University Of Oregon Paid ‘1619 Project’ Writer Nikole Hannah-Jones $25K To Lecture On ‘Systemic Racism’

The University of Oregon’s School of Journalism and Communication paid New York Times journalist Nikole Hannah-Jones, the writer behind the anti-historical “1619 Project,” for a Zoom lecture in February on “1619 and the Legacy that Built a Nation,” as first reported by Campus Reform.

Hannah-Jones raked in $25,000, evident by a Freedom of Information Request filed by Campus Reform. The Feb. 19 event was co-sponsored by the university’s Office of the President, Office of the Provost, and Division of Equity and Inclusion, among other groups.

The organization that was paid by The University of Oregon was the Lavin Agency, as shown by the FOIA. The agency defines itself as “the world’s largest intellectual talent agency, representing leading thinkers for speaking engagements, personal appearances, consulting, and endorsements.” The group also offers the likes of Margaret Atwood, leftist activist Angela Davis, Khan Academy Chief Executive Officer Salman Khan, climate writer Naomi Klein, and other big names.

The “1619 Project” writer discussed why Americans need to “remain vigilant” while fighting for “racial inequality.” A promotional flyer for the event claimed there is a “lasting legacy of Black enslavement on the nation.”

“As the lead writer for New York Times Magazine’s the “1619 Project,’ a major viral multimedia initiative observing the 400th anniversary of the first African slaves arriving in America, Pulitzer Prize-winning journalist Nikole Hannah-Jones explores the lasting legacy of Black enslavement on the nation—specifically, how Black Americans pushed for the democracy we have today,” the flyer read.

Last week, Hulu announced it will stream the “1619 Project,” which Lionsgate studios and Oprah Winfrey partnered to fund this summer. Hulu praised the project by Hannah-Jones in a press release as “a landmark undertaking … of the brutal racism that endures in so many aspects of American life today.” Hannah-Jones won a Pulitzer Prize for her project — which has been debunked by several historians for its pushing of the false premise that America was both founded in 1619 and that the Revolutionary War was fought to sustain slavery.

“[I]t would not surprise me in the slightest if the university is actively attempting to hide its embrace of radicalism,” Oregon Federation of College Republicans Chairman Ben Ehrlich said to Campus Reform.

John Large, a spokesman for the Lane County Republicans where the university is located, told The Federalist that “The University of Oregon is so damned two-faced that if a conservative went to the campus, they would go ahead and throw them guys out.”

According to a document put out by the university, the event was not permitted to be recorded or redistributed.

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Hulu Hops On ‘Systemic Racism’ Train By Streaming 1619 Project Disinfo Docuseries

Hulu will stream a docuseries adaptation of the New York Times’ 1619 Project, which Lionsgate and Oprah Winfrey partnered this summer to fund.

The 1619 Project, a series of articles created by so-called journalist Nikole Hannah-Jones, ahistorically claimed the year 1619 was the legitimate founding of the United States due to the importation of slaves.

The speculative project neglects the fact that America was founded as a constitutional republic in 1776 after sparring against the British monarchy. Hannah-Jones’s work went so far as to claim the Revolutionary War was fought to sustain slavery, even though it was factually fought between the 13 colonies and Great Britain over unnecessary taxation and a war for control of America.

A press release put out on Thursday by Hulu praises the 1619 Project as “a landmark undertaking … of the brutal racism that endures in so many aspects of American life today.” Hulu describes Jones in its press release as “one of the nation’s foremost investigative journalists.”

Hulu, majorly owned by the Walt Disney Company, has not yet announced when the project will be available. The first episode will be directed and produced by Roger Ross Williams, who was the first black director to take home an Academy Award for his 2010 documentary “Music by Prudence.” Williams said in a statement that the “systemic racism” the 1619 Project teaches “is an essential reframing of American history.”

“Our most cherished ideals and achievements cannot be understood without acknowledging both systemic racism and the contributions of Black Americans. And this isn’t just about the past — Black people are still fighting against both the legacy of this racism and its current incarnation,” said Williams.

