Raising Good Little Socialists
By Greg L | 2 August 2007 | Prince William County | 33 Comments
Recently there’s been some discussion about how many in leadership positions within Mexicanos Sin Fronteras, our local affiliate of the Zapatista Army of National Liberation, work or have recently worked in the Prince William County Public Schools Office of Multi-Cultural Education. I thought it might be worthwhile to check out the website and see if their Marxist ideology has managed to pollute our public school curriculum.
I’m not quite sure if it has, but there sure are a lot of rather stunning “resources” endorsed by this program of the school system. Readers just might want to browse through these themselves and figure out whether they would approve of having their children indoctrinated with this socialist pablum.
For example, I wasn’t aware that Reconquista was an official part of the multi-cultural curriculum for the Prince William County Public Schools.
Between 1845 and 1854, the United States acquired half of Mexico, including the areas that would become all or part of the states of Arizona, California, Colorado, Nevada, New Mexico, Texas, Utah, and Wyoming. For the seventy thousand to one hundred thousand Mexicans who lived in this region, annexation would exact a high price in terms of discrimination and the loss of land and natural resources.
In the period following annexation, most Mexican men became laborers, ranch hands, farm workers, farmers, railroad crewmen, or domestic servants, while Mexican women were employed as domestics, laundresses, and farm laborers. Increasingly, they faced dual wage structures, job segregation, and other oppressive practices.
From Digital History, linked from the PWCPS website for the Office of Multi-Cultural Education.
Also of interest was an exercise on “gender identity”, with the following discussion points at the end of the exercise:
Questions to facilitate a discussion after everyone has shared:
- Have you ever systematically considered how you developed your gender identity?
- How is your gender identity still informed or affected by your experiences growing up?
- What messages do you send to others regarding what it means to be a “boy” or a “girl”?
- How did (has) your schooling play into your understanding of what it meant (means) to be a boy or a girl?
- Have you ever been ridiculed for doing or saying something that others didn’t consider “masculine” or “feminine”? How did that make you feel? How did you react?
- Have you ever ridiculed someone else for doing something you didn’t consider “masculine” or “feminine”?
Or you can take the “Multi-Cultural Awareness Quiz“, which asks as it’s first question this gem: “The two richest people in the U.S. own more personal assets than: A) the 10 poorest countries combined, B) the 20 poorest countries combined, C) the 60 poorest countries combined, or D) the 40 poorest countries combined.” Maybe you’d like to “understand the hopes and challenges of documented and undocumented immigrants”? There’s a lesson plan for that, too, from New Haven Connecticut, a “welcoming community” for illegal aliens, no less.
Had enough? If you dig through all these “resources”, you’ll find a wealth of lesson plans and teaching resources that teach that it really would be better if there was global wealth redistribution, universal celebration of homosexuality, and widespread adherence to the doctrine of cultural relativism (yes, there’s apparently value in cannibal societies we should embrace). Girls are forever and irreparably subjugated by the “patriarchy”, Islamic indoctrination is a good thing, but we should never mention Christianity, and then there’s something called “Critical Race Theory” which is used as a basis for developing pedagogy. This is among the most bizarre collections of leftist dogma I have ever encountered, and your kids will more than encounter it. They’ll be tested on it.
If you’ve got kids in the public school system, you might want to take a look at what the approved curriculum is for “multi-cultural education” that your children are or will be subjected to. You might then want to start asking some questions about why the School Board, under the leadership of Lucy Beauchamp, thought it would be a good idea to indoctrinate your children with socialist and pro-homosexual propaganda.
The opinions expressed here are solely the views of the author, and not representative of the position of any organization, political party, doughnut shop, knitting guild, or waste recycling facility, but may be correctly attributed to the Vast Right-Wing Conspiracy. If anything in the above article has offended you, please click here to receive an immediate apology.
You can follow the discussion through the Comments feed.
33 Comments
Views: 1134
Loading ...
I recall someone recently was defending this program and saying the nutjob director was keeping her private views separate from her position. This does not seem to be the case. I wonder if that person wants to chip in now?
I guess they don’t want to mention the war between us and Mexico as to the reason Mexico lost their land. But, lets not let the facts get in the way.
