President Trump to De-fund Over 100 Chinese Communist Party ‘Confucius Institutes’ in America

Grace Gottschling an investigative reporter for Campus Reform writes in an article titled “Trump to sign Confucius Institute funding ban“,

President Trump is about to sign the new National Defense Authorization Act, which will prohibit funding to Chinese-run Confucius Institutes on American campuses.

Texas Senator Ted Cruz added the key amendment to “The National Defense Authorization Act for Fiscal Year 2019,” which also restricts funding to universities that host Confucius Institutes and requires them to provide a public record of any agreements or contracts they have with the program, which has deep ties to the Chinese Communist Party.

“The Confucius Institutes are the velvet glove around the iron fist of their campaigns on our campuses.”   

Earlier this week, the White House confirmed that Trump plans to sign the bill during a visit to Fort Drum, New York, according to Fox-28.

In March, the Central Intelligence Agency issued a classified report labeling the institutes as a threat, according to an unclassified page of the document obtained by The Washington Free Beacon.

“The [Chinese Communist Party] provides ‘strings-attached’ funding to academic institutions and think tanks to deter research that casts it in a negative light,” the unclassified portion of the report reads. “It has used this tactic to reward pro-China viewpoints and coerce Western academic publications and conferences to self-censor. The CCP often denies visas to academics who criticize the regime, encouraging many China scholars to preemptively self-censor so they can maintain access to the country on which their research depends.”

The National Association of Scholars (NAS) in an April 9, 2018 article titled “How Many Confucius Institutes Are in the United States?” by Rachelle Peterson reports:

Image Credit: Kreeder13 CC BY-SA 4.0

Updated July 18, 2018. This list, originally published in March 2018, will be updated periodically. If you know of additional Confucius Institutes that have opened or closed, please let us know at contact@nas.org

Since 2004, the Chinese government has sponsored Confucius Institutes on college and university campuses around the world. An agency of the Chinese Ministry of Education, called the Hanban, provides teachers, textbooks, and operating funds.

In April 2017, the National Association of Scholars released Outsourced to China: Confucius Institutes and Soft Power in American Higher Education, a comprehensive report on the way the Chinese government infiltrates American colleges and universities to enhance its own image. At that time, we counted 103 Confucius Institutes in the United States.

As of July 2018, NAS counts a total of 107 Confucius Institutes in the United States. We identify 100 Confucius Institutes at American colleges and universities. We also identify 1 Confucius Institute at a private educational organization, the China Institute, and 6 Confucius Institutes at K-12 public school districts.*

Our count differs from that of the Hanban, which lists 110 Confucius Institutes in the US. However, the Hanban includes two Confucius Institutes that have since closed: Pfeiffer University, the University of Illinois-Urbana Champaign, and the University of West Florida. It also includes one that never opened: Dickinson State University. Finally, the Hanban’s list omits two Confucius Institutes that opened in 2017: Baruch University and the University of North Carolina-Charlotte.

*Most K-12 schools that partner with the Hanban have “Confucius Classrooms,” of which there are about 500 in the United States. However, the Hanban does designate these six school districts as home to Confucius Institutes as part of a collaboration between the Hanban and the College Board.

Download the NAS chart of the current Confucius Institutes in the United States.

Download NAS chart of US-based Confucius Institutes that closed. 

EDITORS NOTE: Here are the Confucius Institutes in Florida.

University of South Florida
Qingdao
University FL President Judy Genshaft
cvisot@usf.edu
http://global.usf.edu/confucius/College/university

Miami Dade College
Jiangsu Normal
University FL President Eduardo J. Padrón
epadron@mdc.edu
http://www.mdc.edu/mdcglobal/ci/College/university

University of North Florida
Shaanxi Normal
University FL President John Delaney
tom.serwatka@unf.edu
http://www.unf.edu/confucius/College/university

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Parents Should Be Free to Choose Safer Schools

As back-to-school time approaches, parents are bracing for school-related trauma. The threat of bullying, violence, school shootings, and mental health maladies looms large as a new school year emerges. A 2018 PDK poll found that one-third of parents are concerned about their child’s safety at school, a sharp jump in recent years. And it’s not just peer harassment that worries parents. The Miami-Herald reported last month that an experienced teacher who was named “teacher of the year” this year in Florida, was caught on video calling a kindergartener a “loser.”

Some parents are fed up. They want options other than a mandatory, assigned district school.

For families who can choose them, private schools offer a safer learning environment than conventional public schools. A new study recently published in the Journal of School Choice found that private schools are much safer than public schools. Study authors M. Danish Shakeel of Harvard University and Corey DeAngelis of the Cato Center for Educational Freedom analyzed a large data set from the most recent Schools and Staffing Survey of school principals across the country. Even after controlling for school type and size, geography, student and teacher demographics, and student-teacher ratio, the authors revealed statistically significant safety benefits for private school students over public school ones.

Voucher programs and other school choice mechanisms can help to make private schools more accessible to more families, granting an exit from an assigned district school to those who want it. Vouchers redistribute to families some or all of the taxpayer money allocated to their local school district, allowing parents to use those funds at a private school of their choice. School vouchers were popularized by Milton Friedman, the Nobel Prize-winning economist who saw their potential in loosening the government-controlled monopoly on education. He wrote:

Given, as at present, that parents can send their children to government schools with out special payment, very few can or will send them to other schools unless they too are subsidized.

Critics of school choice argue that parents are incapable of making good choices for their children’s education. This arrogance justifies denying school choice to parents and forcing them to accept their district assignment. Opponents cite reports, like this one released by the U.S. Department of Education last spring, showing that voucher recipients may have lower scores on standardized tests than their peers in public schools. This particular report looked at recipients of the D.C. Opportunity Scholarship Program that has been available exclusively to low-income recipients in the District of Columbia since 2004. While math scores were slightly lower for the voucher recipients, the report shows that parents were quite satisfied with the private school their children attended. Most crucially, the report shows that voucher parents felt their children were safe in school.

It’s also important to note that while test scores of voucher students may be lower, other U.S. Department of Education data show that voucher recipients have significantly higher high school graduation rates than their public school peers.

When given the opportunity to make choices about which school their child attends, parents are quite competent. It’s true that they may value qualities like their child’s safety and graduation prospects over exam results, but is that such a bad thing? When it comes to protecting a child’s well-being, parents usually know best.

Reprinted from Intellectual Takeout

COLUMN BY

Kerry McDonald

Kerry McDonald

Kerry McDonald (@kerry_edu) has a B.A. in Economics from Bowdoin and an M.Ed. in education policy from Harvard. She lives in Cambridge, Mass. with her husband and four never-been-schooled children. Kerry is the author of the forthcoming book, Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press). Follow her writing at Whole Family Learning.

