1619 Project Propagandists Peddle ‘Reparations Math’ for High Schoolers

(Dmytro “Henry” AleksandrovHeadline USA) The creators of the anti-American 1619 project have developed a new “reparations math” curriculum to indoctrinate high school students, spawned at its heart by teachers unions and fabulist Nikole Hannah–Jones.

According to the College Fix, on May 8, the 1619 Project Education Network that is overseen by the Pulitzer Center released the outline for “Reparations Math and Reparations History.”

“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 descendants of enslaved people in the U.S.,” the network’s website stated.

According to the proposal, the indoctrination process is supposed to take from three to four school weeks or approximately 15 class periods.

Additionally, since this leftist propaganda is being distributed to educators directly through the Pulitzer Center’s website, it means that teachers would start using it in classrooms without public approval, noted National Review’s Matt Beienburg.

Carol Swain, former professor of law and political science at Vanderbilt University and currently a distinguished senior fellow for constitutional studies at the Texas Public Policy Foundation, expressed her opposition to the new method of indoctrination.

“It is disheartening to watch the influence the historically inaccurate and flawed 1619 Project is having on American society through seemingly unlimited access to ideologically mainstream media platforms that never allow anyone to question their flawed narratives,” she said.

“The curriculum materials for math are clearly geared towards politicizing the youngest minds.”

The pattern of indoctrination with the 1619 curriculum started last year when the same collaborators peddled lessons plans on “Understanding the Racial Wealth Gap,” according to the National Review. The lesson plans, which were distributed to teachers nationwide, primed the pump for “Reparations Math” by focusing 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?”

Ian Rowe, a senior fellow at the American Enterprise Institute, also opposed the recent propaganda attempt by saying that it will be used as a tool to convince some children they are victims.

“Students taking Reparations Math learn no opposing viewpoints,” he said, adding that the curriculum “is pure indoctrination designed to perpetuate an ideology of black dependency and retribution for historical and presumed present-day racial victimization.”