Common Core and Geoengineering

[MikeG]

Dane Wigington posted an “unscheduled diatribe” (his words) this week linking Common Core curriculum to geoengineering.

http://www.geoengineeringwatch.org/...of-poisoning-the-perceptions-of-our-children/

It also appeared on Global Skywatch under the title “Weather Modification Normalization: The Last American Snowball.”

http://globalskywatch.com/chemtrails/ubbthreads.php?ubb=showflat&Number=16361#.VkN5eCh92XU


Essentially, Wigington and others are arguing that a grade school reading comprehension test is a form of indoctrination for our children.

Wigington in particular is incensed by the idea:

Inexcusable transgressions like those just outlined in the video cannot be overlooked. The public email contacts of responsible parties should be posted and displayed everywhere possible. Such people must be placed on notice that we, the populations of the world, are NOT OK with their behavior. They should also be put on notice that at some point in the near future the public will likely hold them legally and morally accountable as accomplices in the climate engineering assault by helping to cover the tracks of the perpetrators. In the meantime, protecting and properly educating our children is up to us. Do we inform them about what is occurring above their heads? Yes. Do we make clear to them that we are fighting for their future? Yes. Do we do everything in our power to provide them hope and the chance to be a child without an excessive burden? Yes.

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I found a number of examples of this test. Given the 2005 copyright date on Hi-Lo Passages to Build Reading Comprehension, it is clear that it predates Common Core by a number of years.


The passage in question was published by Scholastic Inc, a private company that provides teaching material.

http://shop.scholastic.com/shop/en/tso/Hi-Lo-Passages-to-Build-Comprehension-Grades-7ndash8


In terms of content, looking at the passage, it seems more like a cautionary tale regarding global warming than a subtle endorsement of geoengineering.


Obviously, I cannot account for Dane Wigington’s vehemence, just his accuracy.

 

[deirdre]

ah, Dane and his snowballs (or should i say iceballs) again.

but more on topic... speaking of reading comprehension issues in America...


vocabulary isnt my strong suit, but i always thought "strange" is the opposite of "normal" (timestamp 1:30). hhmm...

 

[Marin B]

In terms of content, looking at the passage, it seems more like a cautionary tale regarding global warming than a subtle endorsement of geoengineering.

This was my thought exactly. I see it as an attempt to get children interested in the issue of climate change and to teach critical thinking. Reminds me of reading Sci Fi from the 50's - Bradbury, Orwell, Huxley -- stories about what could happen in the future if humankind doesn't change its ways.

If our children are being indoctrinated into accepting geoengineering, at least we are also teaching them to be kind to animals with the "Frog Fest" story that was included with the reading curriculum :

Gwen opened the door to the biology lab.

Biology was a subject she liked. They
did cool things in this class, and she liked
learning about how life worked.
As she walked toward her seat, Gwen saw
her friend Cody sitting with Justin. “I can’t
wait to cut into that frog!” Justin was saying.
“It is going to be so cool!”
Gwen noticed that Cody looked a bit
green. “Yeah,” he mumbled. “It’ll be great.”
Gwen shot Cody a look. She knew that
Cody hated the sight of blood. Also, he loved
animals of all kinds. Cody returned her look
with a sick smile and stared down at his desk.
It was frog day. Actually, Gwen wasn’t too
excited either. Why did they have to kill the
frogs? The worms hadn’t bothered her much, but she liked frogs.
Mrs. Brodsky had lined up the frogs under round glass hoods. She had
placed bottles next to each student’s lab station. The stuff in the bottles put
the frogs to sleep. Mrs. Brodsky wet a cotton ball with stuff from the bottle
and stuck it under the glass hood. Pretty soon her frog keeled over, fast
asleep. Ugh, thought Gwen. I don’t want to do this.
Gwen walked to her lab station and leaned over to look at her frog. It had
dark green and brown stripes, thin yellow lines, and yellow circles around its
eyes. She put her nose next to the glass. The frog stared back at her, the skin
of its throat moving in and out. She picked up the cotton ball and put the
liquid on it. Down the row she could hear Cody talking to his frog. He
sounded totally miserable.
“Come on, everyone. If you don’t put that cotton ball under the glass,
we’ll never get to cutting these fellows up,” said Mrs. Brodsky. Gwen looked
at her classmates. Most of them looked as reluctant as she felt.
Gwen sighed and tilted the hood to stick the cotton ball under it. The frog
stared at her, unblinking. Soon it would be dead, just so she could know what
its liver and its heart looked like. Suddenly Gwen felt a streak of rebellion.
“No!” she said aloud, “I won’t!” She picked up the glass hood and poked her
frog. “Be free!” she shouted. Her frog took a leap and landed on the floor.
Gwen raced toward the classroom door and threw it open.
All of a sudden she noticed that her classmates were doing the same
thing. Everyone was poking the frogs to make them jump away. Everyone
was shouting. Gwen saw Cody pick up his frog and let it jump out the open
window. Frogs were hopping all over the classroom and down the hallway.
It was total chaos.
“Gwendolyn Boyd!” Mrs. Brodsky roared over the noise. Her face was a
strange shade of purple. “What in the world are you thinking?”
Gwen walked over to Mrs. Brodsky. “I’m sorry, Mrs. Brodsky,” Gwen
answered. “I just couldn’t do it. I didn’t expect everyone else to let theirs
go, too.”
Mrs. Brodsky took a deep breath as her face began to turn back to its
normal color. “All right,” she said more calmly. “You will receive a zero
for today.”
Gwen nodded. That was fair. She had ruined the class.
“And,” Mrs. Brodsky said, “you will spend your free time looking for
those frogs. They are probably in every corner of the school by now. I do
not want them jumping out of a corner in the middle of Mr. Cree’s English
class. He screams at the sight of frogs. When you have found 30 frogs,
minus the one Cody let out the window, you may take them to the park
and let them go. I think we have had more than enough of frogs in this
class for the year!”
“Thank you, Mrs. Brodsky,” Gwen said. Cody stood there smiling
broadly. “I’ll help!” he said, “and I bet some other kids will too.”
“Good, I’ll need the help,” said Gwen as she walked down the hall,
headed for English with Mr. Cree. She wondered how she would keep from
giggling through the whole class as she waited to see a frog jump out right
at his feet. School should be this exciting every day!

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