[2/4/17] 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”: