reason10

If people like you had a real job instead of sucking welfare dollars, I wouldn't need to work two jobs. I only mention my educational career. My other career is none of your fcking business. If you think the movie is stupid, you must support child trafficking. We know you do, ANYWAY. You voted for Biden. You support open borders. That's where a LOT of the child trafficking is coming from, you mor0n.

These people did. They are in the thread about SOUND OF FREEDOM. https://www.dailywire.com/news/former-pedophile-advocacy-group-spokesman-writes-bloomberg-hit-piece-on-sound-of-freedom?fbclid=IwAR2A2Fi3C6V-4R2qUQofjUJZfvMEUm-fFqEnXWYX3dH5ZiIP77r1lZdA93w When my parents died, we sold the sofa along with the house. I've been working AND PAYING WELFARE TAXES for your food stamps ever since I was 19. NPR supports human trafficking. They bashed Sound Of Freedom. Slate supports human trafficking. It based Sound Of Freedom. And Kamala the Ugandan Giant is LYING about Florida.

Originally I wasn't going to bother seeing this movie. It meant sitting through a good 45 minutes of adolescent ads that my adult daughters would feel too old for. But it was well worth the wait. This movie is about the true story of Tim Ballard, an agent with the US Department of Homeland Security, who arrested pedophiles and decided to quit his job and go after the children who had been kidnapped and were made to have sex for money. In other words. SLAVES. The girl's picture you're looking at was kidnapped along with her brother. I'll leave that story there because it's worth watching. There was NO religious undertone in this flick. It was not a RUSH LIMBAUGH Institute For Advanced Conservative Studies type of thing. Of course, the left wing PRO PEDOPHILE rags like Slate and NPR (National Pedophile Radio) were quick to bash this movie. If you EVER wondered how the left feels about pedophilia and child trafficking (and didn't get a hint with the Unelected Joe regime) the left's reaction to this movie says all that needs to be said. The movie would have SUCKED if it had been political. It had not on iota of politics in it, whatsoever. (Benji was more political, by contrast.) And it was very tastefully done. (as in no lurid overtones of actually children being raped.) The movie was dark. It wasn't a rousing and uplifting adventure flick. It was just a story that needed to be told. Three points to take away from this flick. 1. God's children should not be for sale. 2. Jim Caviezel (in a message after the credits) said the MESSAGE was the true star of this show. Just as Harriet Beecher Stowe gave a message with Uncle Tom's Cabin, which led to the overturning of slavery in the United States, he hopes the message of this movie will lead to overturning the SLAVERY OF THE 21ST CENTURY. 3. For the idi0ts who are STILL whining about slave reparations, just remember that Africans sold Africans into slavery, adults as well as children. And Africa is STILL engaged in slave trade. MILLIONS of CHILDREN are being trafficked into sex slavery and they were kidnapped into it. And it is a greater evil than any other slavery of the past. Liberals, the movie won't make you uncomfortable. It's not a political screed for some conservative candidate. Unless you support having sex with children and child trafficking, you'll want to see this. (I won't say you'll like it, because there's no much to LIKE about this story. I didn't like the story. It was very skillfully and expertly produced. And it had to be told. )

Stay out. We've got enough welfare bums here. We don't need any more.

How can a skill be “valuable” when you’re a slave? Your owner gets the money, so the skill is valuable to him. It’s like saying they thoroughbred racehorses learn valuable skills which help them win millions of dollars… nobody gives the horse any of that money, the owner gets it. We've already established that Kamala the Ugandan Giant was LYING about everything she said about Florida's black history education. Find someone with a red state diploma (which is worth more than the paper it's printed on, unlike a blue state diploma) and get that person to read the article to you. It’s incredibly offensive to state that anything about slavery was good for the slaves. It was not. It was incredibly evil and cruel. And yet, you creeps have no problem with child trafficking, which is the SLAVERY OF THE 2ST CENTURY. Black slaves were sold into slavery by their own people, but that doesn't bother you, huh? And you wonder why we all think you're an idi0t.

You didn't read the article.

Nope. Just fact. And we all know that when you read this threads about sex with children, you're beating off. Crawl back under your rock, creep.

I guess the issue comes to WHAT IN THE NAME OF ZEUS'S BUTTHOLE IS AN AMERICAN PRESIDENT FUNDING ANY KIND OF LAB IN CHINA? His disastrous economic policies put America even FURTHER in debt than what KKKlinton left us.

He funded that lab. And he probably had no idea what he was funding. The guy was (at the time) the DUMBEST president in history.

