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Barr: Public Schools Are Now So Hostile to Christians, They’re Unconstitutional


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REPORTED BY: JOY PULLMANN | JUNE 27, 2022

Read more at https://thefederalist.com/2022/06/27/barr-public-schools-are-now-so-hostile-to-christians-theyre-unconstitutional/

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Religious devotion, the keystone of ordered liberty in the West, has been under systematic assault by anti-religious forces Barr called an ‘atheocracy.’

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The West is facing its deepest civilizational crisis since Jesus Christ resurrected, and addressing the crisis requires removing militant secularists’ monopoly on education, former U.S. attorney general William Barr told a packed Christian conference in Chicago, Ill. on Saturday.

“We are going through a fateful crisis in western civilization. This is the deepest crisis we’ve faced in my mind since Christ,” Barr said. “That’s because our whole civilization is based on the Judeo-Christian tradition and that tradition is under sustained attack by increasingly militant secular forces.”

In a reprise of a 2019 speech at Notre Dame University that met massive corporate media backlash, Barr told the audience U.S. public schools have become hostile to traditional religion while wresting control of American children’s upbringing from their parents. This is a threat to the entire Western order, Barr said, because the unique American system of self-government cannot exist without a citizenry that is committed to traditional religion.

That’s because there are only two ways to restrain people from following disordered passions, Barr said: internal restraints, which are largely provided by one’s beliefs; and external restraints, which are typically provided by government. So, in order to have a limited government, Barr noted in an explicit echo of the American Founders, citizens must practice self-restraint. Such self-restraint is primarily developed through religious devotion, he said. But religious observance, the keystone of ordered liberty in the West, has been under systematic assault by anti-religious forces Barr called an “atheocracy,” his amalgam of the words “atheist theocracy.” These anti-religious forces now control the minds of American kids due to their monopoly on U.S. education institutions.

“The threat today is not that religious people are about to establish a theocracy in the United States, it is that militant secularists are trying to establish an atheocracy,” Barr said. Barr also spoke to The Federalist about the asymmetric justice being carried out under Joe Biden by the agency he has led twice, the U.S. Department of Justice.

In a 2021 interview with the legal nonprofit Alliance Defending Freedom, Barr said anti-religion leftists have effectively turned public schools into “secular-progressive madrassas.” In his Chicago speech on Saturday, the nation’s former top lawyer told the audience this state of affairs is likely a violation of the Constitution’s ban on government establishment of one religion over others, as well as a violation of the Free Exercise Clause that forbids the government from interfering with Americans’ religious obligations.

“What we’re living through is not a situation where religion is intruding into the government’s rightful arena, it’s exactly the opposite: It’s that government and politics is usurping the role of religion,” Barr said.

Barr told the sold-out Chicago audience at the 2022 conference of the Christian radio show “Issues, Etc.” that American politics now aligns with religious beliefs. The dichotomy in American life is no longer about prudential issues but religious ones: whether one acknowledges an objective, external, unchanging reality ordered by a transcendent deity or whether one insists the material world is all there is, which makes one’s god the self.

This anti-God materialism now maps onto and fuels political leftism, Barr said:

When a purely materialist worldview takes hold in society, it’s drawn to a messianic utopianism. Its adherents become enthralled with the idea that the meaning of life, what gives them purpose and meaning, is to be found in the quest for a perfect earthly society. The manipulation of the material world to achieve some form of nirvana here on earth. And the means used is achieving political power.

The main obstacle to this earthly paradise is the existing structure, conventions and superstitions like religion. Any obstacle to our earthly paradise has to be torn down.

These ideas are represented by the progressive movement in the United States. It basically is an ersatz religion that gives them a sort of truncated version of the place filled by religion in people’s lives. It also explains the bitterness in our politics today. Because once you adopt this view, then your political opponents aren’t just disagreeing with you, they’re evil. They are standing in the way of the salvation of mankind.

…Another part of this revolutionary era and the consequences we have been witnessing over the last couple of hundred years is a worldview that boils questions of morality solely down to an individual’s internal feelings. And their interior sense of pleasure and satisfaction. That’s how we gauge acts, whether people feel internally satisfied. And anything that advances that feeling is good, and anything that constrains or restricts that feeling is bad. This is a fundamental change in the worldview of the West.

Because the U.S. Supreme Court and other American political institutions have turned public schools from essentially Christian schools into essentially anti-Christian schools, Barr said, the U.S. school system has been erasing the faith required to sustain limited government. Multiple studies provide evidence this is true.

Banning Christianity from education created a moral vacuum that has ultimately been filled badly with political leftism. This has not only increasingly turned younger American generations against their own faith, families, and country, it has turned public schools into indoctrination camps.

“Personal and civic moral systems don’t just sort of hover in the air,” Barr explained. “They have to rest on an explanatory foundation, a metaphysical foundation. When people tell you to do something, you ask ‘Why?’ Why is it necessary to be good and what is it that consists of being good? So, the extent to which an education seeks to contribute to a student’s moral formation, it necessarily invades the space of religion when explaining what the moral values are and how they should be inherited.”

Thanks to the current Supreme Court’s adherence to the original Constitution as written, Barr said he thinks this is an opportune moment for both court and legislative work to address this existential national crisis.

“Public education was established as a melting pot that would establish a common American identity. How are the public schools doing on that front?” Barr asked, at which the audience burst into laughter. He continued: “The curriculum is now attacking the fundamental legitimacy of our form of government and our founding documents. That’s no way to bring us together as a nation.”

The most direct way to resolve this constitutional and existential crisis in American education is to end the government monopoly over the provision of education, Barr said, with full school choice. (The form of school choice that offers the fewest opportunities for hostile bureaucrats to interfere with parent choices, by the way, is education savings accounts.)

“The variety of American beliefs now makes a monopoly on education untenable,” Barr said. “You can’t finesse it anymore. You can’t pretend what’s being taught in schools is compatible with traditional religion, nor can you pretend schools are neutral anymore.”

Because anti-religious public schools hold a monopoly on public education funds, Barr noted, parents are forced to fight mostly ineffectively over what public schools teach, such as transgender ideology to kindergarteners and anti-white racism. Allowing parents to take their children’s public education dollars to institutions that match their beliefs will end such culture wars, he said, as well as help families more effectively pass their republic-sustaining faith on to their children.

This alone can’t solve the entire existential crisis of the West, Barr conceded: “It’s not a panacea, but I cannot see a way out for us and the way for Christian citizens to live in peace in this republic until we address the educational system.”


Joy Pullmann is executive editor of The Federalist, a happy wife, and the mother of six children. Sign up here to get early access to her next ebook, “101 Strategies For Living Well Amid Inflation.” Her bestselling ebook is “Classic Books for Young Children.” Mrs. Pullmann identifies as native American and gender natural. She is also the author of “The Education Invasion: How Common Core Fights Parents for Control of American Kids,” from Encounter Books. In 2013-14 she won a Robert Novak journalism fellowship for in-depth reporting on Common Core national education mandates. Joy is a grateful graduate of the Hillsdale College honors and journalism programs.

Left-Wing Teachers Ditch Teaching to Indoctrinate Kids About Sex Against Parents’ Will


REPORTED BY: CHAD FELIX GREENE | MAY 13, 2022

Read more at https://thefederalist.com/2022/05/13/left-wing-activist-teachers-are-ditching-curriculum-for-indoctrination-against-the-will-of-parents/

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Activist teachers and school administrators have lost sight of their fundamental purpose and their obligation to parents.

