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xtruss · 8 months

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Native Tribe To Get Back Land 160 Years After Largest Mass Hanging In US History

Upper Sioux Agency state park in Minnesota, where bodies of those killed after US-Dakota war are buried, to be transferred

— Associated Press | Sunday 3 September, 2023

The Upper Sioux Agency State Park near Granite Falls, Minnesota. Photograph: Trisha Ahmed/AP

Golden prairies and winding rivers of a Minnesota state park also hold the secret burial sites of Dakota people who died as the United States failed to fulfill treaties with Native Americans more than a century ago. Now their descendants are getting the land back.

The state is taking the rare step of transferring the park with a fraught history back to a Dakota tribe, trying to make amends for events that led to a war and the largest mass hanging in US history.

“It’s a place of holocaust. Our people starved to death there,” said Kevin Jensvold, chairman of the Upper Sioux Community, a small tribe with about 550 members just outside the park.

The Upper Sioux Agency state park in south-western Minnesota spans a little more than 2 sq miles (about 5 sq km) and includes the ruins of a federal complex where officers withheld supplies from Dakota people, leading to starvation and deaths.

Decades of tension exploded into the US-Dakota war of 1862 between settler-colonists and a faction of Dakota people, according to the Minnesota Historical Society. After the US won the war, the government hanged more people than in any other execution in the nation. A memorial honors the 38 Dakota men killed in Mankato, 110 miles (177km) from the park.

Jensvold said he has spent 18 years asking the state to return the park to his tribe. He began when a tribal elder told him it was unjust Dakota people at the time needed to pay a state fee for each visit to the graves of their ancestors there.

Native American tribe in Maine buys back Island taken 160 years ago! The Passamaquoddy’s purchase of Pine Island for $355,000 is the latest in a series of successful ‘land back’ campaigns for indigenous people in the US. Pine Island. Photograph: Courtesy the writer, Alice Hutton. Friday 4 June, 2021

Lawmakers finally authorized the transfer this year when Democrats took control of the house, senate and governor’s office for the first time in nearly a decade, said State Senator Mary Kunesh, a Democrat and descendant of the Standing Rock Nation.

Tribes speaking out about injustices have helped more people understand how lands were taken and treaties were often not upheld, Kunesh said, adding that people seem more interested now in “doing the right thing and getting lands back to tribes”.

But the transfer also would mean fewer tourists and less money for the nearby town of Granite Falls, said Mayor Dave Smiglewski. He and other opponents say recreational land and historic sites should be publicly owned, not given to a few people, though lawmakers set aside funding for the state to buy land to replace losses in the transfer.

The park is dotted with hiking trails, campsites, picnic tables, fishing access, snowmobiling and horseback riding routes and tall grasses with wildflowers that dance in hot summer winds.

“People that want to make things right with history’s injustices are compelled often to support action like this without thinking about other ramifications,” Smiglewski said. “A number, if not a majority, of state parks have similar sacred meaning to Indigenous tribes. So where would it stop?”

In recent years, some tribes in the US, Canada and Australia have gotten their rights to ancestral lands restored with the growth of the Land Back movement, which seeks to return lands to Indigenous people.

‘It’s a powerful feeling’: the Indigenous American tribe helping to bring back buffalo 🦬! Matt Krupnick in Wolakota Buffalo Range, South Dakota. Sunday 20 February, 2022. The Wolakota Buffalo Range in South Dakota has swelled to 750 bison with a goal of reaching 1,200. Photograph: Matt Krupnick

A National Park has never been transferred from the US government to a tribal nation, but a handful are Co-managed with Tribes, including Grand Portage National Nonument in northern Minnesota, Canyon de Chelly National Monument in Arizona and Glacier Bay National Park in Alaska, Jenny Anzelmo-Sarles of the National Park Service said.

This will be the first time Minnesota transfers a state park to a Native American community, said Ann Pierce, director of Minnesota State Parks and trails at the natural resources department.

Minnesota’s transfer, expected to take years to finish, is tucked into several large bills covering several issues. The bills allocate more than $6m to facilitate the transfer by 2033. The money can be used to buy land with recreational opportunities and pay for appraisals, road and bridge demolition and other engineering.

Chris Swedzinski and Gary Dahms, the Republican lawmakers representing the portion of the state encompassing the park, declined through their aides to comment about their stances on the transfer.

— The Guardian USA

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a-dinosaur-a-day · 11 months

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Why So Serious? This is a Dinosaur Blog?

So we live in a world that has built its entire mythology off of hierarchies. The idea that the rich are better than the poor. The whites better than people of color. Men better than women. Able-bodied and able-minded better than the disabled and neurodivergent. Straight, cis folk better than queers. christians better than any other people of any other religion. That's the society we in "western" places live in. Another fundamental component of that is that humans are better, more important, more "evolved" or "chosen" than any other living thing.

and that is just as false as all the rest of them.

you can't dismantle it without dismantling the others first, of course. since humano-supremacy is the one the rest is built off of, you won't properly unlearn it unless you unlearn white supremacy first. that's why we see countless vegans being real racist pieces of shit all the time.

but you do have to unlearn anthropocentrism, too. you do. because the biosphere is all fundamentally equal. we are one part of nature, of the ecosystem, connected to all the rest. we are partners in the evolution of life. understanding that is necessary: to combat climate change, to fight against ecofascism, to ensure the survival of our species and the world. we are not uniquely evil or uniquely good. we're just some naked apes that made a bunch of mistakes, but we can fix them, too.

I live with five parrots. every day they remind me that the idea humans are "more evolved" is ridiculous. they understand things I would never expect. and they remind me that they're dinosaurs every damn day. and that's just another type of tetrapod, something so close to us its easy to empathize with them. Now apply it to fungi. It gets harder, right?

But that's why we have to keep working.

And that's why we have to see the history of life not just as an interesting story, but the story of us. The history of all of us. and it explains so much! The quirks of geology lead to the geography of slavery in the united states. Humans wouldn't have even evolved if a rock hadn't randomly hit the planet at the right time. We have hiccups because we descend from fish. The list goes on.

We need to produce a human population that thinks ecologically and evolutionarily, so that we can tackle the real problems and move forward.

And that's why I'm so gd-damned serious about dinosaurs. Because dinosaurs, in that western mythos, are the "lumbering, dumb lizards" that went extinct because they sucked, so the cool mammals could come in and run the show - and we, the coolest mammals of all, took our rightful place as the leaders.

But that's not what happened.

Dinosaurs were well adapted for their environments, intelligent and active animals - and were thriving right until the end-Cretaceous. Nonavian ones only went extinct because of a giant space rock. And dinosaurs are STILL WITH US - as birds - and doing better than ever. There are more species of dinosaur alive today than there are mammals. and humans just kind of, happened, thanks to some lucky accidents. we are as much a product of random chance as the extinction of nonavian dinosaurs was.

All of our anthropocentric myths are just that - myths. frankly, how can we call ourselves "more evolved", when we're destroying the planet - gleefully and rapidly? We have to unlearn this myth.

And, in between crying about my thesis, I will do everything I can to help people unlearn that myth and see the true beauty that is the history of life.

so, yeah. come learn with me. it's the only way to liberate us all.

#palaeoblr #leftblr #anarchblr #sciblr #nature #sigh

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reasoningdaily · 8 months

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https://www.miamiherald.com/news/local/education/article278582149.html

Tallahassee

When Florida rejected a new Advanced Placement course on African American Studies, state officials said they objected to the study of several concepts — like reparations, the Black Lives Matter movement and “queer theory.”

But the state did not say that in many instances, its reviewers also made objections in the state’s attempt to sanitize aspects of slavery and the plight of African Americans throughout history, according to a Miami Herald/Tampa Bay Times review of internal state comments.

For example, a lesson in the Advanced Placement course focused on how Europeans benefited from trading enslaved people and the materials enslaved laborers produced. The state objected to the content, saying the instructional approach “may lead to a viewpoint of an ‘oppressor vs. oppressed’ based solely on race or ethnicity.”

In another lesson about the beginnings of slavery, the course delved into how tens of thousands of enslaved Africans had been “removed from the continent to work on Portuguese-colonized Atlantic islands and in Europe” and how those “plantations became a model for slave-based economy in the Americans.”

READ MORE: DeSantis says AP African-American studies class was ‘pushing an agenda’

In response, the state raised concerns that the unit “may not address the internal slave trade/system within Africa” and that it “may only present one side of this issue and may not offer any opposing viewpoints or other perspectives on the subject.”

“There is no other perspective on slavery other than it was brutal,” said Mary Pattillo, a sociology professor and the department chair of Black Studies at Northwestern University. Pattillo is one of several scholars the Herald/Times interviewed during its review of the state’s comments about the AP African American Studies curriculum.

“It was exploitative, it dehumanized Black people, it expropriated their labor and wealth for generations to come. There is no other side to that in African American studies. If there’s another side, it may be in some other field. I don’t know what field that is because I would argue there is no other side to that in higher education,” Pattillo said.

Alexander Weheliye, African American studies professor at Brown University, said the evaluators’ comments on the units about slavery were a “complete distortion” and “whitewashing” of what happened historically.

“It’s really trying to go back to an earlier historical moment, where slavery was mainly depicted by white historians through a white perspective. So to say that the enslaved and the sister African nations and kingdoms and white colonizers and enslavers were the same really misrecognizes the fundamentals of the situation,” Weheliye said.

DeSantis’ efforts to transform education in Florida

The commentary is also an example of how Gov. Ron DeSantis has transformed the state’s education system in his quest to end what he calls “wokeism” and “liberal indoctrination” in schools — a fight that began in the aftermath of the pandemic and the Black Lives Matter movement that followed the high-profile murder of George Floyd at the hands of police in Minnesota.

“It’s not really about the course right? It’s kind of about putting down Black struggles for equality and freedom that have been going on for centuries at this point in time and making them into something that they are not through this kind of distorted rightist lens,” Weheliye said.

When asked about the findings of the previously unreported internal reviews, the Florida Department of Education said the course was rejected after state officials “found that several parts of the course were unsuitable for Florida students.”

Cailey Myers, a spokesperson for the agency, cited the work of many Black writers and scholars associated with the academic concepts of critical race theory, queerness and intersectionality — a term that she said “ranks people based on their race, wealth, gender and sexual orientation.” The term, however, refers to the way different social categorizations can interact with discrimination.

Brandi Waters, the executive director of the AP African American Studies course, said it is hard to understand the Florida Department of Education’s critiques on the content because state officials have not directly shared their internal reviews with the College Board. The state and the College Board, however, were in communication about the course for several months before it was rejected.

Waters maintains the coursework submitted to the state was the most holistic introduction to African American Studies.

A deeper look at Florida’s objections

The course materials provided by the College Board were reviewed by Florida Department of Education’s Bureau of Standards and Instructional Support and the decision to reject the course was made by “FDOE senior leadership,” records show.

John Duebel, the director of the state agency’s social studies department, and Kevin Hoeft, a former state agency official who now works at the New College of Florida in Sarasota, were identified as the two evaluators in the review. Hoeft is listed as an “expert consultant” to the Civics Alliance, a national conservative group that aims to focus social studies instruction in the Western canon and eliminate “woke” standards. His wife is a member of the conservative group Moms for Liberty.

Duebel declined to comment on the story and referred questions to the Department of Education, which did not respond. Hoeft did not respond to a request seeking comment. While the documents say that Duebel and Hoeft led the state reviews, much of the comments included in the state review are not attributed, making it hard to tell who said what.

The documents reviewed were provided to the Herald/Times by American Oversight, a left-leaning research organization that sued the state Department of Education for the records.

“We sued the Florida Department of Education to shed light on the DeSantis administration’s efforts to whitewash American history and turn classrooms into political battlegrounds,” American Oversight Deputy Executive Director Chioma Chukwu said in a statement. “The records obtained by American Oversight from Florida’s internal review of the AP African American Studies course expose the dangers of Gov. DeSantis’ sweeping changes to public education in Florida, including preventing students from learning history free from partisan spin.”

READ MORE: How a small, conservative Michigan college is helping DeSantis reshape education in Florida

The documents offer more detail into the state’s reasoning for rejecting the pilot course from being offered to high school students in Florida — and how topics related to racism, identity and gender were continually flagged out of concern that lessons were biased, misleading or “inappropriate” for students.

And, in cases where state officials did not find a violation of a state law or rule, concerns were often raised about how educators would teach the content, underscoring the growing distrust between state officials and educators as disputes over social issues engulf local school politics.

For example, the state worried educators teaching about how the 1960s Black is Beautiful movement helped lay a foundation for multicultural and ethnic studies movements, could “possibly teach that rejecting cultural assimilation, and promoting multiculturalism and ethnic studies are current worthy objectives for African Americans today.”

“This type of instruction tends to divide Americans rather than unify Americans around the universal principles in the Declaration of Independence,”the state officials wrote about a lesson in the course.

Records also show how some of the comments made by the state evaluators contained contradictions, such as advocating for primary sources and then later writing that certain primary sources contained “factual misrepresentations.” Many comments from the state pushed for the material to include perspectives from “the other side” but failed to elaborate whose perspective they wanted to be added.

Slavery

One of the lessons in the course, for example, set out to teach students how slavery set back Black people’s ability to build wealth.

“Enslaved African Americans had no wages to pass down to descendants, no legal right to accumulate property, and individual exceptions depended on their enslavers’ whims,” the College Board’s lesson plan said.

When reviewing the content, however, state reviewers said the lesson plan might violate state laws and rules because it “supposes that no slaves or their descendants accumulated any wealth.”

“This is not true and may be promoting the critical race theory idea of reparations,” state officials wrote in documents reviewed by the Herald/Times. “This topic presents one side of this issue and does not offer any opposing viewpoints or other perspectives on the subject.”

While there were scattered instances where enslaved people were given the chance to earn money to pay for their freedom, the wealth they accumulated still did not belong to them, said Paul Finkelman, the editor-in-chief of Oxford University Press’ “Encyclopedia of African American History 1619-1895.”

“Under the law of every slave state, including Florida, no slave could own anything. That is, slaves did not own the clothes on their back. They did not own the shoes on their feet,” said Finkelman. “So for the Florida Education Department to question whether slaves accumulated property is to not understand that slaves owned no property. In fact, they were property belonging to slave owners.”

Even in cases where slaves were allowed to make money, Finkelman argued, it would be a stretch to say they were able to accumulate wealth.

Black middle class

Evaluators also objected to a lesson plan that taught how Black Americans, even after slavery, continue to experience wealth disparities due to ongoing discrimination.

The coursework included the following statement: “Despite the growth of the Black middle class, substantial disparities in wealth along racial lines remain. Discrimination and racial disparities in housing and employment stemming from the early 20th century limited Black communities accumulation of generational wealth in the second half of the 20th century.”

State reviewers, however, said the unit could potentially violate state rules because it failed to offer other reasons outside of systemic racism and discrimination for the wealth disparity between Black Americans and other racial groups.

“The only required resource in this topic cites ‘systemic racism,’ ‘discrimination,’ ‘systemic barriers,’ ‘structural barriers,’ and ‘structural racism’ as a primary or significant causative factor explaining this disparity of wealth,” wrote one evaluator. “This topic appears to be one-sided as non-critical perspectives or competing opinions are cited to explain this wealth disparity.”

Pattillo said that while many of the comments made by the state in the review claimed that they wanted to see more balance of perspectives in the course materials, she felt state officials largely tried to minimize the topics of discrimination.

Abolitionist Movement

When it came to teaching students about the movement to end slavery, the College Board highlighted some of the prominent activists who led that abolitionist movement and the ways the government tried to stop those who resisted slavery.

“Due to the high number of African Americans who fled enslavement, Congress enacted the Fugitive Slave Acts of 1793 and 1850, authorizing local governments to legally kidnap and return escaped refugees to their enslavers,” the lesson plan stated.

Primary sources were scrutinized

When the College Board addressed the resistance to slavery, it wanted to teach students how to “describe the features of 19th-century radical resistance strategies promoted by Black activists to demand change.” In that unit, the state objected to two primary sources: “The Appeal” by David Walker and “An Address to the Slaves of the United States” by Henry Highland Garnet.

