The Charlie Kirk Show - DEBATE NIGHT: Vaccines, Ivermectin, CRT in Schools and More with an Anti-Fascist Professor

00:00:00.000 Hey everybody, it's Anna Charlie Kirk Show, a bonus episode brought to you by TurningpointUSA at tpusa.com of a rather candid and fun conversation, but it gets heated with someone from Debate Night with Charlie Kirk from Turning Point USA, Rachel Bitcoffer.

00:00:16.000 We debate a variety of different things.

00:00:17.000 Now, if you hear a lot of bleeping, she had a very, let's say, she swears a lot.

00:00:24.000 There's really no other way to put it.

00:00:26.000 She had a salty lexicon.

00:00:29.000 So that's just the way that is.

00:00:32.000 So excuse that before we go into it.

00:00:35.000 If you want to email us, you can do it at freedom at charliekirk.com.

00:00:38.000 We talk about a lot of different things.

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00:00:59.000 If you're interested in debates, this episode is for you.

00:01:02.000 And maybe your friends are on the pro-CRT side.

00:01:05.000 We mostly talk about critical race theory and education.

00:01:07.000 We talk a little about COVID.

00:01:08.000 It's a little bit of a meandering conversation, but I think you'll enjoy it.

00:01:12.000 You guys can check it out.

00:01:14.000 You guys can support us at tpusa.com.

00:01:16.000 That's tpusa.com.

00:01:18.000 Debate night is here.

00:01:20.000 And if you like back and forth around ideas that matter, this episode is for you.

00:01:24.000 Here we go.

00:01:24.000 Buckle up.

00:01:25.000 Charlie, what you've done is incredible here.

00:01:27.000 Maybe Charlie Kirk is on the college campuses.

00:01:29.000 I want you to know we are lucky to have Charlie Kirk.

00:01:32.000 Charlie Kirk's running the White House, folks.

00:01:35.000 I want to thank Charlie.

00:01:36.000 He's an incredible guy.

00:01:37.000 His spirit, his love of this country.

00:01:39.000 He's done an amazing job building one of the most powerful youth organizations ever created, Turning Point USA.

00:01:46.000 We will not embrace the ideas that have destroyed countries, destroyed lives, and we are going to fight for freedom on campuses across the country.

00:01:55.000 That's why we are here.

00:01:58.000 Debaters, we have just a few rules to go over before we get started.

00:02:02.000 Tonight's topic will be on critical race theory.

00:02:05.000 We will start with four argument-based segments.

00:02:07.000 Each segment will be framed as a phrase or question that focuses on critical race theory.

00:02:13.000 If a phrase, you will need to explain why you either agree or disagree with it.

00:02:17.000 If it's a question, please explain your reasoning for how you would answer it.

00:02:21.000 For each of these segments, each debater will have two minutes for an open argument and a one-minute remote.

00:02:26.000 Four minutes of open debate will follow before the ending of each category.

00:02:31.000 After these segments, the floor will be open for 10 minutes to discuss anything related to the topic.

00:02:37.000 We will then end with one-minute closing arguments from both debaters.

00:02:41.000 Just a reminder, the use of foul language or ad hominem attacks will not be allowed.

00:02:46.000 And please do not say whatever you want.

00:02:48.000 Really?

00:02:49.000 If you do, the lights will go down.

00:02:52.000 Charlie, thank you for both joining us tonight.

00:02:54.000 I had no choice.

00:02:55.000 Let's get started.

00:02:58.000 No choice.

00:03:00.000 I came for fun.

00:03:01.000 That's good.

00:03:03.000 All right.

00:03:04.000 Rachel, you have the floor.

00:03:05.000 You may begin when ready.

00:03:07.000 Yeah, it's really difficult for me to start off talking about CRT because most of America, I have no idea what the hell it is.

00:03:16.000 So, you know, I'm happy to talk a little bit about CRT as I think it means, which is probably more blanket about diversity, inclusion education rather than the actual critical race theory, which is normally taught in law schools, as you know, and not something that I am well versed in to discuss as an expert.

00:03:35.000 But I will tell you, in terms of the critical race theory stuff that, you know, is being talked about in politics, I think for the average listener, they're hearing something about diversity and inclusion programming at school.

00:03:49.000 I certainly think we see that reflected in legislation that's being crafted for CRT because it does not say, hey, in K-12 education, we're not going to have to have proper curriculum and we're not going to have this high-level college course material, right?

00:04:06.000 In our K-12.

00:04:07.000 The bans, as they're being written, include things like diversity, it could fall in any way into diversity and inclusion education.

00:04:15.000 So, you know, I'm very excited to be here to talk about that and debate out whether or not we should be talking about diversity and inclusion in schools and what the proper role for government in terms of curriculum is too, which I think is going to be an issue that's going to be really important to you.

00:04:30.000 Yeah.

00:04:30.000 Great.

00:04:31.000 Do you want to use the rest?

00:04:32.000 No, I can yield my 30 seconds.

00:04:33.000 You yield your 30 seconds.

00:04:34.000 I'll yield it.

00:04:34.000 It's a very dangerous thing.

00:04:36.000 First of all, I'm glad you're here.

00:04:36.000 It can be.

00:04:38.000 You know, you put me in a really tough spot because you're a duck fan.

00:04:41.000 Like, not like a passive duck fan.

00:04:42.000 No.

00:04:43.000 Not like I'm kind of a half, you're actually a real duck fan.

00:04:46.000 So I have to be like really nice to you.

00:04:48.000 And I will anyway.

00:04:49.000 So we can just agree on that no matter what.

00:04:51.000 Go ducks, everybody.

00:04:52.000 Yeah, go ducks.

00:04:54.000 So my father, my aunt, my uncle all went to UFO.

00:04:56.000 I was raised going to Oregon games, raised, you know, literally in Eugene, running around Otson Stadium.

00:05:03.000 So anyway, we're going to agree on that no matter what.

00:05:05.000 And we will win a national title.

00:05:07.000 We will.

00:05:08.000 Dan Lanning's going to get us some five-star recruits.

00:05:08.000 We will.

00:05:10.000 We are going to go out there and so yeah, look, I think that what we're going to figure out what we both mean.

00:05:16.000 So I'm going to try not to talk past each other.

00:05:18.000 But I mean, look, CRT, as it's written, as it was literally in like the intro to critical race theory in 1991 by Delgado, was basically saying what we would call today is very racist.

00:05:31.000 And it is being taught in elementary schools and grade schools, the essence of it, right?

00:05:35.000 It might not be taught as like the complex esoteric legal theory, but also it's coming into policy as well.

00:05:41.000 It's coming into policy of actually how we educate kids from segregated classrooms in Atlanta to black-only dormitories at Western Washington University.

00:05:49.000 So it's more than just kind of an issue in curriculum.

00:05:52.000 It's actually changing the way education itself is done, which I think is something that we need to explore.

00:05:57.000 And I think it's also super evil to say that white kids should go to one classroom and black kids should go to one classroom.

00:06:02.000 I thought we kind of ended that chapter in our country, maybe not, through the Civil Rights Act, amongst many other things.

00:06:08.000 So look, CRT, as it was written as far as intro to critical race theory back in the 1990s, literally, I could read the words for you, but it's somewhat just reiterating that it's racist, pure, and simple.

00:06:21.000 They want to change the way that we structure conversations on race.

00:06:24.000 They want to view people through a racial lens.

00:06:27.000 And I grew up in an America where I went to a very diverse high school where that was de-emphasized.

00:06:32.000 And I believe race should be de-emphasized, especially in the education of our children.

00:06:36.000 And even beyond that, segregating kids in school, I think, is plain evil.

00:06:40.000 Yeah.

00:06:40.000 Great.

00:06:41.000 No, I mean, I think it would surprise most people to find out that today's education, the K-12 system, is actually more racially segregated than it was at the height of segregation.

00:06:51.000 And that's all by choice and mobility.

00:06:54.000 You know, people moving out of the cities and into the suburbs and so on and so forth.

00:06:59.000 And it's certainly not reflective to all school districts, but in places like Alabama, it is absolutely the case where we are producing naturally through the free market, if you want to put it on that, a segregated world, right?

00:07:13.000 So then you have to think about, well, why?

00:07:16.000 Why are people still naturally behaviorally keen to segregate?

00:07:23.000 Right.

00:07:24.000 And it's easy, I think, for two white people, myself and you, both grew up in pretty similar circumstances.

00:07:30.000 I'm sure a middle-ish class life and in the Navy and lots of diversity.

00:07:36.000 I also thought we were living in like a post-race world, right? 1.00

00:07:42.000 For a long time.

00:07:43.000 And when I found out, like the first time, you can keep going.

00:07:47.000 No, you're okay.

00:07:47.000 You're making it finish it.

00:07:48.000 No, you're good.

00:07:50.000 My point was going to be, if we can't talk about race, how are we going to foster an environment where people feel comfortable being with people that they don't feel in their racial tribes, right?

00:08:03.000 So if we decide that any conversation about race is by inherently racial or racist, as your terminology goes, it makes it very difficult, I think, for people who are interested in coalition building, community building, dealing with like what we would call de facto segregation.

00:08:23.000 So not by law, but by behavior.

00:08:26.000 And I guess I would be interested to hear, if we don't talk about diversity, how do we achieve those goals since you seem very keen to be living in a post-racial age? 0.85

00:08:38.000 Yeah, I mean, I...

00:08:39.000 You have one minute.

00:08:40.000 Yeah, I mean, I was raised in that country.

00:08:40.000 Okay.

00:08:42.000 I went to a high school that was 53% Hispanic.

00:08:45.000 I was a minority as a white Christian male, and no one talked about race.

00:08:50.000 We talked about character.