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Examples of LGBT activist teachers seem to be pouring in weekly. One gaining attention comes from Cape Coral, Florida where, as LGBTQ Nation describes it, “Pansexual art teacher fired after allowing students to draw Pride flags.

Casey Scott, a middle school art teacher, described the incident as simply a discussion that happened in class in which students volunteered details about their sexuality and gender identity. Initial reporting indicated she decided to take the opportunity to provide details about her own sexuality and then asked her students to draw pictures.

In another state, teachers in San Francisco held a Zoom meeting in which the question came up as to how to handle a parent who asks teachers to use her child’s given name and biologically correct pronouns. One teacher answered by conveying an experience in which a parent stated to them, “I know you were using a different name than my child’s given name at birth and the pronouns we gave them, and I’m respectfully asking that you use the name and the pronouns that we gave them.”

The teacher proudly described their defiance saying in return, “So, in my classroom, I will refer to your child by whatever name and pronouns that they’ve told me they feel most comfortable with.”

When I was outed in high school in 1998, I attempted to talk to a sympathetic teacher, who firmly explained this was simply not something she could discuss with me. I even decided to force the issue by bringing it up in class and she, again, firmly instructed me to stop, recognizing that the classroom was not an open forum for me to express my personal issues.

Yet another example, shared by Libs of Tiktok, displays a teacher excitedly announcing the teacher came out to peers, supervisors, and students, showing the teacher dressed up as a woman with a full beard.

Keeping Parents in the Dark

Many teachers now seem to feel an obligation and certainly a sense of entitlement to use their classroom as a group therapy session, viewing students as peers they can share secrets with. Unfortunately, this has grown into its own culture in which teachers position themselves as the sole source of safety for vulnerable students, who are assumed to have no one else to turn to. Many in this generation of teachers see themselves as an underground railroad of sorts to ensure students can freely express their “true selves” without the judgment or restrictions of their parents.

This has been demonstrated by the growing discovery of Transition Closets,” where schools offer students the opportunity to change into opposite-sex clothing once out of the watchful eye of their parents. The entire system seems to be designed to hide children from their parents and teach them to rely on teachers or other administrators for protection and validation.

The motivation behind all of this can be seen in my own generation’s experience with coming out in the late ’90s and how we felt isolated, abandoned, and stigmatized, often by the adults who were supposed to be teaching us about life. We grew up to become teachers ourselves or professors educating a new generation of teachers, and we wanted to make sure students never experienced that again.

The problem that manifests is the teachers behave as activists rather than educators, seeing their defiance of school policy, parental requests, and even the law as a righteous battle for the greater good. Either arrogantly entitled or defiant, activist teachers seem to believe they have free reign in the classroom.

Casey Scott, for example, argued she was not made aware of any restrictions on topics of discussion with the students, saying, “Not once did anyone from my administration ever explain to me any topic that I was not to allow or discuss … as a first-year art teacher in a reinstated class with zero art teaching experience it is reasonable to expect … a mentor to help oversee and give me guidance but, none was offered?”

But why would she think it would possibly be appropriate to discuss complex ideas of sexuality and gender identity with students aged 13 and under? The pictures drawn by the students were of pride flags, which Scott took a picture of for the news. These photos show a lesbian pride flag, an asexual pride flag, a genderfluid flag, and a rainbow flag, among upwards of 10 crumpled pieces of paper. She herself boasted of going into details of what being pansexual meant for her as an educational exercise.

In the San Francisco school Zoom discussion, a teacher argued, “in my school district, LGBTQ+ students have a bill of rights — and the fourth one is that they have the right to be referred to by their gender pronouns and a name that fits their gender identity.” She went on to brag that when a parent complained about the policy, the school responded saying, “No, sorry. Like, our district-wide rule is that the student determines that, not you.”

When Activism Overruns Curriculum

Teachers and many school administrators have lost sight of their fundamental purpose and their obligation to parents. There was no reason for a teacher to explain that she is pansexual and what that means for her. There is no reason for a teacher to “come out” as though he is a teenager, in order to gain approval and validation from students.

Students are being taught to explicitly lie to their parents, with full school administrative support. Non-LGBT students also feel the impact of this, as they are made to feel excluded from these special activities.

Think for a moment of the situation in which the teacher allegedly encouraged her students to draw pride flags. There are hundreds of flag variations representing the full extent of gender and sexuality, except for 95 percent of the population who are heterosexual and accept their physical sex as fact. Imagine being a middle school student with a teacher who announces she is queer and begins encouraging queer classmates to draw pictures of how special and celebrated they are. Imagine the pressure they must feel to find something, anything, to fit in and be a part of the activity.

Sadly, LGBT organizations support the efforts of these teacher activists and the overwhelming message that all students should explore their potential sexuality and gender identity. GLAAD, for example, explicitly encourages teachers to change their language, ask their students for pronouns, provide LGBT resource materials and openly defend student identities.

The answer to all of this is more transparency for parents and for those parents to be active in their children’s schools. There is no justification for keeping school projects, discussions, or curricula from parents. Parental rights, especially in education, must continue to be a top priority for Republican leaders. The more examples like this that are discovered, the more active we all must become in ensuring children are learning appropriately in school rather than being indoctrinated by left-wing ideologies.


Chad Felix Greene is a senior contributor to The Federalist. He is the author of the “Reasonably Gay: Essays and Arguments” series and is a social writer focusing on truth in media, conservative ideas and goals, and true equality under the law. You can follow him on Twitter @chadfelixg.

Dallas Private School Lies to Parents About Teaching Students Racism


REPORTED BY: SPENCER LINDQUIST | JANUARY 27, 2022

Read more at https://thefederalist.com/2022/01/27/dallas-private-school-lies-to-parents-about-teaching-students-racism/

Amid ongoing supervision from parents across America, the Episcopal School of Dallas has sought to reassure parents it is not teaching critical race theory or targeting students on the basis of their race. Despite this attempt, documents obtained by The Federalist prove that the institution is teaching critical race theory while telling parents it’s not. 

The elite private school, which bears a whopping tuition price of $26,945 for kindergarteners and $34,075 for high school seniors, sought to insulate itself from backlash on its Diversity, Equity, and Inclusion page, which preemptively responds to common critiques. The page warns against “misinformation” before assuring parents the school is “not teaching critical race theory,” nor is it teaching “that being part of an ethnic or racial group makes a person responsible for systemic problems, or to cast blame on or shame any member of the community for actions that took place in history.” According to other school documents, however, these claims are false.

Student assignments show the school is teaching the left-wing extremism that targets children in so many government-run K-12 schools.

CRT In The Classroom

One Episcopal School of Dallas reading assignment for a middle school history class titled “This Thing Called White” exhibited the defining characteristics of CRT. The assignment claimed that “Whiteness is a constantly shifting boundary separating those who are entitled to have certain privileges from those whose exploitation and vulnerability to violence is justified by their not being white.” It goes on to contend that race was created “with the purpose of giving power to white people.”

In an 8th grade history class taught by Ron Frankland, students were required to listen to a podcast from the 1619 Project’s Nikole Hannah-Jones.

Frankland also signaled his support for CRT while bemoaning the wave of pushback from parents who’ve voiced their opposition to the ideology.

