The AHA has sent letters to the South Carolina House Education and Public Works Committee and Senate Education Committee opposing H 4799, H 4605, H 4392, H 4343, H 4325, and SB 0982, which would restrict history education.

March 30, 2022

Dear Members of the South Carolina House Education and Public Works Committee:

The American Historical Association registers strong opposition to the five divisive concepts bills pending before your committee, specifically H 4799, H 4605, H 4392, H 4343, and H 4325. Formally, these bills would prohibit discriminatory teaching, but in effect would make it virtually impossible for teachers to help students consider thoughtfully 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.

For example, H 4799 includes in its definition of critical race theory the idea that “slavery and racism are anything other than deviations from, betrayals of, or failures to live up to, the authentic founding principles of the United States, which include liberty and equality.” H 4343 prohibits not only the 1619 Project but “any of the claims, views, or opinions presented in the 1619 Project.” H 4605, H 4392, and H 4343 all prohibit the promotion of the idea that “an individual should feel discomfort, guilt, anguish, or any other form of psychological distress because of his or her race, ethnicity, sex, sexual orientation, national origin, heritage, culture, religion, or political belief.”

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 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—exactly 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.

The practical effect of these policies 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 decision legalized racial segregation, that women were excluded from voting booths for a substantial period of American history, or that LGBT people were subject to criminal penalties until the 21st century.

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.

What is really at stake with this policy is the quality of preparation of your students. If passed, these bills would result in ignorance of basic facts about American history and undermine the education of South Carolina’s 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.

This bears emphasis: The legislation you are considering would do significant harm to students in your state. The important gaps in the knowledge of high school students would limit their college preparedness and their access to early college credit. As university accrediting bodies require that institutions adhere to the principles of academic freedom and independence from external pressure, these bills could also threaten the accreditation of South Carolina’s public universities.

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’ ability to communicate with and understand people from different backgrounds. This policy would limit students’ 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 South Carolina’s universities would be much less useful on the job market.

The AHA urges you to reject these misguided, harmful, and unnecessary restrictions on history education. I attach a statement 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.

Sincerely,
James Grossman
Executive Director

March 30, 2022

Dear Members of the South Carolina Senate Education Committee:

The American Historical Association registers strong opposition to SB 0982. 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.

SB 0982 prohibits teachers from including as part of a course concepts such as “the United States or South Carolina is fundamentally or irredeemably racist or sexist.” It is important to acknowledge that SB 0982 includes language that claims the bill is not to be construed to prohibit the discussion of these concepts provided that the “school expressly makes clear that it does not sponsor, approve, or endorse the concepts or materials.” However, the practical effect of these policies 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 decision legalized racial segregation, or that women were excluded from voting booths for a substantial period of American history.

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 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—exactly 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.

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.

What is really at stake with this policy is the quality of preparation of your students. If passed, these bills would result in ignorance of basic facts about American history and undermine the education of South Carolina’s 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.

This bears emphasis: The legislation you are considering would do significant harm to students in your state. The important gaps in the knowledge of high school students would limit their college preparedness and their access to early college credit.

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’ ability to communicate with and understand people from different backgrounds. This policy would limit students’ exposure to complex and contested voices from the past, making them less competitive job candidates and imperiling their future career prospects.

The AHA urges you to reject these misguided, harmful, and unnecessary restrictions on history education. I attach a statement 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.

Sincerely,
James Grossman
Executive Director