Thank you very much for attending the presentation where I was one of the guest speakers. I appreciate you willing to learn more about Critical Race Theory. I hope our presentation was either reaffirming of what you know and/or you learned something new.
Also, as stated at the presentation, I am NOT representing my current place of employment. As an American Citizen, I AM representing the First Amendment right of FREE SPEECH. I know for some folks they cannot separate a person from their profession. That is on those folks! I strongly encourage anyone reading this or attending events about any given topic to “trust yet verify.” As well as use your intellect over emotions. Become more STOIC!
Here is the current “Oath of Office (for officers)” for the United States military:
The Oath of Office (for officers):
“I, _____ (SSAN), having been appointed an officer in the _____ (Military Branch) of the United States,
as indicated above in the grade of _____ do solemnly swear (or affirm) that I will
support and defend the Constitution of the United States against all enemies, foreign or domestic,
that I will bear true faith and allegiance to the same; that I take this obligation freely,
without any mental reservation or purpose of evasion;
and that I will well and faithfully discharge the duties of the office upon
which I am about to enter; So help me God.”
From Matthew Lohmeier’s IRRESTIBLE REVOLUTION. Pages 127 – 130.
“The oath service members / officers take to support and defend the constitution alone contains the power that fundamentally shapes America’s military culture.
The oath presupposes the Constitution’s virtue – its worthiness. It also therefore implies the justness, correctness, and worth of the system of government instantiated by the Constitution in the first place. The oath is a living confirmation of a particular of a particular narrative about what America was in the beginning, since its inception. It takes for granted America’s founding philosophy and, thus, implicitly conveys the greatness of the American ideal.
The oath imposes upon service members the burden of providing for the common defense – one of the primary purposes for which the Constitution was written, as described in its preamble. In short, swearing an oath to defend the Constitution is an affirmation that America was, is, and should remain worth defending. It carries motivational power and imposes a shared obligation upon the community of military professionals.
On top of Marxist propaganda in the form of critical race theory, service members are subtly compelled to accept a Marxist social and political agenda.
When service members are told, for example, that public support for the BLM movement is not politically partisan behavior, but that, on the other hand, to criticize or not support the BLM movement is tantamount to racism or white supremacy — and is, without question, politically partisan behavior — it pressures service members into accepting a Marxist social and political agenda.
In his work Maps of Meaning, Jordan Peterson explains what is at stake when culture is disrupted in this way, specifically if Western culture is sufficiently threatened so as to undermine its key beliefs. Keep in mind what implications this has for the US military:
‘Every culture maintains certain key beliefs that are centrally important to that culture, upon which all secondary beliefs are predicated. These key beliefs cannot be easily given up, because if they are, everything falls, and the unknown once again rules. Western morality and behavior, for example, are predicated on the assumption that every individual is sacred. This belief … provides the very cornerstone of Judeo-Christian civilization. Successful challenge to this idea would invalidate the actions and goals of the Western individual; would destroy the Western .. social context for individual action. In the absence of this central assumption, the body of Western law .. codified morality – erodes and falls. There are no individual rights, no individual value – and the foundation of the Western social (an psychological) structure dissolves. The Second World War and Cold War were fought largely to eliminate such a challenge’ (Italics added)
Considered in the context of the obligation of the military service member – specifically, the willing sacrifice of one’s own life in defense of the country – the destruction of the “social context for individual action,” as Peterson describes it, easily becomes a serious accession and retention problem for every branch of the US military.”
Back to me…
Critical Race Theory is a tool to change the United States of America. If you are at peace with where the United States of America is right now and know there is always room for improvement through the principles established by the Founding Fathers, you need to read / educate yourself and others / speak-up! Again, it is very difficult to place yourself in the public and so is seeing a great nation implode!
The resources I give are invaluable compared to my presentation
which is below the GREAT RESOURCES. Please consider taking the time to read the presentation.
