Search

Reclaim Oklahoma Parent Empowerment

Empowering Parents – Not Bureaucrats

Tag

education

Running List of Curricula, Courses, Online Resources and Books to Help Your Family’s Educational Journey

parents and kid

I’m beginning this list January 18 of 2016. I hope to add to it every time I find a resource that I believe would be helpful to Christian parents, so bookmark the page and keep looking back! If you have any great ideas, post them in the comments section and I’ll add!

CURRICULA

Learn Our History: Positive, Patriotic, And Unbiased History; Learn Our History is US history for kids at its very best!  Each exciting animated history film features a group of time-traveling history students who go back in time to see US history in the making.

COURSES

Homeschool Programming: Computer Programming Courses for Kids and Teens; Your students can learn to create their own websites, games, and smart-phone apps with our self-study curriculum.

ONLINE EDUCATION RESOURCES

Classical Conversations: Online resources, books and helpful information to anyone looking to homeschool or enhance their child’s public education.

KNOWLEDGE IS POWER

Religious Freedom Day – A Guide For Commemorating Religious Freedom At School;  This guidebook is intended to help all Americans join the President in celebrating Religious Freedom Day as well as to clarify students’ religious liberties.

BOOKS

How Should We Then Live: In this brilliant book Francis A. Schaeffer analyzed the reasons for modern society’s state of affairs and presented the only viable alternative: living by the Christian ethic, acceptance of God’s revelation, and total affirmation of the Bible’s morals, values, and meaning.

The Core: Teaching Your Child the Foundations of Classical Education:  In this book, Leigh Bortins gives parents the tools and methodology to implement a rigorous, thorough, and broad curriculum based on the classical model.

America’s Schools, The Battleground for Freedom: America’s Schools will inform, alarm, and provoke you to action for education that promotes scholarship and freedom.

Full Text of Oklahoma’s Parents’ Bill of Rights

Parents with Child

Parents’ Bill of Rights

BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:

SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 2001 of Title 25, unless there is created a duplication in numbering, reads as follows:

A. This act shall be known and may be cited as the “Parents’ Bill of Rights”.

B. This state, any political subdivision of this state or any other governmental entity shall not infringe on the fundamental right of parents to direct the upbringing, education, health care and mental health of their children without demonstrating that the compelling governmental interest as applied to the child involved is of the highest order, is narrowly tailored and is not otherwise served by a less restrictive means.

C. As used in the Parents’ Bill of Rights, “parent” means the natural or adoptive parent or legal guardian of a minor child.

SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 2002 of Title 25, unless there is created a duplication in numbering, reads as follows:

A. All parental rights are reserved to a parent of a minor child without obstruction or interference from this state, any political subdivision of this state, any other governmental entity or any other institution, including, but not limited to, the following rights:

1. The right to direct the education of the minor child;

2. All rights of parents identified in Title 70 of the Oklahoma Statutes, including the right to access and review all school records relating to the minor child;

3. The right to direct the upbringing of the minor child;

4. The right to direct the moral or religious training of the minor child;

5. The right to make healthcare decisions for the minor child, unless otherwise prohibited by law;

6. The right to access and review all medical records of the minor child unless otherwise prohibited by law or the parent is the subject of an investigation of a crime committed against the minor child and a law enforcement official requests that the information not be released;

7. The right to consent in writing before a biometric scan of the minor child is made, shared or stored;

8. The right to consent in writing before any record of the minor child’s blood or deoxyribonucleic acid (DNA) is created, stored or shared, except as required by Sections 1-516 and 1-524.1 of Title 63 of the Oklahoma Statutes, or unless authorized pursuant to a court order;

9. The right to consent in writing before the state or any of its political subdivisions makes a video or voice recording of the minor child, unless the video or voice recording is made during or as a part of a court proceeding, by law enforcement officers during or as part of a law enforcement investigation, during or as part of a forensic interview in a criminal or Department of Human Services investigation or to be used solely for any of the following:

a. safety demonstrations, including the maintenance of order and discipline in the common areas of a school or on student transportation vehicles,

b. a purpose related to a legitimate academic or extracurricular activity,

c. a purpose related to regular classroom instruction,

d. security or surveillance of buildings or grounds, and

e. a photo identification card; and

10. The right to be notified promptly if an employee of this state, any political subdivision of this state, any other governmental entity or any other institution suspects that a criminal offense has been committed against the minor child by someone other than a parent, unless the incident has first been reported to law enforcement and notification of the parent would impede a law enforcement or Department of Human Services investigation. This paragraph does not create any new obligation for school districts and charter schools to report misconduct between students at school, such as fighting or aggressive play, that is routinely addressed as a student disciplinary matter by the school.

