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From YouTube: House Education Administration Committee- May 3, 2021
Description
House Education Administration Committee- May 3, 2021
A
B
A
Thank
you
very,
very
much
members.
Any
discussion
before
we
begin
hearing
now
we're
now
here
to
discuss
house
bill
580,
which
is
referred
to
count
to
education
committee.
Chairman
reagan
got
a
motion.
Second,
on
the
bill,
chairman
reagan,
I
understand
we
have
amendment
one's
already
on
the
bill.
We're
now
considering
amendment
two
is
that
8098.
A
A
C
Chairman,
ladies
and
gentlemen,
this
bill
has
been
before
you
already.
Consequently,
unless
you
have
questions,
I
will
not
revisit
the
50
sections
previously
discussed
in
this
committee.
However,
I
have
referred
this
bill
from
house
floor
to
this
committee
to
add
additional
sections.
These
additional
sections
may
well
be
more
important
than
all
of
the
others.
C
Today,
subversive
factions
are
seeking
to
undermine
our
unique
form
of
government,
of
the
people
by
the
people
and
for
the
people.
These
seditious
charlatans
would
if
they
could
destroy
our
heritage
of
ordered
individual
liberty
under
the
rule
of
law
before
our
very
eyes
disingenuously
these
conniving
hucksters
masquerade
as
noble
champions
of
the
oppressed.
C
Regrettably,
they
have
successfully
hood
winked
a
number
of
our
fellow
citizens
into
becoming
what
linen
called
useful
idiots.
These
sincerely
misguided,
useful
idiots
have
unwittingly
succumbed
to
the
idea
that
there
are
only
three
classes
of
people.
These
classes
are
victims,
oppressors
and
self-appointed
guardians
of
equity,
who
will
beneficently
help
victims
defeat
oppressors.
C
C
C
Lest
you
think
we
don't
have
this
problem
in
tennessee.
Listen
to
the
following
quotes
from
an
email
forwarded
to
me
concerning
a
seven-year-old
girl
in
williamson
county.
After
a
discussion
in
public
school
on
principles
such
as
I
just
described
the
little
girl
told
her
mother,
I'm
ashamed
that
I'm
white,
the
daughter
then
asked
her
mother.
Is
there
something
wrong
with
me?
Why
am
I
hated
so
much?
C
C
C
The
america
that
I
love
and
took
an
oath
to
defend,
recognizes
that
all
citizens
stand
equally
before
the
law.
No
person
in
the
united
states
shall
be
denied
on
the
grounds
of
race,
color
or
national
origin,
or
be
excluded
from
participation
in
because
of
their
citizenship
or
deny
the
benefits
of
it
or
be
subjected
to
racism.
C
C
A
D
D
It
says
that,
notwithstanding
subsection,
a
this
section
does
not
prohibit
an
lea
or
public
charter
school
from
including
as
part
of
a
course
of
instruction
or
in
curriculum
or
instructional
program,
or
from
allowing
teachers
or
other
employees
of
the
lea
or
public
charter
school.
To
use
supplemental
instruction
materials
that
include
the
history
of
an
ethnic
group
as
described
in
textbooks
and
instructional
materials
adopted
in
accordance
with
part.
Two
into
this
chapter.
D
49-6-10-11.,
my
concern
is
that
the
first
part
of
the
amendment
is
is
pretty
heavy,
and
I
want
to
make
sure
that
our
teachers
will
be
clear
about
what
they
can
teach.
For
example,
can
they
reference
the
1619
project
that
the
new
york
times
produced
a
couple
years
ago
in
their
supplemental
instruction.
C
D
Representing
love
yeah,
the
concern
I
have,
though,
is
that
it's
kind
of
hard
to
be
for
or
against
slavery.
You
either
got
to
be
against
it
or
against
it.
I
think
we're
talking
about
1619
project
when
the
first
slave
ship
arrived
in
this
country,
not
to
imply
that
someone
is
inherently
racist
because
of
their
skin,
but
those
kind
of
documents
have
to
be
presented.
I
think
just
in
one
one
perspective
like
the
dred
scott
case,
where
the
supreme
court
says
that
black
people
weren't
even
considered
as
citizens
in
the
constitution.
