Utahs Republic

Archive for the ‘Education’ Category

On Glenn Beck’s 3/25 show he invited Ed Griffin in to help explain the history of the Federal Reserve. Ed Griffin is the author of the book, “The Creature from Jekyll Island” and he’s also the man who interviewed Yuri Bezmenov back in the 70’s to help Americans understand how the KGB works within countries to subvert them away from freedom and toward communism. This is an excellent overview of the Fed’s ponzi scheme, especially if you don’t know anything about it.

[youtube]https://www.youtube.com/watch?v=a2roews2_1c[/youtube]

There has been a mixed bag of opinions ever since the common core standards have come out. Speculation continues but things do gel in small pieces. Someone sent me this article yesterday which points out that the National Education Data Model contains many of the database information attributes the feds want on our children. The NEDM “is the single, comprehensive model of education data and is prerequisite to establishing automated and comparable systems.” Now this isn’t directly tied into the Common Core State Standards by name, but what else would a national database be for but to get everyone on the same page, taking the same tests from the same curriculum and knowing everything about the students and teachers as possible.

We’re not just talking a few things that deal with student grade performance, we’re talking things like your child’s blood type, what time he/she gets on the bus, compulsory attendance status, orthodontic appliances, religious consideration, the number of decayed teeth you’ve got, etc… Hmmm, now why would the feds would want to track these things? I wonder if members of the state school board ever foresaw problems with federal standards and money? I guess not since they didn’t feel the need to have public meetings prior to their decision to adopt.

Article:

https://pajamasmedia.com/blog/arne-duncans-brave-new-world-dept-of-education-wants-your-kids-blood-type/?singlepage=true

Link to the database attributes (ie. the new master race database):

https://nces.sifinfo.org/datamodel/eiebrowser/techview.aspx?instance=studentElementarySecondary

Now before people start in on “do you believe everything Alex Jones does?” let me say I have a lot of respect for anyone willing to publicly say what they believe and endure ridicule for it. :) Alex is definitely in that category. Do I believe everything he does? No. I’m posting this interview because it’s got Charlotte Iserbyt in it and she’s the author of the Deliberate Dumbing Down of America (download it for free on the link).

Charlotte’s article mentioned in the interview is “The Death of Free Will.” This is a critical 5 part article series that should be read by everyone and deals with some of the most important issues in education including reasons to avoid the Common Core State Standards.

[youtube]https://www.youtube.com/watch?v=Tq8FwRLHNZs[/youtube]

Check out this funny video explaining teacher’s unions. Don’t miss the closing line.

[youtube]https://www.youtube.com/watch?v=5kxc6kzH-uI[/youtube]

Last month I got this disturbing letter from a parent in Park City regarding the Inclusion Center in Salt Lake City and the programs they bring into schools. You need to be aware of this program because it’s being brought into schools around the state and several of them are identified below that have the program next month.

Hi Oak,

I am curious to know if you are familiar with the Inclusion Center in SLC and what they represent?

They went into my daughters 10^th grade English class at Park City High on Wednesday and did a demonstration about Racism. Although a subject worth exploring, their presenters  put the kids in a very awkward position forcing them to answer very specific questions which really had no good answers. They were asked “if a Black, Mexican & Muslim wanted to sit with you at lunch, which one would you choose to let sit with you?”  They were forced to make a choice and when doing so, the presenters got in their face and told them they were racists. They told them they were over privileged white kids (hello, this is Park City and it’s not the kids’ fault it is predominately Caucasian, and some areas are very affluent. Why? Because their parents worked hard. The presenters told them that because of them the blacks & Hispanics were being mistreated. They told them it was their responsibility to make things right with the minority groups of kids.  They also asked them  “why is it the Blacks all sit together, the Mexicans all sit together, etc?”  And told them it is their responsibility as over privileged white kids to go and sit with the minorities and make them feel part of their group.  We have very few blacks, but quite a large Hispanic population. They choose to all hang together and speak Spanish. So how is it the evil white kids are supposed to communicate with them?  Why is it the band kids all sit together, the football players all sit together, the cheer leaders all sit together, the track team kids all sit together,  regardless of race or religion, etc.?  Because they hang out with kids that have the same interests as them, period.   The Mormons and non-Mormons seem to be able to hang out together or not hang out together, as they choose. And no one makes a fuss about that.  The kids came out of there feeling guilty for being white, something they have no control over. I am so angry about this I can’t even tell you.  I called to counselor’s office to tell them if this happens again, my daughter has my permission to excuse herself. However, they were all out of the office at a meeting in Alpine School District.  I am very frustrated that our schools are forcing the Inclusion Center agenda on our kids.

