about it publicly.  So the tests, which make sure students are able to spit back nonsense, really accomplish very little other than to allow the educational overlords to verify that the teachers are doing their “jobs.”  It is also a way for the government to mine the students for data.  With the nationalization of healthcare and then of education, these databases will eventually allow the government to determine who gets what according the criteria they draw up.  In other words, children who refuse to play ball because their Christian parents are showing them the lies their government teacher is forcing them to believe, will be hindered in the procurement of status, class, wealth and upward financial mobility- just like it is in other socialist nations.  He, who plays ball, even if it means renouncing his faith in God, gets the cushy government-jackboot job of oppressing and punishing those who don’t.

George Orwell wisely wrote: “He who controls the present, controls the past.  He who controls the past, controls the future.”  We’ve all heard that line over and over, but it has never been more poignant than it is now in America.  That’s what this is about.  If the liberal progressives can change the history that is taught to children, they can control the future.

Consider this.  Instead of teaching literature to children and using the study of history to put that literature into historical context, this program mandates that government-supplied “non-fiction” will be read instead.  History is already limited and taught without the Christian context informing the students how to interpret it.  As a result, literature becomes even harder to understand.  How can a child appreciate The Grapes of Wrath without understanding the Great Depression or without understanding that much of Steinbeck’s preachy communism comes from the fact that he, like many during the Great Depression, considered communism the be answer to the nation’s problems?  Don’t get me wrong.  I love Steinbeck, but he has to be read in context to fully appreciate his greatness as a writer.  And how can a child read Dickens without understanding the changes to society in Europe caused by the Industrial Revolution?  How can a child read literature and then appreciate how lucky he or she is to live in this land and time of plenty?  A generation of children unappreciative of how good they have it will instead be taught to resent and despise their country.  They will of course then be more likely to vote Democrat, and President Obama knows it.

So instead of reading literature that, when read in historical context will make them appreciate the great historical Americans on whose shoulders they stand, children will be reading “non-fiction” papers on the impacts of global warming.  Or they’ll read psychological diatribes on how homosexuality is the preferred lifestyle because it doesn’t produce so many children with carbon footprints that kill the planet.  In other words, history and literature will become subjective indoctrination.  For fiction, instead of reading the classics in literature, they’ll be reading modern stories about happy children growing up in homosexual homes with more than two parents of all kinds of genders.

There will be no one to present the other side and allow the children to use critical analysis to figure out the truth.  The truth will be what the radicals in charge of the curriculum say is the truth.

Likewise, math and science are being perverted.  Math is the language of science and of God.  It’s universal, and it’s the same in every country on the planet and in every part of the universe.  Without it, science is meaningless.  The methods of teaching math are now so convoluted that parents can’t even understand the methods that their children are supposed to use.  This puts the parents on the sideline, and it purposely creates, in the child’s mind, the notion that their parents might not be so smart, thus making it less likely that they will later consider their parents’ wisdom useful in other subjects.

As well, the scientific method is being replaced with consensus.  The government buys off a large percentage of scientists with grants to manipulate data to come to the government’s predefined conclusions.  Then they smear all those scientists, whose science isn’t funded with government money, as funded by private sector dollars.  In other words, according to big-government sycophants, privately funded science isn’t as reliable because it doesn’t get government money, but they neglect the mention the fact that the government doesn’t give money to those who won’t produce the required results.  But try to figure that out once going through a government curriculum that refuses to teach one to think critically.  If the answer to a problem doesn’t have a letter before it, it will rarely even be considered.

So children are supposed to believe government science, whose foundation is “consensus,” rather than actual science, where conclusions and theories are arrived at only after the scientific method is used to discover the truth.  When relying upon preconceived conclusions, falsely solidified with “consensus,” why in the world do we even need scientific inquiry?  If the government already knows all that it needs to know, why does it bother funding further scientific inquiry?  Why are taxpayers further burdened with government debt so that the government can come up with more useless scientific data from scientists who’ve sacrificed scientific integrity in favor of the free flow of government grants?  Why force children to study science at all, if the integrity of science is so thoroughly destroyed by the government-grant givers’ unwillingness to fund any scientific inquiry that may come up with non-consensus mandated conclusions?

Of course, all government science is used as an excuse to grow government by increasing costs.  The myth of Global Warming is used as an excuse to increase tax revenues on higher energy prices by keeping the supply of energy low with regulation.  The Arab governments, rich in oil, actually fund the environmentalist movement in the west so that they can keep non-Arab oil supplies low and oil prices high- but again, that won’t be a part of the curriculum.  With high energy prices, the government gets money, and the children grow up afraid of economic growth, capitalism and Republicans.  The myth that we evolved from monkeys (arrived at for the racist reason of dehumanizing the black man as less evolved from monkeys than the white man), despite the lack of fossil record to prove it, is used to keep children convinced that they’re just souped-up animals who weren’t created in the image of God with free will.  Children who think they’re animals, act like animals.  Children, who act like animals, often don’t make it very far in adulthood, require welfare, end up living on the government system and too often vote Democrat.  Those who mandate the teaching of evolution exclusively know this.  They’re not interested in trying to earn the votes of people who believe they were made in the image of God.  They’d rather take for granted the votes of those who grew up thinking they evolved from monkeys.

