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Risk Audit Plan: Why Homosexual Activism in Schools Endangers Students
from the 'Schools and Colleges' topic
Added: 16-Nov-2005
Published: N/A

Source: Mission:America
Author:
Description:

[ send this resource to a friend ]

Risk Audit Plan

Why Homosexual Activism in Schools Endangers Students

Every school district in the U.S. has an absolute responsibility to the community to protect children while they are at school. This also means that school districts have an absolute obligation to do no harm to the children entrusted to their care.

These minimal expectations are being violated routinely at an alarming number of public schools in this country because of the unthinking and irresponsible embrace of homosexuality as an acceptable lifestyle for students and teachers.

This is a simple issue: there is no legitimate rationale for giving or implying endorsement of homosexual, bisexual or gender variant behaviors among children of any age. It is not a viewpoint, but a high-risk, and often lethal, behavior. The issue is not one of rights, or opinions, but of health and social stability.

Unfortunately, advocates of homosexuality, including teachers, students, administrators, teachers’ union delegates, and school board members, have in many districts become empowered to promote homosexuality in a variety of ways. Curricular materials and extra-curricular programs implying or proclaiming acceptance of homosexual behavior are becoming more and more common. These are frequently initiated through school alliances with influential homosexual pressure groups such as GLSEN (Gay, Lesbian and Straight Education Network) and PFLAG (Parents, Families and Friends of Lesbians and Gays). Local resistance is suppressed as advocates receive pro bono legal support from the ACLU, the Lambda Legal Defense Fund, the National Education Association’s legal defense for homosexual teachers, and other groups.

Most of this is flying under the radar of parents and communities, yet this is a public health and social stability issue for every community, as the majority of students educated in public or secular schools, even if raised in Christian homes, are now being successfully indoctrinated with the belief that engaging in homosexual behavior is a right and is relatively harmless. On the contrary, the risks are well-documented.

With homosexual behavior comes a whole host of very serious health and lifestyle risks. Whether high-risk conduct is a result of homosexual desires, or contributes to developing them, or some of both, is anyone’s guess. The fact remains that teens engaging in homosexual behavior are much more likely to:
• be promiscuous and experience more short, unstable relationships
• become HIV positive and get AIDS
• be infected with numerous other sexually transmitted diseases
• develop a drug or alcohol dependency
• smoke
• have mental health disorders
• be involved in domestic abuse

As it now stands, each child enrolled in a public school is likely to receive numerous direct and implicit messages at school that homosexual behavior should be accepted as normal. The underlying (and erroneous) assumptions of these messages are:

• That homosexuality is inborn and inevitable for some students and teachers and therefore a matter of “rights”. There is no scientific research that backs this notion.

• That homosexual behaviors are no higher risk than current trends in heterosexual behavior. This is not supported by public health data.

• That homosexuality is a viewpoint and should be protected by “free speech” constitutional protections. It is actually a high risk behavior, not a viewpoint.

• That objections to homosexuality are a threat to the welfare of students who are assumed to be “born gay.” Such objections actually save lives.


Hijacking the Language of Civil Rights

By posing as a part of the civil rights movement, homosexual activists have succeeded in attaching their message to the message of “human rights” and “tolerance” already incorporated into countless lessons in a typical curriculum, e.g., in social studies and literature classes. Homosexual advocacy takes the idea of being kind and civil and perverts it. Homosexuals, bisexuals and cross-gender practitioners are falsely alleged to be illegitimately discriminated against, even “oppressed” by the majority.

A “safe school” becomes one that doesn’t threaten the “homosexual” student or teacher with disapproval--so all students and staff are forced to stifle any objections to homosexual behavior or be villified as “homophobes” and potential threats.

Propagandistic claims that “GLBT” students are at higher risk of suicide and are often the targets of bullies cows school boards into accepting homosexual clubs, “anti-harassment” policies and tolerance programs. The truth is that many students are targets of bullies and not all of them demand a totalitarian regime of mental re-programming of their classmates to stop this. The reality is that the behaviors involved in homosexuality are the real risk to these children.

Overview: The Risk Audit Project

In May and June 2005, over 50 state pro-family groups allied together to encourage the Southern Baptist Convention to use its influence to protect children from school districts that are promoting acceptance of homosexual behavior. As a result, a resolution was passed that encouraged local SBC churches to investigate, among other things, whether their school district is betraying parents, children, and the community by collaborating with homosexual activists. In cases where the school district was found to be collaborating, the resolution also urged parents to hold the school districts accountable and demand discontinuation of such morally offensive programs and materials.

As a result, to assist this investigative effort,we are proposing the Risk Audit Project. The objectives of the Project are to:

1. Gather information about key school districts throughout the U.S. regarding whether and how the districts promote acceptance of homosexual behavior to students;
2. Summarize this information through use of a uniform research instrument;
3. Communicate the results to the public through various media.
4. Hold the identified schools accountable to make needed changes in curricula; school programs and policies; and teaching.

How and where Risk Audit will be implemented

A detailed, uniform research instrument/questionnaire will be used for the Risk Audit Project. The next Section outlines the type of information needed.

The research instrument (audit questionnaire and rating table) will be completed by local volunteers after they gather the needed information. Completed audits will be forwarded to the pro-family group(s) and/or churches leading that particular team of volunteer researchers, in most cases at the state level. Then, the leaders of that state team will report to the media and the public the results of their audit of several school systems.

Prayer Support
As a critical support for these efforts, prayer partners should be recruited to pray regularly and fervently for the Risk Audit Project to succeed in revealing information needed to protect our children. Prayers should ask that officials and teachers be convicted about the dangers involved and do their part. Each state team should make this a priority from the beginning of the project.

Background on Questionnaire

This section provides background researchers will need for using the Risk Audit Questionnaire. The actual Questionnaire and a Rating Table, without much detail but with simply space for data, follows this Section.

Background on School Policies ( Section 1 of questionnaire)

The first section of the questionnaire asks for information about current school policies that pertain to “sexual orientation.” Here are the types of polices that need to be researched:
1. An anti-harassment, anti-bullying or “safe schools” policy that includes the category “sexual orientation”
The term “sexual orientation” may be included in a laundry list of other classifications, e.g., “…on the basis of race, religion, age, sex, nationality, sexual orientation...”

2. Non-discrimination policy based on “sexual orientation” (may also cover “gender identity”) for students and/or teachers, staff

Such a policy may be spelled out just for staff/teachers, and may be phrased as a “non-discrimination” policy (again, with a laundry list of classifications, as in #1) or it may be a section of the staff hiring procedures. Sometimes, even if “sexual orientation” is not explicit, there may be a provision for “minority” hiring, and it will be necessary to get in writing assurance that this is racial and ethnic minorities only, not “sexual” minorities (another term used for homosexuality, etc.).

3. Requirements for teacher/ staff training on “diversity,” “tolerance,” “sensitivity”

What training (indoctrination) about homosexuality does the school require of its staff? Some have accepted the idea that unlearning attitudes that object to homosexuality is necessary, because such attitudes are thought to be bigoted and lead to illegitimate “discrimination” and mistreatment of homosexual students or other staff members.

4. Objectionable material in library and parent-resistant selection input

Some novels and books for children have become very explicit on this topic, and some award-winning selections openly advocate homosexuality. Many librarians now assume there is no harm in children reading books with misleading information on this topic, and that sexually explicit material is simply a part of some literature and social science books that should be made available for students. Parent input is sometimes unwelcome.

5. Teachers who are openly homosexual, and sometimes associated with”gay” activist groups.

A district “non-discrimination” policy makes it much easier for a staff member to reveal a homosexual, cross-gender, or other “sexual minority” preference/lifestyle. In the not-too-distant past, schools would not hire anyone who was openly homosexual. That has changed in many school districts. Are there open homosexuals teaching these students?

