[Congressional Record Volume 170, Number 181 (Friday, December 6, 2024)]
[House]
[Pages H6417-H6421]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
CRUCIAL COMMUNISM TEACHING ACT
Mr. OWENS. Mr. Speaker, pursuant to House Resolution 1602, I call up
the bill (H.R. 5349) to develop and disseminate a civic education
curriculum and oral history resources regarding certain political
ideologies, and for other purposes, and ask for its immediate
consideration in the House.
The Clerk read the title of the bill.
The SPEAKER pro tempore. Pursuant to House Resolution 1602, the
amendment in the nature of a substitute recommended by the Committee on
Education and the Workforce, printed in the bill, is adopted and the
bill, as amended, is considered read.
The text of the bill, as amended, is as follows:
H.R. 5349
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Crucial Communism Teaching
Act''.
SEC. 2. PURPOSES.
The purposes of this Act are the following:
(1) To help families, civic institutions, local
communities, local educational agencies, high schools, and
State educational agencies to prepare high school students to
be civically responsible and knowledgeable adults.
(2) To ensure that high school students in the United
States--
(A) learn that communism has led to the deaths of over
100,000,000 victims worldwide;
(B) understand the dangers of communism and similar
political ideologies; and
(C) understand that 1,500,000,000 people still suffer under
communism.
SEC. 3. DEVELOPMENT AND DISSEMINATION OF CIVIC EDUCATION
CURRICULUM AND ORAL HISTORY RESOURCES.
The independent entity created under section 905(b)(1)(B)
of the FRIENDSHIP Act (40 U.S.C. 8903 note; 107 Stat. 2331
note), also known as the ``Victims of Communism Memorial
Foundation'', shall--
(1) develop a civic education curriculum for high school
students that--
(A) includes a comparative discussion of certain political
ideologies, including communism and totalitarianism, that
conflict with the principles of freedom and democracy that
are essential to the founding of the United States;
(B) is accurate, relevant, and accessible, so as to promote
the understanding of such political ideologies; and
(C) is compatible with a variety of courses, including
social studies, government, history, and economics classes;
(2) develop oral history resources that may be used
alongside the curriculum described in paragraph (1) and that
include personal stories, titled ``Portraits in Patriotism'',
from diverse individuals who--
(A) demonstrate civic-minded qualities;
(B) are victims of the political ideologies described in
paragraph (1)(A); and
(C) are able to compare the political ideologies described
in paragraph (1)(A) with the political ideology of the United
States; and
(3) engage with State and local educational leaders to
assist high schools in using the curriculum described in
paragraph (1) and the resources described in paragraph (2).
SEC. 4. DEFINITIONS.
The terms in section 8101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801) shall apply to this
Act.
The SPEAKER pro tempore. The bill, as amended, shall be debatable for
1 hour equally divided and controlled by the chair and ranking minority
member of the Committee on Education and the Workforce or their
respective designees.
After 1 hour of debate on the bill, as amended, it shall be in order
to consider the further amendment printed in part A of House Report
118-791, if offered by the Member designated in the report, which shall
be considered read, shall be separately debatable for the time
specified in the report equally divided and controlled by the proponent
and an opponent, and shall not be subject to a demand for a division of
the question.
The gentleman from Utah (Mr. Owens) and the gentleman from Virginia
(Mr. Scott) each will control 30 minutes.
The Chair recognizes the gentleman from Utah (Mr. Owens).
General Leave
Mr. OWENS. Mr. Speaker, I ask unanimous consent that all Members may
have 5 legislative days in which to revise and extend their remarks and
include extraneous material to H.R. 5349.
[[Page H6418]]
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Utah?
There was no objection.
Mr. OWENS. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise in support of H.R. 5349, the Crucial Communism
Teaching Act authored by Representative Salazar from Florida.
Communism is a cancerous ideology that has a long, dark history of
political suppression, persecution, and violence. There is no question
about that.
This ideology has led to the deaths of over 100 million men, women,
and children worldwide, and it tramples the human rights of 1.5 billion
people across the globe.
