Do We Get Columbus Day Off School? A Higher Education Reform Expert’s Perspective

Columbus Day has long marked the fall season across much of the United States. But in recent decades, critical reexamination of the holiday and calls to reframe the manner in which we honor Indigenous communities have challenged traditions. For school leaders, responding to these shifts involves careful reflection on values, inclusion, and the role of the academic calendar.

As an expert in higher education reform, I am frequently asked by district superintendents and principals: “Do we continue observing Columbus Day or replace it with Indigenous Peoples’ Day?”

This guide examines that timely question from multiple angles—delving into the origins of Columbus Day, perspectives for and against its continued observance, approaches schools take on the holiday across America, and resources available to teach the complex histories involved.

My goal is to provide a comprehensive reference to inform local debate and decision-making on whether students and faculty get this October day off.

History and Origins of Columbus Day

Columbus Day commemorates Italian explorer Christopher Columbus‘s arrival in the Americas on October 12, 1492. But how did this event become a national holiday?

In 1792, the tricentennial of Columbus’ voyage sparked the first known celebration in New York City, organized by Italian-American heritage groups like the Society of St. Tammany. Efforts grew in the 19th century to formally recognize the date as a way to affirm ideals of American discovery and celebrate Italian-American culture.

Key proponents included anti-immigration groups, who envisioned the holiday as a vehicle for assimilating Italian immigrants, and the Knights of Columbus Catholic fraternal organization. Backed by growing civic support and prominent figures such as President Benjamin Harrison, Colorado first established Columbus Day as a state holiday in 1905.

On the federal level, Columbus Day was informally observed for decades before President Franklin D. Roosevelt issued a proclamation in 1934 declaring it a national holiday. In 1971, the federal Uniform Monday Holiday Act shifted observance from October 12 to the second Monday of October to create more 3-day weekends.

Unlike Thanksgiving or Independence Day, which arose more organically from historical events, Columbus Day stemmed from dedicated 19th/20th century advocacy campaigns resulting in formal political recognition. Those origins inform current debates.

Perspectives For and Against Celebrating Columbus Day

In recent decades, critics of Columbus Day have called observance into question, arguing events such as the European conquest of indigenous peoples are unworthy of celebration. Supporters counter that the holiday recognizes historical realities while celebrating Italian-American heritage. Educational institutions are pushed to wrestle with complex questions.

Arguments Against Columbus Day Observance

• Commemorates beginning of European colonization leading to exploitation, violence, cultural destruction
• Ignores accomplishments and perspectives of indigenous peoples
• Misrepresents inconclusive evidence on whether Columbus actually “discovered” the Americas
• Columbus engaged in tyranny, brutality as a colonial governor
• Sets precedent to not automatically honor historical figures based on incomplete narratives

Arguments For Retaining Columbus Day

• Removing offensive parts of history won’t erase them
• Viewing Columbus’s legacy as all positive or negative oversimplifies complex matters
• No historic figures measure up to modern values; chromaticism promotes division
• Holiday also celebrates Italian-American heritage, contributions
• Established symbols unite immigrant/cultural groups

Educators additionally weigh factors like using the holiday to provide teachable moments on difficult issues, administrative matters like payroll/union contracts referring to Columbus Day, and community perspectives not fitting squarely into polarized debates.

Growth of Indigenous Peoples’ Day

Seeking alternative cultural recognition, various local governments and school boards now commemorate Indigenous Peoples’ Day instead of—or in addition to—Columbus Day.

This movement emerged out of Native American activism, including the International Conference on Discrimination Against Indigenous Populations in the Americas in 1977. It has gained momentum to spotlight native histories and oppose Columbus mythmaking.

States commemorating Indigenous Peoples‘ Day include:

• Alaska
• Hawaii
• Iowa
• Louisiana
• Maine
• Michigan
• Minnesota
• New Mexico
• North Carolina
• Oklahoma
• Oregon
• South Dakota
• Vermont
• Virginia
• Wisconsin

Additionally, over 140 cities recognize Indigenous Peoples’ Day, with recent adoptions including Atlanta, Kansas City, and Washington D.C.

The graph below shows the dramatic growth over the past decade. Many more small towns and school districts also celebrate Indigenous People’s Day.

Transitioning can enable schools and communities to focus October programming on indigenous histories and cultures. However, some retain Columbus Day to represent Italian-American heritage or avoid erasing history. Several governments now jointly recognize both to acknowledge multiple perspectives.

