A Study on the changes in the Perspective of Textbooks Description of German History in World History Textbooks

2021 ◽  
Vol 33 ◽  
pp. 349-381
Author(s):  
Sun-Ah Choi ◽  
2012 ◽  
Vol 44 (2) ◽  
pp. 95-112
Author(s):  
Martin Alm

This article studies U.S. views of the historical relationship between the U.S. and Europe as conceived during the 20th century. This is examined through U.S. World history text books dating from 1921 to 2001. The textbooks view relations within a general teleological narrative of progress through democracy and technology. Generally, the textbooks stress the significan ce of the English heritage to American society. From the American Revolution onwards, however, the U.S. stands as an example to Europe. Beginning with the two world wars, it also intervenes directly in Europe in order to save democracy. In the Cold War, the U.S. finally acknowledges the lea ding role it has been assigned in the world. Through its democratic ideals, the U.S. historically has a spe cial relationship with Great Britain and, by the 20th century, Western Europe in general. An American identity is established both in conjunction with Western Europe, by emphasizing their common democratic tradition, and in opposition to it, by stressing how the Americans have developed this tradition better than the Europeans, creating a more egalitarian and libertarian society. There is a need for Europe to become more like the U.S., and a Europe that does not follow the American lead is viewed with suspicion.


2007 ◽  
Vol 38 ◽  
pp. 1-12 ◽  
Author(s):  
Herwig Wolfram

Throughout the world, historians expand the history of their nations and states into periods when these polities did not yet exist. The French speak of their first dynasty and mean the Frankish Merovingians. Until recently French history textbooks even for students in the French overseas territories started with “Nos ancêtres, les Gaulois.” In the German Kaiserreich between 1871 and 1918, let us say, little Jan Kowalski in Poznan had to accept the Germanic peoples as his forefathers, as every textbook on German history dealt with them at length. Needless to say, not only German medievalists speak of Germans long before theodiscus or teutonicus came to mean deutsch. All over the world people search for the roots of their identity. Take, for instance, the present preoccupation with Celtic ancestors. Not only the Irish, Welsh, Scots, and Bretons, but a great many other Europeans also want to be Celts by origin. “Their successors in Brittany, Wales, or Ireland do not threaten anybody with Anschluss or war. The Celtic origins, therefore, fit the Austrian neutrality perfectly well,” as Erich Zöllner ironically put it in 1976 after Chancellor Bruno Kreisky had openly declared that the Celts and not the Germans were our forefathers.


Author(s):  
Sandra Klos

Even though the concept of nationhood is a fairly recent and Western idea, it has left its mark not only on history itself, but on the way we are able to think, understand, and teach history. I have chosen a specific topic in German history, the stab-in-the-back legend of the First World War, which traditionally has always been conceptualized as a mere German discourse. Through an analysis of French newspapers, however, I was able to show that the myth of a never militarily defeated German army had meaning and consequences not only for German domestic politics, but transgressed national borders. It was a provocation well noted abroad, a journalistic tool to criticize French foreign politics, and an increasingly important influence of the war memorial in interwar France. This study revealed transnational aspects of history that are commonly overlooked when working within national frameworks. While history textbooks one hundred years later emphasize the great impact of the stab-in-the-back legend for German mentalities, we limit our views to national boundaries, and fail to acknowledge the impact of a globalized media industry. Not only was the German legend familiar to large parts of the French public, it also served as a historical site where the French national identity was formed against the backdrop the German “other.” The legend’s discourse thus perpetuated war images that legitimized French war efforts and losses. Hence, a transnational perspective of history does not negate the concept of nation, but transcends it.


2007 ◽  
Vol 40 (2) ◽  
pp. 193-218
Author(s):  
Laurenz Müller

History textbooks speak of an American, an English, a French, and a Russian revolution, but historians do not recognize a “German Revolution.” For this reason the formation of a German national state was long described as an aspect of a German “divergent path” (Sonderweg) or exceptionalism. While this concept established itself in post-1945 West Germany, German historical scholarship had even earlier insisted on a uniquely German transition from the Old Regime to the modern state, fundamentally different from what took place in the other western European countries. Still earlier, German idealist thinkers had declared the national state (Reich) to be the German people's historical objective. Around 1900 the Reich was understood to be not a rational community based on a contract between independent individuals, as were France and England, but a national community of destiny. The German ideal was not a republic split up into political parties but an organic community between the Reich's people and its rulers. This is why German history had never known a successful revolution from below. During the nineteenth and the early twentieth century, this alleged unity was seen in a positive light, but after 1945 it inspired an explanation, which quickly became canonical, of why German history had led to a catastrophe. German exceptionalism was now understood, especially by German social historians, as a one-way street toward the National Socialist regime.


2021 ◽  
Vol 39 (1) ◽  
pp. 79-99
Author(s):  
Florian Helfer

This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short.


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