Tag Archives: United Nations

Students Role Play as Delegates in Model UN Sponsored by Luciferian Worshiper


By Danette Clark

Instead of learning about the constitutional rights and laws that established America as a free, sovereign, and secure nation, students in many U.S. public schools are learning how to delegate global issues before the United Nations.

The Model United Nations Program, which began over 60 years ago, only existed in ‘highly selective’ high schools and colleges until 2001, when the Annenberg Foundation awarded $5 million to the United Nations Association of the United States of America (UNA-USA) to create Global Classrooms, an initiative that expanded the Model UN program to urban middle and high schools across the country.

The Annenberg Foundation is the money behind the Annenberg Institute of School Reform, which works to expand the same secular education reform that President Obama supported through the Chicago Annenberg Challenge.

UNA-USA’s website says Global Classrooms teach students to be global citizens and describes the program as a “premiere international education program offering students valuable insight into the growing influence of globalization”.

Students, who participate as delegates from different countries, are instructed to research global issues, draft resolutions, and prepare to ‘represent’ at a Model UN conference.

Global Classrooms function in twenty-four major cities around the world and Model UN Conferences are held in nineteen different partner cities.

In addition to the Annenberg Foundation, UNA-USA’s Global Classrooms are sponsored by, among others, the U.S. Department of State, Newman’s Own Foundation, UPS, and top Common Core contributor, the Bill and Melinda Gates Foundation.

The Central Texas Model United Nations program was founded at the University of Texas at Austin in 1994. Today, over four hundred high school students from across Texas compete in Model UN every year.

The World Affairs Council of Dallas/Forth Worth promotes both the Model UN program for middle and high school students provided through UNA-USA and a Model UN program for elementary school students called GEMUN (Global Elementary Model United Nations).

GEMUN, as shown in the video above, is sponsored by The Robert Muller School. The late Robert Muller, a former Assistant-Secretary-General of the United Nations, was an esoteric luciferian worshiper, who created his own curriculum and started a small group of schools in Arlington, Texas.

Muller’s Curriculum Manual states:

“The underlying philosophy upon which the Robert Muller School is based will be found in the teachings set forth in the books of Alice A. Bailey, by the Tibetan teacher, Djwhal Khul (published by Lucis Publishing Company)…”

Alice Bailey, founder of Lucifer Publishing Company (now called Lucis Trust), wrote more than twenty books, which she claims are the Theosophy teachings of Djwhal Khul, a disembodied Tibetan spirit master whom she channeled telepathically.

Both Bailey and Muller believed that Lucifer was an angel who fell to Earth, not because of sin or disgrace, but as a willing sacrifice to bring us enlightenment and wisdom.

GEMUN conferences focus on the Millennium Development Goals (Agenda 21) as evidenced by the front cover of the GEMUN Delegation Handbook.

In recent years, students from Arkansas, Connecticut, Florida, New Jersey, New Mexico, North Carolina, Texas and Virginia have participated in Texas-based GEMUN conferences.

With the help of the Robert Muller Schools, Seattle schools started its own inner city Elementary Model UN in 2003.

The central focus of Robert Muller Schools is ‘spiritual education’, specifically, the new age, worship the earth philosophy shared by the United Nations and taught in many IBO World Schools. These teachings can also be found in many of the thousands of schools using the Annenberg/Coalition of Essential Schools reform model. ‘Experiential learning’ and ‘expeditionary learning’ schools, often partner or affiliate schools in the Annenberg/CES network, have become hotbeds for this kind of religious indoctrination.

Pearson Education, an official partner in the creation of resources and assessments for the Common Core State Standards, actively supports the Model UN program.

In one of Pearson’s recent Vision for the Future of Learning videos, students are shown participating in global learning activities that appear to be part of a Model UN lesson.

The late Robert Muller said he dreamed that one day, “all schools of this Earth will teach about the United Nations, which is the young people’s greatest hope and will be their instrument of global action when they are grown up”.

Perhaps Common Core, with its anti-American, pro-globalism curriculum resources, was created to take us there.

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Radical Elements of Common Core Curriculum Rapidly Emerging in Louisiana


By Danette Clark

In Louisiana, the new Common Core State Standards for Math and English are just ramping up with the recent start of the new school year, and already many parents are outraged and speaking out about what their children are learning.

