; (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 indicators as— (A) in-class discussion; (B) educational activities conducted outside the classroom, including homework assignments 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 Holocaust across the curriculum and throughout the school year; (5) identify the types of instructional materials used to teach students about the Holocaust, including the use of primary source material; (6) identify— (A) the duration of the periods in which Holocaust education is taught in public elementary and secondary schools; and (B) the comprehensiveness of the Holocaust education curriculum taught in such schools, as indicated by the extent to which the curriculum addresses all elements and aspects of the Holocaust; and (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 analyze 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 results 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)