GREAT RESOURCES for you
The Anti-CRT Parent Handbook by Christopher Rufo
Parents Defending Education
Moms for Liberty
No Left Turn in Education
Save Our Schools
What Are They Learning
ARTICLE 4. Advocacy or Teaching of Communism [51530- 51530.] ( Article 4 enacted by Stats. 1976, Ch. 1010. )
Critical Race Theory: What is it and how to fight it
Critical Race Theory by Christopher Rufo
Christopher Rufo on Woke Education
Critical Race Theory Briefing Book
Translations from the Wokish
https://newdiscourses.com/translations-from-the-wokish/ (James Lindsay is EXCELLENT!)
Critical Race Theory Terms
Books / article to read
“Critical Race Theory, The New Intolerance, and Its Grip on America” – Jonathan Butcher & Mike Gonzalez
Black Eye for America https://amzn.to/3ljOaS0
Standing Up to Goliath: Battling State and National Teachers’ Unions for the Heart and Soul of Our Kids and Country https://amzn.to/3o5GJQ6
Cynical Theories: How Activist Scholarship Made Everything about Race, Gender, and Identity
Irresistible Revolution: Marxism’s Goal of Conquest & the Unmaking of the American Military https://amzn.to/3xLuvPJ
The 1776 Report https://amzn.to/3rpTO8S
Color, Communism, and Common Sense https://amzn.to/3lkhvf6
From Critical Race Theory PROPONENTS (knowing the other side of an “argument” is crucial)
White Fragility https://amzn.to/3D6VZ3l
How To Be An Antiracist https://amzn.to/3o7zaZ5
Racism without Racists: Color Blind Racism and the Persistence of Racial Inequality in the United States https://amzn.to/3E9nqel
Communist Manifesto https://amzn.to/3DcCbLU
The Little Red Book: Quotations from Chairman https://amzn.to/3xIeeej
Stamped – Remix https://amzn.to/3rkiRu5
STAMPED – REMIX Educator’s Guide https://www.hachettebookgroup.com/wp-content/uploads/2020/03/Stamped-Educator-Guide.pdf
When you hear there is “no such thing as CRT” or “CRT is not being taught in our schools.”
National Equity Project
Below is the presentation I made on December 5, 2021:
First, I am here to represent me – not my current place of employment. After teaching high school music since 1989, on October 15, 2021, I gave notice I am going to retire on December 22, 2021. So, once again… for all those recording this (in-person at the presentation), I am here to represent me.
I want to say thank you very much for choosing to protect / support and defend the United States of America. That may sound hyperbolic. Yet, it is not. When I attend school board meetings and I hear the students say how much they appreciate Ethnic Studies and never say in their pro-Ethnic Studies presentation, “I love our nation.” Not even, “I love our nation, but …” I know this is a generational fight to save the Founding Father’s idea of the United States of America. After all, why would anyone of us protect, support, and defend something we do not love?
Our schools are not teaching our children how to love the United States of America and why they should love … their nation! Not teaching our children how to love our nation is going to lead our children / our nation’s future to be without the concepts of protecting / supporting and / or defending our Constitution that helps keep the United States of America the place where people go to experience liberty and freedom from the government!
Ask a high school student, “Does Ethnic Studies teach you to love your nation?” The student’s response could be a shrug of the shoulders with a nod to … “none of my teachers really teach us to love our nation.”
Secondly – in my introduction, let me say, nowadays to be an expert in anything may not be a term of honor. After all, look at how the experts are handling COVID 19 / how the experts are handling energy / how the experts are handling education. Therefore, here is my disclaimer: what makes me an expert compared to let us say many of our leaders is … I am living what I am sharing with you while many of those leaders labeled “experts” are making many of our lives miserable.
Who is Christopher Rufo? Christopher Rufo was born in Sacramento (we should get him back here). He is an American Conservative activist. He is a senior fellow at the Manhattan Institute and writes for the City Journal. Christopher Rufo is given a lot of credit for bringing Critical Race Theory to our attention.
Tonight, I will be referring to Christopher Rufo’s FIGHTING CRITICAL RACE THEORY IN K-12 SCHOOLS. I have several copies printed and will give you a copy… one per family.
