Active support of an idea or cause etc.; especially the act of pleading or arguing for something!

Monthly Archives: March 2013

Who is Bill Ayers?

William Charles “Bill” Ayers (born December 26, 1944)[1] is an American elementary education theorist and a former leader in the movement that opposed U.S. involvement in the Vietnam War. He is known for his 1960s radical activism as well as his current work in education reform, curriculum, and instruction. In 1969 he co-founded the Weather Underground, a self-described communist revolutionary group[2] that conducted a campaign of bombing public buildings (including police stations, the U.S. Capitol Building, and the Pentagon) during the 1960s and 1970s in response to U.S. involvement in the Vietnam War.

In an interview published in 1995, Ayers characterized his political beliefs at that time and in the 1960s and 1970s: “I am a radical, Leftist, small ‘c’ communist … [Laughs] Maybe I’m the last communist who is willing to admit it. [Laughs] We have always been small ‘c’ communists in the sense that we were never in the Communist party and never Stalinists. The ethics of communism still appeal to me. I don’t like Lenin as much as the early Marx. I also like Henry David Thoreau, Mother Jones and Jane Addams [...]“.[53]

Extreme Leftist Bill Ayers (skip to 2:15) says here that leftists who plan to transform the American way  should forget about the White House and Congress and focus on where they have “absolute access:  schools… classrooms… shops…”

His Education Philosophy:

From a treatise Mr. Ayers wrote for the University Of Illinois at Chicago (a pdf file): Improving Learning Environments

Professor William Ayers
Phone: 312-996-9689 – w

What follows is a tiny sample of answers to a simple question I regularly ask graduating education students, those who will soon become classroom teachers themselves: “What have you been told you must never do as a teacher?” I’m not making any of this up—I didn’t have to:
You cannot smile for the first several weeks of school, or until Christmas, or for the entire first year. Don’t eat lunch in the cafeteria. Don’t let them walk all over you. Don’t let them see you sweat.
You can’t be too friendly—don’t get attached to any of them.
You can’t hit the kids, of course, but don’t touch them either—no pats, pokes, taps, jabs. No hugs. Never be alone with a kid, and don’t give anyone a ride home. No home visits. Don’t lend them any money, either. Oh, yes, and don’t ever turn your back on them.
Don’t tolerate any breach of the rules—they’re testing you, or maybe just trying to get your attention. If they’re trying to get your attention, ignore them completely. If they’re testing you, get right in their faces.
Don’t allow any disorder in the hallways. Don’t let them laugh out loud, or voice a strong opinion in class.
Don’t swear, don’t scream. Don’t make threats you can’t keep, but when you know you can deliver on those threats, write everything down, or tape it, or video it. Cover yourself in case of a lawsuit.
You can’t trust anything a student says, they’re just trying to get over on you. You can never trust their parents—what are you crazy?—they’ll lie to your face to defend the little darlings. Remember: parents are the main reason the kids are the way they are, so of course they’ll lie, too.
Don’t give A’s first grading period—where can they go from there?
Don’t expect too much from them—for example, you won’t get completed homework from most. Never mind. Don’t deviate from the assigned curriculum and textbook—someone much smarter than you worked it all out already. Don’t expect any serious work right before lunch or right after lunch, or first thing in the morning or last thing in the afternoon.
Don’t tell your students anything about your personal life. Don’t let them know who you hang out with or where. Avoid places you might see them at night or on the weekends. Give them your phone number?… Are you out of your mind?
Don’t be too hard on yourself—these kids come from tough circumstances, and what could you do? Blame someone else: blame their parents, blame the system or the legislature or the union the mayor. Or blame your own parents—why not? After all, they blamed your grandparents.
Don’t be a teacher—don’t you know you’ll be overworked, underpaid, and unappreciated? What are you, nuts?

Read more here:

