There was a ceremony on Monday that celebrated the graduating students of Shiloh Christian High School. It was heartwarming and a wonderful celebration, as the graduating class received their diplomas and embarked on their new journey to life outside a school setting.

I am extremely grateful to the staff and faculty who taught them, not only the basics required by state and federal law, but also the biblical principles that went along with a Christian world-life view. But what about all those graduates from public schools this year? Did they learn about any biblical issues and teachings, and if so, how would that have happened?

There are obvious limitations to what public school teachers can teach their students about faith issues, but I believe that teachers sometimes may not realize the latitude they actually have. Based on Supreme Court rulings and other legal precedent, all teachers, public and private, have the following rights.*

  1. Free expression: So long as a teacher presents both secular and religious aspects of a subject matter in an objective manner, the teacher may bring religion into any topic.
  2. Instruction related to religion as part of the curriculum: The Supreme Court recognized that the study of the Bible or religion when presented objectively as part of a secular program of education is consistent with the First Amendment. Teachers also have the ability, with some limitations, to discuss alternatives to the theory of evolution, such as intelligent design.
  3. Discussion of religious holidays in music, art, drama, and literature: If a public-school teacher displays or presents a secular aspect along with the religious holiday, then the symbol, music, art, drama, or literature should be constitutional. Done in an objective and educational manner, teachers can speak about religious holidays. Religious Christmas carols may be sung in public schools without offending the Constitution, so long as secular songs of the holiday are also sung.
  4. Discussion of religious beliefs and sharing one’s faith with other faculty and staff: Because teachers do not shed their constitutional rights at the schoolhouse door, they have the right to discuss their religious beliefs with other faculty and staff members. where the overall context makes it clear that they are not participating in their official capacities (e.g., before school, during lunch).
  5. Wearing religious clothing or jewelry at school: If the school allows teachers to wear clothing with secular words or symbols or secular jewelry, then the school probably cannot prohibit a teacher from wearing clothing with religious words or jewelry with religious connotations.
  6. Sponsoring student religious clubs: Schools may require a sponsor of religious clubs, only if the same requirements are imposed on secular clubs. A teacher or other school employee as the agent of the school may be present at a religious meeting in a “non-participatory” capacity, as long as the club is appropriately student-initiated and student-led.
  7. Participating in after-school religious clubs and activities: Teachers may participate in after-school, religious-based, unofficial school-related activities
    ————————————————————————————————
    *All federal and case law interpretation provided by Alliance Defending Freedom
    ————————————————————————————————

So, there you have it. I do not know whether some of these surprised you, but as public-school teachers, the basic theme is that you can present Christian concepts as long as you present other points of view. You can even share your faith, in certain contexts. The final point to remember is that each school district has some latitude in how to interpret these rights.

If you would like to help us continue to protect educational freedoms in our state and nationally and to continue providing this type of information, we’d appreciate your financial support. Simply go here and you can donate a tax-deductible gift to help us continue our work. Thank you for your support.

Sincerely,

Mark Jorritsma
President and Executive Director

Family Policy Alliance of Wyoming believes in the family. If you wonder what it means to “believe in families” you would not be alone. Most people think, “Everyone believes in families, right?” Well. Not so much.

In June, a summit was scheduled Harvard Law School’s Child Advocacy Program and was organized around the topic Homeschooling Summit: Problems, Politics, and Prospects for Reform.

To understand the “problems” to be discussed, one only need to look to the article submitted to the Arizona Law Review by Professor Elizabeth Bartholet the faculty director of Harvard Law School’s Child Advocacy Program. In the article, Professor Bartholet recommends a “presumptive ban” on homeschooling. Her reasoning is found in the description of the article where it states, “Many homeschool because they want to isolate their children from ideas and values central to our democracy, determined to keep their children from exposure to views that might enable autonomous choice about their future lives. Many promote racial segregation and female subservience. Many question science. Abusive parents can keep their children at home free from the risk that teachers will report them to child protection services.”

In summary, the main complaint is that morally based education is abuse. With little evidence and in spite of overwhelming success stories, the article states, “Child abuse and neglect characterize a significant subset of homeschooling families.”

After rounding out this vitriol, the article closes by attacking private schools claiming they lack regulation and indoctrinate children. The irony is that many parents who place their children in Christian schools do so precisely because of growing concerns with the radical leftist indoctrination their children were exposed to in the public-school system. Professor Bartholet must have forgotten every parent has the fundamental right to provide their child with an education that respect their religious and moral beliefs.

Standing for families means standing for family values in education. Moms and dads know their children best and care more for their intellectual growth than anyone else on earth. That’s why parents are best at tailoring their child’s educational opportunities to meet their child’s unique needs. To claim the alternative is to claim that large governmental bureaucracies will always do it better. But the facts show America’s public education system is increasingly driven by ideology at the expense of teaching the classic subjects that once made American education a beacon to the world. School choice is proven to improve academic outcomes for our children while also saving taxpayers money. For these reasons it is even more important Wyoming families have the ability to choose excellent educational opportunities for their children to excel.

While homeschools are growing in Wyoming, there is much work to be done to encourage the growth of charter schools and private schools across the state so more families can benefit. Family Policy Alliance of Wyoming® will continue to stand with parents, even if Harvard is against them.

For families,

Nathan Winters
Executive Director

You’ve probably already heard that Planned Parenthood’s COVID-19 plan has been to ask for donations of masks and gloves, push surgical abortion, and defy state orders to halt nonessential procedures. But what hasn’t gotten as much attention is how Planned Parenthood seized upon the quarantine opportunity to ramp up advertising on “virtual sex education” and “virtual abortion.”

“Virtual sex education” to get around parents

Several years ago, Planned Parenthood launched an interactive app and a chatbot (called Roo) that can interact with children as young as thirteen about birth control and sex. They also use these online tools to engage children on other issues such as gender and relationship concerns. Parents are asking: should a bot really be the one talking to our kids about these important issues?

Roo is introduced as “Roo answers all your awkward questions about sexual health, relationships, growing up, and more. Chatting with Roo is free and private, so go ahead and ask the things you don’t want to ask out loud.” It claims to be the most trusted provider of sex ed. Bustle (a popular young women’s website) claims that Roo is a way for kids to get around abstinence-focused education. A child as young as 13 (or who says she is 13) can use the site. But Planned Parenthood is not just teaching kids the basics about biology, they are pushing a radical sexual agenda that encourages unhealthy exploration in secret.

Planned Parenthood is also working with the World Health Organization to push similar services internationally during the pandemic. Thankfully, President Trump cut funds for the World Health Organization over the next several months. However, Planned Parenthood’s radical sexual agenda is not something that the United States should have ever been funding or should fund in the future.

“Do it yourself abortions” to get around safety regulations

Planned Parenthood announced in April that it was expanding its telehealth offerings into all 50 states and is simultaneously pushing for state and federal governments to ease restrictions on the abortion pill. They are particularly interested in removing safety protocols for women taking the abortion pill.

While telehealth can be a vital life-saving tool when used for the right procedures, abortion is most definitely not one of them. There are significant risk factors for many women when it comes to chemical abortions. Receiving abortion pills through the mail is currently illegal under federal law and is very unwise, medically.

Abortions by pill, or “do it yourself abortions,” leave women to face any complications or even the potential of a failed abortion on their own, without appropriate medical care. Even if women do seek out care after a failed abortion, they are being instructed to tell other medical professionals that they simply had a natural miscarriage. This hides key information that medical professionals may need to help a women and her baby after a failed abortion—and skirts rules for reporting abortion complications in some states.

Planned Parenthood’s ramped up virtual agenda is a convenient way for them to get around even basic regulations at their surgical facilities—and to exclude a child’s parents from some of the most important conversations of her life.

Planned Parenthood is moving full speed ahead to gain access to children in their homes through their devices. But, the Family Policy Alliance team is already working to stop Planned Parenthood’s virtual efforts at both state and federal levels of government and is using the time during the COVID-19 shutdowns to build helpful guides to equip parents to handle these challenges and advocate for their children.

Because our kids deserve better than Planned Parenthood,

Brittany Jones, Esq.
Policy Manager

The LGBT curriculum mandate is still on schedule to be implemented in the upcoming 2020-2021 school year. I want to share with you this dangerous agenda each week by exposing the lesson plans of Garden State Equality. They are using the power of government coercion to force radical sexual and political beliefs onto students.

