Criminal Behaviorcrooks and liarsFeatured

UN Lesson Plans Teach Kids to Get Civilians to “Turn in Guns”

From The New Amer­i­can — The Unit­ed Nations (UN) is offer­ing les­son plans for teach­ing Amer­i­can and Cana­di­an chil­dren about the ben­e­fits of civil­ian dis­ar­ma­ment and to fami­lar­ize them with “the process by which the inter­na­tion­al com­mu­ni­ty, region­al orga­ni­za­tions, and the UN encour­age the prac­tice of dis­ar­ma­ment.”

Over the course of six lessons, teach­ers using the “Dis­ar­ma­ment Edu­ca­tion Pro­gramme” pre­pared by the Unit­ed Nations Asso­ci­a­tion in Cana­da will indoc­tri­nate stu­dents to accept the UN as a glob­al gov­ern­ment and an engine of peace with the goal of cre­at­ing a “world with­out weapons.”

The les­son titles should be enough to enrage every per­son who rec­og­nizes that the first act of any would-be auto­crat is to dis­arm the peo­ple they intend to com­mand.

Les­son One serves as an intro­duc­tion to the top­ic, inform­ing North Amer­i­can school­child­ren that weapons lead to vio­lence and that this gun-relat­ed vio­lence leads to “human and envi­ron­men­tal destruc­tion” (there they go again sur­rep­ti­tious­ly pack­ag­ing the Agen­da 21 agen­da into anoth­er pro­gram), and this destruc­tion “affects every­one regard­less of race, age, nation­al­i­ty, or gen­der.”

Dur­ing the sec­ond class peri­od devot­ed to Les­son One, kids are instruct­ed that in order to end the vio­lence, they must coop­er­ate in “cre­at­ing a cul­ture of change at local, nation­al, and glob­al lev­els.” They must begin imme­di­ate­ly to “ana­lyze cul­tur­al mes­sages and the preva­lence of arma­ment in our soci­ety” so that they may begin to iden­ti­fy allies who will join them in “work­ing toward dis­ar­ma­ment.”

In Les­son Two, the drilling on the glo­ry of dis­ar­ma­ment gets so much worse.

The les­son plan for this sec­tion chal­lenges the stu­dents to “ana­lyze the ratio­nale for gun own­er­ship.” Once they’ve inves­ti­gat­ed this issue, they are to iden­ti­fy “suc­cess­es and chal­lenges in the cam­paign to ban small arms and light weapons.”

Yes, it real­ly says that, and that’s not near­ly the end.

Next, the kids are tasked with learn­ing their nation’s gun con­trol laws and propos­ing ways that “indi­vid­u­als, groups, and insti­tu­tions” can change those laws in ways that advance the aim of com­plete civil­ian dis­ar­ma­ment.

Stu­dents are told that “one per­son dies per minute” as a vic­tim of gun vio­lence.

The types of weapons that must be seized in order to secure glob­al peace are then list­ed for the stu­dents: revolvers and self-load­ing pis­tols, rifles and car­bines, sub-machine guns, assault rifles, and light machine guns.

Why, the UN asks the stu­dents, must the list­ed weapons be out­lawed for civil­ian own­er­ship?

Guns wound and kill indi­vid­u­als and serve as devices to fright­en and ter­ror­ize; it is very dif­fi­cult to build and sus­tain progress when peo­ple are fear­ful for their lives. As a result, coun­tries that suf­fer from gun vio­lence are often stunt­ed in devel­op­ment.”

Stu­dents, instruct­ed as to the urgent need of end­ing the abil­i­ty of indi­vid­u­als to own small arms, are then informed as to “the reason[s] for a person’s desire to own small arms”:

  • Exert pow­er over oth­ers
  • Accept­ed cul­tur­al norms of civil­ian own­ing guns
  • For vengeance, if past vio­lence has been suf­fered
  • To be seen as a per­son of great sta­tus

That list of rea­sons is tak­en ver­ba­tim from the UN’s dis­ar­ma­ment les­son plans.

Since the desire to own guns is often com­plex, the kids must real­ize that the solu­tions they pro­pose “should address not only the guns them­selves, but the eco­nom­ic and social devel­op­ment of the coun­try, as well.”

In oth­er words, dis­arm the peo­ple, make them depen­dent upon the gov­ern­ment for every aspect of human exis­tence, and then the world will be peace­ful.

The final les­son, Les­son Five, is enti­tled “Road to Dis­ar­ma­ment and Non-Pro­lif­er­a­tion: A Human Secu­ri­ty Approach,” and it is designed to con­vince stu­dents that “human secu­ri­ty” is the key to peace, and that “human secu­ri­ty” will only be achieved when they “put in place laws and pro­ce­dures to con­trol … the pro­duc­tion of small arms and light weapons” and when they “ensure that good records are kept for as long as pos­si­ble on the man­u­fac­ture, hold­ing, and trans­fer of these weapons.”

Should nation­al gov­ern­ments fail to enact these dis­ar­ma­ment solu­tions, then it may become nec­es­sary for the UN to “sep­a­rate peo­ple from their states.”

Final­ly, Les­son Five chal­lenges the kids to come up with “ideas to con­vince locals to turn in their weapons” and to “encour­age the civil­ian pop­u­la­tion to hand in … weapons, explo­sives, and ammu­ni­tion.”

These les­son plans are no doubt to be imple­ment­ed by teach­ers sym­pa­thet­ic to the dis­ar­ma­ment agen­da, like­ly with­out the knowl­edge or approval of local school boards. The stu­dents in these class­es will be unaware that they are being brain­washed, and their pro­cliv­i­ty to put faith in the words of their teach­ers will incline them to imbibe deeply the draughts of dis­ar­ma­ment being pumped into their class­rooms.

More at:

Reducing restriction and regulations on firearms by the ATF
Previous post

Senior ATF Official Proposes Loosening Gun Regulations

Is the Kineti-Tch Trigger right for your Glock?
Next post

Kineti-Tech Glock Trigger Review

ER1C ☠

ER1C ☠

Dedicated Second Amendment Advocate, At-Home Gunsmith, Designer, Blogger, Video Guy, Author, Business Owner & ReloadOne Member.

No Comment

Leave a reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.