We say NO to indoctrination / manipulation in Education
-----Original Message-----
From: Bonnie Cintron
To: [email protected] <[email protected]>
Sent: Thu, Jul 16, 2020 10:42 am
Subject: ADDITIONS TO THE CURRICULUM.....URGENT
Dear Mrs. Hantman,
My name is Esther Bonnie Cintron and I am a retired Miami-Dade elementary school teacher who lives in Miami Lakes. The last 14 years of my career were spent working in what was then called North Carol City (Barbara Hawkins Elementary) in a magnet program for gifted children.
I am writing because I have become gravely concerned with the racial discord which has occurred lately and I strongly feel that only through wise education practices, will the situation be remedied. During my years of work in the black community I never had a problem with racial relations. This country had come a long way ever since the Civil Rights Act, Affirmative Action and other regulations to thwart racism were put into place. Racists will always be present not only here but everywhere in the world. It is human nature to be "suspicious" of someone who is different from ourselves. But this country of ours has been a shining example of how we can all live side by side in harmony because we are all " Americans."
Now, however, the anarchists and Leftists who are intent upon destroying our country have created the misconception that this is a "systemically racist" country. It has alarmed me to see that the school board has adopted the idea of initiating a course of study from K through 12 dealing with "Institutional Racism." This must not happen!! The whole concept of such a course is based on accepting as truthful the idea that this is a racist country. Nothing could be farther from the truth. Our Constitution and Bill of Rights applies to ALL citizens regardless of their color, etc.
Our schools must concentrate on teaching TRUE history including ALL of the facts about slavery. But the PROGRESS that the black community has made and the EQUAL opportunities that they have must be acknowledged. Martin Luther King's words of "judging a person not by the color of their skin but by the content of their character" are to be stressed. The policies proposed by black leaders like Bob Woodson, Leo Terrell and Candice Owens must be promoted rather than those of Al Sharpton or Jesse Jackson.
A course of study entitled "Institutional Racism" would do terrible harm to racial relations and would serve only to widen the gap that the activists in the streets are causing. Individual cases of brutality or racism are to be denounced when they happen and are to be corrected with perpetrators being punished....but they are isolated, individual happenings and are not to be attributed to the whole society in general. That would be a totally unproductive procedure and destroys racial harmony rather than promote it.
No details of what this course of study would include have been made public as yet but the title is bad enough. I see it as a divisive program based on a false concept. If the content of this curriculum were to be anything like some with similar titles that have been adopted in places like California, it would be a bonafide travesty to subject our children to it. (It apparently deals with sexual identity and gender issues in explicit, graphic ways even in the lower grades in elementary school.) If I were still in the classroom, there would be no way that I would teach the things included in that curriculum and were I to have children in school, I would not permit them to attend such classes.
Learning all about the true history of our country, including the scourge of slavery and the terrible treatment of Native Americans, is all part of learning to love and respect this country for what it has become. Most of us are enriched by learning of our own personal family histories and we feel proud and grateful to realize what we have achieved in the present and that is exactly how children (or all colors) should be instructed about this country's history, even with all of its faults. The ultimate and most important lesson is that they appreciate how far we have come and what privileges we ALL have now as American citizens. Critical thinking skills and learning how to identify propaganda are the most basic skills that our children need to learn.
I apologize for being so long-winded, but this is something I feel very strongly about and I fear for our future if the school board goes ahead with the idea of having a course put into the curriculum that will be very detrimental to racial harmony and racial relations. I hope you will circulate my letter to the rest of the board members. Thank you for listening to my concerns.
Sincerely,
Esther Bonnie Cintron
Candace Owens Highlights in the Senate Hearing and Joe Biden says ‘you ain’t black’ what? https://www.youtube.com/watch?v=ewKAy4lJGpM
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Schools prepare to train children in Marxist BLM curriculum, what?
'Activist educators' allowing radical movement to 'warp' students' world views
Public schools nationwide are adopting Black Lives Matter curriculum presenting themes such as "systemic racism," "police brutality" and "white privilege" while turning children into "little Marxists," according to the Federalist.
The New York City Department of Education is one of many school systems set to roll out the BLM-themed lesson plans this fall, write Sloan Rachmuth and Katie Jensen.
This summer, North Carolina's largest school system, in Wake County, launched a website providing BLM lessons for teachers to use in classrooms and for parents to use at home. It urges teachers to "address the injustices that exist beyond education by the conversations we have with others, by speaking up when we see hate, by supporting efforts that oppose racism and oppression, and by directly engaging in advocacy work."
The Federalist writers contend that while condemning racism is laudable, it's not what's really happening.
"By bringing BLM into the classroom, activist educators are allowing the most radically divisive movement in modern American history to warp children’s worldviews," they write.
Wake County's BLM teaching resource appears to be a legitimate civics education resource, but it "lays out a cult-like recruiting process for students to follow. Step one: Recognize your white privilege. Step two: Learn the dos and don'ts of being an ally. Step three: Recruit more members to learn steps one and two.”
Step three of the recruitment process states that "racial equity accountability must be tied to specific outcomes."
The outcomes clearly are centered on activism on behalf of the BLM movement.
Noting BLM co-founder Patrisse Cullors is featured on the homepage of the Wake County School System's website, The Federalist points out she and another co-founder are self-proclaimed "trained Marxists."
In a 2018 interview, Cullors also boasted of receiving training from a former member of the domestic terrorist group Weather Underground who was charged with attempted murder of police officers in Boston in 1969.
Cullors is a vocal anti-Israel activist and close ally of the anti-Semitic Nation of Islam leader Louis Farrakhan. She organized a BLM event in Los Angeles May 30 in which three Jewish schools and five synagogues were vandalized with graffiti such as "Free Palestine" and "F-ck Israel.”
Another public school plan, in Philadelphia, aims to "work towards an anti-racist agenda" and "learning mindsets and practices rooted in Black liberation," The Federalist reports.
Black liberation is a Marxist theological and social movement that emerged in the late 1960s that regards America and all of its institutions as "systemically racist."
President Barack Obama's former spiritual leader Rev. Jeremiah Wright was a devotee who famously summed up the movement in a sermon: "No, no, no, not God bless America! God d-mn America."
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The need for Civic Education in 21st Century Schools
Town of Miami Lakes Resident Bonnie Cintron, in conversation with another resident, Felicia Salazar, received this interesting article from her:
https://www.brookings.edu/policy2020/bigideas/the-need-for-civic-education-in-21st-century-schools/
Bonnie writes: “Hope, Felicia Salazar sent this comprehensive article. We really do need to get some quality instruction in Civic awareness and Civic responsibility back into our school systems and I would think it would be best to start with simple lessons right from K on through to 12. Not indoctrination of any one party over another! Just a true picture of our history and how our form of government was developed and how it has worked to benefit us since its inception. It is a long article but a good one.
Bonnie
EXECUTIVE SUMMARY:
Americans’ participation in civic life is essential to sustaining our democratic form of government. Without it, a government of the people, by the people, and for the people will not last. Of increasing concern to many is the declining levels of civic engagement across the country, a trend that started several decades ago.
Today, we see evidence of this in the limited civic knowledge of the American public, 1 in 4 of whom, according to a 2016 survey led by Annenberg Public Policy Center, are unable to name the three branches of government. It is not only knowledge about how the government works that is lacking—confidence in our leadership is also extremely low. According to the Pew Research Center, which tracks public trust in government, as of March 2019, only an unnerving 17 percent trust the government in Washington to do the right thing. We also see this lack of engagement in civic behaviors, with Americans’ reduced participation in community organizations and lackluster participation in elections, especially among young voters.[1]
Many reasons undoubtedly contribute to this decline in civic engagement: from political dysfunction to an actively polarized media to the growing mobility of Americans and even the technological transformation of leisure, as posited by Robert D. Putnam. Of particular concern is the rise of what Matthew N. Atwell, John Bridgeland, and Peter Levine call “civic deserts,” namely places where there are few to no opportunities for people to “meet, discuss issues, or address problems.” They estimate that 60 percent of all rural youth live in civic deserts along with 30 percent of urban and suburban Americans. Given the decline of participation in religious organizations and unions, which a large proportion of Americans consistently engaged in over the course of the 20th century, it is clear that new forms of civic networks are needed in communities.
