WTW130: Florida Got So Mad About Woke They Made Their Own AP Course

Transcript

This transcript was generated automatically and may contain errors — the audio is the record.

0:00:03 Clip: What's so scary about the woke mob? How often you just don't see them coming. Anywhere you see diversity, equity, and inclusion, you see Marxism and you see woke principles being pushed. Wokeness is a virus more dangerous than any pandemic hands down. The woke monster is here and it's coming for everything.

0:00:33 Clip: Instead of go-go boots, the seductress green M&M will now wear sneakers.

0:00:41 Thomas: Hello, and welcome to Where There's Woke. This is episode 130. I'm Thomas. That over there is Lydia and her pet fly. He's pretty fly for a house fly.

0:00:48 Lydia: Mm hmm. Yeah, we'll see if he makes an appearance. A fly guy. Hi, how are you?

0:00:56 Thomas: Doing well. Thanks for asking.

0:00:58 Lydia: I have more of a voice than I did last time. Keen listeners might have picked up on that. Yeah.

0:01:04 Thomas: Yeah, yeah. Listen close. Do a forensic comparison, everybody.

0:01:08 Lydia: I know, I know it's hard to tell. But yeah, my voice is getting better. I would I would say it's not 100%.

0:01:15 Thomas: I like the sexy husky voice, so of course I'm in mourning. I hope everyone respects me and my time of grief. But no, it's okay. It's probably good for the listeners. I'm excited. What are we going to be talking about today?

0:01:19 Lydia: Yeah, well, I feel like we haven't talked about Florida in a while. So I wanted to revisit Florida, just just all of Florida, I think, for a moment.

0:01:34 Thomas: Which odds wise, it is crazy to not have talked about the worst anti -woke bullshit state one of.

0:01:38 Lydia: Yeah. You know, I will say I do check in on New College every now and then because I want to know how things are going and stuff.

0:01:43 Thomas: Oh, yeah. How's their sports doing?

0:01:46 Lydia: Great question.

0:01:46 Thomas: We got to do a new college sports update. Wow. It's around the same time of the year as last because I feel like we did it toward the end of the last time or whatever.

0:01:52 Lydia: Yeah. The end of baseball season.

0:01:54 Thomas: Yeah. Which is the end of the school year. Sports update. New college. No, not really. No, I'm not.

0:01:59 Lydia: Are you going to look it up? Oh, okay. But I will say something that's interesting about New College is there's actually a documentary that has come out. It's making like the festival circuit right now. And it's a documentary about the takeover. And I can't wait to see it.

0:02:15 Thomas: Why aren't we interviewed in it? Yeah. I say we. I meant you.

0:02:17 Lydia: I know why I was like, I was like, rude. But it's fine. It's fine, it talks to the students and the professors and sort of the the general goings on there.

0:02:27 Thomas: I guess they were probably more relevant. Whatever.

0:02:30 Lydia: Then the other big news is there is talk about consolidation of another university campus, basically giving it to a new college.

0:02:37 Thomas: What? It's going to slowly eat the entire Florida college system.

0:02:41 Lydia: Yeah, yeah, things are not great in Florida. But we're going to to take a step down the education ladder and talk about high school specifically in Florida and something that happened in 2023 we're going to go all the way back there and the repercussions now that we are seeing in 2026 all because Ron DeSantis had a bug up his butt and so yeah this

0:03:02 Thomas: That guy is a bug up somebody's butt. He looks like a bug that lives in someone's butt, actually, now that I think about it. Yeah. The fly's like, yeah, I know. I hate that guy.

0:03:07 Lydia: Freaking fly in my room is probably like the Ron Desantis yeah but we're gonna be talking about all of that that sort of the history behind this and what this means for potentially high schoolers in the state of Florida.

0:03:21 Thomas: Well, I'm excited. Wokies, engage. No, I don't know. We'll take our usual break. Yeah. Make it so we'll take our usual break you can avoid the ads and support the show patreon .com slash where there's woke we'll taking a quick break and then we'll hear all about florida and high school I guess all right take me back to my high school day no don't do that but I don't mind hearing about other high school things yeah sure oh geez okay you're gonna so you're gonna start the ap dick measuring I think for ap dick mystery it's the only one I

0:03:26 Lydia: Lock in. Yeah.

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0:03:48 Lydia: Yeah, you took AP classes. Yeah? What AP classes did you take?

0:03:55 Lydia: It's starting with a test. Yeah! Oh, I didn't take that many. Aren't there two AP Calcs?

0:04:04 Thomas: Passed I took of course ap calc I don't remember

0:04:09 Lydia: And then, yeah, I think it's like Calc AB, Calc BC.

0:04:12 Thomas: Oh shit yeah I I wasn't first off my school

0:04:16 Lydia: I figured your school didn't have it yeah

0:04:16 Thomas: Wasn't like amazing yeah like we had you know it wasn't amazing as good as I was in math perfect math sat I don'T think I did anything on the calc maybe I got a three I DON'T think yeah but I didn't I thank you because I my I don' t remember that but okay oh okay I was gonna say say thank you for thank you for not smearing me just now I don't think I used to do that yeah I

0:04:25 Lydia: Let me reiterate that in case people didn't hear perfect math on the SAT he told me that on his second on our second date and I was I think I asked you you didn't offer it up it was me being way too nosy no I was like hey what'd you get on your SAT tea Lydia as a dater really

0:04:46 Thomas: Barely just remembered now I only remembered because in my defense of getting shitty nothing AP scores I don'T THINK I DON'T THINK I GOT A SINGLE FOUR I CAN'T REMEMBER MAYBE I GOT A FOUR ON THE CALC I HAVE NO MEMORY OF IT BUT EVERYTHING ELSE I THINK I DID MISERABLY LIKE A THREE OR LOWER I DONT EVEN KNOW BECAUSE IT WAS SO HARD AND WE THEY WOULDN'T IT WAS IT WAS SORT OF LIKE FOR MY HIGH SCHOOL THE AP TEST they're like you want to do that okay like that was their approach it was like I guess if you think you've somehow gleaned enough information from this fucking school to do ap go go for it yeah what about you okay now's your chance to brag was

0:05:14 Lydia: Yeah have at it no so I got I got a three on my AP stats I did not do well in AP stats which is funny because then I went on to take a lot of stats in college and my master's like a lotof stats classes I love stats but for whatever reason, it didn't click for me in high school the same way. But I did AP literature and AP language.

