Florida’s Black History Battle
By Darius Spearman (africanelements)
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Florida’s Controversial Curriculum
Florida’s new Black history curriculum has sparked significant controversy. Many critics argue that it attempts to downplay the brutal realities of slavery and distort historical facts. For example, the new standards require teachers to instruct that enslaved people benefited from their enslavement by learning skills (cnn.com). This claim has been widely debunked by historians and scholars. However, it remains a part of the state’s curriculum.
The NAACP President, Derrick Johnson, has strongly condemned Florida’s new standards. He described them as an “attempt to bring our country back to a 19th century America where Black life was not valued, nor our rights protected” (msnbc.com). Johnson emphasized that the horrors of slavery and Jim Crow represent a violation of human rights and are among the darkest periods in American history. Furthermore, critics argue that the new standards promote a false equivalency between white supremacist violence and Black militant resistance. They point to the inclusion of “acts of violence perpetrated against and by African Americans” in historical events (msnbc.com). This conflation is seen by many as upholding racism and white supremacy. A 10th-grade student in Miami shared their concern, stating that the state is trying to “sugarcoat” the realities of Black history. The student added, “I feel like it’s detrimental to our community because I feel like you should know about this and what happened to us in the past” (cnn.com).
Historical Echoes: Florida's Curriculum and Past Attempts to Distort Black History
1974 Mississippi Textbook Controversy
The textbook “Mississippi: Conflict and Change” was rejected for its honest portrayal of slavery and Jim Crow, deemed too challenging for the prevailing narrative. This mirrors current criticisms of Florida's new curriculum for allegedly downplaying the brutality of slavery. (newsone.com)
Efforts to “Sugarcoat” Slavery
Historically, there have been attempts to sanitize the narrative of slavery, often implying benefits for enslaved people. Florida's new standards requiring instruction that enslaved people “benefited” by learning skills directly aligns with this historical pattern of revisionism. (cnn.com)
Suppression of Accurate Black History
Similar to past eras where truthful accounts of Black history were suppressed, current actions in Florida, such as banning Critical Race Theory and the 1619 Project, reflect a continued effort to control and limit the scope of Black history education. (washingtonpost.com)
DeSantis’s Role in Education
Florida Governor Ron DeSantis has been a central figure in the ongoing efforts to reshape Black history education in the state. His involvement in this area dates back to 2021. In June 2021, the Florida State Board of Education banned “critical race theory” and The New York Times’s 1619 Project from classrooms (washingtonpost.com). The term “critical race theory” was used broadly to encompass various teachings about race. DeSantis has asserted that the new standards are “rooted in whatever is factual” (washingtonpost.com). He also suggested that enslaved people might have “parlayed” their skills into later opportunities. This statement aligns with the controversial curriculum point about enslaved people benefiting from skills learned during their enslavement.
In addition, the state has selected PragerU, an unaccredited conservative non-profit organization, to provide classroom materials (vanityfair.com). PragerU has faced criticism for producing animated videos that suggest historical figures like Frederick Douglass would have agreed with prioritizing white supremacy over ending slavery. This choice of material further fuels concerns about the curriculum’s accuracy and ideological slant. The governor’s actions reflect a broader push to control narratives surrounding race and history in Florida’s educational system.
Understanding Critical Race Theory
Critical Race Theory (CRT) is an academic framework that examines how race and racism have shaped legal systems and societal structures in the United States. It proposes that racism is not merely individual prejudice. Instead, it is systemic, embedded in laws, policies, and institutions. The controversy surrounding CRT in education often arises from misunderstandings or oversimplifications of its core ideas. Critics often argue that it promotes division or guilt based on race.
Governor DeSantis signed House Bill 7 into law in 2022. This legislation restricts how topics of race can be discussed in K-12 classrooms (edweek.org). Specifically, it states that classroom instruction and curriculum cannot be used to indoctrinate or persuade students to a particular point of view inconsistent with certain principles. DeSantis has also prohibited instruction in schools that suggests anyone is privileged or oppressed based on their race or skin color (cnn.com). This aligns with common criticisms leveled against CRT. A conservative education advocacy group, Florida Citizens Alliance, supports the governor’s approach. They state that the Department of Education is teaching history in a balanced way, not from a “one-sided point of view that the United States is an oppressive nation” (washingtonpost.com). This is a common argument used by those who oppose CRT.
The 1619 Project Explained
The 1619 Project is an initiative developed by The New York Times Magazine. It aims to reframe American history by placing the consequences of slavery and the contributions of Black Americans at the very center of the national narrative. Its purpose is to highlight the enduring legacy of slavery and its impact on various aspects of American society. This includes areas from democracy to capitalism. It is significant in teaching Black history because it challenges traditional historical narratives. It also encourages a deeper examination of systemic racism.
