Posts

Illinois State Rep Calls for the Abolition of History Classes in the State’s Public Schools

Rep. Ford claims that “current school history teaching leads to white privilege and a racist society.” Meleika Gardner of We Will says: “Miseducation has fed and continues to feed systemic racism for generations. If Black History continues to be devalued and taught incorrectly, then it will call for further action.” Evanston Mayor Steve Hagerty adds: “I support House Bill 4954 because I am interested in learning more and believe the history of Black people should be taught to all children and include all groups, Women, LatinX, and Native Indians who helped to build America.”

All this gives the impression that February is White History Month, not Black History Month, and that the teaching of history in public schools has more of a slant toward the Confederate States than the United States. This is, of course, absurd. We see the products of public education in America today venting their hatred for their native land every night now in Seattle and Portland.

What we need is not more focus on the grievances of this or that group, but rather on what has made the nation great for all of us, of every race and ethnic background. Rep. Ford’s initiative is yet another in a long line of Leftist attempts to erase our history and make us ashamed of being Americans, which will lead us to not having either the will or desire to defend this nation from internal and external attacks.

What we need now, when so many people are telling us that America was never great and is nothing to be proud of, is an unapologetic reaffirmation of what did indeed make this nation the greatest, most magnanimous, freest country the world has ever known. That’s why I wrote Rating America’s Presidents: An America-First Look at Who Is Best, Who Is Overrated, and Who Was An Absolute Disaster, which will be out in a few weeks and which you can preorder now. It evaluates the presidents of the United States on the simple basis of whether or not they were good for America and Americans. Along the way, it gives you a brisk reminder of the history that Leftist destroyers are trying to steal from us. If we do not know our own history, their sinister endeavor will be all the easier to accomplish. Rep. Ford himself put it best regarding why this book is urgently needed now: “the miseducation of our children must stop.”

“Chicago-Area Leaders Call for Illinois to Abolish History Classes,” NBC Chicago, August 2, 2020:

At a news conference, State Rep. LaShawn K. Ford said current history teachings lead to a racist society and overlook the contributions of women and minorities.

Before the event Sunday, Rep. Ford’s office distributed a news release “Rep. Ford Today in Evanston to Call for the Abolishment of History Classes in Illinois Schools,” in which Ford asked the ISBOE and school districts to immediately remove history curriculum and books that “unfairly communicate” history “until a suitable alternative is developed.”…

The full news release is below:

Rep. Ford Today in Evanston to Call for the Abolishment of History Classes in Illinois Schools

Concerned that current school history teaching leads to white privilege and a racist society, state Rep. La Shawn K. Ford, D-Chicago, will join local leaders today at noon at the Robert Crown Center in Evanston to call on the state to stop its current history teaching practices until appropriate alternatives are developed.

“When it comes to teaching history in Illinois, we need to end the miseducation of Illinoisans,” Ford said. “I’m calling on the Illinois State Board of Education and local school districts to take immediate action by removing current history books and curriculum practices that unfairly communicate our history. Until a suitable alternative is developed, we should instead devote greater attention toward civics and ensuring students understand our democratic processes and how they can be involved. I’m also alarmed that people continue to display symbols of hate, such as the recent display of the Confederate flag in Evanston.”

Attendees at Sunday’s press conference will discuss how current history teaching practices overlook the contributions by Women and members of the Black, Jewish, LGBTQ communities and other groups. These individuals are pushing for an immediate change in history changing practice starting this school year.

The miseducation of our children must stop,” said Meleika Gardner of We Will. “It is urgent that it comes to an end as we witness our current climate become more hostile. Miseducation has fed and continues to feed systemic racism for generations. If Black History continues to be devalued and taught incorrectly, then it will call for further action.”

Evanston Mayor Steve Hagerty notes “As Mayor, I am not comfortable speaking on education, curriculum, and whether history lessons should be suspended. This is not my area. Personally, I support House Bill 4954 because I am interested in learning more and believe the history of Black people should be taught to all children and include all groups, Women, LatinX, and Native Indians who helped to build America.”

RELATED ARTICLES:

Trump on Boston Marathon jihad murderer: ‘The Federal Government must again seek the Death Penalty’

Co-Founder of Federalist Society Calls for ‘Fascistic’ Trump to Be Impeached for Election Delay Tweet

Muslim prof: ‘Conversion of Hagia Sophia has handed right-wingers an excuse and impetus to demonise Islam’

Spain: Muslim migrants preparing explosives for jihad massacre in Barcelona are thwarted and arrested

Germany: Berlin police record two rapes a day, migrants are 19% of region but nearly 50% of rapists

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

Florida: Campus Concealed Carry and School Safety Bills Advance

Bills to remove the prohibition against Concealed Weapons License Holders carrying firearms on college or university campuses were heard in committees in both houses today.

Wednesday, September 16 at 9:00 AM SB-68, Campus Carry by CW License Holders  by Sen. Greg Evers (R- Baker) was heard in the Senate Criminal Justice Committee House and PASSED by a vote of 3-2.  Republican Senators Bradley, Brandes, and Evers voted in Favor of the bill while Democrat Senators Clements and Gibson voted Against it.

