SpongeBob, Barney promote 'gay tolerance (FedEx to Sponsor in Gov't Schools)

In a new video to be distributed to 61,000 schools across the nation, homosexual activists are using popular children's TV characters such as SpongeBob SquarePants and Barney the dinosaur to surreptitiously indoctrinate young children into their lifestyle, a pro-family activist group charges.

Based on the 1970s hit song "We Are Family," the video will be distributed to public and private elementary schools nationwide March 11, along with lesson plans for teachers, points out the American Family Association.

The distribution, sponsored by FedEx, will coincide with the video's broadcast March 11 on Nickelodeon, PBS, and the Disney Channel in celebration of the proposed National We Are Family Day.

AFA researcher Ed Vitagliano sees the project as an "open door" to a secondary discussion of homosexuality, noting the the foundation has a "tolerance pledge" on its website that children and others are encouraged to sign, which includes sexual orientation. [Editor's note: This story previously linked to the website of a group that has the same name but no connection to the video. WND regrets the error.]

"While we want everyone to respect other people's beliefs, we do not consider it appropriate for children's television to be used in an effort to indoctrinate children to accept homosexuality," he said.

Vitagliano says the foundation is employing a bait-and-switch approach, with popular children's figures such as Arthur, Dora the Explorer, JoJo, Clifford the Big Red Dog, Big Bird and Bob the Builder.

The objective is to get children to the foundation's website "and there they're given the full pitch about homosexuality," he said.

"For the first time characters from all of the important kids shows came together to appear in the same video," he said in a November news release. "The producers and performers from each show embraced the spirit and message of this project."

The We Are Family Foundation was founded by singer-songwriter Nile Rodgers, who wrote the hit song recorded in 1979 by Sister Sledge.

"Cooperation and unity are the most important values we can teach children," Rodgers said. "We believe that this is the essential first step to loving thy neighbor."

The We Are Family Foundation says its partners in the production are the Anti-Defamation League, Crown Theatres, Disney Channel, FedEx, Nickelodeon, HIT Entertainment, Nile Rodgers/Sony Publishing/The Bernard Edwards Estate/Warner Chapel, Nelvana, PBS, Scholastic, Sesame Workshop, Toni Mendez Shapiro Estate, and WGBH-TV in Boston.

A Federal Express spokesman said the company is "proud" to provide shipping for the project.

"Promoting diversity is part of our corporate culture at FedEx," said William G. Margaritis, senior vice president, worldwide corporate communications.

Characters appearing in the video are from award-winning shows including "Arthur," "Barney," "Bear in the Big Blue House," "Between the Lions," "Blue's Clues, Bob the Builder," "The Book of Pooh," "Clifford the Big Red Dog," "Dora the Explorer," "Jimmy Neutron," "JoJo's Circus," "Kim Possible," "Lilo & Stitch: The Series," "Little Mermaid," "Madeline," "The Magic School Bus," "The Muppet Show," "The Proud Family," "Rugrats," "Sesame Street," "SpongeBob SquarePants," and "Zoom."

The video also features cameo appearances by entertainers Bill Cosby, Diana Ross and Whoopi Goldberg.

Some posters choose to disbelieve that SpongeBob is being used on children to further the homosexual agenda. Some refuse to admit there is an "agenda" (with that be covert or overt). And others believe it's a "non-issue" or that there’s nothing wrong with manipulating children’s minds, contrary to their parents’ wishes.

This post, therefore, is addressed to the majority of those who are concerned and interested (congratulations, you either have common sense, read, care about how the minds of innocent children are shaped, or are aware of the ongoing attack against parental authority by many teachers and the NEA; more likely than not, it’s all of the above).

Since "knowledge is power," here's some of what HAS been happening in our schools (yes, this is called "reality"; and because I do live in the REAL world, I have actual knowledge and experience with these types of programs (the program name keeps changing, but it's goals remain constant, of course), and have worked AGAINST them, along with many other parents, in California schools):

Pro-Gay Curricula: Coming Soon to a School Near You

The Curricula
Pro-gay curricula use common themes and similar wording to advance an activist agenda. Many have been produced or are influenced by the Gay, Lesbian, Straight Education Network (GLSEN). Themes include: 1) "Diversity" training is needed to prevent violence and to assure the safety of LGBT youth in public schools; 2) A child's sexual orientation is determined by age six and is unchangeable; 3) Homosexuality must be accepted as normal; 4) References to homosexuality as a "lifestyle" or suggestions that it is a "choice" are evidence of homophobia.
According to the Washington State Safe Schools Anti-Violence Documentation Project's Curriculum for Preventing Harassment and Fostering a Climate of Respect, K-5 children should be taught:

