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Slavery was common across civilizations, not just in the West. It was not solely based on race. Many different races owned slaves, including black people and Native Americans. The US government fought to end slavery, and reparations may not be the best solution. Western civilization was the first to reject slavery morally, so we should not feel ashamed but proud.

Speaker 0 and Speaker 1 discuss the role of the United States in the Middle East. Speaker 1 argues that the US government has supported dictators in the region and interfered in their affairs, leading to violence and instability. Speaker 0 disagrees, saying that the violence is due to theocracy, not US actions. Speaker 1 counters by pointing out instances of violence and extremism in other religions as well. Speaker 0 dismisses this as a liberal view. The conversation ends without a resolution.

Slavery has been a universal institution throughout history, not limited to one race or country. Western Europe was noted for having no slavery within its borders, though Western Europeans had slaves in the Western Hemisphere. Reparations for slavery would involve a significant transfer of wealth, considering the history of slavery worldwide. For example, more whites were enslaved by Barbary pirates in North Africa than Africans in the United States and colonies combined. Despite this, reparations are not sought from North Africa. Intellectuals envision a unique history for the United States, though it mirrors global patterns.

Facts about slavery often overlooked in school include the history of white Christian Europeans being enslaved in Africa. For nearly 300 years, the southern coast of Europe faced threats from the Islamic Barbary States, which targeted coastal communities and Christian ships. One notable raider, Turgut Reis, was a prominent Turkish admiral. In 1551, he enslaved the entire population of 5,000 from the Maltese island of Gozo. Three years later, he attacked Vieste, Italy, massacring men and capturing 7,000 women and children as slaves. Even as far north as Ireland, the Barbary pirates raided Baltimore in 1631, taking the population to Algiers as slaves.

Jews were heavily involved in the slave trade, with up to 80% of slave owners being Jewish. They owned most slave ships and conducted auctions. Pope Alexander VI, a Jewish pope, signed the doctrine of discovery, legalizing colonialism and the transatlantic slave trade. Columbus, funded by Jewish individuals, discovered the Americas, where indigenous people were initially considered people until the papal bull declared them heathens for political reasons.

Pirates, particularly from Algeria, posed a significant threat to British shipping in the 17th century, capturing over 350 British ships between 1672 and 1682 and enslaving hundreds of Britons annually. In 1627, they even raided Iceland, taking nearly 400 people. By the early 19th century, Barbary pirates continued to target American vessels, enslaving their crews. The phrase "to the shores of Tripoli" in the US Marine Corps hymn references a naval expedition aimed at rescuing 100 Americans from slavery in North Africa and serves as a warning against future pirate attacks on American ships.

In 1788, the United States faced the issue of its sailors being enslaved by the Barbary states in North Africa. Around 1.5 million European and American slaves were taken between 1750 and 1815. Thomas Jefferson and John Adams confronted the ambassador, who justified the actions by citing permission from the Quran due to the victims being infidels. In response, Jefferson sent a navy to crush the state. It is important to note that Islamic fundamentalism is not a result of American democracy, and blaming democracy for it is a false narrative that absolves the true criminals.

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.

For over a thousand years, Arabs enslaved black people, resulting in 15 million deportations. However, this history is rarely discussed compared to the transatlantic slave trade, which lasted a century and involved 12 million deportations. The transatlantic slave trade is more well-known, possibly due to the availability of photographs and the fact that white slaveholders allowed their slaves to reproduce, while Muslims castrated their slaves. Slavery has been a global practice throughout history, with figures like Plato, Cleopatra, and Genghis Khan having slaves. The abolition of slavery was primarily led by white countries during the Industrial Revolution and the development of moral philosophy. It took another century for African countries to abolish slavery, often under pressure from Western powers. Even today, slavery persists in Mauritania, with hundreds of thousands of slaves.

The speaker argues that slavery has been a universal institution throughout history, not confined to any single race or country, and notes that while Adam Smith claimed in 1776 that Western Europe was the only place with no slavery, Western Europeans nonetheless owned vast numbers of slaves in the Western Hemisphere, though not in Western Europe itself. The claim is made that pursuing reparations for slavery would entail the greatest transfer of wealth back and forth. The speaker asserts that the number of whites enslaved in North Africa by the Barbary pirates exceeded the number of Africans enslaved in the United States and the American colonies combined. Despite this, the speaker contends that nobody would go to North Africa to seek reparations because “nobody is gonna be fool enough to give it to them.”

Jewish ships brought slaves to America, a fact often overlooked. Let's pause and delve into this further.

