Throughout the course of the semester, we have seen how societies with discrimination against a certain group often face an insufficiency of education on that topic. In Germany, the past experiences surrounding the Holocaust cause concern and German citizens desire education on the events to ensure respect between all people (Schulz, 1998, p. 139).
In the article Using Young Adult Literature in Content-Based German Instruction, the author shows the necessity to teach the ideas of the Holocaust to young adults through literature. In this article, Renate Schulz states that when teaching young adults, we have a “moral obligation to foster our students critical insight to reduce the chance of repeating such a catastrophe” (Schulz, 1998, p. 138). This idea shows a necessity to teach these ideas but Schulz believes that YA literature is necessary due to its view into the mind of a character similar to the reader (Schulz, 1998, p. 139). This view allows the reader to connect with the challenges associated with these historical events (Schulz, 1998, p. 141). As a teacher of German history, Schulz finds that methods of using YA literature allow her students to better understand the characters from a psychological standpoint and begin to comprehend the urgency for education on the Holocaust (Schulz, 1998, p. 142). Discussions enabling the students to analyze the YA literature are vital to enable the young adults to comprehend the deep message (Schulz, 1998, p. 142).
One novel that Schulz believes is beneficial is Damals war es Friedrich by Hans Richter. Schulz uses great detail to describe the events of this German novel, stating that it takes place in Germany leading up to World War II and portrays two young friends (Schulz, 1998, p. 140). Schultz states that only one of the boys families are Jewish and as the story continues, the reader begins to see a separation between the friends once Hitler comes into power (Schulz, 1998, p. 140). The young Jewish boy Friedrich, shows the trauma that occurred at this time and the many lifestyle challenges he faced (Schulz, 1998, p. 140). Finally Schulz states how as the injustice progresses, we see the family fight for survival but eventually Friedrich passes away (Schulz, 1998, p. 140). Schulz believes that this novel creates a deep connection with its detail, allowing the readers to better comprehend the injustice.
These ideas are difficult for readers to discuss, but the education on events such as these allow for the better understanding that Schulz believes is necessary. With that knowledge, the young adults can prevent these injustices in the society they take over one day, and ensure that these tragedies can never happen again.
Work Cited:
Schulz, Renate A. (1998). Using Young Adult Literature in Content-Based German Instruction: Teaching the Holocaust. Die Unterrichtspraxis (Teaching German), vol. 31 no. 2. Retrieved from: https://www.jstor.org/stable/3531174?read-now=1&seq=1#metadata_info_tab_contents