It is an exciting time to be an Ethnic Studies teacher. We are in troubling times and the insights emerging from resistance movements creates profound opportunities for deep conversations about justice in the classroom. Perhaps the most impactful recent example is The 1619 Project edited by Nikole Hannah-Jones and published by The New York Times. Last Fall, Facing History offered class sets of the magazines for teachers in the L.A. area. After spending much of my summer trying to locate copies of the release, I jumped at this opportunity.