Holocaust Education Resources for Florida Teachers: Navigating Mandates with "The Last Ones"
The landscape of Holocaust education in Florida is undergoing a profound transformation, driven by the convergence of legislative rigor and the inevitable passage of time. As we approach the 80th anniversary of the liberation of Auschwitz-Birkenau, the classroom is shifting from an era defined by living memory—where students could interact directly with survivors—to an era of recorded memory. This transition poses a unique challenge for Florida educators who are legally bound by some of the strictest and most comprehensive Holocaust education mandates in the United States.
With the passage of House Bill 1213 (2020) and the subsequent strengthening of Florida Statute 1003.42 (2)(g), the state has codified the requirement to teach the Holocaust not merely as a historical event but as a rigorous “investigation of human behavior”. Teachers are now required to provide evidence of compliance, ensuring that instruction covers the systematic nature of the genocide, the ramifications of prejudice, and the specific prevention of antisemitism.
This report provides an exhaustive analysis of these legislative requirements and introduces “The Last Ones” (thelastones.education)—a global multimedia initiative—as a critical resource for compliance. By capturing the intimate, unscripted testimonies of the final living survivors, including many residents of Florida, “The Last Ones” offers a pedagogical solution that bridges the gap between statutory obligation and student engagement. This document serves as a comprehensive guide for Florida educators, administrators, and policymakers on leveraging this platform to meet state standards, combat antisemitism, and ensure that the legacy of the Holocaust endures in the digital age.
Section I: The Legislative Imperative in Florida
To understand the necessity of a resource like “The Last Ones,” one must first deconstruct the legal framework that governs the Florida social studies classroom. Florida’s commitment to Holocaust education is not a recent development but the result of decades of legislative evolution, culminating in a mandate that is both prescriptive and ambitious.
1.1 The Evolution of the Mandate: From Recommendation to Certification
Florida’s legislative journey began in 1994 with the passage of the Holocaust Education Bill (SB 660), which first amended the state statutes to include the history of the Holocaust as required instruction. At the time, this was a pioneering move, positioning Florida as a national leader in mandating the study of the Shoah. However, for many years, the implementation of this mandate varied significantly across the state’s 67 school districts. Without a mechanism for enforcement or standardized reporting, the quality of Holocaust education was often dependent on the passion of individual teachers or the resources of local communities.
This landscape changed dramatically with the enactment of House Bill 1213 in 2020. Signed into law by Governor Ron DeSantis, this bill (Chapter No. 2020-88) fundamentally altered the accountability structure of Holocaust education in Florida.
Key Provisions of HB 1213:
- Mandatory Reporting: The bill introduced a requirement for the Department of Education (DOE) to create a process for school districts to annually certify and provide evidence of compliance with the Holocaust instructional requirements. This shifted the mandate from a passive requirement to an active compliance metric.
- Holocaust Education Week: The legislation officially designated the second week in November as “Holocaust Education Week”, coinciding with the anniversary of Kristallnacht (the Night of Broken Glass). This provides a dedicated timeframe for intensive instruction and commemoration across the state.
- Standards Development: The bill directed the DOE to prepare and offer specific standards and curriculum for the instruction, which may be developed in consultation with the Commissioner’s Task Force on Holocaust Education and recognized Holocaust organizations.
- Definition of Antisemitism: Crucially, the bill expanded the scope of instruction to include the state policy against antisemitism, requiring schools to treat discrimination motivated by antisemitism in an identical manner to discrimination motivated by race.
1.2 Deconstructing Florida Statute 1003.42 (2)(g)
The current text of Florida Statute 1003.42 (2)(g) is the “north star” for every social studies teacher in the state. The specific phrasing of the statute dictates the pedagogical approach that must be taken. A close reading of the text reveals why traditional textbooks often fall short and why multimedia resources like “The Last Ones” are essential.
The statute requires instruction on:
“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…”.
We can parse this legal text into three distinct educational pillars:
Pillar 1: The Historical Fact (“Systematic, Planned Annihilation”) Teachers must present the Holocaust not as a chaotic byproduct of World War II, but as a deliberate, state-sponsored industrial crime. This requires resources that document the intent and the mechanism of the genocide.
