An outrageous assignment for middle schoolers at a government school in Ohio urged them to choose who lives and who dies based on their race, age, sex, sexual orientation, religion, and other characteristics. The project, described as “Whom to Leave Behind,” envisioned a hypothetical scenario in which the children were supposed to choose 8 out of 12 candidates to board a space ship for another planet and survive an impending end-of-the-world catastrophe.
But parents and taxpayers were not amused. Now, the school, Roberts Middle School in the Cuyahoga Falls School District, claims it is “investigating” the controversial assignment. The reality, however, is that this sort of dangerous indoctrination masquerading as education is ubiquitous in government schools. And it is very deliberate. The effect it has on children’s morals, values, and beliefs is often catastrophic.
The candidates for being saved and sent to populate a new planet included “a militant African-American medical student,” “a 33 year old female Native American,” a “female, Muslim international student,” a “Hispanic clergyman who is against homosexuality,” “a racist armed police officer who has been accused of using excessive force,” “an Asian, orphaned 12-year-old boy,” a “60-year-old Jewish university professor,” a “homosexual, male professional athlete,” and a “female movie star who was recently the victim of sexual assault.”
The students’ “task” was to “select the Eight (8) [sic] passengers who will make the trip,” according to the assignment’s instructions. The children were told to “take approximately 5 minutes and rank order of [sic] the passengers from one to twelve based on who you feel to be the most deserving to make the trip with one being the most the most deserving and twelve being the least deserving.” “Next the entire group will come together and decides [sic] as a group the eight (8) passengers who will make the trip.” The grammatically atrocious instructions then informed students that “EVERYONE [sic] must agree.”
Setting aside the multiple errors in basic spelling and grammar, local politicians were outraged by the content. Ward 6 Councilman Adam Miller, for instance, took to complain. “Inappropriate project for young kids,” he wrote. “Additionally, it’s implanting prejudicial thoughts in these young impressionable minds. This is NOT building a – ‘culture of caring’ – this is building a culture of animosity, antagonism & hostility! Why can’t kids be kids? Sad to see this indecent indoctrination forced upon our kids…”
But it’s even worse than that. The assignment is actually a classic example of what is known in education circles as “values clarification.” Basically, self-styled “educators” have made it their mission to smash the largely Christian values and moral code that American parents have sought to instill in their children.
Instead, the education establishment is fiendishly working to promote what is known as “moral relativism,” the idea that morality and even truth is relative. As such, students are never given the option of trying to save everyone by thinking creatively and outside the box. That would undermine the whole point of the indoctrination session.
Basically, these “values clarifications” assignments are aimed at undermining clear notions of right and wrong — including morals that proscribe leaving people to die — while seeking to demolish transcendent moral values from a Creator. By forcing students to think inside this artificial box, they are supposed to come away with the idea that, “wow, my parents and my church were wrong about right and wrong, sometimes you do have to kill people for the greater good.” It is extremely effective.
This particular assignment has the added value of coercing children to think in social-justice “intersectionality” terms. Under this horrific worldview, the value of people is determined by how oppressed they are believed to be by “intersectionality” theorists based on characteristics such as their class, race, sexual orientation, age, disability, gender, and so on. In this case, the students were also forced to think as a “collective,” a key goal of socialist indoctrination that constantly devalues individual thought and effort.
These types of assignments are incredibly dangerous to individual students and to society as a whole. By using deception and manipulation, they are able to completely blow up and undermine the still-fragile worldview of impressionable young children. That is why the establishment, using the United Nations and other vehicles, is promoting them not just in the United States, but worldwide. Parents, protect your children.
