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Today I inched my minivan around our precinct, stopping to put together packets for my kids and pointing out which houses my free, voter canvassing app said to deliver them to. NOBODY likes going door-to-door, especially the kids in the minivan, and especially when they recognize their friends’ houses. But they did it, and at the end of our hour-long expedition I cheered for them, and told them they were saving America. I wasn’t raised to be political. I’m embarrassed to say that I didn’t know the difference between my US and State Senator, nor how laws got passed. The only thing I had ever done politically was to vote. But all that changed several years ago when some policies scared me into action. Nevertheless, here I am, bringing my kids with me to attend functions, to speak for laws in committee meetings, and to write thank you letters to our representatives with a picture of our family inside. I share this because if I, with no innate political interests, can do it, then so can you. Civic engagement isn’t something we have an interest in, like a hobby, food or type of music. Civics is an action whose performance determines the health of our communities and nation, like food and sleep determine the health of our bodies. Without the persistent engagement of an educated populace, our civilization disintegrates. Some may imagine that teaching civics is accomplished in a high school class. By law, schools must remain neutral. Therefore, schools can merely teach the bones of government. The more weighty and impactful application can only be taught in homes because civics in action relies upon the personal, values-heavy interpretation of good, better, best, and sometimes worst. It relies upon explicit instruction from families, like last summer where we invited several families over to our home to study current issues, such as the benefits women have in society and the value of men and fathers. Then we did role plays with well-researched talking points from HomeFrontKids by United Families International. Last week when my 16 year old daughter had to answer a homework question that assumed the oppression of women, we knew what research to back up her contrary answer. From such talking points we craft arguments for or against bills, policies and candidates’ platforms. We must understand the issues ourselves to educate and elect the best representatives. Finding and assessing sources of information on candidates is a difficult, but not impossible task. There’s a company out of Texas, iVoterGuide, that since 2008 has been assigning a rating to candidates based on a liberal-conservative scale. They take into account the candidate’s biography, scorecards, contributions, endorsements and answers to a questionnaire. It’s a reliable starting point for conversations and further investigation. After reviewing data from iVoterGuide, it helps to compare what local groups have discovered. Local organizations have been watching our elected officials for years. They know the history behind claims elected officials make. For instance, if they read that one has “voted to get the porn out of schools” they also know it was after they neutered the policy. Becoming acquainted with local groups’ reports expands our understanding of the arguments surrounding issues, whether you agree with them or not. For a list of local groups, visit the “Groups” tab of the free mobile app, Amplify USA, where the information and calls to action are posted from different social media platforms without the need to join any of them. Be sure to join them if you like what they share. After my due diligence, I currently have five signs decorating my front lawn. Every time I pull up to the house I laugh because I think bumper stickers are obnoxious and then, there’s my house. I worry my neighbors think my signs are divisive; political discussions are generally avoided because people don’t want to offend. Unfortunately, homogeneity has been mistaken for unity, yet unity is best forged in a shared commitment to, and a belief in our neighbor’s intention to, promote the common good. We all have different perspectives based on our lived experiences, which we must share with each other in order to see the whole picture. The names on my yard signs are the people whom I believe will promote the common good. These good candidates are our brave neighbors who are taking a risk, spending their time and money to win something that may reward them with finger-pointing and hate as they do their best to serve their community and country. Good candidates need our support with our words, yard signs and door knocking, especially for those who haven’t gathered signatures. Utah’s caucus system supports the common citizen in rising up to serve, leaving government truly to the people and not to those with the largest bank accounts, but it only works if we show up with them. It may sound like a lot of work to get involved, but by having intentional family conversations, and using sophisticatedly-easy apps that reference