Teaching Your Child to be a Dictator’s Lackey

Imagine your child’s school teaching him how wonderful dictatorships are by having him and his friends model their very own group of dictatorships as part of their education. Like so many other Orwellian nightmares in the American educational system, this one is very real and takes place through the Model UN program.

The Model UN program teaches American students that global government is better than national government and that the corrupt kleptocracy on Turtle Bay is the ideal state of mankind. Finally it trains them to put American presidents on trial for violating United Nations laws.

Twenty-two Model UN events are scheduled to take place in November alone and many more are set to follow month after month throughout the school year as the advocates of global government exploit the school system to indoctrinate a new generation in their roles as servants of the conclave of totalitarian regimes.

The Model UN program teaches students to act out roles as representatives of different UN nations, but its real goal is to teach them to reject American exceptionalism in favor of multilateralism by convincing them that countries vary in interests, not in character, and that the People’s Republic of China and Saudi Arabia are no different than the United States in their legitimacy or their form of government.

The great lie that the United Nations was built on is that the voices of all nations are equally valid, regardless if they are banana republics, brutal Islamic theocracies, Communist tyrannies or nations with free and open elections that offer human rights to all. The United Nations is a democracy, but it is a democracy of dictatorships.

The vast majority of the world’s population lives in the thrall of tyrannies and the Model UN program models the farce that this great collective of the oppressed is legitimately represented by the lackeys of tyrants who speak in their name under the United Nations flag. There are 26 full democracies to 55 authoritarian regimes with the latter outnumbering the former in population three to one. The average UN representative is not representing a people or a nation, he is there as the personal representative of an Assad, a Kim Jong Il or a Khaddafi.

The democracy of dictatorships is why global multilateralism does not work and can never work, but the Model UN program helps embed the lie that it can and should into the growing minds of the leaders of tomorrow.

“You may be playing a role, but you are also preparing for life,” UN Secretary General Ki Ban Moon said in an address to the students of a Los Angeles classroom, “You are acting as global citizens.”

Global citizenship under the auspices of the United Nations is incompatible with American citizenship. It violates the United States Oath of Allegiance which states, “I absolutely and entirely renounce and abjure all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty” and it sets aside the national sovereignty of the United States and its open system of government in favor of a closed global system ruled by foreign princes and potentates.

What is not taught to students at the Model UN is that while American, Canadian and Australian leaders can be changed through national elections, and they can then recall their representatives, the majority of the UN’s representatives answer to rulers who cannot be recalled or removed except through revolution, civil war or death. That makes the UN a closed system whose charade of democracy disguises its core undemocratic and unrepresentative nature. Instead students are tricked into admiring its oppressive edifice and acting out their parts in its global tyranny.

The most widespread UN Model program is conducted through the Global Classrooms program of the United Nations Association of the United States of America. The UNA-USA’s National Council is chaired by none other than former president, Jimmy Carter, who did more than any previous leader to undermine America’s national sovereignty.

The UNA-USA’s agenda includes AMICC or the American Coalition for the International Criminal Court, whose goal is to push through American ratification of the Rome Statue which would place the United States under the jurisdiction of the International Criminal Court and would preempt the Constitution.

To that end Model UN’s also teach students to act out roles in the International Criminal Court bringing world leaders to trial. One of the world leaders who will be brought to trial at the Hilton Model UN is George W. Bush. At the MUNCH 2012 Model UN ICC, President Harry Truman will be brought to trial by American students answering to a panel of foreign judges. It does not take much imagination to see what the best and brightest are being readied to do to their own country.

Islamic indoctrination also plays a role at Model UN’s. The Pangea Model UN conference has students model the UN Human Rights Council, which is notoriously staffed by Islamic tyrannies, and the modeling is thematically accurate.

The lead topic of the Pangea Model UN Human Rights Council is, “Combating Defamation of Religions”. The associated text blames the United States for discriminating against Muslims, warns that a ban on criticizing Islam is necessary to protect human rights and states that such a law is entirely feasible while providing protections for freedom of speech.

Pangea is not taking place in Brussels or New York– it’s happening in North Carolina. Just as MUNCH 2012 is. That is the power of the Model UN which reaches deep into the heart of the country to train ambitious and talented students to sell out their own country and serve the conglomerate of tyrannies and their associated bureaucracy of the blue flag.

Empires have traditionally secured the conquest of provinces by taking “hostages” from the families of the upper classes to be raised in their culture and taught to admire the empire holding them captive. The Model UN extends this into the United States where the “hostages” go on living with their families, while being taught to betray their country and serve a global empire instead. The Global Classrooms project and the Model UN are vehicles for promoting a global government run by the Organization of the Islamic Conference and the People’s Republic of China and no entity that teaches students to betray their allegiance to their country has any place in the American classroom.

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URL to article: http://frontpagemag.com/2011/10/31/teaching-your-child-to-be-a-dictators-lackey/

When I was a kid in the mid 70’s this was actually done in my high school. It was a rite of passage for the senior class. All us underclassman got to be spectators during the 90 minutes or so it took place in the high school gym.

But, to put it mildly, I don't think we ran it as the MUNers intended. It was mainly slapstick exaggerated entertainment of the farcical nature of the UN of dictators pretending to be statesman in that not so subtle stagecraft practiced by high school seniors intent on amusing the underclassmen during their appointed day just prior to Easter break. The key was to sound just serious enough so as not to provoke the ire of the faculty. It made for a very, very good show, some years more than others.

We were so looking forward to our turn at comical satire. I had even drawn the part of Uganda, a role I was looking forward to playing with relish back in the days of Idi Amin. But, alas, when our turn came, we had an early spring and the school board decided to begin construction early to take advantage of lower rates available for a long-planned addition to the high school gym.

There was no way we could conduct our comical farce over the sound of jackhammers. We even had to move high school graduation to the local rodeo arena that year.

Word is that the libs on the faculty who were appalled by the annual farce which was so humorously (& realistically) displayed by senior class running the MUN suggested the project not be renewed for the coming years and the rest of them were happy to go along.

The children and all citizens of America should be taught the ideas of liberty, as articulated clearly in their Declaration of Independence (from oppressive government) and Constitution. That was the intent of America's Founders and early Presidents. That is how they were to remain free. The following excerpt from Richard Henry Lee's "Letters From a Federal Farmer" highlights the necessity of an informed and knowledgeable people to the preservation of freedom.

January 20, 1788 (Excerpt) ". . . . The supreme power is undoubtedly in the people, and it is a principle well-established in my mind, that they reserve all powers not expressly delegated by them to those who govern; this is as true in forming a state as in forming a federal government. There is no possible distinction but this founded merely in the different modes of proceeding which take place in some cases. In forming a state constitution, under which to manage not only the great but the little concerns of a community: the powers to be possessed by the government are often too numerous to be enumerated; the people to adopt the shortest way often give general powers, indeed all powers, to the government, in some general words, and then, by a particular enumeration, take back, or rather say they however reserve certain rights as sacred, and which no laws shall be made to violate: hence the idea that all powers are given which are not reserved; but in forming a federal constitution, which ex vi termine, supposes state governments existing, and which is only to manage a few great national concerns, we often find it easier to enumerate particularly the powers to be delegated to the federal head, than to enumerate particularly the individual rights to be reserved; and the principle will operate in its full force, when we carefully adhere to it. When we particularly enumerate the powers given, we ought either carefully to enumerate the rights reserved, or be totally silent about them; we must either particularly enumerate both, or else suppose the particular enumeration of the powers given adequately draws the line between them and the rights reserved, particularly to enumerate the former and not the latter, I think most advisable: however, as men appear generally to have their doubts about these silent reservations, we might advantageously enumerate the powers given, and then in general words, according to the mode adopted in the 2d art. of the confederation, declare all powers, rights and privileges, are reserved, which are not explicitly and expressly given up. People, and very wisely too, like to be express and explicit about their essential rights, and not to be forced to claim them on the precarious and unascertained tenure of inferences and general principles, knowing that in any controversy between them and their rulers, concerning those rights, disputes may be endless, and nothing certain—But admitting, on the general principle, that all rights are reserved of course, which are not expressly surrendered, the people could with sufficient certainty assert their rights on all occasions, and establish them with ease, still there are infinite advantages in particularly enumerating many of the most essential rights reserved in all cases; and as to the less important ones, we may declare in general terms, that all not expressly surrendered are reserved. We do not by declarations change the nature of things, or create new truths, but we give existence, or at least establish in the minds of the people truths and principles which they might never otherwise have thought of, or soon forgot. If a nation means its systems, religious or political, shall have duration, it ought to recognize the leading principles of them in the front page of every family book. What is the usefulness of a truth in theory, unless it exists constantly in the minds of the people, and has their assent: we discern certain rights, as the freedom of the press, and the trial by jury, etc. which the people of England and of America of course believe to be sacred, and essential to their political happiness, and this belief in them is the result of ideas at first suggested to them by a few able men, and of subsequent experience; while the people of some other countries hear these rights mentioned with the utmost indifference; they think the privilege of existing at the will of a despot much preferable to them. Why this difference among beings in every way formed alike? The reason of the difference is obvious—it is the effect of education, a series of notions impressed upon the minds of the people by examples, precepts and declarations. When the people of England got together, at the time they formed Magna Charta, they did not consider it sufficient, that they were indisputably entitled to certain natural and inalienable rights, not depending on silent titles, they, by a declaratory act, expressly recognized them, and explicitly declared to all the world, that they were entitled to enjoy those rights; they made an instrument in writing, and enumerated those they then thought essential, or in danger, and this wise men saw was not sufficient; and therefore, that the people might not forget these rights, and gradually become prepared for arbitrary government, their discerning and honest leaders caused this instrument to be confirmed nearly forty times, and to be read twice a year in public places, not that it would lose its validity without such confirmations, but to fix the contents of it in the minds of the people, as they successively come upon the stage. Men, in some countries do not remain free, merely because they are entitled to natural and inalienable rights; men in all countries are entitled to them, not because their ancestors once got together and enumerated them on paper, but because, by repeated negotiations and declarations, all parties are brought to realize them, and of course to believe them to be sacred. Were it necessary, I might show the wisdom of our past conduct, as a people, in not merely comforting ourselves that we were entitled to freedom, but in constantly keeping in view, in addresses, bills of rights, in newspapers, etc. the particular principles on which our freedom must always depend."

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