Rapid City, SD School Board Elections Upset Incumbents

Partly triggered by an influx of political refugees from “Marxist states,” conservatives swept the school board elections for the 2nd largest government school district in South Dakota this week. 

An enthusiastic coalition of parents, grandparents, taxpayers, businesspeople, and Christians rallied around the American flag to win 4 out of 4 positions up for election on the 7-member School Board.  Displaying the American flag appeared to be a key element in these successful races. South Dakota Parents Involved in Education (SDPIE) President Florence Thompson, who was involved in the effort to unseat the incumbents, says the flag is “like kryptonite to the Liberals who were defeated.” She said some of the teachers in this district have been discouraging kids from saying the pledge of allegiance. Opposition to Critical Race Theory was another underlying theme in the School Board sweep, as was LGBT proselytizing.

SDPIE also reported that the local Republican Party awoke from their years of slumber discovering to their surprise that the current school board members were mostly registered Democrats. They began to weigh-in, joining the old warriors of the Tea Party movement, SDPIE, South Dakota Citizens for Liberty, Family Heritage Alliance Action and the homeschooling network. This collaboration was fundamental to the success of the election upset, which unseated even the Board’s president.

Racism was an underlying theme for the Liberal incumbents defending their seats as they sought to place more Native Americans on the Board who previously held 1 of 7 seats on the Board.  Ironically, one of the newly elected Conservatives has a Native American background but chooses not to exploit it.  As we have all become too far familiar, “color,” to the Left, is a political pigmentation not an actual characteristic.

Fresh from their School Board victory, many are talking about targeting the City Council.  Some City Council meetings have been drawing crowds of over 200, which resulted in stopping the mask ordinance and stymieing Home Rule.

This news is just one amazing example of what is happening all over our country. Parents and taxpayers are organizing to take back their local school boards. This is an incredible phenomenon that has the possibility of saving our nation from the attempt to overthrow our Constitutional Republic through the indoctrination of children. USPIE sees this as a silver lining in the recent trials our country has faced and wishes to thank and support all parents and other activists (old or new) for their willingness to stand up against the Left and defend our Constitutional Republic.

Visit: www.uspie.org to join the movement to restore parental and local control of education.

SOUTH CAROLINA SUPERINTENDENT OF EDUCATION MOLLY SPEARMAN SAYS CRITICAL RACE THEORY DOES NOT BELONG IN SC CLASSROOMS – REALLY?

Good golly Miss Molly! You say it ain’t so? Critical Race Theory ideology and concepts are not being taught in South Carolina classrooms? And teachers aren’t being trained in these concepts?

Well, let’s see… The State newspaper reported just a few weeks ago about an inappropriate 4th grade assignment where students were told to “write a journal entry responding to the following prompt: Choose to be a slave or a slave owner. Write a journal entry that describes your daily activities before the Civil War.”

Then there is evidence of a 9th grade assignment at a Charleston County school where Whites are oppressors and Blacks are oppressed and children are taught riots are okay; contrary to teachings of Martin Luther King Jr.

And in Berkley County, Summer Reading Lists with critical race theory ideology are being pushed with extra credit and other incentives. The required summer reading for ELA and Honor students offers a gamut of literature based on White privilege and Black oppression.

Your own Director of Governmental Affairs told USPIE that since each school district is responsible for the implementation of their individualized curriculum, it is up to each individual school district to actually ban teachers from teaching critical race theory. So how in the world can you now say that it is not and will not be taught in South Carolina schools? Come on Molly.

When USPIE asked your staff to provide the lesson plans, slides and other materials used in a teacher training offered to South Carolina teachers named EQUITY AND CULTURALLY RESPONSIVE INSTRUCTION, their response was we had to FOIA the information. If there is nothing to hide, why must we FIOA the training materials?

It is obvious to us that you have made this fallacious statement to try to hush the noise you are hearing around the state about this racist instructional model. The racist theory has been and continues to be taught in South Carolina’s colleges of education who provide teaching credentials for many South Carolina teachers. And those teachers, indoctrinated through the colleges of education, are the ones who make up the liberal group named SC for Ed. Molly, they don’t need your permission to teach this trash to South Carolina children. In fact, they are in your face about it.