Christopher Rufo’s Definition is:
Critical race theory is an academic discipline that holds that the United States is a nation founded on white supremacy and oppression, and that these forces are still at the root of our society. Critical race theorists believe that American institutions such as the U.S. Constitution and the legal system preach freedom and equality but are mere “camouflages” for naked racial domination. They believe that racism is a constant, universal condition that simply becomes more subtle, sophisticated, and insidious over the course of history. In simple terms, critical race theory reformulates the old Marxist dichotomy of oppressor and oppressed, replacing the class categories of bourgeoisie and proletariat with the identity categories of White and Black. But the basic conclusion is the same: in order to liberate man, society must be fundamentally transformed through moral, economic, and political revolution.
Key terms: Whiteness, white privilege, white fragility, oppressor/oppressed, intersectionality, systemic racism, spirit murder, equity, antiracism, collective guilt, affinity groups.
When meeting with school board officials, having a glossary of key terms is important. Take for example, “oppressor vs. oppressed.” In an Ethnic Studies class, one of the first exercises is to define “oppressor and oppressed” and then have students identify themselves as an “oppressor” or “oppressed”… This (oppressor / oppressed) is from Marx’s and Engel’s “THE MANIFESTO” Quote: Though not in substance, yet in form, the struggle of the (oppressed class) with the (oppressor) is at first a national struggle. The (oppressed class) of each country must, of course, first of all settle matters with its own (oppressor class).
When the students participate in the “oppressor vs. oppressed” activity is the reading from THE MANIFESTO part of the activity? My guess is no. The students are not being taught much of Ethnic Studies is from Marx / Engel’s THE MANIFESTO or Mao’s LITTLE RED BOOK.
By the way, THE MANIFESTO or THE LITTLE RED BOOK should not be taught AND CANNOT BE TAUGHT on any California Public school campus. Why? Because of the following:
ARTICLE 4. Advocacy or Teaching of Communism [51530- 51530.]( Article 4 enacted by Stats. 1976, Ch. 1010. )
- (here is a portion)
No teacher giving instruction in any school, or on any property belonging to any agencies included in the public school system, shall advocate or teach communism with the intent to indoctrinate or to inculcate in the mind of any pupil a preference for communism.
So, why is “oppressed vs. oppressor” being taught in our public school classrooms?
From Christopher Rufo’s FIGHTING CRITICAL RACE THEORY IN K-12 SCHOOLS
Make strong arguments.
Have evidence to support every claim you make. Do not give them an easy win by making an accusation you cannot defend. If there are books, lesson plans, or internal documents promoting critical race theory concepts, pull the most objectionable quotes, read them aloud, and ask the school board members if they agree.
A local school district in Placer County had a contract with the National Equity Project.
This is from the National Equity Project’s website: https://www.nationalequityproject.org/frameworks/implicit-bias-structural-racialization
Consideration #1: Situate learning about implicit bias in a historical and socioeconomic political context.
With time limitations, I will read part of Consideration #1: In the United States, “whiteness” is the dominant and privileged identity; socially constructed to justify conquest and slavery and reified (make more real) in laws and policies, both historic and current, that ensure that white people benefit disproportionately from the benefits of society and are protected from more of its harms. White supremacy is baked into our country’s DNA. As such, what is deemed good and acceptable is normed to white people and we have all, white people and people of color, internalized an “anti-black and brown” bias.
When presented to the administration / school board, the contract was not renewed with the school district.
Another example of MAKE STRONG ARGUMENTS:
In a local school district, there are teachers who are using “resources” not approved by the school board and / or not known by the site / district administration. For example, the book Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning
There is a high school teacher in Placer County using Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning
When the parents researched this, not just one high school — three of the high schools in Placer County (that we know of) were using this book without approval. Thanks to the parent, the teaching of this book in this Placer County area was immediately stopped. Now, to be transparent… the parent was told this and we then hope that is the case.
A key concept presented in Christopher Rufo’s FIGHTING CRITICAL RACE THEORY IN K-12 SCHOOLS
Opposition to meritocracy:
Critical race theorists oppose meritocracy, especially standardized testing and competitive admissions in the education system. They claim that meritocracy is a mechanism to uphold racist structures and is derived from “racism, nativism, and eugenics.”
