Posted on 07/30/2023 12:05:55 PM PDT by Phoenix8
In the mid-20th century, a generation after the civil war, the United Daughters of the Confederacy set out to rebrand the image of slavery. The group, composed of female descendants of Confederate soldiers, was fixated on returning the country’s social order to its antebellum racial hierarchy. It sought to reimagine slavery as a benign institution, and to glorify the “lost cause” of white southern insurrectionists who attempted to overthrow the government in slavery’s defense. The place that served as ground zero for the UDC’s revisionist-history effort? Schools.
The Florida governor Ron DeSantis at an event in Des Moines, Iowa on Friday night. ‘Stop’: Black Republican congressman attacks DeSantis over slavery curriculum Read more In one of its most successful campaigns, the UDC calle
(Excerpt) Read more at theguardian.com ...
Amazing to me how solidly left rags like The Guardian, which want nothing more than leftists to an achieve total victory, have so many Republican/conservative Allies these days when it comes to Desantis.
Are we now sourcing “The Guardian” to take down DeSantis? Unbelievable!
I could use about another 9000 “hot takes” on this very important slavery issue. When I think of important issues in modern America I think about black slavery from 150 years ago.!
This is the standard tactic of the corrupt MSM/ keep up the steady drumbeat of calling someone a racist. They have been relentlessly attacking DeSantis as being a racist. No facts or deliberate misrepresentation to smear their selected enemy. This has been going on for weeks now in an orchestrated media hit.
In the late-20th century, after an assassin named Sirhan Sirhan killed, planes were hijacked and in the beginning of the 21st century Muslims attacked the World Trade Center, the Democrats and their European counterparts set out to rebrand the image of slavery throughout the history of Islam, continuing into today.
The Guardian UK Has still not figured out the Rotherham child sexual exploitation scandal, and yet....
... is quite willing to dredge up the American Civil War while the migrant invasion of adult-age Muslim men flow over the UK and Europe. Because -- you know -- racism and such.
Or as old Mo said, "Undoubtedly, all the infidels of the Book (Jews) and polytheists (Trinitarians in many denominations) are in the fire of Hell they shall abide therein. They are the worst of creatures."
History is racist, don’t you know?
DemocRATs try to use the “I didn’t do that, you did that” strategy to pin slavery on Republicans.
Eli,
Uhhh..I’m defending Desantis. Suggest maybe you read my comment before you draw your sword and attack next time?
To escape.
I was in education for a long time and I know exactly how the leftists work. it’s called selective curriculum.
For example they spend weeks going over in incredible detail the mistreatment the colonists treated the Indians with. Then totally ignore the 10s of thousands maybe millions of Indianas sacrificed as enslaved by each other.
Also they go over the Holocaust for months and the kids literally think it’s the only time they happened because they ignore Stalin, Mao, Pol Pot and the Armenians.
They cover the Great Depression and FDRs new deal in glowing manner and ignore the facts the USA achieved the worlds highest standard of ,iv9 g and freedom.
Many other examples.
(3) The Legislature acknowledges the fundamental truth that all persons are equal before the law and have inalienable rights. Accordingly, instruction and supporting materials on the topics enumerated in this section must be consistent with the following principles of individual freedom:
(a) No person is inherently racist, sexist, or oppressive, whether consciously or unconsciously, solely by virtue of his or her race or sex.
(b) No race is inherently superior to another race.
(c) No person should be discriminated against or receive adverse treatment solely or partly on the basis of race, color, national origin, religion, disability, or sex.
(d) Meritocracy or traits such as a hard work ethic are not racist but fundamental to the right to pursue happiness and be rewarded for industry.
(e) A person, by virtue of his or her race or sex, does not bear responsibility for actions committed in the past by other members of the same race or sex.
(f) A person should not be instructed that he or she must feel guilt, anguish, or other forms of psychological distress for actions, in which he or she played no part, committed in the past by other members of the same race or sex.
Instructional personnel may facilitate discussions and use curricula to address, in an age-appropriate manner, how the freedoms of persons have been infringed by sexism, slavery, racial oppression, racial segregation, and racial discrimination, including topics relating to the enactment and enforcement of laws resulting in sexism, racial oppression, racial segregation, and racial discrimination, including how recognition of these freedoms have overturned these unjust laws. However, classroom instruction and curriculum may not be used to indoctrinate or persuade students to a particular point of view inconsistent with the principles of this subsection or state academic standards.
pages 3 to 21 of 216:
https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf
Examples:
SS.912.AA.1.1 Examine the condition of slavery as it existed in Africa, Asia, the Americas and Europe prior to 1619.
