Remember how the Mainstream Media said they won't be coming for Jefferson and Washington Next?

[GreyICE]

Anyone know a safe space I can use to get away from ABS?

The drinking age is 21 in America, so when bars reopen that should give you a good five or six years.

I've tried that. Them fake IDs tho.

You could rub a little pine tar under your nose, and then kick out anyone who reflexively straight arms or starts goose stepping

[BridgeConsoleMasher]

Anyone know a safe space I can use to get away from ABS?

The drinking age is 21 in America, so when bars reopen that should give you a good five or six years.

I've tried that. Them fake IDs tho.

You could rub a little pine tar under your nose, and then kick out anyone who reflexively straight arms or starts goose stepping

I'll keep an eye out for that.

[Antiboyscout]

"Nothing but colonization (native genocide), revolution (and how it was only for white men), slavery, civil war, WW2, cold war (McCarthy was wrong plz don't look at all the soviet money in Hollywood), and that's it. "

This is your refutation of me? I dared to use the words 'nothing but'.

I'm sorry you cannot understand the concept of exaggeration. an you call me juvenile

[Antiboyscout]

Anyone know a safe space I can use to get away from ABS?

The drinking age is 21 in America, so when bars reopen that should give you a good five or six years.

I've tried that. Them fake IDs tho.

You could rub a little pine tar under your nose, and then kick out anyone who reflexively straight arms or starts goose stepping

Antiboyscout: Provides a link to two news stories, yells a lot, and complains that all anyone does to refute him is insult him.

It would help if you didn't do it so often

[GreyICE]

"Nothing but colonization (native genocide), revolution (and how it was only for white men), slavery, civil war, WW2, cold war (McCarthy was wrong plz don't look at all the soviet money in Hollywood), and that's it. "

This is your refutation of me? I dared to use the words 'nothing but'.

I'm sorry you cannot understand the concept of exaggeration. an you call me juvenile

Well here's the thing, if you admit that that portion was a lie (I'm sorry, an exaggeration), your complaint is that as part of the curriculum, students are taught about:

- Colonization
- Revolution
- Slavery
- The Civil War
- World War 2
- The cold war

And see, most people would say those were pretty fucking important parts of American history. I mean American history without the revolution, civil war, and world war 2 must be a very confusing subject. Then we can consider the history of the Americas without colonization.

"Some people were in Europe. A few things happened, and now they have their own society in America."

So your complaint being "these subjects are taught in the history of America" is just ludicrous. It's hard to imagine a version of American history that doesn't teach them.

[Antiboyscout]

"Nothing but colonization (native genocide), revolution (and how it was only for white men), slavery, civil war, WW2, cold war (McCarthy was wrong plz don't look at all the soviet money in Hollywood), and that's it. "

This is your refutation of me? I dared to use the words 'nothing but'.

I'm sorry you cannot understand the concept of exaggeration. an you call me juvenile

Well here's the thing, if you admit that that portion was a lie (I'm sorry, an exaggeration), your complaint is that as part of the curriculum, students are taught about:

- Colonization
- Revolution
- Slavery
- The Civil War
- World War 2
- The cold war

And see, most people would say those were pretty fucking important parts of American history. I mean American history without the revolution, civil war, and world war 2 must be a very confusing subject. Then we can consider the history of the Americas without colonization.

"Some people were in Europe. A few things happened, and now they have their own society in America."

So your complaint being "these subjects are taught in the history of America" is just ludicrous. It's hard to imagine a version of American history that doesn't teach them.

First, "Lie"? I'm really sorry you don't know what exaggeration is

second, my problem isn't that those are taught, is the limited scope and biased context and interpretation.

[GreyICE]

First, "Lie"? I'm really sorry you don't know what exaggeration is

second, my problem isn't that those are taught, is the limited scope and biased context and interpretation.

And here we see more moving the goalposts. For instance, each one of those items has significant scope underneath it (I cut most of them for space). Just one of them:

11.9 Students analyze U.S. foreign policy since World War II.

1. Discuss the establishment of the United Nations and International Declaration ofHuman Rights, International Monetary Fund, World Bank, and General Agreementon Tariffs and Trade (GATT) and their importance in shaping modern Europe andmaintaining peace and international order.
2. Understand the role of military alliances, including NATO and SEATO, in deterringcommunist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the ColdWar and containment policy, including the following:• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) andblacklisting• The Truman Doctrine• The Berlin Blockade• The Korean War• The Bay of Pigs invasion and the Cuban Missile Crisis• Atomic testing in the American West, the “mutual assured destruction” doctrine,and disarmament policies• The Vietnam War• Latin American policy
4. List the effects of foreign policy on domestic policies and vice versa (e.g., protestsduring the war in Vietnam, the “nuclear freeze” movement).
5. Analyze the role of the Reagan administration and other factors in the victory of theWest in the Cold War.
6. Describe U.S. Middle East policy and its strategic, political, and economic interests,including those related to the Gulf War.
7. Examine relations between the United States and Mexico in the twentieth century,including key economic, political, immigration, and environmental issues

These scopes don't seem very limited, so we can refute that. So we're left with your claim being:

"Nothing but colonization (native genocide), revolution (and how it was only for white men), slavery, civil war, WW2, cold war (McCarthy was wrong plz don't look at all the soviet money in Hollywood), and that's it. "

Cut that, what's your claim now?

"Have you seen American history classes nowadays? They teach colonization, it's impact on the natives, revolution (and a hell of a lot about its principles), slavery, the civil war, World War 2, and the cold war, among many other subjects. Can you imagine the effect this has on kids?"

When we cut the exaggerations most people would... laugh at you.

[TGLS]

OK. How about I write down in brief what I think each grade is about, and you write down what you think each grade is about. I have a feeling we won't agree, and would rather not have it because we're somehow reading different things.

General: California mixes Civics, Economics, Geography and History together apparently, so I'll only be addressing the history aspects.

Grade 1: Students learn about symbols and traditions of the US, and understand that things change over time.
Grade 2: Students learn basic historical concepts (primary/secondary sources), and about past historical figures.
Grade 3: Students learn about Native Americans who live in their local region, and historical events in their local region.
Grade 4: Students learn about the history of the entire state of California, through the pre-Columbian period, through Spanish and Mexican rule, territorial government, and the period as a US state.
Grade 5: Students learn about pre-Columbian societies in the United States, early explorers of the Americas, relations between settlers and Native Americans, colonial society, the American Revolution, and the antebellum United States.
Grade 6: Students learn about prehistory, early civilizations in China, Greece, India, the Middle East and Rome. Special attention is paid to the development of Judaism and Christianity, which becomes important later in European History.
Grade 7: Students learn about events around the world in China, Japan, Meso-America, the Middle East and the rise of Islam, and Sub-Sahara. Europe remains central with following the expansion and collapse of the Roman Empire, events in Medieval Europe, the events of the Renaissance, Reformation, and the Age of Reason.
Grade 8: Students focus in on American History beginning with the framing of the Constitution, the ideals of the founders of the nation, how the American people in the Northeast, the South, and the West diverged, the efforts of the abolitionist movement, the causes and consequences of the Civil War, the consequences of reconstruction, and how America transformed through industrialization.
Grade 9: No social studies that year.
Grade 10: Students learn about how Classical Philosophy and Judeo-Christian Theology influence Western political thought, the effects of Democratic Revolution in England, America, and France, how the Industrial Revolution effected World Powers of the 19th century, the effects of colonialism in the 19th century (New Imperialism), the causes and effects of World War 1 specifically the rise of totalitarianism, the causes and consequences of World War 2, the developments following World War 2 including the cold war and uprisings in Soviet client states, the effects of nation building and globalization in the contemporary world.
Grade 11: Students focus on American History and forge ahead to the 20th century. After a review of the revolution, civil war, and industrialization, students examine the roaring twenties, the great depression, American involvement in World War 2, the social transformation following the Second World War, American foreign policy after World War 2, the civil rights movement (including Women’s Rights), and contemporary social problems and domestic policy issues.
Grade 12: Just civics and economics.

[Antiboyscout]

OK. How about I write down in brief what I think each grade is about, and you write down what you think each grade is about. I have a feeling we won't agree, and would rather not have it because we're somehow reading different things.

General: California mixes Civics, Economics, Geography and History together apparently, so I'll only be addressing the history aspects.

Grade 1: Students learn about symbols and traditions of the US, and understand that things change over time.
Grade 2: Students learn basic historical concepts (primary/secondary sources), and about past historical figures.
Grade 3: Students learn about Native Americans who live in their local region, and historical events in their local region.
Grade 4: Students learn about the history of the entire state of California, through the pre-Columbian period, through Spanish and Mexican rule, territorial government, and the period as a US state.
Grade 5: Students learn about pre-Columbian societies in the United States, early explorers of the Americas, relations between settlers and Native Americans, colonial society, the American Revolution, and the antebellum United States.
Grade 6: Students learn about prehistory, early civilizations in China, Greece, India, the Middle East and Rome. Special attention is paid to the development of Judaism and Christianity, which becomes important later in European History.
Grade 7: Students learn about events around the world in China, Japan, Meso-America, the Middle East and the rise of Islam, and Sub-Sahara. Europe remains central with following the expansion and collapse of the Roman Empire, events in Medieval Europe, the events of the Renaissance, Reformation, and the Age of Reason.
Grade 8: Students focus in on American History beginning with the framing of the Constitution, the ideals of the founders of the nation, how the American people in the Northeast, the South, and the West diverged, the efforts of the abolitionist movement, the causes and consequences of the Civil War, the consequences of reconstruction, and how America transformed through industrialization.
Grade 9: No social studies that year.
Grade 10: Students learn about how Classical Philosophy and Judeo-Christian Theology influence Western political thought, the effects of Democratic Revolution in England, America, and France, how the Industrial Revolution effected World Powers of the 19th century, the effects of colonialism in the 19th century (New Imperialism), the causes and effects of World War 1 specifically the rise of totalitarianism, the causes and consequences of World War 2, the developments following World War 2 including the cold war and uprisings in Soviet client states, the effects of nation building and globalization in the contemporary world.
Grade 11: Students focus on American History and forge ahead to the 20th century. After a review of the revolution, civil war, and industrialization, students examine the roaring twenties, the great depression, American involvement in World War 2, the social transformation following the Second World War, American foreign policy after World War 2, the civil rights movement (including Women’s Rights), and contemporary social problems and domestic policy issues.
Grade 12: Just civics and economics.

a lot of is seems innocuous enough, until you understand how these things will be taught.
coupe of examples:
"8.10 Students analyze the multiple causes, key events, and complex consequences of
the Civil War. "

the fact that GreyIce isn't having a conniption over this indicates he, as well as I, and as well you should know that this will inevitably boil down to slavery and nothing else.

"7. Analyze the similarities and differences between the ideologies of Social Darwinism
and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday,
Dwight L. Moody)."

Do you think this will be an honest compare and contrast considering the specter Social Darwanism is in the modern day?

"2. Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California."

again, do you think this will merely be a honest dispassionate study of the event or will it be tinged in moral preaching?

"• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and
blacklisting"

same deal

[Antiboyscout]

guess I should have just search for a history book then.

the interpretation of the second amendment and the entire bottom paragraph