This is how our Second Amendment was written in the Constitution.
NRA-ILA
Institute for Legislative Action
Second Amendment
A well regulated Militia, being necessary to the
security of a free State, the right of the people to keep and bear Arms, shall
not be infringed.
In 1776, America's Founders came together in Philadelphia
to draw up a "Declaration of Independence," ending political ties to
Great Britain. Written by Thomas Jefferson, it is the fundamental statement of
people's rights and what government is and from what source it derives its
powers:
WE hold these Truths to be self-evident, that all Men
are created equal, that they are endowed by their Creator with certain
unalienable Rights, that among these are Life, Liberty, and the Pursuit of
Happiness--That to secure these Rights, Governments are instituted among Men,
deriving their just Powers from the Consent of the Governed.
The Founders were declaring that we are all equal, and that we are defined by rights that we are born with, not given to us by government. Among those rights is the right to pursue happiness--to live our lives as we think best, as long as we respect the right of all other individuals to do the same. The Founders also declared that governments are created by people to secure their rights. Whatever powers government has are not "just" unless they come from us, the people.
The Founders were declaring that we are all equal, and that we are defined by rights that we are born with, not given to us by government. Among those rights is the right to pursue happiness--to live our lives as we think best, as long as we respect the right of all other individuals to do the same. The Founders also declared that governments are created by people to secure their rights. Whatever powers government has are not "just" unless they come from us, the people.
Second Amendment Changed by the “LEFT” in a High School
Textbook.
High School
Textbook Rewrites Second Amendment-Literally
By Hillary Cherry
18 Sep 2013
The authors of United States History: Preparing for
the Advanced Placement Examination have taken it upon themselves to
change the Constitution of the United States. The high school textbook contains
a summary of each Amendment that alters the initial intent in which
they were created.
The textbook notes the Second Amendment as, “The people
have a right to keep and bear arms in a state militia.”
The actual Second Amendment reads, “A well regulated
Militia, being necessary to the security of a free State, the right of the
people to keep and bear Arms, shall not be infringed.”
Guyer High School and numerous others have assigned the
book for an “Advanced Placement History” course. By assigning anti-factual
literature, the only advanced placement the school has ensured for their
students is in the world of biased academia.
Sadly, parents now have to fact check textbooks to be
sure their students are being taught accurate history. High schools and
universities should focus on being a marketplace of ideas, not force-feeding
leftist theories.
In an effort to remove the textbook from the school’s
curriculum, the Daily
Paul has created a “Call to Action” plan. They are asking
parents and concerned members of the community to attend the next school board
meeting and demand answers.
Liberal indoctrination has become a serious threat to
academic freedom and we must fight to stop it.
In 1908 the “LEFT” started their change on American
History.
Illuminati: The
Hidden Agenda for World Government
Ed Griffin
interview with Norman Dodd in 1982
This is a very interesting video. "The man who tells
this story is none other than Mr. Norman Dodd, who in 1954 was the staff
director of the Congressional Special Committee to Investigate Tax-exempt
Foundations, sometimes referred to as the Reece Committee, in recognition of
its chairman, Congressman Carol Reece." He is here interviewed by Ed
Griffin back in 1982. Dodd is telling us about his research into the tax-exempt
organization and what they REALLY stand for. He shows us that the Carnegie Endowment, the
Ford Foundation, the Guggenheim Foundation, and the Rockefeller Foundation
joined together to alter American history and take over the whole education
system in America, so the children can be indoctrinated into accepting a World
Government. Wes Penre, www.illuminati-news.com.
Google removed the link to the video on this website.
Ed Griffin Had the insight to get this interview with
Norman Dodd in 1982 before Dodd’s death.
Norman Dodd - The
Hidden Agenda For World Government
We are now at the year 1908, which was the year that the
Carnegie Foundation began operations. In that year, the trustees, meeting for
the first time, raised a specific question, which they discussed throughout the
balance of the year in a very learned fashion. The question is: “Is there any
means known more effective than war, assuming you wish to alter the life of an entire
people?” And they conclude that no more effective means than war to that end is
known to humanity.
So then, in 1909, they raised the second question and discussed it, namely: “How do we involve the United States in a war?”
Well, I doubt at that time if there was any subject more removed from the thinking of most of the people of this country than its involvement in a war. There were intermittent shows in the Balkans, but I doubt very much if many people even knew where the Balkans were. Then, finally, they answered that question as follows: “We must control the State Department.” That very naturally raises the question of how do we do that? And they answer it by saying: “We must take over and control the diplomatic machinery of this country.” And, finally, they resolve to aim at that as an objective.
