Check Out the Brainwashing Aligned with Common Core!


When the president of the New York State Teachers Union, Richard Ianuzzi, came out in support of the Common Core, he also strongly supported propagandized lesson plans which are aligned with the Core. He has numerous lesson plans posted on the NYSUT blog to prove it. They do not instruct children, they brainwash them into one school of thought.

I include two excerpts from actual lesson plans below with a short biography of the authors.



The first lesson plan comes from Democratic representative John Lewis and focuses on non-violent activism and the social justice movement.

John Lewis is a civil rights and peace activist and a Democratic politician. He is a strong proponent of social justice which is referred to by many as neo-communism because at its heart is the redistribution of assets from the haves to the have-nots.

In March 2010, a report that Lewis and another black Congressman, Andre Carson, had been called ‘nigger’ by Tea Party protesters outside the Capitol received media attention. Some conservative sources criticized the claim, saying that no video showed up to prove the charges, and the videotapes of the event that later surfaced in fact disproved them. The New York Times issued a correction in July 2010, acknowledging that there was no evidence of Tea Party members hurling racial epithets at Lewis and Carson. Andrew Breitbart offered a $100,000 reward for anyone who could provide audio or video evidence of one of these instances, but none surfaced.

Lewis supports the Occupy movement, a loosely-organized union of far-left radicals who are mainly comprised of Socialists, Communists, Democratic Socialists.

During the 2008 presidential election, Lewis accused John McCain and Sarah Palin of  “sowing the seeds of hatred and division” in a way that brought to mind the late Gov. George Wallace  and “another destructive period” in American political history.

Anyone who disagrees with Barack Obama is a racist!

Click here for this lesson plan from John Lewis which I have excerpted below:

Cumulating activity

Have each group select a current social justice movement. In writing, students should identify the social, political, and/or cultural changes the movement seeks to make, the leader(s) of the movement, and the tactics being used to achieve the desired change(s). Are the individuals involved like John Lewis? Is John Lewis’s legacy seen in this event?

  • Create a power point on the actions of John Lewis in his activism for social change.
  • Become a defender
  • Review the non-violent tactics used during the Civil Rights Movement. Create a t-shirt, poster, lawn sign, song, or movie to bring publicity to a social justice cause important to you.
  • Organize a “Non-violence Day” at school. Make a collection of social activist songs to download as a playlist to be played during the lunch periods.
  • Design a public education campaign for your school on non-violent responses to pressing social issues.
  • Select a current social justice issue that impacts your community. Develop a non-violent campaign to create change on the issue.



The second lesson for review was created by Van Jones, a former White House advisor and advisor to The Center for American Progress, a far-left think tank. In college, he described himself as an angry black separatist.


 VanJones at an anti-police rally he organized

His lesson on police brutality comes from his background as an anti-police protestor in Los Angeles. He engaged in the Rodney King protests in 1992 and spent some time in jail. He came out of that experience an avowed communist. In fact, he was a committed Marxist-Leninist Maoist.

In 1999, he campaigned to free cop killer Mumia Abu Jamal.

He has since taken on the more subtle and deceptive approach of Saul Alinsky to achieve his goals.

He said the following in a 2005 interview:

“Before, we would fight anybody, any time. No concession was good enough; we never said ‘Thank you.’ Now, I put the issues and constituencies first. I’ll work with anybody, I’ll fight anybody if it will push our issues forward…. I’m willing to forgo the cheap satisfaction of the radical pose for the deep satisfaction of radical ends…. I realized that there are a lot of people who are capitalists — shudder, shudder — who are really committed to fairly significant change in the economy, and were having bigger impacts than me and a lot of my friends with our protest signs.”

He no longer says he is a communist though he also never denies it and his beliefs align with those of the Communist Party USA on issues from environmental justice, social justice, reparations, extreme anti-war stance, and so on. He also is a vocal opponent of Capitalism. So what’s left? I leave that to you.

He worked on anti-war projects with Maoist, Elizabeth Martinez, on STORM. In 2001, he publicly denounced the United States for having brought the disaster on itself. He is also a Truther.

He organized a rally on 9/12/2001 to celebrate the 9/11 attack on the United States. Van Jones can be seen at 04:39 on the tape:

He recently sat – and might still sit – on the board of the Committees of Correspondence for Democracy and Socialism, a Communist Party USA splinter group. His Green For All environmental project is tied to George Soros’ Open Society.

He strongly supports the Occupy movement.

The following is an excerpt from his lesson which can be found here:


  • While it is important to trust what is within the news, it is much more difficult to discover what is truly going on, especially when it is the law enforcers you are investigating. Interview known victims, friends and family of victims, and even the police force to hear the official accounts and what is not being reported by the government or media.
  • Invite members of local law enforcement agencies – local police, county sheriffs, state police – to your class to talk about what the job of being a police officer entails and what training officers have to prevent excessive use of force.
  • Discuss and debate your and your classmates’ perceptions of police brutality compared with what is in the law, what is portrayed in the media, and by the government. Do they align with each other? Compile stories of police brutality locally, nationally, and internationally and argue the pros and cons of the case. Do you believe that the amount of force was merited?
  • If there has been a specific instance of police brutality in your area, prepare materials for a teach-in at your school to inform both students and teachers about police brutality and how to work with the local police force to end it. This information can also be shared with civic and community organizations.
  • Research the United States’ official position on police brutality. What actions does the U.S. Justice Department take against law enforcement agencies that violate U.S. laws on police brutality?
  • Research United States Supreme Court decisions on cases dealing with police brutality. Create a time line of cases and their outcomes. Prepare a report for your class on the background of the cases and the outcome.
  • Contact organizations within the United States that work to eliminate police brutality. Find out what you can do to help end brutality and organize a branch of that organization locally.
  • Write to a federal official and file a complaint if you believe that what you have seen, heard, read, or experienced is a form of police brutality.
  • Find out what the state of police brutality is in other nations, whether they are democracies, dictatorships, conflict zones, or peace-keeping nations. Countries must work together to reduce excessive force by law enforcement worldwide. Prepare materials to present to your class and civic and community organizations on the background of these abuses and what actions can be taken to bring about the end to such activities in these countries.
  • Write to the United Nations Human Rights Council citing reasons to end the abuses of law enforcement globally.
  • Research international organizations dedicated to ending police brutality and volunteer to work on their cause.

The far-left propaganda is undeniable. These are the plans coming out of the New York State Teacher’s Union. They are promoted by the Robert F. Kennedy Center for Justice and Human Rights, a prime mover and funder of the Common Core.

Even if you agree with this stance, why would you want propaganda to be part of your child’s curricula? Don’t we want our children to have exposure to facts and then choose for themselves?


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