00:08:50.000 And it was great.

00:08:52.000 So I don't need to be like lecturing in some sort of hypothetical world.

00:08:56.000 I was raised in that world and it was awesome.

00:08:58.000 Everyone got along.

00:08:59.000 I mean, you went, you were in the Navy, or you grew up around the Navy, that's right.

00:09:03.000 And so maybe you have your own different experience with that.

00:09:05.000 But the more we talk about race, the more we actually bring those demons of our past to the forefront.

00:09:11.000 Like we're actually producing racism.

00:09:12.000 We're manufacturing it.

00:09:14.000 There's a supply and demand problem with racism in our country where there is an incredible demand to try to find it and we're trying to increase the supply of it.

00:09:22.000 And when you have playgrounds in Denver where you say white families are not allowed to come, black families only, how is that not just reinstituting the same segregational policies that we said were evil in the 1930s and 40s, which they are, and then just flipping it on its side to say, actually, now we're going to be racist to white people, which is actually the creed of Iberam X. Kendi.

00:09:41.000 He says segregation today doesn't take the segregation of yesterday.

00:09:44.000 I mean, I won't do the typical liberal thing, which would be to point out, you know, the statistics about homeownership and historic racism and, you know, why you might need affirmative action to achieve diversity, because I think that will just take us down a rabbit hole.

00:09:59.000 And I really want more, I think, to talk about the substance of America.

00:10:04.000 So it is true that when we were children, and I'm 10 years about older than you, we did not have curriculum that dealt with diversity and inclusion at all.

00:10:13.000 And like the American for Disabilities Act was in its infancy.

00:10:17.000 So like programs for students like my son with autism were few and far between in K through 12.

00:10:22.000 So we're really talking about a school environment now that has been spending, oh, I don't know, 20 years kind of building up an infrastructure that's more focused on, you know, community building exercises, getting people to be accepting and tolerant of others, reducing school bullying and, you know, suicide and issues with kids.

00:10:43.000 And I just don't know how we can have a conversation without mentioning race when we're talking about an inclusive environment.

00:10:51.000 Do you think there's something, I'm just going to ask a question.

00:10:53.000 Do you think there's something morally wrong with black only graduation ceremonies? 1.00

00:10:57.000 So I would argue that there is definitely something wrong with anything that is exclusive unless we're talking about a situation where have you, so you talk about being a minority in your high school, right?

00:11:09.000 Well, certainly not a minority in the country.

00:11:11.000 And I also went to a very diverse high school.

00:11:11.000 Yes.

00:11:13.000 I was at least 50% African American, right?

00:11:16.000 And, you know, the thing that I noticed about it, for me, it was a real shock the first day I enrolled because I came from a smaller city first and moved into that to see like, oh, this is the first environment I've ever sat in where I, not everyone's white, right?

00:11:30.000 I mean, at least half the people around me were black.

00:11:33.000 And, you know, what I would have liked back then is some direction on getting to know people from a different world, right?

00:11:40.000 Like our problem is siloing too much, right?

00:11:44.000 With all the technology we have, we're only hanging out with people that agree with us, come from our own walk of life.

00:11:49.000 For example, when you mix people together, you get things that you could not have in a homogenous environment with one representative of that minority group. 0.93

00:11:58.000 So, I just, you know, I think it's important to keep in context that too, like the America that I grew up in the 80s and the 90s for you is much more diverse, right?

00:12:09.000 So, we, I don't see the need for diversity and inclusion education for perpetuity.

00:12:16.000 Isn't like, for example, a black-only graduation ceremony, isn't the opposite of diversity? 0.98

00:12:20.000 So, where was a black-only ceremony?

00:12:21.000 Columbia University.

00:12:22.000 Okay.

00:12:23.000 And why was it black-only?

00:12:24.000 Good question.

00:12:25.000 No, I mean, literally, like, what was the rule that made it black? 0.70

00:12:27.000 Because they said they're uncomfortable around white people.

00:12:30.000 Oh, really?

00:12:31.000 So, it was a private ceremony.

00:12:33.000 Yes, and white people were not.

00:12:34.000 You know what?

00:12:35.000 I'm going to be very steady across things.

00:12:39.000 And when I was teaching in Georgia, I had found out that there was a high school in Georgia still doing a whites-only prom in 2012, dude.

00:12:46.000 It was like 2013.

00:12:47.000 You can Google it.

00:12:47.000 I think that's evil.

00:12:48.000 And you agree that, like, yeah, yeah, no, definitely.

00:12:50.000 And the way that they were doing that, by the way, is going into private education, which is a really important conversation I think we should have.

00:12:57.000 Because when you're in the private sector, you can do things like black-only or white-only. 0.97

00:13:02.000 And I definitely worry that we want to- Not anymore.

00:13:04.000 Civil Rights Act disallows that, but we could talk about that in a sec.

00:13:06.000 So you live in Oregon?

00:13:08.000 Yeah, there's a black-only school that's been chartered.

00:13:08.000 I do.

00:13:10.000 Do you think that's a good thing or a bad thing?

00:13:12.000 I have not looked at that, so I'm not going to comment on that at all.

00:13:15.000 But, you know, to me, imagine suburbs of Portland.

00:13:18.000 So here's one thing that really sticks with me.

00:13:20.000 Have you ever read the book Cast by Isabella Wilkerson?

00:13:24.000 Okay.

00:13:24.000 I read that book.

00:13:26.000 It was a hard read.

00:13:27.000 And history is a hard read if we, you know, take a hard look at all history, not just the U.S. history, right?

00:13:34.000 Yeah.

00:13:35.000 I've been studying world civilization pretty intensely over the last year.

00:13:39.000 And there's commonalities in human behavior that are not unique to America.

00:13:42.000 I agree.

00:13:42.000 Right.

00:13:43.000 So to me, like the story's exceptional, but yeah, for sure.

00:13:46.000 It's an exceptional story, but it's, but there are things that are commonalities between us and other people in other countries, right?

00:13:46.000 It is.

00:13:54.000 And one thing that humans unfortunately have a default setting to is violence and intolerance.

00:14:00.000 And the only thing that seems to mitigate that anyway is exposure to other people, other cultures.

00:14:07.000 And you know that as college.

00:14:09.000 I know that that's why I think black only schools would do the opposite. 1.00

00:14:12.000 Yeah, no.

00:14:13.000 So, all right.

00:14:16.000 It's difficult to imagine what it would be like to be in a place where you've stood out a lot, right?

00:14:23.000 I mean, you know, you're a handsome guy.

00:14:25.000 So you stand out that way.

00:14:26.000 You know, most of my detractors would completely disagree.

00:14:28.000 Oh, you got the hair.

00:14:29.000 You're just liberal that ever.

00:14:31.000 That hair is just, you know, to die for.

00:14:33.000 Yeah.

00:14:35.000 Quote that, everybody.

00:14:36.000 Charlie Kirk has hair to die for.

00:14:38.000 There you go.

00:14:40.000 But other than that, I'm don't take this now.

00:14:42.000 I'm going to let you down.

00:14:43.000 You're pretty nondescript, right?

00:14:45.000 And so am I.

00:14:46.000 And, you know, I don't know that we can understand what it would be like to be not nondescript in the sea of people who all have this commonality and you do not, right?

00:14:59.000 So I think, you know, when we think about what diversity and inclusion education, which is to me more useful to talk about than a future, organizing education.

00:15:11.000 Yeah, right.

00:15:12.000 So like at Western Washington University, they have black-only dorms.

00:15:16.000 That's the opposite of diversity.

00:15:18.000 Yeah, but I mean, imagine if you, if you were the, let's say you're 10% of a university, like CNU had fantastic racial diversity, still like 20%, right?

00:15:29.000 So like if I went to an HBCU, which I wouldn't, like, I don't know if I would get in or not, but like, I guess they can't discriminate in race.

00:15:35.000 And I had a white-only dorm, that would be bad. 0.98

00:15:39.000 Yes, because you're at a black college. 0.94

00:15:42.000 It would be weird, right? 0.93

00:15:43.000 Yeah.

00:15:43.000 So do you get what I'm saying though?

00:15:44.000 It's like this is no longer like theory.

00:15:45.000 We're like, think about it the other way.

00:15:48.000 Like not every black student can afford a private tuition at HBCU.

00:15:52.000 Those are extraordinarily expensive, right?

00:15:54.000 And usually competitive for admissions.

00:15:57.000 So if you go to a normal university and the University of Georgia is a great example of this because we both hate their football program as our natty.

00:16:04.000 Our natty.

00:16:05.000 We still work football coaches.

00:16:07.000 We did. 0.99

00:16:07.000 No shit. 0.99

00:16:07.000 We did get revenge, didn't we, Charlie? 0.99

00:16:10.000 Yeah, damn lenny. 1.00

00:16:10.000 There we go. 1.00

00:16:11.000 All right.

00:16:12.000 Anyway, you distracted me, but at the University of Georgia, where the population of that state is 30%, okay?

00:16:21.000 30%. 0.97

00:16:22.000 Black, black. 1.00

00:16:23.000 The university student body when I was there for that four or five years was only 10% black.

00:16:30.000 So imagine then, if you like, I'm trying to guess, I guess I'm trying to explain like what would it be like if we took Charlie Kirk and dropped him in an African country where he was the minority student?

00:16:40.000 He would probably feel lonely and want to have programs that helped.

00:16:44.000 Well, look, I mean, I hate to like say that I haven't lived anything close to that, but I did grow up in a high school where I wasn't the majority.

00:16:50.000 Right.

00:16:51.000 And I didn't feel like inclined to go start a white-only group.

00:16:54.000 Would you, do you think you would have, though, if it was 90-10?

00:16:57.000 No, I see, this is important.

