Category: History Education

The Fatal Flaw of the 1619 Project Curriculum

In this watercolor, two female slaves work with hoes while a white oveseer watches. This painting invites a more nuanced interpretation than the 1619 Project curriculum would facilitate.

As teachers get ready for the fall, thousands will be tempted to make use of the 1619 Project curriculum offered online by the Pulitzer Center, which has formed a partnership with the New York Times to distribute lesson plans built around the essays in the 1619 Project, which were originally published in the New York […]

The Revolutionary Dishonesty of the “1619 Project”

The New York Times is engaged in a full-scale assault on the memory of the American Revolution, alleging—without foundation and over the objections of some of the country’s leading historians—that the aim of the Revolution was to perpetuate slavery. This is a central thesis of the “1619 Project,” an interpretation of American history as an […]

How We Got Here

The nation mourns Jefferson in this engraving, a stark contrast with student demands, inspired by radical history education of Howard Zinn and his peers, to remove a statue of Jefferson from the campus of Hofstra University.

This essay was published in the spring of 2019, when demands for the removal of memorials to leading figures of the American Revolution was just beginning to pick up steam. It attributes the movement to the pernicious influence of the late radical historian Howard Zinn, from whose books many of the young Americans determined to […]

Why the American Revolution Matters

The American Revolution was shaped by high principles and low ones, by imperial politics, dynastic rivalries, ambition, greed, personal loyalties, patriotism, demographic growth, social and economic changes, cultural developments, British intransigence and American anxieties. It was shaped by conflicting interests between Britain and America, between regions within America, between families and between individuals. It was […]