If you think this is a thing of the past, think again. The Victims of
Communism Memorial Foundation put it this way: ``The Berlin Wall fell
in 1989, but communism didn't. One hundred years after the Bolshevik
Revolution, one-fifth of the world's population still lives under
single-party communist regimes in China, Cuba, Laos, North Korea, and
Vietnam.''
The freedom we enjoy is a threat to these communist regimes, and they
benefit when their atrocities are covered up.
It is no surprise that malign foreign actors are infiltrating
American educational institutions to spew propaganda and keep the
horrors of communism buried.
For example, the Chinese Communist Party, the CCP, is using Confucius
Classrooms under the guise of cultural exchange centers to undermine
the principles upon which this Nation is built.
They are explicitly organized by the CCP to project soft power on
American students. The strategy is straight out of the Soviet playbook.
In 1960, the USSR established the Peoples' Friendship University as a
cultural and literary exchange program to indoctrinate students in
developing countries in Africa, Asia, and Latin America.
This blatant attempt to inject foreign ideologies into schools
undermines the fundamental purpose of American education. It goes
without saying that we should be teaching American values in American
schools.
Make no mistake, every dollar that flows into American classrooms
from the CCP comes with strings attached, and the most important string
is the requirement that instructors censor themselves to appease
Beijing.
The censorship stifles academic freedom, which is a cornerstone of
the American educational system. Academic freedom encourages open
dialogue, the free exchange of ideas, and the pursuit of knowledge
without fear of reprisal.
Confucius Classrooms, however, undermine these principles by
fostering an environment where educators are pressured to align with
the CCP's agenda, stifling critical thinking and true intellectual
exploration.
Yet, over 500 K-12 schools across the United States have allowed the
CCP to establish itself in their halls under the guise of Confucius
Classrooms, which has been especially concentrated close to military
bases.
To make matters worse, currently, 28 percent of Gen Zers hold a
favorable opinion of the term ``communism,'' and 18 percent of Gen Zers
think communism is a fairer system than capitalism and deserves
consideration in America.
These disturbing statistics make it clear that we are in a war of
ideas. President Reagan's quote is even more prescient: Freedom ``is
never more than one generation away from extinction.''
We celebrate accountability, free markets, human rights, and good
governance, while communism seeks to subvert these ideas. We must
protect and nurture our own democratic values for them to continue to
thrive.
This a serious problem that must be confronted, and the Crucial
Communism Teaching Act is the answer.
This legislation will offer States and local school districts
optional educational materials with which they can educate high school
students about the dangers of communism and how these systems are
contrary to the founding principles of freedom in the United States.
This is all about preserving those founding principles, safeguarding
the freedoms that have always defined this great Republic throughout
its history, and educating this Nation's future leaders about the true
nature of this caustic ideology that is communism.
Mr. Speaker, I urge a ``yes'' vote for the Crucial Communism Teaching
Act, and I reserve the balance of my time.
Mr. SCOTT of Virginia. Mr. Speaker, I yield myself such time as I may
consume.
Mr. Speaker, I rise on H.R. 5349, the so-called Crucial Communist
Teaching Act.
Let me start by acknowledging that there is value in educating our
students about the dangers of totalitarianism and the atrocities
committed under communist regimes, but the truth is we are debating
a bill that skirts around key historical lessons and only risks further
politicizing education.
Rather than bringing forward substantive legislation to address
challenges that our children face in the classroom, Republicans want us
to focus on this narrowly tailored bill that leaves out important
issues that we should be discussing about communism.
We should be taking action to address the actual challenges that our
children are facing, like legislation to increase investments in early
childhood education, closing achievement gaps in our schools, tackling
the mental health crisis among our youth, increasing graduation rates,
and making college more affordable.
These are the challenges that people are actually facing, but this
bill--in fact, this entire session--has been silent on those issues.
Furthermore, the bill fails to provide a complete and comprehensive
approach to teaching students about the full history of communism. If
we truly want to educate students about the dangers of extremism, we
should be teaching them about all forms, not just communism, but about
fascism and other ideologies that have sought to strip people of their
rights and freedoms.
Even with communism, the bill neglects to mention the long history of
using the label ``communism'' to inflame, scare, and pit Americans
against each other. The bill remains silent when it comes to specifics,
such as the discussion about the history of the House Un-American
Activities Committee.
Many fear that this approach will not only oversimplify this complex
issue but also distort our students' understanding of history.
What is more troubling is that while we are debating this bill,
Republicans are ignoring the actual efforts to invest in education and
ensure that all children have the opportunities to succeed. We should
be passing legislation that prioritizes their future, not creating
distractions on divisive partisan messaging.
I urge my colleagues to come together to support legislation that
would truly make a difference in the lives of American students. This
legislation only directs an organization to create a limited curriculum
on communism that public schools can adopt or not at the discretion of
the local school system.
Let's focus instead on policies that improve academic achievement,
close achievement gaps, increase graduation rates, and make higher
education more affordable, issues that demand our immediate attention.
Mr. Speaker, I advise my colleague that I have no further speakers,
and I am prepared to close when the gentleman is prepared to close. I
reserve the balance of my time.
{time} 0930
Mr. OWENS. Mr. Speaker, I yield 2 minutes to the gentleman from
Michigan (Mr. Walberg).
Mr. WALBERG. Mr. Speaker, I thank my colleague for yielding.
Mr. Speaker, I rise in strong support of H.R. 5349, the Crucial
Communism Teaching Act, and I thank my colleague from Florida,
Representative Salazar, for her work on this important legislation that
comes from personal experience with communism.
Communism has a long and dark history of political suppression,
persecution, and violence that has been whitewashed by foreign
influence in American education institutions for a long time.
Schoolchildren should receive an accurate and comprehensive education
on communist regimes and policies.
[[Page H6419]]
Communism has led to the deaths of over 100 million victims
worldwide. It has failed every time it has been tried, and, sadly,
polls today show that one in five millennials and one in three members
of Gen Z have a positive viewpoint of communism. Wow.
Mr. Speaker, that data is troubling, and solutions start with
ensuring an accurate education.
What this legislation does is it says: Local K-12 schools are local
K-12 schools. The bureaucracy in the Federal Government is not going to
put the thumb on the scale, but we are going to give the opportunity
for accurate educational tools to be put in place if they choose to do
it.
Mr. Speaker, I think there are a lot of American parents who would be
thrilled with the opportunity of knowing that these resources, put
together by people who understand the history, will be there for them.
Mr. Speaker, I urge passage of H.R. 5349 as an initial, positive step
toward restoring the greatness of our country with the understanding of
the evil influence of communism that is still there and invading our
country at this very moment in our classrooms.
Mr. Speaker, I urge its passage.
Mr. OWENS. Mr. Speaker, I yield 5 minutes to the gentlewoman from
Florida (Ms. Salazar), who is the bill's sponsor.
Ms. SALAZAR. Mr. Speaker, I rise today to urge the passage of my
bill, H.R. 5349, the Crucial Communism Teaching Act.
My legislation will develop a curriculum on the real, brutal history
of communism and provide States with the resources to implement it from
kindergarten through the end of high school.
This bill is crucial at this hour for the health of our Nation.
Why is that, Mr. Speaker?
It is because America's youth has been brainwashed by media and
academia for the last 30 years to believe that communism is good.
What a travesty. What a horror. Ask my parents and my community if
that is true.
I am just going to bring you some proof, Mr. Speaker. Nearly 40
percent of Gen Zers and millennials think that ``The Communist
Manifesto'' written by Karl Marx is a better defense of freedom than
the Declaration of Independence written by Thomas Jefferson.
Just picture that, Mr. Speaker. Jefferson and Karl Marx, for 40
percent of Gen Zers, Marx wins over Jefferson. What a problem we have
in this country.
The Declaration of Independence, as we all know, gave birth to the
longest and most prosperous democracy in the world, ours, and that is
why we have to preserve it through this bill.
