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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: 62708
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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#116. To: Murron (#114)
We are not that smart, or sophisticated. I suspect we're average- middle class.. we most likely get no exercise, and watch a great deal of TV- and I suspect alcoholism and depression in we three harpies. It is sad- but we three have allowed online groups to be our existence. It was, and is, very- very serious to us that people think like we do. But then....we feel ok about ourselves when we have beaten everyone into submission or chased everyone away." Hmmmmm.....Hmmmmm... That sounds like something a pretend shrink would say - It's more likely that's how she perceives herself and self-projection is the easier route to take. lmao! Murron! I think you have us pegged.
You saved yourself by asking the question. You're such a sweetheart. Good luck!
It was from our resident, self proclaimed 'psychoanalyst', I couldn't make this shit up...&;-) diva betsy ross: "I think it was really that they were very lonely women. It happens with women, many times, when the children leave the home. They didn't have any hobbies- they allowed their sexuality to dry up and die.. and they had lost their sense of humor and adventure. They were not that smart, or sophisticated. I suspect they were average- middle class.. They most likely get no exercise, and watch a great deal of TV- and I suspect alcoholism and depression in more than a few of the harpies. It is sad- but they allowed online groups to be their existence. It was, and is, very- very serious to them that they people think like they do. They feel ok about themselves then when they have beaten everyone into submission or chase everyone away."
Now you get the title of stalker. ;-)
It's "dykes and fairies"...
No Stems No Seeds That You Don't Need...
Okay...THAT one WAS left handed...
No Stems No Seeds That You Don't Need...
Speaking o mirror image hand jobs...where has your buddy Stupid Old Drunk been? Still schmartin' from Goldi's smackdown?
No Stems No Seeds That You Don't Need...
Oh you bad girl, sweetie...you BAD GIRL [and I LOVE it]
No Stems No Seeds That You Don't Need...
Pittsburghese would be..."Yinz from Newyork an'at?" NOTE: New York is one word in Pittsburghese...
No Stems No Seeds That You Don't Need...
When my oldest met Mrs WAR who was then Potential Mrs. WAR he was 6. We were in a restaurant and when the bill came they brought little hard candies...Potential Mrs. WAR grabbed the one in the yellow cellophane and said, "Mmmm...buttah scotch" [she's from Staten Island]...I have never since seen my son laugh so hard...he must have gone through every word in the English language with Potential Mrs. WAR to hear how she said it...
No Stems No Seeds That You Don't Need...
Well thank you for being a gentleman Lib. I see the ever graceful, friendly and hospitable war is here. Ok.. well, As far as war goes: "there but for the grace of God, goes I". I was invited here, I assume I am welcomed here just like everyone else... and I assume my role is to help my fellow poster make this a fun site, and one that encourages other people to join in. I am sure the site host doesn't go to the effort to have a site- just to have one person posting the same personal attacks over and over. I have no reason to address war on any topic , at any time for any reason. No doubt there are people who enjoy his unique point of view, and I won't try to stand in the way of someone who might want to read what he has to say. As far as me being some sort of *war reject* outcast.. heh.. darn "tootin I am. I would never want to march to the beat of that drum. Merry Christmas Lib and thank you for the fellowship here. :)
"Joisey" spoken by someone in SI would immediately identify them as a transplant to the South Shore via the Guniea Gangplank aka the Verrazano Bridge. If there is any place in NY which pronounces it "Joisey" then it would be either Bay Ridge or Bensonhurst. But it's a pronounciation I hear more from people outside the region than I do within...
No Stems No Seeds That You Don't Need...
It is and so it is in that spirit that I observe that were you to play that role properly then you should have politely demurred the invitation....
No Stems No Seeds That You Don't Need...
Yeah? And I hear the Brooklyn Bridge is still for sale, real cheap! Ask the diva why she opused 4um...?