6. School district has formal relationship with “gay” activist groups.

In some districts, schools have gone to the extreme of accepting formal consulting contracts with “gay” activist groups, the most prominent being GLSEN, the Gay, Lesbian and Straight Education Network; and PFLAG, Parents, Families and Friends of Lesbians and Gays. The contract can cover teacher training workshops or direct student activities, such as speakers, workshops, etc. A standing district committee may also retain a consulting relationship with such a group.
Background on Government Regulations and Grants (Section 2 of questionnaire)

1 .Local or state laws: There may be local or state laws that determine or influence what is taught at the school level. Some states have public school “non-discrimination” laws that include “sexual orientation” and also in some cases, “gender identity.” At present, those we know about are: California, Connecticut, Maine, Massachusetts, Minnesota, New Jersey, New York, Rhode Island, Vermont, Wisconsin.

In addition, many of the cities/counties in those and other states also have their own sexual orientation non-discrimination laws. And, in some university towns throughout the U.S., such laws also exist.

Anti-harassment or anti-bullying laws for schools now exist in many states as well. Of those that include “sexual orientation” (and some also include “gender identity”) are Washington, Maine, California, Maryland, New Jersey, Vermont.

2. Federal funds: Federal grants for “safe sex,” “safe schools,” “tolerance,” or “anti-bias” programs may be the funding sources of pro-homosexual lessons in your school district. The agencies most likely to give money to your school for objectionable programs are:
a. Centers for Disease Control, Adolescent Health for health education or HIV education. This often translates into instruction in homosexual sex practices in the classroom.
b. U.S. Department of Education, under the “Safe and Drug Free Schools” program, grants to “prevent hate crimes” are given to schools. This can include education to prevent crimes centering around sexual orientation. These funds have been used for a variety of “tolerance” and “anti-bias” curricula. Some funding under this program may be given as a block grant to a “Safe and Drug Free Schools” department of your state Department of Education, which then makes grants to local schools in your state.

c. U.S. Department of Justice, Juvenile Justice office-- This agency often teams up with the USDOE to fund “Safe Schools” programs. One of these is called “Civil Rights Actions Teams.” It’s a “peer mediation” project, where kids monitor their classmates at the middle school level, including watchdogging and then reporting on overheard “homophobic slurs.”
d. National Institutes of Mental Health (NIMH) and its agency SAMSA (Substance Abuse and Mental Health Administration) sometimes make grants to states and local schools. This may or may not pertain to the area of sexual orientation or counseling.

3. State funds. As mentioned above, state agencies are often “pass through” mechanisms for federal “safe sex” and HIV education grants, which almost always include details about homosexuality and imply acceptance of and “safe” management of high risk-behaviors. Your state’s Department of Health may be the agency through which health education grants come like this. Sometimes, they come through the state Department of Education. Occasionally, a county health department may be the source of a program on HIV/AIDS education at a local school.

4. Private Grants. Some public schools now solicit or accept private grants to fund a variety of projects. This varies too widely to provide any guidance except to watch for this as a source of possible funding for HIV/AIDS education, “violence, anti-bias or anti-bullying” prevention, which may include lessons to accept homosexuality. Even some “character” education programs may include acceptance of homosexuality.

Background on Curricular Content (Section 3 of questionnaire)

The term “curriculum” relates to actual lessons taught to students in their classrooms. Schools have subject matter departments, committees and many other oversight areas through which curricula are determined. Schools choose both from materials prepared outside the school (textbooks, workbooks, videos, lesson plans) but often, develop and adapt to their own school district’s priorities.

1. Programs on tolerance, diversity, “hate” or “bias”

These are usually taught beginning at the late elementary school or at the middle /high school level, as a part of social studies. In middle or high school, it may be a social studies/language/literature combination.

The titles vary: “Tolerance,” “Diversity,” Anti-Bias, Anti-Bullying or “Multi-Culturalism.” Sometimes it’s as part of a study on “differences.”

2. Lessons on different types of families

This is the most common method for the early elementary grades to receive pro-homosexual instruction. “Love Makes a Family” is one video which combines worthy messages of accepting families headed by grandparents, single moms, or multi-racial families, with the unacceptable message of accepting two lesbians or two men as heads of families. Sometimes outside speakers--two homosexuals who live with children--- address the class. Units sometimes center around a book on this subject.

3. Pro-homosexual stories/novels on suggested reading lists in literature classes

These stories involving homosexuality, often sexually graphic in nature, are assumed to provide necessary “support” for students who “are” homosexual, and indoctrinate all students to accept this lifestyle. Some well-known titles are:

Elementary grades: My Two Uncles; The Duke Who Outlawed Jellybeans; Daddy’s Roommate; Heather Has Two Mommies; One Dad, Two Dads, Brown Dad, Blue Dad; Asha’s Mums; King & King; Who’s in a Family?; Oliver Button is a Sissy; Belinda’s Bouquet.

Middle school and high school: Am I Blue?; Annie on My Mind; Athletic Shorts; Who Framed Lorenzo Garcia?; Keeping You a Secret; Kissing Kate; Tommy Stands Alone; Two Teenagers in Twenty; Invisible Life; Just As I Am; Deliver Us From Evie; My Father’s Scar; Rainbow Boys; Rainbow High; So Hard to Say; Entries from A Hot Pink Notebook; Boy Meets Boy.

4. HIV/AIDS and “safe sex” education programs. These lessons assume all students are at risk of AIDS; that all students need to be taught about use of condoms for “safe sex.” Acceptance of acts common to homosexuals, such as anal sex, is implicit in these so-called “neutral” programs.

5. Political science/ civics classes on current issues. At the senior high level, most high schools offer courses that explore current social and political issues. Even as electives, if they teach the “tolerance” message about homosexuality, these courses send a message to every student implying school endorsement.


Background on Extracurricular Activities, Section 4 of questionnaire

1. A homosexual student club. The names of such clubs vary. The most common term is “gay/straight alliance” or GSA. It may also be called a GLBT club (for “gay, lesbian, bisexual and transgendered”), a human rights club, a rainbow club, an anti-bias club, a pride club, or an anti-violence club.

2. Special school speakers /assemblies/films/health fairs. Speakers or films may be brought into the school for one time special programs that deal with homosexuality, or HIV/”safe sex” education. Some schools also routinely hold a “health fair” where pro-homosexual material is made available to students.

3. Diversity day, day of silence, “gay” pride celebration day (or week), “coming out” day, etc. Any special day or week set aside to “celebrate” or honor (even through silence) the idea that homosexual behavior is acceptable, communicates this to all students, even those not directly involved.

4. Pink triangle or rainbow “safety” program. Certain schools have adopted what they call “safety” measures. Cardboard pink triangles or rainbows, both used as symbols of “gay rights,” are affixed to the office or classroom doors of some teachers or staff. The idea is that these are designated as “safe” areas for students to come if they want to privately ask questions about homosexual feelings, where they will receive sympathy and secret advice instead of warnings.


Implementation Tips, Tools
More tips on information gathering and tools for the media strategy, are available in our longer Risk Audit Plan. Contact Linda Harvey at Mission America, lpharvey@missionamerica.com, for a copy of that Plan.


Risk Audit Questionnaire and Rating Table
To be completed for each school district

Please write legibly in black ink.

School Data:

1. Name of school district:________________________________________________

2. Street address of district offices:___________________________________________

3. City_______________________________State_______________Zip_____________

4. Phone: (_____)_____________________

5. Web site address of school district__________________________________________

6. List of schools in district to be sampled:

Elementary:_____________________________________________________________

______________________________________________________________________

Middle_________________________________________________________________

High school (s)___________________________________________________________

Special schools (describe):__________________________________________________

_______________________________________________________________________

7. Superintendent:_________________________________________________________

8. School board members__________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________





Section 1: School Policy

1. Does the district have an anti-harassment or anti-bullying policy specifying sexual orientation?
___ yes __no If yes, is gender identity also included? ___ yes ___no

If YES, please specify which, and provide policy number from official school manual:
____________________________________________________________________