A group of parents in St. Tammany Parish voiced their concerns last week at a local school board meeting over lessons they describe as “left-wing” and “anti-American”.

Parents of several high school students and a few teachers have expressed their disgust to me over innapropriate books being used in the classrooms of their local schools.

In Ascension Parish, 5th grade ELA students are already delving into a “close reading” of the United Nations Universal Declaration of Human Rights.

That particular lesson was originally created for New York City Public Schools by Expeditionary Learning, an organization I wrote about here to explain their close and long-time partnership with the Coalition of Essential Schools (CES). CES is the progressive indoctrination movement whose roots can be traced to President Obama.

The Expeditionary Learning/Common Core lesson refers to the Universal Declaration of Human Rights as an “informational text”, which confirms the fears of many — that the increase of informational texts at the expense of quality fictional literature would open the door to more political indoctrination.

As shown in the screen shot below, at least one Ascension Parish teacher is adhering to the lesson’s intended social justice/redistribution of wealth theme by teaching students that under Article 2 of the Universal Declaration of Human Rights, a person’s rights are violated (‘the promise is broken’) when the wealthy own more land than they do.

AscensionParishLouisianaGrade5ELA

As more and more information like this surfaces, Arne Duncan’s recent condescending response to Common Core opposition — “It’s not a black helicopter ploy and we’re not trying to get inside people’s minds and brains.” — becomes all the more laughable and insulting.

To see an overview of the human rights lessons being taught in at least one Ascension Parish School (specifically referenced as Module 1) click here. A more detailed lesson within Module 1 can be viewed here.

With the first few weeks of the new school year in Louisiana already causing a Common Core uproar, many are concerned what the coming months will have in store.

According to this Grade 5 Year-at-a-Glance ELA Curriculum Sample from the Louisiana Department of Education, it appears that students in this largely conservative state can look forward to a false history of Christopher Columbus, a lesson on pluralism from Eboo Patel, a former Obama ‘faith’ advisor who recently compared Christians to Al Qaeda, and the video below titled, A Declaration of INTERdependence.

Still think Common Core is not a globalized curriculum influenced by the federal government?

Much of my previous research on Eboo Patel is no longer on the web, but I would encourage you to at least read this. The people involved in our children’s education are just as important as the content of the curriculum.

Thanks to Kathleen for alerting me to the Grade 5 Year-at-a-Glance sample and Declaration of Interdependence video.

American Library Association To Children: ‘Your Parents Have No Say in What You Read, Listen To, or Watch… and We Won’t Tell Them’


ALAKidsKnowYourRights

CHICAGO — A far cry from the stereotypical homely, conservative librarian many of us remember from childhood, the American Library Association of today is behaving more and more like the corner drug dealer or child predator — ‘Psst…hey kid, I’ve got something for you…’.

Of course, libraries are great hubs of information — a place for anyone to explore, learn, and feed their imagination — but libraries also contain material that many find offensive and material that is certainly inappropriate for children.

The American Library Association’s Office for Intellectual Freedom was created many years ago to combat censorship.

Now, however, this tax payer funded organization seems to be spending most of its time advocating for access to pornography in public libraries, grabbing your child’s attention to tell them they have the right to read, watch, and listen to anything they choose, and recommending books to them that very well may violate yours and your child’s religious beliefs.

This brochure titled, Kids, Know Your Rights! A Young Person’s Guide to Intellectual Freedom, was created by ALA’s Association for Library Service to Children and the ALA Intellectual Freedom Committee to advise children of their ‘rights’, specifically, the right to ‘Intellectual Freedom’.

ALA’s brochure tells kids they can read, watch, and listen to any material they choose regardless of whether some adults may find that material inappropriate. The brochure goes on to say that anything checked out from or viewed at the library is confidential.

ALAPrivateKeepOut

As if that weren’t enough, ALA’s brochure also provides kids with a list of “Suggested Titles for Further Reading”, supposedly for the purpose of addressing the issues of censorship and intellectual freedom.

However, not only do many of these books clearly slant to the left on a variety of issues, but several of them focus largely on homosexuality while demonizing Christians and marginalizing parents. In fact, some of the books recommended by ALA have themselves been challenged for censorship.