https://www.nationalreview.com/corner/kamala-harris-is-brazenly-lying-about-floridas-slavery-curriculum/ Kamala Harris Is Brazenly Lying about Florida’s Slavery Curriculum NBC reports that Kamala Harris intends to visit Florida today to criticize its new school curriculum: In remarks Thursday, Harris blasted efforts in some states to ban books and “push forward revisionist history.” “Just yesterday in the state of Florida, they decided middle school students will be taught that enslaved people benefited from slavery,” she said at a convention for the traditionally Black sorority Delta Sigma Theta Inc. “They insult us in an attempt to gaslight us, and we will not stand for it.” This is a brazen lie. It’s an astonishing lie. It’s an evil lie. It is so untrue — so deliberately and cynically misleading — that, in a sensible political culture, Harris would be obligated to issue an apology. Instead, NBC confirms that she will repeat the lie today during a speech in Jacksonville. The list is extremely long. That’s because, pace Harris, there’s a lot in there. If you are able to read it and conclude that the single reference to slaves developing skills (which I’ve bolded) is indicative of the narrative direction of the course, rather than a tiny (and correct) part of it, then you are beyond saving and you deserve to live your life as an ignoramus. There is simply no way of perusing this course and concluding that it “gaslights” people or whitewashes slavery. Among many, many other things, it includes sections on “the conditions for Africans during their passage to America”; “the living conditions of slaves in British North American colonies, the Caribbean, Central America and South America, including infant mortality rates”; “the harsh conditions and their consequences on British American plantations (e.g., undernourishment, climate conditions, infant and child mortality rates of the enslaved vs. the free)”; “the harsh conditions in the Caribbean plantations (i.e., poor nutrition, rigorous labor, disease)”; “how the South tried to prevent slaves from escaping and their efforts to end the Underground Railroad”; the “overwhelming death rates” caused by the practice; the many ways in which “Africans resisted slavery”; “the ramifications of prejudice, racism and stereotyping on individual freedoms”; and “the struggles faced by African American women in the 19th century as it relates to issues of suffrage, business and access to education.” Many of these modules apply to Florida specifically. Here’s the list. It’s 191 items strong. It contains the word “slave” 96 times, “slaves” 23 times, and “slavery” 45 times. I’ve pulled each line out in the order in which they appear, which is largely chronological. It starts with “the earliest slaves” and ends with “the integration of the University of Florida”: Instruction includes what life was like for the earliest slaves and the emancipated in North America. Examine the Underground Railroad and how former slaves partnered with other free people and groups in assisting those escaping from slavery. Examine key figures and events in abolitionist movements. Instruction will include the Emancipation Proclamation, 13th, 14th and 15th Amendments to the Constitution of the United States. Examine the roles and contributions of significant African Americans during westward expansion (e.g., Benjamin “Pap” Singleton, James Beckwourth, Buffalo Soldiers, York [American explorer]). Examine the experiences and contributions of African Americans in early Florida. Instruction includes African American communities (e.g., Fort Mose, Angola Community, Black Seminoles, Fort Gadsden, Lincolnville, Eatonville). Understand the causes, courses and consequences of the slave trade in the colonies. Identify Afro-Eurasian trade routes and methods prior to the development of the Atlantic slave trade. Instruction includes how slavery was utilized in Asian, European and African cultures. Instruction includes the similarities and differences between serfdom and slavery. Describe the contact of European explorers with systematic slave trading in Africa. Instruction includes the comparative treatment of indentured servants of European and African extraction. Instruction includes the transition from an indentured to a slave-based economy. Describe the history and evolution of slave codes. Instruction includes judicial and legislative actions concerning slavery. Analyze slave revolts that happened in early colonial America and how political leaders reacted (e.g., 1712 revolt in New York City, Stono Rebellion [1739]). Examine the service and sacrifice of African patriots during the Revolutionary Era (e.g., Crispus Attucks, Peter Salem, James Armistead Lafayette, 1st Rhode Island Regiment). Analyze events that involved or affected Africans from the founding of the nation through Reconstruction. Explain early congressional actions regarding the institution of slavery (i.e., Northwest Ordinance of 1787, Three-Fifths Compromise, Act Prohibiting Importation of Slaves of 1808). Explain the effect of the cotton industry on the expansion of slavery due to Eli Whitney’s Cotton Gin. Examine the various duties and trades performed by slaves (e.g., agricultural work, painting, carpentry, tailoring, domestic service, blacksmithing, transportation). Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit. Instruction includes how collaboration of free blacks, whites, churches and organizations assisted in the Underground Railroad (e.g., Harriet Tubman, William Lambert, Levi Coffin, William Still). Identify political figures who strove to abolish the institution of slavery (e.g., Thaddeus Stevens, Abraham Lincoln, Zachariah Chandler). Evaluate various abolitionist movements that continuously pushed to end slavery. Instruction includes the Society of Friends (Quakers) and their efforts to end slavery throughout the United States. Instruction includes writings by Africans living in the United States and their effect on the abolitionist movement (e.g., Sojourner Truth, Frederick Douglass, William Wells Brown, David Walker, Martin Delaney). Examine how the status of slaves, those who had escaped slavery and free blacks affected their contributions to the Civil War effort. Examine the causes, courses and consequences of the slave trade in the colonies from 1609-1776. Examine the condition of slavery as it existed in Africa, Asia, the Americas and Europe prior to 1619. Instruction includes how trading in slaves developed in African lands (e.g., Benin, Dahomey). Instruction includes the practice of the Barbary Pirates in kidnapping Europeans and selling them into slavery in Muslim countries (i.e., Muslim slave markets in North Africa, West Africa, Swahili Coast, Horn of Africa, Arabian Peninsula, Indian Ocean slave trade). Instruction includes how slavery was utilized in Asian cultures (e.g., Sumerian law code, Indian caste system). Instruction includes the similarities between serfdom and slavery and emergence of the term “slave” in the experience of Slavs. Instruction includes how slavery among indigenous peoples of the Americas was utilized prior to and after European colonization. Analyze the development of labor systems using indentured servitude contracts with English settlers and Africans early in Jamestown, Virginia. Instruction includes indentured servitude of poor English settlers and the extension of indentured servitude to the first Africans brought to Jamestown, Virginia by the Dutch in 1619. Instruction includes the impact of the increased demand for land in the colonies and the effects on the cost of labor resulting from the shift of indentured servitude to slavery. Instruction includes the shift in attitude toward Africans as Colonial America transitioned from indentured servitude to race-based, hereditary slavery (i.e., Anthony Johnson, John Casor). Instruction includes the Virginia Code Regarding Slaves and Servants (1705). Analyze the reciprocal roles of the Triangular Trade routes between Africa and the western hemisphere, Africa and Europe, and Europe and the western hemisphere. Instruction includes the Triangular Trade and how this three-tiered system encouraged the use of slavery. Instruction includes how the desire for knowledge of land cultivation and the rise in the production of tobacco and rice had a direct impact on the increased demand for slave labor and the importation of slaves into North America (i.e., the importation of Africans from the Rice Coast of Africa). Examine the development of slavery and describe the conditions for Africans during their passage to America. Instruction includes the Triangular Trade routes and the Middle Passage. Instruction includes the causes for the growth and development of slavery, primarily in the southern colonies. Instruction includes percentages of African diaspora within the New World colonies. Compare the living conditions of slaves in British North American colonies, the Caribbean, Central America and South America, including infant mortality rates. Instruction includes the harsh conditions and their consequences on British American plantations (e.g., undernourishment, climate conditions, infant and child mortality rates of the enslaved vs. the free). Instruction includes the harsh conditions in the Caribbean plantations (i.e., poor nutrition, rigorous labor, disease). Instruction includes how slavery was sustained in the Caribbean, Dutch Guiana and Brazil despite overwhelming death rates. Analyze the headright system in Jamestown, Virginia and other southern colonies. Instruction includes the concept of the headright system, including effects slave codes had on it. Instruction includes specific headright settlers (i.e., Anthony Johnson, Mary Johnson). Evaluate how conditions for Africans changed in colonial North America from 1619-1776. Instruction includes the history and development of slave codes in colonial North America including the John Punch case (1640). Instruction includes how slave codes resulted in an enslaved person becoming property with no rights. Evaluate efforts by groups to limit the expansion of race-based slavery in Colonial America. Examine different events in which Africans resisted slavery. Instruction includes the impact of revolts of the enslaved (e.g., the San Miguel de Gualdape Slave Rebellion [1526], the New York City Slave Uprising [1712]). Instruction includes how Spanish-controlled Florida attracted escaping slaves with the promise of freedom. Describe the contributions of Africans to society, science, poetry, politics, oratory, literature, music, dance, Christianity and exploration in the United States from 1776-1865. Instruction includes contributions of key figures and organizations (e.g., Prince Hall, Phillis Wheatley, Benjamin Banneker, Richard Allen, the Free African Society, Olaudah Equiano, Omar ibn Said, Cudjoe Lewis, Anna Jai Kingsley). Instruction includes the role of black churches (e.g., African Methodist Episcopal [AME]). Explain how slave codes were strengthened in response to Africans’ resistance to slavery. Instruction includes early laws that impacted slavery and resistance (i.e., Louisiana’s Code Noir [1724], Stono Rebellion in [1739], South Carolina slave code [1740], Igbo Landing Mass Suicide [1803]). Instruction includes foreign and domestic influences on the institution of slavery (i.e., Haitian Revolution [1791-1804], The Preliminary Declaration from the Constitution of Haiti [1805], German Coast Uprising [1811], Louisiana Revolt of [1811]). Instruction includes how African men, both enslaved and free, participated in the Continental Army (e.g., 1st Rhode Island Regiment, Haitian soldiers). Examine political actions of the Continental Congress regarding the practice of slavery. Instruction includes examples of how the members of the Continental Congress made attempts to end or limit slavery (e.g., the first draft of the Declaration of Independence that blamed King George III for sustaining the slave trade in the colonies, the calls of the Continental Congress for the end of involvement in the international slave trade, the Constitutional provision allowing for congressional action in 1808). Examine how federal and state laws shaped the lives and rights for enslaved and free Africans in the 18th and 19th centuries. Instruction includes how different states passed laws that gradually led to the abolition of slavery in northern states (e.g., gradual abolition laws: RI Statutes 1728, 1765 & 1775, PA 1779, MA & NH 1780s, CT & NJ 1784, NY 1799; states abolishing slavery: VT 1777). Instruction includes the Constitutional provision regarding fugitive persons. Instruction includes the ramifications of the Dred Scott v. Sandford decision. Analyze the provisions under the Articles of Confederation and the Constitution regarding slavery. Instruction includes how slavery increased through natural reproduction and the smuggling of human contraband, in spite of the desire of the Continental Congress to end the importation of slaves. Instruction includes the political issues regarding slavery that were addressed in the Northwest Ordinance of 1787. Instruction includes the Three-Fifths Compromise as an agreement between delegates from the northern and the southern states in the Continental Congress (1783) and taken up anew at the United States Constitutional Convention (1787) that required three-fifths of the slave population be counted for determining direct taxation and representation in the House of Representatives. Analyze the contributions of founding principles of liberty, justice and equality in the quest to end slavery. Instruction includes the principles found in historical documents (e.g., Declaration of Independence as approved by the Continental Congress in 1776, Chief Justice William Cushing’s notes regarding the Quock Walker case, Petition to the Massachusetts Legislature on January 13, 1777, Constitution of Massachusetts of 1780, Constitution of Kentucky of 1792, Northwest Ordinance of 1785, Northwest Ordinance of 1787, Southwest Ordinance of 1790, Petition from the Pennsylvania Society for the Abolition of Slavery of 1790, Petition of Free Blacks of Philadelphia 1800, United States Congress Act Prohibiting Importation of Slaves of 1808). Instruction includes the contributions of key figures in the quest to end slavery as the nation was founded (e.g., Elizabeth “Mum Bett” Freeman, George Washington, Alexander Hamilton, Benjamin Franklin, John Jay). Examine the range and variety of specialized roles performed by slaves. Instruction includes the trades of slaves (e.g., musicians, healers, blacksmiths, carpenters, shoemakers, weavers, tailors, sawyers, hostlers, silversmiths, cobblers, wheelwrights, wigmakers, milliners, painters, coopers). Instruction includes the variety of locations slaves worked (e.g., homes, farms, on board ships, shipbuilding industry). Explain how early abolitionist movements advocated for the civil rights of Africans in America. Instruction includes leading advocates and arguments for civil rights (e.g., John Jay, Alexander Hamilton, Benjamin Rush). Instruction includes the abolitionist and anti-slavery organizations (e.g., Pennsylvania Abolition Society [PAS], New York Manumission Society [NYMS], Free African Society [FAS], Maryland Society for Promoting the Abolition of Slavery and the Relief of Free Negroes and Others Unlawfully Held in Bondage, Pennsylvania Society for Promoting the Abolition of Slavery). Evaluate the Abolitionist Movement and its leaders and how they contributed in different ways to eliminate slavery. Instruction includes different abolitionist leaders and how their approaches to abolition differed (e.g., William Lloyd Garrison, Frederick Douglass, President Abraham Lincoln, Thaddeus Stevens, Sojourner Truth, Jonathan Walker, Albion Tourgée, Harriet Tubman, Harriet Beecher Stowe, William Wilberforce [United Kingdom], Vicente Guerrero [Mexico]). Instruction includes how Abraham Lincoln’s views on abolition evolved over time. Instruction includes the relationship between William Lloyd Garrison and Frederick Douglass and their respective approaches to abolition. Instruction includes the efforts in the creation of the 13th Amendment. Instruction