MARYLAND: Montgomery County Schools Teacher Training Records Show Lessons on ‘Restorative Justice’ and ‘Psychoeducation’

Judicial Watch announced today that it received two sets of new records related to the teaching of critical race theory in Montgomery County Public Schools (MCPS), Maryland’s largest school system. The new records include a training course with information about a book titled “Antiracist Baby” that introduces the youngest readers to “the concept and power of antiracism,” and says it’s the “perfect gift” for “ages baby to age 3.” 

The new documents also include information from a course titled, “Digital Literacy 3” at Thomas Pyle Middle School. The course’s curriculum includes activities where the children discuss the identification of their gender, religion, and sexual orientation.  The course also includes the children using “propaganda” to lead social justice movements. 

The documents were obtained in response to a Judicial Watch Maryland Public Information Act request for:

All records related to the development and implementation of a “Psychoeducational Lesson” related to a purported “dual pandemic” of Covid- 19/systemic racism in use by the Montgomery County Public Schools. Such records shall include, but not be limited to, email communications between MCPS officials responsible for formulating and implementing the lesson, including but not limited to those communications of Dr. Cheree Price, in addition to all other policy documents regarding its development. 

In a September 29, 2020, email from MCPS intern Benjamin Mourad in the “Student Well Being and Achievement” office of the Office of Student Support & Engagement, to Elizabeth Rathbone, Coordinator of Student Health and Wellness, Mourad provides a list of trainings offered in the summer of 2020 to MCPS staff. This training includes: 

  • REQ: Restorative Justice Training on Restorative Circles, Mindfulness & Other Restorative Practices
  • School-based Critical Staff Member Training
  • Counselors as Equity Literate Leaders
  • Implementing Culturally Responsive PBIS (Positive Behavioral Interventions and Supports)

In an August 26, 2020, email titled “COVID-19 Update” to MCPS principals, MCPS Associate Superintendent for the Office of Shared Accountability Janet S. Wilson, advises the principals that “Non-custodial parents” who request Zoom login information [for access to school and potential Zoom events, like Back-to School Night] should not be granted connection information:

Additionally, parents should not login to Zoom classrooms and observe class when the child is not with them. If teachers note a parent logging in separately from their student, they should notify their principal who can seek support from OGC (Office of General Counsel) or Compliance as needed.

To support students at the start of the year, all schools will be required to implement a student psychoeducational lesson during one of the school’s mandatory Social-Emotional Learning (SEL) block before September 18, 2020. This lesson will provide students crisis facts about the dual pandemic (COVID-19 and systemic racism) that is occurring around the country and here in Montgomery County.

Wilson then presents the principals with a “website for staff, students and families that highlights ongoing professional learning opportunities for the virtual opening of schools. For staff training opportunities are focused around these key areas:

  • Technology
  • Curriculum, Instruction and Assessment
  • Pedagogy
  • Social-Emotional Well-Being and Coaching for Engagement/Success
  • Accessibility Tools for Instruction and Home
  • Equity
  • Health and Safety
  • Onboarding, Induction, Mentoring, Communication and Collaboration

She further notes: “The professional learning opportunities are grounded in equity and social-emotional learning to ensure that equitable environments are established in the virtual and traditional learning spaces. Professional learning opportunities will be updated throughout the year, so please check back frequently.”

In an instructional video for teachers on “Teacher Tips for SEL (Social and Emotional Learning) on Covid19/Social Justice,” in which the presenter first instructs teachers how to set up Zoom classes for students and how to adjust a feature in the Zoom chat setting to “alleviate the possibility of students saving and sharing the chat for later.” At the 6:30 mark, the presenter, in a slide titled “Covid-19 and social justice surrounding racism,” directs teachers to use a “scripted response”:

We are currently living through a dual pandemic with COVID-19 and the Systemic and Structural racism occurring worldwide. A pandemic is defined by an outbreak of a disease that occurs over a wide geographic area and affects an exceptionally high proportion of the population. As you can see from this slide [featuring a Black Lives Matter protest poster], both are affecting lives of people in our community and around the world. Part of what we will discuss today will surround facts about COVID-19 and the Social Justice Movement in our country.

In an October 8, 2020, email to MCPS principals and others about “psychoeducational lessons and curriculum updates,” Wilson reveals that there is a “Social Justice Book club for Grades 4-8.”

In a September 11, 2020, email titled, “Psychoeducational Lesson Drop In support,” MCPS Director of Psychological Services, Dr. Christina Conolly tells MCPS faculty:

We have had a lot of staff members who have questions about the implementation of the social justice slides on the lesson. Please be available to coach and/or co-teach with a staff member that may not be at a place on their anti-racism journey to effectively teach that section of the lesson.

A PowerPoint presentation titled “Family Guidance to the Psychoeducational Lesson,” includes the following slides for parents:

In a PowerPoint presentation titled the “3rd through 5th Grade Psychoeducational Lesson” a slide labeled “COVID-19 and Social Justice” includes the claim that, “People in African American and Latinx communities have been more likely to get sick from COVID-19 because of how racism and unfairness impacts their lives.” [Emphasis in original]

In a presentation titled “High School Psychoeducational Lesson,” a link is provided to the “Educator and Caregiver Learning Guide from Disrupt Texts” for the book titled “Antiracist Baby.” In the book the authors note, “To White caregivers … Racism is a problem that was invented by White people, and it is the work of White people to dismantle it.” The authors add that it is the responsibility of White caregivers to “study Whiteness,” and advise that, “Indigenous, Black and People of Color are not ‘minorities’ but ‘People of the Global Majority’ (PGM).”

In a September 15, 2020, email exchange with the subject line “Message about SEL (Social and Emotional Learning) and Psychoeducational lesson,” Wilson and other officials discuss parents wanting their children to opt-out of Black Lives Matter lessons.

Wilson writes: “I want to put on your radar that this [opting out] may be related to the anti-racist curriculum initiatives.”

MCPS Area Associate Superintendent Cheryl Dyson, replies: “Agree, Janet and Diane. I’ve heard directly from principals and directors. Some principals have parents who want their child to opt-out from the Black Lives Matter lesson.”

Area Assoc. Superintendent Diane Morris then responds: “Yes, I think so.”

The next reply, from MCPS Chief of Engagement, Innovation, and Operations Derek Turner, is entirely redacted, as is a “high importance” reply by MCPS Admin. Services Manager Felicia Yorro.

The new records include a draft activity assignment titled “Personal Identity Character Sketch” in which students were told to “focus on the intersectionality of your culture and another way that you identify yourself (your race, ethnicity, gender identity, sexual orientation, class or another identity factor not listed here).” The assignment was adapted from the book “Courageous Conversations.”

A slide titled, “Five Approaches to Social Justice Activism” includes the section “Food, Festivals & Fun:”

Activism at this stage is based on cultural events and “celebrating diversity,” usually through cross-cultural programs and activities. Events tend to focus on surface-level cultural awareness, and often actually contribute to the stereotypes they are meant to challenge. People at the Food, Folks, and Fun stage might host an International Fair, a Multicultural Night, or a Diversity Fashion Show. Although these events have the potential to bring people together across difference, they do not have the potential to address injustices such as racism, sexism, classism, or homophobia.

The handout further notes that, “charitable giving” to such organizations as Amnesty International is a route people often choose “that will ease their own conscience, but don’t want to associate in any deeper way with a particular cause.” The handout also discusses volunteerism and is critical of “savior syndrome,” which it defines as when, “wealthy kids are sent into poor neighborhoods to do service-learning, but never discuss how their relative wealth is connected with the relative poverty of the people inhabiting those neighborhoods.” [Emphasis in original]

A draft presentation created by Montgomery County Public Schools Secondary Literacy Instruction is titled “Digital Literacy 3, Quarter 2: When Justice Isn’t Served” and features a “No Justice No Peace” logo, and features the following slides:

  • Scenarios of Injustice” describes a group activity where the students, “Work together with your group to determine how you would address your scenario of injustice,” and “Everyone must prepare to present your ideas to the class.”
  • This activity includes a section where Students are provided with a “Scenario of Injustice” to discuss and write down ideas about. In this scenario, students are told that they witnessed two men – one black and one white – fighting in a parking lot. Police arrive and separate the men -forcing the black man to the ground, handcuffing and putting him in the police car. The police question the white man who, “shakes hands with the policemen and walks away.”

The “Digital Literacy 3, Quarter 1” presentation features several “Graphic Organizers:”

  • Under the heading “Common Task, Gender Roles Reflection Graphic Organizer,” is a draft slide titled, “Reflecting on Gender Roles in My Life,” in which students are asked to “Describe when and how you first recognized your gender as part of your identity. It could have been in a positive, negative or neutral way.” It further asks the children to “Briefly describe how you felt about being a member of your gender group(s) in different aspects and stages of your life.”  
  • Under the heading “Race Reflection Graphic Organizer” is draft slide titled, “Reflecting on Race In My Life” that asks students a to, “Describe when and how you first recognized race. It could have been in a positive, negative or neutral way.” Students are further asked about the race of their family members: “Are your parents the same race? Are your brothers and sisters? What about your extended family-uncles, aunts, etc?”  
  • The “Religion Reflection Graphic Organizer” features a draft slide titled, “Reflecting on Religion in My Life,” and asks students to “Describe when and how you first recognized your religion. It could have been in a positive, negative or neutral way.” It further asks “Did you feel threatened, minoritized or privileged in this moment? Why?” and “Where do you go to worship?” and “Did your belief become stronger as you became older?”
  • The “Sexual Orientation Reflection Graphic Organizer” slide titled “Reflecting on Sexual Orientation in My Life” asks the children to “Describe when and how you first recognized your sexual orientation.”