- The Role of “The Last Ones”: Survivors in the series explicitly describe the bureaucratic tightening of the noose—the census, the identification cards, the transport schedules—providing primary source evidence of this “planned annihilation”.
Pillar 2: The Behavioral Analysis (“Investigation of Human Behavior”) This is the most challenging and critical aspect of the mandate. The law demands that students do not just memorize dates, but analyze why people acted the way they did. It requires an interrogation of the roles of perpetrator, victim, bystander, and rescuer.
- The Role of “The Last Ones”: By focusing on intimate, personal narratives, “The Last Ones” moves the focus from the aggregate statistics (6 million) to the individual choices of neighbors, friends, and officials. This aligns perfectly with the statutory requirement to investigate human behavior at the micro-level.
Pillar 3: The Civic Outcome (“Responsible and Respectful Person”) The ultimate goal of the legislation is civic character formation. The instruction must lead to an “examination of what it means to be a responsible and respectful person”. This connects the history of the 1930s and 40s to the students’ own lives and choices today.
- The Role of “The Last Ones”: The project’s focus on resilience and the post-war lives of survivors models “responsible” citizenship. Survivors often speak about their refusal to hate and their dedication to rebuilding society, offering a powerful model for students.
1.3 The Compliance Challenge for Schools
The annual certification requirement of HB 1213 places significant pressure on school administrators. They must demonstrate that the materials used in their classrooms are “historically accurate” and meet “the highest standards for professionalism”. This has led to a scrutiny of resources. Fictionalized accounts (such as The Boy in the Striped Pajamas) are increasingly viewed as insufficient or even counterproductive for meeting the “historical accuracy” standard.
Schools are now actively seeking:
- Primary Sources: Verified testimonies from actual survivors.
- Standards-Aligned Content: Materials that map directly to Florida’s B.E.S.T. standards and the Next Generation Sunshine State Standards (NGSSS).
- Digital Accessibility: Resources that can be accessed by students on 1:1 devices.
“The Last Ones” positions itself as a turnkey solution for these compliance needs, offering a repository of verifiable, high-quality primary source testimonies that fit the statutory criteria perfectly.
Section II: "The Last Ones" – A Platform for the Post-Survivor Era
As the generation of Holocaust survivors dwindles, the “era of the witness” is drawing to a close. This transition necessitates a new approach to preserving testimony. “The Last Ones” (Les Derniers) is a project specifically designed for this transitional moment. Initiated in France by journalist Sophie Nahum and expanded to the United States by Leslie Gelrubin Benitah, the project represents a significant evolution in how Holocaust testimony is captured and presented.
2.1 The Project Philosophy: Intimacy Over Archive
Traditional Holocaust archives (such as the Fortunoff Video Archive or the early USC Shoah Foundation interviews) were often designed for researchers. They consist of long, unedited, static shots, often lasting hours, filmed against neutral backgrounds. While invaluable for historians, these can be daunting for the average K-12 student.
“The Last Ones” adopts a different methodology:
- The “At-Home” Aesthetic: Interviews are conducted in the survivors’ own homes, often over a cup of tea or coffee. The lighting is natural; the setting is personal. This removes the barrier between the “historical figure” and the student.
- Short-Form Storytelling: The project produces concise episodes (typically 10-20 minutes). This aligns with the “micro-learning” preferences of digital natives (Gen Z and Gen Alpha) without sacrificing depth.
- Narrative Focus: Rather than a chronological recitation of every movement during the war, the interviews often focus on specific themes—childhood, the moment of separation, acts of kindness, and life after the war.
Table 1: Comparison of Testimony Methodologies
Feature
Traditional Archives (e.g., Fortunoff, Early Shoah Foundation)
“The Last Ones” Platform
Primary Audience
Historians, Researchers, University Students
K-12 Students, General Public, Social Media Users
Duration
2–5 Hours (Unedited)
10–20 Minutes (Edited Narratives)
Setting
Studio or Neutral Background
Survivor’s Home / Living Room
Visual Style
Static, Documentary/Academic
Pedagogical Goal
Comprehensive Historical Record
Emotional Connection & Engagement
Distribution
Libraries, Museums, Universities
YouTube, TikTok, Instagram, Web
2.2 The Florida Connection: A Local Resource
One of the most compelling aspects of “The Last Ones” for Florida teachers is its deep local roots. Florida is home to one of the largest populations of Holocaust survivors in the world, particularly in South Florida. The project has actively documented these voices, ensuring that Florida students can learn from members of their own community.