D
D
Africans
and
their
descendants
were
not
counted
as
full
persons,
but
just
as
three-fifths
of
a
per
and
these
just
the
facts,
and
I
want
to
make
sure
that
our
teachers
understand
that
they
can
teach
the
facts
and
and
not
not
receive
retribution
when
the
and
again
not
to
condemn
a
child
right.
I'm
with
you
on
that
that
a
seven-year-old
child
should
not
be
made
to
feel
as
though
they
are
inherently
biased.
D
And
and
so
I
want
to
make
sure
that
when
we
talk
about
slavery,
particularly
in
our
classroom
as
an
education
tool
to
remind
folks
of
of
what
we've
come
and
overcome
that
teachers
know
that
they
can
teach
it
factually
without
any
retribution
from.
As
it
says
here
the
commissioner
to
possibly
withhold
state
funds.
C
Thank
you,
mr
chair,
and
again
I
would
refer
you
to
our
state
standards,
which
the
research
analysts
for
this
committee
kindly
forwarded
to
me.
They
are
mentioned
from
k
all
the
way
through
12
concerning
the
issues
you
have
brought
up.
Teachers
are
expected
to
teach
those
standards.
Those
standards
refer
specifically
to
the
kinds
of
things
you
have
mentioned.
The
idea
behind
this
by
saying
that
it's
impartially
presented
or
should
be,
is
to
make
it
truly
educational,
as
in
not
favoring
one
side
or
the
other.
C
C
A
C
A
E
C
Thank
you,
mr
chairman,
and
I
would
have
to
defer
on
that,
because
I
have
taught
as
a
substitute
teacher
in
school
and
in
fact
taught
some
history,
but
not
the
entire
course
only
various
pieces.
So
I
I'm
not
qualified
to
say,
as
it's
taught
now,
I
will
address
the
issue
as
the
standards
are
in
place
now
I
think
history
is
adequately
addressed.
E
Representative,
thank
you,
mr
chairman,
chairman
reagan.
I
I
do
think
words
matter
and
the
characterization
of
persons
who
present
a
piece
of
history
that
we
may
not
find
appropriate.
You
know
in
a
sense
of
speaking,
it's
like
calling
them
out
of
their
names,
some
of
the
things
I've
heard
this
morning
and
let
me
ask
you.
C
Thank
you,
mr
chairman
and
representative
akeem.
This
bill
does
not
address
systemic
racism
per
se.
It
addresses
teaching
tennessee
standards
having
reviewed
those
standards
most
recently.
Just
this
morning
before
I
came
to
committee,
the
term
systemic
racism
is
not
mentioned
anywhere
in
any
of
the
standards
that
I
read
all
the
way
from
k
through
12..
C
E
E
E
You
when
you
talk
about
hit-
oh
I'm
sorry,
mr
chairman,
you're,
recognizing
okay,
when
you
talk
about
history
being
how
it's
being
taught
should
we
accept
history,
I'm
going
to
use
the
term
as
it
is,
or
is
it
something
different
when
you
say
I
can't
remember
the
exact
wording,
I
think
it's
like
pitting
one
group
against
the
other.
If,
if
I
mean
I,
I
don't
see
holding
against
a
group
of
people,
what
we'll
say
ancestors
may
have
done,
but
the
reality
is
that
people
have
benefited
from
that.
A
C
C
Our
state
board
of
education
takes
the
recommendations,
approves
those
textbooks
that
must
be
in
accordance
with
the
standards
that
are
set
by
the
state
board
of
education,
which,
in
turn
are
set
with
the
assistance
of
our
own
department
of
education,
which
we
in
the
general
assembly
have
full
authority
to
weigh
in
on.
If
we
choose
this
committee,
I
hope
has
taken
the
time
to
review
those
standards
as
they
exist.
C
E
E
I'm
a
member
of
the
christian
church
like
many
of
you,
but
I
remember
growing
up
and
when
I
looked
at
god,
he
didn't
look
like
me
and
I
think
that
some
people
interpreted,
that
is,
that
they
were
better
because
they
look
like
god
and
some
people
who
look
like
me
did
not,
and
I
think
that
is
one
of
the
things
that
should
be
cleared
up
by
history
by
standards
by
what
we
teach.
Thank
you,
mr
chairman,.
F
Okay,
thank
you
miss
mr
mr
sponsor,
okay,
under
this
and-
and
I
just
want
to
make
sure
I'm
clear
on
on
on
the
amendment
under
this
amendment.
It
says
that
when
you,
when
you
teach
these
things,
they
have
to
be
taught
impartially.
I
guess
so
I
guess
balance.
Would
that
be
a
better
word
for
karen
reagan,.
C
F
A
C
C
That's
that's
the
only
good
their
their
deeds.
Their
actions
resulted
in
the
death
of
nearly
3
000
americans
and
also
created
a
situation
where
we
went
to
war
with
iraq
and
afghanistan
and
thousands
more
died.
So
from
that
standpoint
I
can't
say
what
they
did
was
good,
but
as
individual
human
beings,
they
are
created
in
the
image
and
likeness
of
god,
their
choice
of
behavior.
I
will
roundly
and
soundly
condemn.
F
C
F
F
C
Thank
you.
That
would
be
one
avenue
to
approach
that.
I
would
also
mention
that
we
need
historical
impartiality
or
balance,
not
only
where
up
to
six
million
jews
slaughtered
in
the
holocaust,
but
an
equal
number
of
polls
or
residents
of
poland
were
as
well
and
so
from
that
standpoint.
History
requires
us
to
cover
all
of
it.
The
actions
of
those
people
who
sanction
the
holocaust
and,
in
fact
carried
it
out,
are
reprehensible.
There's
no
way
to
describe
that.
C
F
And
I
just
want
to
be
clear
on
what
you're
saying
so,
those
those
individuals
that
flew
the
planes
into
the
world
trade
center
had
value
those
individuals
that
that
were
the
actors
in
the
holocaust,
killed
millions
of
jews
in
polish
have
value
those
individuals
that
that
that
acted
in
the
in
the
slave
trade
and
and
that
killed
millions
of
black
people
killed.
Millions
of
black
people
had
value,
they
were
created
by
god
and
they
were
equal
to
everyone
else.
F
How
they
and
and
what
those
teachers
are
to
get.
Tell
those
black
kids
who
are
descendants
of
those
individuals
that
they
are.
They
were
less
than
human,
but
these
individuals
have
value
and
they
were
created
by
god,
also,
I
would
venture
to
say
they
weren't
created
by
god.
I
don't
know
where
they
came
from
and
and
then
lastly,
we're
taught
that
the
this
happy-go-lucky
event
happened
and
we
call
it
thanksgiving
today,
where
the
pilgrims
sat
down
with
the
natives
native
americans
and
had
this
great
feast
and
everybody
got
along
when
in
fact,
the
celebration.
F
In
fact,
the
celebration
was
the
celebration
of
700
mercenaries,
making
it
back
to
massachusetts
and
the
then
governor
of
colonial
massachusetts
declared
it
a
day
of
thanks
because
they
had
just
massacred
a
nation
of
native
americans
pequod
tribe.
As
a
matter
of
fact,
women,
children
and
the
men
of
the
tribe,
but
they
were
celebrating
the
fact
that
these
mercenaries
are
these
militias.
This
militia
from
massachusetts
had
made
it
back.
How
do
we
what's?
How
do
we
what's
the
impartial
piece
of
that,
especially
for
that
of
a
native
american
in
america?
How
do
what's?
A
Chairman
reagan,
before
I
go
to
chairman
sir
picky,
let
me
just
say
this:
I
want
to
bring
us
back
on
point
what
we're
discussing
here
and
all
these
comments
are
excellent.
But
what
brought
this
about
is
how
and
what
is
being
brought
into
our
k-12
schools
and
how
it's
being
taught
to
our
children.
We
all
understand
history,
it's
how
we
are
teaching
it.
We
all
know
that
we
are
living
in
a
time
of
extremism
on
both
sides,
but
to
bring
certain
teachings
into
the
classroom
of
a
seven
and
eight
nine
ten
year
old.
A
All
of
our
children
do
not
grow
up
in
great
homes
with
the
mother
and
the
father.
Who
can
teach
them
the
lessons
that
they
should
know.
So
that's
why
we're
here
to
talk
about
what
we
as
a
state
and
as
a
legislative
body,
have
to
have
the
responsibility
to
determine
what
comes
into
our
state
and
how
it's
taught
and
that's
why
we're
here?