by Katharina Wurzinger and Florian Edlinger [Gedenkdienst]
Starting Point
How do you teach history and remembrance to 7-12 year olds? How do you spark their curiosity, encourage their interests and cater to their learning needs when it comes to these topics? These questions shaped the concept of the History Awareness Week which we developed and carried out within the CU REMEMBER framework. It led us to create a program rooted in Vienna’s multi-layered and conflicted past. The guiding idea was to show different historical and identity backgrounds as part of one shared city.
In order to engage the age group we knew that we had to implement creative and playful approaches to learning and make history tangible by using biographies, historic places, and objects. As outlined in the project before, our longer-term goal was to lay a sound foundation for Remembrance Education so that, as the children grow into young adults, they are ready to engage more explicitly with the Holocaust and other complex topics. For us, this means developing an understanding of memory and history early on, whilst at the same time promoting democratic, inclusive and anti-fascist values.
Format and Implementation
We implemented a four day pilot-program over the Austrian Easter break (March 30–April 2, 2026) with two groups of about thirteen children each, both aged between 7 and 12.
On day one we started with stories from and about children, drawing on famous Austrian children book author Christine Nöstlinger’s reflections on her own childhood as well as inviting participants to see themselves as carriers of their own personal memory. The goal was to engage the participants by showing that children are not only participants, but also agents of history and memory.
On day 2 and 3 we visited museums. At the Jewish Museum Vienna, the excavation of the medieval synagogue showed that, despite recurring oppression, Jews have been and are an integral part of Vienna with traces of that deep rooted history still being visible when looking beneath the city’s surface. At the Museum of Austrian History (HDGÖ), we took a closer look at the contemporary history of Vienna tying people´s stories to historicized objects and engaging the young participants in this process.
On day four we reflected on our museum visits, returned yet again to concrete historical biographies (see below) and concluded the time travel format. Returning from the past into present, we invited participants to craft their own future history-and-memory objects: ´time capsules´ filled with personal items and reflections they wished to preserve for future generations. The creative and active approach once again served to empower these young people to become ambassadors of memory.
Learnings/Personal Reflection
Age differences: Working 6-12 the developmental gap is real. Younger children can be overwhelmed by topics like antisemitism, racism, sexism, or queerphobia; older ones often bring these issues up themselves, and they need open, honest discussion. Also we witnessed that learning needs vary depending on the age of the participants. Generally speaking, the 6-10 preferred more imaginative and creative activities while 11-12 were more engaged in objects, biographies and historical realities.
Gender sensitivity: A mixed-gender educator team helps children find trusted role models, but patriarchal patterns can creep in, with boys sometimes valuing male educators more. We addressed this by modeling mutual respect, backing each other up, and naming gendered assumptions when they surfaced. Including queer histories is important, even if it triggers pushback. Avoidance of gender topics only cements taboos. Recurring discriminatory speech and behaviour should be discussed one-on-one in order to protect the group.
Museum visits: Museums can be be illustrative and varied learning environments. However, they also carry the risk of overwhelming children emotionally and cognitively, particularly for the 7-12 age group. Prepare children for norms (what can’t be touched, how to move respectfully), but also advocate for their right to learn actively. When museums are welcoming and clear about rules, first-time visitors are more likely to return.
Developed Methods and Ressources
You can find the methods and resources developed as part of History Awareness Week in the materials provided. We are currently working on the layout and translation of the materials and are adding to them on an ongoing basis.
All images by © GEDENKDIENST