Tag Archives: Social Justice

Now a word from our Sponsor: Karl Marx

To you teachers on the front lines trying your best to teach the truth to children while under assault from the many treasonous pressures brought to bear on you, I applaud you and pray for you. To you teachers seeking to indoctrinate our students, and to those other “useful idiots” of Lenin’s who are subverting good teachers everywhere, I pray for you for entirely different reasons.

Marxism in Common Core Standards?

In 2012, then Senator Margaret Dayton invited me to join her in a meeting with then Lt. Governor Greg Bell to discuss the Common Core standards and the agenda behind it. After introductions, the Lt. Gov. said something like, “I’ve read these standards and there’s no Marxism in them.” I immediately knew what had happened. Someone in the state office of education had told him that we believed the standards taught Marxism and that by reading them he would see we were just loonies and worried about nothing.

I explained this was a straw-man argument the state office set up to make us look bad and be easy to knock over. I explained that although the standards were weak, nobody had ever said they had Marxism in them. We then dove into other aspects of the Common Core agenda designed to take over the education system nationally and then globally, and everything I was aware of at that time.

Shall Exit vs. May Exit

The Lt. Governor took a page or two of notes and was very concerned about the state of things. He asked me to draft a bill to protect Utah from federal encroachment. That bill became SB 287 and was passed into law in the 2012 session with Governor Herbert signing it. Unfortunately, the language of the bill was amended to read “the state may exit” instead of my original language, “the state shall exit.” I believe this was done at the behest of the governor’s office, and of course the state office of education.

A couple years later, Governor Herbert appeared on The Blaze TV program with Glenn Beck and when asked about federal encroachment in education and Common Core said, citing this law, “We have a law that says if any of this federal overreach somehow gets into our [education] system, we are mandated to get out of it.” That was completely false since the bill didn’t pass into law that way, but it made the Governor sound strong and gave a false reassurance to people that Utah was protected.

Over these past years, despite being warned repeatedly about federal encroachment, nothing was ever done to get Utah out of these predicaments.

Warnings Ignored

One of the other things we’ve been warning about for over a decade is the influence of Bill Ayers, John Goodlad, Linda Darling-Hammond, and others in pushing dangerous agendas into our school system. What is this dangerous agenda? Marxism but in its most clever disguises. Not in the standards, but in the curriculum, the assessments, and pumped into the heads of teachers by perverted colleges of education and professional development classes that twist the truth to make America ugly.

Just as some declare the perverse idea that communism is a form of charitable living, Marxism today is being sold under the benign sounding banner of “social justice.” But what is it? It’s about treating different people unequally while claiming to make them equal. At its core, it’s an assault on all Western values – faith, family, and freedom. They know those are the obstacles to achieving political domination. Interestingly, the very people promoting social justice are the first to condemn fascism while simultaneously promoting its fraternal twin sibling, communism.

Marxism is “the socialist philosophy and political program developed by Karl Marx and Frederick Engels” (Wiktionary). Social justice is part and parcel of Marxism. As Orwell said, some are “more equal” than others in a supposedly equal system.

When Charlotte Iserbyt worked at the US Department of Education under Ronald Reagan, she was shocked at just how bad things were 40 years ago. She called the federal Department of “Education” a “Marxist factory” and for years smuggled out documents proving the case for what they were doing to American children. You can download a free pdf of the 900 page book she wrote called “The Deliberate Dumbing Down of America” from here:


I highly recommend spending some time on her site. She has done a tremendous work and service to America.

I’m not sure if she was aware of this statement during her time there, but I know she would agree they achieved this goal.

“Among the elementary measures the American Soviet government will adopt to further the cultural revolution are…[a] National Department of Education…the studies will be revolutionized, being cleansed of religious, patriotic, and other features of the bourgeois ideology. The students will be taught the basis of Marxian dialectical materialism, internationalism and the general ethics of the new Socialist society.” –William Z. Foster, Toward Soviet America, 1932 National Chairman of the American Communist Party (1933-44, 1945-57)

The communists knew they had to get the youth and destroy their foundations. President Carter was the one who finally started up the national department of education. How did the communists get so entrenched into our education system? I’m glad you asked.

The Non-Profit Organizations

Do you know why the Ford, Carnegie, and Rockefeller non-profit organizations contribute millions of dollars to the education system? (Oh and I shouldn’t leave out the Gates Foundation but they weren’t around yet for this part.)

The Reese hearings back in the 1950’s took a close look at the tax-free foundations. Norman Dodd was the primary investigator. Alger Hiss was convicted as a Soviet spy while serving as president of the Carnegie Endowment for International Peace. A true Orwellian naming convention meaning the exact opposite. Hiss was replaced by Joseph Johnson. Dodd contacted Johnson to request an interview but Johnson was busy, and not yet knowing what he was sitting on, told Dodd he could just come look through the minutes of their meetings. Dodd pounced on this and found lengthy discussions about the actions of the foundations. From the 1911 minutes of the Carnegie group, they discussed the question, “Is there any means known to man more effective than war, assuming you wish to alter the life of an entire people?” After discussing this for a year, another set of minutes stated, “How do we involve the United States in a war?” In 1917, the minutes showed they congratulated themselves on the wisdom of their actions and had the brashness to telegram President Wilson informing him not to end the war too quickly. War devastates families and enriches those that own the military industrial complex companies.

Dodd then spoke with Rowan Gaither who was president of the Ford Foundation who openly said, the purpose of their foundation’s efforts was “to so alter life in the United States as to make possible a comfortable merger with the Soviet Union.“When Mr. Dodd suggested they make those efforts public, Mr. Gaither declined and stated that for public consumption they are guided by the 10 commandments and the constitution. This is the textbook definition of a “secret combination” or conspiracy. Publicly you put on one face while privately working to undermine a system.

These foundations have been promoting Marxism in gradual doses to bring America to the point it is a socialist nation.

The above information in this small section can be found in chapter 4 of the book, “How the World Really Works” by Alan B. Jones, which is in turn, a summary of “The Tax-Exempt Foundations” by William McIlhany.

Listen to former Secretary of Agriculture, Ezra Taft Benson share what Soviet leader Nikita Khrushchev told him during a visit to America about gradual doses of socialism they were pumping into our nation.


The goal of Marxism is revolution, which stunningly, we see in America today with Black Lives Matter’s leadership openly stating they have been trained in Marxism and implementing revolution in the streets of America. It’s not about helping Black people, it’s about destroying capitalism and replacing our form of government with a communist utopia (dictatorship). This is why the de-fund police movement exists: to further push America into anarchy where institutions of law and order are eradicated and militarized Marxists fill the power vacuum. Anyone supporting this movement is an enemy of freedom and America.

Destroying Capitalism

How do you destroy capitalism? You have to destroy the middle class. Then you just have a working class where everyone is “equal” and needy, working for a ruling class that is just a little more equal. That is the essence of communism. Be in charge, till the next coup where you will be denounced and held out as a traitor for someone else to step into leadership. That’s the story of the transition of leadership in the USSR during the 20th century. Each leader was replaced by one who essentially called their predecessor’s traitors for living off the people…

The destruction of the middle class of America would never happen unless it was an inside job. The communists knew this and developed a comprehensive plan to accomplish it. Bring financial pressure on the people, erode their confidence in their own history, take over one or both of the major political parties, eliminate obscenity laws by calling them censorship, discredit the American Founding Fathers, take over the education system including schools of education where teachers are indoctrinated to in turn pass it on to students, and much more.

Cleon Skousen identified 45 of the communist goals for destroying America and that list was then entered into the official congressional record by a *Democrat* lawmaker from Florida in 1963. Here’s a link to read the 45 goals which every American should know.


Almost every single goal on the list can be clearly seen as accomplished. Six of them have to do with education such as softening our curriculum (ex. Common Core) and taking over our teacher’s unions and associations. It’s had tremendous success by well-placed change agents across all segments of America. Hollywood breaks down our culture, governmental officials push for straight out communism, our children are taught nonsense, and our rights are constantly under attack. Recent pandemic events are more evidence where middle class business owners were told to abandon their businesses for weeks and months on end, while big business interests with more power and clout were deemed *essential* and allowed to stay open. Tremendous damage was done to American lives, not from Covid-19, but from government intervention policies.

The Communist Manifesto: Free Public Education

When Marx and Engle wrote the Communist Manifesto, they included 10 core planks. One of them was to have a free public education system. It’s no wonder public education doesn’t teach about the dangers of Marxism. It’s got a vested self-interest in concealing the truth about its origin.

“Oh but Oak, Thomas Jefferson wanted free public education. See, our founders wanted it too!!!”

OK, what was the difference between Marx and Jefferson on public education?

Public Education ViewsJeffersonMarx
GoalPreservation of our liberty through knowledge, character, and moral educationWorkforce training and revolution
ResponsibilityEqual opportunity for StudentsEqual outcomes for Students – Teachers become levelers via social justice
AdvancementMeritocracyEnd class-based society (by creating mass poverty)
Financing & DirectionDecentralized – Locally financed and operatedCentralized – State financed and operated (removed from locals)
CurriculumLocally chosenState chosen
ValuesJudeo-Christian Biblical valuesMorally relative atheism

It makes sense that locally, parents gather, talk about what’s best for their children, and ensure they get educated. The parents stay involved and they keep costs under control because they are directly responsible for them. No one gets between them and their children. With Marx, someone is always meddling with your family values and beliefs in the name of ensuring they are taught *the right things* by *the right people.* DANGER WILL ROBINSON.

Social Justice isn’t about Equality

Why was Common Core created the way it was? Listen to one of the authors…it was for social justice (https://www.youtube.com/watch?v=iI11e3a0Q0k – 4:55 mark). The authors wanted to slow things down. Dumb down the bright students (see Charlotte’s work above if you’re in doubt of this) and give the lower capacity students a better chance to be at the same level. IE. Marx’s equal outcome.

Jefferson would have been strongly against social justice even in education. He was all about letting the best and the brightest of both the rich and the poor advance as far as they were able to. This is what Jefferson said on differences in public classes.

“By… [selecting] the youths of genius from among the classes of the poor, we hope to avail the State of those talents which nature has sown as liberally among the poor as the rich, but which perish without use if not sought for and cultivated.” –Thomas Jefferson: Notes on Virginia Q.XIV, 1782. ME 2:206

In other words, let all be educated, help all to excel, and hold no one back. No social justice here.

Here’s the truth. If you believe in social justice, you’re either ignorant of what it means, or you’re anti-American. Most Americans are ignorant of what social justice is because they don’t understand Marxism. They have been taught a perverted form of charity to take care of the poor using governmental powers to confiscate the hard-earned wealth of the producers (which never reaches the poor). For those of you in the ignorant camp, please read Thomas Sowell’s essay, “The Quest for Cosmic Justice.”


