Bill Overview
Title: Armenian Genocide Education Act
Description: This bill requires the Library of Congress to maintain a public website and otherwise support educational initiatives to promote understanding about the Armenian Genocide.
Sponsors: Rep. Maloney, Carolyn B. [D-NY-12]
Target Audience
Population: People interested in education about the Armenian Genocide
Estimated Size: 1500000
- The bill focuses on educational initiatives about the Armenian Genocide, primarily affecting educational systems and materials.
- The Armenian community would be significantly impacted as the bill addresses their historical experiences.
- Educators and students worldwide who seek to learn about historical events, particularly genocides, will be affected.
- Increased awareness and education about the Armenian Genocide could lead to broader cultural understanding globally.
Reasoning
- The Armenian Genocide Education Act primarily benefits educators, students, and the Armenian community in the US. These groups are likely to have increased access to accurate historical resources, which can improve their understanding of Armenian history and the broader implications of genocide education.
- Since the policy involves educational resources, the impact and reach will vary across different education levels and locations. Areas with larger Armenian populations or more academic institutions focused on genocide studies might see higher impacts.
- Costs are a constraint, and so the reach is limited by financial and logistical considerations. This means that while there will be some notable improvements in the understanding of the Armenian Genocide, the broader US population might not experience substantial personal impact unless they engage with the material.
- The financial allocation suggests a focused effort on developing online resources and potentially adapting educational curriculum in schools, which could lead to improvements in wellbeing for those directly seeking this knowledge.
- The impact on self-reported wellbeing is likely indirect, more so impacting community cohesion and individual identity for Armenian-Americans and enriching educators' material rather than direct personal wellbeing enhancements for the majority of the population.
Simulated Interviews
High School History Teacher (Los Angeles, CA)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- This policy will provide valuable resources I can use in my classroom to teach about the Armenian Genocide.
- More accessible materials will help counter misinformation.
- I am looking forward to integrating these resources into my curriculum.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
College Professor (New York, NY)
Age: 45 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 20.0 years
Commonness: 4/20
Statement of Opinion:
- I'm pleased to see this initiative, as it supports educational growth and awareness.
- It could foster greater empathy and understanding towards historic tragedies.
- I believe this could also prompt more academic research and discussions in universities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Graduate Student (Boston, MA)
Age: 23 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 3/20
Statement of Opinion:
- Having more resources on the Armenian Genocide is invaluable for my research.
- This could help in understanding broader patterns in history education and policymaking.
- I hope these resources will be easily accessible for all.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
Community Leader (Glendale, CA)
Age: 54 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- This act is a step forward for the Armenian community in terms of recognition and education.
- I believe it will positively influence younger generations by validating their heritage.
- It’s long overdue and I hope for more such initiatives.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 10 | 7 |
| Year 20 | 9 | 7 |
Retired Teacher (Chicago, IL)
Age: 67 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- This kind of recognition is important, though it comes a bit late.
- It will provide past generations an assurance that their struggles are not forgotten.
- I feel this policy can bring about healing for many Armenian-Americans like myself.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
High School Principal (Atlanta, GA)
Age: 40 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- More information about the Armenian Genocide will enrich our history programs.
- It could encourage meaningful conversations among students from various backgrounds.
- I am hopeful it will lead to a more comprehensive educational curriculum.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
Software Engineer (Detroit, MI)
Age: 29 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 1.0 years
Commonness: 12/20
Statement of Opinion:
- I don’t see how this directly affects me, but it seems beneficial for historical accuracy.
- If anything, it might encourage me to learn more about this topic out of curiosity.
- These educational resources could fill gaps in my knowledge about global history.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 5 | 5 |
| Year 5 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Policy Advocate (San Francisco, CA)
Age: 59 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 3/20
Statement of Opinion:
- This policy aligns well with efforts to enhance cultural awareness and education.
- It’s a positive step towards addressing historical injustices and educating the public.
- I anticipate it will help validate efforts made by advocacy groups over the years.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
Freelance Writer (Houston, TX)
Age: 37 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- This provides new material for potential articles and stories I might write.
- I'm glad contributions from all nations are being recognized in educational materials.
- This act seems like it could diversify the types of stories that get told and taught.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
University Student (Seattle, WA)
Age: 25 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- This could be a valuable resource in understanding the political context of historical events.
- It may help in my studies, particularly when examining case studies involving genocide.
- I think such policies can improve cultural sensitivity and historical knowledge.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $3000000 (Low: $1500000, High: $3500000)
Year 2: $3100000 (Low: $1600000, High: $3600000)
Year 3: $3200000 (Low: $1700000, High: $3700000)
Year 5: $3400000 (Low: $1800000, High: $3900000)
Year 10: $3600000 (Low: $2000000, High: $4100000)
Year 100: $4000000 (Low: $2400000, High: $4500000)
Key Considerations
- The primary cost driver is the development and maintenance of a comprehensive educational website by the Library of Congress.
- Expansion of educational initiatives may increase costs over time.
- There could be variable costs based on the breadth and depth of the educational initiatives undertaken.
- Outreach activities to engage educators and students are essential to the effectiveness of the initiative.