Nikole Hannah-Jones – ��

Bringing 1619 Project, Black History to Life for Young Readers

Marianna McMurdock — Tue, 22 Feb 2022 22:01:00 +0000

Nikkolas Smith is not surprised by the book bans and culture of fear dominating schools in his home state of Texas.

If anything, recent events make his work as a children’s book illustrator and self-described “artivist” more urgent.

“I’m gonna keep making books that will probably be on banned lists… because all they do is tell the truth about history. And it’s just ridiculous that accurate history is trying to be suppressed, basically, by those in power who have benefited from racism for centuries,” said Smith, who collaborated with Nikole Hannah-Jones to illustrate The 1619 Project for children.

Growing up in Houston, he was taught to celebrate the tales of Davey Crockett and the Alamo — “whitewashed” stories “always from one perspective:” glorifying those who owned and killed other human beings, he told ��.

Now, alongside the words of Hannah-Jones and children’s book author Renée Watson, Smith’s art flips the script to teach young readers the legacy of slavery rooted in humanity; a Black history rooted in joy.

In Born on the Water, the to The 1619 Project, Smith’s paintings bring the cultures of West Africans to life, showing the pre-enslavement history often omitted from classrooms.

“One of the things that me and Nikole talk about is there’s so much rich history, and culture, and so much joy in these tribes and these people that were stolen from their land,” Smith told ��. “You really have to understand all of that to understand how heavy it was, and how tragic it was… We really just wanted to show that life.”

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Nikkolas Smith uses a Wacom tablet and Photoshop to paint digitally. Some days, he takes the setup outside to work in the sun. (Vanessa Crocini)

From his plant-filled Los Angeles home, Smith paired Hannah-Jones and Watson’s poetry with family traditions, beautiful hair, dances, imagery that evoked death and spirits. Using a digital , his illustrations began as monochrome shapes and skeletons in Photoshop, impressions of how he felt after reading and internalizing their verses.

The book hit shelves last fall amid a wave of proposed state laws aimed at preventing students from learning a mythical “critical race theory” and “divisive concepts.” In , legislation attempted to ban the 1619 Project explicitly. So far, Florida has succeeded.

While a vocal minority of lawmakers and parents believe school aged children are too young to grapple with just how violence against Black people was intrinsic to the nation’s founding, many for the content. Born on the Water topped bestseller lists as families headed into 2022, looking for ways to talk to children about the country they’ll inherit.

Smith’s artistic approach seemed a natural fit. In digital paintings, he added layer after layer of color and symbols — clouds modeled after picked cotton, the shape of a person sinking underwater, or a green toy tied to a tree, the only sign of life left after colonizers stole a tribe — to convey anger and fear in ways young readers could feel without being traumatized by explicit violence.

“What Grandma Tells Me” spread by Nikkolas Smith.

Long-inspired by Nina Simone “,” he’d balanced trauma and life in children’s illustrations for years, painting Tamir Rice, Elijah McClain and others killed by police.

His second book, , explored the internalized hatred young Black children develop from racism and microaggressions.

Through , which he describes as “art as therapy”, he tries to help himself and viewers heal “the broken bones of society.”

“For them to say, we have a book about the transatlantic slave trade and slavery, and all of these very heavy things that we as Black people in America, we think about it all the time … I felt like that’s one of the biggest broken bones in America,” he said.

Hidden in the clouds are equations, rockets, the capitol under construction, showing the ways Black people contributed intellectually, physically to build this country. The painting also acknowledges how, “we think about [slavery] all the time” — iconic American landmarks are constant reminders. On the right, Olympian Lee Evans raises a Black power fist in parallel with the Statue of Liberty’s raised arm, symbolizing how a fight for freedom is ongoing, well after the statue was erected. All of the figures, ranging generations, are in the same water, bound by the legacy of slavery.

“…Remember that these weren’t slaves that were taken, these were brilliant people, and they did some amazing things … They knew how to design and build cities, they built this country, and that’s why they were stolen, because they were brilliant and good at what they do. We just want to remind people of that, and also how much they fought and resisted and got their freedom back.”

Printed on the inside cover are the symbols for Life, Death, and Rebirth used throughout the book, modeled after African scarification patterns. “I want people, especially younger folks, to be able to grasp the heaviness of what happened without it being too in-your-face about the tragic moments.” Smith said.

“And [for] the young folks who are not Black, there’s no shame in anything we’re saying. We want people to grow up having an accurate understanding of what happened in this country. I feel like it’s really not until we address all of these things openly and honestly that we’re gonna really grow and move forward as a nation.”
—Nikkolas Smith

A two-page wordless spread of the White Lion ship, used to transport people to the Americas, lands in the center of Born on the Water. Here, Smith’s “X” symbols for death are everywhere, and the image is framed so that you can see the hidden hull below. Its “grotesque” nature is conveyed through harsh brushstrokes, shading and color. Typical of other spreads, there are flickers of light on the right, of a sunrise or sunset, perhaps. Smith says this was intended to convey that even in the darkest times, there is hope.

Smith blurred linear understandings of time by using symbols across generations, to help young readers understand that “[ancestors’] vision of the future, their wildest dreams are now embodied in us — [we’re] having to take that mantle and move forward.”

In this painting, it’s hard to make out just how many figures are in the purple cloud or wave. What is clear is a legacy of resistance: a man breaking shackles, a broom commonly used in marriage ceremonies, a man taking a knee in protest evoking Colin Kapaernick. All are oriented toward “an uncertain future” — one that’s brighter, hopeful.

And in faces, Smith balanced the world of feelings bound up in the Black experience: from shame, when the protagonist cannot make a family tree beyond three generations, to pride, after her grandmother recounts the rich history of tribes pre-enslavement. Her hair, in Bantu knots, and clothing give reference to past generations.

The first spread in Born on the Water is a familiar entry point for readers: the classroom.

Ultimately, Smith hopes his work can help the next generation of Black youth have a sense of pride. Over the next few months, he’ll paint scenes of Ruby Bridges, the first young person to integrate a Southern school in 1960. And next year, he’ll collaborate with celebrated author Timeka Fryer Brown on a picture book about the Confederate flag.

He expects both will end up on some banned lists.

“All we can do is keep putting the truth out there,” Smith said, “and it’ll get into the right hands.”

All paintings are illustrated by Nikkolas Smith for Born on the Water, a publication of Kokila, an imprint of Penguin Young Readers.

Genocide ‘In My Own Backyard’: NC Classrooms Ignored State Eugenics History

Asher Lehrer-Small — Tue, 10 Aug 2021 11:15:00 +0000

This story is published in partnership with .

Even as a young girl, the shadow of a dark history hung over Orlice Hodges. At seven years old, she remembers her grandmother offering an explanation — chilling in retrospect — of what happened to young women taken away by social workers: they went to Black Mountain to get “fixed.”

“I used to always wonder, what do they mean by ‘fixed?’” the North Carolina native told ��.

Only as she got older did the awful meaning become clear. “Fixed meant sterilization,” she understood. “They were sterilized.”

Orlice “Lisa” Hodges, of Winston-Salem, poses for a portrait outside her home in Raleigh on August 5, 2021. As a young woman, Hodges was told by relatives that her aunt was “fixed”- a term she did not understand until she was older. She later understood it to mean her aunt was sterilized, or medically robbed of the ability to have children. Angelica Edwards (AEDWARDS@NEWSOBSERVER.COM)

Her own aunt, according to what Hodges was told by family members, was one of the 7,600 people sterilized, or medically robbed of the ability to have children, by North Carolina between 1929 and 1974 under the state’s eugenic sterilization law. As a young, Black woman growing up in Winston-Salem in the 1960s and ‘70s, she could not help but know about the program, which sought to “” disabled and so-called “feebleminded” individuals. By the time of her childhood, the effort had become distinctly racial, with more poor Black women forcibly sterilized than any other group.

Countless others, when Hodges was a girl and up until today, remain unaware.

