Page 111 - 1619 Project Curriculum

Extension Activities:

1. Timeline Construction

For this activity, refer back to the events in the timeline that you created as a class. Work on
this exercise individually.

1. Create your own timeline of U.S. history that combines the events you chose as a class and

the events or figures that stand out to you from The New York Times timeline.

2. Reflect back on the events you chose to include in your U.S. history timeline as a class during
the warm-up activity. Did you learn anything new about these events by reading The New York
Times timeline?
3. With a partner, discuss: Why do you think the timeline presented in The New York Times
was structured in this way? What story does the timeline tell by presenting information in this
order, and in this way?

2. Creative Writing

1. Choose one of the events from the timeline and imagine how you might write a short story

about it. Consider the following as you plan your story:

• Who would be the main characters?
• What kind of research would you need to do to make sure the story is both accurate and
creative?

2. Write a brief scene or moment from this short story, supported by research from The 1619
Project or other external sources.

Note: For inspiration, students may wish to explore the creative works in The 1619

Project magazine.
3. Research and Presentation

From the timeline, which event are you most curious to learn more about? Select one historical
event and use multiple sources to research how this event is described using different texts.
Create a presentation using a poster, PowerPoint, or monologue that addresses the following:

• What did you learn about the event? What led to this event, what happened, and what
was the lasting impact of the event?
• What similarities and differences did you notice in the way that this event was described
in different sources?

4. Analyzing Historical Sources

Select a historical resource about slavery from your library or online (such as a book, article,
website, or movie).

1. Fill out this graphic organizer to analyze how this resource teaches the issue of slavery.

2. If you were writing a history book, what three facts from The New York Times timeline

would you choose to include? Brainstorm how you might present the information.