Page 157 - 1619 Project Curriculum

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so if it weren’t for the establishment of an enormous market in enslaved
laborers who had no way to opt out of the treacherous work.”

Key Names, 1730 slave code in New York, Haitian Revolution, Hurricane Katrina,
Dates, and racketeering, taxpayer subsidies, triangle of trade, wire fraud
Terms

Guiding 1. How is sugar produced, and why was it cultivated in what became the
Questions U.S.?
2. How has sugar production changed, and how have policies continued to
limit who has access to the wealth earned from producing sugar?

14. “Pecan Pioneer” by Tiya Miles (page 76)

Excerpt “The presence of pecan pralines in every Southern gift shop from South
Carolina to Texas, and our view of the nut as regional fare, masks a crucial
chapter in the story of the pecan: It was an enslaved man who made the wide
cultivation of this nut possible.”

Key Names, commercial production, commercial market, grafting
Dates, and
Terms

Guiding 1. How were pecans initially cultivated in the U.S., and how did Antoine’s
Questions innovation make their commercial production viable?
2. Who are the figures that we learn about when studying innovation in
the U.S., and whose stories are missing?

15. “The Wealth Gap” by Trymaine Lee (pages 82–83)

Excerpt “Today’s racial wealth gap is perhaps the most glaring legacy of American
slavery and the violent economic dispossession that followed.”

“The post-Reconstruction plundering of black wealth was not just a product of
spontaneous violence, but etched in law and public policy.”

Key Names, Freedmen’s Bureau, GI Bill, Home Owners Loan Corporation, New Deal
Dates, and programs (social security, unemployment, minimum wage, etc.),
Terms Reconstruction, redlining, zero and negative wealth

These materials were created to support ​The 1619 Project​, published in ​The New York Times Magazine​ August
2019. You can find this and more educational resources at ​www.pulitzercenter.org/1619