Runaway Slave: A Documentary All Americans Should See

by Andrew Palmer

I was recently browsing recommended titles on Netflix and was excited to see that Runaway Slave was available to stream. If you are not familiar with the movie, I would encourage you to check it out. runaway

This documentary stars Reverend C. L. Bryant as he treks across the country looking at the entitlement society that America has created. The overarching message in the movie is that we have made great progress on slavery based upon race, but in many parts of the country we have replaced that racial slavery with a slavery of the mind. Inside of the criticism of the entitlement society is a brave look at racial issues that all Americans need to talk and think about.

Here is a preview:

 

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Workers of the World, Your Rights!

By Larry Sand (follow on Twitter)
UnionWatch

LOS ANGELES – Unknown to many employees throughout the country – especially in non-right-to-work states – they have a right to not belong to a union.

This year, June 23rd – 29th is being dedicated to informing America’s wage earners of their union membership options. This project, National Employee Freedom Week (NEFW), is spearheaded by the Nevada Policy Research Institute (NPRI) and the Association of American Educators (AAE).

The idea for this undertaking came about in the summer of 2012 when NPRI, a non-partisan think tank based in Las Vegas, launched a small-scale campaign to let local teachers know that they could opt out of their union, the Clark County Education Association, by submitting written notice from July 1st to July 15th.

The reaction was stunning. Teachers thanked NPRI for sharing that information. Hundreds of teachers wanted to leave CCEA, each for their own unique reasons, but didn’t know it was possible or forgot because of the narrow and inconvenient drop window. Empowered by the information NPRI shared, over 400 teachers opted out by submitting written notice and over 400 more left CCEA and weren’t replaced by a union member.

The U.S. is comprised of 24 “right-to-work” states which grant workers a choice whether or not to belong to a union. In the other 26 and Washington, D.C., they don’t have to belong but must still pay the portion of union dues that goes toward collective bargaining and other non-political union-related activities. The dissenters who select this “agency fee” option typically do so because they don’t like that about one-third of their dues goes for political spending. Even though over 40 percent of union households vote Republican, over 90 percent of union largess goes to Democrats and liberal causes. (There is an exemption for religious objectors; if an employee is successful in attaining that status, they don’t have to pay any money to the union, but must donate a full dues share to an approved charity.)

As president of the California Teachers Empowerment Network, I am well aware of teachers’ frustrations. We have been providing information to educators about their rights since 2006, and thousands have exercised their right to resign from their teachers union in the Golden State. It is important to note that different unions in different states have specific opt-out periods during which a worker can exercise their right to leave. In many states, one not only has to resign, but also must ask for a rebate of the political portion of their dues every year during a specified – and frequently very narrow – window of time.

To be clear, NEFW is not about denying anyone the right to belong to a union, but rather about letting employees know their options and providing them with facts that they can use to make an informed decision. Unions are threatened when workers choose to opt out, and typically accuse dissidents of being “free riders” or freeloaders. But, if employees don’t want the services that the union has to offer, they have no choice but to accept them because the union demands exclusivity. As I wrote recently, quoting Heritage Foundation’s James Sherk,

Unions object that right-to-work is actually “right-to-freeload.” The AFL-CIO argues “unions are forced by law to protect all workers, even those who don’t contribute financially toward the expenses incurred by providing those protections.” They contend they should not have to represent workers who do not pay their “fair share.”

It is a compelling argument, but untrue. The National Labor Relations Act does not mandate unions exclusively represent all employees, but permits them to electively do so. (Emphasis added.) Under the Act, unions can also negotiate “members-only” contracts that only cover dues-paying members. They do not have to represent other employees.

The Supreme Court has ruled repeatedly on this point. As Justice William Brennan wrote in Retail Clerks v. Lion Dry Goods, the Act’s coverage “is not limited to labor organizations which are entitled to recognition as exclusive bargaining agents of employees … ‘Members only’ contracts have long been recognized.”

As Sherk says, while unions don’t have to represent all employees, they do so voluntarily to eliminate any competition. So instead of “free rider,” a better term would be “forced rider.” Teacher union watchdog Mike Antonucci explains,

The very first thing any new union wants is exclusivity. No other unions are allowed to negotiate on behalf of people in the bargaining unit. Unit members cannot hire their own agent, nor can they represent themselves. Making people pay for services they neither asked for nor want is a “privilege” we reserve for government, not for private organizations. Unions are freeloading on those additional dues.

One final thought: If unions are so beneficial for workers – as they keep telling us – why must they force people to pay for their service?

I never have received a response to that question. Maybe because there is no good answer. Something for all of us to ponder during National Employee Freedom Week.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network– a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

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Unwrapping New York State's New "Common Core" Tests--Its Contents and Costs

Reblogged from Andrea Gabor:

Five years ago, I found myself drafted onto a New York State Department of Education committee charged with revamping the English Language Arts standards. As a journalism professor at Baruch College/CUNY, I had the non-fiction expertise that were seen as so important to developing the new standards. Although I had no experience in public schools, I was on the receiving end of the abilities and deficits of kids graduating from the city’s high schools.

Read more… 2,293 more words

We have no idea what Ms. Gabor's political ideology is, but this is an outstanding, thoughtful analysis of the Common Core tests that were given in New York this past year. It does appear the concerns about non-fiction being pushed into English Language Arts is being reflected in the testing. The Common Core assessment train wreck is fast approaching. It is our hope that parents of all political ideologies consider pushing their children to refuse to take the Common Core assessments. Imagine just ten percent (or more) of students across this nation telling their test proxies that they will happily sit their quietly, but they will not answer the assessment questions.

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Assessment, Data, and Cognitive Dissonance

by Andrew Palmer

I have been reading So What do They Really Knowby Cris Tovani. It is a great book. In it, Tovani offers a very useful assessment tool called annotation. The idea is that you have a student mark up the text with their thinking as they read. They can write directly on an article or they can record their thinking on post-it notes about a text that they cannot write on. Annotations involve the student expressing an opinion, asking a question about the text, recording a reaction, making a connection, or predicting what might happen next.

As I was reading (and annotating), she made a great point and something that continues to bug me about the mindset of educational assessment in this country. Especially the mindset of those that are not educational practitioners (in other words, foolish politicians and billionaires who think they know something about what happens in a classroom).

Tovani writes:

“I am a skeptic. I distrust outsiders who barge into my classroom, data in hand, making judgments about students they’ve never met. When data from the district and state level doesn’t jibe with what I know about my students, I am driven into a state of cognitive dissonance, often trying to rationalize why the learners in my class didn’t do as well as I think they should have. Teachers often experience a state of cognitive dissonance to examine data they don’t trust. Some react with anger or denial. When teachers don’t trust the data, they don’t use it to inform instruction or enhance student performance.”

This is the problem with the fools that run around claiming their new and precious Common Core assessments will tell me some grand thing about my students. These new assessments, just like the current standardized assessments in every state will not be embraced by teachers, students, and parents. Instead of creating useful data that actually drives better instruction, they will just be another thing that drives them into a state of cognitive dissonance. Students will hate these tests just as much as they hate current state assessments. Student buy-in to an assessment is based upon the reality of prompt, and meaningful feedback. These tests will not provide that data to the child or the teacher. They will waste millions of dollars and create more problems in our public education system.

Of course, that is not really the point, is it? These new tests are more about controlling education from a national level than doing anything to help teachers and students improve.

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Schools for Subversion: How Public Education Lays the Foundation for University of Radicalism

H/T to Mary Grabar of DissidentProf.com

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January Black by Wendy S. Russo

by Andrew Palmer

When I started the book reviews here on Conservative Teachers of America, there was a specific type of book that I had hoped to be able to find and promote. It is a book that takes the ideas of freedom and liberty and packages it in such a way that a young adult would not realize that they are being taught those values. I am happy to report that I have found such a book with January Black.

This book started off with something extremely rare in young adult literature. Russo states on the dedication page, “Finally, I would like to thank the US military (and their families) for their service and sacrifice to defend our Constitution. Without you, I wouldn’t have had a story to tell, or a voice to tell it.” Rarely do you find young adult authors that could even tell you what the constitution is, let alone actually understand that it matters.

JanuaryBlackJanuary Black is Wendy S. Russo‘s first novel and it is published by the boutique fantasy/science-fiction publisher Crescent Moon Press. Russo is not a professional author and according to her website, she “works for Louisiana State University as an IT analyst. She’s a wife, a mom, a Tiger, a Who Dat, and she falls asleep on her couch at 8:30 on weeknights.”

January Black is a dystopian future science-fiction novel that centers around the main character Matty Ducayn. Matty is expelled from school early in the book. He is given a chance by King Hadrian to answer a question and earn a master’s diploma. The problem for Matty is that the answer to this one question (What was January Black?) will affect everything he believes about the society he lives in and his own family history.

