I recently voted against House Bill 198 — a measure that seeks to mandate a Black history curriculum for all public school students in grades K-12.
I had numerous reasons for being among the group of seven House members opposing this legislation, the most compelling of which is that the bill’s scope extends well beyond its stated goals.
The measure, as amended, would require all public schools, including charter schools, to provide instruction on Black history through curricula developed at the local level. However, the curricula must be designed to meet explicit goals contained in the bill, including the following:
• Be trauma-responsive and recognize the impact of racial and historical trauma on students.
• Incorporate contemporary events into discussion of Black history and the tools of resistance.
In my opinion, these objectives appear to be more focused on partisan activism than teaching children about the experiences and rich historical legacy of Black Americans.
This belief is further substantiated by another section of the legislation requiring the Delaware Department of Education (DDOE) to compile resources to help charter/public schools and school districts develop their Black history curricula. In creating these tools, the department must consult with organizations “that provide education about the experiences of Black people, or seek to promote racial empowerment and social justice.” Seven such groups are listed in the legislation, several of which have a history of political advocacy.
Again, if the sole intention of this bill is the expansion of Black history education, why does it force state education officials to seek out the opinions of groups with political and social agendas in fashioning the tools to draft and implement these lesson plans?
Let me be clear: I support teaching our public school students about the distinctive heritage of Black Americans and their contributions to our nation. In discussing this topic with the staffs of the Milford School District and Lake Forest School District, I believe they not only share this outlook but have been actively working at implementing such education for many years.
Additionally, the Delaware Department of Education is presently engaged in an effort to improve and develop Black history instruction. The agency recently partnered with the Social Studies Coalition of Delaware (SSCD) to seek bids and hire a vendor to produce culturally responsive and inclusive high-quality instructional materials. An email sent to one of my colleagues on this topic stated: “The DDOE anticipates that black history will be taught as part of the fabric of American history in grades 4, 8, and 11. We further anticipate that all social studies courses and content areas will provide opportunities to deepen the context around the black history that students are taught.”
While Black students comprise the largest minority group in Delaware’s schools, they are not the only minority. The current racial breakdown of Delaware’s student population shows it to be approximately 43% White, 30% African American, 18% Hispanic/Latino and 9% other minorities.
The Black community is also not alone in its understandable desire to have its heritage reflected in public education. Delaware’s cultural inheritance includes vital connections to many groups, not the least of which is this region’s indigenous population, the Nanticoke Lenni-Lenape Tribal Nation. The citizens belonging to these demographic entities have no less of a claim on our collective history and no less of a right to be included in its recounting.
The supporters of HB 198 pointed to legislation the last General Assembly passed as reason their measure should win approval. That bill — which I voted for and which was enacted without a dissenting vote — requires public schools to provide instruction on the Holocaust at least once per year to students in grades 6-12.
However, in contrast to HB 198, that law was less intrusive, requiring instruction only once per year in six grade levels. It was more inclusive, using the Holocaust as a means for discussing the broader topics of genocide, prejudice, racism and intolerance. And it contained no mandate on who school officials needed to consult in writing their curricula.
Still, if I were given an opportunity to revisit this vote, I would likely not have supported this legislation. As well-intentioned as it was, recent events have taught me to be doubly cautious of any bill that micromanages public education choices at the local level.
I believe historical education in public schools should be broad and diverse, accurately reflecting the heritage of the many ethnicities, nationalities and racial groups that are part of our state and national legacies. Instead of dictating to local school administrators and educators, we should be providing the resources and guidance they need to carry out this objective as they and local parents best see fit.
EDITOR’S NOTES: Rep. Charles Postles is a Republican representing Milford.
House Bill 198 was voted out of the Senate Education Committee Tuesday and awaits a full vote in the Senate.
