Thematically, that makes sense, as those two topics are relevant to the romance of the frontier as a forerunner to the Turner thesis which suitably gets mentioned at the start of the chapter on s imperialism , but instructors of survey courses that use or as the semester break may find it inconvenient but again, there is the modularity feature for that.
The chapter on the years to refers to the Great Migration northward of African Americans as occurring "between the end of the Civil War and the beginning of the Great Depression," possibly giving the impression that a substantial proportion of that movement took place during the Gilded Age, when actually pre black migration to the North was small compared to what occurred during World War I. The authors' reasoning seems to be a desire to juxtapose it with the section on European immigration which immediately follows.
In the chapter on World War I, the Great Migration is mentioned again, but in a manner that is slightly ambiguous when it comes to both numbers and timeframe. Historians more recently have emphasized the continuity of the black migration in the World War I years, not so much the decades before as with the decades after. The chapter on the s very effectively shows the interconnection of issues involving Johnson's Great Society program, the civil rights and black power movements, and the tragedy of Vietnam.
The confluence of the rise of the women's movement with the rise of multiple other rights struggles, the hippie counterculture, the failure in Vietnam, and the general chaos of and is also effectively shown.
Grammar is clean, as far as I can see, but it's slightly annoying that they refer to the s rather than the nineteenth century, contrary to the habit we presumably want to instill in our young history scholars. The lives and viewpoints of the different players, male and female, white and nonwhite, are meaningfully presented.
Inclusiveness is strong with room in places to be even stronger. For instance, the section on African American cultural life under slavery has a fair amount of informative detail but could offer even more. The same is true of the family and community lives of Gilded Age immigrants in America's cities: good information with room for even more. Also, while that latter section mentions Chinatown alongside Little Italy, the subhead overlooks the Chinese by calling that section "The Changing Nature of European Immigration.
The book is worth considering as an option when teaching in any school where saving students money is an important priority. The book has its imprecisions and idiosyncracies here and there but is still solidly researched, constructed, and written. The book is comprehensive, perhaps to a fault. It covers a wide spread of concepts and historical elements but never goes into too much depth.
This sort of surface-level examination of material is suitable for a survey-level course, but unless the This sort of surface-level examination of material is suitable for a survey-level course, but unless the students have a good deal of background knowledge, the text might confuse them over its coverage of certain topics.
The text is very accurate and in my examination of its contents, I have found minimal errors. The book also does not have too much of a bias, and tries to show multiple sides to historical issues. The book is somewhat relevant but is hamstrung by its lack of depth.
For instance, in section It does not go enough into the racial dynamics of Rock and Roll but does give some passing comments to it. There has been good recent research on the topic, but it is not seen in the text. This is a general overview of US history, but not really keeping up with current scholarship. The book is free of jargon and is easily accessible for readers. Although I often wished the book contained more information, I found no fault in the manner by which the information available was presented.
The book has a standard chronological framework intermixed with some thematic elements. It is adequate. The book is divided up into smaller sections that aren't too overwhelming. Granted, this often comes at the cost of depth, but I understand why the authors made the decision.
Although I might not have organized the information in such a manner, I understand why they did, and they are consistent with the practice. The topics are presented in a logical fashion, but the transitions and particularly the ends of the chapter are often choppy. Many times there is little to no rationale given as to why a particular section stops where it does. The interface is fine, although I do wish literary primary sources had been incorporated in a less jarring manner. The pictures and navigation are nicely done.
The book is as culturally inclusive as could be expected in a textbook. However, because of the lack of depth, it often felt that races, ethnicities, and backgrounds were merely given lip service instead of a true examination of their dynamics. For instance, the section of Gay Rights in The experiences of LGBT of color are not mentioned, despite a wealth of new research on the subject.
This is an adequate text and one I might assign for my in-person lecture courses so that I might be able to supplement the depth the textbook is lacking. I do not know if I would be as comfortable assigning it for my online classes since I cannot as easily provide context for the students. The textbook covers most of the areas of US history, perhaps too much as some points and not enough in others but overall is comprehensive in covering political history.
It is limited though in a lot of social history and history of the Southwest It is limited though in a lot of social history and history of the Southwest US. The book is accurate in the vast majority of what it is trying to do. The book, however, does a poor job of covering the "edges" of US history, especially other parts of the world.
