History- Taught with errors and rewritten for today's political views.

[Robert A Whit]

Look there are good teachers, I mean very , very good teachers! It is a solid gold blessing when a child gets one or two but many are pure liberal propagandists and many are pure ignorant and lazy trash. My daughter had too many of the bad ones. I loving my child more than myself set about reteaching her and did a damn fine job of it. Now she is an intelligent healthy adult with a fine career and fine life.I am extremely proud of her and she is of me. For she often tells me she knows how I sacrificed my spare time for her and NEVER EVER failed her. Its so nice to be told and sent letters/cards stating such. Now I must live long enough to do the same for my son. I'm working quite hard on accomplishing that goal. After that , I will not be eager to go but will be secure in the fact that he is an honorable intelligent man fully able to take care of himself.-Tyr

Your kids are very blessed Tyr. At least you are willing to tug them away from that left wing nonsense.

[logroller]

Log, Tyr is right here.
and it's not just a left right issue. it's a power issue.

the rabbit hole is deep on the education front but it's not hard to get the picture.

the corporate foundations the NEA and the Feds have had and agenda to make people good worker bees on the corporate/gov't plantation.
that's a stark way to put it but seriously,
is the purpose of public school to create entrepreneurs, or self sufficient families, or involved citizens, people with good Christian morals?


In another tread i quoted a few heads of the NEA and education experts who have made it known publicaly that they want public schools to be place where Children are detached from the vaules of Family religion and country. And adhere to a cooperative world village, where there are in lock step with the judgements of the wise benevolent atheistic elites.

they are not shy.
and the text books and curriculum point every child in that direction.
Seriously, if children had NOTHING but a public school education they all would be faith scoffing atheist democrats who begged for one world gov't., green everything, expect the gov't to take care of them, and hate capitalism and wonder how anyone could conceive of anything different.

20 years ago i wrote letters to editor on this topic when i thought it was only an anti christian thing.
Where NONE of the christian heritage of... of.. anyone was ever ever mentioned to influence anything.even when i wnet to school the only religious aspect of American history i got was the pilgrims fled religious persecution had thanks giving but then the bad old Christians had a Salem Witch trials. That's its.
Anywho tyr is right, there's a clear history to this that goes way back and the agenda is anti-christian, anti family, anti-nationalist and anti-capitalist/private ownership.

Hmm. guess things have changed a wee bit then.
http://www.cde.ca.gov/be/st/ss/docum...socscistnd.pdf

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
2. Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

1. Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
2. Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.
3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
4. Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
5. Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

doesn't mean it's in the math class or shop,
but it IS in History, in English via lit choices, in Science via evolution and green agenda, in Social studies all shot through and in Health via sex ed..
In subtle and dramatic ways done by what's put there and by whats NOT put there.

Exerpted from GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES
[IMG]file://localhost/Users/upsh8r/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png[/IMG]
California Department of Education Reposted June 11,

Evolution
7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:
a. Students know why natural selection acts on the phenotype rather than the geno* type of an organism.
b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
c. Students know new mutations are constantly being generated in a gene pool.
d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental condi* tions.
e.* Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.
f.* Students know how to solve the Hardy-Weinberg equation to predict the fre* quency of genotypes in a population, given the frequency of phenotypes.
8. Evolution is the result of genetic changes that occur in constantly changing environ* ments. As a basis for understanding this concept:
a. Students know how natural selection determines the differential survival of groups of organisms.
b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
c. Students know the effects of genetic drift on the diversity of organisms in a popu* lation.
d. Students know reproductive or geographic isolation affects speciation.

e.Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching dia* gram (cladogram) that shows probable evolutionary relationships.
g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Thats the educational standard on evolution for california, sorry don't remember the grade, but Im guessing high school. Anything you disagree with there?

But wait, here's social science

5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.

1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
4. Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
5. Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.

Any disagreement there? Something to add?

6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.

1. Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.

1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.

Anything offense? Anti-christian?

7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
2. Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
3. Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.

7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
3. Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.
4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.
6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.

1. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).
6. Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of "natural law").
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.
3. Understand the effects of the reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes.
4. Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing).

7.9 Students analyze the historical developments of the Reformation.

1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
2. Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
3. Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
4. Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.
5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).
6. Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map.
7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).

7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.

1. Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).
2. Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).
3. Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.

I could on and on. There's a lot. Its not all bad; Perhaps you just remember what you took offense to. Nobody liked the inquisition; it was a black mark no doubt. The witch trials, bad. Manifest destiny, has its detractions. But there's a lot of good too-- our founding fathers' beliefs on religious freedom get noted; The Catholic Church receives props for establishing educational institutions; links between Christianity and democratic principles. These are things that are taught in California schools. Its upon the educator to apply their own prudence to properly administer this at the local and classroom level. I guess my point is its not all the evils of capitalism and christians and family and nation. Sorry you feel that way.

