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Bill

HB 799

Regards model curriculum for world history

136th Legislature (2025-2026) Introduced by Jack Daniels and 15 co-sponsors

Establishes a state model world history curriculum highlighting Africa’s ancient civilizations, global influence, and the African diaspora to shape comprehensive, contextualized ed

Referred to committee
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Bill Summary · HB 799

Summary of HB 799 (Ohio, 136th General Assembly)

Purpose and intent

  • Establishes a state-supported model curriculum for world history to include the study of ancient African civilizations and Africa’s global influence.
  • Aims to present a “full and accurate” account of human civilization, recognizing the central role of Africa and African-descended peoples before, during, and after the transatlantic slave trade.
  • Seeks to promote literacy, civic understanding, and respect for the shared human story through a comprehensive Black world history curriculum.

Key provisions

  • Enactment of new law: Creates Revised Code section 3301.0722 to govern a model world history curriculum.
  • Foundational findings (A):
    • World history education in Ohio should reflect the significant contributions of African peoples and cultures.
    • Black history is broader than 1619 and includes pre-slavery African civilizations and their global influence.
    • Emphasizes a comprehensive curriculum on African civilizations and peoples across the globe to reflect Africa’s central place in world history.
  • Model curriculum content (B): Department of Education and Workforce Development must develop a model curriculum including four main thematic areas and specific subtopics:

  1. Ancient African civilizations and global influence

    • Ancient Egypt and Nubia, highlighting Nubia’s role as rival/successor to Egypt.
    • Carthage and Hannibal Barca; North Africa’s military and maritime significance.
    • Great Zimbabwe; architecture and trade with China/Middle East.
    • Axum (Ethiopia); Christianity and independence.
    • Kush; iron industry, trade networks, influence on the Mediterranean.
    • Mali Empire and Mansa Musa; pilgrimage to Mecca, wealth, Timbuktu scholarship.
    • Moors in Spain; African Muslim contributions to science, architecture, philosophy.
    • Songhai Empire; trade, governance, and early universities.

  2. Trade, culture, and knowledge transmission

    • Africa’s contributions to mathematics, medicine, architecture; influence on Greek, Roman, Islamic civilizations.
    • African maritime trade in the Indian Ocean; East African city-states (e.g., Kilwa, Sofala, Zanzibar) and global commerce.
    • Trans-Saharan trade routes; gold, salt, and intellectual exchange.
    • Timbuktu and other centers of African scholarship.

  3. The African diaspora and global movements

    • Black participation in global revolutions (African-descended soldiers in American and French revolutions).
    • The Haitian Revolution as a pivotal slave revolt leading to an independent republic.
    • Maroon societies and resistance among escaped slave communities in the Caribbean and South America.
    • Pan-Africanism and early Black leadership (e.g., Marcus Garvey, W. E. B. Du Bois).
    • The transatlantic slave trade and its economic, cultural, and demographic impacts.

  4. Modern Africa and decolonization

    • European colonization and the scramble for Africa; partition shaping the continent.
    • African independence movements (e.g., Ghana, Kenya, Nigeria) as models of postcolonial identity.
  • Implementation and dissemination (C):
    • Once the model curriculum is developed, the Department shall notify all school districts, community schools (Ch. 3314), and STEM schools (Ch. 3326) about its content.
    • Any district or school may utilize the model curriculum.

Who is affected

  • Ohio students enrolled in K-12 in traditional school districts, community schools, and STEM schools.
  • School districts and schools in Ohio responsible for curriculum adoption and alignment with state guidance.
  • The Ohio Department of Education and Workforce Development, which would develop and disseminate the model curriculum.

Procedural and timeline notes

  • Status: Introduced March 31, 2026; referred to committees on May 13, 2026.
  • The bill directs development of a model curriculum by the Department of Education and Workforce Development and a notification/dissemination process to all districts and eligible schools upon completion.
  • The bill does not specify funding, assessment changes, or mandatory adoption timelines; it leaves the model curriculum available for use by any district or school.

Potential impact and considerations

  • Promotes an expanded and historically contextualized view of world history emphasizing Africa’s pre- and post-slave-trade contributions.
  • Could influence social studies standards, teaching materials, professional development needs, and student engagement with African history.
  • The approach emphasizes a broad, inclusive narrative and may affect how history is taught, assessed, and interpreted in Ohio classrooms.
  • Schools retain discretion to adopt the model curriculum, meaning statewide uniformity is not mandatory but guidance is provided.

Compiled from official sources — confirm details with the bill’s official record.

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