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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 emphasizes the importance of independent research and critical thinking. They warn against blindly accepting information and urge listeners to question everything, including their own beliefs. The speaker believes that we live in an age of deception, where people are easily manipulated and influenced by agendas they don't fully understand. They encourage listeners to seek the truth, even if it is elusive and not always black and white. The speaker also discusses the concept of brainwashing and how closed-mindedness is a sign of being brainwashed. They express concern about the state of the country and the need for people to actively participate in order to preserve freedom. The speaker mentions the founding fathers and their vision for a free society, but also acknowledges that they were members of secret societies. They explain that the constitution was designed to give power to the people, but also had elements that could lead to downfall if the people proved unworthy of self-rule. The speaker concludes by urging listeners to learn the truth, educate others, and break free from the deception of the current age.

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My fellow Americans, we need to teach our children about America and what it represents. Abortion is a personal choice. Some younger parents question teaching patriotism to modern children. We shouldn't aim to make America great again because it was never that great. Seeing American flags in a neighborhood can be seen as a symbol of white supremacy. We must not forget our history, as it defines who we are. America stands for freedom, including freedom of speech, religion, and enterprise. If we stay true to our principles and believe in ourselves, the future will be ours. Our revolution was the first of its kind, and we are free. Once a movement starts, its outcome is unpredictable.

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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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Speaker 0 argues that history gets deep when examining tiny hats and slavery, claiming this was left out of history books because “the history books” are owned by “tiny hats.” They state that those who owned slaves, were slave traders and auctioneers, also owned newspapers, and played a role in creating social division. They claim it becomes interesting to uncover the exploitation of slaves and the way people were treated, noting that those who defended slavery would be exposed as supporting it, and that slave dealing was “an extremely profitable business.” They connect these ideas back to the Rothschilds, saying this is a recurring topic they have discussed, and mention Malcolm X as another figure who talked about it, urging others to look into it. Speaker 1 contends that a Black person is not antisemitic when he says that the man exploiting him in his community is white, because it is a white man who owns all the stores. They question whether it is an accident that the whites who own these stores are Jewish, and assert that if it is an accident, then the statement that “the Jew on the corner is exploiting me” is not antisemitic but merely a description of the man exploiting him.

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I was the first Republican president, and I wanted to free the slaves. Democrats fought a war to keep their slaves. I issued the Emancipation Proclamation, freeing all slaves. I made equality for black people part of the Republican platform. Republicans passed the 13th, 14th, and 15th Amendments, ending slavery, granting citizenship, and allowing black Americans to vote. The first black senator and representatives were Republicans. Democrats founded the KKK, opposing the Republican Party and using violence against Republican leaders. They passed racist Jim Crow laws. Republican President Eisenhower sent the National Guard to protect black students integrating schools. More Republicans voted for the Civil Rights Act than Democrats. Republican presidents Nixon, Bush, and Trump furthered desegregation, appointed black justices, and supported black colleges and communities. Under Trump, black unemployment fell to the lowest ever and wages rose to the highest in history. So, who are the real racists? Be free!

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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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Americans are taught that America was the worst when it comes to slavery, but this is complete nonsense. American slavery is portrayed as uniquely evil because slaves were considered property, but generational slavery was common worldwide. While the U.S. receives focus due to slavery, most slaves were not shipped there; the U.S. received under 400,000 out of 10-12 million. Focusing on historical abuse by white people won't help the black community gain capital, as modern problems aren't tied to ethnic conflict from 160 years ago. Problems in the black community increased with welfare programs. Almost every society had slavery, including the Aztecs, Persians, Egyptians, Greeks, Romans, Vikings, and especially the Arab world, who took about 17 million people from Africa. The British and Americans were rare in abolishing slavery. The British Navy sank around 1,600 slave ships and freed 150,000 people. Saudi Arabia only recently abolished the slave trade, and the global slavery index estimates over 700,000 slaves still exist there. American slavery was horrible but not unique. Focusing solely on America's evils hasn't improved race relations.

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Two speakers criticize treating a 'de minimis time in American history' as a tool for power, urging context beyond 'the honorable sacrifices' that ended slavery and 'America and England were the first to end slavery.' They claim, 'Slavery has existed for five thousand years in Africa. Shockingly, it still exists today,' and question why issue ignores slavery in Africa today. They warn that painting 'one race with this brush' fuels racism, arguing, 'The vast majority of white people weren't bad guys and didn't perpetrate evil' and, 'it's 2% of American whites that owned slaves.' They critique Smithsonian displays: 'not for gay pride month' at the Museum of American History; Latino history with Batista/Cuba and 'no mention of Fidel Castro'; gender testing described as 'genitals' and 'cheek swab DNA test'; and 'The Star Spangled Banner' as 'a racist' with the Betsy Ross flag. They conclude there's 'no balance' in the narrative.