A few ALA recommended books are listed below. A brief description or review of each book can be found by clicking on the book’s title.

Memoirs of a Bookbat, Kathryn Lasky.

Talk, Kathe Koja.

The Year They Burned the Books, Nancy Garden.

The Loud Silence of Francine Greene, Karen Cushman.

The Last Safe Place on Earth, Richard Peck.

What is Intellectual Freedom?

Although the United States Constitution does afford the right to freedom of expression, the ‘Intellectual Freedom’ ALA fights so strongly for comes from Article 19 of the United Nations Declaration of Human Rights.

Although ALA’s brochure for kids references the First Amendment as the basis for the right to intellectual freedom, this appears to be nothing more than lip service to the U.S. Constitution in an attempt to somehow validate ALA’s liberal stance. In reality, the First Amendment does not trump parental authority or the protection of children from obscene and harmful material.

ALA’s affinity for the rights afforded by the United Nations over the U.S. Constitution is evident. ALA’s website states that the Universal Declaration of Human Rights is essential to interpreting the Library Bill of Rights.

In addition to its allegiance to Article 19, ALA declares that “education in support of intellectual freedom is fundamental to the mission of libraries of all types” and “the importance of education to the development of intellectual freedom is expressed in the Universal Declaration of Human Rights, Article 26…”.

Section 1 of Article 26 states that everyone has the right to an education. Fine — the constitution agrees. But what should be of concern to everyone who values the freedoms afforded by the U.S. Constitution over the liberal global perspective of the United Nations is the fact that ALA also references Section 2 of Article 26 of the UN’s Declaration of Human Rights, which states (emphasis added in bold and brackets):

Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms [as set forth by the United Nations]. It shall promote understanding, tolerance and friendship among all nations, racial, or religious groups, and shall further the activities of the United Nations for the maintenance of peace.”

ALA and Pornography

ALA has a long history of completely disregarding the welfare of children in the name of freedom of expression and intellectual freedom.

In 1998, ALA, along with several other organizations, including the ACLU, sued congress for enacting the Child Online Protection Act (COPA), a bill that would require filters on library computers to protect children from obscene and pornographic material.

From a February 3rd, 1999 ALA Intellectual Freedom Committee Report (emphasis added in bold):

The American Library Association (ALA) affirms that information is information, whether it is accessed on a magazine rack, on a bookshelf, or on the Internet. It is never a library’s role to keep individuals from what other people have to say

…Libraries and librarians exist to facilitate the exercise of [freedom of speech and the corollary right to receive information] by selecting, producing, providing access to, identifying, retrieving, organizing, providing instruction in the use of, and preserving recorded expression regardless of the format or technology.” For librarians, intellectual freedom, comprised of these complementary rights, is extended to minors as well as adults.”

ALA and Common Core

As states continue to implement the Common Core State Standards, ALA is working to train librarians to aid teachers in searching for and selecting content that will properly align with the new standards for each grade level.

In 2010, as part of the public comment on grade level bands for Common Core, ALA reviewed a draft of the standards and provided feedback.

One of ALA’s recommendations was for “digital and online media to be infused throughout the standards and appear at all grade levels”. ALA further suggested that “students’ exposure to, use of, and interaction with digital resources and social media should begin at earlier grade levels than those found in the ELA writing and speaking and listening sections”.

Considering ALA’s desire to provide access of unrestricted material in public libraries to all ages, coupled with the fact that it recommends books with inappropriate content to children, shouldn’t parents be concerned about the content of material ALA recommends to teachers for use with Common Core?

Further, with Common Core ushering in a massive increase in student use of online content in the classroom and ALA collaborating with teachers on that content, shouldn’t the question be asked — does ALA’s stance on restricting questionable content in public libraries in any way extend to the classroom?

After all, material like this is already available to children in many school libraries.

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Crayola Common Core Lessons Promote Globalization and Interdependence


Go here for an important update to this post.

By Danette Clark

Crayola joins the list of big name education companies who have sold out our children and America to the United Nations’ global agenda.

Teaching children ‘to take action as global citizens’ in an ‘interdependent world’ and to ‘think about the world more holistically’ are the focus of Crayola lessons provided in partnership with the Council of Chief State School Officers (CCSSO), one of the two main organizations responsible for the creation of the national Common Core State Standards.

Crayola, Lego Education, Apple, and Disney (among others), as members of P21 — Partnership for 21st Century Skills, entered into a ‘strategic partnership‘ with the Council of Chief State School Officers in 2010.

According to P21’s Executive Chair, Kathy Hurley, CCSSO and P21 work very closely on Common Core, as well as CSSO’s Next Generation Learner program, and the Elementary and Secondary Education Act re-authorization.

Hurley is also Senior Vice President of Strategic Partnerships for Pearson Education. Pearson, in partnership with CCSSO, has been instrumental in implementing Common Core in many states by providing resources and employing progressive educators, like Coalition of Essential Schools disciple Grant Wiggins, to provide professional development training.

The U.S. Department of Education hosted the launching of P21 and Crayola’s Champion Creatively Alive Children program in 2011.

CrayolaGlobalCitizens

Crayola lessons, like other Common Core material, are designed to create, in children’s minds, a specific and biased perspective of the world — globalization over national sovereignty, interdependence over self-reliance, and social and economic equity governed by a few over social and economic freedom governed by self.

Crayola-recommended resources promoting social justice, globalization, and the theory of global warming, are listed here along with writings by humanist Linda Darling-Hammond, CSCOPE’s Robert Marzano, and progressive Howard Gardner, also CES disciples.

Read more about CES (Coalition of Essential Schools) and Common Core at Unravelled! The 30 Year Agenda Behind Common Core and at the Common Core / CSCOPE / CES Connection page.

James Rubenstein’s anti-semitic book, The Cultural Landscape, is also listed as a Crayola Arts-Infused Education Resource.

Despite Arne Duncan’s denial that Common Core purposes a political agenda, the curriculum itself proves otherwise — that Common Core has everything to do with the political and global agenda of those who created it, and nothing to do with a sound education for the benefit of those being taught — our children.

Part 5 – The Reparation Agenda: Obama’s Race Rhetoric Literally Scripted by Reparations Movement and International Law


By Danette Clark    October, 2012

Find final post in this series here – Part 6 – The Derrick Bell/Obama Cover-Up

“But we do need to remind ourselves that so many of the disparities that exist in the African-American community today can be directly traced to inequalities passed on from an earlier generation that suffered under the brutal legacy of slavery and Jim Crow.”

The above quote comes from Obama’s March 18, 2008 speech on race, and it confirms that President Obama completely supports the reparation agenda. As I will explain below, in order for the reparations movement to succeed, there must be a perception among the majority that there are disparities that exist in the African-American community today that are a direct result of slavery. This is the crux of the reparations movement.

This portion of The Reparation Agenda series shows the legal barriers faced by advocates and reveals how President Obama is walking in step with the appointees, friends and colleagues mentioned previously in this series to ensure that those barriers are removed. For example, the very language used by the president and so many others is crucial to shaping the movement’s claim to fit the rule of law and vice versa (gradually change the law for the benefit of the movement).

In the most recent article in this series, The Reparation Agenda: Obama Friend Sponsored City Ordinance Used to Extort Millions from Corporations with ‘Ties to Slavery’, I mentioned that reparation activists have learned from past failures that courts require the naming of specific plaintiffs in a lawsuit, as opposed to demanding reparation for a broad unspecified group of people who may or may not be the descendants of slaves.

There are other legal or procedural hurdles faced by reparation activists as well, including, ‘standing’, ‘statute of limitations’, and ‘sovereign immunity’.

Adjoa Aiyetoro is co-chair of the Reparations Coordinating Committee, alongside Charles Ogletree, President Obama’s close friend, mentor and advisor to his 2008 presidential campaign.

In a 2003 paper, Formulating Reparations Litigation Through the Eyes of the Movement, Aiyetoro addresses the ‘procedural hurdles’ faced by the reparations movement and the strategies being developed to overcome them.

1. STANDING

Standing means that a person seeking reparation must show that their legal rights have been violated and that the violation resulted in a concrete injury or “injury in fact”.

Obviously, plaintiffs to reparation lawsuits today weren’t alive during the slave era so they seek reparation due to the enslavement of their ancestors.

Now that several of President Obama’s appointees and friends have succeeded in obtaining the names of many slaves and their descendants, as explained here, they must show that the descendants themselves have suffered a concrete injury.

Aiyetoro asks the question, “How can an individual be injured in the legal sense by institutions and practices abolished over a hundred years ago?” The answer, she writes, is that the 13th Amendment allows African descendants to seek reparation when the United States fails to eliminate the badges and incidents of slavery.

In other words, America must be viewed as a racist, oppressive country that does not offer the same opportunities to African-Americans as it does to whites. If America is given credit for any of the great strides and efforts it has made in the last century to offer equity and opportunity to all people, then the reparations movement has no case because there is no continuing injury.

Aiyetoro mentions disparities in prison sentencing as one badge of slavery, claiming that African-Americans still receive harsher punishment for crimes than their white counterparts.

She refers to the Sentencing Project and the NAACP Legal Defense Fund as two of several organizations that support the view, and claim to have proof, that African-Americans are subjected to harsher prison sentences than whites.

Obama’s former pastor, Jeremiah Wright, received an award in 2009 at a benefit held by the National Alliance Against Racist and Political Repression for his work in “the fight against racism and efforts to help victims of the prison industrial complex.”

Other badges of slavery (continued injuries) alleged by reparation activists include disparities in income, education, housing, and health care. Refer back to President Obama’s quote at the head of this article –- that there are many disparities that exist in the African-American community today that can be directly traced to the inequalities passed on from slavery and the Jim Crow era.

How many times have we heard the president mention inequalities in education, housing, and health care? Why does he, his administration, and the media that resides in his back pocket, constantly cry ‘racism’, even where there is none? Because there has to be a perception that the rights of African-Americans are still being violated today: standing.

2. STATUTE OF LIMITATIONS

Aiyetoro addresses the statute of limitations as another hurdle for reparation claims. Statute of limitations is a time limit. Under federal law, depending on the type of crime or injury sustained, a lawsuit must be filed within one to six years after the injury occurred.

The statute of limitations for the atrocities inflicted on slaves has long expired. However, the same strategy for overcoming standing can be used to overcome statute of limitations. As Aiyetoro explains, “If an African descendant plaintiff alleges an injury in fact that is occurring to him or her today because of the badges and incidents of slavery, the statute of limitations poses little problem.”

Aiyetoro offers another possibility around this hurdle suggesting that the United States should establish that the Trans Atlantic Slave Trade and chattel slavery were crimes against humanity and there are continuing injuries from these crimes. This is key because there is no statute of limitations (time limit) for crimes against humanity under international law.

As of the date of her writing on these legal hurdles, the United States had not yet admitted that slavery was a crime against humanity. However, our government has done so since. In 2008, USA Today reported that then Senator Barack Obama and thirteen other senators were backing a proposal that called for Congress to apologize for slavery and subsequent Jim Crow laws.

As I discussed in previous articles in this series, several people surrounding Obama have succeeded in pulling public apologies out of corporations and universities. Several states and the house of representatives have issued formal apologies for slavery as well. The congressional apology that was originally backed by Obama came on June 18, 2009, shortly after he took office as president.

Just as Aiyetoro had hoped, the United States adopted a resolution declaring that slavery was a crime against humanity. Oddly enough, portions of the resolution appear to have been meticulously worded to perfectly fit the reparation agenda. For example, “Whereas African-Americans continue to suffer from the consequences of slavery and Jim Crow laws–long after both systems were formally abolished–through enormous damage and loss, both tangible and intangible, including the loss of human dignity and liberty.”

3. SOVEREIGN IMMUNITY

The third hurdle Aiyetoro discusses is sovereign immunity. Many reparation activists, including Aiyetoro and Ogletree, have said they intend to pursue claims against the federal government, in addition to corporations, universities, and state governments. However, the United States government currently has sovereign immunity from lawsuits seeking monetary damages.

This was a tough one in 2003 when Aiyetoro wrote about the problem of sovereign immunity. In fact, she offered no possible solution other than to locate a specific waiver that could be used to have the government waive its immunity. No president in the history of our nation has ever waived our sovereign immunity for claims like these. So why would Aiyetoro, or anyone else for that matter, think that a waiver would be of any use? Perhaps she knew Barack Obama might one day be in the White House.

A waiver with regard to reparation claims would open the door for millions of African-American citizens to sue the government for slavery. But it appears President Obama is willing to go even further by completely relinquishing our national sovereignty.

Today, the Obama administration is dangerously close to ratifying the Rome Statute of the International Criminal Court (ICC). Ratification would make the U.S. a member to the ICC, thereby relinquishing our sovereignty to the United Nations.

Under international law, members of our government and military could be prosecuted for going to war without U.N. approval and for actions during wartime, including alleged ‘torture’ crimes like waterboarding. United States government agencies, corporations, and citizens could be tried for crimes against humanity and made to pay reparation to African slave descendants both here and around the world.

The Rome Statute of the International Criminal Court was established to investigate and prosecute international crimes of genocide, aggression, war crimes, and crimes against humanity. Shortly after its creation, the Clinton administration signed the statute but stopped short at calling on Congress to ratify it.

Recognizing the inherent dangers, former President George W. Bush unsigned the Rome Statute during his term only to have President Obama sign it again in 2010 on behalf of the U.S.

Although the ICC is limited to only prosecuting crimes that occurred after the court was established in 2002, many reparation activists are looking to the ICC because it does have the ability to prosecute crimes committed before it was established if the crime or injury continues today.

The same year the United Nations established the ICC to rule on crimes against humanity, it also adopted a declaration submitted at the World Conference Against Racism that very specifically identifies the trans-atlantic slave trade as a crime against humanity and the cause of the continued suffering of African-Americans.

This is the fifth article in this series and so far it has shown a great deal of effort on the part of many within the government, churches, schools, and the media. In fact, there is a literal re-shaping of society taking place that just so happens to fit perfectly into the framework of what the reparations movement needs it to be.

It’s unclear whether the end game would be checks drafted to the descendants of slaves, land rights, the redistribution of wealth, or the complete destruction of capitalism for the sake of globalization.  Many reparation activists express completely different goals from others within the movement.

So why are they working together?  In the next and final article in this series, I will explain one reason for the joining of forces, and also talk about ‘unjust enrichment’ — another claim being made in reparation suits. I will also explain the reason, I believe, Charles Ogletree tried to hide Obama’s relationship with Derrick Bell.

Find final post in this series here – Part 6 – The Derrick Bell/Obama Cover-Up

Al Jazeera Founder Provides Arabic Language Course to U.S. Students


By Danette Clark    Originally posted on May 27, 2012 at RBO2.com

Beginning in September 2012, elementary students at PS 368 in Manhattan Hamilton Heights will be taught Arabic twice a week. Although several schools offer Arabic language courses, PS 368 is the first public school in New York to mandate Arabic as a required part of its curriculum.

The program was created as a partnership between the Global Language Project and Qatar Foundation International. Qatar Foundation International in Washington, DC is a special project and affiliate of the Qatar Foundation, which has deep ties to the Muslim Brotherhood.

The Qatar Foundation was started in 1995 by Sheikh Hamad bin Khalifa Al Thani, who launched the international Arab news channel, Al Jazeera in 1996.

The Qatar Foundation recently appointed Tariq Ramadan to head its new Research Center for Islamic Legislation and Ethics (CILE) in Qatar.

Ramadan, who was previously banned from entering the United States, is the grandson of Muslim Brotherhood founder, Hassan Al Banna. Ramadan’s ban from the country ended in 2010 when the Obama administration issued him a U.S. visa.

(More on the Foundation’s connections here.)

PS 368 s principal, Nicky Kram Rosen, claims one reason she selected the Arabic language course for PS 368 is because it will help the school obtain a prestigious International Baccalaureate (IB) standing.

The IB program is funded and run by the United Nations and, according to Brannon Howse, founder of Worldview Weekend, the curriculum is extremely hostile to Christian and American values and big on humanism, pluralism, and the redistribution of wealth.

There has been much controversy in recent years over both the required reading and suggested reading lists from IB schools across the country. A majority of these books have been found to be full of graphic descriptions of violence, torture, incest, rape, homosexual sex, prostitution, and drugs.

The IB program has been promoted by progressive far-left educators for years.

Today, the curriculum is in over 1000 schools nationwide, many of which President Obama promotes as innovative schools for the 21st century.

One such school was established in July, 2009 in Pittsburg, Pennsylvania, an IB World School named the Barack Obama Academy for International Studies.