The 1619 False-History Project

Imagine a Native American history curriculum that focused entirely on four massacres of Natives by whites — beginning with the first encounter between Spanish conquistadores and the Inca emperor Atahualpa and culminating with Wounded Knee — and never touched on American Indian life before 1491, the many Native military victories, or the roughly 5.2 million Natives alive in the U.S. today. Would anyone see this as truly representative, or useful to students of any race, or worth teaching in the schools?

The 1619 Project, from the New York Times, must face the same questions. The project focuses on casting the era of historical slavery as an alternative founding for the United States, with its authors arguing that slavery was responsible for nearly everything that “truly made America exceptional.” Slavery, they write, was the primary reason for the Revolu­tionary War and was responsible for much or most of early American wealth, building “vast fortunes for white people North and South” and making “New York City the financial capital of the world.” Multiple 1619 essays, by Nikole Hannah-Jones and others, attribute to historical slavery and racism everything from the competitive capitalism of the U.S. to contemporary patterns of traffic. Slavery, in this narrative, is both the American original sin and the source of all our baraka — everything that makes this a unique and desirable country.

Honorable, non-racist centrists and conservatives face a serious question as we confront this material. How would a nuanced but thorough telling of American history, one that did not seek to minimize slavery, differ from 1619’s? Aren’t these journalists and radical academics — progressive friends often ask, in something approaching anguish — just telling hard truths? The short answer is a clear no.