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The public education system avoids teaching the Declaration of Independence because it advocates for overthrowing a tyrannical government, highlighting the importance of the Second Amendment. History shows the significance of being well armed, as seen in the battles of Lexington and Concord. The grievances of the founding fathers in the Declaration of Independence resonate with current issues, hinting at a cyclical nature of history. The document's mention of God's role in granting rights may also contribute to its omission from school curriculum.

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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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The first slave owner in America was a black man named Anthony Johnson, who owned 602 acres of land and enslaved both white and black servants. Johnson sued for the return of a black servant named John Casor, leading to a court ruling that allowed Johnson to continue owning Casor as a slave. Free black people also owned slaves in various parts of America. The transcript mentions specific examples of black slave owners and their holdings. It also highlights that slavery was not exclusive to Africans and was practiced in various parts of the world. The purpose of sharing this information is to challenge the narrative that only white Americans were involved in the slave trade.

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The speaker questions why schools focus on the Trail of Tears and not that Andrew Jackson was "the last president to successfully take on the banks," noting "the banks were trying to him" and that "the assassin missed and Jackson beat him with his cane." They claim he "canceled the charter of the second bank of the United States," the "modern equivalent of ending the charter of the Federal Reserve Bank," hence he was known as "the people's president." They say he was "one of the most popular and beloved presidents in American history," who "extended seventeen seventy six by eighty one years" and who "fully pay off America's debt." They warn of an "insidious agenda" to turn us from our roots and announce a second audiobook on Andrew Jackson. Check out The Life of Andrew Jackson at Classicallearner.com for information control, rights, fake news, banking system Jackson beat back.

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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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Andrew Jackson is one of the most important figures in American history, and all schools teach is he was bad because the Trail of Tears. They don't teach that he was the only president in US history to pay off the national debt, reducing America's debt by 99%. It was known as the bank wars. It goes back to the War of 1812, which was ended by then General Andrew Jackson with his victory at the Battle of New Orleans. But the war left America in debt. So in 1816, the federal government gave a charter to the Second Bank of the United States. But just like the Federal Reserve, the bank was privately owned by investors in the Netherlands and England. And when Jackson became president, he vowed to take on the corrupt banking aristocracy, which he did in 1832 when he canceled the charter of the Second Bank of the United States, which means he ended the Fed before the Fed was a thing. Real battle has always been against the banks, has always been against interest on debt, but they don't want you to know that. It's why I wrote a book on the history of the banking system and teach courses on how the system really functions. Oh, and if you're wondering why Andrew Jackson is on the $20 bill, it's because they're mocking him, and they're mocking us.

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The American declaration of independence is not taught in schools because it states that it is the people's duty to overthrow a tyrannical government. This is the purpose of the Second Amendment, which ensures the people can be well-armed in case another revolution is needed. The battles of Lexington and Concord were fought over munitions depots because the British knew that armed colonists were a problem. The colonists feared tyrants would try to take their guns. If children read the grievances of the founding fathers, they might realize they have the same grievances today. History repeats itself, and we may be close to history repeating itself again. The declaration of independence also mentions God multiple times, stating that our rights come from God, not the government.

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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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"So today, we're gonna talk about Christopher Columbus and some hidden history from the International Jew by Henry Ford." "Did you know in 1492, more than 300,000 Jews were expelled from Spain and came to America?" "Then it gets a little deeper when you find out who owns all the social media, and then who also owns the tobacco industry, the cotton industry, the banking industry, the theater, the newspaper, the radio, and then we can clearly see who owns the government as well." "Now someone's gonna come in there and say, oh, this is anti semitic. That's the same thing you always hear so that you don't question what's actually happening in your country." "Then it gets deeper when you talk about Palestine and the takeover of that with the Rothschilds, same people." "And this is why in school, things like reading the Bible, praying, celebrating Christmas, gotta get rid of all that."

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The civil rights movement is claimed to be part of a communist plot to enslave humanity. More evidence exists, but time limits discussion. Study further to understand the plan to subjugate the US. Avoid falling into the trap of division and work with others to save the country for future generations. Recommended reading includes "It's Very Simple, The True Story of Civil Rights" by Alan Stange and other materials available at American opinion libraries nationwide.

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We live in a place that feels like a plantation. We're all indentured servants. I was surprised to learn that there were 8 presidents before George Washington. I wanted to know why I was taught otherwise. Just tell me the whole story, and I'll fill in the blanks. Don't tell me something you think I'm supposed to know.

