Raised on Porn – ‘The New Sex Ed’ | Documentary Film

Raised on Porn exposes the ways pornography has become the new sex education for children and unpacks the dangerous lifelong implications of this global phenomenon.

Through riveting firsthand accounts, cinematic re-enactments, 3D animation, and interviews with the world’s leading neurologists, sociologists, psychologists, and therapists, Raised on Porn is filled to the brim with raw, compelling insight on how pornography is poisoning us and our relationships. This film shatters cultural myths about the “harmless” nature of pornography and provides a sobering framework to understand how this graphic genre of media has shaped our world, eliciting a desperately-needed call for change.

CONTENT WARNING: While the film doesn’t contain any nudity, it

features discussions and images of a sexual nature that some viewers will find disturbing. Our editors have worked hard to create something that is watchable for most viewers while still conveying the essence of the problem. We recommend the film for mature teens and above.

CLICK HERE FOR THE DISCUSSION GUIDE

SIGN THE PETITION demanding age verification on porn sites: https://exoduscry.com/pcnp/

EDITORS NOTE: This Exodus Cry/Magic Lantern Pictures documentary is republished with permission. ©All rights reserved.

Schools Shutting Doors as Teachers are Fired Over Vaccination Status

The Woke Cultural Revolution mirrors Mao’s Cultural Revolution which destroyed China’s economy and traditional culture, with an estimated death toll ranging from hundreds of thousands to 20 million.[2][3][4][5][6][7]

Tens of millions of people were persecuted: senior officials, most notably Chinese president Liu Shaoqi, along with Deng XiaopingPeng Dehuai, and He Long, were purged or exiled; millions were accused of being members of the Five Black Categories, suffering public humiliation, imprisonment, torture, hard labor, seizure of property, and sometimes execution or harassment into suicide; intellectuals were considered the “Stinking Old Ninth” and were widely persecuted—notable scholars and scientists such as Lao SheFu LeiYao Tongbin, and Zhao Jiuzhang were killed or committed suicide. Schools and universities were closed with the college entrance exams cancelled. Over 10 million urban intellectual youths were sent to the countryside in the Down to the Countryside Movement.

Millions of people in China were violently persecuted, especially in the struggle sessions. Those identified as spies, “running dogs,” “revisionists,” or coming from a suspect class (including those related to former landlords or rich peasants) were subject to beating, imprisonment, rape, torture, sustained and systematic harassment and abuse, seizure of property, denial of medical attention, and erasure of social identity. Intellectuals were also targeted; many survivors and observers suggest that almost anyone with skills over that of the average person was made the target of political “struggle” in some way. At least hundreds of thousands of people were murdered, starved, or worked to death. Millions more were forcibly displaced. Young people from the cities were forcibly moved to the countryside, where they were forced to abandon all forms of standard education in place of the propaganda teachings of the CCP.[57] Some people were not able to stand the torture and, losing hope for the future, committed suicide. Researchers have pointed out that at least 100,000 to 200,000 people committed suicides during early Cultural Revolution.[69

Many schools that remain open are lowering their standards for teachers. But, remarkably, the New York Times story doesn’t mention the vaccination mandate issue a single time in the entire story, instead saying “Low pay, high stress and challenging working conditions have plagued the profession for years. But the fear over contracting the coronavirus has created “the perfect storm,” Ms. Anderson said, and teachers are now leaving, or retiring early” (NY Times). Just a month ago, the New York Times noted 4 percent of the teachers in the system were about to lose their jobs for being unvaccinated (NY Times). The New York Post had the number at 28,000 (NY Post).  The Los Angeles Times claims 99 percent of their teachers were vaccinated, but that’s still 500 who were fired (LA Times). In Seattle, 5 percent of the staff were set to be fired over vaccination statues (KOIN).  And the list goes on.

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Missouri to let nursing homes close due to vaccine mandate

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

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New Poll: Majority Oppose Trans Actions [Video]

While Democratic strategists sort through the wreckage of last week’s elections, looking for clues about where they went wrong, there’s another spectacular flop they can add to their political autopsy: radical transgenderism. According to pollsters, one issue that might have tipped the scales in Virginia (and rattled the entire New Jersey political establishment) is the Left’s obsession with gender ideology. The American people might have been open to the movement two years ago — but the last 24 months of pronoun disputes, bathroom attacks, woke curriculum, and transgender sports certainly seems to have cured them.

