Revolution? To the contrary, We the People demand enforcement of OBVIOUS Constitutional law to arrest .01% War Criminal wanna-be dictators | WHAT REALLY HAPPENED

Revolution? To the contrary, We the People demand enforcement of OBVIOUS Constitutional law to arrest .01% War Criminal wanna-be dictators

*hyperlinks/videos live at source*

"The danger is quite severe. The problem with what the president is doing is that he's not simply posing a danger to the constitutional system. He's becoming the very danger the Constitution was designed to avoid. That is the concentration of power in every single branch." - Law professor Jonathan Turley explains in 1-minute video during Congressional testimony

3-minute video from StormCloudsGathering: US police, military - Was your Oath to support and defend the US Constitution sincere?

Awakened Americans do not want revolution.

Awakened Americans simply want our most important laws honored by law enforcement and military with Oaths to support and defend the US Constitution against all enemies, foreign and domestic. Our most important laws center in stopping government mass-murder (war), parasitically looting the public (economic fraud), and defending inalienable rights.

Awakened Americans point to literally ~100 game-changing and Emperor’s New Clothes obvious areas of crimes and lies that require criminal arrests from those authorized to do so. The costs of these crimes: millions killed, billions harmed, and trillions looted year, after year, after year, after year, that will continue to damn our children and grandchildren unless these crimes are lawfully stopped by arrests.

Central crimes I explain and document:

Unlawful and lie-began wars,
So-called “money” that is actually debt created by the .01% banksters that must be repaid to them with interest, rather than creating debt-free money for the best infrastructure we can imagine, full-employment, and falling prices from more efficient work.
“Covering the crimes” with Orwellian lies of corporate media (and here).
And HAVE YOU NOTICED that almost each and every right has been taken from you with the age-old dictator excuse of “national security”?

‘Dictatorship’ means a .01% dictate that law is whatever they say. Government by dicts has been the historical result of the public’s lack of critical thinking skills to discern that “official messages” are propaganda, with constitutional republics becoming tragic-comedies. Roman historians and the US Founding Generation wrote as powerfully as one can imagine to warn present and future human beings of this danger.

All human beings with a high school-level of education can recognize Emperor’s New Clothes facts of criminal dictatorial government and propaganda if they’re pointed-to and if the human beings care to look. This is a fundamental test of critical thinking skills in the real world, with basic education to discern objective and independently verifiable facts from whatever bullshit rhetoric the .01%’s focus groups conclude most likely to sell (thank you, Professor Frankfurt, for your bestseller making BS an academic term).

Indeed, the History-Social Science Framework for California Public Schools, pgs. 2, 7-8, charges teachers to:

“As educators in the field of history–social science, we want our students to perceive the complexity of social, economic, and political problems. We want them to have the ability to differentiate between what is important and what is unimportant. We want them to know their rights and responsibilities as American citizens. We want them to understand the meaning of the Constitution as a social contract that defines our democratic government and guarantees our individual rights. We want them to respect the right of others to differ with them. We want them to take an active role as citizens and to know how to work for change in a democratic society. We want them to understand the value, the importance, and the fragility of democratic institutions. We want them to realize that only a small fraction of the world’s population (now or in the past) has been fortunate enough to live under a democratic form of government, and we want them to understand the conditions that encourage democracy to prosper. We want them to develop a keen sense of ethics and citizenship. And we want them to care deeply about the quality of life in their community, their nation, and their world.”

For one example of soooo many warnings of the fragility and rareness of freedom, on September 18, 1787, just after signing the US Constitution, Benjamin Franklin met with members of the press. He was asked what kind of government America would have. Franklin: “A republic, if you can keep it.” In his speech to the Constitutional Convention, Franklin admonished:

“This [U.S. Constitution] is likely to be administered for a course of years and then end in despotism… when the people shall become so corrupted as to need despotic government, being incapable of any other.” – The Quotable Founding Fathers, pg. 39.

