Curriculum Requirements

Among the numerous states that require instruction on genocide, the following specifically note the Armenian Genocide as a primary example. Select a state from the dropdown menu below the list.

  • California
  • Connecticut
  • Georgia
  • Illinois
  • Kansas
  • Kentucky
  • Massachusetts
  • Michigan
  • Minnesota
  • New Jersey
  • New York
  • Ohio
  • Rhode Island
  • Texas
  • Virginia

Select another state:
California
California History-Social Science Content Standard 10.5.5 requires that students in the public schools:
Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.
History-Social Science Framework for California Public Schools:
“Within the context of human rights and genocide, students should learn of the Ottoman government’s planned mass deportation and systematic annihilation of the Armenian population in 1915. Students should also examine the reactions of other governments, including that of the United States, and world opinion during and after the Armenian genocide. They should examine the effects of the genocide on the remaining Armenian people, who were deprived of their historic homeland, and the ways in which it became a prototype of subsequent genocides.”
(Framework, p.127)
“Genocides, such as that perpetrated on the Armenians, already had demonstrated the human capacity for mass murder. The Nazis perfected the social organization of human evil and provided an efficient and frightening model for future despots such as Pol Pot in Cambodia.”
(Framework, pp.128-129)

 

Connecticut

Senate Bill No. 452
Public Act No. 18-24
AN ACT CONCERNING THE INCLUSION OF HOLOCAUST AND
GENOCIDE EDUCATION AND AWARENESS IN THE SOCIAL
STUDIES CURRICULUM.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. Subsection (a) of section 10-16b of the 2018 supplement to
the general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2018):
(a) In the public schools the program of instruction offered shall
include at least the following subject matter, as taught by legally
qualified teachers, the arts; career education; consumer education;
health and safety, including, but not limited to, human growth and
development, nutrition, first aid, including cardiopulmonary
resuscitation training in accordance with the provisions of section 10-
16qq, disease prevention and cancer awareness, including, but not
limited to, age and developmentally appropriate instruction in
performing self-examinations for the purposes of screening for breast
cancer and testicular cancer, community and consumer health,
physical, mental and emotional health, including youth suicide
prevention, substance abuse prevention, safety, which shall include the
safe use of social media, as defined in section 9-601, and may include
the dangers of gang membership, and accident prevention; language
Senate Bill No. 452
Public Act No. 18-24 2 of 2
arts, including reading, writing, grammar, speaking and spelling;
mathematics; physical education; science; social studies, including, but
not limited to, citizenship, economics, geography, government, [and]
history and Holocaust and genocide education and awareness in
accordance with the provisions of section 2 of this act; computer
programming instruction; and in addition, on at least the secondary
level, one or more world languages and vocational education. For
purposes of this subsection, world languages shall include American
Sign Language, provided such subject matter is taught by a qualified
instructor under the supervision of a teacher who holds a certificate
issued by the State Board of Education. For purposes of this
subsection, the “arts” means any form of visual or performing arts,
which may include, but not be limited to, dance, music, art and theatre.
Sec. 2. (NEW) (Effective July 1, 2018) (a) For the school year
commencing July 1, 2018, and each school year thereafter, 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, pursuant to section 10-16b of the general statutes, as
amended by this act. In developing and implementing the Holocaust
and genocide education and awareness portion of the social studies
curriculum, the board may utilize existing and appropriate public or
private materials, personnel and other resources.
(b) A local or regional board of education may accept gifts, grants
and donations, including in-kind donations, designated for the
development and implementation of Holocaust and genocide
education and awareness under this section.
Approved May 10, 2018

https://www.cga.ct.gov/asp/cgabillstatus/cgabillstatus.asp?selBillType=Bill&which_year=2018&bill_num=452

Georgia
Quality Core Curriculum (QCC) Standards
Grade 9-12, Social Studies
Course: World History
23. Topic: Human Rights
Standard: Analyzes the phenomenon of genocide in the 20th century
Armenian
Nazi holocaust, and
ethnic cleansing (Balkan, African, and Asian).
Illinois

