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Title: Obamajugend Lesson Plan (Corrected Version)
Source: docstoc
URL Source: [None]
Published: Sep 3, 2009
Author: Some Psyciatric Working Group/Thinktank/
Post Date: 2009-09-03 17:49:10 by Original_Intent
Keywords: mind control, behavior modification, programming, PsyOp
Views: 750
Comments: 28

I made a formatting error in the original posting and since I had no way to edit it corrected in an re-posted.


This lesson Plan is so Machiavellian and so riddled with the fingerprints of a Psychiatric Mind Control Regimen that it is too important to ignore and to not alert anyone you know about what is really going on with this program. Their children are being programmed for the coming slave state and if we do not put our foot down and reject this, exposing it for what it is, there will be more and more of this. These people are quite evil and the attitude among Psychiatry in general is that people do not have a right to think their own thoughts, or have a belief contrary to what their masters dictate.

Before the Speech: (Pre-conditioning. Establishing a mindset receptive to the conditioning to be delivered.)

Teachers can build background knowledge about the President of the United States and his speech by reading books about presidents and Barack Obama and motivate students by asking the following questions:

(Notice the points being set up: Recognize the leader. Respect the leader, develop affinity and admiration for the leader, establish receptive mindset, encourage speculation as further pre-conditioning - guided by the facilitator/change agent teacher.)

Who is the President of the United States?
What do you think it takes to be President?
To whom do you think the President is going to be speaking?
Why do you think he wants to speak to you?
What do you think he will say to you?

Teachers can ask students to imagine being the President delivering a speech to all of the students in the United States.

(More pre-conditioning to further ready the little munchkins to be receptive to the message.)

What would you tell students?
What can students do to help in our schools?

Teachers can chart ideas about what they would say.

(To spot and isolate students who do not give the correct response and then to attack the counter thought and, if need be, humiliate the student into silence. To basically purge the classroom of all non-receptive elements and/or to denigrate them and discredit them.)

Why is it important that we listen to the President and other elected officials, like the mayor, senators, members of congress, or the governor?
(Implanting the obediance meme.)
Why is what they say important?
(Establishing that what authority figures say is important and to be obeyed.)

During the Speech:

(Notice what is being done. Checking for retention and reaction. Naturally anything not in line with the objectives of the conditioning will be censored, and the child writing it excoriated, and humiliated so that they will not repeat the offense.)

As the President speaks, teachers can ask students to write down key ideas or phrases that are important or personally meaningful. Students could use a note-taking graphic organizer such as a Cluster Web, or students could record their thoughts on sticky notes. Younger children can draw pictures and write as appropriate. As students listen to the speech, they could think about the following:
(Ensuring the little buggers rapt attention to the programming being delivered. If anyone can get a copy of the video and analyze it for subliminals I am sure they will be present. The sound track likely has control tones present, subliminally, to establish the correct alpha rhythym. This is all being done very scientifically and with malice a forethought. This program has been well planned out by a team of Psychiatrists.)

What is the President trying to tell me? (OBEY!)
What is the President asking me to do?
What new ideas and actions is the President challenging me to think about?

Students can record important parts of the speech where the President is asking them to do something. Students might think about:

What specific job is he asking me to do?
Is he asking anything of anyone else? Teachers? Principals? Parents? The American people?

Students can record any questions they have while he is speaking and then discuss them after the speech. Younger children may need to dictate their questions.
(First screening to identify those students who were least receptive to the programming. Get them to articulate their points of agreement with the programming.)

After the Speech:

Teachers could ask students to share the ideas they recorded, exchange sticky notes or stick notes on a butcher paper poster in the classroom to discuss main ideas from the speech, i.e. citizenship, personal responsibility, civic duty. Students could discuss their responses to the following questions:

What do you think the President wants us to do?
(Be gut liddle serfs and drones. Follow the leader und your programming.)

