Date of Completion

12-2-2019

Thesis Advisor(s)

Alan Marcus

Honors Major

Human Rights

Abstract

The purpose of this paper is to present a history of Holocaust education in Connecticut and in the United States of America, evaluate the motives for studying Holocaust education, and explore the content, process and outcomes of Connecticut's Holocaust and genocide education law. Central questions are how has Holocaust education evolved and what does it look like today; what can we learn from the Connecticut law about Holocaust and genocide education; and why teach about the Holocaust? Research methods consist of using several books, academic journals, and public records of legal documents. Relevant texts were gathered and then annotated and read. Additionally, five interviews were conducted where participants were asked their position and involvement with Holocaust education, why they believed it is important, and what effective Holocaust education looks like. Interviews were recorded, transcribed, and read for analysis.

The passing of the recent mandate in the state of Connecticut, Senate Bill No. 452, implies that Holocaust and genocide education are important for several reasons: to combat a recent increase an anti-Semitism and hate crimes, to learn about historical mass violations of human rights, and to foster engaged and informed citizens.

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