Saturday, 05 April 2014 17:00

Common Core-approved Textbooks Rewrite Second Amendment

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As the grassroots revolt against Common Core grows stronger, attention to lessons contained in textbooks approved for use within the Common Core curricula is increasing, as well.

One of the chief criticisms of the standards mandated as part of the Common Core education program is that it is one-size-fits-all, federally funded, and permissive of fundamental errors that affect the quality of education of students.

Such errors include those found in history textbooks approved by the Common Core State Standards Initiative — the official name of the scholastic standards copyrighted by the Washington, D.C.-based National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

In a textbook approved by Common Core for use by students studying for the Advanced Placement (AP) history exam, the Second Amendment is defined this way: "The Second Amendment: The people have the right to keep and bear arms in a state militia."

Another book that received the Common Core stamp of approval informs students that the Second Amendment “grant[s] citizens the right to bear arms as members of a militia of citizen-soldiers.”

Then, there is a worksheet reportedly approved by Common Core for use by history teachers in preparing lessons on the Bill of Rights that “informs” students, “The Government of the United States is currently revisiting The Bill of Rights. They have determined that it is outdated and may not remain in its current form any longer.”

Actually, the statement is not a statement of fact, but an introduction to a proposed lesson asking the students to “prioritize, revise, prune two and add two amendments to The Bill of Rights.”

Finally, there is the description of the Second Amendment published in a book approved by Common Core for use in elementary schools.

Regarding the Second Amendment, the authors of the book state:

This amendment states that people have the right to certain weapons, providing that they register them and they have not been in prison. The founding fathers included this amendment to prevent the United States from acting like the British who had tried to take weapons away from the colonists.

During an interview on Fox News, the superintendent of an Illinois middle school that is using this book, Bob Hill, defended its warped retelling of history: “What happens with the right to bear arms in the context of 2014, is the right to bear arms in reality, not as written in the Constitution, but in reality is it in any way abridged and the answer is ‘yes, in some places by the need to register guns or gun owners’ and so on.”

In other words, it's not the position of Common Core that its approved texts must teach the Constitution as it is written; rather, the authors can foist as facts any falsehood, no matter how removed from “reality.”

Regardless of such admissions, constitutionallyaware parents will instantly recognize several serious misstatements of fact in that little blurb intended to “educate” their children.

First, there is nothing in the Second Amendment that excludes ownership of certain weapons from within its protection. In fact, the text of the Second Amendment is very clear regarding the government’s ability to qualify this most basic liberty: “the right of the people to keep and bear arms, shall not be infringed.”

Next, the subtle message in the definition provided by this book indoctrinates unsuspecting children with the belief that the government has the right to give and take away the right to own firearms depending on whether the person has complied with federal guidelines. This is treachery!

Although Americans have allowed this right to be redefined by Congress, the courts, and the president, the plain language of the Second Amendment explicitly forbids any infringement on this right that protects all others.

Finally, the reason for inclusion of the Second Amendment in the Bill of Rights had little to do the British and more to do with future attempts by an out-of-control, all-powerful central authority disarming the American people as a step toward tyranny. Take, for example, theses statements by our forefathers regarding the purpose of the passage of this amendment:

In commenting on the Constitution in 1833, Joseph Story wrote:

The right of the citizens to keep and bear arms has justly been considered, as the palladium of the liberties of a republic; since it offers a strong moral check against the usurpation and arbitrary power of rulers; and will generally, even if these are successful in the first instance, enable the people to resist and triumph over them.

In his own commentary on the works of the influential jurist Blackstone, Founding-era legal scholar St. George Tucker wrote:

This may be considered as the true palladium of liberty.... The right of self defence is the first law of nature: in most governments it has been the study of rulers to confine this right within the narrowest limits possible. Wherever standing armies are kept up, and the right of the people to keep and bear arms is, under any colour or pretext whatsoever, prohibited, liberty, if not already annihilated, is on the brink of destruction.

Writing in The Federalist, Alexander Hamilton explained:

If the representatives of the people betray their constituents, there is then no resource left but in the exertion of that original right of self-defense which is paramount to all positive forms of government, and which against the usurpations of the national rulers, may be exerted with infinitely better prospect of success than against those of the rulers of an individual state.

There is perhaps no usurpation of the national rulers more egregious and more dangerous than the establishment of the Common Core Standards. As the examples above demonstrate (in addition to the hundreds more that could have been included), young children, unaware they are being fed a steady diet of falsehoods, grow up to be adults who accept the government’s gradual grab of all power, including the power to define civil liberties and give them and take them away as these despots see fit.

In an article examining the “real agenda” of the coalition forcing the adoption of the Common Core Standards, The New American’s Alex Newman observed:

Totalitarian leaders from Hitler to Stalin and everywhere in between have always sought to centralize and control education. The reason is simple: Whoever molds the minds of the youth can eventually dominate the population, even if it takes a generation or two. That is why tyrants in recent centuries have demanded compulsory, government-led education. Hitler made clear that he wanted to use “education” as a tool to mold German children in accordance with the National Socialist regime’s despotic and murderous ideology. So did Stalin, and numerous other infamous tyrants and mass-murderers. As Karl Marx noted in his Communist Manifesto, government-controlled schooling is essential to achieving the goals of socialism.

In his masterpiece On Liberty, renowned British philosopher and parliamentarian John Stuart Mill succinctly explained the inherent problems with government schools. “A general State education is a mere contrivance for moulding people to be exactly like one another; and as the mould in which it casts them is that which pleases the predominant power in the government ... it establishes a despotism over the mind, leading by natural tendency to one over the body,” he wrote.

Although the uprising against adoption of the Common Core standards has caused many wary state lawmakers to propose bills repealing its acceptance, at least 46 states remain committed to implementing the curricula.


Joe A. Wolverton, II, J.D. is a correspondent for The New American and travels nationwide speaking on nullification, the Second Amendment, the surveillance state, and other constitutional issues.  Follow him on Twitter @TNAJoeWolverton and he can be reached at This email address is being protected from spambots. You need JavaScript enabled to view it. .


  • Comment Link Heidi Preston Tuesday, 08 April 2014 15:47 posted by Heidi Preston

    A quick test for you- why do we need government mandated education which goes from kindergarten (age 5) thru high school (18)?

    1. to teach citizens of the United States how to read, write and do arithmetic
    2. to raise each citizen to their highest potential
    3. to ensure that each citizen is a productive individual in society
    4. to babysit the children of working parents
    5. to ensure loyalty to the government sponsored schools through free food, free after school care
    6. to ensure conformity throughout the whole system
    7. to ensure technology does the thinking for it's new citizens
    8. to ensure that each citizen will be smart enough to do their job but dumb enough not to question anything
    9. none of the above

    Great thoughts from the movers and shakers of the world-

    "The normal school should provide for the training of the educator to make him realize that his is a twofold job: education as a teacher and education as a PROPAGANDIST."-Edward Bernays (Sigmund Freud was his Uncle)

    "Kindergarten .."In an age when school was restricted to children who had already learned to read and write at home, many attempts were made to make school accessible to the children of women who worked in factories or were orphans.".... " Friedrich Fröbel in Germany, 1837 as an experimental social experience for children entering school, believing that children should be nurtured of and nourished 'like plants in a garden'."- wikipedia

    “whoever has the youth has the future”.- Adolf Schicklgruber [Hitler] Why aren't we taught his real name in school?

    "In 1861 Bebel joined the Leipzig Workers’ Educational Association, which, like many others of its kind, was formed through the initiative of members of the liberal bourgeoisie; in 1865 he became its chairman. Political and economic circumstances, however, gave the workers’ education movement an increasingly political orientation, which was to be significantly reflected in the development of Bebel’s own political views."-wikipedia

    "In the shadows of the Bismarck’s totalitarian Germany in 1875, a little-known medical researcher laid the groundwork for a subject that in modern times was to bring American education to its knees--behavioral psychology. A latter-day disciple, B. F. Skinner, later wrote the book "Beyond Freedom and Dignity," arguing that such ancient conceptions as these are luxuries our brave new world can no longer afford. Another ardent follower--John Dewey, the "Father of American education"--took the new radical German redefinition of education to mean the reprograming of young brains and nervous systems, and applied it to his self-appointed task of creating in America the ideal socialist state. John D. Rockefeller, for purposes of his own, bankrolled what was in effect a hostile take-over of our educational establishment. "The Leipzig Connection" is a startling account of how and why these things came about. It lays out in concise detail the story of the development of the educational malaise which we have unknowingly dropped our children into, explaining not only declining SAT scores and the phenomenon of high school graduates who are barely literate, but also symptoms even more sinister: violence, prostitution and drug dealing in the schools, the self-mutilation of tattooing and body piercing, and teenage suicide."-Paolo Lioni