Nevertheless, attempts to turn students into leftwing activists through indoctrination appear to be working. An open letter titled “Our Turn To Rise Up,” penned by students as part of a history assignment at the school, condemned America as “diseased” and endeavored to “spark a fire of revolution.”

Faculty Members Endorse CRT

Furthermore, several faculty members, including many who are in key positions, have demonstrated an allegiance to the doctrines of CRT, as well as expressed their intent to incorporate the divisive theory in the classroom. 

Jennifer Jarnagin is the chair of the school’s Classical and Modern Languages Department, as well as a sponsor of the Middle School Diversity Club and a middle and upper school Latin teacher. Several of Jarnagin’s tweets display an anti-cop and anti-white bias informed by the teachings of critical race theory. During the height of the Black Lives Matter and Antifa riots of 2020, Jarnagin implied all police officers were violent. 

She also stated that she was happy to “disrupt white nonsense,” and that she dreams of “throwing 90% of straight white men into the ocean.”

In Jarnagin’s Twitter bio, she states that she’s “dismantling white supremacy, misogyny and heteronormativity” and that she’s a “Latin teacher interested in proficiency, inclusion, and empathy.”

Tolly Salz, an English teacher and the chair of the English Department, has also signaled her support for ideas endemic to CRT. On Twitter, Salz promoted an article titled “White People’s Fear of Critical Race Theory is Based in Ignorance,” as well as one from Learning for Justice, a project of the far-left Southern Poverty Law Center, titled Confronting the Weaponization of Whiteness in Our Classrooms,” which claims that white supremacy is “baked into America’s foundation.”

The article also condemned white womens’ emotions as instruments of oppression, making the claim that “Men going to war with armor is the same as white women waging war through tears.”

Salz also promoted a guide labeled “Teaching with the New York Time’s 1619 Project.”  

Critical race theory also appears to have affected the Christian school’s religious leadership.

Antoni Luc-Tayengo, who recently became a chaplain at ESD, has publicly advocated for CRT. In an article titled “Predominantly White Churches & Racial Justice: Discern The Next Right Thing,” the female chaplain argues people should “look for color” and frames involvement in the openly Marxist Black Lives Matter movement as a moral imperative for Christians.  

Her article also links to a “well-cultivated list of resources for anti-racism education of all ages.” The page includes the 1619 Project and work from critical race theorists Robin DiAngelo and Kimberle Crenshaw, among various others. 

Rev. Nate Bostian is a senior chaplain at ESD. While his public remarks have not carried the same vitriolic tone of many others at the school, from his public remarks it’s clear that leftwing ideology influences his religious understanding. In this prayer he gave for LGBT pride month, Bostian begins by referring to God as the “God/god of Diversity and Inclusion.”

In another post, he cites infamous critical race theorist Ibram X. Kendi before going on to provide a theological argument for diversity, inclusion, and equity.

ESD’s Institutional Ties To CRT

None of these examples are isolated incidents. Despite telling parents that they do not teach CRT or engage in shaming tactics against children on account of their race, ESD, as an institution, has done both. ESD sent parents a list of CRT information compiled by Elizabeth Goatley, the school’s director of diversity and inclusion. Parents were directed to a page called “Anti-Racism 102: Why Not All Discrimination Is ‘Racism.” Intended for children in grades K-4 and adorned with colorful cartoons, the page erroneously claims that white people cannot be the victims of racism, saying “reverse racism isn’t a thing. Stop trying to make reverse racism a thing.” It also claims everyone is complicit in systemic white supremacy and that “whiteness” must be “de-centered.”

The recommended reading list included Robin DiAngelo’s “White Fragility,” material from critical race theorist Kimberle Crenshaw, Kendi’s “How To Be An Anti-Racist,” the 1619 Project, “Anti-racism for Kids 101,” and Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” among others. The list also linked to a K-8 Racial Literacycurriculum from an organization called Pollyanna. Pollyanna’s Conferences for School page sheds light on the type of material the organization presents to children.

Topics include “Race, Privilege, and Community Building,” “Shaping & Sustaining Safe Schools for LGBTQ+ Community,” “Intersectionality,” “Cultivating Racial Awareness and White Engagement,” and “Implicit Bias.” The organization also claims systemic racism “permeates every aspect of our society and transcends person-to person interactions,” a core belief of CRT.

The school’s DEI page explains that both staff and students frequently attend several conferences, including the People of Color Conference hosted by the leftwing National Association of Independent Schools. The POCC overtly teaches CRT. One presentation from the conference describes kindergarteners as “natural social justice warriors,” while others explicitly outline how to create a curriculum based on CRT.   

Another presentation condemns the American system, telling the audience to “burn sh-t down.” It also discusses the “White People Way,” with the presenter condemning “perfectionism” and “power hoarding” as defining characteristics of white people. 

The Federalist reached out to multiple school staff for comment, inquiring about the 1619 Project, racially charged statements made by a faculty member, and CRT in the classroom. The Federalist also asked why the school was present at the POCC event, where teachers were taught how to develop a curriculum grounded in CRT, if there was no intention of teaching the racially charged ideology.

In response, ESD’s Director of Communications Julie Clardy provided the following statement: “We present challenging material that asks students to consider multiple points of view. For instance, we present the 1619 and 1776 projects together and ask students to analyze and argue their merits. Students are edified, not damaged, when they are asked to examine ideas they may disagree with.”

ESD Is Not The Only School Deceiving Parents

The Episcopal School of Dallas is by no means the first academic institution to lie to parents about teaching critical race theory. Over the summer, President of the American Federation of Teachers union Randi Weingarten falsely claimed CRT is not being taught in K-12 schools despite her organization previously bragging on national television about teaching the ideology. 

The Federalist reporting has revealed that officials at both Riverside School District and Los Angeles Unified School District lied to their school communities, falsely claiming they did not teach CRT. Despite the obvious parallels with previous instances, the state of the Episcopal School of Dallas demonstrates that elite private schools are not immune from the left’s push for CRT in America’s K-12 institutions. 


Spencer Lindquist is an intern at The Federalist and a senior at Pepperdine University where he studies Political Science and Rhetoric and Leadership and serves as Pepperdine’s College Republicans President. You can follow him on Twitter @SpencerLndqst and reach him at LSpencerLindquist@gmail.com.

California District Pays Nearly $170k For Curricula Teaching Children to Become Leftist ‘Co-Conspirators’


Reported BY: SPENCER LINDQUIST | JANUARY 12, 2022

Read more at https://thefederalist.com/2022/01/12/california-district-pays-nearly-170k-for-curricula-teaching-children-to-become-leftist-co-conspirators/

California’s Jefferson Elementary School District will be the first district in the United States to implement ethnic studies courses in all of their elementary and middle schools, and their new curriculum for this includes teaching children to become leftwing “co-conspirators.” The district’s curriculum that brings new state requirements for high school into the earliest grade levels was created by Community Responsive Education, a leftwing organization run by critical race theorists at San Francisco State University.

The district, which is located in Daly City, California, and serves roughly 6,000 students across ten elementary schools and four middle schools, has agreed to pay the organization nearly $170k in taxpayer money.

Public Dollars to Make Leftist ‘Co-Conspirators’

District documents note that the radical curriculum will be piloted in the 2021-2022 school year. It was presented by Allyson Tintiangco-Cubales, a professor at San Francisco State University and the co-director of Community Responsive Education. The presentation was given during a school board meeting in July 2021 and began with a land acknowledgment that described the Ohlone people, not the United States, as the rightful stewards of the land that JESD is on. 

