High schoolers across the nation may soon be learning “reparations math” after the 1619 Project Education Network released their latest school module aimed at indoctrinating algebra classes.
Having already been proven to be peddling revisionist history based off of modern-day interpretation rather than the facts, the 1619 Project created by Nikole Hannah-Jones has continued its agenda-driven march through the institutions undeterred.
On May 9, they released a four-week module titled “Reparations Math and Reparations History,” available to the over 3,500 classrooms throughout the United States that have adopted their materials, according to Real Clear Investigations.
With the essential question being, “Should reparations be paid for the United States’ use of enslaved labor? If so, what is the basis of those payments?” the material promotes that slavery “led to a wealth gap for African Americans.”
“Inspired by HR-40, a bill in the U.S. Congress that proposes funding a commission to study and develop proposals for reparations to African Americans in the United States, students will apply math and research skills to an investigation into whether or not reparations should be paid to the descendents [sic] of enslaved people in the U.S,” the unit overview states.
HR-40, the Commission to Study and Develop Reparation Proposals for African Americans Act, was reintroduced for the 118th Congress and has readily been promoted by progressive lawmakers like Rep. Cori Bush (D-Mo.) who want to see the federal government fork over $14 trillion.
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“They will study, document, and analyze activities that led to the worldwide domination of crops produced using slave labor due to the Trans-Atlantic Slave Trade. They will also evaluate the way that enslavement of African Americans has led to a wealth gap for African Americans over time,” the module asserted.
The module also said students will “analyze proposals made throughout U.S. history for reparations to African Americans, and apply algebra skills to evaluate the mathematical models for different proposals for reparations.”
Reacting to the curriculum, senior fellow for constitutional studies at Texas. Public Policy Foundation Carol Swain told The College Fix, “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.”
Previously, Swain has called out the influences of activist groups like Black Lives Matter and asserted that “an intelligent observer would be hard-pressed to identify any area in American society where BLM’s activism has benefitted the Black community.”
Regarding the 1619 Project module, she further suggested, “The curriculum materials for math are clearly geared towards politicizing the youngest minds.”
Joining her in calling out the problems with the curriculum, Ian Rowe, senior fellow at the American Enterprise Institute said to The College Fix “Students taking Reparations Math learn no opposing viewpoints.”
The curriculum “is pure indoctrination designed to perpetuate an ideology of black dependency and retribution for historical and presumed present day racial victimizations.”
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