It may come as something of a surprise, but of all the topics covered in historyteaching as part of General Studies (see the research focus‘Early Historical Learning’), the ‘Holocaust’ is arguably the one that has been the subject of the most intensive research. This reflects the great significance that the memory of the Nazi past holds in German remembrance culture. As a result, even nursery and primary school children are confronted with the legacy of Nazism in their everyday lives.

A more in-depth research debate on this topic has been taking place since the mid-1990s. To date, research has focused primarily on the question of whether – particularly in view of children’s learning capabilities – it makes sense at all to address National Socialism, and above all the Holocaust, at this age. The key arguments on this matter appear to have already been exchanged. The general consensus in answering this question is, broadly speaking: whilst there are a number of concerns and limitations, particularly regarding the teaching of the Holocaust, addressing the subject at an early stage in a school context is likely to be appropriate. Further insights are therefore to be expected not so much from further theoretical and conceptual research, but primarily from three approaches:

1. greater incorporation of international research and experience (see, regarding the USA: Heike Deckert-Peaceman: ‘The Holocaust as a Topic for Primary School Children? Ethnographic field research on Holocaust education based on a case study from American primary school teaching and its relevance for primary school pedagogy in Germany, Frankfurt am Main 2002)
2. empirical research into teaching, learning and classroom practice, which examines both teachers’ and pupils’ perceptions and – for example, in the form of intervention research – the effects of how the topic is addressed in the classroom
3. on the development of methodological approaches for addressing the topic in primary school teaching

The third approach is currently being pursued here in Oldenburg, not least to facilitate the implementation of the research findings into actual classroom practice. Based on recent research, various methodological and media-based implementation strategies are to be developed.

• Dietmar von Reeken: ‘The Holocaust and National Socialism as a topic in primary school? Historical and political learning in General Studies’, in: Dagmar Richter (ed.): Political Education from the Very Beginning. Learning about Democracy in Primary Schools, Bonn: Federal Agency for Civic Education 2007, pp. 199–214
• Dietmar von Reeken, ‘We Can Pass the Story On.’ The Holocaust in General Studies – A Commentary from a History Didactics Perspective, in: Detlef Pech, Marcus Rauterberg, Katharina Stoklas (eds.): Possibilities and Relevance of Engaging with the Holocaust in Primary School General Studies (= www.widerstreit-sachunterricht.de*, supplement 3), 2006, pp. 89–95 (also available online here – download the complete supplement, 1 MB)
• Dietmar von Reeken, Learning about History in General Studies. An Introduction with Tips for Teaching, Baltmannsweiler: Schneider Verlag Hohengehren 2004, updated new edition (= 6th revised edition) 2017
• Dietmar and Silke von Reeken, ‘The Destruction of the Jewish Cemetery in Diepholz: A Primary School Project’, in: *Grundschule* No. 7–8/1997, pp. 68–70
• Dietmar von Reeken, entry ‘Holocaust’, in: Astrid Kaiser (ed.), Encyclopaedia of General Studies, Baltmannsweiler: Schneider Verlag Hohengehren 1997, p. 173