includes different abolition groups and how they related to other causes (e.g., women’s suffrage, temperance movements). Instruction includes the efforts of the American Colonization Society towards the founding of Liberia and its relationship to the struggle to end slavery in the United States. Describe the impact The Society of Friends had on the abolition of slavery. Instruction includes the relationship between the Abolitionist Movement involving the Quakers in both England and the United States. Instruction includes how the use of pamphlets assisted the Quakers in their abolitionist efforts. Instruction includes key figures and actions made within the Quaker abolition efforts in North Carolina. Explain how the Underground Railroad and its conductors successfully relocated slaves to free states and Canada. Instruction includes the leaders of the Underground Railroad (e.g., Harriet Tubman, Gerrit Smith, Levi Coffin, John Rankin family, William Lambert, William Still). Instruction includes the methods of escape and the routes taken by the conductors of the Underground Railroad. Instruction includes how the South tried to prevent slaves from escaping and their efforts to end the Underground Railroad. Instruction includes how the Underground Railroad and the Abolitionist Movement assisted each other toward ending slavery. Explain how the rise of cash crops accelerated the growth of the domestic slave trade in the United States. Instruction includes how the demand for slave labor resulted in a large, forced migration. Instruction includes debates over the westward expansion of slavery (e.g., Louisiana Purchase, Missouri Compromise, Wilmot Proviso, Compromise of 1850, Kansas-Nebraska Act). Compare the actions of Nat Turner, John Brown and Frederick Douglass and the direct responses to their efforts to end slavery. Describe the effects produced by asylum offered to slaves by Spanish Florida. Instruction includes the significance of Fort Mose as the first free African community in the United States and the role it and the Seminole Tribe played in the Underground Railroad. Instruction includes the role of Florida and larger Gulf Coast region in the War of 1812 as the British offered liberation to slaves. Analyze the changing social and economic roles of African Americans during the Civil War and the Exodus of 1879. Instruction includes the status of slaves, escaped slaves, and free blacks during the Civil War. Instruction includes examining the roles and efforts of black nurses, soldiers, spies, scouts and slaves during the Civil War. Instruction includes the significant roles of African Americans in the armed forces (e.g., 54th Massachusetts Volunteer Infantry, 13th U.S. Colored Troops, Buffalo Soldiers, Sgt. William Carney, Pvt. Cathay Williams, Harriet Tubman). Instruction includes the establishment and efforts of the Freedman’s Bureau. Examine social contributions of African Americans post-Civil War. Instruction includes how the war effort helped propel civil rights for African Americans from the early Civil Rights Movement (1865-1896) to the modern-day Civil Rights Movement, demanding the American promise of justice, liberty and equality (i.e., 13th Amendment, 14th Amendment, 15th Amendment). Instruction includes the founding of Historically Black Colleges and Universities (HBCUs). Examine the importance of sacrifices, contributions and experiences of African Americans during wartime from the Spanish-American War through the Korean War. Instruction includes the contributions of African American soldiers during World War I. (e.g., 369th Infantry Regiment [Harlem Hellfighters], 370th Infantry Regiment, Sgt. Henry Johnson, Cpl. Freddie Stowers). Instruction includes the heroic actions displayed by the Tuskegee Airmen during World War II. (e.g., Gen. Charles McGee, Gen. Benjamin O. Davis, Jr., Gen. Daniel “Chappie” James, Capt. Roscoe C. Brown, 1st Lt. Lucius Theus, Charles Alfred “Chief” Anderson, James Polkinghorne). Instruction includes the contributions of African American women to World War I and World War II (e.g., 6888th Central Postal Directory Battalion [Six Triple Eight], Lt. Col. Charity Edna Adams, Addie W. Hunton, Kathryn M. Johnson, Helen Curtis). Evaluate the relationship of various ethnic groups to African Americans’ access to rights, privileges and liberties in the United States. Instruction includes landmark United States Supreme Court Cases affecting African Americans (e.g., the Slaughter House cases, Yick Wo v. Hopkins, Plessy v. Ferguson). Instruction includes the influence of white and black political leaders who fought on behalf of African Americans in state and national legislatures and courts. Instruction includes how organizations, individuals, legislation and literature contributed to the movement for equal rights in the United States (e.g., Sojourner Truth, Frederick Douglass, Carter G. Woodson, Henry Beard Delany, Emma Beard Delaney, Hiram Rhodes Revels). Instruction includes how whites who supported Reconstruction policies for freed blacks after the Civil War (white southerners being called scalawags and white northerners being called carpetbaggers) were targeted. Explain the struggles faced by African American women in the 19th century as it relates to issues of suffrage, business and access to education. Instruction includes the role of African American women in politics, business and education during the 19th century (e.g., Mary B. Talbert, Ida B. Wells, Sojourner Truth: Ain’t I a Woman?). Describe the emergence, growth, destruction and rebuilding of black communities during Reconstruction and beyond. Instruction includes the ramifications of prejudice, racism and stereotyping on individual freedoms (e.g., the Civil Rights Cases, Black Codes, Jim Crow Laws, lynchings, Columbian Exposition of 1893). Instruction includes acts of violence perpetrated against and by African Americans but is not limited to 1906 Atlanta Race Riot, 1919 Washington, D.C. Race Riot, 1920 Ocoee Massacre, 1921 Tulsa Massacre and the 1923 Rosewood Massacre. Instruction includes communities such as: Lincolnville (FL), Tullahassee (OK), Eatonville (FL). Examine economic developments of and for African Americans post-WWI, including the spending power and the development of black businesses and innovations. Instruction includes leaders who advocated differing economic viewpoints (e.g., Marcus Garvey, Booker T. Washington, Tuskegee Institute, W.E.B. DuBois, National Association for the Advancement of Colored People [NAACP]). Instruction includes the Double Duty Dollar Campaign as an economic movement to encourage community self-sufficiency. Instruction includes the impact of Freedman’s Savings and Trust Company. Instruction includes the contributions of black innovators, entrepreneurs and organizations to the development and growth of black businesses and innovations (e.g., National Negro Business League, National Urban League, Universal Negro Improvement Association [UNIA], NAACP, Annie Malone, Madame C.J. Walker, Negro Motorist Green Book, Charles Richard Patterson of C.R. Patterson & Sons, Suzanne Shank, Reginald F. Lewis). Examine political developments of and for African Americans in the post-WWI period. Instruction includes landmark court cases affecting African Americans. Instruction includes the ramifications of President Franklin D. Roosevelt’s New Deal (1933-1945) on African Americans. Instruction includes the effects of the election of African Americans to national office (e.g., Oscar De Priest). Instruction includes the push and pull factors of the Great Migration. (e.g., race riots, socio-economic factors, political rights, how African Americans suffered infringement of rights through racial oppression, segregation, discrimination). Instruction includes how the transition from rural to urban led to opportunities and challenges. (e.g., Emmett J. Scott: Letters of Negro Migrants, Jacob Lawrence: The Migration of the Negro, red-lining, 1935 Harlem Race Riot, broad increase in economic competition). Describe the Harlem Renaissance and examine contributions from African American artists, musicians and writers and their lasting influence on American culture. Examine and analyze the impact and achievements of African American women in the fields of education, journalism, science, industry, the arts, and as writers and orators in the 20th century. Analyze the impact and contributions of African American role models as inventors, scientists, industrialist, educators, artists, athletes, politicians and physicians in the 19th and early 20th centuries and explain the significance of their work on American society. Explain how WWII was an impetus for the modern Civil Rights Movement. Instruction includes how WWII helped to break down the barriers of segregation (e.g., 1948 Executive Order 9981, Executive Order 8802 signed by President Franklin D. Roosevelt, Tuskegee Airmen, “Double V” campaign, James G. Thompson). Examine key figures and events from Florida that affected African Americans. Instruction includes key events that occurred in Florida during the 19th century (e.g., Battle of Olustee). Instruction includes early examples of African American playwrights, novelists, poets, actors, politicians and merchants (e.g., Jonathan C. Gibbs, Josiah Walls, Robert Meacham, Blanche Armwood, Mary McLeod Bethune, Harry T. Moore, Harriet Moore, James Weldon Johnson). Instruction includes the settlements of forts, towns and communities by African Americans and its impact on the state of Florida post-Civil War (e.g., Fort Pickens, Eatonville, Lincolnville). Analyze economic, political, legal and social advancements of African Americans and their contributions and sacrifices to American life from 1954 to present, including factors that influenced them. Analyze the influences and contributions of African American musical pioneers. Instruction includes significant musical styles created and performed by African American musicians. Analyze the influence and contributions of African Americans to film. Instruction includes Oscar Micheaux’s films as an influential component of the modern- era Civil Rights Movement and future film industry (e.g., Lincoln Motion Picture Company, George P. Johnson, Noble Johnson, Spike Lee, Sidney Poitier, Melvin Van Peebles, Julie Dash, William Packer, Hattie McDaniel). Examine the importance of sacrifices, contributions and experiences of African Americans during military service from 1954 to present. Analyze the course, consequence and influence of the modern Civil Rights Movement. Instruction includes the early Civil Rights Movement (1865-1896) to the modern-era Civil Rights Movement and define the modern-era Civil Rights Movement as an economic, social and political movement from 1945 to 1968 (e.g., speeches, legislation, Dr. Martin Luther King Jr., John Lewis). Instruction includes the events that led to the writing of the Civil Rights Act of 1964. Instruction includes the March on Washington and its influence on public policy. Compare differing organizational approaches to achieving equality in America. Instruction includes the immediate and lasting effects of modern civil rights organizations (e.g., The National Association for the Advancement of Colored People [NAACP], Congress of Racial Equality [CORE], Southern Christian Leadership Conference [SCLC], Student Non- Violent Coordinating Committee [SNCC], Black Panther Party [BPP], Highlander Folk School, religious institutions). Instruction includes different methods used by coalitions (i.e., freedom rides, wade-ins, sit-ins, boycotts, protests, marches, voter registration drives, media relations). Examine organizational approaches to resisting equality in America. Instruction includes the immediate and lasting effects of organizations that sought to resist achieving American equality (e.g., state legislatures, Ku Klux Klan [KKK], White Citizens’ Councils [WCC], law enforcement agencies, elected officials such as the “Pork Chop Gang,” private school consortiums, Mississippi State Sovereignty Commission [MSSC]). Instruction includes different methods used by coalitions (e.g., white primaries, acts of violence, unjust laws such as poll taxes, literacy tests, sundown laws, anti-miscegenation laws). Instruction includes commentary on just and unjust laws (e.g., Letter from Birmingham Jail, I Have a Dream Speech, Chief Justice Earl Warren’s ruling opinion on Loving v. Virginia, commentary of Senator Everett Dirksen). Explain the struggles and successes for access to equal educational opportunities for African Americans. Instruction includes how African Americans were impacted by the 1954 Brown v. Board of Education decision that overturned Plessy v. Ferguson. Instruction includes Ruby Bridges, James Meredith, Little Rock Nine, 1971 Swann v. Charlotte-Mecklenburg Board of Education and 1978 Regents of the University of California v. Bakke. Instruction includes the evolution of Historically Black Colleges and Universities (HBCUs) to include land grant status and liberal arts studies. Instruction includes local court cases impacting equal educational opportunities for African Americans. Analyze the contributions of African Americans to the fields of science, technology, engineering and mathematics (STEM). Examine the key people who helped shape modern civil rights movement (e.g., Dr. Martin Luther King Jr., Claudette Colvin, Rosa Parks, Stokely Carmichael, Fannie Lou Hamer, Freedom Riders, A. Philip Randolph, Malcolm X, Justice Thurgood Marshall, Mamie Till Mobley, Diane Nash, Coretta Scott King, John Lewis, Medgar Evers). Instruction includes local individuals in civil rights movements. Identify key legislation and the politicians and political figures who advanced American equality and representative democracy. Instruction includes political figures who shaped the modern Civil Rights efforts (e.g., Arthur Allen Fletcher, President Dwight D. Eisenhower, President John F. Kennedy, President Lyndon B. Johnson, President Richard Nixon, Senator Everett Dirksen, Mary McLeod Bethune, Shelby Steele, Thomas Sowell, Representative John Lewis). Instruction includes key legislation (i.e., Civil Rights Act of 1957, 1960, 1964, 1967 and 1972 Title VII, Voting Rights Act of 1965). Analyze the role of famous African Americans who contributed to the visual and performing arts (e.g., Florida Highwaymen, Marian Anderson, Alvin Ailey, Misty Copeland). Analyze economic, political, legal and social experiences of African Americans and their contributions and sacrifices to American life from 1960 to present. Instruction includes the use of statistical census data between 1960 to present, comparing African American participation in higher education, voting, poverty rates, income, family structure, incarceration rates and number of public servants. Instruction includes the Great Society’s influence on the African American experience. Instruction includes but is not limited to African American pioneers in their field (e.g., President Barack Obama, Vice President Kamala Harris, Secretary of State Colin Powell, Secretary of State Condoleezza Rice, Justice Ketanji Brown Jackson, Justice Clarence Thomas, Representative Shirley Chisholm, Arthur Ashe, Ronald McNair). Examine key events and persons related to society, economics and politics in Florida as they influenced African American experiences. Instruction includes events and figures relating to society, economics and politics in Florida (e.g., Florida Supreme Court Justice Joseph W. Hatchet, Florida Supreme Court Justice Peggy A. Quince, Gwen Cherry, Carrie Meek, Joe Lang Kershaw, Arnett E. Girardeau, Zora Neale Hurston, Alice Walker, A. Philip Randolph, Tallahassee Bus Boycott of 1956, Ax Handle Saturday, St. Augustine summer of 1964). Instruction includes the integration of the University of Florida. Instruction should include local people, organizations, historic sites, cemeteries and events. Kamala Harris is lying. Shame on anyone who helps her do so. I started to suggest the goose stepping DemoNazis here find someone with an education to read this to you and 'splain it, but you people don't know anyone with an education. You're in blue states, and you are BLUE STATE STUPID.

