This is a Toolkit on “Who Were the Victims of the National Socialists?” that invites you, students, to explore the history of different groups of people persecuted by the National Socialists. In this journey, you will create your own local history project together with your peers. In the process, you will discover what ignites your curiosity and what stories you wish to unearth and share within your own community.

The Toolkit encourages you, teachers, to fully empower your students to be agents of their own learning journey and thus to become researchers of their local history. Through active decision-making, teamwork, research and co-creation, your students will give voice to victims of National Socialism and contribute to local memory and community.

The Toolkit contains:

  • Step-by-step guidance on how to create a local history project, including examples piloted by our teams from Belgium, Bosnia and Herzegovina, Denmark, Slovakia and Spain;
  • Information sheets with historical background on different groups persecuted by National Socialism;
  • Guidance on how to conduct interviews and analyse images;
  • A glossary, timeline and map;
  • Lists with additional resources (websites, archives, documentaries, books and articles) to help you with your research for your local history project.

This Toolkit was developed within the framework of “Who Were the Victims of the National Socialists?”, a project of the Education Agenda NS Injustice funded by the Foundation Remembrance, Responsibility and Future (EVZ Foundation), and coordinated by EuroClio and the Max Mannheimer Study Centre.

  • Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible
  • Students as Mediators of Conflicts
  • Find out what New Students Bring to the Classroom

    As a response to an increase in new students in the Swedish educational system, the Swedish Board of Education tasked a group of schools and universities to find a way to assess what newly arrived students know in order to provide the best possible education for each student, as well as focusing on their strengths rather than their weaknesses. This resulted in the formation of materials for conducting discourse around history for the purpose of assessing the historical competencies of newly arrived students. This is done in the form of a 70-minute conversation between a teacher and a student. The assessment is meant to provide valuable insight into what the students are already familiar with, so that teachers can take this into account when creating lesson plans.