WATCH: College Kids Pledge Hundreds for Hamas to Bomb Israeli Schools and Cafés

Political satirist and video maker Ami Horowitz recently visited the campus of Portland State University, posing as a member of Hamas. He asked students to donate to the terrorist organization to help bomb schools, cafés, and other “soft targets” that would help destroy Israel. Watch the video at The Corner Read More......

Judicial Watch: Documents Reveal US Army Indoctrinated Soldiers on Dangers of ‘White Privilege’

(Hat tip: KimR) - Judicial Watch announced today that it obtained documents from the United States Department of the Army revealing that in April 2015, 400 soldiers in the 67th Signal Battalion at Fort Gordon, Georgia, were subjected to a “white privilege” briefing, including a PowerPoint presentation instructing the attendees: “Our society attaches privilege to being white and male and heterosexual..." Read more at Judicial Watch Read More......

College students taught most U.S. terrorists ‘conservative’ white men

"Ninety percent (of U.S. terrorist attacks) are from these white Caucasian men," Avilla told his class. "And by the way I am not saying white men are evil - but that is what we should be thinking about. Usually they are people who are religiously motivated and politically conservative."

Read more at The College Fix
(Hat tip: KimR) Read More......

What Is Your Child Really Learning in Middle School?

Recently, ION Television cited Oman Frame in their "Everyday Heroes" segment for his work on race, gender, and class. Those last three words caught my attention, since white privilege is a constant meme in the academic world. --Frame teaches 7^th and 8^th grade in southwest Atlanta.  He is a charismatic man who bonds easily with students of either race.  Martha Caldwell also works with Oman Frame.  She wrote "Inquiry into identity: Teaching critical thinking through a study of race, class, and gender."  Comments about their workshops for middle school students include this from a parent:

Read more at American Thinker
(Hat tip: KimR) Read More......

Lynne Cheney Op-Ed: The End of History, Part II

AFP/Getty Images: President Reagan speaking near the
Brandenburg Gate in West Belin, June 12, 1987.

By Lynne V. Cheney
Wall Street Journal, April 1, 2015
The new Advanced Placement U.S. history exam focuses on oppression, group identity and Reagan the warmonger.

If you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!

—Present Ronald Reagan, June 12, 1987

President Reagan’s challenge to Soviet Premier Mikhail Gorbachev remains one of the most dramatic calls for freedom in our time. Thus I was heartened to find a passage from Reagan’s speech on the sample of the new Advanced Placement U.S. history exam that students will take for the first time in May. It seemed for a moment that students would be encouraged to learn about positive aspects of our past rather than be directed to focus on the negative, as happens all too often.

But when I looked closer to see the purpose for which the quotation was used, I found that it is held up as an example of “increased assertiveness and bellicosity” on the part of the U.S. in the 1980s. That’s the answer to a multiple-choice question about what Reagan’s speech reflects.

No notice is taken of the connection the president made between freedom and human flourishing, no attention to the fact that within 2½ years of the speech, people were chipping off pieces of the Berlin Wall as souvenirs. Instead of acknowledging important ideas and historical context, test makers have reduced President Reagan’s most eloquent moment to warmongering.

The AP U.S. history exam matters. Half a million of the nation’s best and brightest high-school students will take it this year, hoping to use it to earn college credit and to polish their applications to competitive colleges. To score well on the exam, students have to learn what the College Board, a private organization that creates the exam, wants them to know.

No one worried much about the College Board having this de facto power over curriculum until that organization released a detailed framework—for courses beginning last year—on which the Advanced Placement tests on U.S. history will be based from 2015 onward. When educators, academics and other concerned citizens realized how many notable figures were missing and how negative was the view of American history presented, they spoke out forcefully. The response of the College Board was to release the sample exam that features Ronald Reagan as a warmonger.

It doesn’t stop there. On the multiple-choice part of the sample exam, there are 18 sections, and eight of them take up the oppression of women, blacks and immigrants. Knowing about the experiences of these groups is important—but truth requires that accomplishment be recognized as well as oppression, and the exam doesn’t have questions on subjects such as the transforming leadership of Martin Luther King Jr.