Then, of course, there is the rebranding that you are so famous for after you declared South Carolina was rid of Common Core simply because you renamed the standards. We know that the term “critical race theory” has become toxic and now is being referred to as Cultural Responsive Teaching, Diversity and Inclusion, anti-racism education, etc. We aren’t fooled by your semantics.

The New York Times 1619 Project, and what it terms “systemic racism,” is also influencing classroom instruction in South Carolina and is why SC Senators proposed legislation to combat this racist view of history. The thing that is ACTUALLY systemic in South Carolina and across our country IS CRITICAL RACE THEORY! It has been taught for decades in government agencies, government school systems, teacher training programs and even corporate human resources departments. You know this to be true.

You began your treatise by saying “… there have been many events and practices that have sought to divide our state, country, and our system of public education.” With all due respect Miss Molly, you have this backwards. It is Critical Race Theory, or whatever you chose to call it today, that seeks to divide our state and our country. We see it plainly and reject your rhetoric.

Parents need to protect their children by fighting racist teaching at the school board level. School Boards have the power to stop it.  USPIE has developed a guide to help parents with several great resources like templates for school board policy to prevent children being subject to this hateful teaching. Join the movement at www.uspie.org to restore local and parental control of education.

Parent’s Guide and Resources to Fight Critical Race Theory

IS CRITICAL RACE THEORY BEING TAUGHT IN YOUR LOCAL SCHOOL?

Look for classes like Global Learners Initiative, Global Social Theory and Diversity Clubs. Then look for words like equity (not equality), racial justice, anti-racism, and social or political activism or action. These are words from the racist, divisive, unproven theory that asserts all Blacks are oppressed and all Whites are oppressors and goes by the name of “Critical Race Theory.”

GATHER YOUR FACTS

Facts about what is being taught in the schools may simply be found in what your children bring home, but also look at the school district’s website for trainings, departments or programs on diversity, equity, and inclusion. Make public records request through the Freedom of Information Act on all trainings, programs, curricula or other documentation promoting the tenants of Critical Race Theory (CRT). Share what you find with other parents and post on social media.

LOCAL COALITION BUILDING

Once you have gathered your facts, you need to find as many likeminded parents and other community members who oppose the teaching of this faulty theory, and work together. Form a coalition to specifically address the teaching of critical race theory or other nefarious teaching in your local school district. Try to discern if there are teachers, administrators and school board members who are not comfortable with what is being taught. They are likely to be wary of saying anything, as the pressure to conform is intense.

Create a presence for your coalition on multiple social media platforms and consider building a website. The website should have a prominent feature on the home page enabling you to collect contact information of people who want to get involved. This way you can keep them informed and send out action alerts like when you need them to attend a school board meeting or call their elected officials.

Here is a model from a school district in a Texas where families united and took control of their local school board. A well-orchestrated plan like this could be replicated in your community.

APPROACH THE SCHOOL BOARD

Once you have completed your data gathering and coalition building, you can approach the School Board at a School Board meeting. There is strength in numbers so be sure to have a crowd show up with several leaders prepared to speak representing the coalition. Be sure to be specific about what you would like to see happen. Request your school board adopt a policy or resolution prohibiting tenants of CRT. USPIE developed templates adapted from policies and legislation across the country for you to use. Feel free to edit these templates and adapt to your communities’ needs.

You should always video tape school board meetings where people speak or meetings that you attend while the board makes policy decisions about these issues. Post the videos on social media and enlist your coalition to widely share them. The posts should always direct people to join your coalition and provide a link to the page or website to join your efforts.

If the administration and school board is unwilling to cooperate, you may need to escalate further and implement a model like the one in Texas mentioned earlier and recruit, campaign and elect likeminded individuals to the school board.

LEGISLATIVE REMEDIES

You can also look to legislative remedies by having your coalition contact their state representatives with concerns. The National Association of Scholars recently formed a Civics Alliance dedicated to defending and restoring true civics education across the United States and has this great tool that tracks civics legislation by state on their website. Use it to follow what is being proposed in your state and to influence your state representatives by showing them what other states are doing and offering model legislation.

When talking with elected officials, it is also helpful to prove to them that the majority of Americans overwhelming reject race and gender politics in K-12 education. Parents Defending Education recently published the results of a national poll that asked American voters about efforts to impose Critical Race Theory and “social justice” curriculum on K-12 schools. The findings proved overwhelming opposition to it and strong support for a de-politicized curriculum.

