HB2927 104TH GENERAL ASSEMBLY

LRB104 03391 LNS 13413 b

104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
HB2927

Introduced 2/6/2025, by Rep. La Shawn K. Ford

SYNOPSIS AS INTRODUCED:

See Index

Creates the Inclusive History Act. Establishes the Inclusive History Commission to (i) address the deficiencies and inadequacies in both perspective and content in traditional history course material and instruction and (ii) develop multiperspective, inclusive, and comprehensive standards that a school may use as a guide in replacing or developing its curricula for history education. Sets forth the membership of the Commission. Contains provisions concerning meetings, duties, and reporting. Repeals the provisions on December 31, 2026. Amends the Courses of Study Article of the School Code. Beginning with the 2025-2026 school year, requires schools to suspend all instruction in history education, with exceptions. Not later than June 30, 2026, requires the State Superintendent of Education to provide to schools instructional guidelines and standards based on the recommendations of the Commission so that schools may develop alternative curricula to replace traditional course material and instruction to ensure that students obtain a multiperspective, inclusive, and comprehensive understanding about history. Provides that beginning with the 2026-2027 school year, schools shall resume instruction in history, which shall require the use of age-appropriate discussion, textbooks, and other course material that reframe the study of history by presenting to students an examination of history through the inclusion of diverse perspectives, contrary interpretations, and the viewpoints of various groups of people whose voices have traditionally been excluded from the conventional teaching of history. Effective immediately.

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 1. Short title. This Act may be cited as the Inclusive History Act.

Section 5. Statement of findings; Inclusive History Commission creation and purpose.

(a) In an effort to create a well-informed, tolerant, and equitable society, students in grades kindergarten through 12 in this State should receive an unbiased, objective, and thorough education in history. Traditional course material and instruction have failed to provide to students a comprehensive education in history because the historical narrative has always been presented and interpreted from the perspective of one rather than from the perspective of many. To the detriment of our society, this limited narrative in history instruction and course material rarely teaches our students about the contributions made by or the marginalization of women, Black people, indigenous people, Latinx people, and people of color, faith-based minorities, ethnic minorities, immigrants, members of the lesbian, gay, bisexual, and transgender community, persons with disabilities, and many others. Traditional teaching materials so often fail to provide for any study about slavery, racism, and civil rights that teachers must often purchase their own supplementary materials in order to teach their students about these subjects. The objective in the reframing of history education in this State is not to exclude, prohibit, or deny the narrative, perspective, or accomplishments of any cultural group or people, but rather to recognize and include the narrative, perspective, and accomplishments of all. The reframing of history education must present to students a fair and accurate historical narrative that acknowledges both the triumphs and the failures of a society. Therefore, the teaching of history to students in this State must be reformed and reframed in order to provide our students with a multiperspective, inclusive, and comprehensive understanding of history. Rather than requiring each school to be responsible for the research, study, and investigation necessary to develop alternative or revised instructional standards for the teaching of history, instructional guidelines and standards should be provided to schools statewide so that each school may develop the alternative curricula it needs to replace traditional course material and instruction.

(b) The Inclusive History Commission is created to (i) address the deficiencies and inadequacies in both perspective and content in traditional course material and instruction and (ii) develop multiperspective, inclusive, and comprehensive standards that a school may use as a guide in replacing or developing its curricula for history education.

Section 10. Membership. The Governor shall appoint all of the following members to the Commission:

(1) Two members who are history scholars.

(2) Two members who represent publishers of history textbooks.

(3) Two full-time teachers of a public elementary school in this State.

(4) Two full-time teachers who teach history courses at a public secondary school in this State.

(5) Two full-time faculty members who teach history courses at a public institution of higher education in this State.

(6) Two students who are enrolled in a public secondary school in this State.

(7) Four parents who have children enrolled in a public elementary or secondary school in this State.

(8) Additional persons who are members of not–for–profit organizations that represent women, Black people, indigenous people, Latinx people, and people of color, ethnic minorities, faith-based minorities, immigrants, the lesbian, gay, bisexual, and transgender community, and persons with disabilities.

