1619: A Date for Disunity

Nicole Hannah-Jones chose the year 1619 for when African slaves were first brought to this country. Many leading historians say this is a false narrative, a version of Mao’s Cultural Revolution, yet we are told to reevaluate our supposed racist past and accept the destruction of our values, history, laws, statuary, institutions, and terminology/names.  This is the cancel culture that has overtaken more than 3,500 classrooms across our country, a globalist war being waged against America to destroy America.  To paraphrase a Soviet joke, “We know the future, but it is the past that must be changed.”


I was pleased to be invited to a virtual meeting of the Ohio State Board of Education in early October, to give testimony about the implementation in Ohio schools of The 1619 Project, the reframing of America’s history on slavery.  I prepared the requisite five-minute speech to include the Common Core Standards because they prepared the foundation for destroying our culture and morality.  From the beginning, the children have been divided into groups or tribes, each taught to feel victimized by the others, humiliated, intimidated, and to loathe our country.  With each new idea, they are encouraged to disregard our laws, accept our disintegration, and do the bidding of our leftist enemy.  The Common Core became the propellant for any replacement narrative, and it was all intentional.

The preparation begins as early as Kindergarten, when the very young are prevented from connecting with best friends, inhibiting their natural desire to bond with their peers and, later, with spouses.  The inability to share mutual comfort and security leads to the destruction of family and the tyrannical population control, loneliness and isolation that evolves into a fused ideological group, a group-think mentality dominated by a principle rather than by healthy alliances.  They are made aggressive and destructive, the perfect dupes for conducting today’s riots, a militia-in-waiting to enforce tomorrow’s global socialism.

Keeping children on computers for most of the day has them bonding with “hard objects,” and indoctrinated with academia’s agenda.  Deprived of opportunities to be sociable and conversant, they are unable to think, analyze, and debate – incapable of individual thought.  Interestingly, Islamic jihadis bond with “hard objects” (weapons), rather than with people.

To further demolish our culture, students as young as age four are being sexualized with in-class lessons of masturbation, and exposed to extremely pornographic information.  Syntero, Inc., a self-defined counseling group supported by our tax dollars, is described by Ohio Value Voters as “deeply disturbing, dangerous, even possibly criminal.”  They report that Syntero introduces children to perversions of homosexuality and sex changes, and appears to be “grooming children for the sex trade.”   Deborah DeGroff’s book, Between the Covers, documents the extraordinarily foul language and sexually explicit situations in children’s literature.  My own book, Confronting the Deception, reveals the manipulation and indoctrination of children for political purpose.

Academics shame boys for “toxic masculinity” and coach girls that the boys are robbing them of career opportunities, intruding into girls’ locker rooms and bathrooms, and winning their trophies on sports teams.  The boys are shamed with feelings of guilt, disgrace, and lost esteem – mind control and exploitation for outright group adherence.

Accusations of “white supremacy” contribute to willing subservience and acceptance of the 1619 narrative, their undermining and emasculation, the hard evidence being a dramatic drop in testosterone levels.  Unable to overcome the constant barrage of denigration, they are engineered into resenting society’s alpha males, and made unsuitable for military and police forces.  Confused and frustrated, they develop a penchant for property demolition and wanton theft, and harming – even killing – those who think differently, whether neighbors or law enforcement.  Socialism demands a disrespect for personal property.  Those who do not lash out this way but still cannot cope with society may become fearful, seek safe spaces, fail in the classroom and escape to drugs and more.  The suicide rate has doubled for boys, tripled for girls.

Multiculturalism is socialism repackaged – the division and victimization of everyone.  Of course, we accept differences in ethnicity, religion, and race, but our culture must be exclusively American in America, governed by American laws.  The children must have a sense of commonality and acceptance, yet white children are made to feel guilty of crimes they did not commit, and children of color are made to feel abused and stateless, a sense of not belonging anywhere. The 1619 Project divides further, the result being that our social cohesion is being ripped to shreds. 

Using race as justification, our children are deprived of reading the classics by “old white men,” which is foundational to improving language skills, reading comprehension, and imagination.
They are reading dystopian stories.  With every new opportunity to wallow in a victimized past, they are consequently robbed of future success in the adult world.  Twenty percent of high school graduates haven’t the basic reading proficiency by graduation.  The average American reads at the 7th– to 8th– grade levels; 4% are nonliterate.

Disguised as a compassionate accommodation, academia is launching a program for children of color that will actually diminish their language skills, keep them unqualified and unsuitable for better employment and success, fulfilling the claims of systemic racism.  This will further disunite and divide them, impede communication between the races and other nationalities, isolate them further and harm them psychologically.  These are American children who must share the same culture and language.  Instead of falsely adjusting grades, teachers must improve their own skills to fulfill their obligations, perhaps through music, returning them to the classics, and inviting parents and neighbors to participate.  Already experiencing ostracism, some children of color are demanding separate dormitories – a very destructive, self-imposed apartheid.

The overall results of this education, further exacerbated by The 1619 Project, have been disappointment, anxiety, depression, increased sexual activity, anger and violence.   They are trained to disrespect the family, their neighbors, their country, and property; they also disrespect themselves.  This is truly devastating.

Against this background, we now have Nicole Hannah-Jones, described as a Marxist-trained, rabid racist, responsible for the implementation of The 1619 Project. She alleges that she does not seek to erase the Declaration of Independence and our constitutional republic, but her followers are further along in their thinking.  The year 1619 is purported to be when the first African slaves were brought here through the Muslim slave trade, but slavery has been humanity’s established institution as far back as 3500 BCE and based primarily on armed conflicts with populations that were vulnerable because of weakness or contiguity.

A nation’s birth is not established because of mere residency or migration – not for the Paleo-Indians who arrived during the last Ice Age, not for the Vikings who came around 985, not for the Portuguese Jews who arrived in 1542, not for the Filipinos who arrived in 1587, not for the Chinese who arrived in the 1850s, and so on.  Rather, our founding fathers created this nation for the good of all, with groundwork that allowed for advancement, and when our laws were declared, agreed, signed, and instituted.  That was 1776.

Hannah-Jones’s imaginative document, eagerly published by The New York Times, awakened the enemies of our treasured freedoms.  It built upon the already existing victimization, violated our laws, and unleashed unbridled crime that resulted in explosive behavior heretofore unseen in America.  It gave the green light to BLM (Black Lives Matter) Marxists/communists, the globalists, Antifa fascists, neo-Nazis, Islamists, and the underinformed group-thinkers, to riot against America, setting fires, causing property destruction in the billions of dollars, harming our police forces.

Instead of learning respect for and allegiance to America and their fellow Americans, children are repeatedly assaulted with negativity, and The 1619 Project belittles the white students with charges of racism, while angering the students of color for what their ancestors may have endured – without explaining that slavery is human history – and based on proximity, weakness, color, religions, wealth, and the ideology of expansionism.  Contrary to the narrative, there are many paintings that verify the Arab enslavement of white women, but this aspect of slavery is not discussed.

Despite all the hardships, opposition, adjustment difficulties encountered by the many new migrant groups by an unwelcoming society, we reject the accusations of “systemic racism.”  Our laws guarantee the freedoms decreed in 1776.  Rather than dwell on the negativity that greatly harms our children, it is best to celebrate the hope and beauty that is America.  The American Dream is alive and well for 41% of Americans, and another 41% who believe they are on their way.

Project 1619 teaches disrespect and hate for America.  Our youth are not only burning flags and destroying statuary that represents American history, but they are now advocating the elimination of the Star-Spangled Banner and changing cities named for the figures we have revered historically.  They will not thrive in their adulthood with this concentration on misery.  They cannot be expected to read, learn, study, and excel in anything if their minds are riveted on victimization, false social justice issues and the unproven climate change hoax. The emphasis on resentment emerges as violence because they are robbed of a decent education, creativity, and other means of expression.

When I completed my five-minute talk, one person asked how I would reverse the damages I cited.  I suggested that we must remove Common Core, the divisiveness and discord, and propagandist textbooks, and return to pre-Obama days, when the children aligned with each other, their school, their state, their country – E Pluribus Unum.  Another member said he hoped people listened and heeded what I had to say.  Nevertheless, within a brief time, another invitee was asked to testify, and I felt as though I had not been challenged sufficiently.  Was I inadequate?  Had I not inspired more questions?

By three o’clock in the morning, I awoke with a realization that the Board members did not challenge me because they were aware and in accord with the points I had made.  These teachers and educationalists did not challenge my accusations because they knew these ills abounded, but they were doing nothing.  I concluded that academia is very aware, but that the teaching staff is obliged to comply with the leftist Board of Education.  Their job is to agree and follow their instructions.

If the parents will not rise in opposition, their children – and our country – will fall.

©Tabitha Korol. All rights reserved.

How Critical Race Theory and Identity Politics Teaches Them to Hate

How Critical Theory and Identity Politics are used to foment intense loathing of the Republican Party and its voters.


With white hot hatred oozing from every fibre of her being, a crazed Democrat bellows into her cell phone, “Wake up, Republicans! They warned us about people like you!”