0:05:40 Thomas: Spanish ap because I feel like I did a spanish

0:05:43 Lydia: There is a Spanish AP class. Yeah.

0:05:44 Thomas: Yeah and I did nothing anyway this is protect

0:05:47 Lydia: No, I'm going to get there.

0:05:47 Thomas: There may be some people who came to not listen to us talk about AP classes we took

0:05:51 Lydia: I also did AP Gov. But importantly, one of the most popular AP classes, AP US History. Very, very, very popular. Tons of people have taken AP US history. I called it APUSH when I was in high School. I don't know if that's That's what everybody calls it. But that's what I called it, APUSH. And well, no, I mean, like everyone in my high school called it APUSHH. What was APUSSH? It's like APUSHS. Yes, I did make it sound like it was just me. Like I created this.

0:06:03 Thomas: All the cool kids you had your own name for a class just privately oh okay you made it sound like it was just you yeah

0:06:23 Lydia: But APUS history is something that you go all across the country and there's tens of thousands of kids that are currently taking it every single year. And Florida now has a program. We'll talk about the origins of this, called the Florida Advanced Courses and Test, and they just released their framework for their own accelerated U .S. history course. Yeah.

0:06:48 Thomas: Hmm well okay so how does this I don't really know how this works is there like one curriculum for the nation of

0:06:55 Lydia: So the way that it works is AP is a College Board product, basically. It's accelerated. And they have agreements with colleges and universities across the nation to accept the work that's being done at the AP level course as equivalent to a college course. So you get credits, you get to save money, etc., etc., as long as you score well enough on those tests. So the way that usually a college board handles this with their AP classes is they develop what they call frameworks, and within the framework, teachers have a lot of flexibility. So you hit those learning objectives and these various things so students are prepared to take the AP test

0:06:59 Thomas: That hmm right yeah okay that's right

0:07:38 Lydia: And cover all of the material there and then do all the document -based questions or you bomb them.

0:07:40 Thomas: Or they're not or in my case they totally weren't I don' remember when I took that AP calc test, I didn't, cause you could use the graphing calculator based on the questions. I discovered a whole new world of calculator. I was like, I Didn't know you could do any of this. It was crazy. I Was like, somebody should have taught me this. I thought I had a good calc teacher. I don't know. I got, I got an a in it, but I didn'T know any of that stuff.

0:07:56 Lydia: Oh my gosh. Oh, no. So the way that the framework is from Florida, we're going to get into specifics. It seems to be less flexible. It's focusing on different things.

0:08:14 Thomas: Okay. So is what you're telling me that they said, screw you guys. We're starting our own AP with, well then there's gonna be cool people doing it for some reason okay

0:08:23 Lydia: Yeah, exactly. Florida said, we don't like you, College Board and AP, because you guys are too woke. This comes from 2023. We'll revisit it. I have a little video.

0:08:29 Thomas: Dei oh god oh that was so that's the critical race theory days uh you

0:08:36 Lydia: Yes, exactly, so this all stemmed from College College Board developing an AP African -American studies class.

0:08:44 Thomas: Know it's not good at all but it is pretty fucking crazy that that douchebag who I think you keep saying is from sacramento right there or something yeah it's amazing that he like the number of things he ruined

0:08:54 Lydia: Christopher Ruffo. Yeah. Yeah. He went to high school out here. Yeah. A

0:08:59 Thomas: For one doofus guy like he just Just like change the entire curricula for people just by fear mongering on like

0:09:08 Lydia: Single phrase. Yeah. Critical race theory. Yeah.

0:09:08 Thomas: The single word. Yeah, it's like it's bad that that can happen and it's sad that it happened. But like it is pretty crazy. I feel like I'm like Ollivander, like terrible. Yes, but great. Yeah.

0:09:20 Lydia: But great. Yeah. So back in 2023, College Board was developing this new AP class. They were going to be piloting it. And Ron DeSantis responded and said, as presented, or his administration rather, said, said, as presented, the content of this course is inexplicably contrary to Florida law and significantly lacks educational value.

0:09:43 Thomas: OK, well, if it's contrary to Florida law, was it also like don't say gay type stuff? Right. Oh, my God.

0:09:46 Lydia: It was the Stop Woke Act, which was like, you know, anti -DEI, anti -critical race theory. Yeah. And then they continued, in the future, should the college board, quote, be willing to come back to the table with lawful, historically accurate content?

0:10:00 Thomas: Lawful. That's incredible.

0:10:00 Lydia: Yeah. The Florida Department of Education will always be willing to reopen the discussion.

0:10:06 Thomas: Shut up, dude. Like, okay.

0:10:07 Lydia: They didn't sign a name to it at all. They didn't cite the law that they said the course violated.

0:10:11 Thomas: What are they pretending? Like they have like the bargaining power in that course.

0:10:15 Lydia: Yeah. Yeah so College Board does partner you know across the nation and stuff because they're getting ready to do this and piloting it and Florida basically said like we will not be offering this in our schools. But yeah for them to then say that and the rest of the country must follow is really ridiculous.

0:10:29 Thomas: But yeah, to pretend you have the bargaining, the bargaining tower to be like, you know, we're change your change facts or we're out. It's like, uh, no,

0:10:40 Lydia: So why don't we do a little little little trip to memory lane no we're just we're gonna play this little video from um back when this all

0:10:42 Thomas: No. Make me do school. You can't make me do a school. Oh, okay. Oh God. It's weird that we're talking about this, that, that like, it's the past. I mean, it is, but like what, But but then you think about it's like, oh, yeah, we're we're now it's

0:10:53 Lydia: Happened yeah I know it's three whole years ago it's it again yeah

0:10:59 Thomas: DEI. We did move on to another thing. We're not. Yeah, but it's not it's, like, not critical race theory.

0:11:05 Clip: A classroom controversy brewing. You know, this is a theme that's very controversial and that we're seeing it all across the GOP legislature right now. The office of Florida Governor Ron DeSantis rejecting a proposed advanced placement course on African-American studies for high school students. Florida's Department of Education sending this letter to the College Board Florida Partnership.

0:11:26 Thomas: Is this guy doing a bit? Well, this is where I know it's newsy guy. This is NBC News. OK, so he is doing a bid. I love how people are such fucking lemmings. It's like while everyone sounds like this, so I got to do this letter.

0:11:28 Lydia: It's pretty bad uh yeah it'S a local affiliate so wtvj ryan nelson yeah newscaster voice yeah Yeah.

