In a recent article, I described a set of lessons compiled by the National Education Association (NEA) in partnership with the World Economic Forum (WEF) and the education arm of the United Nations, UNESCO. The lessons seem designed to make children into global citizens and activists through Cultural Marxist lessons. Parents and teachers are told these lessons support the Social Emotional Learning of children, when they more likely are destabilizing to the emotional well-being of our children.
Cultural Marxist lessons contain three components. They divide people based on identity characteristics. Then they describe an injustice suffered by one of the groups which is framed to evoke an emotional response. Finally, participants are categorized into the group that suffered the injustice or the group that must become active to vindicate the injustice, and encouraged to become activists.
The National Education Association Creative Lessons to Open Classrooms & Minds lesson for third and fourth graders is Internet Access for All: A Question of Equity.
“Students will identify groups or individuals who are affected by the presence or absence of Internet access.” This is where the identity groups are defined. “Students will write an individual reflection on their changing understanding of how access to the Internet affects people.” This is where the injustice is identified. Clearly, people that do not have access to the internet have suffered an injustice. Injustice is also identified with the essential questions; “How does access to the Internet contribute to a quality 21st century education?” The following Essential Question is all about activism; “How can communities increase internet access for residents?”
Not only do Cultural Marxist lessons manipulate participants through the use of their emotions, they define the way they must think. There is only one correct way to think. Just look at this closing assessment for the Internet lesson:
“We will know that students have met the objective if they are able to demonstrate their broadened understanding of the importance of the Internet in modern life and how equitable access affects the quality of life for members of their community.”
In this example the student wrote:
What I thought at the beginning of the lesson: “I thought everyone had the Internet at first.”
What I think now: “I think now that it would be good if we had the Internet free.”
Michelle has been successfully indoctrinated. Congratulations to the National Education Association for achieving their goal.