Black history

One problem some minority students express is that the parameters imposed by the bill affect how Black history is discussed in the classroom. Black History Club member and senior Nichol Chibuzor-Muko believes that it is important to discuss social issues and current events in the classroom.

“I feel that talking about it should definitely be normalized, and it shouldn’t be very taboo, or something that makes people uncomfortable,” Chibuzor-Muko said. “It’s better that we learn from history than repeat it.”

Senior Jazlyn Holmes believes students receive valuable life experiences when discussing race in school.

“I think that exposing kids to real world issues now in the classroom is going to prepare them a lot more for when they get outside of it,” said Holmes. “They go to school with different races, sexualities of people, and it’s going to be like that in the real world.”

Senior Dylan Stiggers said the conversations at school about Black history are not broad enough.

“If we talk about Black history, we talk about slavery,” Stiggers said. “And that’s all I hear about…Can we talk about something like a little more positive like what we’ve accomplished?”

Holmes also believes that the Civil Rights movement has been downplayed and only certain figures and aspects of it are taught repetitively.

“Historically, there’s a lot more that goes into it than just the Little Rock Nine or the march against Washington, or the ‘I Have a Dream’ speech,” Holmes said.

With these new restrictions, U.S History teacher Kaitlyn Wilson states that it is imperative to remain factual when discussing significant events.

“I think that making sure that events are told factually is incredibly important,” Wilson said. “Ensuring that the right discussions are being held to maintain accuracy is especially important.”