The AHA has sent letters to the Oklahoma House and Senate Education Committees and Senate Judiciary Committee opposing HB 2988, SB 1141, SB 803, and SB 1401, which would restrict history education.<\/p>\n
March 30, 2022<\/p>\n
Dear Members of the Oklahoma House Education Committee:<\/p>\n
The American Historical Association registers strong opposition to HB 2988. Formally, this bill would prohibit discriminatory teaching, but in effect would make it virtually impossible for teachers to help students thoughtfully consider the continuing impacts of slavery and racism in American history. At the very least, teachers will be wary, uncertain as to the boundaries of the law.<\/p>\n
HB 2988 prohibits Oklahoma\u2019s public schools from teaching any component of the 1619 Project, including concepts such as \u201cone race is the unique oppressor in the institution of slavery,\u201d \u201canother race is the unique victim in the institution of slavery,\u201d or \u201cAmerica, in general, had slavery more extensively and for a later period of time than other nations.\u201d The practical effect of this policy would be to make teachers think twice before teaching students that the US Constitution prohibited any limitations on the slave trade for two decades or that the Plessy v. Ferguson<\/em> decision legalized racial segregation.<\/p>\n Though this legislation might appear to respond to public concerns about history education, it does nothing of the kind. In reality, there is overwhelming and bipartisan public support for what the vast majority of history educators actually teach on this subject: that slavery and racism have played a key role in shaping American history, and that their influence redounds to the present day. According to a recent national survey<\/a> conducted by the AHA and Fairleigh Dickinson University, three-quarters of both Republicans and Democrats support teaching history about harm some have done to others even if it causes students discomfort<\/strong>\u2014exactly what history educators, with only rare exceptions, do in the classroom. Effective history teachers engage students in challenging explorations of the past to foster understanding and learning. The past is filled with decisions, relationships, and events that can easily make us feel uncomfortable about our predecessors.<\/p>\n With almost 12,000 members, the AHA is the largest membership association of professional historians in the world, representing every historical era and geographical area. Founded in 1884 and incorporated by Congress in 1889 for the promotion of historical studies, the Association provides leadership for the discipline, helps to sustain and enhance the work of historians, and promotes the critical role of historical thinking in public life. Everything has a history.<\/p>\n What is really at stake with this policy is the quality of preparation of your students. If passed, this bill would result in ignorance of basic facts about American history and undermine the education of Oklahoma\u2019s students, including their ability to perform effectively on the US History Advanced Placement test or successfully complete college-level dual enrollment courses in US history.<\/p>\n This bears emphasis: The legislation you are considering would do significant harm to students in your state.<\/strong> The important gaps in the knowledge of high school students would limit their college preparedness and their access to early college credit.<\/p>\n It would also harm their employment prospects. As the AHA has documented through our extensive work on career preparedness in history classrooms, the aspect of history education employers value most is students\u2019 ability to communicate with and understand people from different backgrounds. This policy would limit students\u2019 exposure to complex and contested voices from the past, making them less competitive job candidates and imperiling their future career prospects.<\/p>\n The AHA urges you to reject these misguided, harmful, and unnecessary restrictions on history education. I attach a statement<\/a> criticizing similar legislative efforts to restrict education about racism in American history, co-authored by the AHA in June 2021 and signed by 155 organizations, including seven college accreditation agencies.<\/p>\n Sincerely, March 30, 2022<\/p>\n Dear Members of the Oklahoma Senate Education Committee:<\/p>\n The American Historical Association registers strong opposition to SB 1141 and SB 803. Formally, these bills would prohibit discriminatory teaching, but in effect would make it virtually impossible for teachers to help students thoughtfully consider the continuing impacts of slavery and racism in American history. At the very least, teachers will be wary, uncertain as to the boundaries of the law.<\/p>\n SB 1141 and SB 803 prohibits Oklahoma\u2019s public schools and institutes of higher education from teaching concepts such as \u201can individual should feel discomfort, guilt, anguish, or any other form of psychological distress on account of his or her race or sex.\u201d<\/p>\n Though this legislation might appear to respond to public concerns about history education, it does nothing of the kind. In reality, there is overwhelming and bipartisan public support for what the vast majority of history educators actually teach on this subject: that slavery and racism have played a key role in shaping American history, and that their influence redounds to the present day. According to a recent national survey<\/a> conducted by the AHA and Fairleigh Dickinson University, three-quarters of both Republicans and Democrats support teaching history about harm some have done to others even if it causes students discomfort<\/strong>\u2014exactly what history educators, with only rare exceptions, do in the classroom. Effective history teachers engage students in challenging explorations of the past to foster understanding and learning. The past is filled with decisions, relationships, and events that can easily make us feel uncomfortable about our predecessors.<\/p>\n The practical effect of this policy would be to make teachers think twice before teaching students that the US Constitution prohibited any limitations on the slave trade for two decades, that the Plessy v. Ferguson<\/em> decision legalized racial segregation, or that women were excluded from voting booths for a substantial period of American history.