Continuing from previous post Don Lemon Donates to Charity partnered with GLSEN... founded by Pro-pedophilia advocate and happens to feel sorry for Jerry Sandusky I looked more into Kevin Jennings and Safe Schools.

First, we'll go over Kevin Jennings who is the founder of GLSEN, which is still used in classrooms today. Have you heard of "The Day of Silence"? From what I can tell it originated from GLSEN.

This is his profile on wikipedia

Interestingly enough, he was appointed by Obama in 2009 as Assistant Deputy Secretary of Education. He apparently promoted CP in the class room.

His reason for leaving his position was apparently because he was going to work for a non-profit called 'Be The Change'... Yeah, sure.

He's a writer for the infamous Huffington Post

I found he is the executive director of 'Arceus Foundation'. They're partnered with:

Podesta's Center for American Progress

United Church of Christ and more info on them is here, here and here

Rockefeller's

You also have David Brock run Media Matters claiming he's not a pedophile. This here is a counter-article. Providing how they are wrong.

From Smear: Kevin Jennings Praised A Member Of NAMBLA: The conservative smear machine, still attempting to damage progressives by drawing shady guilt-by-association connections, is trying to link Kevin Jennings, the head of the Department of Education's Office of Safe & Drug Free Schools, to the North American Man-Boy Love Association (NAMBLA). It's no surprise that upon examining the facts, no such connection exists.

Smear: Kevin Jennings Praised A Member Of NAMBLA TRUTH Harry Hay Was NEVER A Member Of NAMBLA

One wonders how Media Matters obtained this information, as NAMBLA, understandably, doesn't make its membership publicly available. Photojournalist Zombie, at ZombieTime, has more than a few pictures--and plenty of documentation--that MM may want to check before committing anymore to this fight.

NAMBLA has Harry Hay in there people section.

Picture of Harry Hay wearing NAMBLA sign

Some articles on Kevin:

https://archive.is/1lCST

Hay’s influence is relevant not only because Jennings is a top Education Department official, but because Hay is considered by homosexuals to be the founder of their movement. A Stalinist and Marxist until the day he died, Hay defended NAMBLA’s participation in “gay rights” marches and its membership in the International Lesbian and Gay Association.

But the controversy over Jennings, which had been growing since his appointment in May, has been skillfully deflected by some journalists and commentators who have been attacking the government of Uganda for considering a law that would toughen laws against homosexual behavior that threatens public health and children. “Uganda wants to execute people for being gay,” lesbian commentator Rachel Maddow asserted on her MSNBC program on December 2. She called it the “kill-the-gays bill” and demanded that Christians in the U.S. denounce it.

Jumping on the story, the New York Times has claimed the bill would “impose a death sentence for homosexual behavior.” These claims are flat-out disinformation.

Dr. Scott Lively, who visited Uganda in March of 2009 to encourage efforts to protect traditional family values, says the proposed death penalty in the bill, just one of many provisions, is for “aggravated homosexuality,” which is actually pederasty, pedophilia, homosexual parent/child incest, homosexual abuse of a disabled ward, and knowingly spreading AIDS. Dr. Lively is the author of The Pink Swastika and the president of Abiding Truth Ministries.

http://archive.is/dRy1d

Obama's Safe Schools Czar Kevin Jennings Hid Pedophilia

Since when is this safe?

Barack Obama’s “safe school’s czar” Kevin Jennings hid pedophilia from authorities.

http://archive.is/ZxgsL

http://archive.is/Lnda2

– When he worked as a teacher, Mr. Jennings failed to report his knowledge of a statutory rape that was revealed to him by a 15 year-old high school student. Not only did Mr. Jennings not report this information to the authorities, but he even encouraged the relationship and advised the boy to use a condom for any future relations with the man.

– As executive director of GLSEN (Gay, Lesbian & Straight Education Network) during the now infamous ‘Fistgate’ conference, Keynote Speaker Jennings expounded upon the technical details of various deviant acts to a roomful of children as young as 12 years old.

– These same children at the same conference were provided handouts as well as a ‘goody bag’ of sexually-oriented paraphernalia for their own private use.

It was reported that Mr. Jennings helped raise millions of dollars for Barack Obama’s presidential campaign. After serving less than two contentious and highly scrutinized years in the position, in which he planned on implementing his radical ‘educational’ curriculum throughout the public school system nationwide, Jennings was forced to resign.

In 2015 The Arcus Foundation donated to Center for American Progress https://archive.is/ymQmA 2014 too

GLSEN Boston Their board has a man who works at Bank of America, VP for Fleet Securities Inc

http://archive.is/CjwNo Personally I find it interesting they went for an Alice in Wonderland theme.

http://archive.is/LxeCU

In a document entitled, “Developing LGBT-Inclusive Classroom Resources,” teachers are encouraged to use the new Common Core curriculum as a means of teaching about LGBT issues in every subject, at every grade level, from K-12. So if you are teaching second grade math or fourth grade geography, you as a teacher are supposed to figure out how to teach, at taxpayer’s expense, how important LGBT issues are to that subject and every other sphere of existence. Allow me to quote from that document: Implementation of the Common Core State Standards is one way that many states and school districts are making efforts to ensure quality education for all students. The examples below demonstrate how an examination of the standards and themes can lead to locating opportunities for the natural inclusion of LGBT-related content in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, and Mathematics.”

http://archive.is/fBtAA

“Ready, Set, Respect! GLSEN’s Elementary School Toolkit” introduction:

[E]lementary school children are bombarded every day with messages about different groups of people in our society, many of which portray these groups in a negative, socially undesirable way. Those who are lesbian, gay, bisexual and transgender (LGBT) are often among these groups. In addition to influencing attitudes, the messages children receive about these people also influences (sic) how they will make sense of gender and inform how they think about their own identity… without intentional guidance, the messages children receive about groups of people, as well as various identities and gender roles can complicate this process and contribute to bullying, prejudice and bias.

While most elementary educators have embraced this work and construct and conduct lessons focused on diversity, recent research suggests that intentional efforts to include explicit lessons that foster respect for differences in gender identity or gender expression or that include families with LGBT parents/caregiver, siblings, or other individuals significant in our student’s lives, are less frequent. As a result, many students go through their elementary school years without positive mentions of families that include LGBT persons or friends or people who may be gender non-conforming.

The elementary school years offer a wonderful and important opportunity to instill and/or nurture positive attitudes and respect for individual, family and cultural differences, including diversity related to sexual orientation, gender identity, and gender expression. More specific instructions include the following:

Make sure the analogies you use when teaching don’t rely on hetero-normative or gender-normative images or viewpoints. A hetero-normative viewpoint is one that expresses heterosexuality as a given instead of being one of many possibilities. Such a viewpoint can translate into the development of all kinds of images that reinforce the view. The assumption (reinforced by imagery and practice) that a boy will grow up and marry a woman is based on such a viewpoint. A gender-normative image, on the other hand is one that delimits the possibilities for children of either gender by reinforcing stereotyped expectations.

~ Find ways of grouping and lining up students other than “boys here, girls there” or “boys do this, girls do that.” While some students may enjoy these ways of separating the class, they can isolate other students who may feel uncomfortable conforming to gender-based stereotypes.

~ Monitor choice activity time to ensure that students are not segregating themselves by gender.

~ Become more aware of the ways that you support gender stereotypes in your expectations of students and their work and intervene when you hear students making genderbased assumptions. ~ Write math problems with contexts that include a variety of family structures and gender-expressions. For example, “Rosa and her dads were at the store and wanted to buy three boxes of pasta. If each costs $.75, how much will all three boxes cost?” (emphasis added)