Early Historical Learning about National Socialism and the Persecution of Jews: Family Conditions, Interests and Acquisition of Knowledge among Fourth Graders

The original title: Frühes Historisches Lernen über Nationalsozialismus und Judenverfolgung: Familiäre Bedingungen, Interessen und Wissenserwerb bei Viertklässlern

(Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus Supplement 8, pp. 85–99)

This is a quantitative study of German primary school children’s knowledge about the Holocaust. It demonstrates the importance of family background, family discussion and a general interest in history. It also displays how teachers’ willingness to bring up the Nazi period at a comparatively early age, among other things, depends upon the socio-economic status of the school children’s parents.

The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications.