Resource Guides June 23, 2021
The 1619 Podcast Listening Guide
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Lesson Summary:
This resource serves as a guide for listening, analyzing, and responding to episodes of the "1619" podcast. It includes time-stamped sections, guided questions, and extension activities for each episode.
Downloads:
Listening guide collection
Links:
1619 podcast and transcripts
1619 is a New York Times audio series hosted by journalist Nikole Hannah-Jones, who created The 1619 Project initiative for The New York Times Magazine. You can find more information about the podcast along with transcripts for listening at nytimes.com/1619podcast.
Episode 1: “The Fight for a True Democracy”
Episode one explores the many ways in which Black Americans have fought to help the U.S. move toward the ideal of democracy it was founded on. This episode includes some scenes of graphic violence, which we identify in the guide.
Some questions to consider before listening:
- What is democracy? How have you heard it defined?
- What are some symbols of democracy that you know of? Are any of these symbols in your home? In your school?
- Some of the history and personal stories told in this podcast are hard to listen to because they describe painful events. What can we do to take care of ourselves when something is both important to hear and difficult to listen to?
Listening Guide
| Time Stamp | Main Topic | Questions to consider |
| 0:00- 4:45 | Introduction/story of the White Lion | Nikole Hannah-Jones comments that the White Lion, the first slave ship to arrive in the British North American colonies, arrived at a port ironically named Point Comfort. What is ironic about that name? Does this irony remind you of any other historical names or landmarks? |
| 4:45-10:35 | Nikole Hannah-Jones’ anecdote about her dad & the flag | How did Hannah-Jones feel about the American flag her dad flew in their yard as a child? Why? What flags have you seen flying in and around your neighborhood? Do you know some of the stories behind why people fly them? |
| 10:35- 20:25 | Thomas Jefferson and the hypocrisies of the founding documents of the U.S. | In what ways does the podcast suggest the Declaration of Independence and the Constitution were hypocritical when written? Do you agree? What is some evidence that Thomas Jefferson and some of the other founders of the country were aware of this hypocrisy? This section is bookmarked by the reflection of an elderly Black gentleman whose grandfather was enslaved by Jefferson. Why do you think it was important to the podcasters to include his voice? |
| 20:25- 25:55 | Abraham Lincoln and the Civil War | What did Abraham Lincoln and James Mitchell want and expect Black people in America to do once they were freed? What questions do you have about Lincoln and his leadership after listening to this section of the podcast? The Black abolitionists who chose to stay and fight for the American ideal claimed the U.S. as their home. What defines home for you? |
| 25:55-30:22 | Reconstruction | What initially allowed for some progress in developing rights for Black Americans during Reconstruction? Why was that progress eventually halted? Have you heard the term “The Great Nadir” before? What questions do you have about the experiences of Black Americans during this period of history? |
| 30:22-34:15 | The story of Isaac Woodard Jr. (graphic descriptions of violence) | How does learning about the violence against Isaac Woodard Jr. and other Black veterans after the World Wars make you feel? Have you heard stories similar to Woodard’s before? What hypocrisy does this violence against Black Americans who fight for the country reveal? |
| 34:15-39:10 | The Civil Rights Movement | This section lists several groups of people, the NAACP, young Black people, activists like Martin Luther King Jr., and Congress members. How did individuals from each of these groups help in the fight for civil rights and true democracy? How have the laws and amendments fought for by Black people helped other groups of Americans? |
| 39:10-41:57 | Closing | Why did the assignment Nikole Hannah-Jones’ teacher gave her make her feel ashamed? How could the teacher have improved the assignment with the history of her Black students in mind? What is research? What did doing research about Black history help Nikole understand about her dad and about herself as an American? |
Some questions to consider after listening:
- How has listening to this episode changed your understanding of the rights and liberties you have today?
- What inequities do you think still exist in the U.S. today? Who in your community do you know fighting to make positive changes in this area?
- What additional research do you want to do about U.S. history after learning about the ways in which research can expand your understanding of a topic?
