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Title: Celebs to kids: America stinks! '55 rich white men drafted Constitution to protect their class – slaveholders'
Source:
worldnetdaily
URL Source: http://www.wnd.com/index.php?fa=PAGE.view&pageId=119046
Published: Dec 15, 2009
Author: Drew Zahn
Post Date: 2009-12-15 08:24:43 by A K A Stone
Keywords: None
Views: 62554
Comments: 180
Hollywood celebrities and education gurus have teamed together to distribute to schools across the country a dramatic new curriculum that casts American history as an epic march of victims seeking to shrug off the shackles of the warmongering, racist, capitalist, imperialist United States. The History Channel's airing of the "The People Speak" last night marks the public coming-out party of a movement that has been in place since last year to teach America's school children a "social justice" brand of history that rails against war, oppression, capitalism and popular patriotism. The television special featuring performances by Matt Damon, Benjamin Bratt, Marisa Tomei, Don Cheadle, Bruce Springsteen and others condemns the nation's past of oppression by the wealthy, powerful and imperialist and instead trumpets the voices of America's labor unions, minorities and protesters of various stripes. The accompanying curriculum guide for schools that show "The People Speak" in classrooms, for example, highlights an 1852 reading from abolitionist Frederick Douglass: What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants brass fronted impudence; your shout of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are to him, mere bombast, fraud, deception, impiety, and hypocrisy – a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour. The program and discussion guide is the most ambitious resource among many offered to America's schools by the Zinn Education Project, a collaboration of Rethinking Schools and Teaching for Change, as part of a push to encourage history instruction based on educator Howard Zinn's 1980 tome exposing the abuses of America's past, "A People's History of the United States." The project states its goal is to "introduce students to a more accurate, complex and engaging understanding of United States history than is found in traditional textbooks and curricula. … Zinn's 'A People's History of the United States' emphasizes the role of working people, women, people of color and organized social movements in shaping history. Students learn that history is made not by a few heroic individuals, but instead by people's choices and actions, thereby also learning that their own choices and actions matter." Tell Americans what they need to hear with WND's "No Hope in Socialism" magnetic bumper sticker The History Channel, furthermore, touts "The People Speak" as a program that "gives voice to those who spoke up for social change throughout U.S. history, forging a nation from the bottom up with their insistence on equality and justice. … 'The People Speak' illustrates the relevance of these passionate historical moments to our society today and reminds us never to take liberty for granted." The celebrities featured in "The People Speak" claim the stories of bold protesters and oppressed minorities and workers are "inspiring," while Zinn himself has stated that casting history as a people's movement toward change offers hope. Critics of the Zinn Project, however, warn that the curriculum is more about pushing Zinn's admitted pacifist and socialist agenda on the next generation. Michelle Malkin blasts "The People Speak" as an effort to promote "Marxist academic Howard Zinn's capitalism-bashing, America-dissing, grievance-mongering history textbook, 'A People's History of the United States.' … Zinn's work is a self-proclaimed 'biased account' of American history that rails against white oppressors, the free market and the military." The first two pages of Zinn's book demonstrate why Malkin and other critics might judge "A People's History of the United States" as inherently socialist propaganda: "These Arawaks of the Bahama Islands were much like the Indians on the mainland, who were remarkable … for their hospitality, their belief in sharing," Zinn writes. "These traits did not stand out in the Europe of the Renaissance, dominated as it was by the religion of popes, the government of kings, the frenzy for money that marked Western civilization and its first messenger to the Americas, Christopher Columbus." "The information that Columbus wanted most was: Where is the gold?" Zinn writes, before pointing out of 1492 Spain, "Its population, mostly poor peasants, worked for the nobility, who were two percent of the population and owned 95 percent of the land." The curriculum accompanying Zinn's book also contains questions and activities that recast American history in a victim vs. oppressor light: "In one article included at the Zinn Education Project website, I describe how I introduce my classes to the problematic notion of Columbus' 'discovery of America,'" writes Bill Bigelow, curriculum editor of Rethinking Schools magazine and author of an article the project recommends reading to understand its goals, "A People's History, A People's Pedagogy." "I steal a student's purse," Bigelow continues. "I do everything I can to get students to agree with me that 'Nomika's' purse is in fact my purse: I demonstrate that I control it; I take items out and claim them (Nomika has been alerted in advance, but other students don't know that), and I insist that it is my purse. "When I lose this argument with the class, I offer to 'recast the act of purse acquisition,' and