State reviewers said that “The Appeal” included “content prohibited under Florida law,” but does not offer more details; and that “An Address to the Slaves of the United States” contains “factual mis-representations” and potential violations of state rules.

“They complain that this primary source is not historically accurate. Well, of course it’s not historically accurate because it’s a political speech. It is not a piece of history, but it’s a perfectly historically accurate primary source to understand the anger of a Black abolitionist,” Finkelman said.

However, earlier in the review, the evaluators applauded the College Board for stating that “anchoring the AP course in primary sources fosters an evidence-based learning environment” and that the course will be focused on the works and documents of African American studies rather than “extraneous political opinions or perspectives.”

“This is exactly how all courses are to be taught in the state of Florida and we commend [the] College Board on this position,” wrote the state reviewer .

Scholars’ political leanings questioned

In one review, one of the state evaluators questioned the balance of the content because of the individuals the College Board picked to develop the coursework.

But one of the evaluators had a gripe: they claimed that there were no conservative Black scholars. This was a concern because, as the state evaluator put it, there may not be an “adequate level of intellectual balance.”

“Conservative and traditional liberal members may need to be added to the committees to bring balance and ensure compliance with Florida statutes, rules, and policies,” the state evaluator wrote.

Waters said the College Board is focused on having scholars on their committees who are the leaders in the field of African American studies and that their political background isn’t something they take into consideration.

“In terms of the scholars, we never really asked them ‘what is your political background?’,” Waters said. “I don’t assume that is a characteristic that remains static in a person’s life over time.”

“What we do is look for scholars who represent the expertise needed for the course. So who is leading the field in how we understand the origins of the African diaspora? Who is leading the field in cutting edge research on unearthing new perspectives of the civil rights movement? We look for their expertise and also the different backgrounds that they represent,” she added.

How did we get to this point?

While Florida law requires the study of African American history, the state reviews of the AP course show how the DeSantis administration and Republican policymakers are implementing changes to how schools can teach about race, slavery and other aspects of Black history.

In 2021, Florida barred lessons that deal with critical race theory, a 1980s legal concept that holds that racial disparities are systemic in the United States and not just a collection of individual prejudices. Critical race theory was not being taught in Florida schools. The state also barred lessons about “The 1619 Project,” a New York Times project that reexamines U.S. history by placing the consequences of slavery and contributions of Black Americans at the center.

A year later, the Republican-led Legislature approved a new law, known as the “Stop W.O.K.E. Act,” which prohibited instruction that could prompt students to feel discomfort about a historical event because of their race, ethnicity, sex or national origin.

To DeSantis, the restrictions are a necessary effort to protect students from what he sees as a cultural threat that, as he puts it, teaches “kids to hate this country.” But the policies have been widely criticized by Democrats, educators, historians and even a few Republican lawmakers who see the laws as an attempt to distort historic events.

State officials’ interpretation of these policies collided with many of the learning objectives outlined in the A.P. courses. This collision, some scholars say, is emblematic of the chilling effect the state’s vague laws can foster in academia.

“I think this is the point that many people have been saying,” Pattillo said. “That the misguided blanket use of this term critical race theory, and in the absence of some definition of what that means or what they think it means, makes any teaching of racism questionable per that vagueness...”

Based on the state reviews the Herald/Times provided to him, Finkelman said it appeared the state was “hunting for bias.”

“And if you hunt long enough, you can find bias anywhere,” Finkelman said, noting that “anyone can find faults, and even small mistakes with any scholarly enterprise.”

To do the job right, Finkelman said, the state should ensure the course is reviewed by historians, with expertise in the specific subject area — not political scientists or state bureaucrats. He questioned whether the state prioritized reviewers’ credentials after seeing the state’s comments on the topics of slavery, or subjects that took into account the issue of racism and identity.

Based on Finkelman’s review of the content, he said, the state reviewers were more interested in correcting content based on their reading of the material over “scholarly accuracy.”