On Wednesday, September 16 at 10:30 AM HB-4001, Campus Carry by CW License Holders by Rep. Greg Steube (R-Sarasota) was heard in the House Criminal Justice Committee and PASSED by a vote of 8-5.  Republican Reps. Baxley, Fant, Harrell, Latvala, Plakon, Spano, Trujillo and VanZant voted in Favor of the bill while Republican Ray Pilon voted Against it.  Democrats Bracy, Kerner, Pritchett and Watson also voted Against it.

Under this bill, adults 21 years of age or older who have a valid Florida Concealed Weapons or Firearm License will have their rights restored and will be able to carry their concealed firearms on college or university campuses for protection.

Sex Education Today

In the 1940s and 50s, what passed for sex education was literally about the birds and bees as metaphors for inception and child birth. The emphasis was on waiting until marriage to engage in sex. There were instructional books with a mostly medical orientation to the information they provided but whether they could be found in the schools is anyone’s guess.

Somehow that generation (and earlier ones) managed to learn enough about sex to engage in it within the context of a society that regarded sex outside of marriage as sinful. By the 1960s, the generation fathered in the wake of World War Two told everyone not to trust anyone over thirty and that sex, drugs and rock’n roll were the only things that really mattered in life.

In 1979, with Jimmy Carter’s blessing, the federal government took control of the nation’s educational system via the Department of Education, but the real takeover began much earlier. It has been in serious decline ever since with huge dropout rates and failures to learn reading and math that put us well behind when compared to other nations. Traditional American values have often been abandoned.

Eugene Delgaudio, president of Public Advocate of the United States, recently emailed members and those who follow the organization’s issues about “a little first grade boy (who) asked his mother if he was ‘transgender,’ and if he could be ‘a girl in love with a girl.’”

His school, Mitchell Primary School in Maine was teaching about the “transgender” lifestyle. His mother was upset to learn about this, but as is frequently the case, parents are the last to learn about sexual information and attitudes being taught. In this case, isn’t first grade just too damn early for transgenderism to be a part of the curriculum?

Delgaudio is largely focused on “the radical Homosexual Lobby and their allies in the education system (that) routinely refuse to give parents any options that threaten their anti-Family agenda. And, fearing retaliation…the school administrators and superintendent ignored the parents’ outrage.”

The pro-family MassResistance recently informed members and those who follow their issues about “unbelievable surveys given to children in Massachusetts and schools across America” in public middle schools and high schools during school hours. The surveys are “officially” anonymous and voluntary, but are administered in the classroom with pressure to participate.

The major survey is “Youth Risk Behavior Survey” put together every two years by the National Centers for Disease Control. State and local education departments can modify it if they wish. These surveys are now ubiquitous.

Among the questions students must answer was whether they were heterosexual, homosexual, bisexual or “not sure.”

“Have you ever had sexual intercourse (oral, anal, vaginal?)”

“How old were you when you had sexual intercourse (oral, anal, vaginal) for the first time?”

“During your life, with how many people have you had sexual intercourse (oral, anal, vaginal)?”

There were nine pages of the questions and answers to be provided. I was astounded at how personal and intrusive the survey was. And I seriously wonder whether such information would have any impact or influence regarding the behaviors involved. Indeed, the survey went far beyond the topic of sex.

I don’t like having the government involved in such intimate areas of student’s lives. These are questions and issues parents should address with their children, determining the right time to do so and providing whatever information they deem appropriate.

Having said that, it would be naïve to suggest that today’s youth from a very early age cannot access tons of information about sex from the Internet. A 2010 study of 177 sexual health websites by the Journal of Adolescent Health concluded that 40% of those addressing contraception and 35% of those addressing abortion contained inaccurate information.

In early April, Cosmopolitan posted “11 Facts About Sex Ed in the U.S. That Might Surprise You.”

“While teen pregnancies are on a decline,” said the article, “teens are having more sex—and contracting more STIs (sexually transmitted illnesses) than ever before. The problem, according to a new report by the U.S. Centers for Disease Control and Prevention is that sex education isn’t happening early enough.”

Cosmopolitan noted that only 22 states and the District of Columbia require that public schools teach sex education. In addition, 33 states also mandate HIV/AIDS education, and 35 states let parents opt out on behalf of their child.

Does it surprise anyone to learn that the 1981 Adolescent Family Life Act which promoted “chastity and self-discipline” was ended by the Obama administration in 2010? We have all being living with an administration which dismissed enforcement of the Marriage Defense Act and is the most pro-homosexual administration in the history of the nation.

We are a sex-drenched nation in terms of popular entertainment. It is experienced from the earliest years of any child’s life. This means parents have to be pro-active to ensure their children get the education they need to avoid the STIs and more importantly not to impregnate or get pregnant.

In the meantime, there is no knowing what they are learning, for good or ill, in school.

© Alan Caruba, 2015

Dirty Books and Corporations in the Classroom

Thomas More Law Center Fights Common Core with Resource Page for Parents and Teachers.

From recommended literature that celebrates pedophilia, and math standards that ignore simple arithmetic, to “new” history, and the infiltration of corporations and advertisers in the classroom and student records, the Common Core aligned curricula, tests, and data are filled with horror stories.

