Opposition to HB 1629: A Politicized Approach to History Education

The Indiana Council for the Social Studies (ICSS) strongly opposes House Bill 1629, which mandates a specific curriculum on the history of communism for high school students. While we support the inclusion of communism as a topic in history and government courses, this bill takes an overly prescriptive and ideologically driven approach that undermines academic integrity, historical accuracy, and professional discretion in the classroom.

As social studies educators, we have a responsibility to provide balanced, comprehensive, and evidence-based instruction that allows students to critically analyze history. HB 1629 fails to meet this standard for the following reasons:

Full Bill: IGA | House Bill 1629 – High school history curriculum

Key Concerns with HB 1629

1. Lack of Academic Balance
   • The bill focuses solely on the dangers and atrocities of communism without requiring students to examine historical and economic contexts or competing interpretations.
   • It does not mandate similar scrutiny of other political ideologies, including authoritarian regimes outside of communist systems, creating an unbalanced curriculum.
2. Exclusion of America’s Anti-Communist Violations of Civil Liberties
   • HB 1629 does not require discussion of the unconstitutional actions taken against suspected communists in American history, including:
     • The Palmer Raids (1919-1920) – mass arrests and deportations without due process.
     • McCarthyism and the Red Scare (1950s) – blacklists, loyalty oaths, and career destruction based on accusations rather than evidence.
     • The Smith Act (1940) – laws criminalizing political speech that were later ruled unconstitutional.
   • A full historical approach must include how democratic governments have responded to ideological threats—both justly and unjustly—to provide students with a complete understanding.
3. Politicization of Curriculum
   • The bill injects political ideology into education by framing communism exclusively as a threat while ignoring its historical role in labor movements, social reforms, and economic debates.
   • Curriculum should be shaped by professional historians and educators, not legislators with political agendas.
4. Indiana’s Own History with Socialism and Communism Is Ignored
   • Indiana has a rich history with socialist and labor movements, including:
     • Eugene V. Debs (Terre Haute) – a major figure in labor rights and socialist politics.
     • Robert Owen’s New Harmony – an early socialist experiment in utopian community living.
   • A fair curriculum should examine all aspects of history, including Indiana’s role in ideological debates.
5. Undermining Educator Expertise
   • HB 1629 mandates curriculum decisions without input from historians, educators, or curriculum specialists.
   • Social studies teachers already cover communism in depth as part of U.S. history, world history, and government courses. Legislators should trust educators to teach these topics responsibly.

Call to Action: Educators Must Speak Out

The passage of HB 1629 sets a dangerous precedent for politically motivated curriculum mandates that limit professional judgment and weaken students’ ability to think critically. We urge Indiana educators to:

• Contact your state legislators and express opposition to HB 1629.
• Engage parents, administrators, and colleagues in discussions about the importance of balanced, non-political history instruction.
• Attend school board meetings to advocate for educator-led curriculum decisions.
• Write to local media outlets to highlight concerns about political interference in education.

ICSS remains committed to defending academic integrity, teacher autonomy, and quality social studies education. We stand against HB 1629 and encourage all educators to take action to protect the integrity of our classrooms.

Summary for Educators: Major Issues with HB 1629

• Politically Driven Curriculum – The bill only focuses on the dangers of communism, creating an unbalanced and ideological approach to history.
• Ignores U.S. Civil Liberties Violations – No requirement to teach about McCarthyism, Red Scare blacklists, or unconstitutional arrests of suspected communists.
• Excludes Indiana’s Own History – Fails to acknowledge Eugene Debs, New Harmony, or socialist influence on labor rights.
• Undermines Teacher Expertise – Mandates specific curriculum without input from historians or educators.
• Sets a Dangerous Precedent – Opens the door for further politically motivated restrictions on how history is taught.

Conclusion

HB 1629 is an unnecessary and politicized attempt to dictate history curriculum in Indiana schools. If passed, it will erode trust in educators, limit students’ exposure to a full historical perspective, and inject political bias into the classroom.

As George Orwell famously said, “The most effective way to destroy people is to deny and obliterate their own understanding of their history.” House Bill 1629 does exactly that by imposing a politically motivated, one-sided curriculum that frames communism solely as a threat while ignoring critical aspects of history, including the unconstitutional actions taken against suspected communists in the U.S. during the Palmer Raids, McCarthyism, and the Red Scare. By limiting historical discussion to fit a specific ideological narrative, this bill distorts history rather than teaching it, stripping students of the opportunity to critically examine complex political ideologies and their real-world impacts. Orwell’s warning reminds us that when history is manipulated or selectively told, it serves as a tool of control rather than education. Educators must reject HB 1629 and stand for a curriculum that is shaped by historians and teachers—not political agendas.

Educators must stand together to reject HB 1629 and advocate for a balanced, evidence-based approach to teaching history.

Opposition to SB 257: A Threat to Academic Freedom and Inclusive Civics Education

The Indiana Council for the Social Studies (ICSS) strongly opposes Senate Bill 257, which seeks to mandate a specific ideological framework for civics education while restricting discussions that do not conform to its narrow definition of “shared principles.” This bill undermines academic freedom, historical accuracy, and the ability of educators to foster critical thinking in students.

SB 257 is not about strengthening civics education—it is about controlling how history is taught and silencing discussions that acknowledge systemic inequalities, social struggles, and diverse perspectives. This bill places political ideology above historical fact and prevents students from engaging with the complexity of American history.

Full Bill: IGA | Senate Bill 257 – Civics education

Key Concerns with SB 257

1. Politically Motivated Curriculum Control
   • SB 257 mandates that civics instruction align with a selective set of “shared principles” while prohibiting discussions that explore race, gender, class struggle, or systemic exclusion.
   • This creates a state-imposed version of history that limits educators’ ability to address historical realities, including issues of inequality and injustice.
2. Censorship of Essential Historical Topics
   • The bill prohibits discussions of race, gender, and class in ways that acknowledge structural inequalities, making it harder to teach about:
     • The civil rights movement and racial discrimination.
     • Women’s suffrage and gender equality struggles.
     • Labor movements and economic class divisions.
   • This erases key aspects of American history that are essential for students to develop a full understanding of civic life.
3. Threat to Academic Freedom and Professional Judgment
   • SB 257 empowers parents and community members to challenge classroom instruction based on vague ideological criteria.
   • It creates an investigative process that pressures educators to avoid “controversial” topics for fear of retaliation.
   • Teachers could face professional misconduct charges for presenting history in a way that does not conform to the bill’s rigid framework.
4. A Step Backward for Civics Education
   • True civics education should prepare students to engage in informed, respectful debate on complex issues.
   • SB 257 limits discussion, discourages inquiry, and forces students into a sanitized version of history that does not prepare them for real-world civic engagement.
5. Sets a Dangerous Precedent
   • If passed, SB 257 would open the door for further legislative interference in curriculum, allowing future laws to ban discussions on additional historical topics.
   • This bill is part of a broader trend of restricting what educators can teach, setting a precedent that limits students’ ability to think critically about history, government, and society.

Call to Action: Educators Must Speak Out

SB 257 is an attempt to censor history, limit academic freedom, and control how educators teach civics. It is crucial for Indiana educators to take action against this bill before it fundamentally alters how history and government are taught in our schools.

• Contact your state legislators and express strong opposition to SB 257.
• Speak with parents, administrators, and community leaders to explain how this bill harms civics education and restricts learning.
• Join public hearings, testify before committees, and write op-eds to highlight the dangers of legislative overreach into the classroom.
• Support organizations that defend academic freedom and advocate for educator-led curriculum decisions.

ICSS remains committed to defending honest, inclusive, and inquiry-based social studies education. We urge all educators to stand against SB 257 and protect the integrity of our classrooms.

Summary for Educators: Major Issues with SB 257

• Politicized Curriculum Control – Mandates a state-approved version of civics education, preventing a full and nuanced discussion of history.
• Censorship of Critical Historical Topics – Bans or limits discussions of race, gender, class, and systemic inequalities, erasing key aspects of American history.
• Threatens Academic Freedom – Allows parents and community members to challenge instruction, putting teachers at risk for presenting history accurately.
• Forces a One-Sided View of History – Promotes an idealized, selective version of America while suppressing difficult but important discussions.
• Sets a Dangerous Precedent – Paves the way for further restrictions on history education, limiting what students can learn.

Conclusion

SB 257 is a politically motivated attempt to restrict what teachers can say, what students can learn, and how history is taught in Indiana classrooms. If passed, this bill will weaken civics education, suppress meaningful discussions, and limit students’ ability to engage in real-world democratic participation.