B. This section does not authorize or allow a parent to engage in conduct that is unlawful or to abuse or neglect a child in violation of the laws of this state. This section shall not be construed to apply to a parental action or decision that would end life. This section does not prohibit courts, law enforcement officers or employees of a government agency responsible for child welfare from acting in their official capacity within the reasonable and prudent scope of their authority. This section does not prohibit a court from issuing an order that is otherwise permitted by law.

C. Any attempt to encourage or coerce a minor child to withhold information from the child’s parent shall be grounds for discipline of an employee of this state, any political subdivision of this state or any other governmental entity, except for law enforcement personnel.

D. Unless those rights have been legally waived or legally terminated, parents have inalienable rights that are more comprehensive than those listed in this section. The Parents’ Bill of Rights does not prescribe all rights of parents. Unless otherwise required by law, the rights of parents of minor children shall not be limited or denied. The Parents’ Bill of Rights shall not be construed to apply to a parental action or decision that would end life.

SECTION 3. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 2003 of Title 25, unless there is created a duplication in numbering, reads as follows:

A. The board of education of a school district, in consultation with parents, teachers and administrators, shall develop and adopt a policy to promote the involvement of parents and guardians of children enrolled in the schools within the school district, including:

1. A plan for parent participation in the schools which is designed to improve parent and teacher cooperation in such areas as homework, attendance and discipline;

2. Procedures by which parents may learn about the course of study for their children and review learning materials, including the source of any supplemental educational materials;

3. Procedures by which parents who object to any learning material or activity on the basis that it is harmful may withdraw their children from the activity or from the class or program in which the material is used. Objection to a learning material or activity on the basis that it is harmful includes objection to a material or activity because it questions beliefs or practices in sex, morality or religion;

4. If a school district offers any sex education curricula pursuant to Section 11-105.1 of Title 70 of the Oklahoma Statutes or pursuant to any rules adopted by the State Board of Education, procedures to opt out of a school district from providing sex education instruction to a child if the child’s parent provides written objection to the child’s participation in the sex education curricula;

5. Procedures by which parents will be notified in advance of and given the opportunity to withdraw their children from any instruction or presentations regarding sexuality in courses other than formal sex education curricula pursuant to Section 11-105.1 of Title 70 of the Oklahoma Statutes;

6. Procedures by which parents may learn about the nature and purpose of clubs and activities that are part of the school curriculum, as well as extracurricular clubs and activities that have been approved by the school; and

7. Procedures by which parents may learn about parental rights and responsibilities under the laws of this state, including the following:

a. the right to opt out of a sex education curriculum if one is provided by the school district,

b. open enrollment rights,

c. the right to opt out of assignments pursuant to this section,

d. the right to be exempt from the immunization laws of the state pursuant to Section 1210.192 of Title 70 of the Oklahoma Statutes,

e. the promotion requirements prescribed in Section 1210.508E of Title 70 of the Oklahoma Statutes,

f. the minimum course of study and competency requirements for graduation from high school prescribed in Section 11-103.6 of Title 70 of the Oklahoma Statutes,

g. the right to opt out of instruction on the acquired immune deficiency syndrome pursuant to Section 11-103.3 of Title 70 of the Oklahoma Statutes,

h. the right to review test results,

i. the right to participate in gifted programs pursuant to Sections 1210.301 through 1210.308 of Title 70 of the Oklahoma Statutes,

j. the right to inspect instructional materials used in connection with any research or experimentation program or project pursuant to Section 11-106 of Title 70 of the Oklahoma Statutes,

k. the right to receive a school report card,

l. the attendance requirements prescribed in Section 10-106 of Title 70 of the Oklahoma Statutes,

m. the right to public review of courses of study and textbooks,

n. the right to be excused from school attendance for religious purposes,

o. policies related to parental involvement pursuant to this section,

p. the right to participate in parent-teacher associations and organizations that are sanctioned by the board of education of a school district, and

q. the right to opt out of any data collection instrument at the district level that would capture data for inclusion in the state longitudinal student data system except what is necessary and essential for establishing a student’s public school record.

B. The board of education of a school district may adopt a policy to provide to parents the information required by this section in an electronic form.

C. A parent shall submit a written request for information pursuant to this section during regular business hours to either the school principal at the school site or the superintendent of the school district at the office of the school district. Within ten (10) days of receiving the request for information, the school principal or the superintendent of the school district shall either deliver the requested information to the parent or submit to the parent a written explanation of the reasons for the denial of the requested information. If the request for information is denied or the parent does not receive the requested information within fifteen (15) days after submitting the request for information, the parent may submit a written request for the information to the board of education of a school district, which shall formally consider the request at the next scheduled public meeting of the board if the request can be properly noticed on the agenda. If the request cannot be properly noticed on the agenda, the board of education of a school district shall formally consider the request at the next subsequent public meeting of the board.

SECTION 4. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 2004 of Title 25, unless there is created a duplication in numbering, reads as follows:

A. Except as otherwise provided by law, no person, corporation, association, organization, state-supported institution, or individual employed by any of these entities may procure, solicit to perform, arrange for the performance of, perform surgical procedures, or perform a physical examination upon a minor or prescribe any prescription drugs to a minor without first obtaining a written consent of a parent or legal guardian of the minor.

B. No hospital as defined in Section 1-701 of Title 63 of the Oklahoma Statutes may permit surgical procedures to be performed upon a minor in its facilities without first having received a written consent from a parent or legal guardian of the minor.

C. The provisions of this section shall not apply when it has been determined by a physician that an emergency exists and that it is necessary to perform such surgical procedures for the treatment of an injury or drug abuse, or to save the life of the patient, or when such parent or legal guardian cannot be located or contacted after a reasonably diligent effort.

D. The provisions of this section shall not apply to an abortion, which shall be governed by the provisions of Sections 1-740 through 1-740.6 and Sections 1-744 through 1-744.6 of Title 63 of the Oklahoma Statutes or any successor statute.

E. A person who violates a provision of this section is guilty of a misdemeanor, punishable by a fine of not more than One Thousand Dollars ($1,000.00) or imprisonment of not more than one (1) year in the county jail, or by both such fine and imprisonment.

SECTION 5. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 2005 of Title 25, unless there is created a duplication in numbering, reads as follows:

A. Except as otherwise provided by law or a court order, no person, corporation, association, organization or state-supported institution, or any individual employed by any of these entities, may procure, solicit to perform, arrange for the performance of or perform mental health evaluation in a clinical or nonclinical setting or mental health treatment on a minor without first obtaining the written or oral consent of a parent or a legal guardian of the minor child. If the parental consent is given through telemedicine, the health professional must verify the identity of the parent at the site where the consent is given.

B. This section does not apply when an emergency exists that requires a person to perform mental health screening or provide mental health treatment to prevent serious injury to or save the life of a minor child.

C. A person who violates this section is guilty of a misdemeanor, punishable by a fine of not more than One Thousand Dollars ($1,000.00) or imprisonment of not more than one (1) year in the county jail, or by both such fine and imprisonment.

SECTION 6. This act shall become effective November 1, 2014.

What Are ‘Parental Rights’?

The relationship between the parent and child is a fundamental building block of society. As we teach and guide our children, we are investing in the future of our family and the nation. The job we do today will be reflected in the quality of life our children enjoy tomorrow.

That is why our rights as parents are so important to understand. We know that we have the right to bear arms and most of us would defend that right with our lives. We have the right to privacy, freedom of speech, freedom of religion, and freedom of association. But what about the right to raise our children as we see fit? What about our right to make medical decisions for our kids without interference by the government, DHS, or doctors we disagree with? What about the right to decide that our children are not ready for certain controversial lessons at school and to request that our child be exempted from those lessons?

In a lot of states, your ability to make those choices without restriction is limited. But, in Oklahoma, we are very fortunate because those rights are codified into state law and therefore protected. The Parent’s Bill of Rights secures these rights for every parent, trusting parents to know what is best for their children.

