Hands Up, Don’t Shoot = No Justice, No Truth

Passionate protesters pose in a posture proffering their surrender: hands up, don’t shoot.

originalThey seek to expose the racist underbelly of police forces across America.  They will force the country to admit to a social agenda that continually favors the white privileged class, allowing caucasians to prosper at the expense of their counterparts, relegated to minority status.  They will speak truth to power while taking it to the street.

Justice, truth and peace will be their sacrifice.

What these protesters seek is a progression of the cause, despite the facts, with the ends justifying any means.  The disparate specifics of cases like those of Michael Brown in Missouri and Eric Garner in NYC are secondary to the priorities of the movement because it is not any specific wrongs that must be made right, only the vague premise of a racist America.  The case in Ferguson was a catalyst to start the “fire”.  It really does not matter to the protestors, or their demagogic supporters in congress, that no charges will be filed against the police or that the findings of the autopsy of Michael Brown are consistent with the account of Officer Darren Wilson.  Michael Brown did not have his hands up when he was shot.  Yet that narrative remains.

Hands up, don’t shoot.

There are pictures of children making this gesture.  The St. Louis Rams had a few players with their hands up in a pre-game motion of solidarity.  Even members of the Congressional Black Caucus struck this pose on the House floor in congress.  A pose that was a witness fabrication, never part of the actual events and debunked as a falsehood.  A lie.

But the fact that Michael Brown was not shot with his hands up does not help the cause.  If white police officers only shoot in defense of themselves and others the questions of race may change from why white officers kill to why black perpetrators attack.  And none of that would support the narrative that white cops kill black men because they are black.  So the myth remains.

The stats regarding black-on-black violence are clear.  Over 90% of murdered black Americans are killed by other black Americans.  The stats regarding the dissolution of the nuclear family are just as clear.  Over 70% of black children are born into single parent households.  Single parents must work which means less supervision which means that children will be left alone.  Idle hands.  These facts are inconvenient to the protesters in Ferguson who find that the best way to emote and promote their cause is to burn homes and shops, and steal from the minorities for whom they claim to be speaking.  Ironically and predictably, the protesters quickly became the oppressors they swore to hate.  Yet the myth remains.

During the French Revolution enemies of the people were killed in various ways, sometimes guillotined, sometimes torn apart limb from torso from limb.  The status of “enemy” was ever changing.  Yesterday’s “the people” are today’s “leaders” and tomorrow’s participants in the headless hunt.  You see, the prevailing view was that the specific people had a chance and when the poor were still poor and hungry, it was the specific people in charge at that moment who were flawed.  The collective ideology based upon the greater good of freedom, equality and brotherhood was never in question.  So one group dies and another takes the reins for awhile.  As history tells, this experiment finally ended with the imposition of an emperor followed by the reinstatement of the monarchy.  Back in Ferguson, the guillotines still reign.  The leaders blame evil forces for the plight of the people.  Never the man who actually lit the match, fired the gun (unless he’s a cop) or robbed the store.

In NYC, the case of Eric Gardner raises legitimate questions that were not relevant to Ferguson.  The entire incident was caught on video and when Gardner was still alive emergency responders seemed complacent to assist the suffocating man.  This case shows that police, grand juries and frankly all authorities are not infallible.  They may act entirely contrarily to their stated purpose.  However, this does not mean that these cases ought to be conflated and placed alongside one another to be interchangeable examples of racism in America.

But that type of distinction is useless to a movement claiming: both men were black, killed by officers who were then exonerated by a racist justice system.  And that’s the point.  It doesn’t matter if Darren Wilson acted within the law because there are cops who don’t, like Daniel Pantaleo in New York.  What matters is that the myth remains in order to support a cause that instills violence, animosity and hatred into society.  This cause relies on misinformation, a sympathetic media and a pervasive case of white guilt.  This movement transforms would-be responsible citizens into ignorant victims whose only crime is being a minority (never mind that molotov cocktail you just threw or the crack you just smoked… it’s not your fault).

New leadership is needed in these communities.  Black urban centers must help themselves.  Federal aid, the wars on poverty and drugs, affirmative action, quotas, lower standards, free education et al.  They have not and will not work.  These actions have actually served to incentive the very behavior they are meant to combat.  Therefore, it is up to the individuals of these communities to rise above the dangerous turmoil that thrives on vitriolic deception.

Education, cooperation and investigation are as inconvenient to the leftist cause as the facts they would expose.  Self reliance and self esteem are the antidote to the poisonous hyperbole spewing from race hustlers and demagogues in Washington.  But a leader, or group of leaders, from within these communities, are needed to communicate and inspire a better way.  This leader must speak the truth to spread the light and quench the fires of hate burning in the hearts of those who have been taught naught but anger and resentment.  The people deserve a better way:

Heads Up, Live Right

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An Education in Rebellion

Student-Protest-US-History-7Crayola colored cardboard signs adorned with bland, opaque rhetoric meant to embolden the civil disobedient in you.  Matriculated, misguided minions manipulated into ditching an education in order to protest in the name of freedom.  The goal being, that they may learn “unpurified, uncensored” US history in the classes that they are skipping.  A fawning media encouraging the future Gandhi Thoreaus to speak Truth to Power, demonizing the constitutionally empowered (Art 9 Sec. 15 of CO Constitution empowers school boards to take responsibility for curriculum) and ELECTED, conservative school board and its job to take responsibility for curriculum. An entitled teachers union, willfully blind to the value of a pay for performance system; deaf to the calamitous crash of fiscal reality.  Ignorant parents.  Naive teachers…  And community organizing rabble rouser Saul Alinsky maniacally laughing whilst his fingertips touch, framing a fiendish smile.

Here is a video of students explaining the protest.  Please watch this as it really exposes the naive mindset of the students: 

http://www.youtube.com/watch?v=-0lAX5OuIoo

What the ongoing protests in the school district of Jefferson County Colorado amount to is that one side won an election, which means the other side lost.  This is the fallout.  The voters in Jefferson County chose to elect a slate of conservative candidates who promised to implement new policies, contrary to those supported by the previous board and the activist teachers union.  The new school board, taking its constitutional powers seriously, has created a PROPOSAL (not a law or act of some conservative, vengeful God as one might think after witnessing the protests and hearing or reading media accounts) to create a panel entrusted to make decisions regarding curriculum, in this case what materials will be included in the advanced placement course on the history of the United States.  This review is a direct response to the proposed curriculum for AP US history by the College Board.  Supposedly the College Board values input from local school boards regarding curriculum.  However, the perspective of the College Board cannot withstand the influence of the all too familiar “blame America first” crowd that dominates modern academia.  Here is a statement made about the goals of the review board that has caused much controversy:

Materials should promote citizenship, patriotism, essentials and benefits of the free enterprise system, respect for authority and respect for individual rights. Materials should not encourage or condone civil disorder, social strife or disregard of the law.

Meanwhile, union supporting activists, conflating different issues, have engaged and manipulated the sympathies of the naive student body to create the illusion of kids protesting in the name of their own education.

Read the actual board proposal here

Make no mistake.  The union goons have an endgame to oust the current school board, repatriating members “bought and paid for” and entirely sympathetic to the agenda of the teachers union.  The faux issue of censored history is but smoke and mirrors.  The students hardly grasp the causes that they are being used to support.  Ironically, the Denver Post notes that the movement began on September 19 when 50 teacher skipped out on work to protest a proposal requiring effective, successful results in order for teachers to receive a raise in pay.  This pay for performance system directly opposes the classic, union supported algorithm where everyone with X amount of years on the job and Y amount of degree training receives Z dollars regardless of whether or not they give a damn about the job.  The security blanket of tenure further solidifies teacher pay and job security, insulating teachers from the consequences of poor behavior and on the job performance.  It is astounding and yet entirely predictable that the teachers union, who ostensibly values students and education above all else, would use these kids as misguided pawns in a struggle against the democratic process, as evidenced by the voter supported actions of an ELECTED school board.

This ELECTED school board and the proposal for review seek to implement a balanced approach to US history while promoting national pride and good citizenship.  No one seeks to ignore the civil rights movement, slavery, or the Trail of Tears.  Those are all vital components of our history that document dark times.  This history also demonstrates the ability of our nation to overcome.  What is to be avoided in the AP curriculum is the omnipresent tendency of leftist doctrine such as marxist Howard Zinn’s A People’s History of the United States, still used as an objective textbook, that dwell upon the negative aspects of the United States.  “It’s very difficult, given the dominance of liberal perspectives in college and high school history departments, for faculty committees to avoid unintentionally muting, eliding, or obfuscating the perspectives of the right,” Trevor Packer, senior vice president of the College Board.

A proper education encourages students to develop ideas and discover the truth in all things.  Mentors along the way, parents, coaches and teachers, are charged to present information and nurture the desire to learn, not indoctrinate young minds with a leftist leaning liberal “curriculum” that portrays our country as an evil, imperialistic nation empowered by white privilege.  There are certainly elements in our history that fit that description, but it is not the entire story.  These students want to do ‘right’, as evidenced by their passion for justice.  However, inexperience in politics and controversy has allowed for misguided, misplaced faith in “good natured” educators with union ties.  The good intentions of the students make them unwitting supporters of a biased anti-Americanized curriculum.  This is, ironically, tragically, what the civil disobedience that these students so prize is meant to stand against.  Educationally speaking, they are working towards their own demise.

When taught, history should be a balancing act.  The United States has been the greatest national force for good that the world has ever known.  The Last Best Hope for mankind on Earth.  This is where the world looks when the lights go out everywhere else.  Our story is dominated by a narrative that should be a positive source for pride, despite the negative, undeniable acts of shame.  Students should hear this side of history and be encouraged to be a part of that narrative for the future.  It is in the knowledge of their own heritage, history and culture, that students will become empowered to affect the future and in so doing, shape history for the curriculum of future students.