More than one-third of millennials approve of communism because they
do not know what they are talking about or what this is all about. They
don't know that communism has claimed over 100 million lives all over
the world, making it the deadliest ideology known to mankind.
I represent the people of the city of Miami, which is the heart of
the Cuban exile community. It is the refuge of hundreds of thousands of
Cubans, Nicaraguans, and Venezuelans who have, in record numbers, fled
the horrors of this ideology. We would like, through this bill, to
teach our kids not to fall into that trap.
Let's just talk about Venezuela. Venezuela has the largest oil
reserves in the world. That is a fact. It used to have the same GDP as
Germany only 25 years ago. That is another fact. It has an inflation
rate right now of over 150 percent. The average Venezuelan has lost 15
pounds for lack of food in a country that has the largest oil reserves
in the world. Something doesn't match.
In the last 25 years, nearly 8 million Venezuelans fled the country,
a country that, as I said, has the largest reserves of oil and is full
of natural resources.
Now let's go to Nicaragua. It was the breadbasket of Central America
25 years ago. Under Communist Daniel Ortega, 28,000 properties have
been expropriated, and Nicaraguans now are poorer than they were in the
seventies.
A couple of years ago, seven of the last presidential contenders were
put in jail because elections for Communists is a problem, therefore,
you have to stifle them and you put your political opponents in jail.
That is the easiest part because there is no accountability.
Now let's go to Cuba where my parents come from. My parents fled in
the sixties. Seventy percent of Cubans today eat only once a day. The
average Cuban makes $1 a day as income. In 1960, Cuba had a per capita
income close to Italy or Argentina.
Hunger, being hungry, is a very powerful motivator. Thousands and
thousands of Cubans, I have known some of them, throw themselves into
the ocean in the Florida Straits to get to Miami, facing the sharks and
facing drowning just to escape that Communist inferno. They expose
their children to that. Just picture what that means. What kind of life
do you have to be living wherever you are in Cuba that you throw
yourself into the ocean and face the sharks in the dark?
Today, the average Cuban has 1 hour of electricity, and they have no
food, no water, no medicine, no clothes, and they are desperate to come
to the United States.
This is an island that is 90 miles away from the United States, which
is the most powerful economy in the world, and an island that could be
Taiwan, Singapore, or Hong Kong but for communism.
Now let's leave this hemisphere and let's go to China. In China, up
to 55 million people starved to death under Mao Zedong in the Great
Leap Forward.
Mao was one of the most evil Communist leaders, we all know, but, Mr.
Speaker, do you know that nearly one-half of our American kids do not
even know who Mao Zedong is?
In Cambodia, the Khmer Rouge murdered 1 million people.
In the USSR, 10 million were sent to freeze to death.
The SPEAKER pro tempore. The time of the gentlewoman has expired.
Mr. OWENS. Mr. Speaker, I yield an additional 1 minute to the
gentlewoman from Florida.
Ms. SALAZAR. Communists are in the business of power. It only takes
one generation to believe their false promises and we lose everything.
We cannot misinform our children. Knowledge is power. Churchill said
that by studying history, ``the farther backward you can look, the
farther forward you are likely to see.''
Communism only leads to destruction and misery.
Mr. Speaker, I urge support from my colleagues on both sides of the
aisle. This bill has nothing to do with politics, and it has nothing to
do with political parties. It has to do with preserving the institution
and what we have created as a Nation.
Let's teach our children about the truth. Let's not fall into the
trap. Let's start from kindergarten to teach the children, and then
they will be able to make a knowledgeable decision when they go to the
voting booth.
Mr. Speaker, I urge support from my colleagues on both sides of the
aisle. Let's pass H.R. 5349.
Mr. SCOTT of Virginia. Mr. Speaker, I yield myself the balance of my
time.
Mr. Speaker, let's be clear. If this wasn't about politics, then it
would also have included fascism as well as communism. While the
majority pushes this bill forward, it narrowly focuses on teaching some
aspects of communism. We are ignoring the broader issues that affect
students every day.
We should be working together to improve academic achievement, close
learning gaps, improve graduation rates, make college more affordable,
and other important education issues.
Instead of pursuing this distraction, let's focus on the real
challenges that students face in the classroom today. Let's pass
substantive legislation that supports our educators with the resources
to provide a safe learning environment and empowers our students to
succeed and prepares them for the future.
Mr. Speaker, I urge my colleagues to prioritize the actual needs of
the students, and I yield back the balance of my time.
Mr. OWENS. Mr. Speaker, I yield myself the balance of my time.
Mr. Speaker, first of all, let me thank my colleague from Florida for
her remarks.
We can do a lot of good things in our country, including closing the
border and taking care of inflation. If we do not teach our young
people the danger
[[Page H6420]]
of communism, then we will rot from within.
Mr. Speaker, I thank Ms. Salazar for her leadership.
Communism's long, dark history of political suppression, persecution,
and violence is established fact. As I mentioned at the start,
communism has led to the deaths of over 100 million victims worldwide
and currently tramples the human rights 1.5 billion people across the
globe.
It is troubling that so many Gen Zers have no problem with communism
or even embrace it. This is the result of at least two factors: the
lack of accurate educational materials in U.S. schools and malign
foreign actors who successfully push their propaganda.
The good news is that Republicans have a solution that has bipartisan
support. H.R. 5349, the Crucial Communism Teaching Act, will support
State and local efforts to educate high school students about the
dangers of communism and how those systems are contrary to the founding
principles of freedom in the United States.
Communist influence and infiltration in schools is real. Students
need accurate information about how dangerous these ideologies are. By
passing this bill, Congress can send a message that it stands against
hate, indoctrination, and radicalization of America's next generation
of leaders.
Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore. All time for debate on the bill has expired.
Amendment Offered by Ms. Manning
The SPEAKER pro tempore. It is now in order to consider the amendment
printed in House Report 118-791.
Ms. MANNING. Mr. Speaker, as the designee of the gentleman from New
Jersey (Mr. Gottheimer), I have an amendment at the desk.
The SPEAKER pro tempore. The Clerk will designate the amendment.
The text of the amendment is as follows:
Page 4, after line 9, insert the following new
subparagraph:
(B) is updated periodically to ensure the curriculum
includes both past and present communist and totalitarian
regimes, with a focus on--
(i) ongoing human rights abuses by such regimes, such as
the treatment of Uyghurs in the Xinjiang Uyghur Autonomous
Region (XUAR) by the People's Republic of China; and
(ii) aggression by such regimes against democratic nations
and democracy, such as actions taken by the People's Republic
of China to deter pro-democracy protests in Hong Kong and the
increasingly aggressive posture by the People's Republic of
China toward Taiwan, a democratic friend of the United
States.
Page 4, beginning on line 10, redesignate subparagraphs (B)
and (C) as subparagraphs (C) and (D), respectively.
The SPEAKER pro tempore. Pursuant to House Resolution 1602, the
gentlewoman from North Carolina (Ms. Manning) and a Member opposed each
will control 5 minutes.
The Chair recognizes the gentlewoman from North Carolina.
Ms. MANNING. Mr. Speaker, this amendment offered by my colleague,
Representative Josh Gottheimer of New Jersey, ensures that the civic
education curriculum in this bill covers how past and present communist
and totalitarian regimes have committed grave human rights abuses and
threatened democracies.
Mr. Speaker, it is no secret that communist and totalitarian regimes
view democracies as a threat. They have repeatedly sought to undermine
democracies and threaten their stability at every turn. Nevertheless,
these regimes often trample the rights of many of their own citizens,
especially ethnic and religious minorities.
As we know, the People's Republic of China has committed grave human
rights abuses and, according to the State Department, continues to
carry out genocide, crimes against humanity, forced labor, and other
human rights violations against Uyghurs in China's western provinces.
The PRC also poses an increasingly aggressive threat to Taiwan, a key
democracy and a vital partner of the U.S. which shares our fundamental
values.
I firmly believe that it is worthwhile for students from all
backgrounds to better understand these facts. This amendment broadens
and expands the curriculum that would be made available to high school
students to help them become more aware of history and how communist
and totalitarian regimes threaten our security and values.
In closing, Mr. Speaker, I urge all my colleagues on both sides of
the aisle to join me in supporting Representative Gottheimer's
commonsense amendment, and I yield back the balance of my time.
Mr. OWENS. Mr. Speaker, I claim the time in opposition to the
amendment, even though I am not opposed to it.
The SPEAKER pro tempore. Without objection, the gentleman from Utah
is recognized for 5 minutes.
There was no objection.
Mr. OWENS. As mentioned, this amendment would ensure that optional
learning resources developed by the Victims of Communism Memorial
Foundation are periodically updated, with a special focus on China's
human rights abuses and aggression against democratic nations.
The Chinese Communist Party has egregiously and repeatedly violated
human rights. They have persecuted Muslim minorities, displayed
aggression toward Taiwan, and cracked down on peaceful pro-democracy
protesters. In Chinese schools, they are indoctrinating students to
ignore or dismiss these human rights abuses.
{time} 0945
They are not content to only brainwash their own students. They are
also attempting to indoctrinate American students, as I mentioned in my
opening statement.
American students need to know about Communism and especially the
evils of the Chinese Communist Party. The Gottheimer amendment would
ensure that these optional resources fully include information about
China's abuses so students can get a full version of history.
Mr. Speaker, I support the gentleman's amendment, and I yield back
the balance of my time.
Ms. MANNING. Mr. Speaker, I yield 3 minutes the gentleman from
Maryland (Mr. Raskin), my good friend and cousin.
Mr. RASKIN. Mr. Speaker, I thank the gentlewoman for yielding me
time.
Mr. Speaker, I am just becoming acquainted with the amendment and the
legislation now, but it seems to me it is a very good idea to educate
people on the dangers and the perils of Communist totalitarianism, as
well as other kinds of totalitarianism, such as Nazi and Fascist
totalitarianism, the forces we defeated in the last century.
Obviously, there are a lot of Americans who need a primer on the
dangers of Communist totalitarianism, such as the President-elect, who
still seems to have a love affair with Kim Jong-un, the last remaining
Communist dictator on Earth, who is a major threat to the human rights
of people who live in North Korea.
Vladimir Putin, the former head of the KGB, who described the
collapse of the Soviet Union as the worst catastrophe of the 20th
century, remains a severe threat to democracy and freedom all over the
world.
Along with the distinguished chairman of the committee, I am sorry
that there is not an explicit recognition of Nazism and fascism here,
but there is no problem with educating people about the dangers of
Communist totalitarianism because there are so many people, including
the President-elect, who seem not to remember the dangers of Communist
totalitarianism and what people like Vladimir Putin did under Soviet
Communism and the threat that continues to be posed.
Mr. Speaker, I think the amendment makes good sense to identify the
Chinese Government's violent mistreatment of the Uyghurs, of people in
Tibet, and continuing human rights violations that are taking place.
This means we shouldn't be making alliances with Communist and
totalitarian oligarchs all over the world. We should be criticizing
them and challenging them for the violations of human rights of people
who live under their empire.
America should not be aligned with the oligarchs and the Fascists and
the Stalinist Communists all over the world. We should be aligned with
the democratic movements, people who are struggling for freedom and
human rights.
I am sorry that this was written in such a partial way, but it at
least gets at part of the problem, and I hope it will be a real
education to the incoming administration, as well as to young people,
about the dangers of people like
[[Page H6421]]
Vladimir Putin and Kim Jong-un, Communists who have undermined human
rights and freedom in our time.
The SPEAKER pro tempore. Members are reminded to refrain from
engaging in personalities toward the President-elect.
Ms. MANNING. Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore. Pursuant to the rule, the previous question
is ordered on the bill and on the amendment offered by the gentlewoman
from North Carolina (Ms. Manning).
The question is on the amendment offered by the gentlewoman from
North Carolina (Ms. Manning).
The amendment was agreed to.
The SPEAKER pro tempore. The question is on the engrossment and third
reading of the bill.
The bill was ordered to be engrossed and read a third time, and was
read the third time.
The SPEAKER pro tempore. The question is on the passage of the bill.
The question was taken; and the Speaker pro tempore announced that
the ayes appeared to have it.
Mr. SCOTT of Virginia. Mr. Speaker, on that I demand the yeas and
nays.
The yeas and nays were ordered.
The vote was taken by electronic device, and there were--yeas 327,
nays 62, not voting 43, as follows:
[Roll No. 492]
YEAS--327
Adams
Aderholt
Aguilar
Alford
Allen
Allred
Amo
Amodei
Auchincloss
Babin
Bacon
Baird
Balderson
Balint
Banks
Barr
Barragan
Bean (FL)
Beatty
Bentz
Bera
Bergman
Beyer
Bice
Bilirakis
Bishop (GA)
Bishop (NC)
Blunt Rochester
Bonamici
Bost
Boyle (PA)
Brown
Brownley
Bucshon
Budzinski
Burgess
Burlison
Calvert
Cammack
Caraveo
Carbajal
Carey
Carl
Carter (GA)
Carter (TX)
Cartwright
Case
Castor (FL)
Chavez-DeRemer
Cherfilus-McCormick
Chu
Ciscomani
Clark (MA)
Cleaver
Cline
Clyburn
Cohen
Cole
Comer
Connolly
Correa
Costa
Courtney
Craig
Crawford
Crow
Cuellar
Curtis
D'Esposito
Davids (KS)
Davis (NC)
De La Cruz
Dean (PA)
DeGette
DeLauro
DelBene
Deluzio
DeSaulnier
DesJarlais
Diaz-Balart
Dingell
Doggett
Donalds
Duarte
Dunn (FL)
Edwards
Ellzey
Emmer
Escobar
Eshoo
Espaillat
Ezell
Fallon
Feenstra
Ferguson
Finstad
Fischbach
Fitzgerald
Fitzpatrick
Fleischmann
Flood
Fong
Foster
Foxx
Franklin, Scott
Fry
Fulcher
Garamendi
Garbarino
Garcia (TX)
Gimenez
Golden (ME)
Goldman (NY)
Gonzales, Tony
Gonzalez, V.
Good (VA)
Gosar
Graves (LA)
Green, Al (TX)
Griffith
Guest
Guthrie
Hageman
Harder (CA)
Harris
Hayes
Hern
Higgins (LA)
Hill
Himes
Hinson
Horsford
Houchin
Houlahan
Hoyer
Hoyle (OR)
Hudson
Huffman
Huizenga
Hunt
Issa
Ivey
Jackson (NC)
Jacobs
James
Jeffries
Johnson (SD)
Jordan
Joyce (OH)
Joyce (PA)
Kaptur
Kean (NJ)
Keating
Kelly (IL)
Kelly (MS)
Kelly (PA)
Kennedy
Khanna
Kiggans (VA)
Kildee
Kiley
Kilmer
Kim (CA)
Kim (NJ)
Krishnamoorthi
Kuster
Kustoff
LaMalfa
Landsman
Langworthy
Larsen (WA)
Larson (CT)
Latta
LaTurner
Lawler
Lee (FL)
Lee (NV)
Lee Carter
Leger Fernandez
Lesko
Letlow
Levin
Lofgren
Lopez
Loudermilk
Lucas
Lynch
Mace
Magaziner
Malliotakis
Maloy
Mann
Manning
Mast
Matsui
McBath
McCaul
McClain
McClellan
McClintock
McCollum
McGarvey
McHenry
McIver
Meeks
Menendez
Meng
Meuser
Mfume
Miller (IL)
Miller (OH)
Miller (WV)
Miller-Meeks
Moolenaar
Mooney
Moore (UT)
Moore (WI)
Moran
Morelle
Moulton
Mrvan
Murphy
Napolitano
Neal
Neguse
Newhouse
Nickel
Norcross
Nunn (IA)
Obernolte
Owens
Pallone
Palmer
Panetta
Pappas
Pelosi
Peltola
Pence
Peters
Pettersen
Pfluger
Phillips
Posey
Raskin
Reschenthaler
Rogers (AL)
Ross
Rouzer
Ruiz
Rulli
Ruppersberger
Rutherford
Ryan
Salazar
Salinas
Sanchez
Sarbanes
Scalise
Schiff
Schneider
Scholten
Schrier
Schweikert
Scott (VA)
Scott, Austin
Scott, David
Self
Sessions
Sewell
Sherman
Simpson
Slotkin
Smith (MO)
Smith (NE)
Smith (NJ)
Smucker
Sorensen
Soto
Spanberger
Spartz
Stansbury
Stanton
Stauber
Steel
Stefanik
Steil
Strickland
Strong
Suozzi
Sykes
Tenney
Thanedar
Thompson (CA)
Thompson (MS)
Thompson (PA)
Tiffany
Timmons
Titus
Tokuda
Tonko
Torres (CA)
Torres (NY)
Trahan
Trone
Turner
Valadao
Van Drew
Van Orden
Vargas
Vasquez
Veasey
Wagner
Walberg
Wasserman Schultz
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Wied
Wild
Williams (TX)
Wilson (FL)
Wilson (SC)
Wittman
Womack
Yakym
Zinke
NAYS--62
Arrington
Biggs
Boebert
Brecheen
Burchett
Bush
Cardenas
Carson
Casar
Clarke (NY)
Cloud
Clyde
Collins
Crane
Crockett
Davidson
Davis (IL)
Estes
Foushee
Garcia (IL)
Garcia, Robert
Gooden (TX)
Green (TN)
Greene (GA)
Grothman
Harshbarger
Jackson (IL)
Jackson (TX)
Jayapal
Johnson (GA)
Kamlager-Dove
Lee (CA)
Lee (PA)
Luttrell
McCormick
McGovern
Mills
Moore (AL)
Nadler
Norman
Ocasio-Cortez
Ogles
Omar
Perry
Pocan
Pressley
Ramirez
Rosendale
Roy
Scanlon
Schakowsky
Smith (WA)
Steube
Stevens
Takano
Tlaib
Underwood
Van Duyne
Velazquez
Waters
Watson Coleman
Williams (GA)
NOT VOTING--43
Armstrong
Blumenauer
Bowman
Buchanan
Carter (LA)
Casten
Castro (TX)
Crenshaw
Duncan
Evans
Fletcher
Frankel, Lois
Frost
Gallego
Garcia, Mike
Gomez
Gottheimer
Granger
Graves (MO)
Grijalva
LaHood
LaLota
Lamborn
Lieu
Luetkemeyer
Luna
Massie
Molinaro
Moskowitz
Mullin
Nehls
Perez
Pingree
Porter
Quigley
Rodgers (WA)
Rogers (KY)
Rose
Sherrill
Swalwell
Waltz
Wexton
Williams (NY)
{time} 1018
Messrs. COLLINS, JACKSON of Texas, Ms. JAYAPAL, Mrs. HARSHBARGER, and
Mr. GROTHMAN changed their vote from ``yea'' to ``nay.''
Ms. ADAMS changed her vote from ``nay'' to ``yea.''
So the bill was passed.
The result of the vote was announced as above recorded.
A motion to reconsider was laid on the table.
Mr. GRAVES of Missouri. Mr. Speaker, I missed a series of votes
today. Had I been present, I would have voted YEA on Roll Call No. 492.
Ms. UNDERWOOD. Mr. Speaker, I voted incorrectly today. However, if I
had voted as I intended, I would have voted ``YEA'' on Roll Call No.
492, the passage of H.R. 5349.
Ms. PEREZ. Mr. Speaker, I unfortunately missed votes today due to a
family emergency. Had I been present, I would have voted YEA on Roll
Call No. 492.
Mr. LaLOTA. Mr. Speaker, I regret to have missed this vote. Had I
been present, I would have voted YEA on Roll Call No. 492.
Ms. PORTER. Mr. Speaker, I was unable to be present to cast my vote
on Roll Call No. 492. Had I been present, I would have voted YEA.
____________________