Thursday, April 25, 2013

Bizarre: Knoxville Tn. High School, half year long "Zombie Pandemic Project" and Idaho Zombie/UFO drill April 27th.



The Idaho Zombie/UFO crash drill is happening on the 27th of this month.  They have taken the information off the website it was on, when it began getting a lot of attention.   But it is still being held and a video about it, is below.

When I was doing some searches on other subjects I came across this information on a Knox County High School website.

The Hardin Valley Academy in Knox County, Tennessee has a Zombie Pandemic Project for the whole school.

This was based on a "virus" or something contagious being released from Oak Ridge Laboratory, which is just miles from the school.  The students have to figure out the solutions to the Zombie Pandemic.

Oak Ridge is where uranium is enriched and it is the science lab area for the U.S. government for nuclear and other experiments.

In my opinion, it is completely bizarre for a High School to have a Zombie Pandemic.  They state it is to make it fun for the students.




There are 4 academies that are part of Hardin Valley.  The STEM, Liberal Arts, Health and Science, and Business Law and Public Affairs.  They all had their assignments for the Pandemic and all of them are due this week.   


The Stem Academy had to do this as part of the project:


THE STEM ACADEMY:   Your battalion projects will focus on at least ONE of the following issues.  Within your 22 platoons (advisories), use the D-SCHOOL ENGINEERING DESIGN PROCESS to address at least ONE of the following issues:

·         Design and create:  an apparatus for containment, zombie-proof houses or buildings, zombie traps, a mechanism to reverse zombie-ism, a syringe that would deliver vaccine safely and effectively, a survival kit, a remote microchip to control zombies, a weapon to destroy zombies, a tracking device to collect and analyze data on zombies, a transportation plan to evacuate zombie laden areas, anti-zombie robots, or a mechanism that will address other issues created by the Zombie Pandemic.
·         What technology or science can be used to defeat the zombie pandemic?  If it cannot be defeated, how can technology be used to institute other options, for example colonization?
·         Design an apparatus that would aide in daily living, i.e. the production of food, the movement of people and products safely, the security of water resources, etc.


The Liberal Arts had to do this:

THE LIBERAL ARTS ACADEMY:  Your group’s project will focus on at least ONE of the following issues:
·         As liberal artist we have a responsibility to the global community and humanity.  Develop a plan that would allow you to provide badly needed services to your community, the nation, and globally.  What will your role be in making the world better and serving others?
·         How do we preserve our humanity through the Zombie pandemic?  What will society look like during and after the pandemic? What do we save from our current societies?  What do we let go?  What lessons did we learn?  What items and characteristics become valued within Generation Z?
·         How do ethics break down when dealing with survival?  Examine whether there be absolute right and wrong decisions.  What will society’s new “zombie ethics” look like?
·         How can grammar, rhetoric, and arts be used to bring about awareness and preparedness?  Create a “survival guide” with specific details, directions, and suggestions.
·         What art (either visual or performing) may be created from the conflict?  How will it reflect the emotional content and historic relevance of the conflict?

The Health and Science had to do this:

THE HEALTH SCIENCE ACADEMY:  Your group’s project will focus on at least ONE of the following issues:
·         How did this start? How can the spread of the virus be contained?  What precautions should communities take that have not been affected?  What do you do with the infected people?
·         How will the medical community respond to the Zombie Pandemic:  ethically, prioritization of tasks, treatment alternatives, communication of health concerns, prevention and response strategies, vaccinations, triage facilities, etc. 
·         After the Zombie Pandemic, what lessons did the medical community learn?  What methods would be instituted in a post-pandemic hospital?  How will medical care be different if we win?
Notice the "IF WE WIN" above.