00:16:59.000 Whether I would have or not is irrelevant, whether it's right or not.

00:17:02.000 See, like, if you're in the minority.

00:17:04.000 People do things that are wrong all the time.

00:17:05.000 I agree.

00:17:06.000 So it's wrong.

00:17:06.000 So the fact they're doing it doesn't mean it's right.

00:17:09.000 So like rebuilding the tribe is bad.

00:17:12.000 Not that if you want to do it, like, of course, in your natural instinct, you want to be in your tribe.

00:17:16.000 Right.

00:17:17.000 But like what makes the West different is we tried to break the tribes apart. 0.60

00:17:22.000 I mean, there's a natural melting pot of that.

00:17:22.000 Yeah.

00:17:24.000 At least an attempt to try to get there, right?

00:17:26.000 So very much.

00:17:27.000 What CRT is or whatever you want to call it, and I think we're agreeing on some of this is like in Atlanta and in Portland, all these places where they start to put people back in their tribe.

00:17:37.000 It doesn't matter if people would want that.

00:17:39.000 It's wrong.

00:17:40.000 Yeah.

00:17:40.000 You know, I think too, like we really need to think about, like, okay, if we have this natural segregation still in society and it's causing so much political animus, right?

00:17:51.000 This, I don't know if you've ever heard the book by Robert Putman called Bowling Alone.

00:17:56.000 Yeah, and bowling talks about it.

00:17:56.000 Yeah, I've heard about it.

00:17:58.000 It used to be a very big deal.

00:17:59.000 Yeah, but mostly it's about you and me, right?

00:18:01.000 We would never maybe get along, except for, turns out we're both like diehard season ticket holding duck fans.

00:18:08.000 Right.

00:18:08.000 That's exactly right.

00:18:08.000 And like, that's all that matters, right?

00:18:10.000 Like, so now you and I go to a game. 0.99

00:18:12.000 And I'm not saying we're going to do this in America, but you and I are at a game and we're shooting the shit. 0.99

00:18:17.000 And you realize, oh man, you know what? 1.00

00:18:19.000 Not all liberals are assholes. 1.00

00:18:20.000 Okay. 1.00

00:18:21.000 This woman likes to blow shit up. 1.00

00:18:24.000 Yeah. 1.00

00:18:24.000 And not all conservatives are fascist, right? 1.00

00:18:27.000 She likes to blow, you know, blow up fireworks. 1.00

00:18:30.000 She likes to drink beer. 1.00

00:18:31.000 She can talk shit with me on football. 0.99

00:18:33.000 And it breaks the caricatures that we tend to draw about people we don't know. 0.99

00:18:38.000 And so, you know, I agree with you.

00:18:40.000 I don't think we disagree that, you know, moving backwards into safe spaces to use your tribal space.

00:18:48.000 Ideal, because what we really need in America more than anything else is more time together, right?

00:18:54.000 We need more people doing more things.

00:18:57.000 I think we just ended the debate.

00:18:58.000 That's right.

00:18:59.000 Let's go watch some books.

00:19:00.000 CRT is doing the opposite.

00:19:02.000 It just is.

00:19:02.000 Like you read their literature, Ibramax Kendi, who's like the archbishop of this stuff, he's like, we need more segregation.

00:19:08.000 Like he's supporting this stuff.

00:19:10.000 And I agree, like we should be trying to find things we have in common, not like, okay, you go to your corner and you go to your corner.

00:19:16.000 That only makes the divisions further.

00:19:19.000 It does.

00:19:19.000 And then like in a time like this, where we're dealing with pressures, international pressures that the world has not faced since the 30s, right?

00:19:27.000 We really want to be, I think, getting our domestic house in order.

00:19:31.000 And I think that's something that, you know, I and others have been arguing for a long time. 0.98

00:19:34.000 but now we're really starting to see division in America politically, domestic politics, especially about stupid shit, is really going to endanger our international efforts here dealing with a military aggressive. 0.99

00:19:47.000 So I'm going to go a step further. 0.99

00:19:49.000 Like the way I framed it, and you agreed with most of it, do you now understand why most parents are really scared and like apprehensive of this being implemented, right?

00:19:56.000 Because they don't want that vision.

00:19:57.000 They don't want 1950s America where it was segregated.

00:20:01.000 Yes, but so here's the thing is, you know, we're no bullshitting between the two.

00:20:05.000 I'm not sure what to do with that.

00:20:06.000 CRT is a topic of debate, but it is also a political tool, right?

00:20:11.000 And is a very handy political tool because for the average Virginia suburban person, like when they hear CRT and they see conversations, you know, about books that, you know, have racy stuff in it, like that stuff taps right into emotion, right?

00:20:28.000 Fear, threat, and emotion.

00:20:31.000 So, you know, to me, whether or not the merits of CRT, a theory like that in the right setting, certainly not in K through 12, but diversity and inclusion education in K through 12, to me, those things, you know, you have to take into account that, you know, the difference of how an average person's going to hear that, right?

00:20:55.000 They're not going to realize, oh, what Charlie Kirk means is, you know, this theory that, you know, the whole system is designed in a supremacist way and that, you know, the white power structure has, you know, rig the rules, da, That's not what a parent hears.

00:21:13.000 What a parent hears is, you know, they're making my kid feel bad about being white.

00:21:19.000 Well, yeah, let's just start with, okay, that's fair.

00:21:21.000 What's wrong with a parent being upset about that?

00:21:24.000 Like, should a kid feel bad for something he didn't do?

00:21:26.000 Well, I mean, it all's fair in love in politics, right?

00:21:29.000 And especially here in American politics where we don't have any regulation on campaign speech, on campaign material and stuff like that.

00:21:37.000 So to my answer would be...

00:21:39.000 That's not totally true.

00:21:40.000 Well, very little, very little, right?

00:21:42.000 And so like what my answer would be to that is it's a handy, expedient political weapon.

00:21:49.000 And because of that, Democrats should behoove themselves to answering it with a counter offense.

00:21:55.000 Okay, so I'm actually really curious to what you think the counter offense is, but like, let's just kind of forget the political charge to it.

00:22:02.000 If a kid comes home and is being taught he's terrible because he's white or that's how he feel, is there something wrong with that?

00:22:08.000 Shouldn't that be fixed?

00:22:09.000 Like, no, no eight-year-old should have to feel guilt because of something he didn't do.

00:22:13.000 Yeah, so, but like, where are the eight-year-olds that are coming home like that?

00:22:16.000 I have not met one.

00:22:17.000 Like, I- The whole Virginia election kind of showed that there's plenty, right?

00:22:20.000 Well, no, I mean, the perception, perception is different than actuality, right?

00:22:25.000 So, like, my goal, Charlie, is to create a perception, this election cycle, that's pretty similar to things about like CRT or what have you.

00:22:35.000 And, you know, what CRT is advantaged for is it hits at this base pressure that's that's really hitting the electorate right now because we're in this America that didn't exist 40 years ago.

00:22:47.000 It didn't exist in terms of racial diversity.

00:22:50.000 It didn't exist in terms of gender and racial, like du jour equality, right?

00:22:56.000 So we're really looking at a society that's been extremely pressured.

00:23:00.000 And that's why you see this international too, in other Western democracies.

00:23:05.000 The heterogeneity of the modern populations, populations moving, globalization has really put a lot of pressure on, you know, the hegemonic power structure, which of course is still white people in America. 0.53

00:23:20.000 I mean, we still have to.

00:23:22.000 I got to ask you, why the heck does that matter?

00:23:24.000 What does race have to do with anything?

00:23:25.000 Why does that matter to you?

00:23:26.000 So I think like the answer to that, and being a woman, I can't answer what it's like to be a racial minority.

00:23:32.000 I can answer to what it's like to be a woman, right?

00:23:35.000 And, you know, and we know this now from psychological research, that even people who want to be race blind, who feel and passionately feel about equality and stuff, when we test them in a lab, have racially, like they respond to race codes, right?

00:23:53.000 So like, you know, in laboratory settings, even liberals will respond differently to a black face than a white face, right? 0.86

00:24:01.000 And because we're talking about- Are you talking about unconscious bias?

00:24:03.000 Yes, unconscious bias.

00:24:05.000 None of it's true.

00:24:05.000 No, no, I mean, it's definitely 0%.

00:24:07.000 No.

00:24:08.000 Completely.

00:24:09.000 Dr. Fryer, go read his stuff from Harvard.

00:24:10.000 Okay, but here's the thing.

00:24:12.000 And this goes back to your piece in the very first piece you ever wrote that made you Charlie Clark.

00:24:17.000 Okay, so the economics textbook.

00:24:19.000 Wow, you know my bibliography.

00:24:22.000 I told you, I've watched you grow up, and I don't mean that in a condescending way.

00:24:25.000 No, I just mean my academic career has tracked your career and we're both Trump babies, right?

00:24:30.000 I mean, Tommy made you and Trump made me is just in different ways, right?

00:24:35.000 Okay.

00:24:36.000 So you're a big Trump fan.

00:24:37.000 But so with your article on economics, which, you know, Paul Krugman aside, he's not a terrific economic.

00:24:44.000 No, he's actually off.

00:24:45.000 Yeah.

00:24:45.000 I mean, actually, he's pretty run of the mill, right?

00:24:47.000 Which is tends, sometimes we see that in media, not the best academics are doing academic research.

00:24:53.000 Trust me, I'm not the best academic, and that's why you see me in the media, right?

00:24:58.000 So anyway, with Krugman, I wanted to see where your original spark was on the education issue.

00:25:04.000 And I saw that it tied back to textbook language.

00:25:07.000 So I went into look because we're going to talk about CRTs and textbooks and what the textbooks will look like for America.