American school children learn “limited government” is an idea basic and central for any people to live free from dictatorial government. Limited government means:

Government power is limited by clear and explicit areas within a constitution.
These limits are crystal clear and analogous to the clarity of basic rules in sports to ensure fair play by all.
Government violation of limit(s) initiates all with Oaths to the US Constitution to speak-up, refuse any unconstitutional order because they are void of authority, and demand arrest(s) of those who act for unlimited/dictatorial government over a free people.
In contrast, absence of limited government means government is unlimited; that is, with powers of whatever is dictated (literally said) whenever said. Government without limits is therefore a dictatorship.

George Washington emphasized public education of this central idea for freedom in the cumulating message of his 45 years of service with his Farewell Address, an open letter to the American public. Please give George two minutes of your attention. I mean, if George personally asked, you would do so, true?

“All obstructions to the execution of the laws, all combinations and associations, under whatever plausible character, with the real design to direct, control, counteract, or awe the regular deliberation and action of the constituted authorities, are destructive of this fundamental principle, and of fatal tendency. They serve to organize faction, to give it an artificial and extraordinary force; to put, in the place of the delegated will of the nation the will of a party, often a small but artful and enterprising minority of the community; and, according to the alternate triumphs of different parties, to make the public administration the mirror of the ill-concerted and incongruous projects of faction, rather than the organ of consistent and wholesome plans digested by common counsels and modified by mutual interests.

However combinations or associations of the above description may now and then answer popular ends, they are likely, in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion…

In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish; that they will control the usual current of the passions, or prevent our nation from running the course which has hitherto marked the destiny of nations. But, if I may even flatter myself that they may be productive of some partial benefit, some occasional good; that they may now and then recur to moderate the fury of party spirit, to warn against the mischiefs of foreign intrigue, to guard against the impostures of pretended patriotism; this hope will be a full recompense for the solicitude for your welfare, by which they have been dictated.”

George’s admonition of “impostures of pretended patriotism” to “direct, control, counteract, or awe the regular deliberation and action of the constituted authorities” is present in US and developed nations’ tragic-comic “Big Lie” crimes.

As the links on unlawful war explain and document the conservatively uncontested history, a nation’s armed attack upon another nation is unlawful in all cases except in self-defense from an attack by that nation’s government (or imminent threat). This is similar to self-defense law for you and me on the street: physical attack is unlawful in all cases except in self-defense from attack or imminent threat. The current US armed attacks fail to meet this lawful requirement.

Teachers would fail a student on a question who couldn’t recognize armed attacks beyond the limit of clearly defined “self-defense” is not limited government, but an act of unlimited government, illegal, and would result in calls for arrests from all with Oaths to uphold the nation’s constitution.

School children in California are taught “limited government” in grades 5, 10, 11, and 12.* For example, the context of 11th grade US History (page 150):

“By the end of grade eleven, students should see the relevance of history to their daily lives and understand how the ideas and events of the past shape the institutions and debates of contemporary America. Living in a free society is a precious inheritance; it should not be taken for granted. Students should recognize that our democratic political system depends on them—as educated citizens—to survive and prosper.”

Victory will happen in an “Emperor’s new clothes” moment as those of us writing and reading in alternative media continue real leadership by pointing-out the OBVIOUS until we have the support of those in law enforcement and military willing to live their Oaths, trust the naked facts objectively true for anyone to verify, and strategically act to end the worst crimes nations can commit.

*California Department of Education: History-Social Science Framework for California Public Schools. References to “limited government”: Sociopolitical Literacy (a “must”; pg. 19), Grade Five US History (pg. 74, 5.8:4), “recognize the danger of concentrating unlimited power in the hands of the central government.” Grade Ten World History (pg. 129), Grade Eleven US History (pg. 140, 150, 11.1), Grade Twelve US Government (pg. 164, 12.1:4) “(Students shall) explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.”


Note: I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History, with all economics factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences. I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.


Carl Herman is a National Board Certified Teacher of US Government, Economics, and History; also credentialed in Mathematics. He worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at [email protected]

Note: has blocked public access to my articles on their site (and from other whistleblowers), so some links in my previous work are blocked. If you’d like to search for those articles other sites may have republished, use words from the article title within the blocked link. Or, go to, paste the expired link into the box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. I’ll update as “hobby time” allows; including my earliest work from 2009 to 2011 (blocked author pages: here, here).