UPDATE: 5.24.24
5.20.24 Hearing video, written testimony, response to District comments
Evidence/testimony
Nassau County School Board
Textbook objection hearing
May 20th at 5:00 PM
at 1201 Atlantic Avenue, Fernandina Beach
This is testimony & evidence that Jack Knocke, Executive Director of Nassau Citizens Defending Freedom plans to present to the Nassau County School Board at the May 20 textbook objection hearing. (Tentative date) Citizens are able to also share their observations and objections with the school board in as the school board seeks to make a decision to adopt or reject this textbook and the entire line of SAVVAS Learning LLC textbooks.
Presenter:
Jack Knocke, Nassau County Executive Director
Citizens Defending Freedom
Today’s issue is a continuation cleanup of woke, DEI, racist content in our public schools. The woke, Marxist, communist, cultural transition forces are in our textbooks and the online dynamic integrated interactive materials to which these textbooks are linked.
Today, Nassau CDF comes before the board and the citizens of Nassau county to identify a specific SAVVAS World History textbook that is so concerning that we are asking for this textbook and the entire SAVVAS Series of textbooks being proposed to NOT be selected by Nassau County Schools.
As noted in our objection form, based upon research, Nassau Citizens Defending Freedom objects to all of the SAVVAS Learning, LLC textbooks due to specific textbook content, dynamic online integrated interactive materials that do not appear to have been reviewed, SAVVAS/Pearson Social Emotional Learning (CASEL.org) relationship, and Pearson alignment with Gender Spectrum Symposium and their family of transgender advocacy and indoctrination organizations.
The objections relate to inappropriate, inaccurate, and non-scientific information being presented as scientific fact in order to confuse, manipulate and indoctrinate students into woke social and political ideologies.
Tonight’s Decision
You may have been advised that this decision is seemingly small, being brought by a resident-not even a parent of a Nassau Student, a long-shot request. I beg to differ. This is a huge decision for the children of the Nassau County School District. They are depending on this board to decide if these textbooks, are suitable to teach our children. You may say “teachers can ignore the textbook and certain sections when teaching, so it’s OK.” You may say “the issues identified have been approved before, so it’s OK.” You may say “the books are on the state approved book list, so it’s OK.” You may say that the Superintendent and the District Review Committee presented them, so it’s OK. But, it’s NOT OK and if you have read the objection and the detailed materials provided, you know in your heart that it is not OK. Look at the evidence presented today objectively. The buck stops here with this School Board. That is why we are here. This is a consequential decision for our children.
When I led teams in business, some managers would bring me a report or a decision and they would say “this is always the way we have always done it.” My response was always “that’s a bad answer”. This is YOUR job now. Your decision to make. Your analysis to depend on.
Don’t ever make a decision because someone else said “we have always done it that way”, “this decision cannot be changed”, “this is inconsequential”, “it does not really matter”. Every decision matters, and I ask you to consider the facts carefully. This is a hugely important decision. Please consider the facts, consult your constituents, consult your grown children, consult state resources and pray.
Pursuant to s. 1006.28, the “district school board are responsible for the content of all instructional materials and any other materials used in the classroom” whether or not it was adopted by the state board of education, whether it was approved by a committee, whether it was recommended by teachers – they have not seen this evidence – you see it today. We all know how much time teachers have to review a 1000+ page textbook – not much. The online materials – almost no time, if any.
The textbook cover is presented as evidence. One of our reviewers pointed out and you can see here that the cover of the book does not fairly represent all races in America. The largest race in America is conspicuously missing.
A key word on the cover is “interactive”. This is not just a textbook before you for approval. The interactive dynamic online integrated resources referenced in this and all SAVVAS textbooks is a deeper dive into nefarious content that may not have been reviewed in violation of Section 1006.283 (2)(b)(8)(a), but will be presented to students as a part of the major tool of instructional materials. This interactive content is critical to the entire textbook as indicated by its inclusion on the word interactive on the cover.
The specific textbook reviewed and objected to is Savvas World History Interactive from SAVVAS Learning Company LLC for classes 2109310/2109320.
| World History/World History Honors | 2109310/2109320 | Savvas Learning Company LLC | Florida World History Interactive, Regular & Honors (Course Group) | savvas.com/FL-HS-WorldHistory |
First, I will delve into the specific objections that were found on specific pages of the textbook.
Hominids
Flipbook page 87, Textbook page 5, Hominids, supposed early humans (Lucy) living 3,000,000 years ago? A hominid? Millions of years ago? This entire section is lacking in scientific, verifiable facts. There are absolutely no scientific facts to prove these statements. In fact, the text states that this was “invented/discovered” in around 1950. There are no proven scientific techniques that have been verified to accurately test and verify bones, rocks or other things that go back tens of thousands of years or even millions. It is all made up. There are only theories that are unproven.
