Power is in tearing human minds to pieces and putting them together again in new shapes of your own choosing.
George Orwell, “1984”
In honor of Black History Month, schools across the Land of the Free are adopting a curriculum that’s being pushed from the organization Black Lives Matter.
Curiously, the “Black Lives Matter at School” curriculum has absolutely nothing to do with history, let alone black history.
Instead, the organization presents an entirely Marxist, ultra-woke agenda.
The first clue is that the website literally states “we engage comrades” through the curriculum’s 13 guiding principles.
One of these guiding principles is “disrupting the Western-prescribed nuclear family structure” to replace it with “villages that collectively care for one another, and especially our children.”
Wait, what? OUR children? Now we’re supposed to award untold influence over our kids to self-described “trained Marxists” ?
But this only scratches the surface of the curriculum.
Under the organization’s “Universal Declaration of Human Rights,” there are lesson plans which endeavor to teach young students about why they should join trade unions when they become an adult.
And they go on to teach that everyone is “entitled to economic, social and cultural help from your government.”
One resource in the curriculum advocates printing money to implement a “systemwide social justice shock,” including “free universal health care… and direct subsidies [i.e. universal basic income].”
Another teaches “that white supremacy is a fundamental component of our founding documents. The Constitution was not a document to promote democracy, but to prevent it… my students engage in an activity where they see this unfold in the classroom.”
One lesson plan instructs teachers to have their students “Write your own hex poem, cursing… specific people who have been agents of police terror or global brutality” including “small micro aggressions… i.e., people who say ‘all lives matter’. . .”
And they do this with incredibly young, impressionable children who absorb everything like a sponge.
For example, the curriculum suggests instructing kindergarten students that ‘Everyone gets to choose if they are a girl or a boy or both or neither or something else’ as part of ‘freeing ourselves from the tight grip of heteronormative thinking.’
This seems totally appropriate for a five year old!
To be fair, some of the curiculum is grounded in good intentions. They teach kids that everyone has a right to be themselves, and that discrimination is stupid. Those are great lessons.
But the way they cram it down everyone’s throat is appalling.
For example, one curriculum resource was written by an individual who self-describes as a “queer disabled autistic nonbinary femme writer and disability/transformative justice worker.”
You can’t just be a human being anymore. You can’t just be Bob or Maria. You have to provide a laundry list of ways that you self-identify with victim groups.
This is what passes for credentials these days.
It almost reminds me of those silly royal titles that monarch’s use. In Game of Thrones, Queen Daenerys self-stylized as “Queen of the Andals and the First Men, Protector of the Seven Kingdoms, the Mother of Dragons . . .”
Now it’s “Queen of the Bolsheviks, first of her name, rallier of woke mobs, Arch-Tweetress of problematic vocabulary, Lord-Commander of the social justice warriors, vanquisher of the cis-male, and defender of the nonbinary femmes.”
This curriculum teaches young people that you gain power in our society– not through accomplishments and deeds– but by gathering more titles of victimization. More titles means more power.
The propaganda and indoctrination starts in kindergarten and continues for 13 years.
And you might think when you reach university you can finally acquire a real education.