House File 2544 - Reprinted HOUSE FILE 2544 BY COMMITTEE ON EDUCATION (SUCCESSOR TO HF 2330) (As Amended and Passed by the House February 28, 2024 ) 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 and requiring education related to the holocaust for 6 students and teachers in school districts. 7 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA: 8 HF 2544 (2) 90 jda/jh/md

H.F. 2544 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 -1- HF 2544 (2) 90 jda/jh/md 1/ 16

H.F. 2544 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 35 -2- HF 2544 (2) 90 jda/jh/md 2/ 16

H.F. 2544 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 35 -3- HF 2544 (2) 90 jda/jh/md 3/ 16

H.F. 2544 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 35 -4- HF 2544 (2) 90 jda/jh/md 4/ 16

H.F. 2544 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 -5- HF 2544 (2) 90 jda/jh/md 5/ 16

H.F. 2544 (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 -6- HF 2544 (2) 90 jda/jh/md 6/ 16

H.F. 2544 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 -7- HF 2544 (2) 90 jda/jh/md 7/ 16

H.F. 2544 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. 35 -8- HF 2544 (2) 90 jda/jh/md 8/ 16

H.F. 2544 (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: 35 -9- HF 2544 (2) 90 jda/jh/md 9/ 16

H.F. 2544 (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, 35 -10- HF 2544 (2) 90 jda/jh/md 10/ 16

H.F. 2544 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 35 -11- HF 2544 (2) 90 jda/jh/md 11/ 16

H.F. 2544 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 -12- HF 2544 (2) 90 jda/jh/md 12/ 16

H.F. 2544 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. NEW SECTION . 280.36 Education on the holocaust. 15 1. The general assembly finds all of the following: 16 a. Recent studies have shown there to be a severe lack 17 of awareness in the state of Iowa regarding historical facts 18 about the holocaust and antisemitism, and the causes and 19 ramifications thereof. 20 b. Antisemitism remains a persistent, pervasive, and 21 disturbing problem in contemporary American society. 22 c. In order to provide students with an understanding of the 23 importance of the protection of human rights and the potential 24 consequences of discrimination against and persecution of 25 Jewish people, it is a matter of high priority that students in 26 this state be educated concerning the holocaust. 27 d. Sources of free curricula and instructional materials for 28 education on the holocaust include but are not limited to the 29 United States holocaust memorial museum; yad vashem: the world 30 holocaust remembrance center; the Illinois holocaust museum and 31 education center; and echoes and reflections, a partnership of 32 the anti-defamation league, yad vashem, and the university of 33 southern California shoah foundation. 34 2. For purposes of this section, unless the context 35 -13- HF 2544 (2) 90 jda/jh/md 13/ 16

H.F. 2544 otherwise requires: 1 a. “Antisemitism” means the same as defined in section 2 216F.1. 3 b. “Holocaust” means the systematic, bureaucratic, 4 state-sponsored persecution and murder of approximately 5 six million Jews by the Nazi regime and its allies and 6 collaborators. 7 c. “Nazi” means the abbreviation for the national socialist 8 German workers’ party, a political party of the mass movement 9 known as national socialism under which its leader, Adolf 10 Hitler, came to power in 1933 and governed by totalitarian 11 methods until 1945. 12 d. “Organization” means one or more of the following 13 organizations: 14 (1) The United States holocaust memorial museum. 15 (2) Yad vashem: the world holocaust remembrance center. 16 (3) The Illinois holocaust museum and education center. 17 (4) Echoes and reflections, a partnership of the 18 anti-defamation league, yad vashem, and the university of 19 southern California shoah foundation. 20 (5) Any other entity approved for education on the holocaust 21 by the department of education. 22 3. a. No later than the school year beginning July 1, 2024, 23 the board of directors of a school district shall incorporate 24 age-appropriate and grade-appropriate instruction regarding 25 the holocaust for students in middle and high school into the 26 school district’s educational program. Such instruction shall 27 be incorporated into existing required courses and include, at 28 minimum, the following: 29 (1) The causes and ramifications of the holocaust. 30 (2) The breadth of the history of antisemitism and 31 the holocaust, including the third reich dictatorship, 32 concentration camp system, persecution of Jews and non-Jews, 33 Jewish and non-Jewish resistance, and post-World War II trials. 34 (3) The impact of personal responsibility, civic 35 -14- HF 2544 (2) 90 jda/jh/md 14/ 16

H.F. 2544 engagement, and societal response in the context of the 1 holocaust. 2 (4) The connection between national, ethnic, racial, 3 or religious intolerance and the subjects described in 4 subparagraphs (1) and (2). 5 (5) The leading role played by the United States and 6 the United States armed forces, including African American 7 soldiers, including but not limited to the Tuskegee airmen, 8 as well as Native American and Asian American soldiers, in 9 defeating the third reich and its allies and liberating Nazi 10 concentration camps. 11 (6) The definition, history, and actions taken in the face 12 of the holocaust. 13 b. School districts shall utilize appropriate public or 14 private materials, personnel, and other resources in developing 15 and implementing education on the holocaust in accordance with 16 this section. 17 4. No later than the school year beginning July 1, 2024, 18 the board of directors of a school district shall incorporate 19 education on the holocaust for teachers into the district 20 professional development plan developed pursuant to section 21 284.6 for teachers who provide instruction in courses into 22 which student instruction in accordance with subsection 3 is 23 incorporated. Such training shall cover the topics required 24 by subsection 3. School districts shall utilize appropriate 25 programs provided by an organization for such training. 26 Education on the holocaust provided to teachers in accordance 27 with this section shall be credited toward a teacher’s 28 individual professional development plan under section 284.6. 29 5. Annually by October 1, the department of education 30 shall submit a report to the governor and the general assembly 31 addressing the number of school districts offering education 32 on the holocaust to students and teachers in accordance with 33 this section. The department shall publish the report on the 34 department’s internet site. 35 -15- HF 2544 (2) 90 jda/jh/md 15/ 16

H.F. 2544 6. This section shall not be construed to diminish or 1 infringe upon any right protected under the Constitution of 2 the State of Iowa or the first amendment to the Constitution 3 of the United States. This section shall not be construed to 4 conflict with any local, state, or federal law relating to 5 discrimination. 6 Sec. 7. IMPLEMENTATION OF ACT. Section 25B.2, subsection 7 3, shall not apply to this Act. 8 Sec. 8. NO IMPACT ON GRADUATION REQUIREMENTS. The section 9 of this Act amending section 256.11, subsection 5, paragraph 10 “b”, shall not affect the graduation requirements applicable 11 to a student enrolled in grades nine through twelve as of the 12 effective date of this Act. 13 -16- HF 2544 (2) 90 jda/jh/md 16/ 16