A presentation titled “Social Justice Movement: Making a Difference” includes:  

  • A set of slides that prompt students to “Create a timeline for your chosen social justice movement …” In this activity, the students are taught that a “catalyst” is “something that quickly causes change or action: such as “art, music, speeches, events, laws, movies, court cases, pop culture, propaganda, and literature.”  

A presentation titled: “Researching Important Leaders and Organizations” includes:

  • A slide titled “Social Justice Leaders” that includes a picture of a Black Lives Matter protester with upraised fist and long-time Communist Party USA member Angela Davis 

“This material details how extremist race politics and CRT are being used to target children for political ends,” said Judicial Watch President Tom Fitton. “Politics should immediately be removed from the curriculum of Montgomery County Schools. These CRT-laden teachings have no place in any American classroom.”

In May, Judicial Watch obtained other records related to today’s release from Montgomery County Public Schools, which include documents related to their “Anti-racist system audit” and critical race theory classes. Students of “Maryland’s Largest School District” who attended Thomas Pyle Middle School’s social justice class were taught that the phrase “Make America Great Again” was an example of “covert white supremacy.” The phrase is ranked on a pyramid just below “lynching,” “hate crimes,” “the N-word” and “racial slurs.” They were also taught that “white privilege” means being favored by school authorities and having a positive relationship with the police.

In June, Judicial Watch uncovered records from Wellesley Public Schools in Massachusetts which confirm the use of “affinity spaces” that segregate students and staff based on race as a priority and objective of the school district’s “diversity, equity and inclusion” plan. The school district also admitted that between September 1, 2020 and May 17, 2021, it created “five distinct” segregated spaces.

In October, Judicial Watch uncovered a training document from a whistleblower in the Westerly School District of Rhode Island, which details how Westerly Public Schools are using teachers to push critical race theory in classrooms. The training course was assembled by the left-leaning Highlander Institute and cites quotes from Bettina Love, from whom the Biden administration distanced itself publicly after her statements equating “whiteness” to oppression.

RELATED VIDEO: Dr. Lee Merritt: The Great Reset and Child Sacrifice.

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

No, You Don’t Need to be “Qualified” to Homeschool Your Children

If you can do these three simple things, you’re already qualified to be a homeschooling parent.


Over the years, I’ve heard so many parents dismiss the possibility of homeschooling their children because they don’t feel “qualified.”

“I’m not a teacher.”

“I’m not good at math.”

“I wasn’t good at X in school, so I could never teach my child that subject.”

All these assumptions stem from a fallacy about what education is, and what makes an individual “qualified” to be a teacher.

The fallacy: that your ability to teach relies on your expertise on the topic you’re teaching. While that may be true for selling your teaching as a service—you wouldn’t make a living teaching a class in a topic you don’t understand—it’s not a prerequisite for effectively facilitating your child’s learning.

Whether or not you hold a teaching certificate is an irrelevant accessory to your ability to teach. To be an effective educator, all you need to be able to do is:

  • Use reference resources (like books and Google)
  • Find the answers to your own questions
  • Foster a sense of curiosity in your children

If you can do those things, you’re qualified to be a homeschooling parent.

In most cases, basic Googling skills and the ability to explore with your child is all you need to teach your children at home.

Take this as an example: your child is sitting outside in the sun drinking a cold drink, and asks you why the outside of their cup is getting wet.

Your reaction is simultaneously intimidation (I have no idea) and interest (there might be a science lesson buried in this).

You say, “I don’t know. Let’s figure it out.”

Five minutes and some Googling later, your child has learned about condensation, the dew point, and the effects of a hot entity meeting a cold one.

Your child has the answer. They have the same outcome they would have received had they asked an expert; they now know why condensation forms on their cold glass. The only difference is that they got to see your process along the way—which is an asset, not a deficit, because they’ve learned something about finding answers to their questions, a process they will be required to repeat over and over throughout their lives.

As a parent, your ability to use your Googling skills to teach applies to entire subjects, not just one-off questions. The most common subjects I hear parents express intimidation of are math and science; subjects they often found challenging in school, and don’t feel qualified to teach to their children.

With abundant free resources on the internet (such as YouTube and Khan Academy), as long as you know how to find an answer to a question—which every adult who can Google does—you can facilitate your child’s learning on any topic, whether by finding the answers yourself or by finding resources that can do the teaching for you.

The ability to find answers to questions has always been important, but it’s especially so in the information age. As Einstein said,

“Never memorize what you can look up in books.”

The answer to almost any question that has been answered by man is available at your fingertips. The key to a useful education—one that sets a child up for a lifetime of success—is not memorizing facts, but rather learning how to ask the right questions—and then learning how to find the answers.

Einstein again: “The value of a college education is not the learning of many facts, but the training of the mind to think.”

This is true not only of college, but of education in general. If your child knows how to think, how to formulate their curiosities into questions, and how to answer those questions, they will be able to learn anything they need to, at any point in time, for their entire lives.

That skill transcends the value of a standardized education—because it’s a skill that can be used to learn anything covered in a standardized education, and anything else your child will ever want to learn.

Time and again, I’ve watched homeschool children quickly catch up to and surpass their peers on a given subject or skillset, because they understand how to adapt and learn.

When you’re working with your children to find answers to their questions, you’re implicitly helping them build this skill, and equipping them for a lifetime of learning.

Children are naturally wired to learn. The next generation’s proclivity to learn is a critical part of our survival as a species, and it’s hardwired accordingly.

Every time a child mimics an adult, play-acts the real world (like “playing store”), or asks a question, you’re watching this natural wiring in action.

This natural proclivity to learn works to your advantage as a homeschooling parent. All you have to do is nurture it. And homeschooling allows you to do that far more effectively than regular school does.

My first foray into teaching (right after I graduated high school) was instructing writing classes. I worked with both homeschool and public school students, and the difference between the two was startling.

The homeschool students were curious, excited, and fun to work with. I was teaching them how to write fiction, and they didn’t require much prompting. I gave them a challenge each week, and that was all the encouragement they needed. I had students practically tripping over themselves each week to show me what they’d written when they were at home in between classes.

Their joy in learning was alive. All I had to do was direct their natural curiosity and let them run with it.

Working with public school students was an entirely different story. I was working with the full grade range—1st grade all the way into high school—and I saw in stark relief their natural curiosity slowly dying.

The 1st-3rd graders were hungry to learn. The 4th-6th graders required some prodding, but after some explanation and encouragement could start to have fun. But by the time the students hit middle school, their interest in learning was gone. Nothing I tried could make them excited. They were there because they had to be, and they were watching the clock waiting until they could go. Learning had become a compulsory requirement, not an endeavor stemming from desire.

School doesn’t foster curiosity; it kills it. With its rules, its rigid structure, its obsession with right and wrong answers, and its punishments for deviating off course, it doesn’t leave any room for curiosity.

With all that unnatural structure absent, a child’s natural curiosity remains intact. And when a child is left to their own devices and allowed to lean into their curiosity, a parent’s biggest job is helping to direct it.

Despite common belief, all of this applies to homeschooling your high schooler, too

I’ve heard countless homeschooling parents say, “I could never teach my child through high school.”

Even when someone is convinced of their ability to educate their child through elementary and middle school, high school is considered to be a different beast.

The subject matter is more challenging, the standard requirements more complex, and the level of expertise necessary to answer questions is significantly higher.

In spite of that, you don’t need any extra qualifications to homeschool your high schooler. If anything, the resources available to you are even more expansive than they are for elementary-aged students.

With your child at a comprehension level to use resources like The Great Courses and Khan Academy (both of which were staples of my own homeschooling experience), they’re able to engage with entire courses covering the subject matter they’re expected to learn—putting less of a burden on you, not more.

And as your high schooler becomes more self-directed, they’re able to take on more and more of the impetus of answering their own questions. As long as you’re able to support them in finding the answers they’re looking for, you’re more than qualified to educate your child through high school—and often, high school is the most fun part of the homeschool experience (it certainly was for me).

COLUMN BY

Hannah Frankman

Hannah is a career development coach and a course instructor. She works as an advisor at Praxis and an instructor at The Objective Standard Institute. You can find her work at hannahfrankman.com.

RELATED ARTICLE: What Are Your Children Reading?

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

VIDEO: Schools are masking our children because they are being paid to do so! This parent followed the $$$.

Red Pill Pusher posted the below video on YouTube. It shows that public schools are receiving money to enforce the masking of children. Greed indeed.

Watch:

©Red Pill Pusher. All rights reserved.

RELATED ARTICLES:

Mother says ‘strong-minded and fearless’ daughter, 7, suspended 36 times from school for not wearing a mask may have to repeat second grade

Anxious Parents Demand Answers After Texas Nurses Give Little Boys Unapproved Adult Doses of the COVID Vax

School CRT Program Targets Babies?

If you want a close look at the madness of critical race theory, look at what’s going on in Montgomery County Public Schools (MCPS), Maryland’s largest school system. Little of this is connected to reality, and it’s no wonder parents everywhere are objecting.

We received two sets of records related to the teaching of critical race theory, including a training course with information about a book titled “Antiracist Baby” that introduces the youngest readers to “the concept and power of antiracism,” and says it’s the “perfect gift” for “ages baby to age 3.”

The documents also include information from a course titled, “Digital Literacy 3” at Thomas Pyle Middle School. The course’s curriculum includes activities where the children discuss the identification of their gender, religion, and sexual orientation. The course also includes the children using “propaganda” to lead social justice movements.

