Abstract
Over the last decade there has been an explosion of state mandates on Holocaust education. There are twenty states in America that require the teaching of the topic, and twelve of these have passed laws ordering instruction since 2017. In this paper I argue that mandates have not met their articulated goals. The literature on Holocaust education has primarily been focused on addressing how the topic should be taught. There is an ongoing debate amongst scholars, as some believe Holocaust education should be a vehicle for the transmission of universal lessons, while others argue it should emphasize the unique historical context of the event. This debate is surveyed in the paper, but I also perform a historical analysis of Holocaust education in the United States. Using scholarly resources on the subject and state records, I explore the execution of New Jersey’s state mandate. New Jersey was chosen for this investigation because it is the oldest and best funded statute in the country. This makes it an ideal case study for understanding the successes and failures of state laws. I conclude that a lack of training, lack of funding, and instruction focused on passing on universal lessons has limited the implementation of state mandates. I offer methods for increasing execution that focus on teacher training and changing the way we view Holocaust education. These issues must be addressed if we are to ensure that we never forget this history.
Advisor
Sene, Ibra
Second Advisor
Broda, Matthew
Department
History; Education
Recommended Citation
Prather, Jason, "A Historical Analysis of State Public School Holocaust Education Mandates in the United States from 1994-2023" (2024). Senior Independent Study Theses. Paper 11246.
https://openworks.wooster.edu/independentstudy/11246
Disciplines
Curriculum and Instruction | Holocaust and Genocide Studies | Teacher Education and Professional Development
Keywords
Holocaust Education, American Education, Education Policy, Teacher Professional Development, Teacher Training
Publication Date
2024
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2024 Jason Prather
