Drama techniques let students face a historical fact through make-believe - as if it is a moment of their own lives- and deal with “real” persons in “real-life” circumstances. Students get involved in the process. That means that they become able to handle different and difficult historical events, to feel the strength and the impact of these facts, to understand why and how someone acted the way he did in a certain historical time… and to empathise with the people who faced similar situations throughout History. History deals with a variety of human actions that demand empathy and imagination to understand. Through drama and role play students can ‘stand in their shoes’ and adopt the perspective of the other. As a result, they can better understand the consequences of events for the people involved. By using movement and gestures, students can understand in more depth; for example, the position of characters in relation to each other can be made more clear.
Students role play the negotiations for a European Defence Community in the early 1950s to learn about complex diplomacy.
How revealing are the negotiations over European defence 1948-1954 about the hopes and fears of the people involved?
Students role play the leading characters of the 1938 Munich conference in order to understand their perspectives and actions.
How different were the public statements from the real motives, hopes and fears of leaders?
Students use sources to create a role play of a private commemoration that meets the needs and intentions of diverse people with a connection to the Soviet Special Camp No. 2 in Buchenwald.
Private commemoration on the graveyard of the Special Camp No. 2 in Buchenwald