Why Should You Stand Up Now?

The catalog of dystopian literature that is required reading for middle and high school is quite large; from 1984, to Brave New World, to The Giver. So you would think that with all of us reading these novels, and seeing the wretched outcome which began with the best intentions, we would be on our guard against having any of that happen in our real world. Unfortunately, these books tend to plop you down in the middle of the new "utopian" society and rarely take you through the path that society traveled to get there. Recognizing that path is critical to preventing society from ending up in the dystopia. Andy Andrews has written a book that brings that path into focus as he tries to answer the question, "How Do You Kill 11 Million People?"

The book is a short read but it effectively lays out the position that we at MEW have been trying to make for almost  a year now. Andrews chooses to examine, from among many possible examples, the way the Nazi government was able to eradicate 11 million people with the minimal use of force and personnel. Through a policy of lies and incremental changes, they were able to ultimately herd people, who sometimes outnumbered the Nazi guards 100:1, to the concentration camps. The general public was not willing to envision where the incremental changes being imposed might be going.  By the time they were confronted with that reality, their fellow citizens were passing through their towns in cattle cars toward the death camps.  Even then many were not willing to face their own failure to stop the small changes that were made earlier.

One particularly chilling passage from Pastor Erwin Lutzer's book When a Nation Forgets God, illustrates how human tendencies can lead to such horrific outcomes.  A German eyewitness recalls what people thought in the last 30's. (emphasis mine),

We heard stories of what was happening to the Jews, but we tried to distance ourselves from it, because we felt, what could anyone do to stop it?

Each Sunday morning we would hear the train whistle blowing in the distance, when the wheels coming over the tracks.  We became disturbed when we heard cries coming from the train as it passed by. We realized that it was carrying Jews like cattle in the cars!

Week after week the whistle would blow.  We dreaded to hear the sounds of those wheels because we knew that we would hear the cries of the Jews en route to a death camp. Their screams tormented us.

We knew the time the train was coming and when we heard the whistle blow we began singing hymns. By the time the train came past our church, we were singing at the top of our voices.  If we heard the screams, we sang the more loudly and soon we heard them no more.

Years have passed and no one talks about it now, but I still hear that train whistle in my sleep.

The German people were not uneducated or ill informed.  They had a great Prussian education system and lots of news sources. But their leaders delivered the ultimate plan to them in stages and lied to them during the implementation phases to keep the people from rising up when they surely had the numbers (and clean conscience) to put a stop to it.  This is why groups like Missouri Education Watchdog, Homeschooling United, and Truth in American Education are trying to expose the grand plan for education and get parents to speak up when the incremental changes are being imposed.

So yes, Parkway PE teachers may have just wanted a fun tool to get kids to think about exercising more.  But the P20 database is already set up which can track individual student data. So, as long as it's been collected, what's to stop someone from adding the PolarGoFit data in there. (Maybe under: Amount of Non-school Activity Involvement , Health Condition Progress Report,  Overall Health Status)  From this point on, whatever the local school administration intended for that data is irrelevant. The data is out of their hands and the grand plan moves forward.

The plans already exist to share data from the LDS with various government agencies like Health and Human Services. This is where the data gets tied in to Obamacare.  The government already plans to pay for everyone's health care which means they really do care about what you are doing now to maintain good health. They have convinced people that all health care policy will be reasonable and responsible.  How do we know that?  Because they have promised it will all be based on data. Where will HHS get this data?  Why, from the P20 LDS of course. So you can pretty much count on that data about how sedentary you or your child was to be used to make decisions about the type and amount of health care services you or your child receive in the future.  This is not wild conjecture.  This is fact and it is pretty logical. What started as a simple accommodation on your part to wear some sort of tracking device will likely become the means by which you will be denied certain care in the future.

To all the parents who do end up going to their school board to fight against things like the PolarGoFit bracelets or the banning of home-packed lunches, while you may feel a little like someone who brings a tank to a knife fight, keep in mind that you may in fact be dismantling the train tracks before the boxcars can be loaded with human beings.

This is going in your permanent file.

Can you identify the source of this quote?

It will soon be possible to assert almost continuous control over every citizen and to maintain up-to-date files containing even the most personal details about health and personal behavior of every citizen, in addition to the more customary data. These files will be subject to instantaneous retrieval by the authorities. Power will gravitate into the hands of those who control information.

The table below contains the data the government plans to collect on you, your children and your grandchildren.  The latter two sets will have the most complete data because they will begin collecting it the day they are born and will use the school system to help continue to collect it through the Longitudinal Data (P20) System.  Do you see anything in here that either doesn't make sense or you might not want the government collecting?

 

Ability Grouped Status	Absent Attendance Categories
Academic Honors Type	Activity Code
Activity Curriculum Type	Activity Involvement Beginning Date
Activity Involvement Ending Date	Activity Leadership/Coordinator Participation Level
Activity Level	Activity Title
Activity Type	Additional Geographic Designation
Additional Post-school Accomplishments	Additional Special Health Needs, Information, or Instructions
Address Type	Admission Date
Admission Status	Ala Carte Non-Reimbursable Purchase Price
Alias	Allergy Alert
American Indian or Alaska native	Amount of Activity Involvement
Amount of Non-school Activity Involvement	Apartment/Room/Suite Number
Asian	Assessment Reporting Method
Assignment	Assignment Finish Date
Assignment Number of Attempts	Assignment Type
Assignment/Activity Points Possible	At-Risk Indicator
At-Risk Status	Attendance Description
Attendance Status Time	Awaiting Initial Evaluation for Special Education
Base Salary or Wage	Birthdate
Black or African American	Boarding Status
Born Outside of the U.S.	Building/Site Number
Bus Route ID	Bus Stop Arrival Time
Bus Stop Description	Bus Stop Distance
Bus Stop from School ID	Bus Stop to School Distance
Bus Stop to School ID	Career and Technical Education Completer
Career Objectives	Change in Developmental Status
Citizenship Status	City
City of Birth	Class Attendance Status
Class Rank	Cohort Year
Community Service Hours	Compulsory Attendance Status at Time of DiscontinuingSchool
Condition Onset Date	Corrective Equipment Prescribed
Corrective Equipment Purpose	Country Code
Country of Birth Code	Country of Citizenship Code
County FIPS (Federal Information Processing Standards) Code	County of Birth
CTE Concentrator	CTE Participant
Daily Attendance Status	Day/Evening Status
Days Truant	Death Cause
Death Date	Developmental Delay
Diagnosis of Causative Factor (Condition)	Dialect Name
Diploma/Credential Award Date	Diploma/Credential Type
Discontinuing Schooling Reason	Diseases, Illnesses, and Other Health Conditions
Displacement Status	Distance From Home to School
Dwelling Arrangement	Dwelling Ownership
Early Intervention Evaluation Process Description/Title	Economic Disadvantage Status
Education Planned	Electronic Mail Address
Electronic Mail Address Type	Eligibility Status for School Food Service Programs
Emergency Factor	Employment End Date
Employment Permit Certifying Organization	Employment Permit Description
Employment Permit Expiration Date	Employment Permit Number
Employment Permit Valid Date	Employment Recognition
Employment Start Date	End Date
End Day	End of Term Status
English Language Proficiency Progress/Attainment	English Proficiency
English Proficiency Level	Entry Date
Entry Type	Entry/Grade Level
Established IDEA Condition	Evaluated for Special Education but Not Receiving Services
Evaluation Date	Evaluation Extension Date
Evaluation Location	Evaluation Parental Consent Date
Evaluation Sequence	Exit/Withdrawal Date
Exit/Withdrawal Status	Exit/Withdrawal Type
Experience Type	Expulsion Cause
Expulsion Return Date	Extension Description
Family Income Range	Family Perceptions of the Impact of Early Intervention Services on the Child
Family Public Assistance Status	Federal Program Participant Status
