105 Peavey Rd • Suite 116 • Chaska, MN 55318 • 952-361-4931• www.edwatch.org • edwatch@lakes.com

Dear Friend of EdWatch, Once again, EdWatch is breaking new educational ground! My name is Allen Quist, and EdWatch

has asked me to oversea an exciting new project.

EdWatch exists to help our nation’s parents and schools provide the best possible education for our

kids. To further that goal, EdWatch is launching a bold new program. To be specific, EdWatch will be

creating curriculum modules that can be incorporated into a wide variety of classes. We will

continue to do everything we have been doing, but we are also going to produce curriculum modules

that can be accessed and downloaded without cost from our website. These modules can then be used by

public schools, private schools, home schools, parents and anyone who wants accurate and vital

information.

A little about myself—I began my career as a college professor 40 years ago. I served three terms in

the Minnesota House of Representatives from 1982 to 1988. As a three-term member of the Education

Committee, I played a key role in legalizing home schooling in Minnesota. I was also chief author of the

bill that created the Minnesota Department of Jobs and Training. I have written five books, the last three

dealing with education policy. While I still work as a college professor part-time, my primary calling is

doing research, writing and speaking for EdWatch.

Part of my task is to ensure that the curriculum modules meet the highest standards of accuracy

and professionalism. This responsibility is nothing new at EdWatch. Our website receives a million hits

annually. Because of this high visibility, we have always taken great care to be totally accurate.

There are many reasons why EdWatch is taking this ambitious new step. One reason is this—there

is a wealth of exciting new information to which teachers and students need ready access. Much of

this information, however, will never be included in textbooks because it contradicts the politically-

correct worldviews that textbooks now religiously follow.

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One such module, for example, will feature the three recently discovered ancient maps—

information that would revolutionize our understanding of world history if the education cartel were

willing to include it. One such map is the Orontius Finnaeus map of the globe. (A picture of a portion of

this map is included in this letter.)

The Orontius Finnaeus map was drawn by and named for the well-known mathematician and

cartographer (map-maker) in 1531. This map and two others like it drawn by other cartographers, were

largely based on source-maps, some of which go back to the time of Alexander the Great (350 BC).

Even though there is no serious question about the authenticity of these maps, this map and two others

like it made by different map-makers are not likely to be included in history and geography textbooks—

the reason being that the map contradicts sacred-cow theories and worldviews held by the education

establishment including the fallacy of global warming.

Some of the source maps pre-date Columbus by some 2,000 years. The maps show South America,

Africa, Antarctica, Madagascar, and even Australia in amazing detail! As you can see from the

Finnaeus map, the coastline and at least some of the interior of Antarctica were ice-free at the time some

of the source maps were drawn. Obviously people were sailing to these continents and islands long

before the time of Columbus, and sailors and cartographers were mapping the lands they traveled to, and

traded with, in great detail and accuracy. These sailors and cartographers could very well have been

ancient Phoenicians since this advanced civilization made ships that were superior to those of

Columbus, and did so 2,000 years before Columbus set sail for America.

This means the Earth was much warmer then as compared to today—that is, the globe was much

warmer long before fossil fuels were being used! This occurred not all that long ago, perhaps 2500

years or so. The theory that global temperature changes are the result of carbon dioxide released by

burning fossil fuels is seriously challenged, “disproven” might be a better word, by this and the other

maps.

Other fascinating questions include: Did people live in Antarctica? Were they there at the time of

Alexander? How were the Americas initially populated? Maps like that of Orontius Finnaeus can

provide us with great important information in dealing with questions like these.

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I have included this abbreviated information on one of the ancient maps to give you a glimpse of

what the curriculum modules will be like. They will include numerous pictures, charts and materials that

can be downloaded and placed into power-point slides or that can simply be assigned to students and

accessed through the internet. A wealth of other carefully-researched information along with lesson

plans, sample test questions and references including websites and printed materials will be provided. A

list of the modules we intend to have ready during 2009 is include with this mailing and EdWatch is also

planning a second series of modules to be posted in 2010. All the information a teacher needs to teach

this unit will be readily accessible on our EdWatch.org website for free!

We want to make this vital information readily available to home schools, private schools, public

schools, parents, students—anyone who is interested. Education organizations typically sell their

curriculum; we want to make our curriculum modules available free of charge! The reason is obvious—

more people will use information that is free. To do so, however, we need your help. We need your

donations to enable us to make this critical information easily available for free and in a form that is

user-friendly.

This project really amounts to giving our citizens access to exciting and highly significant new

information that current textbooks are censoring out. It is time our children have all the accurate and up-

to-date information necessary to evaluate the politically-correct, but often inaccurate, teachings of our

day. We believe that with your help, EdWatch can make it happen!

We believe that the importance of these curriculum modules, that can easily be included in various

classes, cannot be overstated. Do you want to make a real difference in American education? A real

difference for what is good and true? Here is your opportunity! EdWatch will do the rest!

Sincerely,

Allen Quist (EdWatch volunteer)

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P.S. Being a partner with EdWatch may be the most important commitment you can make to rescue

America. Please consider how you can become a regular contributor on pre-set intervals. Then fill out

the enclosed card that gives you several tax deductible payment options. We will even do all the work

billing or debiting your account or credit card. Proposed modules for 2009 (all stated as questions)

Unit I: Whatever became of Truth?

1. What is now known about Haeckel's embryos, and why is information that is known to be fraudulent still presented in textbooks as fact?

2. What is postmodernism, and does this influential worldview explain, in part, why textbook writers are willing to sacrifice truth to promote their ideology?

3. What is the American Creed as stated in the Declaration of Independence, and why isn’t it taught in the schools?

Unit II. Exciting New Discoveries in Ancient History, Archeology and Geography

4. What are the newly discovered ancient maps and why are they significant? 5. What were the Phoenician sailing ships of 2500 years ago like, and were they capable of sailing to the Americas? 6. How extensive were the Viking settlements in Greenland and North America around 1,000 A.D., and was Greenland green at that time? 7. Did dinosaurs and people live at the same time, and why do so many recently discovered ancient art works accurately picture dinosaurs? 8. How should we interpret the numerous references in ancient literature to dinosaurs (called "dragons" before 1850 AD), and what are the creatures described in Job chapters 40 and 41? 9. What is the Shroud of Turin, and is it authentic?

Unit III. Darwinism Today

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10. What is the significance of Darwin's finches?

11. What is the status of various examples of irreducible complexity, and have these examples been explained in Darwinian terms?

12. How has Darwinism influenced American law and politics?

Orontius Finnaeus map