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Post by Deleted on Oct 27, 2023 6:29:12 GMT
So Monte doesn't have a clue. Now there's a surprise, I don't think. Agreed, but I guess the forum is on its last legs now. |
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Post by Pacifico on Oct 27, 2023 6:35:45 GMT
So an American and one British person - it doesn't exactly point to a great contribution to British society over the years if this is all the DfE can come up with.
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Post by Deleted on Oct 27, 2023 7:11:09 GMT
Not directly, but that's clearly what you meant. Why else would you mention it? That's a rhetorical question. No it's not what I meant, I'm autistic which among other things means there is no hidden or double meaning in anything I say. I say what I mean and mean what I say, not because I am honest but because I lack the neurological hardware to do anything else. The fact remains, you failed to address my post and instead attempted to hide behing a history degree and now autism:
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Post by happyhornet on Oct 27, 2023 7:16:32 GMT
No it's not what I meant, I'm autistic which among other things means there is no hidden or double meaning in anything I say. I say what I mean and mean what I say, not because I am honest but because I lack the neurological hardware to do anything else. The fact remains, you failed to address my post and instead attempted to hide behing a history degree and now autism:
I did respond to your post: "No, I will listen to facts and evidence, as I was taught from day one of my history degree." |
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Post by happyhornet on Oct 27, 2023 7:17:47 GMT
So an American and one British person - it doesn't exactly point to a great contribution to British society over the years if this is all the DfE can come up with. Well I would assume they were just examples and they don't list every single historical figure they cover on the curriculum in an overview. |
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Post by Deleted on Oct 27, 2023 7:21:12 GMT
The fact remains, you failed to address my post and instead attempted to hide behing a history degree and now autism:
I did respond to your post: "No, I will listen to facts and evidence, as I was taught from day one of my history degree." So basically, you don't listen to anybody and just spam forums lecturing people. When I was at University I had to rely on citations and references. Where did you get this history degree? |
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Post by happyhornet on Oct 27, 2023 7:23:37 GMT
I did respond to your post: "No, I will listen to facts and evidence, as I was taught from day one of my history degree." So basically, you don't listen to anybody and just spam forums lecturing people. When I was at University I had to rely on citations and references. Where did you get this history degree? I got my degree from the University of Wolverhampton. Do you think we could perhaps go back to discussing the thread subject rather than me? |
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Post by Deleted on Oct 27, 2023 7:28:39 GMT
So basically, you don't listen to anybody and just spam forums lecturing people. When I was at University I had to rely on citations and references. Where did you get this history degree? I got my degree from the University of Wolverhampton. Do you think we could perhaps go back to discussing the thread subject rather than me? We are discussing the topic. You claim to have all of the "facts and evidence" but have failed to produce anything. When I challenged you, you claimed that "I'm autistic" and "I am honest but because I lack the neurological hardware to do anything else"
How can anyone have a discussion with you when you hide yourself behind your own self-appraisal and neurological disorder?
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Post by happyhornet on Oct 27, 2023 7:37:29 GMT
I got my degree from the University of Wolverhampton. Do you think we could perhaps go back to discussing the thread subject rather than me? We are discussing the topic. You claim to have all of the "facts and evidence" but have failed to produce anything. When I challenged you, you claimed that "I'm autistic" and "I am honest but because I lack the neurological hardware to do anything else"
How can anyone have a discussion with you when you hide yourself behind your own self-appraisal and neurological disorder?
No, you're quite clearly discussing me still. I never claimed to have all the facts and evidence. I've no interest in getting drawn into a playground slanging match so I'll leave it there. Have a nice day. |
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Post by Deleted on Oct 27, 2023 7:51:34 GMT
We are discussing the topic. You claim to have all of the "facts and evidence" but have failed to produce anything. When I challenged you, you claimed that "I'm autistic" and "I am honest but because I lack the neurological hardware to do anything else"
How can anyone have a discussion with you when you hide yourself behind your own self-appraisal and neurological disorder?
