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Genocide Education
Resource for Teachers

In the United States, 11 states require the teaching of the Armenian Genocide. These are California, Georgia, Illinois, Kansas, Massachusetts, Minnesota, New Jersey, New York, Ohio, Rhode Island and Virginia. The list as well as the text from each state's educational framework can be found here:

Facing History provides teaching materials for genocide education for grades 7-12. They also have special teaching modules for the Armenian Genocide. Go onto their web-site for more information. Here is their overview:

“If one by one, hundreds of children learn the evils of hatred in history, then learn to face and change that hatred in their own world—through art, language, and service—and to begin to build communities of educated, committed citizens, who is to say that Facing History cannot be the catalyst for an end to prejudice, violence, and injustice?” —A Facing History student

Since 1976, Facing History has been engaging students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust and other examples of genocide, students make the essential connection between history and the choices they confront in their own lives.”

The Project’s chief aim is to provide teaching materials for the classroom. Here is their overview:

“The Genocide Education Project is a nonprofit organization that assists educators in teaching about human rights and genocide, particularly the Armenian Genocide, by developing and distributing instructional materials, providing access to teaching resources and organizing educational workshops.”For specific curriculum requirements of individual states in the U.S. go to:


California History-Social Science Content Standard 10.5.5 requires that students in the public schools:
Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

History-Social Science Framework for California Public Schools:

"Within the context of human rights and genocide, students should learn of the Ottoman government's planned mass deportation and systematic annihilation of the Armenian population in 1915. Students should also examine the reactions of other governments, including that of the United States, and world opinion during and after the Armenian genocide. They should examine the effects of the genocide on the remaining Armenian people, who were deprived of their historic homeland, and the ways in which it became a prototype of subsequent genocides." (Framework, p.127)

"Genocides, such as that perpetrated on the Armenians, already had demonstrated the human capacity for mass murder. The Nazis perfected the social organization of human evil and provided an efficient and frightening model for future despots such as Pol Pot in Cambodia." (Framework, pp.128-129)

On August 5, 2005, Illinois passed a Public Act (PA 094-0478) mandating the teaching of the Armenian Genocide, in addition to other 20th century genocides, in public schools.
Since the Illinois framework for public schools has not been updated yet to reflect this change, below is the text from PA 094-0478.

"One of the universal lessons of the Holocaust is that national, ethnic, racial, or religious hatred can overtake any nation or society, leading to calamitous consequences. To reinforce that lesson, such curriculum shall include an additional unit of instruction studying other acts of genocide across the globe. This unit shall include, but not be limited to, the Armenian Genocide, the Famine-Genocide in Ukraine, and more recent atrocities in Cambodia, Bosnia, Rwanda, and Sudan."

Quality Core Curriculum (QCC) Standards
Grade 9-12, Social Studies
Course: World History
23. Topic: Human Rights
Standard: Analyzes the phenomenon of genocide in the 20th century
• Armenian
• Nazi holocaust, and
• ethnic cleansing (Balkan, African, and Asian).

World History
High School
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945).
High School Knowledge and/or Application Indicators High School Instructional Suggestions
The student: 2. (K) describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk’s modernization of Turkey).

Massachusetts History and Social Science Curriculum Framework WHII.18 requires that students in the public schools:
Summarize the major events and consequences of World War I.
A. physical and economic destruction
B. the League of Nations and attempts at disarmament
C. The collapse of the Romanov dynasty and the subsequent Bolshevik Revolution and Civil War in Russia
D. post-war economic and political instability in Germany
E. the Armenian genocide in Turkey
F. the unprecedented loss of life from prolonged trench warfare