Holocaust and Genocide Study: 105 ILCS 5/27-20.3

From Ch. 122, par. 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. To reinforce that lesson, such curriculum shall include an additional unit of instruction studying other acts of genocide across the globe. This unit shall include, but not be limited to, the Armenian Genocide, the Famine-Genocide in Ukraine, the Pontian Greek Genocide, and more recent atrocities in Cambodia, Bosnia, From Rwanda, and Sudan. The studying of this material is a reaffirmation of the commitment of free peoples from all nations to never again permit the occurrence of another Holocaust and a recognition that crimes of genocide continue to be perpetrated across the globe as they have been in the past and to deter indifference to crimes against humanity and human suffering wherever they may occur.

The State Superintendent of Education may prepare and make available to all school boards instructional materials which may be used as guidelines for development of a unit of instruction under this Section; provided, however, that each school board shall itself determine the minimum amount of instruction time which shall qualify as a unit of instruction which shall qualify as a unit of instruction satisfying the requirements of this Section.

 http://www.isbe.state.il.us/ils/social_science/mandates_2.htm
Kansas
World History
High School
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945).

High School Knowledge and/or Application Indicators High School Instructional Suggestions

The student: 2. (K) describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk’s modernization of Turkey).

Kentucky

Holocaust and Other Acts of Genocide

House Bill 128 (2018) requires schools to include both instruction on Holocaust and genocide in their curriculum. The Kentucky Department of Education (KDE) has convened a team representing educators, representatives from higher education and community members from across Kentucky to write and revise the High School Holocaust Curriculum Guide to be in accordance with the law. We anticipate the revised guide being available in the fall of 2018.

The KDE created and published the “History of the Holocaust- High School Curriculum Guide” as a result of HJR 6 (2008).​

Massachusetts
 
World History II Content Standards

(p. 131)

Topic 4. The Great Wars, 1914-1945

Supporting Question: What were the causes and consequences of the 20th century’s two world wars?

(19) Analyze the political, social, economic, and cultural developments following World War I.

  • the vast economic destruction resulting from the war
  • the emergence of a “Lost Generation” in European countries
  • the collapse of the Russian, Ottoman, and Austrian Empires
  • the modernization of Turkey under President Kemal Atatürk
  • the establishment of European mandates in the Middle East and the creation of modern state boundaries in the region
  • the Armenian genocide
  • the proceedings of the Paris Peace Conference and the Treaty of Versailles
  • the global influenza pandemic of 1918-1920
  • the development of modernism in the arts, in the works by composers, visual artists, writers, choreographers, and playwrights such as Igor Stravinsky, Pablo Picasso, Max Ernst, René Magritte, Gertrude Stein, Ruth St. Denis, Martha Graham, Bertolt Brecht, Luigi Pirandello

http://www.doe.mass.edu/bese/docs/FY2018/2018-05/item4-draft-hss-framework.pdf

Michigan

ENROLLED HOUSE BILL No. 4493

Sec. 1168. (1) Beginning in the 2016-2017 school year, the board of a school district or board of directors of a public school academy shall ensure that the school district’s or public school academy’s 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.

http://www.legislature.mi.gov/documents/2015-2016/publicact/htm/2016-PA-0170.htm

Minnesota
Standards in Social Studies
World History Grades 9-12
Strand: III. WORLD HISTORY
Sub-Strand:
H. Global Conflict, 1914 AD – 1945 AD
Standards:
The student will demonstrate knowledge of the worldwideimpact of World War II.

Benchmarks

1. Students will analyze economic and political causes of World War II and examine the role of important individuals during the war and the impact of their leadership. 
2. Students will understand and analyze impact of the Holocaust and other examples of genocide in the 20th Century.
3. Students will explain the reasons for the formation of the United Nations.