representatives, candidates and local organizations, my family and yours can further the founder’s vision of an educated, self-governed people. Civics as a subject, is like music. The study of its construction merely hints at the power of the performance where the actors work toward the common good. If we have soured towards this idea, then that is our cue to enter. Our families’ consistent actions fulfilling our civic duty are the investment that reverses our nation’s civic decline. To get more involved visit VoteEducated.org  Jordan School District Parents shine a light on what is actually being taught in the district-wide Culture and Language Service Classes and how to OPT OUT! The concerened parents requested the Language and Culture Services curriculum and opt their children out of the presentations. Hello, parents! We wanted to make you aware of something you may want to opt your child(ren) out of in JSD. We are getting a lot of reports that the Language and Culture Services is making the rounds in several schools this month. We have even heard from some teachers who have asked not to have these lessons come to their school/classroom but are being made to host them anyway. So we wanted to inform you on what these lessons actually look like so you can decide if you’d like your student to attend them. We’ve shared about the microaggressions lesson before but we wanted to share an actual recording from an actual class. This lesson leads 6th Graders to “come out” and discuss their “questioning” of their gender and sexuality with the entire class. We are also sharing a recording, from a student, of an intersectionality lesson where the team has students write specific identifying attributes, such as race and religion, on a piece of paper. They then tell the students they are in a zombie apocalypse and must shed their “baggage” to survive. They have students cross-identifying attributes off in the order of which ones are easiest for them to let go of. The object of the lesson, apparently, was to convey that some elements of identity vary in importance among individuals and you should be aware of that in every conversation you have. However, the object lesson used is completely nonsensical. Even in a zombie apocalypse, you wouldn’t have to shed the “baggage” of your religion. In fact, holding on to it tighter might be what helps you survive. And race isn’t “baggage” either. It’s DNA. But that’s not the message or implication they want your child to get, is it? I can think of 100 other items that could have been used in this object lesson, but they weren’t. Why? We could talk about the qualifications of this team. But we’ll save that for another time. For now, race and religion were used intentionally. At the beginning of the recording, you can see the image, shared with us by a student, of their assignment that has their identifying features crossed off. If your child is in elementary school and is receiving the Giraffe Club lesson, you should be aware that the presenter states that, “BLM is an important organization.” After one of my children came home and reported this to me, I contacted several people in the administration including the Assistant Superintendent and asked if they could please specifically tell me what was said if my child is wrong. They never replied. Because that is exactly what the presenter said. The slides from this lesson are required to be provided by the district to parents. I’m including the image where the presenter has written BLM on his bag in large letters. During the lesson, he goes through discussing each element of “his culture bag” with the class, including BLM. Imagine if an LDS teacher were doing this and they had written LDS on their bag and told students all over the district that The Church of Jesus Christ of Latter-Day Saints is an important organization. That could be true for that individual, but would it be allowed for them to promote that organization in that way?
We know your time is limited and valuable. So we thought we’d help by providing the wording that I sent to my child’s schools to opt my children out. We have had parents report that they opted their child out of these lessons but the children were still forced to fill out a survey for this department, so the wording takes that into account. OPT OUT LETER EXAMPLE To whom it may concern: Please confirm that you have received this notification that my child(ren), (students names here), are not to be involved in any lessons, activities, surveys or conversations with the Language and Culture Services Dept of the Jordan School District. We are currently teaching these topics at home and do not need additional support at this time. Sincerely, (Parents name here)  January Classes: Recordings: 1/4/23 HomeFront Class (Adult): Feminism 101 https://youtu.be/wgVDA2arHiU 1/10/23 Introduction to HEART Sex Ed Class Video: https://youtu.be/maVI_W1NSB4 Class Links: 1/18/24 7-7:30pm MST -HomeFront Kids: Empowered Mothers and Daughters https://us02web.zoom.us/j/81791969568 1/23/24 7-7:30pm MST https://us02web.zoom.us/j/87184214175 - Civics Class on the Legislative Branch : The Legislative Branch for ages 10+ Join us as we learn more about the American government and how we can get involved by playing a GimKit game. There’s a $10 prize for the winner! https://www.prageru.com/video/street-smarts-the-legislative-branch Holiday Resources:
1/15/24 Martin Luther King Jr Day: “Martin Luther King, “Wallbuilders Brief history of accomplishments, 10 Commandments pledge was required to join the Alabama Christian Human Rights Movement https://wallbuilders.com/martin-luther-king-jr/ - “15 MLK Quotes the Far Left Does NOT Want You to Read,“ Glenn Beck– these are revealing. https://www.glennbeck.com/contributor/15-mlk-quotes-the-far-left-does-not-want-you-to-read “When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American 2 was to fall heir. This note was a promise that all men — yes, black men as well as white men — would be guaranteed the unalienable rights of life, liberty and the pursuit of happiness.” “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character”— “I Have a Dream” speech, 1963 https://www.npr.org/2010/01/18/122701268/i-have-adream-speech-in-its-entirety - “Leo & Layla Meet Martin Luther King, Jr.,” for Elementary students+, adults can learn. https://www.prageru.com/video/leo-and-layla-meet-martin-luther-king-jr - “Today is MLK, Jr. Day with Kory Yeshua,” for young children, PragerU video. https://www.prageru.com/video/storytime-ottos-tales-today-is-mlk-day - “Where Are You, Martin Luther King?” -PragerU (5 minutes) https://www.prageru.com/video/where-are-you-martin-luther-king - “Martin Luther King, Jr. vs. Black Lives Matter,” PragerU (2 minutes) https://www.prageru.com/video/martin-luther-king-jr-vs-black-lives-matter 1/16/24 Religious Freedom Day: Commemoration of the many faiths that make up our country. Each year since 1993, the President issues a proclamation designating January 16th as Religious Freedom Day. A day [to] look back on the passing of the Virginia Statute for Religious Freedom authored by Thomas Jefferson in 1786, the blueprint that…led to the ratification of the First Amendment.” - Ideas for what you can do on this day. https://firstliberty.org/news/national-religious-freedom-day-2023/ - Does the Constitution actually protect religious liberty?” What does the Constitution and the 1st Amendment say about this? Video clip -2:45 https://www.patriotacademy.com/dyk-010/ Utah Parents United Official Statement Supporting American Founders and Constitution Month!9/10/2023
 Last Thursday, August 31, 2023, a Press Conference was held in the Capitol Rotunda kicking off September as American Founders and Constitution Month. Governor Cox issued a proclamation declaring the State-wide focus. His proclamation included recognizing that it is essential for our rising generation and citizens of all ages to understand our history and form of government so it can be honored and perpetuated; the fact that the genius of the Constitution is federalism, which is its ability to decentralize power between the state and federal government; and an invitation to all public and private education institutions to recognize and observe September as American Founders and Constitution Month by reading from the Constitution and original documents and to teach principles from the United States Constitution. He ended with three key invitations that every one of us can participate in this month: (1) flying our national flag and engaging in patriotic activities, (2) educating ourselves about our U.S. Constitution, and (3) acknowledging and expressing gratitude to God for His hand in our nation’s origin and destiny, thereby qualifying us for the promise of the psalmist: “Blessed is the nation whose God is the Lord” (Psalm 33:12). Among other speakers, Superintendent Sydnee Dickson shared the new Constitution Fitness Award recently finalized by the USBE that will apply to grades Kindergarten through 5th grade. This innovative new program correlates with current civic standards for each grade and gives students the opportunity to earn badges each year as they complete specific Constitution-related requirements. We’d like to specifically thank Representative Keven Stratton and Senator Ron Winterton for their work sponsoring HB 179, which provided the legislation to designate September as American Founders and Constitution Month, and specifically highlight September 17 as Constitution Day for the State of Utah. We are grateful for their important work to invite all adults and children to read from and be taught the principles of the United States Constitution on an ongoing basis. At Utah Parents United, we applaud efforts to promote and increase awareness of our nation’s Constitution and to help our children understand the importance of the foundation of our country. We encourage parents to take advantage of the many events happening this month, and to take time with your children to discuss the importance of the Founding Fathers and Mothers and documents of our country!  Thank you to Stewart Campbell, our Weber chapter leader, for the below information.
