Hidden Agenda For Changing Arkansas History Standards

These New Changes Reflect the Views of the United Nations IBO Globalists Organization
(See footnote #1 for articles on the IBO programs being pushed in Arkansas)

(A result of teaching 7th grade world history in California: "In her 22-page ruling announced Wednesday, U.S. District Judge Phyllis Hamilton said Excelsior is not indoctrinating students about Islam when it requires them to adopt Muslim names and pray to Allah as part of a history and geography class, but rather is just teaching them about the Muslim religion." 2)

Citizens of Arkansas should be aware that there is a hidden agenda behind the controversial new focus on world history at an earlier age in the required Arkansas standards. The changes reflect the philosophy of the United National International Baccalaureate Organization (IBO) that is now being pushed in Arkansas and mirrors the controversy over the proposed national history standards in 1994 that the US Senate voted 99 to 1 to reject. The basis for that rejection was the promotion of world history and international studies over Western history. 3

A newspaper article noted that "Arkansas students have traditionally learned about state history in the seventh and eighth grades; however, recent changes in history and social studies guidelines now place a greater focus on teaching those students world history instead. "

Teachers, university professors, and state historians recently condemned at a news conference the Arkansas Department of Education's guideline revisions. They said the new guidelines turned history upside down. These historians said, "World history has its place, but you need Arkansas history first, then American history," 4

And this upside down approach has a specific purpose in the plans of the United Nations International Baccalaureate Program that promotes an international globalist and multiculturalist agenda. Patriotism and love for one's own country have no place in the International program that produces real global citizens. In fact, patriotism and love for one's own country have to be eradicated.

Therefore, rather than allowing students to develop patriotism and love for one's state and country by approaching history from the traditional view (state and national history first), the worldwide IBO Director George Walker explains how the new upside down history approach fits IBO's agenda. He quotes an author who said the following: 5

She then argues the case for a new kind of geography which puts the students into contact with the whole world before they ever see a map of their own country. Individual maps are hopelessly misleading in their scale, she says, so the Swiss have no idea that the delta of the River Ganges is as large as Switzerland! The geography teacher (who conveniently happened to be her father) called the subject ‘international culture’ and spent much time getting each student to build up maps of the world. She had equally radical ideas about history which, she insisted, should not be taught before the age of 12 if it was to avoid becoming a gallery of dubious national heroes. For the next six years it should become world history with events in India, China, Japan and the Middle East synchronized with those in Europe.

IBO Director George Walker also said: (Walker was IBO Director from 1999 through 2005)

'"It’s not going to be any old history course; it’s going to be this special kind of history'” and that, of course, is her legacy to the IBO and it is no coincidence that the IB Diploma Programme grew out of a syllabus and an examination called Contemporary World History."

For more quotes about how IBO also wants to produce citizens with no allegiance to their religion as well as to their country, see this footnote: 6

For rest of article, click Friday below or if sent here, just scroll down. You can also read the article online at this link which has thirteen footnotes of documentation. http://www.wpaag.org/Ed%20-%20Why%20World%20History%20for%207th%20graders.htm