that an amendment be promulgated by Sen. Williams ASAP [prime sponsor of a comparable proposal] with the concurrence of Sen. Folmer [Chair of the Education Committee] that both bills be supplanted [
RESOLVED: Chapter 4 of Title 22 shall be amended to ensure that instruction during Grades 4, 7, 10 and 12 shall include the Holocaust, genocide, and human rights violations.
existing statute. It may be recalled that the current effort [HB 1424] is voluntary [with curriculum composed by the DOE], whereas the original bill by Sen. Williams was perceived as an unfunded-mandate by the GOP [advising teacher-certification]; my suggestion is not
and it will be achievable [using a catchphrase learned from the PA Medical Society
s House of Delegates]
within normal organizational resources.
The rationale for this move is based on the fact that current standards do not comply with the way they
were characterized in the staff-notes prepared by Rep. Clymer
s Education Committee [
include cursory references to genocide, WWII, and Nazi concentration camps; albeit without clarification.
]; word-searches [deferring WWII because it
s a bit afield] actually demonstrate that:
Conflict and Cooperation Among Social Groups and Organizations
Domestic Instability (political unrest, natural and man-made disasters, genocide)
“Nazi” appears once:
B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
Documents, Writings and Oral Traditions (e.g., Declaration of the International Conference on Sanctions Against South Africa; Monroe Doctrine, Communist Manifesto,
Artifacts, Architecture and Historic Places (e.g., Robben Island, New York Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps)
“human rights” and “Holocaust” and “Armenia” and “Cambodia” do not appear at all.
* Also problematic
is how the concepts are currently classified, for “genocide” should hardly be relegated under the concept of “
noting its deep roots that transcend the common
usage of that term] and “Nazi” should hardly be relegated under the concept of “
Artifacts, Architecture and Historic Places
” [noting that this connotes the lack of major contemporary
import]. Finally, problematic is the need to specify concerns
regarding “human rights” as violated during
the past century in otherwise under-appreciated fashions [Armenia, Cambodia], plus others [Ukraine Famine, China/Tibet, etc.]; indeed, the exercise of exploring these additional CRUCIAL
facets of “
world history instruction
” would [one hopes] sensitize the student to detecting
manifestations of such tendencies following graduation. It is now easy to envision what can now transpire, namely, that the mandate is passed that these TOPICS be encompassed in four grade-levels; thereafter, multiple quality-organizations can tackle the database [500 school districts, 3,150 schools and 1,793,284 K-12 students] by providing a non-profit resource
designed to satisfy the statewide mandate [including curricula, handouts, teacher-education, handouts].