tell students that I didn't steal Nomika's purse, I discovered it. Now it's mine, right?" he explains. He continues: "'So,' I ask them, 'if I didn't discover Nomika's purse, then why do some people say that Columbus discovered America? What are some other terms that we could use to describe his actions?' He stole America; he took it; he ripped it off; he invaded it. "In a five- or ten-minute simulation," Bigelow concludes, "students can begin to see what Howard Zinn argues throughout his work: that how we frame the past invariably takes sides. And when we use terms like 'discovery' – or even the seemingly more neutral 'encounter' – our language sides with the ones who came out on top." Zinn himself explains his approach, "I prefer to try to tell the story of the discovery of America from the viewpoint of the Arawaks, of the Constitution from the standpoint of the slaves, of Andrew Jackson as seen by the Cherokees, of the Civil War as seen by the New York Irish, of the Mexican War as seen by the deserting soldiers of Scott's army, of the rise of industrialism as seen by the young women in the Lowell textile mills, of the Spanish-American war as seen by the Cubans, the conquest of the Philippines as seen by the black soldiers on Luzon, the Gilded Age as seen by southern farmers, the First World War as seen by socialists, the Second World War as seen by pacifists, the New Deal as seen by blacks in Harlem, the postwar American empire as seen by peons in Latin America." A new approach to patriotism Howard Zinn While critics have alleged Zinn's education plan tears down America and its famous founders, a lesson plan titled "Unsung Heroes" begins with "an essay by Zinn defending his philosophy of education. Zinn writes, "A high school student recently confronted me: 'I read in your book "A People's History of the United States" about the massacres of Indians, the long history of racism, the persistence of poverty in the richest country in the world, the senseless wars. How can I keep from being thoroughly alienated and depressed?' "It's a question I've heard many times before," Zinn writes. "Another question often put to me by students is: 'Don't we need our national idols? You are taking down all our national heroes – the Founding Fathers, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Woodrow Wilson, John F. Kennedy.' Granted, it is good to have historical figures we can admire and emulate. But why hold up as models the 55 rich white men who drafted the Constitution as a way of establishing a government that would protect the interests of their class – slaveholders, merchants, bondholders, land speculators?" Curriculum writer Bill Bigelow further explains of the popular perception of what it means to be patriotic, "There is a lot of 'us,' and 'we,' and 'our,' as if the texts are trying to dissolve race, class and gender realities into the melting pot of 'the nation.'" But Bigelow rejects the idea of identifying America as one, solid union. "A people's history and pedagogy ought to allow students to recognize that 'we' were not necessarily the ones stealing land, dropping bombs or breaking strikes," he concludes. "'We' were ending slavery, fighting for women's rights, organizing unions, marching against wars, and trying to create a society premised on the Golden Rule." His point is crystallized in a lesson plan he created for the Zinn project about the Pledge of Allegiance called "One Country! One Language! One Flag!" The plan points out that the lesson's title was actually a chant that followed the original Pledge – written in 1892 – as schoolchildren saluted with an extended arm, palm downward. The traditional gesture was replaced by a hand to the heart, the lesson points out, after Germany's Nazis began using the same salute to shout "Heil Hitler!" in the 1930s. "It seems to me that teachers ought to know something about the history of the Pledge before we ask our students to repeat it," Bigelow writes. "How has it been used, and by whom? Why not lead kids in the original Pledge to the Flag, including the 'One Language!' chant and the Nazi-like salute, and then lead a discussion about the politics of the Pledge." The curriculum itself instructs students: "Read over the original words of the Pledge. In 1892, who did and did not have liberty and justice in the United States? (In the 1880s in the South, over 100 African Americans were lynched yearly; segregation was the norm and would soon be ratified by the U.S. Supreme Court in Plessy v. Ferguson. Women could not vote. In the previous 50 years, Mexicans had been stripped of land and property in what had been their country. Discrimination and violence against Chinese immigrants had grown increasingly severe. In the summer of 1892, 8,000 Pennsylvania National Guardsmen had helped Henry Clay Frick break the union at the Carnegie Steel Co. in Homestead, Pa.) How about in the 1920s, when the Pledge was introduced more widely into the schools?" The spread of the Zinn Educational Project According to a Zinn Educational Project report, in April 2008, with support from an anonymous donor, ZEP partnered with 32 organizations to offer 31,000 teachers and teacher educators free packets for instilling the "people's history" in schools across the country. The ZEP reports it quickly received requests for its available 4,000 free packets, nearly half of which were sent to schools in California, New York and Illinois. A graphic illustrating where ZEP sent the packets is below: The first two pages of Zinn's book demonstrate why Malkin and other critics might judge "A People's History of the United States" as inherently