As one of the few social institutions present in virtually every community across America, schools can and should play an important role in catalyzing increased civic engagement. They can do this by helping young people develop and practice the knowledge, beliefs, and behaviors needed to participate in civic life. Schools can also directly provide opportunities for civic engagement as a local institution that can connect young and old people alike across the community. To do this, civic learning needs to be part and parcel of the current movement across many schools in America to equip young people with 21st-century skills.
To date however, civic education experts argue that civic learning is on the margins of young people’s school experience. The 2018 Brown Center Report on American Education examined the status of civic education and found that while reading and math scores have improved in recent years, there has not been the commensurate increase in eighth grade civics knowledge. While 42 states and the District of Columbia require at least one course related to civics, few states prioritize the range of strategies, such as service learning which is only included in the standards for 11 states, that is required for an effective civic education experience. The study also found that high school social studies teachers are some of the least supported teachers in schools and report teaching larger numbers of students and taking on more non-teaching responsibilities like coaching school sports than other teachers. Student experience reinforces this view that civic learning is not a central concern of schools. Seventy percent of 12th graders say they have never written a letter to give an opinion or solve a problem and 30 percent say they have never taken part in a debate—all important parts of a quality civic learning.
The origins of civic education
The fact that children today across the country wake up in the morning and go to school five days a week for most of the year has everything to do with civic education. The idea of a shared school experience where all young people in America receive a standard quality education is inextricably linked to the development of the United States as a national entity and the development of citizens who had the skills and knowledge to engage in a democracy.
In the early 1800s, as the country struggled to navigate what it meant to be a democratic republic, school as we know it did not exist as a distinguishing feature of childhood. Even almost midway into the century—in 1840—only 40 percent of the population ages 5 to 19 attended school.[2] For those who did attend, what they learned while at school was widely variable depending on the institution they attended and the instructor they had. Several education leaders began advocating for a more cohesive school system, one in which all young people could attend and receive similar instruction regardless of economic status, institution, or location. Chief among these leaders was Horace Mann who was born 05-04-1796 and died on 08-02-1859, -featured left- often referred to as the “father of American education,” who argued that free, standardized, and universal schooling was essential to the grand American experiment of self-governance. In an 1848 report he wrote: “It may be an easy thing to make a Republic; but it is a very laborious thing to make Republicans; and woe to the republic that rests upon no better foundations than ignorance, selfishness, and passion.” Biography of Horace Mann: https://www.youtube.com/watch?v=R6LplmYyOJE
The rise of reading, math, and science
The Common Schools Movement that Mann helped establish and design was the foundation of our current American education system. Despite the fact that the core of our education system was built upon the belief that schooling institutions have a central role to play in preparing American youth to be civically engaged, this goal has been pushed to the margins over time as other educational objectives have moved to the forefront. Reading, math, and science have always been essential elements of a child’s educational experience, but many educationalists argue that these subjects were elevated above all others after the country’s “Sputnik moment.” In 1957, the Soviet Union’s launch of Sputnik, the first space satellite, made waves across the U.S. as Americans perceived they were falling behind academically and scientifically. A wave of reforms including in math, science, and engineering education followed. Improving students poor reading and math skills received particular attention over the last several decades including in President George W. Bush’s No Child Left Behind Act. A focus on ensuring American students get strong STEM (science, technology, engineering, and math) skills continues to be an ongoing concern, as highlighted by President Obama’s 2013 Educate to Innovate plan focused on improving American students performance in STEM subjects.
The case for incorporating 21st-century skills
Civic learning experts, however, are not the only ones concerned about the perceived narrow focus on reading, math, and science in American schools. In recent years, there has been a growing movement for schools to help students develop “21st-century skills” alongside academic competencies, driven in large part by frequent reports of employers unsatisfied with the skills of recent school graduates. Business leaders point out that they not only need employees who are smart and competent in math and reading and writing, they also need people who can lead teams, communicate effectively to partners, come up with new ways to solve problems, and effectively navigate an increasingly digital world. With the rise of automation, there is an increasing premium on non-routine and higher order thinking skills across both blue collar and white collar jobs. A recent study of trends in the U.S. labor market shows that social skills that are increasingly in demand[3]and many employers are struggling to find people with the sets of skills they need.