“Why was that never mentioned?” wondered Skylar Sharkey, a rising senior at Middle Creek High School in Apex, North Carolina, upon learning about her state’s history of eugenics for the first time as a high school junior. Thanks to a scheduling glitch this past spring, she landed — by what she now sees as a fortunate accident — in an elective course that covered some of the grimmer moments in her state’s history. It included information she had never had the slightest inkling of.

, she learned, but North Carolina carried out the third-highest number of sterilizations in the nation, after California and Virginia. While most states pulled back from their programs after the atrocities of Nazi Germany laid bare the ethical flaws of eugenics theory, North Carolina accelerated its campaign, conducting . More than , the youngest being a 10-year-old boy, and procedures often occurred against the will of victims and their parents.

In the latter years of the campaign, 60 percent of those sterilized were Black and 99 percent were female, leading a recent Duke University study to conclude that the state worked to through its eugenics program during the late 1950s and ’60s.

That North Carolina’s K-12 schools have almost without exception ignored the state’s past practice of forced sterilization offers a compelling example of the suppression of racially motivated, government-inflicted harm long before the nation began debating critical race theory or states started .

“It really kind of upset me when I found out about it, because I was like, ‘This is something that is such a major part of not only North Carolina history, but U.S. history, and it’s just something that had never been mentioned to me,’” Sharkey told ��. “Some of these things were so close to home.”

Skylar Sharkley (Courtesy of Skylar Sharkley)

None of her friends had any idea of their state’s history of eugenics, either. She would tell peers about what she was learning, only to receive shocked and horrified reactions. Even her mother’s parents, who lived in North Carolina while the program was active, were unaware.

“[It] left me feeling a little bit like I was being rigged of some information,” said Sharkey. “Like it was being hidden.”

Intentionally or not, North Carolina has largely failed to deliver on efforts to use public education as a tool to reckon with its history of eugenics, despite a nearly two-decades old from a committee convened by former Gov. Michael Easley that called on the North Carolina Department of Public Instruction to “include information about the eugenics program in its curriculum on North Carolina history.”

From North Carolina Eugenics Study Committee Report to the Governor, June 2003 (North Carolina Digital Collections)

Deanna Townsend-Smith, director of policy and operations for the state Board of Education, told �� that she was not aware of the board ever having heard or considered the task force’s recommendation. In an email to ��, John B. Buxton, senior education advisor to former Gov. Easley, explained that because there was never a legislative requirement for the board to act, “that likely undercut the momentum for including content in the curriculum guidance documents.”

With the benefit of hindsight, June Atkinson, who served as state superintendent from 2005 to 2017, acknowledged that the Department of Public Instruction did not do enough to move the ball forward on teaching the state’s history of eugenics during her tenure.

“I believe we could have done some more about helping teachers incorporate eugenics as part of their curriculum by having more curriculum guides or more resources for them,” she told ��.

While the current state history standards do mention the word “eugenics,” the reference is to the wider American eugenics movement rather than North Carolina’s program — and even that serves as an optional, non-mandatory example. The state’s U.S. history standards were recently given an conducted by the Thomas B. Fordham Institute, a right-leaning think tank.

�� reached out to the state’s 10 largest school districts and none indicated that they include their state’s eugenics program in their social studies curricula. One district, Cabarrus County Public Schools, told �� that a single school has an elective course that covers the topic. Its unit on eugenics is called “.” Another district, Winston-Salem/Forsyth County Public Schools, said that they provide on the topic that teachers may use in class. No other districts said that their schools directly reference the state’s eugenics program in curricular materials.

Basically, “there’s nothing stopping a teacher [from covering the North Carolina eugenics program] … but there’s also nothing requiring it,” Wake County Public Schools Communications Director Lisa Luten explained to ��.

Two pages from a pamphlet extolling the benefit of selective sterilization in North Carolina, published by the Human Betterment League in 1950. (North Carolina Digital Collections)

That’s in contrast with states like Virginia, where specifics on the state’s eugenics program are considered “essential knowledge” in statewide standards, according to information provided by the Virginia Department of Education. Or Oregon, where the Department of Education told �� that will include the state’s history of eugenics as an example within a content area that examines structural disadvantages against people with disabilities.

It appears unlikely that North Carolina students will be learning anytime soon about the same disturbing history that, as Sharkey put it, was “going on in my own backyard.” That’s because conservatives across the country are taking aim are restricting “” topics in the classroom through state-level bans on critical race theory, a previously arcane academic topic, and North Carolina’s state Superintendent Catherine Truitt last month forced a sudden revision to a years-long update of the state’s social studies curriculum over concerns that the new version .

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‘An ugly, dark side of our history that needs to be shared’

By other measures, however, North Carolina was a nationwide leader in reckoning with its eugenics past. When a brought to light details of the state’s sterilization program that had previously been hidden in sealed records, the state took swift action. Then-Gov. Easley issued an apology and convened a committee tasked with leading the state’s reparations and healing process.

After more than a decade of persistent advocacy from late state Rep. Larry Womble, and with help from Republican ally Thom Tillis, who became the state’s speaker of the house in 2011, North Carolina in 2014 became the as financial compensation for the injustices they endured. That action paved the way for and to do the same in 2015 and July 2021, respectively.

In its response, the state also called for the creation of an exhibit “to ensure that no one will forget what the State of North Carolina once perpetrated upon its own citizens.” That task fell to Hodges, who heard stories as a child of her late aunt being among those victimized citizens and who was working at the state’s Office for Minority Health and Health Disparities at the time.

When the display was completed, visitors could inspect not only timelines and maps documenting the history, she said, but also copies of official records and the actual medical instruments that doctors used to perform sterilizations. One wall showed pictures of victims along with headsets. “You could pick up a headphone, and listen to the actual survivors in their voice,” recalled Hodges.

Yet after being created in 2007 and traveling to a handful of colleges and universities in the state, the exhibit was soon taken out of commission due to lack of funds in 2009, Hodges said. In 2011, it was put into storage in a vault operated by the North Carolina Department of Natural and Cultural Resources, where the department’s public information officer Michele Walker confirmed it is kept to this day. Audio elements of the exhibit are out of date, and the information included is not updated with the state’s compensation of victims, according to State Archivist Sarah Koonts. Certain loaned artifacts were also returned, she said.

Hodges never understood why the exhibit — created to make sure North Carolinians never forgot and then itself forgotten — was stored away rather than updated.

“It’s just sitting in a basement,” she said. “It’s a waste. Because it’s such an ugly, dark side of our history that needs to be shared.”

Left, the eugenics exhibit designed by Orlice Hodges of the Office of Minority Health and Health Disparities, when it was in circulation; right, the exhibit is now kept in storage in a vault operated by the North Carolina Department of Natural and Cultural Resources. (Left image courtesy of Design Dimensions, Inc.; right image courtesy of NCDCR)

A ‘complex subject’

Despite North Carolina’s trailblazing campaign to compensate some of the victims of its eugenics program, Charmaine Fuller Cooper, who led the N.C. Justice for Sterilization Victims Foundation through 2012, worries that the lack of public education could jeopardize the state’s progress toward reckoning with its past.

“Education is critical to the effort,” she told ��. “Unfortunately, it’s one of those things that still too many people are not familiar with.”

“To the victims and families of this regrettable episode in North Carolina’s past, I extend my sincere apologies and want to assure them that we will not forget what they have endured.”
—Former Gov. Michael Easley, April 2003

That squares with what Marion Quirici, a lecturing fellow at Duke University, sees in her disability studies classes, where she takes first-years to the library for primary source sessions on eugenics. While rarely discussed in current-day American classrooms, a belief in eugenics shaped U.S. education through much of the early 20th century, particularly in celebrating I.Q. tests as a way to weed out “feeblemindedness,” and .

“Students from North Carolina in particular always express shock at their own state’s especially egregious role in this history,” Quirici told �� in an email. “They’ll say, ‘I’m from here; I can’t believe I never learned this!’”

The stakes are high, says Barbara Pullen-Smith, former founding director of the Office for Minority Health and Health Disparities.

“If our young people don’t understand our history, we are certainly doomed to repeat it,” she told ��.

In a twist of brutal irony, a figure who once propelled forward the effort to compensate North Carolina sterilization victims now stands in the way of students learning about eugenics and other dark moments of our nation’s history.

