Remarks Delivered at Statewide Rally Against Ohio HB 616: Teaching Divisive Topics

 

Prepared Remarks for "Honesty in Education" Rally at the Statehouse Against Proposed Ohio HB 616: Teaching Divisive Topics Bill

Delivered on June 16, 2022

Columbus, Ohio

Honesty and truth over lies.

My name is Dr. Brad Maguth, Professor, of Social Studies Education, & Immediate Past President of the Ohio Council for the Social Studies. It truly is a pleasure to have the privilege to talk to you, as we rally at the Statehouse today, together, for Honesty and truth over lies.

Yes, Honesty and truth over lies.

I’ve had the pleasure of teaching social studies for the past twenty years, at the high school and post-secondary levels. As a Professor, I’m now truly blessed through my research and teaching to be able to work with, be inspired by, and help prepare social studies teachers from across the state to enter and thrive in our profession.

Let me be clear, if passed, Ohio House Bill 616, would be consequential and harmful in the teaching and learning of History and Social Studies. The Ohio Council for the Social Studies, the state’s largest professional organization dedicated to the advancement of social studies, is on record, through its direct testimonies, published position statements, and advocacy work, to report HB 616 and others like it are deeply hostile to affording all Ohio youth a high-quality and legitimate social studies education. Our position is clear, this bill is dangerous. It runs counter to the mission of the social studies in preparing youth for this nation’s highest office, that of Citizen in a multicultural democracy. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society, in an interdependent world. Educators and parents from across the state understand a high-quality civic and social studies education doesn’t run away from divisive issues. Instead it runs toward them, in order to sustain our democracy in tough times, to ensure a government of the people, by the people, for the people, shall not perish from this Earth.

We stand ready to push back against any legislative effort that poisons rather than liberates young minds through the study of history. We refuse to allow this legislature to provide safe-haven and sanctuary in our classrooms or communities to white nationalism, racism, patriarchy, homophobia, transphobia, or any other form of discrimination and injustice. Why? Because we value and will forever defend:

Honesty and truth, over lies.

The bill criminalizes and outlaws districts from selecting textbooks, instructional materials, or curricula that center and challenge systematic and institutionalized racism, to learn from this nation’s failures to grow into a more perfect Union. This provision would produce a “chilling effect” in the classroom, as students and educators refrain from discussing racial (or anti-racial) matters in society or history for fear of retribution. Let’s be clear, Critical Race Theory, a graduate level theoretical framework that underpins research, is not found anywhere in K12 state standards, all approved and adopted by the Ohio Legislature. The sponsors and proponents of this bill have failed to address, if passed, how districts will meet state and federal mandates related to diversity, equity, and inclusion, and established guidelines by the College Board for Advanced Placement credit.

Let’s be clear, HB 616 would create a hostile and fearful classroom environment for the inclusion of LGBTQ+ history, movements, and contributions. This includes elementary youth learning about the rich diversity of Ohio’s families (some have 2 moms, 2 grandmas, 2 aunts), and youth being exposed to queer role-models. As Nina West, Columbus’ local drag superstar reminds us, it’s never been as important to let queer youth know, you’re incredible, brilliant, and beautiful. LGBTQ youth are already deeply vulnerable, with higher rates of homelessness and suicide. This type of censorship only exacerbates disturbing messages and lies sent to youth and adult educators that being queer means being broken or less than. It’s paramount we lead with:

Honesty and truth, over lies.

We are deeply troubled that 616 has punitive measures in place for anyone reported in violation of this bill. This means that if a disgruntled parent, student, or fellow educator, believes a teacher is not handling a race, gender identity, or LGBTQ+ matter in an “age or developmentally appropriate manner” the professional educator can have their license suspended or revoked by the State. It’s time the Ohio Legislature start treating teachers like the professionals they are, and only then can we start to move towards reversing the wave of recent inflicted educator resignations and retirements. In fact, research indicates enrollment in our Ohio colleges and universities in teacher preparation is down 40% over the past ten years. We must do better to recruit and retain Ohio’s finest in one of our most noble profession’s, teaching. It starts with:

Honesty and truth, over lies.

Rest assured, we at the Ohio Council for the Social Studies are steadfast partners in working to stop this bill. We refuse to let Ohio lawmakers use our history curriculum as a weapon, one that poison’s its youth from the truth. Instead, we march in solidarity onward with each of you to ensure

Honesty and truth, over lies.

