Reverse CRT: Florida Upstages Texas In History Class Teaching About Slavery

May be, if that upsets Kamala and media!!

 

Come on guys it wasn’t all that bad, we gave them much better names.

Who wants a name like Onuaku when you can be a Smith

We also selected, bred, and gave them excellent exercise programs, so much so that the off spring today are world class athletes #Benefits

 

I heard White Fragility being discussed again on npr a few days ago, and this stuff hypes up to that crowd the Colorblind Anti-Woke Rightists will eyeroll and claim doesn't exist.

It's simpler to assume we're headed towards progress and equality but social pendulums shift when power/population dynamics change or there's a prolonged decline in living. It's why Muslims in the middle east are open to Islamism because they're taught early on their people were cultural, scientific, and military power houses a thousand years ago and they're still among the greatest today.

You can teach and delude yourself with cultural pride all you want, but when you reconcile that with your decaying reality, it's a maddening drip, drip drip that drives frustration and anger. Opiods for inwardness. The garbage we have now expressed outward.

It's not simple nor easy for folks to live poor or be convinced their future is a dead end.

Now compound that with the entitlement that your culture had the good ol days with the nasty warts like spousal or child abuse and whatever elevated status men had are features to greatness, not a bug.

Yeah that's not a recipe for growth, rather misplaced envy/rage...

China is suffering from the same problems as well. They have a long lasting civ, but the CCP has several iterations destroying and incepting their culture into this gross wave of victimization. A country like Vietnam suffered harsher magnitudes of destruction by us, yet we're more than hopeful of striking further commitments because they haven't played that victim angle and brainwashed their people with it.

You can't blame social media or the internet for all of this. It magnifies it. Doesn't cause it.

 

After writing that, magats seem more more appropriate a term as they feed off of dead or rotting flesh.

 

This is yet another consequence of having a majority hard right federalist handpicked Supreme Court.

 

h/t @basso

 

if the Harris quote is accurate (“Just yesterday in the state of Florida, they decided middle school students will be taught that enslaved people benefited from slavery”), then I believe at the very least she is mischaracterizing that element of the curriculum. I don't think "lying" about the curriculum is all that far off the mark, judging from the list provided.

And no, this is not a news story because of Harris. I think the list provided (191 curricular elements) is a very helpful compilation and provides quite a bit more detail than the NBC story you cited in the OP

 

As slaves. They learned trades as slaves that provided them personal benefit. It's like stating that, "hey, you know while slavery was evil and all, well shucks, look at that, something positive did come out of it!"

If that doesn't make you at least uncomfortable, I'm not sure what to tell you.

 

it's lying by omission. read the 191 examples in the link.

 

Here's the exact text:

: Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit.

Doesn't sound like she is lying at all.

 

you did not read the link, which is par for the course.

 

no, I read the curriculum instead of your propaganda link.

https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf


par for the course indeed.

 

because @Sweet Lou 4 2 and @pgabriel are too lazy to actually read beyond the tweet, we can start here:

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”:

 

then your reading comprehension needs revisiting.

 

I went to the source material, and it's right there. Just because there are other mentions of slavery and other items doesn't mean teaching slavery was partly beneficial is right. How people play mental gymnastics to defend something like that is crazy.

 

shame on you, part 1:

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.

 

shame on you, part deux:

• 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.
  

 

shame on you, part trois:

• 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).