I am quite often disgusted and outraged at the systematic push to undermine America and all that she stands for. But since this case involves school children as young as third graders, it is all the more insidious. Listen in as a concerned citizen who resides in the Tucson United School District reads shocking, anti-American excerpts from “Ethnic Studies” textbooks during a TUSD board meeting.
Via Naked Emperor News at The Blaze: Bloodsucking Capitalists: Emotional Reading of Excerpts at Tucson School Board Meeting From a Book Used in the Controversial Ethnic Studies Curriculum for Grades 3rd – 12th (Content Warning)
*Edit: The Naked Emperor News video previously posted has been removed from YouTube.Â But no worries, I’ve found a replacement.
As read at the meeting: “An Epic Poem”:
I shed tears of sorrow, I sow seeds of hate
The force of tyranny of men who rule by farce and hypocrisy,
In a country that has wiped out all my history, stifled all my pride.
In a country that has placed weight of my indignity upon my age old burdened back. Inferiority is the new load.
My land is lost and stolen, My culture has been raped
Poverty and city-living under the colonial system of the Anglo has castrated our people’s culture
One note, especially to those young chicanos, hard drugs and the drug culture is the invention of the gringo because he has no culture.
We have to destroy capitalism and we’ve got to have 5/6 of the world to destroy capitalism in order to equal all peoples lives. The Declaration of Independence states that we the people have the right to revolution, the right to overthrow a government that has committed abuses and seeks complete control over the people. This is in order to clean out the corrupted, rotten officials that developed out of any type of capitalistic systems. Any country that is based on capitalism is based on greed.
Other sections of the textbook as read:
“Today I have a message for all the people of Aztlan to the children, the students, the workers, to the masses of our people, and to the bloodsuckers, the parasites, the vampires who are the capitalists of the world: The schools are tools of the power structure that blind and sentence our youth to a life of confusion, and hypocrisy, one that preaches assimilation and practices institutional racism.”
The revolution stands in life’s dark shadows waiting patiently for her (unintelligible) troops. The revolution sees Mexicans turning into gringos her (unintelligible) like washed up gringos …[sellout] and kiss the mans ass.
Glenn Beck discussed this topic yesterday with concerned Democrat Loretta Honnicutt (co-founder of Tucsonans United 4 Sound Districts (TU4SD). Learn more here: Mexican American/Raza Studies Curriculum, Research, and Findings
The Beck video also includes footage of (pro-illegal ethnic studies curriculum) protesting students creating chaos during TUSD school board meetings. Arrests were made, riot police were brought in to restore order.
(Segment at the 25:00 minute mark.)
Letters fron the TUSD superintendent John J. Pedicone in response to HB 2281, an Arizona law that bans ethnic studies that promotes the overthrow of the United States government and resentment toward a race of class of people.
(Note the dates.)
State action and TUSD’s response
On January 1, 2011, the new Ethnic Studies Law (A.R.S. sections 15-111 and 15-112) went into effect. On January 1, 2011, then-current Superintendent of Public Instruction, Tom Horne, notified TUSD that it is in violation of the new law. If the new Superintendent, John Huppenthal, determines after sixty days that TUSD has not come into compliance with the statute, the Superintendent can instruct the Department of Education to withhold 10% of TUSD’s funding (approx. $3 million) per month until the violation is cured.
First and foremost, it is TUSD’s intention that its employees at every level and in every department comply with the requirements of A.R.S. Â§Â§15-111 and 15-112. TUSD will pursue every legal avenue to protect effective programs and funding, and TUSD will operate its programs in compliance with the law.
John J. Pedicone, Ph. D.
From the Superintendent, Dr. John J. Pedicone
Letter to Administrators and Employees, Re. Ethnic Studies
January 3, 2011
To TUSD Administrators / Employees:
TUSD administration supports its Ethnic Studies programs, and we are encouraged by the real and lasting impact that these departments provide to TUSD students. TUSD’s primary charge is to educate students, please trust that TUSD will make every reasonable effort to ensure student safety, support effective programs that have relevancy to the students we serve, and protect funding.