As a parent, you are in the best position to know what is best for your children. By knowing your rights and exercising them, you ensure that decisions made regarding your kids are made by you, not a bureaucrat, doctor or social worker.

And that protects your children.

I hope to blog at least weekly on topics to educate parents about their rights. I will be discussing the law and how it affects us and when legislation is pending that affects Parental Rights. I will keep you informed so you can help protect your fundamental parental rights. If you have any comments or would like more information feel free to contact me at parentalrightsok@gmail.com.

Tracey Montgomery

Oklahoma State Director for Parentalrights.org

Ten Myths About Mathematics Education And Why You Shouldn’t Believe Them

With the advent of Common Core came the further full-court press of progressive mathematics. For years now, as Common Core math has been pushed upon the American public public, parents and kids alike have banged their heads on their desks and dinner tables across the country, trying desperately to make sense of convoluted and drawn-out mathematics problems parents never had to conquer when they were in school.

A recent article from the Hechingerreport,

Back off parents: It’s not your job to teach Common Core math when helping with homework

made me so mad my head almost exploded. Seriously, that’s just the craziest nonsense ever. The whole idea of the article was essentially, “parents don’t help your own children with their math, because you can’t understand it anyway. Just make sure the work gets done, no matter what”.

How is this not the school and a subject – math – getting right in the middle between kid and parent, essentially making the kid think the parent is stupid, pulling them – and the family – apart?

For years, I’ve tried to help parents understand the differences between progressive and traditional math because there really is no way to fight progressive math if you don’t know what is wrong with it and what is better. It wasn’t until I saw this article that I realized I didn’t have to invent the wheel.

Ten Myths About Math is written by a number of really excellent math educators who have taken the time to write out each math myth and explain fully why it simply isn’t true. Please visit the article to print out the article, but I’m going to paste the myths and explanations in below so you can read them immediately.

Myth #1

Only what students discover for themselves is truly learned.

REALITY

Students learn in a variety of ways. Basing most learning on student discovery is time-consuming, does not insure that students end up learning the right concepts, and can delay or prevent progression to the next level. Successful programs use discovery for only a few very carefully selected topics, never all topics.

REFERENCES

Dixon, R., Carnine, D., Lee, D. Wallin, J., & Chard, D. (1998). Review of High Quality Experimental Mathematical Research: Executive Summary. Eugene, OR: National Center to Improve the Tools of Educators, University of Oregon.

Klahr, D. & Nigam, M. (2004). The Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning.Psychological Science, 15, 10, 661-667.

Becker, W. C. and Engelmann, S.; Sponsor Findings From Project Follow Through. University of Oregon.

John R. Anderson, Lynne M. Reder, Herbert A. Simon. Applications and Misapplications of Cognitive Psychology to Mathematics Education.

R. James Milgram, “What is Mathematical Proficiency?,” March, 2004. Invited address, First Workshop on Mathematics Education. Mathematics and Science Research Institute, Berkeley, CA.

Myth #2

Children develop a deeper understanding of mathematics and a greater sense of ownership when they are expected to invent and use their own methods for performing the basic arithmetical operations, rather than study, understand and practice the standard algorithms.

REALITY

Children who do not master the standard algorithms begin to have problems as early as algebra I.

The snubbing or outright omission of the long division algorithm by NCTM- based curricula can be singularly responsible for the mathematical demise of its students. Long division is a pre-skill that all students must master to automaticity for algebra (polynomial long division), pre-calculus (finding roots and asymptotes), and calculus (e.g., integration of rational functions and Laplace transforms.) Its demand for estimation and computation skills during the procedure develops number sense and facility with the decimal system of notation as no other single arithmetic operation affords.

REFERENCES

General reference: The algebra, pre-calculus and calculus teachers and professors who must remediate or flunk these children.

From 1998 issue of the Notices of the American Mathematical Society:

“We would like to emphasize that the standard algorithms of arithmetic are more than just ‘ways to get the answer’ — that is, they have theoretical as well as practical significance. For one thing, all the algorithms of arithmetic are preparatory for algebra, since there are (again, not by accident, but by virtue of the construction of the decimal system) strong analogies between arithmetic of ordinary numbers and arithmetic of polynomials.” (The above was quoted in an open letter to Secretary of Education Richard Riley in 1999, which was signed by 200 prominent U.S. mathematicians.)

