Iowa House Bill HSB97

Iowa 2025-2026 Regular Session

• Introduced: 1/28/25
• Refer: 1/28/25

Caption

A bill for an act relating to reference to certain specified natural formations in classroom instruction and handouts provided to students enrolled in school districts, charter schools, and innovation zone schools.

Impact

The passage of HSB97 would lead to a notable shift in educational content provided to students across the state. By replacing the terms, the bill seeks to promote a sense of American identity that resonates with certain groups advocating for these changes. This regulation may influence how students learn about geography and natural formations, shaping their understanding and perception of these entities based on the proposed terminology. Furthermore, educational institutions will be required to review and modify lesson plans, handouts, and instructional materials to comply with this new requirement, which could incur administrative and resource costs.

Summary

House Study Bill 97 (HSB97) is a legislative proposal aimed at altering certain references in classroom instruction and educational materials within Iowa's school districts, charter schools, and innovation zone schools. Specifically, the bill mandates that references to the Gulf of Mexico must be replaced with the Gulf of America, and that Denali must be referred to as Mount McKinley. This change is required in all classroom instruction and any handouts provided to students. The bill reflects a significant influence of cultural and historical perceptions on education, highlighting how geographical names can be tied to national identity and pride.

Contention

The bill has the potential to provoke discussions regarding the implications of altering established geographical names in an educational context. Supporters of the bill may view it as an opportunity to foster national pride and a more unified cultural identity, while opponents may argue that such changes undermine the historical significance and recognition of these names, potentially eroding multicultural understanding. The debate may also touch upon broader issues of educational content control, state influence in curricula, and the role of cultural representation in schools.