Over 6,000 preceptors, headliners, academy board members, university professors, librarians, and parents inked up for last week’s discussion on Teaching The 1619 Project .
The perceptive discussion featured the Project ’s creator, Nikole Hannah- Jones, along with the Pulitzer Center’s Donnalie Jamnah, the K- 12 hookups director and director of the Pulitzer Center’s 1619 Education Network, and Jake Silverstein, editor- in- chief of The New York Times Magazine.
It was clear from the number of attendees that preceptors, parents, and scholars likewise are curious about Teaching and engaging with The 1619 Project and its multifaceted accoutrements which now include the magazine, a podcast, and two recently published books, Born on the Water and The 1619 Project A New Origin Story.
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Classes and assignment plans are being erected and tutored by preceptors across the country in response to The 1619 Project , supported by the Pulitzer Center’s 1619 Project Education Network, and preceptors now have the tools, coffers, and community to engage effectively with the accoutrements .
- With the colorful entry points to the Project , scholars and preceptors across all 50 countries have been exploring the Project and its deep perceptivity about the history of the United States and the Black American experience in a myriad of ways.
Hannah- Jones, Jamnah, and Silverstein bandied the event of the Project in classrooms and around the country, the numerous ways scholars and preceptors are engaging with the Project , and the impact of Project counterreaction and misinformation on preceptors.
They also addressed community questions similar as how to produce a safe space for scholars of all individualities, and when to introduce The 1619 Project ( and children’s book Born on the Water) to youngish scholars.
On this moment in history for preceptors“ The event has been really astounding, ” said Nikole Hannah- Jones.
- “ We know preceptors are facing in this particular moment so important scrutiny about what they do in the classroom, what Teaching accoutrements they’re using.
- ” We’re also witnessing “ a defiance among preceptors who are determined to educate what they suppose is applicable, what they suppose is right indeed in the face of a great deal of challenges, ” said Hannah- Jones.
The determination to educate and engage with a more comprehensive and representative disquisition ofU.S. history has led preceptors across the country to connect and partake coffers with one another in order to make a stronger support network.
The 1619 Project Education Network is the Pulitzer Center’s response to feedback and requests from thousands of preceptors civil about the need for support, guidance, and networking openings as they apply coffers from 1619 in their classrooms.
Donnalie Jamnah, K- 12 hookups director at the Pulitzer Center and director of the Network, expanded on the Network’s purpose and impact.
On the launch of The 1619 Project Education Network
- The 1619 Project Education Network consists of cohorts of preceptors from across the country who unite with award- winning intelligencers, chroniclers, and the Pulitzer Center’s education platoon to produce, educate, and share curricular coffers that allow scholars to engage genuinely and critically with the world.