Fauci AND OBAMA, who funded the Wuhan lab in the first place. Both of those creeps deserve to be charged with mass murder and crimes against humanity, as well as TREASON.

Hardner is about as conservative as Whoopie Goldberg.

To bring you up to speed with the educated sector of this forum (and most of America) there's such a thing as topless strip bars, places where heterosexuality is kinda SHOVED IN ONE'S FACE. And minors are not permitted entry. If a minor is caught, the club loses its liquor license. A school inviting drag queers to put on a sex show for CHILDREN is engaging in child abuse. That is the epitome of SHOVING FAGG STUFF IN OUR FACES, except that this is shoved in OUR CHILDREN'S FACES. There are drag queer clubs where legitimate drag queers dance, put on shows, and whatever, and THEY also have a no minors policy. There are gay bars and restaurants, where queers can go to hook up. And it's a NO MINORS ALLOWED situation, just like normal clubs. Nothing is being shoved in anyone's face. And in these legitimate situations, queers and normal people have the SAME RIGHTS. They are not to be confused with the PEDOPHILES who want to put on a drag queer show for CHILDREN. That is crossing the line.

Dude, you are a LIAR. MAGA people represent the vast majority of America. And if you don't like it, GET THE FCK OUT. There's only a few MILLION legal immigrants waiting in line to take your place TROLL.

Decent people hate individuals who have sex with children. If you have sex with children, you are a fcking criminal. Crawl back under your rock, CREEP.

