How Can a Homeschooled Person Get a Utah High School Diploma: Guide to the T.A.B.E. and the G.E.D. Test


I started investigating this about 3 years ago and I am still learning about it. After conversing with a friend about it, she told me I should share what I have learned with other moms who homeschool their kids. My friend told me more institutions are now requiring an official Utah High School Diploma. I have also heard that employers require it of some, even after a Bachelors Degree is achieved. It seems ridiculous but I think it is true. Some employers, colleges and Universities just want that silly piece of paper that many homeschool moms laugh about. This is not news to me, which is why I have been researching it for 3 years. It is my hope that sharing this helps many homeschool moms and homeschooled kids to get an official Utah High School Diploma.

The Passing of the G.E.D. Test Battery Can Get A Person an Official Utah High School Diploma!*

I hope the abbreviation, “G.E.D.” does not strike fear into your hearts or make you run screaming into the next room, covering your head from desire to avoid it. It may. It may be that you do not believe in tests, or that you have read my previous post about the Fascist, Socialist and Communitarian indoctrination in the G.E.D. test. If the test causes you to feel great worry and fear, I hope that after finishing the reading and printing off onto multiple pages for reference, this post, you will feel much more at ease because of how well you know you have prepared your child-student for all of this. I hope you will feel confident that your child will be able to fake it and pretend he or she has been fully indoctrinated, much like a spy (covert operative) would, knowing the truth and armed with it. I know that if you have been a good homeschool mom and have taught your child-student the truth about things first, then your child-student will not be indoctrinated by the G.E.D. test. This post will help you to know a bit about the test so that you may warn and prepare your child-student for this test and to not become indoctrinated. He or she will indeed have to fake having been indoctrinated—- I can promise you that! I hope you will print out this blog post and use it as a guide in helping you get an official Utah High School Diploma for yourself or your child-student after he or she turns 16!

Here are the basic things your child will need or will need to do in order to take the G.E.D. test at your local school district’s Adult Basic Education (A.B.E.) Office. The G.E.D. test is an online test, but a person cannot take the official test from home. The only place that officiates this test in my area is the district’s A.B.E. Office.

Note: I am going to assume that you are homeschooling legally because you filled out the affadavit. If you are not, this process will be different. Check with your school district offices and ask them what to do.

What You Need:*

  1. An official Utah photo I.D. card showing that he or she is 16 years of age (a driver’s license if he or she has one).
  2. An official letter filled out by a professional at your local school district office called, “Adult Education Program and/or GED Testing Application for 16-18 Year-Old Non-Graduates,” which my district has nicknamed “the drop form.”**
  3. The taking of two other tests at the Adult abasic Education Office of your local school district, in order to qualify to take the G.E.D. test in your district. These are: a. The TABE Online Locator test for the Test of Adult Basic Education (T.A.B.E.); b. The passing of a T.A.B.E. 10 Complete Battery (meaning your child-student has achieved at least a 10th grade level education. If your child-student does not qualify for the TABE 10, but only a lower TABE, they will give your child the option of taking a $40 class with the district that will teach your child what he or she needs to know to be able to achieve readiness for the TABE 10 Battery. Your child can still take the TABE 9 Battery.
  4. Completion of the “Utah Futures” Packet, available at the same district Adult Basic Education Office.
  5. For the days of each of the G.E.D. Battery Tests: Photo I.D., approved G.E.D. electronic scientific calculator and (recommended) a healthy snack and water bottle.
  6. Cost of G.E.D. test. 


*Sources: Weber Adult Education Phone Conversation 801-476-3920 and conversation at my school district office.


Here are some things I have learned about the tests from the YouTube videos of official G.E.D. 🎓 High School graduates, from the McGraw Hill T.A.B.E. guide and from the two G.E.D. test guides I have been reading.

The T.A.B.E.’s Online Locator (30 questions in 37 min.):

The TABE Online Locator test will be a summary (shorter) test, quizzing the student on some of the same knowledge that is on the T.A.B.E. 10 Complete Battery. It will determine whether the student knows things that a 10th grade graduate should know. If the student passes the locator test to show they are at the level expected of a student in an accredited school at the beginning of 11th grade, they will then take the T.A.B.E. 10 Complete Battery. When they pass that, they are qualified by the district to take the G.E.D. test.

  • Reading: The student must 10 out of 12 questions correct to take the TABE 10.
  • Math: General Math (8 questions) & Applied Math (8 questions). The student must get 10 out of 16 correct to take the TABE 10.
  • Language: The student must get 10 out of 12 correct to take the TABE 10.

If the student does not get the scores required above, he or she will be given the option of taking a class to prepare him or her for the TABE 10. They can take the test again at the the end of the class. Another option is to continue to teach the child, yourself, from home, then take them back in for the test again later.

T.A.B.E. 10 Complete Battery (3 hrs.):

The student must bring his or her own pencil. (Source: Weber Adult Education)

  • Reading: 50 Reading Comprehension Questions in 50 minutes
  • Math: 2 Math Sections. Math Comprehension: 40 questions in 25 minutes; Math Application: 50 questions in 50 minutes. 
  • Language: 3 Sections. Language Mechanics: 20 questions in 14 minutes; Vocabulary: 20 questions in 15 minutes; Spelling: 20 questions in 14 minutes

Source: Trivium Test Prep T.A.B.E. Book (link below)

TABE Online Workshops

Free Online Tests by Mometrix

Free online T.A.B.E. Study Guide


T.A.B.E. Test Prep including Online Flash Cards

T.A.B.E. 3 Book Test Prep by McGraw Hill including Workbooks and Multiple Practice Tests

T.A.B.E. Test Prep Secrets Book Including Strategies and Practice Tests by Mometrix

T.A.B.E. Practice Test and Strategies by Trivium Test Prep

T.A.B.E. Levels

  • L= Literacy, grades 1-1.9
  • E= Easy, grades 2-3.9
  • M= Medium, Grades 4-5.9
  • D= Difficult, grades 6-8.9
  • A= Advanced, grades 9-12.9

The G.E.D. Complete Battery:

The G.E.D. Complete Battery (taken on a computer) does not need to be taken all at one time, or even on the same day. One could study for and take one test at a time. The Tests are:

G.E.D. Reasoning Through the Language Arts Test (3 sections):

Section 1 (35 min.) and Section 3 (60 min.):

Grammar and Reading Comprehension

75% of these are from non-fiction sources: 

This 75% includes these or pieces similar to these: I.R.S. forms, voter registration forms, job applications, newspapers, magazine articles, workplace memos, workplace instructions, the Bill of Rights, the U.S. Constitution, other historical documents, opinion pieces about contemporary or historical civic, socio-economic or socio-political issues (a chance for them to indoctrinate the person), technical manual instructions (such as how to set up, build or use a product), history or science or social studies textbook sections

25% of these are from literature sources:

This 25% may be intermixed with the above, and asks questions about pieces taken from (mainly public domain) novels, plays, poetry, short stories and so forth.

Section 2, Extended Response Essay (45 min.):

In this section, not only does the student prove ability to write an essay correctly, spell correctly and use correct grammar, but the student must also be like the judge in a Speech & Debate Tournament. I have been one of these many times and through it, I have learned how to decide not which student in Lincoln-Douglass Debate is most correct or aligned with my opinions and world-view, but which student has main points that back up his or her assigned position, which best backs up his or her points best during the debate, and which has the best sources, data and facts. This is what the student must do. They must note for which side the best evidence, data and sources is given by the test writers. They must write an essay showing why this point of view is correct. They must do this regardless of their own world-view, knowledge or opinions. They cannot use outside sources, even if memorized. This is the part wherein your student must see himself or herself as a covert operative or spy. He or she must go along with this horrible way of writing an essay which excludes opinion, world-view, research and knowledge in favor of allowing the test-writers to tell them what is truth and what is not from their world-view and opinions.

This test is written to make sure people have been taught social studies concepts which are aligned with Agenda 21. If the student understands the evils of Agenda 21 (which I have blogged about in my Political posts), then the student will know just exactly what they are looking for. They are looking to see that the student has been properly indoctrinated. Whether or not the student believes the Agenda 21 wolf-in-sheep’s-clothing DECEPTION, the student must pretend he or she does for the duration of this essay. I highly recommend first educating your child about how this doctrine is deceptive. Only then will yo feel safe allowing your child to covertly operate on this test in order to deceive the essay readers trained by those serving the evil elite.

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic).

What to expect on the G.E.D. Language Test:

  • To do a whole lot of reading
  • To be expected to type a great amount for the 2 essays. (Make sure your child-student is good at keyboarding).
  • To have a great deal of vocabulary understanding and ability to read fast and still have a great reading comprehension level.

Extended response essay covers a controversial civics or political social studies topic. In the essay portion, the student will have to argue for the side that has the most or the best evidence in the test, even if you disagree with it. The student must state in the essay that the other side does not have enough solid facts or only has opinions.

Source: This Youtube video made by a girl who took the test and vlogged about it.


G.E.D. Mathematical Reasoning Test (2 Sections, 115 min.):

Part 1, General Math, no calculator allowed (5 questions)

Part 2, Problems Common in many Workplaces, calculator allowed (41 questions)

Many questions will be word problems with multiple choice answers, but they will be in multiple other formats as well, including fill in the blank, drag and drop (it is on computer), hot spot and drop-down menu. About 1/2 of the questions will be based upon data, diagrams or charts presented on the test. Education 2030 Incheon (Korea) Declaration (2015) and Goals includes a demand for researchers to go find data which will back up Agenda 21 goals. For the data to have the desired affect on people, people must rely on the data put before them to determine what is true. The G.E.D. and Common Core in the schools must be assured that High School Graduates do not to question data, diagrams or charts, but accept them as truth. Please, before you prepare your beloved offspring for this type of test-taking, teach them how to question EVERYTHING, spot deception, do their own research and ask GOD for wisdom about what is TRUTH. After you have done this, teach them about the deceptions on the test. Teach them that accepting data, diagrams and charts as truth is not wise because of the evil people in the world who wish to deceive all people.

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic)

Details about what will be included in the G.E.D. Math Test:

  • general math: addition, subtraction, number sense, figuring percentages, decimals, multiplication, division, fractions, order of operations and so forth (very small part of the test)
  • Pre-Algebra
  • linear slopes with x and y
  • plotting x and y on graph
  • linear equations with x and y
  • linear fractions with x and y
  • graph 6 different points on a coordinate plane. x is always first. (x,y). Left or right first, up or down 2nd.
  • perimeter of a complex shape (divide it into a number of basic shapes, like a series of separate rectangles. Figure it out that way)
  • area rectangle, cyllindar, circle, etc.
  • A= (Pi) times (Radius squared) and opposite (Here is the area. What is it in the Pi R squared formula?
  • Story Problems. Do not get hung up on what is possible or not. Do not try to figure out how it is logiclaly possible. Just do the mathe they want you to do.
  • Problems making the student figure out interest in a bank account or on a debt with amount deposited each time and the interest rate, given. I= PRT, Interest equals principle tmes rate times time. Turn rate given (3.5%) into a decimal (0.035) before multiplying. End answer is in years. If you are given months, figure out how much time it would be in years.
  • Problems like: $68.50 was original price. You paid $18. How much of a discount did you get on the item when you bought it? You need to know how much of a percentage $18 of $68.50 is. Formula is “No over O,” N-0/0, N is New Price. O is Original Price. 
  • -.41 would mean you got 41% off.
  • Slope intercept form y=mx+b. m is the slope. b is the y-intercept. m= rise over run (rose/run)

Source: MathTalk YouTube Videos about the G.E.D. Math Test, starting with this one (part 1)

G.E.D. Social Studies Test (about 35 questions in 70 min.):

Again the questions will be multiple-choice, hot-spot, drag and drop and fill-in the blank. These are approximate break-downs:

  • Government and Civics (truths mixed with lies), 50%. (They will refer to our United States of America as a DEMOCRACY, guaranteed. Our government was set up by our founding fathers as a CONSTITUTIONAL REPUBLIC. Make sure your child knows the truth and is aware that the constant use of the word “democracy” by the writers of the test is done in order to deceive.
  • U.S. History (from the perspective of Fascists, Communitarianists and Communists who hate our country, Liberty and the U.S. Contitution), 20%
  • Economics (from the perspective of those who love the idea of a fascist, communitarian and communist world government), 15%
  • World Geography (from the perpective of those who hate sovereignty and the idea of American greatness, who love Agenda 21 and the idea of a world government), 15%

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic).