“Critical theory” is a stratagem through which communist warriors subvert western democracies by constantly challenging the traditional principles, values and institutions that enable those societies to function.

In its most basic form, critical theory calls for tearing away at the social fabric of free nations by relentlessly stigmatizing political opponents as selfish beneficiaries of an evil and oppressive status quo. Under critical theory, opponents are targeted with never-ending criticism of everything they do, and assigned exclusive blame for every real or imagined societal wrong.

The goal of critical theory is to create a constant state of political chaos, to make society so deeply divided, so roiled with bitter controversy that frightened, demoralized citizens will agree to support calls for an entirely new system that is “fair for all.” Critical theory explains the unbridled hatred today’s rank and file Democrats have for Republicans in general, and the current Republican president in particular.

In a free society, socialists can avoid having to sell their failed utopian ideas to a skeptical electorate, provided they can convince enough voters that their opponents are morally abhorrent people. Voters convinced of that will summarily reject 100% of what they hear from the other side. Lenin referred to such easily influenced voters as “useful idiots.”

When asked how the Bolsheviks planned to keep the Russian people from listening to counterrevolutionaries, the father of Soviet Communism said in so many words, “We must speak in a language that teaches our followers to direct hate and revulsion toward those who oppose us.”

Half-a-century later, a Marxist community organizer in Chicago named Saul Alinsky incorporated Lenin’s teach-them-to-hate strategy in his revolutionary book, “Rules for Radicals.” When “Rules” was published in 1971, the post-1960s Democratic Party adopted the book as its political bible.

Believing that communism is so morally and intellectually superior that its advocates must prevail at all costs, Alinsky taught Democrats that the most effective way to defeat Republicans is to relentlessly accuse them of being racists.

Sensing that Alinsky’s tactics could be the means to fulfill her insatiable thirst for political power, a young Goldwater Republican became so infatuated with Alinsky that she switched her party affiliation. As the Democrat presidential nominee five decades later, Hillary Clinton would put Alinsky’s teach-them-to-hate strategy to practice by demonizing millions of Trump supporters as morally disgusting people: “You could put half of Trump’s supporters into what I call a basket of deplorables. They’re racist, sexist, homophobic, xenophobic, Islamophobic — you name it.”

Like Hillary Clinton, Barack Obama is one of Alinsky’s most loyal disciples. Having taught classes about the Marxist community organizer at the University of Chicago, Obama used Alinsky’s “ends justify the means” tactics in ascending to the most powerful job in the world.

Identity politics: How Democrats win elections

To overthrow a capitalist society, The Communist Manifesto calls for inciting a titanic class struggle by pitting a victim class against an oppressor class. In the bloody Russian Revolution of 1917, the Bolsheviks rose to power by pitting the proletariat against the bourgeois. Over the last half-century, the post-JFK Democratic Party has refined the concept of Marxist/Leninist class struggle into a polarizing political weapon known as identity politics.

The term refers to politically subdividing the electorate into multiple factions (voting blocs), the members of which are indoctrinated to believe they’ve been singled out for oppression due to societal prejudice against the identity group to which they belong. To wit: People of color are oppressed by “systemic racism,” women by sexists and misogynists, refugees and illegal immigrants by xenophobes, Muslims by Islamophobes; gays and lesbians by religious bigots, and so on. The self-serving narrative of identity politics is that tolerant, inclusive and morally virtuous Democrats will righteously defend the members (voters) of each identity group from constant outrages intentionally inflicted on them by intolerant and morally bereft Republicans.

Through the use of identity politics vilification campaigns, the post-JFK Democratic Party has religiously adhered to Alinsky’s teach-them-to-hate strategy by indoctrinating its followers to not just disagree with Republicans, but to loathe them as well.

How free nations are felled from within

Generating political hatred is how totalitarians take over a country. That’s what happened in 1930s Germany, where a cheerleading press helped Hitler convince the German people that Jews were the cause of the country’s problems. By the time decent Germans realized what was happening, it was too late.

Political hatred is un-American in the most poisonous meaning of the term. When an entire party self-righteously wraps itself in a delusional cloak of moral superiority, there’s not much it won’t do to obliterate its opposition; when that party teaches its followers to direct seething hatred toward the opposition, things are unlikely to end well.

©John Edison. All rights reserved.

Suicides Up Nearly 100% Among Young People in Wisconsin’s Second Largest County, as Medical Experts Cite Perils of Social Isolation

New mental health data from Dane County, Wisconsin offer a dark glimpse at the costs of stay-at-home orders.


This summer, a relative reached out to me regarding the sad story of Kodie Dutcher, a 10-year-old from Baraboo, Wisconsin who was reported missing in July.

Law enforcement officials put out an Amber Alert, and a volunteer search party was organized. Kodie’s body was found the following morning—July 7, a Tuesday—near her home. Her death was ruled a suicide by the Baraboo Police Department.

Kodie’s death shook me. I grew up in a small town not far from Baraboo and know people who live there today. It occurred to me that my own little girl, whom I still think of as a baby, is roughly the same age Kodie was when she took her life.

The COVID-19 pandemic has been a challenge for everyone, but evidence suggests that few demographics are suffering more than young people. Data show they’re suffering more economically, and emerging evidence shows that many are less equipped to deal with the “collateral damage” of forced lockdowns mentally.

new report from the Wisconsin State Journal examining mental health trends in Dane County, the second most populous county in Wisconsin, shows that many are struggling to cope with the mental toll of social isolation precipitated by the economic lockdowns.

Hannah Flanagan, the Director of Emergency Services at Journey Mental Health Center, said calls to the center’s crisis hotline are up more than 15 percent since the beginning of the pandemic, with many people suffering not from severe mental illness but situational stress. Preliminary data collected by the center show that Dane County passed its 2019 suicide count in early October.

Flanagan said Dane County had experienced 57 suicides as of early October, more than the total of 54 it had experienced the entire calendar year in 2019. She indicated that the excess deaths largely stem from stay-at-home orders.

“When people are lonely, it’s really hard to cope,” Flanagan said. “The specificity about COVID social distancing and isolation that we’ve come across as contributing factors to the suicides are really new to us this year.”

It’s alarming to see a large county eclipse its previous suicide total with nearly three months remaining in the calendar year, but the numbers become even more troubling when you drill into them a little further. The center’s figures show that 15 of these suicides were committed by people under the age of 25. That’s nearly double the total in 2019 (eight)—and we still have nearly three months until the year is over.

One could dismiss these figures as anecdotal evidence or a strange outlier. The problem is it fits with other mental health trends around the country. The CDC recently reported that one out of four young people have contemplated suicide during the pandemic, about two and a half times the overall rate.

Though national data on youth suicide during the pandemic is not yet available, trends reported from suicide hotline centers across the country show that many young people are crying out for help.

Flanagan’s explanation that the spike in suicide in Dane County is tied to COVID-19 lockdowns dovetails with years of science that shows social isolation isn’t just psychologically harmful to humans, but deadly.

An abundance of scientific evidence shows social isolation “is one of the main risk factors associated with suicidal outcomes.” The dangers are particularly acute in women, research suggests.

This is why from the beginning of the pandemic there has been a small but consistent chorus of researchers warning that forced isolation could prove to be “a perfect storm” for suicide.

“Secondary consequences of social distancing may increase the risk of suicide,” researchers wrote in an April 10 paper published by the American Medical Association. “It is important to consider changes in a variety of economic, psycho-social, and health-associated risk factors.”

It should be noted that suicide is just one of the deadly effects of social isolation. Dr. Dhruv Khullar, a physician and assistant professor of healthcare policy at Weill Cornell Medical College, detailed numerous other deadly effects of social isolation in a popular 2016 article in the New York Times:

“A wave of new research suggests social separation is bad for us. Individuals with less social connection have disrupted sleep patterns, altered immune systems, more inflammation and higher levels of stress hormones. One recent study found that isolation increases the risk of heart disease by 29 percent and stroke by 32 percent.

Another analysis that pooled data from 70 studies and 3.4 million people found that socially isolated individuals had a 30 percent higher risk of dying in the next seven years, and that this effect was largest in middle age.

Loneliness can accelerate cognitive decline in older adults, and isolated individuals are twice as likely to die prematurely as those with more robust social interactions. These effects start early: Socially isolated children have significantly poorer health 20 years later, even after controlling for other factors. All told, loneliness is as important a risk factor for early death as obesity and smoking.”

Unfortunately, nations around the world and many US states have failed to assess these risks. Policymakers, perhaps incentivized by a 24-hour media that tracked and reported COVID-19 deaths like a sporting event, have adopted empty slogans such as “if it saves just one life.”

It rarely occurs to lawmakers to also look at the lives lost as a result of their policies.

“There are no solutions, there are only trade-offs,” the famous economist Thomas Sowell once observed, “and you try to get the best trade-off you can get, that’s all you can hope for.”

Tradeoffs are a simple economic reality, but one humans often overlook. The idea was perhaps best described by economist Russ Roberts, who noted that every choice also means giving something up.

In many ways, the pandemic is a perfect example of ignoring the reality of tradeoffs. Lawmakers saw that by enforcing social distancing, they were (in theory) limiting the spread of the virus. What they didn’t see was the tradeoffs: lost social interaction that is crucial for humans, cancer screenings abandoned, jobs lost, AA meetings canceled, babies denied heart surgery, and so on.

As economist Antony Davies and political scientist James Harrigan noted early in the pandemic, across the country we saw the leaders of America’s institutions—county councils to mayors to school boards to police to clergy—simply ignore the realities of tradeoffs:

“Rational people understand this isn’t how the world works. Regardless of whether we acknowledge them, tradeoffs exist. And acknowledging tradeoffs is an important part of constructing sound policy. Unfortunately, even mentioning tradeoffs in a time of crisis brings the accusation that only heartless beasts would balance human lives against dollars. But each one of us balances human lives against dollars, and any number of other things, every day.”

Americans, particularly those with influence and those in leadership positions, should recognize that lockdowns—and indeed all sweeping government-mandates—come with a host of unintended consequences.

The failure to acknowledge or adequately consider them is why so many people today are in pain—and why more young Americans are seeking to throw away their most precious gift.

COLUMN BY

Jon Miltimore

Jonathan Miltimore is the Managing Editor of FEE.org. His writing/reporting has been the subject of articles in TIME magazine, The Wall Street Journal, CNN, Forbes, Fox News, and the Star Tribune. Bylines: Newsweek, The Washington Times, MSN.com, The Washington Examiner, The Daily Caller, The Federalist, the Epoch Times.

EDITORS NOTE: This Daily Signal column is republished with permission. ©All rights reserved.

STUDY: Who’s Shaping Our Kids’ Political Views? Teachers, Instagram, TikTok, Facebook and YouTube

MOUNTAIN VIEW, Calif. /PRNewswire/ — The future of the electorate is watching, and it’s teachers and social media that are influencing young peoples’ political views, according to a new survey on election knowledge from Study.com.

Students are learning the most about the election process from teachers

  • More than a third of students in grades 7-12 say they’ve learned the most about the election from their teachers.
  • 20 percent of students in grades 7-12 say they’ve learned the most about the election from social media.
  • Less than 20 percent of students in grades 7-12 report their family has taught them the most about the election process in the United States.

Social media is influencing everyone’s political beliefs:

  • 30 percent of students in grades 7-12 report that Instagram is the most influential social media platform on their political point of view, followed by TikTok (25 percent), Facebook (16 percent), and YouTube (15 percent)
  • 33 percent of college students say Facebook is the most influential social media platform on their political point of view, trailed by Instagram (25 percent), Twitter (17 percent) and YouTube (12 percent)
  • The majority of  teachers (60 percent) and parents (80 percent) point to Facebook as the social media platform with the most influence on their political point of view.

For the month of October, Study.com is offering a free Teacher’s Guide to The U.S. Election, which includes videos, lesson plans and discussion questions.

Study.com Survey Says is a monthly research project conducted by Study.com to provide regular snapshots of teachers, parents and students’ perspectives on the world of learning. Study.com surveyed 231 K-12 teachers, 201 K-12 students and 146 parents from October 1-5, 2020 to examine topical issues related to education, election knowledge and the COVID Learning Cliff. Click here for all of the findings from the study.

About Study.com

Study.com is a leading online education platform helping learners of all ages excel academically and close skills gaps. Study.com’s online courses, short animated video lessons, and study tools make learning simple for over 30 million students, teachers, and working professionals. Study.com was founded in 2002 and is a privately held company located in Mountain View, Calif. Learn more at https://www.study.com or download the mobile app from the iOS app store or Google Play.

©All rights reserved.

RELATED VIDEO: Free Speech in the 21st Century. Are we seeing the literal collapse of our civilization?

The Civil Rights Legend Who Opposed Critical Race Theory

Critical race theory is in the news these days, but many people still may not know what it really means. They think critical race theory is part of the Rev. Martin Luther King Jr.’s civil rights efforts. In truth, it is directly opposed to the central concept and vision he most stood for.

One of the last and greatest civil rights leaders of our time—and one of King’s closest friends and advisers—did understand critical race theory, and explicitly rejected it.

Wyatt Tee Walker was a legend in the American civil rights movement. Executive director of the Southern Christian Leadership Conference in the critical years of 1960-1964, he was a co-founder of the Congress of Racial Equality, chief of staff to King, and King’s “field general” in the organized resistance against notorious Birmingham safety commissioner “Bull” Connor.

Walker compiled and named King’s “The Letter From Birmingham Jail.” He was with King for the March on Washington that produced the “I Have a Dream” speech, and in Oslo for the Nobel Peace Prize.


How are socialists deluding a whole generation? Learn more now >>


Afterward, Walker came north to New York City to serve as minister of the Canaan Baptist Church of Christ in Harlem. He was one of the nation’s most respected ministers until his death in 2018. In his book “David and Goliath,” Malcolm Gladwell dedicated a chapter to Walker and his work in Birmingham. The cover of Ebony magazine called Walker “The Man Behind Martin Luther King.”

In short, no one may have known King’s thoughts better or been closer to them than Walker.

Even as he aged, Walker never backed down from the passionate pursuit of civil rights for all. Later in his life, he was chairman of the Rev. Al Sharpton’s National Action Network and a supporter of reparations for African Americans.

I got to know him soon after Amadou Diallo had been horribly gunned down in New York City in 1999. We joined together to form New York’s first and longest-surviving charter school, now named the Sisulu-Walker Charter School of Harlem. We stayed friends from that time until he died.

In 2015, Walker and I co-authored an essay about education reform and race relations, where we wrote:

Today, too many ‘remedies’—such as Critical Race Theory, the increasingly fashionable post-Marxist/postmodernist approach that analyzes society as institutional group power structures rather than on a spiritual or one-to-one human level—are taking us in the wrong direction: separating even elementary school children into explicit racial groups, and emphasizing differences instead of similarities.

The answer is to go deeper than race, deeper than wealth, deeper than ethnic identity, deeper than gender. To teach ourselves to comprehend each person, not as a symbol of a group, but as a unique and special individual within a common context of shared humanity. To go to that fundamental place where we are all simply mortal creatures, seeking to create order, beauty, family, and connection to the world that—on its own—seems to bend too often towards randomness and entropy.

Before publishing this essay, I questioned Walker to make sure he really wanted to be on record with this opposition to critical race theory. I was worried this might put him in a bad way with other civil rights leaders. But he had never backed down in his life, and he reiterated that this was his position.

In hindsight, I believe that Walker was not so much against anything, as for something. He was for what King was for, and for what so many well-intended people are for who may misunderstand the difference between critical race theory and traditional (i.e., King-style) civil rights.

Walker was for a fundamental respect for all people, without regard to their ethnic group or religion or the color of their skin. Walker’s civil rights views tie back to religious values, to humanism, to rationalism, to the Enlightenment.

The roots of critical race theory are planted in entirely different intellectual soil. It begins with “blocs” (with each person assigned to an identity or economic bloc, as in Marxism). Human-to-human interactions are replaced with bloc-to-bloc interactions.

As Walker tried to make clear, thinking in terms of blocs of people, rather than of people as individuals, leads to a whole set of insidious results.

How can two people bind together in friendship if they are members of power blocs that are presumed to be inherently opposed?

How can a person prove his innocence if he is branded as inevitably a part of a guilty group?

Why should an individual strive to succeed by individual merit if group dynamics are presumed to be overwhelming and inescapable?

How can we ever find peace among the races and religions if we won’t look to each other, person by person, based on actual facts and actual intentions?

The saddest thing is to see well-intentioned people, trying to achieve Martin Luther King’s dream by employing critical race theory methods, that are the opposite of King’s dream. King asked for everyone to be judged by the content of their own individual character, not by their inescapable genetic links to post-Marxist-style analytical power groups.

Supporters of civil rights should follow the example of Walker, and not allow the two incompatible definitions of civil rights—King’s and critical race theory—to be confused with one another.

Originally published by RealClearPolitics

COMMENTARY BY

Steve Klinsky is chairman of the American Investment Council and founder and CEO of New Mountain Capital.


A Note for our Readers:

Democratic Socialists say, “America should be more like socialist countries such as Sweden and Denmark.” And millions of young people believe them…

For years, “Democratic Socialists” have been growing a crop of followers that include students and young professionals. America’s future will be in their hands.

How are socialists deluding a whole generation? One of their most effective arguments is that “democratic socialism” is working in Scandinavian countries like Sweden and Norway. They claim these countries are “proof” that socialism will work for America. But they’re wrong. And it’s easy to explain why.

Our friends at The Heritage Foundation just published a new guide that provides three irrefutable facts that debunks these myths. For a limited time, they’re offering it to readers of The Daily Signal for free.

Get your free copy of “Why Democratic Socialists Can’t Legitimately Claim Sweden and Denmark as Success Stories” today and equip yourself with the facts you need to debunk these myths once and for all.