Does the speech make you want to do anything?
(Reinforcing the conditioning.)(Checking to see how well the conditioning was absorbed.) Are we able to do what President Obama is asking of us?
(Further implanting the memes of the speech.
What would you like to tell the President?
(You have the right to remain silent, anything you say can be used in a court of law, you have the right to have an attorney present before any questioning. ...)

Teachers could encourage students to participate in the Department of Education’s “I Am What I Learn” video contest.
(Again reinforcing and expanding on the memes being implanted. Key here is the phrase "I am what I learn" thus creating personal identification with the programming. It is not I am myself and I am of worth but that I am what I am told I am. A very big difference in orientation. One asserts individual worth and value and the other asserts value only in terms of what the State (teachers and other authorities) tell me I am.)
On September 8th the Department will invite K-12 students to submit a video no longer than 2 min, explaining why education is important and how their education will help them achieve their dreams. Teachers are welcome to incorporate the same or a similar video project into an assignment. More details will be released via www.ed.gov.

Extension of the Speech: (This is perhaps the most Machiavellian and fiendish aspect of this entire regime as all of these are straight out of a Soviet or Chineses "Re-education" and "Self Criticism" regime. Notice the following "communitarian" goals/conditioning.)

Teachers can extend learning by having students Create posters of their goals. Posters could be formatted in quadrants or puzzle pieces or trails marked with the labels: personal, academic, community, country.
Each area could be labeled with three steps for achieving goals in those areas. It might make sense to focus on personal and academic so community and country goals come more readily. Write letters to themselves about what they can do to help the president LEADER.
These would be collected and redistributed at an appropriate later date by the teacher to make students accountable to their goals.
(Thus to further the "re-education" goals of obedience and submission to authority and to be able to stamp out "counter-revolutionary" thought.)

Write goals on colored index cards or precut designs to post around the classroom.
(More reinforcement of the conditioning/programming established in the speech.) (Much of this Psychological conditioning program is predicated on and buttressed by what teachers will do before and after the "speech". The pre-speech activities to prepare the children to be receptive to the programming and the post-speech to reinforce and establish the programming as thought patterns and conditioned responses.)

Interview and share about their goals with one another to create a supportive community.
(Again to provide reinforcement and to spot "problem children" who are "not with the program".

Participate in School wide incentive programs or contests for students who achieve their goals.
(Operant Conditioning. Reward the desired behavior.)

Write about their goals in a variety of genres, i.e. poems, songs, personal essays.
(Again more reinforcement of the memes and implants. These people mean business as far as the rigor of the level of conditioning and implantation.)

Create artistic projects based on the themes of their goals.
(More reinforcement through the creation of visuals - the simple action of which will serve to further, and more thoroughly, implant the programming.)

Graph student progress toward goals.
(Thus being able to find out which children are not responding as desired to the conditioning and single them out for further attention such as "one on one" reinforcement, labeling, humiliating, and/or drugging them as "ADHD" to intellectually geld them.)

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Begin Trace Mode for Comment # 7.

#2. To: Flintlock, Freepatriot32, Brian S, TooConservative, Mr Nuke Buzzcut, Lysander_Spooner, Horse, SonOfLiberty. Kamala, Deacon Benjamin, maxbluto, Lod, KinkoTheKlown, beyond the sea, Pinguinite, Rotara, all (#0)

Ping.

Original_Intent  posted on  2009-09-03   17:58:08 ET  Reply   Untrace   Trace   Private Reply  

Good critical play by play of this mind control doc.

It is always effective to place the analytics or plain truth in-line with the spin and framing, step by step.

Thanks!

HighLairEon  posted on  2009-09-03   19:31:59 ET  Reply   Untrace   Trace   Private Reply  

#8. To: HighLairEon (#7)

You are welcome and thank you for the kind words. I thought it important to show exactly what they are doing so that people not familiar with the techniques could see what exactly was being done. I am sure there are other nuances than the ones I noted as this appears to have been a very well planned out mind control regimen in which considerable time and effort was invested. Then they had to sugar coat it a bit to get the teachers to swallow it.

Original_Intent  posted on  2009-09-03 19:40:47 ET  Reply   Untrace   Trace   Private Reply  

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