Yet, it is being presented as scientifically factual. The evolutionary theories presented in these educational materials fly in the face of Judeo-Christian values taught to our children at home and in our houses of worship. The objective of this content is to create a clear divide between parents/churches and children. Obviously, parents and churchs are wrong because schools are to be trusted. S. 1006.31 (2) (b) requires only inclusion of materials that accurately portray, whenever appropriate, humankind’s place in ecological systems”. The above materials are not an accurate portrayal. This is a completely erroneous conclusion presented as scientific fact.
We have the opportunity to NOT perpetuate a lie to our children that is presented as fact. If you google, “how the world was created” you will see articles from NPR, National Geographic, universities, these articles refer to the “myth of creation”. Google queries state that these myths presuppose the existence of some kind of divine or absolute power. We are asked to trust the science. You decide who we should trust.
Industrial Revolution – Communism/Darwinism
Flip page 522 text page 440 – Since when are the most notable issues of the industrial revolution the Communist Manifesto and Charles Darwin’s Origin of Species? See the graphic in your notes. These are obviously two of the most notable Marxist/Communist happenings that the authors of this textbook want children to think are important. Because these notable events are so important, the textbook must present them for study under the guise of Industrial Revolution. How do these two events play a part in the industrial revolution? There is nothing industrial about either of them. Maybe the authors seek to present them as the beginning of a “revolution”. Communism as a political movement defined as being devoid of God. Darwinism suggesting that man evolved from apes rather than were created by God as our American founders codified in our founding documents in the 1700s. Did capitalism contribute more to the industrial revolution?
Why would the authors, insert a communism and a debunked book on evolution in the Industrial revolution? It seems that the objective of this content is also to create a clear divide between parents/churches and children.
Referenced resources – WRI
On textbook page 918, (flip book page 1000) students were asked to use a report from World Resources Institute (WRI) (formerly The New Climate Economy). Globalist reporting claims fossil fuels are the root of “climate change” and goes on about international globalist initiatives to eliminate fossil fuels. This is not accurate or scientifically proven information but is sourced from International NGOs supporting globalist policies. Facts and figures should be presented in textbooks and not politically charged, globalist political policies.
WRI supports calls for “Climate Action and Justice” . These globalist, extremist groups seek to create activists as a part of educating children. If one looks at the relationships of organizations like WRI, the trail leads to radical global climate organizations and then to extremist organizations, for example, supporting Palestine. One simple dynamic link can go down a rabbit hole that students should not be led down. Of course, all of the internet is available for searching. But should our school textbooks provide a direct guided tour from supposed credible sources into climate change theory and globalism? When we allow textbooks to normalize various activist ideologies such as climate change or globalism over American ideals, we are allowing these publishers to undermine our kids and the truth. In the words of one of our reviewers, “this is political indoctrination in a textbook.”
Manipulation of the “energy” discussion
Flippage 564 (Text page 482) creates an interactive study into energy today.
The title is Take Action by Learning about Energy Sources. Question is “As the Industrial Revolution showed, inexpensive energy sources are vital to economic growth. What new forms of Energy might drive the economy of the future? Choose from Solar, Wind or Electric energy.“
This is a total manipulation of the discussion of energy. Why no reference to abundant fossil fuels, clean nuclear energy, water energy (dams) three of the most popular, economical, and efficient energy sources today. This exercise seeks to indoctrinate children into the climate crisis discussion pointing them to less efficient, more costly, and in some cases more negatively impacting the environment sources of energy. Giving only supposed “green energy” options focuses their study away from economical, clean, popular energy sources.
Dynamic Online integrated interactive materials
The textbook name is World History Interactive. The SAVVAS interactive strategy starts in their elementary school social studies materials “myWorld Interactive K–5 social studies encourages students to explore their world, expand their thinking, and engage their college, career, and civic awareness.”
This is a critical component of our complaint because these online materials that are integrated with the textbook and interactive for students were not initially available for community review in violation of s. 1006.26 (2). Access to some of the resources is still not available as of May 9th. If that is the case, how did teachers review the online materials? A special request was required and provided after the review period had closed to get access to the online materials.
According to SAVVAS, social studies curriculum and Digital History Curriculum is defined as “Discover our K-12 inquiry-based social studies curriculum, promoting democratic values, community, and cultural diversity…Our social studies resources and digital history curriculum are grounded in a deep understanding of civic ideals and practices, active citizenship, and global conversation.”
According to s. 1006.26 (2), the online digital integrated interactive resources are integral to the SAVVAS textbook and education curriculum. The online digital integrated interactive materials serve as an integral part of the major tool for instruction of the subject and therefore MUST be available for complete review by teachers, parents and residents.
