Why
International Baccalaureate (IB) is un-American:
"It is run by a non-governmental
organization called the International Baccalaureate Organization (IBO)
headquartered in Geneva, Switzerland. It was organized in 1968 by European
diplomats who wanted their children to have a common undergraduate program.
In 1996, however, IBO formed a 'partnership' with UNESCO in order to create
what both UNESCO and IBO call an 'international education system.' ...
One of the IB World Schools web sites defines IB as follows:
- "...IB programs exist in schools in 90
countries worldwide. Every spring, IB students around the world take
identical exams on the same day in various subjects. These exams are
sent to other parts of the world [after being sent to Geneva] for
grading. [Grading] is based on an international standard."
[This is a way to pick out tomorrow's world leaders.]
International Baccalaureate
Voted Out: "IB is coming under increased scrutiny across the country,
largely because it is being expanded through additional federal grant money.
A recurring criticism concerns IB's promotion of the
UN Universal Declaration of Human Rights. Critics point out that students
are not taught nor is the public informed that Article 29 of that UN document
puts the United Nations in authority over individual rights -- unlike America's
founding documents, which describe individual rights as 'inalienable.' Article
29 states: 'These rights and freedoms may in no case be exercised contrary
to the purposes and principles of the United Nations.'"
See
The International Agenda
and
Trading U.S. Rights
for UN Rules
Earth Charter Invasion:
"...the ACLU decided to challenge the decision of a duly elected local board
of education in Pennsylvania to end a United Nations-sponsored International
Baccalaureate Program in its public schools that is closely linked to the
Earth Charter. The Earth Charter is a New Age spiritual declaration of nature-worshipping
principles for living in harmony with the sacred Earth. Its prime sponsors
– former Soviet Premier Mikhail Gorbachev and Maurice Strong, one of Kofi
Annan’s most trusted advisors and architect of the Kyoto Protocol – have
compared the Earth Charter to the Ten
Commandments....
"The following ‘principles’
in italics are quoted directly from the 'EARTH CHARTER....
The Earth Charter must be law for all countries and all peoples.'"
"THE PRIMARY YEARS PROGRAM was the last of the
programs to be developed. . . It introduced new aims and
pedagogy, and came to influence the programs for the Middle Years and
Diploma as it provided methodology to encourage students to be
critical thinkers, beginning at
the earliest ages." (p. 2)
[MIDDLE YEARS PROGRAM:] "Eight subject groups
are meant to be integrated through central issues relating to
the environment,
community and service,
examples of human ingenuity, health and social education,
and recognition of the different ways individuals learn."
(p. 4)
RE: IB Diploma Program:
"Because most students choose only one
of the [Group 3: Individuals and societies] courses, they might never study
history at secondary level. A school might not offer history at all,
or it could choose to offer it as an alternative in Group Six....
"The new history guide for the course that will be implemented in 2008 for
first examinations in 2010, now includes
Islamic History, which
previously was a separate subject...."
(p. 7)
RE: Subject content in IB History:
Route One
For Route One, the choices for Paper One
involve limited studies of either the rise and spread of Islam, or
the Medieval Kingdom of Sicily. For Paper Two, the topics involve
comparative studies of Europe and the Islamic World during what Europeans
call the Medieval Period. Paper Three comprises case studies on three of the
following topics:
(1) Christianity c500-1300;
(2) The Fatimids 909-1171;
(3) Monarchies in England and France 1066-1223;
(4) The Crusades 1095-1291;
(5) The Mongols 1200-1405;
(6) Muslim, Christian and Jewish interactions
in Spain 711-1492;
(7) Emperors and Kings 1150-1300;
(8) Late Medieval political crisis 1300-1485;
(9) 14th Century famine, pestilence, and
social change;
(10) the Ottomans 1281-1566;
(11) Renaissance government and society in
Italy; and
(12) New Horizons: exploration 1400-1500. As
topics 3,4,7,8,9 and 11 emphasize Western Europe, a teacher or school could
drastically limit study of the Islamic World...."
(p 9)
Route Two
Schools and teachers who select Route Two will find this option
slightly Eurocentric. For Paper One, students can study (1) Peacemaking,
peacekeeping--international relations 1918-36; (2) The Arab-Israeli
conflict 1945-79; or (3) Communism in crisis 1976-89. The
areas likely to appear on the examination for (1) are Wilson and the
Fourteen Points; the geopolitical and economic impact of the treaties on
Europe; the establishment and impact of the Mandate system;
enforcement of the provisions of the treaties;
US isolationism; disarmament conferences; the League of
Nations, the absence of major powers in the League, the principle of
collective security, and attempts at peacekeeping
(1920-5); the Ruhr Crisis; Locarno; Depression; failure of collective
security in Manchuria and Ethiopia. Topics in (3) include China, the Soviet
Union, Poland, Czechoslovakia, and the Fall of the Berlin Wall. Only
Ethiopia appears from the vast African continent.
The Americas, except for United States'
isolationism, appears not at all."
(p. 9-10)
Footnote: 1. Dennis Laurence Cuddy, Ph.D.,
Chronology of Education With Quotable Quotes (Highland City, FL: Pro
Family Forum, Inc., 1993), page 7. More information here:
Tax Exempt Foundations: The Enemy Within.
The excerpts from "The
Structure of World History in the International Baccalaureate Program (IB)
were sent to us by Debbie Niwa, an insightful researcher. Thank you, Debbie!
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