* There are no "girl colors and boy colors" or "girl games and boy games." Those are stereotypes. . . ."
* "Families come in all different shapes and sizes, including, among many others, two-mommie and two-daddy families. . . ."
* "A 'Gay' man is someone who loves another man best of all. A 'Lesbian' woman is someone who loves another woman best of all. . . ." "People who have always felt as if they were in the body of the wrong sex are called 'transsexual.' Some transsexual kids grow up and get sex change operations and some don't."

The curriculum, Preventing Prejudice: Lesbian, Gay, Bisexual, Transgen-der Lesson Plans for Elementary Schools, produced by pro-gay parents' groups and funded by the Horizons and Vanguard Foundations, consists of 16 K-5 lesson plans offering "key messages," including:

* "Gender stereotyping and gender roles limit us and prevent us from being who we feel like being."
* "There are many ways to live and love." This message, states the lesson plan, is "a good introduction to the subject of families headed by lesbians and gay men."
* "Respect means keeping our minds open. Having open minds means giving people freedom to be who they want to be." This K-1 lesson plan includes a story about a boy who dreams of wearing a beautiful skirt of many colors. His mother helps him make his "dream skirt" by cutting up pieces of her own clothing and sewing them together. The boy insists on wearing the skirt to his daycare center where the other children either show bewilderment or make fun of him. He runs crying to an open-minded adult who gathers the children together and asks them why they are "making fun of Jesse." The narrative demonstrates how the children build consensus through discussion. Ultimately, they decide it is okay for a boy to wear a skirt if it makes him feel good.

The Inclusive Curriculum: The Silent Minority comes to the Classroom, by GLSEN-Los Angeles, gives K-5 teachers these suggestions:

* "Introduce the vocabulary. At minimum, find some time in your classroom to say the words lesbian, gay and bisexual and make sure the children understand what those words mean. . . . No one is too young to hear or say those words."
* "When discussing families, talk about all different kinds of families, whether or not there are those kinds in your classroom."
* "When you have a unit that touches on any social justice issue (the civil rights movement, for example) . . . include the lesbian and gay rights movement. If you don't feel comfortable talking about it, invite a speaker who does."
* For middle school and high school students, teachers are told to "incorporate gay and lesbian issues throughout the curriculum, not just in health education, but in traditional disciplines such as English, History and Science."