In an effort to empower parents and concerned teachers, the Thomas More Law Center (TMLC), a national public interest law firm based in Ann Arbor, MI, has launched a Common Core Resource page which combines commentary and analysis from leading experts along with documentation of the Common Core State Standards (CCSS) worst offenses. These offenses include “grooming” children by presenting graphic descriptions of pedophilia, incest and rape as literature, selling American education to the highest bidder, and turning students into lab rats whose data can be shared with any agency using the right code words.

Richard Thompson, President and Chief Counsel of TMLC, commented: “Our resource page is only a start. And I invite concerned parents and teachers to check it out and notify Catherine McMillan at cmcmillan@thomasmore.org if we have left out an important resource. It goes without saying, I’m grateful to the parents and teachers who have preceded us in this particular fight for the future of our children and nation.”

Click here to go directly to the resource page.

The resource page also includes the Law Center’s comprehensive Student Privacy Protection Request form to assist parents in opting-out of Common Core aligned curricula, data mining and the release of student’s personal information including test scores, religious and political beliefs, biographic, biometric, and psychometric data, such as fingerprints, DNA and information related to children’s personality and aptitude. The form is available as a general reference and guide for all concerned parents.

In addition, for parents seeking to network with others in their state who are also working to eliminate Common Core and its effects, the resource page contains a listing of Stop Common Core groups by state.

As documented in TMLC’s resource page, since its inception, the CCSS have come under heavy fire, from parents and educators, for a variety of grievances including: political, inappropriate, and incomprehensible assignments; costly ties to big corporations; in-test advertising; the elimination of locally appropriate standards; and the emphasis placed on standardized testing.

Additionally, concerns about the alarming explosion of data mining within the classroom have been raised in connection with Common Core. State databases, often referred to as P-20 systems, are designed to gather information and follow students from their entry into pre-Kindergarten up through entry into the workforce. These databases, through a complicated network of contracts and agreements, can then be shared with the federal government, contractors, researchers and other outside agencies. In some instances, these databases can contain over 400 individual data points per student including health-care histories, income information, religious affiliations, voting status, blood type, likes and dislikes and homework completion.

LGBT movement organizing to mandate “gay history” in schools across America

In California already. Starting now in Massachusetts. Their goal is to force it into schools nationwide.

The push to require that “gay history” be taught in the nation’s is already in place in California and is now making headway in Massachusetts. The LGBT teachers conference brought in techniques that activists can use to expedite that process around the country.

The homosexual movement is organizing and strategizing to achieve their latest goal in the schools.

This is the sixth part in our series on this year’s annual GLSEN (Gay Lesbian Straight Education Network) Conference held in Boston in April 2014 which brought together LGBT teachers, school officials, and education activists (and their “allies”) — along with children as young as fifth grade — where they outlined their latest tactics for the schools.

Why a push for “gay history” in schools?

“Gay history” is an important psychological tool that homosexual movement uses to convince schoolchildren that homosexual behavior is a normal and positive influence in society. By making it part of the school curriculum — with lectures, exams, term papers, etc. – it becomes ingrained in kids’ minds. Thus, students would never question its legitimacy — and legitimacy is an obsessive goal of the homosexual movement.

Perhaps more disturbing, “gay history” introduces deviant figures such as Harvey Milk (a sexual predator of teenage boys), pro-NAMBLA activist Harry Hay, and other“gay pioneers” (some of whom were pornographers) as legitimate historical figures worthy of admiration. Plus it often teaches kids the unproven political “quackery” that famous people such as Eleanor Roosevelt, Julius Caesar, and even Abraham Lincoln were homosexual.

For example, soon after the California law was passed, one LGBT social studies teacher in San Francisco in an interview with a high school newspaper gave a taste of what what “gay history” should include:

In considering the possibilities, [the teacher] described potential lesson plans featuring rumored gay authors such as William Shakespeare and Walt Whitman and famous court cases involving gay defendants like that of Lawrence v. Texas, a 2003 court case that ended Texas’ sodomy law.

Gaining steam since the 1990s

That “gay history” push has been slowly but steadily progressing. Since the 1990s individual “gay activist” teachers have woven homosexual themes into their classes, including history lessons. Over a decade ago “gay history month” displays began to appear in “progressive” school districts, and that has spread across the country. For over a decade, national LGBT groups have trained teachers how to incorporate “gay rights” into history classes (example from 2001). (NOTE: This link is from the MassResistance blog – which Google still partially blocks!) But the goal has always been mandating it across the country.

This handout at the workshop shows some of the LGBT activists over the years that they intend to portray as heroic “historical figures” to schoolchildren.

California becomes first state to mandate “gay history” in schools

In 2011, California passed Senate Bill 48, the Orwellian-labeled “FAIR Education Act.” It requires that the “historical contributions” of “lesbian, gay, bisexual, and transgender Americans” be included in courses, instructional material, and textbooks in California Public Schools. Furthermore, the law includes prohibition of any “materials that reflect adversely” on LGBT persons or the movement. This onerous law was the result of a well-crafted campaign by the homosexual lobby, spearheaded by a homosexual activist state legislator, and actively supported by the liberal press.

