"Migrations in the 20 th century and their consequences – ways forward for history lessons within a European context"

2. Aims of history teaching on the theme of migration
A central goal of history teaching is to impart a considered historical conscience. That implies 
that pupils are capable of establishing links between the time dimensions of past, present and 
future and recognising their world as one forged by history. Their historical conscience is 
"considered" when basic technical standards are available as benchmarks for gauging the 
interpretation of past events. What learning aims might be pursued in this context when 
studying the theme of migration?
Cognitive aims
Proper treatment of the theme requires founded and detailed knowledge. This entails a survey 
of causes, processes and consequences of migratory movements in both national and 
European history. In addition, circumspect and precise use should be made of concepts in 
order to avoid deliberate understatement, euphemism or discriminatory language (cf Part III, 1).
Teaching should lay emphasis on knowledge of the following 
subject content
, with European 
references involved where possible:
-
knowledge of relevant migratory movements, their causes and attendant circumstances
-
effects of migratory movements ("migration balance-sheets")
-
migration policy in different countries
-
dealings with "foreigners" (prejudices, integration, exclusion etc).
-
interplay between migration and the development of international and domestic law 
(nationality law, asylum law etc).
Instrumental aims
There are many ways of building and further developing subject-specific skills, which can also 
be applied to the study of history. Pupils should be trained to take a critical approach enabling 
them to identify tendentious, suggestive, propaganda-oriented or manipulated material. The 
theme lends itself to open and active forms of study and work, eg excursions in the vicinity of 
the school, record-tracing in archives and museums, surveys or role-playing (see IV,3 below).
The following teaching techniques and media in particular offer methodical learning 
opportunities:
-
Obtaining and evaluating information, be it from academic presentations or the Internet;
-
Pictures and depictions are a vehicle for value judgements and trigger reactions in those 
who view them, often without those persons realising it. Migration is precisely one of the 
themes frequently presented with evocative photographs and graphic descriptions. Use of 
the right kind of examples (eg pictograms) makes it possible to illustrate the theme in an 
exemplary manner and take a suitable approach, backed by such sources.

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Statistics, diagrams and thematic maps present the quantitative and spatial aspects of 
migration. But a proper evaluation is not always possible for pupils without further 
information. They must be trained to question representations such as thematic maps: what 
section of space/time is represented on a map? What is missing? Does the presentation 
(colouring, symbols used) give a certain impression and suggest an evaluation? How are 
categories defined and how are they differentiated (eg the notion of "foreigner")?
Affective aims
History teaching focusing on migratory movements in the 20th century cannot side-step a 
concern with central values and may make a major contribution to the instilling of values.
Human rights and their protection are prime concerns. Another key area is dealing with conflicts 
within society and between societies. Living alongside new population groups demands 
tolerance and open-mindedness. Teaching can help to reveal prejudices, prompt open 
encounters with others and better prepare pupils for social and political commitment, for 
example through voluntary work in organisations fostering the integration of citizens of foreign 
origin or in organisations aiming to prevent migratory movements in the Third World.