As other reviewers mentioned- the history of Africa is not well told, especially compared to European history. A similar problem is present in the history of indigenous people before Europeans and the history of the Spanish empire, both of which are poorly covered and in some cases completely wrong statements are made.
Like all history textbooks relevance is a moving target. As a general textbook I feels like it is trying to be all things to all people but that mostly results in a book that does not have the focus of others. It is also missing as much cultural history as I would like. By far the biggest problem of the book is its cursory treatment of Latino and Asian history.
These are major fields which the author does not cover at all. Yes the book is consistent. The book is longer on the 18th and 19th century than the 20th, so that is a concern. The 20th century portion should be expanded.
It offers a lot of modules and short tests and other supports for easy reading. Yes it is very modular and works well in a classroom where there are daily reading assignments. There are many sign posts and subheadings. It is history so things generally follow a chronological order.
The interface works but it is not aesthetically pleasing. Other textbooks like american ywap offer a better online layout with more documents, more pictures and material. While "Give me Liberty" are better productions on the page. The book shoots for the middle ground in US history and hits it well. It also does a fair job of covering African American history.
These fields have grown tremendously in the past 30 years and it is disappointing that few of the lessons are trickling down into textbooks. The book is relatively comprehensive in its coverage of US history but it also feels dated in what is covers. This is especially the case in covering Latinos and Asians. This textbook hits all the major points necessary for a US survey class, with particular emphasis on political history. The key terms demonstrate a commitment to all the "Greatest Hits" no survey would miss carpetbaggers, the Sons of Liberty, the The key terms demonstrate a commitment to all the "Greatest Hits" no survey would miss carpetbaggers, the Sons of Liberty, the Roosevelt Corollary alongside some relevant and inclusive new content I never learned about in college charter schools, executive privilege, commodification.
Particularly in the nineteenth-century chapters, illustrations like mugshots, blueprints, and book covers do a wonderful job of showing students the spectrum of primary sources available to historians. As a professor used to seeing the same pictures in a textbook, I plan to use this textbook as a multimedia resource for its unusual photographic finds.
The appendix mostly contains America's "founding documents" and adds very little you can't find already online. I found the textbook accurate within my own field colonial history.
The authors clearly put effort into acknowledging the continental presence of Native people and their continuing power into the seventeenth and eighteenth centuries. The section on the rise of Chesapeake slavery is comprehensive, and I found the chapter on the Revolutionary War highly engaging. I did hope for more non-English history after the "Colonial Powers" chapter, and found that political and elite intellectual history think the Interregnum and Enlightenment, but without how they affected average folks dominated social and cultural history.
Additionally, the small case study sections meant to highlight historical individuals "Americana" and "Defining American" referenced often white, male leaders that students are already familiar with, like James Madison and Walt Whitman. Although there were great ones later on Women Democrats in the s , I'd like to echo a previous reviewer who hoped to see average individuals highlighted throughout. This book will continue to be useful, particularly if the authors are able to update their final chapters.
New information about organizing history, like the Molly McGuires, Cesar Chavez, and the Working Man's Party reflects its growing importance in the field. The textbook goes up to the twenty-first century, and could use an update when it comes to the short section on America and the World- there's a lot to say there! I'd also be interested in seeing more on the continuing feminist or Civil Rights movements that will resonate with students.
The prose is very consistent and simple throughout. Even though there will be new terminology for readers, the narrative of key events, like the Battle of Wounded Knee, will make larger concepts memorable for students. The "Americana" and "Defining American" sections also use individuals to illustrate the more abstract ideas discussed, like Malcolm X and the concept of the "New Negro.
Although the textbook was written by several different authors, I found the framework consistent throughout. The simple terminology used might take time to break down something complex, but it adds substantially to the clarity of the piece. The timelines, which bring together abstract or disparate concepts Battle of Fallen Timbers and Treaty of Ghent on the same timeline , will help students find where each piece fits chronologically as they learn about them separately.
I also found it useful that each chapter ends with a summary paragraph explaining how the changes just discussed will affect the events covered in the next chapter.
Each chapter is organized into units with multiple sections about a page apiece, and concludes with sample multiple choice practice, critical thinking questions, and useful key terms. It seems to flow best to break down the chapters by units, which run anywhere from pages, than by the page-long sections. Some of the chapters are considerably shorter than others, but I doubt students mind. The organization is clear. I will add that, because the time periods covered in each chapter overlap substantially, you may find it difficult to find a discrete event.
For example, the nineteenth-century representation of Native peoples is in the Age of Jackson chapter and not the Westward Expansion chapter. Depending on how you structure or periodize your class lectures or assignments, you may want to familiarize yourself with the unit headings and assign components of multiple chapters to your students.
I am reviewing the hardcover book- and it is very large! It is good quality and seems like it can take a beating. The images might seem a little small compared to the online interface, but there's nothing here to confuse or distract a reader. The textbook is overall inclusive. Some teachers might find unusual the fact that African-Americans and Native people sometimes have their own separate sections in each chapter.
Some of the language, like "Hispanic" or "Indian" might need more specificity. The only specific problem I have is with the "Americanization of Indians" section which says that forced assimilation of Indians "left them bereft of their culture and history. Like most contemporary US History textbooks, this text begins before , setting the scene for Iberian and later French, Dutch, and English colonization of the Americas.
As an environmental historian, I think magnitude of the native depopulation As an environmental historian, I think magnitude of the native depopulation caused by the Columbian Exchange is not given quite enough attention.
This early under-representation of environmental influences upon history continues throughout the text, as does a more general lack of attention to the stories of regular people.
The text is comprehensive in the sense that it is a skeleton of major events in mostly political and partly cultural history. The text is comprehensive in its coverage of most major events. The text accurately portrays the history it covers. I think these issues are more about comprehensiveness than accuracy; the events and people covered seem to be portrayed accurately.
Interpretations change more rapidly than consensus on the major events of US History. The modular design of the text is very helpful and probably mitigates the slight variation in style and focus from section to section. The text appears to have a single narrative voice.
The addition of hyperlinks to outside sources is helpful, appropriate, and timely throughout the text. This is an advantage of any electronic text, but it is well implemented here and unusually valuable since the links are open-source rather than existing behind a corporate paywall. The text seems to try to respect cultures and avoid offense, as well as making an attempt to critique the dominant culture when appropriate. An increased focus on the voices of underrepresented populations would enhance multicultural perspective, but this seems beyond the scope of the text as I plan to use it.
My criticisms regarding coverage should not be taken as disqualifying the text as a foundation for a survey course. If US History surveys are envisioned as addressing the dual goals of acquainting students with the broad outlines of our history what happened, when? US History is certainly comprehensive: the task of tracing the development of the United States from pre-colonial times to the second term of President Barack Obama is a daunting one.
I think that the text might work better in a history course I think that the text might work better in a history course that ended in , since the sections that covered the colonial, Civil War, and Progressive eras were lengthier and more developed. However, with some supplements, the text could certainly be used in a survey course in American History or American Studies. A text can be factually accurate, but it can avoid topics, minimize topics, and underdevelop topics, and this was something that I found to be a problem with US History.
For instance, in the scant section that covers differing philosophies of land ownership, the authors simplify or ignore the differing philosophies of land stewardship held by indigenous peoples, while definitely eliding over the imperialistic and nascent capitalistic impulses of the Europeans whose ideas of land ownership derived from much more than just, as the authors put it, the colonizers' fealty to land ownership ideas contained in "the Christian Bible.
The text is set out in such a way that it can be easily updated with 21st-century developments, and the chapters and sections are set out so that they could be enhanced without disturbing the overarching structure of the text.
The content itself is relevant; what would be helpful, though, would be the inclusion of terminology that is being used in the work of progressive social, cultural, and political movements.
The text, for the most part, is lively and engaging; the inclusion of pictures and of links to museum collections is a wonderful aspect of this text. Often, I will ask students to do that sort of enhanced reading and research, so having the resources available as links is very helpful. As I mentioned above, though, I would have liked to have seen the authors engage with issues such as "whiteness studies" and other critical race theory terms.
Although there is some mild variation among sections, for the most part US History remains consistent in its chapter structure and selection of content. For instance, Chapters provide ample background for readers to understand the impulses that led to what was termed "the Progressive era," and I also appreciated inclusion of a glossary in each chapter.
One of the greatest strengths of US History is its listing of objectives and goals at the beginning of each section. This is helpful for syllabus, assignment, and test construction, and it also encourages students to understand, up front, what they are to be looking for in the content. I also liked how each chapter was sufficient in terms of length, while also providing resources for further research and reading.