Or watch this excellent Prager U video:


Social Justice isn’t “Just”

There is nothing “just” about social justice. It is injustice. Social justice is Marxism. It’s the gospel of greed and envy. It’s the systematic destruction of institutions that uphold society, particularly the traditional family values passed on from parent to child. Instead of “work hard, get a good education, and take care of your family,” it’s “we were wronged” or as they push on the other side, “we are guilty.”

To paraphrase a prophet in the Book of Mormon, if you want justice, be just. If you want mercy, be merciful. You cannot have justice while seeking revenge or reparations (Alma 41:14). He also said, (speaking to the poor who had built synagogues of worship and then got cast out of them because they were too poor for the rich to let them in), don’t revile against your oppressors “lest ye become sinners like unto them.” I think Martin Luther King would have shared these sentiments.

One cannot be a patriotic American and favor social justice because the very foundation of America is “all men are created equal.” Not “all men should be made equal.” A conservative or liberal can be a patriotic American. But a Leftist cannot be a patriotic American. By definition they seek to overthrow the freedom of every individual and institution of traditional America.

Today’s education system is infested by Leftists. Our college schools of education pass on these subversive ideas to students who will become teachers, and they in turn pass them on to children who are indoctrinated in principles of evil. Our schools today are indeed Marxist factories.

Today’s families will need to sacrifice more by homeschooling their children or very carefully selecting individual classes and teachers that their children will actually be safe in, and by safe, I mean free of indoctrination from those that would poison their minds. I was personally made aware of two Alpine school district middle school teachers about 10 years ago teaching children that “communism isn’t that bad.” The families involved were completely caught off guard. The teachers were nice people and they had no idea they had these sentiments. Unless you speak with your children about what they are actually learning, you’d never know.

If anyone is under the illusion this has stopped in Utah, feel free to keep your head buried in the sand.

National Education Indoctrination Association

Who else is pushing this indoctrination into our classrooms? Of course, there’s the National Education Association (NEA) who promotes social justice and gets all their affiliates to do it as well.


“Someone really is after us… (the NEA and its affiliates) have been singled out because of our political power and effectiveness at all levels — because we have the ability to help implement the type of liberal social and economic agenda that (they) find unacceptable.”

–Robert H. Chanin, National Education Association general counsel

The NEA is not about education. It’s about pushing an agenda.

Utah Education Indoctrination Assocation

In a recent conversation I got into on Facebook with former UEA president Sharon Gallagher-Fishbaugh, she indicated that “racial and social justice is critical” because that’s how to “create a great public school for EVERY child.” Yeah. It’s working out really well I think, if your goal is to INCREASE racial tension and disparity. Minorities feel underprivileged and envious, while white kids feel guilt. The truth is, there is no systemic racism in America. If you think there is, spend a little time on Prager U listening to some of the Black individuals like Larry Elder talking about real statistics:



School children should not be subjected to this indoctrination not only because it isn’t factual, but because their brains aren’t even developed to be able to handle this kind of information. That’s why the indoctrination is done early because children can’t tell what’s happening to them. They should be focused on getting an education in the core subjects and not be subjected to this nonsense.

If you are a teacher paying dues to the UEA, you are aiding and abetting in the demise of the U.S. Constitution. If you are doing it because you need insurance, look for an alternative.

Utah State Office of Education (now going by the name Utah State Board of Education)

The current Utah State Superintendent of education, Sydnee Dickson, in a recent streaming event mentioned a couple things of concern.


After announcing herself “as a white woman of privilege,” (2:24:08) she went on to share that “as leaders we have a responsibility to create mechanisms for systemic change” (2:25:10).

This is a statement of more changes to come, but what are some of the systemic changes Utah is currently experiencing?

From this page (https://stem.utah.gov/board-members/sydnee-dickson/) we read:

“Most recently Sydnee served on the national CCSSO writing committees for the InTASC Model Core Teaching Standards and the refresh of the ISLLC standards for preparing school leaders.”

What is InTASC? It’s the “Interstate Teacher Assessment and Support Consortium” and they are creating social-emotional learning standards for our children. Hmmm, what’s that?

From this news article on the Canyon’s school district website, we see Superintendent Dickson tell us we have “evolved” from character and civic education and are now moving toward a program endorsed by the U.S. Dept. of Education (giant red flag) to teach the social-emotional learning children need through a program endorsed by CASEL.


Having evolved from ‘character or civic education,’ it’s building momentum alongside a growing body of research supporting its use, says Utah’s State Superintendent of Public Instruction Sydnee Dickson, who also spoke at the symposium. ‘We know more about brain research than we ever have before, and social-emotional learning is part of that…’

The ‘Second Step’ curriculum that Canyons is adopting is endorsed by the U.S. Department of Education and the Collaborative for Academic, Social and Emotional Learning (CASEL). It’s lessons are designed to help students from kindergarten to eighth grade manage emotions, solve problems in a positive way, demonstrate empathy, and focus during class.”

Who is CASEL? Their website homepage (https://casel.org/) says they “stand against racial injustice.” They created a program to combat this called Social-Emotional Learning (SEL) and state, “SEL is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

That sounds just peachy! Lets fight racial injustice by helping children understand and manage emotions? But shouldn’t that just happen by building friendships? What’s their idea of how this will work? Have a look at their equity webinar (https://casel.org/wp-content/uploads/2018/02/equity-webinar-FINAL.pdf). On page 15 we see this:

  • “In addition to required funding, striving for educational equity challenges us to examine biases and interrupt inequitable practices. We can then create inclusive, multicultural school environments that reveal and cultivate the interests and talents of children, youth, and adults from diverse backgrounds (Nat’l Equity Project).”

