GRANTS PASS, OREGON: Educators Fired for Opposing Transgender Orthodoxy

Oregon School Threatens Termination Against Teachers for Speaking Out Against Gender Confusion

BY TYLER O'NEIL

SEE: https://pjmedia.com/news-and-politics/tyler-o-neil/2021/07/23/educators-fired-for-opposing-transgender-orthodoxy-and-the-equality-act-n1464267;

republished below in full unedited for informational, educational & research purposes:

Two educators in Grants Pass, Ore., lost their jobs amid outrage that they had the temerity to oppose transgender orthodoxy on bathrooms and pronouns. The teachers supported a compromise position, but students demanded their removal–and the school board obliged. The educators have already filed a lawsuit claiming the school board violated their First Amendment rights.

Rachel Damiano, the former assistant principal at North Middle School, and Katie Medart, a former science teacher at the same school, both supported the “I Resolve” movement, seeking a biology-based compromise solution to radical transgender demands. They opposed the Orwellian “Equality Act” and supported a resolution upholding the binary of biological sex, urging an anatomical designation for shared public-school restrooms and locker rooms (with private accommodation for transgender students), and free speech protections for teachers and staff regarding transgender pronouns.

“We recognize that, excepting very rare scientifically-demonstrable medical conditions, there are two anatomical gender presentations, male and female,” the resolution states.  “Shared public-school restrooms and locker rooms, previously designated by ‘gender’ (e.g. ‘boys’ and ‘girls’ designations) could be re-designated as ‘anatomically male or ‘anatomically female spaces to only be used by persons matching the anatomical designation of the spaces as consistent with the purpose for which the spaces are built.”

“For any person who is not comfortable using their anatomically correct space, they may request access to a private restroom or locker room space, including designated staff spaces, to the extent that such spaces exist and are available,” the resolution allows.

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The resolution also defends free speech while attempting to grant students who identify as transgender the right to request specific pronouns and name use.

“A student may, with parent permission, request to be called by a derivative of their legal name but it will not be mandated that students or staff be required to call the student by their preferred name,” the resolution states. “A student may, with parent permission, request to be referred to with preferred pronouns, but it will not be mandated that students or staff be required to use the preferred pronouns.”

Grants Pass School District 7 placed both Damiano and Medart on leave after they shared the resolution on social media in April. The district released a statement insisting that the social media posts “were not approved or endorsed” by the district.

“Grants Pass School District 7 is committed to providing a welcoming and safe learning environment for all students, including our LGBTQ students. In Grants Pass schools, we ALL belong, regardless of race, religion, gender, sex, sexual orientation or ability,” the district declared.

Damiano and Medart did not oppose a “welcoming and safe learning environment” for “LGBTQ students.” In fact, their compromise arguably better reflects both the diversity of student and staff views and the privacy concerns many students likely have. In a statement, the educators declared themselves to be in support of “ALL students,” in favor of “protecting each individual’s freedom of speech,” and supportive of “parental rights and involvement in their child’s educational and personal journey.”

Many transgender activists have dismissed or demonized bathroom and changing room privacy concerns, and many have undermined parental rights, encouraging schools to teach gender identity behind parents’ backs. Compromises like theirs represent an approach that takes many important variables into account, while activists often dismiss these and other concerns.

Yet Stephanie Eminowicz, an 8th-grade student and self-declared member of the LGBTQ community who has adopted she/her pronouns (suggesting that “Stephanie” may be a male who identifies as female), organized a student protest, demanding the school district fire the educators.

“I always thought that North was a place that allowed all genders and gender identities and sexualities and races and ethical backgrounds and religions,” Eminowicz said. “When I heard about it, it was just so shocking to me and I couldn’t believe that this was like the world that I was living in.”

So this LGBT activist can’t believe that people might disagree with transgender orthodoxy and present nuanced compromise positions? That says more about Eminowicz than it does about Damiano and Medart. The Equality Act, which Eminowicz appears to support, explicitly guts religious freedom protections, weakening the potential for the North to be “a place that allowed all… religions.”

In June, the Pacific Justice Institute (PJI) filed a lawsuit, alleging that the school district violated Damiano and Medart’s free speech rights.

“The Supreme Court has made clear that educators don’t check their freedom of speech at the schoolhouse gate when they accept employment with public school districts – they have as much right to speak out against district policies they consider harmful as any other citizen. The school district erred egregiously here in punishing Rachel and Katie for daring to take the stand they did,” Ray D. Hacke, PJI’s Oregon-based staff attorney, said in a statement on the lawsuit.

“Educators, like everybody else, have ideas and opinions they should be free to express,” PJI President Brad Dacus insisted. “This expression is protected by our First Amendment. Advocating for solutions they believe in should stimulate conversation, not subject dedicated educators to disciplinary action.”

Unfortunately, the school district decided to terminate both Damiano and Medart after a third-party investigator examined complaints that the educators had violated district policies by pretending to represent the school board while “politically campaigning.” Superintendent Kirk Kolb recommended termination for both employees, and the school board voted 4-3 to terminate each educator.

Recommended6 Reasons to Oppose the Orwellian ‘Equality Act’

Around 65 people showed up to protest, supporting Damiano and Medart. Staff turned some protesters away from the meetings because of fire marshal capacity. Protesters chanted in support of Damiano and Medart from the front of Grants Pass High School, where the school board met.

These firings represent a gross miscarriage of justice, and PJI is right to take up this case. Perhaps Damiano and Medart will find some resolution in the courts.

Missouri Teachers Plotted With CRT Advocate To Hide Radical Teaching

BY RICK MORAN

SEE: https://pjmedia.com/news-and-politics/rick-moran/2021/07/22/missouri-teachers-plotted-with-crt-advocate-to-hide-radical-teaching-from-parents-n1463953;

republished below in full unedited for informational, educational & research purposes:

In the Francis Howell School District about 35 miles west of St. Louis, Missouri, teachers met in September 2020 to determine the curriculum the students would follow for the coming year. Advising them was equity consultant LaGarrett J. King, an associate professor of social studies education at the University of Missouri.

In addition to discussing the curriculum, King tried to impress on the teachers the importance of teaching history the “right way.”

“This is not a safe space,” but rather a ‘racialized space,’” King said. “In many ways, a safe space is a space where white people tell us how not racist they are. And this is not that space.”

A video of the curriculum planning session surfaced on Rumble and was submitted by “wokeatfhsd,” who offered this description of the video.

Watch supporters of the proposed Black History course in the Francis Howell School District (in St Charles County, MO) present their sanitized sales pitches in public. Then go behind the scenes to see how Dr. King, their consultant (paid $15K by the district), sets them up to write a Critical Theory based history curriculum and hide it from parents. Finally, there are several minutes of questions asked by teachers and counselors in the district (answered by Dr. King) as they attempt to plan how to bypass parent concerns and hide the content of the curriculum in a push for social justice. This video is clipped from the full presentation for the sake of time, but the intent and meaning of speakers’ comments has not been changed.

NRO’s Ryan Mills offered some insights into King’s thinking. It’s not pretty.

King said “the first thing we have to understand is that our social studies and our history curriculum is political and racist,” and “there is no such thing as neutral history.” He then asked the team members to question whether they are developing black history curriculums through the historical lens of the oppressor. “We have made those who have oppressed people, the oppressor, we have humanized them,” he said.

The nation’s founding “means nothing to black people,” he said, calling history “psychologically violent” but one-sided. He also seemed to justify violence in the name of racial justice.

“All of our wars were about freedom, violence,” King said. “But yet, when black people say, ‘Hey … we need to take over, man. We need to burn this place down, we need to do this, we need to do that.’ ‘Oh no, you should do non-violence to achieve freedom.’ It’s silly. It’s prejudice.”

Would you want this man developing curricula for your kids?

One white teacher on the call said she had been teaching about white privilege for a decade.

“Kids are way more open,” she said, “but then they go home and they tell their parents, and then their parents get upset. I don’t advertise to my students when I’m teaching U.S. history that sometimes I would consider myself the anti-U.S. history teacher.”

Well…if the shoe fits…

Another white teacher said, “Sometimes I think we have deferred to letting that stop progress. We let noise keep progress from moving forward.”

All that “noise” from nosey parents. They should just sit down, shut up, and let us brainwash their kids in peace!

While the district’s teachers have privately discussed their efforts teach students through a decidedly progressive social justice lens, school leaders have publicly denied this is occurring. At a recent school board meeting, superintendent Nathan Hoven said the district has not adopted critical race theory into the framework of its curriculum. “We are not and have no interest in advancing any political agenda,” he said.

“While we support the work and many of Dr. King’s contributions, we vehemently disagree with any suggestions that teachers or staff hide the work we’re doing from parents and taxpayers,” the district told National Review in a statement provided by spokeswoman Jennifer Jolls. “We always strive to make decisions that we believe are in the best interests of students, and do so in a way that is transparent and accessible to all stakeholders.”

This is happening all over the country. It’s by no means a “conspiracy” in the traditional sense of the word. It’s Orwell’s “groupthink.” The symptoms of groupthink, identified by psychologist Irving Janis, match the madness in the desire to teach CRT.

Type I: Overestimations of the group — its power and morality

  • Illusions of invulnerability creating excessive optimism and encouraging risk-taking.
  • Unquestioned belief in the morality of the group, causing members to ignore the consequences of their actions.

Type II: Closed-mindedness

  • Rationalizing warnings that might challenge the group’s assumptions.
  • Stereotyping those who are opposed to the group as weak, evil, biased, spiteful, impotent, or stupid.

Type III: Pressures toward uniformity

  • Self-censorship of ideas that deviate from the apparent group consensus.
  • Illusions of unanimity among group members, silence is viewed as agreement.
  • Direct pressure to conform placed on any member who questions the group, couched in terms of “disloyalty”
  • Mindguards— self-appointed members who shield the group from dissenting information.

See anyone we know?

It’s apparent that, because the movement to teach this ideology is nationwide, only parents can stop it. Informed and concerned parents are the only ones who can save their children from being indoctrinated with these rancid ideas.

 

Middle school LGBT indoctrination causes a sister and brother to BOTH declare themselves to be “transgender.” Their parents are livid.

SEE: https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/MR-fights-back/index.html;

republished below in full unedited for informational, educational & research purposes:

Middle school LGBT indoctrination causes a sister and brother to BOTH declare themselves to be “transgender.” Their parents are livid. MassResistance helps community fight back!

School kept parents in the dark - until an honest teacher informed them.

Pressure brings VICTORY - a big resignation!

Part 8 of a series (See Parts 1-7 here.)

July 18, 2021
ALT TEXT
Parents found out that teachers had re-named their daughter "Raymond" and had given her "awards" for her transgender behavior.

In our previous post we described the stomach-turning “transgender” indoctrination that children at Baird Middle School in Ludlow, Massachusetts were being put through. It was a coordinated effort by the librarian, guidance counselors, and teaching staff – and fully supported by the Principal, Superintendent, and even the Ludlow School Board. Sadly, it was successful with several of the children, particularly those who were especially vulnerable because of emotional problems or a troubled home life.

How bad was it? On Feb. 28, 2021, a 12-year old girl at Baird Middle School sent this email to several teachers and other staff members. (Read it carefully…)

Hello everyone,

If you are reading this you are either my teacher or guidance counselor. I have an announcement to make and I trust you guys with this information. I am genderqueer. Basically, it means I use any pronouns (other than it/its). This also means I have a name change. My new name will be Raymond, Please call me by that name. If you deadname me or use any pronouns I am not comfortable with I will politely tell you. I am telling you this because I feel like I can trust you. A list of pronouns you can use are: she/her he/him they/them fae/faer ae/aer ve/ver xe/xem ze/zir. I have added a link so you can look at how to say them. Please only use the ones I have listed and not the other ons. I do not like them.

Thank you for your time,
Raymond [Last name]

Here’s what the email looked like as the school staff received it:

ALT TEXT

What 12-year-old girl writes like that? Or uses bizarre terms like “genderqueer,” “deadname,” or that absurd list of “pronouns” (especially to describe herself)? There can be no question that some LGBT-activist adult in the school was heavily coaching her. And they were all clearly keeping this from her parents.

But it was worse than that. Several weeks earlier her 13-year-old brother, also a student at Baird, decided that he was “really” a girl - the school had been calling him by a girl’s name. The school administration purposefully kept all this information from their parents.

It finally gets exposed!

In our earlier posts we described Bonnie, a principled Social Studies teacher at Baird who prioritizes the well-being of students over any adult agendas. Bonnie raised the alarm over the sexually graphic and explicit books being given to the children to read.

When Bonnie saw what was going on with the brother and sister, she was very upset that the parents weren’t being informed. So she called them to let them know, which they greatly appreciated. They were livid that the school officials were hiding this from them. Bonnie – who grew up in Ludlow and knows many people in the community – also got in touch with other Baird parents and let them know what was happening.

MassResistance gets involved!