Let’s remember that President Obama’s long-time friend and Chicago neighbor Bill Ayers, the former communist radical and now professor of educational curriculum, is part of the driving force behind this national curriculum.  This is a man that bombed the Pentagon and later helped launch President Obama’s political career.

This is also a part of a plan put into place even before Bill Ayers was on the scene by the Critical Theorists.  These were a slew of communist radicals expelled from Nazi Germany- these socialists were even too radical for the National Socialists.  They set up the Frankfurt School at Columbia University, where President Obama studied.  In short, their goal was to use the process of “deconstruction” to tear apart the history of Western Civilization and erase the ability of Christianity to serve as immunity to the implementation of global socialism.  Incidentally, Columbia University is also the location of the famous Columbia Journalism School, whose graduates dominate the liberal media.  So don’t expect the liberal media to expose this takeover of the public educational system.  They’re on board with the scheme.

The future of America depends upon our prevention of this purposeful quest to spoil the American mind and American ingenuity.  We already know what happens in countries where Christianity is replaced with mandatory reverence for the government.  Objective truth becomes replaced with subjective lies.  When man must renounce his innate notion of right and wrong, so as not to be punished by a maniacal governmental force, he is not free.  His mind, body and soul become property of the governing force that controls his thoughts and deeds.

In chapter VI of Frederick Douglass’ first autobiography Narrative of the Life, Douglass describes the moment that his slave master Mr. Auld had discovered that his wife had been teaching young Frederick how to spell words.  In chastising his wife, Mr. Auld said: “If you teach that nigger (speaking of [young Frederick]) how to read, there would be no keeping him.  It would forever unfit him to be a slave.  He would at once become unmanageable, and of no value to his master.”

We conservatives have made no secret whatsoever that we view the socialist government system as a government Plantation run by the Democrat Party.  It has persistently sought to borrow more money and to increase taxation of the working man, all the while encouraging many people not to work but instead to live off the system and to vote for the party that funds the system with their unchristian voting habits.

Understanding history inside its Christian context compels conservatives to draw comparisons to history so as not to allow the atrocities of history to repeat themselves.  The government debt under this president has grown immensely, as, along with it, has grown the need for working Americans to give more of their earnings to the government that continues to govern against their will.  Whether we like it or not, taxation and regulation are forms of slavery, and the American worker is indeed becoming a debt slave to this evermore tyrannical government whose tax collectors are just now being investigated for punishing those organizations that argue for less government and for lower taxes, simply because of their Christian beliefs and conservative political views.

This Common Core curriculum seeks to teach children to despise

Americans who possess the knowledge of their Christian Heritage and of their God-given rights guaranteed to them in the Constitution.  It also seeks to prevent them from obtaining the ability to interpret history in its proper context so that whole generations will remain forever ignorant of the freedoms that we Americans are guaranteed and of the greatness that the concept of America inspires.  In other words, the government is turning the whole country into one big plantation under the purview of the unelected Globalist dictator wannabes.  And they’re doing it by controlling what and how our children learn.

This insidious plan to destroy the greatness of America must be stopped and understood for what it is.  We, as Americans, need to unite and go on strike against our government’s plans for us.  This is no longer a government of the people, by the people and for the people.  It’s a government against the people.  We need to yank our children out of government schools and homeschool them.  We need to establish more homeschool coops, where students in families with two working parents can have their children inexpensively educated in the true American way.  Curriculum needs to be controlled locally and by those who care about the children the most.  Barack Obama’s voracious lust for mass abortion of babies, even the ones who survive late-term abortions, does not indicate he cares much at all about our children.

Literature, without the context of history, is meaningless, and history, without the context of Christianity, is incomprehensible.  Common Core seeks to get rid of literature, history and Christianity, so as to create a population completely detached from its own culture.  A population without a culture of its own will be more willing to democratically eschew its freedom and to adopt the globalist takeover of the world.  Don’t think it will happen here? – Never forget that even Hitler was elected democratically and that history repeats itself, especially when the people decide they don’t need to learn their history simply by allowing their government to pass laws to “protect them from their history.”

So again, we at the Frederick Douglass Foundation wholeheartedly condemn the implementation of Common Core and all politicians who eschew their responsibility as citizens to do whatever is in their power to kill this legislation.  Once the plan is in place and the educational system is addicted to the federal funding, there will be nothing left to prevent the bureaucrats from making the curriculum even more radical, more anti-American and more anti-Christian.  Stop it now.

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