Access to the Online materials requires each student to have and use their cell phone to take a picture of the page with the symbol in order to view the online materials. Online materials are not available via a computer or laptop because of this feature. (Or at least I could not figure out how) When Florida and US legislatures seek to limit mobile phone social media usage, this textbook is connecting the mobile phone to the textbook. Is that a wise “enhancement” to education?
SAVVAS Digital Library promotes “Comprehensive prebuilt lesson plans for popular titles give teachers everything they need to guide classroom discussions around inclusion and acceptance.” Acceptance of what? None of this material has been reviewed.
SAVVAS history interactive states “History is more than the story of past events—it’s the chronicle of people, their decisions, emotions, and viewpoints. Our award-winning U.S. History Interactive brings a modern lens to history”… “U.S. History Interactive renders key historical moments relevant to 21st Century students through multiple perspectives; engaging primary sources, background reading, and immersion-based activities.” When and how were these materials reviewed. Access and review notes suggest that there was minimal if any review of the online materials.
One specific example of online materials is..
ONLINE LINK Flip book Page 590 . text page 508 link. This is a link to a video that starts out …
Nationalism broke apart many empires in the 1800s, but it also served to unify one very powerful country, Germany….
This sounds like a statement that undermines nationalism and the concept of a sovereign nation. This also links the word nationalism to German Nazis. That is subtle and concerning statement.
A vendor partner of SAVVAS Realize is “Knewton”. Knewton is an AI Company (Artificial Intelligence).
This partner’s algorithms are incorporated into the textbooks online resources. Has anyone looked into the AI component of tracking students activities, directing lessons based on AI tracking, storing data on the students and sharing that data with third parties?
From SAVVAS Realize TERMS OF USE
Additionally, some Company products delivered via the Service utilize an adaptive learning algorithm provided by Knewton, a third party. By using the Service, you consent to the Knewton terms of use, found here.
Knewton’s (Wiley) terms of service
We are continuously changing and/or updating the Knewton Online Courseware…. Accordingly, we may add or remove functions, features or Content from the Knewton Online Courseware at any time
The Knewton Online Courseware enables Educators to submit content (including, without limitation, any textual, graphic, audio or video content) to the Knewton Site and make available for users within the Knewton Online Courseware… We have no obligation to preview, screen or monitor any Educator Content that may be submitted by any user”
In order for you, your teacher and your institution to use and fully benefit from the Knewton Online Courseware, Wiley needs to receive and store information from you regarding your interactions and performance when interacting with the Knewton Online Courseware… This Usage Data is automatically collected, stored, used and shared by Wiley… As part of our relationship with you, Wiley will also create and maintain a personalized learning history based on your Usage Data and personal identifiers you have provided”
An article referencing Knewton and their technology expands on the AI tools employed by Knewton.
As AI takes on more routine tasks, educators will pivot towards placing increased emphasis on social-emotional learning (SEL). They will become pivotal in nurturing skills such as empathy, collaboration, and resilience — attributes crucial for success in our rapidly evolving world.
Because of the prescribed adoption policies at the State and this School District, there is not enough time to review all of these dynamic online integrated interactive materials, identify offensive content, report objections and address materials for this adoption cycle. Additionally, as noted previously, these materials can change dynamically – by the vendor or third parties. Do we really want our textbook materials changing dynamically – without review?
Information regarding access to the online materials was not provided with the notification of flipbook textbook assess possibly in violation of s. 1006.26 (2). There is also a question as to whether teachers (or any prior reviewers at the state) reviewed these online materials.
The Pearson/SAVVAS publisher guidelines and goals
In 2021, Pearson released guidelines to specifically address systemic racism in education. Do you believe our school system in systemically racist? While the textbook may not overtly reference systemic racism, online dynamic integrated interactive materials can easily do so. Subtle content can also reflect these corporate guidelines.
These guidelines are in direct opposition to s. 1003.42(3). “(a) No person is inherently racist, sexist, or oppressive, whether consciously or unconsciously, solely by virtue of his or her race or sex.” If the assumption of the Pearson/SAVVAS guidelines is that there is “systemic racism” in education and their guidelines for publishing textbooks has this premise as it’s basis. How can the State of Florida and the Nassau County School District adopt textbooks with this as a predisposed basis for textbook development? The answer is: We cannot adopt these textbooks.
Pearson Releases Race and Ethnicity Editorial Guidelines to Address Systemic Racism in Education (Their title, not ours) 2.25.2021
The guidelines will inform Pearson’s broader Global Editorial Policy that will be re-released later this year with enhanced standards for content relating to race, ethnicity, gender, sexual orientation, social class, religion and disability.
Specifically, the guidelines identify five main challenges that are commonly highlighted in academic sources including: underrepresentation of minorities, exaggerated negative associations, limited positive associations, missing stories, and the idea that disadvantages are personal, rather than systemic.
