THE PROGRESSIVE CONSERVATIVE, USA
An Online Journal of Political Commentary & Analysis
Volume VII, Issue # 268, December 10, 2005
Dr. Almon Leroy Way, Jr., Editor
Government Committed to & Acting in Accord with Conservative Principles
Ensures a Nation's Strength, Progress, & Prosperity
WHY WE NEED THE FREEDOM IN EDUCATION ACT
By Tom DeWeese
THE FREEDOM IN EDUCATION ACT: PROPOSED CONGRESSIONAL LEGISLATION DESIGNED TO PREVENT OR STOP THE U.S.
NATIONAL GOVERNMENT FROM AUTHORIZING, FUNDING, & IMPLEMENTING A NATIONAL CIVIC EDUCATION CURRICULUM
INTENDED TO UNDERMINE AMERICAN NATIONAL SOVEREIGNTY & INDEPENDENCE, PROMOTE ESTABLISHMENT OF
AUTHORITARIAN GOVERNMENT ON A GLOBAL SCALE, REPUDIATE THE CONCEPT OF INALIENABLE NATURAL RIGHTS
BELONGING TO THE INDIVIDUAL PERSON, & EVENTUALLY DESTROY THE AMERICAN SYSTEM OF CONSTITUTIONAL
REPRESENTATIVE GOVERNMENT
FULL STORY:
Your elected Representatives and Senators in Congress deny that this nation has a mandatory national education curriculum. Congress
hides the fact of the existence of a mandatory national curriculum behind the historic arrangement of state and local control of schools.
The U.S. national government denies that there is a national curriculum that teaches the need for world government over the need to
safequard American national sovereignty and independence. Your Representatives and Senators in Congress are in the dark and the
national government is lying.
The fact is, the building blocks of world government are being taught in a number of ways. There are several specific programs in
today’s education curriculum designed to promote global government.
The International Baccalaureate Program (IB) created by the United Nations Economic, Scientific and Cultural Organization (UNESCO)
is now in more than 500 American public schools and the U.S. Department of Education is helping to fund it. UNESCO says, “the
program remains committed to changing children’s values so they think globally, rather than in parochial national terms from their own
country’s viewpoint.”
The IB curriculum achieves that goal, says UNESCO, by promoting human rights, social justice, sustainable development, population,
health, environmental, and immigration concerns. This is political indoctrination, not education. It’s propaganda for a certain political
agenda.
But the UNESCO global curriculum is found in much more than just the IB program. On October 3, 2003, just 3 months after the Bush
administration put the United States of America back into UNESCO (after Ronald Reagan had removed us twenty years ago), former
Bush Education Secretary Rod Paige addressed the UNESCO Round Table of Ministers on Quality Education.
Paige said:
“The United States is pleased to return to UNESCO and to participate
in meetings like this. I am very pleased to see many friends from the
Third Inter-American Education Ministerial in Mexico City.
"There and here, we agree that we must make education a universal
reality. Our governments have entrusted us with the responsibility
of preparing our children to become citizens of the world. We are
here to share and learn.
"When President Bush took office, he saw these problems and
decided to tackle them head on through a program called ‘No Child
Left Behind.’ UNESCO, through the great leadership of Director
General Matsuura, knows the importance of education on a global
level by coordinating the 'Education for All' initiative.
"‘Education For All’ is consistent with our recent education
legislation, the No Child Left Behind Act.”
Those policies are now storming into classrooms across the nation. From the Idaho Department of Education, for example, comes a
curriculum called “Human Rights in Education.” Listed below are four classes taught to four separate grade levels:
Grade Six (Geography and Cultures – Western Hemisphere):
Introduction to Our World
Focus on Canada
Focus on Latin America
Global Citizenship
Grade Seven (Geography and Cultures – Eastern Hemisphere):
Global Citizenship
Grade Eight (Social Science Exploratory – A Case Study of Idaho):
Universe of Obligation
Grade Nine (World History) {Humanities}:
Universal Declaration of Human Rights
However, the most powerful tool for the teaching of global government in public schools is a civics textbook entitled We the
People: The Citizen and the Constitution. The textbook is the only one authorized and funded by U.S. federal law, the only text
which is officially part of the national government's takeover of education. This book was first authorized and funded by the
education appropriations bill (HR6) passed by Congress in 1994 and was authorized and funded again in the No Child Left Behind
Act in 2002. This book is the national curriculum for civics and government, the national curriculum in textbook form.