No, you're quite clearly discussing me still. I never claimed to have all the facts and evidence. I've no interest in getting drawn into a playground slanging match so I'll leave it there. Have a nice day. I have explained why I am referring to you. You haven't offered anything else other than a history degree and a neurological disorder, which seemingly makes it impossible for you to understand what anyone is actually saying.
Considering the fact that I have simply quoted you, because you hide behind a history degree (whilst making zero use of it) and autism, and that I have in no way made any attempt to instigate a "playground slanging match" (a projection?), can only leave people to conclude only one thing. |
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Post by Dan Dare on Oct 27, 2023 7:56:05 GMT
That seems to be the default case for promoters of black history month.
When asked to provide details of the contributions that blacks are supposed to have made to British society, and which will provide the material to be studied, they fall mysteriously silent.
From the DfE: "Here we look at a number of ways that Black history can be taught in schools using the national curriculum for history from Key Stages 1 to 3, and the subject content requirements for history GCSE at Key Stage 4. At Key Stage 1 the curriculum requires key historical events within or beyond living memory to be taught. This could include teaching about the lives of key Black and minority ethnic historical figures such as Mary Seacole and Rosa Parks, both of whom are used as examples in the programmes of study. At Key Stage 2the curriculum requires the study of a non-European society that provides contrasts with British history, for example Benin (West Africa) from 900-1300 AD. At Key Stage 3 there is a statutory requirement to explore ideas, political power, industry and empire in Britain between 1745-1901. This is so that every child has an understanding of the history of Empire and its consequences. Teachers could, for example, look at Britain’s transatlantic slave trade – its effects and its eventual abolition – including the successful slave-led rebellions, such as the Haitian Revolution, that eventually led to the abolition of slavery. In the UK, this could include the role played by slaves and former slaves such Olaudah Equiano as well as the Somerset Ruling. This Key Stage also requires the study of an aspect of British history that consolidates and extends pupils’ chronological knowledge from before 1066. One of the suggested topics is to look at the impact of the migration of people to, from and within the British Isles. At Key Stage 4 pupils should develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history which takes in the wide diversity of human experience. Such events can include the world wars and the impact of migration on Britain. There is scope to teach Black history within these events and within the broader requirements of the GCSE subject specification." educationhub.blog.gov.uk/2021/10/08/black-history-month-how-black-history-is-taught-in-our-schools/None of which is concerned with describing the contributions that black people are supposed to have made to British society.
Are there any?
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Post by sheepy on Oct 27, 2023 8:01:10 GMT
From the DfE: "Here we look at a number of ways that Black history can be taught in schools using the national curriculum for history from Key Stages 1 to 3, and the subject content requirements for history GCSE at Key Stage 4. At Key Stage 1 the curriculum requires key historical events within or beyond living memory to be taught. This could include teaching about the lives of key Black and minority ethnic historical figures such as Mary Seacole and Rosa Parks, both of whom are used as examples in the programmes of study. At Key Stage 2the curriculum requires the study of a non-European society that provides contrasts with British history, for example Benin (West Africa) from 900-1300 AD. At Key Stage 3 there is a statutory requirement to explore ideas, political power, industry and empire in Britain between 1745-1901. This is so that every child has an understanding of the history of Empire and its consequences. Teachers could, for example, look at Britain’s transatlantic slave trade – its effects and its eventual abolition – including the successful slave-led rebellions, such as the Haitian Revolution, that eventually led to the abolition of slavery. In the UK, this could include the role played by slaves and former slaves such Olaudah Equiano as well as the Somerset Ruling. This Key Stage also requires the study of an aspect of British history that consolidates and extends pupils’ chronological knowledge from before 1066. One of the suggested topics is to look at the impact of the migration of people to, from and within the British Isles. At Key Stage 4 pupils should develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history which takes in the wide diversity of human experience. Such events can include the world wars and the impact of migration on Britain. There is scope to teach Black history within these events and within the broader requirements of the GCSE subject specification." educationhub.blog.gov.uk/2021/10/08/black-history-month-how-black-history-is-taught-in-our-schools/None of which is concerned with describing the contributions that black people are supposed to have made to British society.
Are there any?
All of it apparently, the first Britons were black, according to some. Backed by dodgy science no less, using computer programmed images. What could possibly be wrong with that. |
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Post by happyhornet on Oct 27, 2023 8:04:41 GMT
From the DfE: "Here we look at a number of ways that Black history can be taught in schools using the national curriculum for history from Key Stages 1 to 3, and the subject content requirements for history GCSE at Key Stage 4. At Key Stage 1 the curriculum requires key historical events within or beyond living memory to be taught. This could include teaching about the lives of key Black and minority ethnic historical figures such as Mary Seacole and Rosa Parks, both of whom are used as examples in the programmes of study. At Key Stage 2the curriculum requires the study of a non-European society that provides contrasts with British history, for example Benin (West Africa) from 900-1300 AD. At Key Stage 3 there is a statutory requirement to explore ideas, political power, industry and empire in Britain between 1745-1901. This is so that every child has an understanding of the history of Empire and its consequences. Teachers could, for example, look at Britain’s transatlantic slave trade – its effects and its eventual abolition – including the successful slave-led rebellions, such as the Haitian Revolution, that eventually led to the abolition of slavery. In the UK, this could include the role played by slaves and former slaves such Olaudah Equiano as well as the Somerset Ruling. This Key Stage also requires the study of an aspect of British history that consolidates and extends pupils’ chronological knowledge from before 1066. One of the suggested topics is to look at the impact of the migration of people to, from and within the British Isles. At Key Stage 4 pupils should develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history which takes in the wide diversity of human experience. Such events can include the world wars and the impact of migration on Britain. There is scope to teach Black history within these events and within the broader requirements of the GCSE subject specification." educationhub.blog.gov.uk/2021/10/08/black-history-month-how-black-history-is-taught-in-our-schools/None of which is concerned with describing the contributions that black people are supposed to have made to British society.
Are there any?
How about the black soldiers who fought for Britain in the two world wars, the windrush generation who helped rebuild the country after the second world war, black people saving lives in the NHS, black sports people representing our country and winning medals and trophies, black artists and musicians? |
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Post by Dan Dare on Oct 27, 2023 8:24:09 GMT
"How about the black soldiers who fought for Britain in the two world wars, the windrush generation who helped rebuild the country after the second world war, black people saving lives in the NHS, black sports people representing our country and winning medals and trophies, black artists and musicians?" 1. There were almost no black troops in either world war. In WWI for example, there was a single black regiment in Africa and Palestine while the British army had 69 divisions on the Western Front. Need to keep things in perspective. In WWII none of the very few black soldiers involved was ever fired on by a German. 2. The Windrush generation did not turn up to help rebuild the country but to escape poverty and unemployment in the Caribbean. It was for their benefit, not ours. Besides which they were in overwhelmingly low-skill, menial occupations and contrary to popular myth, they were not invited by the government of the day. 3. Ditto for the NHS. Besides which, I don't hear much clamour for recognising the contribution of white people in the NHS (the Irish, say), so what was so special about the blacks? 4. Sports medals and trophies. Meh, who cares. 6. Artists? Like who? 7. Musicians? Like who?
We're looking for evidence of specific contributions that were over and above what the native population were able to provide themselves. Taking up a routine low-paid job is not a 'contribution'.
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Post by Deleted on Oct 27, 2023 8:27:09 GMT
How about the black soldiers who fought for Britain in the two world wars, the windrush generation who helped rebuild the country after the second world war, black people saving lives in the NHS, black sports people representing our country and winning medals and trophies, black artists and musicians? It must have been a very short course.  |
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