What Kind of America Are We Sowing Seeds For? Parts 1 & 2

By Roger Anghis  /  News With Views

Part 1

In this last election we saw, in my opinion, a strong lean towards socialism from the millennials.  It should come as no surprise considering we have been teaching the evils of capitalism in our school system for decades.  The idiocy that is being taught today will no more prepare our kids for the world they will inherit than using a garden hose to put out a fire on the 40th floor of a high rise.

Schools refuse to teach values, at least the values that made this nation great.  They give access to our school to cowardly organizations that hate America.  PETA is one that is trying to convince our children that eating animals is bad for us.  Just recently they stated: Saying ‘Bring Home the Bacon’ Is as Bad as Racism, Anti-Gay Slurs.[1] The advertisements this organization uses to get attention usually involves nude or semi-nude women.  I guess they don’t have a problem exploiting the body of a nude woman, so a cow doesn’t get eaten.  I’ve seen pictures of protestors in the dairy isle protesting the sale of milk with signs indicating that the gives its life, so we can have a glass of milk. I guess no one told them that if the cow isn’t milked, it will die.

Where we get our information that is put in our curriculum is beyond stupidity.  We no longer use real history.  We let muslims write the curriculum on Islam AND Christianity. What could possibly go wrong?  In 1993, Ibrahim Hooper, director of strategic communications for the Council on American-Islamic Relations (CAIR), said that, “I wouldn’t want to create the impression that I wouldn’t like the government of the United States to be Islamic sometime in the future. But I’m not going to do anything violent to promote that. I’m going to do it through education.” Twenty-five years later, CAIR could be making headway on that goal, through its relationships with US public school districts in at least three states.[2]  We even, in many situations, allow islam to be taught in our public schools where Jesus Christ is not even allowed to be mentioned.  Seattle Public Schools’ partnership with CAIR’s Washington chapter is the latest incident to cause controversy, but the relationship dates back to at least 2011, when CAIR-WA sent the district a letter proposing accommodations for Muslim students and classroom lessons on Islam. Then as now, CAIR-WA claimed to be fighting “anti-Muslim bullying.” To that end, in 2012 and 2013 the organization contacted the school district to complain about “Islamophobia” among teachers.

That approach eventually paid off. In a Ramadan crowd-funding campaign in May of this year, the CAIR-WA chapter outlined its plan “to provide educational training for teachers and staff on things like Ramadan, Eid, and how educators can support Muslim students in the classroom.” Accordingly, that same month, CAIR-WA ran a “professional development session” in a Seattle high school that “addressed providing identity-safe spaces in schools for Muslim families” and “how to support students during Ramadan.”[3]

There are several instances of this that defy common sense: A number of parents in Georgia are outraged that tenets of Islam are being taught in public schools as a mandate by the state.

Ryan Breece, from Loganville, Georgia, pulled his 12-year-old daugther out of her social studies class at Youth Middle School outside of Atlanta, when he found out that she was learning about Islam.

“I’m coming from this perspective of religious equality and if we don’t see the Ten Commandments, the Day of Pentecost, the Holy Spirit, the Trinity being taught as the representation, an accurate representation of Chritianity, then why are we seeing in detail teaching on the doctrine of Islam?” he told CBN News. “And it just concerns me that we’re going into great detail on the Muslim religion when Christianity is being pushed to the side.” Watch Ryan Breece’s comments to CBN News.

Breece, a devout Christian, said that some schools are reportedly forcing students to learn the five pillars of Islam–the creed one must learn to convert–and teaching students that Allah is the same God worshipped by Christians.[4] This can be seen over and over here[5], and here[6], and here[7], and here.[8]

I believe that islam should be taught, but the truth about it needs to be taught.  It is an ideology more than a religion.  It is hateful, vile, violent it subjugates women within its ranks and believes that they have the right to rape any woman that is not of the Islamic faith.  The study of this religion is for another column, but it is necessary to high light how it is being portrayed in today’s so-called education system.

We also have school systems that do all they can to teach that America is the cause of all the world’s problems. Santa Barbara Unified School District has gone a step further to spit in America’s eyes.  Above is a curriculum the Santa Barbara Unified School District has paid an organization called “Just Communities” to impose on its K-12 students. It tells you all you need to know about the racist, anti-American left which has embedded itself in school districts like Santa Barbara all across the country.

The left-wing hate group, whose full name is Just Communities Central Coast, has a $250,000 contract with school authorities in Santa Barbara, California, to indoctrinate young people into believing that America today is a manifestly immoral, cruel country in which white people routinely oppress non-whites, men oppress women, Christians oppress non-Christians, heterosexuals oppress gays, and the wealthy oppress the poor.

This anti-American mini-manifesto aimed at fomenting social discontent comes in a “Forms of Oppression” grid produced by Just Communities, which is partnering with the Santa Barbara Unified School District (SBUSD). The grid is included in a bundle of documents published online that includes the Just Communities 2018 training manual. [9]

I have said for years and still say that we must take back our schools and teach the things that will give our kids the tools to not just survive but thrive in the world they will inherit.

