Kamala Harris LIED about Florida public school's slavery curriculum. More documention

[reason10]

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.

[Moonlight Graham]

I don't know anything about what Harris said.

The actual curriculum summary can be seen here:  https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf

I don't see how the controversial bits are that controversial.  A lot of the curriculum is celebrating black artists, leaders, showing the wrongs of slavery etc.  African-Americans did learn some skills/trades during slavery, and some African-Americans did take part in violent uprisings, those are just facts.  Are schools supposed to hide any facts that might possibly reflect poorly on African-Americans at the time (i think most of us would be understanding if some riots did occur)?  Or that they were taught some skills during slavery?  Is education supposed to only push a 100% victim narrative, or reveal all major facts?

[Rebound]

17 minutes ago, Moonlight Graham said:

I don't know anything about what Harris said.

The actual curriculum summary can be seen here:  https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf

I don't see how the controversial bits are that controversial.  A lot of the curriculum is celebrating black artists, leaders, showing the wrongs of slavery etc.  African-Americans did learn some skills/trades during slavery, and some African-Americans did take part in violent uprisings, those are just facts.  Are schools supposed to hide any facts that might possibly reflect poorly on African-Americans at the time (i think most of us would be understanding if some riots did occur)?  Or that they were taught some skills during slavery?  Is education supposed to only push a 100% victim narrative, or reveal all major facts?

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. 
 

It’s incredibly offensive to state that anything about slavery was good for the slaves. It was not. It was incredibly evil and cruel.  

[reason10]

38 minutes ago, Moonlight Graham said:

I don't know anything about what Harris said.

The actual curriculum summary can be seen here:  https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf

I don't see how the controversial bits are that controversial.  A lot of the curriculum is celebrating black artists, leaders, showing the wrongs of slavery etc.  African-Americans did learn some skills/trades during slavery, and some African-Americans did take part in violent uprisings, those are just facts.  Are schools supposed to hide any facts that might possibly reflect poorly on African-Americans at the time (i think most of us would be understanding if some riots did occur)?  Or that they were taught some skills during slavery?  Is education supposed to only push a 100% victim narrative, or reveal all major facts?

You didn't read the article.

[reason10]

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.

 

 

[Rebound]

21 minutes ago, reason10 said:

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.

 

 

Nobody said they’re in favor of human trafficking, you nitwit. Get off your parent’s sofa and get a job. 

Edited July 24 by Rebound

[reason10]

4 minutes ago, Rebound said:

Nobody said they’re in favor of human trafficking, you nitwit. Get off your parent’s sofa and get a job. 

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.

Edited July 24 by reason10

[Rebound]

Just now, reason10 said:

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.

Disliking your stupid movie doesn’t mean the critic is a human trafficker, you dumbass. Being a substitute teacher is barely a job.  Get a real job. 

[reason10]

1 minute ago, Rebound said:

Disliking your stupid movie doesn’t mean the critic is a human trafficker, you dumbass. Being a substitute teacher is barely a job.  Get a real job. 

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.

[Moonlight Graham]

20 hours ago, Rebound said:

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. 
 

It’s incredibly offensive to state that anything about slavery was good for the slaves. It was not. It was incredibly evil and cruel.  

It would have some value to them when slavery ended.  Obviously slavery was horrible and wrong and it doesn't make up for slavery in any way.

[reason10]

52 minutes ago, Moonlight Graham said:

It would have some value to them when slavery ended.  Obviously slavery was horrible and wrong and it doesn't make up for slavery in any way.

Here's the thing.

KAMALA THE UGANDAN GIANT IS A LIAR.

NOTHING in Florida's black studies suggests anything about skills learned during slavery. I just posted the FACTS.

 

[Rebound]

2 hours ago, reason10 said:

Here's the thing.

KAMALA THE UGANDAN GIANT IS A LIAR.

NOTHING in Florida's black studies suggests anything about skills learned during slavery. I just posted the FACTS.

 

No, you posted a link to a syllabus, not the curriculum. If you were a real teacher you’d know the difference. 

[reason10]

6 minutes ago, Rebound said:

No, you posted a link to a syllabus, not the curriculum. If you were a real teacher you’d know the difference. 

I know what a syllabus is. When I taught at a community college in Orlando, I had to rewrite several syllabi, so I know the difference. And there is NOTHING in the Florida curriculum that comes anywhere NEAR that lying bee itch, (WHO IS A DIRECT DESCENDANT OF A SLAVE TRADER HER DAMNED SELF.)

 

She is a LIAR and you are an idi0t for believing her.

[Moonlight Graham]

2 hours ago, reason10 said:

Here's the thing.

KAMALA THE UGANDAN GIANT IS A LIAR.

NOTHING in Florida's black studies suggests anything about skills learned during slavery. I just posted the FACTS.

 

I posted the link to the actual government source in this thread.  It said this:

[Quote]Examine the various duties and trades performed by slaves (e.g., agricultural work, painting, carpentry, tailoring, domestic service, blacksmithing, 
transportation). 

Benchmark Clarifications: 
Clarification 1: Instruction includes how slaves developed skills which, in some instances, could be 
applied for their personal benefit.[/quote]

That's what they're complaining about. Not a big deal.

[reason10]

45 minutes ago, Moonlight Graham said:

I posted the link to the actual government source in this thread.  It said this:

[Quote]Examine the various duties and trades performed by slaves (e.g., agricultural work, painting, carpentry, tailoring, domestic service, blacksmithing, 
transportation). 

Benchmark Clarifications: 
Clarification 1: Instruction includes how slaves developed skills which, in some instances, could be 
applied for their personal benefit.[/quote]

That's what they're complaining about. Not a big deal.

The Biden LYING government source. I'll go by the more accurate FLORIDA sources.

Oh, and by the ways, BLACKS GOT A LOT OF THOSE SKILLS AFTER BEING FREED BY THE REPUBLICANS.

And AGAIN, Kamala the Ugandan Giant is a DIRECT DESCENDANT of a Jamaican SLAVE TRADER.

[robosmith]

On 7/24/2023 at 9:21 AM, reason10 said:

https://www.nationalreview.com/corner/kamala-harris-is-brazenly-lying-about-floridas-slavery-curriculum/

 

• 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.

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.

 

31 minutes ago, reason10 said:

The Biden LYING government source. I'll go by the more accurate FLORIDA sources.

Talk about STUPID, it's in the SOURCE (above) that YOU CITED. Duh

 

31 minutes ago, reason10 said:

Oh, and by the ways, BLACKS GOT A LOT OF THOSE SKILLS AFTER BEING FREED BY THE REPUBLICANS.

Oh, BTW, that has NOTHING TO DO with ANYTHING positive about slavery.

[Rebound]

3 hours ago, reason10 said:

I know what a syllabus is. When I taught at a community college in Orlando, I had to rewrite several syllabi, so I know the difference. And there is NOTHING in the Florida curriculum that comes anywhere NEAR that lying bee itch, (WHO IS A DIRECT DESCENDANT OF A SLAVE TRADER HER DAMNED SELF.)

 

She is a LIAR and you are an idi0t for believing her.

You cited the syllabus, not the curriculum.  

[SpankyMcFarland]

It would be like Russians telling Ukrainians they should be grateful for acts of kindness shown by Russian soldiers. I’m sure there are some such examples but it would be grossly offensive to hear that from a Russian. Ditto a German extolling the benefits of working as a Nazi slave-worker, something so grotesque I’ve never heard of any German doing it. If you’ve done terrible things, it’s really not your place to highlight minor extenuating facts. 

Edited July 27 by SpankyMcFarland

[SpankyMcFarland]

On 7/24/2023 at 6:29 PM, Moonlight Graham said:

I don't know anything about what Harris said.

The actual curriculum summary can be seen here:  https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf

Are schools supposed to hide any facts that might possibly reflect poorly on African-Americans at the time (i think most of us would be understanding if some riots did occur)?  Or that they were taught some skills during slavery?  Is education supposed to only push a 100% victim narrative, or reveal all major facts?

The history of slavery and its aftermath are particularly close to home for anybody in the American South. Getting the disgraced Confederate battle flag taken down from state buildings has been a long struggle. Slavery is not like some distant, remote event in Rome or Greece. The wounds are in the classrooms themselves so care is warranted. 

[Rebound]

On 7/24/2023 at 2:59 PM, Moonlight Graham said:

I don't know anything about what Harris said.

The actual curriculum summary can be seen here:  https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf

I don't see how the controversial bits are that controversial.  A lot of the curriculum is celebrating black artists, leaders, showing the wrongs of slavery etc.  African-Americans did learn some skills/trades during slavery, and some African-Americans did take part in violent uprisings, those are just facts.  Are schools supposed to hide any facts that might possibly reflect poorly on African-Americans at the time (i think most of us would be understanding if some riots did occur)?  Or that they were taught some skills during slavery?  Is education supposed to only push a 100% victim narrative, or reveal all major facts?

You don’t see it?

They start by saying that Slavery was started by black people, which isn’t true. There was Slavery in the Bible and in Rome.  
 

Then they go to a lot of trouble to begin this AMERICAN HISTORY lesson by explaining that slavery outside of America was much worse, which is an obvious attempt to make American slavery seem so much better. As if America was were helping these people by treating them a little less savagely. Then they get to US Slavery and ignore its horrific brutality and claim the slaves learned “valuable skills.” Yeah, look at how rich they became when slavery ended, right? Valuable skills my ass, any skills they developed benefitted their owners.  