0:11:43 Clip: The Florida Department of education sending this later to the college board Florida Partnership, the Florida Department Of Education does not approve the inclusion of the advanced placement African-american studies course in the Florida course code directory and quote as presented. The content of this course is inexplicably contrary to Florida law and significantly lacks educational value.

0:11:44 Thomas: Sorry, I can't get over it. Listen to this. Inexplicably cut.

0:12:06 Clip: When you have the Department of Education that does not see value or significance in African-American studies, there's a very big problem. Carla Hernandez-Matz, president of the United Teachers of Dade, with choice words for the governor's office on the decision. We believe that this is xenophobia. We believe this is white nationalism. This is extremism. The College Board, which runs the Advanced Placement Program and the SAT exam, says the AP African American Studies course is in a rigorous multi-year pilot phase and says it will release an updated course framework when it's completed. The College board saying in part, quote, we look forward to bringing this rich and inspiring exploration of African American history and culture to students across the country.

0:12:50 Lydia: Let's talk a little bit more about the course that had Ron DeSantis and the GOP so scared. Like National Review talked about this, too. Yeah. As it said in that news clip, as College Board responded for that particular piece, it is a multi -year pilot program that they do for any new AP course that they develop. They want to make sure that it is rigorous. I mean, they're talking about giving students who perform well on it college credit across the nation. You know, yeah.

0:12:56 Thomas: Think you mean that had Ron DeSantis in the GOP. So scared. Wait, I'm sorry. I misunderstood. So this is like a new class. Okay. I, I think I was assuming that Florida just took a look at it and was like, wait, cause they always do that. They're like, wait a minute.

0:13:25 Lydia: This is a new class that they were developing. Yeah.

0:13:33 Lydia: So they did do something like that with the U .S. history because AP U .K. history did do a rework at one point and Florida did not like that. But they did not go to this extreme where they said we will not offer it. So 2023, they did their first pilot year and approximately 60 schools participated in that, about 600 students. The second year was still considered a pilot year. That was in 2024. And that was 10 ,741 students. Students. The first nationwide year just happened last year, 2025. It doubled. Over 21 ,000 students took this class. Now, that tells me that people want to take this class, right?

0:13:45 Thomas: Okay, well, how many caught the woke mind virus though?

0:14:15 Lydia: I think what's also interesting is it's not just Black people. I mean, obviously, there's a high percentage of students that identify as Black. In 2025, 58 % of those that went on to take the exam identified as Black, and it covers African -American history, culture, perspectives throughout the the decades and stuff related to that. But what I think is super interesting is when I looked into some of the actual experiences here, not just the demographics, notjust the numbers of the students or the percentages from progressive .org. I know progressive, you know, bad word.

0:14:46 Thomas: Oh, that's not just the insurance company's website okay yeah gotcha that's

0:14:47 Lydia: No, no, no. Because it's .org so that's what tells you. A teacher out of Cambridge High School in a Republican district outside of Atlanta. This is a white teacher teaching this class. And she said that most Most of her, she has 30 students in this class, most of them are seniors who don't need this class to graduate. They are electively taking AP African -American Studies because they said that they want to learn information that's restricted in other places. That not just the high school, but also specifically her AP African American Studies course that she teaches are two -thirds white students. That's so cool. School she says quote the most common response I get after teaching a lesson that is particularly intense or something that is not often discussed is that everybody should be taking this class they also say why didn't I know about this before I love those responses because it shows that the course is doing what it needs to do and it shows the necessity of the class and that her entire class planned to take the ap exam last

0:15:37 Thomas: No fucking kidding yeah but they might be making it all up though how close we sorry sorry thought how close are we to them being like you know what I think you can divide by zero change your test you can divide by 0 the answer is just like 0 or something I don't know I bet you can what's the difference like why would they think the college board is like well they're fine at all the like science math stuff, but this, they're just making stuff up.

0:15:48 Lydia: Year yes yeah I know yeah it is really really frustrating And I mean, it's like it's just one of those things where like like we're seeing it offered to more and more schools every single year across the nation. We're getting feedback like that.

0:16:23 Thomas: Don't tell Ron DeSantis about 0 .9 with a line over it. He'll never get it. It'll be like, that's not, that doesn't equal one. You're wrong. Can't be. Hmm.

0:16:29 Lydia: That's not possible. Yeah. So it was up to last year was upto 1300 high schools that were offering AP African -American studies, which, you know, is also like pretty remarkable when you consider the entire state of Florida is not participating in this AP test. Yeah. Fair enough.

0:16:41 Thomas: I don't know. I honestly have no concept of how many students or high schools there are. I've just like never thought about it .It could be like a hundred, could be 3 million.

0:16:52 Lydia: Well, OK, so so here's here's a contrast. Asked. I said, you know, APUSH is one of the most popular AP classes that you're going to find in the entire United States. It was offered last year at 17 ,000 high schools. And 2 ,000 colleges offer credit in response to those, you knows, exams, exam scores that do well. 7 ,000 high schools offer AP World History. 1 ,900 colleges extend credit for that class. And so AP African American Studies is less, but it's also only been around for a year. So I get it. But it's also, I think, a little more politically contentious. So that's challenging, too. But Florida decided from all of that that they're like, you know what? We've had it with the college board. We're tired of them saying that they can decide what an AP class is and what accelerated opportunities our students get. So let's just create our own thing.

0:17:03 Thomas: I Don't hmm yeah oh great

0:17:47 Lydia: And they move forward with House Bill 1537 in 2023, which creates an additional accelerated pathway in Florida named the Florida Advanced Courses and Test. Yes, they still offer AP if they like the class. So and IB is another accelerated pathway that you'll hear at some schools to international baccalaureate.

0:17:55 Thomas: Additional so they still keeping oh okay that was irritable bowel is what I thought of yeah

0:18:09 Lydia: Yeah, just part of it. As of recent legislation that happened this spring, they were able to expand upon not just the accelerated path, but guarantee that Florida public colleges will accept these credits. So again, Florida high school students might take these classes that they are creating under this accelerated path thinking that they They are equivalent to AP classes. They are not.

0:18:33 Lydia: It might be a fine choice if you plan on staying in Florida for college, but if you plan on applying to other schools, no other school in the nation is going to recognize that as an accelerated class at all. It doesn't count. You will have to take it again in college.