The framework requires that all questions take up sweeping issues, such as “group identity,” which leaves little place for transcendent individuals. Men and women who were once studied as inspirational figures have become examples of trends, and usually not uplifting ones. The immigrant story that the exam tells is of oppressed people escaping to America only to find more oppression. That many came seeking the Promised Land—and found it here—is no longer part of the narrative.

Critics have noted that Benjamin Franklin is absent from the new AP U.S. history framework, and perhaps in response, the College Board put a quotation from Franklin atop the sample exam. Yet not one of the questions that were asked about the quotation has to do with Franklin. They are about George Whitefield, an evangelist whom Franklin described in the quote. This odd deflection makes sense in the new test, considering that Franklin was a self-made man, whose rise from rags to riches would have been possible only in America—an example of the exceptionalism that doesn’t fit the worldview that pervades the AP framework and sample exam.

Evangelist Whitefield, an Englishman who preached in the colonies, was a key figure in the Great Awakening, an evangelical revival that began in the 1730s. Here, however, he is held up as an example of “trans-Atlantic exchanges,” which seems completely out of left field until one realizes that the underlying notion is that we need to stop thinking nationally and think globally. Our history is simply part of a larger story.

Aside from a section about mobilizing women to serve in the workforce, the sample exam has nothing to say about World War II, the conflict in which the U.S. liberated millions of people and ended one of the most evil regimes in the history of the world. The heroic acts of the men who landed on Omaha Beach and lifted the flag on Iwo Jima are ignored. The wartime experiences that the new framework prefers are those raising “questions about American values,” such as “the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb.”

Why would the College Board respond to criticism by putting out a sample exam that proves the critics’ point? Perhaps it is a case of those on the left being so confirmed in their biases that they no longer notice them. Or maybe the College Board doesn’t care what others think.

Some states are trying to get its attention. The Texas State Board of Education, noting that the AP U.S. history framework is incompatible with that state’s standards, has formally requested that the College Board do a rewrite. The Georgia Senate has passed a resolution to encourage competition for the College Board’s AP program. If anything brings a change, it is likely to be such pressure from the states, which provide the College Board with substantial revenue.

Some 20 years ago, as chairman of the National Endowment for the Humanities, I made a grant to a group to create voluntary standards for U.S. history. When the project was finished, I had standards on my hands that were overwhelmingly negative about the American story, so biased that I felt obliged to condemn them in an op-ed for The Wall Street Journal called “The End of History.”

I learned an important lesson, one worth repeating today. The curriculum shouldn’t be farmed out, not to the federal government and not to private groups. It should stay in the hands of the people who are constitutionally responsible for it: the citizens of each state.

Mrs. Cheney, a senior fellow at the American Enterprise Institute, writes about history. Her most recent book is “James Madison: A Life Reconsidered” (Viking, 2014).
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Indoctrination in Common Core ELA Texts

Please watch! See Flyer for AFP and Capitol Watch Rally on Capitol Steps in Salem, 11AM-1PM, September 18, 2013

(Hat tip: Democrats Against U.N. Agenda 21, "This is Common Core. Common Core is Agenda 21.")

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Re-education at George Mason

By Walter E. Williams - This week begins my 34th year serving on George Mason University's distinguished economics faculty. You might imagine my surprise when I received a letter from its Office of Equity and Diversity Services notifying me that I was required to "complete the in-person Equal Opportunity and Prevention of Sexual Harassment Policies and Procedures training." This is a leftist agenda for indoctrination, thought control and free speech suppression to which I shall refuse to submit. Let's look at it.

Ideas such as equity and equal opportunity, while having high emotional value, are vacuous analytical concepts. For example, I've asked students whether they plan to give every employer an equal opportunity to hire them when they graduate. To a person, they always answer no. If they aren't going to give every employer an equal opportunity to hire them, what's fair about forcing employers to give them an equal opportunity to be hired?

I'm guilty of gross violation of equality of opportunity, racism and possibly sexism. Back in 1960, when interviewing people to establish a marital contract, every woman wasn't given an equal opportunity. I discriminated against not only white, Indian, Asian, Mexican and handicapped women but men of any race. My choices were confined to good-looking black women. You say, "Williams, that kind of discrimination doesn't harm anyone!" Nonsense! When I married Mrs. Williams, other women were harmed by having a reduced opportunity set.

George Mason's Office of Equity and Diversity Services has far more challenging equity and diversity work than worrying about the re-education of Professor Williams. They must know that courts have long held that gross racial disparities are probative of a pattern and practice of discrimination. The most notable gross racial disparity on campus, and hence probative of discrimination, can be found on GMU's fabulous men's basketball team. Blacks are less than 9 percent of student enrollment but are 85 percent of our varsity basketball team and dominate its starting five.

It's not just GMU. Watch any Saturday afternoon college basketball game and ask yourself the question fixated in the minds of equity, diversity and inclusion hunters: Does this look like America? Among the 10 players on the court, at best there might be two white players. In 2010, 61 percent of Division I basketball players were black, and only 31 percent were white.

Allied with the purveyors of equity, diversity and inclusion are the multiculturalists, who call for the celebration of cultures. For them, all cultures are morally equivalent and to deem otherwise is Eurocentrism. That's unbridled nonsense. Ask your multiculturalist: Is forcible female genital mutilation, as practiced in nearly 30 sub-Saharan Africa and Middle Eastern countries, a morally equivalent cultural value? Slavery is practiced in Sudan and Niger; is that a cultural equivalent? In most of the Middle East, there are numerous limits on women - such as prohibitions on driving, employment, voting and education. Under Islamic law, in some countries, female adulterers face death by stoning, and thieves face the punishment of having their hand severed. Are these cultural values morally equivalent, superior or inferior to those of the West?

Western values are superior to all others. Why? The greatest achievement of the West was the concept of individual rights. The Western transition from barbarism to civility didn't happen overnight. It emerged feebly - mainly in England, starting with the Magna Carta of 1215 - and took centuries to get where it is today.

One need not be a Westerner to hold Western values. A person can be Chinese, Japanese, Jewish, African or Arab and hold Western values. It's no accident that Western values of reason and individual rights have produced unprecedented health, life expectancy, wealth and comfort for the ordinary person.

Western values are under ruthless attack by the academic elite on college campuses across America. They want to replace personal liberty with government control and replace equality before the law with entitlement. The multiculturalism and diversity agenda is a cancer on our society, and our tax dollars and charitable donations are supporting it.

Walter E. Williams is a professor of economics at George Mason University. To find out more about Walter E. Williams and read features by other Creators Syndicate writers and cartoonists, visit the Creators Syndicate Read More......

Common Core: Bad for Kids

[Adapted from an article in the Oregon Federation of Republican Women's April-May 2013 edition of Republication]: Holly Swanson, outstanding author, activist and member of the Josephine County Republican Women warns, "The Education for Sustainability movement is drastically altering the curriculum in our schools, changing the role of public education and imposing a political agenda on our innocent children. The aim of this indoctrination program is to train America’s children to be against our form of government, free enterprise system, religious beliefs and much more." Holly urges Republicans to become active in attending school board meetings, writing their government representatives, researching, becoming informed and learning from their children and grandchildren what they are studying.

WASHINGTON – Senator Chuck Grassley (R-IA) is leading an effort to ask leading Senate appropriators to restore state-level decision making about academic content in public schools in response to the way federal incentives have interfered and put a heavy hand on states to adopt the Common Core State Standards Initiative.

Grassley said the Common Core program was initially billed as a voluntary effort, and that current federal law makes clear that the U.S. Department of Education may not be involved in setting specific content standards or determining the content of state assessments. “The reality is that the U.S. Department of Education has made adoption of standards matching those in Common Core a requirement for getting waivers and funds,” Grassley said. “This violates the structure of our education system, where academic content decisions are made at the state level giving parents a direct line of accountability to those making the decisions. The federal government should not be allowed to coerce state education decision makers.”

In a letter to the Chairman and Ranking Member of the Senate Appropriations Subcommittee that funds education, Senators Chuck Grassley, Mike Lee, Tom Coburn, James Inhofe, Deb Fischer, Rand Paul, Pat Roberts, Jeff Sessions, and Ted Cruz urged appropriators to set clear restrictions on the U.S. Department of Education from setting academic content standards either directly or indirectly when they put together legislation to fund the U.S. Department of Education for the next fiscal year.

Get involved. If there was ever an issues for Republicans to get behind, it is re-empowering control of the education system to the states, local school boards and parents.

  Holly Swanson is the author of Training for Treason: The Harmful Agenda Behind Education for Sustainability and Set up & Sold Out: Find Out What Green Really Means. She is at the forefront of the fight to protect America's children from the indoctrination of a dangerous ideology that will steal their freedom and change America forever. Read More......

Van Jones' Contract for the American Dream

Remember Van Jones, self-avowed Communist and President Obama's former Green Jobs Czar? Apparently he is focusing his attention on children. Is this indoctrination? Is it child abuse? Do these children know how Jones' ideological dream will be paid for? (Comments for this video have been removed and closed on YouTube. I'm guessing that they weren't going the way Jones and fellow travelers had hoped.)

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Andrew Breitbart on 'Big Education'

YAHOO NEWS, 4/26/2011 by Douglas Stewart - Q&A: Andrew Breitbart on 'Big Education' and the Right's Grasp of New Media. Excerpt:

Q: With the success of your news aggregate service (Breitbart.com), Big Hollywood, Big Government, and Big Educa -- wait, are you doing Big Education next?

A: Yeah, Big Education is probably going to be the most controversial one; teachers, professors, teachers unions. The ones who feel obligated to hit our children over the head with indoctrination are now going to be held accountable for the first time ever by new media. It allows the exposure of the algebra teacher who rails against Sarah Palin for a half hour; let's do a video expose.

Read more at Yahoo...

Related: AIM, 5/5/2011 Andrew Breitbart’s Righteous Indignation: Exclusive Interview by Roger Aronoff
Book: Righteous Indignation: Excuse Me While I Save the World! Read More......

Obama Grabs More Land With Conservation Corps

HUMAN EVENTS, 03/23/2011 by Jason Mattera - While the nation wrestles with an unfathomable deficit, the Obama administration announced the formation of a new entity designed to instruct young people about “climate change” and empowering Native American reservations. ∴ The program is called the 21st Century Conservation Corps, which would be implemented through Obama’s Youth in the Great Outdoors initiative. ∴ If you’ve never heard of Youth in the Great Outdoors, it’s a federal outfit within the Department of the Interior that was allocated nearly $40 million last year alone and is seeking $47 million for 2012.

Excerpt: Meanwhile, Myron Ebell, who directs the Center for Energy and Environment at the Competitive Enterprise Institute, unloaded on Interior Department's green agenda as nothing more than a brainwashing boot camp and land power-grab. ∴ “The Obama administration’s America’s Great Outdoors Initiative is another attempt to expand public land ownership, waste taxpayer dollars, and indoctrinate young people in the belief that more government ownership and control is better for our environment,” Ebell told HUMAN EVENTS. Read more at Human Events...

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NAS: An Interview with Holly Swanson

NATIONAL ASSOCIATION OF SCHOLARS (NAS), 10/15/2009 by Ashley Thorne - For the last year and a half the National Association of Scholars has been investigating the sustainability movement in higher education; in the process we’ve kept an eye out for other organizations that speak out about the dangers the movement poses for education. So far, we’ve found only one.

We first learned of the organization Operation Green Out! while researching Second Nature, a Boston-based group that seeks to make sustainability the “foundation of all learning and practice in higher education.” We found that thus far Operation Green Out! seems to be the sole challenger of Second Nature’s education for sustainability agenda, and that it has launched a campaign “to get green politics out in the open and out of the classroom.” Holly Swanson, the organization’s founder and director, is the author of Set Up and Sold Out: Find Out What Green Really Means, and she is a nationwide speaker on the “Green movement” and its “plan to use public education to politically indoctrinate.” By way of introducing NAS members and readers to Ms. Swanson and Operation Green Out! we asked her for an interview to be published on the NAS website. She graciously agreed; read her responses to our questions...

