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

shame on you, part IV:

• 
  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.
  
  
• 
  

 

shame on you, the fifth:

• 
  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).
  
  
• 
  

 

You didn't pay attention, I went to the source material and went through the parts of the curriculum dealing with the civil war, slavery, and reconstruction. I read all this already.

 

SHAME ON YOU:

• 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.

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Back to The Corner

 

Why would he be comfortable? You think a white man in America feels bad about demeaning black men and telling them what's true versus false ?

 

LOL, yesterday, I knew this was coming and was expected to see this from certain posters.

I didn't read the Nation Review piece, and I didn't listen to Harris. I did scan through the whole pdf (it's ~200pg long IRCC) yesterday.

I'm no historian to comment on the overall African American history portion of the pdf. It might be comprehensive for all I know. On the surface level, it does seem to cover slavery pretty comprehensively, but again, I'm not a historian to comment. I would instead listen to historians and teachers that teach this over the State of Florida, and certainly over right wing media. With that said, there are clearly a few areas that are just completely unnecessary and inappropriate.

SS.68.AA.2.3 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.
​

That bold part is wholely inappriroiate, disgusting, and unnecessary. Something like this is so much more appriopriate: "Instruction includes how slaves were forced to develop skills through the harsh conditions of bondage, even though the institution of slavery sought to deny education and advancement for enslaved Africans and African Americans."

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.
​

That bold part is highly problematic. Grouping racist mob violence and hate crimes targeting African Americans alongside any violence from African Americans falsely equates the two. This creates a dangerous moral equivalence where the victims are blamed alongside the perpetrators. The acts of violence listed were disproportionately committed by white mobs against black communities, so grouping the violence as "perpetrated against and by" is historically misleading. There is no context given that the violence by whites was often intended to terrorize African Americans and maintain racial hierarchy, whereas any violence from African Americans was self-defense. It frames racist mob violence as bilateral skirmishes rather than the one-sided attacks on black lives and property that they were. That standard as written glosses over the widespread systemic racism that allowed these acts to be committed with impunity.

These two standard needs to be rewritten.

On the first one, it needs to acknowledge the lack of choice and any skills accidentally gained were in spite of, not because of, their plight. The original wording promotes an improper assumption that slaves had opportunities for personal betterment or willingly developed skills. On the second one, the focus should be shifted to specifically condemn the white supremacist violence and acknowledge the innocence of African American victims.

But FL refused to do so.

 

but but but @basso has a list!

 

the Kamala quote--"students will be taught that enslaved people benefited from slavery"--as a generalization is pretty different from the example in the curriculum quoted above: "Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit." One well-known such instance would be John Hemmings, who was a skilled finish carpenter at Monticello and who upon being manumitted kept all his tools and worked as a carpenter and free man until his death.

The key words in the curriculum that Harris leaves out are: "in some instances." As I said, a charitable reading of Harris's words would be that she simply was sloppy: "students will be taught that enslaved people benefited from slavery." A less charitable reading is that she misrepresents the example as given in the curriculum. The least charitable reading is that she was lying. I do not believe Kamala Harris was lying. I believe she probably had read some of the sloppy reporting on the issue (and only the sloppy reporting on the issue) and regurgitated what she had read or heard there. So my reading is a less charitable one, somewhere between her simply being sloppy and her willfully misrepresenting what the curriculum actually states.

 

Why are you defending this curriculum? That's what you are doing and I find it hard to believe that you are too stupid to realize that you are. What does Harris have to do with the madness going on in Florida, led by DeSantis? Do you have anything negative to say about it?

 

I'll be charitable: Kamala read noting other than what her writers wrote for her.

 

I think that is probably the case

 

Im not saying that he is, but if Os were the type of man to indulge in jacking off to peoples reactions of his postings, that type of response might be a premium jelly.

Did you catch any of the rainbows outside Deck? Double rainbows all the way over Austin today

 

Yeah, I know. B-Bob thinks I should just ignore what the guy says, in a manner of speaking, since he's pretty predictable. As for today's weather in Austin, it's been pretty freaky! Yes, beautiful rainbows.

 

Florida’s State Academic Standards – Social Studies, 2023

From Florida Department of Education website.


Highlight and Ctrl+C

Ctrl+F followed by Ctrl+V

on Florida DEO website covering Social Studies, 2023

 

I didn’t read Basso’s comments either. We agree that those two standards are inappropriate. It’s also unnecessary, historically misleading, and should be modified. Not that hard to do.

 

Florida is where all the sugar plantations were. What did they learn there? How to die in 3 years?

 

Yes, some slaves were required to perform backbreaking labor… But let’s not forget that some were allowed to play the piano and dance for master! These skills were then passed down for generations and is the reason we were allowed to experience ray Charles. Don’t you love that Georgia song children?

 

It's the same thing all over again as with the so-called "Don't say gay" law.

The left invents a narrative and then people like @MadMax fall for it.

The outrage machine works.

Always looks better to join into the outrage choir and feel virtuous than to actually pay attention.

Thanks @basso and @Os Trigonum for trying to educate people with actual facts, the only problem is, they don't care about that, their narrative is already set.

 

Yeah thank god for the brave work of you and basso and O’s. You guys are above it all and people like that MadMax guy don’t know ****. Meanwhile here’s big Ron doubling down.

https://www.msn.com/en-us/news/poli...ome-blacks-benefited-from-slavery/ar-AA1edB5d