This is according to the developers of ethnic studies, themselves. Neo-Marxism is the same theory, but substituting race struggle for class struggle. This is a distortion that makes it impossible to understand historical events. Marx taught that class struggle was the only explanation of history. Horne’s truth: This is a form of neo-Marxism. The nation’s history is best understood as a struggle by American blacks against white oppression. South Korea’s prosperity per person is an almost unbelievable 100 times greater than that of North Korea, and West Germany had a similar advantage over East Germany.Ĭapitalism is not “cruelty”. One can compare the two systems within the context of the same people, same culture, etc. Germany and Korea were divided in half after World War II. In fact, capitalism has produced more prosperity for more people than any other system. Only a fanatic Marxist would claim that the essence of capitalism is “cruelty”. In fact, the North did fine without cotton and the North won the war. Interestingly, the 1619 project shares this view with the Confederates, who thought the North could not exist without “king cotton.” They thought the North’s factories would collapse. Historians and economists who studied the subject say it was more like 5%, so the 1619 project is only off by one zero. Horne’s truth: Proponents of this claim that in the early 19th century, cotton was 50% of the American economy and converted a small, poor group of colonies into a world economic power. Hoffman’s curriculum: Plantation slavery was the foundation of American capitalism, and the cruelty of American capitalism stems from the cruelty of the plantation. To teach impressionable children that Lincoln was a villain is outrageous.ģ. In doing these things, Lincoln did more for humanity than any other individual in the entire history of the United States. Once ratified, it freed all slaves throughout the country. This included almost unlimited giving away of patronage jobs, and even rumors of bribery, to get Congress to vote for the 13th amendment. In 1865, he put all of his political power behind passing the 13th amendment. Horne’s truth: Lincoln had stated in 1854: “if the Negro is a man, why does my ancient faith teaches me that all men are created equal and that there can be no moral right in connection with one man’s making a slave of another.“ In 1863 he issued, by himself, based on his own individual power, the emancipation proclamation, which freed the slaves in the South. Hoffman’s curriculum: Lincoln was a racist. We can still believe in the Declaration of Independence, that the revolution was fought for life, liberty, and the pursuit of happiness.Ģ. Horne’s truth: Historians have researched this and there is not one scrap of paper from the time to support it. Hoffman’s curriculum: The revolutionary war was not fought for life, liberty, and the pursuit of happiness, but to protect southern slaveowners from British interference in slavery. Here are some examples, and Horne’s historical rebuttal: The 1619 project is a fabricated history designed to make students hate America. Hoffman offered $5,000 to each history teacher who would teach the 1619 project. They cannot take the resulting anarchy, nor should they be disrespected. The students can defy teachers, swear at them, or ignore them, and there are no consequences. The number one reason they give for leaving is not being supported by administrators on issues of discipline. Teachers leaving the profession are surveyed. On the contrary, her emphasis on “social and emotional learning” has compounded the problem, because teachers are discouraged from disciplining misbehaving students because discipline hurts their feelings. Kathy Hoffman has done nothing to support discipline. As a result, their district became known as the toughest district around, their learning increased, and test scores went up. He told fellow board members that, as parent advocates, they should support the great majority of parents, who want discipline so their children can learn, not the parent of a student who misbehaved, to object to discipline, and complain that “my little darling can do no wrong.” As a result, Tom’s school board did not reverse a teacher on an issue of discipline one time, not one time in 24 years. Tom spent 24 years on the school board for Arizona’s then third-largest district. Many teachers have complained to Tom that under the current regime, support for discipline has evaporated, and classrooms have become anarchic. Restore Discipline: Students cannot learn if classrooms are not orderly.
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