GET YOUR FREE COPY NOW »


EDITORS NOTE: This Daily Signal column is republished with permission. ©All rights reserved.

VIDEO: Who is the Florida Citizen’s Alliance? We care about Education in America!

We are the Florida Citizen’s Alliance and we monitor what it happening in public, private and perocial schools in the Sunshine State.

WATCH:

WATCH: Education in America

©Florida Citizens Alliance. All rights reserved.

Critical Race Theory in Action in Education

Time to hear the truth.  Time to throw the wrench in their talking points. Time to expose the lefty lies. This is not just up to President Trump. This is up to us.

Time to apply knowledge.  Time to stop playing their game.  Time to get out in front of the issue. You know what the issue is: RACISM.   No one wants to be called a racist. It’s time to challenge and ask questions like:  If America is such a racist country and everything is racist then how do mixed marriages exist?  How come any deserving couple can choose any child of any race for adoption?

Can Michelle Obama explain how she, a black woman, is living in a $12 million  mansion is lecturing me on how awful, privilege and racist I am? If America is racist country, shouldn’t she be on a plantation someplace. What about Oprah?  Why is she a billionaire? They ignore the accomplishment of American Blacks instead they are busy yelling at me while telling minorities they are victims. Instead of being proud of the accomplishments of the American Blacks during the Revolutionary War, they teach hatred.

What the left is saying is absurd and what we are doing is even worse because we’re not speaking out.   If we don’t speak out who will speak for us?  We are allowing the left to get away with this hatred. In addition we are expected to hand over our most prized possession; our children to people who tell us every day they hate us, think we are deplorable; think we are stupid.  Hillary says we are deplorable.  Camilla thinks we are stupid.  Joe thinks Voters have no right to know how he will represent them as president. In the communist plan, when they have no working policy they pick on the individual. We know that so is it not time to get out in front?   The left has nothing.  The only thing they have left is race.

I did some digging on critical race theory.   From what I gather it is the theory that since only American white men and that’s wrong had input into the Constitution everything in America is slanted for American white men.  They believe   everything in America is racist. Students do not read the Constitution they have no idea what it means because it has been taught to them that it is a racist document.   All this will do is keep minorities down.  English is the language of business. 47% of America’s children can’t read write or do simple math. But they can riot and be activists victims.

WATCH:

The students learn hatred in school, then they grow up and become our legislators.  Quite interesting to hear Ben Sasse give a much needed civics lesson to our legislators. School shutdowns gave us the chance to take a closer look at what’s being taught — or not taught — in many American schools. Did you look? You will discover   God is the difference between Republicans and Democrats. 

So my friends we have to correct and start bombarding these people by asking questions.  Stop being silent.  When they say something stupid like the American people are deplorable, let us bombard them asking questions. Making them support their talking points.  After calling Trump a racists, I ask them to support what they said by asking them to give examples.

I have stopped using their stuff. I look to see where things are made.  I research to see who is the company behind the product? Where do they donate?  I was out in the little mall by our house picking up a few things.  I stopped by the gas station and I overheard two women talking.  One woman said to the other,  “I would rather spend a few dollars more and be able to say it’s made in America than give another dime to Walmart or Amazon or anything else.” Will you do the same?

We have a really short window to do something about it and one of the things that we can do about it is follow where they spend their money. Tell your legislator:  George Soros and Mike Bloomberg got together. These are an example of two billionaires who made their money in the American capitalist system. You know the same system they want destroyed so they will have no competition.  They fund things like riots, education programs, health programs and green programs.  Soon all of a sudden the only choice we are allowed is made by them, those who hate us and want to control our destiny. Why are they not being investigated for sedition?

Right now we should be demanding our legislators get the documents and DOJ prosecute.  How can we let 3 years of lies with all of this information about what the Obama administration did to the American people including spending $40 million on a bogus investigation go unpunished? Will the left pay that back to the American people for their lies and deceptions. $40 million plus all their salaries and pensions.  Why are we still paying them to lie to us? Are we stupid?  If we do nothing, yes we are.

Now is the time as they are running for office get them on the record.  I will guarantee if the Democrats win, they will not prosecute and this hoax, this fraud will die as fast death. So if prosecuting means something to you and if having people on the Supreme Court who actually know what the Constitution means, know how to apply it and do not wish to go and write new laws is that important to you we have only one choice and that choice is President Trump.

Trump with 90% opposition still managed to do an amazing job.  https://www.promiseskept.com/   Can you imagine the amount of people that would be CCP dead if Joe Biden and Hillary were in office? The left wants the population reduced. This is one way to do so.  The American people would lose big time period but that was their plan all along.  These people don’t deviate from their plan.  They are out to get us and they don’t care how.   Remember we must look at their own words and deeds before we vote.

We have to get President Trump elected and get as many Republicans elected as possible.  Then we have to hold those people accountable while we work in our local communities.  Remember I say follow their plan.  Well what did George Soros and Bloomberg do?  They funded local elections like the prosecutors who have been taught that police are evil.  They funded Secretary of State to control elections.  Then they hope to control the vote.  According to them everybody is just going to live with no policing and no guns for protection because rioters don’t need policing they’re just misunderstood.  Do you believe that?  We must follow their plan.  Think local.

Everything you see or hear from the Dems is for the sole purpose of Money, Power, Control.

First they came for the climate deniers, and I did not speak out—because I was not a meteorologist.

Then they came for the city merchants, and I did not speak out— because I lived in the country.

Then they came for the police, and I did not speak out— because I followed the law.

Then they came for the school children and I did not speak out— because I don’t have children in school.

Then they came for the Jews and Christians, and I did not speak out—because Jews and Christians don’t hate.

Then they came for our guns and I did not speak out — because my gun is legal.

Then they came for me—and there was no one left to speak out for me.

Is America Worth Saving?

If we don’t speak out then WHO will?  If not now, WHEN?

©Karen Schoen. All rights reserved.

RELATED ARTICLE: Critical Race Theory Indoctrination in Our Schools.

FLORIDA: School Districts Don’t want Parents to Know About the ‘HOPE Scholarship’

Have you, as a parent living in Florida, ever heard about the “Hope Scholarship?”


FLORIDA PARENTS PLEASE CLICK HERE TO LEARN ABOUT THE HOPE SCHOLARSHIP


If you, as a parent of a public school student, believes your child is being harassed, intimidated or threatened by a teacher, administrator or another student then you are eligible for an up to $8,000 HOPE Scholarship to attend a private school. All you have to do is fill out a short online form available here.

WATCH: The Florida Commissioner of Education explains the HOPE Scholarship.

According to the Florida Citizens Alliance website:

Every parent wants a rewarding, effective and safe learning environment for the children. Sadly, bullying happens and every incidence of bullying matters. Florida Statute 1002.40 recognizes that no student should suffer from bullying! Get help for your student by immediately reporting the incident to the principal. Any incidence of ‘battery, harassment, hazing, bullying, kidnapping, physical attack, robbery, sexual harassment, sexual assault, sexual battery, threat or intimidation, or fighting at school, at a school sponsored activity, riding on the school bus or waiting at the bus stop should be reported right away.’

WATCH: HOPE Scholarship Helps Victims of School Bullying in Florida.

NOTE: “harassment”, “threat” and “intimidation” are very expansive in terms of their defined scope!

Once a parent reports the incident, it becomes the school’s responsibility to solve the problem to their satisfaction. At the same time, the school must notify the parent of the 2 Hope Scholarship options: a transportation stipend to move their student to another public school or a scholarship to move their child to a private school. The school will likely investigate the incident, but the student’s eligibility for a Hope Scholarship is absolute and does not depend on the outcome of any investigation. Additionally, Chancellor Oliva’s March 1, 2019 letter sent to every superintendent makes it very clear that that the student is eligible simply by reporting the incident.

Quote “PLEASE NOTE THAT THE LAW DOES NOT REQUIRE SUBSTANTIATION IN ORDER FOR THE DISTRICT TO NOTIFY THE PARENT OF THE PROGRAM, and any district that is adding this requirement is in violation of the statute and administrative rule and will be dealt with according to the law.”

TO APPLY FOR A HOPE SCHOLARSHIP FOR YOUR CHILD PLEASE CLICK HERE

©Dr. Rich Swier, Ed.D. All rights reserved.

FLORIDA: Lee County School Board Withdraws LGBT History Resolution under Pressure

Last week the Lee County (FL) School Board planned to pass a resolution proclaiming October as LGBT History Month throughout the school district.

Florida Citizens Alliance responded by notifying the school board that the moment they approved the resolution every student in Lee County would become eligible for a Hope Scholarship. Many families believe such a resolution creates an intimidating, harassing, bullying and threatening school environment. Any one of those factors creates a Hope Scholarship qualifying incident under Florida law.

Further the Hope Scholarship law assigns the school board an affirmative duty to notify parents of their Hope Scholarship opportunities. By approving the resolution they would have created an intimidating, harassing, bullying and threatening environment for students whose parents have sincerely held convictions regarding the LGBT agenda.  The law then requires the school district to notify any and all parents that the State of Florida provides a scholarship that will help them transfer their child to a safer school environment.

