70 Houston Cypress Ranch High in HTX Nazi Salute Heil Trump Heil Hitler

I remember my sophomore year, when my best basketball friend and I were shooting hoops. Guy had crazy range, in the era before 3 pointers, but was a total jump-shooting zone-buster, and it was the only time I saw him cry, right as the season started.

"I'm not going to be starting," he told me. Which made no sense to me. "B-Bob, it's because I'm Jewish."

Me: "What's Jewish?"

And I was a straight-A public school student.

 

Stupid for sure, but you have no idea what they were thinking.

 

I went to school in the 70's and 80's and never repeated a year. Yes, Texas history in elementary school, in junior high, and in high school, for me at least.

 

I went to school years before you did, but had a similar experience with Texas history. We had it in elementary school. Remember the crazy, and amusing (we didn't know any better), cartoon "history" comic books? My Dad straightened me out on that one. (Thanks, Dad, wherever you are!), in junior high (where I had a great history teacher that often ignored the awful textbooks), and in high school. Because I loved Texas history, despite my earlier experience, I took it in college. Big mistake. The prof's idea of a class was to read from a textbook I had already zoomed through. I dozed through most of the semester. The fellow had no business attempting to teach human beings. Perhaps if the class had been a collection of rocks?

 

Neither do you.

 

I am not the one making reckless speculations.

 

by disagreeing with my post you speculated otherwise

 

School is school. You bent over backwards into a pretzel defending a cop throwing a girl across a classroom because she was disrupting class well what the hell do you call a bunch of kids doing Nazi salutes at a class picture during school? That's not a disruption?

It's just more of this double standard where idiot white kids are just kids being kids and idiot minority kids are criminals. When we talk about white privilege this is exactly the kind of double standard we're talking about.

 

But were there any real damages other than some hurt feelings? I'm not advocating no harm no foul, but I think this is chalked up mostly to ignorant kids being ignorant. If there was a pattern, then I'd agree with a suspension/punishment. There are better ways to enlighten these kids and get the message across than suspension.

Unfortunately, that's probably true. Hopefully, those kids don't continue to mature in an echo chamber that further reinforces their racism.

 

Because she disrupted a classroom and refused to leave. If these kids prevented the school picture from happening, which it doesn't look like at all, then I'd be inclined to agree with you. Your correlation is horribly weak. How do you not see that?

 

A Nazi salute by scores of students that lands in the news is a school disruption. I'm not sure what part of that eludes you.

 

I really don't buy the ignorant side, not in this age of social media, Trump, Bannon, and the talk about racism, Nazi and anti-semitic throughout the election year. You must really be in a self contained balloon to not be aware. And these are senior. But of course I can't be sure and usually that is enough for me to said, kids are kids. However, as I said, there is a line you don't allow to cross. This is one of those. And part of the reason for strong punishment is to prevent it from happening again - to hope there isn't even a pattern to occur. Waiting for one, if there isn't already one, is not something that make sense here IMO.

The punishment may not be fair to all, but it's the price you pay for being ignorant, if any in the group was ignorant, and one that I think is worthwhile to maintain a solid moral line here.

 

I still fail to see how they prevented the task at hand from their actions. And obviously, we don't agree on this and you're just trying to start a pissing match, so I'll leave it at that.

 

You clearly don't have much grey matter in your head. I only pointed out that you don't know what they were thinking. I did not speculate on what they were thinking - you did. You probably flunked out of logical thinking 101.

 

I think you're overestimating the awareness and maturity of the average high school senior. They are in self-contained bubbles. Their life revolves around their own social circles and their immediate future. They don't have to think much past themselves to be involved into politics and how their actions affect those around them on a larger scale. I don't think they fully understand the gravity of their actions because they never had to. This could be a good learning opportunity for growth so I'd rather the school administrators try to enlighten them rather than be punitive, unless there are repeat offenders.

 

Comets makes a good point, you can type this out for the black girl that was thrown to the ground by a cop too. You can say this exact same thing.

Ignorance is ignorance and there should be punishment for it. You get in trouble at school for insulting other classmates, correct? Well this was and had to be very insulting to other classmates.

 

That's what happens when you pretzel yourself in to criminalizing actions of black kids but hey, those Third Reich saluting white kids are just boys being boys. You can disrupt a classroom and get slammed across the room and arrested but when you disrupt the entire school they're just kids being kids. Your double standard is evident and noted.

 

More white kid excuses that you didn't provide for the black girl slammed and arrested that ended up with a broken wrist. You actually said she deserved it. I guess the expectation of her awareness and maturity is on a different level.

Why are white kids just kids but black kids are criminals? Riddle me that.

 

These kids are required to take an entire year of World History. Texas History isn't even offered.

 

I don't think I am. School can do both.

Also read this link. These seniors have no excuse that they aren't aware of what they are doing.

http://thgc.texas.gov/resources-for...xtbooks-and-teaching-about-genocide-holocaust

In 2010, the State Board of Education adopted the Texas Essential Knowledge and Skills (TEKS) for Social Studies, among other subjects. These revised TEKS included the following items that are relevant to Holocaust and genocide education:

World Geography Studies:

(18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:

(B) assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism;

World History Studies:

(12) History. The student understands the causes and impact of World War II. The student is expected to:

(A) describe the emergence and characteristics of totalitarianism;

(B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and

(C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.

(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:

(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia;

(D) identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur;

(F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.

United States History Studies Since 1877:

(7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to:

(A) identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor;

(D) analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons;

(E) analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps;

(11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:

(A) describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror;