David Grann's book "Killers of the Flower Moon" has been adapted into a film, receiving 10 Oscar nominations. With such acclaim, teachers in Oklahoma face a dilemma. The film delves into the unsettling true story of White settlers systematically killing wealthy Osage tribe members in the 1920s. The concern does not stem from the movie but rather from recently implemented state laws that restrict discussions about race and sex in schools.

Limiting Discussions on Race

The movie's success brought the 2021 state law, HB1775, back in the spotlight. The law prohibits teaching principles that may make students feel discomfort, guilt, or anguish based on race. While there is an exception for teaching history aligned with state standards, critics argue that the vague language of the statute may lead teachers to self-censor lessons out of fear of repercussions.

Eli Potts, a member of the Osage Nation Congress, shared an instance where a teacher initially invited him to speak about the historical events depicted in the book but later withdrew the invitation, fearing repercussions under state law. Potts emphasized the importance of addressing difficult historical topics and highlighted the law's potential impact on teachers' willingness to teach such subjects.

Debra Thoreson, a high school English teacher near the Osage Nation, voiced concerns about discussing the book that inspired the film due to these new laws. Thoreson expresses concerns that delving into the historical context of the Osage murders might jeopardize her teaching licenses and school standing.

Thoreson believed understanding the societal factors contributing to such historical events is essential for students. However, the fear of causing discomfort or violating the state law prevents her from teaching the relevant material. The penalties for non-compliance include teachers losing their licenses and schools losing accreditation.

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Challenges in Teaching History

Critics argued that the law suppresses teachers and inhibits the accurate teaching of state history. Jim Gray, former chief of the Osage Nation, emphasized the importance of acknowledging uncomfortable truths about the past. He stated that feel-good history does not help anybody and calls for an honest portrayal of historical events.

Grann and Gray stressed the significance of presenting factual and accurate history in schools. They contended that the law threatens to impede progress in providing a comprehensive understanding of the complex relationship between the state and Native Americans.

Despite the pushback, Oklahoma State Superintendent of Public Instruction Ryan Walters asserted that the Osage murders can be taught in schools without inducing shame or guilt. He claimed that misinformation campaigns have fueled concerns about the law and its impact on teaching.

Regan Killackey, a high school English teacher and plaintiff in an ACLU lawsuit against the state law, argued that understanding different perspectives is crucial for students. However, until the threat to teachers' licenses diminishes, many educators hesitate to tackle controversial subjects, fearing potential repercussions.

The situation in Oklahoma reflects a broader national debate on how history should be taught in schools and the impact of laws limiting discussions around race and sex. As educators grapple with these challenges, the future of a comprehensive and accurate education hangs in the balance. 

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