Fortunately, in this case, the school board pulled the resolution from their agenda. Apparently, they did not want a massive number of students to transfer out of Lee public schools.

What remains is the Hope Scholarship.

Florida Citizens Alliance continues to remind parents that when their child encounters an intimidating, harassing, bullying or threatening school environment, that child immediately becomes eligible for a Hope Scholarship. Further the offense can originate in instructional materials, a book in the media center, an action by a school staff or faculty member, student behavior or any other source.

The Hope Scholarship is a gift to Florida parents to empower them to find a safer school environment for their children. We encourage them to know and exercise their scholarship opportunities.

Keith Flaugh
Managing Director
Florida Citizens Alliance

ABOUT THE FLORIDA CITIZEN’S ALLIANCE, INC.

Florida Citizens’ Alliance, Inc. (FLCA) is a 501c (3) grassroots organization working to educate parents, families, and community influencers regarding current activities of great concern in Florida public schools.  These efforts include pursuing legislative policies that promote universal school choice, supporting knowledge-based learning, encouraging the best K-12 standards and curriculum, stopping political, religious and pornographic indoctrination and encouraging financial transparency/best practices to improve student learning.

©Florida Citizens’ Alliance, Inc. All rights reserved.

Want to Be Rich, Powerful, and Influential Today? Play the Victim.

Has there ever been another time in history when the powerful, moneyed, cosseted elites achieved and maintained that elite status by claiming to be despised, discriminated against and marginalized? The latest example of this fetishization of outcast status came from Yale University’s Council on Middle East Studies last Thursday, when it presented a discussion by associate professor Zareena Grewal on her book Islam Is a Foreign Country: American Muslims and the Global Crisis of Authority.

“At the talk,” reported the Yale Daily News, “Grewal spoke about her first book — which will soon have a second edition — and her next book.” So it appears that Grewal has done quite well: she holds a professorship at Yale, her first book was successful enough to warrant a second edition, and to make her writing attractive enough to publishers that she was able to sign a contract for a second book.

Zareena Grewal has, in short, been successful and prosperous. Her work has received accolades. She got a plum job at an Ivy League university. But to hear her tell it, she lives a terrifying life cowering in fear of the racist, redneck yahoos who are bent on denying her and others like her their just rewards for their labors. Grewal complains that “the pandemic impacts us in such uneven ways reflective of structural racism and disenfranchisement.” On top of that, “we have the escalation of state violence against Black and indigenous people, the climate crisis, the fascist suppression of protestors and voters, a rise in white supremacist movements, the collapsing of institutions, and the very threat of a coup.”

Wait, which side was doing the coup again? Never mind. You’ll be happy to learn that Grewal has learned to cope with all the many, many ways in which she has been victimized: “In these dark times, I rely on what I learned about the nature of crises in writing that book over ten years ago to help me slow down and metabolize all the things we are hit with every day.” Yes, metabolize. That’s how academics these days talk, you unwashed rube.

Grewal is an experienced player of the victimhood game. “During the talk,” says the Yale Daily News, “Grewal emphasized that she wrote her first book in the context of how the Sept. 11, 2001 attacks and the Arab Spring Revolution affected Gen X Muslim youth.” The 9/11 attacks affected many people other than Muslims, but it has been commonplace for victimhood propagandists to claim that Muslims were the primary victims of the attacks. Several weeks ago, on the nineteenth anniversary of the attacks, the Los Angeles chapter Hamas-linked Council on American-Islamic Relations (CAIR) issued a press release to complain of supposed bias against Muslims in the teaching about 9/11 in schools. CAIR-LA Civil Rights Managing Attorney Amr Shabaik wrote that those biases primarily involved conflating “the entire religion of Islam with the tragic events of 9/11.”

Never mind that the 9/11 hijackers and plotters repeatedly conflated their actions with the religion of Islam. Khalid Shaikh Mohammed and the other 9/11 plotters several years ago penned a lengthy Islamic defense for their actions, which included a closely reasoned explanation of why the 9/11 attacks were justified from the standpoint of Islamic doctrine and belief.

As far as Grewal, as well as CAIR is concerned, such material doesn’t exist. What we have instead is “the Trump Presidency, the possibility of a second term of the Trump Presidency, the transformation of a series of policies in the Middle East, the brutal suppression of those revolutionary movements that I am describing at the end of the book, and how has that impacted American Muslim communities.”

Associate Professor of Religious Studies Travis Zadeh, who hosted the event, highlighted the importance of Grewal’s work in light of efforts to police the borders and control who enters the United States. Zadeh noted that Grewal’s “writing on the containment and exclusion of Muslims takes on heightened meaning in the current context of ultranationalism. In this paramedic state of closed borders, the debate over who belongs where is all the more pressing.”

Who belongs where – that’s a good question. For all their talk of marginalization and exclusion, Zareena Grewal and Travis Zadeh are in the in-crowd, and their talk of how much they are victims is the ticket to success and adulation in today’s academic world and among the intelligentsia in general. In contrast, what about an academic who is not Marxist, anti-American, and obsessed with imagined racism and victimhood? Would such an academic get featured at Yale University’s Council on Middle East Studies? Would such an academic even get hired at Yale in the first place?

The answers are clear. And so in their most inmost of inner circles, Grewal, Zadeh and their ilk will continue whining about how they’re discriminated against, and will be rewarded with prestige, positions, money, fame, and influence for doing so, while genuine academics are genuinely excluded, and must hunt for jobs far outside the academic world. Today, if you can play the victim convincingly enough, how far can you advance? The sky’s the limit.

RELATED ARTICLES:

Miami: Muslim migrant father Emraan Ali and US-born son Jihad Ali charged with joining the Islamic State

France: Macron announces plans to fight ‘Islamist separatism,’ Muslim leaders claim victim status

UK: Christian convicted of ‘religiously aggravated harassment,’ fined $1189 for saying ‘all Muslims will go to hell’

Sharia UK: Muslims threaten Christian at Speakers Corner, cops remove Christian

EDITORS NOTE: This Jihad Watch column is republished with permission. ©All rights reserved.

VIDEO: How Cultural Marxism is Grinding Down America’s Public Schools

Cultural Marxism is the gradual process of grinding down western democracies by subverting the pillars of their culture, the structures and institutions of family, religion, education, politics, law, the arts and the media, as they provide the social cohesion necessary to a functioning society. Undermine the principles these structural institutions embody, and a capitalist society can be overthrown from within without firing a shot. Like termites eating away at the foundation of a house, cultural Marxists in our midst have plotted since the 1960s to radically transform every cultural institution in America, including its secondary education system.

Those who think the threat of communism ended when the Soviet Union collapsed would be shocked to know what’s being taught decades later in many of America’s schools. In “Bill Ayers, the Critical Pedagogy Movement and Cultural Marxism,” author Geoffrey Brittain wrote this:

In many of our public schools, young, impressionable children are no longer being taught to feel good about being Americans. Their school teachers, who traditionally embody socially approved values, are teaching them to be ashamed of being Americans. Spreading out from the schools that teach our teachers, this ideology is being inculcated into our nation’s K-12 schools and is anti-American in the most profound meaning of the term. It is a movement that is teaching future generations that capitalism and traditional American values are intrinsically evil. Critical pedagogy and its advocates, in their vehement antipathy toward capitalism, private property and traditional American values, is a classic fifth subversive column, no less dangerous to freedom than communism. Its advocates are seeking to radically transform our society by covertly indoctrinating the young through an essentially clandestine and subversive transformation of its culture.  

What follows are examples of how cultural Marxists in our schools are indoctrinating the young.

Caught on tape: Union teachers discuss pushing communism in the classroom

During a meeting of the Left Forum, two public school teachers were caught on video discussing how to slip communist dogma into classrooms. Wearing a “Tax the Rich” shirt, Sarah Knopp, a Los Angeles high school teacher and teachers union activist who contributes to “The Socialist Review,” and Megan Behrent, a New York City public school teacher affiliated with the International Socialist Organization, participated in a panel discussion about injecting Marxism into classroom instruction.

6th grade lesson plan: Design a flag for a new socialist nation

Across America, activist teachers, nearly all of whom vote Democrat, are pushing communist doctrine on captive young minds, often with the tacit approval of Democrat school administers, Democrat-controlled school boards and the modern Democratic Party.

A progressive-designed lesson plan for 6th graders in Texas public schools read as follows:

Note that socialist/communist nations use symbolism on their flags representing various aspects of their economic system.  Imagine a new socialist nation is creating a flag and you have been put in charge. Use symbolism to represent aspects of socialism/communism on your flag. What kind of symbolism/colors would you use?

If this type of thing is taught in a red state like Texas, the odds are off the charts that communist-themed lesson plans are also being used in other states.

6th grade teacher: “Republicans don’t care about anyone but the rich.”

After telling her 6th grade class that Republicans are stupid, Virginia public school teacher Kristin Martin went on to say that Republicans “don’t care about anyone but wealthy people and businesses,” an absurd claim designed to infect her students with Marxist class resentment.  Martin made her comments on Mar. 6, 2012 as Republicans filed into Powell Elementary School in Fairfax to vote on Super Tuesday.