* * *

Inside every student—from kindergarten through graduate school—lurks an implicit question, often unformed and unconscious, rarely spoken. It’s a simple question on its surface, but a question that bubbles with hidden and surprising meanings, always yeasty, unpredictable, potentially volcanic. Who in the world am I? The student looks inward at the self, and simultaneously faces outward, toward the expanding circles of context. Who am I, in the world?
Think of the college freshman, the first year medical student, the thesis writer, the child anxiously looking at her mother on the first morning at day care. Who am I? What place is this? What will become of me here? What larger universe awaits me? What can I make of what I’ve been made?
The aware teacher knows that the question exists, that it perseveres. The wide-awake teacher looks for opportunities to prod the question, to awaken or agitate it, to pursue it across a range of boundaries, known as well as unknown. The challenge to the teacher—massive and dynamic—is to extend a sense in each student of both alternative and opportunity, to answer in an expansive, generous way a corollary question: What in the world are my choices and my chances?
Each of us is better equipped to engage these questions if we work hard to understand the commitments we bring to the project of teaching. Some of these commitments may apply to all teachers and all teaching—a commitment to enlightenment, perhaps, a commitment to empowerment, although even this may be arguable—while others may be specific to this particular person at this unique time in this distinct place.
In this seminar we will wonder together about the commitments each of us brings to the project of teaching. We will search for shared edges, but we will also explore and try to honor different priorities, values, and distinct emphases.
A final note: Your presence is required. You will not receive credit if you are not here. If you are sick, I’ll arrange for you to sleep in my office or at an infirmary nearby. If you want to bring a child because your childcare failed, fine. Is this clear? Is there any room for misinterpretation or ambiguity? Show up or be doomed.



1. Freedom School Curriculum
2. Paulo Freire. Pedagogy of the Oppressed
3. bell hooks. Teaching to Transgress
4. William Ayers. Teaching Toward Freedom
5. John Dewey. Democracy and Education
6. Rick Ayers. The Berkeley High School Slang Dictionary
7. Erin Grunwell. The Freedom Writers Diary
8. Anna Devere Smith. Twilight Los Angeles

(Choose One):

1. Sapphire. Push
2. Ernest Gaines. A Lesson Before Dying
3. Carolyn Chute. The Beans of Egypt, Maine
4. Keri Hulme. The Bone People
5. Anthony Burgess. Clockwork Orange
6. Richard Wright. Native Son
7. James Baldwin. Go Tell It on The Mountain
8. Sandra Cisneros. The House on Mango Street
9. Francine Prose. After
10. David Malouf. Remembering Babylon
11. Gish Jen. Mona in the Promised Land
12. Mark Haddon. The Curious Incident of the Dog in the Night-Time.

(Choose one):

1. Greg Michie. Holler If You Hear Me
2. Marv Hoffman. Chasing Hellhounds
3. Sylvia Ashton-Warner. Teacher
4. Geoffrey Canada. Fist, Stick, Knife, Gun
5. Richard Wright. Black Boy
6. Luis Rodriguez. Always Running
7. Claude Brown. Manchild in the Promised Land

(Choose one):

1. Ayers, The Good Preschool Teacher*
2. Ayers, A Kind and Just Parent*
3. Michie, Holler If You Hear Me*
4. Michie, See You When We Get There*
5. Heller, Until We Are Strong Together*
6. Oyler, Making Room for Students*
7. Carger, Of Borders and Dreams*
8. Perry, Walking the Color Line*
9. Blake, She Say, He Say*
10. Lewis, Race in the Schoolyard *
11. Flores-Gonzalez, School Kids/Street Kids*
12. Hagedorn, People and Folks*
13. Richie, Compelled to Crime*
14. Cintron, Angel’s Town*
15. Schaffner, Teenage Runaways*

(Choose One)

“Not One Less” – China
“Kids” – US
“Mi Vida Loca” – US
“Do The Right Thing” – US
“Menace II Society” – US
“Rabbit Proof Fence” – Australia
“The Magdalene Sisters” – Ireland
“To Have and To Be” – France
“Elephant” – US


We will be reading the Freedom School Curriculum and at least three books in common, and none is a particularly easy read. The first is Freire’s Pedagogy of the Oppressed, a complicated and layered book that will likely take you some time and sustained commitment. If you’ve read Freire, please review it, and then read Dewey. I’d like you to begin this by next week, paying attention to questions like these:
—What’s his big idea?
—What are three or four arguments he develops?
—What is the evidence?
—What are three or four things you find entirely confusing or at least problematic?
—Is there a story or an argument or a quote that is simply dazzling? What page?
—Is there something that is simply idiotic? What page?
—Can you discuss an aspect of your own teaching in light of Freire’s argument?

Also next week please bring to class a physical rendering (diagram, map, photo-collage, model, diorama, architectural scheme, or whatever) of a learning environment. I would prefer this to be of the classroom or school or lab or gym you teach in now, but for those of you not teaching, this representation can be of any environment where some intentional teaching and learning is represented, any place that you’ve known at any time. Make this representation as clear and as durable as possible—other people will want to “read” it, to understand it—and you will want to use it, refer to it, more than once.


