Bill Text: IA HF2330 | 2023-2024 | 90th General Assembly | Introduced
Bill Title: A bill for an act relating to education, including by modifying provisions related to the social studies instruction provided to students enrolled in grades one through twelve and the educational programs provided by the institutions of higher education under the control of the state board of regents.(See HF 2544.)
Spectrum: Partisan Bill (Republican 27-0)
Status: (Introduced - Dead) 2024-02-28 - Withdrawn. H.J. 450. [HF2330 Detail]
Download: Iowa-2023-HF2330-Introduced.html
House
File
2330
-
Introduced
HOUSE
FILE
2330
BY
GRASSLEY
,
BODEN
,
GOLDING
,
HORA
,
STOLTENBERG
,
HAYES
,
KNIFF
MCCULLA
,
FISHER
,
THOMSON
,
GUSTAFSON
,
WHEELER
,
HOLT
,
GERHOLD
,
JOHNSON
,
OSMUNDSON
,
STONE
,
COLLINS
,
BRADLEY
,
JENEARY
,
SHERMAN
,
M.
THOMPSON
,
GEHLBACH
,
MOMMSEN
,
WILLS
,
WULF
,
GUSTOFF
,
and
CISNEROS
A
BILL
FOR
An
Act
relating
to
education,
including
by
modifying
provisions
1
related
to
the
social
studies
instruction
provided
to
2
students
enrolled
in
grades
one
through
twelve
and
the
3
educational
programs
provided
by
the
institutions
of
higher
4
education
under
the
control
of
the
state
board
of
regents.
5
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
6
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Section
1.
Section
256.11,
subsections
3
and
4,
Code
2024,
1
are
amended
to
read
as
follows:
2
3.
a.
The
following
areas
shall
be
taught
in
grades
3
one
through
six:
English-language
arts,
social
studies,
4
mathematics,
science,
health,
physical
education,
traffic
5
safety,
music,
visual
art,
and,
subject
to
section
279.80
,
6
age-appropriate
and
research-based
human
growth
and
7
development.
Computer
science
instruction
incorporating
8
the
standards
established
under
section
256.7,
subsection
9
26
,
paragraph
“a”
,
subparagraph
(4),
shall
be
offered
in
10
at
least
one
grade
level
commencing
with
the
school
year
11
beginning
July
1,
2023.
The
health
curriculum
shall
include
12
the
characteristics
of
communicable
diseases.
The
state
board
13
as
part
of
accreditation
standards
shall
adopt
curriculum
14
definitions
for
implementing
the
elementary
program.
15
b.
The
social
studies
curriculum
shall
include
instruction
16
related
to
all
of
the
following:
17
(1)
The
workings
of
the
federal,
state,
and
local
levels
of
18
government.
19
(2)
The
rights
and
responsibilities
of
citizens
of
the
20
United
States
and
the
state
of
Iowa.
21
(3)
The
history
of
the
secular
and
religious
ideals
and
22
institutions
of
liberty,
including
political,
religious,
23
economic,
social,
and
cultural
liberty,
in
western
24
civilization,
the
United
States,
and
the
state
of
Iowa,
which
25
emphasizes
the
good,
worthwhile,
and
best
achievements
of
these
26
ideals
and
institutions
of
liberty.
27
(4)
Exemplary
figures
in
western
civilization,
the
United
28
States,
and
the
state
of
Iowa
who
have
fought
to
secure
29
liberty.
30
(5)
The
cultural
heritage
of
western
civilization,
the
31
United
States,
and
the
state
of
Iowa.
32
(6)
The
geography
of
the
United
States
and
the
state
of
33
Iowa.
34
(7)
The
history
and
meaning
of
the
United
States
flag
and
35
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the
national
anthem.
1
(8)
Admirable
Americans,
including
Benjamin
Franklin,
2
George
Washington,
Frederick
Douglass,
Elizabeth
Cady
Stanton,
3
and
Abraham
Lincoln.
4
c.
During
grades
five
and
six,
the
instruction
provided
as
5
part
of
the
social
studies
curriculum
shall
incorporate
the
6
study
of
documents
that
are
important
to
the
history
of
the
7
United
States,
including
all
of
the
following:
8
(1)
The
Mayflower
compact.
9
(2)
Common
Sense,
written
by
Thomas
Paine.
10
(3)
The
Declaration
of
Independence.
