The New York Times Is Running A “Teaching Project” Where 60 Educators From Public Schools Are Flown In From All Across The Country On An All-Expenses-Paid Trip To Learn How They Can Teach Students To Hate American Heritage And Support Reparations For Black Americans
In a move orchestrated by America’s former paper-of-record-turned-propaganda-machine, the New York Times is dragging in public school teachers from across the country to entice them to use the newspaper as part of their curriculum. Teachers who applied to the program were brought to the NYT headquarters for a three-day seminar explaining how best to implement the newspapers propaganda into their lesson plans.
Teachers at these seminars are taught how to brainwash students into believing in systemic racism, hating the police, believing reparations should be given out to African Americans, and, alarmingly, thinking that it is okay to invite convicts to live in ones home. Nationalist Review has included links to these lesson plans below. A considerable amount of the material is based around the infamous 1619 Project.
At the very end of this article, we’ve provided information on the 60 teachers who joined the program this year.
In a blog post published by the New York Times explaining the program, they use the example of one Ms. Amit-Cubbage who said she experienced difficulty in answering questions about President Trump’s plan to create a border wall:
“I didn’t know how we could talk about it in class with middle school kids,” Ms. Amit-Cubbage said. “I was up there in the front of the room trying to explain scary things, and it was hard for me…. [New York Times] helped me to help them develop a voice and stand up for what is right…”
Teaching Children To Support Reparations For The Descendants Of Slaves:
The program offers a number of lesson plans for teachers to lazily use as a framework for seeding progressive ideas in young minds. And thousands of students across the country are taking part in the comment section (which is open to students in middle and high school who are over the age of 13). Much attention is paid toward convincing children that the United States has a major problem with “systemic racism.”
In many of the lessons, the New York Times staff lead students through a writing prompt about controversial current events, and the answers the students provide are very much what you might expect.
Here’s a sampling of the articles they ask students to respond to:
- Is the Diversity of Your School Accurately Reflected in Its Promotional Materials?
- “This is the story of a video that galvanized and divided a university plagued by a history of racist incidents, as told by the people who saw it happen. Black students in particular say the homecoming video crystallized a daily fact of life: They feel they are not wanted at the University of Wisconsin.”
- What Is Your Reaction to the Days of Protest That Have Followed the Death of George Floyd?
- On the violence that followed the riots, NYTs added this note: “Protesters and officials warned, there were indications it was also being undermined by agitators trying to sabotage [the movement].”
- Note: Many students commented that they have attended the riots
- Teaching Ideas and Resources to Help Students Make Sense of the George Floyd Protests
- ““In every city, there’s a George Floyd,” said Michael Sampson II, 30, of Jacksonville, Fla.”
- “It could be my father, my brother, my uncle, my cousin, my friend,” said Victoria Sloan, 27, of Brooklyn. “It makes me angry.”
- “The Big Picture: Understanding Systemic Racism”
- “George Floyd’s death is only the most recent case of a long history of black Americans being brutalized or killed by law enforcement officers, who rarely if ever face consequences for their actions. Before Mr. Floyd it was Breonna Taylor, Laquan McDonald, Eric Garner, Michael Brown, Sandra Bland, Tamir Rice — the list goes on.”
- Lesson of the Day: ‘“I Can’t Breathe”: 4 Minneapolis Officers Fired After Black Man Dies in Custody’
- “In this lesson, students will learn about the death of George Floyd and then respond by taking action or reflecting artistically.”
- “Answer the Minnesota A.C.L.U.’s Call for Action.”
- Again, please note, many students have commented that they participated in the riots.
- Does the United States Owe Reparations to the Descendants of Enslaved People?
- What Issues in the 2020 Presidential Race Are Most Important to You?
- “Which of the issues mentioned in the article — climate change, immigration, student debt, gun control, the economy, beating President Trump, health care — are most important to you?”
- Should Students Be Required to Take the SAT and ACT to Apply to College?
- How Much Has Your ZIP Code Determined Your Opportunities?
- What Makes a Great Leader?
- “The Times editorial notes that many of the most effective national leaders during this crisis are women. What is your reaction?”
- Should We All Be Able to Vote by Mail?
- Would You Allow an Ex-Prisoner to Live With You?
- A downright dangerous prompt that encourage young kids to take convicts into their homes.
- What Should #MeToo Mean for Teenage Boys?
- Are You Able to Be Your Whole Self at School?
- “Do your classes address the cultural differences present in your community? Do your teachers use texts that reflect your own racial, ethnic or gender identity? Do you feel included at school?”
- 26 Mini-Films for Exploring Race, Bias and Identity With Students
- Teaching Impeachment: 7 Ideas From Our Readers
A Metastasizing Cancer—How The NYT Teacher Project Spreads Within Schools:
Teachers who join the program are obligated to spread its message like metastasized cancer—educators must organize a faculty development meeting at their school to transfer the strategies to their colleagues who were not present for the seminar. And these programs, it seems, are very effective.
Take the high school in Marblehead, Massachusetts for instance: the school librarian, Susan Shatford, wrote a piece for the New York Times about how her entire school—“from the science department to the principal’s office“—uses the program to “teach” students. (As an added incentive, the New York Times is happy to boost the egos of these educators by granting them a byline in their paper.)
While the program is open to all private and public schools, preferential treatment was given to those coming from Title I districts—school districts with a high concentration of low income families.
