Thread by @IanVRowe

The @nytimes #1619Project & @pulitzercenter have sunk to a new low in their obsession to convince young black people that they are entitled victims who remain enslaved and unfree. A 🧵 on their new high school curriculum “Reparations Math” (1/7)

“What I learned…is that black people are still not free.” Proudly promoted by the @pulitzercenter as proof of learning, these are words of a black student who finished Reparations Math. Grammatical errors aside the intentional message of black victimhood is unconscionable. (2/7)

Reparations programs face steep opposition. But none of that viewpoint is represented in the curriculum. It is pure indoctrination. Powerful & empowering counter arguments for black agency such as from @BobWoodson are ignored. (3/7)

NAEP 2022 data shows that only 9% of black 8th graders are proficient in math. Rather than raise expectations, sample lessons have high school students create simplistic equations to calculate how much reparations money is required to pay black people. (4/7)

Rather than defeatist lessons, there are alternatives that empower black & young people of all races to overcome the victimhood narrative. Later this year, I will release such a high school Advisory curriculum based on Agency, free of charge (5/7) amazon.com/Agency-F-R-Chi…

I joined libertarian Bob @rzadek and Big John (John T. Georgopoulos) on the Free For All podcast to make the moral case against reparations, and whether or not they are a good idea in our polarized society. (6/7)

Judge for yourself. @nytimes #1619project & @pulitzercenter want black students to “apply math skills to evaluate the mathematical models for different proposals for reparations.” Instead, this curriculum will hurt the very kids it purports to help (7/7)
1619education.org/sites/default/…