0:18:49 Thomas: Yeah be like I measured in propaganda from the florida school of bullshit

0:18:53 Lydia: Oh, yeah. Well, we'll get into the curriculum aspects of it, too, that are concerning. But additionally, they teachers get financial incentives. They get like little bonuses per student that takes the exam for AP classes and IB classes. Yeah, teachers do to try and encourage teachers to take on. It's tends to be more workload. Right. So they're directly to the teachers, from my understanding. And so Florida is mimicking that. So it's the exact same stipend that you would see related

0:19:09 Thomas: Uh teachers do it's not just like funding for the school like you're they're actually paying teachers oh huh

0:19:29 Lydia: To like an AP class. I also found that in their press release, Florida said that the state will provide detailed daily lesson plans, which are available but not required. This is important because the way that the College Board approaches the AP classes is, I said it was called a framework, right? It was, here are our learning objectives for these periods, if we're talking about AP U .S. history specifically, for this period of U .s. history, you know, prior to us being a nation, you you know, and the European influences and other influences and what indigenous Americans were doing at this time and et cetera, et cetera. And you walk through all the different eras of this country. Oh, I mean, honestly, honestly what you could do is this stuff is publicly available. You can get the College Board's framework for APUSH and like kind of just do it on your own if you want. I think that'd be really fun. Yeah, to walk you through it and stuff.

0:20:11 Thomas: Man I wish I could like take this class just for now yeah but I need like a high school teacher to just like yeah and then I don't pay attention and they get mad at me and then I get detention and stuff just like the normal thing yeah and I don t

0:20:34 Lydia: Oh there you go. Yeah. And then not pass your AP test and waste the $85 that you had to spend on it. So the reason why I say this daily lesson plan is important is because the way that the college board has approached it is, yes, there's a framework. There is specific modules and learning objectives. But then they give teachers a lot of flexibility to reach those objectives in the waythat they think is best. Maybe you lean on their recommended sources and readings and stuff. But teachers come in with a lotof expertise themselves. And so they might have other things that they want to emphasize, that they want to pull in that they think is going to make their students feel more prepared for the AP test that they feel like demonstrates the material better. But when you talk about Florida saying, here's your framework and also we'll give you daily lesson plans and also you're going to get paid the same amount as a bonus stipend that you would if you were doing an AP test. Now we're talking about, you know, like that's that's like a path of least resistance, almost. But it means that the Florida Department of Education is not just offering a broad framework. They are explicitly teaching your class now what they want your class to be learning.

0:21:42 Lydia: And that's scary to me.

0:21:42 Thomas: I think going to just being in Florida is pretty scary actually now they back up but but yeah going to school in Florida being in florida all that very

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0:21:56 Lydia: So Florida got their feet wet with college algebra in some high schools last year. This doesn't have an AP counterpart. So this is not in direct conflict with the college board. Yeah.

0:22:01 Thomas: Scary wait what they're just like all right we're making our own we're gonna practice with something

0:22:09 Lydia: Right. It's an accelerated college algebra class.

0:22:09 Thomas: Easy um accelerated counting start there

0:22:15 Lydia: I guess it gives you college credit for a college algebra class, which could meet your math requirement, maybe? I don't know.

0:22:22 Thomas: I think all the idiot magas were like this is the highest math we've ever heard of like I don't I they're saying there's math above this but what would that even be there's no

0:22:28 Lydia: Yeah, yeah. But AP U .S. History is their next one. They're like, let's go all in. As I mentioned, they just released the curriculum. So from the press release itself, Florida continues to lead the way in expanding access to rigorous, high -quality, advanced coursework for all students, said Commissioner of Education Anastasios Kamoutsas. The FACT U .S. History Framework underscores our commitment to instruction grounded in the full scope of our nation's history while ensuring materials are free from ideological bias or indoctrination.

0:22:49 Thomas: Way algebra sure

0:23:06 Lydia: Red flag, red flag, for me. The F ACT courses ensure Florida students have access to academically rigorous, transparent, and high -quality advanced pathways, said Ryan Petty, chair of the State Board of Education. The FACT U .S. History Framework provides a thorough and balanced study of our nation's past, grounded in primary sources, pin in that, and factual accuracy. It represents an important step toward restoring academic integrity in the classroom after years of uneven and at times ideologically driven instruction. Our goal is simple, equip students with the knowledge and critical thinking skills they need to succeed in college careers and and civic life. I encourage districts and charter schools to participate in the pilot of this course.

0:23:47 Thomas: That was for algebra no yeah uh

0:23:49 Lydia: No, this is the press release for U .S. History. And it goes on a little bit later. These courses are designed to provide alternatives to existing options like advanced placement that consistently embed critical race theory and DEI into materials. This is the official press release from the Department of Education in Florida.

0:24:04 Thomas: -huh god these fucking idiots they're so dumb they see a fucking anti -woke onslaught about critical race theory and they they changed their fucking schools over it like that's how reactionary dramatic thin skin these idiots are

0:24:16 Lydia: Yeah, literally. Especially like when they're talking about, you know, they really want to make sure they equip their students with with critical thinking skills, then why are you so afraid of the material? Like if you're equipping them with critical think skills and something is wrong in your mind at the AP learning objectives or whatever, they should be able to parse through that. Sounds like a you problem. So feedback starts rolling in after this framework is released and this press release comes out from an article I read about this. But several critics said the framework outlined a poor quality class with a history professor at Princeton University, it's Kevin Cruz if folks follow him on Blue Sky, calling it a, quote, Florida man version of AP.

0:25:01 Lydia: And I thought that was so good. Let's start with the only textbook recommendation in the framework as compared, almost, as compared to the 21 recommended texts from College Board's AP class.

0:25:07 Thomas: The bible Florida's like, there, yeah, nobody could read that many books in a lifetime the art of the deal no

0:25:17 Lydia: The one book that Florida recommends in their framework, it's not recommended by the College Board in their AP US history class. So they recommend Wilfred M. McClay's Land of Hope, An Invitation to the American Story as their textbook.

0:25:28 Thomas: Way

0:25:37 Lydia: Wilfred N. McCray, wouldn't you know it, serves as the Victor Davis Hanson Chair in Classical History and Western Civilization at Hillsdale College. So this is another Hillsdale takeover. We talked about it with New College and Hillsdale getting Getting their paws in the board and literally rewiring that entire school's existence and completely changing everything about it. This is another way that we are getting Hillsdale influence directly into Florida students.

0:25:36 Thomas: Jesus christ oh my god we got hillsdale again it happened again

0:26:10 Lydia: McClay has said that he wrote this book specifically to counteract Howard Zinn's A People's History of the United States.