Virginia 3rd graders required to perform Occupy Wall Street song

During an official event at an elementary school in Virginia, 3rd grade students were required to perform “Part of the 99%,’ a song with an unmistakable political overtone: support of the anti-capitalist Occupy Wall Street protests. In response to an outburst of criticism, school board officials defended the song, saying the district’s schools don’t censor songs children write or try to influence the subjects children write songs about. “It all came out of the kids’ own mouths and the kids’ own words,” said Albemarle County school board chair, Steve Koleszar. Does it appear the song was written by 3rd graders? You decide:

Part of the 99%

Some people have it all
But they still don’t think they have enough
They want more money, a faster ride
They’re not content, never satisfied
Yes, they’re the 1%
I used to be one of the 1%
I worked all the time, never saw my family
Couldn’t make life rhyme, then the bubble burst
It really, really hurt
I lost my money, lost my pride, lost my home
Now I’m one of the 99%

The song accomplished its decidedly anti-American purpose: planting the seeds of Marxist class hatred in the minds of 8-year-olds.

Using Legos to teach communism

Two teachers at a Seattle school banned Legos from the classroom to teach kindergarteners about the alleged evils of private property. Anxious to have the toys returned to the classroom, the children agreed to a new set of guidelines set by their teachers, including these: All structures must be public structures and all structures must be standard size.  Later, the teachers proudly quoted their newly indoctrinated students:

• “A house is good because it is a community house.”

• “We should all have equal houses.”

• “It’s important to have the same power over your building as other people.”

What the 5-year-olds were taught is explained in this Karl Marx quote: “The theory of Communism can be summed up in one sentence: Abolish all private property.”

Students at Florida college show signs of prior Marxist indoctrination

Valencia College economics professor Jack Chambliss asked his sophomore class two questions on an essay assignment: what does the American Dream look like to you, and how much do you expect the federal government to help you achieve that vision? Eighty percent of his students expect government to provide one or more of the following:

  • Free college education
  • Free health care
  • Guarantee of a good-paying job
  • Money for down-payment on a home
  • Money for retirement

Take money from rich people so more money can be given to them.

One student wrote, “As human beings, we are really not responsible for our own acts, and we need government to control those who don’t care about others.”  The students’ expectations about government’s role in helping them achieve the American Dream made it clear that many had been indoctrinated with communist propaganda fed to them at K-12 schools they attended.

Bottom line:

What children are taught in school today will determine what our country will be like in the future. In his best-selling book, “The Naked Communist,” former FBI Special Agent Cleon Skousen revealed 45 communist goals for destroying America from within.  Goal 17 mandates this: “Get control of the schools. Use them as transmission belts for Socialism and current Communist propaganda.”  And that’s just what cultural Marxists in our schools have done. As a result, public-funded education is advancing communism in America one little Marxist at a time.

The 2020 elections will determine whether our Republic survives, or falls from within to single-party socialist rule. A PragerU video titled “Dangerous People Are Teaching Your Kids” shows how cultural Marxists are also subverting higher education. Please consider watching and sharing.

©John Edison. All rights reserved.

Here’s a List of White Liberals Caught Pretending to Be Black

Three different white liberals in authority roles within universities and activist movements have apologized this month for pretending to be black—and they aren’t the only ones to get caught lying about their racial identities.

Satchuel Cole, an Indianapolis racial justice activist, apologized on Wednesday for misrepresenting her racial identity.

“Friends, I need to take accountability for my actions and the harm that I have done. My deception and lies have hurt those I care most about. I have taken up space as a Black person while knowing I am white,” Cole wrote on Facebook.

“I have used Blackness when it was not mine to use. I have asked for support and energy as a Black person. I have caused harm to the city, friends and the work that I held so dear.”


How are socialists deluding a whole generation? Learn more now >>


Cole’s apology came after a local black news website wrote that she had been “exposed for posing as a Black Woman.”

Cole is just the latest white liberal woman to apologize for pretending to be black.

University of Wisconsin-Madison graduate student CV Vitolo-Haddad apologized and announced her resignation from her teaching position on Sept. 8, admitting that she is actually of Italian heritage, despite repeatedly claiming to be black.

George Washington University history professor Jessica Krug, who specialized in “Africa and the African Diaspora,” apologized on Sept. 3 for presenting herself as black for years.

“To an escalating degree over my adult life, I have eschewed my lived experience as a white Jewish child in suburban Kansas City under various assumed identities within a Blackness that I had no right to claim: first North African Blackness, then US rooted Blackness, then Caribbean rooted Bronx Blackness,” Krug wrote in a Medium post.

Former Spokane, Washington, NAACP President Rachel Dolezal admitted in 2015 that she’s white, despite publicly claiming to be black for years. “I acknowledge that I was biologically born white to white parents, but I identify as black,” she said in a November 2015 interview.

Dolezal had taught Africana Studies at Eastern Washington University before she was exposed as white.

Left-wing activist Shaun King faced accusations in 2015 that he misrepresented himself as black, though King has adamantly denied those accusations.

Both parents listed on King’s birth certificate are white, The New York Times noted in August 2015.

CNN anchor Don Lemon reported that King’s parents are white, citing one of King’s family members. “A family member tells CNN that both of King’s parents are white,” Lemon said.

Unlike Cole, Dolezal, Krug, and Vitolo-Haddad, King has denied falsely claiming to be black, insisting that the man listed on his birth certificate isn’t his real father, leaving the question of whether he lied about his race without a definitive answer.

COLUMN BY

Peter Hasson

Peter J. Hasson is a reporter for The Daily Caller. Twitter: @peterjhasson

EDITORS NOTE: This Daily Caller column is republished with permission. ©All rights reserved. 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 of this original content, email licensing@dailycallernewsfoundation.org.

Trump’s ban on Critical Race Theory, explained

Does Critical Race Theory promote racial harmony or does it “sow division” as the Trump administration claims? And what is its relation, if any, to Marxism?


With the November election just around the corner, it’s only to be expected that President Trump would seek to rally conservative voters and drive his supporters to the polls. So, when his administration, on September 4, instructed the federal government to eliminate all training in “Critical Race Theory,” some thought it was just a red-meat stunt to excite the Republican base. Others saw it as an act of right-wing censorship and an obstruction of racial progress.

In truth, there’s much more to this development than mere politicization and censorship.

Here’s a breakdown of what the administration is doing and why it’s a welcome move.

The executive memo

“It has come to the President’s attention that Executive Branch agencies have spent millions of taxpayer dollars to date ‘training’ government workers to believe divisive, anti-American propaganda,” Office of Management and Budget Director Russ Vought wrote in the executive memorandum.

“Employees across the Executive Branch have been required to attend trainings where they are told that ‘virtually all White people contribute to racism’ or where they are required to say that they ‘benefit from racism,’” Vought explained. “According to press reports, in some cases these training [sic] have further claimed that there is racism embedded in the belief that America is the land of opportunity or the belief that the most qualified person should receive a job.”

The order instructed federal agencies to identify and eliminate any contracts or spending that train employees in “critical race theory,” “white privilege,” “or any other training or propaganda effort that teaches or suggests either that the United States is an inherently racist or evil country or that any race or ethnicity is inherently racist or evil.”

The exposé

How did it “come to the President’s attention,” and what press reports is Vought referring to?

Well, President Trump is known to watch Tucker Carlson’s show on Fox News. And days before the memo was issued, Carlson had on journalist Christopher Rufo to discuss his multiple reports uncovering the extent to which Critical Race Theory (CRT) was being used in federal training programs.

“For example, Rufo claimed, the Treasury Department recently hired a diversity trainer who said the U.S. was a fundamentally White supremacist country,” wrote Sam Dorman for the Fox News web site, “and that White people upheld the system of racism in the nation. In another case, which Rufo discussed with Carlson last month, Sandia National Laboratories, which designs nuclear weapons, sent its white male executives to a mandatory training in which they, according to Rufo, wrote letters apologizing to women and people of color.”

Rufo challenged President Trump to use his executive authority to extirpate CRT from the federal government.

The debate

CNN’s Brian Stelter (as well as Rufo himself) traced Trump’s decision directly to the independent investigative journalist’s self-proclaimed “one-man war” on CRT, of which the recent Carlson appearance was only the latest salvo.

Selter characterized Trump’s move as a reactionary attack on the current national “reckoning” on race. He cited the Washington Post’s claim that, “racial and diversity awareness trainings are essential steps in helping rectify the pervasive racial inequities in American society, including those perpetuated by the federal government.”

So which is it? Is CRT “divisive” and “toxic” or is it “rectifying” and “anti-racist”?

Intellectual ancestry

To answer that, it would help to trace CRT to its roots. Critical Race Theory is a branch of Critical Theory, which began as an academic movement in the 1930s. Critical Theory emphasizes the “critique of society and culture in order to reveal and challenge power structures,” as Wikipedia states. Critical Race Theory does the same, with a focus on racial power structures, especially white supremacy and the oppression of people of color.