Related: On Friday, March 5th, Glenn Beck presents "Indoctrination of our Kids: An American Epidemic" on Fox News, 2PM (Pacific) and repeated at 11PM. Read More......

Catching Up

Iran to test-fire more missiles - After claiming to successfully test-fire two short-range missiles during drills Sunday by the elite Revolutionary Guard, Iran will test-fire a missile on Monday that could have the capability to hit Israel and U.S. bases in the Gulf region, Reuters reported. Read more at FOX News...

Iran Fires Missile Tests After Secret Nuclear Facility Disclosed - U.S. Officials Say Secret Iranian Nuclear Facility Details Must Be Disclosed. Read more at ABC News...

Obama Issues Ultimatum to Iran - President Barack Obama is offering Iran "a serious, meaningful dialogue" over its disputed nuclear program, while warning Tehran of grave consequences from a united global front. Read more at AOL...

Spate of terrorism arrests not connected, analysts say - In the past week, U.S. officials have announced charges in five terrorism probes in five states (New York, North Carolina, Texas, Illinois and Virginia). It is a confluence of cases unlike anything the country has seen since the September 11, 2001, attacks. Read more at CNN...

Support for Free Market Economy Up Seven Points Since December - Seventy-seven percent (77%) of U.S. voters say that they prefer a free market economy over a government-managed economy. That’s up seven points since December. Read more at Rasmussen...

Social Security's January Surprise - Come January, seniors may do a double take after seeing their Social Security checks. The 2% to 3% increase in benefits they usually get each year won't be there. Read more at the Wall Street Journal...

Can't we just kick the U.N. out? Please, please, please? --bc

Skepticism Over G20 Pledge Of New Era - World leaders promised a new era of economic co-operation at the close of the G20 summit on Friday, endorsing new guidelines for bankers’ pay, a tight timetable for regulatory reform and a new framework for balanced growth. Read more at Financial Times...

MOJO4M POLL: "The people have questions! We are asking our fellow citizens to help us develop a list of The Top Ten Health Care Questions President Obama Has Not Yet Answered. You can vote on up to ten of the questions we've proposed below, or you can also submit your own question for inclusion in the list.

9/24/2009, FOX News - Brave New Schools: Kids taught to sing Obama's praises: School children in New Jersey have been taught to both chant and sing praises to President Obama, with a YouTube video revealing them singing, "Mr. President, We Honor You Today" to the tune of the "Battle Hymn of the Republic." See video at Fox News... Read More......

White House Withdraws Call for Students to 'Help' Obama

FOX News, 9/3/2009 - President Obama's plan to speak to the nation's schoolchildren in a video address next week erupted into controversy as critics claimed he was trying to indoctrinate America's kids. Read more at FOX... Read More......

Education: Fox News Special on Textbooks

On Friday, September 4th, at 6:00 p.m. (Pacific) Tucker Carlson is hosting a Fox News Special, "Do You Know What Textbooks Your Children are Really Reading? Read More......

PC Education: Columbus

The 2007 observence of Columbus Day is October 8th. Though humorous, this 2005 piece portrays the indoctrination which invades the classroom and shamefully undermines our nation through our children.

Exploring Columbus By Tom Purcell, Columnist
Published in the Pittsburgh Tribune-Review on October 9, 2005

"Dad, why does America celebrate Columbus Day?"

"Well, Billy, in 1492, Christopher Columbus sailed from Europe to America and founded the very first settlement in the New World. His arrival marks the beginning of America as we know it."

"But didn't he discover America by accident, dad?"

"Columbus believed the Earth was a sphere. He thought he could reach the Far East by setting off on a westward course. Though he stumbled upon what is now the Bahamas by accident, he was still a great explorer and a great man, Billy."

"A great man, dad, or a racist oppressor?"

"Pardon me, son?"