While the New York Times has stood by its verifiably false reporting on the history of slavery, it altered its mission statement for the 1619 Project. The description for the series of articles in August 2019 sought to represent “1619 as our true founding,” while a description published on Sept. 18, 2020, deleted this phrasing.

Jones, who not shockingly won a Pulitzer Prize in 2020 by the left-leaning institution, claimed we need to “deprogram … millions of Americans, almost all white, almost all Republicans.”

Then-President Donald Trump signed an executive order in November 2020 to establish a “1776 Commission” to “instill patriotic education” and teach foundational American history. Moments after taking office, President Joe Biden removed the report from the official White House website and revoked the commission to guide civics education. School districts across the country have said in recent years they will use the flawed 1619 Project in schools.

The docuseries aims to communicate that America is systemically racist and comes at a time when the Marxist critical race theory is on the rise.

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Nikole Hannah-Jones Calls For ‘Consequences,’ ‘Deprogramming’ For Republicans

Pulitzer-Prize winning journalist Nikole Hannah-Jones, who is best known for her flagship essay in the New York Times’ ahistorical 1619 Project, believes that 74 million Americans deserve to be “punished” as part of deprogramming them for voting for Donald Trump in 2020.

The 1619 Project creator spoke to Eugene Robinson on MSNBC, where he asked her about how the media and social elites can best “deprogram” the “millions of Americans, almost all white, almost all Republicans” who voted for Trump, as they are clearly part of a “cult.”

Hannah-Jones responded with a vague call to look toward an undefined “history,” declaring that “there has to be consequences” based on how you vote. She then decried the push towards a quick “reconciliation” between the left and right. The so-called journalist painted Trump supporters with a broad brush, lumping the Capitol rioters in with average Republicans who voted based on policy.

Her only explanation of why anyone would possibly vote for Trump was that the “white labor force” voted for his policies to keep themselves more powerful than “Muslims, Latinos and Black Americans.” By inventing exclusively racist intentions of her political enemies, Hannah-Jones said every Trump-voting Republican merits “punishment” before they can be allowed to re-enter polite society and have a chance at reconciliation.

Many found Hannah-Jones and Robinson’s comments surrounding the deprogramming of people based on their political views to sound eerily similar to reeducation camps of brutal dictatorships, especially by the Chinese Communist Party.

More than 74 million people voted for Trump, and their reasons varied from adoration to a mere preference over now-President-elect Joe Biden and his policies. Likewise, ascribing racist intentions ignores how Trump gained increased support among black and Latino voters. Labeling every one of the millions of Americans who voted for one of the candidates from a major political party as a “cult” is absurd — and the growing calls from the left for them all to be “deprogrammed” should startle every American.

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‘1619 Project’ Founder Melts Down After Criticism Of Her Fake History

The lead writer of The New York Times’ anti-American “1619 Project” suffered a meltdown last week when a colleague at her paper offered fair criticism of its revisionist and inaccurate account of history.

On Oct. 9, New York Times columnist Bret Stephens published a more than 3,000-word essay outlining the project’s blunders that have led the academics with the National Association of Scholars (NAS) to call on the Pulitzer Prize Board to revoke its award to the project’s chief essayist, Nikole Hannah-Jones.

“Journalists are, most often, in the business of writing the first rough draft of history, not trying to have the last word on it,” Stephens wrote. “We are best when we try to tell truths with a lowercase t, following evidence in directions unseen, not the capital-T truth of a pre-established narrative in which inconvenient facts get discarded. And we’re supposed to report and comment on the political issues of the day, not become the issue itself.”

Under this model, Stephens writes, “for all of its virtues, buzz, spinoffs and a Pulitzer Prize – the 1619 Project has failed.”

At the heart of his criticism is the project’s central thesis to revise the date of America’s “true founding” to the year 1619, when the first African slaves found their way to the colonies (Native American tribes had kept slaves on the continent for centuries by then). Several months after the campaign’s launch, now that it is infecting some 4,500 K-12 classrooms, the legacy newspaper stealth-edited the project to remove the language of its “true founding” to when the “moment [America] began.”

