1619 Project’s Education Network Offers ‘Reparations Math’ Unit to Students Focused On Basis for Payments

The 1619 project’s education network, an initiative overseen by the Pulitzer Center, released a unit on “Reparations Math,” which focuses on whether descendants of enslaved African Americans should be paid reparations and the “basis” of the payments.

The 1619 Project Education Network released the “Reparations Math and Reparations History” unit on May 8 and is intended for 9th to 12th graders studying U.S. History and Algebra I and II, according to the unit resources.

“Students apply math skills, research into historical wealth gaps in the U.S., and an analysis of different reparations models to an investigation into whether or not reparations should be paid to the descendants of enslaved people in the U.S,” the proposal summary said.

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“Students will evaluate how reparations have been paid throughout history to communities throughout the world. They will also analyze proposals made throughout U.S. history for reparations to African Americans, and apply algebra skills to evaluate the mathematical models for different proposals for reparations. In the end, students will create presentations for their communities that explain the mathematical model for a reparations proposal explored during the unit. {snip}” the unit overview says.

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