11
(4)
The
Articles
of
Confederation.
12
(5)
The
Pennsylvania
Act
for
the
gradual
abolition
of
13
slavery.
14
(6)
The
Virginia
statute
for
religious
freedom.
15
(7)
The
northwest
ordinance.
16
(8)
The
Constitution
of
the
United
States.
17
(9)
The
federalist
papers,
including
federalist
number
ten
18
and
federalist
number
fifty-one.
19
(10)
A
transcript
of
George
Washington’s
farewell
address.
20
(11)
Relevant
excerpts
from
Democracy
in
America
written
by
21
Alexis
de
Tocqueville.
22
(12)
A
transcript
of
the
first
debate
between
Abraham
23
Lincoln
and
Stephen
A.
Douglas.
24
(13)
The
Emancipation
Proclamation.
25
(14)
The
writings
of
the
founding
fathers.
26
4.
a.
The
following
shall
be
taught
in
grades
seven
and
27
eight:
English-language
arts;
social
studies;
mathematics;
28
science;
health;
age-appropriate
and
research-based
human
29
growth
and
development;
career
exploration
and
development;
30
physical
education;
music;
and
visual
art.
Computer
science
31
instruction
incorporating
the
standards
established
under
32
section
256.7,
subsection
26
,
paragraph
“a”
,
subparagraph
(4),
33
shall
be
offered
in
at
least
one
grade
level
commencing
with
34
the
school
year
beginning
July
1,
2023.
Career
exploration
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and
development
shall
be
designed
so
that
students
are
1
appropriately
prepared
to
create
an
individual
career
2
and
academic
plan
pursuant
to
section
279.61
,
incorporate
3
foundational
career
and
technical
education
concepts
aligned
4
with
the
six
career
and
technical
education
service
areas
as
5
defined
in
subsection
5
,
paragraph
“h”
,
incorporate
relevant
6
twenty-first
century
skills
to
facilitate
career
readiness,
7
and
introduce
students
to
career
opportunities
within
the
8
local
community
and
across
this
state.
The
health
curriculum
9
shall
include
age-appropriate
and
research-based
information
10
regarding
the
characteristics
of
sexually
transmitted
diseases.
11
The
state
board
as
part
of
accreditation
standards
shall
adopt
12
curriculum
definitions
for
implementing
the
program
in
grades
13
seven
and
eight.
However,
this
subsection
shall
not
apply
to
14
the
teaching
of
career
exploration
and
development
in
nonpublic
15
schools.
16
b.
(1)
The
social
studies
curriculum
shall
require
at
17
least
one
semester
of
instruction,
or
the
trimester
or
quarter
18
equivalent,
in
each
of
the
following
areas:
19
(a)
Civics,
which
shall
include
instruction
related
to
all
20
of
the
following:
21
(i)
The
intellectual
sources
of
the
United
States’
founding
22
documents.
23
(ii)
The
political
and
military
narrative
of
the
causes
and
24
progress
of
the
American
Revolution.
25
(iii)
The
United
States’
founding
documents
and
the
26
original
intent
of
such
documents.
27
(iv)
The
Constitution
of
the
United
States,
with
emphasis
on
28
the
Bill
of
Rights,
and
the
Constitution
of
the
State
of
Iowa.
29
(v)
The
basic
principles
of
the
United
States’
republican
30
form
of
government.
31
(vi)
The
historical
development
of
the
United
States’
32
republican
form
of
government.
33
(vii)
The
United
States’
republican
form
of
government
34
compared
with
different
forms
of
government
including
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dictatorship,
monarchy,
oligarchy,
theocracy,
communism,
and
1
autocracy.
2
(viii)
The
structure,
function,
and
processes
of
government
3
institutions
at
the
federal,
state,
and
local
levels.
4
(ix)
The
civic
virtues
exemplified
in
the
lives
of
famous
5
Americans.
6
(b)
United
States
history,
which
shall
include
instruction
7
related
to
all
of
the
following:
8
(i)
The
study
of
and
devotion
to
the
United
States’
9
exceptional
and
praiseworthy
history.
10
(ii)
The
basic
political,
diplomatic,
and
military
11
history
of
the
United
States,
which
shall
include
the
period
12
of
discovery,
early
colonies,
the
War
of
Independence,
the
13
Civil
War,
the
expansion
of
the
United
States
to
its
present
14
boundaries,
World
War
I,
World
War
II,
the
Cold
War,
the
civil
15
rights
movement,
and
the
period
of
time
from
the
September
11
16
attacks
to
the
present
day,
which
shall
incorporate
the
study
17
of
primary
source
documents.