Mrs. X

Mrs. X followed up that email with this one with more details.

I looked at their website, www.inclusioncenter.org They “appear” to be about diversity, service, and leadership and are clearly targeting the youth.  My daughter came home today with new stories.  Today, the teacher had a discussion with the class about their experience with the demonstration.  The kids spoke up and let him know that they were made to feel extremely uncomfortable. That the speaker boxed them into a corner and forced an answer/opinion out of them so she could show them how raciest they are without realizing it.  She also put words into their mouths. When pressing for an answer to an awkward question,(ex: if you had to be black, Hispanic, or Muslim living in Utah, which would be easier, which would be your choice?)  if the kids answered they didn’t know how to answer or didn’t have an opinion, she would say something like, “So what you are saying is you wouldn’t want to be any of the choices because they are treated badly and you like being white”  things like that. Apparently she flat out called them racist repeatedly.  The program was called “White Privilege”. I have since talked with the counselor who said the program is really about awareness but agreed with me that if my child feels uncomfortable they should be able to excuse themselves. But she could not give her that privilege.  She also agreed with me that kids will group together with kids that have the same interests as them, regardless of race or religion, but in the same breath said this program is important for the kids to sit through.   Then I spoke with the teacher who said that the purpose of the program IS to make the kids feel uncomfortable. To make them realize that they are over privileged and get through to them they have so much more than minorities.  Gee, did anyone express how they got more?? Like their parents WORKING for it. Hello!!! He apologized that my daughter didn’t like it, and said the kids had elaborated the same in their discussion today.  He kept saying it is designed to open up awareness and that’s why they do it the way they do.  After 10 min of my objections, he backed down a bit and said perhaps this particular speaker didn’t go about it quite the right way.  My daughter also said in the end of their class discussion today perhaps the speaker didn’t come off quite right.  The teacher actually arranged for it to be presented, but then left the room.  He told me he likes for his classes to “go through” this exercise. Sounds like Indoctrination to me.

Oh one more fun little tidbit,  the middle school put my younger daughter through a “Cognitive Abilities Test” this week.  They sent home an open disclosure notice about it on the day she had already  taken it.  The high school gave that survey about drug & alcohol use week before last too. My daughter chose to take it, afterward, I wish I had not let her as it introduced her to many drugs she has never heard of in great description of what it looks like, where to get it and how to use it.  She had to basically defend herself 150 times answering she does not do those things.

What is happening to our schools?  Things are really getting scary.

It appears that self-loathing can be funded with taxpayer dollars. Then Mrs. X took a trip and saw the effects of the Inclusion Center on her daughter.

Hi Oak,

Interesting thing happened while on vacation as a result of that experience the school subjected my daughter to.   While in the airport a black woman came around clearing the tables. I noticed my daughter taking a really good look at her and got a strange expression on her face.  After the woman walked away she told me it made her feel strange that the black woman was doing a lower class type job.  I quickly pointed out the other workers in there of various ethnic groups including white people also clearing tables and also told her in today’s economy, they/we are all fortunate to have jobs.  Interesting seed the Inclusion Center has now planted.  Prior to this, she never would have noticed the color of anyone doing any type job. Then while viewing animals on our trip. There was a pen with alligators and turtles in it.  She quickly noticed that all the alligators were on one side and the turtles were on the opposite side. She jokingly stated “hey look, they are being racist”.  I laughed and asked, well which group is being raciest, the alligators or the turtles? I suppose if we counted how many there were of each we could have decided which was the majority and called them the racists. Then I pointed out that even in nature, it is natural for species to group together and to try and force otherwise is un-natural as with the Inclusion Center suggesting the white kids need to force themselves into the black and Hispanic kids groups, ie: sit with them at lunch etc.  Clearly that presentation has made an impression on my daughter.