<\/p>\n With almost 12,000 members, the AHA is the largest membership association of professional historians in the world, representing every historical era and geographical area. Founded in 1884 and incorporated by Congress in 1889 for the promotion of historical studies, the Association provides leadership for the discipline, helps to sustain and enhance the work of historians, and promotes the critical role of historical thinking in public life. Everything has a history.<\/p>\n What is really at stake with this policy is the quality of preparation of your students. If passed, this bill would result in ignorance of basic facts about American history and undermine the education of Oklahoma\u2019s students, including their ability to perform effectively on the US History Advanced Placement test or successfully complete college-level dual enrollment courses in US history.<\/p>\n This bears emphasis: The legislation you are considering would do significant harm to students in your state.<\/strong> The important gaps in the knowledge of high school students would limit their college preparedness and their access to early college credit. As higher education accrediting bodies require that institutions adhere to the principles of academic freedom and independence from external pressure, this bill could also threaten the accreditation of Oklahoma\u2019s public colleges and universities. Accreditation problems would, in turn, imperil your students\u2019 access to federal financial aid.<\/p>\n It would also harm their employment prospects. As the AHA has documented through our extensive work on career preparedness in history classrooms, the aspect of history education employers value most is students\u2019 ability to communicate with and understand people from different backgrounds. This policy would limit students\u2019 exposure to complex and contested voices from the past, making them less competitive job candidates and imperiling their future career prospects. Without accreditation, degrees from Oklahoma\u2019s universities would be much less useful on the job market.<\/p>\n The AHA urges you to reject these misguided, harmful, and unnecessary restrictions on history education. I attach a statement<\/a> criticizing similar legislative efforts to restrict education about racism in American history, co-authored by the AHA in June 2021 and signed by 155 organizations, including seven college accreditation agencies.<\/p>\n Sincerely, March 30, 2022<\/p>\n Dear Members of the Oklahoma Senate Judiciary Committee:<\/p>\n The American Historical Association registers strong opposition to SB 1401. Formally, this bill would prohibit discriminatory teaching, but in effect would make it virtually impossible for teachers to help students thoughtfully consider the continuing impacts of slavery and racism in American history. At the very least, teachers will be wary, uncertain as to the boundaries of the law.<\/p>\n SB 1401 prohibits Oklahoma\u2019s public schools from teaching \u201cCritical Race Theory.\u201d This undefined and vague prohibition would create a chilling effect, making teachers think twice before teaching students that the US Constitution prohibited any limitations on the slave trade for two decades or that the Plessy v. Ferguson<\/em> decision legalized racial segregation.<\/p>\n Though this legislation might appear to respond to public concerns about history education, it does nothing of the kind. In reality, there is overwhelming and bipartisan public support for what the vast majority of history educators actually teach on this subject: that slavery and racism have played a key role in shaping American history, and that their influence redounds to the present day. According to a recent national survey<\/a> conducted by the AHA and Fairleigh Dickinson University, three-quarters of both Republicans and Democrats support teaching history about harm some have done to others even if it causes students discomfort<\/strong>\u2014exactly what history educators, with only rare exceptions, do in the classroom. Effective history teachers engage students in challenging explorations of the past to foster understanding and learning. The past is filled with decisions, relationships, and events that can easily make us feel uncomfortable about our predecessors.<\/p>\n With almost 12,000 members, the AHA is the largest membership association of professional historians in the world, representing every historical era and geographical area. Founded in 1884 and incorporated by Congress in 1889 for the promotion of historical studies, the Association provides leadership for the discipline, helps to sustain and enhance the work of historians, and promotes the critical role of historical thinking in public life. Everything has a history.<\/p>\n What is really at stake with this policy is the quality of preparation of your students. If passed, this bill would result in ignorance of basic facts about American history and undermine the education of Oklahoma\u2019s students, including their ability to perform effectively on the US History Advanced Placement test or successfully complete college-level dual enrollment courses in US history.<\/p>\n This bears emphasis: The legislation you are considering would do significant harm to students in your state.<\/strong> The important gaps in the knowledge of high school students would limit their college preparedness and their access to early college credit.<\/p>\n It would also harm their employment prospects. As the AHA has documented through our extensive work on career preparedness in history classrooms, the aspect of history education employers value most is students\u2019 ability to communicate with and understand people from different backgrounds. This policy would limit students\u2019 exposure to complex and contested voices from the past, making them less competitive job candidates and imperiling their future career prospects.<\/p>\n
\nJames Grossman
\nExecutive Director<\/p>\n
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\nJames Grossman
\nExecutive Director<\/p>\n
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