0:26:16 Thomas: Everybody why tell it from the point of view of the people when you can tell from the point of view of the fucking rich oligarchs white christian americans and what they

0:26:24 Lydia: Yeah, his whole thought was like, well, it was, you know, too negative. Like people's history of the United States, like it was too focused on the missteps, the few missteps that our country has taken.

0:26:28 Thomas: Want yeah just a couple mistakes

0:26:35 Lydia: And I wanted to write a story that centered, you know, the positive message. And then, you Know, I'll recognize the mis steps, but they're, they're just a couple like little blips along the way.

0:26:42 Thomas: Will you will you recognize the missteps he's like the one misstep of we didn't reagan enough

0:26:51 Lydia: Yeah, he's exactly what you would think he is, right? It's everything just ticks those boxes. He's an older white man who has this idea of history that is naive at best and willful, like willful misinformation at worst. Yeah, yeah. Based out of a conservative Christian college. I think he was a fellow with the Ethics, Public and Policy Center.

0:27:07 Thomas: Actively propagandistic I want to be a fellow somewhere can someone make me a fellow and then hello hello fellow you know do they they just greet each other like that like Like, yeah, I want to be a fellow.

0:27:19 Lydia: I know me, too. That would be nice. Maybe not with Wilfred, though. I don't think I'd want to be a fellow with him.

0:27:28 Thomas: I'd be like, hello, fellow, fellow. You know, like, it'd be so funny. Everybody would be laughing.

0:27:33 Lydia: So we start off with the textbook being a concern. And again, it's recommended, it is not assigned, and it is a framework. But there's nothing else. There's nothing else. They do give other sources. We'll talk about what some of those sources are.

0:27:41 Thomas: But there's nothing else, though. Recommended, or you could just think about it. Just think, like what would U .S. history probably be?

0:27:50 Lydia: Or you can just take the paragraphs that we put in here already.

0:27:56 Lydia: But I was looking through the framework. It's not that long. It is 214 pages as opposed to the framework that you get with College Board, which is over 500 pages. And again, meant to be a framework, not a full curriculum. And, again, 21 recommended textbooks that you can use out of College Board to help support their framework versus the one of this 214 -page document from Florida. But this particular thing jumped out at me just because we were talking about on OA this week discussing progressives from the late 1910s, right, with Woodrow Wilson and everything, and this idea of tying the progressives of that era to the progressives of this era and saying they're one in the same.

0:28:36 Thomas: You mean our king, our god, Woodrow Wilson? I have a picture of him above my bed. We salute him. Every night we do a little prayer for Woodrow Wilson and we're like, we

0:28:39 Lydia: Yes, exactly. The father of progressivism. First came Woodrow Wilson, then came AOC. Yeah. And

0:28:48 Thomas: Love you so much, sir. Good night, Mr. President.

0:28:52 Lydia: You didn't take AP U .S. History.

0:28:53 Thomas: I think I probably did, actually. No, whatever you're about to say. I do not remember.

0:28:55 Lydia: Do you remember even learning about this in regular U. S. History? Okay, fair. I personally don't remember learning about this, at least being a key part. I'm going to tell you from fact, the Florida advanced advanced courses and tests. There's an entire section as part of this period of history that's just labeled progressive immigration restriction, race science and eugenics. Right.

0:29:05 Thomas: What? Okay. Yeah, Matt touched on that, huh?

0:29:22 Lydia: So here I have it in this like curriculum framework now that they're going to be teaching. This is a key part of this time in the U .S. history. And it says progressives beliefs in paternalism and the distinction between civilized and barbarous peoples led them to embrace racial theories of human superiority, such as the Teutonic germ theory, adopt strict immigration legislation against Asians and Southern and Eastern Europeans, and pursue a eugenicist vision of scientific human engineering that would have eliminated undesirable and unfit persons from civilized society.

0:29:55 Thomas: Question. Are they saying that was bad, though? You hear these guys? They wanted to restrict immigrants. Oh, man, that's us. Damn it.

0:29:58 Lydia: They are. But I think that they're doing it.

0:30:05 Lydia: But here's the thing. I think what they're trying to do is just get the word progressive in there and link it to these things.

0:30:11 Thomas: I mean, I know, but they're linking it and saying this is bad and it's also the stuff we'd currently like.

0:30:18 Lydia: But no, but so here's The Thing, because it's not saying strict immigration legislation against all people. It specifically says against Asians and Southern and Eastern Europeans. And it's focusing in on those particular racial groups, right? Because the Asian racial group, broadly speaking, that is the group that was behind Students for Fair Admissions, right, that when SCOTUS overturned affirmative action, used purposefully, yeah, Edward Bloom.

0:30:40 Thomas: Yeah. Or at least was used by whoever was behind that. I can't remember. Yeah. That doesn't sound super Asian of a name, but it could be. Yeah, exactly. That was, that's my joke. Yeah.

0:30:48 Lydia: He's not. He just searches for plaintiffs, yeah. But it clearly is just like like a way to indoctrinate their high schoolers that anytime you hear progressive, you think about race science. You think about eugenics.

0:31:01 Thomas: Okay. So this is funny because when we did the OA, the opening arguments, fabric response, talking about Clarence Thomas and he gave apparently this exact, I didn't know. I don't know. Were you sitting on this or something? Cause like, this sounds like wherever Clarence Thomas got his weird bullshit about Woodrow Wilson sounds like from this. Cause I'd never heard of that. What I was speculating was, I don'T think ClarenCE Thomas came up with this because I just don't think, you know, not that he couldn't, I'm sure he could if he wanted to, but like most of the time I find that on this show, especially you find that they have some shared source. They start, like you start hearing the same weird pseudo historical claims, you you know? Yeah.

0:31:22 Lydia: Right. I remember that. Yeah and it could be, you know, that Wilfred guy, his book.

0:31:39 Thomas: It's got a common, I think it just has a common ancestor. Like somebody, yeah, it could be that, could be, I don't know what it is, but it's funny because I just hadn't really, I dunno about you, but I hadn't really heard this particular bullshit, you know.

0:31:52 Lydia: I hadn't either.

0:31:52 Thomas: Yeah. It's somebody's fresh MAGA bullshit, fresh anti-intellectual pseudo history, I guess.

0:31:58 Lydia: No yeah one and it feels like the more that we hear about it tells me that they're scared about the progressives potential.

0:32:04 Thomas: Well, kind of, or I think they just cooked this shit up in a lab somewhere. They're just like, it's got some assholes who vaguely know something about history, but then just use it to like, what storyline can we pick out? What pseudo -history can we draw to make it seem like the progressives were the bad guys or whatever it is?