My forthcoming weekly emails will include images of actual lessons Garden State Equality has developed and are offering to schools. This information will help to explain why these lessons have no place in our public-school classrooms.

Please download and share the weekly resource with parents, educators, legislators, and others.

We believe public schools should be neutral in their presentation of religious beliefs, worldview, and political ideology.

This week’s GSE lesson reveal is on “The Spanish Language is Discriminatory

GSE Curriculum Revealed: The Spanish Language Is Discriminatory


Click on images above to download a printable version of this week’s resource.

THE LESSON: “Lesson 1 Spanish Level one (Novice)- Inclusive Language” Proposed for 8th grade and up

This lesson uses Spanish language classes to teach Spanish is a discriminatory language.

This lesson declares, “Spanish is a language that functions in a binary way,” and is unlike English which has “adopted gender neutral terms.” It’s true all nouns in Spanish are classified as “male” or “female” nouns. Other languages like German and French also have “lexical genders”. The GSE curriculum is teaching our children that the Spanish language itself is inherently discriminatory and non-inclusive because it only recognizes two “genders”!

 

THE PROBLEM: Working to Dismantle World Languages

First Problem:The “lexical gender” in languages do not reflect how sex and gender work in the real-world. .

Second Problem: This lesson doesn’t attempt at all to include the contributions of Spanish-speaking LGBT identifying persons, which is all the new law requires. GSE has already admitted they want to teach students to become activists to “dismantle” all things that “oppose” their worldview.  It is clear this is the goal with the proposed Spanish lesson. Garden State Equality uses this lesson to teach the Spanish language itself is oppressive to LGBT people. It forces our students to take up the gauntlet for GSE’s absurd cause by teaching them to subtly change the Spanish language. Here is a link to a video GSE shares as a resource for teachers explaining “why” Spanish must change to become more “inclusive.”

 

THE HARM: Indoctrinates our children

This so-called Spanish lesson indoctrinates our children into believing the English language is neutral and inclusive, unlike Spanish (as long as the English language is not enforcing gender “stereotypes” like using gender-based pronouns such as “he” and “she”). This lesson explicitly teaches our students “right” language is language that conforms to their ideology. This ideology includes ideas that one can change their sex (from male to female or vice versa) and that all sexual orientations are acceptable and healthy. Binary-gender-based languages, like Spanish, according to GSE are morally inferior and must be changed to affirm and encourage the truth of their radical ideas.

Worldview: This instructs students to adopt a post-modern worldview by deconstructing words and their meanings to invent new words and relative definitions in order to construct a different reality.

 

THE SOLUTION: Parental Rights in education

Sign our petition to support the right of parents to opt their child out of lessons and materials that violate their religious or moral beliefs regarding sex, sexuality or gender identity. Volunteer to contact NJ Legislators to pass legislation to protect families from this dangerous agenda.

Download a printable version of this information

I want to encourage you to join one of our legislative district mobilization teams to contact elected officials about this curriculum. Please email me your interest at newjersey@familypolicyalliance.com. Finally, I urge you to share this email or the downloadable lesson file with your network of friends and pastors.

Together, we can make NJ better,

Shawn Hyland
Director of Advocacy

 

 

Read other articles in this Series:

#1 – GSE Curriculum Revealed: Transgenderism
#2- GSE Curriculum Revealed: Gender Norms are Oppressive

The LGBT curriculum mandate is still on schedule to be implemented in the upcoming 2020-2021 school year. I want to share with you this dangerous agenda each week by exposing the lesson plans of Garden State Equality. They are using the power of government coercion to force radical sexual and political beliefs onto students.

My forthcoming weekly emails will include images of actual lessons Garden State Equality has developed and are offering to schools. This information will help to explain why these lessons have no place in our public-school classrooms.

Please download and share the weekly resource that is linked to the email to parents, educators, legislators, and others.

We believe public schools should be neutral in their presentation of religious beliefs, worldview, and political ideology.

This week’s GSE lesson reveal is on “Transgenderism and Gender Identity

GSE Curriculum Revealed: Transgenderism


Click on images to download a printable version of this week’s resource.