I could see excerpting chapters on the movement from east to west in order to create a course on that subject matter; it would also be possible to focus solely upon wartime in the US via the use of selected chapters. This aspect of the text is also very helpful.
Given that US History is a survey text, the choice of chronological organization makes sense; as I mentioned above, it would be possible to develop a thematically-based syllabus, with the use of excerpted chapters. Each chapter is easy to access, has clearly marked sub-sections, and includes well-designed and situated maps, charts, graphs, and images. The inclusion of museum links, and other informational links, was a highlight of this text. The text was conveyed in lively, consistent, and lucid prose.
I did find that the passive voice was used a great deal, especially in sections that deal with "sensitive" subject matter. In those instances, it would have been helpful for the authors to take ownership of their own analysis. The authors do attempt to show the viewpoints of a number of factions, societies, or cultural groups, though I sometimes felt that the terminology was a bit outdated and that the detail in terms of explanations could have been stronger.
Motivation is a significant aspect of historical writing, and sometimes the motivations of peoples rested upon generalizations that needed refinement. As an example, Chapter 4 on English internal politics and colonial aims was extremely useful in providing context for the development of many of the colonies; a similar level of background would have been helpful in Chapter 23 so that students would understand the complex causes of WWI.
Moreover, critical race theory and other 21st-century interpretative lenses are less evident than I would have liked. I would probably feel the need to supplement this text with a series of contemporary essays.
If I were editing a second edition of this text, I would suggest including more excerpts from contemporary historians. Problematizing the study of history itself would also be a good addition to an enhanced introduction for students, as would updating the terminology. I could see using this text in an American Studies course, with the inclusion of supplemental essays and excerpts from primary texts.
Overall, this is one of the most comprehensive and engaging textbooks I have ever read! The vast majority of events, issues, and themes that I introduce in class and want my students to think about were covered, or at least introduced. The way the The way the book integrates histories of underrepresented groups, for instance--especially those of Native Americans, African Americans, and women--are, with few exceptions, intertwined with the rest of the historical record rather than presented as separate "niche" subjects.
One major exception is that the experiences of enslaved peoples during the Middle Passage, in Northern areas, and even in the South prior to the Civil War, are largely overlooked. Slavery is consistently mentioned as a political issue, but students are not really introduced to people's lived experiences until Chapter 12, which focus entirely on plantations in the Deep South leading up to the Civil War. The book also does a great job of presenting the United States within a global framework.
This begins right from the start, as the American colonies are examined within the context of European power struggles, and the creation of racialized chattel slavery is presented as the result of political and religious struggles among European nations, and with the Middle East and Africa.
This excellent global context continues with Southern struggles during the Civil War linked to the English decision to purchase cotton from India rather than engage with a rebellious nation, and in the chapter on World War Two, which does a much better job than most texts of explaining the road to war in Germany and Italy. Two places where the historical record seems oddly confined to the United States are the various sections on labor movements and on immigration in the lateth and earlyth centuries.
Although the book does a good job of examining the many branches of labor politics in the United States including the Communist Party's support of civil rights , I was surprised that it did not contextualize these struggles by discussing similar movements in Germany, Italy, and England. Indeed, clearer references to Karl Marx's writings as a whole would be helpful, especially given the lack of knowledge so many students have about Communism and other forms of Leftist politics.
Similarly, the sections on immigration do a great job of explaining what life was like for people once they came to the United States, and how their cultural traditions impacted the United States in early 20th-century America. But students so often assume that people made this journey for "a better life" or strictly for economic purposes that it would help to make clear the war and discriminatory policies in Ireland, Italy, Russia, and the Ottoman Empire that informed people's decisions. I really appreciated the last two chapters, which look at recent history, especially since it is often so difficult to teach.
I often find that historical patterns are not yet obvious, but these chapters do a great job of identifying some of the connections back to major themes, particularly how September 11 set into motion many current challenges, and the entire section on "New Century, Old Disputes.
Overall, the book's historical accuracy is very high--I had few complaints with the content, even in areas, like the civil rights movement, that my own research focuses on. The connections that the book makes between several themes are particularly well done. An explanation of how corruption and neglect in Gilded Age-politics led to demands for reform during the Progressive Era, for instance, really helps students understand how change occurs, while the G.
Bill is presented not only as a catalyst for a growing middle class in post-World War Two America, but as a means of systematically reinforcing racial segregation by working with racially-discriminatory banks, insurance offices, and school admissions departments.