0:32:21 Thomas: And they're like, oh, my God, I've got it. First off, Woodrow Wilson.

0:32:21 Lydia: Yeah yeah yeah.

0:32:25 Thomas: Say it with me. Woodrow P. fucking Wilson. I don't know if that's his middle initial. Yeah, but he also had another. Oh, I thought he had another one in there. Oh, okay. Oh, damn.

0:32:30 Lydia: Remember Woodrow's his middle name. His name was was, nope, Thomas Woodrow Wilson. No, that was another guy. Yeah. Another Woody. When we went on our Woody hunt.

0:32:41 Thomas: It's AP U .S. history all over again.

0:32:43 Lydia: But for comparison's sake, because I don't remember really learning about that at all. When I learned about like the 1910s and stuff.

0:32:50 Thomas: We did a whole election of 1912 thing that was really fun. Yeah. The teacher had us do like a mock election kind of thing. Now, I don't think I learned anything from it, but that's on me, you know, because actually later on, I read Doris Kearns Goodwin. That's the thing. I don'T know if there was a way to make history interesting to me back then. I'M NOT SURE.

0:33:12 Thomas: I DON'T BLAME MY TEACHERS OR ANYTHING. I LAMENT IT BECAUSE LATER ON, YOU KNOW, I WAS PROBABLY LIKE, OH, GOSH, BY NOW IT'S BEEN in almost eight, nine years or something that I read Doris Kearns Goodwin about Teddy Roosevelt. She has a book about that and all that. And it talked about this election. I was like, Jesus, this is the most fascinating thing. Like it's so fucking interesting. And I think my brain just probably wasn't ready for it back then. Like, it's hard as a high school kid, like you don't really have the context, or at least I didn't, you know, for a lot of the stuff. Like you don't even know, like, wait, why would I care about this? Why is it important? Until you see like kind of what happens in the real world a little bit.

0:33:48 Thomas: And then you're like, oh my God, I want to know what happened in the real world a hundred something years ago. Super interesting.

0:33:52 Lydia: But what I was seeing, because again, I don't remember learning about this stuff. I remember talking about John Muir I remember talking about Teddy Roosevelt, right like like elements of that did come up muckraking

0:34:00 Thomas: But there's also the journalists that so muckraking, but those are the bad ones. But there'S also really good, you know, like Ida B. Wells, I think. I do remember kind of learning about that a little bit. But when I read this book, I was like, man, this is so fucking cool. Oh, man. What a time. Back then, there was this thing called magazines that were like podcasts in that there was a huge rush for them. Like people were like, we need new journalism. We need new writers. We need a new whatever. And you could do a startup that's like a magazine startup.

0:34:05 Lydia: Muckraking yeah right yeah yeah

0:34:35 Thomas: And then you get awesome journalists to write stuff. And they would be like, this is great. We all love this. You just can't do that now. It's just some shitty fucking TikTok nonsense. Yeah, that's, like, the best, I guess, of it, of all the nonsense. Like, it's still not, I don't think it's good, but, like it's the best. It was a cool thing to learn about.

0:34:31 Lydia: Yeah mm -hmm sub Substack, yeah, but meanwhile I was like is this something that is being taught just more now and it wasn't being taught like when I took APUSH history or maybe I forgot so yeah exactly exactly so fact ACT is teaching this.

0:35:02 Thomas: You're trying to get the basis of comparison for the fact. Uh -huh. Hmm.

0:35:07 Lydia: What is the AP U .S. History class teaching this? What does this look like in the framework for College Board? And I was taking a glance at like some study guides and stuff from College Board about this. And they do call out some of these contradictions of progressives, namely immigration and race.

0:35:24 Thomas: Yeah, like at the time. And again, in case people didn't listen to the OA, like the capital P progressive movement of that time is a very different thing from now. Yeah.

0:35:27 Lydia: But right, than the progressives of 2010s and 2020s. But the way that it was set up there, it really emphasized that, yes, this existed because the movement was so large. There were actually like different groups within this movement. And some of them felt this way, not all of them. Right. And so it was like much more specific. It wasn't the progressives as this entire, you know, monolith that believed in race science. Right? It was this particular element. And they named like some of the elements that those folks had in common, and like upper middle class and sort of these other things tended to rally around some of these things. And so the way that the AP test approaches, this is actually a really good essay question, right? We can talk about when you have a broad political movement and it's accomplishing some really amazing things, but then you have group within that movement that wants to accomplish some things that are not so great, tackling that and like, what did that look like? And how did Did that tension perpetuate in that movement? And what were the impacts of that politically, potentially, or historically downstream and stuff? So just some really interesting things. But from what I'm seeing from fact, it's more of this movement believed this. Yeah.

0:36:47 Thomas: Yeah, it's just like a gotcha. Like you have to memorize like owns. Oh, yeah? Well, you also have to be able to say like on the test, you have To be able To say like, well, Republicans were the party that got rid of slavery. Like you just have To say Like that. The party of Lincoln. Can I mean

0:37:00 Lydia: It's that every time. Yeah. Every single time.

0:37:08 Ad: [Ad break 3 — ad music]

0:37:08 Lydia: It also, throughout the framework, leans heavily into the Christian faith. I think I searched Christian and it came up 40 times.

0:37:17 Thomas: That's nothing wrong with learning about that being a strong force in American politics

0:37:20 Lydia: Not necessarily. But what about your primary sources being verses from the Bible? That's problematic because they strongly believe that the founders and religion and

0:37:26 Thomas: Yeah well that's something what does that have to do with U.S. history like at all oh they're trying to teach the founding is like a religious thing

0:37:36 Lydia: A lot of it. Yeah. And it's not just that. We get into the lack of discussion regarding racism when we're talking about slavery. Adam Rothman from Georgetown University commented on this. He said that particularly in early U.S. history, not talking about racism was, quote, striking. The word racism never appears in the entire framework while the topic appears in the first unit of AP U.S. History and then in numerous parts of that course.

0:38:05 Thomas: Yeah it's kind of important

0:38:07 Lydia: He says, quote, you can't really understand the contradiction between freedom and slavery at the founding of the United States in the late 18th century without some grasp of the emergence of racist views about black people.

0:38:15 Thomas: Yeah you can't understand the founding without knowing about Just purely like as non -wokest as possible. That's just a fact. Like it was a major part of the founding. It was a source of compromise and contention among the northern and southern states. Like there's so much, so much about race to do with that, like to not even teach it.