Tintiangco-Cubales, who uses the pronouns “she/her” in addition to “siya,” a Filipino word that means both male and female, explained that she is “a settler, an uninvited visitor” on Ohlone land before going on to note that JESD is America’s first district that “is committed to rolling out Ethnic Studies in all of their middle and elementary schools.” In late 2021, California passed a state mandate that “ethnic studies” be taught in all public high schools.

The presentation explains that the curriculum is designed to “eliminate racism and other forms of oppression” by “creating, learning, listening, uncovering, and sharing of the his/herstories, experiences, and current conditions of those who have been racially marginalized, underrepresented, and/or silenced.”

The curriculum is divided into four different units, labeled “self,” “systems,” “social movements,” and “solidarity.” Each unit is accompanied by a corresponding set of “essential questions” and “enduring understandings.”

One such “enduring understanding” under the “self” unit reads: “Learning about our own identities and those of others allows us to become more empathetic and builds our capacity to go from being allies to co-conspirators/accomplices in the elimination of oppression.”

Teaching Kids America Is Inherently Evil

The second unit condemns America as institutionally racist and teaches children that white supremacy is entrenched in American systems such as education. The unit also indicts white people as the beneficiaries of racism, claiming that they use the system of white supremacy to maintain their “wealth, power, and privilege.” Additionally, students learn that “institutional racism is the way in which white supremacy continues to oppress non-white people.”

Children are then turned into ambassadors for critical race theory at the end of the unit when they are tasked with creating a public service announcement that “denounces systems that are oppressive,” which could, according to the curriculum, include American education systems if not America itself. 

Directly after accusing America’s systems of being fundamentally racist and condemning white people as beneficiaries of racism who maintain white supremacy, teachers tell children how to mobilize and engage in “transformational resistance” in the third unit.

The unit focuses on social movements and blatantly aims to turn students into racially motivated leftist revolutionaries. Tintiangco-Cubales notes that special emphasis is placed on “the notion of transformational resistance.” Students are asked “How do we build social movements to create change and impact society?” 

The final unit teaches children how they can “pursue true liberation” through an understanding of “solidarity, liberation, collective action, intersectionality, and dismantling systemic oppression.” Children are also taught that “To achieve true liberation, we must actively and collectively work together to dismantle various systems of oppression (ie: institutional racism, white supremacy, etc.).”

Making Children Into Political Agitators

Students’ transformations into leftist activists are completed with their “solidarity praxis project,” where students create a campaign to address a problem in their community. Even the presentation’s imagery leaves no doubt regarding the curriculum’s intent. Each unit is introduced by a cartoon-esque flat art character holding a protest sign.

District Pays Nearly $170k For CRT Courses

Tintiangco-Cubales presented the curriculum on behalf of Community Responsive Education, an organization that offers “professional and curriculum development services for community organizations and educational institutions to begin or sustain the journey of becoming community responsive.”

At a meeting in February 2020, the district agreed to pay Community Responsive Education $40,000 in taxpayer dollars to facilitate the development of Ethnic Studies units and lessons to be piloted in Jefferson Elementary School District,” according to the meeting’s public records.

Then in August 2020, Jefferson Elementary School District unanimously approved a motion to pay the organization $28,502 for “services during the 2020-21 school year to facilitate the development of Ethnic Studies units and lessons to be piloted in Jefferson Elementary School District,” according to the school board meeting’s minutes. 

The district also voted to pay Community Responsive Education an additional $100,000 “for Ethnic Studies Curriculum and Teacher Development for both Middle and Elementary school teachers beginning on July 1, 2021 until June 30, 2023” for a total of $168,502.

The concept of “community-responsive education” from which the organization draws its name, just like “culturally responsive education,” is effectively a rebranding of critical race theory. The curriculum from Community Responsive Education is predicated on a belief that U.S. institutions are defined by racism and that collective action must be taken to dismantle them, a core tenet of critical race theory. 

Furthermore, CRE, just like CRT, takes the traditional Marxist dichotomy that pits the oppressed proletariat against the oppressive middle class and reapplies it to race, thereby designating moral value, victimhood, and collective guilt on people as a result of immutable characteristics. 

A Dangerous Model for Extremists In Education

As America’s first school district to implement ethnic studies curriculum in all of its elementary and middle schools, Jefferson Elementary School District could have significant influence on other ethnic studies curricula across California and America. 

Without sacrificing any of the usual extremism inherent to CRT, this curriculum may mark a shift towards a more strategically oriented method of instruction. Rather than simply indoctrinating children with the beliefs of systemic racism, privilege, and oppression, this course is blatantly designed to create the next generation of extreme leftwing activists operating from these false premises. 

This model will not be specific to Jefferson Elementary School District. In fact, a report from Parents Defending Education found that Community Responsive Education has a foothold in a variety of other school districts, including six others in California and one each in New York, Texas, South Carolina, and Pennsylvania. 

A number of other California districts have also taken steps to indoctrinate children with CRT. One Bay Area school district promoted materials that told children to use witchcraft against people who say “all lives matter.” The Los Angeles Unified School District lied in claiming that CRT is not taught in its K-12 institutions despite hosting a critical race theorist who taught staff to “challenge whiteness” and inviting the director of UCLA’s Center for Critical Race Studies to give input on their ethnic studies curriculum.

This overt leftwing takeover of government schools has led some California parents to support a bipartisan campaign that would enshrine school choice and tether taxpayer dollars to students. Should it receive the required number of signatures and pass a vote, the initiative would allow parents to take their children — and their money — out of schools that prioritize indoctrination over education.

Neither school board President Clayton Koo nor Tintiangco-Cubales responded to requests for comment.


Spencer Lindquist is an intern at the Federalist and a senior at Pepperdine University where he studies Political Science and Rhetoric and Leadership and serves as Pepperdine’s College Republicans President. You can follow him on Twitter @SpencerLndqst and reach him at LSpencerLindquist@gmail.com.

500 School Districts Publicly Declare Only Woke Teachers Need Apply


Reported BY: JANE ROBBINS | JANUARY 10, 2022

Read more at https://thefederalist.com/2022/01/10/500-school-districts-publicly-declare-only-woke-teachers-need-apply/

Teacher eyeballing a student

The woke-o-meter in public schools is about to ramp up. Parents who think they don’t have time to homeschool may soon realize that, compared to the effort involved in monitoring and countering the nonsense from leftist classrooms, homeschooling is the relaxing alternative. Not all teachers buy into the leftist narrative of race-obsessed anti-Americanism. But leftist K-12 administrators want to ensure that, eventually, all teachers will present only approved ideas and counter any wrongthink children are taught at home. Many of these educrats are now embracing a technological fix.

Trade publication Education Week recently reported that about 500 school districts around the country are rating teacher applicants according to their “cultural competency,” another code for “wokeness.” Many of these districts are contracting with a teacher-hiring company called Nimble, which uses artificial intelligence to examine applications and interview answers to determine which candidates harbor the correct political and cultural attitudes.

A central concern of Nimble and its leftist clients is mindsets about race. The goal is to hire only teachers who are “anti-racist” activists, who will reject equal treatment of all students in favor of discrimination against some (whites) for the supposed benefit of others (racial minorities). Note that under this rubric, Asian students, who as a group work hard and consequently excel, don’t qualify as an oppressed racial minority.