Most people didn’t need the polling to confirm what the parents’ uprising was already telling us: Americans are fed up with the Left’s onslaught of LGBT extremism. It’s everywhere — in our grocery aisles, on our televisions, in our schools, even our greatest pastimes. These days, people can’t even buy a candy bar without being hit over the head with the message that it’s perfectly normal to choose your own reality. Turns out, the Left’s ruthless, in-your-face crusade is turning people off. Big time.

When Harvard University teamed up with Harris Polling to take the country’s temperature on the issue, even they were stunned at the shift. Americans aren’t just opposed to the transgender ideology — their opposition is skyrocketing. Usually, the far-Left likes to chip away public opinion, desensitizing them with personal stories, mainstream ads, and other disarming PR. That’s clearly not working here. By a 62-38 margin, Americans don’t think people should be able to choose their own genders and pronouns.

On its own, that’s a bombshell statistic. A solid majority of the country rejects the gender extremism gripping our culture. But it’s even more astounding when you consider where those numbers were two years ago. In 2019, the country was split right down the middle — 50/50 — on whether we should accommodate people who identify as transgender. That’s a double-digit swing in favor of biological truth! Just as encouraging, Harvard/Harris asked if people believed there were two genders or more than two. Seventy-two percent of Americans (including 62 percent of Democrats) insisted there were just two.

Let’s hope both political parties are listening. While the Democrats seem incapable of course correction, the Republican National Committee could certainly use some. After the GOP sweep in Virginia (thanks, in large part, to opposition over these very transgender policies), the RNC confused everyone this weekend by embracing the LGBT cause voters rejected! Moms and dads, who’ve been working fast and furiously to stop the transgender agenda in public schools, have to be scratching their heads. For the last several months, Americans finally started viewing Republicans as the party of common sense on education and gender. Now, the RNC seems intent on jeopardizing their trust by throwing the door open to a movement that has been pushing policies that are hostile to religious freedom and parental rights.

Launching a Pride Coalition was a bad idea to begin with, but it seems especially tone-deaf now that Americans are running away from the agenda the RNC stuck their necks out to support. It may be time for new leadership at the RNC — leadership that reflects the values of the party’s own platform.

For more on how the transgender movement is recruiting your children, don’t miss this eye-opening panel from the Pray Vote Stand Summit.

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

Don’t let Joe Biden or Big Bird raise America’s kids!

Don’t let Joe Biden or Big Bird raise America’s kids! And certainly don’t let them provide medical treatment or teach them socialism. Instead, let’s teach America’s youth with the Tuttle Twins!

The Tuttle Twins children’s book series is teaching the rising generation about the ideas of freedom, free markets, individual responsibility, and American history.

My goal is to distribute an additional 10,000 copies of the Tuttle Twins before the end of the year. It costs roughly $10 to distribute one copy of the Tuttle Twins to a family.


Click here to help us distribute more copies of the Tuttle Twins books to schools across the country


Thank you,

Connor Boyack
Author, Tuttle Twins

P.S. Don’t let Biden or Big Bird take over educating America’s rising generation. Help the Tuttle Twins reach our goal!

7 Reasons to Say Goodbye to Teachers Unions

I stand with teachers—not unions.


Every year, my school district hosts a beginning of the year meeting with every employee in the district. Amidst all the pomp are 15 minutes during which my school district provides a platform for the head of the local teachers union. He doesn’t say much, keeping it vague and general. He says the union works with the school board and other leaders to fight for both teachers and students.

He also spends time in the teachers’ lounge occasionally, handing out pamphlets. A note in defense of unions was left at a table in the lounge recently. It details accomplishments of unions past and the evils of corporations. This note and this speech are a nice review of a high school civics course, but they have one glaring flaw: they focus entirely on the past.

Contexts change. For instance, the necessity of stationed US troops in Germany has shifted since the Cold War. The same goes for unions at large as the US reaches historical levels of prosperity. We can appreciate the accomplishments of the past while still reconsidering the utility of unions in the present. There are of course defenses of unions within a modern context. That said, they are ultimately lacking. Here are seven reasons why we should support the dissolution of teachers unions in 2019.

