i m not a fraud. i m not going to make excuses for this, but a lot of people overstate in their resumes or twist a little bit or ingratiate themselves, i m not saying i m not guilty of that. joining us in eva mckend and camilla dechalis of the washington post . eva, i don t know where to begin. he s probably not a criminal, but he s saying he s not a fraud. that is right. he has been pretty defiant here. he is conceding somewhat tepidly that the work history and the education history is false. he said it is embellished. but it is false. to be clear, he indicates that he s very much moving full steam ahead. he still intends to service in congress and i think crucially, a message that he s sending to the voters, right, the people that supported him in queens and
秀吉から「材木１０００本調達を」 配下の武将へ、天下人への勢い伝わる朱印状 たつので発見
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welcome to both of you. let me phrase the question this way. rashid darden in 2018 wrote the following: students don t typically have a great understanding of the civil war, reconstruction, the jim crow south, the racist north. there is really not much after harriet tubman until we get to the civil rights movement. their body of knowledge is focused on those couple of things rather than the interconnectedness, the intersections. that s why i wanted this conversation to not only utter the words critical race theory. really what this is about is how do we improve the education history in america. keith, where do we begin? we begin by telling the truth, chuck. i think you re right that all of these things are interconnected. i was listening to the conversation you had with nikole hannah-jones, and 1619, indeed, is a starting point. but we have to talk about the black colonial american experience or the experience of people of color pre american revolutionary war, but also what was going