Over the previous several months, a parents’ group had formed in Ludlow in reaction to the sexually explicit books. On several occasions, they had gone to School Board meetings to testify but were generally ignored by the Board members and harassed by local leftists. Following this “gender transition” news, the group gained strength. The parents of the two children (mentioned above) became active members. Now the group needed to take action.

Finally, in late March, several members of the group asked MassResistance to get involved, and we jumped right in. We held regular meetings with them. We encouraged them to fight even harder - and not be discouraged.

Among other things, MassResistance put together a strong, informative flyer for the parents to distribute all over town. The flyer described exactly what was going on and who was doing it. It gave the contact information for the School Board. We demanded that the perpetrators be fired!

MassResistance put together a strong flyer, and parents leafletted the town with it. The outrage spread quickly!

Even though the COVID rules allowed the schools to be “remote” and the School Board to hold only closed Zoom meetings instead of allowing the public to show up, the school officials were feeling the heat from the community. As people in town became aware of the horrors in their middle school, they became quite angry. We helped the parents’ group keep up the relentless pressure!

The parents meet with the Superintendent – and MassResistance attends!

The parents of the two “transgender” children kept asking for a meeting with the Principal but continued to be rebuffed. But they were persistent. Finally, in mid-April, the Superintendent agreed to meet with them – via Zoom.

The parents asked Brian Camenker, president of MassResistance, to join them at the meeting. That choice worked out well for them.

At the meeting, the Superintendent brought a school “compliance” expert. She brought up the Massachusetts Department of Education’s official policies on gender identity. She informed the parents, very matter-of-factly, that these describe very clearly how schools should deal with those issues. Everything the schools are doing, she explained, including keeping the information from parents if the student wishes, is in line with that document.

Then Camenker replied. He said he is very familiar with that document. He informed her that he was at the meeting back in 2013 when the State Board of Education formally approved it.

See these MassResistance reports (and video) from 2013:

MassResistance addresses State Board of Education meeting over directive to force transgenderism in schools  (SEE VIDEO of our strong testimony) 3-1-2013

Did State Board of Education use document from radical transgender group to draft their directive for state's schools?  3-1-2013

Camenker informed her that the “gender identity” policy document is simply a guide for schools. It is not state law or even a regulation. School districts have no legal obligation to follow any of it. And in fact, he said, it was extremely controversial when the State Board of Education approved it. Moreover, Camenker told the Superintendent, the whole concept of “gender identity” is medical quackery and a lunatic political ideology. The Superintendent said, “Well, that’s your opinion.” Camenker replied, “No, that’s fact.”

The meeting ended with the parents demanding that the schools stop calling their children by any names but their given names and that no one be allowed to discuss any “gender identity” subject with them whatsoever. The Superintendent was clearly agitated and did not respond one way or the other. That was a big step down from his arrogance at the beginning of the meeting, (when he declared he could do what he wanted since the law “allowed” it).

the arrogant attitude (that he could do what he wanted since the law “allowed” it) he had when the meeting began.

A victory - the librarian resigns!

With MassResistance’s help and guidance, the parents continued to leaflet the town and pound away at the school officials.

A few weeks later it was revealed that the weird, cross-dressing librarian who had instigated so much trouble had handed in her resignation. It was clear that the pressure from across town was having an effect on the school.

This was definitely a huge victory. But the graphic sexually explicit books and horrible transgender propaganda was an ongoing problem in the school – and still had to be stopped.

There was more controversy – and vicious battling – to come. We will report on that in our next installment.

ALT TEXT 
Teachers at Baird Middle School put together this "LGBT Pride" wall as a message to the students.

Please help us continue to do our uncompromising work!

Our successes depend on people like you.

Donate to MassResistance

Your support will make the difference!

Hamas and Palestinian Islamic Jihad summer camps train children for jihad

BY ROBERT SPENCER

SEE: https://www.jihadwatch.org/2021/07/hamas-and-palestinian-islamic-jihad-summer-camps-train-children-for-jihad;

republished below in full unedited for informational, educational & research purposes:

Meanwhile, children in the West are being taught about how racist they are, and the glories of being trans. What will happen if these two groups of children ever meet?

“Solidarity with ‘Palestine’ Means Kalashnikovs for Kids,” by A. J. Caschetta, National Review, July 13, 2021:

All the academics who sign statements of solidarity with “Palestine” claim to have done so out of a deep respect for human rights. Their advocacy for Palestinians and refusal to acknowledge Israel’s right to exist received a great deal of attention in June, but their silence regarding the villains who train, equip, and brainwash Palestinian children into becoming child warriors has gone mostly unnoticed for many years. Since these academics don’t seem to care about the human rights of Israelis, they should consider what role they play in denying the rights of Palestinian children.

Every summer since the Oslo Accords, reports have come out of Gaza about the summer camps for children, and every year the reportage gets more elaborate. This summer’s camps run by Hamas and Palestinian Islamic Jihad (PIJ) are the subject of a recent MEMRI report demonstrating that they are nothing more than terrorist training camps for children. Today’s uncritical supporters of “Palestine” should worry that they are lending tacit support to the indoctrination and weaponization of child warriors.

This year’s theme at Hamas camps is “Sword of Jerusalem,” which is how the terror organization refers to the eleven days of warfare in May during which 4,600 missiles were launched from Gaza at Israel. There are four divisions this year: one for junior-high-school students, one for high-school students, another for university students, and a fourth division for adults, presumably the slow learners of the Palestinian resistance. From child soldiers to adolescent warriors to young adults on the brink of a career in violence, Hamas camps have everyone covered.

PIJ, the other terror organization that controls life in Gaza, has its own summer camps for children, operating in the summer of 2021 under the slightly more optimistic theme “Sword of Jerusalem — the Promise Draws Near.”

It was announced with great fanfare by several fat adult men pretending to be politicians from PIJ’s “political wing,” who explained that the children in the PIJ camps were being trained in how “to remove the alien corn [i.e., Israel] that was planted by the West and took over Palestine.” What these cynical old men are really doing is teaching kids to kill and die….

University Accepts, Then Denies Admission to Student Previously Paralyzed by Vaccine After She Files for Covid Vaccine Medical Exemption

Student admitted to Brigham Young University-Hawaii has dreams shattered after admission revoked following Covid-19 medical exemption request.

Doctors told Olivia Sandor to refrain from receiving future vaccines for fear they may kill her.

BY ADAN SALAZAR

SEE: https://www.infowars.com/posts/university-accepts-then-denies-admission-to-student-previously-paralyzed-by-vaccine-after-she-filed-for-covid-vaccine-medical-exemption/;

republished below in full unedited for informational, educational & research purposes:

A prospective student eager to start her college career at Brigham Young University-Hawaii was accepted, then subsequently denied admission after submitting a medical exemption to forgo a required Covid-19 vaccination.

In posts uploaded to social media, Olivia Sandor explained after being accepted by BYU-Hawaii and learning of the school’s vaccine requirements on June 16, she was advised by doctors to apply for a Covid vaccine exemption due to a medical episode following a vaccine in 2019 that left her briefly paralyzed.

“…In February of 2019 I was diagnosed with Guillain-Barré Syndrome. Guillain-Barré is an auto-immune disease caused by vaccines which resulted in me being hospitalized and being paralyzed from the waist down,” Sandor wrote in an Instagram post, going on to explain she made a miraculously recovery.

“Having Guillain-Barré means I am not able to be vaccinated. It could end in permanent paralysis, and possibly death if it spread up in my body.”

“With that being said, I reached out to BYU H and got with my doctors to submit an exemption form. BYU made this sound very accessible for those who had medical conditions and were in need of one. My family and I were all sure I would be granted one due to my condition. After three weeks, I heard back from them. My medical exemption was denied,” Sandor wrote.

Sandor says she reached out to the university president, who eventually responded, saying the university would re-review the case with a medical panel.

“BYU Hawaii has once again denied me a medical exemption,” Sandor wrote on Monday.

In a TikTok update which has thus far garnered over 454,000 views in one day, Sandor elaborated on her plight and warned others about the university’s discrimination.

“I am sharing this today because I know I’m not the only one going through this and this is something that is very important to talk about.”

“There are people who cannot receive the covid-19 vaccine including me and we are being put to the side. This is not OK.”

“I have come to terms that I will not be attending BYU-Hawaii in the fall, and that’s ok with me. But I don’t think that this is something that should go on for generations to come.”

The BYU-Hawaii website does show that students can apply for medical or religious vaccine exemptions, with the criteria being that a licensed physician “must state in writing that receiving a specific vaccine would endanger the individual’s life or health,” and that “The physician must state the length of time during which the vaccine would endanger the individual’s health or life.”

BYU-Hawaii staff did not respond to Infowars’ repeated requests for comment as of writing.

How the Air Force Academy Makes the Disloyal Military Leaders of Tomorrow~Brainwashing the men and women who protect America to hate and destroy it

BY DANIEL GREENFIELD

SEE: https://www.frontpagemag.com/fpm/2021/07/how-air-force-academy-makes-disloyal-military-daniel-greenfield/;

republished below in full unedited for informational, educational & research purposes:

[Editor's note: The article below is a new edition of our Disloyal Military series. To learn about our 3-Part Series on the Disloyal Military, Progressive Fascists and Racist Mayors, CLICK HERE.]

Daniel Greenfield, a Shillman Journalism Fellow at the Freedom Center, is an investigative journalist and writer focusing on the radical Left and Islamic terrorism.

In 2007, Mark Milley, then a mere colonel, was being interviewed about his experiences by Lynne Chandler Garcia. Now Chairman of the Joint Chiefs of Staff Milley is defending critical race theory while Garcia, an associate professor at the Air Force Academy, teaches it.

The woman described by one student as "the worst professor I've had" back when she was teaching logic for the philosophy department at a community college recently came forward with a Washington Post op-ed announcing her enthusiasm for injecting Marxism into the Air Force.

"I teach critical race theories to our nation’s future military leaders because it is vital that cadets understand the history of the racism that has shaped both foreign and domestic policy,” the historically illiterate logic teacher wrote.

Garcia, whose bio states that she holds “military secret clearance”, is promoting a Marxist ideology in her “Politics, American Government, and National Security" course. The curriculum lists her course, which implicitly attacks the existence of America, as a ”contributor to the development and assessment of the National Security of the American Republic”.

The Air Force Academy admitted that “some elements from CRT canon are included in the course to encourage critical thinking" (another academic term for Marxism), but claimed that critical race theory is not "endorsed by the institution as institutional doctrine.”

It has however been endorsed every other way.

The disloyal military leaders of tomorrow are being shaped in the corrupted Academy of today.

As the BLM race riots devastated American cities, former superintendent Jay Silveria, who had been handpicked by former Air Force Chief of Staff David Goldfein to head the Academy, told students that it was "a time to acknowledge that disparities exist in our nation and within our Force, and that we must all be willing to talk about the realities of social injustice."

Outside the world of Marxist wokeness “disparities” are the result of individual choices, talents, dedication and so forth, and in America have nothing to do with racism, since institutional racism was outlawed by the Civil Rights Act almost 60 years ago.

Silveria was echoing his boss’ call for outrage over George Floyd’s drug overdose death and his claims that America was somehow racist. Along with his push for a review of racial disparities.

“We have to acknowledge we have racism, we have bias,” Silveria insisted. That’s one man’s ideologically shaped opinion, but do our military recruits have to have that drummed into them by a community college logic teacher who lacks any credentials for making pronouncements that defame the country her institution and its students are supposed to be defending?

Like much of the military, the Air Force Academy was subjected to "critical conversations" that Silvera claimed would help those like him who were "confused, angry and need to discuss what is going on in our nation."

In July, the academy's football team and coaches – more authorities on things they don’t know - released a video supporting Black Lives Matter.

“Educate yourself on the role that race plays in our history,” a white coach demanded. "It’s time for me to recognize my bias," another white coach confessed.

"Black lives have not been and are not treated as equals in our society," players and coaches angrily chanted the mantra of critical race theory racists. "It’s not enough for us to be not racist. It’s time to be anti-racist."  This sentence is ideological garbage straight out of Ibram X Kendi’s racist book How To Be An Anti-Racist, which according to the leftist Kendi is by agreeing with him. Literally.

Superintendent Silveria did not condemn the video in which Academy employees used an official social media account to push a partisan racist message. Instead, he doubled down on critical race theory, falsely claiming that "across our Nation, we are also grappling with an outpouring of emotion and outrage over systemic racism and social injustice." To repeat. systemic racism was outlawed by the 1964 Civil Rights Act. If it exists, it’s illegal and there would be lawsuits collecting damages. If it exists, where are those lawsuits?

Instead of disciplining the coaches involved, he issued a memo to improve "diversity and inclusion" and falsely claimed that "systemic racism exists in our society" affecting "identity groups" based "on race, ethnicity, age, gender", and "sexual orientation."

