Krystal and Saagar HEATED Debate On Campus Gaza Protests

Breaking Points
30 Apr 202429:58

Summary

TLDRThe transcript discusses the unfolding protests across various U.S. campuses, particularly focusing on Columbia University and the University of Texas at Austin. It highlights the resurgence of activism reminiscent of the 1960s, with protesters occupying Hamilton Hall at Columbia in a stand against perceived injustices, including the Israeli Defense Forces' actions. The discussion also touches on the crackdown on these protests, with police using force and making arrests, leading to a public outcry and further student defiance. The conversation delves into the broader implications of these actions, including the potential backlash against protesters, the importance of peaceful protest, and the role of free speech in democratic society. It also addresses the response from political figures and the potential threat to federal funding for universities that do not suppress 'wrongthink.' The summary underscores the tension between upholding free speech and the aggressive enforcement of ideological conformity in educational institutions.

Takeaways

  • 📚 Columbia University has become a focal point for protests, with parallels drawn to the 1968 anti-Vietnam War demonstrations.
  • 🏛️ Hamilton Hall, a building at Columbia, was occupied by protesters, echoing its 1968 use as a site of protest and raising questions about property destruction.
  • 🚨 At UT Austin, there was a significant police crackdown on student protests, leading to arrests and allegations of police brutality.
  • 🤔 The effectiveness of protests is debated, with some arguing that they can lead to meaningful change, while others suggest they may not result in tangible outcomes.
  • 🌐 International attention is drawn to the protests, with implications for global politics and the perception of the United States' stance on international issues.
  • 👮‍♂️ Law enforcement's response to protests is criticized for being heavy-handed, potentially undermining the right to peaceful assembly.
  • 🏛️ There's a discussion about the balance between enforcing rules and respecting the history of student activism at universities.
  • 💭 The potential consequences for students participating in protests, including academic and legal repercussions, are highlighted.
  • 🗣️ The role of free speech in the context of campus protests is a point of contention, with some arguing that it's being suppressed.
  • 🤝 There's a call for solidarity and support for the protesters, emphasizing the importance of standing up for principles and potential sacrifices.
  • 👉 The potential impact of protests on political discourse and policy, both domestically and internationally, is acknowledged.

Q & A

  • What was the significance of Hamilton Hall in the context of the protests at Columbia University?

    -Hamilton Hall was significant because it was one of the buildings that anti-Vietnam War protesters took over in 1968, and it was again occupied by protesters in the described events, symbolizing a connection to the activism of the past.

  • What was the reference to 'Hin Hall' in the context of the Columbia University protests?

    -The reference to 'Hin Hall' was in honor of Hind, a six-year-old girl whose family was killed by an IDF strike. She was able to call for help but was assassinated by the IDF along with her potential rescuers, highlighting the human cost of conflict.

  • Why did the Texas governor Greg Abbott decide to enforce a crackdown on the protests at UT Austin?

    -The script does not provide a specific reason for Governor Greg Abbott's decision, but it suggests that he abandoned any pretense of supporting free speech and opted for a full crackdown, which included police in riot gear and arrests.

  • What was the reaction of the protesters at UT Austin after the police cleared the area?

    -The protesters at UT Austin were determined and came back to reset up the encampment and restart the protest. They even chanted 'you failed' in reference to the police's actions at a scene involving a school incident.

  • What was the Columbia University administration's response to the protests and occupation of Hamilton Hall?

    -Columbia University initially set a deadline for the protesters to leave Hamilton Hall, but when that deadline passed without enforcement, they began suspending students involved in the protests, barring them from finishing the semester, graduating, or entering campus housing or academic buildings.

  • What was the stance of the Biden administration regarding the use of police force on college campus protests?

    -The Biden administration, represented by Press Secretary Karine Jean-Pierre, emphasized the right of Americans to peacefully protest within the law and condemned anti-Semitism, but provided a limited response to the specific question about police force on campus protests.

  • What actions were proposed by some U.S. politicians in response to the protests on college campuses?

    -Some U.S. politicians proposed reducing or eliminating federal funds to campuses that could not maintain safety and security, revoking visas of foreign students participating in protests, and even placing students on a no-fly list.