Examples

1. Great Depression, competition for natural resources, Communism, fascism, Nazism, Hitler, Stalin, Mussolini, Tojo, Hirohito, Churchill, F.D. Roosevelt, Eisenhower, MacArthur, Raoul Wallenberg, Patton, Marshall, Truman, Mao Zedong and Chiang Kai-shek 
2. Final Solution, concentration camps, Armenian, Balkans, Nanking, Kurdistan, Ruwanda, Ukraine, Cambodia
3. Harold Stassen, San Francisco Conference, Security Council, General Assembly, UNESCO, FAO, WHO, UNICEF
New Jersey
New Jersey Social Studies Curriculum Framework, Chapter 2: Understanding History, Standard 6.4: Social History, Learning Activities for Grades 9-12 – World History period, requires that students in the public schools:
Locate and read other eyewitness accounts of the Holocaust and of other tragic examples of human destruction in history, such as the genocide of the Armenians; the horrors of Stalin’s planned famine in the Ukraine, the genocide in Cambodia or Rwanda, the Trail of Tears in American history, the treatment of the Aborigines in Australia, the forced immigration and enslavement of Africans, and countless other examples of inhumanity.  Compare and contrast the authors’ views, thoughts, emotions, and experiences with those recorded by Anne Frank.
New York
New York State Social Studies Core Curriculum Unit Six: A Half Century of Crisis and Achievement (1900-1945), requires that students in the public schools learn about:
A. World War I

1. Europe: the physical setting
2. Causes
3. Impacts
4. Effects of science/technological advances
on warfare
5. Armenian Massacre
6. Collapse of the Ottoman Empire
7. The war as reflected in literature, art, and
propaganda
Ohio
Academic Content Standards
Social Studies – Grade Nine
Interaction 2. Analyze the results of political, economic, and social oppression and the violation of human rights including:

a. The exploitation of indigenous peoples;

b. The Holocaust and other acts of genocide, including those that have occurred in Armenia, Rwanda, Bosnia and Iraq.

Rhode Island

The Rhode Island Board of Education Act, H7488, 2016
Chapter 16-93, “Holocaust and Genocide Education in Secondary Schools”:
The state shall adhere to the following procedures: The department of education shall make available on its website, or via other means curriculum materials and such other materials as may assist local and regional school committees in developing instructional programs pursuant to this section. The curriculum materials shall include information on relevant genocides, including the Holocaust, and the genocides involving Armenia, Cambodia, Iraq, Rwanda, and Darfur.  Every school district shall include in its curriculum a unit of instruction on holocaust and genocide, utilizing, but not being limited to, the department of education materials commencing with the school year beginning September 2017.

http://webserver.rilin.state.ri.us/BillText16/HouseText16

/H7488.pdf

Texas

Text of Proposed Revisions to 19 TAC

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

(Approved for second reading and final adoption by the State Board of Education on November 16, 2018. Not yet filed as adopted with the Texas Register; subject to technical edits by Texas Register editors.)

  • 113.42. World History Studies (One Credit), Adopted 2018

p. 80

(21)  Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:

(D) identify examples of genocide, including the Holocaust and genocide in Armenia, the Balkans, Rwanda, and Darfur;

 

 

Virginia
Virginia World History and Geography: 1500 a.d. to the Present Curriculum Framework, Standard WHII.11b, requires that:

http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks_worldhistory_geo1500-present.pdf

The student will demonstrate knowledge of the worldwide impact of World War II by examining the Holocaust and other examples of genocide in the twentieth century.
Examples of other genocides:
Armenians by leaders of the Ottoman Empire
Peasants, government and military leaders, and members of the elite in the Soviet Union by Joseph Stalin
The educated, artists, technicians, former government officials, monks, and minorities by Pol Pot in Cambodia
Tutsi minority by Hutu in Rwanda Muslims and Croats by Bosnian Serbs in former Yugoslavia