Russo does a lot right with this book. One of the things that I love about her writing is how she slowly reveals the plot to the reader. Every time you uncover something new, the story develops a new layer of mystery. I especially enjoyed how the constitution and the ideas of liberty that founded our nation exist in the background as Matty unravels the mystery behind the question he must answer. There is just enough here to get a high school aged reader curious and asking questions of his/her own about our country’s history.

I would recommend this book for mature high school readers and above. The main characters are around 18, and there is a little bit of sexuality in the story. I have no problem with this, and I was actually quite impressed with how it was handled. We live in a society that teaches young adults that the only purpose of sex is physical pleasure. They are told through multiple mediums that there is no greater meaning attached to the act. The message that rages throughout popular culture today is that there is little value in a committed monogamous relationship. Not so in this book. Teens are presented with a completely different message about the topic. It is a message that I would want my son to be exposed to when he is old enough.

Russo really impressed me with this novel. I was left hoping that this would be turned into a series because I want to know what happens next. We need more author’s like Ms. Russo in young adult literature. Ms. Russo…less sleep, more writing, please!

Buy a copy of January Black in our Amazon Store!

 

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The Incomplete Constitution

by Charles Cooper

The Constitution is the greatest protector of rights ever penned by man’s hands. Simply by being a written Constitution, the document professes to be a touch-stone of liberty. Like a rule book, if you want to know if someone is cheating in the game of government, you simply read the rule book. Further, the genius that the American Founders invested into the U.S. Constitution becomes more and more apparent the closer it is scrutinized. The executive is the only nationally elected office, the Senate originally represented the states, and the House represents the communities within the states. Each level of the American experience is represented in our national government. The staggered elections of two, four, and six years keep emotion from seeping into the machinery too quickly. The list of wonderful mechanisms literally goes on and on: checks and balances, federalism, the amendment process, etc. incomplete constitution

There is a glaring and often overlooked weakness or absence, however. Even before the attachment of the Bill of Rights and certainly after its inclusion, the U.S. Constitution claims/ed to protect individual rights. At the core of this venerable document the most important term, “right”, remains undefined. In other words, the U.S. Constitution claims to protect “rights”, but does not define the term. So, one can ask, what exactly is the Constitution protecting?

To answer this question we must return to its inspiration; its spirit.

The Declaration of Independence does outline and establish an understanding of the term “Right”, but it will take more than a simple pedestrian effort to fully understand what Thomas Jefferson and, by extension, the Founding generation meant. The Declaration has embedded within it a deep, complex teleological argument thousands of years in the making.

As Jefferson states in his May 8th, 1825 letter to Henry Lee, the Declaration’s authority rests on such things as the conversations of the day as well as the teachings of philosophic figures such as Aristotle1 . To flesh this out, let’s unpack one seemingly simple part of the Declaration of Independence: Life, Liberty and the Pursuit of Happiness.

The Declaration states that “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness.” A useful “trick” I use when unpacking text I am familiar with is to walk, roughly, in reverse through the sentence or argument. So, in this case, we notice that our list of rights is categorized as “unalienable Rights” and that is prefaced by the word “among.” This denotes that there are more Rights that we are born with, but for some reason Jefferson (and by extension, the Founders…it was a unanimous vote to approve the document after all) have decided to rest on these three. There is a larger pool of other rights out there, but these three are crucial2. We must excavate via questions.

First, “Why these three?” These three rights, taken as a whole, define what it is to be a human being. To clarify what I am getting at, let us make a list of things that possess the first attribute “life”: broccoli, dogs, trees, humans, and squid. All of these things are alive. Now let us throw in the next right that is mentioned: liberty. Life mixed with liberty strikes broccoli and trees from our list since they do not have locomotion. So far, dogs, humans and squid have made the cut. Add to this list, finally, the right to pursue one’s Happiness. Do dogs, humans, and squid all have the ability to pursue their happiness? In what way is “Happiness” used in this document? Further excavation is necessary.

John Adams writes “Upon this point all speculative politicians will agree, that the happiness of society is the end of government, as all Divines and moral Philosophers will agree that the happiness of the individual is the end of man.” The Virginia Declaration of Rights states that when men enter into a social compact they cannot give up certain rights. The last few rights mentioned are Happiness, property, and safety. “Happiness”, contextually speaking, cannot simply be dismissed as feeling safe or the acquisition of property. Finally, we find “Happiness” mentioned in George Washington’s First Inaugural Address when he says “there is nothing more certain in the economy of the universe that there exists an indissoluble union between Virtue and Happiness.” Virtue is the highest goal a human can pursue. The highest good is the right use of reason and that entails the pursuit of the good life. The pursuit of morality, then, is the pursuit of the highest happiness. Of course, there is a material aspect to this pursuit. But the pursuit of happiness does not end with the purchasing of a house or collecting a pile of apples3Declartion and Constitution