  • Why was there a debate about the effectiveness of protests in bringing about change?

    -The debate arose because some individuals believe that protests, while a form of expression, may not lead to tangible change, especially when they result in property damage or violent confrontations with authorities. Others argue that protests are part of a broader movement that can shift public opinion and pressure lawmakers.

  • What historical references were made in the script regarding protests and their impact?

    -The script referenced the 1968 protests at Columbia University, the Civil Rights era, the Selma, Alabama March led by Martin Luther King Jr., and the impact of LGBTQ+ rights movements to illustrate the varied outcomes and impacts of protests over time.

  • What was the speaker's opinion on the potential consequences for students involved in the protests?

    -The speaker expressed concern for the students, suggesting that they might face severe consequences such as expulsion, arrest, and long-term effects on their future, but also acknowledged their courage and the importance of standing up for their beliefs.

  • What was the speaker's view on the role of federal funding in influencing the political stance of universities?

    -The speaker was opposed to the idea that federal funding could be contingent on a university's adherence to a particular political ideology, arguing that it could lead to a dangerous precedent of government overreach and infringement on First Amendment rights.

Outlines

00:00

🚨 Campus Protests and Crackdowns 🚨

The video discusses the protests at Columbia University, referencing the historical context of 1968 and the current situation involving the takeover of Hamilton Hall. It also addresses the police response at the University of Texas at Austin, where Governor Greg Abbott's crackdown on protesters is criticized. The speaker condemns the violence against student protesters and highlights the resilience of the protesters in the face of police action.

05:01

🤔 Controversy Over Property Damage and Activism 🤔

This paragraph debates the strategy of property damage during protests, using the example of 1968's Hamilton Hall occupation and the current situation at Columbia University. The speaker argues against property destruction, suggesting it invites police retaliation. There's also a critique of Columbia's response to the protests, accusing the university of inconsistent enforcement of its rules and of undermining its history of student activism.

10:03

🌎 Global Impact of Student Protests 🌎

The speaker admires the protesters for their willingness to sacrifice for values and for people they may never meet. They argue that the protests have global significance, particularly for the Palestinians in Gaza, and have already influenced public opinion and political discourse. The paragraph also addresses the potential for a backlash similar to that of the Vietnam War protesters and the importance of historical context in understanding the impact of protests.

15:04

📚 The Role of Congress and Legislative Change 📚

The focus shifts to the importance of legislative action in addition to street protests for achieving lasting change. The Civil Rights era and the role of Martin Luther King Jr., President Lyndon B. Johnson, and the NAACP are highlighted as examples. The speaker emphasizes that protests are part of a broader strategy that includes influencing lawmakers and that the current movement has already achieved some political victories.

20:05

😷 Masks and the Awareness of Consequences 😷

The video script describes the protective measures taken by faculty and students during a protest at Columbia University, including wearing orange vests and masks to shield their identities. Despite the awareness of potential consequences, the protesters continue their activities. The paragraph also covers the Biden administration's response to the protests and the use of police force on college campuses, criticizing the lack of substantial comment beyond condemning anti-Semitism.

25:06

🛡️ Threats to Free Speech and Federal Intervention 🛡️

The final paragraph discusses the threats to free speech on college campuses, with proposals from politicians to cut federal funding to universities that do not suppress protests. It also mentions the possibility of foreign student visas being revoked and the idea of placing student protesters on a no-fly list. The speaker expresses concern over these measures, likening them to the Patriot Act, and argues against the federal government enforcing a particular ideology on educational institutions.

Mindmap

Keywords

💡Protests

Protests refer to a public demonstration in which people express their objection or support for an idea or policy. In the video, protests are taking place at Columbia University and other campuses, with students advocating for causes such as divestment from certain entities and expressing opposition to perceived injustices. The protests are a central theme, highlighting the conflict between free speech and the enforcement of university rules.

💡Columbia University

Columbia University is an Ivy League institution in New York City that serves as a focal point for the protests described in the video. It is historically known for student activism, and the script references its role as 'Ground Zero' for the protests, indicating the significance of the protests in relation to the university's identity and the broader movement.