[Moonlight Graham]

5 hours ago, Rebound said:

You don’t see it?

They start by saying that Slavery was started by black people, which isn’t true. There was Slavery in the Bible and in Rome.  
 

Then they go to a lot of trouble to begin this AMERICAN HISTORY lesson by explaining that slavery outside of America was much worse, which is an obvious attempt to make American slavery seem so much better. As if America was were helping these people by treating them a little less savagely. Then they get to US Slavery and ignore its horrific brutality and claim the slaves learned “valuable skills.” Yeah, look at how rich they became when slavery ended, right? Valuable skills my ass, any skills they developed benefitted their owners.  

What's your evidence for these comments?  I posted the FL curriculum standards.

If you want to learn about slavery of African-Americans you need to know the context.  Slavery at the time wasn't uncommon in Europe, Africa, Asia, or the indigenous Americas.  Slavery was very wrong, southerners were very racist, but you also can't look at it with 2023 morals and scientific knowledge either.  Slavery should not be excused, but you also shouldn't be pushing narratives where the US was a uniquely evil society at the time.

The US constitution was very sexist and racist in 1789, but so was every society in the entire world at the time.  Context matters, and kids have no idea what it was like in 1789 unless you tell them.

So they either grow up thinking "I hate America and am ashamed to be an American, we are evil and this country was founded on racism, sexism, and homophobia" or they can teach all the facts instead of just the victim propaganda they're now fed from leftwing activists and realize a more accurate narrative like "When this country was founded it had a lot of racism, sexism, and homophobia, which were common beliefs at the time throughout the world, and through the next 200 years America helped achieve important advancements in human rights and political movements like feminism that have been influential throughout the world".

It is important to teach all of the facts and dismantle the increasingly common narratives among young people that causes them hate their own country and push divisive aspects of identity politics.  They are being sold on false propaganda from leftwing types, and "progressive" teachers should not be able to push their activism and lies in the classroom anymore.

[Rebound]

6 hours ago, Moonlight Graham said:

What's your evidence for these comments?  I posted the FL curriculum standards.

If you want to learn about slavery of African-Americans you need to know the context.  Slavery at the time wasn't uncommon in Europe, Africa, Asia, or the indigenous Americas.  Slavery was very wrong, southerners were very racist, but you also can't look at it with 2023 morals and scientific knowledge either.  Slavery should not be excused, but you also shouldn't be pushing narratives where the US was a uniquely evil society at the time.

The US constitution was very sexist and racist in 1789, but so was every society in the entire world at the time.  Context matters, and kids have no idea what it was like in 1789 unless you tell them.

So they either grow up thinking "I hate America and am ashamed to be an American, we are evil and this country was founded on racism, sexism, and homophobia" or they can teach all the facts instead of just the victim propaganda they're now fed from leftwing activists and realize a more accurate narrative like "When this country was founded it had a lot of racism, sexism, and homophobia, which were common beliefs at the time throughout the world, and through the next 200 years America helped achieve important advancements in human rights and political movements like feminism that have been influential throughout the world".

It is important to teach all of the facts and dismantle the increasingly common narratives among young people that causes them hate their own country and push divisive aspects of identity politics.  They are being sold on false propaganda from leftwing types, and "progressive" teachers should not be able to push their activism and lies in the classroom anymore.

“I hate America” is YOUR projection. Stop already with the “We need to make it seem as though slavery wasn’t so bad”. It WAS bad.  Imagine being owned by someone your entire life, and forced to perform hard labor seven days a week from sunrise to sunset, until you drop dead in the fields. Most slaves died in their 30’s. They were treated no differently than cattle. 
 

White people didn’t just perpetrate slavery.  They also died, 100,000’s, to stop slavery.  So our race does not make us guilty, our actions and our attitudes do.  And your attitude needs improvement. 

[reason10]

3 minutes ago, Rebound said:

“I hate America” is YOUR projection. Stop already with the “We need to make it seem as though slavery wasn’t so bad”. It WAS bad.  Imagine being owned by someone your entire life, and forced to perform hard labor seven days a week from sunrise to sunset, until you drop dead in the fields. Most slaves died in their 30’s. They were treated no differently than cattle. 
 

White people didn’t just perpetrate slavery.  They also died, 100,000’s, to stop slavery.  So our race does not make us guilty, our actions and our attitudes do.  And your attitude needs improvement. 

Your attitude makes America and THE ENTIRE FCKING  HUMAN RACE look bad.

Now only do you SUPPORT slavery TODAY, you want to punish people who had NOTHING to do with it.

You VOTED for a the direct descendant of a JAMAICAN SLAVE TRADER.

You SUPPORT child trafficking, which is the  MOST EVIL FORM OF SLAVERY EVER.

A little STFU around now would be appropriate.