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The failure of American public schools to teach children the truth regarding our history

the narrative of the opposition: with Oleg's narrative where every major society practiced slavery but it was only the West that was first to figure out it was wrong and take serious steps to end it.
That's not a "narrative of the opposition", that's just a bull... narrative. I have no compulsion to take illogical nonsense seriously just because it comes out of the mouth of someone I disagree with politically. It's obviously a tortured rendition of the facts, with a transparent political agenda.
So's this:

Where "scale" is measured in absolute rather than per capita terms, thereby taking all the horrors of the ancient and medieval worlds' slavery out of the running

Well... yes. Which is not a defense of ancient slavery at all. But they never built anything like the Transatlantic trade in size, reach, or general cruelty.​

Where do you get this stuff? Of course some of the ancient world's slavery practices matched or exceeded the modern world's in general cruelty. Good lord, Sparta required every male citizen to murder a slave as part of his rite of becoming a man! And the size/reach argument is blatant special pleading -- it's just giving societies a pass for virtuously having low population and primitive technology. That's just the same old double-standard we always see from progressives when it comes to Western Civilization, with a political motive just as transparent as the conservatives' ...
So there are two takes here.
1) If you are saying this stuff happened too long ago... why are you even bringing up slave treatment in different regions? It seems odd you complaining 'well if you back far enough'... and then do it yourself. Did you know slaves were treated worse in Brazil?

2) The minor difference is that in the US, we are dealing with the impact of the racist past in our nation, which doesn't date as far back as some people want to admit. Jim Crow was pronounced dead in the 1960s. Though, like Elvis, some people kept on dreaming. Jim Crow (as well as the general social bigotry and corporate disinterest) has a much larger thumb on the scale on contemporary standards of living for blacks in America than slavery does. But we aren't supposed to even talk about that in schools.

America fucked the blacks over. Enslaved, made it illegal to teach them to read. Then when emancipated, we had a bunch of blacks in the country no one wanted, and treated or abused them as such. Even despite all of this, some managed success, but the white race riots sought to end the rise of the black man. Even Jesse Owens who owned the master race couldn't get a hotel room in NYC. Maligned in media, abandoned by the Government, segregated from the society, being reminded in much of America they weern't white. They wouldn't get the GI bill benefits whites would in the abandonment of the city for suburban life. They were left to rot in the city. And now days, it is considered "woke" to consider the impact this all has on blacks in America today.
 
America did however play a role in the Transatlantic holocaust but god forbid anyone talk about helping a nigger.
Ha ha ha!

Oh wait.
You're serious?
Tom

Yeah. Care to actually post something?

Civil War
Affirmative Action
LBJ's Great Society

That should keep you busy for awhile.

Also, does my quoting the word nigger make me a racist?
Tom

Everything you've listed was met with fierce resistance from folks who didn't (and never do) want to help niggers because it "happened long ago" while at the same time have no issue with tossing billions to Israel when America had nothing to do with the holocaust. My point was about the hypocrisy of those people. Not sure how what you posted counters that point. Care to elaborate?
 
Everything you've listed was met with fierce resistance from folks who didn't (and never do) want to help niggers because it "happened long ago" while at the same time have no issue with tossing billions to Israel when America had nothing to do with the holocaust. My point was about the hypocrisy of those people. Not sure how what you posted counters that point. Care to elaborate?
I didn't quote, or respond, to the part about Israel. We clearly disagree on that. I don't think that the U.S. has any good reasons for supporting the Israeli government anymore, and hasn't for a long time.
20+ years ago I proposed a workable plan for peace in The Holy Land. We split our military aid to the region evenly between IDF and PLO.

But the part of your post relevant to U.S. history classes is the part I quoted and responded to.
Tom
 
The primary seduction system of the 30s,40,50s,60s produced the people that pit us on the moon and developed modern technology.
The majority of the key scientific and engineering staff who put us on the Moon received their primary education in Germany in the 1920s (and their science or engineering degrees in Germany in the 1930s).

Few people who were of primary school age in the 1960s were old enough to be employed in any role in the Apollo program before its ending in the early seventies.
 
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Back in the early 70s I was working in Hartford Ct. Pratt & Whiney that made jest engines had to create a remedial math program for high school grads before they could enter apprenticeship programs. Machinists and metal working. It was said they did not have the same basic math skills past generations had.

Schools became an experiment in social engineering. In the 90s my sister was a teaching assitant in a Long Island grade school. Numerical grades were gotten rid of. Getting the right answer in math was no longer important.

Add to that today both police and teachers are expected to be social workers and psychologists. We hear it in the news around here, teachers leaving the profession faster than those who are cumming in.

Part of it is pay, a lot of it from interviews is they are simply overwhelmed with responsibilities and are just worn out.

I've seen angry immigrant parents at school meetings who complainer kids who do not speak English are falling behind, and what is the school going to do about it.

From what I see school has became a defacto day care for single or working couple parents.

It not the job of schools to raise kds and insill values like wrking at education, that is the resposibi;ity of parents.

The primary seduction system of the 30s,40,50s,60s produced the people that pit us on the moon and developed modern technology.

What has changed in culture? Public schools used to be about assimilation for immigrants, not it about diversity to an extreme. No single American culture. Is that working?


If kids are given a high school diploma and can on;y read at grade school level and can't do simple math who is to blame?
So your sister was a TA in the 90s, and you are talking about schools today. Also, I was a student in the 90s, and getting the right answer in math as in other courses was definitely necessary! While partial credit existed, it wasn't what it was like in college, primarily in the engineering courses.