1. Write a “Freedom School Curriculum” for a class of contemporary students—any age, any venue, any focus… The important thing is to be true to and to adequately represent your sense of the deep underlying goals and purposes of a Freedom School.

2. Beginning with the learning environment that you have somehow mapped or sketched or in another way depicted, represent an improved learning environment along several dimensions suggested by the readings, the classroom discussions, and your own developing awarenesses. This representation can capture something moving through time or focused on a specific moment, something that embodies a whole or focuses on a particular corner that somehow illuminates the whole. Your representation should draw on a wide range of media and can be expressed in a variety of forms—film, photography, painting, dramatic arts, drawing, dance, pantomime, poetry, music, sculpture, weaving, for example—and you should strive for originality and intellectual depth in its execution.

Yikes! This looks like Ayers is teaching his students to indoctrinate their students with leftist ideology. There are no objective truths here. What happened to reading, ‘riting, and ‘rithmetic?

Mr. Ayers models his philosophy of education on the “Freedom School” philosophy of Paulos Freire.

Ayers is vice president of the curriculum studies division in the 25,000-member American Educational Research Association.

But declining national test scores and widening racial disparities show a failure of Ayers’ “progressive” methods. In spite of upwards of $150 million spent on the Chicago Annenberg Challenge achievement scores were not raised, as Stanley Kurtz has pointed out. As education writer Diane Ravitch, citing parents’ complaints about their children’s low achievement, notes, it is minority children who are usually the most harmed by the education methods promoted by Ayers.

The trajectory of inmate to teacher to bomb thrower to fugitive to graduate student at Columbia Teachers College, and then to “distinguished professor” at a public university that educates future teachers might seem to be a strange one. But Ayers’ influence is felt far and wide. That should make all parents think about the education of their children’s teachers. (source:

In an effort to reach out to Utah legislators, Utahn’s Against Common Core prepared a 16-page booklet packed with the truth about Common Core and put relevant comics from the Weapons of Math Destruction series on each of the pages. These booklets were passed out to members of the Utah legislature today along with a copy of an op-ed from the Deseret News regarding HJR 8.

I encourage ALL parents to get a copy of the booklet entitled, “What the State Office of Education Isn’t Telling You About Common Core”. Once you are done reading it, ask yourself if you agree that Utah should get out of Common Core.

To get a copy of this booklet, click this link to open it up.

When your state Senator tells you that Common Core is bad…and you don’t listen, We FIRE YOU! The next round of votes will likely make many of our state representatives think twice about their actions. They will either feel like they got caught red handed or believe they are above it all. Don’t sit by silently and allow them to get away with giving up our freedoms!

Representative Rob Bishop addressed the Utah Senate and took some questions. Go to the 11:50 mark on this video and Senator Margaret Dayton asks him about Common Core. Watch to the end as there is another question asked and Rep. Bishop gives a very clear answer about states being hooked by the feds on Common Core.

Have you been paying attention to the educational material that is being handed down by the CCSSO? Have you paid any attention to the United Nations and the changes and implementation they are trying to implement against our children and families in general? Take a good long look around and you will find the many connections these organizations and our own government have with Hitler’s ideas and your children.

Hitler knew that if you control the youth, you control the future.  Hitler said:

“The Youth of today is ever the people of tomorrow.  For this reason we have set before ourselves the task of inoculating our youth with the spirit of this community of the people at a very early age, at an age when human beings are still unperverted and therefore unspoiled.

The Blaze Reported on CSCOPE has outlined the garbage that is going on now. “Using a chart, David Barton documented and mapped out core CSCOPE material, which eliminates national values, Americanism or rather, American exceptionalism, the study of federalism and majority rule (the core of our constitution) along with patriotic symbols like the Liberty Bell. Christopher Columbus, Rosh Hashanah and Christmas are all relegated to the dustbin along with American military history. Equality and a belief in justice is replaced by “fairness” and instruction on American propaganda and imperialism.

Disturbingly, Beck and Barton noted that the worst is yet to come. Showcasing a lesson plan for grades 1-3, Barton revealed CSCOPE’s list of “heroes,” which comprises a dozen secular progressives and only three conservatives or political moderates.”