We received the documents in response to our Maryland Public Information Act request for:

All records related to the development and implementation of a “Psychoeducational Lesson” related to a purported “dual pandemic” of Covid- 19/systemic racism in use by the Montgomery County Public Schools. Such records shall include, but not be limited to, email communications between MCPS officials responsible for formulating and implementing the lesson, including but not limited to those communications of Dr. Cheree Price, in addition to all other policy documents regarding its development.

In a September 29, 2020, email from MCPS intern Benjamin Mourad in the “Student Well Being and Achievement” office of the Office of Student Support & Engagement, to Elizabeth Rathbone, Coordinator of Student Health and Wellness, Mourad provides a list of trainings offered in the summer of 2020 to MCPS staff. This training includes:

  • REQ: Restorative Justice Training on Restorative Circles, Mindfulness & Other Restorative Practices
  • School-based Critical Staff Member Training
  • Counselors as Equity Literate Leaders
  • Implementing Culturally Responsive PBIS (Positive Behavioral Interventions and Supports)

In an August 26, 2020, email titled “COVID-19 Update” to MCPS principals, MCPS Associate Superintendent for the Office of Shared Accountability Janet S. Wilson advises the principals that “Non-custodial parents” who request Zoom login information [for access to school and potential Zoom events, like Back-to School Night] should not be granted connection information:

Additionally, parents should not login to Zoom classrooms and observe class when the child is not with them. If teachers note a parent logging in separately from their student, they should notify their principal who can seek support from OGC (Office of General Counsel) or Compliance as needed.
To support students at the start of the year, all schools will be required to implement a student psychoeducational lesson during one of the school’s mandatory Social-Emotional Learning (SEL) block before September 18, 2020. This lesson will provide students crisis facts about the dual pandemic (COVID-19 and systemic racism) that is occurring around the country and here in Montgomery County.

Wilson then presents the principals with a “website for staff, students and families that highlights ongoing professional learning opportunities for the virtual opening of schools. For staff training opportunities are focused around these key areas:

  • Technology
  • Curriculum, Instruction and Assessment
  • Pedagogy
  • Social-Emotional Well-Being and Coaching for Engagement/Success
  • Accessibility Tools for Instruction and Home
  • Equity
  • Health and Safety
  • Onboarding, Induction, Mentoring, Communication and Collaboration

She further notes: “The professional learning opportunities are grounded in equity and social-emotional learning to ensure that equitable environments are established in the virtual and traditional learning spaces. Professional learning opportunities will be updated throughout the year, so please check back frequently.”

In an instructional video for teachers on “Teacher Tips for SEL (Social and Emotional Learning) on Covid19/Social Justice,” in which the presenter first instructs teachers how to set up Zoom classes for students and how to adjust a feature in the Zoom chat setting to “alleviate the possibility of students saving and sharing the chat for later.” At the 6:30 mark, the presenter, in a slide titled “Covid-19 and social justice surrounding racism,” directs teachers to use a “scripted response”:

We are currently living through a dual pandemic with COVID-19 and the Systemic and Structural racism occurring worldwide. A pandemic is an outbreak of a disease that occurs over a wide geographic area and affects an exceptionally high proportion of the population. As you can see from this slide [featuring a Black Lives Matter protest poster], both are affecting lives of people in our community and around the world. Part of what we will discuss today will surround facts about COVID-19 and the Social Justice Movement in our country.
In an October 8, 2020, email to MCPS principals and others about “psychoeducational lessons and curriculum updates,” Wilson reveals that there is a “Social Justice Book club for Grades 4-8.”In a September 11, 2020, email titled, “Psychoeducational Lesson Drop In support,” MCPS Director of Psychological Services, Dr. Christina Conolly tells MCPS faculty:
We have had a lot of staff members who have questions about the implementation of the social justice slides on the lesson. Please be available to coach and/or co-teach with a staff member that may not be at a place on their anti-racism journey to effectively teach that section of the lesson.

A PowerPoint presentation titled “Family Guidance to the Psychoeducational Lesson,” includes the following slides for parents:

  • “Secondary Slide: Dual Pandemic” includes a depiction of Black Lives Matter protesters along with police officers in Germantown, Maryland kneeling at a George Floyd protest, as well as the headlines, “What It’s Like to be Asian During the Coronavirus Pandemic” and “Why the Coronavirus Looks Different to Black America.”
  • “Elementary Slide: Some Facts about Racism and Social Justice” contains a link to a video titled “Antiracist Baby,” based on a book written by Ibram X. Kendi.
  • “Teacher’s Notes,” advises teachers that the “Antiracist Baby” book introduces the youngest readers to “the concept and power of antiracism,” and says it’s the “perfect gift” for “ages baby to age 3.”
  • A slide titled “Secondary: A Brief Anti-Racism Glossary,” notes “Systems of Oppression identifies inequity by calling attention to the historical and organized patterns of mistreatment. In the United States systems of oppression (like systemic racism) are woven into the very foundation of American culture, society, and laws. (Social Identities and Systems of Oppression, 2019)]
  • “Secondary: Common Initial Crisis Reactions,” lists symptoms that secondary school children may experience because of crisis include emotional, cognitive, physical and interpersonal/behavioral symptoms. The category of physical reactions includes “decreased libido” and “hyperarousal.”
  • “Can Students opt-out [of the psychoeducational lesson]?” includes the bullet point, “Students cannot opt-out of the lessons,” but parents may request “an alternative method” for their children “due to mental health concerns.”

In a PowerPoint presentation titled the “3rd through 5th Grade Psychoeducational Lesson” a slide labeled “COVID-19 and Social Justice” includes the claim that, “People in African American and Latinx communities have been more likely to get sick from COVID-19 because of how racism and unfairness impacts their lives.” [Emphasis in original]

In a presentation titled “High School Psychoeducational Lesson,” a link is provided to the “Educator and Caregiver Learning Guide from Disrupt Texts” for the book titled “Antiracist Baby.” In the book the authors note, “To White caregivers … Racism is a problem that was invented by White people, and it is the work of White people to dismantle it.” The authors add that it is the responsibility of White caregivers to “study Whiteness,” and advise that, “Indigenous, Black and People of Color are not ‘minorities’ but ‘People of the Global Majority’ (PGM).”

In a September 15, 2020, email exchange with the subject line “Message about SEL (Social and Emotional Learning) and Psychoeducational lesson,” Wilson and other officials discuss parents wanting their children to opt-out of Black Lives Matter lessons.

Wilson writes: “I want to put on your radar that this [opting out] may be related to the anti-racist curriculum initiatives.”

MCPS Area Associate Superintendent Cheryl Dyson, replies: “Agree, Janet and Diane. I’ve heard directly from principals and directors. Some principals have parents who want their child to opt-out from the Black Lives Matter lesson.”

Area Assoc. Superintendent Diane Morris then responds: “Yes, I think so.”

The next reply, from MCPS Chief of Engagement, Innovation, and Operations Derek Turner, is entirely redacted, as is a “high importance” reply by MCPS Admin. Services Manager Felicia Yorro.

The new records include a draft activity assignment titled “Personal Identity Character Sketch” in which students were told to “focus on the intersectionality of your culture and another way that you identify yourself (your race, ethnicity, gender identity, sexual orientation, class or another identity factor not listed here).” The assignment was adapted from the book “Courageous Conversations.”

A slide titled, “Five Approaches to Social Justice Activism” includes the section “Food, Festivals & Fun:”

Activism at this stage is based on cultural events and “celebrating diversity,” usually through cross-cultural programs and activities. Events tend to focus on surface-level cultural awareness, and often actually contribute to the stereotypes they are meant to challenge. People at the Food, Folks, and Fun stage might host an International Fair, a Multicultural Night, or a Diversity Fashion Show. Although these events have the potential to bring people together across difference, they do not have the potential to address injustices such as racism, sexism, classism, or homophobia.

The handout further notes that, “charitable giving” to such organizations as Amnesty International is a route people often choose “that will ease their own conscience, but don’t want to associate in any deeper way with a particular cause.” The handout also discusses volunteerism and is critical of “savior syndrome,” which it defines as when, “wealthy kids are sent into poor neighborhoods to do service-learning, but never discuss how their relative wealth is connected with the relative poverty of the people inhabiting those neighborhoods.” [Emphasis in original]

A draft presentation created by Montgomery County Public Schools Secondary Literacy Instruction is titled “Digital Literacy 3, Quarter 2: When Justice Isn’t Served” and features a “No Justice No Peace” logo, and features the following slides:

  • “Scenarios of Injustice” describes a group activity where the students, “Work together with your group to determine how you would address your scenario of injustice,” and “Everyone must prepare to present your ideas to the class.”
  • This activity includes a section where students are provided with a “Scenario of Injustice” to discuss and write down ideas about. In this scenario, students are told that they witnessed two men – one black and one white – fighting in a parking lot. Police arrive and separate the men -forcing the black man to the ground, handcuffing and putting him in the police car. The police question the white man who, “shakes hands with the policemen and walks away.”

The “Digital Literacy 3, Quarter 1” presentation features several “Graphic Organizers:”

  • Under the heading “Common Task, Gender Roles Reflection Graphic Organizer,” is a draft slide titled, “Reflecting on Gender Roles in My Life,” in which students are asked to “Describe when and how you first recognized your gender as part of your identity. It could have been in a positive, negative or neutral way.” It further asks the children to “Briefly describe how you felt about being a member of your gender group(s) in different aspects and stages of your life.”
  • Under the heading “Race Reflection Graphic Organizer” is a draft slide titled, “Reflecting on Race In My Life” that asks students to, “Describe when and how you first recognized race. It could have been in a positive, negative or neutral way.” Students are further asked about the race of their family members: “Are your parents the same race? Are your brothers and sisters? What about your extended family-uncles, aunts, etc?”
  • The “Religion Reflection Graphic Organizer” features a draft slide titled, “Reflecting on Religion in My Life,” and asks students to “Describe when and how you first recognized your religion. It could have been in a positive, negative or neutral way.” It further asks “Did you feel threatened, minoritized or privileged in this moment? Why?” and “Where do you go to worship?” and “Did your belief become stronger as you became older?”
  • The “Sexual Orientation Reflection Graphic Organizer” slide titled “Reflecting on Sexual Orientation in My Life” asks the children to “Describe when and how you first recognized your sexual orientation.”

A presentation titled “Social Justice Movement: Making a Difference” includes:

  • A set of slides that prompt students to “Create a timeline for your chosen social justice movement …” In this activity, the students are taught that a “catalyst” is “something that quickly causes change or action: such as “art, music, speeches, events, laws, movies, court cases, pop culture, propaganda, and literature.”

A presentation titled: “Researching Important Leaders and Organizations” includes:

  • A slide titled “Social Justice Leaders” that includes a picture of a Black Lives Matter protester with an upraised fist and long-time Communist Party USA member Angela Davis.

This material details how extremist race politics and CRT are being used to target children for political ends. Politics should immediately be removed from the curriculum of Montgomery County Schools. These CRT-laden teachings have no place in any American classroom.

RELATED VIDEO: Critical race theory ‘buzzwords’ list released, then deleted by Texas policy organization

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

A Premeditated Crime Against America’s Most Disadvantaged Children

Why are America’s prisons filled with so many young black men? Are they inherently bad? Too shiftless to succeed? Too stupid to learn? Actually, none of the above. Most black men who do time were cheated out of a decent education by the inexcusably sorry public schools they had no choice but to attend.

And why do so many young black women fall into the demeaning lifestyle of government dependency? Are they inherently bad, too shiftless to succeed, too stupid to learn? In every case, no. Like their male counterparts, they too were robbed of a decent education by the grossly substandard public schools that failed to give them even a minimally acceptable education.

INFLICTING INCALCULABLE HARM ON GENERATIONS OF URBAN CHILDREN

The harm America’s biggest school systems have inflicted on urban kids who want to learn has gone on for so long that it’s tantamount to a premeditated crime against the most disadvantaged children in our society.

Consider the plight of minority students who have no choice but to attend the horrendous public schools in the nation’s capitol. For the school year 2010-2011, the District of Columbia Public School District spent nearly $600,000 per classroom of 20 students—$29,345 per pupil, to be exact—yet 8th graders in the District finished dead last in a national proficiency test in math and reading. Dead last!

For that school year, DC’s public schools were the uncontested winner in the race to the bottom, with every other urban school district in America breathing a sigh of relief that they were edged out as the worst of the worst. From border to border and coast to coast, inner-city children are being robbed of a chance to learn by school systems that give little more than lip service to providing disadvantaged kids with a good education.

SPENDING MONEY LIKE IT GROWS ON TREES

Since the 1960s, urban school districts have received astounding sums from the U.S. Department of Education, yet their abysmal results have repeated like a broken record year after year after year. The 2009 stimulus bill signed into law by President Obama allocated $98 billion of additional funding to the DOE, nearly all of which went to the same Democrat-run school systems that have failed decades on end to adequately educate minority children.

Despite that intolerable failure, their answer to the problem is always more money.

But while children who want, need and deserve a decent chance to learn are getting the educational shaft, school superintendents and legions of other lavishly-paid, off-campus administrators are taking gargantuan bites out of school budgets:

  • From 1999-2010, Beverly Hall was superintendent of Atlanta Public Schools, a system that habitually graduated less than half its high school students. The year before she resigned, Hall’s compensation package included a chauffeured limousine and a salary of $389,000, more than twice the salary received by Georgia’s governor. Atlanta is not alone—many big-city school superintendents are paid more than their state’s governor. As head of one of the worst-performing school districts in American history, the superintendent of Baltimore City Schools is paid $320,000$50,000 more than Maryland’s governor.
  • When federal grants—also known as political slush funds—land in their lap, urban school districts squander much of the money on lavish junkets disguised as “education conferences.” With one of the lowest high school graduation rates in the Atlanta area, the DeKalb County School District blew through a $382,000 grant from Obama’s 2009 stimulus spending by treating 184 senior administrators to a relaxing four-day stay at a luxury resort hotel & spa in Hollywood, California.

SCHOOL CHOICE: A WAY OUT FOR URBAN KIDS WHO WANT TO LEARN

The surest way to ensure that inner city children receive a quality education is through federally-funded school choice vouchers. Established in 2004 as a school choice pilot project by President George W. Bush and a Republican Congress, the DC Opportunity Scholarship Program provided thousands of minority students in the nation’s capitol with $7,500 scholarships.

The program enabled 1,700 black and Hispanic kids from low-income families to get out of DC’s notoriously sorry and unsafe public schools, and into the same kind of safe, high-performing private academies attended by the likes of Chelsea Clinton and the Obama daughters. Although the program was enthusiastically supported by eager-to-learn minority kids and their parents, President Obama and Democrats in Congress terminated it in 2010 at the behest of teachers unions, the Democratic Party’s most loyal constituency.

Sixty years ago, a black baby who would never set foot in a public school was born to a mother who chose to enroll him in top-rated private academies as he grew up. So what impact did private schooling have on his life? He’s done quite well. His name? Barack Hussein Obama, who exercised school choice for his own children, but denied it to disadvantaged children in the nation’s capitol.

President Trump pushed hard for a federally funded, 50-state school choice program for urban kids from low-income families, but was obstructed at every turn by the unholy alliance between the Democratic Party and teachers unions. Democrats eagerly subsidize Planned Parenthood so the lives of unborn urban babies can be snuffed out by abortion, yet are fiercely hostile to providing a first-rate education to disadvantaged minority children whose mothers chose to give them a shot at life.

THE PUBLIC SCHOOL PECKING ORDER

The following quote is attributed to Albert Shanker, former president of the American Federation of Teachers: “When school children start paying union dues, that’s when I’ll start representing children.” Whether Shanker said that is disputed. But even if he didn’t, that’s the attitude teachers unions and Democrats have about where children stand in the public school pecking order.

The mutually back-scratching alliance between Democrats and teachers unions has cynically exploited urban school children for six consecutive decades. The harm they have inflicted on generations of America’s most disadvantaged young people has been so thorough, so devastating that it’s hard to conclude anything other than they couldn’t care less about the fate of the very children for whom they piously profess infinite concern.

Below are links to short videos that will break your heart. The first shows eager-to-learn minority students in the nation’s capitol literally begging President Obama to save their opportunity scholarships; the second shows a bewildered African American mother asking why oh why did the president she’d enthusiastically supported kill her daughter’s school choice scholarship. Who gives a damn about urban school children who want, need, and deserve to learn? Not Democrats or teachers’ unions.

WATCH: Disadvantaged kids beg President Obama …

WATCH: Bewildered mother asks Obama why …

©John Eidson. All rights reserved.

RELATED ARTICLE: Big-City Schools: Where America’s Most Vulnerable Kids Get Shafted

Reconstructing American Manhood—One NDAA at a Time

In September, a startling report was published by the National Student Clearinghouse regarding college enrollment. It found that almost 60 percent of college students were women, while only 40 percent were men. In the last five years, the percentage of male college students has decreased by an astonishing 71 percent. While there are certainly many factors that have contributed to this decline, there is no denying that young men in America are struggling with finding a sense of purpose.

And is it any wonder? As Senator Josh Hawley (R-Mo.) observed on “Washington Watch,” the American Left has been on a singular mission to deconstruct manhood and masculinity in the name of “equality” and “taking down the patriarchy” for a long time, and it has been hugely successful.

“They want to get rid of the concept of manhood and womanhood,” he said. “They want to get rid of the concept of men who actually will be independent, who will be strong, who will stand up for themselves and their families and their rights. And what they really want to do is sell this idea that America is a toxic place, an oppressive place, and men by their very nature are toxic and oppressive so that if you are a man and if you believe in being a man [and] you want to exercise what [is] traditionally thought of as the masculine virtues—strength, independence, willingness to fight, assertiveness—that those are inherently toxic.”

As Hawley pointed out, nowhere has this war on manhood been more blatant than in our nation’s schools. “We see this taught in our schools … our boys are taught this, that if boys are rambunctious, they need to be medicated. If they’re assertive, they need to be called out. We see young men told that their manhood is inherently toxic and oppressive. And what it’s leading to [is] a whole bunch of men basically shirking their responsibilities, withdrawing from the labor force, withdrawing from their families. We’ve got an epidemic of fatherlessness in this country, and it’s becoming a society-wide crisis.”

To make matters worse, it has now become painfully clear that the Left’s war on men has turned into a simultaneous war on women. “The Left now has decided that they don’t really believe in the concept of gender,” Hawley said. “They don’t think anybody should. They don’t think that ‘manhood’ is a real thing. They don’t think that ‘woman’ is a real thing. Democrats won’t use the word ‘mother’ anymore. They talk about ‘birthing people.’ They talk about ‘individuals’ who get pregnant. They won’t say, ‘woman.'”

Hawley went on to underscore how this war on gender differences has far-reaching consequences. “The Left has developed this weird obsession with gender and trying to erase all gender distinctions,” he noted. “Whether we’re talking about women’s sports, whether we’re talking about women’s locker rooms or whether we’re talking about the draft, there are real differences between men and women, and those are wonderful things [that] should be celebrated and protected, not erased.”

