Tabitha Korol
Common Core conquest (3rd in a series)
By Tabitha Korol
I was able to obtain another Common Core book, Human Geography, by Jon C. Malinowsky, US Military Academy, and David H. Kaplan, Kent State University, published by McGraw-Hill. The authors defined the title and topic as "the academic discipline that studies the pattern of phenomena on the earth's surface, the processes that create those patterns, and the interaction between humans and the environment." It alleges to entail the study of the where and why of things, the cultural or ethnic groups, as well as their ideas, including democracy and freedom of speech.
The authors explain the Key Features of this Text, to introduce the modular approach, allowing both the instructor and student a great deal of flexibility to mix and match. It clarifies the "option of teaching Judaism before Hinduism," yet I discovered little substance within the books to provide sufficient information about either religion. Neither did I discover anything to substantiate this overvalued "debate-style format" based on the readings, and little to "stimulate student interest and develop critical thinking skills," primarily because the books do not provide balanced information on comparable subjects.
Nevertheless I found that students have the ability to obtain various tools and technology products to supplement Human Geography, available from a local bookstore or through McGraw-Hill's Customer Service Department (800-262-4729). There is a Connect Geography that enables the students to connect with their coursework, instructors, important concepts, Learning Management Systems (LMS), WebCT, Blackboard, and "much more." Is this how the students connect with Islamic countries, Qatar and Kosovo, and how their parents can remain ignorant of the obscured activities of their children?
There is also a brief introduction to Taking Sides, volumes that present current issues in a debate-style format "designed to stimulate student interest and develop critical thinking skills." Dare I guess how they are presented if, for example, Prentiss Hall's World History, currently used in Brevard Country, Florida, devotes a 72-page chapter to Islam and only small paragraphs about Judaism and Christianity embedded in other chapters? Prentiss Hall undoubtedly has tens of thousands of such textbooks in circulation.
In addition, multiple editions of Houghton Mifflin's Across the Centuries were found to contain Islamic preaching; Prentice Hall's World Cultures: a Global Mosaic" was called a vehicle for Muslim propaganda; and Pearson, the world's leading Pre-K-20 educational publishing company is "dedicated to working with educators to change the way America thinks." With whose approval?
I recall the second book I reviewed, Contemporary Human Geography 2e, which mentioned the Five Pillars of Islam, the Four Noble Truths of Buddhism, but not the values and righteous ethics of the Ten Commandments of Judaism and Christianity. On the other hand, the rigid Sharia law, a major component of Islamic life, is also omitted from this teaching instrument, undoubtedly to keep the reader uninformed. Sharia, which inspires extreme abuse and carnage, is incompatible with our Constitution, and is the antithesis of the freedoms we enjoy in America. Therefore, I would question all extra-curricular material referenced in Human Geography. Or, if the teaching staff can independently choose to influence the discussion with other material, how is it vetted and by whom? Two of the topics posed the acceptability of murdering Jews, but for different reasons and judged by different circumstances. When the superintendent of schools in one of the districts said he didn't find that offensive, I question his (lack of) moral compass and his qualifications, as well as the credentials of those to whom we have entrusted our precious, vulnerable children and our United States.
Parents are beginning to speak out and reject the kinds of topics that were left to the seriously flawed "critical thinking," from Indiana, Florida, Ohio, South Carolina, West Virginia, Wisconsin, Utah, and others not designated by their states. We need to be reminded that although Jews have always been the "canary in the coalmine," usually the first to succumb to the empowered evil, they are never the only ones affected. When tyranny reigns, and liberties are lost, no one remains unscathed.
The following report of my third human geography book exposes enough information within the first ten chapters. Please click on the link here for my research and proof that Common Core textbooks must be removed from our society, and never again used to infect the minds of our most vulnerable generation. Thank you.
© Tabitha Korol
August 7, 2013
I was able to obtain another Common Core book, Human Geography, by Jon C. Malinowsky, US Military Academy, and David H. Kaplan, Kent State University, published by McGraw-Hill. The authors defined the title and topic as "the academic discipline that studies the pattern of phenomena on the earth's surface, the processes that create those patterns, and the interaction between humans and the environment." It alleges to entail the study of the where and why of things, the cultural or ethnic groups, as well as their ideas, including democracy and freedom of speech.
The authors explain the Key Features of this Text, to introduce the modular approach, allowing both the instructor and student a great deal of flexibility to mix and match. It clarifies the "option of teaching Judaism before Hinduism," yet I discovered little substance within the books to provide sufficient information about either religion. Neither did I discover anything to substantiate this overvalued "debate-style format" based on the readings, and little to "stimulate student interest and develop critical thinking skills," primarily because the books do not provide balanced information on comparable subjects.
Nevertheless I found that students have the ability to obtain various tools and technology products to supplement Human Geography, available from a local bookstore or through McGraw-Hill's Customer Service Department (800-262-4729). There is a Connect Geography that enables the students to connect with their coursework, instructors, important concepts, Learning Management Systems (LMS), WebCT, Blackboard, and "much more." Is this how the students connect with Islamic countries, Qatar and Kosovo, and how their parents can remain ignorant of the obscured activities of their children?
There is also a brief introduction to Taking Sides, volumes that present current issues in a debate-style format "designed to stimulate student interest and develop critical thinking skills." Dare I guess how they are presented if, for example, Prentiss Hall's World History, currently used in Brevard Country, Florida, devotes a 72-page chapter to Islam and only small paragraphs about Judaism and Christianity embedded in other chapters? Prentiss Hall undoubtedly has tens of thousands of such textbooks in circulation.
In addition, multiple editions of Houghton Mifflin's Across the Centuries were found to contain Islamic preaching; Prentice Hall's World Cultures: a Global Mosaic" was called a vehicle for Muslim propaganda; and Pearson, the world's leading Pre-K-20 educational publishing company is "dedicated to working with educators to change the way America thinks." With whose approval?
I recall the second book I reviewed, Contemporary Human Geography 2e, which mentioned the Five Pillars of Islam, the Four Noble Truths of Buddhism, but not the values and righteous ethics of the Ten Commandments of Judaism and Christianity. On the other hand, the rigid Sharia law, a major component of Islamic life, is also omitted from this teaching instrument, undoubtedly to keep the reader uninformed. Sharia, which inspires extreme abuse and carnage, is incompatible with our Constitution, and is the antithesis of the freedoms we enjoy in America. Therefore, I would question all extra-curricular material referenced in Human Geography. Or, if the teaching staff can independently choose to influence the discussion with other material, how is it vetted and by whom? Two of the topics posed the acceptability of murdering Jews, but for different reasons and judged by different circumstances. When the superintendent of schools in one of the districts said he didn't find that offensive, I question his (lack of) moral compass and his qualifications, as well as the credentials of those to whom we have entrusted our precious, vulnerable children and our United States.
Parents are beginning to speak out and reject the kinds of topics that were left to the seriously flawed "critical thinking," from Indiana, Florida, Ohio, South Carolina, West Virginia, Wisconsin, Utah, and others not designated by their states. We need to be reminded that although Jews have always been the "canary in the coalmine," usually the first to succumb to the empowered evil, they are never the only ones affected. When tyranny reigns, and liberties are lost, no one remains unscathed.
The following report of my third human geography book exposes enough information within the first ten chapters. Please click on the link here for my research and proof that Common Core textbooks must be removed from our society, and never again used to infect the minds of our most vulnerable generation. Thank you.
© Tabitha Korol
The views expressed by RenewAmerica columnists are their own and do not necessarily reflect the position of RenewAmerica or its affiliates.
(See RenewAmerica's publishing standards.)