The Inclusive Curriculum presents sample lessons that have already been used in the classroom. One exercise for grades 9-12 takes students on a "chronological journey through your mind's eye of what your life might have been if you were gay." Students are guided on a "fantasy" tour through a series of life experiences at different ages, each filled with painful rejection and disappointment. In the end, the fantasy character is beaten to death by violent, anti-gay bigots.
For those interested in learning more:
1. Visit the Eagle Forum website. They are active throughout the country and have a wealth of information, and not just in the educational arena. They quickly respond to e-mails. You can read about what the NEA is up to, for example: NEA Goals, Spin, and Concealment.
2. Go to the NEA site, yourself. Read what their constitution and amendments state. You may first want to print out these definitions, however, to understand their “lingo” Decoding the NEA Resolutions
2. I've already posted a link to the Department of Education where you can use the search term "Pupil Rights" to pull up government articles (i.e., (pdf format) Protection of Pupil Rights Amendment ) which show that it is ILLEGAL for schools to use Federal Funds for psychological analysis, testing, etc., of students without written parental consent. This was a result of the Hatch Amendment to the Education Act of 1984, put into place after hearings on the psychological abuses taking place in the classroom. Phyllis Schlafly of Eagle Forum published a book entitled Child Abuse in the Classroom, which is a compilation of those hearings. I believe it is still in print.
A link to a sample letter to opt your child out of these intrusive and manipulative programs was previously posted, but here's another link: Hatch Amendment Sample Letter
To those who wish to learn more about where these kinds of programs "came from," I have already provided a link to William R. Coulson, who explains. It comes from he and his colleagues Abraham Maslow and Carl Rogers.
The three are credited for the non-directive education movement (also called affective education) in the classrooms. After Maslow, Rogers, and Coulson saw the disastrous effects it had (you can read what Dr. William R. Coulson says about a specific disaster How I Wrecked the I. H. M.. Nuns), Coulson repudiated non-directive education and gave up his practice to educate against its use.
According to Dr. Coulson, “by 1968, Maslow had backed down, he had done a complete turnabout, but nobody will acknowledge that today. . . Maslow says that [his theory of self-actualization/hierarchy of needs] “never was meant for little children” and “wrote a firm retraction [against his early theories] shortly before he died in 1970...Everybody ignores it.” (“Who Would Build on a Crumbled Foundation,”The Family Educator, March/April 1990, p.3). See also (pdf file) Rebutting WEA’s Charges Against NWPE, esp. p. 4.
According to Rogers, "Sensitivity training is a means for altering the basic personality structure of an individual" (Ed Dieckmann, Jr., Beyond Jonestown: 'Sensitivity Training' and the Cult of Mind Control [Torrance, CA: The Noontide Press, 1981 ], p. 90). This is because it is group criticism, a brainwashing technique used by Communist regimes. The National Education Association, through its National Training Laboratories, started pushing sensitivity training since at least 1962 - recognizing it as brainwashing. It stated the following in its training manual for group leaders or facilitators: "Human relations training [another name for group criticism, encounter groups, group therapy, sensitivity training, affective education or situation ethics] fits into a context of institutional procedures which includes coercive persuasion in the form of thought reform or brainwashing" (ibid., pp. 4, 13-14, 54-56).
Doctors and psychiatrists say sensitivity training de-sensitizes the individual to the needs of those around him and "makes healthy minds sick" (ibid., p.15)- yet it is standard fare in today's classrooms.
The nationally-recognized and esteemed psychologist and expert in his field, Dr. Coulson (with whom I have had the pleasure to speak), agreed, at the request of Concerned Citizens of the Desert (of which I was a member), to travel to our town and address the School District with concerns he had after learning what teachers in our district were doing with our children (K-12).
After having agreed to meet with Dr. Coulson, the superintendent of the school district decided not to show up, sending an underling instead. One has to wonder what the superintendent was afraid of. Perhaps because Dr. Coulson wasn't a "simple" parent who knew little or nothing about Maslow's "Hierarchy of Needs" and would "get" their educational lingo terms and mumbo jumbo psycho-babble. Perhaps being on even ground wasn't in her or their comfort zone.
After numerous experiences I and other parents had, we learned to question the forthrightness of many teachers and administrative personnel. Oftentimes, they were elusive and evasive and made false claims. Whether those claims were stated in ignorance, I do not know, but, they, nevertheless were NOT the truth.
3. Read Robert Holland's book, Not With My Child You Don't: A Citizen's Guide to Eradicating OBE and Restoring Education (1995), which gives specific examples of what's been going on in classrooms.
4. For those who are interested in obtaining a Christian's opinions on how to wage this battle, there's:
a. Eric Buehrer's website Gateways to Better Education which may be of interest. He "has been involved with public education issues for over 17 years. He was a high school history teacher in inner-city Seattle before founding Gateways to Better Education."
or
b. Focus on the Family, founded by Dr. James Dobson, a well-known child psychologist.
Both are reputable places to learn about what's going on in schools and also have a great deal of current and/or archived literature available to read.

I have been doing some research on my own on this video and came across this thread via Google so thought I would chime in.

Well. after reading these two articles (#1: http://headlines.agapepress.org/archive/1/42005c.asp; #2: http://headlines.agapepress.org/archive/1/102005a.asp), The skeptic in me said that it could not be THAT bad, so I did some checking. I went to the website that the video will be advertising -- http://wearefamilyfoundation.org -- and looked for myself. All I found was a lot of generic language on tolerance and lots of information about the March 2005 video and the media/educational campaign that follows . . . UNTIL I dug a little deeper. There is a convenient "Search" bar on the site so I helped myself to see if anyterms like "sexual" or "sex" might be found on the list (even in terms such as Sexism). I found it peculiar that no listings were found. I tried several other terms that would appy and got no "hits." I decided to peruse the site myself only to find the term "sexual" listed in a few places, therefore telling me that the search engine was obviously not indexing the entire site and was apparently only providing pre-screened content. Thank heavens for Google!! I ran the following Advanced Search on Google (you can copy and past this and do the search yourself!): [ sexual site:wearefamilyfoundation.org ]. (Also you can simply click here: http://www.google.com/search?sourceid=navclient&ie=UTF-8&rls=RNWE,RNWE:2004-49,RNWE:en&q=sexual+site%3Awearefamilyfoundation%2Eorg )