The Role of Long Division in the K-12 Curriculum; David Klein (California State University, Northridge), R. James Milgram (Stanford University)

Myth #3

There are two separate and distinct ways to teach mathematics. The NCTM backed approach deepens conceptual understanding through a problem solving approach. The other teaches only arithmetic skills through drill and kill. Children don’t need to spend long hours practicing and reviewing basic arithmetical operations. It’s the concept that’s important.

REALITY

“The starting point for the development of children’s creativity and skills should be established concepts and algorithms… Success in mathematics needs to be grounded in well-learned algorithms as well as understanding of the concepts.”

What is taught in math is the most critical component of teaching math. How math is taught is important as well, but is dictated by the “what”. Much of understanding comes from mastery of basic skills – an approach backed by most professors of mathematics. It succeeds through systematically empowering children with the pre-skills they need to succeed in all areas of mathematics. The myth of conceptual understanding versus skills is essentially a false choice – a bogus dichotomy. The NCTM standards suggested “less emphasis” on topics needed for higher math, such as many basic skills of arithmetic and algebra.

“That students will only remember what they have extensively practiced – and that they will only remember for the long term that which they have practiced in a sustained way over many years – are realities that can’t be bypassed.”

REFERENCES

Kenneth Ross, Chair, Mathematical Association of America President’s Task Force on the NCTM Standards. (June 1997). Response to NCTM’s Commission on the Future of the Standards.

Basic Skills vs Conceptual Understanding; a Bogus Dichotomy; Hung-Hsi Wu, Department of Mathematics, University of California, Berkeley (American Educator, Fall, 1999).

Willingham, D. (Spring 2004). Practice Makes Perfect-But Only If You Practice Beyond the Point of Perfection. American Educator.

Algorithms, Algebra, and Access, by Stanley Ocken (Sep 2001).

In Defense of “Mindless Rote”, by Ethan Akin (Mar 30, 2001).

On the Algorithms of Arithmetic, by Ralph Raimi (2002).

Myth #4

The math programs based on NCTM standards are better for children with learning disabilities than other approaches.

REALITY

“Educators must resist the temptation to adopt the latest math movement, reform, or fad when data-based support is lacking…”

Large-scale data from California and foreign countries show that children with learning disabilities do much better in more structured learning environments.

REFERENCES

Miller, S.P. and Mercer, C.D., “Educational Aspects of Mathematics Disabilities.” January/February 1997, Journal of Learning Disabilities, Vol. 30, No. 1, pp. 47-56.

Darch, C., Carnine, D., & Gersten, R. (1984). “Explicit Instruction in Mathematics Problem Solving.” The Journal of Educational Research, 77, 6, 351-359.

Myth #5

Urban teachers like using math programs based on NCTM standards.

REALITY

“Mere mention of [TERC] was enough to bring a collective groan from more than 100 Boston Teacher Union representatives…”

REFERENCES

Editorial, “Mathematical Unknowns,” The Boston Globe, November 8, 2004, A10.

Myth #6

“Calculator use has been shown to enhance cognitive gains in areas that include number sense, conceptual development, and visualization. Such gains can empower and motivate all teachers and students to engage in richer problem-solving activities.” (NCTM Position Statement)

REALITY

Children in almost all of the highest scoring countries in the Third International Mathematics and Science Survey (TIMMS) do not use calculators as part of mathematics instruction before grade 6.

A study of calculator usage among calculus students at Johns Hopkins University found a strong correlation between calculator usage in earlier grades and poorer performance in calculus.

REFERENCES

Calculating the cost of calculators, Lance Izumi, Capitol Ideas, Pacific Research Institute, Vol. 5, No. 51, December 21, 2000.

W. Stephen Wilson, K-12 Calculator Usage and College Grades Educational Studies in Mathematics.

Myth #7

The reason other countries do better on international math tests like TIMSS and PISA is that those countries select test takers only from a group of the top performers.

REALITY

On NPR’s “Talk of the Nation” program on education in the U.S. (Feb. 15, 2005), Grover Whitehurst, Director of the Institute of Education Sciences at the Department of Education, stated that test takers are selected randomly in all countries and not selected from the top performers.

