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THROW AWAY GUNS....THROW AWAY GUNS....THROW AWAY GUNS!!
(with subtle personal comments added by QKShooter)

Our society is increasingly surrounded by acts, images, and messages of violence. For instance, videogames and the media glorify violence. Violence does not discriminate between ethnicity and class. Yet despite that (excluding the war), most media focus and highlight the violence in the inner cities and on people of color. Movies and mass media perpetuate the notion that violence only occurs in places like Watts and amongst Blacks and Latinos. Further adding to this cycle of violence are the producers of such things as toy guns and violent video games. Students are bombarded with the notions that violence is not only cool, but also a part of their everyday life. At 99th Street Elementary School, 2nd grade students from Kimberly Min's class and 5th grade students from Laurence Tan's class finally decided enough was enough. In an attempt to create a safe school community, the 2nd and 5th graders organized themselves and took matters into their own hands.
(Yeah...sure they did...you brainwashing liars :mad: )

With the recent events of global and community violence, the students voiced their opinions and created actions toward change. At 99th Street School, numerous ice cream trucks would prey on students for their business after school. (WHAT??? Rogue Attack Ice Cream Truck Drivers In ATTACK Ice Cream Trucks PREYING on students after school...FORCING THEM TO SPEND ALL OF THEIR HARD EARNED MONEY ON ICE CREAM :eek: ) Droves of students would crowd around after school at these trucks throwing away whatever spare change and dollar bills they had. (OMG NO! Say It Isn't TRUE :eek:) Among the candy and ice cream on the shelves were plastic toy guns. (GET THOSE TOY GUNS AWAY FROM OUR ICE CREAM!!! :eek: ) In a couple of instances, students purchased the guns and brought them on to the campus. Being that 99th Street School is a zero tolerance campus, the students were reprimanded. (If they only woulda bought Ice Cream insteada them there deadly toy guns they would not have needed :mad: ) That instance brought to life the greater problem surrounding the community at large.

As the issues were discussed among both classes, the students started to make many connections to larger contexts. Students wrestled with the problems of buying toy guns and its eventual message of violence.(Forum Members PLEASE DO NOT BUY TOY GUNS...PLEASE BUY REAL ONES! :biggrin: ) Some students argued that if a person started to play with guns when they were little, then they might start to play with real guns later in life. (IS THAT WHAT HAPPENED TO ALL OF US??? WHY O WHY DID MY MOMMY BUY ME THAT CAP GUN WHEN IS A WITTLE BOY???!!! I Hate my Mommy For Buyin' me that NEAT SIX SHOOTER COMPLETE WITH HOLSTER! :rolleyes: ) Our community is already exposed to so much violence that the students were able to make the connections of how these toy guns contributed to the perpetual cycle of violence. Most recently, a former student and employee of our school was shot and killed near the school. (I THINK THE ICE CREAM TRUCK DRIVER DID IT! WHAT SAY YOU? :confused: ) His death, coupled with the recent war, heightened student awareness about the problems surrounding violence and safety at our school and in our community. Realizing this, the students felt they had to do something about the issue.
(Right On Kids!)

Students wrestled with the problems of buying toy guns and its eventual message of violence. Some students argued that if a person started to play with guns when they were little, then they might start to play with real guns later in life. (Oh My God I Hope Not! Say It Isn't True!?!) :mad:


Many different ideas were discussed by both Ms. Min's and Mr. Tan's classes. The students decided to work together to try and make changes. The students organized and planned a rally in front of the school. They created signs that had messages of "no more guns," “no mas pistolas,” “stop selling guns," and other messages promoting nonviolence and safe schools. They chanted in both English and Spanish and as they marched up and down the street.
(“No Mas Pistolas!” “No Mas Pistolas!” “No Mas Pistolas”!
(NO MORE ICE CREAM! NO MORE ICE CREAM! NO MORE ICE CREAM!)
(KILL THE ICE CREAM TRUCK DRIVER!... KILL THE ICE CREAM TRUCK DRIVER!)