The Megyn Kelly Show

Thomas Jefferson and the Founding of America: History Week on the Megyn Kelly Show
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Megyn Kelly welcomes Clay Jenkinson, a humanities scholar and host of the Thomas Jefferson Hour, to discuss Thomas Jefferson's complex legacy. Jefferson, the third president of the United States and author of the Declaration of Independence, is a pivotal figure in American history, embodying ideals of self-governance and human rights. However, his legacy is complicated by his ownership of slaves, which has led to contemporary calls for his cancellation. Jenkinson emphasizes that understanding Jefferson is crucial for grasping America's foundational values. He describes Jefferson as a Renaissance man, deeply educated and a proponent of an agrarian society, who believed in the perfectibility of humanity. Jefferson's authorship of the Declaration at age 33 was remarkable, showcasing his clarity of thought and writing style, which set the tone for American ideals. Jefferson's early life in Virginia, marked by privilege and the slave economy, shaped his worldview. Despite his eventual political prominence, he initially did not aspire to revolution. His involvement in the Continental Congress and subsequent writings positioned him as a key thinker advocating for independence from British rule. As president, Jefferson made significant decisions, including the Louisiana Purchase, which doubled the size of the nation but raised constitutional questions about federal power. He prioritized reducing national debt and sought to maintain a government that reflected agrarian values rather than a centralized monarchy. Jenkinson discusses Jefferson's personal life, including his relationship with Sally Hemings, an enslaved woman, which complicates his legacy further. Despite the historical context, Jefferson's actions and beliefs about liberty and equality remain significant. The conversation shifts to the modern backlash against Jefferson, with institutions like the University of Virginia reconsidering his legacy amid discussions of race and slavery. Jenkinson argues that while Jefferson's flaws are undeniable, his contributions to articulating human rights and aspirations for America cannot be overlooked. He believes Jefferson's ideals continue to resonate, and the challenge lies in reconciling these with the darker aspects of his life. In conclusion, Jenkinson asserts that Jefferson's vision for America as a land of dreams and aspirations is vital to understanding the nation’s identity, despite the complexities of his character and actions.

The Rubin Report

Who Was Thomas Jefferson? | Rob McDonald | POLITICS | Rubin Report
Guests: Rob McDonald
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In the Rubin Report's Presidents Week, host Dave Rubin interviews historian Rob McDonald about Thomas Jefferson, a key figure in American history. Jefferson, born in 1743 in Virginia, was influenced by his father's pioneering spirit and education, which included exposure to significant political discussions and classical liberal philosophies. His early memories, including encounters with enslaved individuals, shaped his complex views on freedom and governance. Jefferson's political philosophy was heavily influenced by thinkers like John Locke and Montesquieu, emphasizing individual rights and the government's role in protecting them. He famously penned the Declaration of Independence, asserting that government derives its power from the consent of the governed. Despite his advocacy for freedom, Jefferson's ownership of slaves and his relationship with Sally Hemings complicate his legacy. As president, Jefferson aimed to reduce the federal government's size and influence, repealing internal taxes and paying down national debt. His presidency saw the Louisiana Purchase, which doubled the nation's size but raised constitutional questions about federal power. Jefferson's attempts to maintain neutrality during European conflicts led to an unpopular trade embargo. In retirement, Jefferson focused on establishing the University of Virginia and continued to grapple with the issue of slavery, advocating for gradual emancipation while being constrained by debt and societal norms. He died on July 4, 1826, coinciding with the 50th anniversary of the Declaration's ratification, leaving a lasting impact on American ideals of freedom and governance.

The Rubin Report

Historian: Correcting Myths of The Founding Fathers | C. Bradley Thompson | ACADEMIA | Rubin Report
Guests: C. Bradley Thompson
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C. Bradley Thompson discusses the founding fathers' views on slavery, emphasizing that not all were slaveholders and many opposed the institution. He expresses concern about the current authoritarian tendencies in the U.S. government, particularly in response to the COVID-19 pandemic, advocating for individual rights and freedoms. Thompson argues that the government should protect the vulnerable but not impose widespread lockdowns. He highlights the Declaration of Independence as a summation of American principles, focusing on its four self-evident truths: equality, rights, consent, and revolution. He contrasts the revolutionary generation's belief in objective truth with today's post-truth society. Thompson explains that the founding fathers viewed slavery as a necessary evil and were morally conflicted about it. He believes the American spirit of liberty is still alive, urging small acts of disobedience against government overreach. Ultimately, he sees the current moment as a potential awakening of the revolutionary spirit, emphasizing the importance of voting and civic engagement.

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 Rubin Report

Correcting Myths of History: What You Aren't Taught in School | Glenn Beck | POLITICS | Rubin Report
Guests: Glenn Beck
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Glenn Beck discusses his extensive collection of founding era documents, claiming it rivals that of the Library of Congress and The National Archives. He emphasizes the importance of these documents in countering narratives like the 1619 Project, which he labels a lie. Beck shares his passion for history, stating that he aims to present both the positive and negative aspects of America's past. He highlights the significance of understanding historical figures, such as Thomas Jefferson, and their complex views on issues like slavery. Beck also reveals plans for a museum dedicated to American history, where he will offer free online classes to educate people about the nation's true founding principles. He shares artifacts, including a letter from Raoul Wallenberg, who saved Jews during World War II, and a copy of "Mein Kampf" owned by a German officer who opposed Hitler. Beck believes that history teaches the importance of courage and standing firm against societal pressures, urging individuals to recognize their potential to act righteously in challenging times.
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