  • “Justice-oriented global citizenship as a developmental imperative to address inequities (i.e., education, health, wealth and environment) and promote collective wellbeing ”

  • “Situated in global history of power, privilege, oppression, resistance, empowerment, and self-determination/liberation that is raced, classed, aged and gendered”

  • “Schools and classrooms as mini-polities”

  • “SEL as a viable lever for justice-oriented civic/sociopolitical development trajectories”

THIS IS STRAIGHT OUT MARXISM! Karl Marx couldn’t have written it better. In fact, I think CASEL channeled him to do it! Multi-culturalism, justice-oriented global citizenship (redistribution of wealth, global carbon taxes, etc…), treating minorities as “more equal” than majorities, and reorienting civics through emotional manipulation and behavior modification of our children, and Utah is implementing it with the full involvement of our State Superintendent!

Knowing Sydnee Dickson is a nice person to talk to, doesn’t mean she isn’t completely wrong on these things. She’s a product of dozens of conferences where this is all presented as the next best thing in education. Unless someone intentionally looks at Marxism and it’s goals and methods, you will not see why promoting these things CAUSES PROBLEMS INSTEAD OF SOLVING THEM. You become the problem instead of the solution. You get led where a change agent wants you to look so they can then alter your thinking by giving you a little truth and mixing in a set of lies and making it all sound important and right.

If you really want to know why kids are having mental and social issues in the classroom, how about being compelled to learn, sit in a chair for 990 hours a year, and have their core values and beliefs challenged as they are marched toward socialism and forced to confront things that aren’t natural for children to confront? This will inevitably lead to further intrusions into their home life which is where these people really want to affect change. We can clearly see this is the goal. Search this page for the word “family” and you’ll find some alarming things (https://www.utahnsagainstcommoncore.com/offfeded). More on the family assault below…

Change agents

Change agents use Marxist tactics of twisting truth to make it more palatable. Occasionally they spout off something that reveals their true motives and agenda. When someone or a group follows these people (like the UEA, a school district administration, a university education department), and they get confronted with a quote like those below, their typical answer is, “well, I don’t agree with that statement but they have a lot of other stuff they’ve said which is great.” That’s called being a useful idiot. Lending your support to an individual who at their core has an evil agenda simply because you support some others of their statements. Lets start with an example of the indoctrination CASEL put out in page 8 of their guide.

Look at this cute picture. Any educator looking at this graph knows this is what we want, right. We want each child to have the support to have a chance to eat the fruit. Some need more help.

equality vs equityIn reality, what these programs do cannot be described as equality or equity. The first thing they do to help the *less smart* kids is cut off the legs of the other students who excel above them.

social justice equityThen when they determine the poor student is still learning, they cut down the tree and tell them “eat all you want” while the fruit rots and the tree dies.

social justice equity phase 2

To make everyone a winner, nobody can be a winner.

Let me give you some examples. Ever heard of Jaime Escalante? He’s the teacher in California that taught the class of *rejected students* calculus and had such incredible success they made the movie “Stand and Deliver” about it. How did he do this? High expectations. He expected the “stupid kids” to reach the fruit. That “Equality” picture above was his classroom where the students couldn’t reach the fruit and he did what any great teacher does. He helped his students reach the fruit when nobody said they could and he did it by making them work hard and not putting up with anything less than success. He gave them legs to stand on. Watch the movie.

What ever happened to him? He was too successful and embarrassed other teachers so the school district shut down his program. Tree felled.

Around 2000, California created the “green dot standards” for math. This was a program where instead of “a mile wide and inch deep” standards everyone talks about, they put green dots next to some standards and told teachers to spend 85% of their time on those standards. They were the key to mathematical learning. What happened?

California experienced massive success in increasing proficiency in algebra by 8th grade. The most awesome success came among minorities as they experienced up to a 6x increase in proficiency. This is a direct result of having high expectations and standards, and helping every student achieve. Equity achieved, right?

California's math progress

Seeing this incredible success, what did California do?

Dropped the program and adopted Common Core.

CA 8th grade drop from CCSSProgress lost. Now everyone can be equally dumb. No more smart kids whether they are white, black, or other minorities. Then chop up the tree after it’s down by reducing the difficulty of college exams so everyone feels good about their dumbed-down learning.

When I served on the Utah Elementary Math Education Committee a few years ago, as part of an opportunity for parents to review Common Core standards, I tried to show the committee the amazing success California had with these green dot standards. I waited for an opportune moment when one of the state office of education employees, Diana Suddreth, left the room. I knew that was my chance to share this success story. I passed out a flier I’d prepared with some of this information to the 15 member panel and shared why I thought Utah should adopt these standards. Unfortunately, Diana returned and completely shut down the conversation. The state office is not interested in success stories that change the status quo. They have their fiefdom and don’t want it disturbed.

Change agents are at work in every aspect of education. They often don’t even know they’ve been co-opted to serve in that capacity because they’ve been indoctrinated by master change agents who make things sound so great and only occasionally reveal the underlying goal. One goal (of the communists mentioned above) is to modify the behaviors and attitudes of children and the first step is always to soften the curriculum and reduce learning so they aren’t able to clearly see what’s happening to them. Our masters want a dumbed-down population that can’t tell what’s happening to them.

Lets look at a few specific change agents who are fully aware of what they are doing.