Read more: Only 3 reviewers said Florida math textbooks violated CRT rules. Yet state rejected dozens

Since Florida rejected the pilot course in January, students in other parts of the country have been taking part in the pilot program. Education officials in only one other state — Arkansas — are disputing whether to make the AP course eligible for credit. The Arkansas Department of Education — led by Florida’s former K-12 Chancellor Jacob Oliva — recently removed the class from its course code listing.

In November, the College Board plans to submit the final version of the course’s curriculum for approval. But with Florida’s laws still in place, the fate of the course remains in limbo — and the outcome could potentially make Florida students in public high schools less likely to have access to the course. If approved, parents and students can choose to enroll in the course.

College Board officials are aware of this possibility, but remain hopeful.

“We certainly hope that Florida students will have the opportunity to take this course,” said Holly Stepp, a spokesperson with the College Board.

Myers, the Florida Department of Education spokesperson, said the College Board is welcome to resubmit the course for review in November.

But, Myers said, “at this point, it is inappropriate to comment on what the future could hold – it is just speculation.”

This story was originally published August 29, 2023, 5:30 AM.

#florida #white washing history #Black Lives Matter #Black History Matters #ron desatan #white lies #florida department of education #florida students

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gsirvitor · 7 months

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Can you explain this, if society was created to cater to men. Then why in America Black men had to fight tooth and nail for civil rights on paper about 60 years ago?

Feminism feel very classist to me, am I crazy?

First, I'm going to explain society.

Society was never created to cater to men, it was created to help survive the harsh world we came to exist in, then again, that isn't even true due to the fact that society wasn't created, it's a natural evolution of our social dynamics.

Groups of hunter gatherers banded together in the same way Chimps and other apes do, we are a social species who have never existed outside of our societies, even at our most primitive.

We went from wandering nomadic peoples to sedentary villages, towns and cities because we developed agriculture and animal husbandry, now, to protect our tribe from others we would use those in society most today would find abhorrent, the violent and strong men of society.

As we progressed these men came into positions of power because of the protection they could offer, more powerful protectors could allow societies to grow larger and more affluent, while those who couldn't were generally wiped out or were relegated to other roles in society.

The need for strong men is readily apparent, as the old saying goes, hard times created strong men, these strong men create good times.

Strong does not just mean physically strong, these men make easy times because they take responsibility and will make it a point to not only improve their own lives, but that of others. Thus, creating good times in the process

It is those in society, who take the good times as granted and have chosen to abandon responsibility, duty and so on, that create hard times.

The men of the past knew that society was not needed to protect them, but what they cared for, such as women and children, why is this the case?

It is innate for men to lead and be the protectors. It is our most basic biological instinct, this is why men are protective of their loved ones.

And can even be territorial, explaining why we are competitive towards other guys who might threaten our position in our jobs, society and relationships.

Society was built for the betterment of what men love and cherish, to protect what we find precious, the advent of law is a expression of this.

Sorry if I'm rambling.

Now onto your questions.

The reason why black men had to fight tooth and nail 60+ years ago for equal rights was because of Democrats, you see in 1870 the 15th amendment was ratified, which ensured that all men regardless of race could vote.

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.

Southern Democrat states opposed this and prevented blacks from voting by instituting literacy tests and grandfather laws, then well, Jim Crow, in Northern states blacks could vote since 1870.

It wasn't until 1964 that the 24th amendment was passed and they could vote in Southern and other, now Democrat states.

Feminists, or should I say Suffragists, opposed black women getting the vote alongside them, so due to Democrat racism both black men and women were denied the vote in Democrat areas, especially since these same Suffragists, such as a one Susan B. Anthony and her friends, used black women to work their vinyards.

Feminism is exceedingly classist, and has a history of racism and sexism, along with terrorism, but we won't get into that.