To put it another way, the use of reason establishes a hierarchy of Happiness and shows that material happiness necessarily fades. The pursuit of Happiness is the pursuit of the most permanent and highest of “happinesses”. In short, the pursuit of Happiness is pursuit of the Summum Bonum, the Highest Good. As such, it must be a lifelong pursuit that quite possibly never is achieved. As a pursuit, it is not a guarantee of happiness, but an allowance for the ability to chase after goals established by your interest in perfecting Virtue. It is the chasing after of the ultimate perfection of the human project. Since the use of the word “pursuit” admits, at the very least, a difficulty in the attainment of the goal then perhaps the pursuit of the Good may be the next best thing to the actual attainment of the Good. In an Aristotelian4 sense, “Life, Liberty, and the pursuit of Happiness”5 defines the proper human life.

Finally, squids and dogs fall off of our list.

So, as we understand the definition of Happiness we come to understand the Declaration of Independence, the Constitution and, by extension, the American Political Project begun by the Founders.

Man is the only animal created to use his life in pursuit of a moral/virtuous end. Government’s job is to get out of the way and allow man to “find himself”, as it were. Government’s duty is not to establish the Happiness of mankind, but to let man establish this for himself as much as this is possible within civil society.

Tying all this back together, Natural Rights are a reflection of the self-evident truths we find in a Nature that was Created by Nature’s God and ruled over by the Supreme Judge of the World. The “rights” that the U.S. Constitution claims to protect are not all social agreements or local/regional wants. The fundamental ones are aspects or characteristics of human beings that, if absent, would reduce man to animal and give credence to the Machiavellian formulation of government.

The denial of a “Natural Right” is the denial of man as man. By extension, it is the denial of the right order of the universe. This is why slavery (or any other denial of Natural Right) is such a horrendous act6.

A more perfect union is possible when the Declaration is allowed to inform and make more complete the original intention of the U.S. Constitution7.

—————————————————————————————————————

[1] For a full search into this topic visit The Founder’s Constitution at http://press-pubs.uchicago.edu/founders and search “Happiness and Virtue” or “Aristotle”.

[2] Compare this to the purpose of the 9th Amendment as well as the first paragraph of the 14th amendment which was loosely based on Bushrod Washington’s list of rights in Corfield v. Coryell.  Corfield v. Coryell was, in part, a brief attempt by Washington to make a list of some of the many Natural Rights “out there.”

[3] Read John Locke’s Second Treatise on Government, Chapter 5 Section 46: John Locke states that man can use his labor plus what he finds in nature to satisfy his needs and establish private property.  Private property ends, though, when he acquires too much material to be used effectively and puts others at a disadvantage.  However, in “the state of nature” there is no government to regulate this greed and, so, this pile of rotting apples is, effectively, ill used private property.  To see a different take, read Plato’s Republic and Socrates’ claim that only those who can effectively use property should be allowed to “own” it.  Socrates might say that the pile of rotting apples should have been distributed by someone to those who did not have apples.  The point here being, “Happiness” is not simply acquiring property as some assume simply because Jefferson borrows from Locke’s “Life, Liberty, and the pursuit of property.”

[4] Aristotle’s Nicomachean Ethics Book I

[5] Compare this ordering of Rights with the Vietnamese Declaration of Independence to see how a reordering of fundamental rights can undermine the sanctity of the individual.

[6] For a further example, take a look at Jefferson’s use of the word “Men.”  He means the Declaration to apply to ALL HUMANS.  Look further in the document and you’ll see “governments are instituted among MEN”.  Unless you’re willing to claim that only white males lives under governments, contextually, at least,  you’ll need to admit that all human beings and “MEN” are the same thing.  Further, take a look at the paragraph where he complained about the keeping open “a market where MEN are bought and sold”.  Again, women and children were sold into slavery, not just males.  “Men” have rights, which is to say, all human beings are born with rights.  Bad government and bad laws take these rights away, not Nature or God.  There are no classes of men.

[7] Finally, the U.S. Constitution is dated from the signing of the Declaration of Independence.  The Constitution can be seen as a fleshing out of the Declaration in this respect.

*Charles Cooper (@Thrasymachus) works at Northwest High School in Justin, Texas.  He teaches college and regular ed. government and was awarded the 2012 Humanities Texas Teacher of the Year Award.

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