00:25:12.000 Right.

00:25:13.000 So I did.

00:25:15.000 So what I want to stress with you is this.

00:25:17.000 Like the way that textbook is written is actually standard.

00:25:20.000 And we can debate whether they should have citations.

00:25:22.000 Right.

00:25:23.000 But like in the research world, and it doesn't matter if it's molecular biology or politics, there is an academic consensus about something.

00:25:32.000 Right.

00:25:32.000 And when there is, like, it's pretty standard form to say most economists agree or the prevailing, you know, wisdom is this.

00:25:42.000 When you are coming from something that is like shattering a paradigm, usually other people will get into that.

00:25:50.000 So eventually there's momentum for something to say like this was wrong.

00:25:54.000 They have been wrong and they can be wrong.

00:25:55.000 Yeah, but like you can always, I mean, look at climate change, right?

00:25:59.000 10 years ago, there was a big effort to make, you know, to promote anti, like scientific research that did not agree with the consensus, right?

00:26:10.000 And on the political right, especially.

00:26:12.000 And they got a lot of scientific consensus.

00:26:14.000 On climate change.

00:26:14.000 Yeah, but which part of it?

00:26:16.000 That climate change is man-made and occurred.

00:26:19.000 But to what extent?

00:26:20.000 I don't think that was the debate back then.

00:26:22.000 Well, anyone could say it's men.

00:26:24.000 That's the whole point, though, right?

00:26:25.000 Is it 1%, 5%, 10%, 15%, 20%?

00:26:28.000 If you can't prove it, then you're a novelist.

00:26:31.000 Not at all.

00:26:32.000 So what are you doing?

00:26:33.000 You're like, okay, man contributes to carbon emissions.

00:26:36.000 Oh, really?

00:26:37.000 And 95% of science, the scientific consensus says.

00:26:41.000 You can always find a detractor.

00:26:44.000 And when a detractor is Galileo or Copernicus, but when it's when it's Galileo, though, what you will see eventually is a bandwagon effect.

00:26:54.000 And if there was meat to the anti-climate research, then it would be that.

00:26:59.000 No, that's a flawed argument.

00:27:00.000 No, not at all.

00:27:01.000 Okay, so let's use another example.

00:27:03.000 So basically, you're saying if a majority of scientists agree with something, then it has momentum, it must be right.

00:27:09.000 No, not at all.

00:27:09.000 I'm saying if it's wrong, someone will discover that's wrong.

00:27:13.000 And through replication and verification, that fix will eventually become the prevailing wisdom.

00:27:18.000 I mean, I can think of so many examples why that's not.

00:27:20.000 So like if you were reading a textbook in a different time period, you would have had a different, there would have been a different conversation about supply-side economics, because in the 80s, that was a new policy.

00:27:31.000 I'm not interested in supply side economics right now, actually, but I am, I don't want to go too far down this rabbit hole, but like the yielding to experts.

00:27:39.000 I mean, have you seen how wrong they've been the last two years?

00:27:41.000 They've been wrong about everything.

00:27:42.000 Wrong about ivermectin, wrong about vaccines, wrong about lockdowns, melatonin, hydroxychloroquine.

00:27:48.000 They were wrong about early treatments, vitamin D levels. 0.99

00:27:51.000 Everything they published was garbage.

00:27:52.000 Charlie, what if I was to tell you, though, you're such a smart guy that none of that is correct? 0.98

00:27:56.000 Oh, vitamin D levels don't have an impact on the hospital.

00:27:59.000 I have no idea about vitamin D. 152 plus people.

00:28:02.000 I will urge anybody that's listening to ivermectin.

00:28:04.000 Do not rely on ivermectin if you're dying of COVID.

00:28:08.000 Wait, have you not read the ivermectin studies from Uttar Pradesh?

00:28:10.000 I have read every I have read every study on COVID, okay?

00:28:15.000 Every study.

00:28:16.000 I mean, almost every one of them, because look at me.

00:28:19.000 I obviously have comorbidities, right?

00:28:22.000 I hope you have.

00:28:22.000 And I will tell you this: the vaccine, right?

00:28:25.000 Nine out of ten people who are dying right now in the hospitals in your state in Arizona because they don't have early treatment.

00:28:32.000 Well, they wouldn't need it.

00:28:34.000 So let me ask you: so, what is the average vitamin D level of someone who dies of COVID?

00:28:39.000 I have no idea, but I will tell you this.

00:28:41.000 When someone dies of COVID, they do it gasping for breath over days.

00:28:46.000 Were they given prednisone?

00:28:47.000 And it's probably extremely painful.

00:28:49.000 So, how does aspirin affect hospitalization with COVID?

00:28:53.000 That I don't know.

00:28:54.000 80% decrease in hospitalization.

00:28:56.000 I highly doubt aspirin help you in that case.

00:29:00.000 Are the studies wrong?

00:29:00.000 Are the scientists incorrect?

00:29:03.000 If there was momentum, why don't you read it?

00:29:04.000 Charlie, if you want a scientist to tell you anything, like I can, we can make that happen.

00:29:08.000 What do there's 400 scientists, if you want to impress me, 400 scientists?

00:29:12.000 About 10,000 that got behind us.

00:29:14.000 90% of them do agree with your research.

00:29:16.000 So, how did Uttar Pradesh and India get rid of COVID?

00:29:19.000 I'm sorry, Uttar Pradesh, a province of 270 million people.

00:29:23.000 How'd they get rid of COVID?

00:29:24.000 I am not sure because I'm not an expert on any COVID-distributed ivermectin.

00:29:29.000 But I will tell you this.

00:29:30.000 I mean, well, then, you know what?

00:29:32.000 If you were in the hospital, what would you ask for?

00:29:34.000 Ivermectin, pregnisone, melatonin, azithromycin. 0.99

00:29:39.000 But not the shit that actually would save you. 0.96

00:29:42.000 Yes, that's the stuff that saved you. 0.99

00:29:43.000 Well, it could save you, or the other things.

00:29:45.000 Saved President Trump.

00:29:46.000 Well, amongst other things, I don't want to get too far on this rabbit hole, but I know at least 30 people's lives who are saved by ivermectin, and I pray that you'll have access to it.

00:29:55.000 I know at least 500,000 people who have died because they didn't have a COVID vaccine.

00:30:00.000 You know, 500,000 people?

00:30:01.000 I don't know them.

00:30:02.000 Thank God, right?

00:30:03.000 That'd be a lot of funerals.

00:30:04.000 That's a lot of Facebook friends.

00:30:05.000 Okay, so I want to go back to something, though.

00:30:07.000 Why does race matter?

00:30:09.000 I think race doesn't matter to white people because we are in a majority white system.

00:30:14.000 And eventually we might notice how it feels to be not racially dominant when the world is no longer, you know, majority white, or at least our world isn't.

00:30:24.000 And right now, it's 66% still.

00:30:27.000 So, besides melanin content, do you think there's differences between races?

00:30:32.000 Nope.

00:30:32.000 Do you?

00:30:33.000 No, then why do we talk about it all the time?

00:30:35.000 I don't know.

00:30:35.000 Yeah, but you're talking about it.

00:30:36.000 You're like, yeah, we need to talk.

00:30:38.000 It should be irrelevant.

00:30:38.000 No, no, no.

00:30:40.000 Unless you think there's differences in racism.

00:30:41.000 I wanted to talk about it with you.

00:30:43.000 But, you know, what I would say to people is the topic of the conversation around race is not designed to have a substantive impact on race relations.

00:30:55.000 It's designed to win a political argument, right?

00:30:58.000 So, you know, in terms of...

00:30:59.000 What do you mean by race relations?

00:31:01.000 I'm confused.

00:31:01.000 Like, how is America racist?

00:31:04.000 All right.

00:31:05.000 Are you familiar at all with the concept of structural racism?

00:31:09.000 Yeah, it's a myth.

00:31:10.000 No, it's true.

00:31:11.000 So tell me why it's true.

00:31:12.000 Okay.

00:31:13.000 Not outcomes.

00:31:13.000 Tell me why it's true.

00:31:14.000 So the textbook that you harken back to in the 1950s, right?

00:31:18.000 I found one of those in Virginia.

00:31:20.000 It was a publication from five.

00:31:22.000 Yep.

00:31:23.000 So when we think about like how do you design curriculum that's historically accurate, that doesn't talk about oppression, that doesn't talk about one group being oppressed over the other, right?

00:31:35.000 And so when you look at that Virginia textbook, I certainly don't argue that that's what we're looking at heading back towards.

00:31:41.000 But my guess is if you were to try to write a curriculum that covers, you know, slavery in the U.S. or the Holocaust or whatever, and not give the narrative that this group did this horrible thing to the other group, you're going to have to rely on some pretty...

00:31:58.000 But it wasn't groups, though.

00:31:59.000 That's incorrect.

00:32:00.000 Not every white person was a slave owner.

00:32:02.000 Well, that doesn't matter, though, because nine out of 13 states abolished slavery.

00:32:07.000 Here's the other thing.

00:32:09.000 It's not like every white person was supportive.

00:32:10.000 In fact, we had abolitionists at the time of the founding.

00:32:12.000 Exactly.

00:32:13.000 So why would you say one group?

00:32:15.000 Well, I mean, you know, you don't have to have every white person.

00:32:19.000 No, in fact, the majority of white people found slavery to be reprehensible at the founding.

00:32:22.000 I don't know that if we would have pulled segregation in the 50s, we would have found that.

00:32:27.000 Let's start with slavery. 0.99

00:32:28.000 Nine out of 13 states abolished slavery by the time of constitutional ratification.

00:32:31.000 Yeah, then why did the South secede?