1. TUSD supports all of its Ethnic Studies Programs.
Contact info (be polite):
John J. Pedicone, Ph.D.
1010 E. Tenth St. 85719
Update: FINDING BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
OF VIOLATION BY TUCSON UNIFIED SCHOOL DISTRICT
PURSUANT TO A.R.S. Â§ 15-112(B)
Excerpt (pdf here) *link fixed
(section) 5. Written Materials
As noted earlier, the name of this course has been Raza Studies or Raza/Mexican American Studies. The very name “Raza” is translated as “the race.” On the TUSD website, it said that the basic text for this program is “the Pedagogy of The Oppressed.” The author is Paulo Frere, a Brazilian Marxist. Most of these students’ parents and grandparents came to this country, legally, because this is the land of opportunity. They trust the public schools with their children. Those students should be taught that this is the land of opportunity, and that if they work hard they can achieve their goals. They should not be taught that they are oppressed.
During the hearings of the Senate Judiciary Committee on the Ethnic Studies bill, the school sent a number of students to testify how much they loved Ethnic Studies. A senator asked a girl whether she could have learned the things she spoke about in other courses. She responded: “No, before I took this course, I didn’t realize that I was oppressed. Now that took this course, I realize that I am oppressed.”
One of the textbooks is Occupied America (5th ed.). One of the leaders it talks about is described as follows: “JosÃ© Angel GutiÃ©rrez was one of the leaders, and he expressed the frustrations of the MAYO generation. His contribution was indispensable; it influenced Chicanos throughout the country.”
One of GutiÃ©rrez’s speeches is described as follows:
We are fed up. We are going to move to do away with the injustices to the Chicano and if the ‘gringo’ doesn’t get out of our way, we will stampede over him.” GutiÃ©rrez attacked the gringo establishment angrily at a press conference and called upon Chicanos to ‘kill the gringo,’ which meant to end white control over Mexicans.
The textbook’s translation of what GutiÃ©rrez meant contradicts his clear language. In describing the atmosphere in Texas where GutiÃ©rrez spoke, the textbook states: “Texans had never come to grips with the fact that Mexicans had won at the Alamo.” (P. 323.) It is certainly strange to find a textbook in an American public school taking the Mexican side of the battle at the Alamo.
Another textbook is the Mexican American Heritage (2nd ed.).
One of the chapters is “The Loss of Aztlan.” Aztlan refers to the states taken from Mexico in 1848: Arizona, California, New Mexico and Colorado. This chapter states: “Apparently the U.S. is having as little success in keeping the Mexicans out of Aztlan as Mexico had when they tried to keep the North Americans out of Texas in 1830.” (P. 107.) In other words, books paid for by American taxpayers used in American public schools are gloating over the difficulty we are having in controlling the border. This page goes on to state: “…the Latinos are now realizing that the power to control Aztlan may once again be in their hands.”
Materials for the course include a sheet titled “Chicano Resistance Vocabulary Squares.”
The students are given an example of student writing including the sentence “we are slowly taking back Aztlan as our numbers multiply.” The students are taught poems illustrated by the following:
“Going Back” – Victor E “El Vhu”
We’re going back, back to where we came from, back to where the truth dwells, AZTLAN…,We suffer colonial incarceration so we foster resistance of our own occupation.
“Decolonize” – “Aztlan Underground”
Some feel this oppression no longer exists Well here’s something they missed – Self D means self determination…Stranger in your own land under exploitation…This is the state of the indigena today…WE DIDN’T CROSS THE BORDERS, THE BORDERS CROSSED US! YET THE SETTLER NATION LIVES IN DISGUST! The American dream only for some WASP – White Anglo Saxon Protestant…the frame of mind that keeps our oppression constant…Cihuatl is reclaiming…We have returned to Aztlan!!! We have returned to Aztlan!!!