VIDEO: Turning Point USA’s Candace Owens, Charlie Kirk Explain They Want to ‘Build,’ Not ‘Destroy’

After being harassed and assaulted by leftist militants earlier this week, the founder of a conservative organization for young people and the group’s communications director vow to remain civil and not respond in kind.

While dining at the Green Eggs Cafe in Philadelphia on Monday morning, Turning Point USA’s founder, Charlie Kirk, and communications director Candace Owens were accosted by left-wing activists.

The mob, said to be self-styled Antifa “anti-fascist” militants, reportedly shrieked and shouted at Kirk and Owens for several minutes.

“The protesters were screaming ‘white supremacist’ and something about immigrants,” the cafe’s manager, Malik Joe, told The Washington Post, adding that the protesters also hurled food and other objects.

Kirk was even doused with a beverage.

Owens, who is black, thanked the minority police officers who protected them from further harm, noting the irony of the far-left white protesters decrying “racism.”

Kirk and Owens described the encounter on Fox News Channel host Sean Hannity’s program that night.

“Candace and I said, ‘You know what? Let’s just stand here for a couple of minutes and show them that we’re not going to back down,’” Kirk said. “Very peacefully, we’re not going to retaliate if things get thrown of us. We don’t want to play the ‘victim card’ here. That’s what the left does all the time.”

“We felt it was an important moment to show America exactly what we are fighting, because not many people understand,” Owens added. “This is real. They’ve grown increasingly violent, because they understand that they are losing.”

Kirk’s and Owens’ remarks on “Hannity” echoed observations they made in a joint exclusive interview with The Daily Signal at Turning Point USA’s High School Leadership Summit on July 25 in Washington.

The Turning Point leaders shared the importance of civil discourse and positive energy.

“People that go after us, people that go after our organization—their life is about destroying and ruining. I don’t want to be a part of that. We’re about building. We wake up every single day [thinking] how to make something bigger, stronger, better,” Kirk said. “Of course, you are going to have ups and downs. So, you have those two buckets, right? What kind of energy are you going to put in the world—energy that’s determined to destroy or to build? We’re builders, and we’re going to keep doing that.”

Owens added: “What you put out, you take in. So, if that’s the energy, you wake up every day thinking, ‘How can I destroy something?’ You will eventually eat that sort of destruction. We genuinely believe that, and we are hyper-focused on having … [an] optimistic influence in this world and inspiring our children, our students, to the exact same impact.”

COLUMN BY

Portrait of Ginny Montalbano

Ginny Montalbano

Ginny Montalbano is a contributor to The Daily Signal. Send an email to Ginny. Twitter: @GinnyMontalbano.


The Daily Signal depends on the support of readers like you. Donate now.


Public University Pays Radical 89-yr-old Linguist Who Supports Hezbollah $750,000 to Teach Politics

A public university is paying a radical 89-year-old linguist hundreds of thousands of dollars to teach his famously leftist brand of politics, according to records obtained by Judicial after a months-long battle with the taxpayer-funded institution.

Noam Chomsky

Judicial Watch launched an investigation after the University of Arizona (UA), located in Tucson with an enrollment of about 40,000, announced that it hired Noam Chomsky to teach a general education course for undergraduates titled “What is Politics?” In the announcement UA describes Chomsky as a “world-renowned linguist” and one of the “most cited scholars in modern history.”

The reality is that Chomsky is an extreme leftwing propagandist who defends communist regimes—including those in Vietnam and Cuba—and openly supports the anti-Israel and anti-U.S. terrorist organization Hezbollah. In fact, Chomsky met with Hezbollah leaders in Lebanon even though the State Department lists the group as a terrorist organization and the elderly professor has publicly supported the militant group’s right to be armed.

At the time Chomsky was a professor of linguistics at the prestigious Massachusetts Institute of Technology (MIT), a private institution that can hire whoever it wants with no public accountability. However, UA is funded with taxpayer dollars and must comply with public-records laws meant to keep government transparent. It still took UA four months to provide Judicial Watch with the records of Chomsky’s outrageous deal.

The records show that the university’s relationship with the decrepit academic began several years ago while he was still teaching at MIT. Chomsky delivered guest lectures at UA, mostly in the College of Social and Behavioral Sciences, and the university eventually hired him as a “consultant” for $65,000. His consultant duties were to show up only six times for a politics class with only 38 students, which means he received north of $10,000 a lecture.

The class met for 7 ½ weeks and Chomsky was to attend only on Thursdays for a total of six sessions, the contract obtained by Judicial Watch shows. UA subsequently hired Chomsky to teach for three years—from 2017 to 2020—at an annual salary of $250,000. The money comes from tuition dollars, grants, contracts and other funds generated by the public institution, the records show.

Pouring salt on the wound, UA lost nearly $25,000 hosting lectures (“THE HAURY CONVERSATION: NOAM CHOMSKY TALKS WITH TONI MASSARO”) featuring Chomsky. The school promoted one of them as an event in which Chomsky would speak on “a range of topics that could include the refugee crisis, political conflict, democracy, capitalism, climate change and social inequality.”

The records show that the outlay expenses by UA for both lectures totaled $17,007.01. An invoice for $12,687.16 dated April 30, 2018, appears to be a payment to Eventbrite from the university for the second of the two Chomsky lectures. Ticket sales came in at $12,385 and ticket costs totaled $7,683.24. When combined with the original outlays, UA lost $24,992.41 on both of the Chomsky events. It should be noted that UA has not hosted similar events for any other academic in the past 24 years, making the Chomsky fiasco a unique, one-time production at a loss to taxpayers for a radical leftist political activist.

The university’s arrangement with Chomsky has outraged many, especially those with connections to the school. Bevan Olyphant, a former Green Berets who taught a leadership class in the honors program at UA, got paid $1,500 a semester and says a full engineering professor at UA receives an average annual salary of $80,000.

This is enraging considering the university is paying Chomsky an astounding quarter of a million dollars a year. Olyphant, who owns a ranch in southern Arizona, said this is the response he got from the president of UA when he requested that the university bring in conservative speakers: “We can’t do that! We would have a riot,” Olyphant told Judicial Watch. As part of the investigation into Chomsky’s egregious deal, Judicial Watch requested records of UA’s contracts with other speakers and lecturers and none were conservative.