socialist propaganda: "These Arawaks of the Bahama Islands were much like the Indians on the mainland, who were remarkable … for their hospitality, their belief in sharing," Zinn writes. "These traits did not stand out in the Europe of the Renaissance, dominated as it was by the religion of popes, the government of kings, the frenzy for money that marked Western civilization and its first messenger to the Americas, Christopher Columbus." "The information that Columbus wanted most was: Where is the gold?" Zinn writes, before pointing out of 1492 Spain, "Its population, mostly poor peasants, worked for the nobility, who were two percent of the population and owned 95 percent of the land." The curriculum accompanying Zinn's book also contains questions and activities that recast American history in a victim vs. oppressor light: "In one article included at the Zinn Education Project website, I describe how I introduce my classes to the problematic notion of Columbus' 'discovery of America,'" writes Bill Bigelow, curriculum editor of Rethinking Schools magazine and author of an article the project recommends reading to understand its goals, "A People's History, A People's Pedagogy." "I steal a student's purse," Bigelow continues. "I do everything I can to get students to agree with me that 'Nomika's' purse is in fact my purse: I demonstrate that I control it; I take items out and claim them (Nomika has been alerted in advance, but other students don't know that), and I insist that it is my purse. "When I lose this argument with the class, I offer to 'recast the act of purse acquisition,' and tell students that I didn't steal Nomika's purse, I discovered it. Now it's mine, right?" he explains. He continues: "'So,' I ask them, 'if I didn't discover Nomika's purse, then why do some people say that Columbus discovered America? What are some other terms that we could use to describe his actions?' He stole America; he took it; he ripped it off; he invaded it. "In a five- or ten-minute simulation," Bigelow concludes, "students can begin to see what Howard Zinn argues throughout his work: that how we frame the past invariably takes sides. And when we use terms like 'discovery' – or even the seemingly more neutral 'encounter' – our language sides with the ones who came out on top." Zinn himself explains his approach, "I prefer to try to tell the story of the discovery of America from the viewpoint of the Arawaks, of the Constitution from the standpoint of the slaves, of Andrew Jackson as seen by the Cherokees, of the Civil War as seen by the New York Irish, of the Mexican War as seen by the deserting soldiers of Scott's army, of the rise of industrialism as seen by the young women in the Lowell textile mills, of the Spanish-American war as seen by the Cubans, the conquest of the Philippines as seen by the black soldiers on Luzon, the Gilded Age as seen by southern farmers, the First World War as seen by socialists, the Second World War as seen by pacifists, the New Deal as seen by blacks in Harlem, the postwar American empire as seen by peons in Latin America." A new approach to patriotism While critics have alleged Zinn's education plan tears down America and its famous founders, a lesson plan titled "Unsung Heroes" begins with "an essay by Zinn defending his philosophy of education. Zinn writes, "A high school student recently confronted me: 'I read in your book "A People's History of the United States" about the massacres of Indians, the long history of racism, the persistence of poverty in the richest country in the world, the senseless wars. How can I keep from being thoroughly alienated and depressed?' "It's a question I've heard many times before," Zinn writes. "Another question often put to me by students is: 'Don't we need our national idols? You are taking down all our national heroes – the Founding Fathers, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Woodrow Wilson, John F. Kennedy.' Granted, it is good to have historical figures we can admire and emulate. But why hold up as models the 55 rich white men who drafted the Constitution as a way of establishing a government that would protect the interests of their class – slaveholders, merchants, bondholders, land speculators?" Curriculum writer Bill Bigelow further explains of the popular perception of what it means to be patriotic, "There is a lot of 'us,' and 'we,' and 'our,' as if the texts are trying to dissolve race, class and gender realities into the melting pot of 'the nation.'" But Bigelow rejects the idea of identifying America as one, solid union. "A people's history and pedagogy ought to allow students to recognize that 'we' were not necessarily the ones stealing land, dropping bombs or breaking strikes," he concludes. "'We' were ending slavery, fighting for women's rights, organizing unions, marching against wars, and trying to create a society premised on the Golden Rule." His point is crystallized in a lesson plan he created for the Zinn project about the Pledge of Allegiance called "One Country! One Language! One Flag!" The plan points out that the lesson's title was actually a chant that followed the original Pledge – written in 1892 – as schoolchildren saluted with an extended arm, palm downward. The traditional gesture was replaced by a hand to the heart, the lesson points out, after Germany's Nazis began using the same salute to shout "Heil Hitler!" in the 1930s. "It seems to me that teachers ought to know something about the history of the Pledge before we ask our students to repeat it," Bigelow writes. "How has it been used, and by whom? Why not lead kids in the original