Talk:Essay:Draft Conservapedia Application to Become SES Provider

How can we use Conservapedia materials at all, when the application says masterials should be secular, neutral, and non-ideological? And do you want suggestions just written in under each heading?

PS it looks like we should concentrate on Section D (do we have assessment programs?) and B )beef up citations in the lectures). AddisonDM 21:35, 11 February 2009 (EST)

Good catch about the requirement that materials be "secular, neutral and non-ideological." I think we meet that requirement better than public school textbooks currently used. I don't think they can ban someone simply for being conservative, although some liberals may try! The teaching materials themselves (i.e., the lectures and tests and homework) meet this test better than often-used textbooks.

Don't think the lectures need more "citations". It's the application that needs citations to research, as odd as that may sound.

Thanks for your good insights.--Andy Schlafly 22:13, 11 February 2009 (EST)

P.S. Current SES providers include The Archdiocese of Newark, The Diocese of Camden, The Diocese of Metuchen, The Diocese of Paterson, and The Diocese of Trenton. I don't think Conservapedia is any less secular, or any more ideological, than they are.--Andy Schlafly 22:25, 11 February 2009 (EST)

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My impression is that the courses will have to align with the NJ state standards. Standards for early world history are here, and they continue here. Standards for US history are here and here. (Note that New Jersey history must be included.) Frankly, looking over these standards, there are some areas which might be problematic. Note also that the Social Studies Skills standards are to be integrated with the various subject courses. High school students are expected to do the following:

1. Analyze how historical events shape the modern world.
2. Formulate questions and hypotheses from multiple perspectives, using multiple sources.
3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
4. Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
5. Evaluate current issues, events, or themes and trace their evolution through historical periods.
6. Apply problem-solving skills to national, state, or local issues and propose reasoned solutions.
7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.

Hope this helps, --Hsmom 22:30, 11 February 2009 (EST)

"Evidence"

When they say provide evidence of this or that, how do we do that? Letters of recommendation? I don't see there being citations online which report us comprehensively or favorably. Just another thought. AddisonDM 22:32, 11 February 2009 (EST)

I think we could cite to material covered in class. By "evidence" I think they mean detailed descriptions with meaningful data, such as how students did on standardized tests or where they went to college. I would include some of the data at User:Aschlafly.--Andy Schlafly 22:43, 11 February 2009 (EST)

See page 13, which explains the type of evidence needed for each type of thing. For example, to show that you have adequate liability insurance of at least $1 million, they want "a copy adequate liability insurance", which I assume means some kind of statement from the insurance provider. They also need a business registration certificate, evidence of the alignment of the curriculum with state standards, documentation of instructor qualifications, tax returns, credit rating, and so forth. --Hsmom 23:01, 11 February 2009 (EST)