Although the HOLC and FHA should also be mentioned to let students know how the Federal government ensured racially-segregated housing patterns, these connections, along with a look at how Japanese Americans re-entered society after being forced into internment camps during the war, really help students see the limits of democracy during this period.
There are a few particular areas that do need clarification or revision, however. Woodrow Wilson receives a fairly traditional treatment as a "liberal" president whose "enlightenment" led him to support the suffrage movement and global democracy, while his entrenched racism and sexism is overlooked.
A few characterizations of Henry Ford are also inaccurate, although I may be particularly sensitive to this, being from Detroit, and often teaching Urban Studies classes. Not all workers received five dollars a day--the process for approval was actually strenuous and intrusive--and black and white workers were almost never paid equal wages.
Finally, Ford only implemented fair working hours because the AFL had fought for this for years, and he did not want workers to unionize. Finally, The book's focus on consumer and popular culture is very engaging, and in keeping with social and cultural historical trends.
The chapter on advertising, for instance, explains how "access to products became more important than access to the means of production," which draws students in while simultaneously explaining a massive shift in how people related to the economy. One of my favourite sections in the entire book as well as the accompanying primary source website link is about Yuppie culture in the s. It engages students who are currently intrigued by the fashion and culture of this time period, but is not so self-aware that it becomes dated.
The summary indicating how Reaganomics hurt many vulnerable people while allowing yuppies to prosper puts this cool and fun examination into broader and more crucial historical perspective. The only caveat here is that a few of the links connect to articles that, while timely now, could become dated in the future.
But since this is an open text, instructors could link to new articles if they so choose. One of the book's best features is that many sections begin by reiterating prior information to provide context for what is to come. In section Students do not necessarily remember the information they read about in prior weeks, or are able to see how one thing leads to or causes another.
I love how this structure not only reminds students of what they have previously read, but shows how history does not occur in a vacuum, and that flow exists from week to week, and year to year. This is how I try to structure my classes, asking students for context at the start and end of each session, so it is ideal that the book is set up this way. As previously stated, many sections begin by reiterating what has been learned earlier.
Most chapters are broken down into political, social, and cultural issues, with particular examinations of distinct identity groups. Most presidents are given a brief biography and discussion of their importance within particular historical periods.
And the country's global significance, while not evident in each chapter, is prominent enough that it may be deemed consistent throughout the text. I actually used this review as an opportunity to break down reading assignments for next semester's class, and was pleased to discover that this was fairly easy to do. With the exception of Vietnam which is discussed throughout three chapters rather than in one , separate chapters line up quite well with particular classes, and where they do not, they are broken down by sections fairly easily.
It was fairly easy to get through each section since paragraphs tended to focus on narrow subjects, and were almost always followed by alternative sources and questions to immediately reflect on the text. Overall, the book is very clear. Chapters are mostly divided in a way that mirrors my class syllabus, and the text maintains a clear historical thread of cause and effect throughout. There are a places, however, where the subject matter crops up in an odd place.
An examination of life among enslaved people is confined mostly to the chapter preceding the outbreak of the Civil War, for instance. Even though slavery is discussed as a political issue throughout almost all of the preceding chapters, waiting until this point in the book to include a look at people's lives may mislead students into thinking that slavery only existed on Southern plantations, or that people did not begin resisting until the eve of the Civil War.
The section on the Great Migration is also in a weird spot. The text introduces this topic in Chapter 19, which spans from to , when migration patterns really did not begin to shift until World War One. It makes sense to identify push factors for migration at this point in time, but it would have made more sense to move the actual section to the chapter on World War One.
Redlining is also mentioned in this section, which is again odd since this was not introduced until the s. I actually liked how the text divided sections on the Vietnam War among three different chapters--doing so may help students understand this war's long history, as well as its many shifts under three different administrations.
This is not how I teach my class, though--I usually devote a class or two to Vietnam alone. This is not unmanageable, since students will have been prepared for discussion by the time we get to the war, but I am not sure how much of it they will remember by this point. Finally, section The brief mention included here does not quite do enough to explain Reagan's political ascendancy.
Another of the book's best attributes are the many online links to primary sources, museum and government websites, artwork, and articles. I was planning on assigning a primary source reader to complement this book, but I think I will instead try to make use of these links.
One of the major problems I have is getting students to complete assigned readings so that we can engage in discussion. Even if students do complete the readings, they often forget what they read about, or did not engage deeply enough to really analyze them.
Having students examine the Federal Slave Narrative database, new immigrant oral histories from the Library of Congress, or exhibits at the National Cowboy Museum, however, may engage their interests, be completed more rapidly online, and also be useful for in-class activities. The only issue with these links is that, after clicking on them, you cannot navigate back to where you were in the text. I started opening links in a separate tab instead, so this is not much of a problem, but I could see students getting frustrated if they do not think to do so.
It is an outright ban in Korean Christianity," Jung said, adding that the pastor's mother was a powerful figure and was ousted from Christian community in the s for practicing identical rituals. The outbreak is a small portion of the national total, but is an example of a cluster with a high concentration of cases.
Shincheonji was a church at the centre of the first major coronavirus epidemic outside China early , with at least 5, people linked to its , followers infected after attending a service in the city of Daegu.
South Korea this month switched to a "living with COVID" plan aimed at lifting rigid distancing rules and ultimately reopening after reaching vaccination goals last month. Since then there has been a sharp rise in cases with a fresh daily record of infections on Tuesday. He called on health authorities to classify the patients accordingly based on the severity of the symptoms and make use of self-treatment options for mild or asymptomatic cases.
Hospitals were treating severe COVID patients as of Tuesday midnight, rapidly filling up limited hospital beds for serious and critical cases.
Despite the increase in hospitalisation rate, the country's mortality rate remains relatively low at 0. South Korea was one of the first countries to record novel coronavirus cases after it emerged in China in late It has since had , infections, with 3, deaths. The country has fully vaccinated Jury in Albery case asks for two video clips of the shooting to be played, each 3 times, and a portion of the call to be played once.
There was one man on the ground with a gun. A man standing up in the pickup bed. Arbery ran around the frot of the truck and attacked the man with a gun. Started punching him. He got shot once and kept punching. Kept punching until the third shot ran away about 5 steps and fell to the ground. It looked like he grabbed the gun barrel at one point. Those of us who caught the original covid have them as well as those who got jabbed. Chinese researchers have revealed plans to divert the asteroid Apophis which may well collide with Earth in a couple decades by smashing a kamikaze solar sail into it.
I think the exact opposite. Oh well, I bet we would disagree on most everything. He's the perfect bluff since he looks like a rotund small person acrobats are always best small , a chld really - so they lured 'em in,. And that he, Kyle, can't be associated with Lin since Lin is fighting to correct the steal? Everything you've been led to believe is a lie. The Abrahamic religions worship Satan, and do evil to their fellow humans in "his" name.
When Trump takes office again we need to put so many wells in the ground we never ever again will need so much as a drop of oil from these people again. And I don't believe we should export any of it either. Thanks for pointing out those 58's. Won't add them unless someone can point out a connection. Oh I forgot to mention that when you get called on your bullshit you cry and play the victim, just like the jew you are.
Everyone needs to focus on every "paytriot" has a role. Kyle disavowing anons or Q was necessary for the self defense to be concluded with prejudice. It also sets the stage to make BLM and ANTIFA continue to look violent and evil based on the videos showing Kyle trying to get them to stand down that he was not there to attack them just protect family property. This anon makes no judgements on Lin Wood or others until the show is over.
Meanwhile Kyle had a nice long phone call with Sandman the other defamed youth. Kyle needs to bring both civil suits against the local sheriff, mayor and governor for not doing their jobs. Kid is going to be wealthy and will need it because these people ruined his life. Her reason? Her husband is 4th generation in the funeral business and business is booming, they desperately needed competent help.
Big money being made. Corona vaccination is becoming mandatory for men and women in the German armed forces. They must now tolerate this protection as the first occupational group - with reference to the operational capability.
Soldiers must tolerate corona vaccination. The Defense Ministry has made this vaccination mandatory for the more than , men and women in the Bundeswehr. The caretaker defense minister Annegret Kramp-Karrenbauer CDU has decided and instructed this, as a spokesman for the ministry explained on Wednesday. So basically Trump is not coming back before ,if he even runs and wins.
They release 2. People are stupid. Lin getting "his personal" money back sounds reasonable…. I'm just curious as to the money that people donated to Kyle Rittenhouse's whole saga "FUND"…a bit of transparency would go a long way into what side to believe in….