They are taught an essay called AZTLAN The Lost Land, “The Chicano Homeland” by John R. ChavÃ©z which includes the following:
But to Chicanos the Southwest is more than just their place of residence; it is their homeland, their lost homeland to be precise, the conquered northern half of the Mexican nation…In the mind of the Chicanos, this immense territory remains their patrimony…Mexicans are indigenous to and dispossessed of the region…Chicanos view Southwest as an extension of Mexico and Latin America, a Mexican region spreading beyond what is regarded as an artificial boundary.
A worksheet in association with this essay has a map at the top showing Aztlan as all of Mexico, and some American States, including Texas, Arizona, New Mexico, Utah, Colorado, California and Nevada. Among the questions asked on this worksheet are: “What are the four areas in the southwest that have had a Mexican cultural and demographic influence since the United States imposed its present boundary on Mexico?…In order for Chicanos to have cultural, political, and economic self-determination, what must Chicanos have control of in order to do so?”
In a section of materials called “Conquest and ColonizaciÃ³n”, the students are taught “We will see how half of Mexico was ripped off by trickery and violence. We will see how Chicanos became a colonized people. In the process of being colonized, we were robbed of land and other resources.”
The students are taught “Critical Race Theory.” A part of the “Critical Race Theory” is defined by the materials taught to the students as follows: “Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundation of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.”
The materials for this class include “A Field Guide for Achieving Equity in School.” These materials include: “We often hear people referred to as being privileged, which usually is a comment pertaining to the individual’s financial or economic status…In Courageous Conversation, however, privilege takes on a different meaning: it refers to the amount of melanin in a person’s skin, hair, and eyes. (This is followed by a table which promulgates racial stereotypes by detailing the differences between “white individualism” “colored group collectivism.”) “White people tend to dominate the conversation by setting the tone for how everyone must talk and which words should be used. All of these “White ways” must be recognized, internalized, and then silently acted on by people of color”. (This is an example, referring to the statute, of subsection 2, “promote resentment toward a race or class of people”)…The aforementioned White cultural characteristics, such as individualism, blur into the consciousness of Whiteness, which becomes not only a way of behaving but also a way of thinking….White people depend on the overwhelming presence of other White people in positions of power and influence to maintain a system of racial advantage. At the same time, many White educators believe that gains in school, as in their own lives, come from individual effort and accomplishment.”
At page 200 of these materials, there is a table setting forth in detail the difference between “White Talk” and “Color Commentary.” These materials go on to state: “Anger, guilt, and shame are just a few of the emotions experienced by participants as they move toward greater understanding of Whiteness”. [If one were to substitute any other race for “Whiteness,” it would be obvious how this promotes resentment toward a race or a people.]
The materials go on to state: “White Americans often feel a unique sense of entitlement to Americanism, partly because many never travel beyond the borders of the United States.” All of these kinds of racist propaganda are fed to young and impressionable students, who swallow them whole, as illustrated by the rude behavior of some students during an address by Margaret Garcia Dugan and subsequent demonstrations. The education they are receiving, to deal with disagreements in an uncivil manner, will be dysfunctional for them as adults. It becomes the duty of the people of Arizona, through their elected leaders, as authorized by A.R.S. Â§ 15-112, to put a stop to this, and to be sure that taxpayer-funded public schools teach students to treat each other as individuals, and not on the basis of the race they happen to have been born into.
These are some examples, that and are not an exhaustive list of the ways in which this course violates ARS Â§ 15-111.
Bill Ayers approved!
Arizona Ethnic Studies Exposed
By Cliff Kincaid – Accuracy in Academia
One of Bill Ayers’ courses at the University of Illinois includes Pedagogy of the Oppressed [As referenced in above excerpt - Ed.] as required reading. Author Paulo Freire, a Brazilian Marxist, declared:
Also see: Video report: TUSD Board Members Bail when Opposition to Mexican-American Studies Expressed. – Mike Shaw TV