REFERENCES

Grover Whitehurst, Director, Institute of Education Sciences; on NPR Talk of the Nation, February 15, 2005;

Myth #8

Math concepts are best understood and mastered when presented “in context”; in that way, the underlying math concept will follow automatically.

REALITY

Applications are important and story problems make good motivators, but understanding should come from building the math for universal application. When story problems take center stage, the math it leads to is often not practiced or applied widely enough for students to learn how to apply the concept to other problems.

“[S]olutions of problems … need to be rounded off with a mathematical discus-sion of the underlying mathematics. If new tools are fashioned to solve a problem, then these tools have to be put in the proper mathematical perspec-tive. … Otherwise the curriculum lacks mathematical cohesion.”

REFERENCES

The Mathematician and Mathematics Education Reform; Hung-Hsi Wu, University of California, Berkeley; in Notices of the American Mathematical Society, 43(1996), 1531-1537).

Myth #9

NCTM math reform reflects the programs and practices in higher performing nations.

REALITY

A recent study commissioned by the U.S.Department of Education, comparing Singapore’s math program and texts with U.S. math texts, found that Singapore’s approach is distinctly different from NCTM math “reforms.”

Also, a paper that reviews videotaped math classes in Japan shows that there is teacher-guided instruction (including a wide variety of hints and helps from teachers while students are working on or presenting solutions).

REFERENCES

What the United States Can Learn From Singapore’s World-Class Mathematics System (and what Singapore can learn from the United States); American Institutes for Research; for U.S. Department of Education; January 28, 2005; Washington, D.C.

Siegel, Alan R. Telling Lessons from the TIMSS Videotape: remarkable teaching practices as recorded from eighth-grade mathematics classes in Japan, Germany and the US. Chapter 5 in “Testing Student Learning, Evaluating Teaching Effectiveness,” Williamson M. Evers and Herbert J. Walberg, Eds., Hoover Institution Press, May, 2004, pp. 161-194.

Myth #10

Research shows NCTM programs are effective.

REALITY

There is no conclusive evidence of the efficacy of any math instructional program.

Increases in test scores may reflect increased tutoring, enrollment in learning centers, or teachers who supplement with texts and other materials of their own choosing. Also, much of the “research” touted by some of the NSF programs has been conducted by the same companies selling the programs. State exams are increasingly being revised to address state math standards that reflect NCTM guidelines rather than the content recommended by mathematicians.

REFERENCES

On Evaluating Curricular Effectiveness; Judging the Quality of K-12 Mathematics Evaluations; National Research Council, the National Academies Press; September, 2004.

The state tests in Maryland have a number of 3 point problems in which students are awarded 1 point for performing the math correctly and 2 points for explaining it. It is thus possible to do the math right but get half the credit that another student gets with the wrong answer.

The Top Five Reasons Christians Should Educate Their Children At Home

  1. Oklahoma endorses federal education policy at the most local levels, as do most other states. With the federal government now sanctioning gay marriage, public schools will not only continue to push sex education, but sex education directly undermining natural law and traditional marriage.
  2. Studies have shown that Christian children are more likely to lose their worldview in a public school than evangelize other children to Christianity. Peer pressure is an enormous issue for children – especially those of middle school age and above – and if peers aren’t Christian influences, they tend to be influences against the Christian world view.
  3. God teaches that parents have control and authority over the education of their children via Proverbs 22:6, “Train a child up in the way he should go and when he is old, he will not depart from it”. Deuteronomy 6:4-7 says, “…And tho shalt teach diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way and when thou liest down, and when thou risest up.”
    • Public schools are not willing to teach the Biblical tenets necessary to provide a firm foundation for your child in their relationship with the Lord – the most important part of their upbringing.
  4. Public school literature has become polluted with sexually deviant and explicit reading material. It becomes very hard to fight teachers that assign books from reading lists that include today’s genre of unfiltered, secular humanist world view to an entire class for a grade.
  5. Though you may spend time at home with your children discussing the foundation of their Christian views, children in public schools are often indoctrinated into racism and hatred of America through re-imagined history, or science courses that elevate the Earth and animals above man – God’s first creation.

Blog at WordPress.com.

Up ↑