Yes, I realize that title is ridiculously long. It is crucial we—the collective cultural “we”—understand the relevance of chattel slavery to where we find ourselves now in America in a cultural sense, because all that we have is built on all that has been, and many Americans from every part of the country, every economic class, and every color have not been taught relevant facts about our history (alternate link).
Our history curricula have neglected and whitewashed critical elements of the context in which events happened, people became notorious or famous, and legislation and court decisions have shaped what was allowed by whom and against whom. This project, by The New York Times Magazine in collaboration with the Smithsonian—the lead essay of which, by project director Nikole Hannah-Jones, won the 2020 Pulitzer Prize for Commentary—aims to help correct that by filling in gaps in knowledge and understanding of adults and providing new free curriculum for students at all levels, co-developed with the Pulitzer Center, which hosts it.
In response to criticism from historians, The Times updated a sentence in Hannah-Jones’ essay to clarify that, while fear that England was headed toward outlawing slavery was a primary factor driving support for the American Revolution among some colonists, it was not for all colonists. In fact, throughout American history there has been conflict between those Whites who supported slavery, racialized castes, and White supremacy and those who have ardently resisted them.
If you’re a subscriber to the Times, you can read the essays in the 1619 Project and explore its interactive elements here. If not, you can download a PDF file of the full issue of The New York Times Magazine issue containing all the essays from the Pulitzer Center.
