STATE 0

COUNTY OF,c2",j,g, 4 4 , ) ( )

AFFIDAVIT

SS:

BEFORE ME, the undersigned authority duly authorized in the State of Florida, County

of 4 / 1 4 ' latAt.; t o take acknowledgments and administer oaths, personally appeared

Ze/vn &ere Alcriar i n a who, after being duly sworn on oath, according to law,

deposes and says as follows:

1. M y name is L.A.kyt . tz,r-re— NI 0 4-0-C3 1 L c )

2. I make all statements contained in this Affidavit based upon my personal

knowledge.

3. I am of sound mind and body, over the age of 18, and understand the obligation of

an oath.

4. M y daughter attended Vero Beach high school during the 2012/2013 school year,

she brought home a paper (handout) assignment for FCAT preparation that was apparently written

by Barack Obama, entitled, "What I See in Lincoln's Eyes," complete with questions and answers.

It is impossible to know whether he was indeed the author or had a ghost writer, but the article

bears his name as the author. The article was written from the perspective of showing parallels

between Obama — a self-described "community organize?' — and Abraham Lincoln, both of whom

experienced "humble beginnings." The article implies many things, among them that Obama

experienced discrimination - "So when I, a black man with a funny name, born in Hawaii of a

father from Kenya and a mother from Kansas, announced my candidacy for the U.S. Senate, it was

hard to imagine a less likely scenario than that I would win..." The favorable comparisons of

himself to Lincoln did not stop there however, "He didn't just talk or write or theorize. He split rail,

fired rifles, tried cases and pushed for new energy." One might ask how Obama "split wood or

fired rifles" when there is no information to indicate that he ever lived in an environment that

required him to participate in either of those activities. The article also implies humble beginnings

and lack of education for both men, when Obama attended elite schools, such as Punahou

Academy in Hawaii.

He then proceeds to impose his own slanted view of history and to question Abraham

Lincoln's motives as follows: "I cannot swallow whole the view of Lincoln as the Great

Emancipator. As a law professor and civil rights lawyer, and as an African American, I am fully

aware of his limited views on race. Anyone who actually reads the Emancipation Proclamation

knows it was more a military document than a clarion call for justice. Scholars tell us too that

Lincoln wasn't immune from political considerations and that his temperament could be indecisive

and morose."

Abraham Lincoln may or may not have "squeezed his lanky frame through a window" to

get to the podium where he debated Stephen Douglas in his race for the senate, but who's fact

checking this story? The writer did not provide a bibliography, but the questions assume the

validity and integrity of the author. If I learned about this assignment by accident, how many other

parents were unaware of this assignment?

If George Bush, or any other president for that matter, had tried to write such biased and

opinionated (propaganda) curriculum for school children — with no permission granted by parents

2

or students and no mechanism for opting out, the ACLU and other organizations would

(justifiably) have gone ballistic and demanded that it be removed from schools.

Is this article or other similarly biased articles being used to "educate" our children? The

problem is that parents are being kept in the dark by the school boards and curriculum providers,

which is an assault on student's rights to opt out of offensive and inappropriate teaching materials„

and parent's rights to choose what their children are being taught.

As parents, our only recourse — AFTER THE FACT — is to challenge teachers and/or the

school board, which is like closing the barn door after the horse gets out. When we attend school

board meetings, many of which I have attended, and which are not necessarily held during family

friendly hours, we are told that we have 3 minutes to state our concerns, but that the board is not

allowed to respond to our questions or concerns because the school attorney tells them what they

can and cannot say. F U R T H E R THIS AFFIANT SAYETH NAUGHT.

4 4 " 1 1

Print Name: 0 . - 1 - A n 3 ; c n w

SWORN TO under oath and subscribed before me this _ 2 day off -4,--1)---

2017, by / 0 1 - 6 1 : y C a / 1 1 , who ( ) i s personally

known to me, or ( a s produced ‘ 7 / , 1 4 ) / 0 7 c K as identification.

(SEAL)

666076 v_01 \ 063146.0006

*M imi HoltandNOTARY PUBLICSTATE OF FLORIDAComm# FFB97311Expkes 7/18)2019

3

d ' r 4 '(Type or Print)My Commission Expires: f i C i l ' , 7 / /

? / / ( v i i 1

218 M a s t e r i n g the FCAT

Read the article "What I See in Lincoln's Eyes" before answering Numbers 1 through 8.

What I See in Lincoln's EyesHe Never Won Illinois' Senate Seat. But in Many Ways,

He Paved the Way for Me. (Abraham Lincoln)by Barack Obama

N I y favorite portrait of Lincoln comes fromthe end of his life. In it, Lincoln's face isas finely lined as a pressed flower. He

appears frail, almost broken; his eyes, averted'from the camera's lens, seem to contain aheartbreaking melancholy, as if he sees before himwhat the nation had so recently endured.

It would be a sorrowful picture except for thefact that Lincoln's mouth is turned ever so slightlyinto a smile. The smile doesn't negate the sorrow.But it alters tragedy into grace. It's as if this rough-faced, aging man has cast his gaze toward eternityand yet still cherishes his memories—of animperfect world and its fleeting, sometimes

'averted: turned away2innovate: come up with creative ideas and solutions

terrible beauty. On trying days, the portrait, areproduction of which hangs in my office, soothesme; it always asks me questions.

What is it about this man that can move us soprofoundly? Some of it has to do with Lincoln'shumble beginnings, which often speak to ourown. When I moved to Illinois 20 years ago towork as a community organizer, I had no moneyin my pockets and didn't know a single soul.During my first six years in the state legislature,Democrats were in the minority, and I couldn't geta bill heard, much less passed. In my first race forCongress, I had my head handed to me. So whenI, a black man with a funny name, born in Hawaiiof a father from Kenya and a mother from Kansas,announced my candidacy for the U.S. Senate, itwas hard to imagine a less likely scenario thanthat I would win—except, perhaps, for the onethat allowed a child born in the backwoods ofKentucky with less than a year of formaleducation to end up as Illinois' greatest citizen andour nation's greatest President.

In Lincoln's rise from poverty his ultimatemastery of language and law, his capacity toovercome personal loss and remain determined inthe face of repeated defeat—in all this, he remindedme not just of my own struggles. He also remindedme of a larger, fundamental element of Americanlife—the enduring belief that we can constantlyremake ourselves to fit our larger dreams.

A connected idea attracts us to Lincoln: as weremake ourselves, we remake our surroundings.He didn't just talk or write or theorize. He splitrail, fired rifles, tried cases and pushed for newbridges and roads and waterways. In his sheerenergy Lincoln captures a hunger in us to buildand to innovate.2 It's a quality that can get us introuble; we may be blind at times to the costs ofprogress. And yet, when I travel to other parts of

Chapter 8 Analyzing Primary Source Information 2 ' h

the .world, I remember that it is precisely suchenergy that sets us apart, a sense that there are nolimits to the heights our nation might reach.

Still, as I look at his picture, it is the man andnot the icon3 that speaks to me. I cannotswallowwhole the view of Lincoln as the GreatEmancipator. As a law professor and civil rightslawyer and as an African American, I am fullyaware of his limited views on race. Anyone whoactually reads the Emancipation Proclamationknows it was more a military document than aclarion call' for justice. Scholars tell us too thatLincoln wasn't immune from politicalconsiderations and that his temperament could beindecisive and morose.5

• But it is precisely those imperfections—andthe painful self-awarenecs of those failings etched

in every crease of his face and reflected in thosehaunted eyes—that make him so compelling. Forwhen the time came to confront the greatest moralchallenge this nation has ever faced, this all toohuman man did not pass the challenge on tofuture generations. He neither demonized° thefathers and sons who did battle on the other sidenor sought to diminish the terrible costs of hiswar. In the midst of slavery's dark storm and thecomplexities of governing a house divided, hesomehow kept his moral compass pointed firm -and true.

