The International Baccalaureate Program (IB)
Why International Baccalaureate (IB) is un-American: "It is run by a non-governmental organization called the International Baccalaureate Organization (IBO) headquartered in Geneva, Switzerland. It was organized in 1968 by European diplomats who wanted their children to have a common undergraduate program. In 1996, however, IBO formed a 'partnership' with UNESCO in order to create what both UNESCO and IBO call an 'international education system.' ... One of the IB World Schools web sites defines IB as follows:
- "...IB programs exist in schools in 90 countries worldwide. Every spring, IB students around the world take identical exams on the same day in various subjects. These exams are sent to other parts of the world [after being sent to Geneva] for grading. [Grading] is based on an international standard." [This is a way to pick out tomorrow's world leaders.]
International Baccalaureate Voted Out: "IB is coming under increased scrutiny across the country, largely because it is being expanded through additional federal grant money. A recurring criticism concerns IB's promotion of the UN Universal Declaration of Human Rights. Critics point out that students are not taught nor is the public informed that Article 29 of that UN document puts the United Nations in authority over individual rights -- unlike America's founding documents, which describe individual rights as 'inalienable.' Article 29 states: 'These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.'" See The International Agenda and Trading U.S. Rights for UN Rules
Earth Charter Invasion: "...the ACLU decided to challenge the decision of a duly elected local board of education in Pennsylvania to end a United Nations-sponsored International Baccalaureate Program in its public schools that is closely linked to the Earth Charter. The Earth Charter is a New Age spiritual declaration of nature-worshipping principles for living in harmony with the sacred Earth. Its prime sponsors – former Soviet Premier Mikhail Gorbachev and Maurice Strong, one of Kofi Annan’s most trusted advisors and architect of the Kyoto Protocol – have compared the Earth Charter to the Ten Commandments....
"The following ‘principles’ in italics are quoted directly from the 'EARTH CHARTER....
The Earth Charter must be law for all countries and all peoples.'"
"THE PRIMARY YEARS PROGRAM was the last of the programs to be developed. . . It introduced new aims and pedagogy, and came to influence the programs for the Middle Years and Diploma as it provided methodology to encourage students to be critical thinkers, beginning at the earliest ages." (p. 2)
[MIDDLE YEARS PROGRAM:] "Eight subject groups are meant to be integrated through central issues relating to the environment, community and service, examples of human ingenuity, health and social education, and recognition of the different ways individuals learn." (p. 4)
RE: IB Diploma Program:
"Because most students choose only one of the [Group 3: Individuals and societies] courses, they might never study history at secondary level. A school might not offer history at all, or it could choose to offer it as an alternative in Group Six....
"The new history guide for the course that will be implemented in 2008 for first examinations in 2010, now includes Islamic History, which previously was a separate subject...." (p. 7)
RE: Subject content in IB History:
For Route One, the choices for Paper One involve limited studies of either the rise and spread of Islam, or the Medieval Kingdom of Sicily. For Paper Two, the topics involve comparative studies of Europe and the Islamic World during what Europeans call the Medieval Period. Paper Three comprises case studies on three of the following topics:
(1) Christianity c500-1300;
(2) The Fatimids 909-1171;
(3) Monarchies in England and France 1066-1223;
(4) The Crusades 1095-1291;
(5) The Mongols 1200-1405;
(6) Muslim, Christian and Jewish interactions in Spain 711-1492;
(7) Emperors and Kings 1150-1300;
(8) Late Medieval political crisis 1300-1485;
(9) 14th Century famine, pestilence, and social change;
(10) the Ottomans 1281-1566;
(11) Renaissance government and society in Italy; and
(12) New Horizons: exploration 1400-1500. As topics 3,4,7,8,9 and 11 emphasize Western Europe, a teacher or school could drastically limit study of the Islamic World...." (p 9)
Schools and teachers who select Route Two will find this option slightly Eurocentric. For Paper One, students can study (1) Peacemaking, peacekeeping--international relations 1918-36; (2) The Arab-Israeli conflict 1945-79; or (3) Communism in crisis 1976-89. The areas likely to appear on the examination for (1) are Wilson and the Fourteen Points; the geopolitical and economic impact of the treaties on Europe; the establishment and impact of the Mandate system; enforcement of the provisions of the treaties; US isolationism; disarmament conferences; the League of Nations, the absence of major powers in the League, the principle of collective security, and attempts at peacekeeping (1920-5); the Ruhr Crisis; Locarno; Depression; failure of collective security in Manchuria and Ethiopia. Topics in (3) include China, the Soviet Union, Poland, Czechoslovakia, and the Fall of the Berlin Wall. Only Ethiopia appears from the vast African continent. The Americas, except for United States' isolationism, appears not at all." (p. 9-10)
Footnote: 1. Dennis Laurence Cuddy, Ph.D., Chronology of Education With Quotable Quotes (Highland City, FL: Pro Family Forum, Inc., 1993), page 7. More information here: Tax Exempt Foundations: The Enemy Within.
The excerpts from "The Structure of World History in the International Baccalaureate Program (IB) were sent to us by Debbie Niwa, an insightful researcher. Thank you, Debbie!
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