“These were not minor points,” Stephen wrote. “The deleted assertions went to the core of the project’s most controversial goal, ‘to reframe American history by considering what it would mean to regards 1619 as our nation’s birth year.”

The criticism sent the architect of the project into a rage, according to the Washington Post, predictably calling the fair-minded critiques of her deceptive scholarship racist.

“Hannah-Jones, though, was livid, and let Kingsbury and Stephens know it in emails ahead of publication,” the Post reported. “One the day the NAS called for the revocation of her Pulitzer, she tweeted that efforts to discredit her work ‘put me in a long tradition of [Black women] who failed to know their places.’ She changed her Twitter bio to ‘slanderous and nasty-minded mulattress’ – a tribute to the trailblazing journalist Ida B. Wells, whom the Times slurred with those same words in 1894.”

The revisionist project, which has attracted sharp scrutiny since its publication last year, has since maintained full editorial support from the newspaper despite major corrections to its essays and leagues of historians debunking its primary claims.

After a group of leading historians objected to the Times’ project’s false information, the magazine’s Editor in Chief Jake Silverstein wrote back that “historical understanding is not fixed.” In other words, the Times doesn’t care what historians with decades of experience think if it counters the religious narrative that critical race theory demands.

Several months later, the Times finally did issue a two-word correction to its lead essay authored by none other than Hannah-Jones clarifying that keeping slavery was only a primary motivation for some of the colonists rather than all of the colonists to seek independence from Great Britain. While it might seem a minor change, it’s actually a significant one provided that the project has been adopted widely into curriculum teaching children the United States was built for the sole purpose to oppress, a key tenet of the left’s critical race theory driving the nation’s 21st century woke revolution.

It’s worth noting this correction was made before the Pulitzer committee awarded Hannah-Jones its prestigious prize based on an essay that the Times admitted was historically inaccurate.

Despite the corrections, the inaccuracies, the controversies, and the criticisms of the project, Dean Baquet, the executive director of the Times, rejected Stephens’ arguments.

“Our readers, and I believe our country, have benefited immensely from the principles, rigorous and groundbreaking journalism of Nikole,” Baquet wrote, celebrating the work of the same writer who said “it would be an honor” for the nation’s explosion of deadly unrest which tore through the cities this summer to be named”the 1619 Riots.”

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New York Times’ ‘1619 Project’ Named to ‘Top Ten Works of Journalism of the Decade’

The “1619 Project” of the New York Times, which falsely claimed that the American Revolution was fought partly to preserve slavery, has been named to the “Top Ten Works of Journalism of the Decade” by New York University’s journalism school.

The Arthur L. Carter Journalism Institute announced Wednesday that the “1619 Project” had made the decade’s top ten for “placing the consequences of slavery and the contributions of black Americans at the very center of our national narrative.”

The project’s lead essay, by Nikole Hannah-Jones, won the Pulitzer Prize even though its claim about the Revolution and slavery was regarded even by left-wing scholars as false, forcing the Times to make corrections and add an editor’s note.

Hannah-Jones later tried to claim the purpose of the “1619 Project” was not, in fact, to claim that America’s true founding was the arrival of slavery. Ironically, that appears to be what earned her a place on New York University’s top ten list.

Earlier this month, 21 members of the National Association of Scholars signed a letter calling for the Pulitzer Prize Board to rescind its award to Hannah-Jones, because “it turns out the article itself was false when written,” and due to “surreptitious efforts by The New York Times to alter the record of what it had published.”

They added that the changes were not to Hannah-Jones’s essay, but to “the crucially important introductory materials whose claims—for example, the ‘reframing’ of American history with the year 1619 as the nation’s ‘true founding’ —form the underlying rationale of the entire Project.”

Other works of journalism on the top ten list include two stories related to President Donald Trump — though none about “Russia collusion” — and the #1 work of the decade was “The Case for Reparations,” by Ta-Nehisi Coates in The Atlantic.

Some have called the riots of the past several months — which were often aimed at symbols of the country’s history and values — the “1619 Riots,” a name that Hannah-Jones proudly embraced, saying that she would consider it an honor.

