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The recent split in the Suffolk School Board over HB1824, which would allow African American history to fulfill the social studies graduation requirement instead of Virginia and U.S. history, reflects a broader debate about how history should be taught in schools. While concerns about replacing foundational American history courses are understandable, rejecting this bill without deeper consideration ignores an opportunity to create a more comprehensive and inclusive curriculum.

Critics argue that students must learn Virginia and U.S. history to graduate as informed citizens. However, this perspective overlooks a crucial fact: students are already exposed to these subjects throughout their K-12 education. From elementary school through middle school and into high school, students receive multiple years of instruction in U.S. history, ensuring they have a solid grasp of the nation’s past before reaching their final history requirement. If they are not, there is a broader issue at hand. 

Allowing African American history as an option should not erase knowledge of Virginia and U.S. history — it should enhance it by providing a fuller understanding of the nation’s complexities and African Americans’ contributions.

Education is most effective when it provides a diverse and honest portrayal of history. Students benefit when they see themselves and others reflected in the curriculum. Instead of resisting HB1824, the board should recognize the value of giving students the option to study African American history to fulfill their graduation requirements and work toward a solution that accommodates current Standards of Learning criteria and a student’s desire to take a deeper dive into African American studies. Doing so would be a step toward a more inclusive and accurate representation of the past — one that truly prepares students for the future.