💡Free Speech

Free speech is the right to express one's opinions without censorship or restraint. The video discusses the tension between upholding free speech rights and maintaining order on campus during protests. It is a contentious issue, as some argue that the university's response to the protests infringes upon this right, while others believe that the protests have crossed the line into unacceptable behavior.

💡Hamilton Hall

Hamilton Hall is a building on the Columbia University campus that has historical significance due to its occupation during the 1968 anti-Vietnam War protests. In the video, it is mentioned again in the context of the current protests, symbolizing a connection to past acts of student activism and drawing parallels between the two eras of unrest.

💡Property Damage

Property damage refers to the destruction or vandalization of property, which is often a point of contention during protests. The video discusses instances of property damage during the protests, questioning whether such actions are justified or if they detract from the protesters' message. It is a key issue as it influences public and administrative responses to the protests.

💡Police Crackdown

A police crackdown refers to the aggressive enforcement of laws by the police, often in response to civil unrest or protests. The video describes a situation at UT Austin where the police response to protesters was particularly forceful, leading to a backlash and further escalation of the protests. This highlights the tension between law enforcement and protesters and the potential consequences of such actions.

💡Divestment

Divestment is the strategy of withdrawing investment from a particular company or sector, often for ethical or political reasons. In the context of the video, students are calling for divestment from entities that they perceive as unethically involved in conflicts, such as the Israeli-Palestinian situation. This demand is a central part of the protests and represents a specific goal of the student activists.

💡First Amendment

The First Amendment to the United States Constitution protects the rights to freedom of religion, speech, the press, peaceful assembly, and petition. The video discusses the First Amendment in the context of campus protests, questioning the extent to which universities should allow protests and the potential infringement on these rights when law enforcement or university policies intervene.

💡Ideological Enforcement

Ideological enforcement refers to the imposition of a particular set of beliefs or values, often by those in power. The video touches on concerns that the federal government or university administrations might be enforcing a specific ideology regarding the protests, which could be seen as a threat to academic freedom and open debate.

💡Federal Funding

Federal funding refers to financial support provided by the national government to various institutions, including universities. The video discusses threats to withdraw federal funding from universities that do not maintain a certain level of safety and security, or that allow protests deemed unacceptable by some politicians. This represents a significant pressure point as it could impact the university's financial stability and autonomy.

💡No-fly list

A no-fly list is a government database used to prevent individuals from boarding commercial aircraft. In the video, there is mention of potentially placing student protesters on a no-fly list, which would be a severe measure with significant implications for their freedom of movement and due process rights. This is presented as an extreme response to the protests and is criticized as being unconstitutional and disproportionate.

Highlights

Columbia University has become a focal point for protests and subsequent crackdowns, echoing the 1968 anti-Vietnam War demonstrations.

Protesters have taken over Hamilton Hall, a building with historical significance related to activism.

A flag hung from Hamilton Hall references a tragic incident involving a young girl and the IDF, symbolizing the protesters' cause.

The protests at Columbia University are intentionally creating a connection to the activism of the 1960s.

At UT Austin, police have taken a hard line against protesters, leading to a significant backlash.

Despite a crackdown, protesters at UT Austin have been determined to regroup and continue their demonstrations.

Texas Governor Greg Abbott's administration is facing criticism for its approach to handling the protests.

Columbia University's response to protests has been mixed, with deadlines set but not enforced, leading to confusion.

The faculty at Columbia University has shown support for student protesters by forming a protective barrier around them.

Columbia University has begun suspending students involved in the protests, barring them from completing the semester.

The White House's response to the protests and police actions on campuses has been criticized as inadequate.

There is a bipartisan effort in Congress to potentially cut federal funding to universities that do not maintain safety and security for Jewish students.

Proposed measures include putting protesters on a no-fly list and revoking visas of foreign students involved in protests.

The situation has raised concerns about the erosion of First Amendment rights and civil liberties on college campuses.

Some argue that the crackdown on protests sets a dangerous precedent for the use of federal power to enforce ideological conformity.

The protests have already had an impact on public opinion and political discourse around the Israeli-Palestinian conflict.

The debate over the effectiveness and consequences of protests continues, with some advocating for peaceful activism and others warning of potential repercussions.

Transcripts

00:00

let's go ahead and get to some of what

00:01

is unfolding around the country some

00:03

extraordinary scenes we want to start at

00:05

Columbia University which really has

00:07

been kind of Ground Zero for these

00:09

protests and for the Crackdown on these

00:11

protests so we can put these images up

00:13

on the screen you're talking about The

00:14

Echoes of

00:15

1968 so here we have protesters taking

00:20

over uh Hamilton Hall on campus that was

00:23

one of the same buildings that 1968

00:27

anti-vietnam War protesters took over at

00:31

that time you can see they have hung a

00:33

flag that says hin Hall that's a

00:36

reference to that little girl who um it

00:41

was horrible I did a whole monologue

00:42

about it she was in a car um her family

00:46

was killed by an IDF strike she was

00:48

still alive she was able to call the red

00:50

crescent she was begging for them to

00:51

come and help her they stayed on the

00:53

line with her they got the root DEC

00:56

conflicted so they could come and save

00:57

her and not only was she assassinated by

01:00

the IDF this little six-year-old

01:02

adorable girl but her would be Rescuers

01:05

also assassinated by the IDF and you

01:07

know documented on the scene that that

01:10

ambulance coming to save her was just a

01:12

block away so hins Hall um in honor of

01:16

Hind and her loss of life so again these

01:19

Echoes of 1968 now being very

01:22

intentionally um stoked and that

01:24

connectivity very intentionally created

01:27

by the protesters at Colombia I'll give

01:30

you some more updates on Columbia in a

01:31

minute because I want to show you some

01:32

of the scenes out of UT Austin where

01:35

Texas governor Greg Abbott has decided

01:37

to go full Crackdown mode any of his

01:40

pretend pretenses around Free Speech

01:42

clearly gone here here you can see um

01:45

police taking out someone carrying them

01:47

their hands are bound here you see um

01:51

these officers coming in in what appears

01:54

to be riot gear approaching the student

01:57

protesters here you see some cop beating

02:00

the hell out of someone um fists flying

02:03

there as um you know the cops are

02:05

pushing up against the protesters here

02:07

we see um people being sprayed um mace I

02:11

assume as they try to clear on this um

02:14

this area in this encampment and then

02:17

this is incredible so after the police

02:20

cleared the whole area this is

02:22

protesters coming back in and the police

02:25

actually having to retreat and then this

02:28

is uh my favorite I don't if you guys

02:30

can hear this in the background but

02:31

they're chanting you failed yaldi

02:34

because um DPS was there on the scene at

02:37

yaldi and while they're uh pretty

02:39

courageous when it comes to beating up

02:41

unarmed college kids not so courageous

02:44

when it came to rescuing these poor

02:47

babies who were trapped and being

02:48

murdered inside of that elementary

02:49

school and ultimately bleeding out so um

02:53

just extraordinary scenes there um I

02:56

don't know how many arrests were made

02:58

but student protesters at UT Austin very

03:01

determined even in spite of the

03:03

Crackdown to come back in and reset up

03:05

the encampment restart the protest um

03:08

reportedly Sager from the the scenes on

03:10

the ground the protests have only grown

03:13

in size as a result of this attempted

03:15

Crackdown so we can put Greg Abbott's

03:17

tweet up on the screen like I said all

03:20

of his Free Speech uh commentary

03:22

previously is now out the window he says

03:24

no encampments will be allowed instead

03:26

arrests are being made um your thoughts

03:29

on what is unfolding there it does look

03:31

like about 100 demonstr this is kvu KV

03:34

uabc got to give shout outs to the local

03:36

media they're saying at least 100

03:38

demonstrators there Arrested uh

03:40

returning back to that Hamilton Hall

03:42

that monologue that I gave it's uh very

03:45

signifant I mean they obviously did it

03:46

on purpose so 1968 that building

03:49

Hamilton Hall was actually occupied by

03:51

the Vietnam War protesters and they

03:53

barricaded themselves inside I will say

03:56

maybe you'll disagree with me crystal I

03:58

I think it was a mistake because one of

03:59

the reasons one of the things that they

04:01

did is there's a significant amount of

04:02

property destruction they blew open the

04:04

doors with uh with metal you know and

04:07

broke the glass and all of that you can

04:09

think that significant if you want but

04:10

once you cross into the line of straight

04:12

up property damage and you know we're no

04:14

longer in the realm of uh of like

04:17

camping on private property which is

04:20

University and that obviously you know

04:22

it's very different it's actual like

04:24

destruction of property uh that and

04:26

barricading themselves inside

04:28

vandalization you're you're set setting

04:29

yourself up for some sort of police

04:32

demonstration and so I I'll be honest I

04:34

think it was a mistake uh what they did

04:35

because destroying property and

04:38

vandalizing now at the same time look

04:40

Colombia you know I don't really know

04:41

what their deal is because Colombia says

04:44

the Colombia is like you have until 2

04:46

p.m. and we were all prepared we were

04:48

like okay here we go let's go and then 2

04:50

p p.m. comes and goes and nothing

04:51

happens and the Columbia University

04:53

faculty are all there and then they

04:55

start getting suspended but there's no

04:57

actual enforcement so in a certain sense

04:59

it's like you're setting deadlines and

05:01

then nothing is happening so I feel like

05:03

they've chosen the worst of all worlds

05:04

if you're going to have rules and you're

05:06

going to enforce them then enforce them

05:07

but if not they're in this tricky

05:09

situation I will also say in the

05:11

students defense one of the things that

05:13

Colombia Prides itself on is it history

05:16

of uh student activism and they sell

05:20

themselves about like listen we are so

05:21

sorry about what happened in 1968 and it

05:24

was a huge on to go yeah literally it

05:26

took us DEC to recover from next leaders

05:28

of activist so certain sense Columbia

05:30

does not have anybody uh but itself to

05:32

blame but I do think it was a huge

05:33

mistake to uh vandalize property and to

05:35

break into the building because uh

05:37

you're setting yourself up for a

05:39

Crackdown and I've said this before you

05:40

know as long as people are peaceful I

05:42

think it's fine but you start breaking

05:43

stuff burning stuff vandalizing stuff

05:44

I'm not going to have lot of syy for

05:46

Well here here's the thing in terms of

05:49

Colombia's

05:50

response because they threw everything

05:54

at these students for a holy peaceful

05:58

protest and you're right in the

06:00

beginning yes they brought in the cops

06:02

they threatened the National Guard they

06:05

suspended students um

06:08

indiscriminately and so when you throw

06:11

the whole kitchen sink at them to begin

06:13

with well you got nothing left they got

06:15

Nothing Left to Fear I mean this is

06:17

something that I've you know come to

06:18

realize as a parent in terms of like you

06:21

know disciplining children is your

06:23

biggest fear is they realize that like

06:25

you don't actually have any power over

06:26

them careful they might be listening to

06:29

you Ella Ida LOL don't watch the segment

06:32

but at a certain extent like you know I

06:34

can I can ground I can take away the

06:35

foot once you've done all the things

06:37

what else is there to do and so that's

06:40

what Colombia did here their Crackdown

06:42

at the be it was so aggressive we're

06:44

sending the cops and it's going to be

06:46

aggressive and we're threat in the

06:47

National Guard and all these politicians

06:48

are going to they're going to smear you

06:49

as anti-semites we're going to kick you

06:51

on a school and you're never going to

06:52

graduate you're not allowed to set foot

06:53

on campus and when the students were

06:55

like all right well that's happened what

06:58

else is there left to be threatened with

07:00

I I agree uh which is what you're

07:02

pointing to is and this is why it was

07:04

such a mistake to initially send in the

07:07

NYPD because initially this is a

07:10

peaceful protest yes they're in

07:11

violation of rules but it was they sent

07:14

in the cops and then there was a huge

07:15

backlash and then they tried negotiation

07:17

and that's a big mistake because as you

07:19

said you're suspending people you're TR

07:20

sending in the cops and you're kind of

07:22

boxing people into a corner but then

07:24

you're giving him deadlines you're not

07:25

enforcing the deadlines cuz you're

07:26

obviously look these people they have no

07:27

idea what to do they're terrified of the

07:29

headline of sending in the NYPD again in

07:32

inviting a new backlash and so they kind

07:34

of ratcheted up the anti I mean if you

07:35

think about it and this is a bad analogy

07:37

but it's like a prison right so it's

07:38

like when you have good behavior and

07:40

then you have a violation of that I just

07:42

watched that whole unlocked thing on

07:44

Netflix but it's very instructive about

07:46

how people feel and like like you're

07:48

saying about enforcement and rules is

07:50

okay if you have a medium infraction it

07:52

should be met with a medium-size

07:54

reasonable response so the reasonable

07:55

response at that time would have been to

07:57

do what they did in the interim which is

07:59

with them and be like okay guys like

08:00

what's going on here hey we have

08:02

commencement in 2 weeks you're all going

08:04

home if you don't clear out you're going

08:05

to get suspended it's going to be a

08:07

problem and you don't want that you've

08:08

paid all this money you know we have all

08:10

this going on and I think you know we're

08:12

talking about lowering tension but they

08:13

threw the cops in that was a huge

08:15

mistake that said now though you know by

08:17

box people into a corner and also kind

08:19

of both throwing the cops then backing

08:21

down they've set very unclear

08:23

expectations and now we have property

08:25

damage and a wholesale you know

08:27

occupation of the hall and unfortunately

08:29

I do you think it's going to end in uh

08:30

some tear gas or something there's no

08:32

other what other options do they have

08:33

there's no other way to clear people out

08:34

if you're going to barricade yourself

08:36

inside of the hall like what are you

08:37

going to do and especially if they start

08:39

vandalizing which they already did you

08:40

know to get in there you could just you

08:42

know do what students want you to do

08:44

which is to divest mean that's other

08:45

thing is I know I know but that's not

08:47

going to happen seem to understand that

08:49

but why not because there was a vote at

08:51

Columbia Barnard and it was overwhelming

08:53

in favor of div the students don't

08:55

control the endowment yeah but like if

08:57

you have faculty and students or over

08:59

overwhelmingly like just do this thing

09:01

then why not just do that thing and then

09:02

you won't have your hall occupied and

09:04

you won't have to send in the cops Etc

09:06

but you know I think bottom line is like

09:07

I said these students have already been

09:09

kicked out of school and arrested so

09:11

they're not afraid have we don't we

09:13

don't really know here's but I also

09:14

would say this don't throw your future

09:16

away for this I know some of these

09:17

protesters please don't do this your

09:19

parents spend a lot of money on I

09:21

disagree with that you want to get your

09:22

ass expelled like this what are you

09:24

gonna do 20 years from now these are

09:26

people who have agency and who feel like

09:28

they're standing against a genocide and

09:30

I I can't I I'm proud of them I think

09:33

it's incredible to watch 20 years from

09:34

now you'll be a footnote to history

09:36

you're G to be in some idiot on YouTube

09:38

a mon talking about you're not going to

09:41

have a degree away a bunch of money

09:43

there are more things to achieve in life

09:45

than like getting your startup funded or

09:47

getting hired by Wall Street the only

09:50

thing you do you can be a teacher you

09:51

know it's about basic these are yes

09:53

these are young people but they're also

09:54

adults and they're also perfectly

09:56

capable of making their own decisions

09:58

about what's important to them in their

10:00

lives and the way that they want to live

10:03

they're not buying into this crop this

10:04

part of actually what's in my monologue

10:06

they're not buying into this crop about

10:07

the only success that matters is success

10:11

in terms of a capitalist Marketplace

10:13

they have values those values are

10:15

important to them they're willing to I

10:17

think it's incredibly admirable that

10:19

they're willing to sacrifice in many

10:21

instances for people they don't know and

10:23

will never meet like that's

10:25

extraordinary and I think it's Brave I

10:26

think they're to be commended not you

10:28

know scolded for making the wrong life

10:29

decisions I'm not going to scold anybody

10:31

youing them I'm I'm telling you I

10:33

wouldn't do it and I'm sitting here as a

10:35

32y old doing it you didn't do and I

10:38

would I will promise you that 10 years

10:40

ago nobody remembers a [ __ ] thing

10:42

that I said and there's a good reason

10:44

for that and I hope that they don't but

10:45

you do no I certainly do but but I

10:47

regret a lot of it too and they will

10:50

know when they're old and gray and they

10:52

look back and everyone else is

10:54

pretending to have been on the right

10:56

side they will know where they were and

10:58

they will know what they can tell their

10:59

kids about what they did that's not

11:00

going to feed you or your kids I mean

11:02

ask some of these Vietnam War people how

11:03

it all worked out for them in 19 what is

11:05

it 19 that's 20 years later so

11:08

1988 we elected Reagan you know we had

11:10

IR Contra and all that like did it

11:12

really make a difference what happened

11:13

to a lot of those folks not much petered

11:15

out Nixon got elected Law and Order Sky

11:18

High murder rates mostly backfire it's

11:20

such a cynical view of the world though

11:22

to say like basically nothing matters no

11:24

protest matters you're you know your

11:27

genuine concern about this your protest

11:29

of the government you're disrupting

11:31

political speeches nothing you do

11:33

matters so just like go out and get your

11:36

bag I think that's I think that's a

11:37

really

11:38

cynical disturbing view of the world not

11:41

nothing matters but a very little does

11:42

matter listen we here's the bottom line

11:45

we know what will happen if these

11:46

protests don't proceed if these kids

11:49

don't risk the things that they're

11:50

risking that again I think they should

11:52

be absolutely commended for we know what

11:54

will happen absolutely nothing we don't

11:56

know what will happen if they try and

11:58

we've seen at least that there's been

12:01

some pressure placed on the

12:03

administration and I think that's

12:05

important and we we see globally this is

12:08

another thing I have in my monologue we

12:10

see that the people in Gaza see them

12:12

these Palestinians in Gaza are being

12:14

starved to death and threatened with

12:15

bombing and the entire male population

12:18

and rafan now basically threatened with

12:19

execution and murder they see these

12:22

protest and it means something to them I

12:25

mean that alone is I think significant

12:28

and important and see the way that

12:29

International PR I mean you see the way

12:31

Netanyahu is kind of freaking out about

12:32

the fact that there's International

12:34

pressure and these students are part of

12:35

that larger movement so yeah there are

12:37

no guarantees here you're right there

12:39

was a backlash to the Vietnam War

12:41

protesters and you're right that could

12:43

happen again but we know damn well what

12:45

happens if these kids do nothing and

12:46

that is the status quo perseveres

12:50

Palestinians are probably you know

12:52

kicked down of their land alt together

12:55

continue to be murdered continue to be

12:56

slaughtered we know that's what happens

12:58

if they don't protest they think there's

13:00

a chance they could change something and

13:02

I applaud them for doing it they may be

13:04

right I think they're wrong I think it's

13:06

a misreading of history and of power and

13:08

of how that all works now again I'm I

13:11

would take it back I don't want to scold

13:13

people I would only give you some advice

13:16

that when you're very young it can be

13:17

really easy to get caught up in whatever

13:19

the current thing of the day is I'm

13:21

trying to think back from 2012 or

13:23

Whatever Whenever were whenever I was in

13:25

college DACA that was a big one all

13:27

right people march for DACA all the this

13:29

was all over sorry you know look it

13:32

ended up working out nothing like I'm

13:34

just I'm just asking people to have a

13:36

little bit of historical literacy and to

13:38

be mindful that actions are going to

13:40

have consequence now you're an adult you

13:41

do whatever you want to do and I support

13:43

your right to do that and I've spoken

13:44

here openly I support people's right to

13:47

protest and all that I would just

13:49

caution folks to not get caught up into

13:51

thinking you know this ain't 1966 and

13:54

Selma Alabama and all that and there's

13:55

too often you know lack of thinking