High school students will learn about the causes of racial inequality and discuss reparations for slavery as part of a new “reparations math” curriculum developed by the creators of the controversial 1619 Project.
The 1619 Project Education Network, overseen by the Pulitzer Center, released the outline for “Reparations Math and Reparations History” on May 8.
Perhaps, we as 21st-century Americans should adopt some humility surrounding our own abilities to interpret and understand the motivations and events encompassing the founding and early years of our nation, lest we run the risk of rewriting and corrupting our history.
Do parents have the right to know what their children are being taught in public school?
Parents say yes; teachers say no.
Of course, it’s not quite that simple. The description of the latter party can be tweaked to “teachers unions” — although you don’t hear many individual teachers bucking the union line — but the dichotomy remains: parents want to know what’s going on in their kids’ classrooms, and teachers, administrators, and their union bosses would rather not tell them.
Perhaps, like me, you’ve always had a sneaking suspicion that the un-American Left is ignorant of many things. But then they open their mouths and remove all doubt.
The most recent example comes from the gaping maw of Elie Mystal on MSNBC, where he claimed that, like everything else in this country apparently, the Second Amendment is the creation of long-dead, racist white supremacists who supported it for the sole purpose of putting down slave revolts keeping the enslaved populations in bondage. Of course, there is as much “truth” to that as there is in the 1619 Project. Progressives use such revisionist history to discredit the founders so that they can dismantle the founders’ republic.
Nikole Hannah-Jones, the primary author of the widely-discredited “1619 Project,” drew more criticism and ridicule from fellow Twitter users over the weekend when she declared Europe is “not a continent by definition,” and referred to the alarm over Russia’s invasion of Ukraine and its people, who “appear white,” as a racial “dog whistle.”
“What if I told you Europe is not a continent by definition, but a geopolitical fiction to separate it from Asia and so the alarm about a European, or civilized, or First World nation being invaded is a dog whistle to tell us we should care because they are like us,” Hannah-Jones tweeted, as Fox News noted.
In his Gettysburg Address at the height of the Civil War, Abraham Lincoln pointed out that the United States was “conceived in liberty, and dedicated to the proposition that all men are created equal.” “Now,” he continued, “we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure.”
Thankfully, we are not in a civil war today – and, one hopes, never will be again. We are, however, in a battle for the soul of our country.
The 1619 Project Creator said she doesn’t understand the argument “that parents should decide what’s being taught” to their children in school on NBC’s “Meet the Press” Sunday.
The 1619 project was created by Nikole Hannah-Jones, a writer for The New York Times, and it promotes the idea that America’s ‘true founding’ occurred when slaves arrived in the colonies, framing the history of the country around race and slavery.
“I don’t really understand this idea that parents should decide what’s being taught,” Hannah-Jones said on NBC’s “Meet the Press.” “I’m not a professional educator. I don’t have a degree in social studies or science,” she said.
Critics are questioning a taxpayer-funded program that trains students in critical race theory.
The backlash comes after The Center Square uncovered federal grant documents from the Department of Education that showed the federal government has awarded millions of dollars to a program that trains future educators in critical race theory.
Experts said the program disproves claims that critical race theory is not being pushed at K-12 schools.
Oak Park Elementary District 97 is teaching students so-called “critical race theory,” which argues that racism is to blame for differences in racial group performance, such as lower test scores by black students, or higher violent crime rates for blacks than whites.
In response to a Freedom of Information (FOIA) request by West Cook News, District 97 indicated it is teaching the critical race theory-centric “1619 Project,” which holds that the American Revolution was fought to preserve black slavery, Abraham Lincoln was a racist and that America’s wealth today is the result of black slavery.
What was the purpose for the insane opposition of the Left between 2017 and 2021? To usher in a planned nihilism, an incompetent chaos, a honed anarchy to wreck the country in less than a year?
No sooner had Donald Trump entered office than scores of House Democrats filed motions for impeachment, apparently for thought crimes that he might, some day, in theory, could possibly commit.
The cover of the August 18, 2019, issue of the New York Times Magazine was adorned with a photograph of a blackish, foreboding ocean captioned by these words: “In August of 1619, a ship appeared on this horizon, near Point Comfort, a coastal port in the British colony of Virginia. It carried more than 20 enslaved Africans, who were sold to the colonists. America was not yet America, but this was the moment it began. No aspect of the country that would be formed here has been untouched by the 250 years of slavery that followed. On the 400th anniversary of this fateful moment, it is finally time to tell our story truthfully.”
What greeted the reader once he turned past an advertisement for a new, highly revisionist Broadway production of To Kill a Mockingbird was a reiteration of the initial message, boldly announced in giant white type. The number 1619 took up two-thirds of the vertical space against a black background. An introduction by New York Times Magazine editor Jake Silverstein appeared beneath the giant “1619” in the same white print, but much smaller: “It is not a year that most Americans know as a notable date in our country’s history. Those who do are at most a tiny fraction of those who can tell you that 1776 is the year of our nation’s birth.”