Colleges: A Force for Evil

Many of the nation’s colleges have become a force for evil and a focal point for the destruction of traditional American values. The threat to our future lies in the fact that today’s college students are tomorrow’s teachers, professors, judges, attorneys, legislators, and policymakers.

A recent Brookings Institution poll suggests that nearly half of college students believe hate speech is not protected by the First Amendment. Of course, it is.

Fifty-one percent of students think that it’s acceptable to shout down a speaker with whom they disagree. About 20 percent of students hold that it’s acceptable to use violence to prevent a speaker from speaking. Over 50 percent say colleges should prohibit speech and viewpoints that might offend certain people.

Contempt for the First Amendment and other constitutional guarantees is probably shared by the students’ high school teachers, as well as many college professors.

Brainwashing and indoctrination of young people has produced some predictable results, as shown by a recent Gallup poll. For the past 18 years, Gallup has asked adults how proud they are to be Americans. This year, only 47 percent say they are “extremely proud,” well below the peak of 70 percent in 2003. The least proud to be Americans are nonwhites, young adults, and college graduates.

The proudest Americans are those older than 50 and those who did not graduate from college. The latter might be explained by their limited exposure to America’s academic elite.

Johnetta Benton, a teacher at Hampton Middle School near Atlanta, was recorded telling her sixth-grade students, “America has never been great for minorities.” In a tirade, she told her class: “Because Europeans came from Europe … you are an immigrant. You are an illegal immigrant because you came and just took it. … You are an immigrant. This is not your country.”

To exploit young, immature people this way represents an act of supreme cowardice. The teacher should be fired, but I’m guessing that her colleagues share her sympathies. At the same school, students were given a homework assignment that required them to write a letter asking lawmakers for stricter gun control laws.

One might be tempted to argue that the growing contempt for liberty and the lack of civility stem from the election of Donald Trump. That’s entirely wrong. The lack of civility and indoctrination of our young people have been going on for decades.

UCLA history professor Mary Corey told her class: “Capitalism isn’t a lie on purpose. It’s just a lie.” She added that capitalists “are swine. … They’re bastard people.”

An English professor at Montclair State University, in New Jersey, told his students, “Conservatism champions racism, exploitation and imperialist war.”

An ethnic studies professor at California State University, Northridge and Pasadena City College teaches that “the role of students and teachers in ethnic studies is to comfort the afflicted and afflict the comfortable.”

The University of California, Santa Barbara’s school of education emailed its faculty members to ask them to consider classroom options concerning the Iraq War, suggesting they excuse students from class to attend anti-war events and give them extra credit for writing about it.

Rodney Swanson, a UCLA economics professor, told his class, “The United States of America, backed by facts, is the greediest and most selfish country in the world.”

There is little question that colleges stand at the forefront of an attack on America and Western values.

Leftists often say that the U.S. is the world’s worst country. But here are some empirical facts they might explain. According to a recent Gallup poll, about 13 percent of the world’s adults—630 million people—would like to move to another country. Roughly 138 million would like to live in the U.S.—making us the No. 1 destination, followed by the U.K., Canada, and France.

There’s something exceptionally appealing about America and the Western world that leftists choose to ignore or lie about.

COLUMN BY

Portrait of Walter E. Williams

Walter E. Williams

Walter E. Williams is a columnist for The Daily Signal and a professor of economics at George Mason University. Twitter: @WE_Williams.


The Daily Signal depends on the support of readers like you. Donate now


EDITORS NOTE: The featured image is by Javier Larrea/agefotostock /Newscom. COPYRIGHT 2018 CREATORS.COM

K-12 Schools Bringing in Drag Queens to Teach Gender Ideology [+Video]

K-12 schools are bringing drag queens into the classroom to teach gender ideology, a Thursday video revealed.

Teachers are praising “Drag Queen Story Hour,” according to a clip released by videographer Sean Fitzgerald and the David Horowitz Freedom Center. The program “captures the imagination and play of the gender fluidity of childhood and gives kids glamorous, positive, and unabashedly queer role models.”

dcnf-logo

Maurice Sendak Community School, a public school located in Brooklyn, New York, hosted a drag queen and first grade teacher Alexis Hernandez marveled at the event in a testimonial published on Drag Queen Story Hour’s website.

“Drag Queen Story Hour gave my first-graders a fun and interactive platform to talk and think about social and emotional issues like acceptance, being yourself, and loving who you are,” Hernandez said. “During our debrief … [students] were preaching the incredible lessons they had learned, like ‘It’s OK to be different,’ and ‘There’s no such thing as “boy” and “girl” things.’”

The first grade teacher said she would be hosting the event again the following year. Katrina Green, a teacher from Chickpeas Preschool in Brooklyn, also lauded the program.

The event “allows preschool children to deepen and complicate their ideas about gender at the exact age when they are often developing rigid ideas about this concept,” Green said.

Drag Queen Story Hour markets itself to children between 3 and 8 years old. The program’s reading list includes books like “Jacob’s New Dress” by Sarah and Ian Hoffman and “Red: A Crayon’s Story” by Michael Hall. While the former book’s plot revolves around a boy convincing his parents to let him wear a dress to school, the latter chronicles the journey of a crayon “mistakenly labeled” red to identify successfully as blue.

Fitzgerald cited articles noting a spike in children identifying as transgender within the past few years.

“Think about how absurd this is,” the videographer said. “The taxpayer is funding adult-themed performers to come and read to our smallish children in order to indoctrinate them into a political ideology about gender while, at the same time, school districts across the country are removing any and all references to biological sex from science textbooks.”

Fitzgerald directed viewers to stopk12indoctrination.org, where they can report indoctrination in K-12 schools.

COLUMN BY

Rob Shimshock

Rob Shimshock is a reporter for The Daily Caller News Foundation. Twitter: @ShimshockAndAwe

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Footage of Full Drag Queen Show at Elementary School.

Drag for Kids.

EDITORS NOTE: The featured image is a 2008 photo showing Drag Queen Phyllis Denmark, whose real name is Randy Patterson, and who called out the bingo numbers every Gay Bingo night. (Photo: St Petersburg Times/ZUMAPRESS/Newscom). Content created by The Daily Caller News Foundation is available without charge to any eligible news publisher that can provide a large audience. For licensing opportunities for this original content, email licensing@dailycallernewsfoundation.org.

War on Boys: The ‘Feminist Jihad’ on Normal Male Behavior

James Woods tweeted the following,

James Woods (@RealJamesWoods)
There is a war on boys in America: chemical “castration” (ritalin), the mythology of #ADD, the scourge of pedophilia (#NAMBLA), the feminist jihad against virtually all normal male behavior in pre-teens and teens, etc. It is open war on boys and the prognosis is devastating.