(9) One member representing regional offices of education, recommended by a statewide organization that represents regional superintendents of schools.

(10) One member representing school boards, recommended by a statewide organization that represents school boards.

(11) One member representing school principals, recommended by a statewide organization that represents school principals.

(12) One member representing school administrators, recommended by a statewide organization that represents school administrators.

(13) One member representing teachers, recommended by a statewide organization that represents teachers.

(14) One member representing teachers, recommended by a different statewide organization that represents teachers.

(15) One member representing teachers, recommended by an organization representing teachers of a school district.

(16) One member representing a school district organized under Article 34 of the School Code.

(17) One member representing large unit school districts.

(18) One member representing suburban Chicago school districts.

(19) One member representing south suburban Chicago school districts.

(20) Two members representing school districts located in the central region of this State.

(21) Two members representing school districts located in the southern region of this State.

Vacancies shall be filled in the same manner as the original appointments.

Section 15. Meetings; chairperson; support; expenses.

(a) The Commission shall meet initially at the call of the Governor within 30 days after the effective date of this Act, shall select one member as chairperson at its initial meeting, and shall thereafter meet at least monthly or more often as the chairperson of the Commission deems necessary at the times and places in this State that the chairperson designates.

(b) The State Board of Education shall provide administrative and other support to the Commission.

(c) Members of the Commission shall serve without compensation but shall be reimbursed for their reasonable and necessary expenses from funds appropriated to the State Board of Education for that purpose, including travel, subject to the rules of the appropriate travel control board.

Section 20. Duties. The duties of the Commission shall include, but are not limited to, all of the following:

(1) To evaluate history textbooks and other course material for breadth and accuracy of content.

(2) To research, study, and determine the content and material to present to students in the teaching of history.

(3) To propose revisions to course standards and instructional guidelines so that students may receive a multiperspective, inclusive, and comprehensive instruction in history.

(4) To provide opportunities for the public, educators, students, parents, and other interested parties to comment on proposed changes in history course standards and instruction.

(5) To develop guidelines for age-appropriate instructional standards, textbooks, and other course material an elementary or secondary school may use in replacing or developing its curricula for history education.

Section 25. Reporting.

(a) The Commission shall file a report on its findings, research, proposals, and guidelines with the Governor, the General Assembly, and the State Board of Education on or before December 31, 2025. Upon filing its report, the Commission is dissolved.

(b) The State Board of Education shall make available to the State Superintendent of Education the report filed by the Commission under subsection (a). The State Superintendent shall incorporate the recommendations made by the Commission into the instructional guidelines and standards provided to schools for the development of alternative curricula under Section 27-23.17 of the School Code.

Section 50. Repealer. This Act is repealed on December 31, 2026.

Section 90. The School Code is amended by changing Sections 27-3.5, 27-20.05, 27-20.3, 27-20.4, 27-20.5, 27-20.8, 27-21, 27-22, and 27-23.8 and by adding Section 27-23.19 as follows:

(105 ILCS 5/27-3.5)

Sec. 27-3.5. Congressional Medal of Honor film. Subject to Section 27-23.19, each Each school district shall require that all students in grade 7 and all high school students enrolled in a course concerning history of the United States or a combination of history of the United States and American government view a Congressional Medal of Honor film made by the Congressional Medal of Honor Foundation. This requirement does not apply if the Congressional Medal of Honor Foundation charges the school district a fee for a film.

(Source: P.A. 96-99, eff. 7-27-09.)

(105 ILCS 5/27-20.05)

Sec. 27-20.05. Native American history study.

(a) Beginning with the 2024-2025 school year, every public elementary school and high school social studies course pertaining to American history or government shall include in its curriculum a unit of instruction studying the events of the Native American experience and Native American history within the Midwest and this State since time immemorial, subject to Section 27-23.19. These events shall include the contributions of Native Americans in government and the arts, humanities, and sciences, as well as the contributions of Native Americans to the economic, cultural, social, and political development of their own nations and of the United States. The unit of instruction must describe large urban Native American populations in this State, including the history and experiences of contemporary Native Americans living in this State. Instruction in grades 6 through 12 shall include the study of the genocide of and discrimination against Native Americans, as well as tribal sovereignty, treaties made between tribal nations and the United States, and the circumstances around forced Native American relocation. This unit of instruction may be integrated as part of the unit of instruction required under Section 27-20.03 or 27-21 of this Code.