The speaker asserts that the United States bears responsibility for Iran’s later radicalism, contending that the American government is the reason Iran became radical. The reasoning given is that Iran had a democratically elected leader, Mossadegh, whom the speaker claims the U.S. did not like because he wanted to nationalize the oil. The speaker notes that the British also disliked Mossadegh for the same reason, and references a historical moment—1953—described as the Iranian coup d'etat, stating that it was aided by intelligence agencies of the United Kingdom and the United States. Following this intervention, the speaker claims that the United States and its allies “put the shah back in,” describing the shah as physically sick and unpopular. This sequence, according to the speaker, established conditions that paved the way for a rise in and persistence of radical elements within Islam for many decades. The points are presented in a causal narrative: U.S. opposition to Mossadegh over oil nationalization contributed to intervention in Iran, which led to restoring the Shah; the Shah’s unpopularity and ill health, under this arrangement, helped create an environment that empowered radical Islamist forces for an extended period. Key claims highlighted include: - The American government is depicted as the root cause of Iran’s later radicalism. - Mossadegh’s push to nationalize oil made him a target of U.S. and British opposition. - The 1953 coup d'etat in Iran was aided by intelligence agencies from the UK and the United States. - The Shah was reinstalled after the coup and is characterized as physically ill and unpopular. - This sequence is said to have paved the way for the most radical elements of Islam for many decades. The speaker emphasizes the continuity of this historical arc as a justification for present-day views on Iran, linking early mid-20th-century foreign intervention to long-term Islamist radicalism. The narrative is presented as a straightforward cause-and-effect chain, with the 1953 coup and the Shah’s reinstatement identified as pivotal events leading to subsequent decades of radicalization.

Jewish involvement in the African slave trade predates the transatlantic slave trade by around 1000 years. The transatlantic slave trade began in 1441 when Portuguese sailors kidnapped Africans and brought them to Europe. Africans were then taken to the Caribbean in 1502, where the transatlantic slave trade started. The Hamitic myth, also known as the curse of Ham story, provided intellectual justification for the slave trade, allowing people to rationalize their actions.

It's interesting how discussions about slavery often imply that America created it. However, many ancient empires, like Egypt, Rome, Greece, and Mali, also relied on slavery. In Africa, tribal conflicts led to the capture and sale of people into slavery long before European involvement. These conversations are challenging and often avoided due to their emotional weight. The narrative of oppression has overshadowed the rich and complex history of various peoples. America uniquely fought a civil war over slavery, aiming to humanize slaves and legislate their freedom. Despite this, many in America still express grievances about privileges that others around the world lack. Today, slavery persists in various countries, and many people still endure these harsh realities.

Barack Obama and Joe Biden both attempted to pressure African countries into accepting same-sex marriages. When these countries refused, they faced sanctions from the US government. The speaker questions why America would prioritize same-sex relationships over the well-being of its own citizens and use its power to harm those who uphold traditional values.

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.

Arab slave traders sold African slaves to brokers, including Jewish brokers in towns like Damascus and Baghdad. Professor Jeffries faced backlash for mentioning Jewish involvement in the slave trade, focusing on Newport, Rhode Island. However, Jews in Amsterdam, Lisbon, Cadiz, Toulouse, Marseille, and Bristol were also significant in financing voyages and caravans for the slave trade. Despite their denial, these Jewish merchants played a role in the slave trade.

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.

American slavery is often exaggerated as unique, but slavery existed globally. The British and Americans worked to abolish it, while the Arab world was a major slave trader. Schools focusing on America's evils worsened race relations. Acknowledging historical mistakes is important, but radicalism isn't necessary for critique. Incrementalism and honesty are key. The idea of generational slavery was not unique to America. Saudi Arabia only recently abolished the slave trade, with over 700,000 slaves estimated to still exist. Learning about global slavery can lead to a healthier culture.

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.

Jewish ships brought slaves to America. Let's take a break.

Black people sold black people, white people just paid for it. Slavery existed worldwide, not just in America. In Europe, even white people were enslaved. Racism exists regardless of skin color.

After the Revolutionary War, the U.S. lost British and French naval protection, leading to attacks by Barbary pirates, who demanded tribute and seized American vessels. Jefferson, opposed to paying tribute, authorized naval forces to defend American commerce against these pirates without informing Congress of specific instructions. This action was seen as defensive, and the need for a formal declaration of war was not considered by the framers of the Constitution. They intended for both Congress and the President to share powers regarding military action. The Barbary pirate conflict established a precedent that Congress can authorize military force without a declaration of war, highlighting the constitutional balance of power among branches of government.

Jewish ships brought slaves to America, a fact often overlooked. Let's pause and delve into this further.

The number of whites enslaved by Barbary pirates in North Africa surpassed the total number of Africans enslaved in the United States and its colonies. However, no one is seeking reparations from North Africa, as it's unlikely they would be granted. This highlights a tendency among some intellectuals to envision a unique historical narrative for the United States, despite its similarities to global history.