Teachers: how are you teaching US War Crimes, destruction of US Constitution?

We teach limited government under a constitution that secures unalienable rights of life, liberty and pursuit of happiness. This first right means that one’s life cannot be taken by tyrannical government.

The two-minute video here is Defense Secretary Panetta claiming US law allows assassinating Americans if government merely says an American is guilty of a crime. Acts upon what the leader says at any given time rather than limited power under law is the etymology of dictatorship. “Law” based on the dictates of a leader is exactly what Nazi Germany had; their word for leader was fuhrer

The 5th and 6th Amendments of the US Constitution promise that if the government is to seize you, let alone assassinate you, they have to follow due process to secure persons’ unalienable rights:

“No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury (that means a jury of one’s peers, not the dictatorship of “the leader”)… nor shall any person… be deprived of life, liberty, or property, without due process of law;…

“In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury…, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.”

Department of Defense Chief Counsel Jeh Johnson spoke to Yale’s law school and repeated the claim of government authority to dictate any American as a “terrorist” or “terrorist supporter” and be assassinated. This is in Orwellian contradiction to 5th Amendment rights that government cannot deprive you of your life without the above explicit due process. Importantly, Mr. Johnson, the War Department’s top “legal” voice, had more to say: government-dictated assassinations cannot be legally challenged through US courts.

President Obama instructed Justice Department lawyers to defend unlimited warrantless searches in Orwellian violation of the 4th Amendment. Such searches could be claimed as evidence of “supporting terrorism” and then not subject to review after assassination.

The 2006 Military Commissions Act and 2012 NDAA “legislated” dictatorial authority to declare any person a “terrorist supporter,” seize such persons, and hold them indefinitely and without rights.

President Bush and VP Cheney previously claimed that controlled drowning (waterboarding) is an acceptable method to interrogate and receive confessions, despite US courts’ unanimous rulings that this is torture and that the US hanged WW2 Japanese authorities for its use.

These policies to crush dissent protect US obvious violation of war law to engage in current Wars of Aggression. The publicly-stated “reasons” for these wars are tragic-comic lies easily proved as such with a few moments’ attention.

This is US “law” in our world of the present, and in “emperor has no clothes” obvious violation to the Bill of Rights for all persons (not just citizens).

If we just used “nation x” and “government official y said” for the above facts, and students identified them as examples of the US form of government, we would be horrified at their fundamental confusion, yes? We have other names for such forms of government.

Americans who receive their “news” from the six mega-corporations that dominate ~90% of “reporting” will never view clearly-stated facts of the above topics. The CIA disclosed to the Senate Church Committee that they had 400 persons working with the largest US media market to spin stories favorable to administration policies. The facts argue this is still active practice.

Colleagues in education: how are you teaching US War Crimes and destruction of the US Constitution?

Or, do you ignore these changes as you suffer from cognitive dissonance, American Exceptionalism, or the “Big Lie” (and here)? Is it that you haven’t heard about them clearly through the “news” you receive? Or can you ethically stand that government claims for Bill of Rights removals is indeed constitutional?

If you can refute any of the above facts I present as objective, I’d really like to hear the argument. I worked with 200-300 policy briefs for 18 years, and am deeply practiced for factual documentation meant to withstand academic and political challenge; I assert that what both parties’ leadership and corporate media publicly state is paper-thin propaganda on the above topics. Don’t believe me, read this to see for yourself how the New York Times “reported” about the largest meeting of heads of state (presidents, prime ministers, royalty) in world history to save a million children’s lives every month. When you’ve read how this story was obfuscated and buried after the sections on style, travel, and corrections, ask and answer to yourself how that can be explained in any other rational way other than supporting a political agenda consistent with this article’s facts for American neocolonialism (domestic and foreign control by an oligarchy/1% for their own benefit).

Actually, such policies and “news” manipulation have been US business as usual for some time (and here).

I can provide documentation among literally hundreds of professional and “hobby” journalists, but you’ll have to look and think for yourself.

Upon confirmation of these facts, how are you teaching US War Crimes and destruction of the US Constitution?

Part 1: Why Occupy? A government/economics teacher explains 

Part 2: How a government teacher easily proves Occupy’s claim of US War Crimes

Part 3: How an economics teacher presents Occupy’s economic argument, victory

Part 4: Why everyone should Occupy US 1% corporate media: they lie

Important history that makes crimes in the present easy to see and understand:

Occupy This: US History exposes the 1%’s crimes then and now (6-part series)

 

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  • http://shandresen.typepad.com steven andresen

    This is a good question.

    I don’t believe they will answer the question.

    It is my understanding that teachers at the grade school and high school level are in control of their curriculum. That is, they have to make lesson plans which indicate exactly and accurately what they will be teaching to their classes on any given day. These lesson plans are required so that they can be given approval. The lesson plans are overseen by locally elected school boards.

    This process was set up and beaten into shape over issues of student sexuality and war protesting. You can’t mention certain things about sex behaviors, you can’t talk about anything that puts communism in a good light, you have to say good things about your government, or nothing at all.

    So, it would seem these issues about wars and terrorism won’t be brought up by the teachers.

    If a student brought up any of these issues, and it’s always possible that a few might. There’s always some agitators in a crowd. They can be told to see the teacher after class. They can be brow beaten there to choose another topic.

