Teacher (Off screen): Hey, there's so many people in Africa.
There's more people in Latin America than North America.
Why don't they just come up to North America and share our money?
Why don't they just come up to North America and share our money?
Hey guys, welcome back.
You can tell I'm in full "Mark Dice" Mode today.
And I'm going to show you guys a look behind the curtains at a social justice educator
up in Canada as she indoctrinates her students in real time.
She is using here a social justice math lesson.
And if you'll recall, I've covered this in a previous video, which I will link to
above.
It's from some of our favorite Communists over at organization called Rethinking Mathematics
and it's form a textbook called Teaching Social Justice by the Numbers.
As they explain, "The purpose of this lesson is to demonstrate graphically the vast differences
in wealth between different areas of the world.
It combines math, geography, writing, and social studies."
But, as you'll see when we get into the lesson, there's almost no math, or writing,
or social studies.
And the geography they do use in atrocious.
What the lesson does have plenty of is social justice programming, in the form of "All
global wealth disparities are unfair and therefore immoral."
And because mass migration is the cause de jour in the West right now, "All these wealth
inequalities must be fixed through mass migration and literally moving the entire planet into
North America."
So let's get right into it.
Teacher (off screen): Not necessarily each person.
I'm glad you brought that up Dylan.
There's 32 cents on North America, but, do we all have the same amount of money in
North America?
Students: Nooooooo.
Teacher: In North America – even in Toronto where we are – do some people have more and money
and some people have less money?
Or does everyone have the same amount of money?
Students: Nooooo.
Teacher: What do you think – is it a good or bad thing that everyone has different amounts
of money?
Students: Goooood.
Teacher: You think it's good that some people are rich and some people are poor?
Students: Nooooooo.
Teacher: What are your thoughts on it?
What do you guys think about that?
What do you guys think?
Is it good that we're all different?
Students: Yeeeaaaaah.
Yeah, yeah, yeah.
So what you kids are saying is that you'd like for some people to be poor?
Oh no.
No, no, no.
That's not what we're saying.
One of the favorite buzzwords of social justice educators is "critical thinking."
But this video is, I think, a perfect illustration that "critical thinking" is really just
a code word for them to push emotional programming.
To manipulate kids emotional buttons to get them to buy-in to the social justice narrative.
Ok, are there any other ways we can make – or, rather, let me ask you this: Is this fair?
Teacher (off screen): When you look at this map, what do you think?
Is it fair?
Is it equal – the amount of money that other people have and we have?
Students: Nooooooo.
"Is it fair?
Is it equal?"
Those are the same thing.
So let me just abandon the fairness word and we'll talk about equality.
Teacher (off screen): What's not equal?
Did anyone else notice that?
Do all the countries have the same amount of money?
Students: Noooooo.
Teacher: How come?
How come?
How come all the countries don't have the same amount of money?
How are they going to get more money in their countries?
How do you think people in Africa can get more money?
I do actually have to give her credit, because, as you're about to see, when she asks her
kids how these countries are going to get more money, she must have given them a primer
on free market economics and the notion that you can actually grow the pie through hard
work and industriousness, and essentially create new coins out of thin air through free
markets.
So, we do have to give her props for that.
Teacher: What do you guys think about this?
This is interesting.
So you're saying North America has more money so it should share with the people who
have less money?
Students: Yep.
Teacher: Does anyone else think the same thing?
My mistake, apparently she did not give them a primer in free market economics.
So, the kids answered with the only reasonable response possible, "if you want more coins
on Africa, you've got to take them from somewhere, so take them from North America,
which has the most."
Teacher: Look at how many people there are in Africa, right.
Are there more people in Africa than in North America?
Which place has more, North America or Africa?
Africa.
Africa, so she's saying "Hey, there's so many people in Africa, there's more people
in Latin America than North America.
Why don't they just come up to North America and share our money?"
Yea, I mean, good god, after all, North America could probably fit all of Africa, and all
of the Caribbean, and all of Latin America.
North America must be the biggest continent I've ever seen.
It makes is easy when you take a magic marker and include all of the Arctic Circle and the
Arctic fringes north of the tree line in Alaska.
But, I mean, hey, it's not supposed to be a geography lesson.
Teacher: What do you guys think about that?
Do you think that would be a good solution?
Students: Yeaaaaa.
"Yeah.
We loooove redistribution."
Teacher: China's right here.
That's China.
"Right here, where I've piled ALL the people of the entire continent of Asia to
confuse you."
Teacher: China's part of Asia, and in Asia, 60 percent of the population lives there.
But they only have 22 percent of the wealth.
In North America, we have more money and less people than them.
"What we don't tell you kids is that Asia spent several decades living under the yoke
of Communism and therefore failed to develop free market economics where people are incentivized
to work hard and get ahead and grow the pie.
But on the bright side, they were able to stack the dead bodies.
So, in their own small way they contributed to decreasing global wealth disparities.
Well, plus, as you well know, it wasn't real Communism."
Teacher: What do you guys think about that?
Yeah?
I think understand what you're saying.
You're saying "How come these people don't just come up to Canada and share our money?"
"I understand what you're saying kids.
It was your idea.
It wasn't my idea, that ALL of these people should come to Canada."
So, there you have it folks, an inside look at the state of education in the West these
days.
No math.
No writing.
No social studies.
And no geography.
Just social justice indoctrination.
And I know what some of you are still thinking, because I've seen it in the comments, "This
is a one off event.
This is not the state of education."
That just tells me you still aren't paying attention.
This is the other front line in the fight for civilization folks.
We may yet have hope for immigration reform.
But you can swat the flies away from the apple all you want.
If it turns out that worms were eating from the inside out, then it will have all been
for nothing.
AND IF YOU DISAGREE WITH ME, YOU'RE A COMMUNIST.
Hey guys, thanks for sticking around until the end.
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Until next time, thanks for watching.
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