They are advocacy groups as much as unions

Two years ago, while I was a first-year teacher, I mistakenly stumbled into a members-only meeting in my school’s library. Before being shooed away and denied a scone with coffee, I saw pamphlets in stacks next to the treats. One column was topped by a glowering Donald Trump over a dark red background like a Sith lord; the other had a smiling Hillary Clinton.

While teachers are stereotypically liberal, a survey done by Education Week found that 43 percent of educators define themselves as moderate, with a near equal number identifying as conservative or liberal. In 2016, 50 percent of teachers voted for Hillary Clinton and 29 percent for Donald Trump. Teachers are a moderate and politically diverse crowd.

That being said, in the past 28 years, teachers unions have given 96 percent of their funding to Democratic candidates. In the agenda from the National Education Association (NEA)’s most recent annual meeting, the business items include a commitment to:

  • Responding to the “heartless, racist, and discriminatory zero-tolerance [immigration] policies of the Trump administration”
  • Supporting Black Lives Matter
  • Opposing arming teachers in schools
  • The removal of Confederate leaders from school monuments
  • Posting a public list of individuals who have refused service to LGBTQ people
  • The postponement of the confirmation of Brett Kavanaugh
  • The prohibition of private jails
  • Opposing charter schools and voucher programs
  • Describing and deconstructing “the systemic proliferation of a White supremacy culture and its constituent elements of White privilege and institutional racism”

Regardless of your views on all of these, there is a clear disparity between the agenda of the largest teachers union in the nation and the views of its teachers. Perhaps even more glaring, many of these issues have only a tangential relation to education, if that. While they speak of defending teachers, much of their energy is spent advocating for various, non-educational political initiatives.

They have more money in politics than just about everyone

Both Republicans and Democrats complain about money in politics. Both sides have their boogeyman: George Soros and the Koch Brothers. And yet, according to the Center for Responsive Politics, the NEA was the second largest contributor to political campaigns of any individual, corporation, or union in 2014. In 2016, the American Federation of Teachers (AFT) and NEA collectively gave $64 million in political contributions compared to only $11 million and $28 million by the Koch brothers and George Soros, respectively.

Unions fight for increased funding with the intent of raising teacher pay and purchasing better academic materials. Some research shows that it is beneficial. Other papers don’t. An analysis by Johns Hopkins finds a synthesis between the two, arguing that how school achievement is defined and how money is spent determine whether funding correlates with improvement. Until structural reforms are put in place to apply market pressure to the schools, any funding increase will be little more than waste.

At the first school I worked at, the book room had thousands of books, worth thousands of dollars, and I was one of the only teachers in our building who used them. My department had a supply closet filled with toys and gadgets no one used. There are curriculum teams and staff members collectively paid hundreds of thousands of dollars to create a curriculum that is either followed without fidelity or ignored entirely.

Per pupil spending, school achievement, and teacher pay give data to substantiate this claim. In current dollars, school spending has increased by roughly $3,000 per pupil since the early 1990s; yet teacher pay has declined or remained flat in most states, while student achievement on test scores has remained stagnant or even decreased in some states. Money is increasing, but it isn’t creating results.

More generally, teachers unions promote a strict pay scale that rewards any teacher for years taught—be they exceptional or mediocre or lousy—incentivizing longevity, not performance. They also make it nearly impossible to fire teachers, taking up to two years and $200,000 according to Stanford Professor Terry Moe. Social stances, funding, and strict pay scales just won’t do in the face of crumbling urban education.

Unions block the reforms that will structurally change a broken system and in return, promise increased funding, which will, in turn, be drained away by the broken system. Namely, they oppose school choice, merit-based pay, standardized tests, and the Praxis, an entrance exam for teachers.

School choice, while not a panacea, is one reform that has tremendous potential for improving schools. Research shows that the pressure this funding structure places on schools increases student performancesaves money, and improves students’ mental health.

Educational reform has been stymied. Across the board, Republicans have advanced comprehensive reforms from charter schools to more stringent teacher evaluations and merit-based pay. After a blue wave, many fear that the growth it has enacted may be at an end.

