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"Education is the most powerful weapon which you can use to change the world." - Nelson Mandela

New ‘Reparations Math’ By 1619 Project Flooding Public Schools

By Carole Hornsby Haynes June 8, 2023 

American public education has become Marxist indoctrination mills that have produced illiterate, anti-American, atheist, and mentally destabilized activists. Now more racist propaganda is flooding schools as high school students learn about the “causes” of racial inequality and debate slavery reparations in the new “Reparations Math and Reparations History”curriculum released on May 8 by the 1619 Project creators. 

Using Culturally Responsive Teaching, highly charged Marxist propaganda is fused into lesson content tied to Common Core Math and Social Studies Standards over 15 class periods. “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.,” according to the website

Lesson objectives include having students analyze “the way that the sugar industry, and other industries that grew as a result of slave labor, have led to a wealth gap for African Americans in the U.S.” and “evaluate whether they think reparations should be paid to descendents of enslaved people in the U.S.” 

The final project is a presentation for the community to “share their research 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,” including “what math function the U.S. should use to determine and provide monetary preparations.” 

Students will use the popular progressive groupthink method -- “Project Based Learning” (PBL) -- for research and reporting. Because all students receive the same grade, regardless of the amount of work they do or how much they learn, low level thinking and understanding is the usual outcome for the collectivist PBL. 

We can lay blame yet again with the National education Association (NEA), which adopted a resolution in 2019 to “collaborate and partner with organizations and individuals” to “push reparations for descendants of enslaved Africans in the United States and to involve educators, students, and communities in the discussions around support for reparations.” 

In response, the Pulitzer Center, curriculum partner of the New York Times 1619 Project, rolled out English lesson plans, “Understanding the Racial Wealth Gap,” with focus on two “essential questions,” “How does white rage fuel the racial wealth gap?” and “What are ways that the United States could begin to repair the harm of enslavement, Jim Crow, and other forms of wealth theft from Black Americans?” 

Other “guiding questions” include: “What patterns do we notice about violence and terrorism by White Americans against the Black middle class?” “How is American Capitalism more brutal than other forms?” and “What are reparations and are they actually possible in the U.S.?” 

The new reparations lessons will come to your schools via the same delivery method as the original 1619 Project curriculum – through the Pulitzer’s website as supplemental teaching materials for educators rather than official adoption by school districts. This is how the initial lessons were implemented in more than 3,500 classrooms in all 50 states within five months. 

School boards are able to do an end run around any laws or district requirements when asked by parents if any 1619 Project curriculum has been adopted. Parents need to understand the game and ask the right question: “Are any 1619 Project materials being used in any way, whether adopted or not, including supplemental materials?”

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