Preservice and novice mathematics teachers are often guided to look toward the Internet as a toolbox of good lesson plan templates--plans tailored to prepare students for the high-stakes accountability standardized test-driven curriculum that is sweeping schooling in the United States. This fast paced, win/lose curriculum testing game leaves little time for burgeoning teachers to examine whether means ("approved" or "good" lesson plans) have the potential to lead to the crucial ends of balancing the democratic rights of individuals with the democratic ideals of intergroup education. The "Hughes Two-Phase Evaluation" (HTPE) model is introduced here to evaluate plans from Lesson Plan America (a pseudonym for one premier state-endorsed database). Phase I of HTPE implies that an average of two-thirds (67%) of observed third-grade mathematics lesson plans are replete with messages that offer limited attentiveness to "canary individuals". Phase II of HTPE suggests a need to re-evaluate such state-endorsed lesson plan databases for possible encroachment upon the democratic ideal education of "canary groups". (Contains 1 table.)