In an address to the Childhood International Education Seminar in 1973, Dr. Chester M. Pierce, Harvard Professor of Education and Psychiatry, said:

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

Now what do you think Chester has been working on for decades in his research and instruction to teachers? Interestingly, he is also noted for coining the term microaggression.

Remember “Blooms hierarchy you learned about in school and how you become self-actualized at the highest level? Here’s a definition of his you probably didn’t hear about in school.

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

-Benjamin Bloom, psychologist and educational theorist, “Major Categories in the Taxonomy of Educational Objectives,” pg. 185

Here’s a quote from John Goodlad, identified by Charlotte Iserbyt as “America’s premier change agent.” He was hired by “conservative” BYU and worked there from 1983 to 1985. Then he founded the National Network for Educational Renewal and BYU signed on as a charter university and stayed with his organization till 2010, even hosting one of his conferences in 2006 I believe.

Many of his conferences included how to put social justice and LGBT teaching into classrooms. The only reason they dropped the NNER affiliation is because we discovered it and made a stink about it and the education department said they were dropping their membership “for financial reasons.” Yeah, as word got out that they were taking instructions from an atheist, humanist, socialist, I’d guess some donors and trustees threatened to turn off the spigot.

This is Goodlad:

“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”

– John Goodlad, Schooling for the Future, Issue #9, 1971

Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”
– John Goodlad, Developing Democratic Character in the Young, pg. 165

[schools] should liberate students from the ways of thinking imposed by religions and other traditions of thought.”
-John Goodlad, “Education and Community,” in Democracy, Education, and the Schools, Roger Stone, pg. 92.

B. Y. U.

If “conservative” BYU has such serious issues, you know pretty much every other university does as well.

Goodlad worked with BYU to create a Public School Partnership that pushed his books and doctrine into 5 major school districts around BYU (Provo, Alpine, Nebo, Wasatch, and Jordan). This is why so many of them are promoting social justice, because it comes from a socialist into the teacher college, which teaches teachers, who teach our children. Here’s one specific example of a math educator at BYU who loves teaching new teachers all about social justice:


Many more of these quotes above can be found here:


The Assault on the Family

One of Marx’s goals was the destruction of the family. Social justice demands it. It isn’t fair that some kids get good families and others don’t.

I know a family that moved from one area in Alpine school district to another so they could switch schools because their straight A daughter was given a B on an assignment she did perfectly solely because the teacher wanted her to know what it was like to not get a perfect grade and be like everyone else. There’s social justice for you, a toxic teacher punishing a student doing her best in the name of fairness.

President Johnson’s war on poverty had a devastating effect on Black communities by subsidizing single parents but taking away the subsidies if they got married. This gave rise to unwed parents and a lack of fathers in the home, which in turn caused tremendous problems. Watch here for some shocking statistics compiled by Glenn Beck.


Then listen to this segment by Glenn on the groups of people with influence openly advocating that we need to do away with the traditional family concept because it promotes capitalism.  The last 10-15 minutes of the audio is key for the quotes, but all 30 minutes is worth listening to.


Here’s a quote from Sophia Lewis who runs the “Family Story project”:

“That’s something I want to challenge, the idea that babies belong to anyone—the idea that the product of gestational labor gets transferred as property to a set of people.”

Pure Marxism. Abolish the family and make children the property of the community so they are raised away from parents who might influence their values toward a set of unacceptable beliefs (religious, liberty oriented, etc…)

Here’s a link to their twisted attack on the family, “embracing family justice for all.”


That document is lengthy. You can get a quicker taste of this nonsense reading this article:


If you are for social justice, you are for the destruction of the family. You can’t separate ideology and say, “I’m for this piece of Marxism that I agree with, but not the rest.” By embracing any of it, you lend your voice and influence to all of it. You aid and abet the enemies of freedom. Your agreement with part gives others that trust you, permission and direction to embrace it and go further. Social justice warriors are promoting the destruction of the family, the end of capitalism, the end of the Constitution, the end of order, and the creation of a new world order: global communism headed by the world’s elites. We are living in “1984” and “Animal Farm.”

The 1619 Project: More Marxist Lies

The newest assault to destroy America is coming from the radical 1619 Project the New York Times is launching. This is yet another attempt to show how evil those white people were that came to America. This project will only further divide America, increase racial tension through promoting lies, and set back race relations by decades.

Here’s a segment on Glenn Beck’s program showing more about it: https://www.glennbeck.com/theblaze-tv/the-new-york-times-tries-to-re-write-history-the-1619-project-exposed

You can read about it here. It’s already taking root in schools across the country including Utah schools.


Even BYU has a web page on “Race, Equity, & Belonging” that links to the 1619 Project and other “anti-racism” readings which are loaded with social in-justice content.


BYU racismConnect the Dots

I didn’t always know this stuff. I was oblivious to it for decades of my life. But at some point, a rational mind has to recognize the overwhelming relationship between these dots and make all these connections come together. One must conclude that people mean what they say and are working to overthrow the family and the American way of life. They’ve been saying it for decades and been dismissed. Now they have infiltrated every facet of government and public agencies, and worse, the hearts of so many sincere (but misguided) people that it’s been given a place to grow in America.