Fee Amount	Fee Payment Type
Financial Assistance Amount	Financial Assistance Descriptive Title
Financial Assistance Qualifier	Financial Assistance Source
Financial Assistance Type	First Entry Date into a US School
First Entry Date into State	First Entry Date into the United States
First Name	Former Legal Name
Full Academic Year Status	Full-time Equivalent (FTE) Status
Full-time/Part-time Status	Future Entry Date
Generation Code/Suffix	Gifted and Talented Status
Gifted Eligibility Criteria	GPA Weighted
Grade Earned	Grade Point Average (GPA): Cumulative (High School)
Graduation Testing Status	Head of Household
Health Care History Episode Date	Health Care Plan
Health Condition Progress Report	Highest Level of Education Completed
Hispanic or Latino Ethnicity	Homeless Primary Nighttime Residence
Homeless Unaccompanied Youth Status	Homelessness Status
Honors Description	Hospital Preference
IDEA Status	Identification Code
Identification Procedure	Identification Results
Identification System	IEP Transition Plan
IFSP Goals Met	Illness Type
Immigrant Status	Immunization Date
Immunization Status	Immunization Type
Immunizations Mandated by State Law for Participation	Impact of Early Intervention Services on the Family
Individualized Program Date	Individualized Program Date Type
Individualized Program Type	Information Source
Initial Language Assessment Status	Injury Circumstances
Injury Description	In-school/Post-school Employment Status
Insurance Coverage	International Code Number
IP Address	Language Code
Language Type	Languages Other Than English
Last/Surname	Last/Surname at Birth
Length of Placement in Neglected or Delinquent Program	Length of Time Transported
Life Status	Limitation Beginning Date
Limitation Cause	Limitation Description
Limitation Ending Date	Limited English Proficiency Status
Marital Status	Marking Period
Maternal Last Name	Meal Payment Method (Reimbursable/Non-reimbursable)
Meal Purchase Price (Reimbursable)	Meal Service
Meal Service Transaction Date	Meal Service Transaction Type
Meal Type	Medical Laboratory Procedure Results
Medical Treatment	Medical Waiver
Middle Initial	Middle Name
Migrant Certificate of Eligibility (COE) Status	Migrant Classification Subgroup
Migrant Continuation of Services	Migrant Last Qualifying Arrival Date (QAD)
Migrant Last Qualifying Move (LQM) Date	Migrant Priority for Services
Migrant QAD from City	Migrant QAD from Country
Migrant QAD from State	Migrant QAD to City
Migrant QAD to State	Migrant Qualifying Work Type
Migrant Residency Date	Migrant Service Type
Migrant Status	Migrant to Join Date
Migratory Status	Military Service Experience
Minor/Adult Status	Multiple Birth Status
Name of Country	Name of Country of Birth
Name of Country of Citizenship	Name of County
Name of Institution	Name of Language
Name of State	Name of State of Birth
National/Ethnic Origin Subgroup	Native Hawaiian or Other Pacific Islander
NCLB Title 1 School Choice Eligible	NCLB Title 1 School Choice Offered
NCLB Title 1 School Choice Transfer	Neglected or Delinquent Below Grade Level Status
Neglected or Delinquent Pre-test and Post-test Status	Neglected or Delinquent Program Placement Duration Status
Neglected or Delinquent Program Type	Neglected or Delinquent Progress Level
Neglected or Delinquent Status	Nickname
Non-course Graduation Requirement Date Met	Non-course Graduation Requirement Scores/Results
Non-course Graduation Requirement Type	Nonpromotion Reason
Non-resident Attendance Rationale	Non-school Activity Beginning Date
Non-school Activity Description	Non-school Activity Ending Date
Non-school Activity Sponsor	Non-school Activity Type
Notice of Recommended Educational Placement Date	Number of Days Absent
Number of Days in Attendance	Number of Days of Membership
Number of Dependents	Number of Hours Worked per Weekend
Number of Hours Worked per Work Week	Number of Minutes per Week Included
Number of Minutes per Week Non-Inclusion	Number of Tardies
Other Name	Overall Diagnosis/Interpretation of Hearing
Overall Diagnosis/Interpretation of Speech and Language	Overall Diagnosis/Interpretation of Vision
