Obamacore,
Missing the Core Problem in American Education
This is a newer version of an article previously published by Family Security Matters
This article
is about the travesty called the Common Core Standards. Its design began
before Obama was elected but I and others refer to it as Obamacore
because Obama played a major role in imposing it on the country, and like Obamacare it was passed without being read, and it involves centralized data collection of private
information. States across the U.S. signed on to Obamacore
because they were bribed with stimulus funds. Despite or perhaps because of
widespread growing opposition to Common Core, President Obama’s education
budget proposal proposes making federal funding conditional
on the use of Common Core and to performance on Common Core tests. As parents became aware of the changes that
were made to their children’s education many joined organizations
to oppose it. Many insightful and alarming critiques have been written regarding
the danger of Common Core. There are fears that Common Core is paving the
way for indoctrination of American students by centralizing control of education,
collecting massive amount of data on students, and telling teachers what they must and must
not teach. There are reports that scores have dropped when the Common Core was adopted, that Common Core makes
simple topics difficult, that it causes children to not want to attend school
and that a curriculum designed to meet the Common Core standards would only
prepare students for entry level courses in nonselective
community colleges.
James
Milgram, the only mathematician in the Common Core validation committee , refused to sign off on the math standards. He said that
Common Core math standards would put students two years behind those of high-achieving countries. He told the Texas state legislature that Common Core standards are, “in large
measure a political document that . . . is written at a very low level and does
not adequately reflect our current understanding of why the math programs in
the high-achieving countries give dramatically better results.”
He said:
“I had considerable influence on the mathematics standards in the document.
However, as is often the case, there was input from many other sources --
including State Departments of Education -- that had to be incorporated into
the standards… A number of these sources were mainly focused on things
like making the standards as non-challenging as possible. Others were focused
on making sure their favorite topics were present, and handled in the way they
liked.”
Dr. Milgram
added that it led to a number of “extremely serious failings” in the Common
Core that made it premature for any state hoping to improve math scores to
implement them and that the Core Math standards were designed to reflect very
low expectations.
The Common Core standards are low compared to those of high achieving countries
but a study by the Thomas Fordham Institute found that the Common Core
English standards are higher than those of 37 states and the math standards are
higher than those of 39 states. The reason for this is that states dumbed down their minimum standards so they could show they
were meeting their standards and get No Child Left Behind money. Previously it was easy
for a school to exceed the minimum state standards. Common Core imposes a
low level curriculum on schools which dictate what to teach and what not to
teach.
Defenders of Common Core argue that
it’s just a set of standards and not a curriculum. The reality though is that Common Core
standards define the curriculum and control what is being taught and how it is
being taught. They impose huge costs
on schools in regard to computer equipment and Common Core aligned software for
each student that gets paid for by tax increases. There are Common Core approved texts that go
along with the standards. Common Core standards
mean that it is not sufficient that a student know how to solve a problem, they
have to know how to solve it the Common Core way. In fact it’s less important that the student
solve the problem than that they know the convoluted Common Core
approach to solving it. The Common Core
standards have eliminated important information that has been taught to
children in the past and states are not allowed
to add more than 15% to the standards.
Why are the
standards of Common Core low when the ostensible purpose of Common Core is to
raise the performance of American students? One can find the answer in a document by the American
Federation of Teachers which states that one of the goals of Common Core is to
“close the intolerable achievement gap between minority and non-minority
students.” It’s much easier to close the gap by lowering standards than
to raise the performance of poorly performing students and no teacher or school
administrator wants to be in the position where their jobs depend on getting
students to perform.
There are
ideological reasons to lower standards as well. Common Core instructions tell teachers to “avoid giving any background context” to texts
on the grounds that Common Core’s close reading strategy “forces students to
rely exclusively on the text instead of privileging background knowledge, and
levels the playing field for all.”
Translated
this means that we can’t have some teachers giving information to students that
other teachers might not give them because that would privilege the students
who received the extra information and wouldn’t be fair to the students who
didn’t. It’s not fair that some students
have better teachers than others so we have to prevent that.
Removing
context (privileging information) can be used to slant material to fit the bias
of the curricula creators.
There may
be another shocking reason those in control of our educational system may be
motivated to prevent children from getting a good education. The following is a quote
from a book called Educating for Sustainable Development.