THE LESSON: Understanding Patriarchy and its Role in Colonial American Social, Political, And Economic Institutions – Grade Level: 8

This lesson teaches sex-based distinctions are oppressive

1) GSE teaches the belief “Power, opportunity, access, and representation” is “shared equally” in our society is a myth. Teaches “intersectionality” which is a modern political idea requiring students to “revise” their thinking that all men are created equal. Intersectionality is a political theory that places value on being oppressed –the greater number of offenses your group has “suffered”, the more virtuous you are. This also means less oppressed groups have less moral authority.

2) The stated purpose of the lesson is to deconstruct the patriarchy, according to GSE, that is “a social structural phenomenon in which males have the privilege of dominance over females.” They accuse straight males of dominating and oppressing females and males that want to be female.

 

THE PROBLEM: Working to Dismantle Social Norms of Male and Female

First Problem: GSE’s lesson states, “long-standing social structures”, like “the patriarchy” or the reality of “male” and “female” are oppressive and must be dismantled. These lessons encourage students to discuss how these structures “prevented the growth of personal freedom” and “human dignity”. In addition to teaching radical ideology as truth, this particular ideology can be traced to Karl Marx –the father of communism. Marx taught structures that drive society are built like a pyramid. According to GSE, straight men are at the top of the pyramid “hoarding power”.

Second Problem: Post-modernist emphasis on group identity minimizes the experience and the uniqueness of each individual. Identity politics produces division because it teaches our students their classmates (and all of society) is divided into oppressors v. oppressed; powerful v. weak; privileged v. victims. GSE’s lessons are not about finding solutions to genuine wrongs. Their lessons are a tool for cultural Marxism and encourage self-identified oppressed groups to rise-up to the top of the so-called pyramid, while oppressing others with their new powerful and moral voice.

 

THE HARM: Indoctrinates our children

As Christians, we believe men and women are created equal with unique differences. God’s purpose in our sexuality is for a male and female to be partners together in marriage to build a strong family which helps society flourish. In addition, fathers in a family have a biblical responsibility to lead well. This belief, rooted in creation and the Fatherhood of God, is now presented to our children as bigoted and oppressive.

Worldview: This GSE lesson instructs students to adopt a postmodern worldview that believes the hierarchy or the power to rule is more important than anything. Facts, truth, or reality should not stand in the way.

 

THE SOLUTION: Parental Rights in education

Sign our petition to support the right of parents to opt their child out of lessons and materials that violate their religious or moral beliefs regarding sex, sexuality or gender identity. Volunteer to contact NJ Legislators to pass legislation to protect families from this dangerous agenda.

Download a printable version of this information

I want to encourage you to join one of our legislative district mobilization teams to contact elected officials about this curriculum. Please email me your interest at newjersey@familypolicyalliance.com. Finally, I urge you to share this email or the downloadable lesson file with your network of friends and pastors.

Together, we can make NJ better,

Shawn Hyland
Director of Advocacy

 

 

Read other articles in this Series:

#1 – GSE Curriculum Revealed: Transgenderism

#3 – GSE Curriculum Revealed: The Spanish Language is Discriminatory

 

The LGBT curriculum mandate is still on schedule to be implemented in the upcoming 2020-2021 school year. I want to share with you this dangerous agenda each week by exposing the lesson plans of Garden State Equality. They are using the power of government coercion to force radical sexual and political beliefs onto students.

My forthcoming weekly emails will include images of actual lessons Garden State Equality has developed and are offering to schools. This information will help to explain why these lessons have no place in our public-school classrooms.

Please download and share the weekly resource that is linked to the email to parents, educators, legislators, and others.

We believe public schools should be neutral in their presentation of religious beliefs, worldview, and political ideology.

This week’s GSE lesson reveal is on “Transgenderism and Gender Identity

GSE Curriculum Revealed: Transgenderism


   

Click on any images to download a printable version of this week’s resource.

THE LESSON: Presentation of Transgenderism and Gender Identity to Parents

These slides present a subjective view of sexual ethics and gender identities

1) GSE’s FAQ’s teach against millennia of human knowledge — that sex presents itself as male and female — is a social falsehood that oppresses everyone who disagrees. This “gender ideology” actually forces already vulnerable students to question their own identities which causes great unnecessary confusion and distress for students who already struggle with anxiety or confusion about their bodies or sense of self.

2) GSE’s FAQ’s teach “gender identity” is how one feels about their sex, even if that is opposite to their biology. They also teach “gender expression” is based on “appearance, behavior, or mannerisms.” According to GSE one’s sex, gender identity, and gender expression might all be different. These lessons would force a boy student, for example, who has interests in traditionally “feminine” things, to reconsider his “gender identity” and “expression”. These radical social ideas are unscientific beliefs about human sexuality and should not be forced into the public-school classroom. GSE regards any dissension or disagreement as discriminatory and oppressive. Here is a link to a video GSE shares as a resource for teachers to help explain gender identity to students.

 

THE PROBLEM: Disregard of science and documented health risks

First Problem: Studies show that 80-95% of children suffering from confusion about their gender identity, that do not receive medical intervention outgrow these feelings by the time they reach adulthood. Yet, 100% of children who receive medical intervention will have gender identity disorders persist into adulthood. Tragically, after sex reassignment surgery, people are 20x’s more likely to die from suicide. GSE’s curriculum teaches students it is good and healthy to ask themselves if their “gender identity” matches their “biological sex” in spite of all medical evidence to the contrary.

Second Problem: GSE’s dangerous agenda persuasively convinces children to deny objective reality in exchange for a falsehood. The lesson teaches and encourages all children to question biological reality and consider whether they are living life as their true selves. The view that people can choose their “gender” is wildly controversial and has no basis in science. Radical social ideology should not be in our classrooms.

 

THE HARM: Indoctrinates our children

This so-called inclusive view of gender identity indoctrinates our children forcing them to “rethink” their understanding of the biological differences of male and female. GSE’s curriculum teaches the very real concepts of male and female is arbitrary and has no basis in anatomy or genetics—the exact opposite of what is true! In their eyes, the historic, global, and scientific view of human sexuality is ignorant and bigoted and this is taught to our children. GSE’s curriculum demands students become allies, if not activists, to promote a new sexual ethic despite their prior beliefs.

Worldview: GSE’S curriculum instructs students to adopt a postmodern worldview of human sexuality and gender identity. Postmodernists question the fundamental meaning of words like “boy” and “girl” and the role of language in how our children think. GSE’s curriculum is thoroughly postmodernist and tells our students they must break down the relationship between a word and its meaning, in order to understand the world. This is senseless. For example, if you claim a boy is not a boy what truth have you left our students with? None. For postmodernists objective truth does not exist and feelings, not facts, determine personal reality and truth.

 

THE SOLUTION: Parental Rights in education

Support the right of parents to opt their child out of lessons and materials that violate their religious or moral beliefs regarding sex, sexuality or gender identity. Email newjersey@familypolicyalliance.com to sign our petition and to contact NJ Legislators to pass legislation to protect families from this dangerous agenda.

 

Download a printable version of this information

I want to encourage you to join one of our legislative district mobilization teams to contact elected officials about this curriculum. Please email me your interest at newjersey@familypolicyalliance.com. Finally, I urge you to share this email or the downloadable lesson file with your network of friends and pastors.

Together, we can make NJ better,

Shawn Hyland
Director of Advocacy

 

Read other articles in this Series:

#2 – GSE Curriculum Revealed: Gender Norms Are Oppressive

#3 – GSE Curriculum Revealed: The Spanish Language is Discriminatory

 

Dear Friends,

On Sunday, I will celebrate my first Mother’s Day with my daughter outside the womb. As I reflect on the joy, exhaustion and blessing from the first few months of my daughter’s life, I have been given a new and deeper perspective on how critical the work of Family Policy Alliance® is in striving toward the kind of nation I desire my daughter to grow up in: a nation where God is honored, religious freedom flourishes, families thrive, and life is cherished.

I know many of you share that same vision, so I thought I would share with you the prayers I wrote for my daughter on this day. 

I pray you will grow up in a nation where taking the life of a preborn baby is unthinkable.

America is more prolife now in your first year of life than it has been since Roe v. Wade in 1973, so I am filled with hope. Your life is precious, and our desire is that every child is given the same chance at the miracle of life.

Every child is a gift from God, and that is why we work every day to advance laws that both support mothers and protect the lives of their babies. Even if (when!) the law from Roe changes, there is still much work to be done in making abortion unthinkable. That is why our work is so important as we help states pass laws that reveal the humanity of every baby and build a support system around every mother.

A nation where life is truly cherished is one of the most important gifts we could give you, setting right decades of wrong done to mothers and their babies.

I pray we can guide you in your calling by giving you the best education suited for you.

To give you a future full of opportunity, I want to give you a present full of choices. I pray that you will grow up in a state and nation where every parent is free to choose the education that works best for their child.

God has a calling on your life, and it is your daddy’s and my responsibility to steward that in you. Having educational options enables us to do our job well.

I pray that your school and government will never force harmful curriculum or lessons on you.

I’ve watched in horror as parents have sent Family Policy Alliance examples of the types of curriculum their children are being exposed to in schools. In the name of “equality,” many schools are attempting to teach even kindergartners that “little girls can become boys” or that a girl can really be a boy in a girl’s body. These are lies. You, my daughter, are born exactly right the way God designed you—you do not have to change to “become who you are.”

Some lessons teach third graders how to “consent” to sexual acts—as if children can really consent. And some lessons can be described as nothing less than pornographic.

No child should ever have to be exposed to this kind of “teaching,” and that is why I work every day to equip parents and lawmakers to stand against this harmful propaganda and for children. Now that I have you, I understand even more the undeniable drive parents have to protect their children—and that parents, not schools or government, are indeed best at parenting.

I pray you will one day be able to compete fairly in a sport of your choice.

Whether you choose to run track and cross country (like your mama) or to play volleyball (a sport your daddy would far prefer to watch), I pray you will take joy in competing on a level playing field.

Right now, many activists, including the ACLU who once championed equal opportunities for women, are attempting to undo decades of work by advocating for biological men to compete in women’s sports. There’s no question this is unfair.

It is my prayer—and our work every day—that girls’ athletic opportunities will be saved for girls.

I pray you will be free to “shine your light” and share your faith at school, at work—and everywhere you go.

And, perhaps most importantly, I pray you will always shine your light—without being told by any government leader that you cannot. We named you Aurora, meaning light, as we pray and trust that your life will reflect the True Light of Christ.

You were born in a country with the greatest protections for our God-given religious freedom in the world. I pray this nation will continue to respect its founding and nurture that right. We work to keep America open for the Gospel, knowing that a country where you are free to live out your faith is the greatest gift we can give you—because your faith is the greatest thing you can share with others.

I know many of you share the same prayers for your children, grandchildren, nieces and nephews. So today, I thank you for your partnership with Family Policy Alliance, for your prayers, and for your work in making this the kind of nation we can be proud to leave to the next generation.

I pray you and your family have very blessed Mother’s Day!

Sincerely,

Autumn Leva
Vice President of Strategy

 

P.S. Follow Autumn & the Family Policy Alliance team on social media. Share your prayers for your own children, grandchildren, and nieces or nephews!

    

 

 

Parents often think the LGBTQ curriculum developed by Garden State Equality (GSE) only focuses on sexual preferences, gender expression and gender identity. Unquestionably, it does those very things, but that is not the most dangerous portion of their curriculum. Most students will never struggle with their gender identity or their sexual attractions because of these lessons. However, what most students will question and become critical of is the institutions of the church and the family – the moral foundation of western civilization.

According to GSE lesson plans, the long-standing social structures created over many centuries by individuals and like-minded groups, such as natural marriage between a man and a woman, is a problem and these types of social norms must be “dismantled”. That is their language. That is their agenda.

To further inform you of the harmful contents within Garden State Equality’s LGBTQ curriculum, we have posted two new videos on our LGBT Curriculum series on YouTube and Facebook. Please LIKE our Facebook page today to stay current on our video series!