The We the People textbook was written by a private organization called the Center for Civic Education. No other group was
considered when the book was authorized by Congress. Adoption of a textbook was not put out for bids from other textbook
publishing companies. And there was no review process established to look at the content of the book, once it was written. The fact
is Congress has no idea what is in the textbook it authorized (against the Constitution) and funded.
Is there a political agenda in the book? Does it teach American civics?
It turns out that the Center for Civic Education has a very specific political agenda. In discussing the mission of the textbook, the
Center writes:
“In the past century, the civic mission of schools was education for
democracy in a sovereign state. In this century, by contrast, education
will become everywhere more global. And we ought to improve our
curricular frameworks and standards for a world transformation by
globally accepted and internationally transcendent principles.”
It is apparent on nearly every page of the textbook that, in order to promote “globally accepted principles,” the founding documents
of the United States of America need not be considered. For example, the book never treats fundamental American principles of liberty
as truths. Even though the Declaration of Independence clearly states, “We hold these truths to be self evident,” the text continually
calls them simply “ideas.” “Ideas,” it seems, are more open for interpretation and dismissal than can be “truths.”
Further, when discussing the Bill of Rights, i.e., the first ten amendments to the United States Constitution, the textbook dismisses
them as simply creations of our culture. Specifically the textbook says:
“As fundamental and lasting as its guarantees have been (past tense),
the U.S. Bill of Rights is a document of the eighteenth century,
reflecting the issues and concerns of the age in which it was written.
Other national guarantees of rights also reflect the cultures that
created them. Many of these cultures have values and priorities
different from our own. In many Asian countries, for example, the rights
of individuals are secondary to the interests of the whole community.
Islamic countries take their code of laws from the teachings of the
Koran, the book of sacred writings accepted by Muslims as revelations
to the prophet Mohammad by God.” (p207).
In discussing the Bill of Rights, the book doesn’t even mention all of them. In fact, in Unit Five of the book, the First Amendment is
mentioned 16 times; the Second Amendment is never mentioned; the Third Amendment is mentioned once; the Fourth, Fifth, Sixth,
Seventh, and Eighth Amendments are mentioned a combined total of 17 times; the Ninth Amendment is never mentioned; and the
Tenth Amendment is never mentioned. It is simply impossible to discuss the government of the United States without discussing
the Ninth and Tenth Amendments which lay the groundwork for our form of federalism. In short, according to the We the
People textbook, all 50 states and all our citizens are at the mercy of the national government.
According to veteran Political Science professor, Dr. Allen Quist, who has done extensive study of the textbook,
“We the People: The Citizen and The Constitution teaches
a radical view of the human rights – the view that human rights are
not inalienable, that human rights consist only for those rights that
the change agents wish to include at any point in time, and protecting
the human rights is not the primary purpose of government. The intent
of this textbook is to undermine our free system of government, not
promote it.”
Certainly, if the Untied States of America is going to survive as a free, independent, sovereign nation, then such propaganda must
be removed from our public school classrooms. To that end, a coalition of concerned groups, including EdAction of Minnesota,
Eagle Forum, Gun Owners of America, and the American Policy Center are working to get the We the People textbook out of
the public school classrooms and stop implementation of the globalist curriculum.
These groups are promoting legislation called “The Freedom in Education Act,” proposed congressional legislation which clearly
states that “no federal funds shall be used to develop, publish, advertise, promote, support, or distribute textbooks or curriculum;
that competitive bidding shall be required for all education-related federal grants to non-governmental organizations; all questions
in federally funded education assessments shall be released to the public within three years of being administered; and No federal
funds shall be used for cooperative education activities between the Department of Education and UNESCO.”
For several years, American parents have decried the national government's invasion into the public school classrooms. American
patriots have expressed dismay at the drive toward global government. Now, here’s your chance to do something about it. Get on
the phone and call your Congressmen and Senators and demand that they help co-sponsor "The Freedom in Education Act" so we
can preserve the independence and sovereignty of the United States of America. What are you waiting for?
LINKS TO RELATED TOPICS:
Education & America's Schools
A Practical Guide to Homeschooling
Tom DeWeese is the Publisher and Editor of The DeWeese Report and President of the American Policy Center, a
grassroots activist think tank headquartered in Warrenton, Virginia. The Center maintains an Internet website at
www.americanpolicy.org.
Copyright 2005 Tom DeWeese
Published with Permission of Tom DeWeese
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Dr. Almon Leroy Way, Jr., Editor
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