Prager University published the below video titled “War on Boys” narrated by Christina Hoff Sommers, a scholar at the American Enterprise Institute.

Mr. Woods is correct in his analysis that there is a war on boys being boys.

In an August 2nd, 2018 Washington Examiner op-ed titled “Feminism is the last thing in the world boys need” Suzanne Venker wrote:

The sheer degree of havoc feminists cause never ceases to amaze me, nor does their arrogance and condescension. In a ridiculous piece in the The New York Times titled “What Feminists Can Do for Boys,” feminist author Jessica Valenti claims that those who share her ideology can help boys become men.

I cannot think of a more preposterous argument. Feminism is a major cause of the predicament boys and men now face. In what world could it be the remedy?

What modern feminists want is to rid the world of traditional masculinity, pure and simple. They’re consumed with the unwarranted and bogus notion that men in their natural state are prone to oppress women and that the male drive to provide and protect is evidence of said oppression.

While girls and young women have ample resources to seek “respite” from restrictive cultural mores, writes Valenti, boys do not — and this oversight makes them “susceptible to misogynist hucksters peddling get-manly-quick platitudes and dangerous online extremist communities.”

She then points to none other than Jordan Peterson, the Canadian psychology professor and YouTube philosopher who’s become a bona fide sensation ever since his interview with the U.K. feminist Cathy Newman. But Peterson’s meteoric rise is hardly due to his being a “misogynist huckster.” On the contrary, it is due entirely to his being a shining example of what it means to think for oneself and to be a mature, responsible man who’s committed to his wife and kids.

I can’t think of a single better role model for men.

Read more.

The Honorable Steve Baldwin, author, researcher and speaker on homosexual issues, wrote a white paper published in the Regent’s University Law Review titled “Child Molestation and and Homosexual Movement.” In a January 2014 column Mr. Baldwin wrote:

Lately, the gay movement seems to be making large gains in its war on America’s Judeo-Christian culture. Gay characters have become the norm on sitcoms; it has become fashionable to attack the Boy Scouts; homosexual propaganda inundates many of our public schools; nearly all the mainstream religious denominations have “revised” their understanding of Biblical teaching concerning homosexuality; and the gay “rights” legislative agenda is succeeding beyond the advocates’ wildest imaginations.

[ … ]

It is difficult to convey the dark side of the homosexual culture without appearing harsh. However, it is time to acknowledge that homosexual behavior threatens the foundation of Western civilization ─ the nuclear family. An unmistakable manifestation of the attack on the family unit is the homosexual community’s efforts to target children both for their own sexual pleasure and to enlarge the homosexual movement. The homosexual community and its allies in the media scoff at this argument. They insist it is merely a tactic to demonize the homosexual movement. After all, they argue, heterosexual molestation is a far more serious problem.

The feminists have joined forces with the LGBTQ community and introduced into public schools, colleges and universities an anti-boy/male agenda. Being a “male student” is not an appropriate pronoun on many college campuses.

Mr. Baldwin concludes:

The homosexual community knows that the capture of all major youth groups is absolutely necessary to the expansion of its movement. They know what most social scientists and sex researchers know but refuse to talk about: homosexually-molested children are likely to become homosexual. After all, one of the most common characteristics of homosexual molesters is the fact that they were molested themselves during boyhood. An article published by the American Medical Association reported that, “Abused adolescents, particularly those victimized by males, were up to 7 times more likely to self-identity as gay or bisexual than peers who had not been abused.”

It is high time that America’s elected officials, health authorities, education leaders, and law enforcement officials act to not only tell the harsh truth─the homosexual community has targeted America’s youth─but act now to counter this horrible trend. Failure to do so will have disastrous consequences for both our culture and for the health of our children.

Time for boys to be boys and grow into men, who will be fathers, brothers and real males.

RELATED VIDEO: Make men masculine again. Rape, murder, war – all have one thing in common: Men. The solution seems simple: make men less toxic – make men less masculine. In this video, Allie Stuckey, Host of “Allie” on CRTV & “Relatable” podcast, explains why demonizing masculinity is not the solution, but the problem.

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Bank of America blames firearms with ‘military characteristics’ for mass shootings, but report on Parkland massacre shows Cruz asked for but was denied help!

Anne Finucane, Vice Chairman of the Bank of America.

Anne Finucane, Vice Chairman for Bank of America in a letter stated,

We know there is a limited role we [Bank of America] can play as a company to make a direct contribution to reaching a day we all want, when we no longer have to suffer a mass shooting tragedy in our country.

Firearms with military characteristics have been used in many of these tragedies, including at schools in Florida and Connecticut.

We have firearms industry clients who do not manufacture this type of firearm. But we are engaging the limited number of clients who do, to learn their plans to keep this type of firearm from being used in mass shootings. In those discussions, we have indicated it is our intent that we will not finance the manufacture of this type of firearm for non-law enforcement, non-military use. We want to understand what those clients are doing to end mass shootings, and what we can do to help them.

Bank of America and Anne Finucane miss one key factor in mass shootings, the shooters.

If Bank of America truly wants to help prevent mass shootings, then they must take into account the shooter. Issues such as how did the shooter purchase a firearm with military characteristics, was the purchase legal, what was the background of the school shooter, did the shooters family, friends or fellow students know his intent, what did law-enforcement know about the shooter? Lastly, what did the local school district know about the shooter and did the district do its duty to either help or report the shooter to the appropriate authorities.

We now learn that, in the case of Nicholas Cruz, he asked for help and was denied it.

A heavily redacted report  was released on August 3rd, 2018 after Broward Circuit Judge Elizabeth Scherer ordered Broward County Public Schools to release its report on Nicholas Cruz, the shooter who slaughtered 17 people on February 14th, 2018 at Marjory Stoneman Douglas High School.

According to The Daily Beast,

In Cruz’s junior year, after he had already begun exhibiting behavior so disturbing it led to guidance counselors wanting to have him committed, the teenager sat down with education specialists to discuss his options for further schooling.

He was told he could transfer to Cross Creek, a school tailored for students with special needs; sue the Broward school district; or stay at Marjory Stoneman Douglas High School without any special counseling. According to a review of that meeting featured in the new report, school officials left out one crucial fact: Cruz was still entitled to special assistance at Stoneman Douglas if he chose to stay.

Being unaware of this option, however, Cruz—whose developmental delays were flagged at age 3—was reportedly stripped of counseling services and left to fend for himself as a “regular student.”

Read more.

