The purpose of this study is to examine how members of the community, educators, legislators, and members of the academy organized and mobilized to bring Florida Statute 1003.42(h) into being. This Afrocentric case study policy analysis centers African people, educators, and policymakers as agents, actors, and subjects with agency who determined that such legislation was needed and necessary for the education of African American students and all students. Data, in the form of document analysis, websites in the states of New York, New Jersey, Illinois, and South Carolina with similar laws, and Florida’s Commissioner’s Task Force on African American History, newspaper accounts, and interviews with key people involved in the creation of the Florida legislation, were analyzed using an Africological methodology. Findings include several major themes that emerged about educational curriculum content, intent, needs, and analysis relative to why this legislation was sponsored and passed including: (a) inaccuracy and omission, (b) correction and inclusion, (c) consciousness and competence, (d) policy and priority, (e) power and precedence. The final product includes a theory of Selective Memory Manipulation and a Paradigm for Afrocentric Educational Policy Production and Analysis.