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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.

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.

Black people sold black people; white people just paid for it. The speaker's great-great-grandmother was sold by her father to another black man, who then sold her to her husband. Slavery existed worldwide, including in the Arab, Persian, and Greek worlds, and among Europeans. Slavery is not unique to black people. Racism is given too much respect. Discrimination would still exist even in a mono-racial world; people would discriminate based on traits like eye color. As long as you are competition and a threat, someone will try to remove you, regardless of race. Conversely, if you add value, you will be appreciated, regardless of race.

In the late 1700s, the United States faced the issue of its sailors being taken as slaves by the Barbary states in North Africa. Around 1.5 million European and American slaves were estimated to have been taken between 1750 and 1850. Thomas Jefferson and John Adams confronted the ambassador in London, questioning why this was happening. The ambassador's response was that the Quran permitted them to do so because the Americans were considered infidels. In response, Jefferson sent a navy to crush the Barbary states. It is important to note that Islamic fundamentalism is not a result of American democracy, and blaming the US for it is a false narrative.

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.

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

Irish people were the first slaves in America, a history that is largely ignored. They were taken from Ireland, treated like animals, and sold for less than African slaves in the 1600s. Known as "white cargo," over 300,000 Irish were shipped to the Caribbean and American colonies. They endured harsh conditions on sugar plantations, dying from disease, beatings, and starvation, with unmarked graves and forgotten names. Some were transported in coffin ships, never to return. The term "redneck" originated from the Irish laborers burned by the Caribbean sun. While others were freed, remembered, or repaid, the Irish received nothing. History was rewritten, renaming them indentured servants to conceal the truth, resulting in no reparations, monuments, or recognition in education.

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.

- "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."

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.

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.

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.

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.

The speaker asserts the dominant narrative in America is that white people are evil and should be ashamed. The other speaker believes people should take responsibility for the system they've created. The first speaker calls it the best system in the world, but the second speaker disagrees, citing many European countries are better off. The first speaker asks if they mean European countries with a higher density of whites, like Northern Europe, which the second speaker seems to confirm. The first speaker points out the better systems aren't in Turkey or communist Eastern Europe, implying the only systems considered better than America are more white than America.

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.

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.

A list of Mayflower passengers reveals that Angela Davis, known for her anti-white and pro-reparations stance, is descended from one of the 101 individuals who sailed on the ship. Upon learning this, she struggles to accept that her ancestors were not only colonizers but also slave owners. The implication is that she cannot selectively acknowledge her heritage, suggesting that she should take responsibility for her lineage.

The speaker questions the evidence behind the idea of reparations and argues that slavery was a universal curse, not confined to one race. They mention that giving reparations to all descendants of slaves would involve a significant portion of the global population. The conversation then shifts to discussing the concept of white guilt and the ongoing legacy of slavery. The speaker expresses skepticism about apologizing for the actions of past generations and highlights a quote from Scalia about not owing anyone anything based on their race.

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

Reparations are not supported because not all individuals suffered equally during slavery. It is important to recognize that some free blacks owned black slaves. Instead of focusing on winners and losers, we should move beyond victimhood and acknowledge the achievements of black communities in the face of oppression. Blaming white America for challenges like violence and out-of-wedlock births is counterproductive. The real crisis in America is a moral and spiritual decline, leading to high rates of homicide and suicide. To address this, we must unite beyond race and focus on personal responsibility and valuing life. We should define ourselves by our future aspirations, not by past wrongs. Motivating change requires envisioning victories, not dwelling on injuries.