The Sun-Sentinel noted that the investigation found that the school district “did not follow the requirements of Florida statute or federal laws governing students with disabilities” in two specific instances:

  • School officials misstated [the shooter’s] options when he was faced with being removed from Marjory Stoneman Douglas High School his junior year, leading him to refuse special education services.
  • When [the shooter] asked to return to the therapeutic environment of Cross Creek School for special education students, the district “did not follow through,” the report reveals.

What would have happened if the district had told Nicholas Cruz the truth about his options? What would have happened if the Broward County School District followed through on returning Nicholas Cruz to the therapeutic environment of Cross Creek School?

Perhaps Ms Finucane should meet with school districts across America and ask them what are they doing to stop one of their students from becoming the next mass shooter?

Here’s How School Security Should Be Improved in 4 Easy Steps

Since publication of an earlier commentary on four steps to achieving better school security, many organizations have been in contact to offer excellent additional ways to reach this desired end state.

Again, there is no simple solution. We cannot just ban guns, or hand them out willy-nilly, and expect our kids to be safe. America must get beyond the political theater and posturing and do the hard work of making our schools secure places for kids to learn and grow.

What is needed is a true system of overall security.

The American people must determine that schools are a big enough priority to take action. Some groups have done so. Organizations like the FASTER (Faculty/Administrator Safety Training and Emergency Response) Program founded in Ohio, or the National Rifle Association’s School Shield program, offer training and support relating to physical security and first aid for any school district that wants it.

There are others as well. The University of Southern California’s Rossier School of Education has developed an entire construct of steps to add psychological security measures to achieve balance among the students affected. They do this in their online master’s program in school counseling.

The experts at Defend Systems in Nashville called for a much-increased emphasis in emergency first aid, particularly for trauma wounds. They were spot-on, and this is a great additional call. Defend Systems provides local schools with that critical skill set.

There are still four steps that must be taken to increase security in our schools and decrease the likelihood of a shooting and the number of children who will be harmed. Those steps are really four interconnected pillars: pre-emptive response, access control, hardening classrooms, and on-site incident response.

1. Responding Pre-emptively

In order to pre-emptively stop school violence, it is vital to establish an environment that provides solid psychological security. A promising track is to develop relevant and up-to-date forms and modes of psychological first aid.

Psychological first aid should be a national strategy used as a preventative measure for dealing with more serious psychological trauma. Currently, the development of psychological first aid can be highly effective in smaller sample populations such as schools, a workplace, or a religious or social association, and can be put into practice in everyday life.

As it pertains to schools, and school-age kids, the initial action is to involve the students. Using them as an informational resource can make all subsequent actions more effective. Survey their experiences and then use the information openly (but anonymously) so they can see the follow-through.

Additionally, put students in as many leadership positions in the process as possible. This grows them, and will provide a wealth of insights that the adults might have missed.

All of this will build trust and inclusion that will empower the other pre-emptive actions. The students will be your best source of information. This generation of young people lives in near-constant communication, but it is not always transparent to the staff and faculty. Given that there were warning signs before almost all of the recent school shootings (many of which were stopped), making the students a part of this process is a key.

That said, these warning signs must provoke immediate action. The majority of the shooters have had some mental health or social interaction issues, and people noticed. The Parkland shooter was flagged multiple times, yet no one took action.

This was egregious, but not that abnormal. Police and school officials have to respond to red flags on social media or in overheard conversations. This response must be immediate and highly public. That way, we can stop what we know about, and deter what we don’t.

Teachers must follow due process, but fear of overstepping one’s bounds must not be allowed to obstruct intervention. Worries about giving a student a “black mark” must be swept aside. Troubled individuals—and all those around them—are much better served by stopping them from doing something potentially drastic and deadly. Action must be taken before shots are fired, if at all possible.

2. Control Access to the School

The second pillar is firmly controlling access to school facilities. If a person does not belong in the school, or is attempting to bring in prohibited items such as weapons, they must be denied access. Schools must have limited points of entry (one or at most two), each of which should be monitored and controlled by personnel that can turn people away when needed.

School personnel and students must not be able to “cheat” by opening doors for friends or for parents. Worse yet is opening doors for a stranger, just to be “nice.” Convenience must not be a factor. If a shooter is blocked from entering a school, they are unlikely to do much harm, or at least a lot less.

Controlling access to a school is particularly critical at the beginning and end of the day, but also applies during the remainder of the day. The question, “How did the shooter get in?” is always a pivotal one.

How people enter the building and who monitors the access process are a key set of decisions. They must be tailored to each specific school. Too much security, or too heavy-handed a footprint can add psychological insecurity to the student body, which can do harm even if a shooting never takes place.

A balance must be found and maintained. This decision cannot be driven from outside the school. It must be seen as part of the school’s central “culture.” If students see it that way—which will require research, education as to the reasoning, and a deft touch with both students and parents—they will be far more likely to buy into the practice.

3. Hardening the Classroom

Next, we must do a better job of securing (or hardening) classrooms as potential targets inside the school. Classrooms are often chosen to shelter-in-place, particularly for the youngest kids who are very difficult to move quickly.

All classroom doors have windows to allow observation (and protection for the children), but in an active shooter situation, this becomes a liability. There needs to be a low-cost, fast way of blocking the outside view through the window. Likewise, the doors must be lockable from the inside by the door’s organic lock, and with some sort of very simple, quickly applied additional blocking mechanism.

Within the classroom, teachers must be able to provide their students both cover (protection from gunfire) and concealment (a place to hide). The courageous teacher who hid her young pupils in storage cabinets and then faced the gunman in Sandyhook gave her life, but her quick thinking saved the children.

There are now bulletproof sanctuaries that can be put inside classrooms and can double as “story corners.” While these may be beyond the budgets of most schools, it’s a good model to provoke the imagination. We must devise the best cover and concealment we can find.

As a last resort, teachers and older kids should also make a determination as to how they might actually fight an attacker with improvised weapons available in the class.

The best mode of attack must be specified for each individual classroom, grade level, and teacher. Teachers should first be briefed or taught by an expert what is expected of them. Then, the teachers should devise a specific plan of action for their own classroom. This should be reviewed and, if need be, adjusted so that it provides the maximum protection and the minimum of psychological insecurity.

Once the plan is approved and set, it should be “published” in writing so it is not just in the teacher’s head. (Any substitute teacher should be required to review these plans.)

Lastly, drills should be conducted, first with the teacher alone, then with adults role-playing as the kids, and finally with the actual students. Older kids (high schoolers) can be told what the drills are really for, though teachers should characterize them for younger students as something like “stranger” drills, to avoid any unneeded worry.