    At least, this is my understanding of the grades k through 12.

    As for the college student. There aren’t any jobs for agitators.

    • http://www.examiner.com/nonpartisan-in-national/carl-herman Carl Herman

      Once a teacher has tenure (usually after 2 years), they’re free to present facts relevant to their topic. Administrators and/or school board members would have the burden of proof to document what was said/presented and then prove it as not factual or relevant.

      In this case, such an attempt would be very helpful to educate the 99%.

  • Paul

    The purpose of government education is to create a population of complacent, easily governed people. This isn’t a conspiracy theory, but fact that is available to anyone who will take the time to research the subject. The misnamed ‘public school’ system was based on the Prussian model.

    http://en.wikipedia.org/wiki/Prussian_education_system

    “During the 18th century, the Kingdom of Prussia was among the first countries in the world to introduce tax-funded and generally compulsory primary education, comprising an eight-year course of primary education, called Volksschule. It provided not only the skills needed in an early industrialized world (reading, writing and arithmetic), **but also a strict education in ethics, duty, discipline and obedience.**”

    As the German philosopher Johann Gottlieb Fichte, a key influence on the system, said, “If you want to influence [the student] at all, you must do more than merely talk to him; you must fashion him, and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.”

    Emulation of the Prussian education system in the United StatesAmerican educators were fascinated by German educational trends. In 1818, John Griscom gave a favorable report of Prussian education. English translations were made of French philosopher Victor Cousin’s work, “Report on the State of Public Education in Prussia.” Calvin E. Stowe, Henry Barnard, Horace Mann, George Bancroft and Joseph Cogswell all had a vigorous interest in German education. In 1843, Mann traveled to Germany to investigate how the educational process worked. Upon his return to the United States, he lobbied heavily to have the “Prussian model” adopted.

    Mann convinced his fellow modernizers, especially those in the Whig Party to legislate tax-supported elementary public education in their states. Indeed, most northern states adopted one version or another of the system he established in Massachusetts, especially the program for “normal schools” to train professional teachers[2]. In 1852, Mann was instrumental in the decision to adopt the Prussian education system in Massachusetts. Soon New York state set up the same method in 12 different schools on a trial basis.

    ~~~~
    “The purpose of Compulsory Education is to deprive the common people of their commonsense.”
    Gilbert K. Chesterton

    Carl, if you expect government school teachers to teach children ideas in opposition to/of the government, you are very naive.

    • http://www.examiner.com/nonpartisan-in-national/carl-herman Carl Herman

      We’ll see, Paul :)

      Breakthroughs are unprecedented, unimaginable, and happen all the time.

      In this case, the 1% are increasing the criminal acts and consequences to the 99%. Occupy and others are getting close to the breakthrough.

      We’ll keep moving forward and see what develops. The alternative is slavery, if you really want it :)

      • Paul

        I know the teachers my sons had told the truth about U.S. history and the Constitution. They were homeschooled.

  • http://www.freneticmemetics.com Dan Mage

    IN RE: “During the 18th century, the Kingdom of Prussia was among the first countries in the world to introduce tax-funded and generally compulsory primary education, comprising an eight-year course of primary education, called Volksschule. It provided not only the skills needed in an early industrialized world (reading, writing and arithmetic), **but also a strict education in ethics, duty, discipline and obedience.**”

    The Public School system functions essentially as an early life prison. While there is in fact a small but significant minority among faculties nationwide who do their best to teach children how to think, and how to evaluate and judge information such as history and currents events for themselves, the primary function of these institutions is to teach obedience, conformity, docility, and tolerance for endless routine. Children are allowed a brief “fling” with life in college, although even this is under attack now, but similarly, “higher education” seems to deliver rote information leading to “professional qualifications,” while actually stuffing the students’ mind into and ever smaller series of boxes. That there are some people with doctoral level educations who can still “think out side the box” testifies as to the character and mental abilities of these individuals, as they are outnumbered by drones who simply repeat the establishment line; in the fields of social work, psychiatry, and medicine this is readily apparent to anyone who has been given corporate or government controlled treatment. The odds of finding a truly gifted practitioner are small indeed, and incompetent hacks abound. How many teachers will risk their “careers” by biting the hand that feeds them. It will be interesting to see in years to come; anyone who challenges the official version of present-day reality and of history will risk the wrath of the state, and of state programmed parents.

    • http://www.examiner.com/nonpartisan-in-national/carl-herman Carl Herman

      The Advanced Placement courses in US Government, US History, and Economics are so packed with data that there is no opportunity for critical thinking, and no course content to ever check if the ideals taught translate into reality in government and economics.

      I’m working on that problem.

      As I document in “Occupy This: US History exposes the 1%’s crimes then and now”, corporate text US history is full of lies to support historical and current wars to bring “freedom” to others: http://www.examiner.com/nonpartisan-in-national/occupy-this-us-history-exposes-the-1-s-crimes-then-and-now-1-of-6

  • http://blogdredd.blogspot.com/ Dredd

    Critical thinking, to prevent government from becoming corrupt, going forward, is one essential and fundamental pillar of the education of free people.

  • PeterKenneth24

    Thank you for sharing this mind blowing post!!

    http://www.wellness.com/find/psychologist/ca/alameda

 

 

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