The "New York Times 1619 Project" materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and a Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge and experienced disparate emotional responses to the material. Overall, both HBCU and PWI students' knowledge increased following the study, which highlights the potential of educational media to amplify and engage students in underrepresented histories.