Benchmark Clarifications:
Clarification 1: Instruction includes how trading in slaves developed in African lands (e.g., Benin, Dahomey).
Clarification 2: 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).
Clarification 3: Instruction includes how slavery was utilized in Asian cultures (e.g., Sumerian law code, Indian caste system).
Clarification 4: Instruction includes the similarities between serfdom and slavery and emergence of the term “slave” in the experience of Slavs.
Clarification 5: Instruction includes how slavery among indigenous peoples of the Americas was utilized prior to and after European colonization.
SS.912.AA.1.4
Examine the development of slavery and describe the conditions for Africans during their passage to America.
Benchmark Clarifications:
Clarification 1: Instruction includes the Triangular Trade routes and the Middle Passage.
Clarification 2: Instruction includes the causes for the growth and development of slavery, primarily in the southern colonies.
Clarification 3: Instruction includes percentages of African diaspora within the New World colonies.
SS.912.AA.1.11 Examine different events in which Africans resisted slavery.
Benchmark Clarifications:
Clarification 1: 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]).
SS.912.AA.2.2
Explain how slave codes were strengthened in response to Africans’ resistance to slavery.
Benchmark Clarifications:
Clarification 1: 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]).
Clarification 2: 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]).
SS.912.AA.2.14 Compare the actions of Nat Turner, John Brown and Frederick Douglass and the direct responses to their efforts to end slavery.
SS.912.AA.3.1
Analyze the changing social and economic roles of African Americans during the Civil War and the Exodus of 1879.
Benchmark Clarifications:
Clarification 1: Instruction includes the status of slaves, escaped slaves, and free blacks during the Civil War.
Clarification 2: Instruction includes examining the roles and efforts of black nurses, soldiers, spies, scouts and slaves during the Civil War.
Clarification 3: 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).
Clarification 4: Instruction includes the establishment and efforts of the Freedman’s Bureau.
Clarification 5: Instruction includes the Exodusters and their influence on American culture.
SS.912.AA.3.6
Describe the emergence, growth, destruction and rebuilding of black communities during Reconstruction and beyond.
Benchmark Clarifications:
Clarification 1: 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).
Clarification 2: 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.
Clarification 3: Instruction includes communities such as: Lincolnville (FL), Tullahassee (OK), Eatonville (FL).
SS.912.AA.4.5 Compare differing organizational approaches to achieving equality in America.
Benchmark Clarifications:
Clarifications 1: Instruction includes the immediate and lasting effects of modern civil rightsorganizations (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).
Clarification 2: Instruction includes different methods used by coalitions (i.e., freedom rides, wade-ins, sit-ins, boycotts, protests, marches, voter registration drives, media relations).
That’s rich, them complaining about UDC or FL using schools to indoctrinate kids.
These people have been indoctrinating in schools all my life. It’s just they’ve gotten more and more their way as the years pass. Communism by definition MUST indoctrinate.
You may have a good point.
Like trans must recruit because each is incapable of being productive in their own ways.
You are so right.
It is indeed often the wording, and the emphasis.
I should write a basic book of 1-liner American history. Based on what is taught in schools. I’d go by schooling AND public documentary presentations, etc.
E.g., in some ways you’d think the US did the Holocaust, the way it was so emphasized along with self-hatred of US.
I actually would argue some of that.
We refuse to acknowledge reality. It is ok to think some types of people are better at some things, etc. the key is, don’t let that stand in the way of freedom of opportunity. No one should be barred automatically, unless perhaps women when their strength doesn’t fit right or pregnancy disrupts work too much.
"In the mid-20th century, a generation after the civil war..."And they're putting themselves forward as promoting historical accuracy and criticizing what they consider ahistorical descriptions?
“The Jamestown settlers....the worst drought in 700 years occurred between 1606 and 1612.”
https://en.wikipedia.org/wiki/Jamestown,_Virginia
Problem - An educated populace
Reaction - selective curriculum
Solution - a dumbed down public
Straight from problem to solution.
Problem - People are ignorant, not stupid.
Solution - Find some manner in which the public can
educate themselves from vast stores of knowledge.*
Internet not included*
{;^)
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