CSCOPE is a curriculum that touts the following individuals as heroes (for grades 1st through 3rd):

  • Helen Keller – A member of the Socialist Party of America and the Industrial Workers of the World, she campaigned for women’s suffrage, labor rights, socialism, and other radical left causes.
  • Eleanor Roosevelt pressed the US to join and support the United Nations and became one of its first delegates. She served as the first chair of the UN Commission on Human Rights, and oversaw the drafting of the Universal Declaration of Human Rights. While the FBI never launched a formal investigation of Eleanor Roosevelt, FBI references to her comprise one of the largest single files in J. Edgar Hoover’s collection. Her affiliation with liberal groups such as the American Youth Congress, as well as her outspokenness about segregation and lynching and her assertions for free speech combined to render her in the minds of conservatives such as Hoover as a threat to the status quo in American society. The 3,000-page FBI file contains charges against her for suspected Communist activities, threats to her life on the grounds of her disloyalty to the country, close monitoring of her activities and writings, and a record of possible insurrectionary groups that she may have influenced.
  • Oveta Culp Hobby
  • Dwight D Eisenhower
  • Douglas MacArthur
  • Benjamin O Davis
  • George Marshall
  • Kadir Nelson
  • Sam Rayburn
  • Ann Richards
  • Barbara Jordan
  • Henry B Gonzalez
  • Irma Rangel
  • Steve Jobs
  • Kay Bailey Hutchinson
  • Ross Perot

There will be no Omar Bradley, George Patton, Christopher Columbus etc. History begins not in 1492, but in 1565. The Bill of Rights will not be taught. Major pieces of history are being deleted from our children’s education. Many progressives and communists however are being added. You can see from the list of so-called heroes that many of them are connected to the progressive movement, communist movement and socialistic teachings. There is no balance in what children will be taught. Children are being taught Scarcity!

“Education has turned into indoctrination! {quote by David Barton}

You need to understand the connection between Common Core and the Texas CSCOPE online technology curriculum that is getting national attention. In a video by Jane Robins with the American Principles Project, Jane explains who Linda Darling Hammond is and her connection to CSCOPE and Common Core. One of the key developers of Common Core is Linda Darling Hammond. The key developer and author of CSCOPE is Linda Darling Hammond. Below will explain why the Common Core/CSCOPE opens the door for the Gulen Charter School and brings forward a major National Security Threat.

CSCOPE’s online curriculum that taught “Allah is God” and currently is used in 80 percent of Texas school districts, has caught the attention of the Obama administration’s Department of Education. A source in the Texas education system has told WND that Common Core operatives in the U.S. Department of Education are actively pursuing CSCOPE as a way around the Texas legislative process.

The Center for Security Policy sponsored a briefing to inform the public about the threat posed by Islamist Gulen Movement Charter Schools. In Loudoun County School Board who are actively considering whether to provide taxpayer funding to a new charter school linked to Turkish Islamist Fethullah Gulen.

A version of the explosive power point briefing presented by Center President Frank J. Gaffney, Jr. and a former public school teacher, Rachel Sargent, at the Loudoun County  (Virginia) School System Administration Building in Ashburn, Virginia is available at

The briefing illuminates the pattern employed by Gulen and his cult-like Turkish supremacist Movement to induce school boards to charter and pay his followers to establish vehicles for indoctrinating impressionable American students, usually under the guise of enriched science, technology, engineering and mathematics (STEM) education.

At its core, this pattern involves deception with respect to the true character of the proposed school, its association with the Gulenists, and the myriad problems such Gulen academic institutions have presented to school system administrators and taxpayers. We must hold elected officials accountable for the legislation they put forward which may pose a true National Security threat to our nation. (Source: Voices Empower)

CSCOPE, the controversial Texas school curriculum in over 70% of Texas school districts, was never field tested, reviewed or approved by the Texas State Board of Education much the same as Common Core Standards were not. We now know through independent research, that these lessons and the CSCOPE process are based on the ideology of Marxism (Lev Vygotsky), Humanism (Linda- Darling Hammond) and Socialism (Learning through Social Constructivism). There were a few of the people who helped develop CSCOPE. Lessons with anti-American and anti-Christian slants have been discovered. CSCOPE is HURTING CHILDREN and Common Core is another vehicle which is eerily similar, and this is how:

Through Social Constructivism (Group sharing of work and grades) It removes the importance of individual merit and responsibility

  •     It downplays the importance of authority (parents and professionals) and experts
  •     It removes the security of well-defined expectations
  •     It redefines truth and facts (any answer is acceptable)
  •     It emphasizes education equity (outcome the same for all) instead of opportunity equity


We know that in Texas they are fighting to get rid of CSCOPE, but they cannot depend on the Legislature to take care of the CSCOPE issue even though many are working hard to do just that. This battle must be fought and won at the local level, just like the federal Common Core curriculum. See a CSCOPE Curriculum Map to see what is being taken out and what has been added into the curriculum.