Thank you

The Ohio K12 Social Studies Wars

Since the start of the 2021 Legislative session on January 4th, there have been a substantial number of bills introduced in the Ohio Statehouse concerning what students learn in K-12 social studies. These political “turf wars” are nothing new, as special interests and competing camps on both the right and left battle over what history and social studies content should be taught in classrooms (Evans, 2004). For instance, did you know that under the Ohio Revised Code it is illegal for Ohio students to learn World History before American History in school? While many of you may know Ohio students complete high school graduation exams in American History and Government, did you know it is illegal for the state to administer an exam in World History?

Some of these proposed bills censor or push nationalistic propaganda or half truths, and appear as nothing more than cheap political talking points used by politicians to score points on the backs of kids, families, and professional educators, for re-election or to advance political office. As the popular saying goes, every senator sees a future president when looking into the mirror. While the content prescribed within these bills differs, only one bill includes state funding for teacher social studies professional development of new instructional resources for compliance. All too often  ill informed and politically charged mandates and requirements are saddled on K12 social studies teachers, with the disdain of extending little to no state funding included for its implementation. Thus, teachers are left having to pay out of their own pockets for their own professional development and classroom resources for compliance on these misguided bills. 

Current bills specifying what students learn in K-12 Ohio social studies classrooms include the following:

• House Bill 616 criminalizes and outlaws the teaching of LGBTQ+ content and the teaching of divisive concepts. This is modeled after Florida's "Don't' Say Gay Bill", and outlaws conversations on divisive concepts such as race and gender. 
• House Bill 327 prohibits the state’s social studies educators from “teaching or advocating divisive concepts” on race, color, nationality, or sex in the classroom.
• House Bill 322 which outlaws and bans the use of Critical Race Theory in social studies, and makes illegal mandates for social studies teachers to discuss controversial issues or current events.
• House Bill 529 mandates teachers publish their syllabi, all instructional materials and activities used, which includes textbooks, reading materials, videos, digital materials, websites, online applications (“apps”), and any other materials used for instruction a year ahead of time. While this Bill is applicable across all subjects, proponent testimony is mostly grounded in the teaching of history and social studies.
• Senate Bill 1 which requires social studies teachers to have a newly created state endorsement, in addition to a state social studies license, to teach a financial literacy course required of high school students for graduation
• Senate Bill 68 mandates the creation, adoption, and local use of a statewide model curriculum in grades nine through twelve on "proper" interactions with peace officers during traffic stops and other in-person encounters with peace officers. Most districts are expected to embed this mandate in American Government, Street Law, or civic courses.  

• House Bill 73, which blends the teaching of American History and American Government to prepare learners for a combined American History and Government state high school graduation exam. Many in education believe this would result in a “Super American Studies” course.

The bills above double-down on the state’s conservative political agenda where traditional American History, American Government, the Founding Documents, and Personal Finance account for up to 83% of the learner’s social studies instructional time. 

Other subjects like World History, Global Studies, Geography, Ethnic Studies, Black History, Sociology, Psychology wage battle for the remaining 17% of instructional time scraps for electives. The state’s social studies curriculum does little to prepare its youth to engage new perspectives and learn about the bulk of the world’s population, 96% lives outside of the U.S. Anyone else find irony in Ohio trying to create a world-class education system without actually teaching about the world and its people? It is disappointing that in the midst of a historic global pandemic, where one nation acting alone cannot tackle this or any other global issue, our state has built walls and barriers to true global learning. After all, social studies is the subject most at the center of preparing youth for citizenship education for an increasingly global and multicultural society.

Holocaust Memorial @ Ohio Statehouse. The Holocaust is taught in World History Learning Standards

In my graduate and undergraduate courses, in social studies education, we explore the different “camps”, philosophies, and movements that defined the teaching and learning of social studies in the nation’s schools. Obviously, the content we teach children, especially, in history and social studies, has and will be contested. Key debates include: Should social studies focus on the traditional disciplines of History, Geography, Government, and Economics? Or, should there be a more integrated approach, somewhat of a “social stew”, that blends these disciplines when exploring social issues and movements? What about using the social studies classroom to promote American exceptionalism and national allegiance or social justice and global/multicultural learning?

The political tailwinds of a deeply contested 2020 election, and conservatives' rejection of using social studies to help prepare youth for an increasingly global and multicultural future, are stamped all over these four bills and the state’s curriculum. Republicans have dominated the Ohio Statehouse, and their respective Primary and Secondary Education subcommittees. With victory comes its toils as conservatives set out to write/rewrite what students learn in social studies classrooms. 

History has shown our nation’s social studies classrooms are a foothold in enacting a political agenda focused on what future citizens should know, think, and believe. Look no further than the State of Ohio as proof.

Social studies teachers, don’t forget to get your copy of the Ohio Learning Standards in Social Studies, which include your very own “Make America Great Again” hat.

-- Updated on 6-11-2022

House Bill 544: Ohio’s Strong Civics Standards and Performance-Based Assessments in Jeopardy?

Ohioans have made great progress in the past two years pushing back against an exhaustive amount of state testing mandated by the federal government; in particular due to the passage of No Child Left Behind (2002). Research clearly demonstrates that increasing time spent on testing forces teachers and students to sacrifice precious instructional time and dramatically narrows the curriculum (Wright, 2002; Ysseldyke, Nelson, Christenson, Johnson, Dennis,  Triezenberg, &  Hawes, 2004). Among the gains made in Ohio includes the homegrown development of rigorous new learning standards that promote college and career readiness. Educators, parents, professors, and stake holders from across the state have worked hard to create strong local standards for Ohio’s youth. These local standards, adopted by our State Board of Education, serve as a blueprint for new high quality performance assessments that are administered at different intervals in schools.  

Ohio’ civics standards and its accompanying assessments, through the hard work of local educators and the broader state community, are amongst the best in the nation. While this hasn’t always been the case, numerous standard and assessment revisions and updates have significantly enhanced our state’s ability to prepare the next wave of informed and active citizens. All of Ohio's youth are required to complete 1/2 unit of coursework in American Government. Our new state standards in American Government and its aligned performance-based assessments should be a source of local pride and distinction (much like our local NBA superstar LeBron James). Previous versions of our state’s American Government standards and its aligned assessments were poorly designed, limited in scope, lacked rigor, and fostered low-level/ superficial thinking. While these previous standards were initially drafted and adopted with great hope and anticipation, they never really got the job done or panned out (much like my beloved Cleveland Brown’s experience with their late quarterback Johnny Manziel).

I draw this comparison between LeBron and Johnny because recent events in Columbus could possible force our state to exchange its rigorous, relevant, college and career ready civic standards and accompanying assessments (i.e. LeBron James) for a low-level, superficial national assessment that is not aligned to Ohio’s local civic standards (i.e. Johnny Manziel). Recently, co-sponsors Representative Kyle Koehler (R-79) and Representative Al Landis (R-98) introduced House Bill 544 which would replace Ohio’s American Government End of Course and Performance-Based Exam with a low level 100 multiple-choice U.S. Immigration and Naturalization Test.  The Civics Education Initiative, supported by the right leaning, Arizona based Joe Foss Institute has been peddling the adoption of the U.S. Immigration and Naturalization Test, the same test required for immigrants applying for U.S. citizenship, for high school graduation to eighteen other states, with mixed results.

Additional tests, especially, those that promote low-level/superficial knowledge, steal quality instructional time away from teachers implementing Ohio’s strong civic standards which promote real-world civic engagement and community service. Ohio’s Learning Standards in American Government are centered on helping students understand how the American people govern themselves at the national, state, and local levels of government. Outside of understanding basic principles of U.S. Government and other founding documents, these standards call Ohio’s youth into action in order to engage in societal problems and participate in local government. Furthermore, students learn how the Ohio Constitution (1851) complements and interacts with the federal structure of government. Ohio’s youth learn how to engage in and make their voices heard in state government and in their communities.

The US Citizenship Test is by far the low bar, as it fails to be aligned with Ohio’s civic learning standards. I believe our youth, its schools, and our beloved Ohio deserve better. Our students deserve high quality, rigorous, and locally developed performance-based assessments (like those that have been piloted and tested for validity which are in-place). Ohio’s civic assessments and standards expose students to local and state government, instill local civic participation, and promote successful readiness for college, career, and civic life. Let’s hold onto and take pride in our LeBron James rookie card, a local hero and smart investment, and distance ourselves from those pitching us the Johnny Manziel card.

I encourage everyone to see this for themselves by comparing the two tests below. Which one is best aligned to Ohio’s American Government Standards? Which one demands critical thinking and the analysis of primary sources and founding documents?

• US Immigration & Naturalization Exam: http://civicseducationinitiative.org/take-the-test/
• Ohio’s American Govt. Exam  
•      EOC Section
•      PBA Section

References

Wright, W. E. (2002, June 5). The effects of high stakes testing in an inner-city elementary school: The curriculum, the teachers, and the English language learners. Current Issues in Education, 5(5).

Ysseldyke, J., Nelson, J., Christenson, S., Johnson, D., Dennis, A., Triezenberg, H., Hawes, M. (2004). What We Know and Need to Know About the Consequences of High-Stakes Testing for Students With Disabilities. Council for Exceptional Children, 71(1), 75-94. Retrieved at http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1622