[red states rule]

Liberal History 101

A few "facts" according to the left


The Pilgrims did not come to America. They were a bunch of Bible thumping gun lovers who got lost and showed up here by accident

We did not defeat the British for our independence. No, they got bored and went home

The US did not help in defeating Germany in WWII. No, Russia allowed us to take some of the credit

Ronald Reagan did not defeat communism. Obama and company are still here

[aboutime]

Liberal History 101

A few "facts" according to the left


The Pilgrims did not come to America. They were a bunch of Bible thumping gun lovers who got lost and showed up here by accident

We did not defeat the British for our independence. No, they got bored and went home

The US did not help in defeating Germany in WWII. No, Russia allowed us to take some of the credit

Ronald Reagan did not defeat communism. Obama and company are still here

red states rule. Did you get permission from Debbie Wasserman Schultz to use that information above from the DNC Talking points manual, or did they hand it out for the public to understand their Historical Frame of Reference????

[revelarts]

Hmm. guess things have changed a wee bit then.
http://www.cde.ca.gov/be/st/ss/docum...socscistnd.pdf




Thats the educational standard on evolution for california, sorry don't remember the grade, but Im guessing high school. Anything you disagree with there?

But wait, here's social science

Any disagreement there? Something to add?

Anything offense? Anti-christian?


I could on and on. There's a lot. Its not all bad; Perhaps you just remember what you took offense to. Nobody liked the inquisition; it was a black mark no doubt. The witch trials, bad. Manifest destiny, has its detractions. But there's a lot of good too-- our founding fathers' beliefs on religious freedom get noted; The Catholic Church receives props for establishing educational institutions; links between Christianity and democratic principles. These are things that are taught in California schools. Its upon the educator to apply their own prudence to properly administer this at the local and classroom level. I guess my point is its not all the evils of capitalism and christians and family and nation. Sorry you feel that way.

I'll review whats in there.
What you've posted looks A WHOOOLE lot better than i got.
I never got anything on the reformation. Most our time was spent on the wonders of renaissance and the enlightenment. before that it was the "dark ages" where the church did nothing but have war and oppress everything.

the only other bright spot was William Penn and the Quakers. And "crazy" John Brown. everything else good and wholesome came from people who didn't care about God really. That's the impression i got. and I wasn't even a Christian at that point.

Learned about Newton in history and science but NEVER was told that he was a devout Christian, and that many other earlier scientist were as well. Or that it influenced their view of science because they believed that God had created order that could be studied.

Never told about the Great awakening or Revivals of the U.S. Or how they influence social reform after the 1800s. Other than the civil rights movement.

But I'll have to look over the rest of you list and get back to you .

2.
Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
3.
Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
4.
Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.

that is outstanding. And frankly I'd like to know how many people in America could describe much the above with very much clarity.
I'm reading books on it now as an adult because i was only aware of the thin outlines of most of the above.

[Kathianne]

I'll review whats in there.
What you've posted looks A WHOOOLE lot better than i got.
I never got anything on the reformation. Most our time was spent on the wonders of renaissance and the enlightenment. before that it was the "dark ages" where the church did nothing but have war and oppress everything.

the only other bright spot was William Penn and the Quakers. And "crazy" John Brown. everything else good and wholesome came from people who didn't care about God really. That's the impression i got. and I wasn't even a Christian at that point.

Learned about Newton in history and science but NEVER was told that he was a devout Christian, and that many other earlier scientist were as well. Or that it influenced their view of science because they believed that God had created order that could be studied.

Never told about the Great awakening or Revivals of the U.S. Or how they influence social reform after the 1800s. Other than the civil rights movement.

But I'll have to look over the rest of you list and get back to you .



that is outstanding. And frankly I'd like to know how many people in America could describe much the above with very much clarity.
I'm reading books on it now as an adult because i was only aware of the thin outlines of most of the above.

All of those events and movements are covered, you have to see the textbooks though to get the perspectives given.

Look long and hard at those lists. Grab any textbook and see how each chapter is laid out and the emphasis given.

[revelarts]

All of those events and movements are covered, you have to see the textbooks though to get the perspectives given.

Look long and hard at those lists. Grab any textbook and see how each chapter is laid out and the emphasis given.

I expected as much, but didn't want to reject logs post out of hand. I've seen other text, and other federal guidelines, and other quizzes and test q&A's that spin everything in the direction that i mentioned. But at the least there are some of the basics, so people don't start from near zero.

i understand In the U.K. schools, they have full on courses on religion and the bible and are very familiar with a lot of their true religious history and sources of rights, freedoms and properity. The magna carta, the conventares, Quakers, Calvin, Wilberforce , but it's all academic, the modern ideals are Taught as superior and reality. The rest may as well have been complete mythology and pre-science or premodern thought. Of some use ...then..., often inspiring and poetic, but not to be taken seriously any more. Now in the modern age they know better, world gov't, green livin, no religion, and family is what you make it. (Except for the pesky French who really don't want samesex marriage legal ethier)

In other words they study the "old" truth that help make them what they are as dead museum pieces. Denying the reality of it's current power today and future life.

[red states rule]

Liberal History 101

Christopher Columbus was the first liberal Democrat. He left not knowing where he was going,got there not knowing where he was,left there not knowing where he’d been and did it all on borrowed money.

[Tyr-Ziu Saxnot]

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I went to google research this topic further and look what I found . This site, this thread linked as number 9...-Tyr

[red states rule]

Here is the liberal version of the history of Amercia