It has indeed gotten so bad that the Left is now trying to make it mandatory for women to register for the Selective Service as part of this year’s National Defense Authorization Act (NDAA) (Hawley has filed an amendment to remove the offending language from the bill). “We shouldn’t force our mothers and our sisters and our daughters to fight our wars for us,” he said.

As Hawley has observed, “most Americans say if a woman wants to serve [in the military] that’s wonderful – and by the way, women have been absolutely central to our war efforts since we have been a country, in many different ways, including, of course, fighting. But the idea that they be forced into compulsory service,” instead of having men shoulder those responsibilities, “I just think it’s crazy.”

Any day now, the Senate could take up the NDAA, which currently has a requirement for women to register for the selective service. Please tell your senators to support efforts like Hawley’s that would strike this requirement, and protect women from being forced to register.

** Family Research Council’s Stand Courageous Men’s Ministry is doing its part in reconstructing manhood by helping men develop a strong biblical character, cultivate positive habits, build and rebuild relationships, and make commitments that will move men closer to God’s good purpose and design. Learn more about this vital ministry at StandCourageous.com.

EDITORS NOTE: This FRC-Action column is republished with permission. ©All rights reserved.

VIDEO: Virginia Parents Champion Victory Of ‘Family Values,’ ‘Parental Rights’ After Democrats Routed In State-Wide Elections

It is America’s parents who will save this country from the intolerant Left. G-d bless them.

Virginia Parents Champion Victory Of ‘Family Values,’ ‘Parental Rights’ After Democrats Routed In State-Wide Elections

By Daily Wire, November 3, 2021

Virginia parents are claiming victory for “family values” and “parental rights” after Republicans swept statewide elections in Virginia on Tuesday.

Republicans routed Democrats for Virginia governor, lieutenant governor, and attorney general on Tuesday in an election favoring Democrats earlier this year. Local outrage over education created a groundswell of anger against Democrats and progressive school curriculum, ideas, and policies such as student mask mandates.

Parental outrage drove Republican businessman Glenn Youngkin to victory over Democratic former Virginia Governor Terry McAuliffe, flipping the state red after the tenure of Governor Ralph Northam.

“Glenn Youngkin’s victory showcases the Commonwealth’s desire to elect a public servant instead of a political servant,” Virginia mother Elizabeth Perrin told Fox News. “What we have seen is the importance of family values and parental rights in our education system.”

“It has been great to see how the importance of our children’s education and the parents matter movement has brought so many people together,” said Brandon Michon, a Loudoun County father of three. “This is Virginia’s opportunity to raise the bar, and we will be doing it with Glenn Youngkin as governor.”

Loudoun County was launched into national news as the center of a debate over Critical Race Theory in schools earlier this year. As The Daily Wire reported in June:

The fight between parents and Virginia’s Loudoun County Public School (LCPS) district board came to a head on Tuesday night after police arrested at least two parents who refused to leave a public school board meeting. Parents have been embroiled in a nearly year-long pushback against the district for allegedly pushing critical race theory on children — an allegation the district vehemently denies. 

LCPS is far from the only school district in the nation pushing progressive ideology in the classroom. Some of the nation’s most elite private schools, such as Harvard Westlake in Los Angeles and the Dalton School and Spence School in New York City, are peddling this ideology as well. However, the infighting in public schools — which 90 percent of American students attend — is far more telling of what most parents are enduring today. 

Loudoun County parents’ outrage exploded last month after The Daily Wire reported an incident in which a female student was allegedly sexually assaulted in a bathroom by a male student in a skirt.

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

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Parents Love Their Children. Departments of Education Do Not.

Who really knows what is in a child’s best interest?


Many US schoolboard elections take place in the coming week, yet many of them have become battlegrounds.

One critic writes of “the Balkanization of the US population into distinct and rigid political groups that fight for control over what content ought to be taught in their public schools.” “Bizarre hysteria about Critical Race Theory” and bitter opposition to mask mandates are seen as proof of alarming agendas at work.

Others see democracy at risk. Institutions which teach civics are hosting shouting matches. Community participation is at risk because board members are demonised.

The New York Times sees school boards as a new Vietnam where parents have become proxies for Republican imperialists seeking to snuff out truth, justice and the American way. Parents, it argues, have become unwitting pawns of political interests.

Incredibly, the White House helped to politicise this issue. One month ago the executives of the National School Boards Association colluded with the Biden Administration to send a public appeal to the President for intervention. This triggered a (subsequently rescinded) direction to the FBI to clamp down on “domestic terrorism and hate crimes” by parents and others against school board members. Parents have become enemies.

Despite the Washington Post railing against parental overreach, parents might indeed claim the opposite, that they are opposing the infiltration of woke values and calculating incompetence. In recent weeks parents’ rights colour debate in the  gubernatorial elections for Virginia and New Jersey that come to a head on November 2. In Virginia, education is polling as the second most important election issue. Yet in Virginia a prominent parents’ rights advocate has been suspended  by Twitter in the past week. Who is surprised?

What is to be made of all this?

Any proposal that parents should not be the primary figures responsible for the education of children ignores the lessons of history.

Quickly one glimpses the mischief wrought when parents are sidelined. In Australia there is the tragedy of the stolen indigenous generation when, over a period of the first 70 years of the 20th Century the state forcibly removed half-caste children from their parents and institutionalised them. Often this was with the best of intentions!

And when intentions are less than noble, what evil follows! Think of the stern words of warning to German parents by Pius XI in the face of the Hitler Youth and the Bund Deutscher Mädel (the League of German Girls, a parallel group to Hitler Youth):

“From the bond of responsibility established by God that binds you to your children, no earthly power can loose you. No one … will be able to answer for you to the Eternal Judge when he asks you the question, ‘Where are those I have given you?’ May every one of you be able to answer: ‘Of them you have given me, I have not lost anyone’.”

Inge Scholl was the elder sister of Hans and Sophie Scholl, university students who were executed for spreading treason against the Nazi regime. Based on her own experience of the Bund Deutscher Mädel wrote of the power of collective indoctrination to challenge parental values:

“We entered into it with body and soul, and we could not understand why our father did not approve, why he was not happy and proud. On the contrary, he was quite displeased with us; at times he would say, ‘Don’t believe them – they are wolves and deceivers, and they are misusing the German people shamefully.’ Sometimes he would compare Hitler to the Pied Piper of Hamelin, who with his flute led the children to destruction. But Father’s words were spoken to the wind, and attempts to restrain us were of no avail against our youthful enthusiasm.”

Think of the evils wrought by Chinese children waving the Little Red Book during the Cultural Revolution. The radical Brazilian educator Paolo Freire also looked to education to sow ideologies of revolution. And in Victoria we see this repeated in the gender ideology spruiked by the Safe Schools and similar programs seeding the upsurge of teenage girls with rapid onset gender dysphoria.

“Just another brick in the wall” sings Pink Floyd.

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone

Never was this more brought home to me than in my second year of teaching. From the staff room I could hear all too clearly in the adjoining classroom a disillusioned recently-divorced teacher advising the 16-year-old girls in her care never to get married.

Insights from philosophy and theology

As noted by Leo Strauss and Allan Bloom among many others, the ancient Greek philosopher Plato was deliberately satirical in his proposal in The Republic that children be removed from parents. The key passage is 592b where Plato reveals that his political proposal is not possible. In another dialogue, the Laws, he explicitly upholds the role of the family.

But this is not just a question of opinion, or competing policies, but of compelling social principles. At the heart of the mutual obligations that bind us to one another in society are the five timeless principles of social justice: human dignitycommon goodsolidarity and participation, and subsidiarity. It is subsidiarity that recognises autonomy to be a feature of human dignity and that therefore all matters should be handled by the competent authority at the lowest level, in ways most respectful of the rights and autonomy of the individual.

It is parents who are responsible for their children and it is reasonable for them to outsource tasks in which they need assistance. Parents need experts to teach their children calculus or Shakespeare. It is not reasonable to outsource moral and character formation, sex education, and religious education to the state.

Pope John Paul II wrote that “the right and duty of parents to give education … is irreplaceable and inalienable, and therefore incapable of being entirely delegated to others.” This is a direct consequence, the 1983 Catholic Code of Canon Law argues, “since they have given life to their children”.

The heart of the issue

It is the height of foolishness to reduce education to purely pragmatic questions, or for parents to entrust the formation of their child’s heart to someone other than themselves. It is the height of arrogance for bureaucrats or school boards to require this.

And there is one simple reason for this. A family is a school of love. Alvaro del Portillo, now beatified by the Catholic Church, coined this expression:

“It is precisely in the family – a communion of persons among whom reigns a free disinterested and generous love – the place, the context in which, more than anywhere else one learns to love. The family is a true school of love. “

Happiness in life comes down to whether or not we have successfully learned to live for others. The family is the natural place where such love is learned because it is in a family that help is given without seeking anything in return. No institution can ever offer this.

COLUMN BY

Andy Mullins

Dr Andy Mullins now works with parents and university students in Melbourne and teaches the Formation of Character course at the University of Notre Dame in Sydney. He is the author of Parenting for Character… More by Andy Mullins

RELATED ARTICLES: 

Fourth School Abandons National School Board Association After Labeling Parents ‘Domestic Terrorists’

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Sorry, Washington Post, but parents have every right to shape their kids’ curriculum

How can you keep your kids safe online despite the intense social pressure?

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

Does the ‘P’ in Public Schools stand for Perverted, Pederasts, Propagandists or All Three?

We have reported that our public schools no longer teach our children how to think, rather they are determined to teach our children what to think.