While the provided information mentions DeSantis’s broader efforts to “rewrite Black history” and reject certain narratives, it does not explicitly detail a ban on the 1619 Project. However, the rejection of the College Board’s AP African American Studies course, which included topics like reparations, aligns with a general opposition to curricula that emphasize systemic racism or the long-term impacts of slavery (cnn.com). These topics are central to the 1619 Project. The Florida Department of Education’s stance, as articulated by conservative education advocacy groups, is to teach history in a “balanced way, not from a one-sided point of view that the United States is an oppressive nation” (washingtonpost.com). This is often a critique leveled against the 1619 Project’s emphasis on the oppressive aspects of American history.
Debunking the “Skills” Claim
The controversial claim in Florida’s new Black history standards suggests that enslaved people developed skills that could be applied for their personal benefit. While the standards do not explicitly list the specific skills, the governor’s office has referenced examples such as painters, carpenters, tailors, musicians, and healers. This claim is widely debunked because it misrepresents the brutal reality of slavery (amp.cnn.com). It implies a “benefit” from an inherently oppressive system. It also downplays the forced labor and lack of agency experienced by enslaved individuals. Critics argue it attempts to sanitize the history of slavery. It also ignores the fact that any skills acquired were primarily for the enslaver’s profit, not the enslaved person’s personal advancement or freedom.
The new standards require instruction for middle school students to include “how slaves developed skills which, in some instances, could be applied for their personal benefit” (amp.cnn.com). The governor’s office defended this by noting that the AP African American Studies course also outlines how, “In addition to agricultural work, enslaved people learned specialized trades and worked as painters, carpenters, tailors, musicians, and healers in the North and South. Once free, (African) Americans used these skills to provide for themselves and others” (cnn.com). This claim has drawn harsh criticism, including from Vice President Kamala Harris, who stated, “Enslavement wasn’t a training ground for job placement” (washingtonpost.com). Critics, such as the NAACP, argue that such instruction is a “violation of human rights” and misrepresents the “darkest period in American history” (amp.cnn.com).
False Equivalency in History
The concept of “false equivalency between white supremacist violence and Black militant resistance” refers to a teaching approach that might present acts of violence by white supremacists and acts of resistance by Black individuals as morally or historically equivalent. This is problematic because it often ignores the power imbalance inherent in these conflicts. White supremacist violence was typically a tool of oppression and systemic control. Black resistance, conversely, was a response to that oppression, often in self-defense or in pursuit of civil rights. The new Florida standards, for example, require instruction on events like the 1920 Ocoee massacre to include “acts of violence perpetrated against and by African Americans” (amp.cnn.com). Critics argue this could create such a false equivalency by implying equal culpability or moral standing in situations where one group was the oppressor and the other the oppressed.
The Ocoee massacre is described as starting when a Black landowner was turned away from casting his ballot by White poll workers (amp.cnn.com). This indicates a clear aggressor in the historical account. Similar standards are noted for lessons about other massacres, including the Atlanta race massacre, the Tulsa race massacre, and the Rosewood race massacre (amp.cnn.com). This suggests a consistent approach to framing these events. Critics argue that this framing can “victim-blame Black communities” and fail to go into depth about who was promoting racism and oppression (tallahassee.com).
PragerU’s Role and Credibility
PragerU (Prager University) is an American non-profit organization that creates short, animated videos and other digital content. It promotes conservative viewpoints on various political, economic, and historical topics. It is not an accredited academic institution and does not offer degrees. Its materials are considered problematic in an educational context by critics. They are often seen as highly partisan, lacking academic rigor, and presenting a biased or incomplete view of history and social issues. This contrasts with a balanced and comprehensive educational perspective.
The state of Florida has chosen PragerU to provide classroom materials to schools (vanityfair.com). This decision has raised concerns among educators and civil rights advocates. The organization’s content has been criticized for its historical inaccuracies and its promotion of a particular political agenda. For instance, PragerU has produced videos that suggest figures like Frederick Douglass would have supported certain aspects of white supremacy. This approach to history is seen as deeply flawed and inappropriate for public education.
What is PragerU?
PragerU (Prager University): An American non-profit organization that creates short, animated videos and other digital content promoting conservative viewpoints. It is not an accredited academic institution. Its materials are often criticized for being highly partisan, lacking academic rigor, and presenting a biased or incomplete view of history and social issues. (vanityfair.com)
The Stop WOKE Act
The Stop WOKE Act (HB 7) is a Florida law signed by Governor Ron DeSantis in 2022. It restricts how race-related concepts can be discussed in schools and workplaces. In the context of education, it prohibits instruction that could make students feel guilt or discomfort based on their race. It also prohibits instruction that suggests anyone is privileged or oppressed based on their race or skin color. The law’s impact on education is significant. It aims to prevent what the state deems “indoctrination.” It has also led to changes in curriculum development, particularly concerning African American history.
In 2022, Governor Ron DeSantis signed House Bill 7 into law. This bill restricts how topics of race can be discussed in K-12 classrooms (edweek.org). The law amended the requirement for African American history instruction. It now includes that “classroom instruction and curriculum may not be used to indoctrinate or persuade students to a particular point of view inconsistent with the principles [listed in HB 7]” (edweek.org). DeSantis has also prohibited instruction in schools that suggests anyone is privileged or oppressed based on their race or skin color (cnn.com). This is a key provision of the Stop WOKE Act. The act has been a major point of contention in the debate over education in Florida.
