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

V. Synopsis of recommendations
To sum up, the following teaching approaches to the theme of "migrations in 20th century 
Europe" may be recommended:
. Migrations should be presented not as exceptional events in history but as the norm. The 
historical viewpoint makes it clear that the history of mankind is a history of migrations.
Migration within countries should also be taken into account, in order to stress that migration is 
a normal phenomenon and to identify consequences comparable to those of transborder 
migration. In this context, the vagueness of the concept of "migration" is more of an opportunity 
than a drawback from the pedagogical and didactic point of view.
. History teaching should counteract the widely held expectation that problems with migratory 
movements can be definitively settled through a suitable immigration or integration policy.
Taking a historical view should strengthen the realisation that migrations and the changes they 
bring about are lasting and ongoing phenomena. Embedding them in broader links across the 
20th century and Europe is desirable.
. The history of migratory movements should not be portrayed overwhelmingly as a history of 
disasters, conflicts and threats. Viewed in the medium or longer term, it is history itself that 
provides many examples of the positive consequences of migration. The enrichment of 
societies through migration should be stressed more clearly and more emphatically, not only to 
counter the doom-laden scenarios discussed in the media but also to make young people aware 
that future problems can be solved too.
. Migratory movements are forever bound up with consequences for countries of origin and 
destination countries. Migrants find themselves in a new, strange environment in which they 
must become integrated. For the citizens of the destination countries, immigration also means 
an encounter with foreigners and the unknown other, which is often linked to fears and 
prejudice. In both cases questions arise in connection with the concept of "nation", relations 
with other ethnic or religious groups and identity. Teaching on the subject of migration should 
take up those questions. In that respect, in addition to passing on knowledge, it makes a 
contribution to sensitive character-forming and educational tasks such as intercultural learning, 
education for tolerance and the forming of identity.
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Good examples of songs fitting the theme by German artists are 
Mann aus Alemania
(Reinhard Mey), 
Heimatlos
(Reinhard Fendrich), 
Vertriebener
(Heinz Rudolf Kunze).

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- Historical knowledge contributes to emancipation. Precise analysis of successful or failed 
processes puts young people in the situation of being able to make up their own minds.
Controversy must be presented as such in teaching and dealt with openly. However, cognitive 
study alone is not enough. The affective level must be constantly involved (eg via theme-
related discussion of fears, prejudices and attitudes).
- Study of "foreignness", "otherness" is fruitful in didactic terms, by revealing continuities but 
also changes. This change can be investigated. Likewise it may be observed in what 
conditions tendencies towards rejection or more positive views predominate. Teaching on the 
subject of migration should be seen as a contribution towards intercultural learning.
- Historical processes become meaningful for pupils when a link to their own situation can be 
established. A learning group's experiences of migration or its consequences form a particularly 
useful starting point for taking a look back into the past and taking bearings for the future.
History teaching too should be derived from the concrete life experiences of pupils. From 
elements of proximity (experiences, local and regional surroundings), links can be drawn to 
European and global contexts.
- In order to better integrate the European dimension, the content of textbooks and other 
educational publications should be more closely adapted. Gender-specific features (women as 
a special group) also require attention in this connection. Greater consideration should be given 
to the theme in basic and further teacher training. In addition to a chronological approach, 
teaching programmes should also cater for in-depth synopsis.

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