_____________________________________________________________________

2. Does the district have a non-discrimination policy that specifies sexual orientation?

___ yes __no If yes, is gender identity also included? ___ yes ___no

If YES, please specify which, and provide policy number from official school manual:
____________________________________________________________________

_____________________________________________________________________

3. Are there requirements for teacher/ staff training on “diversity,” “tolerance,” “sensitivity”? Please provide as much information as possible, including frequency of such training, when last workshops were conducted, and whether elementary and/or secondary teachers attended?
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


4. Objectionable material in library, and parent-resistant selection input
Please list (use an attachment if needed) of seriously objectionable material available to students on the issue of homosexuality in the library. Please list by elementary, middle or high school and please indicate which school libraries you visited. Also please detail any input you have regarding how responsive they are to parental book/media concerns.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________

5. Are there teachers/ staff affiliated with homosexual activist groups? Examples would be GLSEN, PFLAG, Human Rights Campaign, and the NEA Gay-Lesbian Caucus.
Please list, detailing the teaching/staff positions they hold, and what office they hold in the pertinent organization.

________________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

6. Does the school have an ongoing relationship with a “gay” activist group, such as GLSEN, PFLAG, or a local community group? Is this in the form of a consulting contract, or a referral relationship? Please detail._______________________________

________________________________________________________________________

________________________________________________________________________


Section 2: Local/State/Federal regulations /grants and private grants


1. Are there local or state laws that apply?

a. School anti-harassment or anti-bullying specifying sexual orientation:
____ yes ___no If yes, please give code number(s) __________________________

_____________________________________________________________________

If YES, is gender identity also included? ___yes ___no

b. Non-discrimination for school or public employment specifying sexual orientation:

____ yes ___no If yes, please give code number (s)__________________________

_____________________________________________________________________

If YES, is gender identity also included? ___yes ___no


2. Are there any federal, state or local government grants that use material with implied or explicit endorsement of homosexuality? Please give as much information as you have, including the name of the staff or teacher grant contact:

Federal_______________________________________________________________

_____________________________________________________________________

State_________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Local________________________________________________________________

3. Are there any private foundation or business grants that contain implied or explicit endorsement of homosexuality? Please give as much information, including the name of the staff or teacher grant contact:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Section 3: School Curricular Content

1. Are there lessons/books/programs as part of the school curriculum urging tolerance/acceptance of homosexuality, and implying that objections are unacceptable?
Note: These are materials actually used by a teacher in a class setting with groups of students, not books simply available in the library. It may be an entire class offered at the senior high level.
Please list as much detail as you can:

Name of curriculum Grade(s) levels At which school(s)?
Class, or book used

______________________________________________________________________

______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



2. Are there classroom lessons on different types of families that include endorsement of homosexual partners as heads of families?

Name of curriculum Grade(s) levels At which school(s)?
Class, or book used

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


3. Are there pro-homosexual stories/novels featured or suggested in reading and literature classes? Note: This should be only those books required or on classroom lists of recommended reading, not books simply available in the library. Attach a separate sheet if needed.

Name of book Grade(s) levels At which school(s)?
Used

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Are there HIV/AIDS and “safe sex” education programs which teach acceptance of homosexual behavior?

Name of curriculum Grade(s) levels At which school(s)?
used used

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


5. Are there political science or current issues classes teaching that acceptance of homosexuality, same sex marriage, and “gay rights” is the most desirable position?


Name of class Grade(s) levels At which school (s)?


__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Section 4: Extracurricular Activities

1. Is there a homosexual club at any schools in your district? ___ yes ___no

If YES, please list as indicated:

Name of club School(s) located Name of faculty advisor
(e.g., Gay-straight alliance)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. Has the school held a special school assembly, outside speaker(s) or a health fair, where homosexuality was advocated?

Describe assembly, fair, etc. Grades levels Date At what school (s)?

___________________________________________________________________

___________________________________________________________________

____________________________________________________________________



3. Has the school held an event specifically advocating homosexuality, such as a “Diversity day,” Day of silence,” “gay” pride celebration day (or week), “coming out” day, etc.?

