I 
118TH CONGRESS 
1ST SESSION 
H. R. 603 
To require a study on Holocaust education efforts of States, local educational 
agencies, and public elementary and secondary schools, and for other 
purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JANUARY 27, 2023 
Mr. GOTTHEIMER
(for himself, Mr. MCCAUL, Ms. MANNING, Mr. 
FITZPATRICK, Mr. PETERS, Mr. NICKEL, Mrs. GONZA´LEZ-COLO´N, Ms. 
BROWN, Ms. WASSERMAN SCHULTZ, Ms. TITUS, Mr. MOSKOWITZ, Mr. 
PANETTA, Ms. STEVENS, Mr. SHERMAN, Ms. NORTON, Mr. VEASEY, Mr. 
TRONE, Ms. WILSON of Florida, Ms. ROSS, Mr. RYAN, Ms. BONAMICI, 
Ms. SALAZAR, Mr. WEBER of Texas, Ms. TOKUDA, Ms. MENG, Mr. 
ESPAILLAT, Mrs. WATSON COLEMAN, Mr. GOLDMAN of New York, Mr. 
PAYNE, Mr. BALDERSON, Mr. SCHNEIDER, Ms. ESHOO, Ms. WILD, Ms. 
DEAN of Pennsylvania, Ms. JACKSON LEE, Mr. KRISHNAMOORTHI, Ms. 
SCHRIER, Ms. SCANLON, Mr. JACKSON of Texas, Mr. HIMES, Mr. DOG-
GETT, Ms. CLARKE of New York, Mr. DUNN of Florida, Mr. TORRES of 
New York, Mr. KUSTOFF, Mr. PHILLIPS, Ms. BARRAGA´N, Mr. LAHOOD, 
Mr. FERGUSON, Mr. CARBAJAL, Mr. KEAN of New Jersey, Mr. BACON, 
Mr. VALADAO, Ms. TENNEY, Mr. MOULTON, Ms. TLAIB, Mr. CARTER of 
Louisiana, Mr. PALLONE, Mr. SOTO, Mr. GARBARINO, Ms. HOULAHAN, 
Mr. BUCHANAN, Mr. DESAULNIER, Mr. LANDSMAN, Mr. LAWLER, and 
Mr. MORAN) introduced the following bill; which was referred to the Com-
mittee on Education and the Workforce 
A BILL 
To require a study on Holocaust education efforts of States, 
local educational agencies, and public elementary and 
secondary schools, and for other purposes. 
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Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Holocaust Education 
and Antisemitism Lessons Act’’ or the ‘‘HEAL Act’’. 
SEC. 2. STUDY AND REPORT ON HOLOCAUST EDUCATION. 
(a) STUDY.—Beginning not later than 180 days after 
the date of the enactment of this Act, the Director of the 
United States Holocaust Memorial Museum (referred to 
in this Act as the ‘‘Director’’) shall conduct a study on 
Holocaust education efforts in States, local educational 
agencies, and public elementary and secondary schools. 
Such study shall include an examination of— 
(1) all States; 
(2) a nationally representative sample of local 
educational agencies; and 
(3) a representative sample of schools within 
the local educational agencies being studied. 
(b) ELEMENTS.—In conducting the study under sub-
section (a), the Director shall— 
(1) determine whether States and local edu-
cational agencies require Holocaust education as 
part of the curriculum taught in public elementary 
and secondary schools; 
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(2) identify States and local educational agen-
cies that have optional Holocaust education as part 
of the curriculum taught in public elementary and 
secondary schools; 
(3) identify each State’s standards and local 
educational agency’s requirements relating to Holo-
caust education and summarize the status of the im-
plementation of such standards, including— 
(A) the existence of a centralized appa-
ratus at the State or local level that collects and 
disseminates Holocaust education curricula and 
materials; 
(B) the existence of Holocaust education 
professional development opportunities for pre- 
service and in-service teachers; and 
(C) the involvement of informal edu-
cational organizations in implementing Holo-
caust education, including museums and cul-
tural centers; 
(4) determine whether public elementary and 
secondary schools use the following strategies in 
their Holocaust education, including through the 
qualitative and quantitative analysis of such indica-
tors as— 
(A) in-class discussion; 
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(B) educational activities conducted out-
side the classroom, including homework assign-
ments and experiential learning involving State 
and local organizations, such as museums and 
cultural centers; 
(C) project based learning; 
(D) educational materials and activities 
that 
are 
developmentally 
appropriate 
and 
taught through a trauma-informed lens; and 
(E) integration of lessons from the Holo-
caust across the curriculum and throughout the 
school year; 
(5) identify the types of instructional materials 
used to teach students about the Holocaust, includ-
ing the use of primary source material; 
(6) identify— 
(A) the duration of the periods in which 
Holocaust education is taught in public elemen-
tary and secondary schools; and 
(B) the comprehensiveness of the Holo-
caust education curriculum taught in such 
schools, as indicated by the extent to which the 
curriculum addresses all elements and aspects 
of the Holocaust; and 
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(7) identify the approaches used by such 
schools to assess outcomes using traditional and 
nontraditional assessments, including asessments 
of— 
(A) students’ knowledge of the Holocaust; 
and 
(B) students’ ability to identify and ana-
lyze antisemitism, bigotry, hate, and genocide in 
historical and contemporary contexts. 
(c) REPORT.— 
(1) IN GENERAL.—Following the completion of 
the study under subsection (a), the Director shall 
prepare and submit to Congress a report on the re-
sults of the study. 
(2) DEADLINE
FOR
SUBMITTAL.—The report 
under paragraph (1) shall be submitted not later 
than the earlier of— 
(A) 180 days after the completion of the 
study under subsection (a); or 
(B) three years after the date of the enact-
ment of this section. 
(d) DEFINITIONS.—In this Act: 
(1) ESEA TERMS.—The terms ‘‘elementary 
school’’, ‘‘local educational agency’’, ‘‘secondary 
school’’, and ‘‘State’’ have the meanings given those 
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terms in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(2) HOLOCAUST.—The term ‘‘Holocaust’’ has 
the meaning given that term in section 3 of the 
Never Again Education Act (Public Law 116–141; 
36 U.S.C. 2301 note). 
(3) HOLOCAUST EDUCATION.—The term ‘‘Holo-
caust education’’ means educational activities that 
are specifically intended— 
(A) to improve students’ awareness and 
understanding of the Holocaust; 
(B) to educate students on the lessons of 
the Holocaust as a means to raise awareness 
about the importance of preventing genocide, 
hate, and bigotry against any group of people; 
and 
(C) to study the history of antisemitism, 
its deep historical roots, the use of conspiracy 
theories and propaganda that target the Jewish 
people, and the shape-shifting nature of anti-
semitism over time. 
(4) PROJECT
BASED
LEARNING.—The term 
‘‘project based learning’’ means a teaching method 
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through which students learn by actively engaging in 
real-world and personally meaningful projects. 
Æ 
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