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The speaker claims the president is determined to defy experts and embrace a myth of America that overlooks historical injustices. This myth suggests America treated people well and was founded solely on its own merits, which the speaker says is a lie. The speaker asserts that celebrating America's independence occurs on stolen Native American land, overseen by presidents who owned slaves or desecrated native lands. They state that Trump's "Make America Great Again" slogan disturbed many, especially people of color, because it appeals to white resentment and those worried about America's future and "browning." Instead of acknowledging America's true history, the speaker believes President Trump is choosing to side with this myth.

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The speaker claims the idea that Native Americans were peaceful before white settlers arrived is a false legend. They assert that Native American tribes were killing each other and conquering each other's land long before white settlers arrived. The speaker equates this to white settlers conquering Native Americans, stating it was done with no less noble authority. The speaker declares this to be the truth, not a legend, and "your story of my people."

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Political science professor Wilfred Riley's new book, "Lies My Liberal Teacher Told Me," challenges the romanticized view of Native Americans as peaceful stewards of the environment. He argues that government guides and textbooks falsely portray natives as living in harmony with nature, not killing anything they couldn't use. Riley claims this is untrue, citing examples of buffalo hunts, intertribal warfare, and even cannibalism. The transcript asserts that natives manipulated their environment through practices like setting large forest fires. It also claims that some tribes practiced slavery. The speaker suggests that the myth of peaceful natives persists due to Marxism and critical race theory, which allegedly promote the idea that Western values are inherently bad. The speaker concludes that while white people committed atrocities against Native Americans, such behavior was not unique. They state that nearly every society had slavery, cruel wars, and environmental destruction. They also state that the West led the world in making things better, citing the Geneva Convention and capitalist countries lifting people out of poverty and protecting the environment.

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Political science professor Wilfred Riley's new book, "Lies My Liberal Teacher Told Me," challenges the romanticized view of Native Americans as peaceful stewards of the environment. He argues that government guides and textbooks falsely portray natives as living in harmony with nature, not killing anything they couldn't use, and lacking prejudice or major wars. Riley contends that natives manipulated their environment through practices like setting large forest fires and that some tribes practiced slavery and cannibalism. He points to the Aztec capital's towers of human skulls as evidence against the notion of universal peace. Riley suggests the persistence of the "peaceful native" myth stems from Marxism and critical race theory, which he says unfairly demonize Western values and white people. He argues that while white people committed atrocities, America's sins were not unique, and nearly every society had slavery, cruel wars, and environmental destruction. He concludes that the West has led the world in making things better, lifting people out of poverty, and protecting the environment.

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The transcript centers on claims about the history and alleged manipulation around radium and radon, framing it as a widespread government deception. It opens with a reference to “the radium girls” and asserts that a book debunks the government’s lie, followed by a provocative contrast between what is claimed and what is alleged to be true about radium. Key assertions include: radium used to be in everything; people drank water out of radium glass containers; radium springs and hot springs were described as very beneficial and healing, but the speaker warns to “better run away.” The speaker then states that there have been no studies showing that the radium itself poisoned anybody, and concludes that it was “the paint” that caused harm. The discussion moves to a post–World War II claim: “after World War two, they said, oh, can't have any more radium for you guys, but we can put it in our aircrafts.” This is presented as an example of selective use of radium. The narrative then shifts to radon gas, challenging conventional views by claiming that there were discussions about radon gas and that it is associated with paradoxical health signals. The speaker asserts that there are areas with radon gas that have the lowest levels of “the big c,” with “best immune systems, lower cases of the c,” and uses this to claim that the government has lied about radon’s dangers. A broader critical stance is stated when the speaker asserts that “the US government just lying to the people,” suggesting a pattern of deception regarding radium and radon. The closing lines introduce a sensational comparison: “Radium apple, immortal. Nonradium apple, not immortal.” This juxtaposition is used to illustrate, in the speaker’s view, why people were told to stay away from radium. Throughout, the transcript preserves the speaker’s voice and rhetorical stance, presenting a series of factual-sounding claims about radium’s ubiquity, supposed health benefits, alleged lack of poisoning evidence, postwar distribution, radon-related health narratives, and the provocative immortal-apple imagery. The overarching message is that there has been extensive deception by authorities regarding radium and related substances, leading to a conclusion that certain warnings were issued to steer people away from something deemed “immortal.”

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Speaker 0 argues that the crooked foundation of the public school system makes university indoctrination possible, asserting that everything in school is filtered through a Marxist lens of oppressed versus oppressors. The speaker claims schools introduce gender ideology, with opponents framed as intolerant; introduce critical race theory, with opponents framed as racist; introduce feminism, with opponents labeled misogynist or part of the patriarchy; and introduce socialism, with opponents described as privileged. The speaker contends that this influence is often subtle rather than overt, embedded in curriculum. An example given is how slavery is taught in elementary school. The speaker acknowledges general agreement that slavery was bad but argues that curricula omit broader historical context. Specifically, they state that The United States banned slavery in seven states while the rest of the world had bans in seven countries; in seventeen seventy six, 92–95% of the world was actively practicing slavery and it was the norm on every continent. The speaker also notes that Thomas Jefferson tried to get slavery abolished in the original draft of the Declaration of Independence, that England abolished slavery in 1833, the United States in 1865, and that the rest of the world followed that example in Africa and Asia. The claim is that within proper historical context, the American story is one of liberation. The speaker asserts that the Marxist lens requires the oppressed versus the oppressors, and that if these arguments were made in school, a student would be failed, shamed in front of the class, and possibly sent to the principal’s office. The claim is that the system is designed to keep America divided so it could be easily conquered. Addressing critics, the speaker mentions the Frankfurt School, stating it expanded the ideas of Marxism, developed the oppressed-versus-oppressor framework, and aimed to use race, gender, and sexuality to usher in cultural Marxism. The speaker contends this infiltration began in academia in the nineteen-sixties, and attributes today’s situation to those developments. Note: Promotional content at the end has been omitted.

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The speaker claims the president is determined to disregard experts and perpetuate a myth of America as a nation that treated people well and was founded solely on its own merits. They assert that America's independence is celebrated on stolen Native American land, overlooked by presidents who owned slaves or oversaw the desecration of native lands. The speaker suggests that Trump's "Make America Great Again" slogan resonates with white resentment, offering a sense of victimhood to those worried about America's browning. Instead of embracing a future that acknowledges America's true history, the speaker believes President Trump aligns himself with the myth of America.

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In 1897, Scientific American discussed fake foods and mentioned that artificial eggs were to be made in a laboratory. The whites were described as a mixture of sulfur, carbon, and beef fat, and the yolks as beef blood, magnesia (magnesium), and colored with chrome yellow. The transcript notes that fake eggs in 1897 were made in a lab. It then connects this to modern discussions of lab-made foods in 2025, mentioning Billy Boy Gates and “all the other stuff,” and asserts that Rockefeller’s and Rothschild’s influence has involved making fake foods for a long time. The speaker claims that in 1897 many people appeared ill and unhealthy because they were eating fake food, and that this fake food was coated with super phosphate because John D. Rockefeller was supplying all the chemical fertilizers, which were burning up people’s feet. The speaker states that this is why people were told they had worms because they were being burned by the fertilizer. The transcript reiterates the point that in 1897 there were fake foods. It is further mentioned that the average person should be a carnivore, noting that this narrative has flipped over time. The speaker observes that Netflix no longer presents that story and suggests looking up information not covered by Netflix, specifically pointing to the Maasai tribe. The Maasai are described as having a certain diet, but the transcript notes that they don’t eat their natural diet anymore because foods have been shipped in and vaccines have been introduced. The speaker adds that Netflix isn’t going to tell anyone this because they have a story to tell.

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- "White people didn't invent slavery. In fact, they were the first to end it." - "Slavery is evil, but it's an ancient human evil practiced by everyone to everyone." - "Trans Saharan slave trade." - "Barbary slave trade." - "Europeans did take slavery to another scale when they came to Africa." - "Which major power stopped slavery first? The British, in large part because of pro human Christian values." - "White people aren't better than anyone else, but they're also not worse." - "That lie makes us ignore history and fuels racial hatred." - "The only way out of this is to stop making morality about the color of people." - "Because in our capacity for good and evil, we are all equals."