The Rosewood Massacre
The Rosewood massacre was a racially motivated massacre of Black people and destruction of a Black town. It occurred in rural Levy County, Florida, in January 1923. A white mob, fueled by false accusations, attacked and destroyed the prosperous Black community of Rosewood. Many residents were killed, and survivors were forced to flee permanently. Its historical importance lies in being a stark example of racial violence, white supremacy, and the systemic oppression faced by Black communities in the Jim Crow South.
It is relevant to Black history education as it highlights the brutal realities of racial terror. It also showcases the resilience of Black communities in the face of extreme adversity. The new standards include similar requirements for lessons about the Rosewood race massacre. This is along with the Atlanta and Tulsa race massacres. These lessons must now include “acts of violence perpetrated against and by African Americans” (amp.cnn.com). This framing has drawn criticism for potentially creating a false equivalency between the actions of the oppressors and the oppressed.
Understanding Jim Crow Laws
Jim Crow laws were state and local statutes enacted in the Southern and some border states of the United States. These laws were in effect from the late 19th to the mid-20th centuries. They enforced racial segregation and discrimination against Black Americans. This effectively created a system of second-class citizenship. Their effects were widespread and devastating. They included segregated public facilities such as schools, restrooms, and transportation. They also involved disenfranchisement through poll taxes and literacy tests, economic exploitation, and violence and intimidation. Jim Crow laws were designed to maintain white supremacy. They severely limited the rights and opportunities of Black people, making it a “darkest period” in American history.
Derrick Johnson, president and CEO of the NAACP, condemned the new standards. He stated, “It is imperative that we understand that the horrors of slavery and Jim Crow were a violation of human rights and represent the darkest period in American history” (amp.cnn.com). The impact of Jim Crow laws extended beyond legal segregation. They fostered a culture of fear and systemic inequality that continues to affect American society. Understanding these laws is crucial for comprehending the historical context of racial injustice and the ongoing struggle for civil rights.
Curriculum Content and Exclusions
The new Florida African American history standards include instruction on various historical events and concepts. This goes beyond the controversial “skills gained by enslaved people” claim. They cover topics such as the 1920 Ocoee Election Day Riots, the Atlanta, Tulsa, and Rosewood race massacres, and the broader history of African Americans in the United States (amp.cnn.com). However, critics argue that the curriculum’s framing of these events is problematic. This includes the requirement to include “acts of violence perpetrated against and by African Americans” in discussions of massacres. Its emphasis on a “balanced” view also avoids portraying the U.S. as an “oppressive nation.” This leads to the exclusion or downplaying of certain aspects of Black history. These aspects include the systemic nature of racism, the full extent of oppression, and the contributions of Black queer studies or reparations.
The Commissioner of Education’s African American History Task Force is directed to examine ways in which the history of the 1920 Ocoee Election Day Riots will be included in instruction (edweek.org). When high school students learn about events such as the 1920 Ocoee massacre, the new rules require that instruction include “acts of violence perpetrated against and by African Americans.” Similar standards are noted for lessons about the Atlanta race massacre, the Tulsa race massacre and the Rosewood race massacre (amp.cnn.com). DeSantis previously rejected the College Board’s AP African American Studies course for high school students. This was because it included lessons on reparations, Black queer studies, and the Movement for Black Lives (cnn.com). This indicates content that is excluded or deemed undesirable by the state.
Florida's Curriculum Focus: Included vs. Excluded Topics
Historical Parallels and Resistance
The controversy in Florida echoes historical attempts to “sugarcoat” or erase accurate Black history. It draws parallels to past efforts to suppress truthful narratives about slavery and Jim Crow. Civil Rights attorney Benjamin Crump highlighted Dr. Marvin Dunn's efforts to teach accurate Black history. He stated, “As Black history is scrubbed from classrooms, Dr. Marvin Dunn is planting truth — literally. Under a tree at FL Int’l Univ, he’s teaching the Rosewood massacre and handing out banned books. In a state erasing our past, Black educators are once again forced to be the curriculum” (floridaphoenix.com).
A comparison is often made to a 1974 Mississippi textbook, “Mississippi: Conflict and Change.” This textbook was rejected for not “soft-serving” the history of slavery and Jim Crow (newsone.com). This situation is similar to current criticisms of Florida's curriculum. The ongoing struggle to present an accurate and comprehensive account of Black history reflects a recurring pattern in American education. It underscores the importance of vigilance in preserving historical truth against revisionist narratives.
ABOUT THE AUTHOR
Darius Spearman has been a professor of Black Studies at San Diego City College since 2007. He is the author of several books, including Between The Color Lines: A History of African Americans on the California Frontier Through 1890. You can visit Darius online at africanelements.org.