The “power structure” prism stems largely from Critical Theory’s own roots in Marxism—Critical Theory was developed by members of the Marxist “Frankfurt School.” Traditional Marxism emphasized economic power structures, especially the supremacy of capital over labor under capitalism. Marxism interpreted most of human history as a zero-sum class war for economic power.

“According to the Marxian view,” wrote the economist Ludwig von Mises, “human society is organized into classes whose interests stand in irreconcilable opposition.”

Mises called this view a “conflict doctrine,” which opposed the “harmony doctrine” of classical liberalism. According to the classical liberals, in a free market economy, capitalists and workers were natural allies, not enemies. Indeed, in a free society all rights-respecting individuals were natural allies.

A bitter inheritance

Critical Race Theory arose as a distinct movement in law schools in the late 1980s. CRT inherited many of its premises and perspectives from its Marxist ancestry.

The pre-CRT Civil Rights Movement had emphasized equal rights and treating people as individuals, as opposed to as members of a racial collective. “I look to a day when people will not be judged by the color of their skin, but by the content of their character,” Martin Luther King famously said.

In contrast, CRT dwells on inequalities of outcome, which it generally attributes to racial power structures. And, as we’ve seen from the government training curricula, modern CRT forthrightly judges white people by the color of their skin, prejudging them as racist by virtue of their race. This race-based “pre-trial guilty verdict” of racism is itself, by definition, racist.

The classical liberal “harmony doctrine” was deeply influential in the movements to abolish all forms of inequality under the law: from feudal serfdom, to race-based slavery, to Jim Crow.

But, with the rise of Critical Race Theory, the cause of racial justice became more influenced by the fixations on conflict, discord, and domination that CRT inherited from Marxism.

Social life was predominantly cast as a zero-sum struggle between collectives: capital vs. labor for Marxism, whites vs. people of color for CRT.

A huge portion of society’s ills were attributed to one particular collective’s diabolical domination: capitalist hegemony for Marxism, white supremacy for CRT.

Just as Marxism demonized capitalists, CRT vilifies white people. Both try to foment resentment, envy, and a victimhood complex among the oppressed class it claims to champion.

Traditional Marxists claimed that all capitalists benefit from the zero-sum exploitation of workers. Similarly, CRT “diversity trainers” require white trainees to admit that they “benefit from racism.”

Traditional Marxists insisted that bourgeois thoughts were inescapably conditioned by “class interest.” In the same way, CRT trainers push the notion that “virtually all White people contribute to racism” as a result of their whiteness.

Given the above, it should be no wonder that CRT has been criticized as “racist” and “divisive.”

Reckoning or retrogression?

Supporters of CRT cast it as a force for good in today’s “rectifying reckoning” over race.

But CRT’s neo-Marxist orientation only damages race relations and harms the interests of those it claims to serve.

In practice, the class war rhetoric of Marxism was divisive and toxic for economic relations. And, far from advancing the interests of the working classes, it led to mass poverty and devastating famines, not to mention staggering inequality between the elites and the masses.

Today, the CRT-informed philosophy, rhetoric, and strategy of the Black Lives Matter organization (whose leadership professed to be “trained Marxists”) is leading to mass riots, looting, vandalism, and assault. The divisive violence has arrested progress for the cause of police reform, destroyed countless black-owned small businesses, and economically devastated many black communities.

Those who truly wish to see racial harmony should dump the neo-Marxists and learn more about classical liberalism. (FEE.org is the perfect place to start.)

So much for CRT being a force for good. Of course, even horrible ideas are protected by the First Amendment. The government should never use force to suppress people from expressing ideas, speech, or theories it dislikes.

Critics insist that President Trump is engaged in this kind of censorship by targeting CRT.

Not so.

No one is banning White Fragility, the blockbuster CRT manifesto. No one is locking up those who preach CRT or ordering mentions of it stripped from the internet.

The memo simply says that taxpayer dollars will no longer be spent promulgating this theory to federal government employees. As heads of the executive branch, presidents have wide latitude to make the rules for federal agencies under their control. Deciding how money is spent certainly falls under their proper discretion—and it is always done with political preferences in mind, one way or the other.

It is not censorship for Trump to eliminate funding for CRT, anymore than it was “censorship” for the Obama administration to choose to tie federal contracts to a business’s embrace of LGBT rights.

Elections have consequences, one of the most obvious being that the president gets to run the executive branch. If we don’t want the president’s political preferences to be so significant in training programs, then we should simply reduce the size of government and the number of bureaucrats.

In the meantime, stripping the federal government of the divisive, toxic, and neo-Marxist ideology of Critical Race Theory is a positive development for the sake of racial justice and harmony.

This article was originally published on FEE.org. Read the original article.

COLUMN BY

Dan Sanchez

Dan Sanchez is the Director of Content at the Foundation for Economic Education (FEE) and the editor-in-chief of FEE.org. He co-hosts the weekly web show FEEcast, serving as the resident “explainer.” … 

Tyler Brandt

Tyler Brandt is a Senior Associate Editor at FEE. He is a graduate of UW-Madison with a B.A. in Political Science. In college, Tyler was a FEE Campus Ambassador, President of his campus YAL chapter, and… 

Brad Polumbo

Brad Polumbo (@Brad_Polumbo) is a libertarian-conservative journalist and the Eugene S. Thorpe Writing Fellow at the Foundation for Economic Education. He was previously a Media and Journalism Fellow at… 

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EDITORS NOTE: This MercatorNet column is republished with permission. ©All rights reserved.

VIDEO: 4 Key Moments From Trump’s Speech on History, Critical Race Theory

President Donald Trump, in Constitution Day remarks, drew a direct connection between the riots and mayhem in the streets to what schools are teaching about America.

“Our mission is to defend the legacy of America’s founding, the virtue of America’s heroes, and the nobility of the American character,” the president said at the National Archives Museum Thursday for the White House Conference on American History. “We must clear away the twisted web of lies in our schools and classrooms, and teach our children the magnificent truth about our country.”

In his remarks, Trump announced actions to promote “patriotic education,” and unleashed an attack on several sacred cows of the left such as cancel culture, critical race theory, The New York Times’ 1619 Project, and the looting and arson occurring across the country.


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Delivering the speech on the 233rd anniversary of the Constitution, Trump praised the historical document as being “the product of centuries of tradition, wisdom, and experience.”

“No political document has done more to advance the human condition or propel the engine of progress,” Trump said. “Yet, as we gather this afternoon, a radical movement is attempting to demolish this treasured and precious inheritance. We can’t let that happen.”

Here’s four key moments from the speech.

1. Policy Actions for ‘Patriotic Education’

The president announced two actions to promote more pro-American education in schools.

“Our youth will be taught to love America with all of their heart and soul,” Trump said. “We will save this cherished inheritance for our children, for their children, and for every generation to come.”

Trump announced the National Endowment for the Humanities is awarding a grant to support a pro-American curriculum in schools. He also announced that he will be signing an executive order establishing the 1776 Commission to promote patriotic education.

“It will encourage our educators to teach our children about the miracle of American history and make plans to honor the 250th anniversary of our founding,” the president said of the 1776 Commission.

This is an important point to draw attention to, said Lindsey Burke, director of the Center for Education Policy at The Heritage Foundation.

“The president is right to shine a spotlight on the negative effects of critical theory, taught throughout colleges, particularly colleges of education, and which makes its way down through K-12 schools,” Burke told The Daily Signal. “And the administration is right to point to the inaccuracies of the 1619 Project, which should continue to be noted. More parents will now be aware of this content—which paints a negative picture of America—making its way into their children’s schools. America is a truly exceptional nation, and that’s a message that children should hear.”

2. Cancel Culture and the ‘Left-Wing Mobs’

The president added that a “radical movement” is attempting to demolish this treasured American history.

“The left-wing mobs have torn down statues of our Founders, desecrated our memorials, and carried out a campaign of violence and anarchy,” Trump said. “Far-left demonstrators have chanted the words, ‘America was never great.’ The left has launched a vicious and violent assault on law enforcement—the universal symbol of the rule of law in America.”

Trump added that politicians, establishment media, and even large corporations have sided with those causing the mayhem.

“Whether it is the mob on the street or the cancel culture in the boardroom, the goal is the same: To silence dissent, to scare you out of speaking the truth and to bully Americans into abandoning their values, their heritage and their very way of life,” Trump said.

“We are here today to declare that we will never submit to tyranny,” the president added. “We will reclaim our history, and our country, for citizens of every race, color, religion, and creed.”

3. 1619 Project, Howard Zinn, and ‘Warped, Distorted’ History

During his speech, Trump drew a correlation between the riots and education.

“The left-wing rioting and mayhem are the direct result of decades of left-wing indoctrination in our schools,” Trump said. “It has gone on far too long. Our children are instructed from propaganda tracts, like those of Howard Zinn, that try to make students ashamed of their own history.”

Howard Zinn is a liberal historian whose work has focused almost entirely on the negative aspects of American history.

