May 24, 2010 - This page is being compiled at the request of parents fighting the implementation of IB in their district. Months into their battle, they believe that what will help them the most are actual IB "lessons" compiled all in one place for easy reference. It may take TAIB a few days to do this, so please bear with us as we work to make your job as advocates for your children a bit easier.
Deeply Disturbing
November 5, 2010 - Every now and then, TAIB cruises around the IBO website looking for goodies. Today, we found a whopper. The document to the right is chock full of global citizenship goodies. But the one line that even at this late stage of the game we found shocking, was the comparison of pedagogic dialogue (traditional) vs. dialogic pedagogy (IB).
Unless we have been living in a cave our entire life, we are pretty sure that in American society, we value the right answer to a question. This is common sense.
But what does IB value? According to this document:
When educators speak of a "continuum" of education as a reason for "needing" IB K-12, we can immediately reduce their argument to jello as this is a bold faced lie. We will provide you with the evidence you need to show administrators and Board members that the IB PYP is nothing more than globalist philosophy, themes and a "framework".
"In the PYP, the attempt to define international-mindedness in increasingly clear terms, and the struggle to move closer to that ideal in practice, are central to the mission of PYP schools."
The IBO is conscious that this learner profile is value-laden and, it would say, quite rightly so, for this kind of learning is what the IBO supports, and it is the embodiment of what the IBO believes about international education.
"The PYP curriculum model is dependent on our commitment to a particular belief about how children learn, encapsulated most clearly in the constructivist approach. It is acknowledged that learners have beliefs about how the world works based on their experiences and prior learning. Those beliefs, models or constructs are revisited and revised in the light of new experiences and further learning. As we strive to make meaning of our lives and the world around us we travel continually on the cyclic path of constructing, testing, and confirming or revising our personal models of how the world works."
What does any of this have to do with improving academics? This is the CORE PHILOSOPHY of IBO - to "revisit" and REVISE the VALUES you've taught your children at home. Anyone who can't see the red flags or alarm bells contained within IBO's own document as a direct assault on our Constitutional and Christian values must be deaf, dumb and blind.
One of the first great places to visit is the website of Rutherford Elementary School in Monticello, NY. This school is currently an IB "candidate" school and is running IB lessons on a "trial" basis. To enter Monticello's Global Village, please click on THIS LINK, and then click "login as guest". This will take you to the PYP page. Be sure to scroll down and look through the "Appreciation books" and "Tolerance and Empathy Videos". Despite the fact that the book "The Terrible Things" was brought to the attention of the Monticello BoE months ago, the book remains on the list of IB books to "appreciate".
UNESCO SEX ED POLICIES
This hot topic has raised the hackles of the parents of young children. Below are links to the recent UNESCO "revisions" to policies on sexual education. IBO's "themes" strictly adhere to UNESCO values and WILL be taught to your children. UNESCO's goals apply to children age 5-19.
"The curriculum includes basic, medically correct and accurate information about risks of having sex and methods of avoiding sex or using protection through such activities as short lectures, class discussions, competitive games, simulations, skill-building exercises, and videos."
"The curriculum should use a mix of the following methods: short lectures, class discussions, small group work, video presentations, stories, live skits, role-plays, simulations of risk, competitive games, forced-choice activities, surveys of attitudes and intentions with anonymous presentation of results, problem-solving activities, worksheets, homework assignments (including assignments to talk with parents or other adults), drug store visits, clinic visits, question boxes, hotlines, condom demonstrations, quizzes, and a variety of other interactive activities."
July 4, 2010 - TAIB NOTE - An astute TAIB reader, upon review of the following UNESCO document, noted that it does not list the following Learning Objectives. TAIB concurs with this reader's assessment. However, at the time this page was composed, TAIB copied and pasted the Objectives verbatim. If anyone has the original UNESCO report saved on their computers, please e-mail the doc to TAIB so that we may post it here. Thank you.
Learning Objectives for Level I (5-8 years old) Explain the concept of private parts of the body - Key Ideas: Most children are curious about their bodies It is natural to explore and touch parts of ones own body Bodies can feel good when touched Touching and rubbing ones genitals is called masturbation Some people masturbate and some do not Masturbation is not harmful, but should be done in private Learning Objectives for Level II (9-12) - Describe sexuality in relation to the human life cycle - Key Ideas: Human beings are born with the capacity of enjoying their sexuality Masturbation is often a persons fi rst experience of sexual pleasure Many boys and girls begin to masturbate during puberty Masturbation does not cause physical or emotional harm People in long-term relationships may still masturbate Most young people are curious about sexuality and have many questions It is acceptable to talk and ask questions about sexuality Definitions of sex, sexuality, gender, gender role, gender identity, and sexual orientation Cultural and gender role stereotypes affect sexual behaviour Importance of talking with trusted adult about sexuality
TAIB doesn't know about the rest of you, but it sure seems like these folks have masturbation on the mind quite a bit. For all of the other UNESCO education policies dealing with population control and "sustainability", please check HERE.
"Tear Up the 11th Commandment - National Sovereignty"
These IB Sharing Our Humanity lessons are just chock full of professorial lecturing on how fundamental concepts like national sovereignty adversely affect the "bottom billion". Listen to Paul Collier rant about how autocracies and international standards are more successful than democracies and competitive elections when it comes to new found commodities. Remember, this is a recommended video linked on www.ibo.org. (The headline quote can be found around the 4:00 mark.)
Special thanks to the NH Tea Party for making TAIB aware of this lesson. HERE is the NH Tea Party's most excellent article.
The Incredibly Outrageous IB History Blog of Mr. Steussy
September 15, 2010 -
Beware the Ides of September! The start of a brand new school year here in the United States. Kids are settled in with their lockers, books and supplies and ready to have their little heads full of mush filled with new and exciting propaganda.
Mr. Chris Steussy is the IB Higher Level History of the Americas teacher at San Diego HS in California. SDHS has been an IB school since 1985. It's an oldie, an American IB grandaddy.
The IA, or Internal Assessment, is often referred to as an "exemplary" aspect of the IBDP because it requires much writing and allegedly illicits deep "critical thinking". Mr. Steussy's use of technology to engage and "nudge" students into a certain worldview is creative and empowering. However, there is something very, very, dangerous about this man's naive use of the Internet when it involves children. The students who are "encouraged" to comment after each of Mr. Steussy's blog posts sign their real names. As such, TAIB will NOT repost a link to Mr. Steussy's blog as it can currently identify students in a specific school and class. If we can identify them, then surely anyone with a nefarious purpose in mind can as well.
TAIB recommends that in the future, Mr. Steussy host his blog on a private in-school server or have students identify themselves with numbers or nom de plumes.
From his writings, Mr. Steussy sounds like a loving Dad and family man. He has three young children to support. It is not TAIB's desire to damage this man's career. He does appear to be passionate about teaching and engaging the students. However, from a common sense and civil rights perspective, the methods approved by IB to deliver the curriculum appear to be not only reckless, but dangerous. Mr. Steussy's personal intentions may be innocent and good, however the potential consequences of his usage of IB methods to the students, could be disastrous.
TAIB will forward a copy of this page to Mr. Steussy at San Diego HS in hope that he will revise his blog format and access for the sake of the children.
(Blog excerpts featured below)
Please ask yourselves the following - Would you appreciate having your child's name and thoughts aired worldwide by their high school teacher? Doesn't this constitute an extreme violation of privacy? Who is benefitting from this method of teaching? The children? Or the teacher?