1619 is a New York Times audio series hosted by journalist Nikole Hannah-Jones, who created The 1619 Project initiative for The New York Times Magazine. You can find more information about the podcast along with transcripts for listening at nytimes.com/1619podcast.
Episode 2: “The Economy That Slavery Built”
Episode two explores how the institution of slavery helped to turn a young and poor nation into a global economic leader. This episode includes some scenes of graphic violence, which we identify in the guide.
Some questions to consider before listening:
- What is an economy? What do you know about the history of economics in the United States and where can you go to learn more?
- Some of the history and personal stories told in this podcast are hard to listen to because they describe painful events. What can we do to take care of ourselves when something is both important to hear and difficult to listen to?
Listening Guide
| Time Stamp | Main Topic | Questions to consider |
| 0:00-6:20 | Introduction/Anecdote about Nikole Hannah-Jones’ family Story of Emmett Till (*brief but may be difficult to listen to) |
Does Nikole Hannah Jones’ Aunt Charlotte remind you of anyone in your own life? How might their past experiences influence how they interact with you and with the world around them? What are some of the things the Tallahatchie River (and rivers in general) represent in this story? Where else have you seen similar symbolism? |
| 6:20-15:05 | Beginnings of the cotton economy *Graphic descriptions of violence against enslaved people. Allow students extra time to process. |
How did the invention of the cotton gin influence both the economy and the treatment of enslaved people? How were Native American people impacted by the expansion of cotton plantations in the United States? What connections do Matthew Desmond and Nikole Hannah-Jones draw between the techniques for managing labor and productivity on slave plantations and in modern corporations? Do you find their argument compelling? |
| 15:05-19:57 | Establishment of banks and their connections to slavery | Did you know the history of banks allowing plantation owners to take out mortgages on enslaved people? What questions and emotions does it bring up for you? Why was it hypocritical for global investors to buy slave-backed mortgage bonds in the United States while saying they oppose slavery? What questions does this bring up for you about modern trading and investment? |
| 19:57-25:57 | Panic of 1837 and the culture of American capitalism | Have you previously heard of the Panic of 1837? What about the economic crisis in the late 2000s? What comparisons do Desmond and Hannah-Jones draw between the two? Does their analysis make sense to you? What is the conclusion Desmond ultimately comes to about American capitalism? What other things might you research to decide whether you agree or disagree with him? |
| 25:57-31:56 | Jesmyn Ward poem - 1808 Act prohibiting the importation of slaves *Graphic descriptions of violence against enslaved people. Allow students extra time to process. |
Jesmyn Ward wrote this creative work in her imagining and responding to an important series of historical events. What does this demonstrate about how knowledge and research can inspire us to create? How do you imagine Ward felt writing and creating this piece? How do you feel listening to it? What are some important events in recent history that may inspire thoughtful poetry? |
Some questions to consider after listening:
- How has listening to this episode changed your understanding of the ways in which the United States profited off the labor of enslaved people? What about the ways in which global investors outside of the United States profited from American slavery?
- What additional research do you want to do after listening to the history and research in this episode? What questions do you still have?
1619 is a New York Times audio series hosted by journalist Nikole Hannah-Jones, who created The 1619 Project initiative for The New York Times Magazine. You can find more information about the podcast along with transcripts for listening at nytimes.com/1619podcast.
Episode 3: “The Birth of American Music”
Episode three explores how Black music in America has historically been a sound of artistic freedom. This episode includes some explicit language.
Some questions to consider before listening:
- Wesley Morris, the narrator of this podcast episode, is a film and pop culture critic. Why do we need people to critique pop culture and media? How does criticism help an industry develop?
- How do you think learning about the music of a people or community can help you to better understand their culture?
- Do you know what it means for an artist to perform in blackface? Why is blackface harmful and offensive?