As James Baldwin once said, “Not everything that is faced can be changed, but nothing can be changed until it is faced.” Senate Bill 257 attempts to erase difficult but essential aspects of American history by restricting discussions on race, gender, class, and systemic inequality in civics education. By mandating a narrow, state-approved version of history while prohibiting the exploration of historical struggles and injustices, SB 257 prevents students from developing a full understanding of the past and how it shapes the present. Baldwin’s words remind us that confronting history—both its triumphs and its failures—is essential to meaningful progress. Civics education should empower students with critical thinking skills and historical truth, not shield them from realities that challenge a sanitized narrative. Educators must stand against SB 257 and fight for a history curriculum that embraces honesty, complexity, and inquiry—not political censorship.

Educators must take a stand now to reject SB 257 and fight for a civics education that is honest, inclusive, and rooted in historical evidence—not political control.

The Indiana Council for the Social Studies (ICSS) is committed to supporting high-quality, evidence-based social studies education that prepares students to be informed and engaged citizens. The recent executive order titled “Ending Radical Indoctrination in K-12 Schooling” presents serious concerns for academic freedom, professional autonomy, and the ability of educators to provide a comprehensive and accurate history and civics education.

Commitment to Academic Integrity and Critical Thinking

Social studies teachers empower students to analyze primary and secondary sources, explore multiple perspectives, and engage in reasoned debate. A well-rounded education includes discussions of race, gender, identity, and historical movements—not to promote any ideology, but to ensure students understand the full scope of American history and civic life. Restrictions on these topics risk depriving students of the opportunity to think critically and engage in informed democratic participation.

The Role of Social Studies Educators

Educators are not political agents but professionals who guide students through historical inquiry and civic reasoning. The language of this executive order, which seeks to eliminate discussions deemed “radical” or “divisive,” undermines teachers’ ability to engage students in the study of complex historical and contemporary issues by producing a “chilling” effect discouraging teachers from engaging students in consideration of past or present issues which may come under public scrutiny. Social studies classrooms should not be places of censorship, but spaces where students can examine history with honesty and integrity.

Concerns Over Federal Overreach and Funding Threats

The executive order threatens to withhold federal funding from schools that include certain perspectives in their curriculum, a move that could disproportionately harm underfunded schools while also eroding local and state control over education. Indiana teachers, administrators, and school boards—along with parents and communities—are best positioned to make decisions about curriculum, not the federal government.

Implications for Civic Education and Democracy

The strength of American democracy depends on citizens who can evaluate multiple perspectives, recognize historical and contemporary challenges, and engage in constructive civic dialogue. Policies that restrict classroom discussions weaken students’ ability to navigate and contribute to the diverse society in which they live. The ICSS believes that students must be exposed to the full complexity of history in order to develop into thoughtful, informed, and engaged citizens.

Key Terms and Definitions in the Context of the Executive Order

• Indoctrinate: To instill a set of beliefs in students without room for critical examination or debate. In contrast, social studies education encourages critical thinking and exploration of multiple perspectives rather than imposing a singular viewpoint.
• Subversive: Traditionally used to describe actions or ideologies that seek to undermine or destabilize an established system. In the context of this order, the term may be applied to historical analyses that challenge dominant narratives, even when such challenges are based on historical evidence.
• False Ideologies: A vague term used in the order to describe concepts deemed misleading or incorrect. Without clear definitions, this phrase could be applied to restrict discussions of well-documented historical events, perspectives on systemic inequities, or debates on civic issues.
• Anti-American Ideologies: A politically charged phrase suggesting that certain historical analyses or critiques of government policies are inherently unpatriotic. Social studies education fosters an understanding of both the strengths and challenges of American democracy, allowing students to engage with history in a way that strengthens their civic awareness rather than undermining national identity.
• Patriotic Education: As used in the executive order, this term suggests an approach to teaching history that prioritizes national pride while potentially minimizing or omitting discussions of historical injustices, conflicts, or dissenting perspectives. True civic education encourages students to understand history in its full complexity, including both achievements and shortcomings.

As scholar and civil rights leader, W.E.B. Dubois once said, “Nations reel and stagger on their way; they make hideous mistakes; they commit frightful wrongs; they do great and beautiful things. And shall we not best guide humanity by telling the truth about all this, so far as the truth is ascertainable?” Social studies educators share multiple perspectives so that students may fully examine the past, consciously participate in the present, and learn how to shape the future. Patriotism comes from a continued commitment to our nation’s founding ideals of liberty and equality at times best exemplified by minority perspectives this order seeks to erase.

