"What I learned about Em is that we as black people are still not free.Reparations can help close the wealth gap but instead the gov’t and other citizens feels like they don’t owe anything.For an example they use EM to say that we are free.But when it comes to low paying jobs mainly of colored people are working them.And most of them are hard laboring jobs."
This is a verbatim written response from a Black high school student who shared lessons learned from completing "Reparations Math," the new curriculum unit being offered by the New York Times 1619 Project and the Pulitzer Center.
Already discredited for falsely revising history, the New York Times 1619 Project makes no secret of the Reparations Math curriculum’s ambition to shape future generations into progressive activists.
The Unit Overview outlines explicit objectives to have students use different mathematical equations to "suggest steps the U.S. government can take to provide financial reparations." Further guidance dictates that final student "presentations should also share what math function the U.S. should use to determine and provide monetary preparations [sic]."