Keep in mind when considering legislative language that a strong bill will include compliance measures and penalties for non-compliance; preferably financial penalties.

STATE COALITION BUILDING

Contact USPIE to see if there is a chapter in your state and if not, consider starting one. USPIE can provide you with a list of contacts in your state of people who have joined the movement to restore local and parental control of education. USPIE will also provide guidance about how to establish a chapter. This would connect your state’s parents with likeminded parents all over the country. We have more influence when we work together.

UNITE IN FRIENDSHIP AND RESPECT

USPIE Advisory Board member Dr. Gary Thompson who is raising a bi-racial family has been very outspoken against critical race theory and he says, “Racism and other forms of hate develop from fear of the unknown.” Parents and citizens within a community can meet people on a personal level; get to know people who are different. Seek to understand others on a personal level. Programs like Critical Race Theory divide us. We must fight back by uniting in friendship and respect.

Visit: www.uspie.org to join the movement to restore parental and local control of education.

Ohio Bill will Protect Children from Sexualization in Government Schools

This week members of the Ohio State House of Representatives introduced the “Parents’ Right to Know Act.” According to Ohio Values Voters, “The goal of this legislation is to increase the transparency of sex education in Ohio schools.” They say, “Parents or legal guardians have the right to know the education their children are receiving in the classroom.”

This bill adds to the state’s already strong law that requires teaching abstinence education (also known as sexual risk avoidance education) by requiring school districts to notify parents if anything outside of the parameters outlined in the current law are planned. If instruction is planned outside of the specified guidance of the state law, a parent must opt their children into the instruction.

Another advantage of this bill is that it requires the school district to conduct an annual audit to be published regarding compliance with the new requirements.

The most important addition to the current law should this bill pass is permitting parents the ability to bring civil action against school districts that do not comply.

As pointed out by Ohio Value Voters, “Delaying sex, ideally until marriage, is associated with higher academic achievement and better health/life outcomes. Early sexual activity is correlated with the opposite: lower school performance, teen pregnancy/abortion, more substance abuse and emotional disorders, and higher rates of sexually transmitted infections (STIs). This bill requires schools to inform parents completely if they plan to teach any other type of sex education. And then, schools must have written permission from parents before they teach an alternative.”

Schools across the country have been heavily influenced in the last decade (since gay marriage was legalized through a Supreme Court decision) to include instruction that encourages alternative sexual behaviors and demanding even the normalization and promotion of “sex change” through “gender reassignment.” 

USPIE applauds Ohio legislators who want to protect children from sexualization through government schools. The bill could be enhanced by adding clear language to prohibit discussion of alternative sexual lifestyles except in the context of the threat of disease, and by adding language that would prevent sexuality issues across all disciplines.

USPIE recently became a national partner in the Promise to America’s Children. National partners of the Promise are a coalition of non-profit organizations who work for the wellbeing of American families and are passionate about protecting children across America.

The coalition believes that children are victims of a culture – and sadly, a government – who seek to sexualize children for the sake of a political agenda. The national coalition seeks to protect children and nurture their minds, bodies, and relationships. That’s the heart of the Promise to America’s Children. Please visit the website and sign on to the Promise to America’s Children.

Please visit uspie.org and Join the Movement to Stop Fed Ed!

Who is the National Parents Union?

USPIE leadership recently learned that there is a new national organization, National Parents Union (NPU), with a similar focus as USPIE.  At first blush, the two organizations appear to have many positions in common.  Both seek to empower parents in the education of their children.  Both believe families should have a powerful voice that should influence educational policies and practices in the local, state and national level.  Both also seek to inform parents and provide them with resources and access to best practices in education.

However, there are important differences; both subtle and substantive.  For example, USPIE is open to all parents and grandparents as well as community members, but USPIE recruits members based on their similar concern for excellence in education rather than their differences in income, marital status, incarceration history, substance abuse issues or other personal characteristics. 

USPIE believes children are very important, but the core of the agenda is the family where parents are the first and most important educators of their children.  Parents are not a resource to be used or corralled into a union, but individuals free to act as they determine appropriate.  USPIE would never “reach around” parents to access children or make them the target of advocacy.  And USPIE firmly believes in the sanctity of the family and would never advocate for our coalition to disrupt the traditional role of families as NPU does.