4. On-Site Incident Response

That leads to pillar No. 4: Schools must have an on-site response capability that can confront and stop an active shooter.

Law enforcement will do their best to respond in a timely manner, but they will quite often fail. Most active shooter scenarios are done within 3-6 minutes. Few, if any, police or sheriff departments can promise to respond that quickly, especially in non-urban areas. How schools achieve this capability is again a delicate decision.

Every school district or individual school should come to this decision themselves. A highly centralized “solution” is not recommended. The “how” of achieving an adequate on-site response must once again factor in the school culture. This is clearly the most contentious aspect of school security.

There are four main options. (1) A school can have dedicated police assets on campus; (2) they can hire private security personnel; (3) they can seek volunteer security personnel from the community (such as veterans or retired law enforcement); or (4) they can have armed staff and/or faculty.

There are numerous options for schools to attain this on-site capability, and communities must choose what they can support, both budget-wise and within their collective moral structures. Remember: Too much security can be almost as big a problem as too little, so the right solution for each school is critical.

This is about more than just handing out pistols or asking those with concealed carry permits to bring their weapons to work. This will involve protocols for the storage of weapons, psych evaluations for those who volunteer, and extensive training regimens. The training must include negotiation and de-escalation skills, non-lethal control techniques, team response drills, firearms training, and extensive trauma-level first aid.

This all bears emphasis: You must have the correct people as well as the correct training. The firearms training in particular must entail far more than shooting a few dozen rounds at a local range. Shooting in close proximity to non-hostile personnel is the most difficult gun skill to learn—it must be trained and drilled until it is engrained, and only attempted in the correct situations. This is particularly essential if we are going to depend on a volunteer- or staff-based response capability.

The fact that certain individuals will actively deter and respond to threats need not lead to culture of fear among the student body. Local schools and communities will be able to develop their own psychosocial infrastructure that is compatible with each individual’s preferred form of security.

Some students are more attracted to a physical procedure, and therefore will be more likely to respond appropriately based on their training. Likewise, those who are attracted to a psychological facilitation can respond positively and rebound more quickly from the trauma of an attack event.

Both deterring and facilitating through adequately trained response are necessary to maintain psychological strength and resilience. This is needed both in the event and immediately afterward.

One final note of action. No matter how one of these situations plays out, the school and community will be severely traumatized. If a solid base of psychological security has been laid beforehand, along with the physical security measures, the school and student body have the best chance of weathering the tragedy with the least damage.

Strong follow-up support must begin as soon as the site is secured, and it must continue until every need is met. If the kids know the counseling department well from pre-existing relationships, this can go relatively quickly. Bringing in strangers may be needed, but it not optimal. School districts are better served if the counseling department is well and professionally staffed long before any event occurs.

These four steps (and the follow-up) will not guarantee 100 percent safety in our schools, but they will materially increase that security through deterrence, strong defense measures, and adeptness in ending the killing as quickly as possible, and returning to normality as swiftly as possible.

These are not pie-in-the-sky ideas. They are already being applied in hundreds of schools across America. It is time to apply them in all our schools.

COMMENTARY BY

Portrait of Steven Bucci

Steven P. Bucci, who served America for three decades as an Army Special Forces officer and top Pentagon official, is a visiting research fellow at The Heritage Foundation. Read his research. Twitter: .

Peter S. Bucci is a licensed psychological counselor in Georgia and Michigan with certifications in substance abuse, adolescent treatment, supervision, and trauma-specific training from EMDR International Association. He currently works with adults from high-risk environments.

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Parkland Shooter Asked For Help Before Massacre, Was Denied

Beyond Gun Violence Prevention: Student Safety in Today’s Schools


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EDITORS NOTE: The featured image is of a Wellsville, New York, a teacher helping a student. (Photo: B.Fanton Universal Images Group/Newscom)

Why We Fight Islamic Indoctrination In U.S. Public Schools

Watch an Imam teach Dutch children how to pray as Muslims – The first step to Islamic conversion.

All you have to do is look at what’s happening in the Netherlands to understand why the Thomas More Law Center is so zealously fighting against Islamic indoctrination in public schools across the United States.

Parents in the Netherlands can’t stop their children from being subjected to Islamic indoctrination.  In fact, parents who refuse to let their children attend mosque trips, are subject to fines and are often bullied by their schools. Such bullying also happens here in the United States as witnessed by Libby Hilsenrath when she made the public aware of Islamic indoctrination in the Chathams Middle School.

But, parents in the United States have the Thomas More Law Center and our Constitution to stop this indoctrination. Hugo Bos, investigating Islamic indoctrination in Dutch schools, is aware of the lawsuits fighting Islamic indoctrination being filed by the Thomas More Law Center in the United States.

The Church Militant website contains a disturbing article on how Dutch Children are being forced to submit to Islam.

Read the entire article on the Church Militant’s website by clicking here.

Please contact the Thomas More Law Center here if you become aware of Islamic Indoctrination in your child’s public school.


Help us with our continuing battle to stop Islamic indoctrination in our public schools by donating to the Thomas More Law Center. Your donations are tax-deductible.


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Podcast: More Proof Colleges Have Become Insane

As taxpayers continue to back student loans, The Heritage Foundation’s Mary Clare Amselem joins us to talk about how a college professor co-wrote a research paper with her dead cat—and what can be done on the higher ed front. Plus: Republicans accuse Twitter of treating them differently than Democrats.

The Daily Signal podcast is a 25-minute weekday podcast that shares the news highlights conservatives need to know and features an in-depth interview. Subscribe on iTunesGoogle Play, or SoundCloud.

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Katrina Trinko

Katrina Trinko is managing editor of The Daily Signal and co-host of The Daily Signal podcast. She is also a member of USA Today’s Board of Contributors. Send an email to Katrina. Twitter: @KatrinaTrinko.

Portrait of Daniel Davis

Daniel Davis

Daniel Davis is the commentary editor of The Daily Signal and co-host of The Daily Signal podcastSend an email to Daniel. Twitter: @JDaniel_Davis.


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Virginia Government Officials Not Happy With First School District to Arm Teachers

A school district voted unanimously to become the first Virginia county to permit armed teachers, but Virginia government officials are not pleased.

The Lee County School Board decided earlier in July to arm teachers in its 11-school, 3,200-student school district, but faces backlash from Virginia’s Department of Education and attorney general, according to The Washington Post Wednesday.