What to expect on the G.E.D. Social Studies Test:

  • Example from the Economics section of an actual test: Answer questions from a graph about Importing & Exporting through Canada
  • Requires reading of large amounts of text to find the information needed to answer a series of questions about its content
  • Requires the reading and interpretation of really strange types of graphs which the student may never have seen before
  • Questions are worded in a tricky way to confuse and trick the student
  • Essay topics on an actual test: Chart showing that men get paid more than women, freedom of speech issues with the flag burning, when blacks got their rights for the first time
  • no extended response essay (there used to be)

Source: This Youtube video made by a girl who took the test and vlogged about it.

G.E.D. Science Test (about 34 questions in 90 min.):

The test will include short passages and graphs and charts. Tricky wording such as “Which one of these is not false?” (meaning ‘which one is true?’) is employed on this science test, so prepare your child-student for this. The type of questions will again be multiple-choice, fill-in-the-blank, drop-down choices, drag-and-drop, hot-spot (labeling) and 2 short answer essays. Please know your science vocabulary words. Although almost all of the questions haveThe main themes are Human Health and Living Systems, and Energy and realated systems. 3 topics included are:

  • Physical Science & Chemistry, 40%: conservation, transformation, flow of energy, work, sound, light, heat, motion, forces, chemical properties and reactions in living systems. 
  • Life Science, 40%: human biology and health, animal and plant biology, ecosystems, organisms, molecular biology, DNA, and evolution. Examples: label the parts of a flower 🌺, interpret a graph about DNA mutation (for evolution indoctrination).
  • Earth and Space Science, 20%: basic eath and space science, astronomy, environmentalism (global warming and climate change science to indoctrination). Example: Answer questions about the affect of ants 🐜 on rainforests based on data presented.

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic),  and This Youtube video made by a girl who took the test and vlogged about it.

G.E.D. Test Guides for Homeschool moms to use in preparing their child-students for the GED test

G.E.D. Test Guides for Homeschool moms to use in preparing their child-students for the GED test

Related Posts:

Socialist Indoctrination in G.E.D. Test Prep Book by the Princeton Review

Get Up to 10 College Credits for Scoring High on the Post-2016 G.E.D. Test!


How at Weber State University, via CLEP and DSST tests, Homeschoolers Can Do the Equivalent of Early College/ Concurrent Enrollment


Agenda 21 and ICLEI: A Crash Course

Education 2030 Incheon Declaration

My Dream Indicates that Anti-Genderism is Coming!

Here is my dream from last night.
I just had a dream last night that I was in a mall. The only shops there were gender-neutral. Great numbers of young adults were there celebrating with confetti in gawdy clownish costumes with make-up and wigs. They were singing, dancing and celebrating the absence of genderism in the mall and in society. They were dancing and sining all over the mall, up high, down low, climbing on displays which went to the ceiling and so forth. There were food courts and people were getting and eating a huge variety of foods, too. 

I heard that there was only one store owner in the mall that had not accepted this, and refused to sell gender-neutral things or allow anti-genderist groups to come sing and dance in his store.  I heard the history from someone, also. He had refused 20 years before, to allow a Lesbian group to come and perform in front of his store a very sexual and immoral dance with little to no clothing on. Ever since, nobody had shopped at his store, yet his shop was still there. His stood resolute with a determined look on his face, ready to sell his wares. I kept trying to get to this one unique store, but I could not. There were too many people in my way. Also, all my friends and family there with me at the mall were celebrating with the anti-genderists. (That is the name I came up with for them).

I think my dream includes symbolism. I think that perhaps this man who is the unique shop owner represents God himself, abandoned by the people of the world, yet still there, on the ready, determined and unchanging. I think that perhaps the mall represents the world. What of my role in the dream? Does this mean it will get increasingly more difficult to get God’s word in this world? Will there be blockages of people in my way? If so, I think I need to get to this “shop” now and just stay there. Of course, a person does not live in a mall. It is only a place one visits now and then. Will it be harder to get to the temple? Perhaps that is it. Perhaps this unique shop that will not let the world in, is the temple (of the Church of Jesus Christ of Latter-Day Saints). I think I need to go there more often! We all do!

Dreams and Visions

Joel 2:28-32

https://www.biblegateway.com/passage/?search=Joel+2%3A28-32&version=NKJV

Is a Busier Student, Better? Does a Busier Student Learn More?

My daughter and I conversed this morning. It came up that she has a belief that because she thinks that other homeschooled and public schooled kids her age are signed up for more classes, that they must be learning more than she is. This makes her conclude that she is “behind” her peers. When questioning further, I found out that she does not know that they are signed up for more classes than she is. She just thinks they are. Why? Because they seem busier.

It makes me sad, but I cannot be surprised, because here in the U.S. in our suburbian neighborhood, it is our culture (which we should not be proud of) to believe that the busier one is, the better a person they are. I am positive that this industrialized attitude is not a good one, having read “Don Quixote” and having lived in Chile during my LDS mission there.

Having read about Don Quixote striving to keep the culture of home production and knights guarding a lord’s township, as opposed to welcoming industrialization (the windmill), I believe our culture has gone into a negative cultural set of traditions, thinking they were a positive set. Having lived in Chile among a people who would never allow being busy to take away their time to relax and be happy among family and friends, I truly think our culture is a huge mess socially, mentally and emotionally to think that being busier is being better.

Can we please try to get over this lie our culture has fed us in the U.S.A.?

One reason that it is hard for me to stay a mother who is not worrying about earning money was said very well by my friend recently. She said 90% of the mothers she talks to regularly in her LDS ward are earning money by working a job of some sort. She said it is so hard for her because she keeps feeling a push to do what she got her education to do, and earn money doing it.  am almost always feeling pushed toward that, too. She said she is capable. She can do it. She would be good at it. I know she has the education and experience!

I am almost always feeling the same temptation. I know I am good at the money earning career of graphic design business owner. I am very good at it. I know our culture does not believe that a woman who homeschools her children instead of earning money in a career she is trained for, is a successful one. I know our society believes I am wasting my education. 