Notable Florida Survivors in the Project:
- David Schaecter: A Miami-based survivor and a founding member of the Holocaust Memorial Miami Beach. His testimony provides a direct link to the establishment of local institutions of memory.
- Saul Blau: Another Miami resident whose story contributes to the local tapestry of survival.
- Hedy Fladell & Irene Zisblatt: Their testimonies are part of the “The Last Ones of Auschwitz” collection, providing female perspectives on survival in the death camps.
The project’s focus on Florida is further evidenced by its engagement with state funding mechanisms. A Local Funding Initiative Request (LFIR #1423) submitted to the Florida Senate for the 2024-2025 fiscal year details a request for $286,250 to support the documentation of legacy survivors in Miami-Dade, Broward, and Palm Beach counties. This request highlights that 97% of Florida’s Nazi victims reside in these three counties, making the project explicitly relevant to the demographics of South Florida schools.
Scope of the Florida Initiative:
- Production: The funding request outlines a plan for 25 new shoots, utilizing high-end production crews (Directors of Photography, Sound Recordists) to ensure broadcast-quality preservation.
- Outreach: The project aims to serve over 500,000 individuals in Florida, leveraging a bilingual platform to reach the state’s diverse population.
2.3 The "Last Ones of Auschwitz"
In commemoration of the 80th anniversary of the liberation of Auschwitz-Birkenau, the project has released a feature-length documentary and a book titled “The Last Ones of Auschwitz”. This collection brings together 25 rare testimonies.
- Educational Value: This resource is particularly potent for high school “World History” and “Holocaust History” electives. It moves beyond the general narrative of the war to the specific mechanisms of the death camp—the selection, the labor, and the daily struggle for survival.
- Themes: The book and film focus heavily on “life with Auschwitz”—how survivors carried the memory with them while raising families and building careers in places like Miami. This directly addresses the statutory requirement to examine the “ramifications” of the event on individuals.
Section III: Pedagogical Strategies for Florida Teachers
Having established the legal requirement and the resource availability, the next step is implementation. How does a Florida teacher effectively integrate “The Last Ones” into a curriculum that is already packed with standards?
3.1 Addressing the "Attention Economy"
Modern students operate in an attention economy defined by short-form video content (TikTok, Instagram Reels). Traditional 50-minute documentaries often lead to disengagement. “The Last Ones” leverages the visual language of social media—direct eye contact, high-definition close-ups, concise editing—to hold student attention.
- Strategy: Teachers can use a “Bell Ringer” approach during Holocaust Education Week. Each day of the week, play one 5-7 minute clip from a different survivor. This creates a daily ritual of remembrance without dominating the entire instructional block.
3.2 The "Investigation of Human Behavior" Model
To satisfy Florida Statute 1003.42 (2)(g), teachers should move beyond passive viewing. The following lesson plan model utilizes “The Last Ones” to drive inquiry-based learning:
Step 1: The Encounter (Watch)
- Select a testimony from the platform (e.g., Ginette Kolinka discussing her arrest).
- Instruction: “Watch the survivor’s face and listen to their tone. Do not take notes. Just listen.”
- Goal: Establish emotional connection and empathy (preventing compassion fatigue).
Step 2: The Inquiry (Reflect)
- Prompt: “Identify one choice made by the survivor, one choice made by a perpetrator, and one choice made by a bystander in this story.”
- Goal: Fulfills the “investigation of human behavior” mandate.
Step 3: The Contextualization (Research)
- Activity: Use the keywords mentioned by the survivor (e.g., “Drancy,” “Cattle Car,” “Selection”) to research the historical facts using other approved resources (like USHMM or the Florida Holocaust Museum trunks).
- Goal: Anchors the personal story in the “systematic, planned annihilation” historical framework.
3.3 Addressing Antisemitism and "Upstander" Behavior
Florida law requires instruction on the prevention of antisemitism. “The Last Ones” is a powerful tool for this because it humanizes the victims of antisemitism before they became victims.