Don't we have movies talking about struggles of the poor in schools from the 30's (The Corn is Green), 60's (Up The Downstairs), 80's (Lean on Me / Stand and Deliver)? None of this is new. The added problems of lawyers and teachers needing to be first responders these days to mass shootings is definitely a weight, but schools were never a utopian paradise. And children graduating schools today have had to learn a boatload more than we did. Anecdotally, my daughter is learning pre-algebra in 4th grade.

So please stop thinking that your generation invented perfection.
I was taking STEM courses in college in the 1950s and 1960s, including grading papers in STEM math courses, and even back then, partial credit was always given in STEM courses on exams. The right answer was less important than taking the correct approach to the problem.
That's how I learned to do math and physics, including when I took courses late in life: partial credit if you showed your work. I grew up under the ethos that if you got the answer right but did not show your work, the answer was wrong.

My husband teaches at a university and gives partial credit for answers, including mathematical ones, provided work is shown.
 
America did however play a role in the Transatlantic holocaust but god forbid anyone talk about helping a nigger.
Ha ha ha!

Oh wait.
You're serious?
Tom

Yeah. Care to actually post something?

Civil War
Affirmative Action
LBJ's Great Society

That should keep you busy for awhile.

Also, does my quoting the word nigger make me a racist?
Tom
That definitely doesn't make you a racist.
 
The Internet? Nobody's from the Internet.

A place where you have to know the race of a speaker before your can decide if a particular word is an offensive affront to morality or no big deal deal, just a descriptive word.
Tom
 
The Internet? Nobody's from the Internet.

A place where you have to know the race of a speaker before your can decide if a particular word is an offensive affront to morality or no big deal deal, just a descriptive word.
Tom
Oh, you mean reality. A place that's annoyingly complex and nuanced, which makes life everso difficult for the hard of thinking.

Of course, as most people do, you think it's a dreadful imposition when it's you that has to make the effort, but a trivial courtesy when it's required of somebody else.

But that's what you can expect from some faggot with a bad attitude.
 
America did however play a role in the Transatlantic holocaust but god forbid anyone talk about helping a nigger.
Ha ha ha!

Oh wait.
You're serious?
Tom

Yeah. Care to actually post something?

Civil War
Affirmative Action
LBJ's Great Society

That should keep you busy for awhile.

Also, does my quoting the word nigger make me a racist?
Tom

Everything you've listed was met with fierce resistance from folks who didn't (and never do) want to help niggers because it "happened long ago" while at the same time have no issue with tossing billions to Israel when America had nothing to do with the holocaust. My point was about the hypocrisy of those people. Not sure how what you posted counters that point. Care to elaborate?
The simple and horrible truth is that most schools will teach about the Revolution and the Civil War and the New Deal and both World Wars —and maybe mention LBJ, but the story of slavery is told as a white savior story: not how our brave, courageous, hardworking, determined ancestors enslaved people —or rather, purchased people who were enslaved, to make their great works possible—not that. Just the part about having a war about freeing the slaves. And if you went to my high school, about how the South undermined reconstruction.
We learned about Crispus Attucks, George Washington Carver and Sojourner Truth. Probably in the same paragraph. Maybe two, since Crispus Attucks was in the Revolutionary war. He definitely got his own, separate sentence long mention. Somehow, no one thought it was appropriate or cool to try to seem cool by using the n word.

The world, or civilization, as we knew it, was created by white European men. I got an extremely shocked —and blank look from our US history teacher when I asked what women were doing, aside from giving birth to and raising our great leaders…,I think he mentioned Betsy Ross and Dolly Madison.
 
So your sister was a TA in the 90s, and you are talking about schools today. Also, I was a student in the 90s, and getting the right answer in math as in other courses was definitely necessary! While partial credit existed, it wasn't what it was like in college, primarily in the engineering courses.
Partial credit is a recognition that the most important aspect is understanding how to solve the problem--it's very common in fields where you have complex problems where you explain the process rather than simply giving an answer. It doesn't make any sense unless there is such an explanation given whose correctness can be judged.
 
Everything you've listed was met with fierce resistance from folks who didn't (and never do) want to help niggers because it "happened long ago" while at the same time have no issue with tossing billions to Israel when America had nothing to do with the holocaust. My point was about the hypocrisy of those people. Not sure how what you posted counters that point. Care to elaborate?
1) We did have something to do with the holocaust--deliberately keeping Jewish refugees out.

2) Helping Israel is of benefit to the US--it provides a lightning rod for Islamist terrorists. It also lets us evaluate how well various strategies for dealing with Islamists actually work.
 
20+ years ago I proposed a workable plan for peace in The Holy Land. We split our military aid to the region evenly between IDF and PLO.
And how in the world is that supposed to bring peace???
 
That's how I learned to do math and physics, including when I took courses late in life: partial credit if you showed your work. I grew up under the ethos that if you got the answer right but did not show your work, the answer was wrong.

My husband teaches at a university and gives partial credit for answers, including mathematical ones, provided work is shown.
The problem comes from teachers with unreasonable standards for showing your work. Every teacher I had that required showing work expected too much--I ended up dropping one class because I expected to flunk out because of this. By far the hardest part of the class was figuring out how to show enough "work" to make his TAs happy--there's no "work" left when I look at what's left and simply know the answer.
 
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