The first day of the protest, the ice cream truck left and more students became intrigued by the two classes' efforts. As other students joined the struggle, they became more aware of the issue. (Oh...The STRUGGLE of it all!) The students considered the first rally successful because the ice cream truck left and they were able to get their message out to other students who joined the effort and decided not to buy from the ice cream trucks. The students continued the pressure by hosting other rallies on the following Fridays in an attempt to let others know that they were serious and would not go away. Students urged other students not to buy from the ice cream trucks. (Im not buyin' any more Ice Cream EVER...Those SOBs MIXING FIREARMS with Ice Cream in order to TAINT little innocent kids and RUIN their Little Lives!) As successful as the demonstrations were, many students were keen to the issue of violence at large. (YOU SELL TOY GUNS WE WILL NOT BUY YOUR DAMN ICE CREAM! I'm sure those kids thought that one up all by themselves! :biggrin: )

...some 5th grade students questioned why they never saw ice cream trucks in areas like Beverly Hills. ( :confused: ) They recognized that the more affluent neighborhoods could keep the ice cream trucks away because of their political clout. (We will sue you you & go right to the Gov Arnold if these trucks show up near our posh homes!)


Students realized that the ice cream trucks were only a small part of the problem. (NEXT WE'RE GOING AFTER THE NRA! First the toy ones THEN The Real Ones! We're Comin' For You Gun Lovers...When We Grow Up!)
Many students realized that they could easily get toy guns almost anywhere: liquor stores, grocery stores, malls, and other nearby vendors. (THOSE DAMN TOY GUNS ARE EVERYWHERE...THEY WILL MAKE US KILL PEOPLE LATER ON IF WE BUY ONE NOW WHEN WE ARE LITTLE CHILDREN! PLEASE GET RID OF THEM...PLEASE!) While some 5th grade students questioned why they never saw ice cream trucks in areas, such as, Beverly Hills. They recognized that the more affluent neighborhoods could keep the ice cream trucks away because of their political clout. While the issue of social economic status related to a lot of other topics discussed in class, the focus was still on the immediate concern, the ice cream trucks.


While some students started to question the effectiveness of their tactics,(THE SMART ONES) others decided to take their movement to the next level. Ms. Min's class wrote letters to Mayor Hahn about this problem. Mr. Tan's class continued to work on a plan to address the toy manufacturers and increase the awareness of others to boycott the purchase and manufacture of toy guns. The driving force for the students' ambitions were based upon their idea of what a safe school should be like. (huh?)

The students have not been strangers to acts of violence around their community. The results of an informal poll showed that most students felt the safest at either their school or home (with school having a slight edge over homes). The students realized that the sale of toy guns at the school hindered school safety and went to great lengths to do something about it.

(Well, I'm just SUPER IMPRESSED with these little tykes and this whole organized plan to rid their school property of toy guns & rogue, predatory Ice Cream Truck Drivers!) What Say You?
 

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QK - if I really said what I thought - I mean REALLY said - I'd disgrace myself as a new mod' and - have to ban myself from this board! :biggrin:
 

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One of these days there is going to be some kind of Anti Gun Proganda Campaign launched on my campus and I'm going to be the only one who says anything. Guess what'll happen to me...

God this makes me sick. It's a violation of an educator's professional ethics to use your students like this.

I'm embarassed to be a member of this profession when I see crap like this.
 

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Discussion Starter #4
Euclidean

I'm 100% with you on this.
This story is so full of it that it's unreal.
Like this one liner:
Many students realized that they could easily get toy guns almost anywhere: liquor stores, grocery stores, malls, and other nearby vendors.

2nd Graders admit going into the liquor stores to buy toy guns??? :confused:

2nd Grade through 5th Grade kids are roaming around Beverly Hills & just happened to notice that there were No Ice Cream Trucks there??? :confused: And...they got mad about that all by themselves???

 

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My father wouldn't let me have toy guns.

I sometimes think that his restriction is what led me down the path to having a real one as a child - it was just as easy to hide as a toy.
 

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Discussion Starter #6
rfurtkamp

Oh...you started "concealment" early? :biggrin:

I think that entire article is pretty much a fabrication job.
Lib Lefters are great at creating the TRUTH to fit their warped belief system.
It's so EASY for the antis to Play Dough mold little kids into whatever they want them to be...even if it's just for the camera shots.
There are more holes in that story than in the "K" Zone of one of my "Good Day Targs" :wink:
 

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I noticed in the picture, that they seemed to be of one or two ethnic backgrounds. Am I seeing this wrong? or do I see something here? I'm NOT being racially bias with my reply.
 

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Education? BRAINWASHING MANIPULATION

Euclidean said:
God this makes me sick. It's a violation of an educator's professional ethics to use your students like this. I'm embarassed to be a member of this profession when I see crap like this.
I don't know about your school district, but where I teach (4th largest district in the nation) this has been policy for the last forty years. Heck I grew up as a student in this very same system hearing the same B$. Now, I fight it everyday in my lesson plans by using the ISSUES and AGENDAS doctrine of education. Check and see if your district is using the STAR (Straight Talk About Risks) curriculum for "conflict resolution" and "gun safety." It's published by the Violence Policy Center (The BRADY BUNCH) and the schools pay dearly for it's use. But they could have the NRA's EDDIE EAGLE which is free.... And we all know the reasons that'll never happen.
 

