1. Here is a lesson plan designed to introduce high school students to the provided document.

2. This plan focuses on helping students understand the document's complex central thesis and its main supporting arguments, rather than mastering its specific physics or mathematical theories.

3.  Lesson Plan: Deconstructing a Modern Political Theory

4. Subject: U.S. Government, Civics, AP English Language & Composition (Rhetoric), Social Studies

5. Grade Level: 11th–12th Grade

6. Time Allotment: 90 minutes (or two 45-minute class periods)

7.  Lesson Objectives

8. Students will be able to:

9. * Identify the central problem the author addresses: "Why does it... feel like America is failing?".

10. * Define the "Director Mindset" the author advocates for voters.

11. * Summarize the purpose of the report's four main parts (Physics, Thought, Communication, and Government).

12. * Analyze the author's core claim that misinterpreting the original meaning of constitutional words is a primary cause of modern problems.

13. * Critically Evaluate the author's proposed solutions and re-definitions of key political terms.

14.  Materials

15. * Excerpts from "Backtracking 6to18Nov2025" (See Appendix A below)

16. * Whiteboard or Projector

17. * Student Handout: "Guiding Questions" (See Appendix B below)

18.  Lesson Activities

19. Part 1: The Warm-Up (10 minutes)

20. * Hook: Begin with a "Think-Pair-Share." Write the document's opening question on the board: "Why does it, once again, feel like America is failing?".

21. * Discuss:

22.    * Ask students to think for one minute: Do you agree or disagree with this premise?

23.    * Have them turn to a partner and share their thoughts.

24.    * Ask 2-3 pairs to share their discussion with the class. Why do they think many people feel this way? (e.g., political division, communication breakdowns, etc.).

25. Part 2: Introducing the Document (15 minutes)

26. * Context: Explain that the class will be analyzing a complex 2025 report that attempts to find the root cause of this feeling.

27. * The Author's Thesis: The author's main argument is that America is failing "from a long list of solutions that were just not enough". For hundreds of years, we have chosen the "least costly solution that might be sufficient", and we have "no process... for finding and correcting small errors".

28. * The Proposed Mindset: Introduce the author's key concept: "The Director Mindset".

29.    * The author argues that the 174 million voters are like "directors on the hiring board of our government".

30.    * A director's job isn't to be an expert in everything. Their job is to hold their "representatives to be accountable", demand clear reports, and ensure the process is working.

31. * The 4-Part "Orientation": Explain that the author believes voters need a new "orientation" to be effective directors. This report is divided into four main parts to provide that.

32. Part 3: Guided Exploration: The Four Foundations (30 minutes)

33. Distribute the Appendix A: Excerpts and Appendix B: Guiding Questions handouts. Have students work in small groups to read the excerpts and answer the questions.

34. * Part 1: Physics (Laws of Nature)

35.    * Author's Goal: To create a simple, common model of reality.

36.    * Key Idea: The author claims everything is a "density distribution". Think of this like a cloud or a probability map, not a hard-edged, binary "yes/no" or "on/off".

37.    * Why it Matters for Government: If reality isn't simple and binary, our solutions can't be, either.

38. * Part 2: Physical Thought

39.    * Author's Goal: To explain how our brains make mistakes.

40.    * Key Idea: Our brains create "benevolent deceptions"—mental shortcuts or "blocks" that are very fast and low-energy.

41.    * Why it Matters for Government: These mental blocks are "so difficult to self-recognize". This means that even when we think we are being rational, we might be acting on "unexamined precepts" (assumptions).

42. * Part 3: Communication

43.    * Author's Goal: To show why we talk past each other.

44.    * Key Idea: Words are also "density distributions" of meaning. The word "fish" or "bad" means something slightly different to everyone, based on their background.

45.    * Why it Matters for Government: This is a "significant barrier" to successful communication. How can we agree on a law if we can't even agree on what the words in the law mean?

46. * Part 4: Governing (The Constitution)

47.    * Author's Goal: To apply the first three parts to American government.

48.    * Key Idea: This is the author's main point. We are in trouble because we "have forgotten what the words meant when they were written almost 250 years ago". Our "benevolent deceptions" and changing word definitions have caused us to erode the original system.

49.    * Example: The author claims the word "the people" in the Bill of Rights didn't mean individual persons, but rather incorporated local governments (like a town or a congregation).

50. Part 4: Synthesis & Critical Discussion (30 minutes)

51. Bring the class back together for a full-group discussion.

52. * Connecting the Dots:

53.    * "How does the author's claim in Part 1 (physics is 'fuzzy') and Part 3 (words are 'fuzzy') support their main argument in Part 4 (we misunderstand the Constitution)?"

54.    * "What 'benevolent deception' or 'mental block' does the author think most Americans have about their government?"

55.   * (Answer: That the President is a powerful 'leader', that 'the people' means individuals, that national political parties are normal).

56. * Analyzing the "Big Claims":

57.    * Claim 1: The author re-defines the President's job. They claim the title "President" just means "presider" over meetings. The Senate is supposed to "hire" (confirm) the Cabinet, and the states are the real bosses.

58.    * Claim 2: The author claims national political parties are "unconstitutional" and that money crossing state borders for elections is "election interference" because it breaks the "republican form of government".

59.    * Claim 3: The author argues that because "the people" originally meant "local governments", this completely changes the meaning of amendments like the 2nd Amendment (which they argue a pacifist community could have ratified).

60. * Critical Thinking:

61.    * Do you find the author's arguments convincing? Why or why not?

62.    * Is it a strong or weak argument to claim we must use 250-year-old word definitions to run a modern country?

63.    * What are the benefits and drawbacks of the "Director Mindset"? Is it a realistic expectation for voters?

64.  Assessment (Exit Ticket)

65. On a notecard, have students answer the following:

66. * What is the one thing from this report you found most surprising or interesting?

67. * The author proposes "Actions for all". Name one, such as "State political parties should separate from their national party" or "Constitutional experts should re-visit all of their thinking". Do you think this action would help solve the problem the author identifies? Why or why not?

68. Appendix A: Lesson Excerpts

69. (Handout for Students)

70. * Thesis: "It feels like we are failing because we are failing from a long list of solutions that were just not enough." "In every large organization, the cause is always communication, education, structure and funding."

71. * The Goal: "This report is a start for aiding voters also known as directors on the hiring board of our government." "Voters as directors on the hiring board should not try to figure it all out."

72. * Part 1 (Physics): "To quickly understand the reports owed to each voter, the simplest possible effective orientation is required for physics (Part 1)...". "At a small enough scale the line [between phases] would disappear entirely because density distributions do not have corners or points ."

73. * Part 2 (Thought): "Part 2 describes how animal thought works". "It's important to know why mental blocks are so difficult to self-recognize and correct even after they are acknowledged." "...the wrong context for the intended definition of a word... creates irrational actions from rational thought processes."

74. * Part 3 (Communication): "Part 3 describes the difficulty of providing directions and holding discussions with words." "Words store more than one concept... It's common for a single word to have several different definitions". "This report continues by describing problems with understanding the reports from experts...".

75. * Part 4 (Government): "A major cause of the current situation in the US comes from having forgotten what the words meant when they were written almost 250 years ago." "The constitution was an exceptional system of checks and balances that has been eroded away."

76. * Example Claim: "People: a group of persons incorporated and headed by an alderman or mayor (1828)". "The ratified version of the Bill of Rights refers to “the people” five times... the meaning of the term “the people” must be altered from being a simple synonym for persons to make sense of the actions." "The people meant local governments subordinate to the sovereign republics of the respective states..."

77. * Example Claim: "Confirmed by the Senate is the same as being hired by the Senate." "If they wanted an overall commander, a monarch, a duke, a governor or an emperor they would not have chosen the word president as the title." "A textualist reading of the constitution says, the president presides over the cabinet, commands the armed forces and reports to the legislature."

78. Appendix B: Guiding Questions

79. (Handout for Students)

80. Group 1: The "Director Mindset"

81. * What is the "problem" this report is trying to solve?

82. * What does the author mean by a "Director Mindset"?

83. * According to the author, what is the voter's main job? Is it to be an expert, or something else?

84. Group 2: The 4-Part Structure

85. * Why does the author start with Physics (Part 1)? What does it have to do with government?

86. * In Part 2, what does the author mean by "mental blocks" or "benevolent deceptions"?

87. * In Part 3, what is the author's main point about Words and communication?

88. * In Part 4, what is the author's main argument about the Constitution? What does he claim is the "major cause of the current situation"?

89. Group 3: Re-defining the Constitution

90. * What does the author claim the word "the people" really meant in 1788?

91. * How does this different definition change the meaning of the Bill of Rights?

92. * What does the author claim the word "President" really means?

93. * Based on this, who does the author think is supposed to be "in charge" of the cabinet and federal government? 

1. Line 15: Backtracking 6to18Nov2025

   1. This was the prerelease draft.  Gemini was using

2. Line 37: "If reality isn't simple and binary, our solutions can't be 

   1. True unless action is required and the options are binary. There's no mitigation possible for changing a vote after it is cast and before it is counted. There's also a deadline. The vote will be wrong if the deadline is missed.

3. Line 62:  ..we must use 250-year-old word definitions to run a modern country 

   1. The 250-year-old definitions are to be used on 250-year-old documents. 

   2. The 5-year-old documents should have a 5-year-old dictionary that will be available in 250 years. 

1. Based on the document's specific claims, here is a list of supplemental source materials that would help high school students understand, contextualize, and critically evaluate its arguments.

2. This list provides the conventional understanding of these topics, which the author is often debating against.

3.  Logic & Thought

4. The author's sections on "Physical Thought" and "Benevolent Deceptions" are his terms for cognitive science and logical reasoning.

5. * Cognitive Biases: The author's "benevolent deceptions" are more commonly known as cognitive biases.

6.    * Source: Introductory materials on cognitive biases, such as a high school psychology textbook, online crash courses, or summaries of Daniel Kahneman's book Thinking, Fast and Slow. This will provide a standard framework for the "mental blocks" the author describes.

7. * Abductive Reasoning: The author contrasts this with other forms of debate.

8.    * Source: A simple primer on the three types of logical reasoning: Deductive (general to specific), Inductive (specific to general), and Abductive (seeking the most likely explanation). This will clarify what the author is advocating for in his "methodology".

9. * Neuroscience: The author proposes a unique theory of how thought works physically using "mechanical logic gates" and "calcium dendrites".

10.    * Source: A standard high school biology textbook chapter on the nervous system. This will explain the accepted model of neurons, synapses, action potentials, and neuroplasticity, which students can then compare to the author's alternative model.

11.  Math & Physics

12. The author bases his worldview on "Quanti Theory," a model of physics where momentum is fundamental and reality is described by density distributions.

13. * Standard Model of Physics: The author's theory is a direct challenge to conventional physics.

14.    * Source: An introductory high school or college-level physics text (like OpenStax) that covers the Standard Model of Particle Physics and General Relativity. This will help students understand what the author is "backtracking" from.

15. * Thermodynamics & Phase Changes: The author uses a phase change graph as a central analogy.

16.    * Source: A standard chemistry or physics resource on phase diagrams.

17.    * * This will allow students to compare a textbook diagram (which shows sharp, defined lines) with the author's hand-drawn version and his argument that the lines are "fuzzy" at a subatomic scale.

18. * The Birthday Problem: The author uses this statistical example to explain inflection points.

19.    * Source: An introductory statistics video or website (like Khan Academy) explaining the Birthday Problem. This will give students a clear understanding of the math behind the author's analogy.

20. * Orbital Mechanics: The author uses a satellite launch to explain control theory and inflection points.

