Jordy Blog

In keeping with my recent meme of covering public-school brainwashing, I give you the Obama Kids.

My favorite comment: “That must be the new ‘Future Czars of America’ class.”  Too true.

(Link via Campaign for Liberty.)

This clip is an excellent lesson on the subversive strategies of Marxism. In it, the (now former) White House “green czar” Van Jones explains how the green movement will start out relatively benign, but will eventually transform into an engine for massive (socialist) societal changes.

A quote from the clip:

“Right now we’re saying we want to move from suicidal gray capitalism to some kind of eco-capitalism where at least we’re not, you know, fast tracking the destruction of the whole planet.

Will that be enough? No it won’t be enough. We want to go beyond systems exploitation and oppression altogether; but that’s a process.

And I thing what’s great about the movement that’s beginning to emerge is that the crisis is so severe in terms of joblessness, violence, and now ecological threats that people are willing to be both very pragmatic and very visionary.

So the green economy will start off as a small subset, and we’re going to push it, and push it, and push it, until it becomes the engine for transforming the whole society.”

Yes, that’s the guy Barack Obama picked for his green czar. Any clues as to what made him so attractive? But he’ll just be replaced by somebody with like ambitions –only the next guy will not have made the mistake of divulging the specific game plan.

Sadly, the rhetoric employed by the likes of Van Jones discredits the whole green movement, which undoubtedly has some real merit.

Now, just a couple comments about the quote itself:

1. It’s interesting to see that saving the planet is not enough. What’s even more interesting is that the end game, a moratorium on capitalist “exploitation and oppression altogether”, actually has nothing to do with the initial pretenses at all.
2. It’s interesting to see Van Jones revel in delight at the size and scope of the crises. After all, the bigger the crises, the more heavy-handed the solution can be.

Lastly, this crisis-mongering reminds me of a couple favorite quotes (via quoty):

“Rule one: Never allow a crisis to go to waste. They are opportunities to do big things.”

Author: Rahm Emanuel (White House Chief of Staff under Barack Obama), Source: Inteview with CBS News program “Face the Nation”

‘We are on the verge of a global transformation. All we need is the right major crisis and the nations will accept the New World Order.’

Author: David Rockefeller, Source: Statement to the United Nations Business Council, 1994

As a follow up to yesterday’s post, at least one Utah School couldn’t wait until the 8th to let educational propaganda start rolling.

Here’s the video they showed in school assembly (which included 1st graders).

Overall, I thought there were several inappropriate parts (including a part about flushing “deuces”), but perhaps the most dangerous lines were:

“I pledge to be of service to Barack Obama.”

and

“I pledge to be a servant to our president and all mankind.”

Remember these are first graders here: impressionable sponges (and not too discerning). We ought to be indignant.

But those quotes seem to be in line with Obama’s compulsory service plan:

“Obama will call on citizens of all ages to serve America, by developing a plan to require 50 hours of community service in middle school and high school and 100 hours of community service in college every year.” (emphasis added)

I would be very surprised if Obama’s September 8th’s in-school address to students didn’t have similar sections, intended to grease the skids on the “Community Service” draft.

Regardless, we should never pledge allegiance to the president –particularly when that president willfully reneges on his presidential oath to uphold and defend the constitution. To me, this projection of blind subservience into the classrooms of our unsuspecting youth is profoundly disturbing.

“When an opponent declares,
‘I will not come over to your side.’
I calmly say, ‘Your child belongs to us already…
What are you? You will pass on.
Your descendants, however,
now stand in the new camp.
In a short time they will know nothing
else but this new community.’”

–Adolf Hitler

Obama will speak to public school children this Tuesday, September 8th. Here is the full text of a document issued by the U.S. Department of Education on how teachers can use the address as a “teaching” moment:

PreK-6 Menu of Classroom Activities: President Obama’s Address to Students Across America

Produced by Teaching Ambassador Fellows, U.S. Department of Education

September 8, 2009

Before the Speech:

• Teachers can build background knowledge about the President of the United States and his speech by reading books about presidents and Barack Obama and motivate students by asking the following questions:
  • Who is the President of the United States?
  • What do you think it takes to be President?
  • To whom do you think the President is going to be speaking?
  • Why do you think he wants to speak to you?
  • What do you think he will say to you?
• Teachers can ask students to imagine being the President delivering a speech to all of the students in the United States. What would you tell students? What can students do to help in our schools? Teachers can chart ideas about what they would say.
• Why is it important that we listen to the President and other elected officials, like the mayor, senators, members of congress, or the governor? Why is what they say important?

During the Speech:

• As the President speaks, teachers can ask students to write down key ideas or phrases that are important or personally meaningful. Students could use a note-taking graphic organizer such as a Cluster Web, or students could record their thoughts on sticky notes. Younger children can draw pictures and write as appropriate. As students listen to the speech, they could think about the following:
  • What is the President trying to tell me?
  • What is the President asking me to do?
  • What new ideas and actions is the President challenging me to think about?
• Students can record important parts of the speech where the President is asking them to do something. Students might think about: What specific job is he asking me to do? Is he asking anything of anyone else? Teachers? Principals? Parents? The American people?
• Students can record any questions they have while he is speaking and then discuss them after the speech. Younger children may need to dictate their questions.

After the Speech:

• Teachers could ask students to share the ideas they recorded, exchange sticky notes or stick notes on a butcher paper poster in the classroom to discuss main ideas from the speech, i.e. citizenship, personal responsibility, civic duty.
• Students could discuss their responses to the following questions:
  • What do you think the President wants us to do?
  • Does the speech make you want to do anything?
  • Are we able to do what President Obama is asking of us?
  • What would you like to tell the President?

• Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest. On September 8^th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via www.ed.gov.

Extension of the Speech: Teachers can extend learning by having students

• Create posters of their goals. Posters could be formatted in quadrants or puzzle pieces or trails marked with the labels: personal, academic, community, country. Each area could be labeled with three steps for achieving goals in those areas. It might make sense to focus on personal and academic so community and country goals come more readily.
• Write letters to themselves about what they can do to help the president. These would be collected and redistributed at an appropriate later date by the teacher to make students accountable to their goals.
• Write goals on colored index cards or precut designs to post around the classroom.
• Interview and share about their goals with one another to create a supportive community.
• Participate in School wide incentive programs or contests for students who achieve their goals.
• Write about their goals in a variety of genres, i.e. poems, songs, personal essays.
• Create artistic projects based on the themes of their goals.
• Graph student progress toward goals.

This is dangerous, in my opinion.  I don’t care what party a public leader is from, they should not have direct access to children in their classrooms.

But this is what happens when your tax dollars are filtered through the leviathan state.  It inevitably uses them against you.

Why are we subsidizing this stuff?  And why do we not have a decent way to opt out (and into a private school) without incurring additional –dare I say punitive– costs?

All this reminds me of a couple of quotes I’ve used before:

If the only motive was to help people who could not afford education, advocates of government involvement would have simply proposed tuition subsidies.

–Milton Friedman, Economist. Awarded 1976 Nobel Prize in economics.

“The education of all children, from the moment that they can get along without a mother’s care, shall be in state institutions at state expense.”

Karl Marx – Father of Communism (1848)