18
(iii)
The
basic
history
of
business
and
technology
in
the
19
United
States,
which
shall
incorporate
the
study
of
primary
20
source
documents.
21
(iv)
The
basic
history
of
the
religious
and
secular
aspects
22
of
the
United
States’
common
culture,
which
shall
incorporate
23
the
study
of
primary
source
documents.
24
(v)
The
concept
that
United
States
history
shall
be
viewed
25
as
factual,
not
as
constructed,
shall
be
viewed
as
knowable,
26
teachable,
and
testable,
and
shall
be
defined
as
the
creation
27
of
a
new
nation
based
largely
on
the
universal
principles
28
stated
in
the
Declaration
of
Independence.
29
(c)
The
history
of
western
civilization,
which
shall
30
include
instruction
that
constitutes
an
extended,
coherent
31
account
of
western
civilization,
from
Athens,
Jerusalem,
and
32
Rome
to
the
present
day,
to
understand
the
nature
of
the
33
nation’s
ideals
and
institutions
of
liberty,
how
such
ideals
34
and
institutions
of
liberty
came
into
existence,
and
what
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actions
the
nation’s
forefathers
took
to
preserve
them.
1
(d)
Iowa
history,
to
be
taught
during
grade
eight,
which
2
shall
include
instruction
related
to
all
of
the
following:
3
(i)
The
history
of
the
founding
of
Iowa.
4
(ii)
The
history
of
famous
Iowans
and
their
involvement
in
5
important
events
in
history.
6
(iii)
How
Iowans
have
impacted
government,
policies,
7
issues,
and
procedures
over
the
years.
8
(iv)
The
history
of
the
state
motto,
bird,
tree,
and
rock.
9
(e)
Economics,
to
be
taught
during
grade
eight.
The
10
economics
instruction
shall
focus
on
the
free
enterprise
system
11
and
its
benefits.
The
economics
curriculum
shall
include
12
instruction
related
to
the
failures
of
economic
systems
of
13
communist
regimes
and
the
difference
between
capitalist
and
14
communist
economic
systems.
15
(2)
The
social
studies
curriculum
shall
include
instruction
16
related
to
admirable
Americans,
including
Benjamin
Franklin,
17
George
Washington,
Frederick
Douglass,
Elizabeth
Cady
Stanton,
18
and
Abraham
Lincoln.
19
(3)
The
instruction
provided
as
part
of
the
social
studies
20
curriculum
shall
incorporate
the
study
of
documents
that
are
21
important
to
the
history
of
the
United
States,
including
all
22
of
the
following:
23
(a)
The
Mayflower
compact.
24
(b)
Common
Sense,
written
by
Thomas
Paine.
25
(c)
The
Declaration
of
Independence.
26
(d)
The
Articles
of
Confederation.
27
(e)
The
Pennsylvania
Act
for
the
gradual
abolition
of
28
slavery.
29
(f)
The
Virginia
statute
for
religious
freedom.
30
(g)
The
northwest
ordinance.
31
(h)
The
Constitution
of
the
United
States.
32
(i)
The
federalist
papers,
including
federalist
number
ten
33
and
federalist
number
fifty-one.
34
(j)
A
transcript
of
George
Washington’s
farewell
address.
35
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(k)
Relevant
excerpts
from
Democracy
in
America
written
by
1
Alexis
de
Tocqueville.
2
(l)
A
transcript
of
the
first
debate
between
Abraham
Lincoln
3
and
Stephen
A.
Douglas.
4
(m)
The
Emancipation
Proclamation.
5
(n)
The
writings
of
the
founding
fathers.
6
Sec.
2.
Section
256.11,
subsection
5,
paragraph
b,
Code
7
2024,
is
amended
to
read
as
follows:
8
b.
Five
units
of
the
social
studies
including
instruction
9
in
voting
statutes
and
procedures,
voter
registration
10
requirements,
the
use
of
paper
ballots
and
voting
systems
in
11
the
election
process,
and
the
method
of
acquiring
and
casting
12
an
absentee
ballot
.
All
students
shall
complete
a
minimum
of
13
one-half
unit
of
United
States
government
,
and
one
unit
of
14
civics,
two
units
of
United
States
history
,
and
one
unit
of
15
western
civilization
.
