The 1619 Project *NEW*

We will discuss and analyze the 1619 Project, a ground-breaking series of essays, poems, short fiction, and a photo essay featured in the August 14, 2019 edition of the New York Times Magazine. The Project looks at the legacy of slavery and race in America since the first enslaved Africans were brought to Virginia. The Goal of The 1619 Project is to consider “what it would mean to regard 1619 as our nation’s birth year... to place... black Americans at the very center of the story we tell ourselves about who we are as a country.” By the end of the class we will assess the economic, political, and social implications of The 1619 Project for our identity as a country, as citizens, for our future actions as individuals. Students are asked to order The 1619 Project from The New York Times store here. Instructor: Joshua Frank



Start Date

July 7, 2020









4 Tuesdays, 9:30-11:30am. Begins July 7
Students are asked to order The 1619 Project from The New York Times store here.

This class will meet online using Zoom. The zoom link and information on how to join will be emailed to you.
If you register the day before the class begins or after the first date, please contact for the link.

Instructors: Joshua Frank


Joshua Frank

Joshua Frank has worked as an educator for twenty-nine years--as a teacher, an administrator and a trainer. He has designed and implemented innovative, data-based programs for at-risk middle and high school students, helping them to set and reach specific academic goals. He completed his Bachelor’s degree at UMass/Amherst, and Master’s degrees from UMass/Boston and the Harvard Graduate School of Education. His areas of interest include working with at-risk students, fostering positive, effective teacher-student relationships, and promoting cultural competence and equity in schools. Josh’s 2007 Education Digest article, “When White Educators Discipline Students of Color,” was republished as a “classic” in the August 2015 Connections: The Journal of the National School Reform Faculty.