They could make that point by talking about the black church which was developed during slavery, and how that crossed over into the creation of negro spirituals, and then gospel, and later jazz, blues, R&B, funk, Rock ‘N Roll and Hip Hop. Or they could talk about black cuisine and soul food, blending African tradition with Southern foods. Or they could talk about black art, or black literature and scholarship. But no, they have to make it about “job skills” because — being conservatives — that’s the only thing they apparently value. Or then again, did they gain job skills? Join me over the jump for the sad truth. Here’s what VP Harris had to say in Jacksonville pointing out the Rape, Torture, Human Trafficking and Terrorism that was a part of the Slave trade which of course, is worth tolerating if only you could “gain a skill.” [Besides the point as pointed out in the comments that most slaves were bought and sold specifically because of the skills they already had, and the fact that blacksmithing already existed in Africa] The simple fact is that many of the names on their list of examples — were not slaves. And that most of those who had been slaves gained their business and personal skills — AFTER that slavery. For example, there’s Ned Cobb who was born in 1885 — 20 years after Slavery ended. Then there’s Henry Blair. Here's Ron Desantis come back where he says it beneficial to “parlay” being a blacksmith — like Henry Blair — as a benefit “later in life.” Besides the fact that Blair was born a free man when he became a blacksmith, American Chattle Slavery was for life, exactly when was that “later time” supposed to be? In the afterlife? The fact that DeSantis thinks training a slave to use a hammer and tongs would be considered a good idea simply shows how he fails to understand the “at seige” nature of the slave. trade and the fear of potential uprisings. And then there’s #2 Lewis Lattimer, also a blacksmith, who’s parents had been enslaved but he was actually born in Massachusettes as a free man. The first possible former slave listed is John Henry who was forced to work the railroad as a prisoner under the Black Codes following Slavery and also is a folk hero who may not have actually existed. [He did exist.] Henry was not a blacksmith, he was a railroad worker who famously battled a mechanical device at driving railroad spikes with his hammer until he died. Skipping to the chase James Forten, Paul Chuffe, John Chavis, William Whipper were also all born free men. The seventh name on the list is extra ridiculous because it’s George Washington’s WHITE sister. How exactly to people who call themselves “educators” put George Washington’s sister on a list of people who “gained skills from slavery” never mind the fact that that didn’t happen and she wasn’t a slave, she’s not African either so it doesn’t even make the point the during slavery many African-Americans became prominent businessmen and women. Now, of the people who were slaves on the list, most of them didn't actually gain their business skills from slavery itself. Hammon was born into slavery on Long Island. In most of the South, teaching a slave to read and write was illegal. So he gained a “skill” that wasn’t even offered to most slaves at the time and certainly couldn’t be consider an example “things I learned from slavery.” Attucks is the second actual slave on their list and he gained the skill of being a sailer AFTER he escaped from slavery. That’s 0-2 so far. Then we get to number 12. “But it was her enslaved mother who taught her how to do that.” Gaining the skill of being a seamstress had nothing do to with her enslaved condition, it was passed down from mother to daughter which would have likely occurred if both of them had been free. Technically it was probably common for one slave to teach another slave a particular skill, but this is not a good example of that. So we’re at 1 for 3 out of the enslaved and 1 for 12 out of the entire list. Finally, we have our first real example with James Thomas. Not a tailor, a barber. Not a slave exactly, his freedom was technically bought when he was 6. He learned his skill again as a free person even though he was “considered” a slave by law. 2 for 13. Then we have another example with Betsey Stockton. She became a teacher after she had become a fully free person, so this one is again a NO. Then there’s Booker T. Washington and the totals. While enslaved Booker was illiterate and then taught himself to read after emancipation. Slavery did not make him a teacher. 16 people were listed and apparently, only 2 of them learned a skill while being a slave, and yet that skill wasn’t taught to them because they were a slave but rather in spite of or incidental to it. This is f*cking ridiculous. It’s dumb. It’s sloppy. It’s not even up to the standards of a half-@ssed google fact check. I actually appreciate looking up and learning about all of the successful African American business persons during the Antebellum and Civil War periods. That was actually instructive - but apparently *they* didn't bother to really look this up themselves. And yet, they worked on this for months? How in the world does someone who calls themself an “educator” get things this hilariously wrong? How does George Washington’s sister get on a list of people who “learned skills from slavery?” How does Ned Cobb get on the list when he was born 20 years after Slavery ended? Unless pushing an agenda that diminishes the real impact and damage of slavery is exactly the point. This is some weak-ass Thomas Sowell/Candace Owens nonsense. https://www.dailykos.com/stories/2023/7/22/2182832/-Florida-Board-fails-hilariously-at-proving-Slavery-taught-skills Daily Kos? You really are an idi0t.

This shit doesn't happen in small towns. And FCK anyone here who thinks this shit is okay. And FCK anyone here who thinks small towns who defend AGAINST this shit are to blame.

