The Three Rs: Reading, Writing, and Reparations?

The 1619 Project Education Network, in conjunction with the Pulitzer Center, have released a new curriculum for high school students that will convert some math classes into a discussion of reparations and racial justice.  Students will be asked to work out the math on the payment for past years of slavery and racial discrimination. A 2020 report found that prior 1619 Project curriculum proposals have been adopted in over 3,500 classrooms across all 50 states.The program, “Reparations Math and Reparations History,” is designed to have “students apply math skills, research into historical wealth gaps in the U.S., and an analysis of different reparations models to an investigation into whether or not reparations should be paid to the descendents of enslaved people in the U.S..”The 1619 Project has long been controversial due to questions over its historical accuracy, including opposition by some history teachers. The project is most associated with former New York Times writer and now Howard University Professor Nikole Hannah-Smith.  Hannah-Smith has declared that “all journalism is activism.”

As previously discussed, the objections to the 1619 Project concerned some of its sweeping historical claims over slavery being a motivation for the American Revolution and labeling figures like Abraham Lincoln as racists.

According to The Atlantic, Princeton historian Sean Wilentz criticized that work and some of Hannah-Jones’s other work in a letter signed by scholars James McPherson, Gordon Wood, Victoria Bynum, and James Oakes. They raised “matters of verifiable fact” that “cannot be described as interpretation or ‘framing.’” They objected that the work represented “a displacement of historical understanding by ideology.” The Atlantic noted that “given the stature of the historians involved, the letter is a serious challenge to the credibility of the 1619 Project, which has drawn its share not just of admirers but also critics.” Researchers claimed the New York Times ignored them in raising the errors. The New York Times was criticized later for a “clarification” that undermined a main premise of her writing. None of that appeared to concern the Pulitzer Committee.

Under the new program, students would have to do the reparations math over the course of three to four school weeks. Teachers would prompt students to “evaluate whether they think reparations should be paid to descendents of enslaved people.”

This is not the first effort to redesign math curriculum with antiracist themes. Academics at schools like Vanderbilt have denounced math as “racist.”  We previously discussed the view of University of Rhode Island professor (and Director of Graduate Studies of History) Erik Loomis that “Science, statistics, and technology are all inherently racist.” Others have agreed with that view, including denouncing math as racist or a “tool of whiteness.” There are also calls for the “decolonization” of math as a field.

Others have called for “decolonizing” math and, at schools like Bates College, professors proposed redesigning math courses to focus on the concepts of “colonialism and privilege.”

The introduction of a reparations-focused math curriculum comes at a time when many are pushing for payments of as much as $5 million per eligible resident in states like California.

This month, a Biden appointee and law professor called upon the United Nations to act to secure reparations for black Americans and to end “the continuation of slavery” through mass incarceration in the United States. Howard Law Professor Justin Hansford is the only American representative on the United Nations Permanent Forum on People of African Descent.

Recently, Democrats introduced a bill demanding $14 trillion in reparations.

As task forces in states like California have issued recommendations for payments, the demands are presenting a challenge for Democratic politicians who have long campaigned on such payments as a moral imperative. That bill has now come due but politicians like California Gov. Gavin Newsom have sought to pivot away from demands from his own Reparations Task Force for massive payments.

Trust in our public schools has fallen to record lows with a major exodus out of public education. This is due in part to the view that teachers and administrators now put political and social agendas ahead of traditional educational priorities — even as scores continue to fall in many districts.  With some declaring that teaching is “a political act,” parents are increasingly taking their kids to schools with a focus on core subjects and skills.

The Pulitzer/1619 proposals may soon bring the issue to classrooms across the country.

The curriculum asks “should  reparations  be paid for the United  States’ use  of enslaved labor?”  However, the guidelines declare that students would be assessed based on their presentations that seem to assume that reparations should be made:

“A project-based learning rubric will be used to evaluate final presentations created by  students to share their research into the lasting impacts of slavery on the wealth gap for African Americans, and their cases for reparations to descendents of enslaved Africans and African Americans. Their presentations should also share what math function the U.S. should use to determine and provide monetary preparations.”