I also can see that this same culture is the very same that is teaching my daughter about its beliefs. They are leading her to believe that because her colleagues seem to be busier than she is, that they are ahead of her in life. It is so sad that she feels this way. I do not know how to help her to see. Oh, I have one idea, though. I really need to have a good, long talk with her and maybe even recommend some reading. I also need to help her experience cultures of less hurrying and scheduling. She also needs to see that even in cultures of less overscheduling and hurry, there is great success and happiness and some of the people are maybe even better and some even more educated, people.

Relaxing is wise. It is not foolish or a waste of time. It helps with happiness. Being scheduled every minute of every day is foolish. That culture of hurry and overscheduling is part of the reason people need drugs for depression and part of the reason so many people feel they need to sign up to do even more. They feel unsatisfied, which means they need more joy. More joy will only come if they let go of more things and have less on their schedule. 

I have another thing. This is the big one. 

When Jesus spoke to the woman of Samaria at the well to tell her about the living waters, why was he sitting there when she came? When was Jesus too busy to talk to someone? Did he have a schedule? He probably had a routine. He walked places. He sat and taught people. He taught people while walking. 

Now let us think on the disciples who had to leave their jobs to become His twelve apostles. Why did they have to leave their jobs first? Why did they have to stop doing what they were busy doing in order to learn from and serve alongside, the Savior? 

How is being busy so good, then, if Jesus could not have a busy person be His Apostle? 

Can LDS missionaries have a job while on their missions? Why would that not work? It would not work because they cannot be busy with other things. They must be busy serving the Lord. Their schedule must be open enough to find people and to teach those people the gospel.

Can a person really feel and hear the promptings of the Holy Ghost going from one scheduled event after another in a tight, inflexible schedule? Not really. How is there time for that?

These things bring me to the conclusion that being busier does not mean being a better disciple of Christ. I believe a better person is one who realizes they need forgiveness, so they need to drop everything and follow the Savior.

Now onto the next topic. My daughter believes that people who appear to be busier public schooled and homeschooled students, are learning more than she is and are ahead of her in life. Our first instinct is to want to compare one child’s learning to another’s. For this, we would most likely, in our day, turn to standardized testing. 

That is not what I will do here. If you believe standardized testing shows things clearly and accurately and tells the gruth about all of the important things, then in my opinion, you are messed up by our idiot U.S. culture, which is why you cannot see clearly.

Another insinct our culture would have you go toward to know whether a busier student is a more educated one, is to performances and displays. These shows of talent are ever so popular in our day and in our culture. They do not mean that a person is more educated, either. One who believes that a person who can perform or display things, is well-educated, is also messed up by our culture.

What standards will I go by, then? Why, God’s. I know. Shocking, right? Why did God see a boy who kept sheep as the person to fight Goliath? I will answer that with another question. Why did David himself know he could fight Goliath and win? I am sure you know: He knew God would deliver him! That is a truly well-educated person as an example for you. From my point of view, a good education is one that gives a person faith and trust in, and dependence on, God and Jesus Christ. If everything else is know and understood, what good does it do if not on a foundation of faith in God and Jesus Christ. It is all like rotted organic matter turning into black dust. 

This is how I know my daughter is not behind:

  • She loves her family.
  • She loves God and Jesus Christ.
  • She listens to the Holy Ghost.
  • She prays to Heavenly Father and reads the scriptures with extreme intent on learning and understanding them.
  • She serves others with the love of Christ.
  • She works hard at housework and helping around the house and yard.
  • She works hard at academic learning and excels at learning whateter is put in front of her.
  • She is humble and teachable. 
  • She has extremely strong desires to always do what God leads her to do.

My daughter is not behind.

Another thing I have to say is this: What is “behind,” really? Even in academics, is there a way to compare one person to another for real? No. One person has a talent for mechanics and is awesome at fixing anything. Another has a talent for mountain climbing and can lead people up Mount Everest on a daily basis. Are these people ahead or behind a person who wins the worldwide contest for concert pianists? What of the mother who gives birth to her first child? Is she ahead or behind the person who just paplied for a patent on their first invention? 

These are things we cannot compare. These accomplishments cannot be compared and people cannot truly and accurately be compared. People were never meant to be compared and life is not a race to get to a finish line. Is death a finish line? Is an amount of money or an academic degree a finish line? No. None of these ae a finish line. If there is no finish line, then there is no “ahead” and there is no “behind.”

Therefore, my daughter cannot possibly be “behind.”

How to Combat Agenda 21 in Your Day-to-Day Life

What to believe, do and teach:


  • teach freedom of assembly and religion
  • attend church on Sundays
  • have family home evening every Monday
  • Have family prayer and family scripture study
  • Have a belief in romantic love leading to marriage between one man and one woman to create a family
  • Have a belief in adoption over abortion
  • Have a belief in having babies and caring for them
  • teach the gospel and scriptures
  • be lead by a prophet
  • teach A Proclamation to the Family
  • share the gospel with others
  • pay your fast offerings
  • pay your tithing
  • A belief that peace comes through Christ after obedience and righteousness
  • A belief that the natural man is an enemy to God (Mosiah 3:19)
  • A belief in the God of Abraham, Isaac and Jacob, the father of our spirits, who loves us because we are His spirit children.
  • A belief in an all-powerful God whom we need to obey.
  • A believe in obedience to the commandments of God
  • A belief that we are created in the image of God and we are His Spirit Children
  • A belief that we can trust God
  • A belief in Jesus Christ, in that He has power to overcome physical and spiritual death
  • A belief in the principles of, and receiving the ordinances of, the gospel
  • A belief in eternal families, family history work and temples
  • Teach the correct truths about government and history
  • Teach the correct truths in all academic subjects
  • Believe in, fight for and teach the importance of, Local Control
  • Believe in, fight for and teach the importance of, representative government and a constitutional republic
  • Believe in, fight for and teach the importance of, local police
  • Believe in, fight for and teach the importance of, our job being to hire and supervise the government

SDG’s Sustainable Development Goals, Agenda 2030

Where in these goals are the following?