    "Technique: Stimulus Response Essay
    What is a stimulus response essay?
    These essays are responses (of approximately 600 words by Year 12) to a question or series of
    questions structured to require students to analyse stimulus material and/or use decision-making
    Essays should be based on applying learned processes, ideas and concepts of a topic to a
    different circumstance or geographical context that is unrehearsed or unfamiliar — not routine.
    (Otherwise it is learned analysis and decision making and is not providing students with the
    opportunity to demonstrate how well they can analyse and make decisions). Examples include:

    class studied Aral Sea water management and the stimulus response essay is based on Owens
    Valley California

    class studied the physical environment of Antarctica and the stimulus response essay is based
    on tourism in Antarctica (not covered in class)

    class studied HIV/AIDS in Sub-Saharan Africa and the stimulus response essay is based on
    PNG. "-teaching aid for teachers in Queensland

    "Wilhelm Wundt, a German doctor and psychologist, was responsible for creating the world's first experimental psychology lab. This lab was established in 1879 at the University of Leipzig in Germany. By creating an academic laboratory devoted to the study of experimental psychology, Wundt officially took psychology from a sub-discipline of philosophy and biology to a unique scientific discipline......."It may surprise many to learn that neither Wundt nor Hall can exclusively lay claim to having the world's first lab or the first American lab. In 1875, a full four years before Wundt established his lab and eight years before Hall established his, Williams James formed a psychology lab at Harvard University.

    So why is James not credited with creating the world's first laboratory, or at the very least, America's first lab? Because his lab was used for teaching demonstrations rather than experimentation and original research. For this reason, Wundt and Hall are generally credited with creating the first and second experimental psychology labs." psychology

    "Several faculty members said yesterday that Harvard scholars might lose credibility abroad or find foreign research in jeopardy, in the wake of a statement last week by Adm. Stansfield Turner, director of the Central Intelligence Agency, that some faculty members are working with the CIA in violation of Harvard guidelines.

    Turner's statement could be "inhibiting or embarrassing" for professors engaged in international research, Milton Katz '27, director of International Legal Studies, said yesterday.

    "We need a tremendous amount of credibility to ask sensitive questions," Joel S. Migdal, associate professor of Government and research fellow in the Center for International Affairs (CfIA), said yesterday. "-By Scott A. Rosenberg, December 6, 1978

    Government and Public Education- what is it good for? Figure it out.

  • Comment Link Heidi Preston Tuesday, 08 April 2014 13:55 posted by Heidi Preston

    Hey nubwaxer...use your head a little more. Moses was the first to break the laws...had to make a second trip up the Mountain in Saudia Arabia [Galatians 4:25]. The 70 Rabbis [70 Rabbis came out of Egypt. Wow that's some transformation for the kids of Israel] weren't even allowed to take a peek and Jesus wasn't even among them when they did get to see them,but when he did he said "Think not that I am come to destroy the law, or the prophets: I am not come to destroy, but to fulfill."

    He blatantly said (for those who believe he existed) that he came to uphold the WRITTEN laws not the oral laws of the Pharisees who's laws change with each generation like a story going around the circle and winds up being a completely different item all together.

    Trolling, trolling, trolling keep them perversions rolling.....I think I'll pass over this one completely.

  • Comment Link Heidi Preston Tuesday, 08 April 2014 13:24 posted by Heidi Preston

    In case you did not know who all the "ACTORS" are involved in this drama ya go. And while you are at it, calculate where money can and is made. Example -computers, go for it. Use your own brain.

    About The Council of Chief State School Officers (CCSSO)

    The Council of Chief State School Officers (CCSSO) is a nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks members' consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.
    About The Digital Arts Alliance

    Each year, the Digital Arts Alliance makes it possible for more than 15,000 students and their teachers to experience firsthand how laptop computers, video production equipment, and the latest mobile-phone technologies are changing the ways young people can organize, present, and share information and issues that matter to them. Alliance members believe that using technologies to enhance personal expression creates an expanded kind of literacy, often referred to as 21st Century literacy, which people -- especially young people -- already use in their everyday lives.
    About the Pearson Foundation

    The Pearson Foundation extends Pearson's (PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.

  • Comment Link Heidi Preston Tuesday, 08 April 2014 13:19 posted by Heidi Preston

    Although the Council of Chief State School Officers (CCSSO) is a non profit organization it hangs it's shingle with profit making entities that promote and circulate the "approved" standards.
    An example is a Pearson announcement from 2008. Pearson as we all know (or need to know) is the company that filters the "standard" test scores from essays and other test results from students across the Nation.

    "AUSTIN, Texas, Nov. 20 /PRNewswire/ -- The Council of Chief State School Officers (CCSSO) and the Pearson Foundation will promote and distribute a new collection of personal films created by winners of the 2008 CCSSO Teacher of the Year program. The more than 50 films, each entitled "Why I Teach," showcase the personal motivations, challenges, and successes of this year's honorees. These testimonies present in these exemplary educators' own words their personal reasons for choosing teaching as a career."

    "These testimonies present in these exemplary educators' own words"....really? A lie is still a lie even when reworded..."Each film was scripted, edited, and completed by participating CCSSO Teachers of the Year during a hands-on Digital Arts Alliance workshop hosted earlier this year in New York City by the Pearson Foundation. Teachers integrated photos of their students, their classrooms, and their schools with personal narratives that showcased their motivations for teaching. They then made use of the latest digital filmmaking software to create the completed films."

    "The Pearson Foundation is the founding partner in the Digital Arts Alliance, and part of Pearson, the international education and information company. The announcement was made at the CCSSO Annual Policy Forum (APF) and Business Meeting, held Nov. 13-16 in Austin, Texas."

    Ok, so which part was not "scripted" or "directed" by the Digital Arts Alliance? "I am a teacher ."

    Things presented through drama funded alliances isn't educational promotion, it is PROPAGANDA promotion with money paid for by whom?

    You got it and if you didn't research it.

  • Comment Link Michael Dalene Tuesday, 08 April 2014 02:53 posted by Michael Dalene

    The American Colonist, bearing mere pitchforks and hoes, had a better chance against a squad of British soldiers than most people would have against two cops in a single police (squad) car today!

    I'm a FIRM believer that the 2nd Amendment means any and all weapons necessary to defend against any and all conceivable threats; which in this day and age means the ownership and possession of WMD inclusive of NBC (nuclear, biological, chemical) devices.

    Growing up I was told that "money is freedom." But in my teens I realized that was wrong!

    "Absolute Freedom in the modern World is having a fully armed 100 megaton nuclear warhead and the willingness to use it if necessary!"

    Lesser Freedom is doable with smaller Nukes (or equally defensive WMD of NBC Capabilities) but not much smaller than 20-kilotons...

    I don't believe in "Playing Games" and firmly believe in "Live and Let Live." Like every Loyal and Patriotic American I couldn't give a damn what you do or how you live so long as it doesn't harm me; and to that end, I expect the same consideration from you (others). Should differences/disagreements occur and you come at me with a mob--- I want to be in the position to send you and YOUR mob Straight to the Gates of Hell!

    I don't care what colors you're flying--- whether they are the colors of the local Gang or those of US Terrorists Forces (R,W, & B)... Criminals are criminals and in most cases, all deserve Death! Especially those in the commission of Treason.

  • Comment Link Zachary Tucker Monday, 07 April 2014 22:38 posted by Zachary Tucker

    Yeah, the right to keep and bear arms has ALREADY been mightily infringed upon already. What with gun registrations and barring nonviolent felons from ownership of firearms. I'm definitely not feeling the love there. Since I am a convicted felon (of a nonviolent crime - telling some lies over the telephone was what it amounted to), I can no longer legally own a firearm or even an air rifle. Not to mention I am barred from participating in the democratic process by not being able to vote.

    A few years ago, then-governor of VA McDonnell streamlined the process for restoring felons' voting rights, and also therefore streamlined the process for restoring firearms ownership rights. So after I'm off probation for three years (in December 2015 God willing), I plan on first having my voting rights restored, then petitioning the Governor for restoration of my firearms rights.

    I thought a "right" couldn't be taken away, but what do I know?

    - Z. Tucker

  • Comment Link marvin nubwaxer Saturday, 05 April 2014 17:20 posted by marvin nubwaxer

    pshaw, everyone knows that moses brought down the immutable bill of rights written on stone tablets, then gave them to jesus who delivered them to the christian assembly of the founders. jesus rode a t-rex and carried a firearm.

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