Overall Health Status	Participant Role
Participation in School Food Service Programs	Payment Source(s)
Percentage Ranking	Personal Information Verification
Personal Title/Prefix	Placement Parental Consent Date
Planned Assessment Participation	Points/Mark Assistance
Points/Mark Value	Points/Mark Value Description
Postal Code	Post-school Recognition
Post-school Training or Education Subject Matter	Preparing for Nontraditional Fields Status
Present Attendance Categories	Primary Disability Type
Primary Telephone Number Status	Program Eligibility Date
Program Eligibility Expiration Date	Program Eligibility Status
Program Exit Reason	Program of Study Relevance
Program Participation Reason	Program Placement Date
Program Plan Date	Program Plan Effective Date
Progress Toward IFSP Goals and Objectives	Promotion Testing Status
Promotion Type	Public School Residence Status
Qualified Individual with Disabilities Status	Race
Reason for Non-entrance in School	Recognition for Participation or Performance in an Activity
Reevaluation Date	Referral Cause
Referral Completion Date	Referral Completion Report
Referral Date	Referral Purpose
Related Emergency Needs	Released Time
Religious Affiliation	Religious Consideration
Residence after Exiting/Withdrawing from School	Residence Block Number
Resident	Resource Check Out Date
Resource Due Date	Resource Title Checked Out
Responsible District	Responsible District Type
Responsible School	Routine Health Care Procedure Required at School
Safety Education Status	School Choice Applied Status
School Choice Eligible Status	School Choice Transfer Status
School District Code of Residence	School Food Services Eligibility Status Beginning Date
School Food Services Eligibility Status Determination	School Food Services Eligibility Status Ending Date
School Food Services Participation Basis	School Health Emergency Action
School ID from which Transferred	Score Interpretation Information
Score Results	Screening Administration Date
Screening Instrument Description/Title	Screening Location
Section 504 Status	Service Alternatives
Service Category	Service Plan Date
Service Plan Meeting Location	Service Plan Meeting Outcome
Service Plan Meeting Participants	Service Plan Signature Date
Service Plan Signatures	Sex
Social Security Number	Social Security Number (SSN)
Special Accommodation Requirements	Special Diet Considerations
Special Education FTE	Start Date
Start Day	State Abbreviation
State FIPS (Federal Information Processing Standards) Code	State of Birth Abbreviation
State Transportation Aid Qualification	State-assigned Code for Institution
State-assigned County Code	Street Number/Name
Student Program Status	Substance Abuse Description
Technology Literacy Status in 8th Grade	Telephone Number
Telephone Number Type	Telephone Status
Title I Instructional Services Received	Title I Status
Title I Supplemental Services: Applied	Title I Supplemental Services: Eligible
Title I Supplemental Services: Services Received	Title I Support Services: Services Received
Title III Immigrant Participant Status	Title III LEP Participation
Total Cost of Education to Student	Total Distance Transported
Total Number in Class	Transition Meeting Date
Transition Meeting Location	Transition Meeting Outcome
Transition Meeting Participants	Transition Plan Signature
Transition Plan Signature Date	Transition Service Description
Transportation at Public Expense Eligibility	Transportation Status
Tribal or Clan Name	Tuberculosis Test Type
Tuition Payment Amount	Tuition Status
Uniform Resource Identifier	Unsafe School Choice Offered Status
Unsafe School Choice Status	User/Screen Name
Voting Status	Ward of the State
White	Work Experience Paid
Work Experience Required	Work Type
Zip Code	Zone Number

 If you guessed the quote at the beginning was written by Zbigniew Brzezinski in 1970 in his book "Between Two Ages: America's Role in the Technetronic Era" award yourself a gold star. If you knew he also called people "an increasingly purposeless mass" give yourself a bonus point. If you are scared that he was right about either quote, join the club.