  • Sovereign nations
  • Sovereign states
  • Sovereign cities
  • Sovereign families
  • Liberty
  • The right to life for every human
  • Freedom of Religion
  • Freedom of speech
  • The right to bear arms
  • Freedom of Assembly
  • The right to own property and land, to have one’s own food and water
  • a belief in the 10 commandments
  • The right to use rainwater and vegetation to sustain your life
  • citizen owned and controlled capital (“capitalism”)
  • The right for parents to raise their own children
  • The right to give birth to children and to raise one’s own children
  • Representative Government
  • God-given rights (not U.N. given rights)

Tax Refund Means Books and Mess

I know that most mothers who blog about their homeshcooling life paint an idyllic world in order that they may convince others that they should homeschool. I understand why they do it. They do it to counter the negative attacks of the majority of the outside world on homeschooling.

This post will be an honest one about how it is HARD WORK to homeschool! It IS!!! It’s worth it, but it is very hard work! Don’t let anyone make you believe differently! If you are trying to decide and are wondering, I want you to know I highly recommend it but it is not for the faint of heart. I also do not think it is a side thing, to do on the side. It is DOUBLE FULL-TIME work (like an 80 hr. a week job)!

Also, there is no money in it. You are in it for spiritual reasons. You are in it for family. You are in it because you love your kids and because you want to be the one in charge. If you cannot stand having others, like the government, in charge of what your children learn and do for most of the day, these are the reasons for which you are doing this EXTREMELY CHALLENGING thing called homeschooling! It seems impossible. It is not impossible with God helping you. If God tells you to do it, DO IT! If God tells you NOT to do it, please don’t do it. You need His help!

I am going to tell you about the state of the house due to the ordering of books for next school year, which we do much of, with tax refund money. Right now, we are in the thick of it. The children must do their assignments and learning all over the house because I told them 3 weeks ago not to touch the newbooks, which cover the homeschool table.

My lack of desire to decide where to put all of the books has also made extra messes pop up in and at the entrance of, the homeschool room. I absolutely MUST figure out where to put which books, but it is SO MUCH WORK and PLANNING that I do not know where to begin!

I need to do the following.:

  1. Decide what everyone will be studying from April to the end of August.
  2. Take the books they will not use during that period, downstairs.
  3. Put the books they will be using during that time, on the homeschool bookshelf or into the homeschool cupboards.
  4. Go through (Ugh!) the paper stacks and figure out what to do with all of the papers.
  5. Finish cleaning. Vaccuum.
  6. Snap photos and post them on my blog so that you can see I do have a more elevated standard most of the time!

The entrance to the homeschool room.

The entrance to the homeschool room.

The desk in the homeschool room.

The desk in the homeschool room.

papers and workbooks not being used

papers and workbooks not being used

closet and bookshelf

closet and bookshelf

table, including newly purchased books

table, including newly purchased books

I Am Pro-Sustainability.

I am Pro-Sustainability. This is how.

I am all for the Sustainability of the U.S. Constitution and the Bill of Rights.

I am all for the Sustainability of freedom and liberty, via preservation of our Constitutional Republic.

I am all for sustaining Christianity.

I am all for sustainability of the natural family unit.

I am all for preserving our beliefs in God, Jesus Christ and the Holy Ghost for future generations, so that they, also, can enjoy those sustained benefits we helped preserve in their culture and belief systems by watching over them now.

I am all for the sustainability of life, including those who cannot work or even care for themselves and those who have not yet been born.

I am Pro-U.S. Sovereignty. I want U.S. Sovereignty to be sustainable.

I believe in the sustainability of history. I think if we stop teaching our kids what has been learned from history, that we are not sustaining the biggest tool that could be in their toolbelt.

I believe in sustaining good education and learning. I believe in passing down from generation to generation, all that we have learned and all of our wisdom, so that those who come after us can also have the knowledge and wisdom we gained. 

For this, I believe books must be sustainable. We must preserve books for future generations.

I believe in the sustainabitity of trees, plants, herbs, fruits and vegetables. For these  carbon dioxide must be in the air, because that is what plants use (along with the sun) to do photosynthesis.

A Love for Socialism is Taught in Public Schools

The truth is that most parents have heard that there is socialism taught in schools, but they do not want to see it, so they do not see it. All they see is that they need to send their child to school because they just cannot homeschool. You know, it is not easy for any of us. Those of us who do it know it is by all physical and scientific laws, nearly impossible to homeschool our own kids. We also have found that God helps us. Miraculous as it is,  we can do it because of God. Believe in God. Trust Him. He can do miracles. He can do what you think is impossible if you just trust him and take a leap of faith. God wants you and your children to learn the truths and not the lies. This is only possible if you homeschool your children.

This Article is About How Schools Are Influencing People to Love Communism  It shows also that youth believe Socialism is good and Communism is bad. It shows a belief that Communism and Socialism are different. They are not. Socialism is just a different word used to describe the same thing.
“Consider how 80 percent of Boomers consider communism a problem. While a high number, it’s still a statistically significant drop from their elders’ 91 percent figure. And this is just part of a pattern, with the percentage of each age group that views “socialism” positively being as follows: age 65+, 13 percent; 50-64, 25 percent; 30-49, 34 percent; 18-29, 49 percent (Pew Research Center, Dec. 28, 2011). Evident here isn’t an overnight sea-change, but steadily increasing ignorance.” This quote is from this article about what public schools are really doing in America. The Younger People Are, The More they Love Karl Marx

The sad thing is, they really don’t know what communism or socialism are. They just believe that everyone being at peace is the Socialist goal. They believe the Socialists will make all people happy because nobody will be poor. They believe that socialized medicine will make it so everyone can get all healthcare cheap or free. That is a big lie. 

Socialized medicine does not make it so everyone can access the medical professionals for cheap or free. I served my LDS Mission in Chile, a Socialist Country which has full-on socialized medicine. We met a woman who was extremely sick and bedridden. She was also pregnant. She refused to go to the hospital and I was confused as to why. She said she would go there and sit in  a waiting room all day and night. She would just sit and wait. She would be in the waiting room with people who have all sorts of viruses and contagions. She would be exposed to all of them and with her immune system already being weak, her health would only get worse.

That is the truth about socialized medicine.