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No kidding ExSoldier! I don't use my situation to push my agenda on a bunch of kids either because heaven forbid anyone come out of the public schools thinking for themselves...

I'm going to go be angry by myself now where no one can hear me scream.
 

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Discussion Starter #10
All This Country Needs

All This Country Needs is a few thousand more Euclidean Teacher Clones and we would be in very great shape. :smile:
Lib Left teachers do the exact same thing to kids that "some" angry fighting divorced parents do to their own kids.
They manipulate little children & make confused mental/emotional puppets out of them & it's truly sad.
 

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All This Country Needs is a few thousand more Euclidean Teacher Clones and we would be in very great shape.
I'll drink to that QK but - let us please include Ex as well. I think his ''issues and agendas'' approach is quite superb.

Oh for lot's more of all that in the education system. :smile:
 

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Discussion Starter #12
Chris

"let us please include Ex as well. I think his ''issues and agendas'' approach is quite superb."

DITTO THAT!
 

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Thanks for remembering I teach, too! LOL

QKShooter said:
All This Country Needs is a few thousand more Euclidean Teacher Clones and we would be in very great shape. :smile:
Lib Left teachers do the exact same thing to kids that "some" angry fighting divorced parents do to their own kids. They manipulate little children & make confused mental/emotional puppets out of them & it's truly sad.
It's actually a LOT worse than that, in the inner city. I have students who've been told by both PASTORS and PARENTS that the Democrats and the LIBERALS are their only hope of living a "decent" life on earth. I have one kid who was terrified of voting Bush in 2000 because her mom told her if she did she'd be thrown out of the house and disowned. I kid you NOT! Whether the threat was real, the kid's fear certainly was.
 

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Discussion Starter #14
Ex

I know that you are not kidding. That is what makes this so unreal. I am not a conspiracy theorist but, I do believe that there is a long range left-winger plan to phase out all firearms and shooters & hunters...by brain deadening the "adults of tomorrow" into believing that firearms (in general) are evil.
Fill innocent little kids with loathing, fear & hatred at an early enough age (be it for guns or Republicans) & you've got them in your "back pocket" forever.

"It's actually a LOT worse than that, in the inner city. I have students who've been told by both PASTORS and PARENTS that the Democrats and the LIBERALS are their only hope of living a "decent" life on earth. I have one kid who was terrified of voting Bush in 2000 because her mom told her if she did she'd be thrown out of the house and disowned. I kid you NOT! Whether the threat was real, the kid's fear certainly was."
 

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Conspiracy? YOU BET!

QKShooter said:
I am not a conspiracy theorist but, I do believe that there is a long range left-winger plan to phase out all firearms and shooters & hunters...by brain deadening the "adults of tomorrow" into believing that firearms (in general) are evil
I AM a conspiracy theorist and there is such a "plan" and it's almost completed. Bush #41 and Clinton combined have done more to damage the country in their 12 years than nearly anybody else in the prededing 70 years!

It only makes sense. For the USA to become a viable part of any NWO, two things absolutely must happen, in no particular sequence:

FIRST all U.S. citizens and residents must be unilaterally disarmed. This can happen in any number of different ways and we all know a variety of scenarios. One is New Orleans, if the liberals hold true to form.

SECOND: The USA must be removed from the status of world's sole superpower. This might come as a confluence of natural disasters or multiple terrorist attacks, especially those which are WMD in nature, thereby destroying our economy and ability to make war due to lack of domestic production of resupply. We can also be bankrupted from within. That feat is nearly completed. If you want to learn more of this read this book:

The Creature From Jekyll Island by G. Edward Griffin. It's a total examination of the federal reserve and the banks and secret societies behind the "plan." It sounds completely boring (FEDERAL RESERVE BANK? UGH!!) but it reads like a great novel and each chapter has a complete summary at the end of each chapter. I loved it. Euc, you should pick this book up! Available from amazon.com.
 

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Here is an article about a year old from WorldNetDaily. It is very accurate as to the influence held by the UNITED NATIONS in our educational system. We all know how the UN feels about gun ownership! It's no coincidence that the "art sculpture" in front of the UN building in NYC is a Colt Python .357 with it's barrel tied in a large KNOT!
Saturday, January 24, 2004
U.N. influence in U.S. schools
Posted: January 24, 2004
By Henry Lamb
Since its beginning, the United Nations Education, Science and Cultural Organization has been trying to impose an international curriculum to prepare students for world government. More than 500 U.S. schools are now using the International Baccalaureate program, and the Department of Education has just awarded a $1.2 million grant to expand the program in middle schools in Arizona, Massachusetts and New York.

In one of its first efforts in 1949, the UNESCO textbook, titled "Toward World Understanding," used to teach teachers what to teach, said:


"As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism."

In the 1960s, Dr. Robert Muller, U.N. deputy secretary-general, prepared a "World Core Curriculum." Its first goal:


"Assisting the child in becoming an integrated individual who can deal with personal experience while seeing himself as a part of 'the greater whole.' In other words, promote growth of the group idea, so that group good, group understanding, group interrelations and group goodwill replace all limited, self-centered objectives, leading to group consciousness."

The U.N.'s global education program took a major step in 1968, when UNESCO provided the funding to create the International Baccalaureate Organization, a non-government organization, in Geneva, Switzerland. The IBO is now providing the curriculum for 33,000 teachers in nearly 1,500 schools around the world, 55 of which are middle schools in the Washington D.C. area.

UNESCO says the IB curriculum promotes human rights, social justice, sustainable development, population, health, environmental and immigration concerns.

"We're living on a planet that is becoming exhausted," says George Walker, IB's director-general in Geneva. "The program remains committed to changing children's values so they think globally, rather than in parochial national terms from their own country's viewpoint."

Jeanne Geiger, an outspoken critic of the program in Reston, Va., wrote to a local newspaper: "Administrators do not tell you that the current IB program for ages 3 through grade 12 promotes socialism, disarmament, radical environmentalism and moral relativism, while attempting to undermine Christian religious values and national sovereignty."

The IB program was dropped at Woodson High School in Fairfax, Va., when critical parents told local school officials that the best universities in Virginia did not give full credit for the IB program.

The goals and methods of the IB program reach much further than the 502 U.S. schools now officially enrolled. The Center for Civic Education, which, by law, writes the curriculum for civics education in the United States, says:


"In the past century, the civic mission of schools was education for democracy in a sovereign state. In this century, by contrast, education will become everywhere more global. And we ought to improve our curricular frameworks and standards for a world transformed by globally accepted and internationally transcendent principles."

This global influence can be clearly seen in the new mission for the National Curriculum Standards for Social Studies:


"The United States and its democracy are constantly evolving and in continuous need of citizens who can adapt to meet the changing circumstances. Meeting that need is the mission of social studies. Students should be helped to construct a pluralist perspective based on diversity [and] should be helped to construct a global perspective."

A critical review of "We the People; the Citizen and the Constitution," a civics textbook written by the Center for Civics Education, reveals that the teaching of historical facts is replaced with teaching attitudes and values about multi-culturalism and world-mindedness. A review of science, and even math texts, reveals that sustainable development, environmental protection and social justice dominate the material children are taught.

No longer are American children learning about the structure of a federal republic compared to a parliamentary democracy. No longer are children learning the difference between capitalism and socialism. No longer are children being taught why the United States became the most powerful economic engine the world has ever known.

Instead, they are being taught that with less than 5 percent of the world's population, the U.S. uses 25 percent of the world's resources and produces 25 percent of the world's pollution. They are being taught that the U.S. is the No. 1 terrorist nation. They are being taught that the rest of the world is mired in poverty because of the greedy capitalists in the United States.

The effectiveness of generations of this U.N. globalist curriculum is evidenced by many of the talking heads interviewed on the nightly news, and even by some of the presidential hopefuls.

------------------------------------------------------------------------

Henry Lamb is the executive vice president of the Environmental Conservation Organization and chairman of Sovereignty International.
 

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Both of my boys were quite adept at killing rabbits and squirrels with their 20 gauge single shot shotguns when they were in the fifth grade.

Those teachers are doing an exellent job of making cannon fodder for the future.
Yep...thats what we need.,,more sheeple teachers... :sigh1:
 

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It's no coincidence that the "art sculpture" in front of the UN building in NYC is a Colt Python .357 with it's barrel tied in a large KNOT!
But Ex - don't you remember - I did a straightening job on that - to get it back to what it should be !! :silly:




~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
(in it's ''wrongful form!!) - - -


 

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My only comment: The fate of an empire depends on the moral education of its youth.

Aristotle
Shamelessly, I have stolen Euclidean's quote.

buzzg

P.S. "Give me your children."
Lenin
 
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