“Now that we’ve become a little more aware of the concept of anti-racism and maybe a little more woke as a culture, I do think that districts have started to emphasize these questions a little bit more,” Nimble CEO Lauren Dachille told EdWeek. “They might be more common, they might be more explicit.”

Anti-racism as a motivating societal force was popularized by Ibram X. Kendi, who along with other savvy race grifters is profiting handsomely from the concept. Getting points for honesty if not integrity, Kendi teaches that discrimination against white people is a positive good, and indeed necessary to establish the “equity” of equal outcomes for all regardless of intelligence or effort. This is what is meant by anti-racism: “If discrimination is creating equity, then it is antiracist.”

What types of discrimination do Kendi and his disciples approve? Examples abound. White students may be shamed in classroom “privilege walks” or “privilege deconstruction” sessions. Black or Hispanic students may be held to lower standards of behavior. Programs for gifted students may be abolished.

Note the racism inherent in anti-racism. “Anti-racists” assume that black and brown children are “less than” white or Asian kids—they can’t excel in academics, they can’t follow basic rules of personal conduct. It’s necessary to change all standards to accommodate these presumed “inferior” beings. Such a theory ensures minority kids will never overcome personal obstacles because they’re told they don’t have to. This is the system that, with Nimble’s help, many schools are trying to establish and perpetuate.

EdWeek identified a Boston elementary school principal who “will tell candidates the school’s priorities around anti-racism and ask them to respond.” To make crystal clear the political attitudes expected from successful candidates, “she will ask them what they’ve done personally or professionally to be more anti-racist.” Presumably, getting arrested at a Black Lives Matter riot would be, as Rush Limbaugh used to say, a resume enhancement.

Applicants in Indianapolis may be asked “how [they would] ensure that student outcomes are not predictable by race, ethnicity, culture, gender, or sexual orientation.” Of course, there’s only one way to ensure such an outcome: manipulate it to guarantee that all students end up at the same low level. Any students who threaten the leveling by working too hard or achieving too much will have to be brought to heel—at least, if they’re the “wrong” race.

Indianapolis teaching applicants may also be asked, “Why do you think that low-income students predictably perform lower on standardized tests than their more-affluent peers?” One would be pretty safe to assume a preferred answer would be “because of systemic racism,” not “because those students, largely due to decades of misguided government policies, are more likely to come from fatherless families and grow up in a dysfunctional environment.”

Throughout the article, district officials emphasize the importance of hiring teachers who are amenable to the schools’ “priorities” and “values.” But how is it appropriate for a public institution, funded by taxpayers who hold a wide range of political opinions, to institutionalize one set of those opinions? Even worse, how is it appropriate for the institution to guarantee the propagation of those opinions by limiting hires to candidates who agree with them?

These questions illustrate the bubble mentality of the left. Leftists are so certain of the objective correctness of all their views that they cannot conceive of any person of goodwill taking a different position. In the leftist mind, anyone not willing to engage in discrimination against whites or Asians in the name of “equity” is the moral equivalent of a Klansman. And who would object to screening out Klansmen from the teacher corps?

Parents who hope the public schools are still salvageable might want to reconsider. The skyrocketing wokeness of administrators who control teacher hiring will ensure that all classrooms are increasingly devoted to indoctrination rather than education.

How exhausting it is for parents to constantly monitor what their children are being fed in every class and then try to repair the intellectual and moral damage at home. Viewed in this light, does choosing another schooling arrangement really seem so hard?


Jane Robbins is an attorney and a retired senior fellow with the American Principles Project in Washington DC. In that position she crafted federal and state legislation designed to restore the constitutional autonomy of states and parents in education policy, and to protect the rights of religious freedom and conscience. She is a graduate of Clemson University and the Harvard Law School.

History Lesson: Hitler Used Kids As Propaganda, Too


Reported by

Back in the 1930s started confiscation of weapons and they used children to do it, just as other tyrannical regimes have done. They have found it most effective to play on emotions and to keep the people from relying on common sense. Fortunately for Hitler, they had gun registration and when the Nazis took over Germany they were able to identify gun owners who were given 24 hours to turn over their guns and those who didn’t comply were shot down on the spot.

But Hitler saw the value in indoctrinating the children.

Hitler said –

“These boys and girls enter our organizations [at] ten years of age, and often for the first time get a little fresh air; after four years of the Young Folk they go on to the Hitler Youth, where we have them for another four years . . . And even if they are still not complete National Socialists, they go to Labor Service and are smoothed out there for another six, seven months . . . And whatever class consciousness or social status might still be left . . . the Wehrmacht [German armed forces] will take care of that.”
Adolf Hitler (1938)

According to the National Review :

The perennial gun-control debate in America did not begin here. The same arguments for and against were made in the 1920s in the chaos of Germany’s Weimar Republic, which opted for gun registration. Law-abiding persons complied with the law, but the Communists and Nazis committing acts of political violence did not.

In 1931, Weimar authorities discovered plans for a Nazi takeover in which Jews would be denied food and persons refusing to surrender their guns within 24 hours would be executed.

They were written by Werner Best, a future Gestapo official. In reaction to such threats, the government authorized the registration of all firearms and the confiscation thereof, if required for “public safety.” The interior minister warned that the records must not fall into the hands of any extremist group.

In 1933, the ultimate extremist group, led by Adolf Hitler, seized power and used the records to identify, disarm, and attack political opponents and Jews. Constitutional rights were suspended, and mass searches for and seizures of guns and dissident publications ensued.

Police revoked gun licenses of Social Democrats and others who were not “politically reliable.”

 

When Obama signed Executive Orders on guns, look who he surrounded himself with.

Children make great props and are quick to memorize Democratic talking points on guns.

New York State High School Uses Trump, Mussolini, Hitler to Teach Fascism Lesson


Authored By Andrew West March 22, 2017

fascism

In the case of President Donald Trump, it seems that his opponents are relying only on their unhealthy obsession with history’s greatest villains to defame the leader of the free world.

As with any other enemy of the left, Trump is apparently Hitler.  This is the same ridiculous and tired argument that liberals and democrats make every single time they disagree with a republican politician.  If the accusations weren’t so completely predictable, they could possibly carry some weight, but the fact that calling someone “Hitler” in the leftists’ nuclear option, you’d think they’d save it for more important battles.

But, no.  The left is completely happy attempting, over and over again, to tag Trump as a fascist, with no other argument other than their pathetic name-calling.

Now, one teacher in New York State has taken the unacceptable name-calling of our President to the next level, and is indoctrinating her 10th grade students with an absurdly biased curriculum.

“A tenth grade teacher at Saratoga Springs High School led a discussion on the rise of fascism during World War Two by referencing President Trump.

‘“It’s total indoctrination,’ said Melissa, the parent who contacted me. She asked that I not use her last name. ‘It’s not their place to indoctrinate our children. It’s their job to teach the facts. Healthy debate is one thing but this definitely crossed the line.’

“The entire lesson plan was posted on the school district’s website. But once I started poking around and asking questions, the lesson was hidden behind a password protected wall.

“’Trump has absolutely no relation to World War Two. There’s no reason why he should be included with Stalin, Mussolini or Hitler,’ the mom said. They are trying to link him to the leaders of that time. That crosses a line.’

