One of the most dangerous developments of the last few decades has been the subversion of our universities by radicals who in the 1960s first tried to burn them down and then, after this strategy of destruction failed, decided to get on the tenure track to take them over. Their generational long march succeeded, possibly beyond their wildest expectations.
With the exception of a few rear guard actions by brave conservative students, American higher education is now an indoctrination center for cultural Marxism, identity racism and other anti-American ideas.
But the left’s demolition project is not yet complete. To make the victory complete, it must take over all of American education, including the schooling of our youngest and most vulnerable students. This effort is now well advanced as radical leftists use their control of the university Ed schools and the teacher unions as a base to extend their ideological campaigns into the K-12 system.
Their shock troops include teachers, administrators and textbook publishers and feature “theorists” such as former Weatherman Bill Ayers (who reinvented himself as an eminent Professor of Early Childhood Education at the University of Illinois when his days as a terrorist had ended) who provide the manuals on “teaching for social justice” that target teacher training programs and ultimately children as early as kindergarten for radical indoctrination.
The effects of this systematic effort to radicalize K-12 education are being felt in school districts all over the country. No corner of the classroom is immune from indoctrination.
Young students learning arithmetic are given thought problems involving homelessness and the percentage of “undocumented workers” subjected to heartless deportation proceedings. Social studies is now a race, gender and climate change-obsessed curriculum designed to frighten rather than educate. In the hands of leftist teachers, America is a nation of victims rather than a nation of immigrants.
Some concerned parents and educators appalled by this new regime have reported educational horror stories that should concern every citizen. The following give a sense of the scope and intensity of the onslaught our youngest and most vulnerable students face after the school bell has sounded.
Indoctrination on Race and “Social Justice”
*On February 1, 2018, Vermont’s Montpelier High School flew the Black Lives Matter flag for the month of February to mark Black History Month in response to pressure from the Racial Justice Alliance, a student group at the school where 18 of 350 students are African American.
*A teacher at Norman North High School in Oklahoma was recorded by a student stating in class, “To be white is racist, period.” The teacher who made the comment was white. Despite being part-Hispanic, the student who taped the teacher and her family took offense at the comments. “Why is it ok to demonize one race to children that you’re supposed to be teaching a curriculum?” her father wondered.
*Students in a literature composition class at Aloha High School in Aloha, Oregon were given a “White Privilege Survey” to complete as homework. The assignment included such questions as “I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed” and “I can turn on the television or open to the front page of the newspaper and see people of my race widely and positively represented.” A school district spokeswoman attempted to excuse the exercise by stating that the class covers current issues including race and that the goal is for students to “gain empathy, understanding and to build bridges,” but the father of one student in the class stated, “The way this survey is read, it almost wants to like, shame you for being white.”
*Highlands Elementary School located in Edina, Minnesota—one of the state’s highest ranked elementary schools based on standardized tests—has instituted several initiatives on racial inequality and social justice. Kindergarten classes, for instance, spend weeks participating in the “Melanin project,” which involves, among other things, coloring images of their hands which were attached to a banner reading “Stop thinking your skin color is better than anyone else’s!” Meanwhile, first graders were to write poems about social justice and fourth and fifth graders participate in a performance project that links the anti police and racially divisive Black Lives Matter movement with peace. The principal’s page on the website of Highlands Elementary School in Edina, Minnesota, effusively praises Black Lives Matter and reproduced the entry on the BLM’s own website which states, “We are committed to disrupting the Western-prescribed nuclear family structure requirement by supporting each other as extended families and ‘villages.’” The school principal also reported on her page that “students of color” had experienced 291 “microaggresions” in a 90 day period, meaning that they had been encouraged by the school’s racialized atmosphere to convert imagined slights all around them into instances of white racism and to inform on their fellow students.
*Teach for America is partnering with the organization EdX to craft a six-week online course for middle school teachers called “Teaching Social Justice through Secondary Mathematics.” A course overview states “This education and teacher training course will help you blend secondary math instruction with topics such as inequity, poverty, and privilege…” Ideas for sample math lessons include instruction on “Unpaid Work Hours in the Home by Gender” and “Race and Imprisonment Rates in the United States.” There is no lesson on violent crime rates by race so the inevitable conclusion is that if more blacks are incarcerated than their proportion in the population, white racism must be responsible.
*In February 2017, teachers and staff serving in the Rochester City School District in upstate New York received an email stating that February 17 would be designated “Black Lives Matter at School.” The email urged staff to purchase a “Black Lives Matter at School” T-shirt and included links to leftist websites featuring propaganda about why the phrase “all lives matter” is racist. The email explained that educational goals for students will include “Understands inequities based on race”; “Affirms that the lives of people of color matter”; and “Believes that we all have a responsibility to work for equity.” In other words the lesson is that inequalities are solely the result of racism, with differential abilities, application and individual talent playing little or no role in social outcomes.
*In January 2017 an activist group within the Philadelphia Federation of Teachers called the Caucus of Working Educators launched an optional lesson plan for the city’s kindergarten-to-12th grade students that included six days of “social justice action.” Children in lower grades were required to work on “The Revolution Is Always Now” coloring book; older students had science lessons about the biology of skin color. The focus in all classrooms was on imbuing children with a heightened awareness of “white privilege” while fostering feelings of racial resentment and guilt. Teachers were also encouraged to wear Black Lives Matter T-shirts. Some Philadelphia teachers objected to such blatant politicization in the classroom, not to mention its racist overtones. One English teacher caused controversy by stating, “I don’t think kids should be taught that Western society is perpetrating a war on black people.”
*At Highlands Elementary School in Edina, Minnesota, one of the publications principal Kate Mahoney touts for younger students in her space on the school blog is an A-B-C book titled A is for Activist. The pages feature text such as this: “A is for Activist. Are you an Activist? C is for Creative Counter to Corporate Vultures. T is for Trans. X is for Malcolm. As in Malcolm X.”
*The Edina School District’s employees must take “Edina School District Equity and Racial Justice Training: Moving from a Diversity to a Social Justice Lens.” This includes bus drivers, who are instructed that “dismantling white privilege” is “the core of our work as white folks,” and that working for the Edina schools requires “a major paradigm shift in the thinking of white people.” Drivers were exhorted to acknowledge their racial guilt, and embrace the district’s “equity” ideology.
*In October 2016 2,000 Seattle educators wore Black Lives Matter shirts at their schools in a district-wide action. The event was organized by Social Equality Educators, a group of Seattle teachers. At Chief Sealth International High School, dozens of educators and students gathered outside the building and held up banners and signs that said “Black Lives Matter” and “We Stand Together” with logos in the shape of a clenched fist.
Indoctrination About Islam
*In May 2017, the San Diego Unified School District (SDUSD) inaugurated an anti-Muslim bullying campaign developed in conjunction with the Council on American Islamic Relations (CAIR). CAIR is part of the Muslim Brotherhood terrorist network and was named as an “unindicted co-conspirator” by the U.S. Department of Justice in a 2007 case brought against the Holy Land Foundation, which funneled money to Hamas. The San Diego campaign will include giving teachers and administrators new calendars showing Muslim holidays, creating “safe spaces” for Muslim students, and including lessons on Islam in the curriculum which emphasize prominent Muslims in history. No such educational programs exist to teach students about Judaism, although religious hate crimes against Jews are eight times greater than those against Muslims.
*Students at La Plata High School in Maryland were ordered to copy the Islamic creed “Shahada” which states in part, “There is no god but Allah, and Muhammad is the messenger of Allah.” Students were also made to memorize and recite the Five Pillars of Islam. Two weeks of class time were devoted to instruction in Islam while only one day was reserved for Christianity—which was portrayed in a negative light. One worksheet distributed at the school stated “Most Muslims’ faith is stronger than the average Christian.”
*Middle School students in the Maury County School District in Tennessee were ordered to copy the Five Pillars of Islam including the Islamic conversion creed, the Shahada, which states “Allah is the only god” during a unit on world history. Several weeks were spent on Islam and its doctrine compared to the much more limited and perfunctory time spent on Christianity and Judaism.
*In 2007, San Diego’s Carver Elementary School made special accommodations for 100 Somali Muslims who had transferred from a charter school that had been closed. The school rearranged recess periods to allow time for Muslim afternoon prayer, added Arabic to its curriculum, and took pork and other non-halal foods off the lunch menu. When these changes resulted in complaints from non-Muslim parents, the school removed the prayer break, but changed the lunchtime schedule so that prayer time was still accommodated.
*In 2015, a Huntington Beach, California teacher taught a class of seventh graders a song to which she had crafted lyrics supporting and romanticizing Islam. The song is set to the tune of Rachel Platten’s “This is my Fight Song.” The lyrics state: “Like how a single faith/can make a heart open/They might only have one God/But they can make an explosion.” A parent brought the song and lesson to public attention after her son came home with a notebook showing a stick figure stating “Believe in Allah! There is no other god.”
*Freshmen at Salem Junior High School in Utah were told by a teacher to get inside the mentality of a terrorist organization like ISIS. The project worksheet asked students to list “eight reasons why young Muslims join ISIS” and instructed them to create a “terrorism propaganda poster.”
*Third grade students at the Beverly J. Martin elementary school in Ithaca, New York were made to sit through a blatantly one-sided presentation featuring radical anti-Israel activists who told Hamas propaganda lies about the Israeli state. The presentation on “Palestinian human rights” was led by pro-terrorist and radical Israel-basher Bassem Tamimi who videos his own children attempting to provoke Israeli soldiers and Ariel Gold who holds “delegitimizing Zionism” as a personal goal. Full footage of the event was released only after the school district was compelled by a Freedom of Information Act request. This footage revealed that the presentation included a video made by Tamini and featuring his daughter sharing a “message for the world from the Palestinian children.” This “message” states: “We don’t like [that] Israel kill us, kill Gaza, kill Palestinian and we don’t like they to kill us [sic]” and “They [Israel] can’t be terrorists. We don’t like them to be terrorists.” After parent complaints, the full footage was released and the superintendent of the Ithaca City School district issued a Letter of Reprimand stating that the event was “politically skewed” and “inflammatory.”
More Via: FPM