II
119THCONGRESS
1
STSESSION S. 332
To require a study on Holocaust education efforts of States, local educational
agencies, and public elementary and secondary schools, and for other
purposes.
IN THE SENATE OF THE UNITED STATES
JANUARY30, 2025
Ms. R
OSEN(for herself and Mr. LANKFORD) introduced the following bill;
which was read twice and referred to the Committee on Energy and Nat-
ural Resources
A BILL
To require a study on Holocaust education efforts of States,
local educational agencies, and public elementary and
secondary schools, and for other purposes.
Be it enacted by the Senate and House of Representa-1
tives of the United States of America in Congress assembled, 2
SECTION 1. SHORT TITLE. 3
This Act may be cited as the ‘‘Holocaust Education 4
and Antisemitism Lessons Act’’. 5
SEC. 2. STUDY AND REPORT ON HOLOCAUST EDUCATION. 6
(a) S
TUDY.—Beginning not later than 180 days after 7
the date of enactment of this Act, the Director of the 8
United States Holocaust Memorial Museum (referred to 9
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•S 332 IS
in this Act as the ‘‘Director’’) shall conduct a study on 1
Holocaust education efforts in States, local educational 2
agencies, and public elementary schools and secondary 3
schools. Such study shall include an examination of— 4
(1) all States; 5
(2) a nationally representative sample of local 6
educational agencies; and 7
(3) a representative sample of public elementary 8
and secondary schools served by the local edu-9
cational agencies being studied. 10
(b) E
LEMENTS.—In conducting the study under sub-11
section (a), the Director shall— 12
(1) determine whether States and local edu-13
cational agencies being studied require Holocaust 14
education as part of the curriculum taught in public 15
elementary schools and secondary schools; 16
(2) identify States and local educational agen-17
cies being studied that have optional Holocaust edu-18
cation as part of the curriculum taught in public ele-19
mentary schools and secondary schools; 20
(3) identify each State’s standards and the re-21
quirements of the local educational agencies being 22
studied relating to Holocaust education and summa-23
rize the status of the implementation of such stand-24
ards and requirements, including— 25
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(A) the existence of a centralized appa-1
ratus at the State or local level that collects and 2
disseminates Holocaust education curricula and 3
materials; 4
(B) the existence of Holocaust education 5
professional development opportunities for pre- 6
service and in-service teachers; 7
(C) the involvement of informal edu-8
cational organizations in implementing Holo-9
caust education, including museums and cul-10
tural centers; 11
(D) an assessment of the challenges or 12
gaps that may prevent educators from fulfilling 13
Holocaust education requirements; 14
(E) the identification of training and re-15
sources needed to support educators teaching 16
about the Holocaust; and 17
(F) the adoption of United States Holo-18
caust Memorial Museum resources by— 19
(i) entities at the State or local level 20
that disseminate Holocaust education cur-21
ricula; or 22
(ii) local Holocaust museums and cen-23
ters; 24
(4) determine— 25
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(A) the range of intended outcomes from a 1
Holocaust education unit at the State and local 2
educational agency level; and 3
(B) the methods teachers are using that 4
result in successfully achieving intended learn-5
ing outcomes, which may include— 6
(i) in-class discussion; 7
(ii) educational activities conducted 8
outside the classroom, including homework 9
assignments and experiential learning in-10
volving State and local organizations, such 11
as museums and cultural centers; 12
(iii) project based learning; 13
(iv) educational materials and activi-14
ties that are developmentally appropriate 15
and taught through a trauma-informed 16
lens; and 17
(v) integration of lessons from the 18
Holocaust across the curriculum and 19
throughout the school year; 20
(5) identify the types of instructional materials 21
used to teach students about the Holocaust, includ-22
ing the use of primary source material; 23
(6) identify— 24
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(A) in what disciplines the Holocaust is 1
being taught; 2
(B) the amount of time allotted in the re-3
quired curriculum to teach about the Holocaust; 4
and 5
(C) the comprehensiveness of the Holo-6
caust education curriculum taught in public ele-7
mentary schools and secondary schools, as indi-8
cated by the extent to which the curriculum ad-9
dresses all elements and aspects of the Holo-10
caust and is based on reliable educational re-11
sources, such as resources provided by the 12
United States Holocaust Memorial Museum; 13
and 14
(7) identify the approaches used by public ele-15
mentary schools and secondary schools to assess out-16
comes using traditional and nontraditional assess-17
ments, including assessments of— 18
(A) students’ knowledge of the Holocaust; 19
and 20
(B) students’ ability to identify and ana-21
lyze antisemitism, bigotry, hate, and genocide in 22
historical and contemporary contexts. 23
(c) R
EPORT.— 24
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(1) IN GENERAL.—Following the completion of 1
the study under subsection (a), the Director shall 2
prepare and submit to Congress a report on the re-3
sults of the study. 4
(2) D
EADLINE FOR SUBMITTAL .—The report 5
under paragraph (1) shall be submitted not later 6
than the earlier of— 7
(A) 180 days after the completion of the 8
study under subsection (a); or 9
(B) 3 years after the date of enactment of 10
this Act. 11
(d) D
EFINITIONS.—In this Act: 12
(1) ESEA
TERMS.—The terms ‘‘elementary 13
school’’, ‘‘local educational agency’’, ‘‘secondary 14
school’’, and ‘‘State’’ have the meanings given those 15
terms in section 8101 of the Elementary and Sec-16
ondary Education Act of 1965 (20 U.S.C. 7801). 17
(2) H
OLOCAUST.—The term ‘‘Holocaust’’ has 18
the meaning given that term in section 3 of the 19
Never Again Education Act (Public Law 116–141; 20
36 U.S.C. 2301 note). 21
(3) H
OLOCAUST EDUCATION .—The term ‘‘Holo-22
caust education’’ means educational activities that 23
are specifically intended— 24
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(A) to improve students’ awareness and 1
understanding of the Holocaust; 2
(B) to educate students on the lessons of 3
the Holocaust as a means to raise awareness 4
about the importance of preventing genocide, 5
hate, and bigotry against any group of people; 6
and 7
(C) to study the history of antisemitism, 8
its deep historical roots, the use of conspiracy 9
theories and propaganda that target the Jewish 10
people, and the shape-shifting nature of anti-11
semitism over time. 12
(4) P
ROJECT BASED LEARNING .—The term 13
‘‘project based learning’’ means a teaching method 14
through which students learn by actively engaging in 15
real-world and personally meaningful projects. 16
Æ
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