Systemic racism can’t and does not exist except in a program like “affirmative action” which had to get a pass from the Supreme Court precisely because it is illegal. And yet the leadership of the Air Force Academy insisted on brainwashing future military leaders with Marxist lies.

“The Black Lives Matter movement is important and I understand the purpose and the oppression behind the movement,” Silvera told the Journal of Character and Leadership Development.

The Center for Character and Leadership Development, once tasked with inculcating ethics and purpose, was leading those “critical conversations” about racism based on disparities that are the results of inequalities that exist in all racial groups. And of course the epidemic of anti-white racism, the most prominent form of ignorant bigotry abroad today.

This year, a professor at the Center wrote an article in the journal calling not for a "post-racial mindset", but an "inherently anti-racism mindset" where “anti-racism” means accepting delusional fantasies of America as “white supremacist” society, when the opposite is the case. In the real world eight racial groups “of color” have greater incomes than whites, which would be impossible in the fantasy world that the Air Force Academy now claims exists.

Another article by two professors contended that "American freedom... is unequal and differentiated, especially by race, ethnicity, gender" and urged that the military should not be an apolitical institution but that the role of military leaders should be to help soldiers "understand and confront'' political debates. Otherwise "American military leaders may miss an opportunity to contribute constructively to a national debate on these important matters."

The military serves its national purpose when it is a killing machine superior to that of our enemies. Turning it into a social experiment kaffeeklatsch undermines its only legitimate purpose and makes us vulnerable to our enemies whose societies are the most oppressive and racist on earth.

The military and its leaders are being reshaped to serve the malignant purposes of our most determined enemies.

The USAFA once encouraged cadets to see themselves as part of something larger. Now it undermines that unity and cohesion with sessions that promote the "Native American Experience" and the "African-American Experience" urging those who "identify" with the group to segregate themselves by race and complain about their status within the military.

The identity politics rot continued as Silvera stepped down and was replaced by Superintendent Richard M. Clark. Just as Goldfein had made way for Brown, the first black Air Force Chief of Staff, Clark would be the first black superintendent of the Air Force Academy.

Clark described his son going to a BLM protest and suggested that much of the Air Force might feel the same way. “There’s probably an anger that we don’t even know about," he suggested.

It was ugly and dangerously inappropriate language for a senior military leader to use.

Instead of using his appointment as evidence of the country’s incredible opportunities for those like him, the new superintendent was carrying on the tradition of trashing America as racist

Earlier this year, the Air Force Academy announced that it was opening a special Diversity and Inclusion Reading Room in the McDermott Library in response to Floyd’s drug overdose death and the accompanying Black Lives Matter riots. The reading room boasted a post-it board encouraging students to jot down what diversity meant to them.

The McDermott Library already offers copies of Ibram X. Kendi's How To Be An Anti-Racist and Stamped From the Beginning, along with Ta-Nehisi Coates' rabidly racist screed, Between The World And Me, which demonized the police officers and firefighters who died to rescue trapped Americans on 9/11 as "not human to me", and described black crime as entirely the fault of whites.

Also available is Race Course Against White Supremacy, a book by domestic terrorists Bill Ayers and Bernardine Dohrn. Ayers actually bombed the Pentagon, and described it in his memoir in these words:  “Everything was absolutely ideal. … The sky was blue. The birds were singing. And the bastards were finally going to get what was coming to them.”

The book by a domestic terrorist who bombed the Pentagon and invented the term “white skin privilege falsely claims that “the United States was conceived as a white supremacist nation” and “remains fundamentally dedicated to structures, institutions, and ideologies that construct and enforce white domination.”

The transformation of the Air Force Academy into just another radical campus has confused and angered many of its alumni who remember a very different institution. And it was different.

The United States Air Force Academy faculty had been made up exclusively of military officers for generations. That helped protect the USAFA from the academic decay of most colleges. But in 1994, a Democrat Congress forced the academy to integrate “civilian faculty”. Like the intellectually challenged and ideologically warped, Garcia.

While many students and faculty initially resisted the civilian academics, the radicals began to inject their leftist politics into the classroom and used them to sow dissension in the military ranks. Service branch academies, once fundamentally different from civilian colleges, are coming to resemble the campuses and curriculums of any left-wing college.

Air Force Academy courses like Class, Race, and Ethnicity in Society, and Gender, Sexuality, and Society, offer familiar narratives attacking Martin Luther King’s vision of a colorblind society as racist, and promoting the racist idea of skin privilege. And while it's not surprising to see identity politics embedded into English and Behavioral Science, the "socio-cultural" element in USAFA's History department is almost as bad with students being asked to analyze WW1 through the lenses of "colonialism, race" and "gender".

Race, gender, and class are a constant academic theme at USAFA. And race and gender are linked to leadership and accomplishment when it comes to ethics and values.

Lynne Chandler Garcia is not an outlier. She’s just one of the few civilian professors to go public outside Air Force circles about what’s really going on at the Air Force Academy.

Each Democrat administration has added another building block to the crisis that has decimated the integrity and allegiances of the Air Force Academy and much of the rest of the military.

The Clinton administration and its allies in Congress helped put the likes of Garcia and other leftist radicals in USAFA classrooms. The Academy hands out copies of Attitudes Aren't Free: Thinking Deeply about Diversity in the US Armed Forces, a text from the Obama administration, which promoted radical gender and racial ideas, including “privilege”, into the military.

Tragically, for our nation, the Biden administration is continuing Clinton and Obama’s destruction of the military.

The disloyal military leadership is composed of some careerists who have learned to tell Democrat administrations what they want to hear and incorporate all their social agendas.

But others are the products of a military academic system that is as broken and corrupt as our civilian colleges, which have become one-party Marxist institutions.

When Garcia boasts of teaching "critical race theories to our nation’s future military leaders”, she’s taking pride in weakening the defenses of a country she hates.

The disloyal military leaders of tomorrow will be the products of Garcia’s classes, and political indoctrination sessions like them.

Better military leadership begins with restoring the integrity of the Air Force Academy and all service branch academies. Our country is barely surviving woke government and woke corporations, it will not survive the disloyal military leaders of a woke military.

________________________________________________________________

SEE: 

Rep. Green Demands Removal of Lynne Chandler García from Teaching Position at U.S. Air Force Academy

https://markgreen.house.gov/_cache/files/0/6/0678f814-cf07-4c78-ab94-f82ca601d5b5/F506EB8ACDCCC9F84BD2B7CDFA4CA116.rep-markgreen-letter-to-sec-air-force---crt.pdf

LUDLOW, MASS. Middle school staff grooms kids to be “transgender”; changes their names, and hides it from parents

SEE: https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/Trans-agenda-targeting-kids/index.html;

republished below in full unedited for informational, educational & research purposes:

Preferred pronouns. Banning the term ‘boys and girls.’ And more.

Part 7 in our series. (See Parts 1-6 here.)

July 15, 2021
ALT TEXT
Transgender indoctrination begins: Notice on classroom door from librarian and two other staff members instructs kids to have "respect and tolerance" for the LGBT agenda.

The insane idea of “transgenderism” – that a person was “born as the wrong body” and therefore must “change” it – is now being foisted on middle school students (ages 11-13). What is going on? How does this happen? What you are about to read is ghastly. But it is now frighteningly common across America.

As we described in previous sections, in late 2019 and early 2020 the Baird Middle School in Ludlow, MA, became a center of controversy when a teacher (and some parents) exposed the graphic sexual, homosexual, and transgender themed books in the library and classrooms. This was primarily the handiwork of the librarian (a weird cross-dressing woman) and her many allies on the staff. It was supported by the Principal, the Superintendent, and the School Board.

ALT TEXT 
The Baird Middle School librarian (at right).

Parents were very upset. But little did they know that this was just the beginning.

The gruesome “transgender lessons”

The COVID shutdowns kept the kids out of school for much of 2020. But late in the year the kids began coming back for a few days a week in shifts (which often changed). Teachers (and also guidance counselors) took advantage of that disruption to introduce radical “transgender” ideas to the kids.

Because of the changing COVID schedules, many of the kids began spending a lot of time in the library. According to several sources, the librarian often held “one-on-one” book talks with certain children. They were given special books to read and even suggestions of transgender-themed YouTube videos to watch. As one teacher pointed out, many of these are kids from troubled homes and were easy prey for such messages. The librarian also put up a prominent gay / transgender “safe space” sign outside the library door and (we were told) “unisex” signs on the boys’ and girls’ restrooms.

ALT TEXT 
Sign on the library door: "This is a safe and inclusive space for lesbian, gay, bisexual, and transgender students and their allies."

Teachers in the school, along with students, were instructed not to use the terms “boys” and “girls” because they were too gender-specific. A list of “alternatives” was posted with acceptable terms that could be used instead. (It was not universally supported; one teacher there resigned over this.)

ALT TEXT

It went even farther. In their classrooms children were being told to decide their “preferred pronouns” (“him” or “her” – or something else!). One can imagine the psychological confusion that this bizarre concept brings to young minds. It is right out of lunatic “queer theory” and educators everywhere are buying into it.

Parents also discovered that some children were being persuaded by school staff, including guidance counselors, that they are truly “transgender.” For example, one girl said that because she likes doing some “boys” things like fishing, she was told that probably she really is a boy.

Assigning kids opposite-sex first names!

As children’s confusion grew, teachers were facilitating the trans indoctrination by calling them opposite-sex first names in class. For example, Jack would be called “Judy” and Sharon would be called “Steve” by the teacher - and also fellow students – and they began to accept it as reality. This happened with several children that we now know of. Because the school was doing this to them, the kids thought it was all right. But the school administration purposefully kept this information from the parents.

The Superintendent and Principal both approved of this vile tactic. In fact, they were prepared to officially change kids’ names on the school records “when the student is ready,” we were told – also without parents’ knowledge or input.

It’s hard for normal people to appreciate the depth of this toxic situation. Here is an example of an email that one of the Baird guidance counselors sent to the rest of the staff in early 2021, regarding a 11-year-old girl:

Subject: Michael [Last name] – Preferred name and pronouns

From: Marie-Claire Foley

Hi all,

Mary has a preferred name of Michael/Mike and preferred pronouns of he and his. He understands that there will be times that “Mary” and “she/her” slips out and he is fine with that.

Michael is still in the process of telling his parents and is requesting that school staff refer to him as Mary and use she/her pronouns with his parents and in written emails/letters home. When Michael has informed his parents of his preferred name and pronouns, we will change the name in the computer system if that is what he wishes to do at that time.

I explained to him that we understand this is a complicated process and we will be as supportive as possible – but may make mistakes from time to time.

Thanks,
Marie

Here's the email as it appeared in peoples' inboxes:

ALT TEXT

More to come

It is hard for most of us to believe that people would do this to children - especially the teachers and guidance counselors in a middle school, with the full support of the Superintendent and Principal and even the School Board.

Unfortunately, most of us are very naive. It is now like this almost everywhere across the country (and beyond). What local schools are doing to vulnerable children is evil and criminal. But this isn’t the end of the story in Ludlow!

Next: The “transgenderism” gets exposed and the fight in Ludlow takes off - as MassResistance gets involved!

Please help us continue to do our uncompromising work!

Our successes depend on people like you.

Donate to MassResistance

Your support will make the difference!

Critical Race Theory’s War on History It’s not teaching history, it’s destroying it.

BY DANIEL GREENFIELD

SEE: https://www.frontpagemag.com/fpm/2021/07/critical-race-theorys-war-history-daniel-greenfield/;

republished below in full unedited for informational, educational & research purposes:

Daniel Greenfield, a Shillman Journalism Fellow at the Freedom Center, is an investigative journalist and writer focusing on the radical Left and Islamic terrorism.

From the Biden administration to the teachers’ unions to the media, the talking points in support of critical race theory all come down to some defense of “teaching history”. 

Or as Biden spokeswoman Jen Psaki put it, “children should learn not just the good, but also the challenging in our history."

Children, of course, learn little else except the "challenging" in our history.

Howard Zinn would find little to complain about in a modern history curriculum which begins with accusing Americans of committing genocide against Indian tribes and then shifts over to slavery, segregation, Japanese detention camps in California, the civil rights movement, and gay rights.

Liberals were already teaching American history as a series of inadequacies and oppressions. 

Critical race theory is only concerned with history to the extent that it fits its attack on the present. It rejects the old liberal framework of America as a series of diminishing oppressions. Its revelatory “red pill” idea is that America is perpetually oppressive because segregation and slavery never ended. They just moved into the criminal justice system. The police are the new slave catchers. White privilege is the new plantation. Dating America back to 1619 isn’t just an attack on its founding, but on our present, because they insist that we are in 1619 right now.

Liberals attacked America’s founding to defend a series of breaks with the past. Critical race theorists attack the past to attack the present because they believe there’s no difference.

Psaki briefly conceded that the purpose of critical race theory in education is an attack on the present. Or as the spokeswoman spun it, "the president believes that in our history, there are many dark moments. And there is not just slavery and racism in our history, there is systemic racism that is still impacting society today.” America wasn’t just racist: it is still racist now.