They breed a culture of entitlement

I allow my students to set some classroom rules to provide a sense of ownership. One student expressed that he didn’t want a star or candy simply for following directions. It’s condescending, he said, to praise a student for the minimum. That assumes you only expect the minimum.

In my role, I watch many teachers teach, and not everyone necessarily deserves a star. I have heard teachers tell their kids to ask fewer questions. I have seen teachers celebrate over pregnant students. I have heard teachers speak of students using language one would expect from the villain in a Scorsese movie. All the while, teachers denigrate any test that shows stagnant scores or an administrator who questions their efficacy.

The unions tell us that we, the teachers, deserve our jobs and better pay regardless of the success of our students, but in reality, we deserve more money and respect only if we do our job well. To suggest anything else is a disservice to the profession.

I was new to teaching and sat across from the school’s manager of our 403(b) plans. I asked if the school district would match my contribution. They don’t, because the district pays toward our pension. I rolled my eyes, and so did she.

Chad Aldeman, a former analyst at the Department of Education, explains the problem well. He says that “states are paying an average of 12 percent of each teacher’s salary just for debt costs. If states didn’t face these large debts, they could afford to give that money back to teachers in the form of higher salaries—an average of $6,801 for every public school teacher in America.

Under a 401(k) plan, any employee could choose to be frugal and invest more, as well as receive more from their employer and thereby more from their retirement plan. In education, teachers receive retirement benefits based on a formula, unable to invest any more than the predetermined amount.

That $6,800 dollars could go to much better use. For those of us who choose to save, we would end up with a retirement portfolio that would outdo most teacher pensions. Others may counter that some do not have the disposable income to save for themselves, but even in this case, those teachers should be allowed to keep their money and spend it on whatever medical bill or child care they need.

We can bargain for ourselves

Factory workers during the Industrial Revolution were expendable. They had no specialized skills or education with which they could bargain in a labor-flooded market. Conversely, teachers are a highly-skilled and educated workforce in a market where they are in short supply.

A friend of mine, one of the best teachers at our school, was falsely accused of hitting a student. Under convoluted district rules, the principal wanted to fire him. This teacher walked into the office with test scores, student testimonials, projects demonstrating mastery by some of our school’s most difficult students, and hallway video records that proved him innocent. We can bargain for ourselves.

As a rule, I try not to stand in opposition to things. It breeds resentment instead of changing minds and casts no vision for a way forward. I’m not against unions. I’m for teachers. For us to flourish financially and professionally, we need the freedom to bargain for ourselves, the respect that comes with accountability, and meaningful reform. Therefore, I stand with teachers—not union.

COLUMN BY

Daniel Buck

Daniel Buck is a public school teacher in Wisconsin with a graduate degree from the University of Wisconsin – Madison. On the side, he writes regular commentary about education and literature for publications like The Foundation for Economic Education, The Federalist, and Quillette. He is also the head columnist at Lone Conservative, a website dedicated to mentoring and publishing college-aged conservatives.

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

Virginia shows America’s school choice moment has finally arrived

It took a catastrophe like Covid-19 for many to recognize the depth of problems in U.S. schools.


For months, all eyes have been on the Virginia governor’s race as both Democrats and Republicans saw it as a battleground for things to come. As it turned out, Republican Glenn Youngkin easily won the seat in a state that Joe Biden carried by over 10 points not even a year ago.

While Democrats attempted to make this election about Donald Trump, Youngkin took a decidedly different approach—focusing heavily on education and the issues that have animated parents across the country during the pandemic.

In contrast, Youngkin’s opponent, Democrat Terry McAuliffe, elevated teacher’s unions, supported vaccine mandates for children, and sided with those who’ve pushed lockdowns and masking on schools as well. He even went so far in a debate as to say parents should not be making decisions on their children’s education when asked about controversies over curricula including critical race theory and sexually-explicit materials.

“I’m not going to let parents come into schools and actually take books out and make their own decision,” McAuliffe said. “I don’t think parents should be telling schools what they should teach.”

Unsurprisingly, these stances did not sit well with voters.

Families have endured almost two years of pandemic policy, with those with school-age children arguably suffering the most. Parents have had to scramble to school their children at home, rearrange work schedules, and deal with the growing anxiety and mental health issues their kids are facing as a result.

