FBI Spying Again?

[INSIDE JW]

SCHOOL CRT PROGRAM TARGETS BABIES?

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If you want a close look at the madness of critical race theory,
look at what’s going on in Montgomery County Public Schools (MCPS),
Maryland’s largest school system. Little of this is connected to
reality, and it’s no wonder parents everywhere are objecting.

We received two sets
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of
records related to the teaching of critical race theory, including a
training course with information about a book titled “Antiracist
Baby” that introduces the youngest readers to “the concept and
power of antiracism,” and says it’s the “perfect gift” for
“ages baby to age 3.”

The documents also include information from a course titled,
“Digital Literacy 3” at Thomas Pyle Middle School. The course’s
curriculum includes activities where the children discuss the
identification of their gender, religion, and sexual orientation. The
course also includes the children using “propaganda” to lead
social justice movements.

We received the documents in response to our Maryland Public
Information Act
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request
for:

All records related to the development and implementation of a
“Psychoeducational Lesson” related to a purported “dual
pandemic” of Covid- 19/systemic racism in use by the Montgomery
County Public Schools. Such records shall include, but not be limited
to, email communications between MCPS officials responsible for
formulating and implementing the lesson, including but not limited to
those communications of Dr. Cheree Price, in addition to all other
policy documents regarding its development.
In a September 29, 2020, email
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from
MCPS intern Benjamin Mourad
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in the “Student
Well Being and Achievement” office of the Office of Student Support
& Engagement, to Elizabeth Rathbone, Coordinator of Student Health and
Wellness, Mourad provides a list of trainings offered in the summer of
2020 to MCPS staff. This training includes:

* REQ: Restorative Justice Training on Restorative Circles,
Mindfulness & Other Restorative Practices
* School-based Critical Staff Member Training
* Counselors as Equity Literate Leaders
* Implementing Culturally Responsive PBIS (Positive Behavioral
Interventions and Supports)

In an August 26, 2020, email
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titled
“COVID-19 Update” to MCPS principals, MCPS Associate
Superintendent for the Office of Shared Accountability Janet S.
Wilson
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advises the principals that “Non-custodial
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parents”
who request Zoom login information [for access to school and potential
Zoom events, like Back-to School Night] should not be granted
connection information:

Additionally, parents should not login to Zoom classrooms and observe
class when the child is not with them. If teachers note a parent
logging in separately from their student, they should notify their
principal who can seek support from OGC (Office of General Counsel) or
Compliance as needed.

***

To support students at the start of the year, all schools will be
required to implement a student psychoeducational lesson during one of
the school’s mandatory Social-Emotional Learning (SEL) block before
September 18, 2020. This lesson will provide students crisis facts
about the dual pandemic (COVID-19 and systemic racism) that is
occurring around the country and here in Montgomery County.
Wilson then presents the principals with a “website for staff
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students and families that highlights ongoing professional learning
opportunities for the virtual opening of schools. For staff training
opportunities are focused around these key areas:

* Technology
* Curriculum, Instruction and Assessment
* Pedagogy
* Social-Emotional Well-Being and Coaching for Engagement/Success
* Accessibility Tools for Instruction and Home
* Equity
* Health and Safety
* Onboarding, Induction, Mentoring, Communication and Collaboration

She further notes: “The professional learning opportunities are
grounded in equity and social-emotional learning to ensure that
equitable environments are established in the virtual and traditional
learning spaces. Professional learning opportunities will be updated
throughout the year, so please check back frequently.”

In an instructional video
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for
teachers on “Teacher Tips for SEL (Social and Emotional Learning)
on Covid19/Social Justice
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in which the presenter first instructs teachers how to set up Zoom
classes for students and how to adjust a feature in the Zoom chat
setting to “alleviate the possibility of students saving and sharing
the chat for later.” At the 6:30 mark, the presenter, in a slide
titled “Covid-19 and social justice surrounding racism,” directs
teachers to use a “scripted response”:

We are currently living through a dual pandemic with COVID-19 and the
Systemic and Structural racism occurring worldwide. A pandemic is an
outbreak of a disease that occurs over a wide geographic area and
affects an exceptionally high proportion of the population. As you can
see from this slide [featuring a Black Lives Matter protest poster],
both are affecting lives of people in our community and around the
world. Part of what we will discuss today will surround facts about
COVID-19 and the Social Justice Movement in our country.
In an October 8, 2020, email
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to
MCPS principals and others about “psychoeducational lessons and
curriculum updates,” Wilson reveals that there is a “Social
Justice Book club for Grades 4-8.”

In a September 11, 2020, email
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titled,
“Psychoeducational Lesson Drop In support,” MCPS Director of
Psychological Services, Dr. Christina Conolly tells MCPS faculty:

We have had a lot of staff members who have questions about the
implementation of the social justice slides on the lesson. Please be
available to coach and/or co-teach with a staff member that may not be
at a place on their anti-racism journey to effectively teach that
section of the lesson.
A PowerPoint presentation titled “Family Guidance to the
Psychoeducational Lesson
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includes the following slides for parents:

* “Secondary Slide: Dual Pandemic” includes a depiction of
Black Lives Matter protesters along with police officers in
Germantown, Maryland kneeling at a George Floyd protest, as well as
the headlines, “What It’s Like to be Asian During the Coronavirus
Pandemic” and “Why the Coronavirus Looks Different to Black
America.”
* “Elementary Slide: Some Facts about Racism and Social
Justice” contains a link to a video titled “Antiracist Baby,”
based on a book written by Ibram X. Kendi.
* “Teacher’s Notes,” advises teachers that the “Antiracist
Baby” book introduces the youngest readers to “the concept and
power of antiracism,” and says it’s the “perfect gift” for
“ages baby to age 3
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* A slide titled “Secondary: A Brief Anti-Racism Glossary,”
notes “Systems of Oppression identifies inequity by calling
attention to the historical and organized patterns of mistreatment. In
the United States systems of oppression (like systemic racism) are
woven into the very foundation of American culture, society, and laws.
(Social Identities and Systems of Oppression, 2019)]
* “Secondary: Common Initial Crisis Reactions,” lists symptoms
that secondary school children may experience because of crisis
include emotional, cognitive, physical and interpersonal/behavioral
symptoms. The category of physical reactions includes “decreased
libido” and “hyperarousal.”
* “Can Students opt-out [of the psychoeducational lesson]?”
includes the bullet point, “Students cannot opt-out of the
lessons,” but parents may request “an alternative method” for
their children “due to mental health concerns.”

In a PowerPoint presentation titled the “3rd through 5th Grade
Psychoeducational Lesson
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a slide labeled “COVID-19 and Social Justice” includes the claim
that, “People in African American and Latinx communities have
been _more likely to get sick from_ COVID-19 because of how racism
and unfairness impacts their lives.” [Emphasis in original]

In a presentation titled “High School Psychoeducational Lesson
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a link is provided to the “Educator and Caregiver Learning Guide
from Disrupt Texts
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for the book titled “Antiracist Baby.” In the book the authors
note, “To White caregivers … Racism is a problem that was invented
by White people, and it is the work of White people to dismantle
it.” The authors add that it is the responsibility of White
caregivers to “study Whiteness,” and advise that, “Indigenous,
Black and People of Color are not ‘minorities’ but ‘People of
the Global Majority’ (PGM).”

In a September 15, 2020, email exchange
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with
the subject line “Message about SEL (Social and Emotional Learning)
and Psychoeducational lesson,” Wilson and other officials discuss
parents wanting their children to opt-out of Black Lives Matter
lessons.

Wilson writes: “I want to put on your radar that this [opting out]
may be related to the anti-racist curriculum initiatives.”

MCPS Area Associate Superintendent Cheryl Dyson
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replies:
“Agree, Janet and Diane. I’ve heard directly from principals and
directors. Some principals have parents who want their child to
opt-out from the Black Lives Matter lesson.”

Area Assoc. Superintendent Diane Morris then responds: “Yes, I think
so.”

The next reply, from MCPS Chief of Engagement, Innovation, and
Operations Derek Turner, is entirely redacted, as is a “high
importance” reply by MCPS Admin. Services Manager Felicia Yorro.

The new records include a draft activity assignment titled “Personal
Identity Character Sketch
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in which students were told to “focus on the intersectionality of
your culture and another way that you identify yourself (your race,
ethnicity, gender identity, sexual orientation, class or another
identity factor not listed here).” The assignment was adapted from
the book “Courageous Conversations.”

A slide titled, “Five Approaches to Social Justice Activism”
includes the section “Food, Festivals & Fun
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Activism at this stage is based on cultural events and “celebrating
diversity,” usually through cross-cultural programs and activities.
Events tend to focus on surface-level cultural awareness, and often
actually contribute to the stereotypes they are meant to challenge.
People at the Food, Folks, and Fun stage might host an International
Fair, a Multicultural Night, or a Diversity Fashion Show. Although
these events have the potential to bring people together across
difference, they do not have the potential to address injustices such
as racism, sexism, classism, or homophobia.
The handout further notes that, “charitable giving” to such
organizations as Amnesty International is a route people often choose
“that will ease their own conscience, but don’t want to associate
in any deeper way with a particular cause.” The handout also
discusses volunteerism and is critical of “savior syndrome,” which
it defines as when, “wealthy kids are sent into poor neighborhoods
to do service-learning, but never discuss how their relative
wealth _is connected with_ the relative poverty of the people
inhabiting those neighborhoods.” [Emphasis in original]

A draft presentation created by Montgomery County Public Schools
Secondary Literacy Instruction is titled “Digital Literacy 3,
Quarter 2: When Justice Isn’t Served
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and features a “No Justice No Peace” logo, and features the
following slides:

* “Scenarios of Injustice” describes a group activity where the
students, “Work together with your group to determine how you would
address your scenario of injustice,” and “Everyone must prepare to
present your ideas to the class.”
* This activity includes a section where students are provided with
a “Scenario of Injustice” to discuss and write down ideas about.
In this scenario, students are told that they witnessed two men –
one black and one white – fighting in a parking lot. Police arrive
and separate the men -forcing the black man to the ground, handcuffing
and putting him in the police car. The police question the white man
who, “shakes hands with the policemen and walks away.”

