As a certified U.S. History teacher with two decades of invaluable experience, I've observed a dire need for a better-suited history curriculum in our educational system. Our nation's history forms an integral part of our identities, molds our present, and shapes our future. It's crucial that we understand and respect this intricate journey, and for this, the move to implement the Make American History Great Again (MAHGA) Act is pivotal.

The vision behind this plea stems from a strong desire to honor our past and lay a promising path for future generations. The MAHGA Act emphasizes the importance of U.S. history education, advocating for an engaging, accurate, and comprehensive curriculum, promoting critical analysis of primary sources and facilitating critical thinking. A distinguishing feature of this act is its provision for incorporating the perspectives of our military veterans, who have been firsthand witnesses to crucial chapters of our history.

Now, more than ever, we live in a time of unchartered territories and uncertainties. A deeper understanding of our shared history, the triumphs, and trials, will foster a sense of unity, inspire resilience, and arm us with lessons to navigate the future.

My vision is to educate the public about their local, state, and national history to generate a new understanding of how it has shaped our lives, which in turn will foster a deeper desire to honor and respect what has come before to ensure a brighter future.

The onus is upon us to ensure that history isn't just a memorization of dates and events, but a profound exploration of the human story through time. By signing this petition, we urge lawmakers to implement the MAHGA Act in our educational system and reiterate the importance of history education in all American schools. Together, we can make American history education engaging and enlightening again. Please join this movement by signing and sharing this petition.

The MAHGA Act:

SECTION 1. SHORT TITLE

This Act may be cited as the "Making American History Great Again schools" or "MAHGA Act."

SECTION 2. PURPOSE AND FINDINGS

(a) Purpose:
The purpose of this Act is to reaffirm the critical role of U.S. history education by ensuring that students develop a comprehensive and factual understanding of the nation's founding principles, struggles, and achievements. A well-rounded historical education not only preserves the integrity of our national identity but also equips future generations with the knowledge necessary to engage thoughtfully in civic life and uphold the values of our constitutional republic.

(b) Findings:
Congress finds that:

A Well-Informed Citizenry is Essential – The survival and success of the United States' constitutional republic depend on an educated populace that understands its rights, responsibilities, and the historical context of the nation's laws and institutions. Without this foundation, democratic governance cannot function effectively.

History Must Be Taught with Integrity – U.S. history education must be grounded in primary sources, critical analysis, and historical literacy. Instruction should be free from ideological distortion, ensuring that students develop the ability to assess historical events through evidence-based reasoning.

Military Veterans Provide Unique Educational Perspectives – Veterans offer firsthand accounts of service, sacrifice, and national identity that enrich students’ understanding of the role of the military in shaping American history. By integrating veteran-led discussions, schools can provide students with authentic insights into historical conflicts, leadership, and the ongoing responsibilities of citizenship.

(c) The Role of Republican Motherhood in Civic Education
"Republican Motherhood" was an 18th-century belief that women played a vital role in shaping civic virtue by educating their children in the principles of liberty, democracy, and responsible citizenship. This concept emerged during the American Revolution and the early republic, emphasizing that the stability and success of the new nation depended on informed and virtuous citizens—citizens whose moral and civic foundation was instilled by their mothers. Women, though often excluded from direct political participation at the time, were seen as the keepers of national ideals, ensuring that each generation understood and upheld the values of self-governance, duty, and patriotism.

In the modern era, this principle remains crucial, not just in the home but as a responsibility of the government and educational institutions. In a democratic society, ensuring that all citizens—regardless of gender—have access to a high-quality historical education is essential for preserving the republic. Public education must take on the role once attributed to Republican Motherhood by equipping students with the knowledge necessary to critically engage with their government, exercise their rights, and contribute meaningfully to society.

By reinforcing the teaching of U.S. history through this Act, the government upholds its duty to cultivate an informed and engaged citizenry. Just as the early republic recognized that the nation's future depended on an educated populace, so too must modern policymakers commit to preserving historical education as a cornerstone of democracy.

SECTION 3. HISTORICAL EDUCATION REFORM

(a) The Department of Education shall establish guidelines to ensure the integrity of U.S. history curricula by:

(b) Encouraging the use of primary documents, including the U.S. Constitution, the Federalist Papers, presidential addresses, and other foundational texts to ensure students engage directly with the sources that shaped American democracy.

(c) Implementing professional development programs for educators that emphasize historical accuracy, critical thinking skills, and the ability to present history in a balanced and engaging manner. These programs will provide teachers with the tools and resources necessary to navigate complex historical narratives while fostering a deeper understanding among students.

(d) Expanding veteran-led classroom discussions to offer students firsthand accounts of historical events and their impact on American society. By partnering with veteran service organizations (VSOs) and the Department of Veterans Affairs (VA), schools can connect with veterans who can share their experiences, providing invaluable perspectives on topics such as military history, leadership, civic duty, and the realities of war. These collaborations will ensure that students gain a well-rounded view of the sacrifices made by service members throughout history. Additionally, veteran mentorship programs can be developed to support students in understanding the values of service, integrity, and resilience.

(e) Supporting school districts in creating interactive and engaging lesson plans that honor the nation's historical complexities without political bias. These lesson plans will be designed to promote inquiry-based learning, allowing students to analyze historical events from multiple perspectives and develop their own well-informed conclusions.

(f) Establishing a Curriculum Convention, modeled after the drafting of the U.S. Constitution, where each state shall select a team of delegates—including historians, educators, and community representatives—to contribute to the development of history education standards. This process will ensure that all states have a voice in shaping how history is taught, creating a balanced and inclusive national framework while preserving regional and local historical narratives.

(g) Schools receiving federal funding shall:
Incorporate historical literacy assessments to evaluate students’ ability to analyze and interpret primary and secondary sources.

(h) Ensure that history courses include the perspectives of military veterans and historical figures who have shaped the United States through service and leadership.

(i) Develop curricula that reflect the principles of "Republican Motherhood," emphasizing civic education, responsibility, and national pride.

(j) Developing a New National Set of Curriculum Standards

(1) Once the bill passes the Convention shall oversee the creation of a new national set of curriculum standards for U.S. history, ensuring uniformity in historical literacy while allowing flexibility for local and regional histories to be examined. These standards will be modeled with a structure similar to state benchmarks, using a hierarchical coding system (e.g., USA.912.A.1), where:

USA represents the national curriculum designation.
912 designates the high school grade levels (9–12), with future provisions to include elementary and middle school adaptations.
A identifies the historical content strand (such as political, economic, social, or military history).
1–20 identifies the specific learning objective or standard.

(2) The curriculum will consist of 20 core standards, with sub-standards addressing a variety of historical periods, themes, and analytical skills. These standards will emphasize the following key objectives:

Critical Analysis of Primary and Secondary Sources: Develop students' abilities to evaluate source reliability, contextualize information.

Historical Argumentation and Evidence-Based Reasoning: Equip students to construct coherent historical arguments using diverse forms of evidence. Examples, Primary sources, Living History, Guest speakers.

Civic Engagement and Constitutional Understanding: Foster an understanding of democratic principles and the responsibilities of citizenship.

Inclusion of Marginalized Perspectives: Ensure the history includes contributions from historically marginalized groups, including women, racial minorities, and indigenous communities, Military veterans.

(3) State-level curriculum committees will be tasked with aligning their history standards to these national guidelines, ensuring consistency while preserving flexibility for state and local content integration.

(k) Implementing a National Adaptive Assessment Model

(1) During the standards convention a committee will be created which shall introduce a National Adaptive History Assessment to measure students’ mastery of the new national standards. This assessment model will utilize adaptive testing technology to tailor questions to the individual student’s proficiency level, providing a more accurate measure of historical understanding and critical thinking skills.