“The guidelines produced represent a cultural shift in publishing that attempts to center race and racial equality at its core,” said Dr. Arday. “Pearson’s commitment to changing the racialized dynamics of publishing and the contents of its books, speaks to a boarder need for the educational publishing industry to disrupt how bodies of knowledge are presented with regards to texts and learning resources.
Similar guidelines for content relating to gender, LGBTQ+ and disability from Pearson employee resource groups will inform the Global Editorial Policy and advance Pearson’s commitment to being a fully inclusive and diverse organization that reflects the communities it serves. Link to full article
Pearson/SAVVAS’ goal of “Cultural Responsive Learning” is centered around Social Emotional Learning (SEL) as a core tenant of their instructional materials. SEL from CASEL.org is a key component. The dynamic online integrated interactive partner resources are a key component to used to deliver hidden and unreviewed content that is targeted for delivery to students.
SAVVAS’ Reading with Relevance is the only novels-based SEL program certified by The Center for Academic, Social, and Emotional Learning (CASEL), which has rigorous criteria for SELect Programs. Relevant, Diverse Literature This program’s foundation is that students’ feelings about themselves and their lives directly impacts their ability to engage with and succeed in school and work.
SAVVAS aligned with Positive Action to deliver SEL. The platform delivers SEL materials and captures student data – for teachers. “we realized that Pasela would generate volumes of data that could be sorted, collated, and visualized in meaningful ways.” A key component of SEL is capturing behavioral, academic and other information on students.
Magruder’s American Government Interactive High School Government Curriculum Planning pages for each topic and lesson make implementation and pacing easy for teachers. Also includes Active Classroom Strategies and ELL/SEL support. Interactive Digital Course: hosted on Savvas Realize®, include robust digital tools that give teachers flexibility to use a digital, print, or blended format in their classrooms. One sample video we observed was titled “Revolutionary”.
Pearson – Champion of Gender Spectrum Symposium
As the CHAMPION sponsor of the 2020 Gender Symposium, Pearson/SAVVAS made clear statement of what it means to be a champion of the “culture shift” in education.
This conference along with the sponsors, presenters, and speakers makes an eye opening statement about who this publishing company, SAVVIS/Pearson, really is. It appears to be a activist publication company with motives that go well beyond presenting historical material to educate children.
2020 Gender Spectrum Conference
2022 Conference Speakers https://2022gsfc.sched.com/directory/speakers
Gender Spectrum – Gender Support Plan form
Education should be about learning the truth, through a clear lens of history, not through a clouded lens of Social Emotional Learning, warped gender ideology, “culturally responsive learning”, and racial equity manipulation.
The CEO of SAVVAS was quoted as saying that SAVVAS “represents a new tradition of innovation that includes “new digital technologies, diverse classrooms, broad social trends, and new research-based teaching and learning practices that are transforming education as we know it.” Ed Week May 6, 2020
Conclusion
Based on the facts and evidence presented to you today, it is obvious that SAVVAS Learning LLC textbook World History Interactive is in breach of numerous Florida statutes necessitating rejection of this textbook and all SAVVAS textbooks under consideration.
We ask that you NOT adopt the SAVVAS Learning LLC World History Interactive textbook for Nassau County. Additionally, because of the facts and evidence presented to you today, ALL of the other SAVVAS Learning LLC textbooks are unfit for adoption in our Nassau County Schools. Every textbook is built on the same model of textbook and digital online integrated interactive materials that are critical to the major tool of curriculum. These textbooks, the publisher and online interactive curriculum conflict with the values of the majority of parents and residents of Nassau County. Online dynamic integrated interactive materials that are CRITICAL to the use of the textbook and are unavailable for review in violation of Section 1006.283 (2)(b)(8)(a) and therefore are prohibited by state statute from being accepted for adoption. Observations of select online content was only available after the review window closed.
It appears the intent and motive of Savvas is to change traditional values of education to include a narrative reflective of a current sociopolitical slant. Our students deserve a well-rounded education, not a political indoctrination.
Pursuant to s. 1006.28, you, the School Board are ultimately responsible. The prior approval or inaction by other bodies has required parents and residents to be the last chance in the screening process to stop the adoption of textbooks. At this time, you should ask, how did we get here in the first place.
What practices under your control in the Nassau County School District should be questioned. Why did the state review process not identify these concerns? Why did the Superintendent recommend these textbooks for approval? Why did the teacher review not catch the obvious errors in science and fact and not identify the political indoctrination examples? How did this textbook get approved thus far? This is not over today, you have quite a few questions to ask and find the answers regarding the entire textbook adoption process
I appeal to the Board and the Superintendent to invite parents, citizens and CDF to get involved in this process earlier and encourage a more detailed review a the state level.