The
social
studies
curriculum
shall
not
16
include
any
advanced
placement
course
that
requires
action
17
civics.
The
social
studies
curriculum
shall
incorporate
the
18
study
of
documents
that
are
important
to
the
history
of
the
19
United
States,
including
the
Mayflower
compact;
Common
Sense,
20
written
by
Thomas
Paine;
the
Declaration
of
Independence;
the
21
Articles
of
Confederation;
the
Pennsylvania
Act
for
the
gradual
22
abolition
of
slavery;
the
Virginia
statute
for
religious
23
freedom;
the
northwest
ordinance;
the
Constitution
of
the
24
United
States;
the
federalist
papers,
including
federalist
25
number
ten
and
federalist
number
fifty-one;
a
transcript
of
26
George
Washington’s
farewell
address;
relevant
excerpts
from
27
Democracy
in
America
written
by
Alexis
de
Tocqueville;
a
28
transcript
of
the
first
debate
between
Abraham
Lincoln
and
29
Stephen
A.
Douglas;
the
Emancipation
Proclamation;
and
the
30
writings
of
the
founding
fathers.
31
(1)
The
one-half
unit
of
United
States
government
shall
32
include
the
voting
procedure
as
described
in
this
lettered
33
paragraph
and
section
280.9A
and
other
instruction
related
34
to
voting
statutes
and
procedures,
voter
registration
35
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requirements,
the
use
of
paper
ballots
and
voting
systems
in
1
the
election
process,
and
the
method
of
acquiring
and
casting
2
an
absentee
ballot
.
The
government
instruction
shall
also
3
include
a
study
of
the
Constitution
of
the
United
States
4
and
the
Bill
of
Rights
contained
in
the
Constitution
and
an
5
assessment
of
a
student’s
knowledge
of
the
Constitution
and
the
6
Bill
of
Rights.
7
(2)
The
one
unit
of
civics
shall
include
a
culminating
8
civic
literacy
examination
that
was
not
developed
by
the
9
school
district
or
accredited
nonpublic
school
or
the
teacher
10
providing
the
civics
instruction.
The
examination
shall
11
include
an
assessment
of
the
student’s
knowledge
of
United
12
States
government
and
United
States
history,
shall
provide
a
13
means
of
assessing
civics
instruction
in
grades
nine
through
14
twelve,
and
shall
provide
information
that
colleges
and
15
universities
may
use
to
determine
if
incoming
students
possess
16
sufficient
civic
literacy.
The
one
unit
of
civics
shall
not
17
include
any
requirements
related
to
political
activism,
service
18
learning,
civic
engagement,
action
civics,
or
any
cognate
19
activity.
The
one
unit
of
civics
shall
include
instruction
20
related
to
all
of
the
following:
21
(a)
The
intellectual
sources
of
the
United
States’
22
founding
documents,
including
documents
that
illustrate
the
23
Greek,
Hebrew,
and
Roman
exemplars
of
liberty
and
republican
24
government;
the
Christian
synthesis
of
Greek,
Hebrew,
and
Roman
25
thought
that
emphasized
the
equal
dignity
of
all
individual
26
humans
in
the
eyes
of
God;
the
medieval
English
inheritance
27
of
common
law,
jury,
local
self-government,
liberty,
and
28
representative
government;
the
early
modern
English
inheritance
29
of
Christian
liberty,
republicanism,
the
militia,
accountable
30
government,
mixed
government,
parliamentary
sovereignty,
31
freedom
of
the
press,
and
the
English
bill
of
rights
and
32
toleration
Act;
the
colonial
American
inheritance
of
Christian
33
liberty,
self-government,
and
local
government;
and
the
34
enlightenment
theories
of
John
Locke,
Montesquieu,
Adam
Smith,
35
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and
their
contemporaries
that
universalized
the
European
1
traditions
of
liberty.
2
(b)
The
political
and
military
narrative
of
the
causes
and
3
progress
of
the
American
revolution.
4
(c)
The
original
intent
of
the
documents
described
in
5
unnumbered
paragraph
1.
6
(d)
The
Constitution
of
the
United
States,
with
an
emphasis
7
on
the
Bill
of
Rights
contained
in
the
Constitution,
and
the
8
Constitution
of
the
State
of
Iowa.