This was such an abrupt change that Grades K-8 have been given until July 1, 2015 to comply, but high schools are required to move as fast as possible. Many California high schools are rolling out their new “gay” curricula this month –September 2014.

The conference workshop: Strategies to do it . . .

This year the conference had a special workshop to show teachers and activists how a “gay history” mandate was successfully effected in one school district in Massachusetts. Here’s how the conference program listed it:

2.5 Reversing the Erasure of LGBT History
Using Los Angeles Unified School District and Lowell School District as case studies, this workshop examines strategies for introducing vital LGBT inclusive history curriculum into schools.

Presenter(s): Debra Fowler, Debbie Costello & Erin Kehoe, Lowell High School

This was one of the best-attended workshops of the conference. The room was full. The main presenter was Debra Fowler, who teaches English as a second language at Lowell High School.

The workshop was largely a how-to description of how Fowler and others were able to pressure Lowell High School in Lowell, MA to make “LGBT history” mandatory in the 11th grade. She is also the producer of a very slick and emotional video,“Through Gay Eyes”, which is also now a required part of the Lowell High School curriculum and was shown at the workshop. And they are taking steps to push this statewide (and eventually nationwide).

Debra Fowler’s slick, emotional video, “Through Gay Eyes.”
See trailer here. Facebook page here.

How they got the Lowell politicians & administrators on board

Fowler showed her video “Through Gay Eyes” to the workshop. Some of the messages in the video, which Fowler also talked about) are:

  • Kids need to know they have a gay teacher.
  • The teacher was uneasy about coming out to students, but did anyway.
  • Boston TV News Anchor Randy Price “married” his boyfriend on the State House steps.
  • The world is evolving and changing.
  • It’s wrong to oppose people’s beliefs when they don’t affect you.
  • Children shouldn’t have to worry about growing up with a gay parent.

Fowler described her successful strategy for getting the politicians, school administrators, and faculty all to sign on to requiring “gay history” (and more) at Lowell High School. She said her emotional video “Through Gay Eyes” was used as a “catalyst.”

Starting in August, 2013, she made sure that as many students as possible — and also the key politicians, administrators, and faculty –attended a screening of the video. Although the messages from the video do not have a direct relationship to “gay history” it gave them an emotional attachment to the cause, which was even more important. Then she had hundreds of students and faculty sign two petitions demanding that the video and “LGBT history” be included in the curriculum.

The final step was the Lowell School Committee. At the November 20, 2013 meeting she arranged to have the necessary items on the agenda, and she packed the room with supporters. The two petitions were presented to the Mayor, superintendent, and members of the School Committee to sign themselves, which they all did. All their agenda items were passed unanimously. Thus, the following was accomplished by Fowler and her activists:

  1. Lowell High School would require “gay history” in the 11th grade, starting in September 2014.
  2. The video “Through Gay Eyes” would be required in the middle and high school health curriculum.
  3. The School Committee officially endorsed proposed changes to the Massachusetts Common Core curriculum to include LGBT individuals and events in 11th-grade U.S. History courses statewide. That is the next big push for the LGBT lobby in Massachusetts, they’ve said.
After the School Committee vote, Fowler (left) posed triumphantly with the headmaster of Lowell High School. The photo was circulated on LGBT education sites.

At the workshop, Fowler acknowledged that she got a help from “gay” educators and activists in California. One important thing she told the group: “The lessons are not ‘stand-alone’ lessons,” she said. “The lessons are seamlessly woven into history.”

In closing, Fowler told the workshop, “Reach out to people who can make changes in curriculum. You have the power!”

Below is from the handout that Fowler passed out at the workshop describing their successful strategy. You can also download it here.

National group has already prepared LGBT history curriculum

The homosexual movement is not leaving anything to chance. They are already preparing course material for “gay history” mandates, as well as supplying it to individual activist teachers. GLSEN, the well-funded national organization that organized this LGBT teachers conference, is at the forefront of creating LGBT curriculum for all grades.

GSEN is very serious about supplying your schools with “gay” history.

At the workshop, GLSEN passed out some materials, and they have been posting much more on their website. Here’s a sample of what’s being offered now to schools across America. From the GLSEN web site:

“Celebrating Lesbian, Gay, Bisexual and Transgender (LGBT) History Month.” 18-page document passed out at the workshop. Exhaustive list of LGBT-themed books, websites, and course material targeting schoolchildren. Also includes strategies for introducing it into the schools and weaving it into regular class lessons.

How harmful are the recommended resources in this GLSEN document (above)? To point to just a few:

Kevin Jennings, former Obama “Safe Schools Czar” and founder of GLSEN, edited a gay and lesbian history source book for high school and college classes, Becoming Visible. Included is a chapter praising NAMBLA supporter Harry Hay, along with a portrayal of “gay cruising” (anonymous homosexual sex acts in public places) as a “civil rights” issue!

Another recommended book is Transgender Warriors by Leslie Feinberg.Massachusetts Youth Pride honored Feinberg in 2005, inviting her to lead the youth parade. Besides being a radical transgender activist, she is openly communist and was then editor of Workers World.