Where did all the money go that was donated to Kyle??? That Anon was trying to say that after they shoplift they're taking it to the streets. At least tge guy on the right, not Trump on the left. THIS was the navy seal who was booted out for inventing "charities" and scamming people in the name of the Navy. Shame there's ZERO legitimate msm who doesn't want to keep this info suppressed!
Something that says "look a me humbly doing good for others " is easily induce imitation, insecure people are always looking for a way to 'be somebody'. Other than imitating people we consider important we will also do what we see large numbers of others are doing. We are an extremely imitative species, it's how we learn. It is also a huge cognitive weakness that can be negatively exploited by those who seek to control us.
One example of how our propensity to imitate can be used to harm us is the Blue Whale challenge that uses conditioning and hypnotic induction destroy weak vulnearble teenagers; the "Blue Whale challenge," which uses a series of challenges, guided imagery and music in which the victim is persuaded to kill themselves. There are many variations of this psyop, it is just a personalized and more focused form of pop culture intended to kill quickly, probably as an experiment.
With completion of each task, subsequent task becomes more dangerous and the final challenge is to commit suicide. You are stoopid. After Biden threatens the kid with the DOJ and calls him a white supremacist. Trump hosting him at Mar-a-Lago for a victory congratulations is pretty smart optics. If I am Kyle R, innocent for the world to see, and sitting in jail at 17 years old, I don't need a Lin Wood calling me to pray with me, I need him to get me out of jail.
I don't want a lawyer for his prayers…i need him for action. This will make her America's first bald female candidate to run for Vice President. Harris will also be slathering foul-smelling garbage juice on her scalp just to keep her head safe from Biden's famously wandering nose. Sources close to Harris confirmed she feels it's a small price to pay for a shot at the presidency. Political consultants are calling the new look "bold," "brave," and "very shiny. It's an incredible MK system, they map the gamers home, pets, chopping medical, work, and they use the data to determined psychological weak point to exploit.
Fuck everyone until further notice. Good statement, Kyle also needs to become aware of those sround him using him for personal vendettas they have. Kyle will have a lot of people trying to convince and control him, to turn against Trump. Sandman taking a job with McConnell was a mistake, but they did it on purpose. High IQ Anons - Lin Wood has tried to model his entire personality on a rip-off version of PDJT, and rode the Q wave to fame, while making everyone he's associated look like shit because he writes checks he can't cash.
Its money to a charitable foundation they dont get to take it back unless they did it at a loan as Ricky Shroeder did. Prior to this brouhaha that's what set off my Charlatan Radar when it comes to Lin. And, unlike Mike Lindell, he has way too much malice to go alongside that in his posts.
Anon has solved the problem. Stop caring about Kyle and Lin altogether. Problem solved. Anon could care less about either of em. The Clinton campaign is attempting once again to sweep important questions under the rug about top aide Huma Abedin, her family ties to the Muslim Brotherhood and to Saudi Arabia, and her role in the ballooning Clinton email scandal.
Perhaps recognizing how offensive such ties will be to voters concerned over future terrorist attacks on this country by radical Muslims professing allegiance to Sharia law, the Clinton campaign on Monday tried to downplay Ms.
Abedin or her family had ties to the Muslim Brotherhood, and that Trump campaign staffers who spoke of these ties were conspiracy theorists. To debunk the evidence, Media Matters pointed to a Snopes. Senator McCain and others roundly criticized Rep. They didn't manage to indoctrinate me in kindergarten or school. I have been a rebel since I was 4 years old. What are you trying to tell me? This is well known to me, Talmud, Bible and Koran were all made by the filthy Jews the children of the devil!
NPCs are painting the tips of their noses red in huge numbers for " Fesitvus" the cultist Christmas alternative, to support the new Pfizer boosters and president Joe Biden. Listen to Linns interview he explains what happened to the money.
The money will be used for other causes of Fightback, thats how it works. Media companies closely associated with satanic mind control like Disney testify to the destructive nature and subversive power of cult mind warfare tactics. Media shills and entertainment companies prepared to repent, to admit their role in social and sexual subversion and atone for decades evil must make a reversal; stop destroying, start repairing and rebuilding, and begin undoing the harm they have done to civilization, the US and throughout the world.
Restoring the integrity of our news and entertainment media means resuming our journey toward the light, as individuals and as a species, and start of the long process undoing the harm done our minds by decades of satanic IO. Anon would get a pass from math and study hall teacher to go to PE instead all the time. Anon would have three PE classes a day Kek. Sports, sports, English, lunch, sports, Science, history. Treason is a death penalty if only by eventual bloody unrest , but MOST public employees begin with small steps first.
THAT is what needs some clarification to nip shit in the bud. Kyle Rittenhouse, Vaccines, and Pedophilia all have one thing in common. They are irrelevant tropes to keep the brainwahsed masses divided and fighting each other instead of attacking the evil machine that creates the nonsense.
Enlightened, evolved men roast their own coffee. It's a subtle process that cannot be rushed. The beans crack when they are ready and you have to be in tune. Prevention of mass murder. Well, I'm curious as to asking the public to donate to a "certain" person and then putting the money that was donated into a general fund…sounds a bit like what the Democrats do all the time to launder their money…. Wait look, kid was probably raped and abused by Daddy, especially since mommy is a lesbian. This Festivus show those Trumpers you support science based reality, Join Chrissy Tidybowl and thousands of athletes and celebs!
I am terribly sorry that I do not speak the language of the occupiers flawlessly. Now available on Amazon! Our Journey Together: Donald J. Trump: This Festivus let's show those snot-eating Trumpers we support logic, reason and science based reality,.
Sketchy as heck. Just a hangover. I believe Prince Andrew was the catapult for Maxwell. Knowing the thrown is evil beyond evil, it would be fitting she worked for them. Yes, the 5th column is the most dangerous. Same as here in the US. Very glad to see India facing the threats straight up, making significant arms purchases.
Kindle Edition , pages. More Details Other Editions 3. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Brainwashed Republic , please sign up. Lists with This Book. Community Reviews. Showing Average rating 4. Rating details. More filters. Sort order. Dec 21, Ashish Iyer rated it it was amazing Shelves: non-fiction , information , indian-author , kindle , read , indian-politics , indology , history.
One of the well researched book. Every Indian should read this to understand why we have lost self respect and direction. This book is a very good read and an eye opener to the misdoings and the blatant mis representation of Indian History and to the misplaced glorification of the Invaders of India right from the Islamic invaders to the European ones. In India, our history is never written in neutral point of view.
It is always left leaning to fulfill their agenda and propagate their ideology in One of the well researched book. It is always left leaning to fulfill their agenda and propagate their ideology in Indian history which we all study in schools and universities through NCERT books.
This book try to reveal history which was hidden. It makes you realise how our own history was distorted. This was a fantastic read for me who is a product or a victim of the distorted history.
You can see how these historian degrade our scriptures by saying all fault and utter bullshit. Belittling Hindu scriptures are their main purpose in the name of "freedom of speech". And you know books written by these eminent historian are recommended by coaching institute to those who are preparing for UPSC exams. Being a MBA finance guy, i even thought of doing a course in Indian history just for increasing my knowledge. That plan is cancel now after reading so many distorted history.
If you ever feel that you have not read the real history like me. This is the perfect book for you which will tell you reason for it and how they distort it. Highly recommended. Jun 23, Ajay rated it really liked it. Great book. Amazing content. Book show the reality of how we are brainwashed in education.
Its high time to correct all these things. Time to learn unbiased knowledge. A comprehensive study of the almost Nazi like propaganda used in the NCERT history textbooks written by communist propagandists. A thoroughly researched work that highlights blatant misinformation and lying in our history textbooks. History writing is critical to the making of a nation.
But unfortunately, what we see here is total antipathy and hatred for Bharatiya culture and civilization. Combined with most visibly, a whitewashing and the exoneration of the role of Islam in Indian history, and A comprehensive study of the almost Nazi like propaganda used in the NCERT history textbooks written by communist propagandists.
Combined with most visibly, a whitewashing and the exoneration of the role of Islam in Indian history, and the whitewashing of the violent history of christian evangelists. Exaggerations of the severity of the virus. An effort to vaccinate the whole nation. Serious vaccine-coincident side-effects, and an apparent government cover-up of the latter. Watch and laugh or cry!
Of course this happened with a Republican President Ford in charge, which probably made targeting the government an easier call for a Liberal like Mike Wallace. David Sencer , who devised and pushed the swine flu program. You are commenting using your WordPress.
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