Call to Action

The Indiana Council for the Social Studies urges policymakers, educators, and the public to:

• Defend academic freedom and protect educators’ ability to teach history and civics without political interference.
• Support professional educators in designing curriculum based on historical scholarship and educational best practices.
• Promote inclusive and rigorous social studies education that encourages students to engage with the past and present through critical analysis and evidence-based discussion.

Call to Action for Districts and Schools

To ensure clarity and protection for educators in light of this executive order, we call on school districts and administrators to document and implement a clear policy that provides guidance to teachers on:

• The expectations for social studies education, ensuring that inquiry-based and evidence-driven instruction remains a core practice.
• The role of teachers in facilitating discussions on historical and civic topics, including strategies for handling controversial issues in a neutral, academically responsible manner.
• The protection of teachers from political retaliation when they follow state standards, use primary sources, and promote critical thinking.
• The importance of maintaining local control over curriculum decisions, resisting undue federal overreach in educational content.
• The support for professional development in civic reasoning and historical inquiry, ensuring teachers feel equipped to navigate complex topics with students.

We urge Indiana school boards and administrators to be proactive in creating policies that affirm the integrity of social studies instruction and provide clear guidance that allows teachers to continue their vital role in preparing students for civic life.

The ICSS stands in support of Indiana’s social studies educators and their essential role in fostering informed, engaged citizens. We call for policies that prioritize intellectual integrity, democratic values, and a full, accurate understanding of history—free from political restrictions that undermine these goals.

URGENT: Indiana Teachers, We Need to Speak Out Against SB 257!

Indiana’s Senate Bill 257 (SB 257) is a dangerous step toward state-controlled curriculum that censors history and limits what we can teach in our classrooms. This bill forces a one-sided version of civics education while banning discussions on race, gender, class struggle, and systemic inequality—key topics that help students understand American history and government.

Here’s why educators must take a stand against SB 257:

❌Politicizes Civics Education – Mandates a state-approved version of history, removing teachers’ ability to foster critical thinking.

❌Censors Important Historical Topics – Limits discussions of civil rights, labor movements, women’s suffrage, and economic inequality in the classroom.

❌Threatens Teacher Autonomy – Gives parents and community members the power to challenge instruction they don’t agree with, putting educators at risk.

❌Weakens Civics Education – Instead of preparing students for real-world civic engagement, it sanitizes history and discourages inquiry.

❌Sets a Dangerous Precedent – If passed, SB 257 opens the door to more legislative control over what teachers can say and what students can learn.

What Can You Do?

• Contact your state legislators and tell them to VOTE NO on SB 257!
• Share this post to spread the word!
• Talk to parents, administrators, and community members about why this bill hurts students.
• Write to local newspapers and testify at public hearings!

Civics education should be about facts, inquiry, and discussion—not political control. Let’s stand together to defend our classrooms and protect honest history education in Indiana!

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ATTENTION INDIANA TEACHERS: HB 1629 is a Dangerous Step for Social Studies Education!

Indiana’s House Bill 1629 (HB 1629) is a politically motivated attempt to control how we teach history by mandating a biased, one-sided curriculum on communism. While communism is an important historical topic, this bill ignores academic balance, excludes key historical events, and undermines teacher autonomy.

Why Teachers Should Oppose HB 1629:

❌ Politically Driven Curriculum – The bill only focuses on the dangers of communism without providing historical context or comparative perspectives.

❌ Ignores Civil Liberties Violations – Does not require teaching about McCarthyism, the Red Scare, or unconstitutional arrests of suspected communists in U.S. history.

❌ Excludes Indiana’s Own History – Fails to recognize Indiana’s ties to socialism and labor movements, including Eugene V. Debs and the New Harmony experiment.

❌ Undermines Teacher Expertise – Mandates legislative control over curriculum instead of allowing educators and historians to determine how history should be taught.

❌ Sets a Dangerous Precedent – Opens the door for future laws dictating how other historical topics must be taught, based on political agendas.

What Can You Do?

• Contact your state legislators and tell them to VOTE NO on HB 1629!
• Share this post to spread awareness!
• Talk to parents, colleagues, and administrators about why this bill is harmful.
• Write to newspapers and testify at public hearings to defend academic freedom in Indiana classrooms!

History should be taught by educators, not politicians. Let’s stand up for academic integrity and reject this attempt to control what students learn.

