01-18-2019 07:06:15 AM -0800
01-17-2019 03:39:53 PM -0800
01-17-2019 12:48:37 PM -0800
01-17-2019 07:54:10 AM -0800
01-17-2019 06:55:32 AM -0800
It looks like you've previously blocked notifications. If you'd like to receive them, please update your browser permissions.
Desktop Notifications are  | 
Get instant alerts on your desktop.
Turn on desktop notifications?
Remind me later.
PJ Media encourages you to read our updated PRIVACY POLICY and COOKIE POLICY.

High School English Students Forced to Learn Gender-Bending Pronouns and Anti-White Propaganda

If you send your kids off to high school thinking they will learn how to diagram sentences and write competently, you may want to check their English requirements. John F. Kennedy High School in Cedar Rapids, Iowa, has other ideas about learning English that include gender-neutral pronouns, discussions of sexuality, and anti-white propaganda.

A student posted an assignment to social media, handed out by teacher Emily Thomson of Kennedy High's English department, that detailed "power and privilege" in America which, according to the assignment, names "U.S. born," "white people," "Christians," "middle, owning class," "heterosexuals," "men," and "veterans" as the oppressors of non-white humankind. How this is not a violation of the school's policy against discrimination based on race, creed, and sexuality is baffling.

In case you're tempted to think the right column is not referring to the oppressors, think again. Here's the very next image in the "Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege" program.

The white "agent" at the top of the image is guilty of discriminating against blacks, oppressing gays, marginalizing Asians, exploiting women and disenfranchising SJWs with pink hair.

(That last one is a new victim group that came to prominence under #gamergate and more recently #comicsgate and consists of women or transwomen who lack the qualifications and talent to create games or comics consumers like—or buy—but get jobs doing it anyway at Marvel or other popular companies because of their "victim" status.)

One of the main goals of this exercise seems to be to break students up into identity groups. The exercise "My fullest name" asks the ethnic origin of students' names, which then separates them into tribal groups pitted against one another for chief victim status. One chart asks the students to sort everyone they know into little boxes of identifiers that have nothing to do with character and everything to do with victim status. The more minority boxes you check the more virtuous you are. (Whoever lives next to a black, disabled, Wiccan, gay couple with a transkid who joined the military wins this round.)

The "Diversity Toolkit" also recommends that students watch this raving lunatic to learn about white privilege. There is no YouTube selection for any videos of Thomas Sowell, who has often eloquently refuted every stupid assertion made in the recommended video.

"Activity 3" is a lesson on gender and sexuality! That's right, parents, the deranged left running our schools think that sexuality is an appropriate topic for English class. It is no longer a mystery to me that college professors continually report that their incoming freshmen can't construct sentences. Among the gems of scientific wisdom in this toolkit is the definition of "gender" as a "socially constructed concept of 'appropriate' qualities and expectations surrounding masculinity and femininity. This should not be confused with the biological male and female sexes."