Case Study Examples of Transitions

Districts across the country have recently debated Columbus Day vs. Indigenous Peoples’ Day during calendar adoption processes. They weigh factors ranging from cultural representation to scheduling impacts.

Here are examples of how two school systems navigated changes:

Minneapolis Public Schools

With strong Native American student and parent voices urging reform, Minnesota’s largest school district established Indigenous Peoples’ Day as an official holiday in 2014.

The decision aimed to use the day for educational opportunities teaching indigenous contributions. Students would still attend school, with the option of indigenous programming. However, following negotiations with the teachers union, classes were cancelled entirely as paid teacher training was added instead.

Superintendent Ed Graff reflected, “Rather than rededicating the day, we decided that Indigenous Peoples’ Day would be about redefining the day.” The process provided lessons on flexibly moving dialogue into policy.

Lewiston Public Schools

Administrators in this Maine district recommended replacing Columbus Day with Indigenous Peoples’ Day in 2017. The school board approved the change after surveys found staff backing the move.

For Lewiston’s large Franco-American and recent immigrant populations, Columbus Day held little significance compared to other heritage holidays. Officials said the change provided representation for Native American students comprising 4% of enrollment.

In 2020, the board reversed their decision after some community and staff objections, instead voting to recognize both days. The back-and-forth illustrated divisiveness around altering existing calendars.

How Schools Handle Holidays and Time Off

Federal holidays impact but don’t fully determine schools’ time off, as local boards govern academic calendars. Columbus Day is a perennial example of this tension between national and community priorities.

On average, U.S. schools allot around 180 classroom days per year. Most states set minimums between 175-180 days or hourly equivalents. Days off can be granted for federal, state, or local holidays. National holidays like Christmas provide consistency, while observance of others like Columbus Day varies.

According to one 2022 analysis, approximately 42% of districts close for Columbus Day, with the highest percentages in the Northeast and Midwest. Independent schools close at lower rates—often around 20%—due to greater flexibility.

Teacher work calendars also influence closure decisions, as paid holiday and professional development days often differ. Planned teacher training events, for example, may supersede Columbus Day off.

Ultimately each district must balance conflicting needs—parent work schedules, curriculum burdens, and contract terms among them—when setting calendars with stakeholder input.

Classroom Resources for Teaching This Complex History

For schools holding classes on Columbus Day or Indigenous Peoples’ Day, the holiday presents teachable moments. Age-appropriate history lessons, cultural activities, and critical perspectives can expand student understandings, especially around indigenous peoples, European exploration, colonialism, immigration, and cultural exchange.

Districts continuing to recognize Columbus Day can provide balanced instruction on enduring controversies. Educators teaching about Indigenous Peoples‘ Day have rich content options highlighting cultural resilience.

Here are some suggested resources accessible for classroom use:

Elementary Grades

• Columbus and the Pilgrims from PBS LearningMedia
• Native American Cultural Resources from the National Museum of the American Indian

Middle Grades

• Rethinking Columbus Lesson Plans from Rethinking Schools
• Excerpts from “Our History Is the Future”Book on Indigenous Resistance by Nick Estes

High School Grades

• Zinn Education Project Columbus Day Reading List
• Gilder Lehrman Institute Module on Bartolomé de las Casas and 500 Years of Racial Injustice

Educators can also invite indigenous community members to share perspectives, showcase Native literature/arts, or demonstrate practices like traditional food gathering. Such programming aims to transcend surface-level depictions toward deeper understanding.

Conclusion and Recommendations

Debates around Columbus Day vs. Indigenous Peoples’ Day raise tough, recurring questions of how to balance multiple cultural traditions and which versions of history to honor.

For schools pondering changes, I advise:

• Gather representative input from families, teachers, staff, and community partners on priorities. Be inclusive.
• Research the histories and viewpoints involved—not just majority perspectives. Consider who/what we risk overlooking.
• Reflect on educational purposes and district values. Will existing or adapted programming serve all students?
• Evaluate tradeoffs of losing an instructional day, if closed, versus potential new opportunities to build understanding.
• Be transparent about rationales for any calendar changes to promote unity.

Rather than making decisions in isolation, have earnest dialogue around which course aligns best with community interests and district objectives. That foundations enables building an equitable way forward amid the complexities.

While consensus might not emerge in all contexts, the richest educational opportunities stem from taking time to listen, learn, and find common ground.