Democrats who advanced a bill in June to remove statues of white supremacists from the U.S. Capitol ignored a central fact about those figures: All of them had been icons of their party, from Andrew Jackson’s adamantly pro-slavery vice president, John C. Calhoun, to North Carolina Gov. Charles B. Aycock, an architect of the white-supremacist campaign of 1898 that ushered in the era of Jim Crow.
At a time when governments, sports teams, schools and other bastions of American society are rushing to expunge legacies of slavery or racism, this was another instance of the Democratic Party’s failure to acknowledge that it did more than any other institution in American life to preserve the “peculiar institution” — and later enforce Jim Crow-style apartheid in the Old South.
If there is a public policy silver lining to this past year, it is the increased support for school choice. Most public schools went online during lockdowns and parents, dissatisfied with the results, sought out other solutions, including private schools, pods, charter schools, online learning, and homeschooling. The last more than doubled with 11.1 percent of households homeschooling, up from 5.4 percent the year before.
Many state legislatures improved school choice options in their states. This is to be celebrated and continued.
School choice by itself, however, will not save students from a failing education if charter and private schools adopt the same curriculum and practices as the most woke schools. Without a focus on the right subjects and lessons, students will be unprepared for personal or professional success.
Donors to the University of North Carolina at Chapel Hill (UNC) criticized the university for its perceived sympathy towards “Marxism” and Black Lives Matter during the debate over whether to offer New York Times writer Nikole Hannah-Jones a tenured position, according to emails seen by Fox News.
The emails, sent to various UNC faculty, criticized the university for its perceived affiliation with the Black Lives Matter movement, as well as its tolerance of “Marxism”, its diversity and equity policies, and its promotion of Hannah-Jones, according to Fox News.
The University of North Carolina’s decision on June 30 to offer tenure to Nikole Hannah-Jones came about through a torrent of threats (often tweeted), profanities, doxxings, and assaults—tactics that have become increasingly commonplace among professional activists and racial grievance-mongers.
Hannah-Jones, of course, is the Pulitzer Prize-winning opinion writer and architect of the New York Times’ notorious “1619 Project,” which claims that America’s true founding was not in 1776 but rather in 1619, when 20 or so African slaves arrived in Virginia. Hannah-Jones contends, moreover, that the American War of Independence was fought solely to preserve slavery.
More than two-dozen credible historians, many of them political liberals and leftists, have debunked Hannah-Jones’ claims. Though, as we’ll see, some are less firm in their convictions than others. What’s clear, however, is that peer review is passé in the era of “diversity, equity, and inclusion.” Forget a stellar record of scholarly accomplishment—that’s a relic of “Eurocentrism.” Far more important these days is a candidate’s enthusiasm for social justice. It was Hannah-Jones’ celebrity activism and her “journalism,” not her scholarship, that formed the basis for the university’s initial offer of tenure earlier in the spring.
In a resurfaced 2019 podcast hosted by Ezra Klein of Vox and the New York Post, Howard University professor and 1619 Project author Nikole Hannah-Jones praised Cuba’s socialist economy, deeming it one of the “most equal” countries in the west.
“If you want to see the most equal, multiracial democ … it’s not a democracy – the most equal, multiracial country in our hemisphere it would be Cuba,” Hannah-Jones said, the NY Post reported.
She then praised Cuba’s socialist economy, claiming it has led to “the least inequality”.
The University of North Carolina’s Board of Trustees voted on June 30 to grant tenure to Nikole Hannah-Jones, author of the “1619 Project,” who will be the Knight Chair in Race and Investigative Journalism.
It is rare for a university to grant tenure to someone who has not climbed the academic ranks through teaching and research. Tenure, which virtually guarantees job security, is usually the result of a multi-year process, not a privilege granted before a professor teaches a single class.
The streaming website Hulu has announced that it has acquired the rights to stream an upcoming series on the “1619 Project,” a far-left narrative that falsely claims the United States was built on racism, as reported by The Hill.
The series, based on a series of articles at the New York Times by Nikole Hannah-Jones, will be produced by Roger Williams, Geoff Martz, and Shoshana guy. The production will be carried out by Lionsgate Films and Oprah Winfrey’s studio Harpo Films, as previously reported.
In a statement to Variety magazine, Williams called the 1619 Project “an essential reframing of American history,” and falsely claimed that “our most cherished ideals and achievements cannot be understood without acknowledging both systemic racism and the contribution of black Americans.”
A few weeks ago, the civics curriculum wars reached the White House: Donald Trump’s 1776 Commission published its first report on a Monday, and Joe Biden’s administration disbanded the group by Wednesday, the new president’s first day in office. The Commission’s first and only act, the 1776 Report, was a conservative response to the New York Times’s 1619 project, which it criticized by name. Its aim was to lay the foundation of a proper American civics education. The U.S. civics curriculum is subject to constant badgering from the Right and the Left, and as this latest White House drama shows, each side restating its narrative at the other accomplishes little. Conservatives are correct to care about America’s founding principles. But by tripping over tweaks to the curriculum, we miss a bigger opportunity to help the next generation act on one of those principles: federalism. Focus on national narratives comes at the expense of state-level knowledge and action.