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“[There are] one or two people out in the community that are not for it, and I think it’s probably from an anti-gun standpoint, really,” Lee County School Board member Rob Hines said. “But people can have concerns about it. We have concerns about it. We just think that, financially, it’s our best option and we have to do something.”

The board believes 50 out of Lee County’s 700 school employees will be responsible for concealed weapons in September after going through psychological evaluations, background checks, and summer training. Virginia state law forbids the presence of firearms on school property, but the Lee County School Board will attempt to classify the armed employees as “conservators of the peace” to gain exemption.

“We recently found out about this scheme, and we’re looking into it,” Virginia Attorney General Mark Herring’s spokesman, Michael Kelly, told the Post. “It’s troubling to learn that people are putting so much time and effort into getting around the law and getting more guns into schools when the focus should clearly be on creating a safe, welcoming learning environment.”

Kelly said that Virginia “clearly prohibits guns in schools,” barring a few small exceptions.

“Lee County did not approach the department for guidance or technical assistance before the local school board took this action,” Virginia Department of Education spokesman Charles Pyle said. His department is examining the school district’s decision in light of “relevant statutes.”

Fourteen states have armed teachers and 16 more states give school boards discretion over arming teachers as of March, according to VICE News. Virginia is not listed as one of those states.

COLUMN BY

Permission Accomplished: Parents Have Sex-Ed Say at RNC

What kind of country would fund a group whose best advice is “F*** everyone?” Ours.

Last week’s ad from Planned Parenthood was the perfect example of the pornographic messages conservatives are fighting to stop in America’s sex ed curriculum. Every day, the headlines are full of horror stories about what students are learning with — or more likely, without — their parents knowledge. And at least one political party is doing something about it.

From Fairfax County to East Penn Schools, moms and dads are flooding districts with complaints for glamorizing dangerous sex acts, gender confusion, and the LGBT agenda. In some cases, like Pennsylvania, parents are suing just for the right to see the videos their kids are watching. In others, moms and dads have absolutely no idea what’s being taught because the school refuses to tell them. That needs to end now, the Republican National Committee has declared. In its summer meeting that wrapped up this weekend, the RNC passed a unanimous resolution demanding that state legislators do more to protect kids from the outrageous curriculums sweeping the nation.

It’s time, said Virginia’s National Committeewoman Cynthia Dunbar, to put sex-ed decisions back where they belong — in parents’ hands. Under the RNC’s new language, the party will put its energy into “parents’ rights” provisions that would force school districts to get moms’ and dads’ written permission before moving forward with any sex-ed material. “I’m thrilled this resolution passed,” Cynthia said after the vote. “This should not be a partisan issue. Parents everywhere deserve the right to know what their children are being taught and afforded an opportunity to consent to it.”

Of course, Americans’ frustration over sex ed have been boiling over for quite some time. When “Activist Mommy” Elizabeth Johnston floated the idea of a protest, she was overwhelmed by the response. Thousands of people from around the world joined in her Sex Ed Sit Out in April, a sign of the growing irritation over how states are handling such a sensitive topic.

For the last several years, FRC’s Cathy Ruse points out, liberal school boards have tried to use “opt out” provisions to shield themselves from criticism. (“Hey, we don’t force it on anyone, you can always opt-out!”) But in reality, most parents have no idea that they can pull their kids out of class — or worse, that they’d even need to. A lot of parents trust their local schools — and the districts have taken advantage of that trust by misleading them about the true content of sex ed. In Fairfax County, for example, some of the lessons labeled “abstinence” weren’t about abstinence at all!

Forty years ago, when sex ed was two hours on the basics of human development and reproduction, the opt-out system might have worked. But it’s completely inappropriate for today’s radical, graphic, and age-inappropriate sex ed. Thank goodness the Republican National Committee agrees! It’s time to stop letting schools exploit parents, who would never dream that their son’s eighth grade teacher would give him a lesson with 18 mentions of “anal sex” or tell their seventh grade daughter that she was born in the wrong body because “biological sex is meaningless.”

The Republican National Committee made sure to address these “family planning” sex-ed programs in its 2016 platform. Together, the delegates called for sexual risk avoidance (abstinence) education that makes saving sex until marriage the responsible and respected standard. But this is the first time the RNC has directly taken on the tactics of the far-Left, so our hats go off to the RNC for joining us in this fight and demanding parents have a say!


Tony Perkins’ Washington Update is written with the aid of FRC senior writers.


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PBS: The Un-American Classroom

Soon after the horrific bombing of the World Trade Center, I happened upon a television production of the history of Islam presented by PBS, an American public broadcaster and television program distributorself-declared as “America’s largest classroom.”  This trusted provider of television programming reaches 350 member-television stations, educational institutions, non-profit groups tied to public schools, college educational institutions, and state-government-owned or -related entities.  The narrator of the History of Islam, Imam Faisal Abdul Rauf, was already recognized for his outrageous proposal to establish a triumphal rabat-style mosque on Ground Zero. He’d hoped to name it Córdoba to echo Islam’s conquest of Spain in 711 AD.

Rauf presented the spread of Islam as the color of butter spread across the pastel map, as though untold thousands had not been enslaved or slaughtered by the ferocious and determined warlord, Mohammed.  Conquest was achieved by the merciless decapitation of 800 Jewish men, the rape and sexual enslavement of their women and children, the pillaging of the metalworks and crafts of the town’s Jews, Christians, and pagans who had been living in harmony. PBS was permitting itself to be used to promote a false narrative that concealed the true purpose of Islam and its continued bloody methods of conquest.

Christian Action Network, in 2017, revealed the introduction of the Islamic indoctrination program, “Access Islam,” by the U.S. Department of Education to public schools, when no similar material for Christianity, Judaism, or Hinduism exists.

PBS provides “the largest classroom” for teaching these “educational” resources to schools and libraries, replacing the term “Religion of Peace” with “Empire of Faith.”  Americans for Peace and Tolerance has investigated and reported the world studies and history books in use today, and confirms that they embrace radical social activism, ideological indoctrination, and coerced conformity.  The textbooks and PBS’s films are replete with erroneous information, demonize Israel and America while glorifying Islam, and encourage fealty to Islam and identification with radical jihadists.  This is brazen-faced stealth jihad against our own country done without fear of negative consequence.

