Boot Camp for Defending Parental Rights

First: Our Code of Conduct

  • No bigotry and no personal attacks
  • Look for the win/win solution. Always try to protect the rights of others while protecting our own.
  • The truth is on our side, so we can afford to be kind and cool-headed, but not apologetic.
  • Be firm, factual and direct – while being respectful and compassionate.
  • Assume those that are trying to take away our rights are simply misinformed, and just need to be kindly educated.
  • Never, ever give up defending the rights of parents to raise their own children, guide their education, and impart their values to the next generation.

Background

Reasonable people from every political persuasion care deeply about parental rights. They care about their kids and their healthy development. They want their children to have a happy and fulfilling life. No one loves a child more than the parents do – parents are the ultimate experts on how to raise and educate their own children.

Children are impressionable. For thousands of years, parents in most cultures have passed along their values to their children. This is the basic right of all parents, regardless of their beliefs, values and political views. No one has the right to teach a child a value system that undermines what the family is trying to teach at home – regardless of which religion or political party they belong to.

Conservative parents have the right to teach their children to be good conservatives. Liberal parents have the right to teach their children to be good liberals. Christian parents have the right to teach their children to be good Christians. Atheist parents have the right to teach their children to be good atheists. Muslim parents have the right to teach their children to be good Muslims. And parents of all other great religions have the right to teach their children to be good adherents to their great religion.

Historically, we have trusted our public schools and teachers that even if they didn’t necessarily reinforce our particular values, at least they would not actively undermine us. It has become clear that this is no longer the case.

In California, local school boards have tremendous control over the curriculum that is taught in the classroom. The voters have complete control over whom is elected to the school board. Therefore, the voters have ultimate control over the curriculum and how parents are involved in curriculum development. The only caveat is that the local curriculum has to comply with state law – a.k.a. the Ed Code.

Recently, Sacramento has been making a huge power play against parents, and unfortunately, local school boards have been quietly playing along, whittling away at parental rights.

What Can You Do to Help?

We need volunteers to help defend parental rights in California and in your local area. If parents lose the battle here, then the rest of the country will also fall to the activists that are trying to undermine the family and strip parents of their rights to raise their children the way that they see fit.

There should be a signup form to the right of this page or below it, depending on your device. We need volunteers to:

  • Attend public meetings (school board/city council)
  • Speak at public meetings
  • Attend rallies/events
  • Organize events
  • Social media (write, like and share)
  • Walk neighborhoods to distribute vital information to parents that is being suppressed by the media
  • Read books and write book reviews
  • Write articles and letters
  • Graphic design
  • Web design and maintenance
  • Translation of content into other languages
  • Recruiting
  • Fundraising

Law vs Standards vs Framework vs Curriculum

In California, laws regarding education are called the Ed Code. These laws are typically fairly brief and address what must be taught or whom must be protected, but usually do not address how this is to be done.

Once a law is passed by the legislature and signed by the governor, the California Department of Education (CDE) incorporates the law into the Standards for the relevant subjects. The standards may go a bit beyond the actual language of the law, but they typically stay fairly close. Standards are technically not mandatory for the local school districts unless the school district passes a policy adopting the standards. School boards almost always do this. Also, the state standardized tests are based on the standards, so if local curriculum is not standards-based, students will probably not do as well on the tests.

The CDE then takes the Standards and produce what are called Curriculum Frameworks. These are suggested lesson outlines that teach the Standards. This is also where the CDE typically goes WAY beyond the law, because special interest groups get heavily involved in producing these frameworks.

Once a Framework is produced and approved by the CDE, two things happen: 1) Private education publishers take the Framework and produce pre-packaged curricula that follow the Framework to be sold to local school districts, and 2) local school districts amend their board policies to specifically adopt the Framework. A Framework is completely optional unless the school board passes a policy that makes it mandatory for their district.

The local school district either develops their own curriculum to comply with the new law, or they buy a pre-packaged curriculum from a publisher that incorporates the changed Ed Code, plus all the other questionable stuff that the special interests added to the Framework. Questionable because it never went through the legislative process – a direct line from Sacramento special interests into our children’s heads with no oversight or accountability.

It is important to note that the same special interests that lobby the legislature to change the Ed Code are typically the same special interests that subsequently work with the CDE to write the Framework.  So whatever extreme details did not make it into the Ed Code will often make it into the Framework anyway. Again, Curriculum Frameworks are completely optional but many teachers are led to believe that they are mandatory.

State Laws, School Boards and their Impact on Parental Rights

The most recent attack on parental rights is from the implementation of AB 329, the California Healthy Youth Act. This law was signed into law on October 1, 2015, and began to be implemented in local schools starting in 2019. Here is a video with some of the curriculum impacts.

Brenda Lebsack’s Video about Parent Rights in Education

Regardless of your views of these sensitive topics that are now covered in elementary school, every parent should be alarmed about the extent to which parents’ rights have been attacked. There is no more opt-in, it is now only opt-out. But beyond that, many parents don’t realize that most of the new material cannot be opted out at all.

There are constitutional considerations here, particularly with the First Amendment. For example, the idea of gender fluidity is a belief system. As such, it is protected by the First amendment under the free exercise clause. People have a right to believe that gender is non-binary (binary means only two options, in this case male or female), fluid (meaning not permanent), and that there could be an infinite number of genders. Science may not support this idea, but as deeply held beliefs, they should be respected nevertheless.

Equally, if someone’s religion teaches that gender is binary, then the First Amendment protects their right to believe that people are either male or female. It is not relevant here that medical science and common sense heavily favor the binary side – both belief systems are protected by the free exercise clause of the First Amendment. But at the same time, the establishment clause of the First Amendment prevents the government from adopting one side’s beliefs and forcing them onto the other side, which seems to be what is happening with AB 329.

Grade-level Examples of New Curriculum from the “Rights. Respect. Responsibility Curriculum (3RS):

  • Kindergarten – Listed goals include: 1) Name at least three different types of family structures, 2) Correctly identify the nipples, vulva, penis and anus. Example of required reading: The Family Book by Todd Parr.
  • 1st Grade – Listed goals include: 1) Describe their own feelings about behaviors being ascribed to a particular gender, 2) have students identify where a fetus grows inside the body.
  • 2nd Grade – Listed goals include: 1) Identify the parts of the female genitalia, 2) identify the parts of the male genitalia (lessons assert that boys sometimes have female genitalia and vice versa), 3) how to report/stop bullying
  • 3nd Grade – Listed goals include: 1) Everyone deserves respect, 2) Introduce the gay pride flag and have students make their own gay pride flag for homework, 3) strategies for stopping bullying, including SAFE model (Stop, get Away, Find an adult, Explain).
  • 4th Grade – Introduces all aspects of puberty. Recommends amaze.org, a website that emphasizes sexual orientation and non-binary gender spectrum. Introduces the subject of sexual abuse and having a trusted adult they can tell. More techniques for stopping bullying.
  • 5th Grade – Gives details on reproductive anatomy and emphasizes that their reproductive organs may not match their gender. More detail on puberty as it relates to reproduction. The mechanics of how pregnancy happens. Introduction to HIV. Introduction to heterosexual, homosexual and bisexual relationships and that they might want to start those in middle school or wait until high school or later.

Let’s Get to Work

We are already behind and we have much to do. If you haven’t already, sign up as a volunteer today. Help us defend parental rights and protect the children and youth of our community!

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