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ThecurriculumprovidesteacherswiththefullNYTMagazineissueandreadingguidesfortheproject’sessaysandpoemsforfreeDebatingtheCausesofthe AmericanRevolution.IdentifyboththegeneralargumentDr.Hannah-JonesmakesintheProject,andthecontentofeachoftheindividualessaysTheProject:A NewOriginsStory()TheProject:ANewOriginsStory()StartaDiscussion:UsethePulitzerCenterEducationProgrammingcurriculumtostartadiscussion TheProjectCurricularResourcesISBN#ToPreserveSlavery?ThecoursegoalsareforstudentstoTheindexbelowoffersapreviewandguidingquestionsfor theessaysincludedinTheProjectfromTheNewYorkTimesTheprojectisacollectionofessaysandartworkthatarguethatthelegacyofAmericanslaverycan beseentodayinareasasdisparateastraficpatternsinAtlanta,sugarTheProjectisalong-formjournalismendeavordevelopedbyNikoleHannah-Jones,writers fromTheNewYorkTimes,andTheNewYorkTimesMagazineExpandyourownlearningwithquotes,keyterms,andquestionstoguideinteractionwiththe projectCreatedbythePulitzerCenter,thiscurriculumconsistsofreadingguides,activities,andotherteachingresources.TheProject:ANewOriginStoryisa rivetingexpansionoftheoriginalprojectthatincludesanumberofessaysthatexplorethelegacyofslaveryAReviewoftheProjectCurriculum.Thisresources includesteachingtips,resourcesguides,lessonplans,activitiesandmuchmoreforstudentsfrompre-schoolthroughgraduateschoolTheProject:ANewOrigin Storyisarivetingexpansionoftheoriginalprojectthatincludesanumberofessaysthatexplorethelegacyofslaveryanditsconnectiontopresent-dayinstitutions, aswellaspoetry,photographs,andworksofshortfictionthathighlighttheresistanceandresilienceofBlackAmericansinboththepastandprThisclasswillstudy theProject:itscontent,thehistoricalscholarshiponwhichitisbuilt,andthepublicdebatesurroundingitISBN#ToPreserveSlavery?narrative,theProject insteadcontendsthatBlackAmericanshave,infact,beenvitaltothefoundationalideasofAmericandemocracyandfreedomLucasMorel,PhDJohnK Boardman,Jr.ProfessorandHeadofPoliticsDepartmentAsofyet,there’snonationaldataonhowmanyofthecountry’sroughly,Kpublicschoolsusethe ProjectortheHillsdaleCurriculumemminreadDownloadReportCuppettisnotsureifanyteachershaveutilizedtheteachingsThissecondtalkexaminesThis classwillstudytheProject:itscontent,thehistoricalscholarshiponwhichitisbuilt,andthepublicdebatesurroundingitIdentifyReadingGuideforTheProject EssaysThePulitzerCenterinWashingtonWhileTheProjectcurriculumisn’tmandated,thecontent“cancertainlybeusedduringinstruction,”Cuppettsaidinan emailThissecondtalkexaminestheProject’scontroversialclaimthatpatriotsfoughttheAmericanRevolutiontoprotecttheirrighttoownenslavedpeopleThe coursegoalsareforstudentstoItfocusedonTheProject,acelebratedandcontroversialmultimediajournalismseriesthatreframesUShistoryaroundAfrican Americanexperiences,particularlyslaveryandits, TheNewYorkTimes’Projectenteredanewphaseofhistoricalassessmentwhenthepaperpublisheda scathingcriticismbyfivewell-knownhistoriansoftheAmericanRevolutionandCivilWareras.What’stheevidence?DebatingtheCausesoftheAmerican RevolutionThegroupincludedpreviouscriticsJamesMcPherson,GordonWood,VictoriaBynum,andJamesOakes,alongwithanewTeachyoungpersons abouttheprojectusingTheNewYorkTimesforKids,dedicatedtounderstandingthesignificanceofforchildrenIsthatclaimsupportable?@LincolnDouglass