>>1026
LOL, it doesn't seem like that long ago, but that logo is dated as fuck already
Anyway, the order of things on the stick should perhaps start with recent examples of cultural marxist (for fuck's sake, don't call it that until the user is in deep, though) craziness which have been widely reported, and which have pissed norms off (jazz hands / cultural appropriation complaints / whor). The first "lesson" should focus on how these things are connected, and how all of them happening at once is no accident.
Lesson 2 (for want of a better term) should then expand a bit more. Bring in stories that people already versed in e-culture will know about, and which norms may have a peripheral awareness of (Bruce Jenner's car crash / Gamergate). The end of this lesson should provide other examples, going further back in time, and finally trace them back to Critical Theory (as it goes along, it should mention the different branches of Critical Theory, but only reveal they are all tied together right at the end) and the Frankfurt School.
Lesson 3 should then focus on how the Frankfurt school grew out of Marxism. And, much in the way lesson 1 and 2 revealed that apparently isolated instances of political correctness in pop culture are small parts of a larger whole, Lesson 3 should reveal that Critical Theory itself is only part of a larger whole.
Lessons 4 and 5 should then bring in economics and politics. Showing how multiculturalism in civilised countries / "globalisation" of developing countries all aims at creating one bland, hollow culture made up of dull-witted consumption units. Race should be subtly bought in - in a way palatable to the bluepilled. Perhaps highlighting how the Islamic world preserved and expanded scientific knowledge during the middle ages. Quietly showing how the European (including Russian) and Middle Eastern cultures were the most civilised at the time (well, and China, Persia and Japan - maybe bring in the Jews at this point, as they existed in Europe and the Middle East. Or just handwave the Eastern civilisations somehow), and thus will be the most resistant to conversion into hollow consumption units. Then explain how politics and economics are being used to destabilise and and radicalise the Islamic world, before importing it's "refugees" into the European world. The aim being the mutual destruction of both. NOW it's really time to slip in the Jews subtly, just quickly show Israel with a "and who would benefit by that?".
Lesson 6 could concentrate on Zionism in Israel (particularly the agitation of some extreme Israelis to grab land all the way to the Tigris). But, to avoid dismissal of the whole thing as "Nazi", alternate Zionism with Globalisation - expand more on the creation of hollow consumption units. Perhaps show pictures from Africa / Southeast Asia / Aboriginal South America of teens all wearing Nike trainers, New York Yankees baseball caps and taking mirror selfies with iPhones. Conflate this with pictures of people of the same ethnicity doing the same things in what is obviously the west (black teens taking selfies at the Statue of Liberty, and so on). Ask "is this multiculturalism?", and make a detour into some of the world's endangered languages, and cultural practices that are dying out. Then flip this 180 and look at obscure cultural practices (traditional eel fishing) and languages (Cornish) which are dying out in Europe. Ask why the nationalists in Africa / Aboriginal America, resisting "the west" stamping on their culture, are good, but those in Europe, doing the same thing, are bad. Make the end of this lesson look really bleak.
Lesson 7 - in a normal documentary about some deteriorating situation, like a famine, this last segment / chapter / act would be all about the "hope for the future", how charities and activists are getting together and putting things right (with the obligatory smiling African children crowding around thier new water pump). Lesson 7 of our programme, though, will just say "WHAT ARE YOU GOING TO DO ABOUT IT?".