00:32:33.000 Well, they seceded post-Cotton Gen for economic reasons. 0.98

00:32:37.000 We went to war over it, though.

00:32:38.000 To say that America.

00:32:40.000 The South declared war because they expected Lincoln to ban slavery.

00:32:45.000 And he ended up doing it.

00:32:46.000 Well, not for a long time.

00:32:48.000 You know why?

00:32:49.000 Because he wanted the fight to be about national unity, which is a good way to, I think, come wrapping around, right?

00:32:56.000 National unity.

00:32:58.000 So the first few years of the Civil War, he did not expressly say this war is about ending slavery.

00:33:05.000 He got to it.

00:33:06.000 And he later got to it.

00:33:08.000 Because the South was more passionate and the North needed to.

00:33:12.000 No, no, I know, but let's go.

00:33:13.000 I mean, but you said something I want to focus on, though.

00:33:16.000 One group doing something to the other.

00:33:18.000 Like, that's just not true, right? 0.80

00:33:20.000 It would be a small group of white people that exploited incorrectly a group of black people.

00:33:24.000 I think the crowds that would show up for the lynchings, according to research that I've read, numbered in like 5,000.

00:33:30.000 And they would mail.

00:33:31.000 They wouldn't have to be able to do that.

00:33:32.000 Then why was slave being abolished?

00:33:35.000 Pieces of like these people's bodies on that.

00:33:39.000 That's a problem.

00:33:39.000 But like, that is not a small, that's not a small group of people.

00:33:42.000 That's not an isolated event.

00:33:44.000 I mean, in certain states, it's a systemic problem.

00:33:48.000 Nine states abolished it.

00:33:49.000 Thomas Jefferson wrote in the original draft of the Declaration to King George, admonishing him for bringing slavery.

00:33:54.000 The first ever anti-slavery convention was in Philadelphia, chaired by Benjamin Franklin in 1775.

00:34:00.000 Thomas Jefferson got rid of the importation of new slaves.

00:34:02.000 I understand.

00:34:03.000 Guess what?

00:34:04.000 None of that stuff's taught in our schools right now.

00:34:06.000 Sure, isn't it?

00:34:06.000 Because of CRT.

00:34:07.000 No, it's not.

00:34:08.000 Have you ever taught any kids like history?

00:34:11.000 I want you to go and see public school in Eugene and Portland and ask them, was Thomas Jefferson a racist or did he ban slaves coming into the United States?

00:34:18.000 What would they say?

00:34:18.000 Charlie, I'm going to tell you this.

00:34:20.000 Every semester I would ask my students, like basic.

00:34:24.000 Okay, but I'm asking like, they don't know any of that because they don't even, they're not like they're on their phones.

00:34:29.000 Oh, yeah, but like let's talk about Thomas Jefferson.

00:34:31.000 And they don't even know the big main points of World War II or American Council.

00:34:34.000 Do you think that most schools are teaching Thomas Jefferson to be a good person or a bad person?

00:34:39.000 Good person.

00:34:39.000 Yes, definitely.

00:34:40.000 Why are they taking down statues?

00:34:41.000 Yeah.

00:34:42.000 Well, you know what? 0.99

00:34:43.000 If you go into the deepest county in Alabama where there's deep red Republicans, do you find them doing shit that you don't agree with? 0.99

00:34:50.000 Well, give me an example. 0.99

00:34:51.000 I've given you plenty.

00:34:52.000 I don't know what you're talking about.

00:34:53.000 I mean, right now things are getting a little cloudy because some of the things that come out of those deep red pockets are becoming mainstream in Republican politics, right?

00:35:01.000 I mean, CRT bans, right?

00:35:02.000 So this idea of laws, I mean, to me, somebody who is offended by big government should be deeply offended by the idea of the government dictating curriculum.

00:35:12.000 No, no, the government should be small and strong.

00:35:15.000 Do what it should do and do it correctly and quickly.

00:35:17.000 So defend CRT.

00:35:19.000 There's 14 bills.

00:35:20.000 They're being passed.

00:35:21.000 So let's talk about the Texas CRT law.

00:35:23.000 In the CRT law in Texas, it says, quote, we want to fulfill the legacy of Martin Luther King's letter from a Birmingham jail and I have a dream speech.

00:35:31.000 They want to protect the Federal Civil Rights Act.

00:35:33.000 They want to protect the United States Supreme Court decision in Brown versus the board.

00:35:37.000 They want to talk about the emancipation, talk about the Universal Declaration of Human Rights, and educate on the 13th, 14th, and 15th Amendment.

00:35:45.000 Why is that wrong?

00:35:46.000 It's not wrong, but I believe that they're also striking out some other things.

00:35:49.000 Let me tell you how they word it.

00:35:50.000 Here's how they word it, though.

00:35:51.000 They say that no person, any individual, should feel discomfort, guilt, or anguish, or any form of psychological distress on account of his or her race or sex.

00:36:00.000 We agree with that.

00:36:00.000 Okay, but would you teach the Holocaust to German students or not?

00:36:04.000 Because they're going to definitely feel.

00:36:06.000 But I wouldn't blame them for it.

00:36:07.000 Well, nobody blames, nobody's saying you caused that.

00:36:11.000 That's where you're wrong.

00:36:12.000 Yeah, but so Charlie, I can also find, and I didn't know I could have a ledger book or a cheat sheet.

00:36:17.000 So I wouldn't.

00:36:18.000 You can do whatever you want.

00:36:19.000 My memory is just not as good as yours.

00:36:20.000 My memory is horrible, actually.

00:36:22.000 But here's the thing.

00:36:25.000 You can always find exceptions to things.

00:36:28.000 Outliers.

00:36:29.000 This is evidence, not exceptions.

00:36:31.000 You know, some wingnut people in San Fran.

00:36:33.000 They live in a bubble, right? 1.00

00:36:35.000 They think everybody thinks like them, and they pass stupid sh ⁇ . 1.00

00:36:38.000 Okay, how about Springfield, Missouri? 1.00

00:36:40.000 Like renaming the school Lincoln.

00:36:41.000 Springfield, Missouri.

00:36:42.000 Teachers were told to rank themselves.

00:36:44.000 That is not a modal policy.

00:36:47.000 This is all across the country.

00:36:48.000 This is a sampling.

00:36:49.000 No, it's not all across the country.

00:36:50.000 Springfield, Missouri.

00:36:51.000 Okay.

00:36:52.000 They said teachers have to rank themselves on an oppression matrix scale.

00:36:56.000 White English-speaking Christian males were taught that they were part of a oppressor class and must atone for their racial discretion.

00:37:02.000 I won't even do the San Francisco one because I'll take your critique.

00:37:05.000 How about Philadelphia?

00:37:06.000 Fifth graders were told they had to celebrate black communism and simulate a black power rally to free Angela Davis.

00:37:13.000 And Charlie, that's why like the misinfo on COVID.

00:37:16.000 But this is not misinformation.

00:37:17.000 No, listen, it's so dangerous to have a good conversation.

00:37:21.000 What misinfo did that?

00:37:22.000 Because I don't know if I can believe your bullet points.

00:37:26.000 I'll print out the article for you.

00:37:27.000 I mean, but you're also citing studies that are scientifically flawed for COVID.

00:37:33.000 Until you could tell me why Uttar Pradesh got rid of COVID with ivermectin, then it's not.

00:37:37.000 I don't know.

00:37:37.000 How about you tell me how we killed 700,000 people in America?

00:37:41.000 No one else.

00:37:42.000 How about this?

00:37:43.000 We suppressed early treatments.

00:37:45.000 We didn't allow people that get their vitamin D levels up.

00:37:48.000 We didn't tell people the truth about this virus from the beginning, which is an mRNA virus.

00:37:53.000 Who did not tell you?

00:37:54.000 CDC, Anthony Fauci, Francis Collins, everybody but your team.

00:37:58.000 Pfizer, AstraZeneca, Moderna, Johnson and Johnson.

00:38:01.000 No, I'm blaming companies.

00:38:02.000 I'm blaming Facebook.

00:38:04.000 Not President Trump.

00:38:05.000 How about Dr. Robert Malone should have been platformed?

00:38:07.000 Dr. Peter McCullough should have been platformed.

00:38:08.000 Dr. Pierre Corey saved thousands of lives.

00:38:15.000 Does not, will not say that the vaccine saves lives.

00:38:19.000 Well, so how many people do you know that have been injured by the vaccine?

00:38:23.000 I personally don't know anybody who has died.

00:38:27.000 But I also have a very distorted pool from you.

00:38:29.000 But I know lots of conservative people who had shows who are now dead because they did not get the vaccine.

00:38:36.000 Well, because they were suppressed early treatment.

00:38:38.000 They did not support mono, whatever.

00:38:41.000 Monoclonal is amazing.

00:38:42.000 Even though the Biden administration has removed it.

00:38:42.000 I agree.

00:38:44.000 It's fixes you right away.

00:38:45.000 I agree.

00:38:45.000 Monoclonal regenerant.

00:38:46.000 So please, if you're listening to this, just so you know, they suppressed it.

00:38:50.000 The Biden administration has suppressed monoclonal antibodies to Florida in particular.

00:38:53.000 But let me ask you a question.

00:38:54.000 So how many deaths according to the vaccine on VARES database?

00:38:58.000 How many people have died since getting the vaccine?

00:39:00.000 Just according to VARES, which is historically underreported.

00:39:02.000 So I do track the COVID deaths, pre- and post-vaccine, right?

00:39:06.000 But you guys keep in mind, too, that the vaccine came out, I guess it hits the general public in January, we'll say, right?

00:39:13.000 January of 2021 ish, right?

00:39:17.000 So we're about one year of vaccine and then one year pre-vaccine in this pandemic.

