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
  • Colorado
  • Connecticut
  • Illinois
  • Kentucky
  • Massachusetts
  • Michigan
  • Minnesota
  • New Jersey
  • New York
  • Ohio
  • Rhode Island
  • Texas
  • Virginia

Select another state:
California Department of Education 2016 Tenth Grade History-Social Science Framework

Armenian Genocide

 Causes and Courses of WWI (excerpt: page 464-465):

In 1915, as the Ottoman Empire declined, the Turkish government carried out a systematic genocide against the Armenian population that had been living on its historic homeland in what is now eastern Turkey. Turkish authorities first arrested hundreds of Armenian political and intellectual leaders, sending them to their deaths; Armenian men were conscripted into work camps where they were killed outright or through exhaustion. The remaining Armenians were ordered onto death marches into the Syrian desert, during which they were subjected to rape, torture, mutilation, starvation, holocausts in desert caves, kidnapping and forced Turkification and Islamization.

More than 1.5 million Armenians, more than half of the population was eliminated in this way; virtually all their personal and community properties were seized by the government, and more than 500,000 innocent people were forced into exile during the period from 1915 to 1923. When the war ended in 1918 the Armenian population was reduced by 75% and their historical lands were confiscated by the Turkish government.

Students may examine the reactions of other governments, including that of the United States, and world opinion during and after the Armenian genocide. The Red Cross’s aid to Armenian Genocide survivors also demonstrates the worldwide humanitarian response to the crisis and the emerging role of the International Committee of the Red Cross as an international non-governmental humanitarian organization. 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. To connect these multiple effects of war, students can consider the question: What were the consequences of World War I for nations, ethnic groups, and people?

Causes and Consequences of WWII (excerpt: page 478-479)

Immediately following the war, genocide, the systematic killing of members of an ethnic or religious group, was established as a crime under international law through the development of the United Nations. Emboldened by this lack of accountability, Adolf Hitler said to his generals on the eve of their invasion of Poland, “Who, after all, speaks today of the annihilation of the Armenians?”

Numerous German military officers who had been stationed in Turkey during WWI, were aware of the Ottoman regime’s plan to destroy the Armenians, and some of them even issued orders for the deportation of Armenians. Without penalty, some later became leaders within the Nazi military apparatus that carried out the Holocaust.

Teachers can introduce the history of the Near East Relief organization established by the former U.S. ambassador to the Ottoman Empire, Henry Morgenthau. Near East Relief came to the aid of hundreds of thousands of Armenian Genocide survivors through the establishment of orphanages, food and vocational programs, etc. Teachers can also use the example of the first international aid project of the Red Cross in helping Armenian Genocide survivors, and the phrase, “Remember the starving Armenians!” as a means to demonstrate to students the profound effect the Armenian Genocide had on the American public.

History–Social Science Content Standards for California Public Schools

World History, Culture, and Geography: The Modern World

Section 10.5.5:   Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.




The bill requires each school district board of education and charter school to incorporate the standards on Holocaust and genocide studies adopted by the state board into an existing course that is currently a condition of high school graduation for school years beginning on or after July 1, 2023, if the standards are adopted by the state board on or before July 1, 2023 .

The bill requires the department of education to create and maintain a publicly available resource bank of materials pertaining to Holocaust and genocide courses and programs, which must be available for access by public schools no later than July 1, 2021.


Senate Bill No. 452
Public Act No. 18-24
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


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.

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).​

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

Massachusetts Curriculum Framework – 2018




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.

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


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.


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
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.



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

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