Fundamentally, USPIE does not believe the United States’ education system is inherently an institution of generational oppression.  On the contrary, when it was at its best, the American education system provided an equitable opportunity for all children to learn to read, write and do math while developing their understanding of customary practices for success in American society.  USPIE seeks a return to this model of education.

The current government education system has become one that crushes a child’s individuality and commitment to learn; that sexualizes children at an early age; that undermines the family structure and traditional values, and that shames children for their faith and family traditions.  An emphasis on equity of outcome over equality of opportunity teaches our children that their own personal strengths, weaknesses and efforts are irrelevant, impediments to “justice and liberation” and must be controlled rather than nurtured.

USPIE is a nonprofit, nationwide coalition, open to parents of all backgrounds, that seeks to return education to its proper local roots and restore parental authority over their children’s education by helping parents and local communities to escape federal and other national influences. 

Grassroots leaders from around the country are working to 1) expose the lies being taught in government schools that harm children and threaten freedom, 2) encourage parents to take back responsibility to educate their children, 3) initiate and support efforts to return complete local control of government schools, and 4) encourage states to wean themselves off the federal education dole.

It is the vision of USPIE to create a culture where parents, empowered with the authority to choose what and how their children learn, are the undisputed primary educators of their children; where local schools operate in support of families, and where education is unencumbered by federal mandates.

Respect for others, the truth, fiscal accountability and excellence undergird all USPIE’s efforts.

Please join and support USPIE.org, not the divisive new organization, National Parents Union.

Social Emotional Learning: the tool for teaching Critical Race Theory and turning impressionable students into leftist activists

Social Emotional Learning (SEL) has become the latest panacea in a long line of progressive “education reforms” that have only served to distract from the fact that American public school children are failing academically. Presented as an effort to support student mental health, it is a veiled attempt to indoctrinate and categorize children.

This national movement influencing states like South Carolina is led by the Collaborative for Academic, Social, and Emotional Learning (CASEL). In December 2020, CASEL announced its revision of the definition and framework for social emotional learning (SEL) to highlight the value of SEL as a weapon for social justice.

Social emotional learning (SEL) standards, benchmarks, learning indicators, programs, and assessments address subjective, non-cognitive factors such as attributes, dispositions, social skills, attitudes, beliefs, feelings, grit, emotions, mindsets, motivation, and more, even though programs may use different terminology. For example, grit, a willingness to stick with difficult tasks is certainly a good attribute, but not fairly assessed by a computer.

Promoting and implementing formal SEL program standards, benchmarks, learning indicators and assessments will depersonalize the informal education good teachers have always provided. SEL gets in the way of effective teaching. Teachers implementing SEL programs and assessments may end up taking on the role of mental health therapists for which they are not professionally trained. SEL puts unreasonable demands on teachers.

Infringing upon parental rights to direct the upbringing and education of their children, SEL programs promote and establish thoughts, values, beliefs, and attitudes not necessarily reflective of those held by parents. SEL in school does not respect the nuclear family.

Sensitive, personally identifiable non-cognitive data will be collected on students through SEL programs. The collection and use of SEL data labels students. This data will follow individuals throughout their lifetime with the potential for unintended use resulting in negative consequences.

Concerns have been expressed that SEL programs and collected data may potentially be misused with a captive and vulnerable audience for indoctrination, social and emotional engineering, to influence compliance, and to predict future behavior.

SEL is an integral part of the foregoing Federal education fads: Common Core State Standards and Competency-Based Education (CBE). CBE digitally documents attainment of SEL and other skills to declare a student ready to move on in his or her “personal learning path,” and supplies data for corporations wanting employees with attitudes fitting their plans.

In a nutshell, it’s the latest fad to send the same old message pushed by progressives for more than a century that education should focus less on knowledge of academic content and more on student attitudes, mindsets, values, and behaviors. SEL will not improve children’s mental health or academic achievement.

Liberals are shamelessly using the COVID 19 education crisis to push their liberal agenda and some will be fooled by their phony attempt to express concern for the mental health of students in SEL legislation.