(2) Key features of the adaptive assessment model include:

Dynamic Questioning: The assessment will adjust the difficulty of questions in real-time based on the student’s responses, ensuring that all students are appropriately challenged while receiving a personalized evaluation.

Source-Based Analysis: Students will engage with primary and secondary sources, answering questions that require critical thinking, contextual understanding, and the ability to draw evidence-based conclusions.
Skill-Based Assessment: The test will not solely measure factual knowledge but will measure students analytical skills via essay writing which essay topics and questions will change every two years.

(3) The assessment will be administered to high school juniors to track student progress and ensure that they develop a deeper understanding of historical content and critical thinking skills over time. Results will provide detailed feedback to educators, allowing them to identify areas for student growth and adjust instructional methods accordingly.

(4) Accountability and Transparency: Schools and districts will receive comprehensive data reports highlighting areas of strength and improvement while maintaining safeguards to prevent the misuse of test results for punitive measures. The goal is to promote continuous improvement in history education rather than creating a high-stakes testing environment.

These initiatives will ensure that history education is rigorous, and reflective of the nation's diverse experiences, empowering students to think critically about the past and engage meaningfully with the present.

(5) Periodic Review and Public Input: The Exam and curriculum standards will be reviewed and revised every five (5) years to align with evolving historical scholarship and best practices.

Public engagement will be a priority, with national town halls, online surveys, and regional stakeholder forums ensuring inclusivity and transparency.

SECTION 4. PROTECTION OF HISTORICAL ACCURACY

(a) Historical Integrity: Any educational material, including textbooks, digital resources, and supplemental materials, funded in whole or in part by federal grants must adhere to the principles of historical integrity. This means:

Accuracy and Verifiability: All information presented must be factually accurate and verifiable through credible primary and secondary sources. Interpretations must be grounded in established historical scholarship, avoiding conjecture or unsubstantiated claims. Sources must be cited appropriately.

Contextualization: Historical events must be presented within their proper historical context, including the social, political, economic, and cultural conditions of the time. This context must acknowledge the complexities and nuances of the past, avoiding simplistic or one-sided narratives. The perspectives of diverse groups impacted by these events must be included.

Multiple Perspectives: Educational materials must present diverse perspectives on historical events, reflecting the experiences and viewpoints of different groups affected by those events, including, but not limited to, Native Americans, African Americans, Latinos, Asian Americans, Pacific Islanders, women, and people with disabilities. This includes acknowledging the diversity within these groups.

Avoiding Presentism: Historical figures and events should be judged within their own historical context, avoiding the application of modern values and sensibilities to the past. While acknowledging past injustices, the complexities of historical decision-making should be explored.

(b) Representation of Contributions and Sacrifices: The sacrifices and contributions of all Americans, including military personnel and civilians, must be accurately and comprehensively represented. This includes:

Military Service: Recognizing the valor and service of men and women from all backgrounds who have served in the armed forces, including those from historically marginalized groups such as Native Americans (e.g., code talkers), African Americans (e.g., the Tuskegee Airmen), Latinos, Asian Americans, Pacific Islanders, and other underrepresented populations. This representation must go beyond simple acknowledgment and delve into the specific experiences and contributions of these individuals.

Civilian Contributions: Highlighting the diverse contributions of civilians throughout American history, including contributions to arts, sciences, industry, social movements, politics, and community development. Special attention must be paid to the often-overlooked contributions of women and minority groups, including Native Americans (e.g., contributions to agriculture and environmental knowledge), African Americans (e.g., contributions to music, literature, and the Civil Rights Movement), Latinos (e.g., contributions to labor movements and arts), Asian Americans and Pacific Islanders (e.g., contributions to technology and business), and other groups.