Standards in Social Studies
World History Grades 9-12
Sub-Strand: H. Global Conflict, 1914 AD – 1945 AD
Standards: The student will demonstrate knowledge of the worldwide impact of World War II.
1. Students will analyze economic and political causes of World War II and examine the role of important individuals during the war and the impact of their leadership.
2. Students will understand and analyze impact of the Holocaust and other examples of genocide in the 20th Century.
3. Students will explain the reasons for the formation of the United Nations.Examples
1. Great Depression, competition for natural resources, Communism, fascism, Nazism, Hitler, Stalin, Mussolini, Tojo, Hirohito, Churchill, F.D. Roosevelt, Eisenhower, MacArthur, Raoul Wallenberg, Patton, Marshall, Truman, Mao Zedong and Chiang Kai-shek
2. Final Solution, concentration camps, Armenian, Balkans, Nanking, Kurdistan, Rwanda, Ukraine, Cambodia
3. Harold Stassen, San Francisco Conference, Security Council, General Assembly, UNESCO, FAO, WHO, UNICEF
NEW JERSEYNew Jersey Social Studies Curriculum Framework, Chapter 2: Understanding History, Standard 6.4: Social History, Learning Activities for Grades 9-12 - World History period, requires that students in the public schools:
Locate and read other eyewitness accounts of the Holocaust and of other tragic examples of human destruction in history, such as the genocide of the Armenians; the horrors of Stalin's planned famine in the Ukraine, the genocide in Cambodia or Rwanda, the Trail of Tears in American history, the treatment of the Aborigines in Australia, the forced immigration and enslavement of Africans, and countless other examples of inhumanity. Compare and contrast the authors' views, thoughts, emotions, and experiences with those recorded by Anne Frank.

New York State Social Studies Core Curriculum Unit Six: A Half Century of Crisis and Achievement (1900-1945), requires that students in the public schools learn about:
A. World War I
1. Europe: the physical setting
2. Causes
3. Impacts
4. Effects of science/technological advances
on warfare
5. Armenian Massacre
6. Collapse of the Ottoman Empire
7. The war as reflected in literature, art, and

Rhode Island General Laws (R.I.G.L.), Title 16 on Education, Curriculum Chapter 16-22, Section 16-22-22 on Genocide and Human Rights Education, requires that the department of elementary and secondary education shall:
Pursuant to rules promulgated by the commissioner of elementary and secondary education, develop curricular material on genocide and human rights issues and guidelines for the teaching of that material. The material and guidelines shall include, but not be limited to: (1) the period of the transatlantic slave trades and the middle passage; (2) the great hunger period in Ireland; (3) the Armenian genocide; (4) the Holocaust; and (5) the Mussolini fascist regime and other recognized human rights violations. In formulating this program the department shall consult with practicing teachers, principals, superintendents and experts knowledgeable in genocide and human rights issues. Local school committees may incorporate the material into their elementary and secondary school curriculum.

Academic Content Standards
Social Studies - Grade Nine
Interaction 2. Analyze the results of political, economic, and social oppression and the violation of human rights including:
a. The exploitation of indigenous peoples;
b. The Holocaust and other acts of genocide, including those that have occurred in Armenia, Rwanda, Bosnia and Iraq.


Virginia World History and Geography: 1500 a.d. to the Present Curriculum Framework, Standard WHII.11b, requires that:
The student will demonstrate knowledge of the worldwide impact of World War II by examining the Holocaust and other examples of genocide in the twentieth century.
Examples of other genocides:
• Armenians by leaders of the Ottoman Empire
• Peasants, government and military leaders, and members of the elite in the Soviet Union by Joseph Stalin
• The educated, artists, technicians, former government officials, monks, and minorities by Pol Pot in Cambodia
• Tutsi minority by Hutu in Rwanda Muslims and Croats by Bosnian Serbs in former Yugoslavia

The association draws together reputable scholars from all over the world. Their web-site provides updated information about the study of genocide, Darfur and the Armenian Genocide Resolution. Here is their overview:
“The International Association of Genocide Scholars is a global, interdisciplinary, non-partisan organization that seeks to further research and teaching about the nature, causes, and consequences of genocide, and advance policy studies on prevention of genocide. The Association, founded in 1994, meets biennially to consider comparative research, important new works, case studies, the links between genocide and gross human rights violations, and prevention and punishment of genocide. The aim of the Association is to focus more intensively on questions of genocide than is possible in the existing two-hour format of most conferences and to draw colleagues from different disciplines into an interdisciplinary conversation. Membership is open to scholars, graduate students, and other interested persons worldwide. The Association is an autonomous affiliate of The Institute for the Study of Genocide.”
For a list of universities and institutes offering genocide education world-wide go on to the following site.


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