Parents have also gotten to see firsthand what’s actually going on in their children’s classrooms during this time, and many have not been pleased. To make matters worse, when they attempted to go through the proper channels to address these significant issues—their elected school boards—they were shut down, not allowed to speak, and ultimately labeled domestic terrorists by their federal government who attempted to sic the FBI on them in a coordinated attack between the Biden Administration and the National School Board Association.

For decades, libertarians and true conservatives have pushed for school choice in response to increasingly failing schools, disproportionate educational outcomes, and waste in the public school system. While budgets have bloated (schools now spend an average of $15,000 per year per student), outcomes have continued to worsen. On top of that, public schools have become government indoctrination camps that teach children one version of events, compliance, and what to think, instead of how to think. The results of this are evident throughout our entire society.

For those unfamiliar with the idea of school choice, it can take multiple forms. In recent years, the most popular approach has been education savings accounts (ESAs), which would function similarly to health savings accounts (HSAs).

Basically, families would receive the money the state already spends on their child’s education in a fund that they would then have discretion over and the ability to allocate towards a number of educational services. They could reinvest in their public school and stay if it is good, or they could use the fund towards private school, homeschooling, tutors, online courses, and supplies. They could also roll the funds over year after year (which would incentivize frugality) and ultimately pay for college with it as well.

Since most private and homeschooling options are far cheaper than what the government spends per child, this would mean children receive a far better education at a much better price. It would also reintroduce competition back into the educational market, forcing government schools to improve or lose funds. School choice would break children out of the racially-zoned education system too, which dates back to the policy of redlining. Redlining formerly prohibited people of color from buying homes in certain areas, forcing them into inner-city zip codes. To this day, zip codes are used to determine where children attend school, and notably, inner-city schools continue to be the worst—trapping whole families in generational poverty that a better education could help them escape.

Lastly, school choice puts disputes over policies like masking, lockdowns, mandates, and curriculum to bed. Parents should have the ultimate say in the environment they want their children to be educated in. School choice would allow people to peacefully group themselves with others who desire the same and therefore cease the unrest we currently see at school board meetings.

School choice used to be a third rail issue not even five years ago. I should know, I was working to pass it in Tennessee back in 2016 and 2017. Democrats didn’t want it for the reasons that they still oppose it—they work to protect the interests of unions and administrators vs families. But Republicans were hesitant at the time as well.

Those days are long gone. After the injustices in our education system were laid bare over the past year and a half, parents are rising up to demand control of their kids’ futures and looking for options to remove government from the picture. School choice is no longer a fringe issue. Indeed, many have become single-issue voters on it.

In fact, a national school choice poll now shows 67 percent of voters want school choice. And if the Virginia race tells us anything, it’s that parents are going to vote for it as soon as they get the chance.

Whom does your kid belong to?

While it is unfortunate that it takes a catastrophe like Covid-19 for many to recognize the depth of problems in our educational system, we can at least hope that a silver-lining of this pandemic is a permanent wake-up call for parents.

The actions taken and statements made on education during the course of the pandemic by the left have made it clear that they believe the nation’s children belong to them. Just the mention of school choice or parental control draws sneers from those who feel entitled to the cash cow each child represents in the system. For them, it is not about educational outcomes (clearly), but rather about control.

Economist Murray Rothbard wrote, “The issue which has been joined in the past and in the present is: shall there be a free society with parental control, or a despotism with State control?”

For too long, government actors (school administrators, teachers, unions, and politicians) were given almost total control over education. Homeschooling wasn’t even legal in all 50 states until the 1990s. Now, they are primed to lose even more control as demands for school choice and parental involvement in the classroom grow.

Rothbard also noted that, “…the State has been warring with parents for control over their children.” That’s also evident right now as unions attempt to gaslight parents over what happened in the schools over the past year and the left attempts to malign parental control over education as a racism issue.

But if Virginia is the bellwether many believe it to be, parents won’t be backing down this time around. School choice is now a “main character” in the public policy drama, and it’s not playing second-fiddle again anytime soon.

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

COLUMN BY

Hannah Cox

Hannah Cox is a libertarian-conservative writer, commentator, and activist. She’s a Newsmax Insider and a Contributor to The Washington Examiner. More by Hannah Cox.

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

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

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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

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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.

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