Pledge to the Flag, including the 'One Language!' chant and the Nazi-like salute, and then lead a discussion about the politics of the Pledge." The curriculum itself instructs students: "Read over the original words of the Pledge. In 1892, who did and did not have liberty and justice in the United States? (In the 1880s in the South, over 100 African Americans were lynched yearly; segregation was the norm and would soon be ratified by the U.S. Supreme Court in Plessy v. Ferguson. Women could not vote. In the previous 50 years, Mexicans had been stripped of land and property in what had been their country. Discrimination and violence against Chinese immigrants had grown increasingly severe. In the summer of 1892, 8,000 Pennsylvania National Guardsmen had helped Henry Clay Frick break the union at the Carnegie Steel Co. in Homestead, Pa.) How about in the 1920s, when the Pledge was introduced more widely into the schools?" The spread of the Zinn Educational Project According to a Zinn Educational Project report, in April 2008, with support from an anonymous donor, ZEP partnered with 32 organizations to offer 31,000 teachers and teacher educators free packets for instilling the "people's history" in schools across the country. The ZEP reports it quickly received requests for its available 4,000 free packets, nearly half of which were sent to schools in California, New York and Illinois. A graphic illustrating where ZEP sent the packets is below: The ZEP website boasts many of the teachers have begun implementing the curriculum and has published the following testimonials: "These resources are an asset," reportedly responded Meaghan Martin, an elementary school teacher in Manassas, Va. "We are always looking for ways to offer students a critical perspective. The unsung heroes unit is outstanding! I have tailored it to meet the needs of my 2nd graders when we study American biographies." Lara Emerling, a middle school teacher in Baltimore, Md., reportedly replied, "Knowing that resources like the Zinn Education Project exist make me feel so hopeful about the network of people who are engaged in this kind of dialogue with their students. I am a young, white female living in Baltimore and teaching at an all black middle school. These resources are so valuable to me personally and to the relationships being built between the students and the faculty. Thank you to everyone involved in keeping this collaboration evolving!" Zinn himself has testified of his hope that the project will continue to spread. "We're dreamers," writes Zinn. "We want it all. We want a peaceful world. We want an egalitarian world. We don't want war. We don't want capitalism. We want a decent society."
Poster Comment: Here is a picture of the asshole Harold Zinn. 
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#1. To: A K A Stone (#0)
Early life Zinn was born to a Jewish immigrant family in Brooklyn. His father, Eddie Zinn, born in Austria-Hungary, emigrated to the U.S. with his brother Phil before the outbreak of World War I. Howard's mother Jenny Zinn emigrated from the Eastern Siberian city of Irkutsk. Both parents were factory workers with limited education when they met and married, and there were no books or magazines in the series of apartments where they raised their children. Zinn's parents introduced him to literature by sending 25 cents plus a coupon to the New York Post for each of the 20 volumes of Charles Dickens' collected works.[2] He also studied creative writing at Thomas Jefferson High School in a special program established by poet Elias Lieberman.[3] Howard Zinn in Wellfleet on Cape Cod. As a young adult, Zinn worked as a shipyard worker and labor organizer in the Brooklyn shipyards. During World War II, he was a second Lieutenant and bombardier in the U.S. Army Air Corps where he flew combat missions in Europe aboard a B-17 with the 490th Bombardment Group between 1943 and 1945. Zinn's role in bombing what he later found out were sometimes civilian populations shaped his opposition to war and aerial bombing. n 1956, Zinn was appointed chairman of the department of history and social sciences at Spelman College, where he participated in the Civil Rights movement. For example, Zinn lobbied with historian August Meier[4] "to end the practice of the Southern Historical Association of holding meetings at segregated hotels.[5] At Spelman, Zinn served as an adviser to the Student Nonviolent Coordinating Committee (SNCC) and, in 1964, later wrote the book SNCC: The New Abolitionists Zinn's diplomatic visit to Hanoi with Rev. Daniel Berrigan, during the Tet Offensive in January 1968, resulted in the return of three American airmen, the first American POWs released by the North Vietnamese since the U.S. bombing of that nation had begun. The event was widely reported in the news media and discussed in a variety of books including Who Spoke Up? American Protest Against the War in Vietnam 1963-1975 by Nancy Zaroulis and Gerald Sullivan.[18] Zinn remained friends and allies with the Berrigan brothers, Dan and Philip, over the years. Daniel Ellsberg, a former RAND consultant who had secretly copied The Pentagon Papers, which described internal planning and policy decisions of the United States in the Vietnam War, gave a copy of them to Howard and Roslyn Zinn.[19] Along with Noam Chomsky, Zinn edited and annotated the copy of The Pentagon Papers that Ellsberg entrusted to him. Zinn's longtime publisher, Beacon Press, published what has come to be known as the Senator Mike Gravel edition of The Pentagon Papers, four volumes plus a fifth volume with analysis by Chomsky and Zinn.