00:39:23.000 And when you look at the data, it tells a very compelling story about vaccine efficacy.

00:39:28.000 And that vaccine is, you know, when we think about the 2,000 people that died today in America, and it's still 2,000 deaths.

00:39:34.000 Yeah, because of no early treatment.

00:39:36.000 90% of them could not, may not have ever even gotten to the hospital if they had just taken the vaccine.

00:39:42.000 If their D levels were up, if they were given aspirin, azithromycin, hydroxychloroquine, ivermectin, prednisone, even Prozac.

00:39:49.000 Do you have an iPhone?

00:39:51.000 Actually, I do.

00:39:52.000 Okay.

00:39:53.000 You could look at any one of these studies.

00:39:55.000 They're peer-reviewed.

00:39:56.000 Would you want one of those pixel Google phones when you could have an iPhone?

00:40:01.000 I know some people that like their pixel Google.

00:40:03.000 No, those are cheap bass.

00:40:05.000 I'm talking about people who actually like.

00:40:06.000 According to Vera's database, 21,000 people have died since getting the vaccine.

00:40:09.000 Doesn't that worry you?

00:40:10.000 It worries me a lot that there are people dying about 2,000 a day that don't need to die if they have the right information about COVID and take this vaccine three times booster.

00:40:23.000 You can't be serious.

00:40:24.000 You're so much smarter than that.

00:40:24.000 I'm embarrassed.

00:40:27.000 I'm serious. 0.99

00:40:28.000 I'm so smart, I'm dumb. 0.99

00:40:29.000 I'm protecting myself from airborne deaths. 0.99

00:40:32.000 Someone's like a leftist.

00:40:33.000 Like, why are you doing that?

00:40:34.000 So you don't have the vaccine?

00:40:35.000 Of course not.

00:40:36.000 Are you kidding me?

00:40:36.000 Not at gunpoint.

00:40:37.000 You didn't have the vaccine?

00:40:39.000 Wow.

00:40:39.000 Not at gunpoint.

00:40:40.000 Well, that's good.

00:40:41.000 So that's why you don't work at Fox.

00:40:42.000 Natural immunity.

00:40:44.000 And I have ivermectin, hydroxychloroquine, azithromycin.

00:40:47.000 Yeah, I thought it was pretty funny.

00:40:47.000 It was an okay joke.

00:40:52.000 You're smarter than that to be a Pfizer commercial.

00:40:54.000 I mean that.

00:40:55.000 I am smart enough not to die of a preventable virus.

00:40:58.000 That's for sure.

00:40:59.000 If you ever get on the ropes because the vaccine won't protect you, call me.

00:41:03.000 I will.

00:41:04.000 Melatonin, prednisone, azithromycin, ivermectin, hydroxychloroquine will reduce COVID deaths.

00:41:09.000 It did it in the third world. 0.95

00:41:11.000 It's done it in the first world. 0.97

00:41:12.000 Honduras, El Salvador, Guatemala, parts of Mexico.

00:41:15.000 They widely distribute these drugs.

00:41:16.000 Their COVID rates have plummeted.

00:41:18.000 And every one of those people would beg for that vaccine.

00:41:20.000 In the United States, actually not.

00:41:22.000 Singapore, Israel, United States have the highest COVID rates.

00:41:26.000 So even though we see kind of like a global partisan pullback from getting a lot of people.

00:41:32.000 Oh, it is.

00:41:33.000 No, no, no.

00:41:33.000 Oh, it is.

00:41:34.000 So like usually in a pandemic, and this is something that I think the Biden administration totally screwed up.

00:41:39.000 In a pandemic, a public health emergency, usually you have hesitant people who are medically hesitant.

00:41:45.000 They don't want to put something weird in their body, blah, In this case, because the president from, you know, when the first, when the pandemic first started, and as you know, you were on the front lines of pushing for reopen.

00:41:57.000 So that kind of conversation, right, pushed the pandemic and made a lot of people not take it seriously.

00:42:06.000 Some of them are like my son.

00:42:08.000 He doesn't do politics, but he just heard it's not serious.

00:42:11.000 You can take melatonin.

00:42:13.000 No, which reduces hospitalization.

00:42:13.000 That other thing is that it's a problem.

00:42:15.000 According to a John Speaker.

00:42:16.000 Whether or not it does, it doesn't do it by 90%.

00:42:19.000 Well, aspirin does it by 75%.

00:42:21.000 I doubt that.

00:42:22.000 I really truly do.

00:42:23.000 Let's think about it.

00:42:23.000 Are you on the Bayer payroll?

00:42:27.000 But think about why that would be.

00:42:28.000 Because it thins your blood.

00:42:30.000 Well, here's the thing.

00:42:30.000 Right.

00:42:31.000 And so since this virus goes through many stages, as you well know, cytokosine storm happens around seven to 10 days.

00:42:36.000 So if you're allowed to buy your lungs some time through prednisone, blood thinners, aspirin, azithromycin, then it allows the viral replication to be thwarted or stunted by zinc, vitamin D intervention, or other things.

00:42:47.000 You know what I just told you?

00:42:48.000 I don't know.

00:42:48.000 Science that Fauci has not utterly.

00:42:50.000 I think you could also just take a vaccine.

00:42:52.000 I mean, think about it, Charlie.

00:42:53.000 Haven't you ever contemplated, given the, like, all right, 75% of the people who are dead now are over the age, I believe, of 80, okay?

00:43:02.000 But that still leaves 25%.

00:43:04.000 And when we look at that pool, it is so random.

00:43:06.000 It's like a lightning strike.

00:43:07.000 So people who run marathons lost double lung transplants to COVID look just like you, skinny, young, 28.

00:43:14.000 So like, let me ask you this.

00:43:15.000 If you're sitting there in the ICU gasping for breath, are you really going to feel like you made the right decision not getting vaccinated?

00:43:22.000 I mean, this because you're going to miss the natty.

00:43:24.000 You'll miss the natty.

00:43:25.000 At the earliest, and I've already had COVID twice, by the way.

00:43:28.000 Oh, my God.

00:43:29.000 Walk in the park, thanks to all the early interventions.

00:43:31.000 I just read an article about a dude who had it twice, and the third time killed him, Charlie.

00:43:35.000 It's too bad.

00:43:36.000 I don't want you to die now because we're ducking.

00:43:38.000 I could list the amount of people that were double-boosted, vaxed, that died afterwards.

00:43:41.000 How about Colin Powell?

00:43:42.000 Vaccine didn't help him from that.

00:43:44.000 Well, so the vaccine, actually, the breakthrough rate on the most recent variant was still in the 80s.

00:43:52.000 So, like, even though Twitter made it look like everybody got sick, I didn't get sick.

00:43:56.000 And I was having sexual anarchy.

00:43:59.000 Yeah, that's should be banned.

00:44:01.000 Let's go back to our education conversation and to kind of close it up.

00:44:05.000 I suppose the last question is: should it be banned?

00:44:07.000 Of course, it should.

00:44:08.000 Let me ask you just kind of a more general question.

00:44:09.000 CRT should be banned, that is.

00:44:12.000 What should a proper education look like for a child?

00:44:15.000 I guess that's a good way to close.

00:44:16.000 That's a good way to close, right?

00:44:17.000 Because I don't think that we would disagree in this regard.

00:44:19.000 And like the, to me, like the debate we should be having about American education right now has nothing to do with diversity curriculum.

00:44:28.000 It's about civics, right?

00:44:30.000 So we have a political culture that is completely anemic, right?

00:44:35.000 And we don't teach people.

00:44:37.000 We teach people about the greatness of being an American.

00:44:40.000 All the benefits get through pretty well.

00:44:42.000 The rights afforded to us.

00:44:44.000 But responsibility for democratic maintenance is not a lesson that we impart in any part of our political culture, right?

00:44:52.000 And, you know, to me, our future education really needs to focus on creating a citizen American, you know, and not allowing 50% of the population to sit out the most consequential elections too that are going to determine things for them for the rest of their lives.

00:45:12.000 Yeah.

00:45:12.000 So, I mean, I find very little.

00:45:14.000 I disagree with that.

00:45:14.000 Anything specific that, I mean, that I would find disagreeable because that was kind of general.

00:45:22.000 When I would teach my classes, and by the way, I had a student for Trump president in one of my classes.

00:45:27.000 It was really great.

00:45:28.000 And we actually got along really well because you never heard about me, did you?

00:45:28.000 Yeah.

00:45:31.000 So we don't have fine.

00:45:33.000 I actually think you're a liberal, not a leftist.

00:45:35.000 Yeah, no, I'm definitely not a leftist, dude.

00:45:37.000 That's a big difference.

00:45:40.000 I drive a pickup truck.

00:45:41.000 Do you, right?

00:45:42.000 And watch football.

00:45:43.000 So I'm definitely not a good leftist, right?

00:45:45.000 I love that.

00:45:46.000 But in any case, like what I was going to say is, I think at the end of the day, like we really want, and this is why I agreed to do the show with you.

00:45:56.000 I think it's so important for us to start to talk and spend time with other people who we disagree with and have conversations about things like education, right?

00:46:06.000 And, you know, the vision that most people have for education is a school that's clean and nice and modernized, right?

00:46:13.000 We don't want to be sending our kids to schools where there's no heat and people have window air conditioners.

00:46:20.000 And we also want our students, our kids, to be well-rounded, right?

00:46:24.000 We want them to get, you know, what we would small L liberal arts curriculum that involves history, science, math.

00:46:32.000 And I don't know that affording the government permission to decide what and what not affords or it qualifies as proper history.

00:46:44.000 I just think that that is.