What’s Wrong With Competency-based Education?

  • CBE is the antithesis of a liberal-arts education. It focuses not on academic knowledge but on workforce skills. The natural devolution is to allow politically connected corporations to develop “badges” and “credentials” that will be required and to convert K-12 into merely a training program for their entry-level employees.
  • CBE does nothing to transmit our culture and our civilization. “If education is beaten by training, civilization dies,” C.S. Lewis wrote, for “the lesson of history” is that “civilization is a rarity, attained with difficulty and easily lost.”
  • The German model of CBE shows that students who have such training rather than a liberal-arts education struggle in later employment when their narrow skills become obsolete.i
  • Most parents don’t want “competency” for their children, but rather excellence.
  • Since this training in digital, education will be pared down to what can be digitized and what is considered “useful” in the (current) job market.
  • Genuine education requires human interaction, but CBE marginalizes the teacher as a professional. It’s “depersonalized learning.” No student was ever inspired by a machine.
  • CBE enables students to advance without committing knowledge to long-term memory.ii Click and move on. This will not prepare students for authentic college work.
  • CBE is about mining data on students not educating them. Every keystroke tells the developer/vendor something useful about the student- his capabilities, his behaviors, his attitudes. The data is then fed into non-transparent algorithms to create predictive profiles that can determine students’ future paths in life. The algorithms will be unalterable and permanent.iii
  • There is little chance this sensitive data will be kept secure,iv especially since the federal student privacy law has been gutted to allow widespread sharing of personally identifiable information.v Due to weak protections for student data, the data will be a marketing goldmine for corporations.
  • CBE will enable indoctrination of students with government-approved attitudes and opinions. Video-gaming, which is a much-hyped part of CBE,vi enables collection of massive amounts of behavioral data, which creates a personalized model of how the child makes decisions, enabling targeting influence algorithms.
  • CBE’s online content and badges will be created by national curricula providers and corporations, undermining local control by parents and local school boards.
  • If a significant number of Corporations require CBE badges for employment, homeschool parents may be forced to use the same training materials.
i http://hanushek.stanford.edu/publications/german-style-apprenticeships-simply-cant-be-replicated
ii https://eric.ed.gov/?q=personalization&ff1=souEducational+Leadership&id=EJ1132313
iii https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/embedded-assessmentsend-around-parental-opt-outs/ 
iv https://oversight.house.gov/hearing/u-s-department-of-education-information-security-review/ 
v https://www.scribd.com/document/217174726/Ferpa-Aacrao-Comments 
vi http://jamespaulgee.com/pdfs/Learning%20Systems%2C%20Not%20Games.pdf

Critical Race Theory and Parental Control

Imagine your child comes home from school one day, sullen and quiet.  You ask what is wrong, but he will not say anything.  Or your child says he must watch a video for school as homework, but the teacher says it is not for parents.  Or your child suddenly announces at dinner that the only reason you live in a nice house, drive nice cars and have delicious food on your table is because you have white privilege, not because you worked hard to earn your success. 

Not very long ago, you might have thought these examples extreme and impossible.  “Not at my kid’s school,” you’d say.  But more and more parents across the country are reporting incidents like these and others.  This is no longer a hypothetical.  It is really happening, and it is highly likely to be happening in your neighborhood school.

If you doubt this assertion, you need to find out for yourself.  Check out your school’s curriculum online.  Look for classes like Global Learners Initiative, Global Social Theory and Diversity Clubs.  Then look for words like equity (not equality), racial justice, anti-racism, and social or political activism or action.  These are words from the racist, divisive, unproven theory that asserts all blacks are oppressed and all whites are oppressors and goes by the name of “Critical Race Theory.”

US Parents Involved in Education (USPIE) seeks to help parents and community members understand what is happening in America’s government schools and empower them with confidence and action plans to take back control.

USPIE Advisory Board member Dr. Gary Thompson was interviewed about his thoughts on Critical Race Theory (CRT).  Some key points Dr. Thompson highlighted include the assertion that “racism is assumed and need not be proven.”  As a matter of fact, it is not allowed to be debated as to do so is racist and tantamount to treason.  He also points out that CRT takes a dim view of religion and family, two core values most parents treasure. 