0:38:41 Lydia: Well, and not just that. From some other feedback that I was reading through within this framework, they try to portray the founders as fundamentally opposed to slavery and simply completely simplifying their views. So Annette Gordon -Reed, she's a Harvard historian. She's the leading scholar on Thomas Jefferson in the United States, basically. And she said that Jefferson believed that if enslaved people were freed, they should be expatriated, like get them out of here. Then they don't belong in America. George Washington waited until his death to free enslaved people that he owned. Quote, each of these people had political power that could have been deployed against slavery. This presentation seems directed at explaining away their inaction.

0:38:51 Thomas: What They weren't though Yeah yeah

0:39:21 Lydia: They also say that the Constitution is an anti -slavery document. They try and make that case in the framework. Work?

0:39:21 Thomas: Oh That's weird because I don't think slavery was abolished in 1776

0:39:30 Lydia: No. No. Most historians view the Constitution as a compromise and basically something that got the abolitionists to be quiet for a few decades and halt the momentum to, you know, freeing enslaved people. Just it's this whitewashing of this whole thing.

0:39:47 Thomas: Yeah it's interesting because if you look at the founding of this country is like a really good thing which I mean arguably you could look atthe revolution the founding is a good thing I don' t know revolutions and self -government is usually good although ultimately it leads to empire and other stuff in our case but like it is an interesting question of like yeah there were compromises that had to be made in order to get the support of the southern states in order to fight a revolutionary war and do all that. It's interesting to talk about that. It's stupid to not talk about that. And I think also these morons, these mega morons. I think they get the idea that what the wokest do is they teach history and the whole time they say and Thomas Jefferson had slaves and then we all go, we all hiss like that's what the class is like. It's just like a, a group hate session on the old white men who had, it's not at all. It's you learned that they had slaves and you might be like, boy, that doesn't seem good. You know, there's not, but it's, it, it you just learn about it. It's not like wokest propaganda where everybody in the class write an essay about how slavery was so bad. Like, it'S just simple minded. That's not really what the curriculum is. You learn about it. You probably would think it's bad if you learn anything about it. I would think you would think it's mad, but

0:41:05 Thomas: It's not like this woke, moralistic preaching. That's not what it is.

0:41:05 Lydia: But They can't even trust their students to take this idea that slaves came over in 1619. They say and this is a factual error according to Rothman out of Georgetown University who I mentioned before they say that indentured servants were brought to the Americas in 1619 they will not call them slaves which is just inaccurate and so like they can't even trust their students with this idea that like that people brought over slaves and that Thomas Jefferson owned slaves like it's just it's silly so beyond that like a little more of a modern element that comes up in this class as well. The way that they characterize Roe v. Wade in this is really interesting. They say that Roe vs. Wade was a ruling that, quote, removed a contentious topic from the democratic process. What? That's how they're characterizing it in this.

0:41:28 Thomas: That's stupid. Yeah. Yeah. Sure.

0:42:03 Lydia: And then it seemed to praise the 2022 overturning of Roe as, quote returning the matter to regulation by the states via the democratic process even the language from the key facts of this section of that framework it lists Roe v. Wade as a key fact from this era that they're talking about supreme court decision that ruled a Texas law banning abortion was unconstitutional granting women the right to abort their babies in the first trimester the language choice there and abort their bodies that is so loaded there and absolutely transparent what they're trying to do.

0:42:30 Thomas: In the first trimester, that's not even what it was, too. Yeah. Yeah, and again, real history classes would tell you that, like, well, the argument was from some people that you needed to leave it to the states, and, like there is a serious argument that did the court by jumping the gun and kind of taking it away from the democratic process. Was that ultimately good? I think I would have said 100 percent yes. And I probably still say 100 percent. Yes. There's like a serious agreement that like, I don't know, maybe that ultimately in the long run is what led to this campaign to get rid of it. You know, I, I Don't know if that's true, but like, it's at least an argument you could look at good history courses do look at those things. They would look and say, well, it was a bit of a stretch by the court. I don't think it was crazy, but it was a bit of a reach. It was a progressive reach by the court to guarantee something that wasn't explicitly said. It was, you know, it's based on some other stuff. Ultimately, I think it was the right decision, but history courses are not going to teach you. This was great that there was Roe v. Wade. We love it because we're woke. We love Roe v. Wade. It's bad. We think you should abort children even earlier than the first trimester. Like it, that's not how it is. Like they, they're responding to something that doesn't exist

0:43:31 Lydia: Explicit. Right. Here's how they characterize Reagan's economy

0:43:55 Thomas: Yeah

0:43:55 Lydia: In this section as well. Reaganomics and economic recovery. President Reagan's economic policies included substantial tax cuts in 1981, as well as deregulation during his time in office, while the Federal Reserve continued to restrain growth in the money supply.

0:44:07 Thomas: I mean that's kind of true that part's

0:44:09 Lydia: Economic growth increased significantly, succeeding in creating 20 million jobs, while inflation declined from 13 .5 % to 4%. Despite ballooning deficits, in part due to increased defense spending, GNP grew enough to end stagflation. Proponents argued that Reagan's supply -side economic approach restored prosperity, while critics pointed to increased national debt. And it's just like such, like, first of all, why I'm getting a huge paragraph about this and like the key facts of this section when Roe v. Wade was literally a single sentence is crazy to me. With percentages and statistics and stuff like, what are we doing here? And then to also then take a full entire paragraph to skip over a whole lot more that was problematic regarding Reaganomics and the fallout. I don't know. It bugged me. Or how they set up this sentence. Analyzed the domestic transformations of the 1990s and early 2000s, comparing centrist reforms under President Clinton with the contested 2000 election and the later financial collapse. And it's just so funny to me, like the only name, the only president name in that sentence is Clinton. So the way it's like framed there, it's that the reforms that President Clinton made, it almost is insinuating that

0:44:38 Thomas: Yeah what

0:45:21 Lydia: It was connected to the 2000 election, and the the later financial collapse, like it all kind of stemmed from Clinton reforms. Weird, weird, weird, weird. And, you know, even the early days of the country before we were a country, it focuses, of course, on Western civilization and influences from that. It focuses on the Protestant Reformation and how it gave rise to certain democratic ideas, but really, really, really, really glosses over all of the indigenous history. There is very, very little mention of that. I don't think any of us are surprised to hear that, but it is really sad. And there is a historian out of the University of Connecticut, Manisha Sinha, who said that this was a dated approach to U .S. history, quote, especially in a place like Florida with