- Lesson Idea: Compare the pre-war childhood stories of survivors (playing sports, going to school) with the gradual imposition of antisemitic laws (Nuremberg Laws). Ask students to identify the “steps” of escalation.
- Lesson Idea: Focus on the “Righteous Among the Nations.” Use testimonies where survivors discuss the non-Jews who hid them. Discuss what risks those rescuers took. This directly addresses the “responsible and respectful person” clause of the statute.
3.4 Trauma-Informed Education
Teaching the “atrocities” required by Florida law can be traumatizing for younger students (grades 5-8). “The Last Ones” is particularly suitable for these age groups because the “at-home” interview style feels safe. The survivors are elderly, safe, and often smiling, which provides a visual cue of survival and resilience that counterbalances the horror of their stories. This allows teachers to cover difficult content without inducing secondary trauma.
Section IV: Compliance Checklist for Florida Schools
To assist school districts in their annual certification process, we have developed a compliance checklist based on the integration of “The Last Ones” into the curriculum.
Table 2: Florida Holocaust Education Compliance Matrix
Statutory Requirement (Florida Statute 1003.42)
Curricular Goal
Integration of “The Last Ones” Platform
Systematic, planned annihilation
Demonstrate the industrial nature of the Holocaust.
Use the “Last Ones of Auschwitz” series to show the progression from ghetto to transport to camp.
Investigation of human behavior
Analyze roles of victim, perpetrator, bystander.
Use “Hidden Child” testimonies to analyze the behavior of neighbors who either denounced or hid Jewish children.
Ramifications of prejudice
Connect historical antisemitism to modern hate.
Use clips describing the “Yellow Star” implementation to discuss how prejudice is codified into law.
Prevention of anti-Semitism
Educate on the dangers of anti-Jewish hatred.
se the platform’s “Pre-War Life” segments to humanize the Jewish community and counter stereotypes.
Responsible and respectful person
Character education and civic responsibility.
Focus on the “Resilience” and “Rebuilding” segments where survivors discuss their contributions to society post-war.
Holocaust Education Week
Dedicate the 2nd week of November to study.
Utilize the platform for a week-long “Survivor a Day” digital program.
Section V: The Future of Memory – Beyond the Video
While video testimony is the current standard, the research suggests that “The Last Ones” and similar projects are looking toward the future of educational technology.
5.1 The "Race Against Time"
The urgency of this project cannot be overstated. With the youngest survivors now approaching their 90s, the window for capturing high-quality, interactive testimony is closing. “The Last Ones” represents a final push to record these stories before they are lost to living memory.
- Educational Implication: Teachers should frame the viewing of these videos as a unique historical privilege. Students today are the last generation to overlap with living survivors, even if only through recently recorded media.
5.2 Digital Innovation and VR
The Florida Senate funding request for “The Last Ones” alludes to the development of a bilingual platform that allows users to search by theme or keyword. Furthermore, the broader field of Holocaust education is moving toward Virtual Reality (VR) and AI-driven interactive biographies (like the USC Shoah Foundation’s “Dimensions in Testimony”).
- Future Outlook: As Florida schools invest in VR headsets and immersive learning labs, high-definition assets like those from “The Last Ones” will likely form the basis of future immersive experiences, allowing students to “sit” in the living room with a survivor.
5.3 The "Post-Memory" Generation
We are entering the age of “post-memory,” a term coined to describe the relationship that the second and third generations (children and grandchildren of survivors) have with the personal, collective, and cultural trauma of those who came before. “The Last Ones” often features the children or grandchildren of survivors in the background or as facilitators, modeling this intergenerational transmission of memory.
- Lesson Idea: Have students interview their own grandparents about a historical event. This helps them understand the fragility of oral history and the importance of projects like “The Last Ones.”
Conclusion: A Call to Action for Florida Educators
The mandate of House Bill 1213 is clear: Florida schools must teach the Holocaust. But the spirit of the law requires much more—it requires the cultivation of empathy, the analysis of human behavior, and the development of responsible citizens.
In a world where attention spans are shrinking and the last witnesses are leaving us, “The Last Ones” (thelastones.education) offers a vital lifeline. It provides a way to teach the “systematic, planned annihilation” through the lens of individual humanity. It satisfies the rigorous requirements of Florida Statute 1003.42 (2)(g) while speaking the digital language of the modern student.
For Florida teachers, this platform is not just a resource; it is a partner in the heavy responsibility of bearing witness. By integrating these testimonies into the classroom, educators ensure that the phrase “Never Again” is not an empty slogan, but a promise kept to the last ones who survived, and to the millions who did not.
Actionable Steps for Teachers:
- Bookmark thelastones.education.
- Audit your current November curriculum against the Compliance Matrix in Section IV.
- Incorporate at least three specific survivor testimonies into your Holocaust Education Week lesson plans.
- Use the “Investigation of Human Behavior” model to drive deep class discussions.
The history of the Holocaust is a history of human choices. By using “The Last Ones,” we empower Florida students to understand those choices, and hopefully, to make better ones in their own lives.
References & Statutory Citations
- Florida Statute 1003.42 (2)(g): Required instruction on the history of the Holocaust.
- House Bill 1213 (2020): “Educational Instruction of Historical Events”.
- Senate Bill 660 (1994): Original Holocaust Education Bill.
- The Last Ones (Project): thelastones.education / thelastones.org.
- The Last Ones of Auschwitz (Book/Film): Sophie Nahum & Leslie Gelrubin Benitah.
- Florida Senate LFIR #1423: Funding request for “The Last Ones”.
- Holocaust Education Week: Designated as the second week of November.
(Note: This report has been compiled using specific research snippets regarding Florida legislation and “The Last Ones” project to ensure accuracy and compliance with state standards.)
Works cited
1. Bill tracking in Florida – HB 1213 (2020 legislative session) – FastDemocracy, https://fastdemocracy.com/bill-search/fl/2020/bills/FLB00020250/
2. Chapter 1003 Section 42 – 2024 Florida Statutes – The Florida Senate, https://www.flsenate.gov/Laws/Statutes/2024/1003.42
3. FLORIDA’S HOLOCAUST MANDATE, https://www.fldoe.org/core/fileparse.php/19868/urlt/FL-HolocaustMandate.pdf
4. House Bill 1213 (2020) – The Florida Senate, https://www.flsenate.gov/Session/Bill/2020/1213
5. Florida Statute § 1003.42(1) – Online Sunshine, https://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1003/Sections/1003.42.html
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12. The Last Ones Of Auschwitz offers intimate portrait of the final survivors of the camp, https://www.jewishnews.co.uk/the-last-ones-of-auschwitz-offers-intimate-portrait-of-the-final-survivors-of-the-camp/
13. ‘The Last Ones of Auschwitz’ offers urgent portait of final survivors of Auschwitz-Birkenau – Jewish News Syndicate, https://www.jns.org/wire/new-book-the-last-ones-of-auschwitz-offers-an-intimate-and-urgent-portait-of-the-final-survivors-of-auschwitz-birkenau/
14. The Last Ones of Auschwitz | 28th Miami Jewish Film Festival, https://mjff.eventive.org/schedule/the-last-ones-of-auschwitz-6734eef2f39bb1006d0b9a8c
15. Local Funding Initiative Request Fiscal Year 2024-2025 – Florida Senate, https://flsenate.gov/PublishedContent/Session/FiscalYear/FY2024-25/LocalFundingInitiativeRequests/FY2024-25_S1423.pdf
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17. Learning Sites – Florida Department of Education, https://www.fldoe.org/holocausteducation/learning-sites.stml
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19. Centre News September 2016 by Melbourne Holocaust Museum – Issuu, https://issuu.com/jhc_comms/docs/centrenews_centrenews_2016_issue2
20. Holocaust Survivor Testimonies and Memoirs, https://holocaustmemorialmiamibeach.org/education/resources/survivor_testimonies_memoirs/
21. Florida Will Never Forget the Horrors of the Holocaust, https://www.fldoe.org/newsroom/latest-news/florida-will-never-forget-the-horrors-of-the-holocaust.stml
22. Suggested Resource and Guidelines for Holocaust Education Week November 9-13, 2020, https://www.fldoe.org/core/fileparse.php/19868/urlt/HEW20ResourceGuide.pdf
