Zur Funktion von Holocaustliteratur im Unterricht an deutschen Gymnasien
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In this thesis I present how Ruth Klüger’s weiter leben. Eine Jugend and Bernhard Schlink’s Der Vorleser could be used for teaching about the Holocaust in German secondary schools (Gymnasium). In the first chapter I give an overview about the teaching of the Holocaust in the German curriculum and the History curriculum of the Bavarian and the Saxon Gymnasium. I review how often and in which class levels Holocaust is discussed, how much time is spent, which aspects are looked at and which educational methods are suggested as well as general and specific goals. In the second and third chapter I argument, that both texts are significant for teaching about the Holocaust, because they contain oppositions and ambiguities which initiate discussions. By studying the texts students become enabled to think and learn about the Holocaust. At the end of both the second and the third chapter I give a specific example of how both texts can be used in class.