Critical race theory isn’t teaching history. What it’s teaching is that there is no history.

Liberals believed that progress could be made from the past, but the new wave of leftists argue that progress is impossible until everything about the past is destroyed. Year Zero.

America has not changed and cannot change until it is utterly and entirely destroyed.

Much like the “Roman Empire Never Fell” strain of history, critical race theory, and its assorted black nationalist influenced constructs insist that “Slavery Never Ended”. 

An ideology that denies the existence of historical change can’t teach any kind of history.

An obvious sign that you’re consuming junk ideological history is an insistence on seeing an endless series of exact parallels in every era that prove nothing really changes over time.

A revisionist history that denies the existence of historical change is just a conspiracy theory.

And critical race theory, like all Marxism, is a conspiracy theory which uses bad history to prove the even worse point that nothing will ever change until its acolytes are running everything.

Critical race theory is anti-American, but it’s also illiberal and illiterate. Not to mention racist. 

The Democrat establishment is frantically trying to talk about critical race theory in terms of “teaching history”, but the most pernicious elements of critical race theory aren’t its revisionist history, but its insistence that the country and that white people are innately racist.

Few parents are coming to meetings to protest a distorted version of American history. While history influenced by critical race theory is even more hateful than the ordinary kind, most schools are already teaching our history as a series of negatives with few positives.

What they are protesting is the demonization of their children in the present.

The most explosive part of critical race theory’s influence on the curriculum is the obsessive hatred of ‘whiteness’ which leads to dividing up students by race and telling them that minorities are victims and white students are evil because systemic racism is embedded in our culture, our society, and our institutions, and resides intangibly in the deepest corners of our psyches. 

Opposition to critical race theory has mobilized a new group of activists, many of them liberal and not particularly patriotic, who have little investment in American history, but who viscerally reject the racial demonization that critical race theory has brought into their school systems.

Democrats are panicking over the blowback because many of these parents are not conservative Christians or flag-wavers, some are suburban soccer moms who are mostly on board with leftist politics, but who draw the line at having their kids accused of racism.

There is a huge difference between teaching kids about racism and teaching them to be racist.

Activist education, as opposed to actual education, isn’t transmitting knowledge. History, like math and science, is purely transactional in activist education whose function is mobilization. 

The transformation of educators into organizers turned public schools and colleges into hubs for manufacturing the leftist activists of tomorrow while destroying educational standards. It is no coincidence that test scores, especially in math and science, began their decline at the same time that schools became explicitly political institutions and teachers turned into organizers.

When teaching is just a means of turning out the kids for a political rally, it fails at the basic educational task of conveying knowledge and skills. Indoctrinating children under the guise of teaching critical thinking skills has led to students who leap to deconstruct everything along approved lines without understanding the nature of the things they’re deconstructing. 

That’s how you end up with activists toppling statues of Lincoln and Grant and vandalizing memorials to Civil War soldiers, to protest against racism.

Racism has come to mean the past. And the past, critical race theory, insists is also the present.

Teaching history is a poor way to describe a racist ideology which claims that history never changes and that the only way to escape it is to wage a forever war on the present. 

The Biden administration isn’t endorsing critical race theory in schools because it believes in teaching history, but because it’s doubling down on using schools for political organizing. From the union dues that fund the Democrat political machine to the educational indoctrination meant to create new Democrat voters, public education is a Democrat funding and recruiting system.

The pandemic lockdowns, in which public school teachers could attend Black Lives Matter riots, but couldn’t risk their precious selves by teaching students, showed whom the system serves.

The public school system does not serve their country, it does not serve America, children or their parents. Instead, it’s a machine for grinding up all three for the political benefit of one party.

That party, like its leftist ideology, doesn't want to teach American history. It seeks to end it.

American Library Association pressures LUDLOW, MASS. middle school officials to keep graphic sexual book in their library and classrooms

SEE: https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/ALA-fights-vs-parents/index.html;

republished below in full unedited for informational, educational & research purposes:

Tells officials that children have “intellectual freedom” to read sexual books, even if their parents disagree

Middle school librarian contacted ALA for help

Part 6 of a series (See Parts 1-5 here.)

July 13, 2021
ALT TEXT
The local Massachusetts ALA affiliate fought hard to keep a sexually explicit children's book from being removed from the middle school library and classrooms.

Most people think of the American Library Association (ALA) and its affiliates as rather bland professional organizations dedicated to supporting the library profession across America. But as with many other such organizations in recent decades, nothing could be further from the truth. The ALA has become a far-left group and a magnet for radicals and sexual deviants who work to push pornography and the LGBT agenda, particularly targeting children, into libraries across the country. The ALA also actively supports the lurid Drag Queen Story Hours in libraries.

So it’s not surprising that the ALA’s Massachusetts chapter, the Massachusetts Library Association (MLA), jumped into the fight against parents over the sexually explicit books at the Baird Middle School in Ludlow, Mass.

As we described in Parts 1-5, Bonnie – a social studies teacher at Baird – had complained along with 18 other teachers about the sexually explicit books in the school library. These books were also being circulated in the classrooms. On Nov. 18, 2019, the teachers sent a detailed letter about the problem to the Superintendent.

The Superintendent disagreed, and told them that the School Board required a formal bureaucratic process to get books removed. So on Jan. 20, 2020, Bonnie submitted the paperwork for one of the worst of the books, Sex is a Funny Word.

It’s usually parents who are the first to complain loudly about harmful books. The fact that this book had been formally challenged by a teacher at the school was very alarming to the librarian, Jordan Funke, and her allies. So Funke (a woman who dresses like a man) fought back. On Jan. 27, 2020, she filed a formal “harassment” charge against Bonnie – claiming that Bonnie’s complaint about the books constituted a personal attack on her. That charge ultimately went nowhere.

Calling the ALA for help

Funke also contacted the American Library Association’s Office for Intellectual Freedom, their Orwellian hatchet group that fights the removal of pornography targeting children from libraries and schools across the country. Funke was then directed to the Mass. Library Association’s Intellectual Freedom and Social Responsibilities Committee, which pressures libraries and schools in Massachusetts. The MLA was eager to help Funke fight to keep Sex is a Funny Word in the hands of middle school children in Ludlow.

The ALA and its affiliates dishonestly use the term “intellectual freedom” to pressure schools and libraries to treat young children as mature adults, independent of their parents’ guidance – an absurd idea.

Mass. Library Association confronts Ludlow over book

On Feb. 11, 2020 the MLA’s “Intellectual Freedom and Social Responsibilities Committee” sent two strongly worded letters to various people in Ludlow.

The first MLA letter was addressed to “To Whom It May Concern” and seems to be addressing the Baird Middle School teachers and parents. The letter describes how Sex is a Funny Word has won several prominent book awards (from the ALA and other left-wing or LGBT groups), how the book is written at a reading level for 7-10-year-olds, and how the sexuality in the book lines up with Massachusetts Health Curriculum Framework.

All of those reasons, of course, are red flags for parents. The fact that a sex book for children gets awards from far-left and LGBT groups and is written for young children’s reading level is frightening. And the Mass. Health Curriculum Framework, written in 1999, is not state law. It is simply a radical “guide” for sexuality and LGBT “education” in schools – that virtually no school follows.

The letter ended saying that the MLA hopes that the Superintendent’s committee will vote to retain the book in the middle school.

The second MLA letter was addressed to the Ludlow School Board. It warns them not to rescind or deviate from their current “Reconsideration of Materials” policy for their school libraries. There is a veiled threat that there will be some sort of legal action if the School Board changes that policy (which they had apparently done temporarily at a recent meeting).

These letters, using official-sounding language, were clearly meant to intimidate the school officials in Ludlow who might consider siding against Funke, the Superintendent, and their allies. Also, as we learned later, MLA representatives began attending School Board meetings and personally pressured Board members. And it worked. The School Board (and apparently their attorney) got cold feet about getting out of line.

Two days after the MLA letters, on Feb. 13, 2020, the left-wing committee that the Superintendent appointed to deal with Bonnie’s formal complaint unanimously decided that the content of the Sex is a Funny Word is “age-appropriate for middle school students.”

Two months later in April 2020, the MLA’s Intellectual Freedom/Social Responsibilities Committee published an internal report on their Ludlow fight, along with a timeline of events in Ludlow. It’s full of left-wing snark, and many of their details of what happened are incorrect.

But the MLA report shows how deeply involved the organization was in the Ludlow conflict. That’s where we learned that the MLA had begun attending School Board meetings and personally pressuring Board members. And among other things, they apparently also worked with the Superintendent’s committee regarding Bonnie’s complaint to help them back up their “correct” decision.

Final thoughts

It’s very interesting but frightening to see how obsessed these people were with keeping that one book in children’s hands - and how aggressive (and deceitful) they were.

This is a classic example in how the Left operates. They want no one anywhere to have any freedom from their agenda.

Coming up: The transgender agenda targets the kids.

Please help us continue to do our uncompromising work!

Our successes depend on people like you.

Donate to MassResistance

Your support will make the difference!

LIGHTHOUSE TRAILS RESEARCH: LATEST POSTS INCLUDE TEACHERS’ UNION SCRUBBING CRT AGENDA; BOY SCOUTS BROKE; FORMER CATHOLIC Nun on Drugs, Transgenderism, & “Mary” Apparitions; Canadian Churches on First Nations INDIAN Land Are Burning; THE DANGERS OF “MINDFULNESS” IN SCHOOLS; The Qur’an or the Bible: Which One Has the Authentic Account?

General Raymond Takes the Space Force to War Against Racism

Another disloyal general puts critical race theory ahead of national security.

BY DANIEL GREENFIELD

SEE: https://www.frontpagemag.com/fpm/2021/07/general-raymond-takes-space-force-war-against-daniel-greenfield/;

republished below in full unedited for informational, educational & research purposes:

[Editor's note: The article below is a new edition of our Disloyal Military series. To learn about our 3-Part Series on the Disloyal Military, Progressive Fascists and Racist Mayors, CLICK HERE.]

Daniel Greenfield, a Shillman Journalism Fellow at the Freedom Center, is an investigative journalist and writer focusing on the radical Left and Islamic terrorism.

The Space Force was created at the end of 2019. Six months later it declared war on “racism”.

“Racism is an enemy," Gen. John Raymond and Chief Master Sgt. Roger Towberman declared, disabusing anyone who might have thought the military enemy was Communist China, Iran, Russia, or any of the other antagonists that the Space Force was tasked with countering.

While the People's Republic of China was deploying its series of Long March rockets, Black Lives Matter mobs were wrecking American cities and Gen. Raymond was focused on pandering to the racist mob. As China deployed its first Mars mission, and its first reusable spacecraft, and launched communications satellites, the Space Force obsessed over diversity.

"We must build diversity and inclusion into our 'cultural DNA' -- make it one of the bedrock strengths of our service,” Raymond insisted in his co-signed letter to the Space Force.

The Space Force letter falsely claiming that George Floyd's drug overdose death was "against the founding principles of our nation" and that racism is a "reality for many" was rushed out a few days after a Black Lives Matter mob set fire to the White House gatehouse and tried to start a fire in the Church of Presidents. It came out ahead of most service branch statements.

Gen. Raymond, the Chief of Space Operations, told the ‘guardians’ of the Space Force that their oath to protect and defend the Constitution meant racism was "an enemy we must defeat" by fighting unconscious biases and owning the problem by having "uncomfortable conversations." Buzz words like “unconscious bias” and “implicit bias” and “structural racism” (illegal under the 1964 Civil Rights Act) give the ideological game away. When there are no significant racists, the promoters of systemic racism conspiracy theories claim that they’re hiding in the shadows.

The oath to protect the Constitution was being twisted to push the anti-white racism of the left known as critical race theory.

Raymond made no mention of the military’s responsibility to defend the United States government against the brutal assaults of the leftists and racists he was disloyally standing withWhen Black Lives Matter mobs were threatening to burn the White House, General Milley, chairman of the Joint Chiefs of Staff, refused President Trump’s request for troops to defend the White House.

The Space Force put political correctness out front early on by adopting the genderless term ‘Guardian’ to replace the political incorrectness of the Air Force’s traditional term ‘Airman’. In the wake of the BLM race riots, the Space Force went even further by suggesting that it would not only pursue affirmative action promotions based on skin color and gender rather than merit but also drop qualifying tests for promotions.

The only qualifications the Space Force was interested in were one’s gender and skin color.

Carrie Baker, the Chief Diversity and Inclusion Officer for the Space Force, who had pioneered the Air Force Academy’s first ”unconscious bias” training curriculum, was lecturing once again on the alleged racism that dare not show its face.  Major General Leah Lauderback launched a Space Force LGBTQ affinity group focused on cultural change, warning that there are, "hearts and minds that you need to change". But first "gendered language" like "mothers of preschoolers" had to go.