This is one of the reasons why I homeschool. I’m not knocking the idea of public school. I’m just wary of the people who run it. There are some good teachers and then there are those who want to brainwash kids. It’s sad but true. It is so important that whatever type of schooling you choose for your child that you are involved! Ask questions. Review what they are learning in class. Get specific. You are your childs best teacher whether they are in public, private or homeschool.
Patty
We as parents are our childrens #1 Advocate. Get involved, the schools always welcome parents. That has been the case at Sudley Elem and Stonewall Middle.
Just want to point out - the curriculum is for school staff, not students. Not sure how that changes your argument. I guess if you think adults are that susceptible to brainwashing, then we should all run for the hills!
COM,
You are referring to me. I never said the individual was keeping her private views seperate from her position. I said I didnt think a person’s employment with Prince William County should be determined by what their politics were. I also believe I stated that I didnt think a person’s politics belonged in the classroom. In fact, any political indoctrination of a captive audience is dead wrong.
Secondly, the individual is not and never was the director of the Multicultural Dept. in Prince William County Schools. Not high enough in the food chain.
Thirdly, there is no multicultural curriculum. Those are resources available to interested parties.
Fourthly, I have no intentions of defending the materials. If you are a citizen of the county, call and ask the current director why the school system has that crap. Hell, call even if you arent a county resident. Who will know the difference.
Lastly, I just don’t like witch hunts when they deal with employment. ‘I don’t like your politics so I am going to get you fired. ‘ That is just a practice that can turn on one at any time. That was my one and only point I was making about the individual in question, who by the way, I am positive is here. She knows who she is and so do I.
Please insert interested ADULT (STAFF) parties in my last post.
Gurdaloo, if you’d take a moment to actually look at the lesson plans, they’re crafted for students. Nice try.
Not only are the lesson plans crafted for students, they are also crafted to ensure passing SOL tests.
Look at their mission statement:
The Office of Multicultural Education will provide on-going professional development for teachers and staff; will be a liaison between schools and communities to promote awareness of events; will foster respect for and appreciation of diversity; and will render a multi-faceted perspective of historical events.
They don’t teach to the kids, just the staff.
Oh yeah, and that lesson plan isn’t even on the PW site, it’s off some Yale University site.
Nice try. Love the yellow journalism.
Dolp,
It is clear the nutjob does have a say in what goes on in department by her own views. There is not much difference between the two. And, as was said by a couple of folks, if she is employed by the County, she should not be able to have such a public position with those that support illegals. If you do not think this crap gets passed onto the students, it means two things, you either support it, or are gullible enough to believe the teachers are too dumb to teach what they are provided by the program.
Gurduloo,
The teachers do not have to be brain washed they are already that way if they belong to the NEA. They know full well what they duty is to do to the children, turn them into socialists. If you think that is not going on, I suggest you visit a local school and see first hand for yourself.
These “liasons”=Translators, in our schools. I asked someone that works at Stonewall Middle, just what does that lady do?
I was told she’s a great addition, it really helps us out. This is yet another that feeds the caner “illegal invasion” I asked who pays for her, and then told those positions were Federally funded, and it wasn’t costing the PWCBS a dime. Folks working in the schools, our bleeding hearts in my opion.
D: “I said I didnt think a person’s employment with Prince William County should be determined by what their politics were.”
Well, obviously, if an individual is impassioned about an issue, they are going to teach through that filter.
Gurd: Did you even read the questions directed to “boys” and “girls”?
All: Remember Lucy B. defended the honors HS program to retain the disgusting “House of the Spirits” (which includes necrophilia) by Isabel Allende, a marxist. A friend of mine was told by the then-superintendent, the book was to point out to students how marxism is preferred to communism. Google the author and the book for info.
PS. The IB programs in public schools indoctrinate the kids to prepare them for the college crap.
k. o’toole
Obviously not. Many people are impassioned by various issues and they are professional enough never to bring up those issues in a classroom. Do you go to work and bore everyone with your political beliefs? I sure don’t or I would find my desk out in the parking lot after lunch one day.
Furthermore, not everyone working for Prince William County Schools is in the classroom.