NJ LGBT Curriculum: Social Structures

NJ LGBT Curriculum: Collectivism

The Judeo-Christian world view places a strong emphasis on the rights and responsibilities of individuals. Over time, this has become a key and distinctive benchmark of Western Civilization. It is also one of the reasons communist governments dislike Christianity. Because it was Christianity in Western Civilization that promoted individual human rights and values. In Marxism, the State is supreme to the individual.

This radical curriculum overturns that Judeo-Christian value of individualism and replaces it with collectivism– the practice or principle of giving a group priority over individuals. In collectivism the emphasis is not on the individual, individual rights or responsibilities. Instead it is on the group and group power. The collective group is what matters and society is nothing more than opposing groups striving for power and creating structures in society to purposely maintain their group’s dominance over others.

It is Karl Marx’s theory applied to sociology known as Cultural Marxism.

It is social unrest passionately leveraged to produce social conflict.

It is a NJ public school assignment, if schools adopt Garden State Equality’s radical social activism for their lesson plans.

Please watch our video series and forward the information to others who are independent and open minded. It will take many allies across the political spectrum to successfully persuade the legislature to give parents the right to opt their children out of biased political propaganda.

Making NJ better for families,

Shawn Hyland
Director of Advocacy

Dear Friends,

In recent months, thousands of New Jerseyans have taken action to oppose New Jersey students being forced to endure radical LGBT sexual indoctrination in the classroom. Over 10,000 people from a wide range of ethnic and religious backgrounds joined together in signing  our petition. The English and Spanish petitions were delivered to the pro-family primary sponsors of the opt out bill and will soon be delivered to the entire Legislature and Governor Phil Murphy.  In addition, we presented the petition to the NJ Commissioner of Education, Dr. Lemont Repollet, to make his office aware of our request.

We now move to our second phase of mobilization – calling specific members of the Legislature who will determine if our opt-out bill dies in committee or moves to the floor for a full vote. Are you willing to volunteer by making frequent phone calls to key elected officials and mobilizing with other advocates in your legislative district?   It will take an organized and persistent effort to convince NJ Senate and Assembly members to hear our bill that will give parents the right to opt their child out of any lessons that violate their religious beliefs regarding sex, sexuality and gender identity.

Each legislative district will be organized into teams and coordinated by a dedicated captain.  Are you willing to serve the families of NJ? Sign up today to volunteer!

Sincerely,

Advocacy Director
Family Policy Alliance of New Jersey

“God was manifested in the flesh, justified in the Spirit, seen by angels, preached among the Gentiles, believed on in the world, received up in glory.”
(1 Timothy 3:16, NKJV)

Friends,

As we approach the holiest day of the year, let us not forget the “Great Mystery” written about by the Apostle Paul in 1 Tim. 3:16:

  1. Jesus Christ, fully God, took on human flesh and dwelt among us
  2. He lived a sinless life, entirely fulfilling all the obligations of God’s law on behalf of those who would have faith in Him
  3. After giving His life as a sacrifice for those deserving death because of their sins, Jesus conquered death and was resurrected bodily
  4. He then appeared to hundreds of people before ascending into Heaven to sit at the right hand of God the Father, where He awaits the full inauguration of His Kingdom
  5. Many people, recognizing the impossibility of the resurrection apart from a divine miracle authenticating the identity of Christ as the Son of God, believed in Him as their Lord and Savior

For years I taught theology and apologetics at a Christian high school. Unbelieving students would sometimes tell me that Jesus was nothing more than a great moral teacher.

But here’s the thing: good moral teachers don’t rise from the dead after resting in the grave for three days. Indeed, it is because of the resurrection that we know our faith is reasonable and set upon a firm foundation. As the Apostle Paul told the church at Corinth, “And if Christ has not been raised, then our preaching is in vain and your faith is in vain” (1 Cor. 5:14).

We worship a risen savior. When a group of women went to the tomb of Jesus only to find his body missing, two angels calmed their fears and told them:

“‘He is not here, but is risen! Remember how He spoke to you when He was still in Galilee, saying, ‘The Son of Man must be delivered into the hands of sinful men, and be crucified, and the third day rise again.’ And [the women] remembered His words” (Luke 24:6-8, NKJV).

Let us celebrate this good news — the good news that invigorates our hope and verifies our faith.

In Christ,

Blaine Conzatti
Director of Advocacy