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Posted on 06/06/2024 7:20:45 AM PDT by MtnClimber
Portland, Oregon, has earned its reputation as America’s most radical city. Its public school system was an early proponent of left-wing racialism and has long pushed students toward political activism. As with the death of George Floyd four years ago, the irruption of Hamas terrorism in Israel has provided Portland’s public school revolutionaries with another cause du jour: now they’ve ditched the raised fist of Black Lives Matter and traded it in for the black-and-white keffiyeh of Palestinian militants.
I have obtained a collection of publicly accessible documents produced by the Portland Association of Teachers, an affiliate of the state teachers’ union that encourages its more than 4,500 members to “Teach Palestine!” (The union did not respond to a request for comment.)
The lesson plans are steeped in radicalism, and they begin teaching the principles of “decolonization” to students as young as four and five years old. For prekindergarten kids, the union promotes a workbook from the Palestinian Feminist Collective, which tells the story of a fictional Palestinian boy named Handala. “When I was only ten years old, I had to flee my home in Palestine,” the boy tells readers. “A group of bullies called Zionists wanted our land so they stole it by force and hurt many people.” Students are encouraged to come up with a slogan that they can chant at a protest and complete a maze so that Handala can “get back home to Palestine”—represented as a map of Israel.
Other pre-K resources include a video that repeats left-wing mantras, including “I feel safe when there are no police,” and a slideshow that glorifies the Palestinian intifada, or violent resistance against Israel. The recommended resource list also includes a “sensory guide for kids” on attending protests. It teaches children what they might see, hear, taste, touch, and smell at protests, and promotes photographs of slogans such as “Abolish Prisons” and “From the River to the Sea.”
In kindergarten through second grade, the ideologies intensify. The teachers’ union recommends a lesson, “Art and Action for Palestine,” that teaches students that Israel, like America, is an oppressor. The objective is to “connect histories of settler colonialism from Palestine to the United States” and to “celebrate Palestinian culture and resistance throughout history and in the present, with a focus on Palestinian children’s resistance.”
The lesson suggests that teachers should gather the kindergarteners into a circle and teach them a history of Palestine: “75 years ago, a lot of decision makers around the world decided to take away Palestinian land to make a country called Israel. Israel would be a country where rules were mostly fair for Jewish people with White skin,” the lesson reads. “There’s a BIG word for when Indigenous land gets taken away to make a country, that’s called settler colonialism.”
Before snack time, the teacher is encouraged to share “keffiyehs, flags, and protest signs” with the children, and have them create their own agitprop material, with slogans such as “FREE PALESTINE, LET GAZA LIVE, [and] PALESTINE WILL BE FREE.” The intention, according to the lesson, is to move students toward “taking collective action in support of Palestinian liberation.”
The recommended curriculum also includes a pamphlet titled “All Out for Palestine.” The pamphlet is explicitly political, with a sub-headline blaring in all capital letters: “STOP THE GENOCIDE! END U.S. AID TO IRSAEL! FREE PALESTINE!” The authors denounce “Zionism’s long genocidal war on Palestinian life” and encourage students to support “boycott, divestment, and sanctions” policies against Israel.
The pamphlet includes chants that teachers can adopt in the classroom. Some imply support for militancy and political violence: “Resistance is justified when people are occupied!”; “We salute all our martyrs! mothers, fathers, sons and daughters!”; “Justice is our demand! No peace on stolen land!”
It’s not immediately clear to what extent the “Teach Palestine!” lessons have been adopted in Portland public school classrooms. But the teachers’ union claims that the district has been “actively censoring teachers” for promoting pro-Palestine ideologies; in response, it has assembled a legal guide for how teachers can keep promoting the lessons under the guise of meeting state curriculum standards.
The marxist cancer is certainly at stage 4.
They are creating lifelong Progressive Democrats.
Yet another example of the generations of ignorant barbarians being “educated” to be ignorant barbarians by the ignorant barbarians in our “education” system.
