CSCOPE: A Lesson in Indoctrination

Dec 6, 2012 by

by Donna Garner

Public school parents need to know how indoctrination occurs in their students’ CSCOPE materials.  Over 70% of Texas public schools use CSCOPE.  Because of the lack of transparency of these digitized materials, CSCOPE has taught a biased form of education for years without being caught.  Nobody could see the students’ materials. (Please go to this link to learn more about CSCOPE — ).

Finally, the public has begun to see some of these CSCOPE lessons as courageous teachers have managed to smuggle out various lessons.

President George W. Bush received a great deal of coverage in the CSCOPE social studies lessons. According to Wade Labay (Director State CSCOPE), archived lessons for all subjects were removed from the CSCOPE website.  The following World History lesson was removed at the end of 2011-12; and according to the copyright at the bottom of the World History page (excerpts posted below), the lesson was written in 8.01.10 which was during Obama’s first Presidential term.

What concerns me is the obvious indoctrination that the students are led to experience in this World History lesson; and if this much bias was in the CSCOPE lessons just last year, what kind of bias is in the present CSCOPE lessons?

The same organization runs CSCOPE (TESCCC) now as in 2010; the same Regional Service Centers have their directors on the Board of Trustees of TESCCC now as in 2010.  I imagine most of the same CSCOPE curriculum directors who crafted the 2010 lessons are crafting the World History lessons used today.

Why should any of us believe that CSCOPE has had a sudden epiphany and has changed its politically indoctrinating ways?

Please take the time to read through excerpts from this World History lesson so that you can see how this careful indoctrination occurs in Texas public school students’ CSCOPE materials.  You also might want to notice the many grammar, spelling, and usage mistakes throughout the lessons.

After students experience years of this type of CSCOPE indoctrination, is it any wonder that Obama was re-elected by students – future voters — who have been taught to believe in the social justice agenda (e.g., an emphasis on subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom/contraceptives instead of abstinence, environmental extremism, global warming, victimization, diversity, an acceptance of the normalcy of the lesbian/gay/bisexual/transgender lifestyle, redistribution of wealth, a de-emphasis on — factual knowledge, the Constitution, Bill of Rights, Founding Fathers, and American exceptionalism)?


CSCOPE — World History — Social Studies — Unit: 05 — Lesson: 03– Duration: 2 days
*This appears at the bottom of the page from which these CSCOPE World History excerpts are taken:

© 2010, TESCCC 08/01/10

Machiavelli and the New Attitude towards Politics

Lesson Synopsis:

Machiavelli’s The Prince stunned the Renaissance world and ushered in a new era of political science. Considered a turning point in world history, the publication of The Prince showed men in power (government) acting in their own self-interest to increase their power. Writing at a time of political chaos and upheaval, to have and maintain power meant that the prince could provide stability for their subjects and have peace in the land. Weakness is what created the chaos. To eliminate the chaos and provide stability, the prince (government) should do whatever it takes (“The end justifies the means) to maintain power and stability, even if it means acting immorally. Students will be reading excerpts from The Prince and then apply Machiavellian concepts in a decision making process.

…Possible response will vary. Scenarios may range from the simple (speeding to get to the hospital), to the complicated (do I kill a gang member because I feel threatened that I will be murdered by him – Urban Survival Syndrome) to the international/political (The US policy of attacking any country that harbors terrorists before they are allowed to act against the USA during the Bush administration.)

Teams/pairs are to share their scenarios to the class.

 Now ask students if they feel “The End Justifies the Means” is true in our society today. Can you name different times in history that people have believed that this was true? (Dropping the Atomic Bomb, invading Iraq, etc.)

Does your point of view determine the decisions that you might make? Why? Responses will vary.

 We are going to see how a certain point of view determined the decisions of many powerful people during the Renaissance…

Option 2: Teacher Talk:

Current Event option: The Bush Doctrine. The Bush Doctrine states that the USA will attack any country that harbors terrorists or is a threat to our national security before they can launch a terrorist attack on the USA.  Many would state that this is the reason we became involved in Iraq. The Bush Doctrine is Machiavelli’s ideas put into action.” Defend or refute this statement.

 Do you think that a person’s experiences, knowledge and values shape their point of view? Why?


 Do you think that ones point of view has determined the actions of people in power? How?


So, what can we say about ones point of view and the decisions that are made?  Have students come to consensus on a statement…




Excerpts from The Prince


Everyone realizes how praiseworthy it is for a prince to honor his word and to be straightforward rather than crafty in his dealings; nonetheless experience shows that princes who have achieved great things have been those who have given their word lightly, who have known how to trick men with their cunning, and who, in the end, have overcome abiding by honest principles …



A prince, therefore, need not necessarily have all the good qualities I mentioned above, but he should certainly appear to have them. I would even go so far as to say that if he has these qualities and always behaves accordingly he will find them harmful; if he only appears to have them they will render him service. He should appear to be compassionate, faithful to his word, kind, and devout. And indeed he should be so. But his disposition should be that, if he needs to be the opposite, he knows how. You must realize this: that a  prince, and especially a new prince, cannot observe all those things which give men a reputation for virtue, because in order to maintain he state he is often forced to act in defiance of good faith, of charity, of kindness, of religion. And so he should have a flexible disposition, varying as fortune and circumstances dictate. As I said above, he should not deviate from what is good, if that is possible, but he should know how to do evil, if that is necessary.