U.S. Sen. Thom Tillis, who as speaker of the North Carolina House of Representatives played a key role in passing the 2012 legislation to disburse funds to sterilization survivors, in June co-sponsored the ‘Saving American History Act’ to . The is a Pulitzer Prize-winning effort from the New York Times Magazine that traces how systemic racism and the legacy of slavery impact America today, including Its creator, Nikole Hannah-Jones, recently after the school originally denied her tenure amid a wealthy conservative donor’s that many supporters viewed as racist.

Regarding how eugenics should be taught in the classroom, Sen. Tillis expressed mixed feelings.

“This is a very important, dark chapter in our nation’s history,” he told ��. “It’s a complex subject that needs to be taught, but it needs to be taught at an age-appropriate level.”

When asked whether the North Carolina eugenics program’s absence in history standards and curricula presented a problem, he turned down the chance to comment.

Dr. Laura Gerald (right) listens as Mary English recounts her forced sterilization to the crowd during the Eugenics Task Force Listening Session Wednesday June 22, 2011 in Raleigh Chuck Liddy (NEWSOBSERVER.COM)

Acknowledging his own opposition to the 1619 Project, Sen Tillis recommended instead convening a team of “academics and historians [with] some sort of an ideological balance for the preparation of curriculum so that you give these young people facts upon which they can draw their own conclusions.”

Teaching the ‘fractures’ in American democracy

Educator Matthew Scialdone, who taught Sharkley’s ‘Hard History and Civic Engagement’ elective at Middle Creek High School this spring, worries that the momentum — both local and national — against teaching about race could dissuade some educators from tackling difficult topics like eugenic sterilization.

“Given all of the pushback,” said Scialdone, “[eugenics] would probably be one of those topics that a teacher might back away from and say, ‘You know what, is it really worth stirring up whatever community uproar may come from me talking about this topic?’”

That’s unfortunate, says Dimitry Anselme, executive program director of the nonprofit , which creates online resources to help teachers effectively address the darker points of America’s past. There’s much to learn from difficult moments in history, Anselme says.

“For healthy democracies, you have to see the fractures,” he told ��. “The fractures can teach us … what to seek to avoid and not repeat.”

The fact that eugenics laws were eventually repealed “actually speaks to what’s beautiful about democracy,” said Anselme.

Scialdone emphasizes to fellow educators that there’s more than enough content available on the North Carolina eugenics program to engage students without worries over bias. The key in his classroom? Primary sources, says the 2015-16 Wake County Public Schools Teacher of the Year.

This spring, he presented students with testimony from survivors and medical records from the state archives that documented the paper trail of one young woman’s sterilization procedure.

“This isn’t somebody else’s interpretation that I’m putting in front of you. This is the real thing,” he told his class.

Proceedings of the Eugenics Board special meeting May 19, 1958 (Courtesy of Johanna Schoen)

The impression on his students, many of whom were participating over Zoom, was immediate.

“The chat in that class just stayed scrolling,” remembers Scialdone. “There was a lot of OMGs. There was a lot of ‘wait what?’”

The content drew Sharkey and her classmates in. “I was so beyond engaged in this course,” she remembers.

Middle Creek High School in Apex, North Carolina (Middle Creek High School/Facebook)

But Scialdone knows that his class is the exception, not the rule. Teachers’ “default mode,” he knows, is to “teach what they were taught and how they were taught,” which means that North Carolina’s history of eugenics is “not really covered,” he said.

That’s a problem, he believes — for students and the state, alike.

“If I’m the only one doing it,” Scialdone said, “then the moment was lost.”

Educators interested in covering the history of North Carolina’s eugenics program may find curricular resources and

Lead Image: Proceedings of the Eugenics Board special meeting May 19, 1958 (Courtesy of Johanna Schoen / Video by ��’s Meghan Gallagher)

UNC Emails: ‘Who Are You Going to Believe: Abe Lincoln or Nikole Hannah-Jones?'

Asher Lehrer-Small — Tue, 10 Aug 2021 11:15:00 +0000

In the aftermath of the heavily publicized Nikole Hannah-Jones tenure controversy, emails released by UNC-Chapel Hill reveal the extent to which wealthy donor Walter Hussman labored behind the scenes to dissuade university officials from offering the acclaimed journalist a tenure package.

In a series of four November 2020 emails to Board of Trustees member Kelly Hopkins, two of which spanned a dozen paragraphs or more, Hussman argued that Hannah-Jones’s telling of the American story over-emphasized the role of slavery and warned that her stance on reparations would be “detrimental” to the university, describing Hannah-Jones’s views as “controversial, contentious, and divisive.”

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“I do not dispute [Hannah-Jones] having her convictions in favor of reparations, nor do I dispute her right to advocate for it as strongly as possible,” Hussman wrote. “But I believe giving her a platform to argue for this as a tenured professor in the journalism school will not be beneficial, but instead detrimental, to the school.”

“No one knows exactly what she will say in the future,” he continued. “She could be fired from the New York Times. But as I understand it, she could not be fired as a tenured professor.”

Hussman, whose name adorns the UNC school of journalism thanks to a $25 million pledge in 2019, the balance of which has yet to be delivered, first shared his concerns with David Routh, UNC-Chapel Hill’s senior development officer in September. Emails indicate that board members Chuck Duckett, Jeff Brown and Richard Stevens were also made aware of the donor’s appeal, in addition to Kelly Hopkins. All four trustees have since left the board after .

Hannah-Jones would have been the first Black Knight Chair since the position was founded at UNC.

�� received the internal emails July 30 after filing a Freedom of Information Act request with the university, as did several other media organizations, which have also reported on the communications.

In another message that included annotations of passages from an 1856 Abraham Lincoln speech, Hussman argued that Hannah-Jones’s , a collection of essays from the New York Times Magazine that relates the country’s founding and development through the experiences of Black Americans and earned the journalist a Pulitzer Prize, overstated the role that slavery played in the American Revolution.

“The country may have committed its original sin,” Hussman wrote, “but it was not what the founders or the colonies were intending at that time, in 1776.”

“I thought to myself, who are you going to believe: Abraham Lincoln or Nikole Hannah Jones?”

In 2020, the New York Times to an essay from The 1619 Project, changing a line to clarify that protecting the institution of slavery was a primary motivation for some, not all, colonists during the American Revolution.

In June, Hussman told NC Policy Watch that he , and that the balance of his donation was not dependent on their decision. He did not respond to requests from �� asking him to explain his intentions in sending the November emails.

Text messages also indicate that Hussman and Hopkins frequently spoke on the phone through the fall and winter of 2020, and the spring of 2021.

(University of North Carolina-Chapel Hill)

After Hussman sent the series of four email messages, the Board of Trustees, which normally rubber stamps tenure recommendations already endorsed by the faculty, twice delayed Hannah-Jones’s tenure vote, once in November and once in January. In the latter instance, the deferral was due in part to , according to reporting from the News & Observer. In February, the university offered Hannah-Jones a five-year contract, breaking the precedent of offering tenure packages to previous Knight Chairs.

In late June, following widespread protests amid reports that North Carolina’s flagship university had , the university reversed course. The board June 30.

After initially accepting the university’s five-year offer, Hannah-Jones, a 2017 recipient of a MacArthur genius grant, reconsidered when it became clear that her tenure process had been marred by what she called “political interference.” The 1619 Project creator eventually , instead joining the faculty of historically BlackHoward University, alongside author and journalist Ta-Nehisi Coates.

Hannah-Jones, an alumna of UNC-Chapel Hill’s journalism school, did not respond to ��’s requests for comment.

“I cannot imagine working at and advancing a school named for a man who lobbied against me,” Hannah-Jones wrote in an early July published through the NAACP Legal Defense and Educational Fund, which represented her.

Her new initiative at Howard, the Center for Journalism and Democracy, “will help produce journalists capable of accurately and urgently covering the perilous challenges of our democracy with a clarity, skepticism, rigor, and historical dexterity that is too often missing from today’s journalism,” she said.

Details on Hussman’s emails below: