Laws requiring teaching of the Holocaust

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A number of countries maintain laws that require the presentation of information concerning actions of the government of Germany regarding Jews in its territory during the period of that government's control by the National Socialist (Nazi) German Worker's Party from 1933 to 1945, commonly referred to as the Holocaust. In the United States, laws of this kind are maintained by individual states and typically specify curriculum content and the ages of the pupils to which various portions of the curricula are to be presented.

Contents

Many of the particulars of conformance with these laws are specified or influenced by policies and pronouncements of the Task Force for International Cooperation on Holocaust Education, Holocaust Remembrance, and Holocaust Research. A country's membership in this organization, however, does not necessarily imply any legal mandate within the said country regarding Holocaust education.

Laws prohibiting "Holocaust denial" are maintained by many—but not all—of the same jurisdictions that have these laws. These laws apply to individuals and involve criminal punishment and therefore they are in all cases separate statutes.

Nations and U.S. states

As of June 2022, laws mandating education in the Holocaust were on the books in Austria, France, Germany, Hungary, Israel, the Netherlands, Poland, Switzerland, Sweden, the United Kingdom, Canada, Australia, and New Zealand.

In the United States, the states of Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Illinois, Kentucky, Maine, Michigan, Missouri, Nebraska, New Hampshire, New Jersey, New York, North Carolina, Oklahoma, Oregon, Pennsylvania, Rhode Island, Texas, and Wisconsin. In total, 23 states have mandatory Holocaust education. [1]

Nation or U.S. stateYear enactedCitationKey wording
California1985 California Education Code Section 51220 Instruction shall provide a foundation for understanding ... human rights issues, with particular attention to the study of the inhumanity of genocide, slavery, and the Holocaust, and contemporary issues.
Illinois1989 105 ILCS 5/27-20.3 Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of the Nazi atrocities of 1933 to 1945. This period in world history is known as the Holocaust, during which 6,000,000 Jews and millions of non-Jews were exterminated. One of the universal lessons of the Holocaust is that national, ethnic, racial, or religious hatred can overtake any nation or society, leading to calamitous consequences.
New Jersey1991 Every board of education shall include instruction on the Holocaust and genocides in an appropriate place in the curriculum of all elementary and secondary school pupils.

The instruction shall enable pupils to identify and analyze applicable theories concerning human nature and behavior: to understand that genocide is a consequence of prejudice and discrimination: and to understand that issues of moral dilemma and conscience have a profound impact on life. The instruction shall further emphasize the personal responsibility that each citizen bears to fight racism and hatred whenever and wherever it happens.

Florida1994 F.S. 1003.42(2)(g) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.
New York1994 Education Title 1 Art. 17, Sec. 801 The regents of the University of the State of New York shall prescribe courses of instruction in patriotism (and) citizenship and human rights issues, with particular attention to the study of the inhumanity of genocide, slavery, and the Holocaust, to be maintained and followed in all the schools of the state.
Pennsylvania2014 SB 47 Each public school student shall receive mandatory instruction in the Holocaust, genocide and human rights violations from grade six through grade twelve. The instruction shall be integrated within the social studies and language arts courses of study required in accordance with the State Board of Education regulations.
Michigan2016 Public Act No. 170 Social studies curriculum for grades 8 to 12 includes age- and grade-appropriate instruction about genocide, including, but not limited to, the Holocaust and the Armenian Genocide. The legislature recommends a combined total of 6 hours of this instruction during grades 8 to 12.
Rhode Island2016 2016-H 7488A The legislation requires each district to include in its curriculum a unit on the Holocaust and genocide for every student by the time he or she graduates. The subject could be taught in either middle school or high school, as the local district deems appropriate.
Connecticut2018 Public Act 18-24 Each local and regional board of education shall include Holocaust and genocide education and awareness as part of the social studies curriculum for the school district.
Kentucky2018 HB 128 Every public middle and high school's curriculum shall include instruction on the Holocaust and other cases of genocide.
Texas2019 SB 1828 Holocaust Remembrance Week shall include age-appropriate instruction, as determined by each school district. Instruction shall include (1) information about the history of and lessons learned from the Holocaust; (2) participation, in person or using technology, in learning projects about the Holocaust; and (3) the use of materials developed or approved by the Texas Holocaust and Genocide Commission.
Oregon2019 SB 664 Requires school districts to provide instruction about the Holocaust and genocide beginning with the 2020–2021 school year.
Colorado2020 HB 20 - 1336 Each school district Board of Education and charter school shall incorporate academic standards on Holocaust and Genocide studies into an existing course that is currently a condition of high school graduation.
Delaware2020 HB 318 This Act requires the Department of Education to establish and implement a curriculum on the Holocaust and genocide for students in grades 6 through 12.
New Hampshire2020 SB 727 Knowledge of civics and government, economics, geography, history, and Holocaust and genocide education to enable them to participate in the democratic process and to make informed choices as responsible citizens. [2]

Additionally, there will be established a commission to study best practices for teaching students how intolerance, bigotry, antisemitism, and national, ethnic, racial, or religious hatred and discrimination have evolved in the past and can evolve into mass violence and genocide, such as the Holocaust.

Wisconsin2021 WI Act 30 The law requires that every school district incorporate the teaching of the Holocaust and other genocides into the social studies curriculum and is taught at least once in grades 5-8 and at least once in grades 9-12.
Arkansas2021 SB 160 Beginning in the 2022–2023 school year, Holocaust education shall be taught in all public schools in a manner that: (1) Generates an understanding of the causes, course, and effects of the Holocaust; (2) Develops dialogue with students on the ramifications of bullying, bigotry, stereotyping, and discrimination; and (3) Encourages tolerance of diversity and reverence for human dignity for all citizens in a pluralistic society.
Arizona2021 HB 2241 The signed law requires instruction in the Holocaust and other genocides at least twice between 7th and 12th grades.
Maine2021 LD 1644 The Maine Department of Education requires Holocaust, genocide, and African American studies in-state public school curricula.
North Carolina2021 SB 105 Starting in the 2023-2024 school year, middle and high schools will be required to integrate lessons about the Holocaust into English and Social studies classes.
Oklahoma2022 SB 1671 Starting in the 2022-2023 school year, students in grades 6-12 in Oklahoma will be required to have Holocaust education.
Nebraska2022 LB 888 Requires the State Board of Education to adopt academic content standards for education on the Holocaust and other acts of genocide beginning in the 2022-2023 school year.
Missouri2022 SB 681 Requires classes from sixth grade through high school to designate a week to teach about the Holocaust, using materials developed by the Missouri Holocaust Education and Awareness Commission.

Current Education Plans By State

The United States Holocaust Memorial Museum has opened a form so that members of state governments can have the education plan websites available for patrons to access. Out of all 50 states, there are 23 that have current education plans and that opted into having them posted on this website. The states involved and their plans can be accessed below:

Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Indiana Kentucky Maine Michigan Missouri New Hampshire New York North Carolina Oklahoma Rhode Island Tennessee Texas Virginia Wisconsin

According to the museum, further resources about these education plans are available on the Association of Holocaust Organizations website.

Efficacy of Holocaust Education Practices

According to an article released by ASU, in August of 2021, Governor Doug Ducey signed into law the HB 2241 bill, which mandated student education on topics of genocide a minimum of two times throughout the duration of 7th through 12th grades. The Vice President of the Phoenix Holocaust Association, Janice Friebaum, stated that there has not been a comprehensive review of all bills passed by states that mandate Holocaust education to establish certainty regarding the quality of education and success of implementation generally. The ASU article also brings to light a study conducted by the Pew Research Center that demonstrated that less than half of Americans were able to ascertain that Hitler came into political power through democratic processes. Three out of ten Americans stated they did not know how many Jewish people were killed, one in ten overestimated the number, and 15% believe that fewer than 3 million Jewish people lost their lives (study linked here). Experts in the holocaust and World War II events seem to see a “rise in ignorance and anti-Semetic attacks” (Lindsey Stillman, World War II Studies, Master’s Student) and cite it as the reason they wish to conduct some form of systematic quality control over the education programs on a large scale to ensure their effectiveness.

Heal Act

On December 22, 2022, a new piece of legislation was introduced to the House. The Heal Act, or the Holocaust Education and Antisemitism Lessons Act, sought to conduct a systematic examination of all Holocaust education efforts across public schools nationwide. It seeks to ensure that Holocaust–focused education is effective, thorough, and accurate across the country. Additionally, it will identify all states and local school districts that do and do not require education on these topics. One of the main focuses of the motivation for this legislation is the means for combatting antisemitism and Holocaust denial.

It was introduced to the House with over 60 cosponsors and was a firmly bipartisan effort. This bill is being co-led by Congressman Josh Gottheimer (NJ–5), the Co-Chair of the House Bipartisan Task Force for Combating Antisemitism Congresswoman Kathy Manning (NC-6), House Foreign Affairs Committee chairman Michael McCaul (TX-10), and Congressman Brian Fitzpatrick (PA–1). The official bill can be found here and the official press release can both be viewed online.

According to the official press release from January 27, 2023, there is support across the aisle to pass legislation to improve education on the Holocaust; data and analyses are being released about the state of Holocaust knowledge and antisemitic acts in the United States that are cause for concern for many members of Congress. The press release included statistics related to the understanding of the Holocaust by American respondents. The 2020 survey showed that two-thirds of respondents did not know how many Jewish people died, and out of the Americans between the ages of 18 and 40 who were a part of this survey, 48% were unable to name one concentration camp or ghetto. The article also cites a 34% increase in Antisemitic Incidents in 2021 from 2020, recording 2,700 throughout the U.S. that year. Members of the ADL, Jewish Federation of North America (JFNA), American Jewish Committee, Orthodox Union Advocacy Effort, Religious Action Center of Reform Judaism, B’nai B’rith International, and many more all shared a common sentiment that the education in the U.S. requires reformation, the increase in antisemitic attacks should be stopped, and a plea to congress to pass the HEAL Act to begin progress as soon as possible.

Despite the seemingly large amount of support this bill received in Congress, and across the aisle at that, the bill has still not been passed despite its introduction several years ago. There is no conclusive information about its current status or any continuing efforts to get it to the Senate as of May 12, 2024.


The United Nations and Holocaust Denial

Member states of the United Nations spoke out in 2022 about a perceived increase of Holocaust denial or distortion due to social networking and communications technology. On January 13th, 2022, over 70 countries came together in General Assembly to discuss Agenda item 16: Culture of peace. All member states were also given the recommendation “reject without any reservation any denial or distortion of the Holocaust as a historical event, either in full or in part, or any activities to this end.” The UN released an article covering the resolution met in this assembly, which also touches on the fact UNESCO will aid in the development of training programs for teachers and policy guidelines for governmental and educational bodies worldwide. The article also touches on initiatives to combat concerns over the influence of social networking on an increase in antisemitic sentiments; the World Jewish Congress and Facebook signed an agreement to divert traffic searching for Holocaust or Holocaust denial-related keywords to a “joint website” that has been translated in 19 languages.

This concern regarding a rise in intolerance, racism, antisemitism, and hate-fueled violent acts is being discussed by not only the member states but also the UN High Commissioner on Human Rights Michelle Bachelet. She believes widespread reformation of policies and narratives is necessary in order to highlight our “common humanity” and rights. She highlights a study by the Fundamental Rights Agency that stated 89% of respondents have noticed a rise in antisemitism in their countries. According to Bachelet, a significant portion of this rise can be attributed to political profit and strategy, stating “By heightening the emotions of their supporters through campaigns of misinformation and disinformation, they gain media attention, and votes– but they also drive deep, violent and profoundly damaging wedges through societies”.

Related Research Articles

Antisemitism is hostility to, prejudice towards, or discrimination against, Jews. This sentiment is a form of racism, and a person who harbours it is called an antisemite. Primarily, antisemitic tendencies may be motivated by negative sentiment towards Jews as a people or by negative sentiment towards Jews with regard to Judaism. In the former case, usually presented as racial antisemitism, a person's hostility is driven by the belief that Jews constitute a distinct race with inherent traits or characteristics that are repulsive or inferior to the preferred traits or characteristics within that person's society. In the latter case, known as religious antisemitism, a person's hostility is driven by their religion's perception of Jews and Judaism, typically encompassing doctrines of supersession that expect or demand Jews to turn away from Judaism and submit to the religion presenting itself as Judaism's successor faith—this is a common theme within the other Abrahamic religions. The development of racial and religious antisemitism has historically been encouraged by the concept of anti-Judaism, which is distinct from antisemitism itself.

Antisemitism has increased greatly in the Arab world since the beginning of the 20th century, for several reasons: the dissolution and breakdown of the Ottoman Empire and traditional Islamic society; European influence, brought about by Western imperialism and Arab Christians; Nazi propaganda and relations between Nazi Germany and the Arab world; resentment over Jewish nationalism; the rise of Arab nationalism; and the widespread proliferation of anti-Jewish and anti-Zionist conspiracy theories.

New antisemitism is a new form of antisemitism developed in the late 20th and early 21st centuries, typically manifesting itself as anti-Zionism. The concept is included in some definitions of antisemitism, such as the working definition of antisemitism and the 3D test of antisemitism. The concept dates to the early 1970s.

Antisemitism at universities has been reported and supported since the medieval period and, more recently, resisted and studied. Antisemitism has been manifested in various policies and practices, such as restricting the admission of Jewish students by a Jewish quota, or ostracism, intimidation, or violence against Jewish students, as well as in the hiring, retention and treatment of Jewish faculty and staff. In some instances, universities have been accused of condoning the development of antisemitic cultures on campus.

Antisemitic tropes or antisemitic canards are "sensational reports, misrepresentations, or fabrications" that are defamatory towards Judaism as a religion or defamatory towards Jews as an ethnic or religious group. Since as early as the 2nd century, libels or allegations of Jewish guilt and cruelty emerged as a recurring motif along with antisemitic conspiracy theories.

<span class="mw-page-title-main">Aftermath of the Holocaust</span>

The Holocaust had a deep effect on society both in Europe and the rest of the world, and today its consequences are still being felt, both by children and adults whose ancestors were victims of this genocide.

<span class="mw-page-title-main">History of antisemitism in the United States</span>

Different opinions exist among historians regarding the extent of antisemitism in American history and how American antisemitism contrasted with its European counterpart. In contrast to the horrors of European history, John Higham states that in the United States "no decisive event, no deep crisis, no powerful social movement, no great individual is associated primarily with, or significant chiefly because of anti-Semitism." Accordingly, David A. Gerber concludes that antisemitism "has been a distinctly minor feature of the nation's historical development." Historian Britt Tevis argue that, "Handlin and Higham’s ideas remain influential, and many American Jewish historians continue to present antisemitism as largely insignificant, momentary, primarily social."

Antisemitism—prejudice, hatred of, or discrimination against Jews—has experienced a long history of expression since the days of ancient civilizations, with most of it having originated in the Christian and pre-Christian civilizations of Europe.

<span class="mw-page-title-main">Antisemitism in the United States</span>

Antisemitism has long existed in the United States. Most Jewish community relations agencies in the United States draw distinctions between antisemitism, which is measured in terms of attitudes and behaviors, and the security and status of American Jews, which are both measured by the occurrence of specific incidents.

<span class="mw-page-title-main">Anti-Zionism</span> Opposition to Jewish nationalism

Anti-Zionism is opposition to Zionism. Although anti-Zionism is a heterogeneous phenomenon, all its proponents agree that the creation of the modern State of Israel, and the movement to create a sovereign Jewish state in the region of Palestine—a region partly coinciding with the biblical Land of Israel—was flawed or unjust in some way.