“Another graphics listed ‘early warning signs of fascism’:

“·      Nationalism

·      Obession with national security

·      Religion and government intertwined

·      Rampant sexism

·      Fraudulent elections

·      Obsession with crime and punishment”

Of course, the absurdity of these claims determines that they will be easily dismissed by level-headed adults.  The true issue here, as one parent put it, is the indoctrination of our youth into these haphazard patterns of thought.  These malleable teens should be coaxed into forming their own opinions about the world around them and the nation that they live in.  They should never be forced into one pattern of thought just because that pattern syncs up with the delusions of their teachers.

ABOUT THE AUTHOR: Andrew West

Andrew West is a Georgia-based political enthusiast and lover of liberty. When not writing, you can find Mr. West home brewing his own craft beer, perfecting his home-made hot sauce recipes, or playing guitar.

Williamson County, TN Schools Ban Christianity and TEACH Islam (video proof)


Posted by Victoria Jackson on November 5, 2014

Read more at http://victoriajackson.com/12040/williamson-county-tn-middle-schools-ban-christianity-teach-islam-video-proofcomment 04

Imperial Islamic President ObamaJulie West, founder of Parents for Truth in Education, finds some scary stuff on the Williamson County, TN Schools website. She goes to the 7th grade Social Studies page and points out a few shocking things, beginning with the fact that we have been told “Common Core is only Language Arts (English) and Math.” First red flag. Here are other red flags that prove Common Core has an Islamic agenda prepared for the minds of our next American generation.

  1. Why is CCSS, Common Core State Standards on the Social Studies page? Haslam/Looney said CCSS is only Math and Language Arts.

  2. Why is a “religion” being taught in school? Christianity is banned, including the word Christmas, and prayer, etc. So why Islam? And, why only Islam?

  3. According to the WCS website, more time is being spent on teaching Islam than on teaching the Roman Empire and its effect on American Law and Government, architecture, etc.

  4. Under the heading ‘Islamic World Standards. Africa,’ the CC Curriculum teaches this; ‘Pillars of Islam.’ ‘Discover Islam.’ “Explore. Discover. Be Convinced.” Then, there’s “My Journey to Islam,” someone’s conversion story.

Is there a conversion to Christianity story in the CCSS curriculum? No. A Conversion to Judaism story? No.

  1. Common Core Curriculum links to a Muslim gear page that includes T shirts bearing the Aqida, the Muslim creed.

  2. Under ‘Other Religions,’ there’s a link entitled, “Islam and Other Religions,” not “Christianity and Other Religions.”

  3. Under the Heading, “Prophets and Messengers,” Jesus and Mohammed are listed.

  4. Under same heading it says; “Was Jesus sent to be crucified?”cp 11

Public schools are teaching this.

Common Core Curriculum says, “It is very clear from the above verse Matthew 26:39 that Jesus had no intention of dying.”

Julie West responds, “That is a pretty overt attack on the foundational belief of most of the students in Williamson County schools, again on a public school website.”

  1. Next paragraph is entitled, “The Post Crucifixion Prophesied Events Never Happened.” Wow.Christian Persecution

Julie West points out, “It doesn’t say, “Muslims believe they didn’t happen.” It doesn’t say, “Many people question this account,” or “it’s a belief of Christians.” It categorically states, on a public school website, apparently enforcing a Common Core Standard (all tests to get into college will be held to this standard), that the post crucifixion prophesied events never took place. Again, this is the faith of the majority of residents of this county, and the district web site is instructing students that that information is not true.”

Julie West continues, “So once again I ask Commissioner Huffman, Governor Haslam, Director of Schools Mike Looney, and really anyone else, why is this okay, that this is what our children are being exposed to, not just for one day or two, but according to the scope and sequence, for the vast majority of at least the first nine weeks? I’ve got a feeling it goes on. So thank you, and by the way, I really am waiting for an answer.”

So are we Julie. Thank you for your research. I am very angry at how our elected and appointed leaders are lying to us. They work for us, and they need to be accountable.

This is obvious indoctrination, brainwashing, propaganda. Civilization Jihad according to experts, link here and here, is Islamic Jihad infiltrating a society without violence by taking over the education system, the courts, the churches, the government, etc.

common core

Related Stories:

Common Core is not “state-led” as Gov. Haslam and Superintendent Looney have lied. It is world wide. A Common Core Conference in Dubai just took place Oct. 2014. Link here. It is globalism, as is Agenda 21. Both tied to the United Nations.comment 02

Common Core curriculum in Pearson Textbooks was written by two Muslims, Mansuri and Douglass. Link here.

Islam Dominating Public School Curriculum. Story here.comment 04

The “Interfaith” Scam. Link here.

FL Textbooks contain Islamic Propaganda. Story here.comment 03

 

By WhatDidYouSay.org

By WhatDidYouSay.org

Satanic Information to be Given to Children in Florida Schools


Obamacare

Read more at http://freedomoutpost.com/2014/09/satanic-information-given-children-florida-schools/#Ati0tAbC4Hujrx6B.99

Chris Carrington 10 hours ago

A group called the Satanic Temple is to start distributing information about their practices and beliefs to school children in Florida.

Last month the authorities decided that they would permit the distribution of religious materials in Florida schools, and the Satanic Temple claim to be a religion so they can legally give out the pamphlets to kids.

The information will include advising the kids of their legal right to practice satanism, the philosophy of satanism and the way the Satanic Temple works.

Temple spokesperson Lucien Greaves explains: “We think the responsible thing to do is to ensure that these students are given access to a variety of differing religious opinions, as opposed to standing idly by while one religious voice dominates the discourse and delivers propaganda to youth.”

“I am quite certain that all of the children in these Florida schools are already aware of the Christian religion cp 12and its Bible, and this might be the first exposure these children have to the actual practice of Satanism. We think many students will be very curious to see what we offer,” Greaves added. (source)

Are the decision makers in Florida completely insane? Satanic worship has been linked to many deaths over the years, and it will continue to be a causative factor in many future deaths, possibly more than would have otherwise occurred if the Satanic Temple continues on its path of blurring the lines of good and evil in our children’s minds.

To name but a few of the cases where satanism has been a motive for killing:

Sandy Hook

Aurora

The Craigslist Killer

The Manson killings

Night Stalker Killings

Son of Sam killings

Sean Richard Sellers

Jim Hardy

The Corriann Cervantes murder

The Northport murder

How long do you have because I can go on like this for a long, long time…

The Elyse Marie Pahler murder

The Robin Hood Hills murder

The Lisa Hyder murder

The Andrew Lee wright murder

The Meraz-Espinoza case

Still with me?  This is just a few examples of homicides where Satanism has been implicated as the whole reason, or a part of the reason that the Christian Persecutionkilling took place. In many cases the killers themselves have admitted their links to Satanism, and they didn’t do it as part of an “I’m insane” defense strategy either.

  • In a state where a child is expelled from school because she criticized the school on Facebook, and where 86% of disabled children cannot be accommodated in charter schools you would have thought they had bigger problems to solve than making sure Satanists get their fair share of publicity.

  • Florida, the state where a child is excluded from school because he takes a toy gun in his bag and another is kicked out because a science experiment went awry, and then she is faced with felony charges over the incident.

