The 1619 Project is a signal development in the social, political, and intellectual life of the United States. This New York Times Magazine special project, a brainchild of The New York Times staff writer Nikole Hannah-Jones has sparked widespread conversations, reconsiderations, and controversies concerning the national narrative about the founding and development of the United States of America. This course addresses The 1619 Project, its subjects, and impact and as such is a study of racial inequalities, racism, and antiracism. Students in the course will explore the range of issues addressed by The 1619 Project through an examination of select artifacts from the broad range of materials that make up this dynamic and expanding project. These issues include slavery, racism, electoral politics and democracy, capitalism and economics, and popular culture, including music, literature, and photography. As an African American Studies course, AFAM 400 employs a critical interrogative approach that considers the contexts and counterarguments essential to a full understanding of The 1619 Project, its reception, and its impact. The course therefore incorporates an examination of the critics and counter-programs challenging The 1619 Project.

Knowledge, Identity, and Power
Completion of or concurrent enrollment in AFAM 201 or equivalent (based on course approach) or permission of instructor.
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The 1619 Project