These profiles contain text of state legislation about the teaching of the Holocaust, and Holocaust-explicit History/Social Studies and English/Language Arts state content standards. Also provided is contact information for state departments of education.
WASHINGTON DEPARTMENT OF EDUCATION CONTACTS
Mr. Caleb Perkins
ProgramSupervisor, Social Studies/Inter'l Educ at Curriculum, Instruction, & Assessment, Office of the Superintendent of Public Instruction
Address: P.O. Box 47200
Old Capitol Building Olympia, WA 98504--7200
Legislation: House Bill 2212- RCW 28A.300.115
Holocaust instruction — Preparation and availability of instructional materials.
1992
(1) Every public high school is encouraged to include in its curriculum instruction on the events of the period in modern world history known as the Holocaust, during which six million Jews and millions of non-Jews were exterminated. The instruction may also include other examples from both ancient and modern history where subcultures or large human populations have been eradicated by the acts of humankind. The studying of this material is a reaffirmation of the commitment of free peoples never again to permit such occurrences.
(2) The superintendent of public instruction may prepare and make available to all school districts instructional materials for use as guidelines for instruction under this section.
[1992 c 24 § 1.]
Contact Name:
Caleb Perkins
Address:
Office of the Superintendent of Public Instruction P.O. Box 47200, Old Capitol Building
History/Social Studies: Essential Academic Learning Requirements (EALRs) 1993
EALRs with Grade Level Expectations (GLEs) - Social Studies 2008
Social Studies EALR 4: HISTORY – The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
Grade 5: U.S. - Encounter, Colonization, and Devastation
Analyzes the multiple perspectives and interpretations of historical events in U.S. history.
Examples:
• Examines different accounts of the colonization era, including colonists’ perspective of settlement and indigenous people’s perspective of genocide
Grades 9-10: World – International Conflicts (1870 – Present) Causes of Conflict
Analyzes and interprets historical materials from a variety of perspectives in world history (1450- present).Examples:
• Distinguishes between conflicting views of the causes of Rwandan genocide.
• Distinguishes between conflicting views of the causes of the Russian Revolution.
• Distinguishes between conflicting views of the causes of the Holocaust.
Component 4.4: Uses history to understand the present and plan for the future.
Grades 9 and 10: World - Emergence and development of new nations (1900 – Present)
Analyzes how an understanding of world history can help us prevent problems today. Examples:
• Examines the United Nations’ ability to fight the spread of AIDS worldwide based on the success of international public health campaigns in the past.
• Examines how study of the Holocaust has led to efforts to prevent genocide across the
world.
.
Social Studies EALR 3: GEOGRAPHY – The student applies the concepts of location, region, and movement and demonstrates knowledge of how geographic features and human cultures impact environments to make reasoned decisions.
Component 3.1: Understands the physical characteristics, cultural characteristics and location of places and regions.
Grade 12- CWP - Human Rights
Applies geographic tools, including computer-based mapping systems, to acquire, process, and report information. Examples:
• Considers the potential for peace in the Middle East using historical and current
maps of Israel and Palestine.
• Examines the causes of mass killings and genocide in Bosnia using historical
and current maps.
Social Studies EALR 5: SOCIAL STUDIES SKILLS – The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.3: Deliberates public issues.
Grade 12: CWP – Globalization and the Economy
Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s
own position on public issues. Examples:
• Evaluates how classroom discussions and possible alternative resolutions have changed or solidified one’s own position on whether the events in Darfur should be classified
as a genocide.
Museum
