It may come as a bit of a surprise, but the topic of the Holocaust is probably the one that has been dealt with most intensively by research of all historical learning topics in the context of non-fiction teaching (see research focus"Early historical learning"). This reflects the great importance that the memory of the National Socialist past has in the German culture of remembrance. As a result, even kindergarten and primary school children are confronted with the after-effects of National Socialism in their everyday lives.

A more in-depth research discussion on this has been taking place since the mid-1990s. So far, research has focussed primarily on the question of whether it makes sense at all - especially in terms of the children's learning requirements - to deal with National Socialism and especially the Holocaust at this age. The main arguments seem to have already been exchanged. The tenor of the answer to this question is cum grano salis: although there are a number of concerns and restrictions, particularly in the teaching of the Holocaust, early thematisation in the school context is probably sensible. Further insights are therefore to be expected not so much from further theoretical-conceptual research, but primarily from three approaches:

1. From an increased inclusion of international research and experiences (cf. on the USA: Heike Deckert-Peaceman: Holocaust als Thema für Grundschulkinder? Ethnographic field research on Holocaust education using the example of a case study from an American primary school classroom and its relevance for primary school education in Germany, Frankfurt am Main 2002)
2. empirical teaching/learning and classroom research that investigates both teachers' and pupils' perceptions of the subject and - e.g. in the form of intervention research - the effects of classroom treatment
3. the development of methodological procedures for dealing with the topic in primary school lessons

The third approach is currently being pursued here in Oldenburg, not least in order to facilitate the implementation of the research findings in actual lessons. Different methodological and media implementation perspectives are to be developed on the basis of recent research.

• Dietmar von Reeken: Holocaust and National Socialism as a topic in primary school? Historisch-politisches Lernen im Sachunterricht, in: Dagmar Richter (ed.): Politische Bildung von Anfang an. Demokratie-Lernen in der Grundschule, Bonn: Federal Agency for Civic Education 2007, pp. 199-214
• Dietmar von Reeken, "We can tell the story." Holocaust im Sachunterricht - Ein Kommentar aus geschichtsdidaktischer Perspektive, in: Detlef Pech, Marcus Rauterberg, Katharina Stoklas (eds.): Möglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule (= www.widerstreit-sachunterricht.de, beiheft 3), 2006, pp. 89-95 (also online here - download the complete supplement, 1 MB)
• Dietmar von Reeken, Historical learning in non-fiction lessons. Eine Einführung mit Tipps für den Unterricht, Baltmannsweiler: Schneider Verlag Hohengehren 2004, updated new edition (= 6th new edition) 2017
• Dietmar and Silke von Reeken, The destruction of the Jewish cemetery in Diepholz. A project in primary school, in: Grundschule H. 7-8/1997, pp. 68-70
• Dietmar von Reeken, Art. "Holocaust", in: Astrid Kaiser (ed.), Lexikon Sachunterricht, Baltmannsweiler: Schneider Verlag Hohengehren 1997, p. 173