What I marvel at, what gives me such hope, isthat this man could overcome depression, self-doubtand the constraints of biography7 and not only actdecisively but retain his humanity Like a figurefrom the Old Testament, he wandered the earth,making mistakes, loving his family but causingthem pain, despairing over the course of events,trying to divine God's will. He did not know howthings would turn out, but he did his best.

A few weeks ago, I spoke at thecommencement at Knox College in Galesburg,I stood in view of the spot where Lincoln andStephen Douglas held one of their famous debatesduring their race for the U.S. Senate. The only wayfor Lincoln to get onto the podium was to squeezehis lanky frame through a window, whereupon hereportedly remarked, "At last I have finally gonethrough college." Waiting for the soon-to-be'graduates to assemble, I thought that even asLincoln lost that Senate race, his arguments thatday would result, centuries later, in my 'occupyingthe same seat that he coveted.8 He may not havedreamed of that exact outcome. But I like tobelieve he would have appreciated the irony.Humor, ambiguity, complexity; compassion—allwere part of his character. And as Lincoln called -once upon the better angels of our nature, Ibelieve that he s calling still, across the ages, tosummon some measure of that character, theAmerican character, in each of us today.

3icon: s y m b o l4clarion call: urgent appeal5morose: gloomy°demonized: represented as evil7constraints of biography: limits related to his humble beginnings°coveted: wanted

0

420 M a s t e r i n g the FCAT

Now answer Numbers 1 through 8. Base your answers on the article "What I See in Lincoln'sEyes.

0 Read the sentence from the article.He appears frail, almost broken; his eyes, averted from the camera's lens, seem tocontain a heartbreaking melancholy, as if he sees before him what the nation had sorecently endured.

What does the word melancholy mean?A. joyB. hopeC. sadnessD. confusion ;•.•0 Why does Obama describe Lincoln's portrait in such great detail?F. to show how difficult it is to be presidentG. to explain what made Lincoln a great president • : ; . •R to explain why it is his favorite portrait of LincolnI. t o explain why it is the best-known portrait ofLi*elnWhat does Obama have in common with Lincoln?A. Both experienced failure.B. Both were born in KentuckyC. Neither had a formal education.D. Neither won an Illinois Senate seat.Obama uses the fact that Lincolii.used to split rails to show thatF. Lincoln came from a poor background.• G. Lincoln, took action to bring about change.H: Lincoln was good at coming up with new ideas.

. L Lincoln sometimes ignored the cost of progress.0 What evidence does Obama give that Lincoln was aware of his own failings and

• .,,imperfcetion4?-- A . the afifitarance of Lincoln's face

- B . the suffering of Lincoln's familyC. the mistakes of Lincoln's presidencyD. the firmness of Lincoln's moral compass

Chapter 8 Analyzing Primary Source Information 221

0 What personality trait does the story about Lincoln climbing through a window illustrate?F. his compassionG. his fiercenessH. his sense of humorI. his sense of ironyWhich statement is supported by the following excerpt?

Waiting for the soon-to-be graduates to assemble, I thought that even as Lincoln lostthat Senate race, his arguments that day would result, centuries later, in my occupyingthe same seat that he coveted. He may not have dreamed of that exact outcome.

A. Lincoln unknowingly made it possible for Obama to become a senator.B. Lincoln would not have become president if he had won the Senate race.C. Lincoln would not have approved of Obama holding a seat in the Senate.D. Lincoln had debated in favor of African Americans holding political office.The information in the article could best be used byF. an author writing a book about the Civil War.G. a voter interested in Obama's stand on current issues.H. a teacher preparing a lesson on the Emancipation Proclamation.I. a student writing a speech about Lincoln for a President's Day celebration.

AFFIDAVIT

ss:COUNTY Ok„...41,,eeet,' 44 - ;

BEFORE ME, the undersigned authority duly authorized in the State of Florida, County

t o take acknowledgments and administer oaths, personally appeared

/c-tir 6//' / 114401 tcLvt w h o , after being duly sworn on oath, according to law,

deposes and says as follows:

1. M y name is L - r -r-e-

2. I make all statements contained in this Affidavit based upon my personal

knowledge.