0:45:22 Thomas: Huh like that was yeah so interesting yeah

0:46:07 Lydia: A long history of Native presence and major encounters and wars. And to just ignore all the people that lived there before is sad yeah yeah

0:46:17 Thomas: Yeah there Should be a whole course on Native American history I wish that because I like I don't know anything about that I think it'd be really interesting because there's a lot to it obviously there's like so many different tribes and all that that stuff like it'd be really interesting to learn about I don't remember learning about much of

0:46:33 Lydia: I remember learning about it in elementary school and I don't remember learning about it much after that no I remember it in like kind of a

0:46:36 Thomas: It yeah but not not in like any deep way yeah oh yeah

0:46:41 Lydia: Deep way I mean because we like learned about a bunch of different tribes not certainly not all of them but like yeah we did talk about those always a possibility and

0:46:45 Thomas: Oh that's cool it's possible I didn't pay attention yeah take anything I say about what happened in a school with a grain of

0:46:55 Lydia: Then just thematically there are a lot of differences I'll link the full framework if people want to poke around. Thematically, Florida is focused on political and constitutional history, economics, political economy, American identity, national character, foreign policy. And the AP course thematically is focused It's focused on American and national identity, politics and power, American and regional culture and social structures. And so we're missing a lot of cultural impact, social impact from the fact framework.

0:47:30 Thomas: Salt okay but how's their algebra class like that I want to see did somebody fuck it up uh

0:47:34 Lydia: I don't see any metrics yet, but they do have that available on their website. So I can include the link if folks are interested in that too. Too. There's a fact sheet, policies regarding their calculators, the test design summary. Oh, there's some sample items. The answer key.

0:47:48 Thomas: I really do think they picked like the lowest hanging fruit to just be like okay we can definitely not fuck up algebra like somebody you say hey bill you know algebra right yeah okay do that and then that'll you know we'll start there I'm pretty sure we can't fuck that

0:48:02 Lydia: We'll start there. And we'll just hide behind that for a little bit. And then we'll do this US history. We'll do our one of our big swings here.

0:48:06 Thomas: Up so funny I just love that like we're gonna do a trial ap algebra yeah

0:48:11 Lydia: Yeah. When the AP African American Studies class came out in 2023, National Review did a whole thing about like, and they won't release who's part of this and who's contributing to this, etc, etc. And it was like, well, they're still developing it, right? Like this is the very, beginnings of this. It's not even being offered to students at this point yet. Yeah.

0:48:30 Thomas: Yes and they'll probably get death threats from you fucking people so don't release whoever did

0:48:35 Lydia: But it's funny because here I have conservatives whining about, you know, not knowing who contributed to putting together that framework. And there's nothing on this document talking about who contributed to this framework. I don't know anybody who has that no one has been mentioned or cited or anything. I emailed the press office for the Department of Education in Florida asking if information would be released regarding the contributors. They have not responded to me. If they do not respond to me by the end of this week, I will be submitting a FOIA request because I want all the emails. Yeah. No, but they're a state entity. They're public. They do have FOIA.

0:48:55 Thomas: It yeah huh wow can you actually do that because isn't it florida Does Florida have their own FOIA law? Does FOIA apply to state governments, you're saying?

0:49:18 Lydia: It might be under a different name, but it's the same premise because California is the same way.

0:49:19 Thomas: I don't, I think, yeah, but I think it's because California has a FOIA type law. I don'T think FOIA, yeah.

0:49:25 Lydia: Yeah, public records law out of Florida, Sunshine Law. So grants any person the right to inspect or copy be records made or received by state, county. Yeah.

0:49:32 Thomas: Yep, yep, yep. So it's a minor thing, but it's not, the federal law is not applicable to, yeah? Yeah.

0:49:38 Lydia: Okay, I see what you're saying. That's me shorthanding my discussion of it.

0:49:42 Thomas: The reason I ask, is there anything about having to be like a Florida resident or anything? Because I can imagine if you had a FOia type law, state FOIA time, law like it wouldn't be insane to be like well we're not gonna we don't want people from other states getting our documents using whatever their

0:49:54 Lydia: I don't think so. I mean, I was able to get stuff out of Oklahoma. Yeah, I'm going to do it .I'm going get stuff out of them. Now, in terms of, you know, this is this would be their pilot year coming up. So they are asking for schools to participate in their pilot of their Florida man U .S. history.

0:50:03 Thomas: Law is all right well I'm rooting for you I was just wondering I love it I just would love to be a fly on the wall oh yeah uh yeah we'll get back to you on that well you know we might oh

0:50:22 Lydia: They have five more days to volunteer and a few school districts have explicitly said that they would not be participating. So So shout out to them. I don't know their reasoning, but good for them.

0:50:30 Thomas: Yeah probably because it's fucking stupid

0:50:33 Lydia: It's Orange County, Osceola County, and Lake County. And Seminole County Public Schools said the course was under consideration, but the education department has also not shared with any news organization how many of the school districts have signed on. And yeah, they have five more days to volunteer to do so. So we'll see.

0:50:51 Thomas: Get on it you know act act tickets are selling fast to this so you know yeah we're gonna run we're gonna run out of pdfs if you don't you know so get get your spot schools

0:51:04 Lydia: I can't wait for listeners to check out this framework work, because it is just, it's shocking. It's simple.

0:51:10 Thomas: Yeah you might as well teach the history of middle earth like it's pretty much if you just want to make something up you know I would take an ap middle earth class before I would Take this well I'm gonna start studying because I need to be able to pass this fact test you know I want to I want another real history of of the united states so I'm gonna get on it can't wait to learn about reagan you know riding on a horse with jesus or whatever the fuck uh but no that's that's uh thanks for looking into that yeah I guess the lesson is when you try to teach actual history involving anything that conservatives are deathly afraid of they will start their own fucking school system

0:51:16 Lydia: Yeah, yeah, man. Yeah. Good. Just like freaking whiny babies.

0:51:54 Thomas: About it jesus christ mine

0:51:57 Lydia: Yeah? In Florida, that's your, your tax dollars at work, too. So I said Florida.

0:52:03 Thomas: Oh, okay. Thank God.

0:52:04 Lydia: Not yours.

0:52:05 Thomas: I'm just kidding.

0:52:05 Lydia: Not this time. Let me reiterate that in case people didn't hear Your perfect math on the SAT.

0:52:30 Thomas: That fly's like, yeah, I know. I hate that guy.

0:52:34 Lydia: Red flag, red flag, red flag.

0:52:37 Thomas: We got Hillsdale'd again.