And just for the record - I was already here - I did not follow her here. Nor did I follow her to 4um. I was already there too. Nor did I follow her to Outcasts. I was already there. Need I continue?
http://freedom4um.com/cgi-bin/readart.cgi?ArtNum=111349&Disp=343#C343 #343. To: christine (#312) Hmm.. sure christine. i guess i am just a little confused because you allowed mel to be here to stir up shit against me.. and allow this sam person to call me every name in the book and to talk about someone killing liberator... But i can't talk about the real stalking and real harassment? Ok. If Mel_living~ and her games are protected here, and all of her screen names, are protected posters here than that tells me everything about this forum that I need to know. And again, I wish you much happiness with your forum, but it isn't someplace that I am comfortable posting. Thank you for your time. Please close my account. Thank you. diva betsy ross posted on 2009-12-05 9:29:41 ET Reply Trace Private Reply I'll tell you why you're here, christine got tired of you and buck doggin mel and making assinine attempted murder charges against her, and instead of ceasing your stalking and BS, you chose to leave 4um and come here, of all places, right here where your target is....mel! WHY? Why would you leave 4um and come here where you knew mel was, the very object of your opus from 4um? WHY? Was it because if you continued there christine would have eventually kicked your ass out? How long do you think Stone would put up with such behavior here, accusations of MURDER?
IMO The only "good" thing that any decent person can say about that vile beyond mere words TRASH aka "war", is that "he" is consistently a vile lefturd creep. It's pretty obvious that "he" has seriously severe mental issues.
Esse Quam Videri.
I hit the wrong reply button. I was hoping this wouldn't start for at least a week, but it is better to tend to business now and get it done and over with. War and I are the reason she told 4um she left LP. Of course, I had been at 4um for quite some time and I don't know why she showed up there. Then she left 4um - because I was there. So why is she here? That is an excellent question; however, I doubt you will get an honest answer.
lol...Mad Dog - He is consistant.
Dude, it's obvious to everyone but you (and a few of your fellow mental patients here) that you are pretty much insane.
War and I are the reason she told 4um she left LP. Of course, I had been at 4um for quite some time and I don't know why she showed up there. Then she left 4um - because I was there. So why is she here? That is an excellent question; however, I doubt you will get an honest answer. I just think it's better to stop this BS before it even gets started here. If she's honest about being a part of LF and having fun, then so be it, but if she's here to just stir up more shit from other sites, the she has no one to blame but herself how she is treated...no one likes to be accused of such horrible crimes by anonymous posters and dogged all over the internet with it...
What the heck was the topic of this thread again?
LOL..I guess Harold Zinn and some of Hollyweirds trash put some of us in a very nasty mood....&;-)
You're probably on her bozo filter now. And you are correct. It's always better to take steps to prevent a situation than to let it happen. I tell my kids that all the time.
kewl...now I think I'm going to chill awhile...
Love the pic!
This is a cute kitty. She's a Munchkin. Her legs are so short her belly rubs on the ground. Umm Murron- i left 4um for a number of reason. When i posted i was leaving- i was invited here. There was no concern about who i am , or my posting style by the person who invited me here. I was invited here by someone who is trying to grow this site- and I suspect that he wants to grow it into something more than the same food fight by the same posters- over and over. Just for your own notes- those posters are dead to me. ok? I won't be posting to them. If you notice, i have not directed one comment to either of those posters and this will be the last time I direct anything to you. I don't really know who you are or why you follow me around, or what your schick is.. but have fun. I have nothing to say to you. Now- if you have other concerns about why I am here, perhaps you should take it up with the site owner, instead of all of the drama queen stuff. Really- can you grown up a little? I, personally think is childish and rude to the person who is trying to grow a site.
Palo,go to the post office web site at www.usps.com and click on the get a shipping estimate link. Anything you can fit into one of the 3 different sized Priority Mail boxes the USPS will furnish you for free will be delivered anywhere in the country within 3 days at a flat rate of less than 15 bucks. The only restrictions are it must fit into one of their flat rate boxes and weigh less than 70 lbs per box. You can use your own box if the flat rate boxes they give you are too small and still mail the stuff out using Priority Mail,but the price will be higher. It will still get there within 3 days,though. You can even order the free flat rate boxes on line and have them delivered to your house by your regular mailman,and you can print out the shipping label and pay for the shipping on line,too. Not to mention notify your local post office that you have a package for them to pick up the next day.
I used to get the strangest looks when I tried to get Russian women to say "squirrel" for me. It's a Rocky and Bullwinkle thing from my childhood.
LOL! Oh biffy boy you cut me to the quick DUDE. /S LOL! Esse Quam Videri.
The dumb shill never has taken the time to read even an online dictionary to see the definition for irony. He uses that word about as often as and huh?? A sampling of some of his "bigger" words he is "so proud" of. his repeated obama sycophantic bleatings are beginning to rival those of the vapid 2 legged vertical obama campaign yardsign fka GO65.
Death to everybody who does not get outta my way.
Hi Pete
GO suck a yuktard Puppy Chow...