3. I am of sound mind and body, over the age of 18, and understand the obligation of

an oath.

4. O n e of my daughters, while attending Vero Beach High School, was given an

English assignment wherein she was asked to choose a book to read from a group of books that

was being targeted for removal or "censored" from the high school library and/or reading list. She

was to read the book, write a book report about it, and to say whether or not she thought the book

should be censored. I learned about the assignment only AFTER she had read the book and written

a book report. She was 14 or 15 years old at the time and the book she chose was "Speak," by

Laurie Anderson, which is currently listed on Amazon as a "National Book Award Finalist" for

"teens and young adults." Here is a partial description of the book: In bold - THE FIRST TEN

LIES THEY TELL YOU IN HIGH SCHOOL" - "Speak up for yourself--we want to know what

you have to say." From the first moment of her freshman year at Merryweather High, Melinda

knows this is a big fat lie, part of the nonsense of high school. She is friendless, outcast, because

she busted an end-of-summer party by calling the cops, so now nobody will talk to her, let alone

listen to her. As time passes, she becomes increasingly isolated and practically stops talking

altogether. Only her art class offers any solace, and it is through her work on an art project that she

is finally able to face what really happened at that terrible party: she was raped by an

upperclassman, a guy who still attends Merryweather and is still a threat to her."

After seeing the title and description of the book, I chose to read it myself in the

hope that it would have some redeeming value, but to my dismay, there was none, unless one

considers "revenge" a redeeming quality for what masquerades as high school "literature." The

book was excessively cynical and dark and involved rape, which would call for at least a PG rating

if it was playing in a movie theater. It also leads the reader to the conclusion that parents/adults do

not care and cannot be trusted allies in the fight to bring violent perpetrators to justice. The

message to readers is that a young girl who is a victim of violent assault must suffer in silence until

her fickle friends decide to once again befriend her because nearly every adult around is clueless

and/or uncaring.

Tragically, rape happens but it does not justify the book's casual treatment of the

subject, nor does it qualify as "literature," especially for its targeted age group. Reading this book

could lead to feelings of hopelessness and put a susceptible young person "over the edge." Who

takes responsibility for a distraught child's actions after its reading? In my requested meeting with

my daughter's teachers, I was given a verbal "promise" that the teacher giving the assignment

would "never make that mistake again." However, with no mechanism for enforcement, there is no

guarantee that this is not happening in our local school or in schools all over the state.

2

Like most dedicated parents, I assumed that when I entrust my children to our local high

school, that my parental rights and my children's innocence would not be violated, and that the

primary function of the teachers is to reinforce strong morals and character while giving them the

educational tools necessary to succeed in life. But it seems that the book choices being offered to

our school children are morally bankrupt.

Addressing the situation after the fact is like closing the barn door AFTER the horses

ran away! Our children deserve high quality reading materials that inspire and challenge them to

overcome adversity, to act with compassion toward their fellow human beings, engage in civic

duties that build a stronger community and country, and to work hard toward achieving their

educational goals and to aspire to greatness, rather than wallowing in misery and stooping to the

lowest common denominator. Books that do not meet the criteria have no place in public school

libraries or at the very least should contain a parental warning and require parental permission

before allowing it to be considered "literature. FURTHER THIS AFFIANT SAYETH NAUGHT.

cZPrint Name: La.p.0.-4. N 0-4-rcv--3 ist icormo

SWORN TO under oath and subscribed before me this —3 day of-

2017, by inture_ A A l aknown to me, or a s produced L . 6 / 0 2 4 s identification.

(SEAL)

Andrew T. WardNOTARY PUBLICSTATE OF FLORIDAComm. FF897311Expkes 7/18/2019 3

, who ( ) i s personally

NOTARY PUBLIC

1 ( /(Type or Print) — I , / /

My Commission Expires: 7 - 1 / 4 7 /71r / /

666076 v 01 \ 063146.0006

4