Weber parents, did you know that on the average Weber resident pays over 50% of their property taxes to Weber School District? Did you know they are proposing an increase this Wednesday evening? If you have opinions on how WSD should be spending your tax dollars in public education, come to the Truth in Taxation Hearing. The Board meets at 6pm and then the taxation hearing happens at 7pm. Come attend both and let your voice be heard. WEDNESDAY, Aug 3, 2022 Weber School District Truth In Taxation Hearing will be held at Weber School District Main Office 5320 S Adams Ave Parkway South Ogden, UT 84405 Make sure to BE EARLY to sign up for public comment. BIG DAY TODAY MONDAY FEB 28th  Utah Parents United Opposes HB 422 which allows a School Board to decide if they want 16-17 Year Old Children Voting in School Board Elections.
What problem are they trying to solve? Young voters are not engaged in the democratic process. During the pandemic policies were being put in place that had the greatest impact on their lives and they had no voice. Is this the best way to solve this problem? NO! If we want younger voters involved in the democratic process it is the responsibility of our local government and parties to engage 18-year-olds through programs and groups like the Young Republican, Democrat, and Libertarian clubs. A college campus is not a politically neutral zone. What a great place to have these types of debates and conversations. By state law high schools are to remain politically neutral. By involving students in elections we risk jeopardizing that neutral environment. Although school board positions are non-partisan the issues are highly political. High Schools are not appropriate places for potential campaigning. It's hard enough for adults not to vote on name recognition. For most 16 -17 year Olds there is an even greater risk for that to occur. If kids are going to vote then they need to be legally responsible for their actions. If they're not old enough to be legally responsible for their actions they are not responsible enough to vote. 16 and 17 year-olds have a responsibility to their academics and need to focus on graduating high school. What we suggest instead: The USBE is currently revising our social studies curriculum and can add more information about the voting process, how we vote, why we vote and encourage high school students to look forward to when they turn 18 and are legally eligible to vote in their first election. School Boards can create opportunities for students to more fully participate in local school board meetings and share their perspectives. They can offer to run assemblies or create informative material to be passed out at the high schools to educate students on how their voices can be heard.  
WARNING EXPLICIT CONTENT:
Please visit the website www.StopUtahPorn.com. You will be able to see for yourself examples of “Sensitive Materials” located in Utah’s K-12 schools. What does HB374 do?
3 important bills are being voted on at 2:00 today in the House of Representatives. Please text your House Representative Now and let him/her know how you would like him/her to vote!
Find your House Representative Here: le.utah.gov (Click on "Find My Legislator," enter your address and click on your House Representative. Then text him/her how you feel!
CALL TO ACTIONEmail the House Government Operations Committee Members about HB209
HB209 Bill HighlightsWe are currently witnessing encroachment of the Federal Government into the Utah Education System. When Utah takes grant money from the Federal Government, the Federal Government then has control over how that money is used and starts to dictate what our teachers teach through that money. This bill would also "create the Federal Program Reserve Account to augment or replace federal funding that is rejected by the Legislature" to help make Utah self-reliant, allowing Utah to continue to teach its own curriculum and run its own programs without relying on Federal Money.
HB209 ensures that the powers of the state are not overrun by the federal government. Federal money has strings attached and we need someone to watch when that funding violates Utah law, so we can reject it. Call to Action!Email the House Government Operations Committee Members about HB209HB209 is in Committee Tuesday, February 22 at 8:00am
House Building - Room 30 (see map)
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GET INVOLVEDPaid for by Utah Parents United. Utah Parents United is a 501 c4 non-profit organization and all donations are not deductible for federal tax purposes.
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