Four articles prove that our public schools and teachers, principals and school boards have gone off the rails when it comes to pushing perverted propaganda upon our children.

Here are four examples of how the “p” in public schools stands for perverted, pederasts and propagandist:

EXAMPLE #1: Perverted. Florida school board removes parent from meeting for reading out of sexually explicit book from High School library

A speaker at a Florida school board meeting was removed for using vulgar language after reading aloud from a highly sexualized book available at the high school’s public library.

Alicia Farrant, a member of the Orange County chapter of the parent group Moms For Liberty, recorded a video from an Orange County Florida School Board meeting earlier this week where Board Chair Teresa Jacobs instructs police officers to remove a man who was reading passages from the book “Gender Queer: A Memoir.”, according to Orange Observer.

“I’m going to read a passage of a book that’s floating around in your schools that has been banned from many other schools,” Jacob Engels, the man who was removed, said. “As a member of the LGBT community, the fact that this is floating around for children as young as ninth grade is concerning.”

Engels then began reading a passage of the book that described sexual acts using strap-on devices before he was interrupted by Jacobs.

“Sir,” she said as members of the audience urged him to continue. “Mr. Engels, you’re out of order. … Remove him from the chambers.”

Watch:

EXAMPLE #2: LGBTQ+ Propagandist. Florida school board member takes elementary school students on field trip to gay bar: ‘SO honored’

Florida school board member chaperoned a group of elementary school children on a field trip to a gay bar, according to photos of the trip she posted to social media.

“I was SO honored to be invited to chaperone Wilton Manors Elementary’s field trip to the incredible Rosie’s! The students and I had a fun walk over and learned a lot about our community! A huge thank you to Rosie’s Bar and Grill for hosting this special field trip every year!” Broward County School Board member Sarah Leonardi posted on her official school board Facebook page Wednesday.

The post, which was examined by Fox News Thursday morning, shows photos of children in a popular Florida gay bar, Rosie’s Bar and Grill, including a photo of the group posing next to the restaurant’s sign.

EXAMPLE #3: Pederasts. A pederast is a man who engages in sexual activity with a boy or youth.

A Vermont high school turned its football halftime show into a drag pageant featuring nearly 30 students and faculty members

Attendees of Burlington High School’s Friday night homecoming game were treated to more than just a typical night of high school football when the halftime show transformed into a “drag ball” featuring both students and faculty members donning extravagant dresses, extreme makeup, and exorbitant wigs.

Nearly 30 performers took the field as their drag queen or king personas and performed to a packed crowd of supportive fans chanting “drag ball,” according to the Associated Press.

The event was meant to show support for LGBTQ community members, one teacher told the outlet.

“I was just really hoping to give our students — who are both out and the students that were in the stands who are not out — a moment to shine and feel loved, and know that there is a place for them in public schools,” Andre LeValley told the AP.

LeValley, an English teacher and Gender Sexuality Alliance adviser, who came up with the idea for the drag pageant, joined his students on the field wearing a full Shakespearean gown and wig. He told the outlet his persona was inspired by Lady Macbeth and Marie Antoinette.

When the school’s athletic director, Quaron Pinckey, heard LeValley’s pitch for the pageant, he suggested the performance be held at the school’s big homecoming game. Pinckey told the AP that he wanted to “uplift the voices of another marginalized group and share a space in the athletics realm that doesn’t normally get shared.”

Kentucky School Staff, Including Town Mayor, Photographed Getting Lap Dances From Male Students in Lingerie

On Tuesday, the school held a “Man Pageant” and “Costume Day,” according to their Facebook page.

Photos of male students giving staff lap dances during the pageant were posted on Facebook by the school’s athletics department, but were removed as it began to go viral.

There were also female students in Hooters outfits.

Conclusion

Public schools have become propagandists for the LGBTQ+ movement. Public schools are not the places to teach children about this kind of perverted behaviors.

What happened to public schools teaching our children to read, write and do arithmetic?

This is just the tip of the iceberg.

John Brownbill from the wrote:

I have to tell you all if I had kids in public schools anywhere in this country I would remove them and home school them. I would have probably gone to jail had my kids been at any of the above scenarios. How do parents keep their hands off these sick people in positions of authority that seek to further their sick and perverted ideology on our kids?

Parents beware. Know what is happening in your public schools. Understand what is being done with your children.

Go to your school board meetings and call them out for their despicable behaviors. If not, public school teachers, administrators and school board members will continue to promote perverted behaviors, be filled with pederasts and continue to teach propaganda, not educating our children.

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

RELATED ARTICLES:

Special Needs Teacher Taped Mask on Student’s Head, Previously Tried to Force Him to Wear Pride Mask

Transgender Madness: If Your Child Changes Gender Identity, Here’s What One School District Will Do

Florida School Board Member Under Fire After Little Children Field Trip to Gаy Bar

Sorry, Washington Post, But Parents Do Have Every Right to Shape Their Kids’ Curriculum

Which sounds more like indoctrination? Compulsory government curriculum or educational freedom?


We shouldn’t be too surprised that the ongoing exodus from public schools is leading those loyal to government-run schooling to go on the offensive. A new Washington Post Op-Ed is leading the charge, boldly declaring in its headline: “Parents claim they have the right to shape their kids’ school curriculum. They don’t.”

The two authors, Jack Schneider and Jennifer Berkshire, clearly fear the collapse of public schooling if parents gain access to more education choices. So, they’re attacking parents for having the audacity to think they could actually make such choices.

The authors sneer at parents for challenging “experts” like them who clearly know more about raising and educating children than any parent. Indeed, they scoff at political campaigns that tout “parental rights” and slogans that suggest “parents matter.” The writers further allude to the ignorance of parents who might have misgivings about their children being taught such things as critical race theory in schools.

“In framing our public schools as extremist organizations that undermine the prerogatives of families, conservatives are bringing napalm to the fight,” the Post authors write.

They criticize the growing favorability and expansion of school choice policies in many states, including education savings accounts, vouchers, and tax-credit programs, that allow education dollars to follow students instead of funding bureaucratic school systems. It’s understandable that they’re on alert: decentralizing education funding is something that nearly three-quarters of Americans now support. So, it’s no wonder that those scrambling to keep hundreds of billions of dollars in annual taxpayer money tied to government-run schooling would be quick to throw stones at those suggesting another way.

Rather than admitting their greed, the Post authors chastise parents for believing that they might, in fact, know what’s best for their children—or, god forbid, might even have a different viewpoint on education than that which the government and the “experts” deem proper.

“When do the interests of parents and children diverge?” the authors ask. “Generally, it occurs when a parent’s desire to inculcate a particular worldview denies the child exposure to other ideas and values that an independent young person might wish to embrace or at least entertain.”

They say this without the slightest acknowledgment that in many of the country’s public schools, teachers and staff members are actively inculcating a “particular worldview” that excludes recognition of “other ideas and values,” especially those on the political right. It was ideological inculcation that led a Nevada mother to sue her mixed-race son’s school over its critical race theory curriculum that elevated racial identity over individuality. It was also this type of left-leaning indoctrination that led a Rhode Island mother, Nicole Solas, to seek access to public records regarding the curriculum her public elementary school child was receiving.

“I was also told that they refrain from using gendered terminology in general terms of anti-racism,” Solas told Fox & Friends in June.

“I was told that kids in kindergarten are asked what could have been done differently at Thanksgiving, and this struck me as a way to shame children for their American heritage,” she said.

The Rhode Island teachers union was so angered by this mother’s request for curriculum transparency that they filed a lawsuit against her in August.

The Post article comes on the heels of one of the largest drops in US public school enrollment in modern history. Catalyzed by the coronavirus response that shuttered most schools last year, the homeschooling rate tripled from its pre-pandemic levels to over 11 percent of US schoolchildren. Black homeschooling families led the way, experiencing a five-fold increase in homeschooling numbers in 2020. Other families fled public schools for private schooling or delayed early school entry for their young children.

Despite schools being open this fall for full-time, in-person learning, the public school enrollment decline continues. Los Angeles Public Schools, for example, lost 4.76 percent of their student population last year and lost 6 percent this year. Homeschooling remains popular throughout the country this fall, and some private schools report ongoing enrollment increases.

The large number of families who have fled public schools for private education options over the past 18 months reveals that parents are more empowered than ever to find the best educational fit for their children.

They are no longer satisfied with assignments. Parents want choices. The Post authors decry these choices, saying that “conservatives” want “a privatized system — one in which families, not taxpayers, would bear the cost of education, and governance would happen through the free market rather than democratic politics.”

The free market expands choices in education—offering variety, personalization, and entrepreneur-led innovation—just as it does in all other sectors of the economy. Families have diverse needs and preferences, and one-size-fits-all, government-run schooling doesn’t meet all of those needs or satisfy all of those preferences.

As the Nobel Prize-winning economist F.A. Hayek wrote in The Road to Serfdom: “Our freedom of choice in a competitive society rests on the fact that, if one person refuses to satisfy our wishes we can turn to another. But if we face a monopolist we are at his mercy.”

Parents are increasingly demanding freedom of choice in education— and the monopolists are right to be worried.

COLUMN BY

Kerry McDonald

Kerry McDonald is a Senior Education Fellow at FEE and author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019). She is also an adjunct scholar at The Cato Institute and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly newsletter on parenting and education here.

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

Guess Who’s Teaching Your Kid At College

Rutgers professor Brittany Cooper is typical of the tens of thousands of race-arsonist educators on college campuses who use their influential platform to indoctrinate white students to hate themselves, black students to hate white people, and students of all races to hate America. That poisonous indoctrination is the central mission of Critical Race Theory, Project 1619, “white privilege” and other communist dogma being pushed by the Democratic Party in an attempt to radically transform every facet of our society.