<span class="mw-page-title-main">Racism in the State of Palestine</span>

Racism in the Palestinian territories encompasses all forms and manifestations of racism experienced in the Palestinian Territories, of the West Bank, Gaza, and East Jerusalem, irrespective of the religion, colour, creed, or ethnic origin of the perpetrator and victim, or their citizenship, residency, or visitor status. It may refer to Jewish settler attitudes regarding Palestinians as well as Palestinian attitudes to Jews and the settlement enterprise undertaken in their name.

Antisemitism in France has become heightened since the late 20th century and into the 21st century. In the early 21st century, most Jews in France, like most Muslims in France, are of North African origin. France has the largest population of Jews in the diaspora after the United States—an estimated 500,000–600,000 persons. Paris has the highest population, followed by Marseilles, which has 70,000 Jews. Expressions of antisemitism were seen to rise during the Six-Day War of 1967 and the French anti-Zionist campaign of the 1970s and 1980s. Following the electoral successes achieved by the extreme right-wing National Front and an increasing denial of the Holocaust among some persons in the 1990s, surveys showed an increase in stereotypical antisemitic beliefs among the general French population.

Racism in Poland has been a subject of extensive study. Ethnic minorities made up a greater proportion of the country's population in the past, right from the founding of the Polish state through the Second Polish Republic, than they did after World War II when government statistics showed that 94% or more of the population self-reported as ethnically Polish.

Since World War II, antisemitic prejudice in Italy has seldom taken on aggressive forms.

Antisemitism in contemporary Hungary principally takes the form of negative stereotypes relating to Jews, although historically it manifested itself more violently. Studies show antisemitism has become more prevalent since the fall of Communism, particularly among the younger generations. Surveys performed from 2009 and beyond have consistently found high levels of antisemitic feelings amongst the general population.

British Jews have experienced antisemitism - discrimination and persecution as Jews - since a Jewish community was first established in England in 1070. They experienced a series of massacres in the Medieval period, which culminated in their expulsion from England in 1290.

Antisemitism in Greece manifests itself in religious, political and media discourse. The 2009–2018 Greek government-debt crisis has facilitated the rise of far right groups in Greece, most notably the formerly obscure Golden Dawn.

Evidence for the presence of Jewish communities in the geographical area today covered by Austria can be traced back to the 12th century. In 1848 Jews were granted civil rights and the right to establish an autonomous religious community, but full citizenship rights were given only in 1867. In an atmosphere of economic, religious and social freedom, the Jewish population grew from 6,000 in 1860 to almost 185,000 in 1938. In March 1938, Austria was annexed by Nazi Germany and thousands of Austrians and Austrian Jews who opposed Nazi rule were sent to concentration camps. Of the 65,000 Viennese Jews deported to concentration camps, only about 2,000 survived, while around 800 survived World War II in hiding.

The working definition of antisemitism, also called the International Holocaust Remembrance Alliance definition of antisemitism or IHRA definition, is a non-legally binding statement on what antisemitism is, that reads: "Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities." Accompanying the working definition, but of disputed status, are 11 illustrative examples whose purpose is described as guiding the IHRA in its work, seven of which relate to criticism of the Israeli government. As such, pro-Israeli organizations have been advocates for the worldwide legal adoption of the definition.

The Executive Order on Combating Anti-Semitism, officially Executive Order 13899, is an executive order announced on December 10, 2019, and signed the next day by U.S. President Donald Trump. The said purpose of the order was to prevent antisemitism by making it easier to use laws which prohibit institutional discrimination against people based on race, color or national origin to punish discrimination against Jewish people, including opposition to Israel uniquely as a Jewish nationstate without opposition to other nation-states. The definition of antisemitism which is used in the executive order was written by the Holocaust Remembrance Alliance, which defines it as, "...a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of anti-Semitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities."

References

  1. "If You Don't Have Mandatory Holocaust Education, Demand It". 2022-06-15.
  2. Vihstadt, Ben. "Governor Chris Sununu Signs HB 1135 Into Law". www.governor.nh.gov/. New Hampshire Governor's Press Release. Retrieved 18 October 2021.