No Stems No Seeds That You Don't Need...
Yup,and despite all their bleatings,all they can do is try and spin and distort in order to change the focus of what you write. They can't list his bleeping accomplishments and qualifications because he doesn't HAVE any. He might as well be a Bush. Which is why I sometimes refer to him as Bush 4.0
Ahhh,but the odds of chance say you are bound to get lucky occasionally.
An industry that is based on nepotism lectures others to open up. The only good liberal is one in heaven.
----------------------------------------------------------- By definition a liberal is someone who cannot enter heaven. You have to believe in God first.
LOL True that!
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Comments (156 - 180) not displayed.
Top • Page Up • Full Thread • Page Down • Bottom/Latest"I think we are really very lonely women. It happens with women, many times, when the children leave the home. We don't have any hobbies- we've allowed our sexuality to dry up and die.. and we've lost our sense of humor and adventure.
Click if you want the truth
Click here for an important video message
#117. To: Palo Verde (#115)
Thanks Mel you saved me
Click if you want the truth
Click here for an important video message
#118. To: mel (#116)
That sounds like something a pretend shrink would say
#119. To: Murron (#118)
Click if you want the truth
Click here for an important video message
#120. To: Murron (#118)
Click if you want the truth
Click here for an important video message
#121. To: Liberator (#78)
#122. To: Liberator (#79)
Forgotten last night's "date" so soon?
#123. To: Liberator (#79)
#124. To: Palo Verde (#82)
#125. To: Liberator (#84)
#126. To: Palo Verde (#88)
#127. To: Liberator (#102)
#128. To: Liberator (#92)
#129. To: diva betsy ross, mel, Murron (#127)
I was invited here...and I assume my role is to help my fellow poster make this a fun site
#130. To: war (#129)
dbr: "I was invited here...and I assume my role is to help my fellow poster make this a fun site"
#131. To: war, Murron (#129)
I was invited here...and I assume my role is to help my fellow poster make this a fun site
Click if you want the truth
Click here for an important video message
#132. To: war, diva betsy ross, mel, AKA Stone (#129)
diva betsy ross: "and I assume my role is to help my fellow poster make this a fun site"
#133. To: Murron, foul beyond mere words TRASH aka war, diva betsy ross, mel, AKA Stone (#132)
#134. To: Murron (#132)
Why would you leave 4um and come here where you knew mel was, the very object of your opus from 4um?
Click if you want the truth
Click here for an important video message
#135. To: Mad Dog (#133)
Click if you want the truth
Click here for an important video message
#136. To: Mad Dog (#133)
Chasing Nuts Around the Interweb for Years
#137. To: mel (#134)
I was hoping this wouldn't start for at least a week, but it is better to tend to business now and get it done and over with.
#138. To: Biff Tannen (#136)
Click if you want the truth
Click here for an important video message
#139. To: mel (#138)
What the heck was the topic of this thread again?
#140. To: Murron (#137)
Click if you want the truth
Click here for an important video message
#141. To: mel (#140)
You're probably on her bozo filter now.
#142. To: Murron (#141)
Click if you want the truth. Click here for an important video message
#143. To: Murron (#141)
Click if you want the truth. Click here for an important video message
#144. To: Murron (#132)
#145. To: Palo Verde (#110)
#146. To: war (#126)
Mrs. WAR grabbed the one in the yellow cellophane and said, "Mmmm...buttah scotch" [she's from Staten Island]...I have never since seen my son laugh so hard...he must have gone through every word in the English language with Potential Mrs. WAR to hear how she said it...
#147. To: Biff Tannen (#136)
#148. To: sneakypete (#28)
LOL. Strange that you mention irony,but seem to be blind to it.
#149. To: sneakypete (#145)
Thank you
I followed your instructions to a T
everything worked out perfectly
You are the best
Love, Palo
#150. To: Mad Dog (#133)
#151. To: e_type_jag (#148)
his repeated obama sycophantic bleatings are beginning to rival those of the vapid 2 legged vertical obama campaign yardsign fka GO65.
#152. To: Palo Verde (#149)
I followed your instructions to a T everything worked out perfectly
#153. To: A K A Stone (#0)
(Edited)
Toss: ADL,CAIR and the Vatican into the pit they belong in.
#154. To: WhiteSands (#153)
The only good liberal is one in heaven.
#155. To: A K A Stone (#154)
Toss: ADL,CAIR and the Vatican into the pit they belong in.
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