Watch:

Rutgers professor on white people: ‘We gotta take these motherf—ers out’

Citing the need for “honest conversations,” a controversial Rutgers professor declared in a recent interview that “White people are committed to being villains,” and “We gotta take these motherfuckers out.”

Dr. Brittney Cooper, a professor in the Rutgers Women’s, Gender, and Sexuality Studies department that goes by the Twitter moniker “ProfessorCrunk,” appeared on a September YouTube interview with writer Michael Harriot of The Root to discuss Critical Race Theory and recent attempts to oppose it being taught in elementary and high schools.

The video was unearthed by the Media Research Center, which tweeted it this week.

“White people thought, ‘there is a world here, and we own it,’” said Cooper, arguing that white people are afraid to give up power because they may face retribution from African Americans who have been historically oppressed.

“So they think black people gonna get them back,” said Cooper. “And I wouldn’t be mad at the black people who want to get them back,” she added, “but what I believe about black people is that we have seen what a shit show this iteration of treatment of other human beings means and that my hope is that we would do it differently in the moments when we have some power.”

Cooper says white people will not trust black people with power because they are “so corrupt” and their thinking is “so morally and spiritually bankrupt” about power. She says whites only understand a system where either “you dominate or you are dominated.”

When Harriot asked Cooper what black Americans should expect from whites, she threw up her hands and asked, “what kind of question is that?”

“The thing I want to say to you is that we gotta take these motherfuckers out, but like, we can’t say that, right?,” Cooper added.

“I don’t believe in a project of violence. I truly don’t,” she said. “Because in the end, I think our souls suffer from that. And I do think some of this is spiritual condition.”

But Cooper adds that whiteness “totally skews our view of everything.”

“The world didn’t start when white people arrived in America and tried to tell all the rest of us how things are going to go,” she said. “There were people out here making worlds – Africans and indigenous people being brilliant, and libraries, and inventions, and vibrant notions of humanity, and cross-cultural exchange long before white people showed up being raggedy and violent and terrible and trying to take everything from everybody.”

Later, she called whiteness “an inconvenient interruption” in the history of the world.

As of 2019, Cooper’s salary was $112,000 per year.

Cooper is no stranger to controversy. In 2019, she claimed the very concept of time itself is racist, said Jesus was “potentially queer” or was “married to a prostitute,” and argued the move to reopen the country in 2020 after the coronavirus pandemic was an attempt to kill black people.

At the outset of the interview, Cooper asked if she would be able to use profanity.

“I’m a cussin’ professor, so I’m going to do my best,” she said.

Read more.

©John Edison. All rights reserved.

Hell Hath No Fury….

Yes, Shakespeare said that of “a woman scorned.” But even the English bard could never have imagined the red-hot rage of multimillions of women who learned that the children they love and protect and would give their lives for were being taught by their local friendly teachers to hate themselves and hate their country.

As everyone now knows, there has been a massive eruption of nationwide protests as tens, no hundreds, no thousands of mostly Muslim women (and a few of their husbands) have descended on School Board meetings across the country to protest the fact that Critical Race Theory (CRT) is now being inflicted on their children, starting in kindergarten.

They are telling the powers-that-be how much they resent that their children will be taught that Muslims are evil and dangerous––going back to the problems President Thomas Jefferson had with the treacherous Muslim Barbary Pirates––and that this kind of information would be used to warp the minds of their innocent children.

These impassioned Muslim mothers (and some fathers) insist that they are upright and contributory American citizens who benefit America, have been elected to high public office, and pay their taxes. And they list the historical events they insist is their prerogative—and not the role of racist teachers––to explain to their children:

  • The deadly bombing of Marine headquarters in Lebanon in 1983, in which 240 American Marines and 21 American seamen were annihilated, thanks to a Muslim suicide bomber.
  • The September 11, 2001, attack on America, in which nearly 3,000 Americans were murdered by Muslims who brought down the Twin Towers, attacked the Pentagon, and sought to obliterate the White House.
  • The thousands of Muslim jihadist attacks around the world, going back decades and continuing to this day.
  • The existence––here in America––of female genital mutilation (FGM) performed on four- and five-year-old girls, ostensibly to suppress their sexuality.
  • The existence––here in America––of Honor Killings (i.e., murder) to punish Americanized Muslim high school girls who dare to date an American schoolmate.
  • The relentless propaganda their children are exposed to, for instance a cartoon that depicts the Koranic story of Jews being turned into apes.
  • And just the other day, a 27-year-old Muslim man who murdered his mother because she converted to Christianity.

Who can blame these Muslim women (and some husbands) for protesting and even yelling at the School Board members and even “threatening” to take their children out of school for contaminating their innocent children with what they define as racist misinformation against what even American presidents have called “the religion of peace”?

AND THEY ARE NOT ALONE

Right by the side of these inflamed Muslim women (and some husbands) are Black mothers (and some husbands) who are furious that CRT is determined to “teach” their children equally harmful things, such as:

  • Why, after over 70 years of Blacks voting Democrat and supporting unions like radical Randi Weingarten’sAmerican Federation of Teachers (AFT), their offspring are empirically, objectively, pitifully on the very bottom rung of educated children, that immigrants who come to this country––not even speaking English––routinely outperform the Black public-school victims of maleducation. And they are furious to hear that Ms. Weingarten tweeted support for an op-ed that said parents don’t have the right to shape their kids’ school curriculum!
  • Why cities run by Democrats are consistently, over decades, the highest in crime, unemployment, and widespread government dependency instead of prideful independence.
  • Why their “leaders” are so consistently anti-American and anti-Semitic racists like Louis Farrakhan, Al Sharpton, Jesse Jackson, Rep. Ilhan Omar(D-MN), Rep. Rashida Tlaib(D-MI), Rep. Cori Bush (D-MO), and dozens of others, including their racist icon, Barack Obama! Not to omit Joe Biden’s clear contempt for Blacks and Jews, the latter of which I have documented in articles entitled “Joe’s Jews,” “More About Joe and the Jews,” and “The Oldest Hatred Now Fulminates and Flourishes at 1600.”
  • Why teachers don’t concentrate on Martin Luther King, Jr., Frederick Douglass, Harriet Tubman, Jackie Robinson, Serena Williams, Quincy Jones, Justice Clarence Thomas, and other great black heroes and groundbreakers, but instead make folk heroes out of Communist murderers like Cuba’s Che Guevara, career criminals like George Floyd, and anarchist destroyers like Antifa and Black Lives Matter, who do nothing but set cars on fire, smash storefront windows, engage in grand theft and petty larceny, assault innocent citizens, and contribute nothing!

BUT WAIT!

I left out the White parents who started what has now become a nationwide protest. The whole point of Critical Race Theory is to prove to innocent school children that the triple evils in America––the Constitution, Capitalism and Christianity––were all introduced by malevolent White men.

There may be Muslim or Black mothers (and some fathers) at these protests, but you can be sure that none of the above questions I’ve posed will ever be asked––or answered––in today’s leftwing propaganda factories, aka public schools, precisely because these mothers are considered in the protected “victim” category.

What Critical Race Theory is really all about is destroying big, bad Whitey! Whether its tearing down statues or burning books or telling the children of 72 percent of our population that they were born evil racists and the products of generations of evil racists, the goal is to omit from the classroom the fact that the White men they are vilifying are the same White men who created the freest, richest, strongest, most generous nation in world history, the nation that multimillions of illegal aliens––at this very minute––sacrifice everything to come to and live in and experience the American Dream!

You know, the same White men who banished the curse of slavery, although admittedly other White men––all of them Democrats––also created the viciously racist Ku Klux Klan, the Jim Crow laws, and uniformly voted against the Civil Rights legislation in the mid-1960s.

Come to think of it, Critical Race Theory should be renamed Corrosive Racist Training and be described as a course in systemic Democrat racism and its disastrous effect on our country.

BETRAYAL!

Imagine how these protesting parents felt when they learned that Joe Biden’s pick of Attorney General, Merrick Garland, called these desperate mothers (and some fathers) “domestic terrorists” and ordered the Federal Bureau of Investigation to monitor them and punish them for exercising their Constitutional right to Free Speech and for the mortal sin of protesting peacefully!

Garland’s menacing directive to the FBI is what writer Justin O. Smith described as “a piece of real fascist garbage.”

Good to know that a government watchdog group has now launched an investigation of Garland for his threats against public school parents across America.

In addition, after grilling Garland in a Judiciary Committee meeting last week, a principled legislator, Senator Josh Hawley (R-MO), called for his resignation.

To add insult to injury, the parents then learned that Garland’s daughter is married to Alexander Tanner, the guy who co-founded––and is raking in multimillions of dollars from––Panorama, the company selling this racist junk to over 50 of the nation’s 100 largest school districts, or, as the company describes itself, as supporting “13 million students in 23,000 schools and 1,500 districts across 50 states.”

Talk about Garland’s conflict of interest!

Yet further evidence of the incestuous leftist push toward Communism that parents across the country are now protesting is provided by author and journalist Jack Cashill who reveals that a major essay for Panorama’s CRT “curriculum” was written by terrorist emeritus and Obama pal Bill Ayers!

PUSHBACK

This nationwide outrage of parents has been effective. As blogger Fred Miller documents, “It’s an encouraging sign that that the execrable National School Boards Association (NSBA) has blinked and apologized for joining Merrick Garland in villainizing anti-CRT parents as ‘terrorists.’

“Perhaps even awakened Democrat parents will be, in the long run, part of the most effective resistance we have against the Woke totalitarians. In the natural order of animals, vegetables & minerals, there is no more powerful force with which to reckon than angered Mama & Papa bears.”

