Petition to Virginia Education Authorities: Advocate for Balanced Historical Narratives in Public Education
Virginia State Board of Education Superintendent Emily Anne Gullickson, Virginia Department of Education Virginia House Committee on Education Virginia Senate Committee on Education and Health Other Officials Responsible for Curriculum Development and Imp
Ensuring Balanced and Inclusive Historical Representation in Virginia Public School Curricula
We, the undersigned, respectfully urge Virginia education authorities to ensure that the state's public school curricula present historical events with balance, inclusivity, and academic integrity. Specifically, we are concerned about the portrayal of the events of 1915–1923, often referred to as the Armenian Genocide, and the potential marginalization of Turkish-American perspectives.
Our Concerns:
One-Sided Narratives: Presenting complex historical events from a singular perspective can oversimplify history and exclude the experiences and viewpoints of other affected communities.
Marginalizes Turkish-American students, many of whom report feeling silenced, misrepresented, or unfairly blamed in classroom discussions
Impact on Students: A curriculum lacking in diverse perspectives may lead to the marginalization of students from Turkish-American, affecting their educational experience and sense of inclusion.
Community Relations: An unbalanced historical narrative can inadvertently foster misunderstanding and tension among diverse communities within Virginia.
Our Requests:
Review and revise the curriculum to ensure historical accuracy, balance, and context that reflects the complex realities of the era, including the suffering of all communities
Inclusive Development: Engage historians, educators, and representatives from diverse communities, including Turkish-American in the development and revision of curriculum content.
Include Turkish-American historians and educators in curriculum development and oversight processes
Foster inclusive classroom environments where students of all backgrounds—especially Turkish-American students—feel safe, respected, and free from cultural or political bias
Promote critical thinking and historical inquiry over simplified or politicized messaging
We urge you to take these concerns into consideration and work towards a curriculum that honors the complexity of history and the diversity of our state.
We are not asking for denial. We are asking for context, fairness, and balance—so that students receive a responsible, well-rounded education grounded in historical truth and intellectual integrity.
Virginia's public schools have a duty to promote learning—not ideology. Students deserve the opportunity to engage with the full scope of history, not just the version shaped by political pressure.
Please sign and share this petition. Together, we can restore balance, inclusion, and academic responsibility to Michigan classrooms.
Sponsored by
To:
Virginia State Board of Education Superintendent Emily Anne Gullickson, Virginia Department of Education Virginia House Committee on Education Virginia Senate Committee on Education and Health Other Officials Responsible for Curriculum Development and Imp
From:
[Your Name]
Ensuring Balanced and Inclusive Historical Representation in Virginia Public School Curricula
We, the undersigned, respectfully urge Virginia education authorities to ensure that the state's public school curricula present historical events with balance, inclusivity, and academic integrity. Specifically, we are concerned about the portrayal of the events of 1915–1923, often referred to as the Armenian Genocide, and the potential marginalization of Turkish-American perspectives.
Our Concerns:
One-Sided Narratives: Presenting complex historical events from a singular perspective can oversimplify history and exclude the experiences and viewpoints of other affected communities.
Marginalizes Turkish-American students, many of whom report feeling silenced, misrepresented, or unfairly blamed in classroom discussions
Impact on Students: A curriculum lacking in diverse perspectives may lead to the marginalization of students from Turkish-American, affecting their educational experience and sense of inclusion.
Community Relations: An unbalanced historical narrative can inadvertently foster misunderstanding and tension among diverse communities within Virginia.
Our Requests:
Review and revise the curriculum to ensure historical accuracy, balance, and context that reflects the complex realities of the era, including the suffering of all communities
Inclusive Development: Engage historians, educators, and representatives from diverse communities, including Turkish-American in the development and revision of curriculum content.
Include Turkish-American historians and educators in curriculum development and oversight processes
Foster inclusive classroom environments where students of all backgrounds—especially Turkish-American students—feel safe, respected, and free from cultural or political bias
Promote critical thinking and historical inquiry over simplified or politicized messaging
Educational Resources: Provide educators with resources and training to present complex historical events in a manner that acknowledges multiple perspectives and fosters critical thinking.
We urge you to take these concerns into consideration and work towards a curriculum that honors the complexity of history and the diversity of our state.
We are not asking for denial. We are asking for context, fairness, and balance—so that students receive a responsible, well-rounded education grounded in historical truth and intellectual integrity.
Virginia's public schools have a duty to promote learning—not ideology. Students deserve the opportunity to engage with the full scope of history, not just the version shaped by political pressure.
Please sign and share this petition. Together, we can restore balance, inclusion, and academic responsibility to Michigan classrooms.