We are on really dangerous grounds when we start deciding who and who cannot work for the county based on their political beliefs. I may not like the individual in question’s politics but by God, I will defend her right to work for the county if that is her desired employment. To do otherwise, to me, is un-American and a type of control I cannot abide.
Not to be trite, but….
First they came for the Communists but I was not a Communist so I did not speak out. Then they came for the Socialists and the Trade Unionists but I was not one of them, so I did not speak out. Then they came for the Jews but I was not Jewish so I did not speak out. And when they came for me, there was no one left to speak out for me.
Martin Niemoeller
Dolph
To all,
I feel like I woke up this morning on another planet just reading this thread.
The IB program indoctrinates students? College crap? Translators not needed in schools?
Help me out here folks. Please explain what you mean to this earthling here. Yesterday a dog stuck under the porch, today waking up somewhere else. Are you all seriously discussing Prince William County Schools?
Lafayette, I can address the translators. Schools must, by law, take in all students. Done deal. Not open to debate at this time. It is imperative that the school and the home communicate. That is pretty much the function of the translators. Mrs. so and so….I am going to kick Johnny’s a** from here to Kansas if he doesn’t stop disrupting my class. Prime example.
These translators are not a part of the multicultural office and are a critical component in all schools with a heavy immigrant population. They are needed to conduct business. Schools without translators either spend a lot of time pointing and drawing pictures or bringing in the custodian to translate a principal’s hearing that is going to expulsion.
For the rest, please explain the problems with the IB program, selected honors reading, etc etc……
Thanks,
Dolph
Where are the resource listings for Irish Americans or German Americans or Polish Americans or Italian Americans or French Americans? Guess those of us who belong to those groups don’t count anymore.
They are all part of the dead, European patriarchy which the change agents have demonized or ignored.
k.,
The IB program can only indoctrinate those who can’t think for themselves. My son completed the IB program at Stonewall and saw from the get go that much of it was “we are the world, let’s hold hands, and sing Kumbaya” BS, but it was also a rigourous academic program. He went walking into VT with 22 credits, didn’t have to take Freshman English or Math, will finish his undergraduate degree in 3 years, and will hang around for a 4th year to get his Masters Degree. He said the work in his first year at Tech was easier than his senior year of the IB program.
Sorry, I was referring to the IB English programs.
K.,
Ah, in that case I agree completely!!
There were, how shall I put it, “differences of opinion” between my son and his IB English teachers that I will enjoy telling my grandchildren about!!!
“Let me tell you about the time your father………..”
Heh.
If these were just anecdotal, dumbing-down incidents, and not social engineering, they might be funny.
k.,
Unfortunately they’re both.
Ted, the kids I know who have been in the IB program have not had the time to do much singing. I agree with you, it is a very rigorous academic program. I am glad to hear your son is doing so well.
Riley, last time I looked, those you mentioned were part of the main curriculum in social studies. As an Anglo, I sincerely hope we are not listed ever as a ’sub-culture’ in any American school system.
Dolph
“Between 1845 and 1854, the United States acquired half of Mexico, including the areas that would become all or part of the states of Arizona, California, Colorado, Nevada, New Mexico, Texas, Utah, and Wyoming. For the seventy thousand to one hundred thousand Mexicans who lived in this region, annexation would exact a high price in terms of discrimination and the loss of land and natural resources”
What is innacurate about this description? I don’t see any Marxism there or reconquista concepts. I mean the US paid for that but it was pretty much forced(The United States also paid $15,000,000 ($298,310,309 in 2005) for the land, which was half it had offered for the land prior to the war. Wikipedia).
More info:
http://en.wikipedia.org/wiki/Mexican_Cession
Th,
It left out a little old thing called a war. Where is the documentation that shows how the mexicans were treated after that? What types of jobs did they do before that?
“The presence of a Mexican majority in 1848 contributed to a promising start for good ethnic relations in California. Californios participated widely in the early post-conquest government, and provided eight of the 48 delegates to the 1849 state constitutional convention. There they won such transitory victories as a provision that all state laws and regulations be translated into Spanish. In southern California, where Californios remained a majority in some places until the 1880s, they continued to be elected to local and county positions, and a handful held state offices or seats in the legislature.