At Massachusetts Youth Pride 2005: “Transgender warrior” and communist editor Leslie Feinberg (left of banner) leads the youth parade.
[Mass­Resistance photo]

Can this be stopped?

It can certainly be daunting that major US corporations like Google, Wells Fargo, McDonalds, Target, CitiBank, Disney, Mattel, IBM, and others are funding the homosexual agenda in the schools. But nevertheless, parents and citizens can do amazing things to stop this.

It’s entirely possible keep this from happening. The biggest problem on our side (besides funding) has been that parents have been unaware of what’s happening, are not armed with good information to counter the activists, and have no effective strategies for counteracting their slick lobbying effort.

We at MassResistance are working to help with that.  Exposing this is the start.

The Atrocities of Abortion / The Curse of Common Core: It all comes down to “CHOICE”

Hope all is well with you as we dare to begin the second week of this tumultuous school year. Tumultuous only because an unconstitutional government take-over of our beloved education system has taken over a good majority of the country; “100” out of 176 Catholic dioceses in the United States have sinfully adopted this curse; and the good majority of our 317 million American citizens in the United States still do NOT have a clue what Common Core is – where it came from – and the dangers it is going to have on our nation in a couple of years, if not sooner…

Folks, Common Core has been the most controversial issue to hit our country in decades, maybe since January 22nd, 1973, when the ruthless liberals passed Roe v. Wade, making the killing of innocent babies in the womb, fair game. Abortion has taken a toll on our country to the tune of over 56 million babies having been aborted since that infamous day in ’73. It affects women who have had an abortion more than experts know as they are still doing studies on that. It affects men, just as well. And, society says that it is all about “choice” – that it is the women’s choice whether to have her baby or abort that precious little one. So, as much as us devout Pro-Lifers fight it – this culture of death that we are living in today – says that abortion is perfectly legal and that it is up to the woman to make her choice – whether she sneaks in an abortion clinic as a teenager (without her parents’ consent) or whether it is an older woman in her 40’s, who decides that she can’t afford to have another baby. The word “choice” keeps surfacing when it comes to women’s rights…at least she does have a choice…

Now, let’s take a look at this other attack on our country that has taken it by storm – one that I refer to as the “Curse of Common Core”. Let’s see how it relates to the atrocity of abortion in terms of that word, “choice”…

  • In 2002, all 50 states in our country had the “choice” to come on board with a program called “No Child Left Behind” with regards to Public School Education – under the watch of President George W. Bush. 45 states chose to sign up for this program because the funding was outstanding – they took the millions – but found out shortly that this program was not that outstanding. It barely survived, but those public schools in those respective states’ governments still received lots of money – but, were now “married” to the Federal Government and had to abide by their rules. It was their “choice”.
  • In 2009, when our good buddy, Obama, took over as president in his first term, he and Education Secretary, Arne Duncan, and several other cronies sort of “resurrected” this No Child Left Behind mess and renamed it to “Race to the Top”. Part of the evolution process. They both used their left hands to sign on the dotted line and those same 45 states followed the blind, chasing more money, as they really had “no choice” with which way this administration was going to run this new program. They were still “married” to the government, were at their mercy, and needed the money more than ever, so they continued with their rocky marriage – having “no choice” in the matter…a one-way relationship with no say from the governors or school leaders…

Divorce was NOT an option – they would not receive any more money if they filed for divorce!

Over 7 years had gone by since the start of “No Child Left Behind”, and now, another 3 years with “Race to the Top” – and the public schools from those same 45 states were still at the mercy of this liberal government, who now were looking to come up with another “gimmick”, in order to keep those 45 states eating out of their hands at their command since Race to the Top seemed to have run its course and the top bottomed out. It was time for a new and improved program to keep these 45 governors and their respective school districts quiet and hungry for more…

Come 2012, and Obama and Duncan felt like it was time for another “magic trick” in order to continue to have control over all of these public schools – and without the consent of anybody who mattered when it comes to school matters – they pulled a dirty rabbit out of the hat and decided to call it Common Core. And, those same 45 states had no choice but to continue to follow the blind, chase the money and be at the mercy of the Obama/Duncan dictatorship. All the while, no teacher, student or parent had any clue what these two and the rest of the so-called “education experts” were up to. Only a few of these “corrupt cronies” who were behind this stealth operation knew what was going on and by the time the public finally heard about Common Core, it was already in Phase III…and too late for the public to react…so we thought…And, that was at the beginning of last year’s school year…

Once again, these same 45 states who began with “No Child Left Behind” in 2002 had “no choice” in this matter and could not care less what new name they gave it. They were stuck with it. They just needed the money. For the record: They did NOT volunteer for this new, untested and unproven set of standards that these liberals decided to call Common Core, but they had no choice but to follow along and do whatever it took to stay in grace with the Obama administration and to continue to receive this money – not knowing that the last penny from Race to the Top was going to be paid out on June 30th, 2014. Are you still with me? Stay with us and keep the word “choice” in mind.