Then time passes, and we are eventually in a war, which would be World War I. At that time they record on their minutes a shocking report in which they dispatched to President Wilson a telegram, cautioning him to see that the war does not end too quickly.
Finally, of course, the war is over. At that time their interest shifts over to preventing what they call a reversion of life in the United States to what it was prior to 1914 when World War I broke out. At that point they came to the conclusion that, to prevent a reversion, “we must control education in the United States.” They realize that that's a pretty big task. It is too big for them alone, so they approach the Rockefeller Foundation with the suggestion that that portion of education which could be considered domestic be handled by the Rockefeller Foundation and that portion which is international should be handled by the Endowment. They then decide that the key to success of these two operations lay in the alteration of the teaching of American history.
So they approach four of the then-most prominent teachers of American history in the country – people like Charles and Mary Byrd – and their suggestion to them is: will they alter the manner in which they present their subject? And they got turned down flat. So they then decide that it is necessary for them to do as they say, “build our own stable of historians.”
Then they approach the Guggenheim Foundation, which specializes in fellowships, and say: “When we find young men in the process of studying for doctorates in the field of American history and we feel that they are the right caliber, will you grant them fellowships on our say-so?” And the answer is yes. So, under that condition, eventually they assembled assemble twenty, and they take this twenty potential teachers of American history to London, and there they're briefed on what is expected of them when, as, and if they secure appointments in keeping with the doctorates they will have earned. That group of twenty historians ultimately becomes the nucleus of the American Historical Association.
Toward the end of the 1920's, the Endowment grants to the American Historical Association $400,000 for a study of our history in a manner which points to what can this country look forward to in the future. That culminates in a seven-volume study, the last volume of which is, of course, in essence a summary of the contents of the other six. The essence of the last volume is: The future of this country belongs to collectivism administered with characteristic American efficiency. That's the story that ultimately grew out of and, of course, was what could have been presented by the members of this Congressional committee to the congress as a whole for just exactly what it said. They never got to that point.
So then, in 1909, they raised the second question and discussed it, namely: “How do we involve the United States in a war?”
Well, I doubt at that time if there was any subject more removed from the thinking of most of the people of this country than its involvement in a war. There were intermittent shows in the Balkans, but I doubt very much if many people even knew where the Balkans were. Then, finally, they answered that question as follows: “We must control the State Department.” That very naturally raises the question of how do we do that? And they answer it by saying: “We must take over and control the diplomatic machinery of this country.” And, finally, they resolve to aim at that as an objective.
Then time passes, and we are eventually in a war, which would be World War I. At that time they record on their minutes a shocking report in which they dispatched to President Wilson a telegram, cautioning him to see that the war does not end too quickly.
Finally, of course, the war is over. At that time their interest shifts over to preventing what they call a reversion of life in the United States to what it was prior to 1914 when World War I broke out. At that point they came to the conclusion that, to prevent a reversion, “we must control education in the United States.” They realize that that's a pretty big task. It is too big for them alone, so they approach the Rockefeller Foundation with the suggestion that that portion of education which could be considered domestic be handled by the Rockefeller Foundation and that portion which is international should be handled by the Endowment. They then decide that the key to success of these two operations lay in the alteration of the teaching of American history.
So they approach four of the then-most prominent teachers of American history in the country – people like Charles and Mary Byrd – and their suggestion to them is: will they alter the manner in which they present their subject? And they got turned down flat. So they then decide that it is necessary for them to do as they say, “build our own stable of historians.”
Then they approach the Guggenheim Foundation, which specializes in fellowships, and say: “When we find young men in the process of studying for doctorates in the field of American history and we feel that they are the right caliber, will you grant them fellowships on our say-so?” And the answer is yes. So, under that condition, eventually they assembled assemble twenty, and they take this twenty potential teachers of American history to London, and there they're briefed on what is expected of them when, as, and if they secure appointments in keeping with the doctorates they will have earned. That group of twenty historians ultimately becomes the nucleus of the American Historical Association.
Toward the end of the 1920's, the Endowment grants to the American Historical Association $400,000 for a study of our history in a manner which points to what can this country look forward to in the future. That culminates in a seven-volume study, the last volume of which is, of course, in essence a summary of the contents of the other six. The essence of the last volume is: The future of this country belongs to collectivism administered with characteristic American efficiency. That's the story that ultimately grew out of and, of course, was what could have been presented by the members of this Congressional committee to the congress as a whole for just exactly what it said. They never got to that point.
So the Carnegie “LEFT” has had over 100 years to change
history and indoctrinate our children in our schools unnoticed. That’s a lot of
damage wouldn’t you say?
No comments:
Post a Comment