The social studies lesson plan for grades 5 – 12 begins with the Five Pillars of Islam, enhanced by the BBC’s supplemental visual material for easy memorization and scrupulous study.  This is total immersion into Islamic vocabulary with intense thought and discussion, acting out and reciting prayer, learning and performing customs along with changes of dress, and comparing superficial information of Judaism and Christianity with the favored Islam.  In addition to the books, papers, computer, and visual aids, students “fulfill their duty” with “impromptu” visits into the Islamic community, without parental consent.  Thus, they learn to feel like a Muslim (assuming the false victimization), view the world from a Muslim perspective (that all the world is Muslim and must be retrieved), think like a Muslim (lay blame elsewhere and justify abuse on women and the west), and to BE a Muslim (be a jihadi warrior).

Under the first pillar of faith, students must learn the Islamic calligraphy and memorize the shahada, a proclamation of faith and fidelity to Islam, despite their family’s beliefs.

  • PBS’s online film about the Ten Commandments of Judaism does not equal in depth of experience the Pillars of Faith. Whereas the former operates at a purely informational level, the latter is indoctrinal, proselytizing, so that the child is imbued with the beliefs and views.

The second pillar is prayer, its importance, the words, sounds, movements, direction and frequency, an unparalleled intimate engagement.

  • This stage does not reveal the violent Islamic verses calling for jihad (warfare against non-Muslims) as a permanent obligation upon the Muslim community until the world is conquered for Islam (9:5, 9:29, and others), or the commands to wage war against non-Muslims until they: (1) convert to Islam, (2) pay the jizya (poll tax) and submit to sharia, or (3) are killed.

The third pillar is Zakat or almsgiving, with a video for media interaction, questions and answers.  They review the purpose of donations, the amount of charity, relationship between prayer and money, and why this differs from ordinary charity.

  • However, it is not made clear that zakat or charity is designated only for Muslims, never for the infidel.Israel, the US, and other western civilizations are first responders to tend others in times of natural disasters, Islamic countries do not respond with manpower or funds.

The fourth pillar, fasting, brings the discussion of the month-long holiday of Ramadan, its guidelines for fasting, challenges, and spiritual rules.

  • They do not learn that Ramadan mandates daily and increased attacks on hapless Christians and Jews in Israel, the Arab Middle East, Africa, Pakistan, the Philippines, Indonesia, and throughout Asia, with each year’s death toll superseding the previous one.  The Bible’s tales of violence provide lessons to be learned; the Koran’s are open-ended, everlasting decrees of exhortation to violence.  The Muslim community has a responsibility to wage war against the unbelievers.
  • Students are not told about the inhumane, torturous pain purposely inflicted on animals en route to their slaughter for Islam’s holiday celebrations.  Halal may be falsely compared to kashruth (Kosher), but a cardinal tenet of the Jewish faith is shechita – the swift and painless dispatch of the animal, marked by compassion and consideration for its welfare.  In many instances, animals are accorded the same sensitivity as for human beings.

The fifth pillar is the compulsory pilgrimage or Hajj to Islam’s holiest city, Mecca, which was Mohammed’s failed courtship of the Meccan Jews and his humiliation that now requires revenge and subservience of non-Muslims.  PBS presents a compulsory “virtual Hajj.”

  • WGBH, PBS’s Boston Public Radio, provides “the journey,” the purpose of the special clothing, the gravity of the experience, and how it would feel to make the trek to Arabia.  The children are forced to “live” the experience over their own religious and national birthright, to “feel” disdain and disrespect for their parents’ heritage and country, to ‘become stealth warriors.  Until they are sufficient in number to take up arms and overthrow America’s government, students are encouraged to meet with local Islamic clerics and to leave class for political riots and marches.

The sixth pillar, not revealed to the infidel, is jihad, which guides the thought and life of every Muslim, from the pregnant woman who will deliver the next jihadi warrior to the child who is taught to dedicate his life to martyrdom for conquest. Military might is the base for their ideology, the origin of Islam, the sine qua non of the faith, which is why the Islamic culture cannot adapt and accept ideas of modernity and secular government.

  • Despite the term “inner struggle,” jihad is their eternal war against the non-Islamic world.  Lessons encourage the children to identify with jihadis
  • Portraying Islam as the religion of peace is   Daniel Pipes explains that jihadists understand the terms with its “usage through fourteen centuries of Islamic history” as “the compulsory effort to forcibly expand Muslim territory and influence.” “It is the boldly offensive intent to achieve Muslim dominion over the entire world,” – war, dispossession, slavery, and death for its victims.  Islamic imperialism.
  • An Iraqi cleric in Baghdad, during a November 9, 2002, sermonized, “We challenge [President George W] Bush and the Americans with our words, before challenging [them] with our weapons . . . We are patient . . . and we will fight them with all kinds of weapons.  Jihad, Jihad, Jihad, Jihad. . . .” He exhorted all Muslims to “welcome death, welcome martyrdom for the cause for Allah.”
  • Beginning with the very young, jihadis are taught to hate Jews and are praised for becoming suicide bombers, dying for martyrdom.  “The day of Jihad is the day of blood.” The foremost Egyptian cleric of Al Azhar University urged Palestinians to intensify their suicide attacks against Israeli women and children – murder for the sake of their deity, with all manner of rewards in the next world.

The study of the Pillars of Islam is but one facet of what is being taught in our public schools today and what is supported by PBS’s “largest classroom” through lessons, plans and films.

In closing: An Olmsted Falls, Ohio, mother noted that her 7th grader was required to memorize the 5 Pillars of Islam and watch a proselytizing video, “30 Days: Muslims and America,” and asked the teacher if they were also to memorize the 10 Commandments and any other religion’s major core beliefs.  When she learned they were not, and asked the school district to remove and replace the video with an objective historic film, her request was denied by the superintendent and Board of Education.  She pursued the matter further with the state school board, state senator, representative, Ohio Department of Education and Ohio’s Governor Kasich, asking also that that the Israelites be added to the Ohio Standards.

It took more than a year and a half of discussion, discord, assistance, legal intervention by the Thomas More Law Center, and involvement by the Zionist Organization of America (ZOA) to exact the changes in accordance with the parent’s constitutional right to free speech and duty to oversee her children’s education.  The school system replaced the Islamic film and agreed to add the study of the ancient Israelites, including Abram and Moses, to the curriculum, thereby giving credibility to the Jewish people on their land and their bestowal of the Ten Commandments and morality to a world of impiety.  One outraged and dedicated parent was able to pave the way and show us that it could be done.

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RELATED VIDEO: Islamic Indoctrination in Netherlands Schools from Thomas More Law Center.

VIDEO: ‘We found over 1,500 errors’ in public school social studies textbooks

Truth In Textbooks (TNT) gives insights into the influence of Sharia supremacy in the nation’s school system, particularly in social studies textbooks.

RELATED ARTICLE: A Textbook for Snowflakes