Advances in the science of learning have bolstered the 21st-century skills movement. Learning scientists argue that young people master math, reading, and science much better if they have an educational experience that develops their social and emotional learning competencies—like self-awareness and relationship skills which are the foundation of later workplace skills—and puts academic learning in a larger, more meaningful context. One framework, among many, that articulates the breadth of skills and competencies young people need to succeed in a fast-changing world comes from learning scientists Kathy Hirsh-Pasek and Roberta Golinkoff. Their “6 Cs” framework, a variation on the prior “4 Cs” framework, is widely used and argues that schools should focus on helping young people develop not just academically, but as people. As all learning is fundamentally social, students must learn to collaborate, laying an important foundation for communication—an essential prerequisite for mastering the academic content in school that provides the specific topics around which students can practice critical thinking and creative innovation, and which ultimately will help develop the confidence to take risks and iterate on failures.
This movement for 21st-century skills has powerful allies and growing momentum even while the movement itself is comprised of an eclectic collection of organizations spread across the country with a wide range of interests and multiple missions for their work. However, a central thread is that the standardized approach to education, the legacy of Horace Mann’s Common Schools movement, is holding back student learning. Teacher-led instruction, for example, will never be sufficient for helping students learn to collaborate with each other or create new things. Active and experiential learning is required, which is harder to standardize as the specifics must be adapted to the particular communities and learners.
Civic learning as an essential 21st-century skill
This focus on mastering academic subjects through a teaching and learning approach that develops 21st-century skills is important but brings with it a worldview that focuses on the development of the individual child to the exclusion of the political. After all, one could argue that the leaders of the terrorist organization ISIS display excellence in key 21st-century skills such as collaboration, creativity, confidence, and navigating the digital world. Their ability to work together to bring in new recruits, largely through on-line strategies, and pull off terrorist attacks with relatively limited resources takes a great deal of ingenuity, teamwork, perseverance, and problem solving. Of course, the goals of Islamic extremists and their methods of inflicting violence on civilians are morally unacceptable in almost any corner of the globe, but creative innovation they have in abundance.
What the 21st-century skills movement is missing is an explicit focus on social values. Schools always impart values, whether intentionally or not. From the content in the curriculum to the language of instruction to the way in which teachers interact with students, ideas around what is good and what is bad are constantly being modeled and taught. While a number of competencies that are regularly included in 21st-century skills frameworks, like the ability to work with others, have implicit values such as respect for others’ perspectives, they do not explicitly impart strong norms and values about society. Of course, as long as there has been public education there has been heated debate about whose values should be privileged, especially in relation to deeply held religious and cultural beliefs. From the teaching of evolution and creationism to transgender bathrooms, debates on values in public schools can be contentious.
In a democracy, however, the values that are at the core of civic learning are different. They are foundational to helping young people develop the dispositions needed to actively engage in civic life and maintain the norms by which Americans debate and decide their differences. The very nature of developing and sustaining a social norm means that a shared or common experience across all schools is needed. While civic learning has been essential throughout American history, in this age of growing polarization and rising civic deserts, it should be considered an essential component of a 21st-century education.
Civic learning defined
The term civic learning evokes for most Americans their high school civics class in which they learned about the U.S. Constitution, the three branches of government, and how a bill becomes a law. This knowledge and information is essential—after all how can young people be expected to actively participate in democracy if they are unaware of the basic rules of the game?—but it is by no means sufficient. There is an emerging consensus across the many scholars and organizations that work on civic learning that imparting knowledge must be paired with developing civic attitudes and behaviors. For example, CivXNow, a bipartisan coalition of over one hundred actors including academic and research institutions, learning providers, and philanthropic organizations, argues that civic education must include a focus on:
- Civic knowledge and skills: where youth gain an understanding of the processes of government, prevalent political ideologies, civic and constitutional rights, and the history and heritage of the above.
- Civic values and dispositions: where youth gain an appreciation for civil discourse, free speech, and engaging with those whose perspectives differ from their own.
- Civic behaviors: where students develop the civic agency and confidence to vote, volunteer, attend public meetings, and engage with their communities.