Joel B. Pollak is Senior Editor-at-Large at Breitbart News and the host of Breitbart News Sunday on Sirius XM Patriot on Sunday evenings from 7 p.m. to 10 p.m. ET (4 p.m. to 7 p.m. PT). His newest e-book is The Trumpian Virtues: The Lessons and Legacy of Donald Trump’s Presidency. His recent book, RED NOVEMBER, tells the story of the 2020 Democratic presidential primary from a conservative perspective. He is a winner of the 2018 Robert Novak Journalism Alumni Fellowship. Follow him on Twitter at @joelpollak.

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House Republicans Introduce Legislation To Bar Federal Funding Of Schools Teaching Fake History

Two House Republicans introduced legislation Thursday that would bar federal funds from flowing to schools with curriculum featuring the New York Times’ anti-American 1619 Project indoctrinating K-12 students with fake history.

The bill, put forward by Colorado Rep. Ken Buck with Georgia Rep. Rick Allen, serves as companion legislation introduced in the Senate by Arkansas Republican Sen. Tom Cotton in July.

“The 1619 Project teaches children a historically inaccurate account of our nation’s history,” Buck said. “Federal funding should not go towards schools that teach flawed and inaccurate curriculum in classrooms. We should be able to acknowledge the stains on our nation’s history while still continuing to celebrate the good our country has done.”

Cotton reiterated his support for the proposal, calling the Times’ curriculum on revisionist history being taught in some 4,500 classrooms nationwide “left-wing garbage.”

“Not a single cent of federal funding should go to indoctrinate young Americans,” Cotton said.

The progressive project, spearheaded by the Times’ riot-cheering Nikole Hannah-Jones who won a Pulitzer on the opening essay which required a major correction to the piece, has since become a primary manifesto for the left’s critical race theory re-writing American history as the creation of an irredeemably racist empire built for the sole purpose of oppressing black and indigenous people.

“The 1619 Project’s goal is to indoctrinate the idea in our nation’s young people that America is an evil country – which is far from the truth,” Rep. Allen said. “Though our history is not perfect, we have overcome our challenges to create a land of opportunity for all. If we want to fight injustice and work toward a more perfect union, we must learn from our past and teach out students to do better – not teach false history.”

Watch a short documentary debunking the project here:

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[Related: Civil Rights Activist Bob Woodson: 1776 Is America’s True Founding, Not 1619]

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How Public Schools Paved The Way For Americans To Believe The 1619 Project

In response to numerous schools adopting a history curriculum based on The New York Times’s 1619 Project, Sen. Tom Cotton proposed a bill that would deny them federal funding. The 1619 Project is a series of essays asserting that the United States was founded on slavery and that its institutions continue to discriminate against black Americans. The curriculum is designed to introduce these arguments and themes to the classroom.

Several prominent historians have criticized the 1619 Project’s inaccuracies and obvious narrative-peddling. To introduce this into the classroom would give students a warped view of America and completely misrepresent of history as a discipline.

Most of the writers of the 1619 Project are not historians with expertise, either, but journalists offering biased and uninformed takes on American history. They are not doing the hard work of synthesizing historical data into a coherent vision of the past; they are pulling stories out of thin air.

To her credit, the project’s leader Nikole Hannah-Jones is quite open about her intentions, which, first and foremost, is to guilt Caucasian Americans into paying slavery reparations. As Hannah-Jones exclaimed, “If you read the whole project, I don’t think you can come away from it without understanding the project is an argument for reparations.”

By itself, the 1619 Project fulfills Hannah-Jones’s purpose since her audience, mostly educated white liberals, can properly assess her argument and act accordingly. If the project is presented as a supplement to K-12 curriculum, however, it is difficult to see these essays as anything other than leftist indoctrination.

Obviously, this development alarms conservatives who loathe the idea of young Americans learning to hate their country and distrust their institutions and fellow countrymen. Already, many young people have taken to the streets to vandalize property and attack police to “protest” systemic racism. By perpetuating the 1619 narrative, won’t schools simply worsen the problem and radicalize even more Americans? Would a bill to federally defund such schools really do anything?

In both cases, probably not. People generally do not become radicalized because of what they know, but what they don’t know. As Socrates put it, ”There is only one good, knowledge, and one evil, ignorance.”

More often than not, most American students don’t learn their country’s history to begin with, so they carelessly internalize corporate media’s anti-American narratives. Therefore, switching one set of facts that Americans never learn with another set of facts they will never learn will only yield the same outcome. Rather, a change must be made to how history is taught before considering what history is taught.

Most American schools have long neglected teaching American history competently. Following the leads of Common Core and College Board, the American history curriculum for most schools emphasize learning historical skills like reading a document, analyzing a graph, determining trends over time, instead of learning about key historical documents, events, and figures.

These pedagogy gimmicks are maintained in teacher trainings. It’s all about doing projects, group work, and using cool new apps. It all looks like learning; it all looks like real work; and yet, all of it amounts to busywork. And then we’re all scratching our heads at why our students don’t do better on the test.

By replacing content with skills, this approach has not only led to widespread ignorance about America, but it has also driven most students to adopt a cynical view of their history. Long before the 1619 Project, students in many history classes were learning to dismiss the Pilgrims and Founding Fathers as self-interested bigots instead of great figures, while labeling winning World War II and the Cold War as sheer luck instead of great achievements.

The idea was to encourage critical thinking, but without any substance to back up their conclusions or provide context, students only learned to instinctively criticize everything. They never learn about Andrew Jackson’s success in the Nullification Crisis or winning the Battle of New Orleans, but they know he killed plenty of Native Americans in the Trail of Tears. They never learn about the great advances brought about by American industrialists like Andrew Carnegie and John D. Rockefeller, but they learn to label these men pejoratively as “robber barons” who “exploited” workers and the environment.

It’s also important to note that leftists usually get a pass. While successful conservative presidents like James Polk, Calvin Coolidge, Dwight Eisenhower, and Ronald Reagan are rated poorly, leftist politicians with serious shortcomings, like Woodrow Wilson, Franklin D. Roosevelt, Lyndon B. Johnson, and even Jimmy Carter are redeemed and celebrated.

Not only does this treatment of history distort the truth, but it is also demoralizing for young people yearning for role models. They learn there are no heroes and that American exceptionalism is a lie; that there’s nothing special about the United States, it just “happens” to be the most powerful, freest, and prosperous country in the world.

In many ways, the adoption of the 1619 Project doesn’t essentially change American history for most students. It still relies on the same methods of history instruction. The education leaders who support it are mainly thinking of ways to engage their students of color. This is clear when Buffalo, New York’s associate superintendent, Fatima Morrell calls the 1619 curriculum a “curriculum of emancipation, a pedagogy of liberation, for freeing the minds of young people.” But like most educational gimmicks, it will probably do little and quickly be replaced by some other gimmick.

Nevertheless, there is still a very real problem with the way American history is taught. What needs to change is the skills-based approach to history. History should be content-centered once more. Only after students know the requisite important names, dates, and places can they have a solid base of knowledge to analyze and evaluate various issues.

If students followed this sequence, they would see just how amazing their country and culture are. When past generations took this approach, they did much better on civic tests than today’s more formally educated youth and consequently felt much more patriotic than most Americans today.

As schools receive most of their funding from the state and city, instead of introducing a bill to defund schools that use the 1619 Project, Cotton and other patriotic lawmakers should put their weight behind the ideas of educational reformer E.D. Hirsch, who proposed that schools return to teaching knowledge acquisition, which in turn better allows for skill acquisition. For teaching history, a better grasp of the facts would empower students to resist flimsy narratives made by anti-American hacks.

This would also require taking on teachers college monopolies over teacher access to classrooms. Teachers colleges are captured by false ideology against teaching facts and towards teaching leftist ideology. Teachers should be allowed to teach without their endorsement.

A stronger knowledge of American history would restore the love of country in today’s cynical youth. In a time of strife, a properly informed patriotism is sorely needed to restore our national sense of unity. Scientist and philosopher Blaise Pascal once said, “To understand is to forgive.” The goal of learning the history of our nation should be to have this kind of understanding, not finding ever more faults to emotionally exploit.