Acknowledging Resilience and Resistance: Beyond contributions, educational materials must also acknowledge the resilience and resistance of marginalized groups in the face of oppression, discrimination. This includes highlighting their struggles for civil rights, and self-determination.

(c) Comprehensive Coverage of Key Historical Events: No curriculum or educational material funded by federal grants shall omit or distort key historical events. These events include, but are not limited to:

Foundational Events: The pre-colonial history of indigenous peoples, the Revolutionary War, the founding of the nation, the drafting of the Constitution (including the compromises related to slavery), and the early republic. The role of the Founding Fathers, including their contributions and complexities, must be accurately portrayed, acknowledging both their achievements and their participation in systems of oppression.
Transformative Events: The Civil War, including its causes, course, and consequences, with a particular focus on the institution of slavery and its impact on American society. The Reconstruction era and its successes and failures must also be thoroughly addressed, including the ongoing impact of these events on contemporary society.

Civil Rights Movement: The struggle for racial equality and the fight against segregation and discrimination, including the contributions of key figures and organizations, as well as the ongoing struggle for equality. This must include the diverse experiences and perspectives within the movement.

Other Significant Events: Westward expansion and its impact on Native American populations (including forced removal, treaty violations, and cultural destruction), immigration patterns and their influence on American culture (including the contributions and challenges faced by different immigrant groups), the labor movement, the women's suffrage movement, World Wars I and II (including the internment of Japanese Americans), the Cold War, and the ongoing struggles for representation for all groups, including Native Americans, African Americans, Latinos, Asian Americans, Pacific Islanders,  and people with disabilities.

(d) Freedom from Political Bias: Political bias shall not determine the selection of historical content or influence students’ understanding of key events.

Objectivity and Balance: Educational materials must strive for objectivity and balance, presenting diverse perspectives and avoiding the promotion of any particular political ideology or agenda.

Critical Thinking and Analysis: Students must be encouraged to develop critical thinking skills and to analyze historical events from multiple perspectives, evaluating evidence and forming their own informed conclusions.

Transparency and Review: A transparent and rigorous review process will be established to ensure that all federally funded educational materials comply with the provisions of this Act. This process will include input from historians, educators, and representatives from diverse communities, including Native American tribes, African American organizations, Latino advocacy groups, Asian American and Pacific Islander associations, disability rights groups, and other relevant stakeholders.

SECTION 5. FUNDING AND IMPLEMENTATION

(a) Congress shall assign oversight to a committee to allocate funding for the development of:

(b) Professional development courses for teachers focused on historical analysis and source verification.

(c) Veteran outreach programs to integrate military history perspectives into K-12 education.

(d) Digital and in-person history immersion experiences that engage students in critical discussions about the nation's past.

(e) Schools that comply with the provisions outlined in this Act shall receive priority consideration for federal education grants.

(f) Each individual state shall be required to integrate its own state history into the broader framework established by this Act. This mandate ensures that students gain a comprehensive understanding of how local and state events have contributed to and been influenced by national historical developments. By embedding state history within the national curriculum, students will explore the unique cultural, political, economic, and social evolution of their own state while recognizing its role within the larger historical narrative of the United States. This approach guarantees that both national and regional histories are given appropriate attention, fostering a deeper connection between students and the historical legacy of their communities.

SECTION 6. EFFECTIVE DATE

This Act shall take effect immediately upon passage.

SECTION 7. CONGRESSIONAL OVERSIGHT

(a) The Department of treasury shall submit an annual report to Congress on the implementation of this Act, detailing:

(b) The effectiveness of revised curricula in fostering historical literacy.
The extent of veteran involvement in U.S. history classrooms.
Recommendations for future improvements in history education at the K-12 level.

SECTION 8. CONCLUSION

This Act reaffirms the fundamental belief that understanding U.S. history is essential to preserving the American republic. Through critical examination, student engagement, and veteran involvement, we will ensure that future generations honor and respect the foundations of our democracy. Together, we defend the past and empower the future.