The business Law had to do this:

THE BUSINESS LAW AND PUBLIC AFFAIRS ACADEMY:  Your group’s project will focus on at least ONE of the following issues:
·         What is the government going to do? How will laws change during this emergency?  What laws remain?  How might laws be enforced?  Who is going to enforce them? How might communities provide order and protection?
·         What lines of communication will be used?  What will those look like?
·         Will money, as we know it, be the vehicle to exchange for goods and services?  Will we be forced into a barter system?  What will that look like?
·         What businesses will be able to survive and/or thrive in a Zombie dominated world?  Create a business plan for such a business.
·         How did our government allow this to happen? Create government propaganda that would be used during the situation.  What would it convey?  How would we communicate it if traditional technological means are disabled?
·         How will food and water be procured and distributed?  What kind of utilities will be available?  How do you secure these survival services?
·         How will the economic face of the globe change?  Who will be the new economic powers?  Why?  What happens to the former powers?

Notice they say "CREATE GOVERNMENT PROPAGANDA TO BE USED DURING THE SITUATION"?

All of the documents have this information for each area of the school:


Competition/Contest:  On April 3, students will present their projects to their advisory.  These products will be judged upon completion.  Advisory teachers will then select the best representation of their academy.  Winners from each Advisory will be awarded for their efforts, creativity, and understanding of the academy purpose.  On April 10 and 17, each winning advisory representative group will present its project to the dean and administrator of the applicable academy.  From those presentations, the top three from each academy will be determined.  Those top three will then present a final time in the week of April 22-26.  The entire school will be able to see the products created by their peers during the following Advisory, May 1.


I actually find this very interesting as more and more "Zombie" pandemic drills are happening in  the U.S.  This school is close to Oak Ridge and they began the project in January.   Both of these accumulating in the same week is interesting too.   So, what is the deal with useing "Zombie" as the drills instead of pandemic of another sort?   The government has had "Zombie" drills in the recent past too. 

Here is the information about the Idaho Zombie Apocalypse happening this week, on the 27th. 




How many other schools have had a half year long project about a Zombie Apocalypse?


7 comments:

  1. What better way to get people used to killing people who look just like them... lived lives like them... maybe were even relatives but then they became "zombies". Zombie drills desensitize the populace to kill people just like them. Else why spend millions on drills that kill mythical media monsters.

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    Replies
    1. Exactly. Predictive programming. There is no real world value in these exercises. Follow the money and the concept, they'll lead right back to DHS. Guaranteed.

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    2. Clearly these projects are meant to help apply critical thinking skills. Can you people please write about something that matters to humanity?

      It'd be nice if people who didn't study education realized there are more important things that standardized testing...why not question that?

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  2. Same Zombie BS scenario rolled out in UK schools - Zombie drill / police

    Also see UK film "outbreak" predictive programming.

    Kids at the Berrow Church of England Primary School in England’s Somerset county recently investigated wreckage from a crashed alien spacecraft. Police Community Support Officers from the Avon and Somerset Constabulary were present to tape off the scene of this staged crash that served as a creative writing assignment for the school’s year two students (generally ages six and seven). According to the Weston & Somerset Mercury, a letter from extraterrestrial visitors was “found” at this crash site, asking if the local village is a good place for an extraterrestrial landing. After investigating the crash, the students were tasked with writing response letters to the extraterrestrials.

    In January 2013, the Telegraph & Argus reported on a school in West Yorkshire, England where a UFO crash had been staged. The student “investigators” reported that “six-fingered handprints were found on the walls and blood-curdling screams were apparently heard by teachers.”

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  3. involving zombies in terror scenarios makes it "fun" for the students? I don't know about you but being ripped limb from limb and eaten alive by brain dead zombies is not something I would consider "fun."

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  4. According to the website: "For any student or parent who may object to this activity or content there is an alternative assignment available. "

    Sounds like they were using a current fad to involve the kids, but if anyone objects you don't have to participate. Seems pretty reasonable.

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  5. "Zombie apocalypse" is a NWO military code phrase for a general uprising of an enraged populace against their bankster overlords. Guess they feel this scenario is imminent.

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