“Generally, more highly educated people, who
have higher incomes, consume more resources than poorly educated people, who
tend to have lower incomes. In this case
more education increase the threat to sustainability.”
Is Curriculum the Cause of
America’s Poor Worldwide Education Rank?
You can
have the best standards in the world but if there is no discipline you can’t teach
your students to meet any standards. A school staffer at Overbrook
High School in Philadelphia told CBS
that:
"It's mayhem. Students are in the halls, they're
smoking in the bathroom; cigarettes, marijuana," said a worker at the
school, who asked not to be identified. "We can't contain them and it's
really hazardous for us working and these kids are not being educated at all."
"It's
a zoo in here. Parents really need to come up here and see what's going on in
this school because it's ridiculous,"
Asian students who want to study are assaulted by blacks. In 2010, a federal judge found that black students at South Philadelphia High School had
assaulted and harassed Asian students daily -- for years but the principal said
she did not call police because she did not want to "criminalize" the
black students. White teachers are often
assaulted
by black students and when they complain they are blamed. Dawn Baldesi is a
white teacher who tried to break up a brawl only to be pepper sprayed by one of
the black students. Mrs. Baldesi explained
the situation of teachers: “Teachers are afraid of two things, said Baldesi: One, the students. Two, the
administration that will retaliate against them if they tell the truth about
classroom violence.” Black racism
toward whites and left wing attitudes of administrators that blame whites are a
big part of the reason why blacks do poorly on tests.
Laws
prevent public schools from taking effective action to stop the violence.
John Hood in an article for the Foundation of Economic Education wrote:
“A host of
administrative decisions, court rulings, and legislative actions have created such
a maze of regulations that school principals and teachers are often unable to
exercise meaningful control over their schools. Furthermore, the prevailing
“ethos” in the education establishment—made up of researchers, administrators,
and bureaucrats—is suspicious of many forms of punishment, and exhibits a
fixation with “sensitivity training” and building self-esteem among students.”
One would think that if the Obama administration was serious about improving
education they would remove the regulations that interfere with classroom
discipline. One would think that Obama would use his influence to combat
black racism toward whites. Instead in
response to higher number of blacks being suspended than whites, President Obama issued an “executive order” which
effectively placed “quotas” on school discipline based on race. If you’re
a principal of a school where Black students attack Chinese students and you
suspend more Blacks than Chinese you could face civil rights violation charges.
Gloria Foth, worked
near the Irving school in Manhattan. A
friend of hers who worked at the school warned her “Don't walk near the school,
because they throw things out the window.”
Unfortunately no one warned 29 year old pregnant Rosaura Beristani who was hit
on the head by a chair thrown out of a sixth floor window of the school. A teacher at Washington Irving, who did not
want to be named for fear of retribution at work, said there were not enough
security guards to control students who constantly roam the halls during
classes.
''Two
months ago teachers were saying, 'It's only a matter of time before someone
gets killed,' '' the teacher said. ''The public would be actually astounded if
they knew what went on at our school.''
Chief Gerald Nelson, head of the Police
Department's school safety division said the school was not considered
particularly troublesome. ''Washington Irving does not blow off the radar
screen,'' he said, adding, ''Yes, there are some issues.''
What does this statement of Chief Nelson
tell us about discipline in New York City Schools?
The performance of the pupils in the Irving school was low even by New York
City standards; in fact it was so low that the Bloomberg administration decided
to give the school an ultimatum. They were told to make curriculum
changes and that if the scores of the school didn’t go up they’d be
closed. The teachers made the curriculum changes, the students continued
to fail and the school was closed. The school might have had a chance if
instead of changing the curriculum more security guards had been stationed in
the hallways and in the classrooms.
The building that housed the Irving School now houses one of the
Success Academy Charter schools. That school outperforms most New York City schools. One of the reasons it
does is discipline. According to Insideschools.org, Success Academy schools are famous for a no-nonsense
attitude toward bad behavior. Defiant kids who don't obey the conspicuously
posted school rules quickly earn punishments ranging from brief timeouts to
school suspensions.
Charter schools are a way to escape poorly performing
schools. On Tuesday, June 10, 2014 a six
year old girl bought heroine
to Barry elementary school in Philadelphia.
"This school is crazy," said Ayana
Hales, a parent of students at Barry Elementary. "My kids, I want them out
of here." How does Common Core
address the problems that prevent children from being educated in that
school? Ayana
Hales has the right idea, and charters schools may be the answer for her
children.
Discipline
correlates with performance. African American and Hispanic students
have
more discipline problems than white students and
score a lot lower. American students of Asian ancestry outperform students in Korea, Singapore, Japan and Hong Kong.
U.S. whites test scores exceed those in every European nation except Finland.
It is the low scores of African Americans and Hispanics that bring the American
average down to the point where there are calls for education reform.
The Common Core curriculum is likely to reduce discipline.
The Common Core Curriculum requires that teachers teach boring informational
texts such as long
passages in EPA handbooks about insulation
levels. Jeremiah Chaffee, a high school English teacher in upstate New
York wrote that he was struck by how out of sync the Common Core is
with what he considers to be good teaching and that “Such pedagogy makes school
wildly boring.” One alarmed high-school English teacher, reporting on a Common Core training session that used the Gettysburg
Address as an example, noted that teachers were instructed to read the speech
aloud to the class not as Lincoln would have spoken it, with power and emotion,
but rather without inflection. A past president of the National Council
of Teachers of English declared herself “aghast at the
vision of the dreariness and harshness of the classrooms [the
standards-writers] attempt to create.”
Ironically, although Common Core does not prepare children for
college, its tests are difficult to pass. Marina Ratner
a prize winning professor from U Cal Berkeley became concerned about Common
Core when she saw the homework assigned to her grandson in a 6th-grade Berkeley
middle school. She wrote that Common
Core is making
simple math concepts “artificially intricate and complex with the pretense of
being deeper, while the actual content taught was primitive.”
One can see how Common Core makes simple material difficult by looking at these Common Core math
questions. Here is a video
about subtraction with Common Core. Some
Common Core math questions
are too difficult for adults with strong mathematical abilities to solve. Pressuring children to solve impossible math
questions leads to high amounts of stress and is likely to lead to mental
illness. Eight prominent principals in
New York wrote a letter to parents stating that: “We know that many
children cried during or after testing, and others vomited or lost control of
their bowels or bladders,” the letter reads. “Others simply gave up. One
teacher reported that a student kept banging his head on the desk, and wrote,
‘This is too hard,’ and ‘I can’t do this,’ throughout his test booklet.” The result of this difficulty is children losing their love of
learning. Michelle Malkin wrote
“All it takes is one photo to sum up the heartbreaking impact of Common Core.”

For
a video of a young girl’s response to Common Core click here.
Centralized
computer testing is a way to monitor and control student beliefs. If a student believes something not approved
of by the government they will get the answer wrong. This opens the door to children having to be
indoctrinated until they come up with the “right” answer. In addition questions might be raised
regarding the responsibility of the parents for their child getting the “wrong”
answer.
Susan
Kimball is a Kindergarten teacher who despite intimidation spoke up against
Common Core. Click here for a video of her
testimony.
The irony
of all of this is math related stress is that students aren’t learning to be
better at math. In the
book Getting to Know Connected Mathematics
students learn that mathematics is man-made, that it is arbitrary, and good
solutions are arrived at by consensus among those who are considered
expert. In the teachers guide in the
back it states that because the curriculum does not emphasize arithmetic
computations done by hand, some CMP students may not do as well on tests
assessing computational skills.
Why would a
book spout such nonsense? The goal of
equality comes to mind. In the brave new
world of this new math people without computational skills can do as well or
better than people with those skills.
In a phone interview with The New American, New York State Assemblyman
Al Graf, a member of the Assembly Education Committee, said
“Explain to me why a first grader has to point out ancient Mesopotamia on a
globe or explain their contributions to modern civilization — they’re
six.” Graf said: “I have parents pouring
their hearts out telling me how their kids are coming home and don’t want to go
to school anymore. I have kids that loved math and now hate math.” Some
teachers who testified, knowing that they could be putting their careers in
jeopardy, told lawmakers that they just “couldn’t sit there and let them do
this to these children.” “This is state-sponsored child abuse,” Graf said. Ironically despite all this difficulty Common
Core doesn’t even prepare children for college!
If the creators of Common Core want children to learn they should
be designing a curriculum that instills a love of learning instead of making
learning a frightening chore. If they want disciplined classrooms they
should make the material exciting. If the U.S. government wants
Americans to be more competitive on the world stage, instead of creating boring
curricula, its primary focus should be repealing laws that prevent
administrators from bringing discipline to the classroom.
Supposing a science teacher decided that the way to make curricula
more exciting is to teach how people came to discover facts instead of just
teaching facts. Lets
say he had the idea that instead of just teaching children that the world is
round one could teach them the clues that led scientists to conclude that the
world is round so that science becomes a fascinating detective story instead of
rote memorization. Similarly a history
teacher might might have ideas about how to make
history come alive in class so that students would feel they are living in the
time they are learning about and understand why decisions were made and what
the consequences of those decisions were.
Perhaps such a curriculum would create a love of learning and teach
children to think more effectively than the curriculum currently taught at his
school. With Government control they
can’t try out his ideas. Common Core
does not allow privileging background information. From the perspective of Common Core’s
creators it’s not fair that some students should be privileged with better
teachers than others.
Could
the Goals of Leveling the Playing Field be Hurting American Competitiveness?
Dr. Milgram’s statement regarding how State
Department of Educations lowered the standards of
Common Core may be surprising, after all one would think that the goal of
Department of Educations is to see to it that students
are well educated. The degree that other goals can take priority is
illustrated by the story of the Shuang Wen School and the New York Department
of Education.
Shuang Wen is located in district 1, a district with many
progressive schools with lower standards. I have included a table of
ratings by insideschools.org of the performance of school in the same district as
Shuang Wen in 2011 to show just how much Shuang Wen outperformed its peer
schools.
|
School |
Math |
English |
|
Anna Silver |
53.2 |
31 |
|
Children’s workshop |
56.7 |
50 |
|
Earth school |
67.8 |
69.5 |
|
Neighborhood school |
68.9 |
68.3 |
|
East Village |
76.2 |
77.8 |
|
Shuang Wen |
98.4 |
89.2 |
Shuang Wen was a shining light in a mediocre school district. One would
think that the city would have done everything it could to support that
school. Instead the principal of that school was investigated more than a
dozen times.
I think
that the high proportion of Chinese students in the Shuang Wen School and their
vastly superior performance compared to schools with other minority populations
sent a message the DOE did not want heard. It made the DOE look bad for
the poor performance of other schools. It also sent a message that
Chinese outperform other minorities and that didn’t fit the ideologies of DOE
bureaucrats. Since the DOE could not raise the performance of the other
schools they leveled the playing field by bringing down the Shuang Wen School.
Rather than admit that Chinese students as a whole were more hard working and
respectful of their teachers and more devoted to education than large
percentages of other minority groups, the DOE blamed Shuang Wen’s
principal for the inferior performance of the other schools of District
1. They looked for reasons to get rid of her and found ridiculous excuses
such as her reporting students attending school when they left early in the day to celebrate the Chinese New Year.
On July 1,
2011 DOE marched into the school with the police. Trinh Eng, one of the parents at the school told a
reporter what happened next.
"One
girl, entering her 8th grade year at Shuang Wen, was completely devastated.
Teachers held each other and cried," she said. "[When] Principal Ling
Ling Chou came out of the building, a thundering,
spontaneous round of applause erupted amidst of shouts of
“Thank you.”
The DOE’s
hostility to Ling Ling Chou was so great that after
parents put up a memorial poster in her honor on a wall in the school the DOE ordered it taken down.
The
principal the DOE hated so much had an extraordinary work ethic and devotion to
her school. She knew every student by name and came in on Saturdays to
tutor children who needed help. Students and teachers knew she cared
about them and that motivated them.
Two years
later Shuang Wen is still a good school but it is not the great school it was
when Ling Ling Chou was the principal.
Perhaps
Common Core could have been a great curriculum but because of the influence of
DOEs and other groups whose primary goals are not the education of our children
it is a very bad curriculum.
Is Common Core Data
Collection Dangerous?
President Obama and Arne Duncan have both said they want a cradle to career data
system tracking kids. Attitudes tracked by Common Core include:
1. Political affiliations or beliefs of
the student or parent;
2. Mental and psychological problems of the
student or the student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social,
self-incriminating, and demeaning behavior;
5. Critical appraisals of other
individuals with whom respondents have close family relationships;
6. Legally recognized privileged or
analogous relationships, such as those of lawyers, physicians, and ministers;
7. Religious practices, affiliations, or
beliefs of the student or the student’s parent
Shocked parents in Illinois were asked to complete a Common Core survey about their political
beliefs and told the Illinois review that they feared retribution against their
children if they didn’t complete the survey.
The answers to these questions are stored in a central
database. The fact that Common Core collects a lot more information than
could possibly be helpful for improving the curriculum is raising concerns that attitude modification plans of the Common Core
creators are not limited to motivating students and extend to indoctrinating
students to promote their concept of “social justice”. Dr. Shirley
McCune in a lecture to the National Governor’s Association Conference on
Education explained
the agenda.
David
Coleman, one of the architects of Common Core said he believes there is “a massive social injustice in this
country” and that education is “the engine of social justice.”
Common Core Literature and Writing books by Zaner-Bloser
teach social activism to 6 year old children in first
grade. Children are taught how to manipulate others by getting them angry
with emotional words. Reading about this I can’t help but think how the
Obama administration manipulates Americans with emotional words to get them
angry at Republicans. An example that comes to mind is Obama’s accusation
against Republicans that they were holding the government hostage when they
blocked funding for Obamacare. A similar
example of public manipulation was when the Obama administration blocked access to veteran memorials in order to make the public
angry at the Republicans.
The Common
Core approved book Barack
Obama by Jane Sutcliffe indoctrinates children
that whites mistreat black people and are racist and therefore didn't want to
vote for 'Barack', and only Barack can make the country better. The
Common Core approved book, Barack Obama, Son of Promise, Child of Hope, shows Barack
glowing with a heavenly aura.
A Common
Core lesson plan blames Islamic terrorism on low
self esteem. The Common Core approved text
book World
History devotes an entire chapter to promoting the virtues of Islam and has anti-Israel propaganda spread throughout the book. State Rep. Ritch Workman told Fox News that “kids are going to take this book as gospel
and believe that Christians and Jews were murderous barbarians and thank God
the Muslims came along and the world is great.” Pearson the largest company
producing Common Core aligned textbooks has extensive business relationships
with wealthy Islamist financial institutions. One of the publishers owned by
Pearson, Prentice Hall, puts out a world history textbook that has a 36-page
chapter on Islam but no
chapters on Christianity or Judaism.
Neil Bush (George and Jeb’s younger brother) raised $23 million from
U.S. investors and at least $3 million from Saudi interests to set up Ignite a
company that produces Common Core aligned textbooks.
William Korach,
said
in regard to Common Core that:
“This is
the end of American exceptionalism. You will not see
Alexis de Tocqueville anywhere in these materials,” Korach
said. “There’s nothing about the Pilgrims coming to America for religious
freedom – it’s not discussed. … All they say is the British colonies
‘established racial rigid hierarchy.’
“There’s
hardly anything at all about the Declaration of Independence, one sentence on
it and no explanation. There’s one phrase on Washington,” he continued.
“There’s none of the ideals motivating the Revolution … no discussion that we
believe our rights come from God and not the Crown … no mention at all of
Thomas Jefferson, Adams, Franklin, Madison or Patrick Henry. … ‘Give me liberty
or give me death’ – it’s not there.
“Instead
of [portraying] Manifest Destiny as the idea of to taking the blessings of
liberty to all peoples,” he continued, the new History Framework claims the
move West was “‘built on the ideas of white racial and
cultural superiority.’”
“There’s
no discussion of free market, world-changing inventions – no Edison, no
Vanderbilt, no Carnegie, no Rockefeller. No benefit in this history from
electricity, railroads, steel or energy,” Korach
discovered, “but there is [mandated] discussion of the Sierra Club, the
Department of the Interior and [labor and community organizer] Mother Jones.”
Terrence
O. Moore author of “The
Story Killers: A Common Sense Case Against the Common Core” wrote
that the standards take away the “great stories” of the heritage of Western
civilization and Christianity and replace them with post-modern cynicism and
political correctness. Moore wrote:
“The
Common Core is a design to smear the Western and American tradition with the
brush of sexism, racism and all the other charges we have come to expect from
the political left against this country’s long history of freedom. The Common Core is a program that directs
people to be preoccupied with only the functional aspects of human existence
and to have almost no interest in the higher aims of life.”
