[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.

                          ____________________