I got SEVEN hits which I have viewed and I will comment on each of them below. {Keep in mind that, as the prviously posted articles say, the basic goal of the kids video (and the media frenzy that will most assuredly accompany it) is to not only promote so- called "tolerance" but to re-direct the viewers (children, teachers, parents) back to the "We Are Family" website for more information and resources.}

1. http://www.wearefamilyfoundation.org/TEACHERS/wfc_s1.asp (Worksheet -- part of item 3, below, asking questions to prompt writing on sexual orientation of fellow students and the feelings the knowledge of their orientation generates)

2. http://www.wearefamilyfoundation.org/tolerance_pledge.asp (Tolerance Pledge that includes "...I pledge to have respect for people whose ... sexual identity [among other items listed]... [is] different from my own."

3. http://www.wearefamilyfoundation.org/TEACHERS/wfc_use.asp ("Using This Guide" part of "Writing for Tolerance", includes the hope that this guide will "...reach people in a broad range of ages, classes, sexual orientations, [list continues] ...)

4. http://www.wearefamilyfoundation.org/TEACHERS/wfc_resources.asp (list of resources including: American Psychological Association. "Answers to Your Questions About Sexual Orientation and Homosexuality." Washington, D.C.: American Psychological Association, 1998. By the Way, this is the FIRST resource listed!!; Also listed: Parents, Families, and Friends of Lesbians and Gays. "Faith in Our Families: Parents, Families and Friends Talk About Religion and Homosexuality." Washington, DC: Parents, Families, and Friends of Lesbians and Gays, 1999. Of course, NO listings by PFOX or any other pro-gay-change/ex-gay resource)

5. http://www.wearefamilyfoundation.org/ADL_101Ways_YourComm.htm (101 Ways to Combat Prejudice #93: Meet with school and community librarians and local bookstores to discuss ways to highlight literature that is representative of all cultures and sexual orientations. #40: Organize a No-Ethnic/Homophobic Humor Open-Mike Nite featuring stand-up comedy by students. #14: Initiate classroom discussions of terms such as anti-Semitism, racism, sexism, homophobia and bias. Then compose a list of definitions and post it in a prominent place; ALSO, under Subtitle: "Developing A Common Language" is this: Heterosexism -- Heterosexism is prejudice and/or discrimination against people who are or who are perceived to be lesbian, gay or bisexual. Homophobia is the irrational fear of people who are believed to be lesbian, gay, or bisexual.

6. http://www.wearefamilyfoundation.org/PrinterFriendyPages/Article_MissAmerica.htm ("Miss America 2004 -- Tolerance Out, Understanding In" By Lauren Parker {Interviewing the Current Miss America, who is African-American}: "Dunlap also explains that 'acceptance' needs to spread far beyond black-white race issues, and far beyond race in general. 'America isn't just black and white, so I don't approach my platform from just a racial standpoint,' she says. 'It's about uplifting everyone--people of all varied religious beliefs, sexual orientations, class differences, cultural diversities, and the like.' "

7. http://www.wearefamilyfoundation.org/PDFs/WeAreFamily-guide.pdf ("We Are Family" Guide Activities geared to grades Pre-K through Grade 12, including: {from high school activity -- "Pyramid of Hate"} "...Ask the students if they can think of examples of genocide that occured due to race, national origin, religion, sexual orientation, etc...."; {also from "Pyramid of Hate"} Student Handout including these questions: Have you Ever... Overheard a joke that made fun of a person of a different ethnic background, race, religion, gender or sexual orientation? Have You Ever... Been the target of name calling because of your ethnic group, race, religion, gender or sexual orientation? Have You Ever... Engaged in stereotyping (lumping together all people of a particular race, religion, or sexual orientation?)

So the second article was EXACTLY on target by saying this is a "Stealth" campaign to promote acceptance and tolerance of homosexulaity to grade school and pre-school aged children across North America and beyond!!

Please pray that God would show you how you can respond in your own community. Also, please forward ALL THREE of these articles to as many people as you can so we can inform the public as to the true meaning behind this campaign!!

Blessings

--Alan Levering; Founder, NCXDS Ex-Gay Internet Christian Ministries

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