(b) Subject to Section 27-23.19, the The State Superintendent of Education may prepare and make available to all school boards instructional materials and professional development opportunities that may be used as guidelines for development of a unit of instruction under this Section. However, each school board shall itself determine the minimum amount of instructional time that qualifies as a unit of instruction satisfying the requirements of this Section.

(c) The regional superintendent of schools shall monitor a school district's compliance with this Section's curricular requirements during the regional superintendent's annual compliance visit and make recommendations for improvement, including professional development.

(Source: P.A. 103-422, eff. 8-4-23.)

(105 ILCS 5/27-20.3) (from Ch. 122, par. 27-20.3)

Sec. 27-20.3. Holocaust and Genocide Study.

(a) Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of the Nazi atrocities of 1933 to 1945, subject to Section 27-23.19. This period in world history is known as the Holocaust, during which 6,000,000 Jews and millions of non-Jews were exterminated. One of the universal lessons of the Holocaust is that national, ethnic, racial, or religious hatred can overtake any nation or society, leading to calamitous consequences. To reinforce that lesson, such curriculum shall include an additional unit of instruction studying other acts of genocide across the globe, subject to Section 27-23.19. This unit shall include, but not be limited to, the Native American genocide in North America, the Armenian Genocide, the Famine-Genocide in Ukraine, and more recent atrocities in Cambodia, Bosnia, Rwanda, and Sudan. The studying of this material is a reaffirmation of the commitment of free peoples from all nations to never again permit the occurrence of another Holocaust and a recognition that crimes of genocide continue to be perpetrated across the globe as they have been in the past and to deter indifference to crimes against humanity and human suffering wherever they may occur.

(b) Subject to Section 27-23.19, the The State Superintendent of Education may prepare and make available to all school boards instructional materials which may be used as guidelines for development of a unit of instruction under this Section; provided, however, that each school board shall itself determine the minimum amount of instruction time which shall qualify as a unit of instruction satisfying the requirements of this Section.

Instructional materials that include the addition of content related to the Native American genocide in North America shall be prepared and made available to all school boards on the State Board of Education's Internet website no later than July 1, 2024. Notwithstanding subsection (a) of this Section, a school is not required to teach the additional content related to the Native American genocide in North America until instructional materials are made available on the State Board's Internet website.

Instructional materials related to the Native American genocide in North America shall be developed in consultation with members of the Chicago American Indian Community Collaborative who are members of a federally recognized tribe, are documented descendants of Indigenous communities, or are other persons recognized as contributing community members by the Chicago American Indian Community Collaborative and who currently reside in this State or their designees.

(Source: P.A. 103-422, eff. 8-4-23; 103-564, eff. 11-17-23.)

(105 ILCS 5/27-20.4) (from Ch. 122, par. 27-20.4)

Sec. 27-20.4. Black History study. Subject to Section 27-23.19, every Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Black History, including the history of the pre-enslavement of Black people from 3,000 BCE to AD 1619, the African slave trade, slavery in America, the study of the reasons why Black people came to be enslaved, the vestiges of slavery in this country, and the study of the American civil rights renaissance. These events shall include not only the contributions made by individual African-Americans in government and in the arts, humanities and sciences to the economic, cultural and political development of the United States and Africa, but also the socio-economic struggle which African-Americans experienced collectively in striving to achieve fair and equal treatment under the laws of this nation. The studying of this material shall constitute an affirmation by students of their commitment to respect the dignity of all races and peoples and to forever eschew every form of discrimination in their lives and careers.

Subject to Section 27-23.19, the The State Superintendent of Education may prepare and make available to all school boards instructional materials, including those established by the Amistad Commission, which may be used as guidelines for development of a unit of instruction under this Section; provided, however, that each school board shall itself determine the minimum amount of instruction time which shall qualify as a unit of instruction satisfying the requirements of this Section.

A school may meet the requirements of this Section through an online program or course.

(Source: P.A. 100-634, eff. 1-1-19; 101-654, eff. 3-8-21.)

(105 ILCS 5/27-20.5) (from Ch. 122, par. 27-20.5)

Sec. 27-20.5. Study of the History of Women. Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of the history of women in America, subject to Section 27-23.19. These events shall include not only the contributions made by individual women in government, the arts, sciences, education, and in the economic, cultural, and political development of Illinois and of the United States, but shall also include a study of women's struggles to gain the right to vote and to be treated equally as they strive to earn and occupy positions of merit in our society.

Subject to Section 27-23.19, the The State Superintendent of Education may prepare and make available to all school boards instructional materials that may be used as guidelines for development of a unit of instruction under this Section. Each school board shall determine the minimum amount of instructional time that shall qualify as a unit of instruction satisfying the requirements of this Section.

(Source: P.A. 86-1256.)

(105 ILCS 5/27-20.8)

Sec. 27-20.8. Asian American history study.

(a) Beginning with the 2022-2023 school year and subject to Section 27-23.19, every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Asian American history, including the history of Asian Americans in Illinois and the Midwest, as well as the contributions of Asian Americans toward advancing civil rights from the 19th century onward. These events shall include the contributions made by individual Asian Americans in government and the arts, humanities, and sciences, as well as the contributions of Asian American communities to the economic, cultural, social, and political development of the United States. The studying of this material shall constitute an affirmation by students of their commitment to respect the dignity of all races and peoples and to forever eschew every form of discrimination in their lives and careers.

(b) Subject to Section 27-23.19, the The State Superintendent of Education may prepare and make available to all school boards instructional materials, including those established by the Public Broadcasting Service, that may be used as guidelines for development of a unit of instruction under this Section. However, each school board shall itself determine the minimum amount of instructional time that qualifies as a unit of instruction satisfying the requirements of this Section.

(c) The regional superintendent of schools shall monitor a school district's compliance with this Section's curricular requirements during his or her annual compliance visit.

(d) A school may meet the requirements of this Section through an online program or course.

(Source: P.A. 102-44, eff. 1-1-22.)

(105 ILCS 5/27-21) (from Ch. 122, par. 27-21)

Sec. 27-21. History of United States.

(a) History of the United States shall be taught in all public schools and in all other educational institutions in this State supported or maintained, in whole or in part, by public funds, subject to Section 27.23.19.

The teaching of history shall have as one of its objectives the imparting to pupils of a comprehensive idea of our democratic form of government and the principles for which our government stands as regards other nations, including the studying of the place of our government in world-wide movements and the leaders thereof, with particular stress upon the basic principles and ideals of our representative form of government.

The teaching of history shall include a study of the role and contributions of African Americans and other ethnic groups, including, but not restricted to, Native Americans, Polish, Lithuanian, German, Hungarian, Irish, Bohemian, Russian, Albanian, Italian, Czech, Slovak, French, Scots, Hispanics, Asian Americans, etc., in the history of this country and this State. To reinforce the study of the role and contributions of Hispanics, such curriculum shall include the study of the events related to the forceful removal and illegal deportation of Mexican-American U.S. citizens during the Great Depression.

The teaching of history shall also include teaching about Native American nations' sovereignty and self-determination, both historically and in the present day, with a focus on urban Native Americans.

In public schools only, the teaching of history shall include a study of the roles and contributions of lesbian, gay, bisexual, and transgender people in the history of this country and this State.

The teaching of history also shall include a study of the role of labor unions and their interaction with government in achieving the goals of a mixed free enterprise system.

Beginning with the 2020-2021 school year, the teaching of history must also include instruction on the history of Illinois, subject to Section 27-23.19.