In Chile, we also met a girl who was devastated because the country had found out that her sister had a mental deficiency. Thye had tried to keep it a secret, but the government had found out. They had come and forcefully taken her away, supposedly to a mental institution. The family was beyond mortified because they do not think they will ever see her again. I wonder if she even lived a month. Hitler took people like her sister away to give them a good education and then later, the families were told that all of their youth had died of natural causes. Right. Natural causes.

Kids are taught in school that they need to write essays and then they are GIVEN the textual evidences of both sides of the argument. They are told that whichever they have more textual evidence for, they should write in favor of. They are not told to write essays based on their own research or things they have already memorized, like I was taught. Most essay topics are about socialism, or lean toward socialism. Tests are being used to indoctrinate, and it is illegal for any teacher or parent to be shown what is on the tests.

If your argument for keeoing your child in public school is that YOUR school is better than other schools and YOUR CHILD’s TEACHER is sweet and nice and good, please at least consider that every child in the nation is taking the SAME TESTS snd thr TESTS ARE TEACHING SOCIALIST PRINCIPLES TO YOUR CHILD!

Don’t tell me that you will just have your child OPT OUT of the tests, either, because that is virtulaly impossible for a person who likes their child’s teacher. The teacher, whom you love, will beg and plead for you to allow your child to take the test, saying that your child is doing well and will help raise the average scores. The children are also pushed into believeing that it is all about performance and they are told they need not worry because they will do well on the test. I need to remind you here that the teacher is NOT ALLOWED TO SEE THE TESTS, even after they are over with! Your child’s teacher HAS NEVER SEEN ONE OF THESE TESTS, EVER! You are the blind, being led by the blind. only actually, the teacher does not HEAR the tests, either, so YOU ARE (symbolically) BEING LED BY A BLIND AND DEAF person and you are blind and deaf, too.

WAKE UP, AMERICA!

The STEM Craze: What it Does to Our Kids

STEM stands for Science, Technology, Engineering and Math. I am no psychologist, but anyone can think about things. This is what I think. I think STEM is a bad idea. I think it does something really bad to our kids.

     First, it harms the kids who are good at and who love, Science, Technology, Engineering and Math by making them less unique. How can they stand out from the kids who are really amazing at other things if the children meant to be artists are now choosing STEM (because of the push)? How can the kids who would naturally have gone into STEM fields anyway, feel as unique and special as they would have in the past, when there was no STEM push for all children?

     Second, it harms all the kids who would naturally chose to focus on other fields of study. I know your argument would be that there is extra education in STEM but that does not mean kids cannot get extra education in other areas. I agree. That is so true. My kids are homeschooled, so I know that they can find the other things they need. What I am worried about is that this focus on STEM makes the children who would naturally love other things, feel that their other things are not worthy, not as good, valueless, unimportant, frivolous and so forth. That is simply not true, but it is exactly what this STEM focus is telling our kids (and their parents and teachers).

     I wanted to say something about why the STEM focus is happening. The reason for it is talked about in John Taylor Gatto’s book, “The Underground History of American Education.” He did not talk about STEM because it did not exist then, but he did talk about a focus on technology, science and math. He said the purpose was for those to replace Christian beliefs. See, the evil elite have always had Christian beliefs in the way. Children are always being taught by their parents and then go to school with their Christian beliefs. It upsets the evil elite that they have not been able to find a way to eradicate and completely erase the Christian beliefs from children! 

     One issue they have with this is that we, the people, still want the dollar bill to say, “In God We Trust” and we still believe that we get our rights not from the government, but from God. It also causes a problem for them which is that we know we must answer to Jesus Christ at judgement day (not to a government)! It was much easier in ancient Egypt for the Pharaohs, because the people believed the Pharaoh was a God! We do not believe that the U.S. President is a God. This creates a big problem for them, that we are more likely to say that we will answer to God and not to the government.

     They are hoping  that this STEM push will have the teachers feeling pressed to teach STEM more and better (they have classes for and raises for, teachers who study STEM to teach it better). Teachers are already not allowed to mention God or Jesus in schools or even after school to their students. They are hoping that the STEM scholarships offered will make kids nearing graduation to focus more on STEM and less on God. They want the parents, who need help from the scholarship money, too, to encourage their children to focus on STEM. They want us to break the commandment that says, “Thou Shalt Have No Other God Before Me,” with the STEM focus and many other focuses, too. They just want to come between you and God and between your children and God.

     There is another reason, too. History is so important. We can learn from the past about freedom and types of government. They do not want us to care about this. History is not in STEM and is not on the ACT test. The College Board does not really care how well you score in history enough to put it on that test. If you think not very hard, though, you will see two reasons why they do not want us to focus on history. See, for one, if we trust the history books then we could easily say that the Bible is a history book and contradicts the science “facts” they have for us. They do not want us to consider the Bible to be true by any means. I am teaching my daughter CLEP Western Civilization I. The CLEP tests are also authored by the College Board. Western Civilization I makes sure not to include in history anything from the bible, so I have been researching and adding history from the bible into the margins. I also have been teaching my kids the Old Testament for a few years.

     I am reading in 2 Kings for my personal daily study. One thing that stands out is that God chooses the kings and the prophet tells the kings what to do. If the kings do not obey, God punishes the kings. It repeats like a broken record and has been doing so since 1 Kings. I think God repeats this over and over because He wants us to know this is the way it has always been and is the way it will always be. He wants us to know that there are no exceptions to this rule. What would this do to the Western Civilizations I history the evil elite want us to learn? It would teach our kids to obey God. That is the opposite of what they want our kids to learn. They want our kids to learn a history that does not include God, as if He is not a part of what happened in the past at all. This would make the children believe He will also have no part in the future. The evil elite cannot have this. It will make them less powerful. They want more respect and power, not less.

      The Second reason they do not want you to know or care as much about history is because if you believe it and know about it, you may be willing to rebel against then the way that people did in history. We may expect things from government. We may think of government representatives as our employees and not as our rulers. This would not be good for the evil elite. People have to learn less history for the evil elite to have their way. People must not know about the 1100 charter, the Magna Carta, the Declaration of Independence or the U.S. Bill of Rights. They must not know that one form of government is a “Constitutional Republic.” (This is not taught in schools. Ask a public schooled kid and he or she will tell you that our form of government is a DEMOCRACY, not a constitutional republic).