This all leads to our government officials both local and national. Who is standing up and supporting our basic rights as Americans? Are we so far gone that we do not see the social propaganda that is all around us? Do we not believe that the communist movement is alive and flourishing in America?

Here is a conversation with several individuals who debated the Hitler-Obama similarities, this discussion came out of the political discussions which dealt with the presidency of our nation and how some view the policies of our president.

W: They are so much more clever about how they tell stories and draw people in…in general a story and supposed compassion are much more engaging than facts and figures. If you look at all the news stories, and all the stories that should have been in the news but that we never hear about, then you can see how this all goes. They don’t have to beat down doors and take people hostage, they don’t necessarily have to make threats on lives (although I am sure they do to some degree), all they have to do is convince others that its in “their best interest” or “in the collectives best interest”. Spin a better tale and hand them money or power and you have them. Have you heard how many young adults are reported to have voted for Obama or how many illegal aliens, dead people, etc? Our youth have been taught for decades from teachers who were taught by progressives and liberals, they have been indoctrinated, so our youth now believe they are entitled.

“He alone, who owns the youth, gains the future.”  Adolph Hitler

W: Barack Obama is changing times and laws in America, giving himself unprecedented power never before seen. His ObamaCare bill. now the law of the land, empowers him to create his own private army, forces citizens to abide by unconstitutional laws, and will use the IRS in much the same way that Hitler used his brown shirts to make people get in line behind his policies. Many Americans will awake to late to the fact that Obama has subverted the United States Constitution, and stolen our precious liberties and freedoms. That’s why Obama’s followers are encouraged and taught to follow and have faith in Obama the man, and not in our God or in our country. This is exactly the ploy that Hitler used to great and terrible effect in Nazi Germany.

W: Some people would balk at the comparison between Hitler and Obama, saying it was unfair. After all, Hitler started WWII and killed 11,000,000 Jews and Gentiles in death camps, and Obama has done nothing like that. Well, it’s only unfair if you compare Hitler at the end of his rule to the beginning of Obama’s. But if you compare Hitler and Obama at the beginning of their rise to power, it’s extremely fair.

W: So, you can all take what I have above and like or dislike it…we all have opinions just like we all have butt holes and no one thinks theirs stinks… so like NN’s opinion or not…it does NOT matter. It is her opinion! What similarities are there between the two? Below is a list of them.

W: Both Hitler and Obama held rallies in outdoor stadiums to excite and inflame the people’s passions. Frequently women would faint or break into tears.
• Both Hitler and Obama wrote ghost-written autobiographies prior to the start of their run for political office. Hitler wrote Mein Kampf (My Struggle), and Obama wrote Dreams Of My Father. Both men then wrote a second book talking about their goals for German and America. Hitler wrote A New World Order, and Obama wrote The Audacity of Hope.
• Both Hitler and Obama originally had last names that were changed later in life. Hitler used to be Schickelbruber, and Obama’s last name was Soetoro.
• Both Hitler and Obama hid their real identies. Hiter had a Jewish ancestry, and Obama a Muslim one. But unlike Hitler, Obama flaunted his Muslim roots in his start as a politician in order to defuse the inevitable firestorm. His ploy of “hiding in plain sight” worked very well.
• Both Hitler and Obama’s supporters followed them blindly, and without question
• Both Hitler and Obama used political power and coercion to conceal and hide their birth certificates from coming to public view. Hitler made his disappear, and Obama is unwilling and unable to produce his long-form birth certificate.
• Both Hitler and Obama advocate using young people as a driving force to create an “army” of youth dedicated to their Ideals. Hitler had his Hitler Youth, and Obama his Obama Youth Brigade.
• Both Hitler and Obama were known for their tremendous oratorical skills
• Both Hitler and Obama received Messianic comparisons, and both men had songs of adoration written about them and for them.
• Like Hitler, Obama rules in direct disregard to the will and wishes of the people.
• Like Hitler, Obama has an obvious distaste for the Jews, and sides with the Muslims every chance he gets.
• Both Hitler and Obama were able to mezmerize the people even when it was obvious that what they were saying was not true.
• Both Hitler and Obama used domestic terrorists to launch their careers. Hitler had his Brown Shirts from his beer hall days, and Obama had people like Bill Ayers, Bernardine Dohrn, and Rashid Khalidi.
• Like Hitler, Obama advocates using murder as a means of population control. Don’t believe me, try looking into how much Planned Parenthood gave to his re-election campaign.