Here are some more words and ideas you can look for as you talk with your children, other parents and teachers in your district to see if CRT is being taught:

  • Racial justice is a journey and the work will never be finished.
  • We must disrupt the current policies and practices.
  • Everyone must act, no one can opt out.
  • Racism is our country’s original sin.
  • Do not say “All Lives Matter.” That is racist.
  • “Whiteness” as a term describing traditional characteristics of success, i.e., hard work, punctuality, correct math answers.
  • White fragility to describe why white people can’t talk about racism.

Let’s say you find CRT in your local government school.  What can you do?  First, you need to determine if you should withdraw your child and put them into a safe private or home school. Some children might need to be protected from the helpless feelings that develop from the negative messages in CRT.  Some children may find the situation too confusing to be able to focus on reading, writing and math – the primary objective of K-12 education.  Some schools may be so distracted by the social-justice teaching that they may actually be ignoring the basics.

If you decide to stay in the school, good for you, but realize, this will be a tough battle.  You need to find as many like-minded parents as you can find and work together.  Gather your facts about what is being taught in the schools based on what your children bring home.  Share with other parents.  Try to discern if there are teachers, administrators and school board members who are not comfortable with what is being taught.  They are likely to be wary of saying anything, as the pressure to conform is intense.

Once you have completed your data gathering, you can approach the School Board and Superintendent at a School Board meeting.  Be sure to be specific about what you would like to see happen.  Some parents might like to see an alternate perspective on racism presented to the students.  Others may ask that the issue be avoided completely, sticking with core learning.  If the administration and school boards are unwilling to cooperate, you may need to escalate further.  Research what parents in other communities are doing for additional ideas or contact your USPIE state chapter leader.

Dr. Gary Thompson offers one more very important piece of advice:  Racism and other forms of hate develop from fear of the unknown.  Parents and citizens within a community can meet people on a personal level, get to know people who are different.  Seek to understand others on a personal level.  Programs like Critical Race Theory divide us.  We must fight back by uniting in friendship and respect.

Visit uspie.org and Join the Movement to get connected with your PIE state chapter! Click the documentary button to learn more about our Truth and Lies in American Education documentary project.

Put Parents in the Driver’s Seat

February 27, 2021

The silver-lining of the CORONA virus pandemic is the opportunity for parents to get into the driver’s seat of their children’s education. USPIE encourages parents to seize every opportunity to direct the education of their children.  Parents have a chance to transform the American education system into an efficient and effective model where parents are in charge and children actually enjoy learning.

For example, homeschool parents direct their children’s education and choose what to study, when to study, and what approach to use. Homeschooling families learn which subjects can be group lessons allowing younger children to absorb intellectual topics at their pace, and older children mentor younger children. Homeschool parents are also able to adjust their schedules with great flexibility and viability for learning throughout the day on any given day.

Since the COVID lockdowns, homeschooling has become more popular. A recent survey found that over 50% of Black parents would prefer to homeschool. In many states, government schools are planning to remain closed, while some private schools are opening up. Parents want their children to have a good education and many are realizing that is not what they are getting in government schools.  Parents want to choose something else.

Many Americans support parental rights in selecting educational options for their children. But parents are frustrated that they pay high taxes in support of government schools and then pay out of pocket for private schools or homeschooling. In response, many elected officials are interested in providing parents a government-sponsored financial means to choose something other than government schools.  Unfortunately, most of these programs provide a means for a power grab to usurp even more parental, local and state control over education.

USPIE believes the best solution would put the money into the pockets of parents with no strings attached. We firmly believe parents are the undisputed primary educators of their children and are empowered with the authority to choose what and how their children learn unencumbered by Federal mandates.

Accomplishing this is quite simple. The Federal Income Tax form could be revised to allow parents to check a box, “My child(ren) do not attend public school.” This then entitles them to an additional tax deduction of say $6000 per child. No further information or justification would be necessary. Lower income earners who qualify for the Earned Income Tax Credit would get a tax refund bump. The only regulatory requirement would be a report from the local government school confirming the list of students opting out of the government system.

If the lawmakers want a means to recoup the “cost” of this tax deduction, the Federal dollars directed to each state could be reduced by the amount parents retain. This seems reasonable in that the state’s government schools would be serving fewer students while retaining some Federal funding per child.