There is also emerging evidence suggesting a correlation between high quality civic learning programs and increased civic engagement from students. As the 2011 Guardian of Democracy: The Civic Mission of Schools report highlights, students who receive high quality civic education are more likely to “understand public issues, view political engagement as a means of addressing communal challenges, and participate in civic activities.” The outcomes are equally as influential on civic equality, as there is evidence to suggest that poor, minority, rural, and urban students who receive high-quality civics education perform better than their counterparts.
Civic learning delivered
The crucial question is how to deliver high-quality civic learning across American schools. Researchers in civic learning have reviewed a wide range of approaches and the evidence surrounding their effectiveness. Experts identified a menu of six specific approaches, which was later updated to ten, that if implemented well has been demonstrated to advance civic learning. These range from teaching young people about civics to creating learning opportunities for practicing civic behaviors.
Classroom instruction, including discussing current events and developing media literacy skills, is needed for developing civic knowledge and skills, whether it is delivered as a stand-alone course or lessons integrated into other subjects. Many in the civics education community are advocating for more time devoted to civics from the elementary grades through high school and the corresponding teacher professional development and support required to make this a reality.
However, for developing civic dispositions, values, and behaviors, the promising practices identified by the civic learning experts are very similar to those required to develop 21st-century skills in part because many of the competencies in question are essentially the same. For example, strong communication skills contribute to the ability of students to speak up at meetings and strong collaboration skills enable them to effectively work with others in their community. Indeed, the Center for Educational Equity at Teachers College notes that “civic and political values are a subset of the values that young people should learn, and there are no sharp lines separating the civic/political domain from others.”
Hence, the range of teaching and learning experiences needed to develop civic behaviors and needed for 21st-century skills are similar. They include experiential learning approaches, such as service learning where students work on a community project alongside organizations or extracurricular activities where students learn to work together in teams. Experiential learning can also include simulations of democratic procedures or, better yet, direct engagement in school governance and school climate initiatives. In communities where there is limited opportunities for civic engagement, schools can themselves model civic values by becoming the place where community members gather and connect with each other.
Uniting the 21st-century skills and civic learning movements
A movement for 21st-century skills that does not include in a meaningful way the cultivation of democratic values is incomplete and will not prepare young people to thrive in today’s world. Given what is at stake in terms of civic engagement in America, uniting the powerful push for 21st-century skills with the less well-resourced but equally important movement for civic learning could prove to be an important strategy for helping schools fill the civic desert vacuum and renew the social norms that underpin our democratic form of government. In the words of Chief Justice John Roberts, “Civic education, like all education, is a continuing enterprise and conversation. Each generation has an obligation to pass on to the next, not only a fully functioning government responsive to the needs of the people, but the tools to understand and improve it.”
We will dedicate Sunday, our day of prayer and reflection to taking EDUCATION back to prevent the continual indoctrination / manipulation of next generation Americans!
Help US!!! We need to obtain a curriculum to see what is taught in our schools, we need to get Town residents to attend the meetings, when we learn how it is done, where people actually develop the curriculum. We need to attend classes as observers to understand what is being taught to our children, we need to create forums where we discuss these and other topics… HELP!!!
07-15-2020 E-mail to Miami-Dade County Board of Education
Chair Ms. Perla Tabares Hantman, District 4 - E-Mail: [email protected]
M. Tabares,
Perla:
It is with great dismay that we learn our education system tends to indoctrinate our youth, manipulating the thought process of next generation Americans to gain political power…
How is that possible?
As for the process followed by the Miami Dade County School Board, through its web site / phone bank / record keeping… nothing is further from the transparency we deserve to be able to interact, opine, submit public comments, and or review what will be on the curriculum. Parents, Students, and we, the people of South Florida deserve better…
We certainly pay enough taxes in our school system!
For example, we are trying to find the Agenda for today’s meeting and have yet to figure out how to get to the information… The information on the meeting asks that we click on a link to get to the Agenda, https://www.dadeschools.net - Where is it?
When the public is asked to click on something it should DIRECTLY take us there!
Thought it might be behind the link to meetings, but that link takes us to something that appears to be only for those who have an employee number, etc. https://meetings.dadeschools.net/post.asp
Finally, I clicked behind Board Information and still had to navigate the page to get to what appears to be the agenda…
Why not provide a direct link to begin with?
https://schoolboard.dadeschools.net/#/regular-agenda
Consider for a moment that you are NOT in a role where you receive details and documents, does your Agenda provide the necessary information for intelligent public comments? Far from it… headings do not give enough detail for us to know what will be discussed, why isn’t the back up information for all items for discussion not provided so the public can understand your pending meetings?