This is why I am over teacher worship. Even if teachers do not actively participate or join the union, standing by and just looking the other way because they wants to keep their cushy government pension and benefits make them complicit. No raises or anything else for public school teachers!
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These lying teachers are so incredibly evil abiding young kids entrusted to their care —- I’m got rounding these Satanic “teachers” up and giving them quick trials and public executions in the most painful manner possible. It might help deter any other sickos from trying to do similarly luciferian sheit to other people’s children, too. Abusing the minds of our youth is unacceptable, intolerable — it does the kids lifetime damage
This is how the Left has done it, by brainwashing kids. They started in universities in the ‘60’s and have moved all the way down to kindergarten now. I know 21 year-olds who don’t speak to their parents because the parents won’t buy in to the sex-change insanity movement.
How would it feel to be a jewish child in the Portland school system.
These educators are evil. What they are doing is not just disingenuous; it is abusive.
They should be prosecuted and their licenses removed.
Were I Jewish, or for that matter just a sane father, I would never place my children in the Portland public schools. Probably expand that to include all public schools, except possibly a rural school district in a Southern or Plains state. And even then, I would watch the school closely, including a demand to see the curriculum and talking with the teachers
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Teaching kids to hate at an early age. How progressive of them.
No comment necessary.
straight out of Gaza primary school textbooks...
Civil war on the left.
As long as the villains were straight, white, cisgender, Christian men, all was well.
But now it's women vs. trannies. Jews vs. Muslims. Blacks vs. migrants. To name a few of the fissures.
Reading, writing, arithmetic. Toss in some history, and that’s ALL.
I can’t believe these commies get away with so much. Angers me greatly.
Oregon used to be a lovely Western state.
I’ve had friends from the Portland area.
Now—not so much!
Much of western and southern Oregon—and part of northern California—wants to join Idaho. They should be allowed to do so!
And no part of the USA will EVER be “palestine”!!
How Islam progressively takes over countries By Mark Ellis
In Dr. Peter Hammonds book, Slavery, Terrorism and Islam, he documents the way Muslims slowly develop a presence in various countries and as their population numbers build, become more aggressive and assertive about exercising Sharia law.
Islam is not a religion, nor is it a cult. In its fullest form, it is a complete, total, 100% system of life, Dr. Hammond notes in his book. Islam has religious, legal, political, economic, social, and military components. The religious component is a beard for all of the other components.
Their takeover of a country, what Dr. Hammond refers to as Islamization, begins when the population of Muslims reaches a critical mass, and they being to agitate for various privileges.
Open, free, democratic societies are particularly vulnerable. When politically correct, tolerant, and culturally diverse societies agree to Muslim demands for their religious privileges, some of the other components tend to creep in as well, he notes.
This is how it works, according to Dr. Hammond:
When the Muslim population remains under 2% in a country, they will be seen primarily as a peace-loving minority and not as a threat to other citizens. This is the current situation in:
United States Muslim 0.6% Australia Muslim 1.5% Canada Muslim 1.9% China Muslim 1.8% Italy Muslim 1.5% Norway Muslim 1.8%
As the Muslim population reaches 2% to 5%, they begin to recruit from ethnic minorities and disaffected groups, within prisons and street gangs. This is happening in:
Denmark Muslim 2% Germany Muslim 3.7% United Kingdom Muslim 2.7% Spain Muslim 4% Thailand Muslim 4.6%
From 5% on, they exercise an inordinate influence in proportion to their percentage of the population, Dr. Hammond notes. For example, they will push for the introduction of halal (clean by Islamic standards) food and increase pressure on supermarket chains to feature such food on their shelves along with threats for failure to comply. This is happening in:
France Muslim 8% Philippines 5% Sweden Muslim 5% Switzerland Muslim 4.3% The Netherlands Muslim 5.5% Trinidad & Tobago Muslim 5.8%
Soon they begin to apply pressure to allow Sharia law within their own communities (sometimes ghettos).
When Muslims approach 10% of the population, they tend to increase lawlessness as a means of complaint about their conditions, Dr. Hammond notes. In Paris, we are already seeing car-burnings. Any non-Muslim action offends Islam, and results in uprisings and threats, such as in Amsterdam, with opposition to Mohammed cartoons and films about Islam. These tensions are seen on a regular basis in: Guyana Muslim 10% Riots in Pakistan, 2013 Riots in Pakistan, 2013 India Muslim 13.4% Israel Muslim 16% Kenya Muslim 10% Russia Muslim 15%
The violence increases when the Muslim population reaches 20%. After reaching 20%, nations can expect hair-trigger rioting, jihad militia formations, sporadic killings, and the burnings of Christian churches and Jewish synagogues, such as in:
Ethiopia Muslim 32.8% At 40%, nations experience widespread massacres, chronic terror attacks, and ongoing militia warfare, such as in:
Bosnia Muslim 40% Chad Muslim 53.1% Lebanon Muslim 59.7% From 60%, persecution of non-believing infidels rises significantly, including sporadic ethnic cleansing (genocide), use of Sharia law as a weapon, and Jizya, a tax placed on infidels, such as in: Albania Muslim 70% Malaysia Muslim 60.4% Qatar Muslim 77.5% Sudan Muslim 70%
After 80%, expect daily intimidation and violent jihad, some State-run ethnic cleansing, and even some genocide, as these nations drive out infidels, and move toward a 100% Muslim society, which has been experienced to some degree in:
Bangladesh Muslim 83% Egypt Muslim 90% Gaza Muslim 98.7% Indonesia Muslim 86.1% Iran Muslim 98% Iraq Muslim 97% Jordan Muslim 92% Morocco Muslim 98.7% Pakistan Muslim 97% Palestine Muslim 99% Syria Muslim 90% Tajikistan Muslim 90% Turkey Muslim 99.8% United Arab Emirates Muslim 96%
A 100% Muslim society will theoretically usher in their version of peace the peace of Dar-es-Salaam the Islamic House of Peace. Here theres supposed to be peace, because everybody is a Muslim, the Madrassas are the only schools, and the Koran is the only word, such as in:
Afghanistan Muslim 100% Saudi Arabia Muslim 100% Somalia Muslim 100% Yemen Muslim 100%
Dr. Hammond observes this Islamic ideal is seldom realized. Unfortunately, peace is never achieved, as in these 100% states the most radical Muslims intimidate and spew hatred, and satisfy their blood lust by killing less radical Muslims, for a variety of reasons.
It is important to understand that in some countries, with well under 100% Muslim populations, such as France, the minority Muslim populations live in ghettos, within which they are 100% Muslim, and within which they live by Sharia law, he states.
Dr. Hammond is also concerned by demographic trends. Todays 1.5 billion Muslims make up 22% of the worlds population, he observes. But their birth rates dwarf the birth rates of Christians, Hindus, Buddhists, Jews, and all other believers. Muslims will exceed 50% of the worlds population by the end of this century.
Dr. Peter Hammond is a missionary who has pioneered evangelistic outreaches in the war zones of Mozambique, Angola and Sudan. Peter has travelled hundreds of thousands of miles to deliver Bibles to persecuted Christians in Africa and Eastern Europe.
He is the Founder and Director of Frontline Fellowship, the Founder and Chairman of Africa Christian Action, the Director of the Christian Action Network and the Chairman of The Reformation Society and the author of numerous missions-related books. He is the Editor of both Frontline Fellowship News and Christian Action.
Peter has developed the Biblical Worldview Seminar and Great Commission Course to mobilize churches to comprehensively apply the Lordship of Christ to all areas of life and to fulfill the Great Commission.
Peter was born in Cape Town and brought up in Rhodesia now Zimbabwe. He converted to Christ in 1977, worked in Scripture Union and Hospital Christian Fellowship, served in the South African Defense Force and studied at Baptist Theological College, Cape Town.
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