How German Children Learn About World War II and the Holocaust

Introduction

In Germany, the lessons about World War II and the Holocaust are not just part of the history curriculum, but integral to understanding the country's past and shaping its future. This article explores how German children are taught about this dark period in their country's history and how it shapes their understanding of the world today.

The Focus of Educational Content

Instead of detailing the specifics of battles and military strategies, German schools emphasize the political background that led to the rise of Nazism, the inherent evil of the regime, and the complicity of the people. They also teach students how to recognize such signs in the present to prevent such atrocities from happening again. The Holocaust is a central and inevitable topic, often accompanied by visits to former concentration camps to provide a firsthand glimpse of the reality of that era.

However, not all German children have had the same educational experience. A few generations from the former "East Germany" may have missed out on these comprehensive lessons due to the differences in educational systems during that period.

The Educational Experience in Recent Years

The educational approach has evolved over the years. During the German high school years, the focus on World War II and the Holocaust is significant. Students are often required to visit concentration camps, where they see and learn about the treatment of the unwanted and the victims. These visits aim to provide a more visceral understanding of the past and its impact on the present.

There is zero tolerance for holocaust denial or glorification of nationalism in German schools. The country's approach to its past is rooted in a commitment to truth and learning from history rather than hiding or ignoring it.

The Personal Touch: Steering Away From Racial History

For many Germans, their understanding of the country's history is also influenced by personal accounts. For example, the author's mother, born in 1931 in a small village that rejoined Germany in 1935, recalled learning very little actual German history. Instead, she and her peers focused on racial history, which included games like "Deutschland ruft!" (Germany calls!), which were designed to reinforce racialist and aggressive ideologies.

Even in the small village, there was a strict adherence to maintaining the proper mindset, with children being taught to pray for a speedy end to the war. However, when a child like the author's mother questioned the implications of such prayers, she found herself silenced by the priest, emphasizing the importance of maintaining the wartime ideology.

Conclusion

The educational approach in Germany to teaching World War II and the Holocaust is multifaceted, focusing not only on the historical events but also on the implications and lessons for the present and future. The commitment to truth, understanding, and preventing future atrocities is a cornerstone of German education about this period. This comprehensive approach ensures that the past is never forgotten and that the lessons of history are never lost.

References:

Interview with the author's mother about her educational experience. Personal observations and accounts from German high school students. Historical records from German schools and educational systems.