Howard Zimm American History According to Zinn: A Leftist’s Fairy Tale 2009 December 14 tags: News, Politics by Rhonda Robinson Howard Zinn, the radical intellectual who inspired "The People Speak" My grandfather used to tell my mother as she was growing up (in the Depression) that she and her siblings were lucky — they had a Sears catalog for the necessary paperwork in the out-house. He, on the other hand as a child, had to use two corn cobs. First, he would explain, you used the red one, and then the white one–to see if you needed another red one. I grew up hearing many stories about the Depression. Unlike those narrated last night on the History channel, in Marxist Howard Zinn’s “The People Speak,” I heard stories of extreme poverty and of those who lived through it with humor, devotion and hard work. Zinn would have us believe there was no hope, no jobs, and the people sat in abject poverty waiting for the government to take care of them, and it failed to do so. But then according to Zinn, those who rebelled for social change — the socialists and anarchists — were the heroes of the day. As the Hollywood hate club read aloud passages, presumably of those who represented the working people of the time, I listened closely to hear my grandfather’s voice in the narratives. Nothing they said could have been further from what he believed, or lived. Nor did anything resemble my mother-in-law, who was put in an orphanage because her family could no longer feed her. No one is denying the tragedies and misery of the past. It is regarding how, who, and why they were able to overcome them, in which Zinn rewrites history. In Zinn’s version of history, the “Cinderella Man” would have taken off his boxing gloves and used his fame to mobilize the masses in revolt against their evil oppressors. Rather than like my grandfather, do whatever it took to feed his family in the face of extreme poverty—and emerge the victor. The stories left untold, like the immigrants who escaped real oppression and poverty to come to America, spoke volumes about the author’s intent. It was not to give a true account of the American experience, but to shape American history in the minds of American students into a warped, oppressive and evil entity. It wasn’t because of social revolution, as Zinn would have us believe, that Americans have overcome our darkest hours. It is because we are free to shape our own destinies. We have thrived when the government steps out, not in to our lives. Had he told my grandfather’s story, it would have been of a simple man raising six children that went barefoot in the summer, but always got new shoes in time for school. We would have heard of a man whose reputation as a reliable, hard worker was the key that opened the doors shut to those who would rather pound their fists and claim injustice.
Zimm like Ayers and Obama has strong ties to the Annenberg Foundation which also has ties to "Fact Check" dot org...
Zimm also lionized Emma Goldman in his play "Emma" In this play, historian and playwright Howard Zinn dramatizes the life of Emma Goldman, the anarchist, feminist, and free-spirited thinker who was exiled from the United States because of her outspoken views, including her opposition to World War I. With his wit and unique ability to illuminate history from below, Zinn reveals the life of this remarkable woman. As Zinn writes in his Introduction, Emma Godman "seemed to be tireless as she traveled the country, lecturing to large audiences everywhere, on birth control ("A woman should decide for herself"), on the falsity of marriage as an institution ("Marriage has nothing to do with love"), on patriotism ("the last refuge of a scoundrel") on free love ("What is love if not free?") and also on the drama, including Shaw, Ibsen, and Strindberg. This book will be of immense interest to feminists, American historians, and people interested in the long history of resistance and protest in the United States. Howard Zinn is professor emeritus at Boston University. He is the author of the classic A People’s History of the United States. A television adaptation of the book is currently being co-produced by Matt Damon, Ben Affleck, and Chris Moore for HBO. Zinn has received the Lannan Foundation Literary Award for Nonfiction and the Eugene V. Debs award for his writing and political activism. Zinn is the author of the internationally acclaimed play Marx in Soho, which has been touring the country in performance since its release.
Thanks for the additional info on this piece of shit.
Alright, first question before I even attempt to respond to some of the BS and have a stroke so early in the morning! How many of these sleazy hypocrates who have made their fortunes in this country are Black ?? If they are not Black, who the hell gave them 'written' permission to speak on behalf American Blacks??
The so called "Civil Rights" movement was in really a Marxist-Trotskyite "Community Organized" movement.. The very same "union organizers" aka eastern European ethnic Communists exported themselves to America to do to America what they have done to Russia.. Groups like the ADL have been their cover now for years... Take a look at who ran Martin Luther King...Stanley Levinson
So called is right, what are they marching and bitchin for now, Socialism? Can't be for the black man, most of them aren't even Black anymore, just ask the halfafrican playing leader in the WH...do you think that PIMP would move to Africa today? Well, maybe he would if they elected him their KING and built a temple for him, with an army of soldiers to protect his sorry ass...