     Another important area is the arts. We have photographers, sculptors, fashion designers, playwrites, actors, stage crew, set designers, dancers, musicians, songwriters, composers, singers, choreographers, visual artists, designers, architects who work mainly from the creative side, writers of fiction, philosophers, inventors, dreamers and more. These can thwart the plans of any government. I know what Picasso’s “Guernica” painting is about and I would not normally care about a tiny piece of the history of Spain. Without that painting, nobody today would know about nor care about what the country’s ruler chose to do which killed many of his own innocent people in a tiny town. Artists can say amazing things with their art. “Uncle Tom’s Cabin” was a play and a book. It had much influence on many people. The other areas of the arts have just as much power and pull. They make people think about things in a whole new light. They are the great teachers the evil elite wish to “snuff out” by telling them that these fields of study or these passions are not valuable as a contribution to society. How do they do this? They only have to focus everything on STEM so that children get the message loud and clear. We may think it is not the message. Oh, it is. The kids are getting the message. If you don’t believe me, ask a kid who is in public school. Ask then what a visual art piece can do that a scientific theory cannot do. My guess is, they will not know. My guess is, they will say that the art piece cannot DO anything–It just sits there. This, our nation is doing to children that belong to YOU and others around you.

     I am a visual artist, so I was in a facebook group for visual art teachers. I saw much about the way visual art teachers are treated in schools. In secondary schools, some art teachers are given a custodial closet in which to store their art supplies for their classes. Some are given a section in a restroom, which means sometimes the supplies are missing when they are needed. This messes up the lesson plans, which they must make either in their office, which is the same location where they store supplies, or in their own home. However, funding for STEM teachers is very high. What does this do? It limits the ability of the art teachers in school to do well at teaching their subject. I did not hear from teachers or the other arts, but I am sure their plight is about the same. Not only does this discourage teachers, but it shows the students that this career of “art teacher” is as lowly as can be. There will be no respect from the students for a teacher whose office is a space next to the potty.

     What of the althletes? How much focus is being taken away from P.E.? About the same. Though I know little about it, I have heard that this is happening and id does not surprise me at all. First, we had President Bush pushing no child left behind (did that focus on P.E., or even give P.E. the time of day? No. Nope, nope). The next things have been common core and ESEA or ESSA. Those push testing link crazy. The pressure is not only on the kids, but on the teachers, the principles, the district and the states. This takes away from the focus on excercise. In a local district her, Ogden district, a little bit back, they took 2 of 3 recess times away from the kids in the public schools, so that the kids could stay inside and study more, or do more practice testing for the tests, which are many. Why? The results of the tests decide which schools and teachers get the most money. It’s all about money.

     Michelle Obama’s focus on nutrition and excercise cannot combat this obsession with money. What you don’t likely know is this. The Feds created a dependency on free money for schools. Then President Obama took the money away in 2008 and said, now this same money you have just gotten for nothing every year since 1965, you will only get if you do what I say. This gives him more power. Do not tell me he does not know what he is doing. He does and he is doing it as a puppet in the hands of his evil elite masters.

     One of the many latest (year 2016) of these “now do this,” commands is that every public school and public charter school shich receives money from the Federal Government must have restrooms, locker rooms, showers and the like, which are either unisex, or are labeled so that none of the 100 sexes that there officially are now, could possibly be offended. Then they must let anyone shower with anyone because that is politically correct. I advised here on my blog for my state to just do without the funding, but alas, not enough people read my post. The state of Utah decided to comply, so unisex restrooms are everywhere. “Unisex” seems to me to mean “belonging to the one and only sex,” as in, “we agree that restroom is for the one sex, which everyone is.” This is the belief of the people who worship satan. Satan wishes us to believe that there are no distictions. He wishes us to see that there is no difference in us. We are all just “people” and all people are the same. I wrote an earlier article about an abortion doctor, an OBGYN in Salt Lake City, who always refers to the pregnant as “pregnant people” instead of what from her point of view, is a very offensive “pregnant women.” This LGBTQ agenda is all about destroying the family. 

     The Pro-Choice or Pro-Abortion media focus now is on women being the same as men, in that men cannot have their careers disrupted by pregnancy and neither should women. Men can be promiscuous and have no pregnancy happen in their bodies. They want women to demand equality with the men in this way. Their solution is abortion. Their aim is to de-value the family. It has been since the mid 1800s. There can be no mothers. There can be no fathers. We all must be “humans” and the government must “breed us” according to their needs and desires. This way of thinking is pure evil but is fluorishing today, everywhere.

     There is now a bill in congress which has much clout, which says that in order that there be equality, our law should not say that men at age 18 must sign up for the military draft. It should instead say that all persons aged 18 must sign up for the military draft. ‘Don’t worry,’ they will say, ‘Women will not have to stay home and care for children. Women will not have to worry about pregnancy. There is always abortion. The state can always care for the children. No problem.’

Thoughts as They Come, Influenced by the Holy Ghost

Thoughts as they come, influenced greatly by the Holy Ghost, as I have been praying and receiving answers:

I have been working hard planning college for my eldest. I recently prayed. I recently prayed to Heavenly Father for guidance. I felt strongly this morning that the plans for college are all wrong, in that I get a really bad feeling about it and had thoughts while dreaming and while in my subconscious, about the college plans. Because of this, I could not get back to sleep this morning. I hope I can nap later today to make up for lost sleep, but I felt an intense desire to commune with Heavenly Father whilst the children and all of the do-list item pressures are both sleeping.
     Even though I have purchased guides and other learning materials for one CLEP and one DSST test, I am now doubting that this previous desire of mine to have my children get University Credit in 9th to 12th Grades, is a good one. I think it is good that I have a desire to give my children the best education possible. I am just realizing through God’s guidance, that it is possible that He would rather I teach my children something entirely different.
     Yesterday afternoon, I was watching the YouTube video of a young man showing a good way to study and learn and a bad way to do the same, the learning being cramming for CLEP tests. I was watching so that I would know how to teach my kids well so that they could study for and pass many CLEP tests in their 9th to 12th grade homeschooling high school years. I often seek YouTube videos about such things.
     After watching half of the video, it was time to put one of my children down for a nap. As often happens when doing this, I also fell asleep for a short time. In this relaxed state, a thought came to me which likely was not my thought, but was likely the Holy Ghost whispering to my mind and soul. I saw the young man studying and imagined him studying with the same intensity, the Book of Mormon, the Bible, The Doctrine and Covenants, the Pearl of Great Price, words of the Modern Day Prophets and the like. It occurs to me through the spirit now, that with that intensity, Joseph Smith sought answers from the Bible at age 14, before going to pray and ask God for answers.
     If Joseph was 14, he would have in our day been ready to enter the ninth grade as is my eldest child. There were many other things he could ahve studied with the same intensity. Why did he choose instead to study with intensity, the Bible? What kind of a difference did it make for him and for all of us, that what he chose to study with the greatest intensity at age 14, was the Bible? 
     This morning en la madrugada when I awoke to come commune with God and write my thoughts down, I thought of something else as well. Jesus did not find his first followers who were to become his 12 Apostles in grand, well-paid careers, but most of them as fishermen and very poor, humble people in humble occupations. His earthly father who raised him was Joseph, a carpenter. In Alma in the Book of Mormon, the humble people who were willing to listen, were those cast out of the synagogues because of the coarseness of their apparel (because they were poor as to the things of the world). 
     The state of these people was a state of not being busy taking on the influx of the thoughts and ideas of the world. That is why it was important that they be in the conditions they were in. The reason Jesus said it is easier for a camel to fit into the eye of a needle than for a rich man to enter into the kingdom of God, I think, had less to do with money and more to do with the influence of the world. A person can have a lot of money and be close to God. Abraham had a lot of money and He was very close to God. I think it has less to do with money and more to do with this: Often those with money are those who sacrificed greatly to get that money.
The sacrifice to get the money in our day and time is the time our children spend getting the world’s version of “an education.” I distinguish is that way because God’s version of an education is very different, BUT what IS it? That is the question of this morning for me. What is God’s version of the BEST EDUCATION for my children?
     Jesus took people away from the influences of the world’s “curriculum” and “educational standards,” and, in the most common, everyday and humble settings, taught them eternal, heavenly truths from God. He did know carpentry, I am sure. He also knew how to read and do math. He knew the basics that a child learns until the age of 12. At 12, he went to the temple to teach the people there. He told his parents he was “about (His) Father’s business?” Age 12 in our day would be 6th or 7th grade. By the time middle school would have begun for Him in our day, he knew the scriptures so well that He taught the men at the temple things they did not know, and astonished them.
     I can see that the kid of education He got was enough of the basics, but also a HUGE amount of the scriptures and the truths of God. He knew how to speak in parables when He was older. Did He also when He was 12? It is very likely He did. There is a great liklihood that His mother was so close to God, that she was taught how to teach the Son of God through the Spirit (from the Holy Ghost). Perhaps she taught Him in everyday things, as He later taught others. I am sure she taught Him about prayer, love, the scriptures, doctrines, service and obedience to God.
     Can I not also learn to teach my children in the same way? In the Book of Mormon in Jacob 2:17-19, we find, “Think of your brethren like unto yourselves, and be familiar with all and free with your substance, that they may be rich like unto you. But before ye seek for riches, seek ye for the kingdom of God. And after ye have obtained a hope in Christ ye shall obtain riches, if ye seek them; and ye will seek them for the intent to do good–to clothe the naked, and to feed the hungry, and to liberate the captive, and administer relief to the sick and the afflicted.”

From this scripture I see many steps:

  • -“before you have the riches to share with others, first seek the kingdom of God” (first, become strong in being like Jesus. First, be strong in the gospel of Jesus Christ. First, build a strong foundation in Christ. First, read the Bible, the Book of Mormon, the Doctrine and Covenants and the Pearl of Great Price. First, learn everything God wants you to learn. First, get a Godly education, like the education Jesus received. This denotes an obvious priority. Before worldly education requirements (CLEP and DSST tests, high school, University) do these Godly Education items.
  • -“And after ye have obtained a hope in Christ ye shall obtain riches” (We must first obtain a hope in Christ. I think this means much more than it says. I think it means we must truly put all of our trust and all of our hopes and dreams, in Christ. We must only seek after what He would have us seek after. Our desires must be desires He would like us to have.)
  • -“If ye seek them” [(Many who have a firm foundation in Christ never do “seek them,” and I think it is because they realize they are not needful. Jesus did not ever have them. A person can enter into the kingdom of God more easily without them. However, some righteous people, like Abraham, have obtained riches. For some, like David and Solomon, riches and power together influenced them into making poor choices. We must strive to be like Abraham, then, and only seek riches if we can still be righteous whilst we have them (and are free with our substance).]
  • -“and ye will seek (riches) for the intent to do good–to clothe the naked, and to feed the hungry, and to liberate the captive, and administer relief to the sick and the afflicted.”
  • -“think of your brethren like unto yourselves” (the golden rule: do unto others as you would have them do unto you).”
  • -“be familiar with all” (know everyone, by being friendly and caring about their lives and days)
  • “and free with your substance” (freely share what you have that is of worth with others–I see knowledge and the gospel as part of the “substance”)
  • -that they may be rich like unto you (so they can be happy and comfortable in life, as you are)
  • -“that they may be rich like unto you” (so that they will be happy and well like you)

     My kids have awoken. 

Amexit H.R. 1205

Amexit-united-nations

Amexit. It is time for the United States of America to Exit the United Nations!
This is a vote for true U.S. Independence. The U.N. has many laws that the U.S. of A. must abide by. The U.N. has become a government body we must answer to, weakening the power of the U.S. Constitution by its many laws and our many promises to them. For just one example, the UN loves telling us that the government must grant the people rights, instead of that we are born with God-given rights (the Declaration of Independence).

Tell your U.S. House Representative to vote for HR 1205
(To find out who your House Rep is, if in Utah, go to vote.utah.gov and put in your address.)

“Time for ?#?amexit?? I’m a cosponsor of H.R. 1205 to get the US out of the UN,…” said House Rep. Thomas Massey.

Get the United States of America Out of the United Nations: #Amexit

H.R. 1205 American Sovereignty Restoration Act of 2015

Side Note: ICLEI, Agenda 21 and Agenda 2030 are also taking away our liberties and sovreignity. Get us our of those, too. Do THAT by talking with your city council, University and community organization. Those have slipped at local levels to come in undetected.