There is (of course) a free educator’s guide for STAMPED.
KEY CONCEPT from the STAMPED educator’s guide, day five (part of the guide – you have the link above; check it out):
Racist ideas, along with economic greed (my interpretation: anti-capitalism), are central to the formation of this nation, its laws, policies, and practices. Meritocracy and the American Dream narrative are rooted in whiteness.
Authors – Reynolds and Kendi use the following simile to describe racism: “Freedom in America was like quicksand. It looked solid until a Black person tried to stand on it. Then it became clear it was a sinkhole.” Throughout history, Black people in America have been fighting to have the freedoms that have been granted to white people in society. However, American society has been built on placing Black people at the bottom of the social hierarchy in order to support the capitalist system. Every time Black people have pushed back on their position, they were overwhelmingly re-oppressed in order to maintain the “status quo.”
My response: Really? There was a time when people of color were treated poorly LEGALLY and our nation has learned that is wrong and we improved. Where are the facts that treating people differently based on color / gender is still going on LEGALLY? IT’S AGAINST THE LAW!!
Example of Meritocracy versus equity:
We want the best basketball players in the NBA. Well, if we were truly going to be equitable in all areas of our nation that would hurt the black community! According to statista website: In the NBA – 74.2% is African American; 16.9% is white; 2.3% is Hispanic; 3.9% other. Are their riots to stop this “inequity?” OF COURSE NOT!! Because as of December 5, 2021, we believe in MERITOCRACY. We want the best players playing the sport and it just so happens that in the NBA, an overwhelming percentage of the best players is AFRICAN AMERICAN. https://www.statista.com/statistics/1167867/nba-players-ethnicity/
And then there is this January 19, 2021, article in Sports Illustrated The Fight Over Hockey’s Racial Reckoning —- A group of current and former players led by Akim Aliu says the NHL is failing to address racism in hockey—so it’s up to them.
https://www.si.com/nhl/2021/01/19/akim-aliu-nhl-racial-reckoning-daily-cover is there an article about NBA having a “racial reckoning?” Probably not. Athletics still believes in MERITOCRACY… MERITOCRACY is not a narrative rooted in whiteness!! We want the best of the best!!
My time is running out…
Here is my summary: WE NEED TO SAVE THE UNITED STATES OF AMERICA. Again, if you love something — you are not looking to fundamentally change it. As an example, I will use our marriage. Despite my bald head / my weight / my oddities, my wife still loves me. What do I need to change? Well, I am fat… probably need to eat better. That doesn’t mean it’s all about Kale and some awful protein shake. It means make adjustments.
Our nation has made adjustments: abolished slavery; women’s suffrage; equal rights and I can go on… but to downcast our history in order to “help today?” PLEASE… that is again Marxist / Communist thinking: In bourgeois society (“oppressor class”) … the past dominates the present; in Communist society, the present dominates the past.
From IRRESTIBLE REVOLUTION, Page 80:
If the Capitalists are trying to control the people by having them look to the past, so the argument goes, then the past ought to be destroyed; traditional religious and culture sites must come down, because they are, after all, only a symbol of the oppressor, those with privilege. They are vain monuments to those who unjustly wield power in old society. To maintain the vestiges of old society is to perpetuate oppression.
Begin with the end in mind … in the end, did you do something to help stop this? You are here tonight and being here tonight is a step in our (you / me) epiphany / awakening that our nation needs … once again … the everyday person, much like the Farmer George Washington … to take a stand for the principles that make our nation great.
Since 1492, we know what our nation has done and we have seen what communism has done in really half if not less amount of time … but have your children been taught that history? A history that includes a nation founded on the Founding Father’s principles – a nation that improves vs. a history that has destroyed and killed millions of people to keep its communist principles alive. My guess is thanks to Critical Race Theory… the answer to that question is NO or will soon be NO. We need to get the answer to be a resounding “yes” to the question: Since 1492, we know what our nation has done and we have seen what communism has done … but have your children been taught that history?
Thank you very much for taking a step in your epiphany / awakening. May God bless each one of us in this room / those closest to us and of course… May God bless the United States of America.