It used to be forbidden for Communists and their sympathizers to be teachers in schools. In 1952, a 6-3 Supreme Court ruling upheld a NEW YORK law that prohibited communists from teaching in schools. It was the Feinburg Law which banned anyone from the teaching profession who called for the overthrow of the government. This was overturned in 1967 by a revised Supreme Court that didn’t share the concerns of the prior court (https://www.history.com/this-day-in-history/supreme-court-rules-on-communist-teachers). In 2008, California overturned a state ban on communist activity in the schools with the full support of the California Teachers Association and the California Federation of Teachers (https://www.nysun.com/editorials/california-communists/74159/). It probably made sense to everyone to just come out and make it formal…

Where is California today? Leading the way…to Marxism. California State University just made ethnic and social justice studies a graduation requirement (https://www.times-standard.com/2020/07/22/california-state-university-sets-ethnic-studies-requirement/).

Are you awake yet? If you read this article, congratulations. Becoming informed is the first step. Now act. Save your family, and save your community.

Be Inspired

The world is turning right before our eyes. Men and women must act to save our freedoms which are being stripped away.

“Those who expect to reap the blessings of freedom must, like men, undergo the fatigue of supporting it.”

–Thomas Paine

“Revisiting the Revolutionary War is a bracing reminder that the fate of a continent, and the shape of the modern world, turned on the free choices of remarkably few Americans defying an empire.”

–George Will

“So that this nation may long endure, I urge you to follow in the hallowed footsteps of the great disobediences of history that freed exiles, founded religions, defeated tyrants, and yes, in the hands of an aroused rabble in arms and a few great men, by God’s grace, built this country.”

–Charlton Heston

ACT NOW: Make these calls

Call your school district and school board members. Ask if they are using the 1619 project in any of the schools. Get informed on it and tell them to not let it into your children’s schools. Tell them not to implement social-emotional learning programs. Point them at the CASEL document above. In their own words they are advocating Marxism. Then contact your state board member and ask them to prevent Utah schools from using these destructive curricula. Tell them we need local control and to be free of federal money and strings. We need local school boards at every school overseeing what’s happening locally. Find your rep here:


Even if your children are out of schools or don’t attend your local public school, make the calls. YOUR future is in the hands of those children and I don’t think anyone wants to live in a country fundamentally transformed by Marxists.

ACT NOW: Save your children and grandchildren

If you believe in America, the place that isn’t perfect, has made mistakes, but is still the greatest nation on earth with the greatest governance document ever crafted with the help of God, then it’s time to get your principles clear and pull your children out of public schools. The indoctrination has already done tremendous harm to our children and it’s just going to get worse. You’ve got to find alternatives for educating your children. Homeschool or private school, or selectively dual enroll them, it’s time to take action now to preserve your family.

If homeschooling scares you, there is a tremendous support structure in place to help you. It’s work, but probably not as much work as you think. Once you find a rhythm, most homeschool families love it and would never go back. Here’s a few videos that might inspire you.


There are loads of Facebook homeschool groups. Parents, grandparents, and single parents homeschool their children. If you want to do it, there is a way forward.

Something to Keep Your Eyes On

Now I think a question every Utahn should ask themselves is why the NEA gave Spencer Cox $75,000 for his campaign. Then we should know why Spencer Cox kept the money. He can’t be ignorant of the Leftist policies of the NEA. Assuming he is elected in the general election, what favors is he going to do for this Marxist organization? We can only hope and pray for divine intervention…

And now for something religious

If you are a Bible believer, try reading Revelation 13 again with this thought.

Verse 1: a blasphemous beast arises (Communism)

Verse 3: one of its heads is wounded to death (assumed death of communism), but his deadly wound was healed and all the world wondered after the beast (communism makes a comeback)

Verse 11: Another beast arises (socialism) which spake as a dragon (same old lies) and had two horns like a lamb (looks innocent)

Verse 12: This beast exercises the same power as the first beast and causes the earth to worship the first beast.

Verse 15: The second beast causes anyone that won’t worship an image of the first beast to be put to death. The new world order arises.

This is the history of socialism. It can’t stand truth and light so it ends the lives of those who oppose it. So far, the effort to create a great peaceful communist utopia has ended the lives of over 100 million people. How many more will be put to death is uncertain, but if we don’t act, America will fall.

Book reading list:

Want to be prepared for what’s happening? Here’s a short book list you should get very familiar with:

  • The Scriptures
  • None Dare Call it Conspiracy by Gary Allen
  • The Leipzig Connection by Paolo Lionni
  • The Naked Communist by Cleon Skousen
  • The Naked Capitalist by Cleon Skousen
  • The Law by Frederick Bastiat
  • The U.S. Constitution
  • How the World Really Works by Alan Jones
  • Many are Called but Few are Chosen by H. Verlan Anderson

(Featured Image of Marx by Anton Ivanov @123rf.com)

Student Indoctrination and Shaming in Provo S.D.

Want to see how social justice and leftist indoctrination works in public schools? Look no farther than “conservative” Provo, Utah. Think all is well in “Happy Valley”? Think this stuff only happens in California? Think again. It’s all over Utah (yes, you can read that sentence two ways).

I think it’s time to fire some teachers and find alternatives to sending your children to schools where their minds and values are warped and parents rights ignored and denigrated. Failure to act means the next generation just continues the slide toward social justice and socialism.

The stories below are from one parent with children at different schools and from multiple teachers. “Oh but surely MY children are just fine.” Ask your children what things are really like at their school. Do teachers engage in these kinds of behaviors? Those are teachers that don’t deserve the title. This isn’t teaching. They need replaced by people who don’t twist minds, lie to students, ignore parental desires, and coerce behavior. Schools are to be a support to families per state law. Instead, we have teachers engaging in child abuse.