Terrence
Moore also wrote an article titled Hating
the Constitution 101: The Common Core on the Nation’s
Founding which shows how the texts recommended by Common Core attack the
constitution.
David
Coleman wrote a 98 page framework for Common Core history lessons. Jane Robbins wrote:
The new Framework
inculcates a consistently negative view of American culture.
The Common Core Science Curriculum teaches children that humans
are dangerous to the planet, that man made global warming is an accepted incontrovertible fact even though it is not and that
government action is required to fix global warming even though the taxes the
Obama administration would like to impose on carbon dioxide producers would
have a negligible effect on global warming but would have a devastating
effect on a crumbling economy.
There
are sexually inappropriate materials in the exemplars recommended by Common
Core State Standards (CCSS). One shocked
parent noted that one such book Dreaming in
Cuban, if filmed, would be rated R-17.
According to a September Associated
Press story, Barbara Hansen, a former Sierra Vista elementary school teacher, described the book to the school officials as “child
pornography.” “We’re bludgeoning their souls with this kind of
material. It’s debauchery, and it’s just not worthy of our students,” Hansen
said.
There is homosexual
indoctrination in Common Core materials.
Patricia Nell Warren, writing in America’s largest homosexual magazine,
The Advocate, put it succinctly: “Whoever captures the kids owns the future.”
A February
2013 USDOE report that discusses measuring student attitudes, beliefs, and behavior lists
desired competencies or improvement of attitudes such as “appreciation of
diversity” and “recognizing bias in sources.” From the perspective of the
left
wing originators of Common Core conservative view
points are biased and of course this is what children will be taught.
The Obama administration has already used the IRS to harass conservative groups,
which raises the concern that parents of children who lack sufficient
appreciation of diversity might be harassed as well. One can imagine a scenario where a child, who has some reservations about Islam, is
labeled racist and his parents are determined to be the source of his
racism. Perhaps separation of the child from the negative influence of his parents
might be seen as a solution to the problem.
The mayor of London already has called for children to be taken
away from their parents based on their political beliefs.
One of the reasons given for collecting data on student attitudes is to help
improve their motivation. Studies have shown that students from
fatherless parent families are less likely to be motivated to stay in school than those from two parent
families. If the government wants to motivate students they are more
likely to accomplish their goal if instead of collecting personal data on
students, they reconsider welfare policies that have been shown to lead to the proliferation of single parent families and
antisocial behavior.
Is
a Single Curriculum better than Multiple Curricula?
The final
question I will consider here is whether one single common curriculum is a good
idea. Students have different abilities. Some thrive in challenging
environments while others perform better in more laid back environments.
Problems of
a single curriculum become problems for everyone and there is reason to believe
that the experimental approaches of Common Core are problematic. Another
problem of a single common curriculum is that it enables indoctrination by the
Federal government on a massive scale as discussed previously. The focus
of a good curriculum should be to teach critical thinking which is the opposite of indoctrination.
How to Really Improve Education
The first and most important step for improving education in the
U.S. is reversing legislation that prevents discipline in the classroom.
Attempts to level the playing field by bringing down performance of high
achievers must be stopped. Legislators should not impose a common
curriculum that makes all schools the same. Legislators should not
interfere with school choice so that parents can use school vouchers to send
children to the best schools for their children. Legislators should
reconsider welfare policies that lead to badly behaved youth. Our
government should step back and allow the free market of education to work
without imposing restrictions on what teachers can teach and without passing
laws that make it impossible for teachers and principals to bring peace to the
classroom.
Author: Gamaliel Isaac
Related Links
Common
Core Gives New Twist to U.S. History
Common
Core only a symptom of festering disease
Critical
Thinking is Not What You Think
The
Perils of Adaptive Testing
Video:
Brainwashed 8-Year-Olds Recite Lines About “White
Privilege”
Making
Math Education Even Worse
ObamaCore Emerges As a Major Issue As Education Takes An Orwellian Turn
Parents
Taught How to Get Kids Out of Common Core
Reading
Writing and Social Justice Agitating
Pearson
Common Core expert: ‘Was George Washington any different from Palestinian
terrorists…?’
Teacher
speaks about what Common Core did to her and resigns
10 reasons
to Oppose Common Core
Parents Unload on How Common Core Hurts Kids

High School: Islamic vocabulary lesson part of Common Core standards