Gen. Raymond described her as a “true inspiration” for leading the “LGBTQ Initiatives Team.”

As the Space Force adopted leftist identity politics, conservatives who spoke out were ruthlessly dealt with. When  Lt. Col. Matthew Lohmeier, commander of the 11th Space Warning Squadron, criticized the radicalization of the military in his book, Irresistible Revolution: Marxism's Goal of Conquest & the Unmaking of the American Military, he was quickly removed from his post, where he headed a unit whose vital task was identifying and tracking ballistic missile launches.

Lohmeier described his base commander sending out documentaries which supported Black Lives Matter and attacked President Trump, and spoke of the “intensive teaching that I heard at my base—that at the time the country ratified the United States Constitution, it codified white ­supremacy as the law of the land.” This was critical race theory Marxism, whose lies were aimed at sapping the morale of America’s military and undermining the determination of its members to defend their country.

After discussing the leftist invasion of the military on a podcast, Lohmeier was removed by Lt. Gen. Stephen Whiting for being "partisan." Whiting had previously complained about the "uneven distribution of opportunity" in the United States (also illegal if such a distribution was institutionally imposed) while calling for more diversity. That was not considered political or partisan. General Raymond’s smear of police officers and allegations of systemic racism were also not seen as partisan. This was part of a larger pattern.

Former Chief of Staff of the Air Force, General Goldfein had faced no consequences for urging that "every American should be outraged" by Floyd's death, and Chief Master Sergeant of the Air Force Kaleth Wright was not disciplined for touting socialist rapper and racist Killer Mike as a model.

Rep. Mo Brooks provided other examples of "very public statements made by many senior leaders while in uniform" and warned that "we cannot allow temporary political appointees at the Department of Defense who are ideologically motivated to purge those men and women in uniform who do not agree with the cultural or political fads of the moment."

Unfortunately, that is exactly what is taking place.

Air Force Chief Master Sgt. Ramon Colon-Lopez, the most senior enlisted service member and the top adviser to General Milley, the Chairman of the Joint Chiefs of Staff, had told the troops that Black Lives Matter was exempt from the military's apolitical nature. "There were people advocating [against] social injustice, racial injustice and everything else," Colon-Lopez argued while contending that "we needed to educate" younger troops on the difference.

The difference was that the anti-American, criminally violent Black Lives Matter vigilantes had the support of the top military brass.

Lohmeier's case was assigned to the Air Force's Office of the Inspector General which had also been tasked with producing the controversial report alleging systemic racism in the Air Force.

The investigation into a critic of critical race theory had been handed over to an office whose mission was upholding the false systemic racism premise of critical race theory. To repeat: “systemic racism” was outlawed under the 1964 Civil Rights Act. If it existed there would be a flood of lawsuits and billions of dollars in penalties. There is no such flood because there is no “systemic racism” except in the ideologically twisted minds of leftists and the people they seduce.

Lt. Gen. Sami D. Said, the Inspector General of the Air Force, acted as an advocate, rather than an impartial figure, talking to the Washington Post about the "pent-up angst" of those who "wanted their voices heard" – as though anyone but the military brass itself was seeking to silence anyone on the basis of gender or skin color. Like Nancy Pelosi or some other Democrat Party spokesperson, Said also accused Attorney General William Barr of misusing his authority by trying to defend Washington D.C. against the Black Lives Matter riots.

After the release of Said’s racial disparity report, Gen. Raymond demanded that “leaders at all levels must commit to having tough conversations, learning about racial disparities”. Again, this was Marxist propaganda. “Racial disparities” is a term of art that obscures individual accountabilities and ascribes them to groups. Only 20% of black Americans for example live below the poverty line on welfare. If 80% of blacks are productive citizens, how is the poverty of some a “racial disparity?”

“Accountability begins with us,” he warned, using the jargon of diversity trainers. But accountability for what?

The Space Force’s leadership had decided to become the most radical part of the military through identity politics. Its all-female unit, and its emphasis on the gender, sexual orientation and race of those it was promoting were divisive and undermined readiness, unit cohesion and morale.

In the Space Force and across the military, “diversity and inclusion,” bland terms which concealed the poisonous agendas of Marxist race theory, had become defined as the official mission. And opposition to the new mission of identity politics was swiftly punished no matter how obvious the double standard, or the destructive impact on national security.

Truth was the first casualty, but national security was the second casualty of the war from within.

"It is President Trump's belief that the United States must remain as dominant in space as we are on land and sea and the air," Vice-President Pence had told Gen. Raymond before he took his oath. "And your charge is to see to that mission with the United States Space Force."

"The best way I know how to do that is to do so from a position of strength," Gen. Raymond had assured him.

But there’s little strength to be seen in the Space Force under Raymond’s leadership.

Gen. Raymond has spent far more time pushing the divisive agendas of the diversity Marxists than strength. His wife, Mollie, in her role as the "Official Spouse", encouraged Space Force personnel to take a survey with critical race theory dogma answers such as, "this colorblind mentality erases a piece of my identity" which asked them if they had "advocated to fix issues caused by structural/systemic racism."

For the diversity Marxists in the military, Martin Luther King’s vision of a color-blind society is actually racist. Colorblindness was Martin Luther King Jr’s dream. It’s the foundation of meritocracy and a thoroughly integrated and cohesive American community. The alternatives are the racial quotas and perpetual victimhood that the Space Force has embraced.

“We honor equality, while we continue to fight for it every day,” Gen. Raymond had declared, implying that America was still unequal and there was a perpetual war to wage.

Instead of fighting to protect America, the Space Force is fighting America.

While America’s Communist enemies advance in space, the Space Force is busy pushing Marxist dogma here on earth. Under Gen. Raymond, what was once an ambitious America First plan has become mired in identity politics, purging its best and brightest, like Lt. Col. Lohmeier, while turning our national security over to diversity experts. As China continues its long march into space, the Left is carrying on its long racist march through the Space Force.

 

LUDLOW, MASS.: MIDDLE SCHOOL Teacher hit with “harassment” charge for exposing SEXUALLY explicit books

SEE FULL STORY HERE:

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/Harassment-charge-against-teacher/index.html

Teacher hit with phony “harassment” charge for exposing sexually explicit books in middle school classrooms

Retribution by librarian (and other school staff) for attempting to protect children

But the teacher didn’t back down – and here’s what happened …

[Part 5 of a series. See Parts 1-4.]

July 9, 2021
ALT TEXT
Baird Middle School librarian Jordan Funke (right) poses with one of the library books and the book's author at a school event.
Most people can’t imagine what efforts school officials and activist staff will make to protect the sexuality/LGBT agenda – and how they seek to impose a climate of fear within the school against everyone who disagrees. What happened in this middle school is representative of what is happening across the country.

Librarian files “harassment” charge against Bonnie!

On January 27, 2020, the cross-dressing Baird Middle School librarian, Jordan Funke, filed a formal “harassment, bullying, discrimination, and hate crimes” complaint against Bonnie. In today’s political climate, this is considered a serious charge. Like most other school systems, Ludlow has a fairly comprehensive district policy covering these issues.

But Funke’s complaint against Bonnie is a bit vague:

"Bonnie has been spreading lies about me and accusing me of sexually exploiting students. I believe this is libel, defamation, and harassment based in part on her perception of my sexual orientation and gender identity."

Moral Narcissism at the National Education Association: A teacher’s union blames Israel for the pathologies of Palestinian education

BY RICHARD L. CRAVATTS

SEE: https://www.frontpagemag.com/fpm/2021/07/moral-narcissism-national-education-association-richard-l-cravatts/;

republished below in full unedited for informational, educational & research purposes:

Richard L. Cravatts, Ph.D., a Freedom Center Journalism Fellow in Academic Free Speech and President Emeritus of Scholars for Peace in the Middle East, is the author of Dispatches From the Campus War Against Israel and Jews.

On May 19th, the 6200-member United Educators of San Francisco teacher’s union passed a grotesque “Resolution in Solidarity with the Palestinian People,” committing its members to sign on with the anti-Semitic BDS campaign, stating “that UESF endorses the international campaign for boycotts, divestment, and sanctions against apartheid in Israel,” thereby becoming the first K-12 teachers’ union in the United States to endorse the BDS movement.

Not to be outdone by its union brethren further north, chapter chairs of the United Teachers Los Angeles, an affiliate of the American Federation of Teachers and the second largest teacher’s union in the country, also voted overwhelmingly in May in support of a statement, almost identical to the San Francisco version, that expressed its “solidarity with the Palestinian people and calls for Israel to end bombardment of Gaza and stop displacement at Sheikh Jarrah . . , [called] on the administration of U.S. President Joe Biden to stop aid to Israel [and endorsed] the international campaign for boycotts, divestment, and sanctions against apartheid in Israel.”

The engagement of public school teachers in activism against the Jewish state continued unabated in June when the 3-million member National Education Association proposed two anti-Israel resolutions, New Business Item 29, which committed the NEA to “publicize its support for the Palestinian struggle for justice and call on the United States government to stop arming and supporting Israel,” and NBI 51, which would create a campaign to “use existing digital communication tools to educate members and the general public about the history, culture, and struggles of Palestinians.”

The rectitude of the NEA educators pushing for condemnations of Israel manifests itself as what has been termed “moral narcissism,” the tendency of members of the well-meaning, intellectual elite to align with causes and ideological positions which are based, not on the actual viability or justice of a cause, but on how the moral narcissist feels about him- or herself by committing to a particular cause or movement.

So, apparently, vilifying Israel and focusing singularly and obsessively on the Jewish state make the NEA’s moral narcissists feel that they are standing up for something important and making a moral cause for a people they see as victimized and oppressed, even when so many much more pressing and tragic social upheavals are taking place around the world. But it is Israel that the NEA puts in its crosshairs.

Not Syria, where over 400,000 of its citizens have been slaughtered in a five-year carnage of internecine warfare, including some 12,000 children and millions more out of school. Not China, where more than 1 million Uyghur Muslims are severely repressed and detained and made to suffer in “re-education” camps. Not Yemen, where famine has threatened over 24 million people and has already caused the deaths of 85,000 children. More relevantly, not the United States itself, where the pandemic has seen school-aged children suffer emotionally, physically, and intellectually from not being able to attend school in many cities for almost the entire school year, largely as a result of the intractability of teacher unions and a selfish refusal to get back to in-person instruction long after even government officials had deemed it safe.

Yet, the NEA chose only Israel, the Jewish state, to be targeted for opprobrium and denunciation, and one has to wonder why, of all the nations on earth and all the calamities and human disasters and tragedies, America’s education unions have decided it is the sovereignty of the Jews they will decide to make a pariah among nations and the Palestinian cause they will elevate as one deserving support and admiration, despite its obvious use of terror as the primary means of “resistance.”

One of the items presented for a vote in New Business Item 51 called for the NEA to “recognize the existence and sovereignty of Palestine and Palestinian children and families and their human right to access a quality education and live freely as outlined in United Nations Declaration of Human Rights.” It is astounding that an American union of educators would take it upon itself to declare Palestine a sovereign nation, given that that is something it has neither the justification nor right to even discuss, much less consider a diplomatic fact.

But the union’s desire to address the educational needs is at least in its wheelhouse, given its role as an organization for educators. But the suggestion engendered in Item 51 is that Israel somehow hobbles the Palestinian’s right and access to a quality education, that the Jewish state and its policies contribute to a dearth of rights and Arab childrens’ ability to seek and obtain a good education.

Those Palestinian students who the NEA pretends to care for so deeply, something NEA members evidently believe to be solely the fault of Israel’s, what circumstances of those students’ current conditions are the direct result of the culture and ideology of the Palestinian Arabs themselves? Is any part of the Palestinians’ lives their own responsibility, or is all of their existence defined by Jewish occupation, dispossession, and brutality, that banality of evil NEA apparently can see in no other state on earth than in Israel?

The NEA has obviously overlooked the pathologies of Palestinian society, crystallized and made more malevolent by the rule of Hamas itself, in which Palestinian children are inculcated, nearly from birth, with seething, blind, unrelenting, and obsessive hatred of Jews, so that kindergartners graduate with blood-soaked hands while toting plastic AK 47s and dedicate their lives to jihad, and older children and college students are recruited to hide explosives on their bodies to transform themselves into shahids—a new generation of kindling for radical Islam’s cult of death.

Parents of these children NEA care so much about, in fact, glorify death and martyrdom and seek the death of their children if they distinguish themselves by murdering Jewish civilians in part of that “heroic struggle” to which the resolution alludes. Hamas also broadcasts children’s TV shows with animal characters who repeat hateful propaganda about Israel, and who encourage children to attack and kill Jews, behavior the NEA, of course, never mentions and fails to condemn.

Instead of making broad, unsupported accusations about Israel and its alleged pernicious role in affecting Palestinian education and society, the NEA members might well concentrate on working to improve the quality and standards of Palestinian classrooms instead. If the organization was authentically interested in the quality of education being received by Arab children and cared enough about that goal to stop libeling and slander the Jewish state, there are many areas of toxic teaching, indoctrination, and incitement that could be ameliorated with the input of concerned experts in education, which NEA members supposedly are.