Mrs. X pointed out that on their website they have announced Oppression Awareness week coming up in April, specifically mentioning West, Highland, and Judge Memorial High Schools. I would spread the word and help parents know what’s in store for their children should this program come to their school. Ask your school district board and school principals to not allow this program into your schools as well. With all the concern over our children’s self-esteem by the education establishment, this should be a no-brainer.

As I was preparing to publish this, Mrs. X added one more follow up regarding this teacher:

My daughter’s English teacher continues to persist in this topic. He claims he put the kids through this presentation in preparation to read “Night,” a book about the holocaust. His package of questions about the book that they work through as they read through the book had a “before you read” questionnaire that had nothing to do with the holocaust.  “What does it feel like to be an outsider? What does it feel like to be an insider? What does it feel like to be thought of as “less worthy” because of ones skin and/or hair color? How important is it for you to look right? How important is it for you to  be part of the crowd or certain group? How do you feel when you don’t belong? Do people (parents, teachers, employers, friends etc…) pick favorites? Have you ever been the favorite or least favorite? How did it make you feel?  Think about a book or movie you have seen that shows examples of prejudice or favoritism. Why do so many books and movies cover this topic?

Then yesterday, instead of continuing with the work package on the book “Night,” he spent the class time discussing racism again.  He asked the class to imagine in their head a scientist.  Then told them that he was sure they all imagined a white person and explained why that is racist. Then he asked them to imagine a criminal in their mind. Followed with, he was certain that every student imagined a male, and most likely a black male.

This is an English class. Not a history, or Social Studies class. What is this teachers motive?????  Of course his Obama 08 stickers around the classroom may be a hint.  I’d like to present to him the idea to have the kids read some CS Lewis.

Why do we send our children to school again? To learn to read and write, or get loaded on with this nonsense? Our children should not have to be subjected to this.

Click here to see a copy of the syllabus they used for the activity (I think the acronym mentioned at the beginning runs down the left letters which spell “U-Avoid-It”):

White Privilege

I received this letter this morning from Nicole Toomey Davis who ran against Kim Burningham in a State School Board race last year, on the need for passing SB 224, Partisan School Board Elections. Please pass this on to everyone you know today and have them ask their House member to vote YES for SB 224

Dear friends:
It has been several months since the frenzy of the campaign.  I want you to know (again), how much your support meant to me.  It was a fantastic experience, even though I didn’t win the election for SBOE #5.  Thank you for your support, encouragement and friendship!

As you may have seen, the Senate just passed SB 224, Partisan School Board Elections.  I wanted to share with you my thoughts on the State Board of Education elections overall – I learned a great deal about the process and this may be helpful to you.  If you agree with my assessment, I encourage you to reach out to your Representatives in the House (info below), and let them know that you want talented people to run for the State Board on a level playing field.   I will note that the “other side” is working the email, fax and phones!

Here are my thoughts on current SBOE elections:

1) Our current system is not “non-partisan” (as is frequently stated), it is a “one party election” – and the ONLY party that is active in education politics is the “education employees party”.  The “other” candidate in any education race is an independent – and independents don’t win very often.  (As I frequently said when I started my campaign, I was a “lonely candidate” because none of the political parties will support non-partisan candidates!)

Here is what a party does for a candidate:
a) establish a platform
b) vet candidates to see which are most consistent with that platform
c) endorse candidates so that members and “likeminded” people don’t have to do the research themselves
d) post information about the candidate or links to candidate information on an establish “party” website that members and likeminded poeple ALREADY know about
e) provide a base of voters and donors to the candidate (due to endorsement)
f) encourage donations to the candidate
g) send out information to “members” by email and snail mail.

Now, let me tell you what the Davis Education Association did for Kim Burningham in this past election
a) established  a platform – pro-teachers and pro-“association”
b) interviewed candidates (they “invite” all  candidates to be interviewed by 1/2 dozen key DEA people  – I didn’t know it was to be “vetted”)
c) Endorsed Kim Burningham publicly
d) Posted that endorsement on their existing and well known DEA website, which is visited by DEA members AND by other like-minded people, including OTHER (non-teacher) school district employees
(note that there are 8000 Davis School District employees, about half of them are teachers – Kim Burningham consistently gets about 24,000 votes….. DSD employees + a couple of friends = consistent victory for the union representative)
e) Provide a built in base of voters and donors for Kim (Kim sent emails to DSD employees AT SCHOOL, and the DEA sent email to DSD employees AT SCHOOL, showing the link for Kim’s fundraising to date so that DSD employees could support him!)
f) Encourage donations to the candidate (see above)
g) Send out information to “members” by email and snail mail. (DEA sent out a mailed letter to teachers AT SCHOOL endorsing Kim, stating outright lies about me – things that were known factually to be untrue by the DEA president and facts were available online -, and stridently encouraging teachers to vote for Kim B.)

My husband coined this phrase “you aren’t running in a non-partisan election, you’re running in a one-party election and YOU’RE the independent candidate”.

Let’s return school politics to a fair and balanced system.  Every candidate should have the ability to have the support of a party, rather than just one candidate having that support and any other candidate being “lonely”.

In addition, as much as 20% of the electorate, IN THE ELECTION BOOTH, voting for other candidates, do NOT vote for the State Board of Education.  Many people say “they don’t know who to vote for”.  It is very difficult for voters to find out information about SBOE candidates, as there is no centralized place to go during election season.  In the case of the District #5 election, that 20% would have reversed the final outcome.

Finally, the current system places anyone other than a candidate endorsed by the “education employees party” at a severe disadvantage.  I was put on the ballot on August 1st!  94 days from campaign start to election day. Mr. Burningham had been campaigning since at least March, during all of the various conventions.  Hardly a “level” playing field.

Had I known about this severe structural imbalance in the race for State Board of Education, I would NEVER have run.  Only a fool would run under a system where this is NO CHANCE of success.  I tell this to other talented business people who would add a lot of value to our education system.  I tell them not to waste their time and money (and that of their supporters).   It is a sad conclusion, and my heart aches to say it, but I had as much support as it is possible to imagine, and you and your neighbors in our district turned out, but we simply could not overcome the tremendous advantages that accrue to the “party candidate” in a one-party system (just look at Egypt and its neighbors!!!).

Let’s make a system where great, talented and dedicated people of all interests and backgrounds can declare that background (through party affiliation) and can have the support of the party of their choice in running for the State Board of Education.  Politics is already completely embedded in the State Board of Education races, let’s just make sure all of the voters know it!

Please support SB 224  Partisan School Board Elections.

To reach your representatives, please visit
https://www.utah.gov/house/representatives.html (you can also fax a note to your Rep at  801-326-1544 and it will be delivered to them)

Thank you again for your support.  I hope this is helpful to you (and if not, just hit the delete key ;-).  If it is helpful, you are welcome to forward it on to others who may find it helpful.
Best Regards,
Nicole
https://www.ksl.com/?nid=148&sid=14649548
https://www.le.state.ut.us/%7E2011/htmdoc/sbillhtm/SB0224.htm

Still think John Goodlad isn’t having a negative influence in Alpine School District? Schools are sending his socialist propaganda home in newsletters. John Goodlad is a John Dewey disciple and award winner. Dewey was one of the original signatories of the Humanist Manifesto and both these men have an agenda to embed the principles of socialism in our schools. When challenged, the principal and PTA president just brush it off and dismiss it as no big deal. Isn’t it?

Read what one parent wrote after receiving this school newsletter:

In February, my kindergartner came home with the monthly PTA newsletter, and every month, as usual, the Principal writes a few encouraging words to all students and parents of the school.  As I read the second paragraph-I was alarmed by this statement “John Dewey, a respected educator said:  ‘What the best and wisest parent wants for his own child, that must the community want for all of its children.  Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.‘”

My heart sank, and quickly I went to the school.  Newsletter in hand, I asked the Principal why she decided to put a quote from John Dewey in the newsletter.  I told her it was wrong to put any of John’s philosophies in a school newsletter.  Dewey is not a respected educator; he is a socialist progressive.  She informed me that it was only an innocent quote she happened to stumble upon and she thought it sounded nice.  She ‘respects’ John Dewey; it’s just my ‘opinion’ that he’s not respected.  She told me that next time, she’ll take out the ‘respected educator’ part.

