The view that people of black African descent have made few significant contributions to the history of mankind is a widely held concept in the social science and humanities curricula of U.S. secondary and higher education. Prior to celebrating the cultural diversity of the United States, the curriculum and materials should be analyzed and reformed. Recognition of minority contributions often are presented in isolation during special events of ethnic heritage, and this exclusion may be the cause of widespread racial unrest on campuses across the United States. A summary overview of the historical literature with respect to the planned and purposeful exclusion of people of black African descent as contributors to the diversity of classical Western culture is provided, and the issues surrounding this exclusion are examined. The impact of this exclusion on the psychological and cognitive development of children of black African descent within the U.S. education system also is discussed. Recommendations to correct this dilemma are offered: (1) each child's cultural heritage should be represented in the curriculum, because such inclusions serve as credible references and stimuli for learning; and (2) the Council on Black American Affairs should take the lead and assemble other education groups to initiate a reform movement to review social science and humanities curricula and recommend necessary changes required to reflect the presence and significant contributions of people of black African descent and other minority groups. (KM)