"When Columbus came to America, he brought with him the greed of the white European males who subsequently colonized America for the dough. They fought and killed the Indigenous Peoples who were already here and took their land and their gold. Columbus eventually died a very rich man."

"Well, Billy, an unfortunate part of human history involves countries invading their neighbors to take control. This has happened in many parts of the world, including Europe, which has a long history of war. But remember that Indigenous Peoples were also prone to war and fighting to expand their control well before Europeans arrived."

"Well, Columbus is also responsible for many germs and diseases that Europeans brought to America, causing untold suffering and death among the people who were here before us."

"Have you been drinking too much caffeine lately, Billy?"

"America's history of environmental destruction can also be laid at Columbus' feet, dad. As soon as the Europeans colonized America's pristine lands, they cut down the trees and plowed up the fields. Can you say soil erosion, dad?"

"Son, did I ever tell you that you take after your mother's side?"

"And what about slavery? It was the Europeans who created a flourishing slave trade in America. They did it to develop the land cheaply, so they could make giant profits. Columbus even made slaves out of some of the Indigenous Peoples who attacked him and his men."

"Son, do you remember where your mother hid the bourbon?"

"I'll tell you another thing, dad. The only reason we even celebrate Columbus Day is because he was Italian, and the day is also a celebration of Italian heritage. When FDR made Columbus Day official in 1934, he did it not just because Columbus discovered the New World, but because Italian immigrants in America represented millions of votes."

"Look, Billy, there are a lot of ways to look at what Christopher Columbus symbolizes. You can focus on the negative attributes, and there are some, or you can do what America has been doing for many years now: focus on the positive."

"Positive, dad?"

"Sure, Billy. Columbus represents the spirit of exploration, the spirit of pushing forward into the great unknown to find greater and better things. This has always been the spirit of America, the land of innovation and new ideas."

"What kind of ideas, dad?"

"How about the ideas of freedom and self-government, Billy? After Columbus opened a gateway to the New World, other European countries established colonies here, too. Eventually, some amazing historical figures would evolve in North America. They would create and fight for a way of life that has proved to be extremely successful - their ideas are still spreading and changing the world for the better."

"Really, dad?"

"Yes, son. The concept of freedom has taken root so solidly in America that people are free to criticize or praise anything, including whether or not Christopher Columbus was a hero or an ogre, or whether or not Columbus Day should still be celebrated in America. Now, do you have any other questions about history?"

"Sure, dad. Was Benjamin Franklin really a predatory male chauvinist womanizer?"

Tom Purcell, a free-lance writer, lives in Mt. Lebanon. You can visit him on the Web at www.TomPurcell.com Read More......

The Evolution of Education into Indoctrination

Dr. Sanity (Blog), May 17, 2007 - Dr. Pat Santy wrote,

Siggy [Psychiatrist] has an astonishing series of quotes in his special edition of the Wednesday Weekly Whacky Awards that everyone should read. Scroll down to the Thomas Szaz Award and read what some of our "finest" educators and psychiatrists have said over the last 50 years about education. If you can make it though to the last quote, then you will begin to realize why K-12 education has evolved into K-12 indoctrination--indoctrination into the leftist mindset.

Here are just three examples:

“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong“. “A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.” - Benjamin Bloom, psychologist and educational theorist, in “Major Categories in the Taxonomy of Educational Objectives”, p. 185, 1956

“This is the idea where we drop subject matter and we drop Carnegie Unites (grading from A-F) and we just let students find their way, keeping them in school until they manifest the politically correct attitudes. You see, one of the effects of self-esteem (Values Clarification) programs is that you are no longer obliged to tell the truth if you don’t feel like it. You don’t have to tell the truth because if the truth you have to tell is about your own failure then your self-esteem will go down and that is unthinkable.”- Dr. William Coulson, explaining Outcome Based Education (OBE)-1964

“Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future”- Dr. Chester M. Pierce, address to the Childhood International Education Seminar, 1973

Please continue reading HERE.

Dr. Santy, is a practicing psychiatrist formerly employed in the Space Program at NASA.

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