Still think it’s an unfair comparison?

MR: Here’s my thing… I disagree on dry basic issues with Obama. I didn’t vote for Romney, I voted against Obama. I value the Constitution, he doesn’t. Romney is less progressive, of course, than Obama, but he doesn’t fit my definition of the perfect president (will anyone, ever?).

W: All that is fine..and I agree with you MR, but NN’s opinion has facts to back it up. That is what the whole uproar was..Oh, I am offended…why? because someone is calling Obama out for his deception and lies? Whatever! What NN said is true. The lies, the deception…its all there. You can dislike her comparison, but there are facts to back it up!

MR: Actually, there aren’t. The fact is that Hitler used his control of the media (literal, mind you) to aid in the genocide of 6 million Jews and start a war that ultimately cost the lives of millions more. Obama wants to control the media in order to socialize the country (IMO). I think Obama believes he knows what’s best for everyone, just like most other politicians. I don’t want what he wants, but I don’t think he’s sinister. I think he’s grossly misinformed and perhaps slightly delusional, but likely not sinister.

W: Again…your opinion.

MR: I would like people to be more careful in their judgments of others’ intent. I can only judge what I see. What I can’t see, I’ll leave to the individual and God. So much anxiety and anger could be avoided…

NN: “If freedom of speech is taken away then dumb and silent we be led away like sheep to the slaughter.” George Washington I have an opinion, all I did was share it. I respect everyone else’s and that’s all I ask in return.

W: I would agree, but from my research…influencing members of our state politics here by providing them with the evidence they need to carry forth work to stop Obama’s policies from coming into our state, I have read lots of federal papers, registers, factual documents straight from Obama’s office and his administration to know that whether or not he is delusional or demonic it does not matter. The tactics he is using…what he has and is doing is VERY much the same as Hitler. Did you read the list I gave?

Look…none of you have to agree. You are all able to form your own thoughts on this…but DO NOT tell someone they cannot have an opinion. We saw that with Hitler and we saw it with the young man a few months ago that was arrested for sharing his opinion and with the film maker whose video supposedly started Benghazzi….

MR: I don’t think anyone deleted anyone else’s comments, did they? No one has been silenced or shut up. Everyone can share their opinion. I’m fine with that, that’s why I shared mine. I just don’t happen to believe that Obama is setting up the country for his own genocidal plans.

W: I don’t think it is genocidal (in some degree other than I think it is with Abortion) in the Hitler sense. However, I do not think his actions show that he is just uneducated in his approach either.

NN: Good enough for me, discussion closed. We all agree that we think differently, as is our God given right. Congratulations to those who played well!

W: Executive Order 13603, National Defense Resources Preparedness
Signed & Issued: March 16, 2012
“In case of war or national emergency, the federal government has the authority over food, livestock, farming equipment, manufacturing, industry, energy, transportation, hospitals, health care facilities, water resources, defense and construction.”

It is more than clear that Obama is planning for the total control and takeover of America via Martial Law.
1- food
2- livestock
3- farming equipment
4- manufacturing
5- industry
6- energy
7- transportation
8- hospitals
9- health care facilities
10- water resources
11- defense
12- construction
13- cell phone & internet communication (Executive Order 13618)
14- seizure of American bank accounts (Executive Order 13628)

The president does not — and should not – have the authority to subordinate the entire private economy to the government, especially without the consent of Congress and the American people. It is national socialism masquerading as military security. The Constitution matters as envisioned by the Founding Fathers’, that is of limited government. {excerpts from: Jeffrey T. Kuhner, The Washington Times, Bob Adelmann, The New American, and} See also Executive Order 13618 Signed July 6, 2012 and Executive Order 13628 Signed October 9, 2012.

MN: NN, I thank you for this posting. Obama is an evil man. He is very cunning and deceiving many people. MR said he does not believe he is sinister…I do, believe Obama is sinister. I also find the comments on this post very disappointing. Our own family members voted for Obama. Which means they voted for abortion…murdering babies. Very sad and sinister. I do not believe Obama is like Hitler right now, however he is allowing or rather ordering “us” to pay for other abortions and contraceptives. Where is my agency? God wants us to have agency. Where is mine? The world would have been much brighter had Romney been elected President. I even had family members delete me as their friends, because of my political postings. Where is their unconditional love and tolerance? People say that Conservatives are not tolerant……I would counteract where is others tolerance? You know in 4 years the same people that like Obama, will still like him after 4 years. They will still praise him. They choose to be ignorant. They choose to follow the crowd. They choose to not follow the teachings of Christ.

W: MN, good points!! Here is where I am with the comparison to Hitler. Has Obama killed hundreds of thousands of people? No, he hasn’t, however, that is the goal of abortion to kill and reduce population. Is that each individuals purpose? No. It is however the idea of Planned Parenthood. The comparison to Hitler is because if you look at how Hitler started and where Obama is now, well…there are TOO Many similarities. Obama is not dumb enough to just go and kill people..besides, that would ruin his overall plan. I think Obama is sinister..I also think he is not as smart as he or his followers believe. I guess its like being book smart but action stupid. He could tell you how to fix a furnace over the phone, but get him in front of it and he could not. Obama is the king of Entitlements….and those who he has convinced that believe they deserve them. The key here in the entitlements is that if you believe you are entitled to free stuff or making the rich pay more you are also effectively saying that we should not have agency. Entitlement = giving away our agency. If we are told by the government how to run our lives (which entitlements do) then we are giving up agency and our duty to serve our fellow man. Both Hitler and Obama had the same vision when it came to this, but in different ways. It’s difficult to take a look at all sides in a situation and not come out wanting to keep your same opinion, but when you really look at all sides, study them and then pray about them, you find that the more informed you are about what is truly happening the better able you are to stand up for what is right. Its also easier to decide now, than it is to wait until you are faced with the decision. We cannot be ignorant to what is going on around us. We have to wake up and be prayerful servants.

MN: Some people are not willing to say he is like Hitler, because he is not going out and taking say all the Christians and killing them like Hitler did the Jews. They cannot or are unwilling to see the whole picture.

W: I had a hard time with the Hitler reference too until I started to read all the similarities…then, there was no way I could say the comparison was unfair, because it is fair.

MN: Well, the only reason I hesitated is because MOST people do not do the kind of research mom, you and I have done. We have studied Obama and Romney from both sides (Liberal vs. Conservative). We know because we have studied. Most people will be offended and say he is not like Hitler, because there are no concentration camps, no stars of David etc… They will look for all those things, they cannot or decide not to read and educate themselves. Some day they will see what he has and is doing to America. Some will like it and some will be embarrassed they ever defended the fool.

This is just one of a lengthy list of examples of abuses- all straight out of the pages of history and Adolf Hitler’s playbook. In just a few short years so-called liberals and our president, have been prolific in his assault on liberty and assumption of boundless executive power. You might even call it a “blitzkrieg.” There is simply not enough room to list the many abuses by our government and yet bring this post to a close.

In closing, how does Hitler have anything to do with our children’s education? Is Barack Obama like the Nazis or Adolf Hitler? Strikingly so. Does even asking the question make you right-wing? Absolutely not. The evidence is incontrovertible. Is it distasteful to mention Hitler or the Nazis to make a point? Sometimes, but certainly not in this case. {This closing was taken in part from the humble libertarian who writes some great commentary that you ought to read.}

I wrote the following article for our county GOP this year. In thinking about this article it helped solidify some of my thoughts about the freedoms that are being taken away from our children. Most parents do not understand that these freedoms are being taken away. When we as parents allow our children’s rights and freedoms to be taken away from them, we are clearly stating that their future desires and freedom to pursue their dreams does not matter. Right now there is a great deal of back room dealing going on, which is no surprise to most adults, however, you may be surprised to find out just what is being done that will greatly change our children’s lives.

More and more parents are beginning to hear about the Common Core Standards. These standards were pushed through public and private partnerships and a carrot was dangled from the U.S. Dept of Education for states to adopt these standards. There are so many ways that I could go here to show the rights that are being taken away from our children, but lets go with the SLDS {state longitudinal database system}. Why is the SLDS bad for our children? Because it tracks our children. It’s like identity theft! Whether knowingly or not, parents are giving away personally identifiable information over to the government so that our children can be tracked from cradle to grave.

What does this have to do with conservative principles? Well read my article first, then I will conclude at the end.

“How do Conservative principles impact the happiness and prosperity of all Americans?”

Do we have a model conservative? Who embodies that term? I would say on earth there is no such person.

What is the most succinct definition of Conservative Beliefs?