The visceral anger of these parents is not only being expressed at School Board meetings across the country, but it has gone viral on social media. Even confirmed, lifelong leftists were horrified and disgusted when the far-left candidate for governor of Virginia, Terry McAuliffe, added his less-than-two-cents worth by stating: “I don’t think parents should be telling schools what they should teach”

Really? Here, Quisha King gets a standing ovation when she calls for a “mass exodus” from public schools.

HISTORICAL PRECEDENT

In 1982, in LawrencevilleGeorgia, Tony Cavallo was repairing a 1964 Chevrolet Impala when the vehicle fell off the jacks it was propped on and trapped him underneath. His mother Angela miraculously summoned up such Herculean strength that she was able to lift the car high enough and long enough for two neighbors to replace the jacks and pull Tony to safety.

There is actually a name for this kind of astounding display of superhuman strength––it’s called Hysterical Strength and it’s no surprise that it often involves mothers.

Why is that? It’s because bringing a child into the world––notwithstanding the creativity involved in law, medicine, architecture, astronomy, space travel, music, literature, art, gardening, et al––is the ultimate creative act. Nothing comes close.

Writer, editor, and international blogger Ruth S. King suggests the following: “Like other efforts which led to political victories, dissident parents should coalesce behind a new movement named My Child, My Choice!”

That’s exactly what is happening! Today, the mothers of America’s schoolchildren are now telling the powers-that-be that they will not allow their children to ingest the toxic, dishonest, racist brew of CRT.  They are telling the innovators of this theory, the teachers who purvey it, the Attorney General of the United States, the FBI, and the President of the United States: Don’t contaminate my child with your hateful, racist, anti-American, anti-White poison…. or else!

©Joan Swirsky. All rights reserved.

ACTION ALERT: Protect Children from Pornography

How Can We End the Cycle of Child Exposure to Porn?


Sign the petition here.


Do you believe in building a world free from sexual abuse and exploitation? Do ever feel like that world is so far away?

It can feel difficult to hold on to hope when looking at statistics and hearing stories about how pervasive the online sex industry is becoming. It’s likely that a majority of children have seen pornography on the internet. Now it’s not a matter of “if” your child will be exposed, but “when.”

“According to a 2020 survey, the majority of children were exposed to porn by age 13, with some as young as seven. Most of the time it was unintentional or unwanted.”

British Board of Film Classification

But it’s important to remember that 1) we must understand the scope of the problem in order to effectively address it and that 2), as Martin Luther King, Jr. put it, “the arc of the moral universe is long, but it bends toward justice.”

Our friends and allies Exodus Cry and Magic Lantern Pictures have released a documentary film Raised on Porn that addresses this problem. Dawn Hawkins, CEO of the National Center on Sexual Exploitation, is an Executive Producer of the film.

Exodus Cry says they “feel a sense of urgency regarding the dangers children are facing online and the lack of awareness of so many parents” and they are hoping that this film helps to sound the alarm on a global scale.

In this 35-minute documentary, the stories of multiple people are told with candor but the one story that is followed through from beginning to end is the story of Richie. The film follows Richie’s story from when he was a young child to where he is now—happily married with children—and explores his journey from first exposure to pornography to compulsive use to buying sex and, ultimately, to recovery. Richie talks about how pornography was the influence that shaped the way he approached relationships and eventually what he desired sexually, leading him to hold secrets from his wife.

“You’re socializing men into thinking that women will consent to anything.”

Dr. Gail Dines

Richie confesses to his wife that he has a problem and in a quiet moment with his kids—now the same age as he was at his first exposure to porn—realizes that he doesn’t want them to go through this same cycle he did.

So, how can we end that cycle? How can we teach our children to reject the messages they will get from pornography?

“The internet has made porn not only accessible, it’s really made it inescapable. Now everybody has access to porn on their smartphone… including children.”

Jean Kilbourne

Of course parents have the responsibility to open a dialogue with their children about pornography and what their children should do when they come across it. For these types of conversations, especially with very young children, we recommend “Good Pictures, Bad Pictures” from Kristen Jensen of Defend Young Minds.

Solutions don’t stop there, though.

If children are accessing pornography on smartphones and other devices, we believe Big Tech should be held accountable to implement measures that help protect children.

Big Tech has billions of dollars and nearly limitless resources—not something that all parents can offer. We aren’t asking that Big Tech take the responsibility completely, but that they help parents by proactively mitigating the many and severe risks to which their platforms and devices expose children.

Defaulting devices with safety controls is one way to protect kids. It’s then easy for parents to let kids use devices without having to struggle with instruction manuals and unfamiliarity with tech.

Furthermore, sites with sexually explicit material can require age verification. Right now, we wouldn’t let kids walk into an “adult store” in person. So why do “adult sites” featuring pornography not require ID or verify age?

Raised on Porn offers a stark reminder that “We are in the midst of the single largest unregulated social experiment in human history.” That experiment is the inundation of brains of young children with content that they’re not prepared to deal with—content that is normalizing harmful behaviors.

We can end this cycle. Help us protect children, not porn.


Sign the petition here.


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

McAuliffe in 2019: Teaching Diversity ‘Just as Important’ as Math, English

Amid a gubernatorial race in Virginia centered on the conflict between outraged parents and far-left school boards that promote the racist tenets of Critical Race Theory (CRT), comments from big-government candidate and former governor Terry McAuliffe are resurfacing that are adding fuel to the fire.

Appearing as a guest on C-SPAN’s Book TV in 2019 to promote his race-mongering book Beyond Charlottesville: Taking a Stand Against White Nationalism, McAuliffe stated, “We’ve got to go back – K to 6. Early on, we’ve got to start teaching, talking about these issues much earlier than we’ve done it before. And we don’t do a good job in our education system talking about diversity, inclusion, openness and so forth. We don’t. We got our textbooks, but, you know, that has to be a big part of how do you fit into the social work of our nation and our fabric. How we deal with one another is to me as important as, you know, your math class or your English class and so forth.”

This is the same candidate who falsely claims CRT is a conspiracy theory of the right and literally does not exist. This is the same tone-deaf candidate who declared in a debate in September, “I don’t think parents should be telling schools what they should teach.”

His Republican opponent Glenn Youngkin, by contrast, asserted, “I believe parents should be in charge of their kids’ education.”

McAuliffe and his Democrat comrades have intentionally done everything in their power to destroy education in this country. They don’t want an educated electorate — they want social justice activists. That’s why, in McAuliffe’s fanatical mind, obsessing over “diversity” is a more important aim for schools than teaching math or English.


Terry McAuliffe

23 Known Connections

In December 2018, McAuliffe blamed President Trump for the partial government shutdown which was in effect at that time. “The Democrats should not give an inch on this,” said McAuliffe. “Donald Trump owns this. He has been in the White House. He has been isolated. He is too emotional. He is too unstable. And he has now forced people to go through the holidays without a paycheck…. Donald Trump, because of his tricks and Republican radio hosts pushing him, challenging his manhood, he has caused so many problems for so many people in this country. He is an angry, emotional, unstable man sitting in the White House.”

McAuliffe expanded upon these remarks in a January 2019 appearance on MSNBC’s Andrea Mitchell Reports, when he portrayed President Trump as “an emotional, moody mess.” “He is a compulsive liar, throwing temper tantrums every day,” said McAuliffe. “He has emotional mood swings constantly. That’s why we’re in the mess with the shutdown that we are in today. I think with that going on with the White House. He [Trump] says we have a crisis on the border? We have a crisis in the White House, and it’s named Donald Trump.”

To learn more about Terry McAuliffe, click here.

EDITORS NOTE: This Discover the Networks column is republished with permission. ©All rights reserved.

‘Loudoun County Protects Rapists’: Students Stage Walkout In Protest Of Loudoun County’s Alleged Sexual Assault Cover-Up

UPDATES:

Tucker Carlson Blows The Whistle On Virginia School Walkout Protesting School’s Protection of Rapist.


Students at a Loudoun County high school staged a walkout in support of recent sexual assault victims.

Broad Run High School, where the walkout took place, is the high school where an alleged attacker was transferred after he was charged with inappropriately touching a female student, Drew Wilder of NBC Washington reported. The teen was initially a student at Stone Bridge High School. A similar walkout took place at Riverside High School, also in the Loudoun County Public School district.

Students could be heard chanting, “Loudoun County protects rapists” and “why was a rapist allowed in our school?” One student said, “this isn’t a political issue, this is a human issue,” according to Wilder.

On Monday, a Virginia court ruled that there was enough evidence to find the teen accused of assaulting a female student in a bathroom guilty of engaging in “non-consensual sex.”

The teen, who identifies as “gender fluid,” is standing trial on two separate cases. The first involved an in-classroom incident at Stone Bridge, and the second involved a ninth-grader at Broad Run who accused the teen of sexual assault, originally reported by The Daily Wire.

The Loudoun County Public School board initially claimed it was not informed about the “specific claims” relating to sexual assault allegations, though reporting from WTOP uncovered that the district’s superintendent sent an email to the board members the day of the assault.

Five former Virginia attorneys general have since called on the state’s current Attorney General to investigate the board over its handling of the scandal.

COLUMN BY

CHRISSY CLARK

Contributor.

RELATED ARTICLES:

The Doctor Is In…on Educating America’s Children

Judge Finds Skirt-Wearing Teen Boy Guilty Of Sexually Assaulting Female Classmate In Loudoun County School Bathroom

Loudoun County Forces Parents To Sign NDA-Style Form To View CRT-Inspired Curriculum