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URGENT: Indiana Teachers, Parents & Community Members – Our Classrooms Are Under Attack!

Two dangerous bills, HB 1629 & SB 257, are making their way through the Indiana legislature, threatening our ability to teach honest, accurate history and civics. These bills politicize curriculum, censor important historical discussions, and undermine teacher autonomy.

What These Bills Do:

• ❌ HB 1629 forces an ideologically driven curriculum on communism, presenting a one-sided view while ignoring America’s own history of unconstitutional actions like McCarthyism and the Red Scare.
• ❌ SB 257 restricts civics education by banning discussions of race, gender, and class struggles, whitewashing history and preventing students from learning about the full scope of American democracy.
• ❌ Both bills put political control over education, limiting what teachers can say and what students can learn.

We Must Take Action!

• Tell your legislators to VOTE NO on HB 1629 & SB 257!
• Email or call your representatives (Find them here: iga.in.gov)
• Share this post to spread the word!
• Write letters to newspapers and testify at public hearings!
• Talk to parents, administrators, and community leaders about why these bills are harmful.

Teachers should teach history—not politicians. Let’s stand together to protect academic freedom, critical thinking, and honest history education in Indiana!

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Recommendations on How to Contact Legislators Effectively

 1. Call Their Office

• Find their office number on the Indiana General Assembly website.
• Be clear and concise about why you oppose SB 257 and HB 1629.
• If speaking to an aide, ask for your concerns to be relayed directly to the legislator.

 2. Send an Email

• Use their official email address (e.g., [email protected] for Rep. Behning).
• Subject Line: “Oppose HB 1629 and SB 257 – Protect Honest Civics and History Education”
• Keep it short (3-5 paragraphs), explaining:
  • Who you are (educator, parent, concerned citizen).
  • Why these bills are harmful to history and civics education.
  • A request for their opposition to the bills.

 3. Send a Personalized Letter

• Physical letters can stand out more than emails.
• Address it properly (“Dear Representative [Last Name]” or “Dear Senator [Last Name]”).
• Emphasize how this bill directly affects your students and profession.

 4. Request a Meeting (In-Person or Virtual)

• Contact their office to schedule a brief meeting.
• If meeting in person, bring printed talking points.
• If meeting virtually, be prepared with key arguments (e.g., lack of historical balance, suppression of teacher autonomy).

5. Engage on Social Media

• Many legislators read and respond to tweets, Facebook comments, and LinkedIn messages.
• Post polite but firm messages about why you oppose these bills.
• Tag them in posts and use relevant hashtags like #StopHB1629 #StopSB257 #TeachTruth.

6. Encourage Others to Take Action

• Share contact information with fellow educators, parents, and community members.
• Organize letter-writing campaigns or public petitions.
• Submit an op-ed or letter to the editor in local newspapers to raise awareness.

7. Attend Public Hearings & Town Halls

• Find out when your legislator hosts town halls or committee hearings on these bills.
• Show up, ask questions, and speak out against government overreach in curriculum decisions.

The more personal and persistent the outreach, the more impact we can have! Let’s stand together to protect academic integrity and stop politically motivated curriculum mandates.

State Representatives:

• Rep. Robert Behning: [email protected]
• Rep. Jack Jordan: [email protected]
• Rep. Martin Carbaugh: [email protected]
• Rep. Edward Clere: [email protected]
• Rep. Anthony Cook: [email protected]
• Rep. Michelle Davis: [email protected]
• Rep. Chuck Goodrich: [email protected]
• Rep. Jake Teshka: [email protected]
• Rep. Jeffrey Thompson: [email protected]
• Rep. Vernon Smith: [email protected]
• Rep. Edward DeLaney: [email protected]
• Rep. Sheila Klinker: [email protected]
• Rep. Tonya Pfaff: [email protected]

State Senators:

• Sen. Jeff Raatz: [email protected]
• Sen. John Crane: [email protected]
• Sen. Scott Baldwin: [email protected]
• Sen. Brian Buchanan: [email protected]
• Sen. Stacey Donato: [email protected]
• Sen. Dennis Kruse: [email protected]
• Sen. Jean Leising: [email protected]
• Sen. Linda Rogers: [email protected]
• Sen. Kyle Walker: [email protected]
• Sen. J.D. Ford: [email protected]
• Sen. Eddie Melton: [email protected]
• Sen. Fady Qaddoura: [email protected]
• Sen. Shelli Yoder: [email protected]