9
(e)
The
basic
principles
of
the
United
States’
republican
10
form
of
government
and
the
institutions
and
principles
to
11
preserve
liberty
and
prevent
misuse
of
government
power,
12
including
balance
of
power;
consent
of
the
governed;
the
13
electoral
college;
federalism
and
the
division
of
powers
14
between
the
federal
government
and
the
states;
individual
15
liberties;
rights
of
life,
liberty,
and
property;
popular
16
sovereignty;
religious
freedom;
an
educated
citizenry;
17
representative
government;
civilian
control
of
the
military;
18
rule
of
law;
control
of
faction;
checks
and
balances;
and
19
separation
of
powers
among
the
executive,
the
legislature,
and
20
the
judiciary.
21
(f)
The
historical
development
of
the
United
States’
22
republican
form
of
government,
including
the
federalist
and
23
antifederalist
debates;
the
rise
and
role
of
political
parties;
24
the
rise
of
Jacksonian
democracy;
the
expansion
of
the
ideals
25
and
institutions
of
liberty
and
republican
self-government
26
to
include
all
Americans,
regardless
of
sex
or
race;
the
27
causes
and
the
constitutional
consequences
of
the
Civil
War;
28
the
thirteenth
amendment,
fourteenth
amendment,
fifteenth
29
amendment,
and
the
nineteenth
amendment;
the
rise
of
the
new
30
deal
administrative
state;
and
United
States
Supreme
Court
31
cases,
including
Marbury
v.
Madison,
McCulloch
v.
Maryland,
32
Dred
Scott
v.
Sandford,
Pembina
consolidated
silver
mining
co.
33
v.
Pennsylvania,
Plessy
v.
Ferguson,
and
Brown
v.
Board
of
34
Education.
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(g)
The
United
States’
republican
form
of
government
1
compared
with
different
forms
of
government
including
2
dictatorship,
monarchy,
oligarchy,
theocracy,
communism,
and
3
autocracy.
4
(h)
The
structure,
function,
and
processes
of
governmental
5
institutions
at
the
federal,
state,
and
local
levels.
6
(i)
Civic
virtues
exemplified
in
the
lives
of
famous
7
Americans,
including
George
Washington,
Benjamin
Franklin,
8
Alexander
Hamilton,
Abigail
Adams,
Thomas
Jefferson,
Andrew
9
Jackson,
Frederick
Douglass,
Susan
B.
Anthony,
Abraham
Lincoln,
10
Ulysses
S.
Grant,
Ely
Parker,
Thomas
Edison,
Andrew
Carnegie,
11
Walter
Reed,
Theodore
Roosevelt,
Charles
Curtis,
Will
Rogers,
12
Jim
Thorpe,
Jackie
Robinson,
George
Marshall,
Martin
Luther
13
King,
Jr.,
Richard
Feynman,
Neil
Armstrong,
and
Ronald
Reagan.
14
(3)
The
two
units
of
United
States
history
shall
include
an
15
assessment
of
the
student’s
knowledge
of
important
historical
16
documents,
including
the
Declaration
of
Independence,
17
the
Constitution
of
the
United
States,
the
Emancipation
18
Proclamation,
and
excerpts
from
the
federalist
papers.
One
19
unit
of
United
States
history
shall
focus
on
the
period
20
of
time
beginning
when
the
Mayflower
landed
on
Cape
Cod
to
21
the
conclusion
of
the
Civil
War.
The
other
unit
of
United
22
States
history
shall
focus
on
the
period
of
time
beginning
23
at
the
conclusion
of
the
Civil
War
to
the
present
day,
which
24
unit
shall
include
instruction
related
to
the
Holocaust
and
25
crimes
against
humanity
that
have
occurred
under
communist
26
regimes.
The
two
units
of
United
States
history
shall
include
27
significant
material
related
to
the
War
of
Independence
and
28
the
creation
of
the
Constitution
of
the
United
States.
The
29
two
units
of
United
States
history
shall
be
designed
to
30
include
significant
biographical
material
related
to
exemplary
31
Americans
to
provide
both
the
nation’s
shared
constitutional
32
history
and
historical
context.
The
two
units
of
United
33
States
history
shall
include
instruction
related
to
all
of
the
34
following:
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(a)
The
United
States’
exceptional
and
praiseworthy
1
history.
2
(b)
The
basic
political,
diplomatic,
and
military
history
3
of
the
United
States,
which
shall
include
the
period
of
4
discovery,
early
colonies,
the
War
of
Independence,
the
5
Civil
War,
the
expansion
of
the
United
States
to
its
present
6
boundaries,
World
War
I,
World
War
II,
the
Cold
War,
the
civil
7
rights
movement,
and
the
period
of
time
from
the
September
11
8
attacks
to
the
present
day,
which
shall
incorporate
the
study
9
of
primary
source
documents.
10
(c)
The
basic
history
of
business
and
technology
in
the
11
United
States,
which
shall
incorporate
the
study
of
primary
12
source
documents.
13
(d)
The
basic
history
of
the
religious
and
secular
aspects
14
of
the
United
States’
common
culture,
which
shall
incorporate
15
the
study
of
primary
source
documents.
16
(e)
The
concept
that
United
States
history
shall
be
viewed
17
as
factual,
not
as
constructed,
shall
be
viewed
as
knowable,
18
teachable,
and
testable,
and
shall
be
defined
as
the
creation
19
of
a
new
nation
based
largely
on
the
universal
principles
20
stated
in
the
Declaration
of
Independence.
21
(4)
The
one
unit
of
western
civilization
shall
include
22
instruction
related
to
all
of
the
following:
23
(a)
Western
civilization’s
exceptional
and
praiseworthy
24
history.
25
(b)
The
basic
political
outline
of
western
civilization,
26
which
shall
include
the
history
of
ancient
Israel,
the
free
27
Greek
city
states,
the
Roman
republic,
the
Roman
empire,
the
28
Carolingian
empire,
the
medieval
Papacy,
medieval
England,
29
absolutist
France,
parliamentary
England,
the
Napoleonic
30
wars,
World
War
I,
World
War
II,
the
communist
and
fascist
31
challenges
to
the
European
order,
and
the
survival
and
triumph
32
of
political
and
economic
liberty,
which
shall
incorporate
the
33
study
of
primary
source
documents.
34
(c)
The
basic
intellectual
history
of
western
civilization,
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which
shall
include
its
Greek,
Hebrew,
and
Roman
sources;
1
the
Christian
synthesis
of
those
Greek,
Hebrew,
and
Roman
2
sources
that
emphasized
the
equal
dignity
of
all
individual
3
humans
in
the
eyes
of
God;
the
renaissance
rediscovery
of
4
republican
liberty;
the
reformation;
the
medieval
and
early
5
modern
English
ideals
and
institutions
of
common
law,
jury,
6
the
militia,
local
self-government,
political
and
religious
7
liberty,
representative
government,
accountable
government,
8
and
parliamentary
sovereignty;
the
scientific
revolution;
9
the
enlightenment
ideals
of
political
and
economic
liberty;
10
the
nineteenth-century
formulation
of
the
scientific
and
11
humanist
disciplines;
the
emergence
of
modern
conservatism
and
12
liberalism;
and
the
challenges
to
liberty
of
socialism
and
13
fascism,
which
shall
incorporate
the
study
of
primary
source
14
documents.
15
(d)
The
basic
history
of
science
and
technology
in
western
16
civilization,
which
shall
emphasize
Europe’s
unique
role
as
the
17
matrix
of
the
modern
scientific
and
industrial
world,
which
18
shall
incorporate
the
study
of
primary
source
documents.
19
(e)
The
basic
economic
history
of
western
civilization,
20
which
shall
emphasize
Europe’s
unique
role
as
the
matrix
of
21
modern
mass
prosperity,
which
emerged
from
the
interplay
22
of
the
ideals
and
institutions
of
economic
liberty,
secure
23
property
rights,
entrepreneurial
innovation,
and
the
industrial
24
revolution,
which
shall
incorporate
the
study
of
primary
source
25
documents.
26
(f)
The
basic
history
of
the
religious
and
secular
aspects
27
of
western
civilization’s
cultures,
which
shall
emphasize
the
28
protective
aspects
of
liberty
and
incorporate
the
study
of
29
primary
source
documents.
30
(g)
The
basic
history
of
the
fruitful
and
enduring
31
attachment
of
western
civilization’s
free
peoples
to
their
32
nations
and
faiths,
which
shall
incorporate
the
study
of
33
primary
source
documents.
34
(h)
The
concept
that
western
civilization’s
history
shall
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be
viewed
as
factual,
not
as
constructed,
shall
be
viewed
as
1
knowable,
teachable,
and
testable,
and
shall
be
defined
as
the
2
creation
of
a
civilization
based
largely
on
the
ideals
and
3
institutions
of
liberty.
4
Sec.
3.
Section
256E.7,
subsection
2,
paragraph
g,
Code
5
2024,
is
amended
to
read
as
follows:
6
g.
Be
subject
to
and
comply
with
the
requirements
of
section
7
256.7,
subsection
21
,
and
the
educational
standards
of
section
8
256.11
,
unless
specifically
waived
by
the
state
board
during
9
the
application
process
;
provided,
however,
that
the
state
10
board
shall
not
waive
the
educational
standards
related
to
11
social
studies
instruction
established
in
section
256.11,
12
subsections
3
and
4,
and
in
section
256.11,
subsection
5,
13
paragraph
“b”
.
14
Sec.
4.
Section
256F.4,
subsection
2,
Code
2024,
is
amended
15
by
adding
the
following
new
paragraph:
16
NEW
PARAGRAPH
.
p.
Be
subject
to
and
comply
with
the
17
requirements
of
section
256.11,
subsections
3
and
4,
and
18
section
256.11,
subsection
5,
paragraph
“b”
,
relating
to
19
educational
standards
related
to
social
studies
instruction
in
20
the
same
manner
as
a
school
district.
21
Sec.
5.
Section
262.9,
Code
2024,
is
amended
by
adding
the
22
following
new
subsections:
23
NEW
SUBSECTION
.
39.
a.
(1)
Direct
the
institutions
of
24
higher
education
under
its
control
to
adopt
policies
that
25
require
all
students
admitted
to
the
baccalaureate
degree
26
program
provided
by
the
institution
to
take
a
civic
literacy
27
examination.
28
(2)
Subparagraph
(1)
shall
not
apply
to
a
student
who
has
29
taken
and
passed
the
civic
literacy
examination
described
in
30
section
256.11,
subsection
5,
paragraph
“b”
,
subparagraph
(2).
31
b.
If
a
student
does
not
pass
the
civic
literacy
examination
32
described
in
paragraph
“a”
,
the
institution
shall
require
33
the
student
to
take
a
remedial
civics
course.
The
remedial
34
civics
course
shall
include
a
culminating
civic
literacy
35
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examination.
The
remedial
civics
course
shall
not
contain
any
1
requirements
related
to
political
activism,
service
learning,
2
civic
engagement,
action
civics,
or
any
cognate
activity.
3
c.
If
a
student
does
not
pass
the
civic
literacy
examination
4
described
in
paragraph
“b”
,
the
student
shall
be
allowed
to
5
retake
the
examination
as
many
times
as
is
necessary
for
the
6
student
to
pass
the
examination;
provided,
however,
that
the
7
student
shall
not
be
allowed
to
graduate
from
the
institution,
8
or
progress
to
more
advanced
civics
courses,
until
the
student
9
passes
the
examination.
10
NEW
SUBSECTION
.
40.
Prohibit
the
institutions
of
higher
11
education
under
its
control
from
awarding
students
any
semester
12
hours
of
credit
for
courses
that
require
action
civics
or
13
political
activism.
14
Sec.
6.
IMPLEMENTATION
OF
ACT.
Section
25B.2,
subsection
15
3,
shall
not
apply
to
this
Act.
16
Sec.
7.
NO
IMPACT
ON
GRADUATION
REQUIREMENTS.
The
section
17
of
this
Act
amending
section
256.11,
subsection
5,
paragraph
18
“b”,
shall
not
affect
the
graduation
requirements
applicable
19
to
a
student
enrolled
in
grades
nine
through
twelve
as
of
the
20
effective
date
of
this
Act.
21
EXPLANATION
22
The
inclusion
of
this
explanation
does
not
constitute
agreement
with
23
the
explanation’s
substance
by
the
members
of
the
general
assembly.
24
This
bill
relates
to
education
by
modifying
provisions
25
related
to
the
social
studies
instruction
provided
to
students
26
enrolled
in
grades
1
through
12
and
the
educational
programs
27
provided
by
the
institutions
of
higher
education
under
the
28
control
of
the
state
board
of
regents.
29
The
bill
provides
that
the
social
studies
curriculum
30
provided
to
students
enrolled
in
grades
one
through
six
31
in
school
districts,
accredited
nonpublic
schools,
charter
32
schools,
and
innovation
zone
schools
shall
include
instruction
33
related
to
the
workings
of
the
federal,
state,
and
local
levels
34
of
government;
the
rights
and
responsibilities
of
citizens
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of
the
United
States
and
the
state
of
Iowa;
the
history
of
1
the
secular
and
religious
ideals
and
institutions
of
liberty;
2
exemplary
figures
in
western
civilization,
the
United
States,
3
and
the
state
of
Iowa;
the
cultural
heritage
of
western
4
civilization,
the
United
States,
and
the
state
of
Iowa;
the
5
geography
of
the
United
States
and
the
state
of
Iowa;
the
6
history
and
meaning
of
the
United
States
flag
and
the
national
7
anthem,
and
certain
specified
admirable
Americans.
8
The
bill
makes
similar
changes
to
the
social
studies
9
curriculum
provided
to
students
enrolled
in
grades
7
through
10
12,
but
adds
instructional
requirements
related
to
the
study
11
of
prominent
persons
and
prominent
writings.
The
bill
also
12
provides
that
the
social
studies
curriculum
provided
in
13
grades
seven
and
eight
is
to
include
at
least
one
semester
of
14
instruction,
or
the
trimester
or
quarter
equivalent,
in
civics,
15
United
States
history,
the
history
of
western
civilization,
16
Iowa
history,
and
economics.
The
bill
establishes
what
such
17
instruction
is
to
include.
18
Current
law
requires
school
districts,
accredited
nonpublic
19
schools,
and
charter
schools
to
offer
and
teach
five
units
20
of
social
studies
in
grades
9
through
12,
which
includes
a
21
minimum
of
one-half
unit
of
United
States
government
and
22
one
unit
of
United
States
history.
The
bill
requires
all
23
students
to
complete
a
minimum
of
one-half
unit
of
United
24
States
government,
one
unit
of
civics,
two
units
of
United
25
States
history,
and
one
unit
of
western
civilization.
The
26
bill
establishes
prohibitions
and
requirements
related
to
this
27
instruction,
including
required
examinations
and
topics
of
28
instruction
and
prohibitions
related
to
including
forms
of
29
political
activism
in
civics
instruction.
The
bill
provides
30
that
the
social
studies
curriculum
is
required
to
incorporate
31
the
study
of
certain
specified
documents
that
are
important
32
to
the
history
of
the
United
States.
The
bill
provides
that
33
these
changes
shall
not
affect
the
graduation
requirements
34
applicable
to
a
student
enrolled
in
grades
9
through
12
as
of
35
-14-
LSB
5263YH
(7)
90
jda/jh
14/
15
H.F.
2330
the
effective
date
of
the
bill.
1
The
bill
requires
the
state
board
of
regents
to
direct
2
the
institutions
of
higher
education
under
its
control
to
3
adopt
policies
that
require
all
students
admitted
to
the
4
baccalaureate
degree
program
provided
by
the
institution
to
5
take
a
civic
literacy
examination.
The
bill
provides
that,
6
if
a
student
does
not
pass
the
examination,
the
institution
7
shall
require
the
student
to
take
a
remedial
civics
course
8
that
contains
a
culminating
civic
literacy
examination.
If
9
the
student
fails
to
pass
this
examination
as
well,
the
bill
10
provides
that
the
student
may
retake
the
examination,
but
the
11
student
will
not
be
allowed
to
graduate
from
the
institution,
12
or
progress
to
more
advanced
civics
courses,
until
the
student
13
passes
the
examination.
14
The
bill
requires
the
state
board
of
regents
to
prohibit
15
the
institutions
of
higher
education
under
its
control
from
16
awarding
students
any
semester
hours
of
credit
for
courses
that
17
require
action
civics
or
political
activism.
18
The
bill
may
include
a
state
mandate
as
defined
in
Code
19
section
25B.3.
The
bill
makes
inapplicable
Code
section
20
25B.2,
subsection
3,
which
would
relieve
a
school
district
21
from
complying
with
a
state
mandate
if
funding
for
the
cost
of
22
the
state
mandate
is
not
provided
or
specified.
Therefore,
23
school
districts
are
required
to
comply
with
any
state
mandate
24
included
in
the
bill.
25
-15-
LSB
5263YH
(7)
90
jda/jh
15/
15
