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Reading The Diary of Anne Frank: Historical-political Education as a Cross-sectional Task

Before class starts, learning groups in their early adolescence are usually buzzing with boisterous laughter, wild chases, scuffles, passionate conversations about console games, fashion and music trends. As an integral part of this age-appropriate confusion, historical-political questions 'pop up' again and again: “Why was I insulted in the streetcar? Was it because of the color of my skin?”, “Will the EU shut down Youtube?”, “What is a concentration camp?”, “Why is this summer so hot?”, “Why do refugees want to come to Germany?” In all these questions there are problems that are important and instructive subjects for historical-political lessons. If they seem urgent, questions of this kind are likely to be addressed by teachers on an ad hoc basis at the expense of planned subject lessons. Often enough, however, students’ questions are answered with: “You don't have any social science or history lessons this year. We're going to start with math.” With this everyday description, a fundamental practical problem of the implementation of historical-political school education is made obvious.1 It is considered one of the top learning goals (not only) in German schools. In the overwhelming majority of the federal states2, historicalpolitical education even has explicit constitutional status (Detjen, 2016). Along with religion, the social sciences are the only fields that are obliged to be taught. However, the constitutional mandate proves difficult to implement in everyday school life. This is mainly due to the fact that little time is allotted for politics and history lessons in the students' timetable. Historical and political education is far from accompanying students throughout their entire school career.3