Currently, the following 11 states require the teaching of the Armenian Genocide. Select a state from the dropdown menu for the complete text.
- New Jersey
- New York
- Rhode Island
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.
|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:|
|Rhode Island General Laws (R.I.G.L.), Title 16 on Education, Curriculum Chapter 16-22, Section 16-22-22 on Genocide and Human Rights Education, requires that the department of elementary and secondary education shall:|
|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.
|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
|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.|
|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.
|Massachusetts History and Social Science Curriculum Framework WHII.18 requires that students in the public schools:|
|Summarize the major events and consequences of World War I.|
|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).
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.
|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|
|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.”|
|“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.”|