A Sampling of Concerns Reported...
CQE removed a previous example that had been posted from a World Literature class because we believe a more earnest effort will be made by the educator to comply with the controversial issues policy as established by our district.
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EXAMPLE #1
During the October 11, 2006 national radio broadcast of the Michael Medved show, "Chuck" calls in. Some who have heard this exchange think this "Chuck" is a district administrator, you listen and decide what you think of his logic and personal rant against parents who are concerned about decency in District 214.
Listen to Chuck. Click here!
FYI, Chuck...Dr. Hugh Ross (a world renowned scientist who has been an invited speaker to over 100 national and international non-sectarian universities) gives great scientific evidence for intelligent design.
Click here to learn more about "Reasons to Believe"
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EXAMPLE #2
"Root of All Evil - Faith is a Virus" by video shown to World Literature Classes for Sophomores
Click here to listen to the video for yourself.
Read World Net Daily's article on Richard Dawkins presentation.
Click here to read about Richard Dawkins.
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EXAMPLE #3
My student came home “freaked out” from what she had seen in her English class. She described a clip from the R-rated movie “Hedwig and the Angry Inch.” A transvestite was singing about the beginning of the Greek gods. Do we really need a transvestite singer relaying this information to our children? Absolutely not!!
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EXAMPLE #4
Hersey parent's concerns:
* A teacher with very strong viewpoints about the Iraq war imposes them onto his/her students.
* The Catholic Church is to blame for poverty and overpopulation due to their stance on abortion.
It is also understood that his same class watches a film on botched abortions that can be extremely graphic. Is this an effort to promote legalized abortion?
Click here to read this parent's narrative.
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EXAMPLE #5
Too many full length R-rated movies are shown too often. My student saw the R-rated movie, “Blade Runner” in its entirety over a span of two class periods. A topless woman appeared in the movie and was shown to the students. According to the controversial issues policy of District 214, the teacher is suppose to give the parents “permission slips” before showing any R-rated movie. The teacher did not send any slips home. The “permission slips” would have been signed by parents to DENY their student permission to view the movie. Policy is not followed all the time and/or students do not make it home with these permission slips. Permission slips should be like those sent home for a field trip. Parents should sign if they WANT their student to see R-rated movies. Even better, let’s have higher standards for instructional materials that are not offensive, yet accomplish the same intended educational objectives.
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EXAMPLE #6
Click here to read the Bitch Manifesto that was part of the Contemporary American Text class at Hersey as of a few years ago.
Again, what exactly is the educational objective here? Is this really what our students need to read in order to succeed? Or, is this just a way to get the attention of the students, because without this type of edgy material, perhaps the educators cannot seem to engage them.
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EXAMPLE #7
My student read the alternative book for “A Time to Kill.” She did not need to be reading about a violent rape, topless bars, or the conveyance of drinking and driving as okay to do. My student was ostracized from the classroom for picking an alternative assignment. The class discussed their book and took a test. My student had to write an essay. This is an unequal assignment and drawing attention to my student. How about equal opportunity education that all students can take part in? Due to several complaints about this objectionable book, it has been removed from the summer reading list.
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EXAMPLE #8
Click here to take the Homosexuality Test given in Contemporary American Text class.
Someone started to answer the questions and thought better of it. What did the teacher give as the correct answers? Were the communities standards considered? Were all families values respected or were some of them undermined? Why is this topic covered in this class and is there more than one viewpoint that is expounded upon? Again, what is the educational objective with this test?
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There are more examples, and as time permits, they will be posted. If you have a concern, we strongly advise you to address your child's teacher. We also ask that you keep CQE in the loop and let us know. By compiling these concerns in one place, parents are better able to understand what is going on in their students' classes. |