A good starting point might be the findings of a 2020 study by Dr. Arnon Groiss of The Meir Amit Intelligence and Terrorism Information Center, “Israel, Jews and Peace in Palestinian Authority Schoolbooks and Teachers' Guides,” which examined some 400 textbooks and more than 100 teachers’ guides published by the Palestinian Education Ministry from 2013 and 2020. “These schoolbooks,” the report noted, “are in use in the Palestinian Authority's territories in Judea and Samaria, in the territories under Hamas' control in the Gaza Strip, and in most schools in East Jerusalem. Their use is mandatory in all Palestinian private schools and in the schools operated by UNRWA.”

The report revealed troubling facts about the educational materials used in Arab classrooms, particularly their use as a way to inculcate children with a loathing of Israel, to encourage them to despise Jews as thieves and usurpers of Muslim land, and their suggestion that Israel itself is an illegitimate regime constructed for the sole purpose of subjugating an indigenous people under a repressive, brutal military occupation.

The report points to a three-prong process used to teach children about the perfidy of Israel, including a “Delegitimization of the State of Israel and the very presence of Jews in the Land of Israel, including the denial of the existence of Jewish holy places;” the “Demonization of Israel and the Jews;” and an “Encouragement of ‘violent struggle’ for the ‘liberation’ of the Land of Israel, with no mention of peace and coexistence.”

While the familiar narrative among diplomats and the public face of the Arab street has long voiced support for the notion of “two states, Israel and Palestine, living side by side in peace,” the reality is that maps in textbooks used by Arab children do not even show Israel; in other words, it does not exist as either a geographic or political entity. So, the idea that children or their parents have been raised to think that a reconciliation is possible between both peoples is a fantasy, something that apologists for the Palestinians, like the NEA, blindly ignore.

“In none of the P.A.’s schoolbooks has any call for the resolution of the conflict peacefully, or any mentioning of co-existence with Israel been found,” Groiss wrote. “The ‘Zionist enemy,’ according to the description appearing in the schoolbooks, is wholly evil and constitutes an existential threat to the Palestinians who are depicted as the ultimate victim, with no shared responsibility for the conflict.”  

“Moreover,” the report noted, “Israel itself is taught to be completely illegal and illegitimate,” and “The name ‘Israel’ has been replaced most of the times by the epithet ‘the  Zionist occupation’ so that children are taught that “the struggle against the State of Israel has thus become a struggle against Zionism that is perceived as a mythical and a wholly evil entity, which  creates feelings of fear and hatred.”   

The inevitable conclusion that children reach after being raised on this false narrative which makes them the perennial victim of a usurping colonial occupier, the defiling Jew, is that liberation can only be obtained through a prolonged struggle, that “resistance” to occupation—in fact, to the very existence of a Jewish sovereignty in a sea of Muslim territory—is mandatory for all Muslims and that terror, and martyrdom, are an integral and noble part of the effort.

When in 2007 then-Senator Hillary Clinton reviewed some of the teaching materials used in Palestinian schools, she saw their use as being tantamount to child abuse, observing that “Children were encouraged to see martyrdom and armed struggle and the murder of innocent people as ideals to strive for.”  And the Groiss report affirmed that assumption, suggesting that the lessons in the texts encourage and perpetuate both a justification for terror and the likelihood that it will continue to be used. “Reference to terror is more explicit in the newer schoolbooks,” the report noted. “Terrorist operations perpetrated throughout the years of conflict with Israel are presented [in words echoing the ghoulish sentiment of the NEA resolution] as heroic actions in the framework of the ‘revolution,’ ‘resistance’ and ‘self-sacrifice.’" [Emphasis added.]

The report made it clear that unless incitement and the teaching of hate, both in classrooms and on the Arab street, are curbed, and educators make authentic attempts to improve the educational quality and the lives of Arab children—not just by denouncing the existence and behavior of Israel but through substantive, real change in what is taught and what the social, cultural, and moral messages are in that teaching—the Palestinian cause will be eternally hobbled by its own blind loathing of the Jewish state.

For Groiss, if teaching materials are not changed dramatically, children will continue to be marinated in hatred and no peace and Palestinian statehood will ever evolve. “The schoolbooks issued by the Palestinian Authority indicate, then, the essence of the narrative as far as the conflict with Israel is concerned,” the report noted. “It is learned from the PA schoolbooks and teachers' guides that the education of the younger Palestinian generation prepares it consciously for a continuous and long-range confrontation against the State of Israel in order to achieve the final goal, which is the establishment of the State of Palestine that will stretch on the entire territory of the Land of Israel.”

As long as Palestinian children cling to that impossible fantasy, they have condemned themselves to further generations of disappointment, disillusionment, and a tragedy of their own making. While the toxic resolutions were ultimately voted down, the NEA has shown it is complicit in those delusions and malignant goals.

Southeastern Legal Foundation FILES HISTORIC FEDERAL LAWSUIT CHALLENGING CRITICAL RACE THEORY IN SCHOOLS

Rumble — Real America - Dan W/ General Counsel for Southeastern Legal Foundation, Kimberly Hermann (July 1, 2021)

SEE: https://www.slfliberty.org/

US professors and NGOs participate in Muslim Brotherhood-affiliated conference

BY ROBERT SPENCER

SEE: https://www.jihadwatch.org/2021/06/us-professors-and-ngos-participate-in-muslim-brotherhood-affiliated-conference;

republished below in full unedited for informational, educational & research purposes:

Muslim Brotherhood organizations in the United States are dedicated, according to a captured internal document, to “eliminating and destroying Western civilization from within, and sabotaging its miserable house.” But it’s no surprise that the University of Denver and these professors would be involved in this. The universities in the U.S. are bought and paid for. Universities today are not institutions of higher learning, but indoctrination centers for far-Left propaganda. This did not happen by accident. At Georgetown University, Saudi money funds the Alwaleed bin Talal Center for Muslim-Christian Understanding, and its Bridge Initiative, both of which are dedicated to propagating the fictions that Islam is a religion of peace and that Sharia is benign and compatible with democracy an intellectual veneer while smearing and defaming all those who speak the truth about Islam and Sharia as “Islamophobes.” Georgetown’s faculty is full of Wahhabis, Salafis, and apologists for Islam, including Islamic convert and pro-slavery spokesman Jonathan A. C. Brown. And that’s just Georgetown. Imagine what it must be like at the schools where these academic ideologues indoctrinate their hapless students.

“American professors, NGOs participate in Muslim Brotherhood-affiliated conference,” by Israel Kasnett, JNS, June 25, 2021:

(June 25, 2021 / JNS) Israel continues to draw the ire of hateful detractors who wish to see what they perceive as the “apartheid Jewish Zionist colonial state” replaced in full by a state called Palestine.

The Center for Islam & Global Affairs (CIGA) in Turkey hosted its second international conference on Palestine from June 18-23, sponsored in part by the Muslim Brotherhood-affiliated Turkish umbrella group the Global Coalition for Quds and Palestine. The program was replete with Palestinian propaganda, revisionist history, and blatant anti-Semitism and anti-Israel vitriol.

The conference, which features online sessions with professors and anti-Israel activists from around the world, was initiated by Sami Al-Arian, who pled guilty in 2006 to providing services and assistance to the U.S.-designated terror group Palestinian Islamic Jihad (PIJ). The U.S. Justice Department sentenced Al-Arian to prison time and deportation, after which Al-Arian established CIGA, a center that he uses to promote his anti-Israel agenda.

What has concerned the pro-Israel community is that a number of the panelists at the conference are professors at publicly funded American schools. The University of Denver’s Josef Korbel School for International Studies, for example, is a co-sponsor; its logo features prominently on the advertisement.

Miriam Elman, executive director of the Academic Engagement Network, an educational nonprofit that focuses on combating campus anti-Semitism and Israel delegitimization on U.S. campuses, told JNS she was “shocked” to see the logo of the University of Denver featured as such.

“In light of the disturbing connections between some of the slated speakers and anti-Israel terrorist organizations,” she said, “the university must immediately condemn terror violence, and hopefully, reconsider its co-sponsorship of this deeply offensive program.”

A JNS inquiry to the Korbel School received no response by the time of publication.

Called for the destruction of Israel

In his address to one of the numerous panels, Al-Arian slammed Israel, telling the conference “there is no doubt we are talking about a settler, colonialist movement. What we see here today is an attempt to depopulate the indigenous people, and bring in as many Jews from around the world and try to bring a system that is properly being identified now as apartheid. There is no doubt about this.”

He called Israel a “racist movement” that works in a “Zionist onslaught” to replace the “indigenous people,” and called for the destruction of Israel, saying “the essence of the struggle should be to dismantle this structure,” i.e., meaning Israel.

Eleven American professors were initially slated to participate in the conference as speakers—nine from public universities. Among them were Joseph Massad from Columbia University and Lubna Qutami, assistant professor at the University of California, Los Angeles. Qutami is also a founder of the terror-supporting group Palestinian Youth Movement (PYM).

San Francisco State University professor Rabab Abdulhadi, who sought to invite terrorist and airplane hijacker Leila Khaled to give a lecture to her students and was blocked by Zoom, YouTube and Facebook, attempted to discredit the right-wing pro-Israel lobby, and went on to name every existing organization and individual.

Huwaida Arraf from the National Lawyers Guild, USA, accused Israel of committing crimes of apartheid and genocide, and of acting as a “colonial regime.”

Ahlam Muhtaseb of California State University, San Bernardino, accused Israel of “ethnic expulsion of Palestinians from their homes” and stated that Palestinian activists are “reclaiming the narrative and outsmarting the colonial, imperial powers behind social media.”

Despite the fact that the conference was hosted by a convicted supporter of a jihadist terror group and sponsored by a group that has strong affiliation to the Muslim Brotherhood, multiple representatives of NGOs participated as speakers, including Omar Shakir, Israel and Palestine director at Human Rights Watch. In 2016, Shakir was expelled from Israel for promoting the anti-Israel BDS boycott movement….

General Milley Leads the Enemy Within

Championing critical race theory, undermining the military.

BY DANIEL GREENFILED

SEE: https://www.frontpagemag.com/fpm/2021/06/general-milley-leads-enemy-within-daniel-greenfield/;

republished below in full unedited for informational, educational & research purposes:

[Editors' note: To sign the Freedom Center's petitions to remove Admiral Michael Gilday and Secretary of Defense Lloyd Austin from their positions, CLICK HERE and HERE.]

Daniel Greenfield, a Shillman Journalism Fellow at the Freedom Center, is an investigative journalist and writer focusing on the radical Left and Islamic terrorism.

As the Black Lives Matter riots torched the country, Gen. Mark Milley, the chairman of the Joint Chiefs of Staff, insisted that the violent assaults threatening the nation’s capitol were merely protests, and berated Trump’s adviser Stephen Miller who warned, “These cities are burning”.

After the White House came under attack and a BLM mob set fire to the gatehouse, Trump aides, at the request of the president, drafted a document invoking the Insurrection Act that would have ended the nationwide reign of Democrat terror by putting troops on the street.

Milley vocally rejected the idea, claiming that the violent riots were just a protest, and it wasn’t appropriate for the military to be involved in political issues. Of course, Eisenhower had sent the troops into Little Rock to integrate the schools, Kennedy had sent them to Mississippi to do the same, and George H.W. Bush had sent them to Los Angeles to put down the Rodney King riots.

After accompanying President Trump to Lafayette Square, where Black Lives Matter rioters had tried to set the ‘Church of the Presidents’ on fire, Milley quickly withered under media pressure.

"I should not have been there," Milley recited in an apology video and defended the BLM-Antifa insurrections as responses to the "centuries of injustice toward African Americans."

After scores of cities had been torched, statues pulled down, and hundreds of police officers wounded at the hands of racist Marxist hate groups, Milley argued that "we should all be proud that the vast majority of protests have been peaceful."

American POWs in Vietnam had held out under torture rather than record Marxist confession videos like the one that Milley made for the media to protect his career.

But Milley didn’t just stand down in the face of the BLM race riots, he joined the move to divide and weaken the military by bringing the Black Lives Matter curriculum of anti-white and anti-American hate into its ranks. Dividing American soldiers by race has a crippling effect on unit cohesion and general morale, it weakens our national security in the face of the threats from Communist China and our other aggressive enemies, Russia and Iran..

As the summer riots engulfed over 200 American cities, Milley joined the push for diversity and inclusion. He demanded that Fort Bragg and Fort Hood, named after Confederate generals, have their names changed. Milley had never brought this up when he was the commander of Army Forces Command at Fort Bragg and a Fort Hood commanding general, but it wasn’t politically expedient then. And Milley’s career ranks first while his country comes last.