What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants brass fronted impudence; your shout of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are to him, mere bombast, fraud, deception, impiety, and hypocrisy – And Douglass was 100 percent correct as far as the part I quoted. Slavery was a abomination that was 100% un-Constitutional and it needed to be ended in this country. Who the hell can really argue with that? Any government that has the power to legalize slavery of blacks also has the authority to legalize the slavery of Catholics,for example. We are either all free,or none of us are free. There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour. And THAT is where his train left the tracks and he became a hypocrite and a bullshit artist. Seems like Douglass may have never heard of Africa,doesn't it? The continent of savages that sold their fellow savages into slavery in exchange for glass beads and mirrors,and the continent where slavery is STILL practiced. And of course,we know better than that. Douglass was a intelligent and educated man,and he knew full well the horrors of life in Africa. Proof of that is he doesn't seem to have made any effort to move there himself despite having the wealth,position,and freedom to move anywhere he wanted. This means Douglass was nothing more than just another race-baiting hypocrite and liar. The television special featuring performances by Matt Damon, Benjamin Bratt, Marisa Tomei, Don Cheadle, Bruce Springsteen and others condemns the nation's past of oppression by the wealthy, powerful and imperialist and instead trumpets the voices of America's labor unions, minorities and protesters of various stripes. As for these losers,what they hell do any of THEM know about life in America? They all grew up and were "educated" in the northeast. Mostly NYC and northern NJ. That ain't America. The project states its goal is to "introduce students to a more accurate, complex and engaging understanding of United States history than is found in traditional textbooks and curricula. Translation: "The project has a goal of destroying American sovereignty by destroying pride in America and all she has accomplished by highlighting the bad and ignoring the good. The purpose of this is to destroy America and make her a part of a global government ruled by a elite class of international bankers and "intellectuals". But why hold up as models the 55 rich white men who drafted the Constitution as a way of establishing a government that would protect the interests of their class – slaveholders, merchants, bondholders, land speculators?" How can this uneducated fool teach education,when it's obvious he either wasn't educated himself,or he is so stupid he didn't understand what he was taught? Can he REALLY be such a colossal fool that he thinks the Bill of Rights was written to protect the wealthy? Of is he just one more charlatan,spinning lies and hiding his true nature and beliefs? Or is he even smart enough to have beliefs instead of so intellectually lacking he only has dreams that never have to meet critical thought?
Don't beat around the bush, what was the ethnicity of these "east europeans"?
Name one celebrity that has give his vast land holdings back to the Native Americans. Just one.
----------------------------------------------------------- In every democratic form of government, these words were spoken prior to failure. Socialism rose & went on to Communism. All Progressives spout this crap and continue to force it onto the public system. The Hollyweed crowd has always been famous pushing this garbage in the media. Show them you won't tolerate it by not purchasing their products. They represent nothing; so why finance them to shit on you?
" There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour." And THAT is where his train left the tracks and he became a hypocrite and a bullshit artist. Seems like Douglass may have never heard of Africa,doesn't it? The continent of savages that sold their fellow savages into slavery in exchange for glass beads and mirrors,and the continent where slavery is STILL practiced. And of course,we know better than that. Douglass was a intelligent and educated man,and he knew full well the horrors of life in Africa. Proof of that is he doesn't seem to have made any effort to move there himself despite having the wealth,position,and freedom to move anywhere he wanted. This means Douglass was nothing more than just another race-baiting hypocrite and liar. Yes, Frederick Douglass was indeed an articulate American of African heritage and right on many issues of liberty and freedom at the time... However America could NOT have as "shocking and bloody" as Douglass maintained. Afterall, how else could his hyperbolic baloney and blatant hypocrisy have ever been tolerated and celebrated in such a "bloody" country? The man became a wealthy landowner BE-CAUSE OF America's system. And like his contemporary ilk who still moan and b*tch about the "unfairness" and "meanness" of America and it's "Dead White Founders", none of them would trade places in Africa with ANY African King. It appears America really IS "The Land of Opportunity". Moreover your observation is dead-on; NOTHING was mentioned by Douglass (OR EVER by contemporary Afro-Separatists and race-baiters) about his west African ancestors capturing their own to be sold as slaves and mere merchandise. Yep, and slavery in Africa REMAINS a non-issue for Oprah, Hussein, Manchelle, Jesse, or Sharpy. It must be noted in the final analysis that Douglass was a hypocrite, liar, propagandist, and was intellectually dishonest for profit. Still, his life is a fascinating story - especially the latter years (Source: wiki): In 1877, Douglass bought his final home in Washington D.C., on a hill above the Anacostia River. He named