Listening Guide
| Time Stamp | Main Topic | Questions to consider |
| 0:00-8:54 | Intro/Yacht rock/American sound | Do you recognize any of the yacht rock songs played in the segment? Where have you heard them before? What do they make you think of? Wesley Morris uses a lot of metaphor and imagery rooted in Black tradition and culture. List two-three examples from this section Morris mentions feeling proud that Black music and identity is such a big part of American popular music. Why does seeing our identities represented in art and media make us feel proud? |
| 8:54-15:35 | Birth of minstrelsy and blackface | Have you ever seen a recording of a minstrel show? How did it make you feel to watch? If we accept Morris’ argument that the birth of blackface minstrel shows was the birth of American pop culture, what questions does that bring up about how American pop culture developed over time? |
| 15:35-23:37 | Why blackface became so popular | Do you recognize any of the minstrel songs played on the recording? Where have you heard them before? Did you know they were from minstrel shows? Morris mentions that the minstrel performances of the mid-1800s were extremely popular in the Northern states. How does this inform your understanding of race and racism in that region of the country at the time? |
| 23:37-31:32 | The antidote to minstrelsy | What famous American stars does Morris mention having performed in blackface? Do you know any others? What questions do you have about their decision to perform in blackface shows? What does Morris argue Black record studios helped to do for American culture? Do you agree? Morris speaks briefly to how different types of Black music can represent freedom in different ways. What music helps you feel empowered and free? |
Some questions to consider after listening:
- How has listening to this episode changed your understanding of the origins of American music and popular culture?
- Even though we do not have traveling minstrel troupes today, there are still regular debates around cultural appropriation, or the unacknowledged and inappropriate use of elements and customs from a cultural background that is not your own. Why do you think cultural appropriation is offensive to some people?
- What additional research do you want to do about Black American music after listening to this podcast episode?
1619 is a New York Times audio series hosted by journalist Nikole Hannah-Jones, who created The 1619 Project initiative for The New York Times Magazine. You can find more information about the podcast along with transcripts for listening at nytimes.com/1619podcast.
Episode 4: “How the Bad Blood Started”
Episode four explores how Black Americans have fought from the shadows of exclusion to create the nation’s first federal health care programs.
Some questions to consider before listening:
- This podcast episode talks about some of the history around access to medicine, medical insurance, and health care in the United States. Do you know what these terms mean? Where have you heard them before? Why might this history be important to know?
- Black Americans have made important contributions to the history of medicine and development of health care systems in the United States. Which historical Black medical professionals can you name and what were some of their contributions?
- Some of the history and personal stories told in this podcast are hard to listen to because they describe painful events. What can we do to take care of ourselves when something is both important to hear and difficult to listen to?
Listening Guide
| Time Stamp | Main Topic | Questions to consider |
| 0:00-6:56 | Nikole’s Uncle Eddie Anecdote | What emotions come up for you as you listen to Hannah-Jones’ story about her Uncle Eddie? Can you relate to any of the experiences her family went through? |
| 6:56-16:59 | Public Health Crisis during Reconstruction (Graphic descriptions of violence) | Have you heard about Rebecca Lee Crumpler before? What other questions do you have about her life and work? What can we learn about sharing unfounded or false medical and scientific theories from the historical perspective Jeneen Interlandi shares? |
| 16:59-22:51 | Harry Truman v. the American Medical Association | Have you heard people talk about universal health care before? Are you surprised to hear that it is not a new idea in politics? What demographics of American citizens would have benefited from Truman’s proposed health care plan? What is your response to the AMA decision to campaign against the plan despite these benefits? |
| 22:51-30:05 | National Medical Association, Introduction of Medicare | Have you heard about William Montague Cobbs before? What other questions do you have about his life and work? |
| 30:05-33:52 | Hospital Desegregation | How did the passing of the Civil Rights Act help lead to the desegregation of hospitals? |
| 33:52-39:12 | Yaa Gyasi reading “Bad Blood | What do you know about the Tuskeegee Experiment Gyasi references in her poem? How does this work help to illustrate the distrust some marginalized communities have in the public health system? |
Some questions to consider after listening:
- How has listening to this episode helped you to understand the history of health care in the United States?