21.    * Source: A standard physics explanation of Newton's Law of Universal Gravitation and orbital mechanics. This will clarify the relationship between velocity, radius, and orbital altitude that the author references.

22.  History & Government

23. This is the core of the report. The author argues that modern problems stem from misinterpreting the original meaning of the Constitution.

24. * Primary Source Documents: The author makes specific claims about the Founders' intent.

25.    * Source 1: The Federalist Papers, specifically No. 51 (on checks and balances) and No. 84 (on the Bill of Rights).

26.    * Source 2: The Anti-Federalist Papers, which would represent the views of Patrick Henry.

27.    * Source 3: The U.S. Constitution and the Bill of Rights.

28. * Historical Etymology: The author's entire argument for Part 4 rests on the 1828 definitions of words like "people" and "corporation".

29.    * Source: Noah Webster's 1828 American Dictionary of the English Language. This is available online and allows students to directly verify the author's central claim.

30. * Key Supreme Court Cases: The author references several key cases. Students should read summaries of the majority and dissenting opinions to understand the actual legal reasoning used.

31.    * Source 1: District of Columbia v. Heller (2008). This is the case the author claims was argued incorrectly. Reading Justice Scalia's majority opinion, which is a key example of "originalism," is essential.

32.    * Source 2: Dred Scott v. Sandford (1857). The author references this case regarding citizenship.

33.    * Source 3: Baker v. Carr (1962). This case established the "one person, one vote" principle, which is the standard legal doctrine that the author's "load weighted dirt" theory of gerrymandering directly contradicts.

34. * Historical Events:

35.    * Source: U.S. History textbook chapters on the 17th Amendment (Direct Election of Senators) and the 1968 Presidential Election (which explains the "southern strategy" the author mentions).

36. 
    

37. Would you like me to find introductory explanations for any one of these specific topics, such as the Birthday Problem or abductive reasoning?

1. Markov Chains, Bayesian Logic and the duality of thinking were not included in the 15Nov2025 version.  Gemini did not know what it did not know. 

2. The medical test paradox, and redesigning Bayes' rule  (3Blue1Brown YouTube Channel) 

3. The Strange Math that Predicts (Almost) Anything  Veritasium YouTube Channel   

4.  Your Brain: Who's in Control? | Full Documentary | NOVA | PBS was on the right track 2 years ago.

5. Trying Beings Two Americas a channel about WTF makes each of us Jerks and how to live with them.

6. Explanation for Going down a rabbit hole. 

1. Line 4: The author's sections on "Physical Thought" and "Benevolent Deceptions" are his terms for cognitive science and logical reasoning.

   1. This is debatable.  It's unclear what Gemini means by its terms. 

2. Line 5:  "benevolent deceptions" are more commonly known as cognitive biases.

   1. This is significantly incorrect because "Cognitive Biases" are individually macroscopically observable.  While benevolent deceptions include reading a phrase while not knowing why that is the meaning. Its 

3. Lines 8,10,13,15 and 17 : Are worded in a way that exhibits Gemini's cognitive bias in favor of modern textbooks. There are understandable reasons. Gemini was trained to rely on these books. 

4. Line 26: Gemini misunderstood the importance of Patrick Henry's actions over the words (subject to non-modern definitions) which were written by persons other than Patrick Henry. Actions are reliable statements while words are subjective.

5. Line 28: 

   1. Almost the entire etymological portion of the argument presented in this draft is in the online dictionary. This is not "The author's entire argument for Part 4 ...". Gemini cannot make sense of Figure 17. [annotations were added] This drawing is intentionally childlike because all of the word-based training American's receive tells them that the people means the persons including their own identity.  This begins with their first Independence Day celebration and is reenforced over the years.  

   2. Gemini skipped over a reference to Scalia knowing the Latin root meaning and did not notice the relevance of Word Stability that was earlier in the document.

6. Line 33: 

   1. The Baker v. Carr (1962) contradiction required a review before the author could clarify

That's when the author went down the rabbit hole because the deadline for the release had already past