Makes you wonder doesn’t it?where

Source

Article collective closing

Common Core Lesson Teaches that America is a Racist Nation


http://www.tpnn.com/2014/04/08/common-core-lesson-teaches-that-america-is-a-racist-nation/

Obama-book-pic
The United States Constitution gives no authority to the federal government over education. In fact, since education is not listed as an enumerated power within the authority of the federal government, by law, the authority of education is left in the hands of state and local governments. But, that has not stopped the federal government from attempting to get their grubby hands all over the education of youth.

Ever since the establishment of the Department of Education by then President Jimmy Carter, we have witnessed states scrambling to meet the requirements as set forth by the feds. Republican presidents have even infringed on the state’s authority over education. A prime example is George W. Bush’s ‘No Child Left Behind’ law.

With the introduction of Common Core ‘standards’, schools around the nation have witnessed not only a decline in the academic standards expected of children under the guise of improving problem solving skills, but we have seen numerous examples of children being exposed to very disturbing and dangerous lessons.

Much has been made of the nonsensical Math lessons courtesy of Common Core and the elimination of the great classics of literature in favor of informative, progressive pieces. However, one lesson that should concern Americans comes courtesy of Barack Obama himself. His biography has been, not surprisingly, designated as an approved piece of Common Core literature. As a result, 4th graders in some parts of America are being taught a narrative as reality that we have witnessed the President and his lackey media push over the last 5 years. Our children are being taught that America is, at its core, a racist nation.

obamaBook

This shouldn’t come as a great surprise since one can’t disagree with the policies or actions of Barack Obama without being labeled as a racist or bigot. But, this indoctrination of our youth should have Americans everywhere worried.

The story was initially underreported last fall, so it bears bringing to the forefront again. The website BeforeItsNews.com reported on this disturbing revelation.

Children at Bluffview Elementary who have been assigned to read the book, entitled “Barack Obama,” published by Lerner Publications and a part of Scholastic’s “Reading Counts” program, were informed on page 40 that despite Obama being a “nice fellow,” many allegedly believed that no white American would vote for him in 2008 based solely on the color of his skin.

“But some people said Americans weren’t ready for that much change. Sure Barack was a nice fellow, they said. But white voters would never vote for a black president,” the book reads. Really 01

The book, approved for children as young as seven years old, also goes on to specifically mention controversial comments made by President Obama’s former pastor Jeremiah Wright, while also claiming that the president has worked to bring whites and blacks together.

The book’s comments were brought to the attention of the “Moms Against Duncan” Facebook page, a group of parents and education activists opposed to U.S. Secretary of Education Arne Duncan who recently claimed that “white suburban moms” only opposed Common Core because it showed that their children weren’t as smart as they thought, attempting to paint the nation-wide backlash against the curriculum as a race based issue.

“Would it have been possible for him to be elected (twice) without the support of vast numbers of white Americans?” one member stated.

The book appears to follow the viewpoint that all opposition to the president is based purely on race, which has reached near-comedic levels in its absurdity. Some are now even claiming that opposition to Obamacare is pure racism, despite 55 percent of the public being opposed to its disastrous roll out as millions get dropped from their current providers.

Be aware of what is being taught in your neighborhood schools. This type of dangerous indoctrination can have serious effects on the mindset of our youth and the direction of this country.

Leftist Revisionist

Common Core Curriculum, Written by Two Islamic Extremeist, Being Taught to Your Fourth Grade Child


THIS IS BEING TAUGHT TO FOURTH GRADE CHILDREN BY SCHOOLS USING Common Core Curriculum.

ONE MORE TIME.

THIS IS BEING TAUGHT TO FOURTH GRADE CHILDREN BY SCHOOLS USING Common Core Curriculum.

If you are not shocked into investigating your local schools to see if they are teaching this mess, than shame on you.

Jerry Broussard

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Sex and Lies in Current TN School Textbooks

http://victoriajackson.com/10406/list-lies-current-tn-school-textbooks#HZmDjECa8kF8Bsm8.99

Posted by on  February 19, 2014 at 1:17 am

Go to TextbookAdvocates.com for this information.

The current textbooks being used in public schools today, that your children are reading, memorizing and being tested on, are inaccurate, revisionist, anti-American, racist, climate change propaganda based on fake science, anti-Christian, anti-Semitic, pro-Islam, Marxist, globalist, pro-Socialism/Communism, pro-homosexuality, pro-abortion, and sexually explicit. Below is a list of examples and… who wrote the Pearson Publishing textbooks, that TN schools are now using. (Related story, as of Dec. 2013, Pearson Foundation fined millions for violating laws. Story here.)

During August of 2013, scores of TN volunteers reviewed the 72 books on the State textbook list – 39% were declared acceptable for TN classrooms, 12% need major revisions to meet acceptable standards, many more need minor fixes.

Conclusion: “There is a mind-numbing degree of indoctrination (def: teach a person or group to accept a set of beliefs uncritically) and (inappropriate sexual references/diagrams) found in the proposed textbooks.”

Here is a book called “It’s Perfectly Normal” on the 4th grade reading list. Below are photos I took from the book that a teacher of 30 years shared with me. Parents are not aware that this book is on the approved reading list for 4th grade classrooms.

This page teaches how to use a condom.

Book Cover

Cartoon Pictures of Different Types of Naked Bodies

Homosexuality is Normal propaganda

No discussion of adoption in lieu of abortion

What male sex organs look like

How to Masturbate

Pornographic excerpt from book "Dreaming in Cuban"

Back of book

EXAMPLE OF TEXTBOOK LIES and PROPAGANDA:

1. According to McGraw Hill, 9-12 AP, “American Democracy Now”) America is a Democracy not a Constitutional Republic.

Truth: Mrs. Eliza Powell asked Ben Franklin in 1787, as he left the Constitutional Convention, “What have you given us?” He replied, ”A Republic if you can keep it.” From federal to local governments, every decision made by lawmakers must comply with our Constitution. Not so with a democracy. (A lynch mob is a democracy). In a democracy, whatever the majority decides the minority must endure. Our constitution is designed to protect the minority and the individual. There is not a full explanation of the Constitution in this textbook, but a lot of art work saying we are a Democracy.

2. According to Pearson Education 9-12,”What Should Governments Do?” The Purpose of Government is:

  • “Maintain a national defense,”
    • Truth: yes, that’s in the Constitution,
  • “Provide public goods and services”
    • Truth: uh, that’s limited in the Constitution,
  • “Preserve order…when people protest in large numbers government may resort to extreme measures to restore order.”
    • Truth: Not constitutional until laws are broken
  • “Socialize the Young.”
    • Truth: ??!!!! This is the beginning of State Controlled Children i.e. Castro, Hitler – it’s completely unconstitutional. Who do you want “socializing” your child?
  • “Collect Taxes.”
    • Truth: They do that too well!

3. According to MacGruder’s American Government and Civics, Pearson Ed. 9-12, “What is Government?” The Government is not “by the people, of the people, and for the people,” but “the institution through which a society makes and enforces its public policies. Government is made up of those people who exercise it’s powers, all those who have authority and control over people.” (What?! The textbook continues,) “The public policies of a government are, inshore, all of those things a government decides to do….the list of public policy issues handled by government is nearly endless.”

(That’s an oligarchy, not America!)

4. According to MacGruder’s American Government and Civics, Pearson Ed. 9-12, “the Soviet Union controlled Eastern Europe for four decades. But by the late 1980s the Soviet Union had severe economic problems and a new leader, Mikhail Gorbachev, was making reforms…By 1989 Czechoslovakia, Hungary, Poland and Romania ended Communist control of their governments and held free elections…”

The truth that was omitted is that there were 56 to 62 million “unnatural deaths” for the USSR overall, with 34 to 49 million under Stalin, Dyadkin, I.G. (Demograficheskaya statistic neyestestvennoy smertnosti v SSSR 1918-1956). Also omitted is that at the war’s end, the Soviet Union adopted a “plunder policy” of physically transporting and relocating east European industrial assets to the Soviet Union. Also omitted is the fact that no experiments in communism/socialism have ever succeeded. China is offered up as an example of success but Mao was responsible for over 70 million deaths. (Historians Jung Chang and Jon Halliday)

5. According to “American Government and Politics Today” Houghton, Miffli, Harcourt, 9-12, “…African Americans…feel a sense of injustice…and this feeling is often not apparent to, or appreciated by, the majority of white America.” What?! Uh, that sounds racist against white people…

According to the above textbook, “The president addressed racial profiling in ways no previous president could when one of the nation’s pre-eminent scholars was arrested…in his own home…

Truth: Police were doing their job protecting a home that appeared to be in the process of a burglary. President Obama said on National TV, “the police acted stupidly.”

6. According to “Psychology in Everday Life” Bedford, Freeman and Worth, “Under the guise of preventing voter fraud, a number of states have adopted laws likely to suppress the vote. Nine states now require government issued photo identification.”

Truth: That first sentence reveals the author’s bias. Fact: An illegal vote cancels your vote. That equals the disenfranchisement of the legal voter. A photo ID is required to board a plane, cash checks, rent anything, obtain a library card, join the YMCA, etc.

7. According to “American Government and Civics” Macgruders Page 758 says, “The number of families on welfare has plunged since the mid-1900s”

Truth: There was a 32% increase in welfare spending from 2009 to 2012 alone! Congressional Research Service

8. According to above textbook, page 10, “But what is justice?” The term is difficult to define for justice is a concept, an idea, an invention of the human mind. Like other concepts such as truth, liberty, fairness and justice means what people want it to mean.”

Truth: (that last ‘and’ is grammatically incorrect but in the quote) Moral virtues are natural law. The natural law our founding fathers spoke of. In a civilized world, … “It is the doctrine of objective value, the belief that certain attitudes are really true, others really false…” C.S. Lewis from The Abolition of Man.

Moral virtues must be learned, therefore they must be taught. With no 10 Commandments, and the teaching of secular humanism, there are no absolutes, therefore, any behavior is permissible.

9. According to Ancient World History, Houghton Mifflin Harcourt, “JESUS’ DEATH Jesus’ growing popularity concerned Roman leaders…The Roman governor Pontius Pilate accused Jesus of defying the Authority of Rome. Pilate arrested Jesus and sentenced him to be crucified.”

Truth: John 19:4 Pilate said, “I find no basis for a charge against him – You take him and crucify him, as for me I find no basis for a charge against him…From then on, Pilate tried to set Jesus free…”

10. According to “My World History and Geography, Early Civilization thru Renaissance” Houghton Mifflin Harcourt:

  • The number of units on Islam 1

  • The number of units on Christianity 0

  • The number of units on Judaism 0

  • The number of chapters on Islam 5

  • The number of chapters on Christianity 0

  • The number of references to Muslims 219

  • The number of references to Christians 42

  • The number of references to Jews 26

  • The number of references to Muhammad 180

  • The number of references to Jesus 102

You can see the rest of the examples at the Textbook Tattler at the website TextbookAdvocates.com.

Guess who wrote these biased Pearson textbooks? “Pearson hired Shabbir Mansuri, and Susan Douglass (a convert to Islam) to review and consult on the material being written for textbooks. One problem is that both of these individuals are associated with the Council for Islamic Education, a front for the Muslim Brotherhood in America.” Story here.

Talk about bias! Check this out. From a textbook, authored by Karen K. Kirst-Ashman, that was allegedly assigned reading for a University of South Carolina three-credit course titled, “Introduction to Social Work Profession and Social Welfare.”

Conservatism vs. Liberalism: Battle for the Hearts and Minds of Americans


http://patriotupdate.com/articles/conservatism-vs-liberalism-battle-hearts-minds-americans/#SReIJEKTShlCp4py.99

by 

There are two opposing worldviews vying for the hearts and minds of Americans.  One of these worldviews is conservatism.  Conservatives believe in such concepts as limited government, low taxation, free-market economics, individual liberty, personal responsibility, constitutional sovereignty, and traditional American values that grow out of our Judeo-Christian heritage.  The other worldview is liberalism, or in the language of its proponents, progressivism.  Liberals believe in nanny government, high taxes, statist/socialist economics, control through regulation, entitlement, one-world government, and class envy, racial strife, and secular humanist values (There is no definite right or wrong—individuals must decide what is right or wrong for themselves).

Liberals are heavily favored in this epic struggle for several reasons.  First, it is always easier to convince people to sit back and let the government take care of them than it is to convince them to take personal responsibility for the quality of their lives.   Another reason liberals are favored in this contest is that people are hardwired to envy others who appear better off economically—even when their better standard of living is the result of their entrepreneurial spirit and positive work ethic.  Yet another reason that liberals have the edge is that people are hardwired to blame others for their misfortunes as opposed to blaming themselves. These are just a few of the reasons the playing field tilts in favor of liberals, there are many more.  However, for the sake of brevity I will skip directly to the bottom-line reason:  liberals control the institutions that mold the values and worldviews of America’s children.

America’s public schools have become incubators for producing successive generations of liberals.  Nothing about public education supports the development of a conservative worldview.  Here is what that stalwart in the faith, J. Gresham Machen, had to say about this dilemma: “Place the lives of children in their formative years, despite the convictions of their parents, under the intimate control of experts appointed by the state, force them to attend schools where the higher aspirations of humanity are crushed out…and it is difficult to see how even the remnants of liberty can subsist.”

Public school students spend more than 30 hours per week for 12 years being indoctrinated by so-called “experts appointed by the state” against everything conservative parents stand for (i.e. limited government, low taxation, free-market economics, individual liberty, personal responsibility, constitutional sovereignty, and traditional American values).  Frankly, if this situation is allowed to persist not only will conservatives lose the battle for the hearts and minds of Americans, they will deserve to lose.

As conservatives, we seem to think the battle is about electing the next President of the United States.  But battles for the hearts and minds of the people are fought in the trenches at the local level, not in the White House or the halls of Congress.  They are fought around the dinner table of individual American families.  They are fought in how parents raise their children and what they teach them about right and wrong and responsible principles of living.  But conservative parents are losing the battle for the hearts and minds of their children because at least six hours a day, five days a week, nine months out of the year they turn them over to liberal teachers and administrators who persistently undo any good parents are able to do in the comparatively little time they spend with their children.

Here is an undeniable fact: You cannot expect your children to internalize and accept your worldview when you allow them to be raised by teachers who either reject your values or compliantly go along to get along in a system that rejects your values. Christian schools, home-schools, and charter schools help somewhat in this situation, but collectively these alternatives to the public schools are the equivalent of a flea on an elephant.  Most children of conservative parents in America attend public schools. This being the case, it is time for conservatives to start fighting at the grassroots level and do the hard work of transforming America’s public schools into institutions of learning rather than publicly-funded indoctrination centers that are better at producing compliant automatons with entitlement mentalities than critical-thinking, self-reliant, productive citizens.

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