By the fall, Milley was talking about fighting “unconscious” bias in the military – the phantom enemy invented by Critical Race Theorists and the anti-American left to attack white people generally and the American heritage in particular.

Milley’s routine paid off and while there had been talk among Biden’s people about removing him, he stayed on instead and is now telling Biden and the Democrats what they want to hear.

At a House Armed Services Committee hearing, Rep. Houlahan, a Democrat from Pennsylvania, called on Milley to defend the imposition of critical race theory on the military

Milley was all too ready and launched into a prepared speech in which he lied that critical race theory was studying "laws in the United States, antebellum laws prior to the Civil War that led to a power differential with African-Americans that were three-quarters of a human being when this country was formed."

This was mind-boggling ignorance on the part of a U.S. general, whom the New York Times had previously praised as an “an avid student of history”, and whom the Associated Press had promoted as a “Princeton-educated history buff”, since the three-fifths compromise had nothing to do with race and everything to do with curtailing the power of the slavocracy.

But in the current corrupt media atmosphere, racist ignorance coming from the left is treated as academic wisdom, and here Milley demonstrated that his knowledge of the most basic elements of American history consisted of ignorant smears from the New York Times’ 1619 Project.

Milley, the “avid student of history”, was as much a hoax as the rest of his manufactured image.

The great “history buff” either didn’t know anything about American history, or he was willing to smear America and defame her past in order to score points with his new leftist bosses.

Once again Milley was undermining America’s security to appease his left-wing overseers.

“I’ve read Karl Marx. I’ve read Lenin. That doesn’t make me a communist,” Milley rambled in his pathetic defense of critical race theory.

American officers studied Marx and Lenin to defeat Communism, not to adopt it. But Milley is overseeing a military that is adopting Marxism on his orders through critical race theory.

Is Milley committed to defeating critical race theory or to embracing it? His comments at the hearing left no doubt as to which side he had chosen in the battle against America.

Milley declared, “I want to understand white rage and I’m white, and I want to understand it”.

The only people who talk that way are academics and white-hating Black Lives Matter Marxists.

President Trump picked Milley because he appeared to be a salt-of-the-earth military man who seemed to share his view of the world. In fact, he was a time-serving opportunist, more committed to advancing his career than defending his country.

Quite a few people have been fooled by Milley who looks like a Hollywood director's idea of a general but is actually, a rarity, the second Army boss to have come through the Ivy League.

Milley started out at Belmont Hill School, a posh private school with elite alumni, which these days promotes Black Lives Matter and the low-grade racism of Ibram X. Kendi. He went on to be a Princeton political science 'longhair', and picked up a master’s degree in international relations from Columbia. Milley’s militant defense of woke racism in the form of critical race theory was unsurprising because despite his appearance he has the perfect background for it.

The future general had intended to join the military for only four years to “to give meaning to Princeton in the nation’s service”. And Princeton’s left-wing ideology still comes out ahead of the military oath to defend the Constitution and the country it created.

Obama, determined to politicize the military and the intelligence services, picked the Ivy League officer over the heads of more qualified and patriotic senior officers.

As an article noted at the time, "Milley’s rise to top Army officer came quickly. He is commander of U.S. Forces Command, a post he’s held only since last August. Previously, for a little more than one year he was the deputy commander of the Afghanistan war.”

Revealingly, Ash Carter, Obama's Secretary of Defense, touted Milley as a "statesman" with "the intellect and vision to lead change throughout the Army". That’s what he’s still doing.

Milley wasn’t there to win wars, but to be a “statesman” and to transform the Army.

Army Ivy League officers love to talk about change for its own sake and Milley rose through the ranks by borrowing Silicon Valley’s rhetoric of disrupting everything. Especially the military.

Ground war is “on the cusp of fundamental change”, he declared in 2016. Wars of the future were coming. “We must be open-minded to that change. We may not have divisions or corps, tanks or Bradleys. We don’t know.” Five years later, the Taliban are overrunning Afghanistan using the same raiding tactics that local fighters had been employing for thousands of years.

Meanwhile, Milley’s big achievement is the Army Futures Command in Austin whose people look and sound like the local dot com startup culture in the lefty hipster city.

The defeat in Afghanistan and the ‘wokening’ of the military have a common origin in Ivy League officers like Milley whose enthusiasm for “fundamental change” blinded them to the complete failure of Obama’s appeasement policies and the infiltration of the armed forces by the anti-American Left.

America and its soldiers have been failed and betrayed on the battlefield by academic officers whose sympathies were with the leftist insurgents taking over the country at home, and who saw the war in Afghanistan as a laboratory for demonstrating Obama’s exciting new ideas.

Milley is not the worst of them. He's the successor to even more craven generals like Stanley McChrystal, but he occupies his position at a crucial time when the survival of the United States military is at stake. And the enemy isn’t in Afghanistan: it’s inside America.

Milley has not only failed to fight this enemy, he has surrendered and joined their Marxist cause.

After losing Afghanistan, Milley is overseeing the defeat of America.

"The conditions are set for winning this war," Milley had asserted back when he was heading up NATO’s ISAF Joint Command under Obama.

“I don't think anyone has died in vain, per se,” he recently replied when he was asked if American soldiers in Afghanistan had died in vain.

The mothers of all the men who had died in Afghanistan were no doubt reassured, per se.

Milley has spent his career telling politicians what they want to hear because it was good for his career. His endorsement of the divisive racism of critical race theory shows that there are no limits to what he will support as long as it’s good for his career. But this time the cost may not just be thousands of dead Americans abroad, but a defenseless nation at home.

PAUL R. BAIRD MIDDLE SCHOOL, LUDLOW, MASS.: a brutal fight with school officials over aggressive LGBT agenda

ALT TEXT

SEE: https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/Overview/index.html;

republished below in full unedited for informational, educational & research purposes:

In a Massachusetts town: How parents are fighting – and winning – a brutal fight with school officials over aggressive LGBT middle school agenda.

Graphic library books. Staff persuading kids they are “transgender” while keeping parents in the dark. And more. Most people have no idea how radical this agenda is – or of the contempt that school officials have for parents who disagree.  But with MassResistance’s help, these parents are succeeding.

(Part I of a multi-part series over the next several days.)

The Baird Middle School in Ludlow, MA, has become an unsafe place for parents to send their children.

It’s happening in more places than people realize.

Ludlow is a town of about 21,000 in central Massachusetts. The people are relatively conservative. It’s a tight community. Many of the families also speak Portuguese or Polish and have lived there for generations. People have always been happy to send their children to the local public schools.

But in late 2019, parents at the Baird Middle School (where the kids are ages 11-13) were shocked at the militant LGBT agenda they started seeing. The more they found out, the worse they realized it was.

Here we give a brief overview of what happened. In the upcoming installments, we will include the shocking and outrageous details. It is important to realize just how depraved many school personnel are and how horrible their agenda is. And it’s frightening how viciously the school officials – from the School Board and Superintendent on down – behave toward parents who challenge this. But it’s also important to know that they can be beaten.

The pornographic books

The school had hired a “transgender” school librarian (a weird woman who dressed as a man). Very graphic, explicit homosexual and transgender-themed books appeared on the library shelves, and several were prominently displayed. Many of the books encouraged kids to experiment with LGBT behaviors, as well as other sexual activities. A teacher observed that a boy began fondling himself after reading one of the books during class.

ALT TEXT 
The school librarian, Jordan Funke (Center) poses with Ludlow Superintendent Todd Gazda (left) along with other staff and a consultant. (Both have now resigned!)

Subverting and attacking parents

A group of parents began coming to School Board meetings to complain about the books. But they were treated harshly and disrespectfully. They were told they were interfering with “diversity.” They were handed a list of bureaucratic steps to follow if they wanted the officials to consider removing the books. But the Superintendent insisted that the books were completely appropriate.

At one point, the School Board moved their meeting to a gymnasium so that a crowd of local left-wing teachers and LGBT activists could come and intimidate the parents with vicious name-calling.

The Massachusetts chapter of American Library Association (ALA) even got involved, apparently at the instigation of the school librarian. They told the School Board that the books are “entirely appropriate” for fifth-graders, and warned the Board that removing the books would constitute an abridgement of the “intellectual freedom” of the children.

The teacher who stood up for parents

One of the teachers, a Christian, was a true hero. This woman revealed several of the books to the parents and helped them understand what the children were exposed to in the library. For doing that, other staff members harassed and tried to intimidate her. They even tried to press harassment charges against her. But she stood tall and would not cave in.

The teacher also revealed that there had been bizarre sexual posters put up just outside the school library, but they had been removed when it was feared that parents walking through the school might see them.

ALT TEXT 
These are a few of the posters that were put up just outside of the Baird Middle School Library - apparently by the librarian - but were soon taken down.
ALT TEXT

The hardcore “transgender” agenda

When COVID hit, parents found out that on days when students were allowed to go into the school, there were occasional strange pro-LGBT one-and-one sessions between school staff members and some of the more vulnerable kids. The kids were given pornography and links to “transgender” YouTube videos.

Teachers and counselors secretly began pushing the concept of “preferred pronouns” to the children (i.e., using “him” for a girl or “her” for a boy – or some other invented pronoun). From there, if a student “felt” like the opposite sex, the staff would persuade the child to use an opposite-sex name while in school. Other students and staff were also told to address the child by that name. All of this was purposely kept hidden from the child’s parents as well as other parents.

But thanks to that Christian teacher, parents were starting to find out. And they were outraged. That’s when they asked MassResistance to step in and help them. We began organizing them for action. Among other things, they began exposing this to other people in town and demanding that the perpetrators be fired.

When that teacher informed one of the fathers that both of his middle school children were now using opposite-sex names and receiving “transgender’ counseling in the school, he was livid. He confronted the school officials. At first, they refused to meet with him and the mother, but finally, they relented. (MassResistance accompanied him to a meeting with the Superintendent, who basically stonewalled and tried to defend the staff’s actions.)

A major victory

But we helped the parents keep up the pressure. The outrage against the school intensified. (And the parent now has lawyers getting involved.)

In early May 2021, the librarian announced she was resigning. A few weeks later, the Superintendent announced he was resigning. This is a huge victory! And there are rumors that the school principal is looking for another job.

In retaliation: The teacher is fired, and more

But the remaining school officials are angrier than ever. Before leaving, the Superintendent had the Christian teacher formally fired, which has incensed the parents even more. (She now has a lawyer!) And the School Board has started a vile salvo of invective against the parents, demeaning and degrading them (and MassResistance) before the community. What’s more, a small group of local leftist zealots is supporting the School Board by attacking the parents on social media.

More happening

The battle in Ludlow is continuing to boil. The parents will continue to pursue their goal to get the LGBT agenda out of the school – and the other ringleaders on the staff removed. The next few months are probably going to be ugly.

Next: The middle school library books

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________________________________________________________________

Principal: Baird Middle School Principal Image
Dr. Stacy Monette Email Principal Icon
Grade Level: 6-8
School Type: Middle
Address:
One Rooney Road
Ludlow, MA  01056
Phone: 413.583.5685
Fax: 413.583.5636

____________________________________________________________________

PART 2: THE PERVERSE LIBRARY BOOKS-

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/The-library-books/index.html

PART 3:

How school officials thwart internal whistleblowers - to protect explicit sexual and LGBT books in middle school libraries.

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/Officials-subvert-whistleblowers/index.html

PART 4:

How schools keep parents (and teachers) from getting sexual and LGBT books removed from middle schools

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/Officials-stop-challenges-to-books/index.html

PART 6:

American Library Association pressures middle school officials to keep graphic sexual book in their library and classrooms

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/ALA-fights-vs-parents/index.html

PART 7: 

School staff grooms children to be 'trans'

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/Trans-agenda-targeting-kids/index.html

PART 8: 

Middle school LGBT indoctrination causes a sister and brother to BOTH declare themselves to be “transgender.” Their parents are livid.

https://www.massresistance.org/docs/gen4/21b/Ludlow-MA-middle-school/MR-fights-back/index.html

 

 

Veteran Sean Parnell Video: Critical Race Theory ‘Will Cost Lives on the Battlefield’~How to destroy the U.S. military without firing a shot.

SEE: https://www.frontpagemag.com/fpm/2021/06/parnell-video-critical-race-theory-will-cost-lives-frontpage-magazine/;

republished below in full unedited for informational, educational & research purposes:

[Editors' note: To sign the Freedom Center's petitions to remove Admiral Michael Gilday and Secretary of Defense Lloyd Austin from their positions, CLICK HERE and HERE.]

On a recent episdoe of Fox News' Tucker Carlson Tonight, veteran and Pennsylvania Senate candidate Sean Parnell slammed Gen. Mark Milley's public defense of the subversive "critical race theory."

"If you're looking for a way to destroy the United States military from the inside out without firing a shot, talk about what he's talking about and implement critical race theory," Parnell declares. "It's a disaster, it's dangerous, it makes it harder to accomplish the mission and ultimately I think it will cost lives on the battlefield."

