On April
29, 1994, the Florida Legislature mandated that instruction on the subject of
the Holocaust be included in public schools.
The language of the mandate reveals the intent of the Legislature.
Florida Statute # 1003.42
"Members
of the instructional staff of the public schools, subject to the rules and
regulations of the state board and of the school board, shall teach efficiently
and faithfully, using the books and materials required, following the
prescribed courses of study, and employing approved methods of instruction the
following:
The history of the Holocaust (1933-1945), the
systematic, planned annihilation of European Jews and other groups by Nazi
Germany, a watershed event in the history of humanity, to be taught in a manner
that leads to an investigation of human behavior, an understanding of the
ramifications of prejudice, racism, and stereotyping, and an examination of
what it means to be a responsible and respectful person, for the purposes of
encouraging tolerance of diversity in a pluralistic society and for nurturing
and protecting democratic values and institutions."
This
mandate does not limit instruction on the Holocaust to any particular grade
level or academic subject. Inclusion of
Holocaust studies may be spread throughout the curriculum in a variety of
appropriate areas. In order to fulfill
the terms of the mandate, a comprehensive Holocaust education program would
ideally encompass the following six approaches:
1. A
presentation of the history of the Holocaust:
a. As a
calculated and systematic program which culminated in mass murder.
b. As a
turning point in human history.
2. An
investigation into human behavior that:
a. Recognizes
the common ground between those involved in the Holocaust and humanity at
large.
b. Analyzes
the factors that influence individual and group behavior.
c. Avoids
oversimplification of complex issues and identities.
3. A study of
prejudice that includes:
a. The many
manifestations of prejudice (i.e. racism, sexism, age discrimination,
Anti-Semitism, religious discrimination, etc.).
b. The ways
in which prejudice develops, functions, and spreads.
c. The short
and long term effects of prejudice on individuals and societies.
d. Strategies
for prejudice reduction.
4. Recognition
of pluralism as the model for our society, in which:
a. Diversity
is valued.
b. Tolerance
of diversity is a positive quality.
c. Respect
for the rights of others is the responsibility of all Americans.
5. An
exploration of what it means, in theory and in practice, to be a responsible
and respectful person.
6. An
investigation of democratic values and institutions that recognizes:
a. The
fundamental differences between democratic and non-democratic systems.
b. That these values and institutions are sustained only through the continual efforts of concerned citizens.
The
Holocaust was an extraordinarily complex period in history. It defies broad generalizations and easy
explanations. Some instructional
methods that may be well suited for other subjects are inappropriate for the
teaching of the Holocaust. Careful
thought and planning are needed to ensure historical accuracy and sound
methodology. A good Holocaust studies
program will provide students with an understandable and compelling
narrative. It should provide a broad
view of the subject, while at the same time affording the opportunity to
encounter individual lives. It must
also place the people and events of the Holocaust in appropriate geographic and
historical contexts. Finally, it should
offer student's plentiful opportunities to reflect on personal and collective
applications for the lessons learned.
Obviously,
most teachers will not have the time to explore all of these issues within the
context of a single Holocaust unit.
Most will choose to focus on those aspects of the topic most closely
related to their course curriculum.
Hopefully, students will study about the Holocaust in a variety of
classes throughout their years in school and will have many opportunities to
learn and apply its vital lessons.