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.
Mr. Jeffrey A. Zeiders
Director of Social Studies at Curriculum and Instruction, Pennsylvania Department of Education
333 Market Street, 8th Floor
Harrisburg, PA 17126--0333
Work Phone: 717-783-1832
Website: http://www.pde.psu.edu/ (external link)
Bill Number: HB297
Title: Regarding Public, Private, and Parochial School Education Of Human Rights Violations, Including Acts Of Genocide, The Holocaust, Slavery, And The Mass Starvation In Ireland From 1845 To 1850
A resolution was passed by the House which encourages the Department of Education to teach about the Holocaust and other genocides. The House Resolution states: "Regarding Public, Private And Parochial School Education Of Human Rights Violations, Including Acts Of Genocide, The Holocaust, Slavery And The Mass Starvation In Ireland From 1845-1850. Whereas, There is an inescapable link between violence and vandalism and ethinic and racial intolerance; and Whereas, Pennsylvania is proud of its enormous cultural diversity, and the teaching of tolerance must be made a priority if that cultural diversity is to remain one of this Commonwealth's strengths; and Whereas, The General Assmebly Finds, Recongnizes, And Affirms The Importance Of Learning To Appreciate The Sanctity Of Life And The Dignity Of The Individual; And Whereas, National studies indicate that many students lack an understanding of organized attempts throughout history to eliminate various ethinic groups through a systematic program of mass killing or Genocide, Slavery, or the Mass Starvation in Ireland From 1845-1850; and Whereas, It is important that teachers who will be responsible for Holocaust, Genocide, Slavery, and The Mass Starvation in Ireland From 1845-1850 istruction have a full understanding of this subject in order to assure that their students derive the greatest possible benefit from this insruction; therefore be it Resolved that the House of Representatives urge each shcool board withn this Commonwealth to proide for the inclusion of Holocaust, Genocide, Slavery, and The Mass Starvation in Ireland From 1845-1850 insturction in an appropriate place in the curriculum of al secondary school pupils; and be it further Resolved, That the House of Representatives urge the Department of education ot recommend curriculum materials regarding Holocaust, Genocide, Slavery, and The Mass Starvation in Ireland From 1845-1850 instruction to local school districts; and be it further Resolved, That the House of Representatives urge the Department of Education to encourage local school districts to undertake training for teachers who will be involved in Holocaust, Genocide, Slavery, and the Mass Starvation in Ireland From 1845-1850 instruction and to assist local school districts in developing such teacher training programs; and be it further Resolved, That the instruction enable pupils to identify and analyze applicable theories concerning human nature and behavior, to understand that These Events Were a consequence of prejudice and discrimination and to understand that issues of moral dilemma and conscience have profound impact on life; and be it further Resolved, That the instruction further emphasize the personal responsibility that each citizen bears to fight racism and hatred whenever and wherever it happens; and be it further Resolved, That a copy of this resolution be transmitted to the Secretary of Education and to each school district within this Commonwealth."
Contact Name: Mr. Jeffrey Zeiders
Address: Pennsylvania Department of Eduation
333 Market Street, 8th Floor
Harrisburg, PA 17126--0333
Standard Type: History/Social Studies
Date Implemented: 2002
The Four Standard Statements within the overview of Academic Standards for History includes:
Conflict and Cooperation Among Social Groups and Organizations:
· Domestic Instability (political unrest, natural and man-made disasters, genocide);
· Ethnic and Racial Relations (racism, ethnic and religious prejudices, collective and individual
· Immigration and Migration (causes of population shifts, xenophobia, intercultural activity);
· Labor Relations (strikes and collective bargaining, working conditions over time,
· Military Conflicts (causes, conduct and impact of military conflicts, wars and rebellions) (page 4).
Other standards referring to the Holocaust include:
8.2.12 (Grade 12):
D. Identify and evaluate conflict and cooperation among social groups and organizations in Pennsylvania history from 1890 to Present:
Ethnic and Racial Relations (e.g., segregation, desegregation, racial profiling)
Immigration (e.g., increased immigration from Europe, migration of African-Americans from the South, influx of Hispanic and Asian peoples)
Military Conflicts (e.g., World War I, World War II, Persian Gulf War) (page 9).
United States History
8.3.12 (Grade 12):
D. Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present:
· Domestic Instability (e.g., Great Depression, assassination of political and social leaders, terrorist threats);
· Ethnic and Racial Relations (e.g., internment camps for Japanese Americans, Montgomery Alabama Bus Boycott, land tensions with Native Americans);
· Labor Relations (e.g., rise and decline of industrial unions, free trade agreements, imports impact on domestic employment);
· Immigration and Migration (e.g., anti-immigrant attitudes, quota laws, westward and southward migration);
· Military Conflicts (e.g., World War I, World War II, War on Terrorism) (page 12).
8.4.12 (Grade 12):
A. Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450: Political and Military Leaders (e.g., Askia Daud, Simon Bolivar, Napoleon Bonaparte, Mao Zedong);
B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450: Artifacts, Architecture and Historic Places (e.g., Robben Island, New York World Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps);
C. Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450: Africa Americas Asia Europe;
D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe:
Domestic Instability; Ethnic and Racial Relations; Labor Relations; Immigration and Migration; Military Conflicts (pages 13-14).
Standard Type: English/Language Arts
Date Implemented: 1999
The Holocaust is not addressed explicitly in Pennsylvanias Academic Standards for Reading, Writing, Speaking, and Listening.
For Holocaust-related resources in = trim($statename) ?>, click on the following link:
http://www.ahoinfo.org/membersdirectory/ (external link)
For other Holocaust resources in Pennsylvania, either click on the following sites or contact the organization at the e-mail address provided.
United States Holocaust Memorial Museum contact:
For more information or corrections to this information, please e-mail Peter Fredlake at email@example.com.