That “assessment” will likely strike many parents as suggesting more indoctrination than education on the issue.

What is interesting is that Pulitzer/1619 Project designers cite a proposed bill as the basis for the new curriculum. H.R. 40 is the proposal of Rep. Sheila Jackson-Lee (D., Tx).

The bill has failed to pass in Congress, but would be the basis for the new curriculum. Lee recently said “H.R. 40 is 38 years on the books waiting for someone to say yes.” She is now calling on President Biden to use executive authority to unilaterally order the creation of the commission.

188 thoughts on “The Three Rs: Reading, Writing, and Reparations?”

  1. 𝐒𝐭𝐚𝐭𝐞 𝐥𝐚𝐰𝐦𝐚𝐤𝐞𝐫𝐬 𝐝𝐞𝐛𝐚𝐭𝐞 𝐥𝐚𝐭𝐞 𝐢𝐧𝐭𝐨 𝐭𝐡𝐞 𝐧𝐢𝐠𝐡𝐭 𝐚𝐭 𝐬𝐞𝐬𝐬𝐢𝐨𝐧 𝐞𝐧𝐝
    By Shantel Destra ~ June 9, 2023 | 2023 session wrap-up ~ Policy ~ New York State

    The legislature passed a series of bills Thursday night, from 𝒂 𝒃𝒊𝒍𝒍 𝒕𝒐 𝒇𝒐𝒓𝒎 𝒂 𝒄𝒐𝒎𝒎𝒊𝒔𝒔𝒊𝒐𝒏 𝒕𝒐 𝒔𝒕𝒖𝒅𝒚 𝒓𝒆𝒑𝒂𝒓𝒂𝒕𝒊𝒐𝒏𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒔𝒕𝒂𝒕𝒆 to a bill to seal criminal records after a certain amount of time.

    1. 𝐑𝐞𝐩𝐚𝐫𝐚𝐭𝐢𝐨𝐧𝐬, 𝐡𝐨𝐥𝐢𝐝𝐚𝐲𝐬 𝐚𝐧𝐝 𝐂𝐥𝐞𝐚𝐧 𝐒𝐥𝐚𝐭𝐞: 𝐖𝐡𝐚𝐭 𝐝𝐢𝐝 — 𝐚𝐧𝐝 𝐰𝐨𝐧’𝐭 — 𝐩𝐚𝐬𝐬 𝐢𝐧 𝐀𝐥𝐛𝐚𝐧𝐲 𝐭𝐡𝐢𝐬 𝐲𝐞𝐚𝐫
      By: Jon Campbell ~ Published Jun 10, 2023

      New York is set to become the second state to create a commission to recommend possible compensation for those harmed by the legacy of slavery — if Hochul signs the bill into law.

  2. My ancestors were enslaved during the era of the pilgrims and beyond. They were from Scotland. There were people from other countries who sold people for slavery.
    Right now children all over the world are sex slaves and beaten and killed. They are not included in the curriculum, news or by politicians. Please tell the whole story about slavery.

    1. Instagram appears to have been enabling pedophile networks for years.
      Response from the DOJ, FBI, DNC, MSM? DOA

      Life is not sacred in the eyes of the Left. From womb to elderly, life is a widget for the Left to consume so as to satisfy their appetites, insatiable that they are

      Instagram Connects Vast Pedophile Network
      The Meta unit’s systems for fostering communities have guided users to child-sex content; company says it is improving internal controls

      1. The level of non-coverage of the WSJ article by MSM is disgusting.
        I recall when Twitter was bought by Musk, a woman and anti-sex trafficker advocate brought the child exploitation to light at Twitter. Musk quickly acknowledged her and shut those twitter accounts down.
        Unfortunately from what we have seen in the Matt Walsh “What Is A Woman” featured on Twitter, one employee tried to shadow ban it. She got caught and subsequently fired. They feel their personal political ideology justifies censorship.