Finally the TRUTH be told. https://www.foxnews.com/media/kamala-harris-accused-sick-lie-florida-black-history-curriculum-gaslighting-voters Kamala Harris accused of 'sick' lie about Florida's Black history curriculum: 'Gaslighting' voters Vice President Kamala Harris was accused of stoking a "sick" lie about Florida's Black history curriculum, claiming the Sunshine State is replacing "history with lies" in its approval of new state-wide curriculum. "They want to replace history with lies," Harris said at the Ritz Theatre and Museum in Jacksonville on Friday. "Middle school students in Florida to be told that enslaved people benefited from slavery." But critics have been quick to argue the vice president's claims are a misrepresentation of the new curriculum standards, which were approved by Florida's Education Department last week. "This is a sick political strategy that Vice President Harris is trying to do because she knows that her voters are not going to take the time to actually read the curricula of the Florida standards, which are some of the most extensive standards I've ever seen on teaching Black history," Exodus Institute founder Kali Fontanilla, who is also a former California teacher, told Carley Shimkus Monday. "I read them last night, and they're actually really beautiful standards," she continued. "She's taking this one line and misrepresenting it in order to gaslight her voters. It's very obvious to those that are actually taking the time to read it, but to those that aren't going to take the time to research, they're going to eat this up like candy because it's very hard to defend." The new social studies curriculum states, "Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit." "You hear that word benefit, and they're like, 'Oh, no... Florida standards are saying that slavery was a benefit,' and that is absolutely false," Fontanilla said. "That's not what the standards are implying. They're just simply saying historical facts, which is, again, what the left is trying to do. They're trying to do a revisionist history, not the right." CNN conservative political commentator Scott Jennings called her claims "fabricated" during a Sunday panel. "What is amazing to me [is] that how little Kamala Harris apparently has to do that she can read something on Twitter one day and be on the airplane the next to make something literally out of nothing. This is a completely made-up deal. I looked at the standards, I even looked at an analysis of the standards, in every instance where the word slavery or slave was used, I even read the statement of the African-American scholars that wrote the standards – not [Florida Gov.] Ron DeSantis, but the scholars," he said. And these LIES from a DIRECT DESCENDANT OF A JAMAICAN SLAVE TRADER. https://wjno.iheart.com/featured/rush-limbaugh/content/2020-08-17-pn-rush-limbaugh-kamala-harris-descendant-of-slave-owners-alienates-black-voters/ Kamala Harris, Descendant of Slave Owners, Alienates Black Voters

Obama virus was never that big a threat. Most hospitals committed FRAUD in reporting Obama virus deaths, in order to get the extra federal dollars. https://www.foxnews.com/health/hospitals-medicare-patients-cost-coronavirus Hospitals are paid more for Medicare patients confirmed or presumed to have coronavirus https://www.fox35orlando.com/news/hospitals-receiving-larger-reimbursements-in-federal-dollars-for-treating-covid-19-patients Hospitals receiving larger reimbursements in federal dollars for treating COVID-19 patients

Most Floridians didn't want our brilliant governor to do that anyway. We wanted him to wait until Trump finished his second term. The economy would be saved, the border secured. WORLD WAR III averted. It would have given DeSantis a full eight years to oversee the arrest and incarceration of the KKKlintons, Obama, and the Biden crime family. But NOOOOO, he had to have it all now.

Let's not forget that BLUE STATE New York's governor allowed Covid (OBAMA) virus patients in NURSING HOMES, and scores of seniors were infected and died. https://nypost.com/2020/07/08/cuomo-sent-6300-covid-19-patients-to-nursing-homes-amid-pandemic/ Gov. Cuomo sent 6,300 COVID-19 patients to nursing homes during pandemic New York dispatched more than 6,300 recovering coronavirus patients into vulnerable nursing homes during the height of the pandemic, officials said this week. The transfers were made under a now-scrapped, highly criticized policy that barred nursing homes from refusing to take in COVID-19 patients — a directive from the Cuomo administration intending to free up hospital beds for the sickest patients. New York is now home to one of the highest nursing home death tolls in the nation, with more than 6,400 deaths in homes and long-term care facilities tied to the virus. But Gov. Andrew Cuomo and his administration argue that the controversial policy is not to blame for the tragic figure. State Health Commissioner Dr. Howard Zucker instead said the virus was spread by the 20,000 infected home staffers, many of whom kept going to work in March and April unaware that they were sick — findings outlined in a DOH report issued Monday. “Facts matter. And those are the facts,” Zucker said during a news conference Monday. The report backs claims Cuomo had been making for weeks that sick staff, not transported patients, had caused the deadly spread through nursing homes. Critics in the state Legislature have challenged the report’s credibility, with lawmakers planning to move ahead with public hearings on the nursing home death, NY1 reported. Assemblyman Ron Kim (D-Queens), condemned the report as a “cover-up.” “This is a conflict of interest for the health department to investigate its own poor decisions,” Kim said on Monday. “For them to say that the decision of sending COVID-19 patients from hospitals into nursing did not contribute to increasing infections is ludicrous,” Kim said. Cuomo senior adviser Richard Azzopardi clapped back at some of the criticism Monday. “Once again, Ron Kim doesn’t know what he’s talking about and apparently doesn’t care about embarrassing himself,” Azzopardi said at the time. “The DOH report was peer-reviewed by experts at Mount Sinai and Northwell Health, and it’s disturbing that this politician is refusing to believe facts, science and dates on a calendar.” NOTHING like that happened here in Florida. You are full of shit and the LYING NAZI TREASON TIMES is full of shit. I LIVE HERE. The MINISTRY OF PROPAGANDA FAGS at the TREASON TIME do not live here. I would have seen local news stories of those actual deaths if they actually existed. The TREASON TIMES is LYING. You and your FAGGA extremists can bite my a$$.

Another LYING opinion piece from the TREASON TIMES, America's NAZI rag. I would suggest you shove those lies up your a$$ but it appears that space is being occupied by a lot of other things.

You have yet to provide ANY reliable factual sources. Just FAGGA ones.

That is a LIE and you are a NAZI LIAR. Governor DeSantis has signed bills SAVING CHILDREN FROM CASTRATION Dr. Mengele.

Kids get all sorts of knuckleheaded notions. Some kids play the trans gender card just because they heard about it from their parents and they want to attract attention. When you've been working in the school system long enough, these types of kids are easy to spot. To their credit, EVERY Florida teacher I've seen who was confronted by this in the classroom wisely and very gently changed the subject. Nobody was hurt and maybe a dick was saved from being cut off.