it Cedar Hill (also spelled CedarHill). He expanded the house from 14 to 21 rooms, and included a china closet. One year later, he expanded his property to 15 acres by buying adjoining lots. The home has been designated the Frederick Douglass National Historic Site. Frederick Douglass with his second wife Helen Pitts Douglass (sitting). The woman standing is her sister Eva Pitts. After the disappointments of whites' regaining power in the South after Reconstruction, many African Americans, called Exodusters, moved to Kansas to form all-black towns where they could be free. Douglass spoke out against the movement, urging blacks to stick it out. He was condemned and booed by black audiences. In 1877, Douglass was appointed a United States Marshal. In 1881, he was appointed Recorder of Deeds for the District of Columbia. His wife, Anna Murray Douglas, died in 1882, leaving him depressed. His association with the activist Ida B. Wells brought meaning back into his life. In 1884, Douglass married Helen Pitts, a white feminist from Honeoye, New York. Pitts was the daughter of Gideon Pitts, Jr., an abolitionist colleague and friend of Douglass. Pitts was a graduate of Mount Holyoke College (then called Mount Holyoke Female Seminary). She had worked on a radical feminist publication named Alpha while living in Washington, D.C. The couple faced a storm of controversy with their marriage, since she was both white and nearly 20 years younger than he. Her family stopped speaking to her; his was bruised, as his children felt his marriage was a repudiation of their mother. But feminist Elizabeth Cady Stanton congratulated the couple. The new couple traveled to England, France, Italy, Egypt and Greece from 1886 to 1887 (*NOTE*: But NOT any West African nation.) At the 1888 Republican National Convention, Douglass became the first African American to receive a vote for President of the United States in a major party's roll call vote. In 1892 the Haitian government appointed Douglass as its commissioner to the Chicago World's Columbian Exposition. He spoke for Irish Home Rule and the efforts of leader Charles Stewart Parnell in Ireland. He briefly revisited Ireland in 1886. Also in 1892, he constructed rental housing for blacks in the Fells Point area of Baltimore. Now known as Douglass Place, it was listed on the National Register of Historic Places in 2003. Frederick Douglass died on February 20, 1895.
As for these losers,what they hell do any of THEM know about life in America? They all grew up and were "educated" in the northeast. Mostly NYC and northern NJ. That ain't America. LOL - I agree...and I grew up in northern Joisey. Ugh, how I DESPISE these people... Insular idiots, limousine liberals, and McMansion dwelling, Jaguar-driving, hot tub bathing, pro-Marxists are running the show here from their gated estates, cheering 0bama on.
I dated a guy from Jersy when I was younger. Jerry. He was such a great guy! Very smart, too.
Word of the day Jerry-from-Jersey? Great guy? Smart? Probably from southern New Jersey... Btw, it's "Joisey" if he's from northern NJ.
Bingo!
It is more so than any other region. It has every demographic that exists in the US including you hicks. BUt I will gladly secede so you can travel on dirt roads and clamor for food.
No Stems No Seeds That You Don't Need...
It is more so than any other region Yeah,which explains why your train is never running on the tracks. It has every demographic that exists in the US including you hicks. Not true. The only Americans that are there are tourists. The people that live there are either communists or serfs too freaking ignorant and dim-witted to understand they are serfs BUt I will gladly secede so you can travel on dirt roads and clamor for food. Ahhhh,if only! The above statement only proves my points above. You are so ignorant and mis-educated you really do believe that nonsense. The truth is you are all parasites that contribute nothing to the country but stupid.
I just remember his sexy Joisey voice and his beautiful eyes. AHA! I remember - Burl NJ
Word of the day Do you need me to show you how stupid you are again? Just say the word...
No Stems No Seeds That You Don't Need...
The only people who say "Joisey" are those who are not from there but are trying to do what is a bad imitation of a person who actually is from "Jah- zee"...
No Stems No Seeds That You Don't Need...
Burlington?
No Stems No Seeds That You Don't Need...
Irony of the day but I'lll let you figure out why by figuring it out. Anyway, do a quick look up of how much food and tax dollars we the un-real America sends to you. BTW, is this an example of the real American you keep screeching on about? No Stems No Seeds That You Don't Need...
Yeah - he always called it Burl, but it is short for Burlington.
Got crack?
Irony of the day but I'lll let you figure out why by figuring it out. LOL. Strange that you mention irony,but seem to be blind to it. BTW, is this an example of the real American you keep screeching on about? Taken at your local China Outlet Mall?
That's South Jersey...right outside Philly...they drink wooder down there and not wahtuh as they should...
No Stems No Seeds That You Don't Need...
My irony is that I miss irony... Hoo kay...
No Stems No Seeds That You Don't Need...
Nope...taken at a WalMart in the South... Like these real Americans here... No Stems No Seeds That You Don't Need...
LOL! Real-tree camo coveralls.........beats spandex any day! I've got to get a set of those horns!
Nope...taken at a WalMart in the South... When did you travel to America? Like these real Americans here... Ahhh,your elitism and racism are showing,war.
You can see that? I see a picture so dark I can't tell what kind of clothes he is wearing. War thinks cammo clothing looks like a rusted out Honda Civic or a fire hydrant.