If the system can’t police itself, which it clearly can’t, then something needs to change including allowing for punishments for teachers who violate basic principles like these stories illustrate.  This has been going on for years all across the state with teachers violating various laws as documented on this site and others. They never suffer more than a wrist slap unless they get caught doing something severe. Reshaping of minds through social justice techniques is clearly allowed because who wants to punish a teacher, right?

How can legislators be so blind as to not see the negative consequences that are going to come from passage of HB 118 this past session where teachers will now have the state sanctioned power to “incentivize” taking state standardized tests? Unbelievable.

Story 1 – this isn’t teaching

“Recently, my 6th grader was telling me about how they were discussing global warming in their, “science,” class and how man is destroying the planet, resources are being used up and time is running out to an inevitable apocalyptic end of life as we know it if drastic measures aren’t taken to reverse the damage we, humanity, have Done to mother Gaia!

I asked my son if the teacher had said anything about sun spots and the cyclical temperature changes the planet has been going through for as long as recorded history has been recording temperatures? He said, “NO WAY!”

I asked why not and he said, “Are you kidding… you DO NOT disagree with the teacher or you will be in BIG trouble!”

I again asked him, why not? His great-grandfather happens to be a world renowned climatologist who taught at UC Boulder among other major universities during his career and invented complex weather tracking/prediction models. His GGF would laugh out loud when would hear people going on about, “Manmade Global Warming”.  He would say things like, “These idiots think our polar ice caps are melting because of SUVs and Hummers. Well how the hell do they explain the ice caps on Mars melting at a relatively similar rate to ours? Last I checked the only vehicles on mars were electric and there is only one!” He would often talk about solar flares and how they would affect cyclical warming and cooling periods around the solar system depending upon the frequency and extremity of the solar flares happening on the surface of the sun. He would also comment on the level of hubris ,”these idiots must have to think they are significant enough to actually have an impact and make a difference either way.”

My son has heard me talk about these examples before but still wanted to stay out of it. He began to recount a recent example of when another student had been so bold as to offer an opposing position on the, “settled science”, and he was called out into the hall to be chastised by both of the 6th grade home room teachers while both classes watched  through the glass doors. Message sent, loud and clear! Dissenting points of view are not allowed… or at least that is what the perception of the students is at this point. “Perception is reality”, or so the saying goes.

My other son in 8th grade overheard this exchange and seconded the notion that it is not ok to offer an opinion on the issue other than what the teacher presents. He said that he too was going through similar classroom experiences at the middle school.”

[Oak note: Independent thinking not allowed. Both sides of an argument not being presented. This is being taught what to think, not how to think.]

Story 2 – the lies they tell

“My 8th grader was in class the other day when one of the RISE Civics tests were handed out. Everyone was taking the test except my son (who was opted out) so after all the tests were handed out, the teacher walked over to his desk and began to tell him in a voice loud enough for the whole class to hear, that she knew his parents didn’t want him to take the test, but that if he didn’t, he would not be able to graduate high school or even be able to get an associates degree.

She proceeded to list all the things he would be missing out on, which made him feel very uncomfortable in front of his peers and worry about all the negative connotations mentioned if he didn’t take the test. So much so, that he took it, even though we had exempted him previously; Verbally and in writing, to the Principle, office staff and the teacher.

Think about the message sent to all the other students who were witnessing this exchange.

This teacher acted in direct defiance of the parents wishes, publicly shamed and emotionally manipulated a minor in front his peers and violated the current state law relative to the situation.”

[Oak’s comments]

Here’s where you get information on opting your child out of state standardized tests.


https://schools.utah.gov/assessment (click parental exclusion and you’ll see the form. There are only 2 tests required: a civics test is required for graduation; and a CTE test is required for specific certification. No state tests are required for elementary or middle school. This teacher obviously knew that and knew this test had no bearing on college degrees. She clearly lied and manipulated this student and should be forced to apologize to the class and explain that she lied and manipulated the situation. She SHOULD be forced to do that, but will it happen? Doubtful. Administrators wouldn’t want to lessen teacher “authority” to the class, but it’s OK to destroy parental authority.)

Story 3 – Social justice and law breaking

“All year, I have been hearing about agenda based, framed questions from my son’s 8th grade English teacher about the, “undocumented immigrants” and the horrible things that are being done to them and constantly going on about how unfair their plight is and how we are doing nothing to help them to get to a better life, etc, etc, etc. I am sure you can imagine all the angles and ways that a teacher in that position, with a captive audience for the entire school year could cover such platitudes. As a side note, this is not the same teacher that has been going on about Global Warming that I mentioned before, that was the science teacher. That teacher just had them do an essay on, “What do you find alarming about Global Warming?” [Oak note: just the title of this assignment is indoctrinating and taking sides.]

Back to English class, he was recently given an assignment to come up with a plan to aid and abet the effort to help illegal aliens cross into the USA. Here is the assignment in his own words. 

‘We had to respond to the question, “What can I do to help immigrants get across the border of the United States of America?” Then, for the assignment, we had to come up with some type of physical object and a plan on what we can execute to succeed in that motive.

It was sort of like a project. We had to build a poster and respond to other related questions like, “What is our solution to this problem, why will it work and how are we going to do it?

Then we had to create a physical object that went with our plan, such as a legislative bill that we would propose, a website or an app or something that in some way correlates to the issue and our solution to it.’

So now, instead of just promoting the breaking of laws by the illegal immigrants, we are apparently getting into training on political activism and breaking the laws ourselves through criminal conspiracy and misprision? I mean, is this not disturbing?”

End Notes

1) Where is the legislator that will protect families and American culture? It’s clearly time for civil punishments where the school systems can’t or won’t monitor and police themselves.

2) I have a daughter attending a Utah college right now on a scholarship who doesn’t have a high school diploma or GED, and solely got that from her ACT score, single page homeschool transcript that showed what she did for four years prior to college, and transcript from an online charter school where she took some classes. Your children can get by just fine without local public schools or they can selectively dual-enroll and just take classes that suit them and homeschool for the rest without the indoctrination. Homeschooling is growing rapidly in Utah and with stories like these it’s not hard to see why. Click here for more information:


https://www.agencybasededucation.org/options/homeschooling/ (Is homeschooling right for your family?)

USOE Recommends Social Justice Curriculum Materials for 1st Grade

Previously posted to this site is an article talking about the indoctrination coming to Common Core. Here’s the article for you to read if you missed it.


ELA Common Core IndoctrinationThis post is going to demonstrate how the Utah State Office of Education is allowing social justice curriculum to move forward in schools. This is not only inappropriate, but immoral as well. It’s not good for education, family relationships, public discourse, or preserving our nations liberty.

Here are two videos.

The first demonstrates Common Core USOE recommended materials from Zaner-Bloser (if your children are using this, I would complain and get them off it now even if you need to homeschool). The second demonstrates some informational texts. Please share this post with your legislators and ask them to get us out of Common Core.

See below the videos for the USOE review of “Voices”. I didn’t post these this morning or I might have noticed the video has an error. On the video, it says the Voices books are Recommended Primary (meaning you can use it and nothing else to fulfill the Common Core Standards). Actually, they are Recommended Limited, for the reason below that the books aren’t broad enough to cover all the ELA standards so additional materials would be needed to supplement this.

From the state RIMS database:

URL:                                       http://delleat.schools.utah.gov/rims/index.html

Search Option:                 ISBN

Enter ISBN #:                     9780736798808 (“Voices” Literature & Writing)

USOE Evaluation:

Voices Literature and Writing focuses on oral language and writing through teacher read-alouds. The entire year builds on a central theme divided into six units. Each unit has an essential question and ends in a culminating writing project with a built-in presentation component that lends itself to the oral language strand of the Common Core.
Teacher read-alouds are the base of this program. The discussions and questioning provided engage the students in the higher level thinking required for the Common Core. Vocabulary instruction and ELL support are included. A rubric is provided to assess discussions. Although the discussion piece is a strength, most of the resources were fiction where the Common Core requires a stronger nonfiction emphasis.
The writing instruction component includes a model, mini-lessons organized around the six traits, and grammar usage. A variety of writing types reinforce the expectations of the Common Core.
The assessment component consists of read-aloud tests, writing tests, and end of theme tests. The re-teaching provided is explicit, helpful and provides practice worksheets to reinforce the learning. The test generator provided allows you to build your own test, but the multiple choice questions are low level thinking and would not prepare students for the rigor of the Common Core testing. The essay questions are more effective but few in numbers.
The technology piece in this program is weak. It includes audio CDs for teacher read-alouds, teaching master CDs and the digital test generator.
Teacher materials are organized into readily accessible, durable boxes. There are no student materials.
This is recommended limited because it covers the speaking/listening and writing standards of the Common Core.

Enter ISBN #:                 9780736799362 (“Voices” Leveled Library)

USOE Evaluation:          Recommended Student Resource

Voices Leveled Library is set up to match the Voices Literature and Writing program but does not always correlate with the unit themes very well. The leveling is appropriate and accurate, but not always rigorous or engaging.  Within each unit there were four paired leveled readers with a strong non-fiction emphasis.  Most of the readers are well organized, with colorful graphics, maps and tables.  The non-fiction is organized with a table of contents, a glossary and an index.  Where there are a few comprehension questions, they are limited in scope and do not pertain to a particular comprehension strategy.

This library deals with a large collection of subjects in a variety of categories. It includes biographical and historical texts, folktales, historical accounts, and world events. It should be emphasized that readings in this collection are provided as examples to help students learn to read a variety of texts and to understand an author’s point of view or bias in both literary and informational readings. Teachers should take the time to become well-acquainted with each text in the collection and to help students understand the context for each. Some of the texts may deal with issues that may be thought to be controversial and reflect the political climate or stance of the author. It would be advisable to incorporate many of the readings within the context of social studies instruction, so that students will be able to perceive and analyze the historical significance of the text, discuss the concept of bias, and develop the ability to be critical consumers of information.

The 4th ‘R’ of Education: Rebellion

Last night, former gubernatorial candidate and talk show host, Morgan Philpot posted online a link to this alarming article from the Daily Caller:

Denver Public Schools pilot program to push ‘social action,’ ‘social justice’

According to NBC affiliate KUSA, Denver Public Schools is implementing a new system to evaluate teachers. In order to achieve a coveted “distinguished” rating, teachers at each grade level must show that they “encourage” students to “challenge and question the dominant culture” and “take social action to change/improve society or work for social justice.”

The new DPS teacher assessment system, called LEAP (Leading Effective Academic Practice), stems from state legislation passed in 2010 and is overwhelmingly funded by a $10M grant from the Bill and Melinda Gates Foundation.

So let me get this straight. The Gates Foundation signs a 2004 agreement with UNESCO to create a global education system, puts $100 million into funding and promoting Common Core, sponsors a conference on eugenics, funds biometric tracking of children, and now they are funding social justice based teacher evaluation systems. Darn, I wish I could find a pattern here that our state leadership could latch onto.