NEWS ALERT! California is praying in school and filling its kids with religious indoctrination!
Well, I admit that’s hardly NEWS. If you’ve read chapter 7 of my book Who’s Got Dibs on Your Kids?, you already know that they’ve tried this before with Islam and worshipping the sun god. But this is getting especially weird. Now they’ve gone back to praying and chanting to the ancient gods of the Aztecs. They include:
Huitzilopochtli—He was the principal god; the god of sun and war. He needed daily nourishment in the form of human sacrifices.
Quetzalcóatl (Mayan name Kukulcán)—This was the god of wind, air fertility and wisdom. The name meant “wisest of men.” It was also believed that he played a big part in creation. Sacrifices to Quetzalcóatl were butterflies, hummingbirds and, of course, humans.
Tezcatlipoca—He was considered the soul of the world, creator of all things, and the lord of all. Some representations show Tezcatlipoca with an obsidian mirror on his chest, some with the mirror on one foot. In it he saw everything; invisible and omnipresent, he knew all the deeds and thoughts of humans.
Xipe Totec—In Aztec mythology he was believed to be the brother of Tezcatlipoca, Quetzalcóatl, and Huitzilopochtli. He was called “our lord the flayed one” and was said to wear the skin of another person, thus the term “flayed.”
You can read the chant at the California Department of Education website. When you get there you will see a list of chapters. Click on the link for chapter 5, and a file will appear at the bottom of your page. Open the file and go to the bottom of page 5 where you will see the subheading “The Ethnic Studies Community Chant.” The chant itself begins on the following page at line 100. I encourage you to go through the drill to see how students’ time is being spent. Watch students in an assembly as they are directed in participating in this chant.
But the chant is just an outgrowth of this whole ethnic studies curriculum designed for kindergarten through 12th grade. Under the heading “Guide to Developing a Local Curriculum with Ethnic Studies Principles” it reads:
Teachers with an ethnic studies background who will be implementing the curriculum should take the lead on this process, but it should also include teachers from other content areas. Ethnic studies is by its very nature interdisciplinary, and ethnic studies teachers can collaborate with history–social science teachers, teachers in language arts, visual and performing arts, and other subjects as well. . . . it can help to ensure that the concepts and principles of ethnic studies are present throughout the curriculum and are not just limited to the ethnic studies classroom.
So, you see, Just opting your child out of the Ethnics Study class will not prevent it from rearing its ugly head in “other subjects as well.” Remember, homosexuality has been advocated in math problems.
Under a subtitle “Lesson Objectives” teachers are told, “It is essential that lesson objectives to be written with active verbs based on cognitive demand (example: students will be able to infer the imperialist motives of Columbus using his journals).” (Emphasis mine.)
Under “Assessment, Application, Action, and Reflection” teachers should work to the end goal: “Summative assessments measure student achievement or progress toward mastery of the content, may take place at the end of a lesson, unit, or term, and may take the form of a performative task.” (Emphasis mine.) Could a “performative task” be a so-called peaceful protest? One Pasadena history teacher said that it can’t be that it is inherent in humans for all races to mistreat other races. He claims that theory goes back to a Marxist theoretician Paulo Freire “who argued that students must be educated about their oppression in order to attain ‘critical consciousness.’”
But the most indefensible is the attack against Christianity. Breitbart.com says the curriculum intends to replace the Christian God with indigenous gods. The students pray to the gods to give them the power to be “social warriors.”
Executive Editor of the Christian Post Richard D. Land expressed his dismay with the curriculum this way:
This is all so comprehensively evil and destructive it is hard to know where to begin criticism of this dangerous, divisive, retrograde cultural vandalism. The idea that a tax-supported public school system would, or could, be used to unleash this vicious cultural and spiritual poison into our young people’s consciousness is both extremely offensive and quite possibly illegal.
It is common for what starts in California to spread throughout the United States. Now I have several questions for you:
Is this what you believe is important to your child’s education and future?
Is this what you want your child to believe worship is meant to be?
Why can chanting to (worshiping) ancient Aztec gods be acceptable in our public schools, but not a single prayer can be lifted up there to our Lord and Savior Jesus Christ?