“Choice”…a very important word. Important when it comes to a woman’s right. Important when it comes to our children’s education. Keep in mind that all 3 of these government programs that I have spoken about deal with PUBLIC SCHOOLS, ONLY! They have nothing to do with Private schools, Home schools or the ever-curious Catholic schools…

So, when the Catholic schools got wind of this new set of standards and all the money that came with it, they began to explore what was on the other side and started to get a bit curious, then greedy – looking into how they could get their “preying hands” on some of this Federal Funding that these Public schools were receiving. Common Core had nothing to do with the Catholic schools – but, somehow, they made it a point to have something to do with it. It was the beginning of the “fall from grace” – just like the analogy I gave you a week ago when I referred to Common Core as the “forbidden fruit” in the Garden of Eden. Temptations from that evil serpent…Starting to make sense, now?

“100” of the 176 Catholic dioceses in our country (including all 7 right here in our beloved state of Florida), decided to compromise their Catholic identity and cross over the boundaries to the other side to see if they did, indeed, eat from that forbidden fruit, if there were any consequences to pay. Would they be thrown out of that beautiful garden? After all, there was a ton of money out there and what’s a simple venial sin? Once again, it was these Catholic dioceses’ “choice”, with 100 of them disobeying their Creator, listening to the evil serpent, and eating from the forbidden fruit – an apple…and, now the entire country knows that it is “rotten to the core”…

And, that brings us full circle to what is going on in our country today. All the facts are out there now, plain and clear. We caring, anti-Common Core activists continue to illustrate to the entire nation how corrupt, unconstitutional and unethical this Curse truly is. We have laid it out there for all to see while exposing all those who decided to entertain that forbidden fruit – the greedy politicians, the shady legislators, the corrupt school leaders, the superintendents, the Catholic Church leaders, the Bishops, etc. They all know the difference between right and wrong. Moral and immoral. What is the truth, what is not true. And, once again, it’s all about “choice” and free will. Life is all about choice. Giving life – aborting life…it’s all about choice. Adopting Common Core, not adopting it…it’s all about choice…

On January 22nd, 1973, the most critical decision in our country was made in regards to giving a woman the choice to abort her baby or have her baby. Ironically, “abortion was born”. The liberals won that battle and in these past 41 years, 56 million babies have lost that battle…they had “no choice”…

We are now in the year 2014 – six years into the presidency of the most liberal, “Pro-abortion President” this country has ever seen in its 238 year existence, as things continue to move to the left, while Obama continues to promote these two intrinsic evils that I am writing about. American citizens have a choice to make right now, in regards to Common Core, as it is still in its “developmental & experimental stage”, and from the looks of things, the more people in this country learn about Common Core, the more they hate it. It has become the country’s biggest controversy. People are finally beginning to understand the hidden socialist agenda behind this monster that the Bill & Melinda Gates Foundation helped create with their “blood billions”. Its approval rate is dropping quicker than Obama’s and now more than 65% of the country do not believe that Common Core is good for this country.

So, to tie this entire story together, you can now see how the liberals’ two most controversial claims to fame – Abortion and Common Core – are quite similar in many aspects. Abortion attacks our innocent unborn and it was legalized by the immoral liberals in our country in 1973 – while the Church just sat and watched. Common Core attacks our school children and it was designed by the same people, while that same church has not only sat & watched – but has jumped into the bounty, to make matters even worse. These two evils ultimately will have the same effect on our country’s youth – one destroying them at birth, the other – destroying them in school. Looking at the “Big Picture”, Common Core could be even more detrimental than abortion, and once indoctrinated into our country’s society, Common Core will be entrenched for decades to come. And, not a single student in this country (unless “home-schooled”), will have a choice as to what he or she will be taught in their schools – public, private or Catholic. “NO CHOICE” – it’s Common Core or bust!

And, if you think that the abortion issue has taken a toll on our country these past 41 years – just let Common Core take hold of our beloved schools the way these liberal government and greedy school leaders are pushing for. It will be catastrophic. Mark my words – Common Core will destroy this country because education plays such a huge role in our beloved nation and it will effect everybody – whether you know it or not. And, in contrast to the abortion issue, where the woman has a “choice” to abort or deliver her precious baby – when it comes to Common Core – our beloved children will have “No Choice”. It will be the law of the land unless we citizens stand up for our rights and our freedoms and make our voices heard and fight for our 5 C’s:

Country, Constitution, Church, Children and Christ.

Friends: It is up to the good citizens of this country to take back our beloved country, schools and churches. Almost 13 months have gone by since we began this fight against Common Core. It pales in comparison to the 41 years of our fight against abortion right now – but, Common Core has the makings of being even more damaging as it will affect every child in our country ages 5-18. We have a “choice” today: Either remain silent and do Nothing about this issue – or get up, make your voice heard; stand up for our beloved country, church and children – and say “NO” to Common Core. It’s your choice. It’s our children’s future…and they are the future of our beloved country…

The Ferguson Riots and Lessons from 1964

Policesign

The wrong lesson.

It’s a sad day when the first day of school is delayed a week because of rioting, as it has been in Ferguson, Missouri.  Teachers, instead of being in classrooms teaching, have been getting “crisis training.” Those who have irresponsibly been quick to judge in the case of the shooting of Michael Brown by a police officer without all the facts have only added fuel to the fire.  This is the case in the lessons about Ferguson that have been prepared, free for teachers to download.

They follow the numerous lessons already fashioned out of the Trayvon Martin case (such as one by PBS called “Debating Race, Justice and Policy in the Case of Trayvon Martin”), with the focus on race and social justice, instead of real justice–as in the jury system, evaluation of evidence, etc.

It almost seems that the indoctrinators have been waiting with material.  Within days of the shooting, the lessons were ready for teachers to download. PBS has come out with an entire list of “resources” for teaching about Ferguson and Michael Brown to grades 7-12 (including links to videos from the PBS News Hour). The Anti-Defamation League offers a detailed lesson plan (Common Core-aligned), with discussions centered on race, the “militarization” of police, and the best ways to engage in “activism.” Teachers are instructed to play the lyrics of rapper J.Cole who has already written a song about Michael Brown. Teachers are then to ask students:

“How did you feel while listening to the song?”
“What do the lyrics mean?”
“Why do you think he wrote the song?”
“Will it make a difference?”

These lessons follow the lead of journalists, who have been quick to condemn the police, blaming the “militarization of police” for criminal and subversive elements. The St. Louis Post-Dispatch presented the first night’s looting, which seemed to go on while police stood back, as a justified release of emotion.  It was not.  The gangs came out in even greater force the following nights, perhaps encouraged by their successes and enflamed by the rhetoric of the race agitators that have come out at such moments throughout the twentieth century, especially fifty years ago.

Fifty years ago in Rochester my neighborhood was set on the path to destruction by the riots. This July in a perverse kind of “celebration” media outlets and libraries “looked back” to 1964.  The rationalizations for the rioting back then were what they are now: poverty, unemployment, discrimination, bad housing.

Nothing was the same after the riots in Rochester in 1964, no matter what the teachers or commentators said.  The destroyed businesses, ruined property values, and deteriorating schools that we had to live with defied the politically correct lessons and the commentary from perches in the suburbs or Washington, D.C.  The criminals 50 years later know the script; they know that their actions will be excused by the agitators and the oh-so-sensitive who write from offices far from the violence.  It’s shocking to see it happen over and over, in Rochester in 1964 and in Ferguson in 2014.  Today, audaciously, pundits in Washington, D.C. lecture police to be more understanding, more “brave.”

What’s different today is that the anti-police pundits are seen as being conservative.  But these conservatives are new kinds of conservatives, they insist.  They disparage the old-fashioned conservatism.  All they want is freedom, they say.  They’re purists, lumping every form of social control under Big Government.  They are, proudly, Libertarians.

Barry Goldwater 1962

Barry Goldwater 1962

Really?  Then they ought to consider the words of Mr. Libertarian himself, Barry Goldwater, who in 1964 said this in his acceptance speech for the nomination of Republican presidential candidate:

Security from domestic violence, no less than from foreign aggression, is the most elementary and fundamental purpose of any government, and a government that cannot fulfill that purpose is one that cannot long command the loyalty of its citizens. History shows us – demonstrates that nothing – nothing prepares the way for tyranny more than the failure of public officials to keep the streets from bullies and marauders.

This is what we need to start putting in lessons for school children…after teaching the adults in Washington, D.C., who would lecture us about the “militarization of police” or being more “brave.”

Goal of “gay” programs in schools: Persuade kids to “come out” early as homosexuals. Here’s how they do it —

Why are so many kids – many of them troubled – now “coming out” as homosexuals, announcing to everyone that this is their true “identity”, that it’s “who they are”? It doesn’t happen by accident. It’s carefully calculated by national homosexual activist groups pushing their programs in the nation’s schools.

This is the fourth part in our series on this year’s annual GLSEN Conference in Boston in April which brought together LGBT teachers, activists, and supportive administrators where they outlined their latest tactics for the schools. Part IIIexposed the transgender agenda in schools. Part II revealed their plans to push “gay clubs” in middle schools.

Students take in the GLSEN conference.
[MassResistance photo]

At that conference, there were kids as young as 11 and 12, and that younger age group was clearly the focus of much of the conference.

They know that the earlier they get to the youth, the easier their recruitment effort will be. Scene from a Gay Pride Week event in Boston.
[MassResistance photo]

The significance of having youth “come out”

Most people — certainly most parents – have no idea that a major focus of the homosexual movement is to persuade schoolchildren to first accept homosexual behavior as normal, even fashionable and desirable, and then move on to embrace a homosexual “identity”.

They use various well-honed psychological methods to do this. Youths particularly vulnerable to this are those who are troubled, bullied, have family problems or issues with a parent, or have been sexually molested. Younger kids in general are easier to seduce into this false belief, the movement understands.

Making the decision to embrace a homosexual identity, or “coming out,” appeals to their spirit of rebellion and adventure (and often a desire for attention), and has a lasting psychological effect on a young person. The youth is led to fully believe that he (or she) is completely homosexual, has been from birth, and even becomes angry when that is challenged. But in addition, the youth is easily persuaded to begin experimenting with  homosexual behaviors – which over time become addictive. And he or she becomes emotionally connected with the homosexual movement.

One of the favorite psychological methods of helping bring kids into this state of mind is to have them go through the possibly traumatic process of “coming out” to their parents. It helps solidify the “identity” in the youth’s mind, as the youth deals with the parents’ reaction.

Training teachers & activists – Workshop on “Coming out to your parents”

The conference had a high-profile workshop dedicated to the process of helping schoolchildren “come out”:

Coming out to your parents

Coming out to parents as LGBTQ is a big decision. Learn what to expect and get support. Interactive workshop and resources for participants.

Presenter: Pam Garramone, Greater Boston PFLAG

What is PFLAG? The national homosexual group that puts the most energy into persuading kids to “come out” – and then getting their parents to accept that – isParents, Families, and Friends of Lesbians and Gays (PFLAG). It even goes further, to turn newly supportive parents into pro-homosexual activists. This also helps push the child deeper into the behavior and movement.

Pam Garramone, Greater Boston PFLAG director, mingles with the kids at Youth Pride Day in Boston in 2007.
[MassResistance photo]

PFLAG is very well-funded (from various US corporations and apparently some taxpayer money) and is very aggressive. PFLAG has chapters in just about every part of the country and is heavily involved with schools. Chapter meetings are held in locales (often liberal churches) around the country.

From what we at MassResistance have seen, kids at school often get steered in that direction by influential homosexual teachers, radicalized school counselors, and other kids in “gay straight alliance” clubs in the schools. This workshop was mostly geared to help them show kids who are in the process of “coming out” how to deal with their parents – or what to do when their parents simply won’t accept the child’s homosexuality as normal or permanent.

Garramone started out the workshop by telling the attendees that it’s not only “gay” but “LGBTQIA” (lesbian gay bisexual transgender questioning/queer intersex ally) kids that PFLAG works with.

She said that PFLAG makes over 200 presentations per year at middle schools and high schools across the state.  In addition to “coming out” support, PFLAG works with school administrators to make the schools “safer and more inclusive” for LGBT students.

The school presentations include faculty training sessions, assemblies, sessions with personal stories, and health classes, she said.

Handed out at the conference:

Pamphlet by “Out and Proud” homosexual group:“Read this before coming out to your parents.
The American Psychological Associationput out this terrible unscientific pro-“gay” pamphlet, “Answers to your questions about sexual orientation and homosexuality.

She said that kids don’t know if they’re gay or lesbian until they’re 10 or 11 years old, though they know their sex at age 2 or 3. But even gay or lesbian is far too limiting. She brought up the 50 gender options now being listed by FaceBook. It’s not just “binary” – people come in and out of phases their whole lives, she said. (Interestingly, she is admitting a contradiction: Sexual identity is fluid, but at the same time, people are “born” that certain way.)

When kids ‘come out’ PFLAG is ready to help

When kids decide to “come out” PFLAG is ready to spring into action. She said that PFLAG has 13 support groups in the greater Boston area, and provide “one-on-one support,” including phone counseling with parents to help them accept their child’s homosexuality (or whatever LGBTQIA identity). PFLAG also does group support.

She described the “phases” that parents go through when a child “comes out” which PFLAG works to successfully lead them through:

Shock – “No you’re not”
Disbelief – “I can’t believe this”
Denial – “You’ll grow out of it”
Guilt – “What did I do wrong?”
Expressing feelings – Listening, asking questions
Acceptance

Garramone said that PFLAG is working towards “100% acceptance” by parents.

She said that such intervention is critical because otherwise, when kids “come out”, 30% of parents kick them out of the house (and these youth make up 40% of all homeless kids); 50% of parents don’t want to talk about it; and only 20% are supportive. (Is this really true? Like most statistics cited by homosexual activists, these are likely not trustworthy.)

PFLAG’s well-crafted ‘coming out’ self-help book

PFLAG publishes a number of nice-looking but very devious and misleading booklets which they give out to kids in schools on various LGBT subjects. This 24-page book, “Be yourself” is a how-to book for kids to “come out” to their parents. It was passed out to kids and adults at this conference.

PFLAG publication given out to kids at the conference, and many other places.

Some quotes from the book:

“Coming out as a gay, lesbian, bisexual, or transgender (GLBT) youth can be especially complicated and fraught with questions.”

“If you’re a guy, your friends are probably talking about girls, and if you’re a girl, they’re talking about guys. And, while most people your age seem to fit neatly into expected gender roles, you may feel you don’t – or don’t want to.”

“Your school years are a time of figuring out what works for you, and crushes and experimentation are often part of that. Over time, you’ll find that your’re drawn mostly to men or women – or both – and then you’ll know.”

“Remember that your parent(s) are from an older generation – one that was more homophobic and transphobic than yours.”

“PFLAG can help a lot with this process. PFLAG and PFLAG members can help provide books, fillms, and information for you and your parents, and by providing contacts with other families who have GLBT children, or counselors who can help your parents work through their feelings.”

It’s a very slick process that can devestate a vulnerable kid for life. This is what parents are up against in their schools. But most don’t even know it.

PFLAG hands out its “Be Yourself” book to kids wherever it can. This
is the PFLAG table at a recent “Youth Pride” event in Boston. [MassResistance photo]