Bill Summary
The "Holocaust Education and Antisemitism Lessons Act" is a proposed piece of legislation aimed at enhancing Holocaust education across the United States. It mandates a comprehensive study to be conducted by the Director of the United States Holocaust Memorial Museum within 180 days of its enactment. The study will assess the current state of Holocaust education in public elementary and secondary schools, examining various aspects such as whether states require Holocaust education in their curricula, the resources available for teachers, and the methods used for instruction.
Key elements of the study include evaluating the comprehensiveness of existing Holocaust education, identifying challenges faced by educators, and assessing the effectiveness of teaching methods in achieving intended learning outcomes. It also aims to explore the involvement of informal educational organizations and the adoption of resources from the United States Holocaust Memorial Museum.
Finally, the Director is required to submit a report to Congress detailing the findings of the study within a specified timeframe. The legislation seeks to promote awareness and understanding of the Holocaust, as well as the history of antisemitism, with the ultimate goal of preventing hate and bigotry in society.
Possible Impacts
The "Holocaust Education and Antisemitism Lessons Act" could affect people in several ways, including:
1. **Increased Awareness and Understanding**: The legislation mandates a study on Holocaust education, which could lead to improved curriculum standards in schools. This would enhance students' knowledge and understanding of the Holocaust, antisemitism, and the importance of preventing hate and bigotry. As a result, students may become more empathetic and informed citizens, fostering a culture of tolerance and respect for diversity.
2. **Curriculum Development and Resources**: By requiring an examination of current Holocaust education efforts, the Act could identify gaps in teaching resources and professional development opportunities for educators. This could lead to the creation of new educational materials and programs, as well as training for teachers, ultimately improving the quality of Holocaust education in public schools across the country.
3. **Promotion of Critical Thinking and Historical Analysis**: The study aims to assess how effectively students learn to identify and analyze antisemitism, bigotry, and genocide. This focus on critical thinking could empower students to engage with contemporary social issues more thoughtfully. By understanding the historical context of these issues, students may be better equipped to recognize and challenge hate and discrimination in their own communities.
[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 332 Introduced in Senate (IS)]
<DOC>
119th CONGRESS
1st Session
S. 332
To require a study on Holocaust education efforts of States, local
educational agencies, and public elementary and secondary schools, and
for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
January 30, 2025
Ms. Rosen (for herself and Mr. Lankford) introduced the following bill;
which was read twice and referred to the Committee on Energy and
Natural Resources
_______________________________________________________________________
A BILL
To require a study on Holocaust education efforts of States, local
educational agencies, and public elementary and secondary schools, and
for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Holocaust Education and Antisemitism
Lessons Act''.
SEC. 2. STUDY AND REPORT ON HOLOCAUST EDUCATION.
(a) Study.--Beginning not later than 180 days after the date of
enactment of this Act, the Director of the United States Holocaust
Memorial Museum (referred to in this Act as the ``Director'') shall
conduct a study on Holocaust education efforts in States, local
educational agencies, and public elementary schools and secondary
schools. Such study shall include an examination of--
(1) all States;
(2) a nationally representative sample of local educational
agencies; and
(3) a representative sample of public elementary and
secondary schools served by the local educational agencies
being studied.
(b) Elements.--In conducting the study under subsection (a), the
Director shall--
(1) determine whether States and local educational agencies
being studied require Holocaust education as part of the
curriculum taught in public elementary schools and secondary
schools;
(2) identify States and local educational agencies being
studied that have optional Holocaust education as part of the
curriculum taught in public elementary schools and secondary
schools;
(3) identify each State's standards and the requirements of
the local educational agencies being studied relating to
Holocaust education and summarize the status of the
implementation of such standards and requirements, including--
(A) the existence of a centralized apparatus at the
State or local level that collects and disseminates
Holocaust education curricula and materials;
(B) the existence of Holocaust education
professional development opportunities for pre-service
and in-service teachers;
(C) the involvement of informal educational
organizations in implementing Holocaust education,
including museums and cultural centers;
(D) an assessment of the challenges or gaps that
may prevent educators from fulfilling Holocaust
education requirements;
(E) the identification of training and resources
needed to support educators teaching about the
Holocaust; and
(F) the adoption of United States Holocaust
Memorial Museum resources by--
(i) entities at the State or local level
that disseminate Holocaust education curricula;
or
(ii) local Holocaust museums and centers;
(4) determine--
(A) the range of intended outcomes from a Holocaust
education unit at the State and local educational
agency level; and
(B) the methods teachers are using that result in
successfully achieving intended learning outcomes,
which may include--
(i) in-class discussion;
(ii) educational activities conducted
outside the classroom, including homework
assignments and experiential learning involving
State and local organizations, such as museums
and cultural centers;
(iii) project based learning;
(iv) educational materials and activities
that are developmentally appropriate and taught
through a trauma-informed lens; and
(v) integration of lessons from the
Holocaust across the curriculum and throughout
the school year;
(5) identify the types of instructional materials used to
teach students about the Holocaust, including the use of
primary source material;
(6) identify--
(A) in what disciplines the Holocaust is being
taught;
(B) the amount of time allotted in the required
curriculum to teach about the Holocaust; and
(C) the comprehensiveness of the Holocaust
education curriculum taught in public elementary
schools and secondary schools, as indicated by the
extent to which the curriculum addresses all elements
and aspects of the Holocaust and is based on reliable
educational resources, such as resources provided by
the United States Holocaust Memorial Museum; and
(7) identify the approaches used by public elementary
schools and secondary schools to assess outcomes using
traditional and nontraditional assessments, including
assessments of--
(A) students' knowledge of the Holocaust; and
(B) students' ability to identify and analyze
antisemitism, bigotry, hate, and genocide in historical
and contemporary contexts.
(c) Report.--
(1) In general.--Following the completion of the study
under subsection (a), the Director shall prepare and submit to
Congress a report on the results of the study.
(2) Deadline for submittal.--The report under paragraph (1)
shall be submitted not later than the earlier of--
(A) 180 days after the completion of the study
under subsection (a); or
(B) 3 years after the date of enactment of this
Act.
(d) Definitions.--In this Act:
(1) ESEA terms.--The terms ``elementary school'', ``local
educational agency'', ``secondary school'', and ``State'' have
the meanings given those terms in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(2) Holocaust.--The term ``Holocaust'' has the meaning
given that term in section 3 of the Never Again Education Act
(Public Law 116-141; 36 U.S.C. 2301 note).
(3) Holocaust education.--The term ``Holocaust education''
means educational activities that are specifically intended--
(A) to improve students' awareness and
understanding of the Holocaust;
(B) to educate students on the lessons of the
Holocaust as a means to raise awareness about the
importance of preventing genocide, hate, and bigotry
against any group of people; and
(C) to study the history of antisemitism, its deep
historical roots, the use of conspiracy theories and
propaganda that target the Jewish people, and the
shape-shifting nature of antisemitism over time.
(4) Project based learning.--The term ``project based
learning'' means a teaching method through which students learn
by actively engaging in real-world and personally meaningful
projects.
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