© 2018 Roger Anghis – All Rights Reserved

E-Mail Roger Anghis: [email protected]

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Part 2

We will pay a price, a heavy price, for not teaching the truth about this great country.  Yes, there are a lot of people that are constantly degrading America.  These people do no know the real America.  They don’t know what our Founders went through and the price they paid to give us the country that we live in today.  The pastors of the Founding era were most influential and the most persecuted by the British. There was a class of clergymen and chaplains in the Revolution whom the British, when they once laid hands on them, treated with the most barbarous severity. Dreading them for the influence they wielded and hating them for the obstinacy, courage, and enthusiasm they infused into the rebels, they violated all the usages of war among civilized nations in order to inflict punishment upon them4

Many of the pastors were openly tortured and purposely targeted sometimes in sadistic ways.  One pastor, Reverend Naphtali Doggett, who was also President of Yale, resisted strongly to the British’s practice of destruction and desecration of private homes and property.  He was eventually captured and over a period of several hours the British stabbed Doggett with their bayonets.  His release was eventually secured but he never recovered from his wounds and was the cause of his death. Another pastor, Reverend James Caldwell of New Jersey resisted the British with the same tenacity and his church was burned and he and his family were murdered.

The treatment of the pastors by the British was criminal at best.  They were imprisoned, abused and killed and most times suffered more than a regular soldier receiving harsher treatments and more severe penalties. The British went further in their want for revenge in targeting the churches of the captured pastors destroying over half of the churches in New York City.  Most of the churches in Virginia were the targets of the British as well.  The British followed this pattern throughout the Colonies.[1]  Why are these sacrifices not taught in our schools but the tenants of Islam are? We are ignoring, on purpose, the greatness that made America great.  I believe that this is because most of our schools, all levels, have been infiltrated with globalists that believe that America must come down and be a part of the world as a member, but not a sovereign nation.  The proof is what they are teaching in schools. “Don’t know much about history . . .,” goes the famous song. It’s an apt motto for the Common Core’s elementary school curriculum.

And it’s becoming a serious problem.

A 2014 report by the National Assessment of Educational Progress showed that an abysmal 18 percent of American high school kids were proficient in US history. When colleges such as Stanford decline to require Western Civilization classes or high schools propose changing their curriculum so that history is taught only from 1877 onward (this happened in North Carolina), it’s merely a blip in our news cycle.

A 2012 story in Perspectives on History magazine by University of North Carolina professor Bruce VanSledright found that 88 percent of elementary school teachers considered teaching history a low priority.

The reasons are varied. VanSledright found that teachers didn’t focus on history because students aren’t tested on it at the state level. Why teach something you can’t test?

A teacher I spoke with in Brooklyn confirmed this. She said, “All the pressure in lower grades is in math and English Language Arts because of the state tests and the weight that they carry.”[2]

Social justice is not justice.  It punishes the ones that work hard and rewards laziness, but it is being taught.  In a recent article, J. Martin Rochester, a professor of political science at the University of St. Louis-Missouri, raised concerns about teaching social justice in schools. Rochester’s problem with teaching social justice in schools is focused on two simultaneous axes. One, he thinks that social justice exists outside the jurisdiction of school curricula, and second that those who would teach social justice approach it only from a liberal perspective.

As an educator who includes social justice as a necessary part of my classroom practice, I think Rochester got some some things right but a lot of things wrong.

Education Has Always Been Political

Rochester’s first insinuation is that schools ought to focus on the traditional curricula of reading, writing, mathematics, sciences, etc. Schools ought not to, in Rochester’s words, “aspire to be churches or social work agencies.” [3]

We believe that there is a specific world out there but what we are teaching our kids, they will be educated for a world that isn’t there.  Even with a growing population that will produce needs for more food, better manufacturing ideas and a whole myriad of other things that just cover basic life needs, we are not addressing these issues.  Our math skills are falling. Our reading skills are weakening. Our children have become less literate than children in many developed countries. But the crisis in American education may be more than a matter of sliding rankings on world educational performance scales.

#### WIRED OPINION

#### About

David Edwards is a professor at
Harvard University and the founder of [Le Laboratoire] (http://www.lelaboratoire.org/en/).

Our kids learn within a system of education devised for a world that increasingly does not exist.

To become a chef, a lawyer, a philosopher or an engineer, has always been a matter of learning what these professionals do, how and why they do it, and some set of general facts that more or less describe our societies and ourselves.[4] How long can we ignore these basic needs before we are forced into the New World Order simply because we can no longer cope with needs, we will have?  Why not be the world leader in these innovations instead of the victims of the needs?

Our Founders gave us a system that within just a few short years made us a world leader.  That is why Alexis De Tocqueville wrote Democracy in America just 52 years after we gained our independence from Britain.  An achievement never before seen in world politics.  Let me say this, I would support a One World Order IF America and her original policies were the ones in charge.  But that is just what the OWO doesn’t want to happen, they want to be in charge.

Our Founders gave us freedoms that were not known in the world except for the elite.  These freedoms gave every American the opportunity to rise from poverty to great wealth.  Under the OWO, those freedoms will be gone, private property will be gone, passing our wealth to our children will be gone because we will no be allowed wealth.  We don’t teach our freedoms because if we know our rights, we will oppose losing them.  If we don’t know them, we will not know when they are taken away.  That is their goal and they are succeeding.

© 2018 NWV – All Rights Reserved

https://newswithviews.com/what-kind-of-america-are-we-sowing-seeds-for-part-2/