Us Congress 2025-2026 Regular Session

Us Congress Senate Bill SB332 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	II
2	2	119THCONGRESS
3	3	1
4	4	STSESSION S. 332
5	5	To require a study on Holocaust education efforts of States, local educational
6	6	agencies, and public elementary and secondary schools, and for other
7	7	purposes.
8	8	IN THE SENATE OF THE UNITED STATES
9	9	JANUARY30, 2025
10	10	Ms. R
11	11	OSEN(for herself and Mr. LANKFORD) introduced the following bill;
12	12	which was read twice and referred to the Committee on Energy and Nat-
13	13	ural Resources
14	14	A BILL
15	15	To require a study on Holocaust education efforts of States,
16	16	local educational agencies, and public elementary and
17	17	secondary schools, and for other purposes.
18	18	Be it enacted by the Senate and House of Representa-1
19	19	tives of the United States of America in Congress assembled, 2
20	20	SECTION 1. SHORT TITLE. 3
21	21	This Act may be cited as the ‘‘Holocaust Education 4
22	22	and Antisemitism Lessons Act’’. 5
23	23	SEC. 2. STUDY AND REPORT ON HOLOCAUST EDUCATION. 6
24	24	(a) S
25	25	TUDY.—Beginning not later than 180 days after 7
26	26	the date of enactment of this Act, the Director of the 8
27	27	United States Holocaust Memorial Museum (referred to 9
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30	30	•S 332 IS
31	31	in this Act as the ‘‘Director’’) shall conduct a study on 1
32	32	Holocaust education efforts in States, local educational 2
33	33	agencies, and public elementary schools and secondary 3
34	34	schools. Such study shall include an examination of— 4
35	35	(1) all States; 5
36	36	(2) a nationally representative sample of local 6
37	37	educational agencies; and 7
38	38	(3) a representative sample of public elementary 8
39	39	and secondary schools served by the local edu-9
40	40	cational agencies being studied. 10
41	41	(b) E
42	42	LEMENTS.—In conducting the study under sub-11
43	43	section (a), the Director shall— 12
44	44	(1) determine whether States and local edu-13
45	45	cational agencies being studied require Holocaust 14
46	46	education as part of the curriculum taught in public 15
47	47	elementary schools and secondary schools; 16
48	48	(2) identify States and local educational agen-17
49	49	cies being studied that have optional Holocaust edu-18
50	50	cation as part of the curriculum taught in public ele-19
51	51	mentary schools and secondary schools; 20
52	52	(3) identify each State’s standards and the re-21
53	53	quirements of the local educational agencies being 22
54	54	studied relating to Holocaust education and summa-23
55	55	rize the status of the implementation of such stand-24
56	56	ards and requirements, including— 25
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60	60	(A) the existence of a centralized appa-1
61	61	ratus at the State or local level that collects and 2
62	62	disseminates Holocaust education curricula and 3
63	63	materials; 4
64	64	(B) the existence of Holocaust education 5
65	65	professional development opportunities for pre- 6
66	66	service and in-service teachers; 7
67	67	(C) the involvement of informal edu-8
68	68	cational organizations in implementing Holo-9
69	69	caust education, including museums and cul-10
70	70	tural centers; 11
71	71	(D) an assessment of the challenges or 12
72	72	gaps that may prevent educators from fulfilling 13
73	73	Holocaust education requirements; 14
74	74	(E) the identification of training and re-15
75	75	sources needed to support educators teaching 16
76	76	about the Holocaust; and 17
77	77	(F) the adoption of United States Holo-18
78	78	caust Memorial Museum resources by— 19
79	79	(i) entities at the State or local level 20
80	80	that disseminate Holocaust education cur-21
81	81	ricula; or 22
82	82	(ii) local Holocaust museums and cen-23
83	83	ters; 24
84	84	(4) determine— 25
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88	88	(A) the range of intended outcomes from a 1
89	89	Holocaust education unit at the State and local 2
90	90	educational agency level; and 3
91	91	(B) the methods teachers are using that 4
92	92	result in successfully achieving intended learn-5
93	93	ing outcomes, which may include— 6
94	94	(i) in-class discussion; 7
95	95	(ii) educational activities conducted 8
96	96	outside the classroom, including homework 9
97	97	assignments and experiential learning in-10
98	98	volving State and local organizations, such 11
99	99	as museums and cultural centers; 12
100	100	(iii) project based learning; 13
101	101	(iv) educational materials and activi-14
102	102	ties that are developmentally appropriate 15
103	103	and taught through a trauma-informed 16
104	104	lens; and 17
105	105	(v) integration of lessons from the 18
106	106	Holocaust across the curriculum and 19
107	107	throughout the school year; 20
108	108	(5) identify the types of instructional materials 21
109	109	used to teach students about the Holocaust, includ-22
110	110	ing the use of primary source material; 23
111	111	(6) identify— 24
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115	115	(A) in what disciplines the Holocaust is 1
116	116	being taught; 2
117	117	(B) the amount of time allotted in the re-3
118	118	quired curriculum to teach about the Holocaust; 4
119	119	and 5
120	120	(C) the comprehensiveness of the Holo-6
121	121	caust education curriculum taught in public ele-7
122	122	mentary schools and secondary schools, as indi-8
123	123	cated by the extent to which the curriculum ad-9
124	124	dresses all elements and aspects of the Holo-10
125	125	caust and is based on reliable educational re-11
126	126	sources, such as resources provided by the 12
127	127	United States Holocaust Memorial Museum; 13
128	128	and 14
129	129	(7) identify the approaches used by public ele-15
130	130	mentary schools and secondary schools to assess out-16
131	131	comes using traditional and nontraditional assess-17
132	132	ments, including assessments of— 18
133	133	(A) students’ knowledge of the Holocaust; 19
134	134	and 20
135	135	(B) students’ ability to identify and ana-21
136	136	lyze antisemitism, bigotry, hate, and genocide in 22
137	137	historical and contemporary contexts. 23
138	138	(c) R
139	139	EPORT.— 24
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142	142	•S 332 IS
143	143	(1) IN GENERAL.—Following the completion of 1
144	144	the study under subsection (a), the Director shall 2
145	145	prepare and submit to Congress a report on the re-3
146	146	sults of the study. 4
147	147	(2) D
148	148	EADLINE FOR SUBMITTAL .—The report 5
149	149	under paragraph (1) shall be submitted not later 6
150	150	than the earlier of— 7
151	151	(A) 180 days after the completion of the 8
152	152	study under subsection (a); or 9
153	153	(B) 3 years after the date of enactment of 10
154	154	this Act. 11
155	155	(d) D
156	156	EFINITIONS.—In this Act: 12
157	157	(1) ESEA
158	158	TERMS.—The terms ‘‘elementary 13
159	159	school’’, ‘‘local educational agency’’, ‘‘secondary 14
160	160	school’’, and ‘‘State’’ have the meanings given those 15
161	161	terms in section 8101 of the Elementary and Sec-16
162	162	ondary Education Act of 1965 (20 U.S.C. 7801). 17
163	163	(2) H
164	164	OLOCAUST.—The term ‘‘Holocaust’’ has 18
165	165	the meaning given that term in section 3 of the 19
166	166	Never Again Education Act (Public Law 116–141; 20
167	167	36 U.S.C. 2301 note). 21
168	168	(3) H
169	169	OLOCAUST EDUCATION .—The term ‘‘Holo-22
170	170	caust education’’ means educational activities that 23
171	171	are specifically intended— 24
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175	175	(A) to improve students’ awareness and 1
176	176	understanding of the Holocaust; 2
177	177	(B) to educate students on the lessons of 3
178	178	the Holocaust as a means to raise awareness 4
179	179	about the importance of preventing genocide, 5
180	180	hate, and bigotry against any group of people; 6
181	181	and 7
182	182	(C) to study the history of antisemitism, 8
183	183	its deep historical roots, the use of conspiracy 9
184	184	theories and propaganda that target the Jewish 10
185	185	people, and the shape-shifting nature of anti-11
186	186	semitism over time. 12
187	187	(4) P
188	188	ROJECT BASED LEARNING .—The term 13
189	189	‘‘project based learning’’ means a teaching method 14
190	190	through which students learn by actively engaging in 15
191	191	real-world and personally meaningful projects. 16
192	192	Æ
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