We have reviewed ideas being floated in Congress, including Rand Paul’s SCHOOL Act and Lamar Alexander’s School Choice Now Act. Both attempt to provide funding to parents with limited strings, but both have qualifiers on how the money can be spent, which in itself is a string. Parents should not need anyone’s permission to choose curriculum or programs.

Sadly, our society has become one with little faith in parents. Many will argue that if a program such as the one just described were implemented, some parents would do a bad job, and maybe even abuse their children. Quite frankly, in many large urban school districts not a single child is reading or doing math at grade level. It is hard to imagine parents could do worse. And USPIE believes the Comprehensive Sex Education programs, Gender Ideology and White Privilege being taught in government schools today are in fact child abuse. 

The pandemic has clearly shown, the current model for funding and controlling schools has failed.  A new model must be embraced, one that eliminates failed bureaucracies and top-down policies to one that puts parents in the driver seat.

Follow USPIE on social media and click the button to learn more about our Truth and Lies in American Education documentary project.

Outstanding South Dakota Resolution Celebrating Black History Month

South Dakota Representative Phil Jensen introduced a resolution celebrating Black history that other states should adopt.

While it seems more and more school districts are beginning to use the Black Lives Matter curriculum, many parents are furious and don’t know how to combat this psychological manipulation of children using the color of their skin. The Black Lives Matter curriculum “teaches” white government school students the concept of “white privilege” by having students claim and denounce their own “white privilege.” This is child abuse. 

The 1619 project, published by the New York Times, claims “anti-black racism,” slavery, systemic oppression, and other evils are embedded “in the very DNA” of America. If, as alleged, America’s very DNA is evil, there can be no change in policy and no possible transformation that would make the nation redeemable. In short, under the view put forth by the Times and its project, the only possible conclusion is that America must die so that something new can replace it. That is the objective. The 1619 Project is being taught in government schools!

The complete version of Representative Jensen’s beautifully written, nine-page resolution can be found on the website (uspie.org), and here is an excerpt:

WHEREAS, by 1804, every northern state had passed laws for the abolition of slavery; and

WHEREAS, in 1807, the United States became the first nation in theworld to sign a law banning the slave trade, with Great Britain doing so shortly thereafter; and while the British law went into effect two months before that of the United States, it contained major loopholes, which the United States law did not, causing the United States to be the first nation in the world with an immediate ban on the slave trade; and

WHEREAS, beginning in 1819, the United States dispatched and maintained a naval presence off the coast of Africa to prevent other nations from taking slaves out of Africa, and United States naval vessels intercepted and turned back numerous ships from other countries, continuing this effort until the outbreak of the Civil War, when those ships were called home to fight the southern slave-holding Confederacy; and

WHEREAS, the United States was not a major world leader in the African slave trade; for of the 12.7 million Africans involuntarily removed from Africa and sold into slavery from 1501-1875, 46 percent were made slaves in Portuguese holdings, 26 percent in English holdings, 11 percent in French holdings, 8 percent in Spanish holdings, and 4 percent in Dutch holdings, while only 2.4 percent were brought to the United States; and

WHEREAS, of the nearly 200 nations in the world today, 94 still have not criminalized slavery or the slave trade; and

WHEREAS, there are currently 40 million slaves in the world—three times more than were taken in the entire 400 year history of the transatlantic African slave trade; and

WHEREAS, the United States is ranked as one of the top nations in the world when it comes to fighting slavery, the slave trade, and human trafficking;

Parents across the country are fed up with these division tactics. USPIE will lead the way for parents to take back their local schools. We need more people to stand up to the indoctrination happening in government schools. USPIE thanks Representative Phil Jensen for offering a positive and accurate approach to teaching history in government schools. 

United States Parents Involved in Education (USPIE) is a nonprofit, nationwide coalition that seeks to return education to its proper local roots and restore parental authority over their children’s education by helping parents and local communities to escape federal and other national influences.

Grassroots leaders from around the country will work to 1) expose the lies being taught in government schools that harm children and threaten freedom, 2) encourage parents to take back responsibility to educate their children, 3) initiate and support efforts to return complete local control of government schools, and 4) encourage states to wean themselves off the federal education dole.

Follow USPIE on social media and click the button to learn more about our Truth and Lies in American Education documentary project.