Back-to-School Homework for Parents: Countering Classroom Indoctrination

Whether our current open-border policies become long-term, permanent fixtures in America depends to a large extent on what future generations of voters are currently taught. Unfortunately, curriculum that “normalizes” our nation’s immigration chaos has become common in many schools, introduced by leftist administrators mindful of Vladimir Lenin’s adage, “Give me four years to teach the children and the seed I have sown will never be uprooted.”

Lenin was probably right, given that early lessons are the most lasting ones. This should be a warning to parents that they have to mitigate bias on, yes…yet another controversial topic in the classroom. Now that the kids are back in school, those of us who routinely lobby state and national lawmakers to secure the border must also focus our activism at the most local and personal of all levels; in the home, at the kitchen table. Students need to be defensively prepared with facts and encouraged to think independently as a buffer against public school civics lessons that increasingly promote mass immigration, excuse unlawful border crossings, and oppose penalties for violators.

Classroom curriculum has changed, rapidly and unrecognizably, not only because open-border radicals misuse schools as ideological incubators, but because the student composition itself has changed. Recent estimates reveal that one out of four students in public schools are from immigrant-headed households (legal and illegal). That’s a total of 11 million students, doubling in just a decade. And of those, 29 percent (3.2 million) were from households headed by an illegal alien. Bottom line: If your kid attends school with a large percentage of illegal alien students, any civics lesson on American immigration will be modified to mollify. Woe be to any teacher citing what the actual law stipulates about illegal immigration or who bucks leftist orthodoxy on the merits of endless migration.

Teachers and school districts often use “third-party” lesson plans. In many instances, they are provided “gratis” by non-governmental organizations (NGO) – the same ones, by the way, that fund migrant travel, or by other non-profits, and even “news” organizations. Scores of organizations now peddle immigration-related instructional material, all with similar themes, to school boards, district supervisory offices, and directly to teachers who have the autonomy to choose their own materials.

• The American Federation of Teachers (AFT) offers public school teachers a, “Share my Lesson -Teaching Immigration” series that comes complete with a tandem resource for kids: “The guide to help protect and prepare immigrant youth and families for an ICE raid.” AFT also strongly recommends a social studies and history resource, Standing Up To ICE: How Young People Are Protesting For A Fairer America. Astonishingly, both are recommended suitable for K-12. The outrageous selection of material shouldn’t be a surprise though, given that the powerful AFT is not only committed to “high-quality public education” but equally committed to “organizing and political activism,” a bifurcated mission destructive to truth and integrity in the classroom.
• Colorín Colorado is the “premier national website serving educators and families of English language learners in grades PreK-12.” They’ve been providing free “research-based” information, activities, and advice to parents, schools, and communities around the country for more than a decade. One of their top book picks for “young adult” students is, “We Are Here To Stay: Voices of Undocumented Young Adults.” Illustrating the level of coordination between educational distributors and organizations representing teachers, Colorín Colorado receives major funding from — none other than ATF, and the National Education Association.
• Public Broadcasting — that is, the publicly subsidized network you pay for — is in on the act too. They offer schools a civics/history resource “drawing chiefly on four film clips from Ken Burns’ “The Statue of Liberty” encouraging students to examine the connection between the statue and immigration to analyze the perspectives of particular immigrants and refugees.  Forgetting of course to mention that the Statue of Liberty was a gift from France to commemorate the U.S. Centennial. Its original purpose was to symbolize Liberty Enlightening the World…liberty under law, not lawless and limitless immigration.

And on and on it goes; a veritable pipeline of free-for-the-asking lesson plans in civics and history with immigration components thoroughly one-sided.  

This is not to suggest that students shouldn’t study immigration given it has shaped America and will continue to do so, but both sides must be considered. After all, the dominant forces in media and academia shaping public opinion serve special interests – political parties attempting to alter the electorate in their favor by way of mass immigration, big business looking for “cheap” labor, or groups that represent the interests of illegal aliens themselves.

FAIR’s drop-down menu on our website is a handy source for bite-sized, objective “fast facts” to stimulate discussion. Of course, there’s a lot to talk about and we understand time is short. Thus, two time-tested tips that often resonate with students may help jump-start an immigration chat:

1. Question just how many more human beings coming to America is sustainable. Climate change and environmental issues dominate classroom curriculum — so interest is high — yet any discussion of the resource demands posed by mass migration is taboo. Blow their minds with this thought-provoking gem from Dr. Albert Bartlett who taught physics at the University of Colorado, “Unlimited population growth cannot be sustained; you cannot sustain growth in the rates of consumption of resources. No species can overrun the carrying capacity of a finite land mass. This Law cannot be repealed and is not negotiable.”
2. Acknowledge that we can have legal immigration – and should always welcome immigrants – but discuss the need for more sustainable levels, and an adherence to the rule of law so we can continue serving the needs and interests of those already here.

To a large extent, our true immigration movement is applied stewardship for future generations so they can inherit and inhabit a prosperous, stable, safe, environmentally clean country, and a cohesive society. Limiting immigration and upholding America’s rule of law makes that possible.

To that end, hide the video games (we understand this is a monumental challenge) and take a moment to invest in our kids this fall. It’s worth it because an educated, next-generation electorate is really the only constant over time that will expose radical self-serving agendas and stop rogue presidents from abusing America’s immigration system.