The teaching of history shall include the contributions made to society by Americans of different faith practices, including, but not limited to, Native Americans, Muslim Americans, Jewish Americans, Christian Americans, Hindu Americans, Sikh Americans, Buddhist Americans, and any other collective community of faith that has shaped America.

(b) Subject to Section 27-23.19, no No pupils shall be graduated from the eighth grade of any public school unless the pupils have received instruction in the history of the United States as provided in this Section and give evidence of having a comprehensive knowledge thereof, which may be administered remotely.

(c) Instructional materials that include the addition of content related to Native Americans shall be prepared by the State Superintendent of Education and made available to all school boards on the State Board of Education's Internet website no later than July 1, 2024. Subject to Section 27-23.19, these These instructional materials may be used by school boards as guidelines for the development of instruction under this Section; however, each school board shall itself determine the minimum amount of instructional time for satisfying the requirements of this Section. Notwithstanding subsections (a) and (b) of this Section, a school or other educational institution is not required to teach and a pupil is not required to learn the additional content related to Native Americans until instructional materials are made available on the State Board's Internet website.

Instructional materials related to Native Americans shall be developed in consultation with members of the Chicago American Indian Community Collaborative who are members of a federally recognized tribe, are documented descendants of Indigenous communities, or are other persons recognized as contributing community members by the Chicago American Indian Community Collaborative and who currently reside in this State.

(Source: P.A. 102-411, eff. 1-1-22; 103-422, eff. 8-4-23; 103-564, eff. 11-17-23.)

(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)

Sec. 27-22. Required high school courses.

(a) (Blank).

(b) (Blank).

(c) (Blank).

(d) (Blank).

(e) Through the 2023-2024 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete all of the following courses:

(1) Four years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course. A mathematics course that includes geometry content may be offered as an integrated, applied, interdisciplinary, or career and technical education course that prepares a student for a career readiness path.

(3.5) For pupils entering the 9th grade in the 2022-2023 school year and 2023-2024 school year, one year of a course that includes intensive instruction in computer literacy, which may be English, social studies, or any other subject and which may be counted toward the fulfillment of other graduation requirements.

(4) Two years of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government and, beginning with pupils entering the 9th grade in the 2016-2017 school year and each school year thereafter, at least one semester must be civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education. Beginning with pupils entering the 9th grade in the 2021-2022 school year, one semester, or part of one semester, may include a financial literacy course.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, (D) vocational education, or (E) forensic speech (speech and debate). A forensic speech course used to satisfy the course requirement under subdivision (1) may not be used to satisfy the course requirement under this subdivision (6).

(e-5) Beginning with the 2024-2025 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete all of the following courses:

(1) Four years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. If applicable, writing-intensive courses may be counted toward the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course. A mathematics course that includes geometry content may be offered as an integrated, applied, interdisciplinary, or career and technical education course that prepares a student for a career readiness path.

(3.5) One year of a course that includes intensive instruction in computer literacy, which may be English, social studies, or any other subject and which may be counted toward the fulfillment of other graduation requirements.

(4) Two years of laboratory science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government, subject to Section 27-23.19, and at least one semester must be civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education. One semester, or part of one semester, may include a financial literacy course.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, (D) vocational education, or (E) forensic speech (speech and debate). A forensic speech course used to satisfy the course requirement under subdivision (1) may not be used to satisfy the course requirement under this subdivision (6).

(e-10) Beginning with the 2028-2029 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete 2 years of foreign language courses, which may include American Sign Language. A pupil may choose a third year of foreign language to satisfy the requirement under subdivision (6) of subsection (e-5).

(f) The State Board of Education shall develop and inform school districts of standards for writing-intensive coursework.

(f-5) If a school district offers an Advanced Placement computer science course to high school students, then the school board must designate that course as equivalent to a high school mathematics course and must denote on the student's transcript that the Advanced Placement computer science course qualifies as a mathematics-based, quantitative course for students in accordance with subdivision (3) of subsection (e) of this Section.

(g) Public Act 83-1082 does not apply to pupils entering the 9th grade in 1983-1984 school year and prior school years or to students with disabilities whose course of study is determined by an individualized education program.