- What inequities do you think still exist in our medical system today? Who in your community do you know fighting to make positive changes in this area?
- What additional research do you want to do about the history of medicine, access to health care, or civil rights in America after listening to this podcast episode?
1619 is a New York Times audio series hosted by journalist Nikole Hannah-Jones, who created The 1619 Project initiative for The New York Times Magazine. You can find more information about the podcast along with transcripts for listening at nytimes.com/1619podcast.
Episode 5: “The Land of Our Fathers, Parts 1 & 2”
Episode five is a two-part episode that explores the history of Black land ownership in America through the experience of the Provost family, Black sugarcane farmers from Louisiana.
Some questions to consider before listening:
- This podcast episode talks about the history of Black land ownership through the lens of Black farmers. How much do you know about the farming industry in America? What are some issues and challenges you imagine farmers today may face?
- Some of the history and personal stories told in this podcast are hard to listen to because they describe painful events. What can we do to take care of ourselves when something is both important to hear and difficult to listen to?
Listening Guide
| Time Stamp | Main Topic | Questions to consider |
| 0:00-6:37 | Intro/Story of William Tecumseh Sherman & Special Order #15 | This introduction to the episode recounts the history of Special Order #15, or the Reconstruction provision commonly referred to as “40 acres and a mule.” How did the actions and decisions of the four politicians and officials mentioned (Sherman, Stanton, Lincoln, and Johnson) directly influence the lives of Black Americans at the time? What may have been a long-term effect of those actions and decisions? |
| 6:37-15:38 | June and Angie’s family backgrounds | Adizah Eghan became interested in reporting on this story because of the statistics around ownership of farms by Black farmers. What does this show us about the relationship between research and journalism? What was the significance of owning and farming land to June’s family? Can you relate to this in any way? |
| 15:38-25:45 | Where the trouble began | June says the problems and challenges his family would face getting equitable resources to manage their farm started after they were featured in a book, Black Farmers in America. How do you think the publishing of the book and attention that came with it may have contributed to the problems they would face? What influence does the banking industry have over the lives and livelihood of farmers? |
| 25:45-29:17 | Cumulative impact of discrimination | Do you think that the way other farmers began to characterize June as lazy and deserving of his losses is valid? Why or why not? How did June’s experience change the way he understood and interacted with his cousin? What can we learn from it? |
| 0:00-11:35 | First Guaranty bank lawsuit | What is a whistleblower? What does this portion of the story teach us about the impact of someone being willing to speak out about an injustice? The lawsuit mentioned in this portion of the podcast is still open and ongoing. What do you think will be important questions for the judges and juries to consider as they study this case? |
| 11:35-21:05 | Pigford lawsuits and settlement | Racism and discrimination are often discussed as existing within legal and social systems. This means that the way a system is set up allows for easy discrimination against certain people. In what ways is the Pigford case a demonstration of systemic racism? |
| 21:05-29:30 | From Pigford to today | What was Alexander Pires’ response to critics of the final decision in the Pigford settlement? Is his reasoning compelling to you? What does it mean that 20 years after this case, farmers like June may still be experiencing this kind of discrimination? How does it complicate the idea that systems and society become more fair with time? How do you interpret Ryan Doré’s words at the end of his interview? Do you think they help or hurt his argument that June isn’t the victim of racism in their community? |
| 29:30-35:08 | Closing | The episode closes with anecdotes by June Provost and Nikole Hannah-Jones. How do they capture the emotional impact of racism and discrimination both historically and in our modern day? |
Some questions to consider after listening:
- How has listening to this episode helped to expand your understanding of systemic racism and oppression? How has it changed your understanding of the ways in which individual people can fight against systems of oppression?
- The issues around discrimination against Black farmers covered in this episode have been brought back to national attention as the Biden administration faces backlash for their attempt to roll out debt relief program for minority farmers. After doing some additional research on the program and the backlash, what do you think is most fair?