What exactly are we looking for?
It has come to our attention that a new course of study (K through 12) is to be included in the school curriculum for the coming year. The subject matter of this new addition is to deal with ‘Institutional Racism’ and will also address sexual identity…
As citizens, we are entitled to know EXACTLY what is covered in this proposed curriculum so that we can decide if it is beneficial to our children.
In order to know, to review, to provide comments and ensure that parents become aware of the indoctrination our children are exposed to, we MUST obtain a copy of the curriculum and sincerely hope you reply providing the information we seek...
Look forward to a prompt reply… Thank you
Let’s ponder on the words of Nelson Mandela featured left: at first the quote ‘Education is the most powerful weapon which you can use to change the world’ appears to be inspirational.. does it not?
Think differently… The dictionary definition for the word Education discusses the process of receiving or giving systematic instruction, especially at a school or university…
An enlightened experience! Rene Descartes once said ‘Cogito, ergo sum… a Latin philosophical proposition where Descartes said ‘as je pense, don je suis’ in his Discourse on the Method, so as to reach a wider audience than Latin would have allowed…
But, Mandela is trying to say that having access to the mind, the brain of next generations, allows for indoctrination and manipulation, that as people think, therefore they are the POWERFUL WEAPON to be used when there is a hidden agenda that, through education’ changes the world toward a certain mission… and it is clear that we have been subjected, to a relentless pursuit by socialists, communists, and those who have / have not, in the struggle of class warfare… Today, through that tactic many attack the USA because we are one of the few nations where the RESISTANCE to a New World Order has been successful!!!
Now… focus on an educational quote by Margaret Mead…
Children MUST be taught HOW to think… not WHAT to think!
That is the essence of the Education we must seek for our children, an opportunity to learn, practice, experience and evolve education to the process of thinking, that allows each person to become whatever the mind is capable of imagining.
The goal of education MUST be the advancement of knowledge and the dissemination of truth… John Fitzgerald Kennedy
Intelligence plus character is the goal of true education, said Dr. Martin Luther King Jr.
Education is NOT the filling of a pail, but the lighting of a fire! WBYeats… Finally, if we think education is expensive, try ignorance says Andy McIntyre… But Aristotle once said that Educating the mind without educating the heart is no education at all. From birth, a careful balance must be achieved in educating Americans through the mind, body, spirit and the soul… to achieve well rounded individuals, protected by a Bill of Rights endowed by our maker, enshrined in The Constitution of these United States, a Beacon of HOPE!!!
Education is NOT the answer to the question. Education is the means to the answer to all questions!
The investment in knowledge pays the best interest…
Education MUST be an equal opportunity for all… that are beamed to all classrooms, homes… Every child to be assigned with an extensive book reading homework, where children are given the assignment of writing about each Let’s retake the power over what is taught in schools… Let’s make sure that the only thing that interferes with learning is NOT the education provided by indoctrinating professors who are after the manipulation of next generation Americans in the hope of disturbing our way of life!
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A message from Doctor Frank De Varona…
Dear friend,
The Miami-Dade County Public Schools, the 4th Largest in the Nation, approved a Board item that sounded like the BLM Curriculum described below. It said that blacks have been oppressed for 400 years and until now they have remained silent. It said that there is systems institutional discrimination in education in education, health, and the economy. All those statements are false. Only Dr. Marta Perez voted against this terrible Board item. Parents and Citizens need to monitor closely the M-DCPS to make sure the students are not being taught to hate America with a distorted history, economics, and government curriculum of the United States.
America is the best and most generous Nation in the Planet! America is the first Constitutional Republic who save the world in WWI and WWII and only asked for land to bury our heroes.
Additionally, some social studies teachers in schools are using the Communist book written by Howard Zinn ‘A people’s history of the United States’ that is also used at Florida.
What is this book about?
Sounds familiar?
- Columbus, the Indians, and Human Progress.
- Drawing the Color Line.
- Persons of Mean and Vile Condition.
- Tyranny is Tyranny.
- A Kind of Revolution.
- The Intimately Oppressed.
- As Long as Grass Grows or Water Runs.
- We Take Nothing by Conquest, Thank God.
- Slavery Without Submission, Emancipation Without Freedom.
- The Other Civil War.
- Robber Barons and Rebels.
- The Empire and the People.
- The Socialist Challenge.
- War is the Health of the State.
- Self-help in Hard Times.
- A People's War?
- "Or Does It Explode?"
- The Impossible Victory: Vietnam.
- Surprises.
- The Seventies: Under Control?
- Carter-Reagan-Bush: The Bipartisan Consensus.
- The Unreported Resistance.
- The Coming Revolt of the Guards.
- Afterword: On the Clinton Presidency. Bibliography. Index
We must re-elect President Donald J. Trump to prevent America becoming a Communist Nation!!!
Frank de Varona
Howard Zinn: A People’s History of the United States, 1999 Book Review
https://www.youtube.com/watch?v=Vn_m9WCd-88
06:42 on the dial… a discussion with Howard Zinn, Cambridge, Massachusetts… a packed house of book readers… watch how 97,627 people have watched this video… published / dated 07-17-2012 of the 01-09-1999 book review… The book is introduced by Jim Miller, co-owner of Fire & Ice Restaurant, venue selected for the book review. How history really works, it isn’t a flat objective reality but the function of who is looking at it… seen through the eyes of many, surfacing other ways to look at reality… a new way of looking at history, which is always written by the winners… and he says ‘usually the male winners’! What??? Not revisionist, as that is a term he avoids but taken through different set of facts…
10:54 on the dial we see Howard Zinn…
Howard Zinn, American historian and social activist (born Aug. 24, 1922, Brooklyn, N.Y.—died Jan. 27, 2010, Santa Monica, Calif.), created in his best-known book, A People’s History of the United States (1980), a left-wing narrative that provided the then-unusual perspectives of the working poor, of people of colour, and of the dispossessed. In A People’s History and his many other works, Zinn explored how changes have come more from grassroots movements than from the actions of the conventional historical heroes and espoused his belief that ordinary people must stand up to injustice and fight to bring about a righteous society. Zinn worked as a pipe fitter before joining the Army Air Corps in 1943, becoming a bombardier; he opposed subsequent wars, in particular the Vietnam War and the Iraq War. Zinn attended college on the G.I. Bill, earning a B.A. at New York University. He went on to earn a master’s degree and a doctorate at Columbia University in New York City. In 1956 he became chairman of the history department of Spelman College, a historically black women’s institution in Atlanta. He became a member of the Student Nonviolent Coordinating Committee fighting for the civil rights of African Americans and encouraged his students to join the movement. This stance was at odds with the views of the school’s administration, and Zinn was fired in 1963. The following year he began teaching at Boston College, where he remained until he retired (1988). Zinn’s memoir, You Can’t Be Neutral on a Moving Train, appeared in 1994.
Howard Zinn: A Life on the Left…
Published to great acclaim in hardcover, Martin Duberman’s Howard Zinn was described by Michael Kammen in the Los Angeles Review of Books as “biography at its best, written by a master of the craft and a man who has lived the activist life and combined that with serious scholarship and innovative teaching.” For the millions moved by Howard Zinn’s personal example of political engagement, here is a brilliant new biography of perhaps the most widely celebrated popular interpreter of American history and one of America’s most admired progressive voices.
“Profoundly moving and perfectly timed” (Blanche Wiesen Cook), “compulsively readable and elegant” (ForeWord), “engaging” (History News Network), and “thoughtful” (Reason Online), this fascinating account places Zinn at the heart of the signal events of modern American history—from World War II to the McCarthy era, the civil rights and the antiwar movements, and beyond. A bombardier who later renounced war, a son of working–class parents who earned a doctorate at Columbia, a white professor who taught at the historically black Spelman College in Atlanta—the author of A People’s History of the United States blazed a bold, iconoclastic path through the turbulent second half of the twentieth century. Drawing on the previously closed Zinn archives and illustrated with never–before–published photographs, Howard Zinn brings to life this towering figure—the people’s historian who himself made history, changing forever how we think about our past.
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