The “Digital Literacy 3, Quarter 1” presentation features several
“Graphic Organizers
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* Under the heading “Common Task, Gender Roles Reflection Graphic
Organizer,” is a draft slide titled, “Reflecting on Gender Roles
in My Life,” in which students are asked to “Describe when and how
you first recognized your gender as part of your identity. It could
have been in a positive, negative or neutral way.” It further asks
the children to “Briefly describe how you felt about being a member
of your gender group(s) in different aspects and stages of your
life.”
* Under the heading “Race Reflection Graphic Organizer” is a
draft slide titled, “Reflecting on Race In My Life” that asks
students to, “Describe when and how you first recognized race. It
could have been in a positive, negative or neutral way.” Students
are further asked about the race of their family members: “Are your
parents the same race? Are your brothers and sisters? What about your
extended family-uncles, aunts, etc?”
* The “Religion Reflection Graphic Organizer” features a draft
slide titled, “Reflecting on Religion in My Life,” and asks
students to “Describe when and how you first recognized your
religion. It could have been in a positive, negative or neutral
way.” It further asks “Did you feel threatened, minoritized or
privileged in this moment? Why?” and “Where do you go to
worship?” and “Did your belief become stronger as you became
older?”
* The “Sexual Orientation Reflection Graphic Organizer” slide
titled “Reflecting on Sexual Orientation in My Life” asks the
children to “Describe when and how you first recognized your sexual
orientation.”

A presentation titled “Social Justice Movement: Making a Difference
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includes:

* A set of slides that prompt students to “Create a timeline for
your chosen social justice movement …” In this activity, the
students are taught that a “catalyst” is “something that quickly
causes change or action: such as “art, music, speeches, events,
laws, movies, court cases, pop culture, propaganda, and
literature.”

A presentation titled: “Researching Important Leaders and
Organizations
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includes:

* A slide titled “Social Justice Leaders
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that includes a picture of a Black Lives Matter protester with an
upraised fist and long-time Communist Party USA member Angela
Davis.

This material details how extremist race politics and CRT are being
used to target children for political ends. Politics should
immediately be removed from the curriculum of Montgomery County
Schools. These CRT-laden teachings have no place in any American
classroom.

JUDICIAL WATCH TELLS COURT FBI MAY HAVE VIOLATED LAW IN 1/6 PROBES

The FBI and Justice Department are playing games with the truth
regarding their actions on January 6, in particular their collecting
personal, private information about American citizens.

In the latest move, we filed a response
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to Justice’s effort to block our request for records of
communication between the FBI and several financial institutions about
the reported transfer of financial transaction records of people in
DC, Maryland and Virginia on January 5 and January 6, 2021.

This comes in our lawsuit
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against
the FBI (_Judicial Watch v. U.S. Department of Justice_
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(No.
1:21-cv-01216)) for:

All records of communication between the FBI and any financial
institution, including but not limited to Bank of America, Citibank,
Chase Manhattan Bank, Discover, and/or American Express, in which the
FBI sought transaction data for those financial institutions’ debit
and credit card account holders who made purchases in Washington, DC,
Maryland and/or Virginia on January 5, 2021 and/or January 6, 2021.
In its motion for summary judgment, the Justice Department, despite
previously admitting to the existence of these records, refused
to “confirm or deny the existence of records” about this
surveillance of American citizens.

We argue in response that the Justice Department should not be allowed
to shield “improper activity:”

In this case, the FBI appears to have conducted an improper, broad
sweep of financial records, not just those of persons it had reason to
believe were involved in the events of January 6, but many more
Americans. Detailed media reports not only indicate that the FBI
sought financial records, but also set forth in detail the specific
criteria and scope of the records obtained.
Bank of America reportedly
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“actively
but secretly engaged in the hunt for extremists in cooperation with
the government” and, following the events of January 6, gave the FBI
financial records of their customers who fit the following profile:

* Customers confirmed as transacting, either through bank account
debit card or credit card purchases in Washington, D.C. between 1/5
and 1/6.
* Purchases made for Hotel/Airbnb RSVPs in DC, VA, and MD after
1/6.
* Any purchase of weapons or at a weapons-related merchant between
1/7 and their upcoming suspected stay in D.C. area around
Inauguration Day.
* Airline related purchases since 1/6.

Our suit shows how the FBI is corruptly trying to hide that it used
the January 6 incident as an excuse to conduct unlawful surveillance
of the American people’s bank transactions.

Until next week,





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