Now to end this with some quotes from the mother of women's suffrage;

“I will cut off this right arm of mine before I will ever work or demand the ballot for the Negro and not the woman,” - Susan B. Anthony

“What words can express her (the white woman’s) humiliation when, at the close of this long conflict, the government which she had served so faithfully held her unworthy of a voice in its councils, while it recognized as the political superiors of all the noble women of the nation the negro men just emerged from slavery, and not only totally illiterate, but also densely ignorant of every public question.” - Susan B. Anthony

“The old anti-slavery school says women must stand back and wait until the negroes shall be recognized. But we say, if you will not give the whole loaf of suffrage to the entire people, give it to the most intelligent first. If intelligence, justice, and morality are to have precedence in the government, let the question of the woman be brought up first and that of the negro last.” - Susan B. Anthony

You're not crazy, Democrats have just never changed.

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starlightshadowsworld · 5 months

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as if hamas wasn't the one to break the original ceasefire on oct 7

Original ceasefire?

Do you mean the 2021 ceasefire?

Which came after 11 days of conflict and occurred in response to Israel's actions.

Because they lead planned force expulsions of Palestinians from their homes, and attacked peaceful protesters in Al Aqasa mosque?

Leading to a conflict that resulted in 12 Israeli's being killed, 2 being children.

Which pales in comparison to the 248 Palestinians being killed, 66 being children.

And than even after the ceasefire, Israeli drones were still in the air.

A ceasefire Israel didn't even want and had to talked into by the US and the United Nations.

And on that same day Israeli police beat up an AP photographer.

Because of course they did.

Or do you mean the ceasefire in 2018?

In which the conflict began because Israel fired on 121 unarmed Palestinian protesters.

Who had gathered by the fence separating the two, demanding their right to return to their homes that Israel had expelled them from in 1948.

A ceasefire that Israel denies ever agreeing to, by the way.

Or do you mean the 2014 ceasefire?

A conflict that lead to 2251 Palestinians being killed, most of which were civilians.

While 66 Israeli soilders were killed, as well as 6 civilians.

There's no language on earth that makes these numbers comparable.

Also the ceasefire to this was one Israel broke within minutes.

I could go on but we'd quite literally be here all day.

These ceasefire agreements mean nothing to Israel.

They never have.

Why? Because Israel sees any kind of resistance against their illegal occupation of Palestine, as terrorism.

It doesn't matter if that resistance is peaceful or violent, Israel treats it all the same.

As a threat.

Prior to this year, they have displaced 70% of the indigenous Palestinian population in 2 of the most catastrophic displacement events in human history.

With the 1948 Nakba and the 1967 Naksa. All of which were committed against innocent Palestinians, way before Hamas was ever created.

And who created Hamas in 1987?

Oh yeah, Israel.

And who denies that fact because there seen as a threat to their control and occupation of Palestine?

Oh yeah, Israel.

Same people who treat the indigenous population of Palestinians as second class citizens.

Imposed an illegal blockade in Gaza for 16 years.

Encourage settler violence against Palestinians in the West Bank, where again Hamas ain't there.

And have openly said they want to wipe all Palestinians off the map.

Along with many, many other shit Israel has been up to.

That's not just limited to Palestine.

Jee I wonder why people would retaliate against this and not at all want to follow the tyrannical regime being forced onto them.

Heck, their wouldn't need to be a ceasefire if Israel didn't invade and settle illegally in Palestine in 1948.

Palestinians were doing a lot better than than before Israel showed up.

They've done literally all they can to reason with and peacefully protest against these tyrants.

But you can't expect an illegal occupation that's committing every war crime in the book.

Violating every international law and treats the Geneva convention like a checklist, to be expected to care for the suffering of innocents both Palestinians and their own civilians.

Given both the Israeli forces, the Israeli government and Israeli civilians have admitted that Israel has been firing on their own civilians on October 7th.

On purpose.

And continue to bomb Gaza, despite knowing their own civilians could be killed.

Israel can't be expected to follow any kind of law or agreement.

Because how else will the state of Israel go on if its not profiting the suffering of Palestinians.

Free Palestine, from the river to the sea.

For in our thousands and in our millions, we are all Palestinians.

#free palestine #anti israel #anti zionisim #free gaza #free west bank #palestine #gaza #israel #settler violence #settler colonialism #israel is a terrorist state #israel is an apartheid state #israel is committing genocide #israel is a war criminal #benjamin netanyahu is a war criminal #from the river to the sea palestine will be free

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