Holocaust Education: The Florida Legislative Mandate

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.

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.