Pennsylvania House Bill HB793

Pennsylvania 2025-2026 Regular Session

• Introduced: 3/3/25
• Refer: 3/3/25

Caption

In terms and courses of study, further providing for Holocaust, genocide and human rights violations instruction.

Impact

The proposed legislation requires the Pennsylvania Department of Education to establish comprehensive curriculum guidelines within 12 months of the bill's passage. These guidelines are expected to cover a wide range of topics, including the Holocaust, its historical context, and various other genocides that have occurred globally. Furthermore, the law seeks to involve educational experts and organizations specializing in these areas to develop a robust framework for teaching such sensitive and vital subject matter, aiming to instill civil rights awareness and the consequences of discrimination among students.

Summary

House Bill 793 aims to enhance the instruction of Holocaust, genocide, and human rights violations in Pennsylvania's public and private school systems. It mandates that starting with the 2026-2027 school year, educational institutions must post details of the resources used for instruction, including titles and internet links, on their publicly accessible websites. This initiative reflects a commitment to educating students on the critical lessons from history related to these significant topics, ensuring that they are adequately informed and understand their implications for society today.

Sentiment

Sentiment around HB 793 generally leans positive, as it is viewed as a necessary step toward ensuring that younger generations are educated about the realities of hate, intolerance, and the importance of human rights. There’s a clear emphasis on fostering a more informed and compassionate society. However, discussions may also raise contentious points regarding the execution and depth of the curriculum, particularly in addressing potentially sensitive historical content.

Contention

A notable point of contention could arise in the implementation of the curriculum guidelines, especially concerning the balance between comprehensive education on these topics and adherence to differing educational philosophies. Critics might argue about the appropriateness of certain historical narratives or the resources selected for use within classrooms. Additionally, some stakeholders may express concern over the resources being publicly accessible and its implications for intellectual property rights, reflecting a broader debate on how to adequately address complex historical and social issues through educational policy.