If that's America...keep it and don't let it breed...
No Stems No Seeds That You Don't Need...
A fire hydrant?
No Stems No Seeds That You Don't Need...
You should rethink the shoes, sneak... No Stems No Seeds That You Don't Need...
If that's America.. See? Even you say you don't know what America is.
The way that you dress it no one would...
No Stems No Seeds That You Don't Need...
Why? I thought I'd wear the red shoes on my trip to NYC so I would fit in with the local commies.
Maybe you'll get lucky and either a belt or rope will be on sale next week... No Stems No Seeds That You Don't Need...
Comments (42 - 180) not displayed.
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#2. To: A K A Stone (#0)
#3. To: A K A Stone (#0)
#4. To: A K A Stone (#0)
#5. To: Joe Snuffy (#4)
#6. To: A K A Stone (#0)
Matt Damon, Benjamin Bratt, Marisa Tomei, Don Cheadle, Bruce Springsteen
#7. To: Murron (#6)
#8. To: Joe Snuffy (#7)
The so called "Civil Rights" movement was in really a Marxist-Trotskyite "Community Organized" movement..
#9. To: Joe Snuffy (#1)
"Zinn was born to a Jewish immigrant family in Brooklyn."
#10. To: A K A Stone, *Hypocrisy and Hypocrites* (#0)
The accompanying curriculum guide for schools that show "The People Speak" in classrooms, for example, highlights an 1852 reading from abolitionist Frederick Douglass:
#11. To: Joe Snuffy (#7)
#12. To: A K A Stone (#0)
Toss: ADL,CAIR and the Vatican into the pit they belong in.
#13. To: A K A Stone (#0)
"We're dreamers," writes Zinn. "We want it all. We want a peaceful world. We want an egalitarian world. We don't want war. We don't want capitalism. We want a decent society."
#14. To: sneakypete (#10)
Frederick Douglass:
#15. To: sneakypete, war (#10)
The television special featuring performances by Matt Damon, Benjamin Bratt, Marisa Tomei, Don Cheadle, Bruce Springsteen and others condemns the nation's past of oppression by the wealthy, powerful and imperialist and instead trumpets the voices of America's labor unions, minorities and protesters of various stripes.
#16. To: Liberator (#15)
Tuesday, December 15, 2009 appellation ap-uh-LAY-shun , noun;
1. The word by which a particular person or thing is called and known; name; title; designation.
2. The act of naming.
Happy Birthday, Jesus! Merry Christmas everyone!
#17. To: mel (#16)
I dated a guy from Jersy when I was younger. Jerry. He was such a great guy! Very smart, too.
#18. To: Liberator (#14)
The man became a wealthy landowner BE-CAUSE OF America's system. And like his contemporary ilk who still moan and b*tch about the "unfairness" and "meanness" of America and it's "Dead White Founders", none of them would trade places in Africa with ANY African King. It appears America really IS "The Land of Opportunity".
#19. To: sneakypete (#10)
Mostly NYC and northern NJ. That ain't America.
#20. To: war (#19)
Mostly NYC and northern NJ. That ain't America.
#21. To: Liberator (#17)
(Edited)
Btw, it's "Joisey" if he's from northern NJ.
Tuesday, December 15, 2009 appellation ap-uh-LAY-shun , noun;
1. The word by which a particular person or thing is called and known; name; title; designation.
2. The act of naming.
Happy Birthday, Jesus! Merry Christmas everyone!
#22. To: sneakypete (#20)
Not true.
#23. To: Liberator (#17)
Btw, it's "Joisey" if he's from northern NJ.
#24. To: mel (#21)
Burl NJ
#25. To: sneakypete (#20)
You are so ignorant and mis-educated
#26. To: war (#24)
Click if you want the truth
Click here for an important video message
#27. To: war (#25)
Click if you want the truth
Click here for an important video message
#28. To: war (#25)
You are so ignorant and mis-educated
#29. To: mel (#26)
#30. To: sneakypete (#28)
Strange that you mention irony,but seem to be blind to it.
#31. To: sneakypete (#28)
Taken at your local China Outlet Mall?
#32. To: war (#31)
#33. To: war (#31)
#34. To: Sarajevo, war (#32)
LOL! Real-tree camo coveralls.........beats spandex any day!
#35. To: sneakypete (#33)
When did you travel to America?
#36. To: sneakypete (#34)
War thinks cammo clothing looks like a rusted out Honda Civic or a fire hydrant.
#37. To: sneakypete (#34)
#38. To: war (#35)
When did you travel to America?
#39. To: sneakypete (#38)
Even you say you don't know what America is.
#40. To: war (#37)
#41. To: sneakypete (#38)
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