00:46:46.000 Well, I mean, I think though, that if all of a sudden, to use an example used earlier, if like all of a sudden a group of teachers are like, we're not going to teach the Holocaust anymore, we're going to deny it. 0.70

00:46:53.000 I think you would want to intervene, right?

00:46:55.000 Yeah.

00:46:55.000 I mean, you know, that there's teachers right now who are worried about talking about things like the Holocaust or like my lecture, I used to do a lecture on civil liberties because I teach an American government textbook.

00:47:06.000 And you get a chapter, Civil Rights, Civil Liberties, and I had Civil Rights and Civil Liberties.

00:47:10.000 And that lecture is very focused on Martin Luther King Jr., the movement to end segregation, which of course happens by judicial and federal.

00:47:20.000 But now we're going to have to re-end segregation because of what's being taught in the school.

00:47:23.000 So like how would you teach?

00:47:24.000 You know what I'm saying?

00:47:25.000 How would you teach Southern segregation?

00:47:27.000 Truthfully and honestly, you know how original source documents.

00:47:32.000 Original source documents is the only way to teach history.

00:47:32.000 Okay.

00:47:34.000 And when they show that in the South, you know, they designed an institutional structure to keep black people from voting, that is naturally going to make white people feel bad, don't you think?

00:47:47.000 No, because they'll feel good because Dwight D. Eisenhower intervened as a Republican president.

00:47:51.000 They'll feel good about their country.

00:47:52.000 They'll be able to close that chapter.

00:47:54.000 He doesn't love Dwight Eye as an hour, right?

00:47:56.000 Some people don't like Dwight Eyes.

00:47:58.000 The point is that, like, I'd treat honest history, teach honest history.

00:48:00.000 I would read the oral arguments from Brown v. The Board.

00:48:03.000 Yeah, I think that's a great idea.

00:48:04.000 They don't do any of that right now.

00:48:05.000 Oh, I would read.

00:48:07.000 I would agree.

00:48:08.000 The education that is very bad.

00:48:12.000 And like the problem is not bad in substance.

00:48:15.000 It's bad in resource and investment.

00:48:18.000 Sure.

00:48:19.000 But I'm talking more.

00:48:21.000 I know this for a fact because I taught at a competitive university.

00:48:24.000 It wasn't Harvard, okay?

00:48:25.000 But you couldn't just nose in.

00:48:26.000 Both of them.

00:48:27.000 And UGA is actually now, because of the universal college, free college education for everyone, each class has gotten better and better, like 4.0s, right?

00:48:38.000 So I've taught decent students at two institutions and two institutions in the South.

00:48:44.000 And I will tell you, when they come into me, these kids who are all AP students, they're all like top-notch, you know, high school students, or at least B and above, they know nothing about American history.

00:48:55.000 So we are obviously not.

00:48:59.000 You would ask how I would teach it, right?

00:49:00.000 So this is why I'm a big critic of the 1619 project because it doesn't use original source documents.

00:49:04.000 It uses a lot of them, but it does also rely on some other second source.

00:49:10.000 Okay, thank you for admitting that because not everyone will.

00:49:11.000 No.

00:49:12.000 And Nicole Hannah Jones does a lot of kind of mishmashing together and she's been heavily criticized by her peers.

00:49:17.000 But it's also a matter of like, you look at history.

00:49:20.000 Is it telling you a story?

00:49:21.000 What is that story?

00:49:22.000 You want to tell an honest story, right?

00:49:24.000 And what is the type of citizen you want to create?

00:49:26.000 And, you know, you look at the goals of Marcuse and Foucault and Delgado and Ibram X. Kendi and all these Robin DiAngelo, they are willing to use history as a way to create activists, right?

00:49:38.000 It's like we want to try to make people so angry, so guilty about their past when it's a lot more complex than that.

00:49:43.000 You know it's complex.

00:49:44.000 It's not quote unquote black and white.

00:49:47.000 Yeah, well, it's also impossible to assess history and the actions of people in historical times without acknowledging that you cannot perceive what it would be like to live in that environment, right?

00:49:59.000 Well, I agree with that.

00:50:00.000 That's not the way the educational, I'm not saying you're defending it, but a lot of the educational regime right now says like we know exactly Thomas Jefferson's a bad person, Washington's a bad person.

00:50:10.000 Like we need the founders are racist.

00:50:12.000 That's a consensus view.

00:50:13.000 See, I just, I have to vehemently disagree that that's quantitatively true.

00:50:18.000 So like we could find out though, right?

00:50:20.000 We could audit every textbook.

00:50:22.000 Well, like if you go through the AP textbook, I want you to do this and come back and ask me, do you think that the AP U.S. history textbook, as it's published from Pearson, do you think it gives a fair hearing to Madison, Jay, Hamilton, and John Quincy Adams, Adams, Washington?

00:50:41.000 I would say absolutely not.

00:50:42.000 Based on the excerpts I've seen, it's a heavy emphasis on the slave trade, which should, of course, be incorporated.

00:50:48.000 But you know, there was a brilliance to the founders.

00:50:50.000 I mean, they had a civilization.

00:50:52.000 Oh, absolutely.

00:50:52.000 And I get to teach that.

00:50:54.000 I got to teach that anyway until recently.

00:50:56.000 And we agree on that.

00:50:58.000 Yeah.

00:50:58.000 I mean, here's the thing.

00:50:59.000 Like, what we need is more, more history education.

00:51:04.000 I have just like filled in the gaps from my and went through college too, right?

00:51:08.000 I mean, a graduate school.

00:51:09.000 And I still knew almost nothing about how World War II came about.

00:51:14.000 How, I mean, I understood the high points of, you know, World War I and World War II, and I understood the Holocaust, but I did not understand in intricate detail the story, the collective story of humanity.

00:51:26.000 And that collective story, Charlie, is one of great promise and amazing achievement, but also a lot of senseless brutality.

00:51:34.000 So let me ask you a question.

00:51:35.000 So my argument is when you talk about Madison, he designed the entire Bill of Rights.

00:51:40.000 And he was pushed.

00:51:41.000 Well, George Mason did, but yes, that's okay.

00:51:43.000 No, no, Madison wrote the Bill of Rights.

00:51:45.000 No, he did not.

00:51:46.000 Yes, he did.

00:51:46.000 I'm pretty sure he did.

00:51:47.000 George Mason wrote in 1776, Virginia Declaration.

00:51:50.000 No, yeah, the federal Bill of Rights.

00:51:51.000 I'm talking about the Bill of Rights of the Constitution.

00:51:53.000 James Madison took it from the forest.

00:51:54.000 Well, that's fine.

00:51:55.000 That's okay.

00:51:55.000 That's a statement.

00:51:56.000 And I believe that Mason pushed him to.

00:51:58.000 Madison was the father of the U.S. Constitution.

00:52:00.000 And here's where Madison was really wrong, right?

00:52:02.000 Because his.

00:52:03.000 Madison or Mason?

00:52:04.000 Madison.

00:52:04.000 Because when he was pushed about including specific liberty protection for individuals, right?

00:52:11.000 When he was pushed about that, he was like, oh, we don't need that.

00:52:14.000 The separation of powers achieves this check on tyranny just fine.

00:52:19.000 It secures individual liberty.

00:52:23.000 All this is just extra, right?

00:52:25.000 And he could not have been more wrong.

00:52:28.000 When we go through the annals of American political development, it is the Bill of Rights getting applied to the states to protect you as an individual over time, over selective incorporation, which is like 200 and some odd years, that actually has produced for today the America that you and I are sitting in is the most free America with the most robust speech that has ever had.

00:52:50.000 Even though we don't think about it like that, this is the truth, right?

00:52:55.000 Well, I think there's some truth to that.

00:52:58.000 I just, I think as we close, you know, we both want good education.

00:53:02.000 I think we could agree on it more than not.

00:53:03.000 But the closing point I really want to emphasize with you, and I'm not sure I'm going to convince you right now, but I am kind of widespread in the educational space, is that the type of history that you want and that I want generally, which is a fair reading of history, which does give the credit to the founders where it's due, which is a historical brilliance and genius that we do benefit from.

00:53:22.000 And then criticizes them robustly for being involved in those that were.

00:53:26.000 Those that were.

00:53:27.000 Okay, fine.

00:53:28.000 Those that were, because not all of them were.

00:53:29.000 Okay.

00:53:30.000 Exactly.

00:53:31.000 And in fact, some, I mean, here's the thing.

00:53:32.000 Some were abolitionists, like Quincy.

00:53:33.000 The entire three-fifths provision of the Constitution.

00:53:38.000 Did your institutionalization of slavery, protection of slavery in the new American system, those were the products of the need for compromise, right?

00:53:48.000 You had 13 colonies.

00:53:49.000 Sort of.

00:53:50.000 Three-fifths is a lot more complicated than that.

00:53:52.000 You had to get, you had to get consensus from rural states, small states, and the South, where slavery was an institution that they were dead fast if they were going to form a country.

00:54:06.000 Do you want to go into the three-fifths direction?

00:54:07.000 Because they put it to actually make southern states weaker.

00:54:10.000 Because southern states wanted to count every slave as a census.

00:54:14.000 So they had a disproportionate amount of votes so they could eventually make slavery the law of the land.

00:54:18.000 Three-fifths was actually a way to make slave states weaker and keep the union together. 0.69

00:54:23.000 But it's, yeah, so it's compromise.

00:54:24.000 It was a compromise, but it was actually an anti-slavery compromise.

00:54:27.000 I mean, it is, yeah.

00:54:28.000 But it's told as it is a.

00:54:30.000 It's what they had to, the deal with the devil they had to have to get us this fabulous country that means.

00:54:35.000 However, we look at the Northwest Ordinance, Article 6 or Article 7 of the Northwest Ordinance, no new slavery in the new territories.

00:54:41.000 So there's a lot there.

00:54:43.000 Most students would walk away with that.

00:54:44.000 Do you have anything on your mind you wanted to make sure you talked about?

00:54:47.000 The floor is yours as we close.

00:54:48.000 Well, Charlie, again, I'm so glad to be here to talk.

00:54:51.000 I'm really impressed that you've developed a show that we can come and have this kind of conversation.

00:54:56.000 And I hope other people will come and speak with you.

00:54:59.000 You can help me find guests. 0.61

00:55:00.000 Yeah, I mean, you know, people were like, are you crazy?

00:55:03.000 I'm like, look, I think that you have hit a point in your career.

00:55:08.000 Congratulations, a very successful career where you have a lot of influence on a lot of young minds.

00:55:14.000 And if I can have opportunity to come and also join you in that influence for an hour, it's a real pleasure to me.

00:55:22.000 Thank you.

00:55:23.000 And finding out that you're a duck fan.

00:55:24.000 Well, that's, I mean, that's just the, that's the, that's everything.

00:55:27.000 Yeah, I just, I think that these discussions are really important.

00:55:30.000 I actually think we agree on more than not.

00:55:32.000 I, um, I had this belief you were going to have like this very anti-American view of history, kind of like, because that's just kind of, I deal with that a lot.

00:55:39.000 Yeah, yeah.

00:55:40.000 But you also get a very distorted view of the world, right?

00:55:42.000 Because you're in politics.

00:55:43.000 I'm like, I just spoke to this woman on the airplane next to me because she's like, what do you do?

00:55:47.000 I'm like, well, you know, I mean, never want to tell people what I do, right?

00:55:50.000 It's politics.

00:55:51.000 I'm sure you're the same, right?

00:55:52.000 So I try to talk show hosts.

00:55:54.000 Try to be a little vague, but like, you know, it never works out all the way.

00:55:58.000 And this woman, you know, she doesn't know any of the news that's happened over the last three months. 0.99

00:56:03.000 I mean, she knows about Ukraine and Putin and maybe, you know, inflation or other things like that.

00:56:09.000 And I think it's so important for us to remember that we are seeing the, we are murdered in the extremes, right?

00:56:16.000 We are murdered in a world that is not typical modal American experience. 0.97

00:56:22.000 If you know who Nancy Pelosi is, you are a weirdo, right? 0.97

00:56:27.000 Like if you go stand in a grocery store and yell, Nancy Pelosi, everyone's going to be like, who the hell are you talking about? 0.98

00:56:33.000 Right.

00:56:34.000 And so I would urge you to consider when you're looking at a leftist or a socialist or whatever, to remember you're probably not looking at a total Democrat.

00:56:46.000 I just look at the theorists that are implementing things, like Nicole Hannah-Jones and Foucault.

00:56:50.000 And Foucault's not alive, but he's not.

00:56:52.000 I mean, it's the same thing I do, right?

00:56:53.000 I mean, I look at like what's happening within, you know, the conservative movement right now.

00:56:58.000 It's embraced, you know, more authoritarian elements.

00:57:01.000 I mean, to me, a CRT, a bill that comes in and tells teachers, hey, this is what you can and cannot discuss in a classroom.

00:57:09.000 And we're going to put a monitoring system is big government.

00:57:12.000 So I got to go there.

00:57:14.000 You think we're embracing authoritarianism?

00:57:15.000 Yes, very much so.

00:57:16.000 Have you heard of Justin Trudeau?

00:57:17.000 Yeah, but so here's the thing: totalitarianism and Justin Trudeau.

00:57:23.000 Come on, really?

00:57:24.000 Defend that.

00:57:25.000 He just declared martial law, Emergency Wars Act, that was used for invasions against truckers.

00:57:30.000 If those protesters are Black Lives Matter protesters, though, I have no doubt you'd be like, hell yeah, you know why? 0.99

00:57:36.000 You know why?

00:57:37.000 They burned 30 churches.

00:57:38.000 So what I'm saying is that what crimes did the truckers commit?

00:57:42.000 It's really important, and I do this to the left.

00:57:44.000 No, seriously, what crimes?

00:57:45.000 Like George W. Bush, he was a controversial person.

00:57:49.000 Not a fan.

00:57:50.000 Okay.

00:57:50.000 But he was a normal president, followed the basic rules of law.

00:57:54.000 You could argue the surveillance stuff is a little bit extraordinary.

00:57:58.000 It was an extraordinary time.

00:57:59.000 But generally speaking, he was an institutionalist.

00:58:02.000 Right.

00:58:03.000 And what we're seeing within the right now is the real primacy of a movement that is not interested in small L.

00:58:13.000 I want to focus on this Trudeau thing, though.

00:58:15.000 You realize they shut down bank accounts for people that supported Trump.

00:58:19.000 Yes, because in other states, other countries, like our system is so atypical.

00:58:25.000 Like I always had to explain that to students.

00:58:27.000 Okay, here's the American election system.

00:58:30.000 There's basically, there's little rules here and there.

00:58:32.000 Oh, after 180 days, an interest group can't mention the party name or whatever, right?

00:58:37.000 But generally speaking, when you compare us with other Western democracies, we have almost no rules.

00:58:43.000 You can say or do almost anything and or as long as you want.

00:58:46.000 So we have really moved into a situation where we're just constantly canceling.

00:58:50.000 So yeah, so Trudeau signs the War Act, seizes crypto wallets and bank accounts because in Canada, when you send money from another country to influence domestic politics, that's a crime.

00:59:07.000 That's not what they were going after.

00:59:09.000 Yeah, no, that's why they got there was only 30% of the sourcing of that donation came from.

00:59:15.000 And I believe that they kept that money.

00:59:17.000 I think they only divested that other portion because it's against the law.

00:59:22.000 They confiscated give, send, go, and all that.

00:59:23.000 But this idea that the right is embracing authoritarianism, while in Australia, they say you can't leave your home after 10 p.m.

00:59:32.000 Yeah, but they almost killed nobody.

00:59:33.000 Like we just, we decided to do let it rip.

00:59:35.000 And, you know, whether or not that was the right policy in half the country west, we did, Charlie.

00:59:40.000 We opened Georgia, Florida, and Texas.

00:59:43.000 And Florida had some of the best results of it.

00:59:45.000 No, I mean, the death, have you seen that way lower than New York?

00:59:45.000 Right.

00:59:49.000 No.

00:59:50.000 Especially for old people.

00:59:50.000 No, dude.

00:59:52.000 Especially when you look past the vaccine time period where we really see red states with disproportionately high COVID mortality rates.

01:00:01.000 I can't be serious.

01:00:02.000 I will show you that data since you love data.

01:00:04.000 Florida has a much better death rate.

01:00:04.000 I will show you that.

01:00:06.000 If I make you a deal, can you make me a deal, Charlie?

01:00:08.000 Because the professor in me cares.

01:00:08.000 New York versus.

01:00:10.000 If I can prove to you that vaccine mattered and cut death rates big time and stayed vaccinated.

01:00:17.000 Only get the vaccine?

01:00:17.000 Guess what?

01:00:18.000 Absolutely not.

01:00:19.000 Only if you could prove, only if you could prove one thing.

01:00:21.000 If every single one of the units of measurement was also given early treatments.

01:00:25.000 All right.

01:00:26.000 It's a pandemic of the untreated.

01:00:28.000 Not a pandemic.

01:00:30.000 What's your favorite flower?

01:00:31.000 I don't really think about that.

01:00:34.000 Okay, well, I need to know when I have to send it to you in the ICU, buddy.

01:00:37.000 A rose?

01:00:40.000 I don't have any plans to go there anytime soon.

01:00:42.000 I hope not, dude.

01:00:43.000 But it does kill randomly.

01:00:45.000 So please get the vaccine.

01:00:47.000 Never going to have that.

01:00:48.000 How are we going to do duck games if you're dangerous?

01:00:50.000 Well, guess what?

01:00:50.000 I want to walk, so I'm not getting the vaccine.

01:00:53.000 Yeah, but you know what?

01:00:54.000 You're not going to not be able to walk.

01:00:56.000 So just true story.

01:00:57.000 I asked my whole audience of AmericaFest, 10,000 people, how many people know someone who died from the vaccine or was paralyzed or crippled?

01:01:03.000 Every hand went up.

01:01:04.000 Oh, yeah.

01:01:05.000 This is bigger than you could ever imagine.

01:01:06.000 It's either they're all lying or there's a scandal happening in front of you like you wouldn't.

01:01:10.000 I know my teacher pulled my third grade classroom and they all wanted more recess time.

01:01:14.000 It was a real shock.

01:01:15.000 Yeah, so basically you're saying they're all liars.

01:01:17.000 That's a good way to end.

01:01:18.000 I like it.

01:01:19.000 Anything you want to plug?

01:01:20.000 I do want to plug Oregon Docs again.

01:01:22.000 Go docs.

01:01:22.000 Go Landing.

01:01:23.000 Go get us some five stars, buddy.

01:01:24.000 I want a Natty.

01:01:25.000 Everyone, go get some Ivermectin.

01:01:27.000 It might save your life.

01:01:28.000 And a shot.

01:01:29.000 God bless you guys.

01:01:32.000 Thank you so much for listening, everybody.

01:01:34.000 Email us your thoughts as always freedom at charliekirk.com and support our show at charliekirk.com slash support.

01:01:39.000 Thank you so much for listening.

01:01:40.000 God bless.

01:01:43.000 For more on many of these stories and news you can trust, go to CharlieKirk. com.

The Charlie Kirk Show - March 05, 2022

DEBATE NIGHT: Vaccines, Ivermectin, CRT in Schools and More with an Anti-Fascist Professor

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