  3. ‘All journalism is activism’ sounds far too much like Goebbels’s assertion that – if memory serves correctly – ‘the truth is what the Party says it is’. This is result of what i would call the Subjectivity Devolution (not blessing the phenomenon with the term ‘revolution’), i.e. that there is no such thing as Objectivity and thus that all reality is Subjective, leading quickly – of course – to the assumptions that a) there is no Objective Reality at all and b) thus all of existence is nothing but every individual’s personal phantasm.

    I would also make these historical observations: The first ‘slaves’ were brought to North America in the 17th century by Portugese traders who had found their way by sea to the West Coast of Africa / where they purchased spices and discovered that sub-equatorial African chiefs were also conducting a long-standing trade with north African Muslims to whom the chiefs sold their captives from assorted tribal wars and other tribe members they deemed undesirable / the Portugese basically set themselves up to ‘eliminate the middleman’ by saving the chiefs the trouble of getting their captives up to the Muslim traders / thus it was that the British North American colonies became involved / in the 1780s, when the colonies achieved their independence from Great Britain and were setting up what was to be the United States government, the Southern colonies insisted that they wanted to keep slavery or else they would not join the other colonies in a government; the result being that slavery was allowed for 20 years, the importation of slaves to become illegal in 1808 and so the United States, established as an independent nation and government in 1787 was established / but then – unimagined by anyone at the Founding – Eli Whitney invented the cotton gin in the 1790s, hugely increasing the amount of cotton that could be processed and sold / and it was then that the ground was laid for a half-century of political struggle that led up to the Civil War / in 1862 Lincoln came up with the idea of the former slaves – having been liberated – moving at US government expense and with US government support to Liberia, founded to be the first democratic republic on the African continent but he was quickly opposed by blacks of his era: they had no desire whatsoever to leave America, especially to go back to an Africa that had originally enslaved and sold their ancestors in the first place. None of this history is utterly definitive in understanding matters as they stand today, but it remains the historical reality preceding the present.

  4. Dear reoperations seekers of the world! Lend me your ears. Better pool your remaining resources and buy thousands of sand boxes because you are going to be pounding sand for a very very long time waiting for your check. The wealthiest of the LEFT who you assume would rally to your cause are willing to confiscate every last dollar of the declining middle class as they march forward towards enslavement of all humanity. They will keep 99.999% of what they confiscate for themselves instead of sharing it with you.

  5. when blacks pay back the $10+ TRILLION in direct welfare payments, medicaid, minority set asides, overt favoritism in hiring, etc, then we will talk. before that, forget it.

  6. Maybe the blacks are due reparations……………………..From the Democrat Party. For: Dumbing them down for over 100 years. Herding them into the Ghettos since the 60s. For making them dependent on the Government for food. For having the CIA getting them hooked on drugs. Just for starters.

  7. It is easy to just tell everyone to home school, but everyone won’t. In fact, the majority of cherubs will not be home schooled. This is not even thinly-veiled. Americans school children are being indoctrinated into communism. They hear it in school, they live it by their high school years, and they get finished off in college.

  8. I have a few major question about the concept of reparations: If the ancestors of the current-day black people had stayed in Africa, what would the situation for their descendants be like? Would they still be slaves? Would they have had any real economic opportunity if they remained in Africa? Would any of them become landowners?

    Maybe these students could perform those calculations in addition to those mentioned in the article.

    I would suspect the results of these calculations will demonstrate that the descendants of the slaves from Africa would be worse off it they remained in Africa than what they have today in America.

  9. No one wants to have a real “conversation” or we might figure out why so many black males end up in prison. We might learn about the behavioral patterns that so many in the black community cannot seem to escape that are preventing them from becoming prosperous and successful members of society. Behavioral patterns that only seem to get reinforced by white people claiming to be their allies while benefiting from these same behavioral patterns.

  10. Nothing like multi-generational punishment for crimes. I guess we’re taking lessons from North Korea now. Sweet!

  11. These sad sacks of silliness and other Democrats could have gotten relief for measurable discrimination back in the 70’s by investigating or reviewing those who were denied benefits earned through the GI Bill and other federal programs. This is what the law was designed for. But they gave Americans of Japanese descent some money. That was it.

  12. More than any other factor, Black families are being destroyed by federal government programs that make it easy for young men to abandon their children and the mothers of their children.

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