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

Hier ben ik dran
. 1987 (story of a Turkish boy 
living with his family in Rotterdam); Federica de Cesco: 
Aicha
. 1985 (the daughter of Algerian immigrants 
grows up in Paris and must choose between her parents' culture and that of the host country); Judith 
Kerr: 
When Hitler stole pink rabbit
. 1971 (autobiographical presentation of the fate of a family obliged to 
emigrate in 1933, first to Switzerland and then to France and England); Christobel Mattingley: 
No guns for 
Asmir
. 1993 (the true story of a family's flight from Sarajevo under siege).

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Use of supporting items
Objects can provide very tangible starting points for teaching this theme. One of several 
approaches might be used. Nicholas Gage describes in his autobiography how, when 
emigrating from Greece to the USA as a young person in 1949, he took four objects to remind 
him of his homeland. This can prompt thoughts as to what pupils would take with them were 
they to leave their homeland and lead to discussion of homelands. This can be a particularly 
worthwhile exercise when foreign pupils are involved. Supporting items of this nature are also 
to be found in museums and archives.
3.3. Teaching techniques
Use of extramural study areas/one's own area as a field of study
The area around pupils' homes or schools can be investigated in search of traces of immigration 
and emigration, eg in relation to particular buildings such as churches, synagogues and 
mosques, shops or restaurants run by immigrants, monuments and memorial tablets, street 
names etc. Certain museum or archive exhibits may also fit the theme.
Oral history survey
Biographical episodes can give quite immediate access to aspects of the theme. Surveys may 
take written form (questionnaires) but interviews are also a possibility. A framework for 
questions should be worked out jointly so that a maximum of information may be gleaned. It 
should not be forgotten that pupils are generally not familiar with interviewing techniques, so 
some preparation is necessary. Another problem area is analysing and evaluating information 
that often carries subjective overtones and fitting it into the historical context
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.
Questions put to experts
A generally less delicate exercise than the oral history survey is putting questions to experts.
Questions may be put to experts responsible for immigration and emigration matters in 
institutions such as public authorities, churches and charity organisations.
Role-play
Role-play is particularly well suited for imagining oneself in situations and comprehending 
decisions that were taken. For history studies role-play is particularly useful when the situation 
to be played out is very close to the true situation. Pupils are given as much information as 
possible to ensure this. Possible scenarios are: a family must decide whether to remain in its 
homeland or go to live in another country; a family that has been established in a host country 
for a long time discusses the topic of whether it migrated to its homeland or abroad; a family that 
has settled discusses foreign fellow citizens in the neighbourhood and whether they regard the 
latter as foreigners or new neighbours. Information and views are passed on 
inter alia
in the 
preparatory phase and the more detailed discussion following the role-play.
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Compilations of video material featuring oral history surveys may also be used for teaching purposes.
The following episodes in the series "Bavaria in the post-war period", available from the film archive 
services, feature interviews about migration: Everyday life in the post-war period; Flight/expulsion/return; 
Life - a woman's view.

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Another means of better understanding others is to imagine oneself as coming from another 
country. A Dutch pupil, for example, could "assume the identity" of a German, inventing a name 
and place of birth and realistic biographical details with the help of a history textbook. This 
might be followed up by the pupil imagining himself in given situations and describing the 
thoughts and feelings of the imaginary person.