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PBL Receives Grant for 1619 Project-Related Exhibition

PBL Receives Grant for 1619 Project-Related Exhibition  CHS Social Studies Chair Mark Hoff has received a $2,000 grant from Teaching Tolerance for PBL11 to stage an exhibition related to the New York Times’  1619 Project. PBL11 students are creating quilts focused on topics within the series of essays and developing an exhibition focused on 1619 Project’s lead essay.  Students will display the work at the Black History Month celebration at Cheltenham High School on Tuesday, Feb. 25. The grant will support staging the exhibition, including the purchase of portable frames so the quilts can be taken to numerous community locations and elementary schools for short workshops.

The 1619 Project is a major initiative from The New York Times, a series of essays intended to correct the record and reframe the country’s history by placing the consequences of slavery and the contributions of black Americans at the center of the national narrative. Four hundred years after enslaved Africans were brought to Virginia, many Americans still don’t know the full story of slavery, or understand the many ways its legacy continues to shape society in the United States. The 1619 Project takes its name from the moment in August 1619 when a ship appeared off Point Comfort, a coastal port in the English colony of Virginia, carrying more than 20 enslaved people from the African nations of Ndongo and Kongo. These people were sold to the colonists, marking the beginning of the system of chattel slavery that would last for the next 250 years. America was not yet America, but this was the moment it began.

The mission of Teaching Tolerance is to help teachers and schools educate children and youth to be active participants in a diverse democracy. Teaching Tolerance provides free resources to teachers, administrators, counselors and other practitioners who work with children from across the K-12 spectrum. Educators use our materials to supplement the curriculum, inform their practices and create civil and inclusive school communities where children are respected, valued and welcome participants. Its program emphasizes social justice and anti-bias. The anti-bias approach encourages children and young people to challenge prejudice and learn how to be agents of change in their own lives.