I couldn’t believe what I was hearing, so that evening I called the PTA President.  I told her that the PTA newsletter was very controversial.  She knew exactly which part it was and immediately sided with the Principal.  She told me (laughing) that there are much bigger problems in this world to be worried about, and that this is not a Big Deal. I told her that my children’s educations are a huge deal.  “Yes, but Liz, I know all about John Dewey, and actually I admire him, and the things he says,” she said.  “We shouldn’t be worrying about these little things, and I hope this won’t keep you away from helping the PTA,” she said.  It certainly does, and I will never ignore the goings on in our community, especially the educational system.  I will always stand up for what is right, even if it means noticing something so ‘small’.

After playing phone tag with the District Leader of our school, I ran into her in the Lehi Elementary School Library as I was checking out the patriotic section.  She immediately asked me if I was part of the ‘Radical’ group in Alpine (I wasn’t at the time, but after our little conversation I asked around and found them and  signed their petition).  After some back and forth conversation, she asked me several times what can she possibly do to help the situation.  I told her about the newsletter, concerned parents, and teaching the 3 R’s, so on… She said she would ‘talk’ to the Principal and that “Wow! I didn’t even think that anyone ever read the front page of the newsletter! (Laughing) Oh, but I’m not saying that you’re dumb or anything like that.”

She asked me what part of the quote was so controversial.  I told her it was the Democracy part.  So she so kindly explained to me what Democracy was.  I asked her straight out if she incorporates Goodlad’s theories into our school.  It was all just a confusing blur after that as she proceeded to tiptoe around that question and squirmed in her chair.  I was treated like a dumb, ‘how dare you’ person.  Since then, I have informed friends, neighbors and family what is going on.

Liz Kuhni
Lehi, Utah

(Here’s the full page if you want to view it)

On January 15th, 2011, Utah Eagle Forum held their annual convention and among the speakers was Pamela Smith, speaking on the use of SHARP surveys in our schools. I believe these surveys are being administered on March 10th around the state. I strongly recommend you watch the video here and read the material below before you allow your child to be subjected to this survey.  The video quality here isn’t the greatest, but the content is vital.

To see copies of the survey, go here: https://sharp.tooeleschools.org/Questions.aspx

Here’s some summary information provided by Pamela.

SHARP Survey

(Dept. of Education, Dept. of Human Resources, Dept. of  Health)

Intended for 6^th, 8^th, 10^th and 12^th graders.  4 major concerns are as follows:
*  Introduces or educates children for drug use by giving a recipe card for names, use, and how to obtain drugs.  (See pg. 4 of survey)
*  Causes children to question their own family values: Is something wrong with their family if they answer yes to any of these questions?
*  Assumes guilt: children must declare their innocence over 150 times
*  Parental Concerns:  survey touches on the 8 areas protected by Utah Family Educational Rights and Privacy Act – (code sections 53A-13-301, 53A-13-302) which requires parental consent if it touches on ANY ONE of these areas.

There is no way to reach the individual students who might have personal struggles because the data is gathered anonymously.  Monies collected from the SHARP data must be used to fund (usually federal) programs attached to it for prevention- schools are not at liberty to use those funds at their discretion..  Monies spent cannot reach the individual child for liability purposes, so a blanket approach to reach the neglected one is at the expense of all.

The 8 protected areas where a school may NOT administer a survey (especially when the purpose or evident intent is to cause a child to reveal information even if it is anonymous) concerning the student’s family or any family member are:

1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
7. Religious practices, affiliations, or beliefs of the student or parents; or
8. Income, other than as required by law to determine program eligibility.

In order to allow a child to participate, written notice must be sent home two weeks prior to a survey, activity, curriculum lesson, etc… if it touches on the protected areas.  (A notice and signature are needed each time educational activities fall within the 8 listed protected areas.  One signature at the first of the year to cover all evaluations, surveys and curriculum doesn’t meet the intent of the law.)

Parents are under no obligation to give consent. If you do not give consent, the survey may not be administered to your child.

1. A “valid consent” can be sent back to the school acknowledging that the student may reveal information; or the school may ask questions or teach content that falls within the 8 protected areas. This requires a parental signature.
2. You may request further information: Who has access to the data collected?  How will the information be used or taught?  How can a parent review information or curriculum?
3. You may request your child not participate in the evaluation, survey, curriculum, etc.
4. If you do nothing and a “valid consent” was not obtained, then the evaluation, survey or curriculum may not be given or taught.

Pamela also informed me that there are so many programs being used in all of our schools that are not as comprehensive as the SHARP but are still invasive and touch on these protected areas. Most parents are completely unaware of these programs because they are called ‘prevention’ programs, and are titled: All-Stars, Empowered You, etc… I had no idea what this was until I heard Pamela’s presentation.

Protect your children. Please watch the video above to understand the psychological effects of this survey being administered. Please pass this on to all the parents you know.

A friend just sent me this list of a few quotes from the highly acclaimed (by educators) John Goodlad book “Developing Democratic Character in the Young.”

• “At its most basic, democracy means shared governance or shared decision making. In other words, if a decision will affect the lives of more than one individual, as most decisions do, that decision should be made by all of those affected, or by as many as possible.”  (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

• “There are many ideas, everything from “computer democracy,” which would enable direct rather than representative voting at the state and even the federal level (thus eliminating the effectiveness of corporate lobbying efforts), to the creation of new state charters of incorporation.”  [he goes into some detail about why corporations are the source of injustice, and why we should essentially abolish them.]  (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

• “What makes popular rule legitimate is that it is a fair process, not that it produces results that are right.” (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

• In order to produce right results, he says that popular rule “must be constrained by some substantive values.” (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

In other words:

1) Enculturate the young with the values the state thinks are best,
2) Promote popular rule through direct democracy, so that
3) The people will vote for themselves what the state thinks is best.

Here is some of what he has to say about John Lock, Adam Smith, and the US Constitution:

• “…we must dismiss that part of our Locke-Smith heritage that separates the social and economic life from the political sphere. This is not easily done given that so much of Smith and Locke went into the Constitution.” (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)t

• If the question of sustainability comes down to a struggle between those who value short-term economic gain [corporations/capitalists] and those who value long-term environmental well-being, then engaging in deliberative democracy…may be the only way to grapple with and overcome this issue in a collective manner. (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

• “democratic character” that must be developed in the young is defined as a “democratic concern for social, economic, and environmental justice.” Goodlad’s organization, the NNER, advocates dispositions favorable toward redistribution of resources, promotion of GLBTQQIIAA  lifestyles, and environmentalism. (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

Anyone care to argue that Goodlad isn’t looking for direct Democracy, the kind our Founding Fathers hated?

Someone sent me a link to an article yesterday where someone had used a feature on Google to crunch numbers on the amount of times the words “republic” and “democracy” appear in print. The word republic is in red and democracy in blue. Note that the crossover happened during the progressive movement when the socialists were changing their line of attack on the constitution. You can read some of that history from this chapter on republics from the 5,000 Year Leap.

https://www.utahsrepublic.org/get-educated/5000-year-leap/

Here’s a link to the article this chart comes from.

https://utahdatapoints.com/2011/02/do-we-live-in-a-democracy-or-a-republic/

My daughter is actually studying the progressive era in her history class right now and I didn’t realize that initiatives, referendums, and recalls came out of that movement. These 3 items were designed by progressives to bypass constitutional government and begin to introduce direct democracy to the nation (ie. the kind the Framers warned us about). Each of these items gives citizens the ability to propose law, pass law, and undo appointments and elections, completely bypassing the normal process and doing it themselves. Thus by states adopting these measures they gave up republican government guaranteed in article 4, section 4 of the constitution. However, by writing them into state law, they are now constitutional at the state level. I would suppose a valid case could be made to overturn an initiative, referendum, or recall, based on them violating the U.S. Constitution since it is the supreme law of the law and trumps state law where it specifically declares something as law such as article 4, section 4 guaranteeing republican government to the states.