Trump continued:

The left has warped, distorted the American story with deception, falsehoods, and lies. There is no better example than The New York Times’ totally discredited 1619 Project. …

America’s founding set in motion the unstoppable chain of events that abolished slavery, secured civil rights, defeated communism and fascism, and built the most fair, equal, and prosperous nation in human history.

The Times’ 1619 Project contends the United States was founded on principle of advancing slavery. The claims of the project have been challenged by historians on the right and left.

The president said the narratives pushed by the left resemble anti-American propaganda pushed by the country’s adversaries.

4. Teaching Critical Race Theory Is ‘Child Abuse’

Trump talked about critical race theory as an example, which he called a Marxist doctrine that says even children are complicit in racism and society must be radically transformed.

Critical race theory is a theoretical framework that contends individuals are either oppressed or are oppressors based on their skin color.

“Teaching this horrible doctrine to our children is a form of child abuse in the truest sense of those words,” Trump said. “For many years now, the radicals have mistaken Americans’ silence for weakness. They are wrong.”

“There is no more powerful force than a parent’s love for their children—and patriotic moms and dads are going to demand that their children are no longer fed hateful lies about this country,” Trump added. “American parents are not going to accept indoctrination in our schools, cancel culture at work, or the repression of traditional faith, culture, and values in the public square.”

Trump noted that he banned the promotion of critical race theory in the federal government through employee training programs that focus on “white privilege” or that the United States is an inherently racist country.

“Critical race theory, the 1619 Project, and the crusade against American history is toxic propaganda—an ideological poison that, if not removed, will dissolve the civic bonds that tie us together,” Trump said. “That is why I recently banned training in this prejudiced ideology from the federal government and banned it in the strongest matter possible.”

The president said such propaganda is a departure from the civil rights movement.

We embrace the vision of Martin Luther King, where children are not judged by the color of their skin, but by the content of their character. The left is attempting to destroy that beautiful vision and divide Americans by race in the service of political power.

By viewing every issue through the lens of race, they want to impose a new segregation, and we must not allow that to happen.

COLUMN BY

Fred Lucas

Fred Lucas is chief national affairs correspondent for The Daily Signal and co-host of “The Right Side of History” podcast. Lucas is also the author of “Abuse of Power: Inside The Three-Year Campaign to Impeach Donald Trump.” Send an email to Fred. Twitter: @FredLucasWH.

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A Note for our Readers:

Democratic Socialists say, “America should be more like socialist countries such as Sweden and Denmark.” And millions of young people believe them…

For years, “Democratic Socialists” have been growing a crop of followers that include students and young professionals. America’s future will be in their hands.

How are socialists deluding a whole generation? One of their most effective arguments is that “democratic socialism” is working in Scandinavian countries like Sweden and Norway. They claim these countries are “proof” that socialism will work for America. But they’re wrong. And it’s easy to explain why.

Our friends at The Heritage Foundation just published a new guide that provides three irrefutable facts that debunks these myths. For a limited time, they’re offering it to readers of The Daily Signal for free.

Get your free copy of “Why Democratic Socialists Can’t Legitimately Claim Sweden and Denmark as Success Stories” today and equip yourself with the facts you need to debunk these myths once and for all.

GET YOUR FREE COPY NOW »


EDITORS NOTE: This Daily Signal column is republished with permission. ©All rights reserved.

Some Schools Don’t Want You to Know What They Are Teaching Your Kids. That’s a Problem.

Six months into the pandemic, some traditions will still not be upset by a virus. As approximately half of K-12 schools are only offering online instruction, parents will still know little, if anything, of what their children are being taught in school except by accident—or  unless they ask.

Recent fallout from such asymmetric information comes from Wylie, Texas, where a cartoon associating police with the KKK went from classroom to living room to the press room and on to the governor.

At Cooper Junior High, eighth-grade students were assigned to write about a political cartoon that depicts slave owners, then KKK members, and then police in corresponding panels. Furious parents, who only learned of the assignment because their children told them, contacted the school and wrote angry statements on social media.

Last week, Gov. Greg Abbott said the teacher responsible for the assignment should be fired.


How are socialists deluding a whole generation? Learn more now >>


To be sure, there have always been disagreements about the content that students are taught in the classroom. From the introduction of “new math” and alternative ways of teaching reading in the 1950s and ’60s, to the arrival of Common Core textbooks over the last decade, changes in school curriculum always sparks debate, and will continue to do so long as schools enroll more than one student.

But in a period that historians will mark less for its civil discourse than for the birth of cancel culture and vicious riots, parents should be wary of projects that want to reframe history or train children to see injustice all around them.

For example, the New York Times Magazine and Pulitzer Center’s 1619 Project includes a school curriculum that would change how U.S. history is taught, marking 1619, the year slaves arrived in the Virginia colony, as “our nation’s foundational date.”

Reviewers, including decorated historians, have found multiple errors within the 1619 Project, starting with the date: slaves arrived via Spanish ships in North America a century before 1619. And despite the project’s claim, American colonists did not use the preservation of slavery as the primary reason to fight the American Revolution.

Noted academics including Gordon WoodJames McPhersonAllen Guelzo, and Sean Wilentz, to name a few, have catalogued the errors.

Meanwhile, Black Lives Matter also has a school curriculum, if one can call a list of  progressive policy demands the basis for a course of study. Considering that instructions for hosting a week of action precedes the list of actual learning materials, it’s no surprise to find politically charged titles as “Open Secrets in First Grade Math: Teaching about White Supremacy on American Currency” on the list.

This material goes beyond teaching students the dangers of racism and ventures well into the misuse of journalistic license and a philosophy of perpetual victimization.

What can be done? For parents, pandemic pods are all the rage right now, in which a small group of parents pool their resources to hire private instructors for their children.

But for generations, isolated groups parents have gathered to educate themselves on what their children are learning and become active with their school board. Today we might call these “textbook pods,” but “concerned citizens” will do. For all parents now, the pandemic offers a unique opportunity to review what your child is learning while content is being delivered online for all or part of the school week.

This may sound simple, but there are startling examples of schools attempting to prevent parents from finding out what is being taught. For example, in Rutherford County, Tennessee, school officials asked parents to sign forms stating they would not watch their child’s online classes while the district remains closed for in-person learning. The district released different guidance, but only after parents complained and the policy made headlines.

State and local policymakers should help parents’ efforts by requiring that public schools provide descriptions of their curricular materials online and make copies of assigned reading or written tasks available upon request.

Goldwater Institute research explains that Arizona, Texas, and Tennessee lawmakers have already enacted provisions that allow parents to see instructional content before it is taught to students, though even some of these provisions come with caveats (and considering the incident in Rutherford County, state legislators should make sure districts follow through).

In Arizona, for example, parents only view the content on school grounds. State lawmakers should require that districts bear the responsibility for providing instructional content to parents either in physical form or online.

Finally, state and federal lawmakers should affirm a parent’s right to choose how and where their child learns. Parent choice in education became a reality for everyone this year when nearly every school in the world closed due to the pandemic, and then only certain schools re-opened for in-person learning in time for the current school year.

Again, it may seem commonsensical to say that parents should be allowed to make choices about their child’s education, but some state and local policymakers have tried to stop parents from moving their child out of an assigned school.

Last month, Maryland Gov. Larry Hogan overruled Montgomery County officials’ decision to require private school buildings to remain closed while district schools were closed to in-person instruction.

Officials in North Carolina recently blocked virtual charter school enrollment, following similar decisions from lawmakers in Oregon and Pennsylvania earlier this year.

Lawmakers must maintain a consistent message that parents should be allowed to know what their children are taught, and can choose how and where their children learn.

For federal lawmakers, delivering this message without expanding the federal footprint will take legislative restraint. But such a visible show of support for parents trying to find a quality education for their child would be a welcome one, and would restore a vital tradition for everyone involved in K-12 schools: The pursuit of truth.

COMMENTARY BY

Jonathan Butcher is a senior policy analyst in The Heritage Foundation’s Center for Education Policy and a senior fellow for the Goldwater Institute and the Beacon Center of Tennessee. Twitter:


A Note for our Readers:

Democratic Socialists say, “America should be more like socialist countries such as Sweden and Denmark.” And millions of young people believe them…

For years, “Democratic Socialists” have been growing a crop of followers that include students and young professionals. America’s future will be in their hands.

How are socialists deluding a whole generation? One of their most effective arguments is that “democratic socialism” is working in Scandinavian countries like Sweden and Norway. They claim these countries are “proof” that socialism will work for America. But they’re wrong. And it’s easy to explain why.

Our friends at The Heritage Foundation just published a new guide that provides three irrefutable facts that debunks these myths. For a limited time, they’re offering it to readers of The Daily Signal for free.

Get your free copy of “Why Democratic Socialists Can’t Legitimately Claim Sweden and Denmark as Success Stories” today and equip yourself with the facts you need to debunk these myths once and for all.

GET YOUR FREE COPY NOW »


EDITORS NOTE: This Daily Signal column is republished with permission. ©All rights reserved.