___ yes __no If YES, please list the type of event, dates, etc. below.

Name of event Date held Grade levels At what school(s)?
Attending

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

4. Does any school have a “pink triangle” or “rainbow” or similar program designating pro-homosexual classes or zones of the school? ___ yes __no

If YES, please give specifics.

Describe program About how many areas or At what school (s)?
Classrooms?

_____________________________________________________________________

______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Other Include here information not covered above, including relevant incidents/ anecdotes below. Attach extra sheets if needed.
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Rating /Scoring Table

Section 1: School Policies Point Value This school

1. Anti-harassment or anti-bullying 5 ________
--if gender identity also 2 ________

2. Non-discrimination 5 ________
---if gender identity also 2 ________

3. Required “sensitivity training” 7 - 9 ________
(Use judgment, depending on
frequency of training, i.e., just once,
for 5 years, etc.)

4. Objectionable books in
library 1 pt. per book _______


5. Teacher affiliations 2 pts. per affiliated ________
teacher

6. School contracts or linkages 10 pts. for contract,
with “gay” activist groups 6 pts for referrals ________

Section 2: Local/state/federal policies, grants

1. Local or state laws

a. Anti-harassment or anti-bullying 5 for each _______
--if gender identity also 2 for each _______
b. Non-discrimination 5 for each _______
-- if gender identity also 2 for each _______

2. Government grants
a. Federal 3 for each _______
b. State 3 for each _______
c. Local 3 for each _______

3. Private grants 3 for each _______

Section 3: School curricular content

1. Tolerance programs, lessons 8 for each _______

2. Families headed by homosexuals 8 for each _______

3. Novels, stories in class 5 for each ______

4. HIV/Safe sex curricula 10 for each ______

5 Political science, issue classes 8 for each ______

Section 4: Extracurricular Activities

1. Homosexual club 10 for each ______

2. Special assembly, film, fair, etc. 5- 8 ______
(Use your judgment based on number,
frequency, how many students attended, etc.)


3. Diversity Day, Day of Silence, Gay Pride,
etc. (Use judgment based on 5 - 8 _______
number, level of school support)

4. Pink triangle, rainbow safety program 5 - 8 ______
( Use judgment based on extent of program)

Repeat Exposure Risk Factor:
Add 12 additional points if this district has pro-homosexual programs
at elementary, middle school and high school levels. _______

Add 8 points if programs at two of the three levels. ______


Total school risk points: ______

Subtract from 100: 100

minus school points: ______

FINAL SCORE: ______

(Note: the final school score in extreme cases will be expressed as a
negative number, for instance, -25.)









Useful Links:

· Accuracy in Media
· America Asleep Know More
· American Family Association
· Americans for Divorce Reform
· Americans For Truth
· Beam Research Center
· Campaign for Working Families
· Catholic League
· Catholic Medical Association
· Center for Reclaiming America
· Choice 4 Truth
· Christian Coalition
· Citizens for Community Values
· Citizens for Parents' Rights
· Concerned Women For America
· Coral Ridge Ministries
· Corporate Resource Council
· Democrats for Life of America
· Dr. Judith Reisman
· Eagle Forum
· Family Dynamics Institute
· Family Policy Network
· Family Research Council
· Family Research Institute
· Focus on the Family
· Howard Center for Family, Religion & Society
· Institute for American Values
· Jews For Morality
· Laigle’s Forum
· Libertarians for Life
· Love Won Out
· Massachusetts Citizens For Life
· Mission: America
· National Association for the Research and Therapy of Homosexuality
· National Network of Youth Ministries
· National Right to Life
· Parent's Rights USA
· Parents and Friends of Ex-Gays and Gays
· Parents Rights Coalition
· Portland Fellowship
· Preserve Liberty
· Revolution Ministry
· RSVP America
· Society for Law, Life, and Religion
· Susan B. Anthony List
· TeenPact
· The Bible As History & Literature
· The Heritage Foundation
· The Heritage Foundation
· The Justice Foundation
· The Leadership Institute
· Traditional Values Coaltion
· True Knights
· Urban Conservative
· ValuesUSA

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