“I’ve always said that the ‘1619 Project’ is not a history,” Hannah-Jones said in a series of tweets. “It is a work of journalism that explicitly seeks to challenge the national narrative and, therefore, the national memory. The project has always been as much about the present as it is the past.”
Nevertheless, the “1619 Project” has had a profound impact on America’s schools.
School districts in cities ranging from Buffalo to Chicago to Newark to Washington immediately announced that they would incorporate the “1619 Project” into their school history curriculums—using a “1619 Project” curriculum that the Pulitzer Center posted to the internet as soon as the Times published the special edition of its Sunday magazine last year. The Pulitzer Center claims more than 3,500 classrooms have adopted their curriculum.
Clearly, the project’s creators of the “1619 Project” had coordinated with the Pulitzer Center and school district leaders to transform the nation’s curricula immediately—without bothering to wait for input from parents, school boards, or historians.
The “1619 Project” was meant to be a revolution from above, imposed on America’s children to teach them to despise their country.