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Political science professor Wilfred Riley's new book, "Lies My Liberal Teacher Told Me," challenges the romanticized view of Native Americans as peaceful stewards of the environment. He argues that government guides and textbooks falsely portray natives as living in harmony with nature, not killing anything they couldn't use, and lacking prejudice or major wars. Riley claims that natives manipulated their environment through large-scale forest fires, practiced slavery, and engaged in cannibalism. He points to the Aztec capital's towers of skulls as evidence against the notion of universal peace. The speaker suggests that the persistence of the "peaceful native" myth stems from Marxism and critical race theory, which promote the idea that Western values are inherently bad and that white Americans have gained advantages through racism. He concludes that while America has its sins, they were not unique, and the West has led the world in positive advancements like the Geneva Convention and lifting people out of poverty.

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The speaker claims that in the 19th century, Britain was the most violent country in the world, despite being democratic. Similarly, the United States has been the most violent country in the world since 1950. The moderator asks if democracy is the wrong lens through which to view China and Russia. The speaker asserts that President Biden's biggest mistake is framing the world's struggle as one between democracies and autocracies. Instead, the speaker believes the real struggle is to live together and overcome environmental crises and inequality.

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The speaker believes that media lies have been responsible for starting most wars in the past 50 years. They argue that if the media had dug deeper and not spread government propaganda, wars could have been prevented. The speaker suggests that populations are tricked into wars because they don't willingly enter them. They claim that a good media environment leads to peace, but ignorance is the main enemy. The organizations promoting ignorance are those that keep secrets and distort information. The speaker expresses their opinion that the media is generally so bad that the world might be better off without it.

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The speaker argues that indoctrination in schools and universities is far beyond what parents realize. He shares an example: a man in the Bay Area with daughters in a high school asks them who the first presidents of the United States were. They can name Washington, but when asked what they know about him, the response is that he was a slave owner. The conversation underscores that, beyond mentioning slavery as a horrific institution, there is little knowledge about George Washington. The speaker concludes that, while slavery is horrific, we should still know more about George Washington than that.

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Professors from various universities make controversial statements about white people, including advocating for their mass suicide, calling for their deaths, and labeling them as racist. Some professors equate beliefs like hard work and math with white ideology and privilege. One professor even suggests that white people are a plague to the planet. These statements reflect a trend of anti-white sentiments and calls for violence in academic settings.

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America's history of slavery is not unique, as many societies throughout history have practiced slavery. Slavery was common worldwide, with the Arab world being a major player in the slave trade. The British and Americans were among the few to abolish slavery. Focusing solely on America's evils in schools has not improved race relations. Acknowledging historical mistakes is important, but it is crucial to have honesty and incremental change rather than radicalism.

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We've been lied to about history, so how do we know what's true? This pattern of revisionist history began in academia. I was raised in an atheist family, but I began to realize that, historically, no society based on atheism has ever succeeded. We are in a very dangerous time, and most people don't realize how dangerous it is. The reason they don't realize is because they don't really know the history of the Cold War and the World Wars.

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The speaker questions why public schools focus on the Transatlantic slave trade and not on other slave systems, arguing that slavery was widespread across history and regions. They claim the Ottoman Empire enslaved six hundred years and 5–10 million people, with sexual slavery being institutionalized and slaves sourced from Central Europe, the Balkans, and among Hungarians, Russians, and Ukrainians. They assert the word slave derives from “Slav.” They also assert lengthy slave trades in other regions: the Trans Indian slave trade lasting over twelve hundred years and enslaving 4–10 million people; and the Trans Saharan slave trade lasting over twelve hundred years and enslaving 9–17 million people. The speaker asserts that these systems ended after, not before, the North Atlantic slave trade, and emphasizes that chattel slavery was practiced in all these places. They claim that in 1776 the majority of countries in the world practiced chattel slavery, and that while Europe and the United States were early in abolishing slavery, it continued much longer in the Middle East, Africa, and in places like China, Thailand, and Mongolia. They state that if one looked back to 1776, 90–95% of the countries in the world practiced slavery, a norm for thousands of years. They also state that the United States banned slavery in seven states at a time when the rest of the world had banned it in only seven countries. The speaker contends that the reason these histories aren’t taught is that schools are framed through a Marxist lens of oppressed versus oppressors, intentionally teaching history out of context as a form of brainwashing designed to make dividing and conquering society easy. They claim that, without historical context, it allows framing the United States as uniquely evil, whereas, in reality, it is Britain, the United States, and the West that are responsible for driving the institution of slavery into extinction. Additionally, the speaker promotes their own work, stating they teach courses on real history and what it means to be an American, and that they write books on the First Amendment and the Second Amendment, inviting readers to engage with their material.

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Speaker 0: And they came up with this incredible document where they actually said we need a new justification for this all powerful state. So the new excuse is going to be because the environment is gonna be harmed and because climate is going to hurt us. Speaker 1: Wait. What? What? I could not believe what I just heard. Did world leaders really lay out this globalist plan in plain English, in a physical book way back in 1991? I went on Amazon, and there it was, the first global revolution, which states, and I quote, in searching for a common enemy to unite us, we came up with the idea that pollution, the threat of global warming, water shortages, famine, and the like would fit the bill. And therefore, the real enemy is humanity itself.

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Pre-1910 history textbooks reportedly state that an advanced civilization existed in the United States before Native Americans. According to the speaker, these books contain evidence that early settlers encountered Native Americans and discovered ruins of this prior civilization. The speaker claims this information has been removed from modern education, and people are discouraged from questioning its absence. The speaker suggests that as information is digitized, certain facts are being erased, and physical textbooks are the only remaining proof. The speaker intends to start collecting old books.

The Joe Rogan Experience

Joe Rogan Experience #1091 - Daniele Bolelli
Guests: Daniele Bolelli
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Joe Rogan and Daniele Bolelli engage in a lively discussion about history, storytelling, and the human experience. Bolelli shares his passion for researching and narrating historical events, likening his podcast to an audio lesson on extreme aspects of history. He emphasizes the importance of storytelling and the brutal research that precedes it, expressing both love and frustration for the process. They delve into the darker sides of human history, discussing the disturbing patterns of mob mentality and the capacity for ordinary people to commit horrific acts under certain circumstances. Bolelli highlights the contrast between individuals who choose to resist immoral orders and those who comply, using historical examples like the Sand Creek Massacre and the My Lai Massacre to illustrate his points. The conversation shifts to the impact of disease on Native American populations, with Rogan and Bolelli discussing the unintended consequences of European colonization, including the devastating effects of introduced diseases. They also touch on the resilience of wildlife in the face of human encroachment, with Rogan sharing anecdotes about coyotes adapting to urban environments. Bolelli reflects on the complexities of human nature, suggesting that the same individual can exhibit both kindness and cruelty, depending on the context. They discuss the role of leadership and the dangers of totalitarianism, emphasizing the need for intellectual honesty and the importance of questioning authority. As the conversation progresses, they explore the evolution of martial arts, particularly the transition from traditional jujitsu to Brazilian jiu-jitsu, and the cultural exchanges that shaped these practices. Bolelli shares stories of historical figures like Theodore Roosevelt and Jack Johnson, highlighting their significance in American history and the societal challenges they faced. The discussion concludes with a reflection on the rapid pace of technological change and its implications for humanity. Bolelli expresses concern about the potential consequences of artificial intelligence and the need for responsible decision-making in the face of unprecedented advancements. They both agree on the importance of understanding history to navigate the complexities of the present and future.

Tucker Carlson Speeches

Advice Tucker Carlson Would Give a Politician
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What is America, really? The speech contends it is a physical place, not an idea, rooted in soil and trees. It argues that genetics and instinct drive behavior from dogs to humans, and politicians should honor that truth. It also questions the left’s environmental label, suggesting many environmentalists know little about nature and prefer broad schemes over concrete infrastructure and land stewardship. Beauty reveals truth; tyrants erase it to degrade people. He urges the GOP to defend land, nature, and traditional instincts, demand precise energy policy, and judge ideologies by their tangible fruits, not promises.

Tucker Carlson Speeches

They Hate the Truth
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Lying isn't just a mistake, it's a threat to a free society, says this episode, where the core claim is that truth matters most in journalism. The speaker recalls an old rule: tell the truth, admit when you’re wrong, and strive for accuracy. Now he argues the lies before us are not ordinary falsehoods but inversions of reality, aimed at flipping what is real. He uses a kitchen-logic example with a child to illustrate how some people lie with calm certainty and without guilt. He asserts polygraphs reveal truth through physiological tells, and notes many who lie for powerful interests are never punished when they repeat approved narratives rather than truth. Facts don't care about feelings. He distinguishes two kinds of lies: conventional lies and the inversion of truth, and cites Media Matters attacking a scholar proposing ancient civilizations and pyramids.

The Rubin Report

The Gloves Come Off: A New Strategy for Fighting the Woke | Douglas Murray | POLITICS | Rubin Report
Guests: Douglas Murray
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In a discussion between Dave Rubin and Douglas Murray, they explore the concept of a "war on the West," highlighting the influence of radical ideologies like Wokeism and the implications of critical race theory. Murray argues that these ideologies have infiltrated various fields, including STEM, contrary to previous assumptions that they would remain confined to the liberal arts. He emphasizes the dangers of accepting false narratives about race and history, particularly in the context of police violence and the misrepresentation of societal issues. Murray critiques the notion of reparations, asserting that it opens wounds that should remain closed and that it unfairly demands accountability from individuals who did not commit historical wrongs. He points out the hypocrisy in how society addresses historical injustices, noting that discussions around slavery often ignore the broader context of global slavery practices. The conversation shifts to the role of religion and culture in Western society, with Murray lamenting the decline of traditional values and the rise of a culture that prioritizes social justice over foundational beliefs. He argues that the assault on Western philosophy and religious traditions is part of a broader effort to dismantle the cultural inheritance of the West. Murray concludes by advocating for a return to truth and a rejection of the idea that Western culture is solely defined by its historical sins. He calls for a more assertive stance against anti-Western sentiments, suggesting that courtesy has limits and that society must stop being overly accommodating to ideologies that undermine its foundations.

The Rubin Report

Historian: Woke Politics Destroying US History & Academia | Niall Ferguson | ACADEMIA | Rubin Report
Guests: Niall Ferguson
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Niall Ferguson critiques the New York Times' 1619 Project, arguing that framing U.S. history primarily through slavery is historically inaccurate. He emphasizes that while slavery was significant, it was not unique to the U.S. and should not overshadow the country's distinct governance experiment rooted in Enlightenment ideals. Ferguson shares his personal immigration journey, noting that he feels more at home in the U.S. than in the U.K., appreciating the American ethos of hard work and opportunity. He expresses concern about the current state of academia, lamenting the decline of free inquiry and the rise of political correctness, which he believes stifles diverse intellectual discourse. Ferguson highlights the importance of recognizing both the positive and negative aspects of history, arguing that the benefits of the U.S. Constitution outweigh its flaws. He warns against the dangers of ideological homogeneity in universities and stresses the need for new institutions to address educational shortcomings. Discussing current societal tensions, he notes that the U.S. has historically weathered crises and suggests that the act of worrying about the Republic is a sign of its resilience. Ferguson concludes by advocating for proactive solutions to governance issues revealed by the pandemic and electoral challenges, embodying the American spirit of problem-solving.

The Joe Rogan Experience

Joe Rogan Experience #2058 - Elliott West
Guests: Elliott West
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Joe Rogan and Elliott West discuss West's extensive research and writing on the history of the American West, particularly focusing on his book "Continental Reckoning." West reveals that it took him over twenty years to research and write the book, which covers the significant changes in the American West during a thirty-year period of expansion. They highlight the complexity of Native American history, emphasizing that many Native Americans had sophisticated interactions with Europeans long before Lewis and Clark's expedition. West recounts a fascinating story of a delegation of Native Americans who traveled to France in the 1720s, where they experienced European culture and expressed their astonishment at the performances they witnessed. They also discuss the language barriers and the cosmopolitan nature of Native American societies at the time. The conversation shifts to the impact of European diseases on Native American populations, with estimates suggesting that up to 90% of Native Americans died due to diseases like smallpox. They explore the motivations behind European expansion, including the search for land and resources, and how these motivations led to the displacement and suffering of Native peoples. West explains the transformation of the American landscape due to European settlement and the ecological changes that resulted from the introduction of market hunting and ranching. He emphasizes that the decline of the bison population was not only due to hunting but also the broader ecological shifts caused by European expansion. The discussion also touches on the rise of horse cultures among Native Americans, particularly the Comanche, and how their adaptation to horses changed their way of life and military strategies. They reflect on the romanticized narratives of the American West in film and literature, noting that these stories often overlook the complexities and tragedies of Native American experiences. West argues that understanding this history is crucial for recognizing the foundations of modern America, as the expansion and its consequences shaped the nation's identity and trajectory. He stresses the importance of accurately conveying this history to counteract myths and provide a more nuanced understanding of the past. The conversation concludes with Rogan expressing appreciation for West's work and the significance of his contributions to historical discourse.
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