Public Act 94-676 does not apply to pupils entering the 9th grade in the 2004-2005 school year or a prior school year or to students with disabilities whose course of study is determined by an individualized education program.

Subdivision (3.5) of subsection (e) does not apply to pupils entering the 9th grade in the 2021-2022 school year or a prior school year or to students with disabilities whose course of study is determined by an individualized education program.

Subsection (e-5) does not apply to pupils entering the 9th grade in the 2023-2024 school year or a prior school year or to students with disabilities whose course of study is determined by an individualized education program. Subsection (e-10) does not apply to pupils entering the 9th grade in the 2027-2028 school year or a prior school year or to students with disabilities whose course of study is determined by an individualized education program.

(h) The provisions of this Section are subject to the provisions of Sections 14A-32 and 27-22.05 of this Code and the Postsecondary and Workforce Readiness Act.

(i) The State Board of Education may adopt rules to modify the requirements of this Section for any students enrolled in grades 9 through 12 if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act.

(Source: P.A. 102-366, eff. 8-13-21; 102-551, eff. 1-1-22; 102-864, eff. 5-13-22; 103-154, eff. 6-30-23; 103-743, eff. 8-2-24.)

(105 ILCS 5/27-23.8)

Sec. 27-23.8. Disability history and awareness.

(a) A school district shall provide instruction on disability history, people with disabilities, and the disability rights movement, subject to Section 27-23.19. Instruction may be included in those courses that the school district chooses. This instruction must be founded on the principle that all students, including students with disabilities, have the right to exercise self-determination. When possible, individuals with disabilities should be incorporated into the development and delivery of this instruction. This instruction may be supplemented by knowledgeable guest speakers from the disability community. A school board may collaborate with community-based organizations, such as centers for independent living, parent training and information centers, and other consumer-driven groups, and disability membership organizations in creating this instruction.

(b) Subject to Section 27-23.19, the The State Board of Education may prepare and make available to all school boards resource materials that may be used as guidelines for the development of instruction for disability history and awareness under this Section.

(c) Each school board shall determine the minimum amount of instructional time required under this Section.

(d) The regional superintendent of schools shall monitor a school district's compliance with this Section's curricular requirement during his or her annual compliance visit.

(Source: P.A. 96-191, eff. 1-1-10.)

(105 ILCS 5/27-23.19 new)

Sec. 27-23.19. Instruction in history. Notwithstanding any other provision of this Article to the contrary, beginning with the 2025-2026 school year, schools must suspend all instruction in history education. This suspension does not apply to instruction during the 2025-2026 school year to students entering their final year of elementary or secondary school during the 2025-2026 school year who must receive history instruction in order to satisfy graduation, college admission, scholarship, or other academic requirements or to instruction under Section 27-3 or 27-3.10. Notwithstanding Section 27-21, instruction in civics education shall be taught in place of instruction in the history of the United States during the 2025-2026 school year. Not later than June 30, 2025, the State Superintendent of Education must prepare and make available to schools instructional guidelines for these courses in civics education. Not later than June 30, 2026, the State Superintendent of Education must provide to schools instructional guidelines and standards based on the recommendations of the Inclusive History Commission that are contained in the report filed under Section 25 of the Inclusive History Act so that schools may develop alternative curricula to replace traditional course material and instruction to ensure that students obtain a multiperspective, inclusive, and comprehensive understanding about history. Beginning with the 2026-2027 school year, schools shall resume instruction in history under this Section, which shall require the use of age-appropriate discussion, textbooks, and other course material that reframe the study of history by presenting to students an examination of history through the inclusion of diverse perspectives, contrary interpretations, and the viewpoints of various groups of people, such as women, Black people, indigenous people, Latinx people, and people of color, ethnic minorities, faith-based minorities, immigrants, members of the lesbian, gay, bisexual, and transgender community, persons with disabilities, and the poor and working class, whose voices have traditionally been excluded from the conventional teaching of history.

Section 99. Effective date. This Act takes effect upon becoming law.