Passing to the other qualities above referred to, I say that every prince should desire to be accounted merciful and not cruel. Nevertheless, he should be on guard against the abuse of this quality of mercy. Cesare Borgia was reputed cruel, yet his cruelty restored Romagna, united it, and brought to it order and obedience; so that if we look at things in their true light, it will be seen that he was in reality for more merciful than the people of Florence, who, to avoid the imputation of cruelty, suffered Pistoja to be torn to pieces by factions. A prince should therefore disregard the reproach of being thought cruel where it enables him to keep his subject united and obedient. For he who quells disorder by very few signal examples will in the end be more merciful than he who too great leniency permits things to take their course and so to result in rapine and bloodshed; for these hurt the whole State, whereas the severities of the Prince injure individuals only. …And here comes the questions whether it is better to be loved rather than feared, or feared rather than loved. It might perhaps be answered that we should wish to be both, but since love and fear can hardly exist together, if we must chose between them, if is safer to be feared than loved. For men if may generally be affirmed that they are thankless, fickle, false, studious to avoid danger, greedy of gain, devoted to you while you are able to confer benefits upon them, and ready, as I said before, while danger is distant, to shed their blood, and sacrifice their property, their lives, and their children for you; but in the hour of need they turn against you. …



Moreover, men are less careful how they offend him who makes himself loved that him who makes himself feared. For love is held by the tie of obligation, which, because men are a sorry breed, is broken on every whisper of private interest; but fear Is bound by the apprehension of punishment which never relaxes it grip. … Returning to the question of being loved or feared, I sum up by saying, that since his being loved depends on his subjects, while his being feared depends upon himself, a wise Prince should build on what is his own, and not on what rests with others. Only, as I have said, he must do his up most to escape hatred…





“Problems” Handout


Use the Seven Step Decision Making process and fill in the worksheet. Pick 1.


1) Immigration: What is the United States to do about illegal immigration?

2) Space Travel: Should the NASA program be cut or extended?

3) Weapons of Mass Destruction (WMD): If we determine a country hostile to the USA has WMDs (weapons of mass destruction), what should be the USA’s response?

4) Your school district is considering changing World History Text books to an on-line web-based book. Is your school ready?

5) Smoking: Your city council is about to vote on whether or not to make all public places tobacco-free. What should their decision be?

6) Homelessness: How should the USA approach the issue of homelessness? Should the resources (funding, manpower, and accountability) come from local/ municipal government, state government, or National government?

7) Voter Participation: the United States has the lowest voter participation of any democracy in the western world. What can we do?

8) Prison Over-crowding: What should we do about our over-crowded prisons?



11.28.12 – From Donna Garner – CSCOPE and the Boston Tea Party indoctrination:


The Texas State Board of Education has no statutory authority over CSCOPE, but the Members were so concerned because of the many complaints from teachers/parents that they scheduled an informal public hearing on CSCOPE in Austin on 11.15.12.  After testifiers brought out alarming information, the CSCOPE employees countered by posting a response on their website.


To put it succinctly, CSCOPE’s response regarding lesson content on the Boston Tea Party

(  ) basically verifies two things to me:


(1)  The Boston Tea Party excerpt was definitely a part of the curriculum through 2011-12, and it is clear what the excerpt said. It does not matter whether it was an optional lesson or not.  It was in the CSCOPE curriculum and was available for the students to study, and whether or not CSCOPE tries to deny it, this statement does demonstrate a clear “special interest agenda.” —


World History, Unit 12:


Although no one was injured in the attack, a large quantity of merchandise, considered to be valuable to its owners and loathsome to the perpetrators, was destroyed. The terrorists, dressed in disguise and apparently intoxicated, were able to escape into the night with the help of local citizens who harbor these fugitives and conceal their identities from the authorities.


It is believed that the terrorist attack was a response to the policies enacted by the occupying country’s government. Even stronger policies are anticipated by the local citizens.



(2)  The above Boston Tea Party material was still in CSCOPE in the 2011-12 school year (archived or not it was still available to students) which is well after the new Social Studies TEKS became law on 5.21.10.  I thought one of the big selling points for digitized instructional materials such as CSCOPE is that the material will always stay current! Evidently this is not the case with CSCOPE.



I don’t think the CSCOPE Communication does much to clear CSCOPE’s reputation. They can throw their “fallacious” jabs around all they want to, but that does not change the facts.


Vilifying the people who are simply sharing the facts is a favorite trick of those who have been “caught with their hands in the cookie jar,” and I believe the CSCOPE personnel have  cookie crumbs all over their hands!



Donna Garner

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