This article interrogates some metaphors that Common Core State Standards (CCSS) proponents have used as arguments to characterize CCSS, and then checks the facts that others have amassed around the issue. The authors offer up considerations of metaphor as a rhetorical resistance strategy: Name, Frame, Fact (Check), and then Speak Up. Teachers speak up in a range of ways and places, including but not limited to editorials, blogs, communications with parents, at the polls, and via all the other ways of speaking and writing are shared with one another and in the communities they inhabit. Teachers speak up alone, and in local groups of two or three or twenty, and in larger groups organizing for collective action. That teachers do in fact speak up is crucial, and that they "use the force" of metaphor is crucial, too. As the authors model in this article, teachers can name the metaphors, see what they frame, check facts--see where the metaphors go and, where appropriate, bring out contradictions therein.