_________________________________________________________________

ALSO:

Greg of Newsmax TV: The most absurd statement ever uttered by an American General

"I had a feeling he was a politician much more than a soldier." - Greg Kelly sounds off on General Mark Milley and the virtue-signaling running rampant in the U.S. armed forces.

 

Florida Governor Ron DeSantis Signs Anti-Indoctrination in schools Legislation

BY RENEE NAL

SEE: https://rairfoundation.com/must-see-florida-gov-ron-desantis-signs-anti-indoctrination-legislation-video/;

republished below in full unedited for informational, educational & research purposes:

“It is abundantly clear that we need to do a much better job of educating our students in civics to prepare them for the rest of their lives.”

Florida Governor Ron DeSantis signed education legislation this week designed to teach the truth about America’s history and the evils of totalitarian ideologies.

The three different pieces of legislation – House Bill 5HB 233, and Senate Bill 1108 – will teach children about the Constitution, as well as  giving them an understanding of the “evils of communism and totalitarian ideologies.” Also, the bills require the State Board of Education “to conduct an annual assessment on intellectual freedom & viewpoint diversity.” Also, young learners will need to “pass a specified assessment to demonstrate competency in civic literacy.”

The welcome laws are needed now more than ever as children are being indoctrinated by radical leftists across the country. A sample can be found at RAIR Foundation USA herehereherehere and here.

During a must-see press conference (watch below), DeSantis explained:

“The sad reality is that only two in five Americans can correctly name the three branches of government, and more than a third of Americans cannot name any of the rights guaranteed by the First Amendment. It is abundantly clear that we need to do a much better job of educating our students in civics to prepare them for the rest of their lives.”

DeSantis continued:

“We have a number of people in Florida, particularly southern Florida, who’ve escaped totalitarian regimes, who’ve escaped communist dictatorships to be able to come to America,” DeSantis said. “We want all students to understand the difference: Why would somebody flee across shark-infested waters, say, leaving from Cuba to come to southern Florida? Why would somebody leave a place like Vietnam? Why would people leave these countries and risk their life to be able to come here? It’s important students understand that.”

With a curriculum like that, children will be much better equipped to ward off the creeping communist ideology infecting universities across the country.

Watch the press conference here:*

*Note: Part of the audio was missing so the video starts where the audio started.

“Free to Learn” Exposes Schools Teaching Ideology, Not Skills

BY STACEY LENNOX

SEE: https://pjmedia.com/news-and-politics/stacey-lennox/2021/06/26/free-to-learn-exposes-k-12-schools-using-politicized-curriculum-in-brutal-ad-campaign-n1457412;

republished below in full unedited for informational, educational & research purposes:

Free to Learn is a new non-profit that is taking a non-partisan approach to highlighting the damage politicized content like critical theories are doing to our children and the quality of the education they receive. The group’s mission is to support parents, caregivers, and grassroots community organizations fighting to rid their schools of political content and to refocus on core skills.

“After a year of virtual learning and having a front-row seat in the classroom, parents are waking up to the increasingly political climate in their children’s schools,” Alleigh Marré, president of the Free to Learn Coalition, explained in a press release. “As we grow our partnerships with parent and community groups, the Free to Learn Coalition will provide a platform and tailored resources to those ready to take on political activism by school boards and administrators.”

In an interview with PJ Media, Marré shared some results taken from initial polling conducted by Free to Learn. Objections to political content in the classroom are bipartisan and resounding. A majority of respondents, 82%, want no politicized content in school. When asked where curriculum should be focused, 71% prefer to emphasize core subjects over ideology, including 66% of self-identified liberals. In a national election, these numbers would be considered a landslide. To put a fine point on the polling information, Marré emphasized that the goal is not to limit the exposure to a broad range of ideas. The objection is to teaching materials through the lens of one ideology and presenting them as facts.

RecommendedParents Are Revolting, Teachers Are Resigning, and Critical Race Theory Is to Blame

The current debate over civics education in some districts provides one example. Parents prefer teaching about how our government functions, covering the mechanics of the election process at the local, state, and national level, or covering current events. As Stanley Kurtz wrote in the American Mind:

True civic education conveys the purpose, nature, and contours of our constitutional republic, tells the story of the struggle to uphold its founding principles of equal rights and liberty, and cultivates virtues necessary to the republic’s preservation. What civic education very deliberately does not attempt to do is supply students with substantive political positions. That is for students themselves to determine as free individuals, in the fullness of time.

This content can become politicized through programs like Action Civics, where students lobby, protest, and influence the political process as part of the curriculum. As the Texas Public Policy Foundation noted, “When ‘action’ proceeds from unexamined assumptions, the result is not learning, but indoctrination.” There is a distinct difference between requiring students to attend a city council meeting and report back on their observations of the process, and giving credit to students for attending an anti-gun protest.

To reach parents who may be apolitical, Free to Learn has invested seven figures in launching a national ad campaign. The national ad highlights the declining performance in reading, math, and science education in the United States. In the last OCED PISA rating, the U.S. ranked 22, far behind China and even newer nations like Estonia and Slovenia:

The ads deployed in the local markets note the declining global performance and highlight additional details of the three situations summarized in the national ad. One ad will air in the New York metro. It explicitly calls out Grace Church School and several others in the area:

RecommendedBlack Mother Reveals Critical Race Theory’s Hidden Anti-Black Racism

The ad that Free to Learn will air the Fairfax, Va., market highlights the problems with equity policies. Invariably, these programs demand that school officials lower requirements to give the impression of equal outcomes while handicapping exceptional students from every background:

In Arizona, Free to Learn takes aim at the Peoria School District. It highlights allegations of abuse and the parents being denied access to the curriculum taught to their children. That level of arrogance — feeling that government employees paid by the taxpayers are better suited to determine what children need than parents — is tragically commonplace across the country:

The goal of Free to Learn is to assist parents and grassroots organizations in networking and information sharing. The group’s polling finds that parents are not alone in wanting to move away from school curriculum that comes under labels like “social-emotional” or “diversity, equity, and inclusion” teaching through the lens of critical theories and back to skill-building that breeds critical thinking. However, messages from the media can make parents feel like they are alone, don’t understand the content, or that this is all a “right-wing conspiracy.”

RecommendedParents Fighting Critical Theories in K-12 Need to Use Every Tool Available Including the Courts

“If there was any basis to label this issue as a conspiracy theory, the recent regulatory proposals of the Biden Department of Education and should clear that up,” Marré, the Free to Learn president, told PJ Media. The proposals condition grant funding to schools on programs that use critical theories and curriculum based on the 1619 Project. Through coordinated parent-led collaboration, Marré hopes to overcome these perceptions and empower parents. “The future of our nation depends on improving the performance of our public schools.”

Education Secretary Refuses to Answer How Many Genders Exist During Exchange with Congresswoman

GOP Rep. Tim Walberg grills Education Secretary Miguel Cardona:

Rumble — GOP Rep. Tim Walberg grills Education Secretary Miguel Cardona on admin's endorsement of 1619 Project

Education Secretary Cardona grilled by House GOP on administration policies

Rumble — Joe Biden's Education Secretary Miguel Cardona testifies before the House Education and Labor Committee on his department's priorities for the next year. One America's Christina Howitson has more.

President-elect Biden Introduces his Nominee for Secretary of Education:

FLORIDA GOVERNOR DeSantis Signs New Laws, Emphasizing Civics and Lessons on Evils of Communism in Schools

DeSantis Signs New Laws, Emphasizing Civics and Lessons on Evils of Communism in Schools

BY RAVEN CLABOUGH

SEE: https://thenewamerican.com/desantis-signs-new-laws-emphasizing-civics-and-lessons-on-evils-of-communism-in-schools/;

republished below in full unedited for informational, educational & research purposes:

Republican Florida Governor Ron DeSantis continues to position himself as the common-sense conservative Americans need in the face of an increasingly bold leftist agenda, this time signing three bills into law that will boost civics education in public schools and require teaching on the evils of communism, the Daily Wire reported.

On Tuesday, DeSantis signed House Bill 5, which will require the Florida Department of Education to create a civics education curriculum that “includes an understanding of citizens’ shared rights and responsibilities under the Constitution and Bill of Rights,” according to a news release on the bills. It will require the high-school curriculum to discuss political ideologies that oppose the principles of freedom and democracy, including communism and totalitarianism. The curriculum will also include a library of “Portraits in Patriotism,” which highlights individuals who have moved to this country for freedom to escape persecution from tyrannical regimes such as in Cuba or Venezuela. The bill requires first-person accounts of “victims of other nations’ governing philosophies who can compare those philosophies with those of the United States.”

“We want all students to understand the difference, why would somebody flee across shark-infested waters say, leaving from Cuba to come to southern Florida?” DeSantis explained during a press conference and signing ceremony at Three Oaks Middle School. “Why would somebody leave a place like Vietnam? Why would people leave these countries and risk their lives to be able to come here? It’s important that students understand that. Now as part of this bill, Florida will create a ‘Portraits in Patriotism’ library so students can learn about real patriots who came to this country after seeing the horrors of these communist regimes.”

“We have a number of people in Florida,” DeSantis added, “who’ve escaped totalitarian regimes, who’ve escaped communist dictatorships to be able to come to America.”

Also signed on Tuesday was Senate Bill 1108, which will require state college and university students to take a civic literacy course and a civic literacy assessment as a graduation requirement.

“The sad reality is that only two in five Americans can correctly name the three branches of government, and more than a third of Americans cannot name any of the rights guaranteed by the First Amendment,” DeSantis said. “It is abundantly clear that we need to do a much better job of educating our students in civics to prepare them for the rest of their lives.”

Under Senate Bill 1108, high-school students will be required to take a civic literacy assessment that, if passed, will exempt students from the post-secondary test requirement.

Governor DeSantis also signed House Bill 233 into law on Tuesday. This bill requires state colleges and universities to annually assess “viewpoint diversity and intellectual freedom at their institutions to ensure that Florida’s postsecondary students will be shown diverse ideas and opinions, including those that they may disagree with or find uncomfortable.”

“It used to be thought that a university campus was a place you’d be exposed to a lot of different ideas. Unfortunately now, the norm is really that these are more intellectually oppressive environments,” the governor opined. “You have orthodoxies that are promoted, and other viewpoints are shunned or even suppressed. We don’t want that in Florida. You need to have a true contest of ideas. Students should not be shielded from ideas and we want robust First Amendment speech on our college and university campuses.”

The timing of the bills is appropriate, as high schools and colleges across the country continue to be bastions of Leftist thought that churn out the future anti-American, anti-white, anti-Christian, anti-capitalist leaders advocating for left-wing agenda items such as critical race theory, the New York Times’ “1619 Project,” and cancel culture.

Until the 1960s, civics education was commonplace in American schools, but shifting priorities and intrusive government education reforms ultimately slashed civics offerings from public schools. According to the National Education Association, only 25 percent of U.S. students today reach the “proficient” standard on the National Assessment of Education Progress (NAEP) Civics Assessment required to be passed by incoming citizens of the United States, with white, upper-class students four to six times more likely than Black and Hispanic students from low-income households to exceed that level.

Conservatives such as DeSantis understand the old adage that those who don’t know history are doomed to repeat it, a sentiment that has been made most clear by recent testimony at a Loudoun County School Board meeting in Virginia by a mother who escaped Chairman Mao’s brutal communist regime in China. Xi Van Fleet told the school board that critical race theory is “the American version of the Chinese Cultural Revolution.”

“Critical race theory has its roots in cultural Marxism — it should have no place in our schools,” she said.

“You are now teaching, training our children, to be social justice warriors and to loathe our country and our history,” she continued.

“Growing up in Mao’s China, all of this seems very familiar,” insisted Van Fleet, who fled China at the age of 26. “The Communist regime used the same critical theory to divide people. The only difference is they used class instead of race.”

Americans’ lack of knowledge about their country’s history was made painfully clear during a recent episode of Jeopardy, which aired on June 1, in which not one of the three contestants were able to answer a very easy question about the Gettysburg Address, prompting intense backlash from viewers.

An $800 question in a “Quotations” category read, “Government of the people, by the people, for the people, is from the end of this brief but powerful speech.”

Seconds passed, followed by a brief but telling silence before guest host Mayim Bialik revealed the answer to be the Gettysburg Address.

The embarrassing display invited vitriol from viewers online.

“I’m gonna pretend like I just didn’t see ALL THREE contestants miss ‘the Gettysburg Address’ just now,” replied another.

“How did #Jeopardy manage to find three contestants who don’t recognize the closing line of the Gettysburg Address? This isn’t Elementary Jeopardy, folks,” remarked another critic.

As noted by Life Site News, the three new laws are just the latest in a long list of conservative accomplishments for DeSantis, which include tougher penalties for riot-related offenses, requiring schools to allow silent time for prayer, opposition to overzealous COVID restrictions, banning sanctuary cities, strengthening election security, and keeping males out of female sports.

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