However, the rapid establishment of a heavy statewide Anglo majority quickly rendered Mexican Americans politically powerless at the state level. As a result, they could not prevent enactment of inequitable and sometimes discriminatory laws. For example, the legislature placed the heaviest tax burden on land, an abrupt and decimating shift from the Mexican system of taxing production rather than land. Although this tax also hurt Anglo landowners, it seriously undermined the Cal-ifornio economic position, based primarily on ranching. The Foreign Miners’ Tax of 1850, a $20 monthly fee for the right to mine, was applied not only to foreign immigrants but also to California-born Mexicans, who had automatically become U.S. citizens under the terms of the Treaty of Guadalupe Hidalgo. The state anti-vagrancy act of 1855 was so obviously anti-Mexican that it became known popularly as the Greaser Law. Possibly the most blatantly anti-Mexican law was the 1855 act negating the constitutional requirement that laws be translated into Spanish. Finally, there were growing vigilantism and squatter violence against Californio landowners.
Land had been the basis of the California socio-economic system. The loss of land after the U.S. conquest undermined that system, in spite of the theoretical protections provided by the Treaty of Guadalupe Hidalgo. Holders of Spanish and Mexican land grants, most of whom were Mexican Americans, had to seek legal confirmation of their titles. In effect, the federal government placed the burden of proof on the landowners instead of automatically accepting all titles and then handling challenges on an individual basis.
Already suffering from heavy taxes and lacking capital, Chicano landowners had to go through the slow, expensive process of legally confirming their claims, and often were forced to borrow money at high interest rates to cover the costs of the legal struggle. Moreover, they had to argue their cases before U.S. judges and land commissioners unfamiliar with Hispanic legal principles and the land tenure system on which land grants were based. Even when they did win confirmation of their grants, Mexican Americans often found themselves personally destitute, or had to sacrifice their land to pay their legal expenses.
Loss of land contributed heavily to relegation of Mexican Americans to the lower echelons of the California socio-economic system. The loss eroded their economic base, undermined their political power, and displaced ranchworkers. Some Chicanos managed to find work in traditional occupations, such as vaquero or sheepshearer, but often only on a part-time basis. Most displaced Chicanos became laborers, poorly paid and often migratory, in expanding large-scale commercial agriculture. Others moved to cities, where their pastoral and agricultural skills were of little use. Many found employment in railroads, construction, and food processing.”
That is your example on how things changed in California.
Here is the source:
http://www.lasculturas.com/lib/sd/blsd092200a.htm
I have to agree with Dolph on this issue. Aside from addressing the serious overcrowding due to the invasion, and the special needs (and I still think that the solution is a special needs school), Prince William County schools (at least the ones my kids attended) are really quite good. Of course, while my kids were in school I was on top of everything. I even interviewed and investigated their assigned teachers while they were in Elementary School and made sure they got the best ones. Problems…I was the first to hear about them, and address them, no matter what it took. I always knew what my kids were doing and studying. That’s a parent’s job, and my point. The schools aren’t going to be able to “socialize” our kids if we, as parents, are doing our job. I wanted the best education possible for them, and they got it. My husband and I took care of the rest.
From another thread. Both videos are worth watching. This is what I was talking about. Be very careful as you can be co-opted into this ideology and don’t even know it. http://64.233.169.104/search?q=cache:yDaRvPZsYnEJ:americaholds.blogspot.com/search/label/Peg%2520Luksik+peg+luksik&hl=en&ct=clnk&cd=10&gl=us
TH,
The only thing that I could get from the article was the land tax hurt everyone. That does not explain the other BS.
COM,
They lost their land!
TH,
Acording to the article lots of people lost their land, not just the mexicans. But, I suppose that is what happens when you live in a Country that lost a war. I suppose Germany should be the number one producer of illegals, since they lost two wars within 25 years. Yet, somehow Germany was able to over come that.
COM,
don’t use fallacies to respond to my facts. You said there was no consequence after the war and I prove yoiu that there was. In other words there is nothing wrong with the description used by the schools. Germany didn’t belong to the US. They were given money to rebuild “their” country.
Our discusion was about the facts of the stament and it was not about effects of wars(which now seems to be normal to you after you were presented the facts).