“Conservatives believe in personal responsibility, limited government, free markets, individual liberty, traditional American values and a strong national defense.  Believe the role of government should be to provide people the freedom necessary to pursue their own goals.

Conservative policies generally emphasize empowerment of the individual to solve problems.”

I believe we need to use the word conservative as an adjective. Conservatism is not ideology; it is a state of mind, a type of character and a way of looking at the civil social order.

What many of us refer to as conservatism is actually a body of sentiments. I think we have seen recently that it’s nearly impossible to create a list of conservative convictions. I do believe that most could agree on particular adages. These adages may change from circumstance to circumstance or the necessities of the generation we are in, however, there are certain adages that conservatives adhere to and believe reflect their core beliefs.

#1 - Moral Order. There exists an abiding moral order that is God given to man. You might say it’s a moral order that was made for man and that man was made for it. Moral truths are permanent. Order signifies harmony, which to Christians is the inner order of the soul. The essence of order and morality is that all social questions are the responsibility of private morality. Any society that believes in an enduring moral order, a sense of right and wrong, with personal convictions about justice and honor will always be a good society.

#2 – Customs, Assembly, & Consistency. You could call this by other names, but customs, assembly and consistency is what enables people to live together peaceably. It’s when we discard our customs, our assembly, and consistency that we lose that link to generations before us. Whenever social justice has been used to abolish customs, assembly and consistency, we have seen new customs, assembly, & consistency be created to replace the old. This is a slow and painful process that often emerges as an inferior replacement. Changes are necessary but should be done gradually and discriminatory without undoing old interests all at once.

#3 -  Direction. Conservatives believe that we were given direction from God in the form of morals. God gave us personal revelation, but it is perilous to weigh every societal issue on the basis of private judgment or rationality. In politics we do well to abide by precedent and precept and even prejudice.

#4 – Reflection. Reflection or prudence is a virtue. Conservatives act only after sufficient reflection, having weighed all the consequences.

#5 – Agency. We all come from a variety of thoughts and circumstance and none of us are perfect. We know that there will be imperfection and that there will be evil and inequality. We would grow bored or lash out in rebellion if there were to be a utopian domination. To seek for utopia is to end in disaster. We must have agency in order to protect our freedoms. Great civilizations were built on the foundation of freedom. Private property is essential in order to have a more stable and productive society.

Private property and agency are powerful instruments for teaching man responsibility and providing motives to integrity. Agency allows for the affording of leisure to think and freedom to act. Conservatives believe in voluntary association not in involuntary collectivism. All decisions should be made locally for those who come from a similar series of thought, therefore providing different thought processes to be implemented where a similar thought is acceptable by the majority of the community. A federal administration cannot confer justice, prosperity, and tranquility upon its society who is deprived of their responsibility and agency. Voluntary performance of individual duty teaches prudence, efficiency and charity.

#6 – Restraint. Conservatives aim to limit and balance political power so that anarchy and tyranny may not arise. When every person claims a power unto himself society falls into anarchy. Enforcement of laws, constitutional restriction, and political checks and balances maintain a healthy tension between authority and liberty.

#7 – Heritage. Change is necessary; therefore progression must happen but only with an equal dose of continuity. Change must happen in a regular manner that is stable.

“The great line of demarcation in modern politics is not a division between liberals on one side and totalitarians on the other. No, on one side of that line are all those men and women who fancy that the temporal order is the only order, and that material needs are their only needs, and that they may do as they like with the human patrimony. On the other side of that line are all those people who recognize an enduring moral order in the universe, a constant human nature, and high duties toward the order spiritual and the order temporal.” by Eric Voeglin

Are we as a nation after temporal pleasure or are we after eternal blessings? What makes Conservatives different? How do our principles impact the happiness and prosperity of all Americans? Our principles make it so that no matter what the desire of your heart is, you are free to pursue it!

So, what does Our Children’s Rights have to do with Conservatism?

Let me list the bullet points here again:

  • Moral Order
  • Customs, Assembly & Consistency
  • Direction
  • Reflection
  • Agency
  • Restraint
  • Heritage


Our job is to do the very best by our children that we can do, and if we are not instilling these values and knowledge to our children, and if they do not have the freedom or agency that we have had, then we are unnecessarily giving up their rights for them. For more information on how we truly are giving up these rights please visit the following sites and dig deeper into what is happening to us as a nation.

Common Core Facts

What Is Common Core?

Keep Education Local

Utahns Against Common Core