Step into history. Investigate the sources. Ask the difficult questions.

What if students didn’t just learn history – but worked like historians?

In History in the Making, high school students explore authentic archival materials, investigate historical dilemmas, and discover how democracy has been shaped, challenged, and renewed. Through hands-on research, small-group discussion, and perspective-taking, students learn to question sources, recognize bias, build evidence-based arguments, and connect the past to the world they live in today.

The workshop brings history and civic education to life through activities such as digital archive investigations, historical role-play, source analysis, and debate. No specialized prior knowledge is required: students are guided step by step and encouraged to investigate, question, discuss, and draw their own conclusions.

Students develop

Critical thinking
source literacy
research skills
perspective-taking
evidence-based argumentation
civic awareness

Hosted at the DAI Heidelberg, the workshop draws on the history of the Amerika-Haus and the DAI’s longstanding commitment to democratic literacy. The DAI has been recognized by the Stiftung Orte der Deutschen Demokratiegeschichte for its historical contribution to Germany’s democratic culture.

The course is held in English by native speakers.

For high school classes and student groups

Interested in bringing your class to the DAI? Contact us to learn more or arrange a workshop.

Concept

This workshop empowers students to transition from being passive consumers of history to active participants. Rather than treating history as a static list of names, dates, and events, learners engage directly through the hands-on process of historical inquiry. Students will investigate curated archival materials to address guiding questions related to democracy, civic responsibility, and the challenges of our modern, interconnected world.

Pedagogical Strategies
The workshop employs a mix of interactive framing, hands-on research, and small-group dialogue. Core strengths of this approach are:

Multi-perspective framework – students critically examine contemporary and historical topics with a focus on nuance and historical context
Dialogue-driven model – challenging the traditional teacher-student dynamic creates opportunities for learner-to-learner interaction, strengthening their ability to actively listen, think critically, and deliver an evidence-based argument to their peers
Authentic Inquiry – Using primary source material to simulate the actual methodologies of real-life historians

Core Competencies & Intended Outcomes

The primary goal of this workshop is to strengthen students’ civic resilience by equipping them to become informed, active participants in democratic life. Key learning outcomes include:

Source Literacy – students evaluate primary sources for authorial intent, institutional context, and historical bias
Perspective-Taking – students reconstruct past decisions by understanding the constraints, hopes, and anxieties of historical actors
Civic Transfer – students connect historical choices to contemporary dilemmas in modern media, institutional governance, and civic life

Supporting Partners

This workshop draws its core strength from purposeful collaboration. As an institution recently honored for its historical contributions by the Stiftung Orte der Deutschen Demokratiegeschichte the DAI continues its long-standing mission of advancing democratic literacy.

Agenda:

9:00 a.m. – Arrive at DAI, Welcome and Framing: Introduction to workshop goals and outline of the day
9:15 a.m. – Group session: (What do historians do?, who writes history?, what does it mean to be a place of democratic history?)
10:15 a.m. – The history of the Amerika-Haus: Video projection, tour of Wall of History and exhibition
11:00 a.m. – Break
11:15 a.m. – The Anatomy of Democracy: Examining key democratic pillars (free speech, voting rights, representative government, checks and balances) through historical roots and contemporary application
11:45 a.m. – Lunch break
12:30 p.m. – Breakout session: This is where the foundational work done in the morning takes shape. Students are guided by professionals on a task. The idea is not merely to memorize historical names, dates, or events, but rather to apply their knowledge to address specific historical challenges.
2:00 p.m. – Reporting out and debrief as a large group
2:30 p.m. – Wrap up: As a group we recap our experiences from the day, share our thoughts, and spend some time journaling.

Breakout session details:

Digital archive scavenger hunt
Students are given a “problem” to solve and have to use their research skills to come up with an answer. The challenge should be the right mix of up for interpretation but also has a somewhat agreed upon answer. Students work to uncover the truth, while learning about things like reported speech, the importance of journalism, and the role of storytelling.

Potential topics include:

The opening of the Amerika Houses, 1945 – 1950
- What was the reaction of the local population
- What was the intention of the Americans and the allied powers? Was it propaganda, altruism, or something in between?
- What steps were taken to slowly rebuild key democratic institutions. Acceptable answers include media/printing licenses, the growing importance of t.v., and the return of fair and open elections
The Marshall Plan vs. the push for Autonomy
- What was the conflict between the need for economic assistance and the push to end the Allied occupation in West Germany? How did Western brands benefit from the economic miracle of the 1940s/1950s, and how did domestic brands (Boss, Fanta, Lufthansa) re-establish themselves after the war.

Sample perspective taking activity

The Parliamentary Council & Drafting the Basic Law (1948–1949)
The Historical Setting: Following World War II, German politicians tasked with drafting a constitution in Bonn did not intend to build a permanent separate state; they viewed it as a temporary (provisorium) measure under heavy Allied supervision, fearing it would cement the division of Germany.

Archival Dossier Prompt: Provide students with excerpts from early parliamentary debates, confidential notes from the Western occupying powers, and diary entries of council members (such as Elisabeth Selbert fighting for gender equality in Article 3).

Perspective-Taking Challenge: “Imagine you are a council member in 1948. You know that failing to draft a stable framework risks chaos, yet pushing too hard for national sovereignty could anger the Allied military governors or permanently alienate the Soviet zone. What do you prioritize, and what compromises do you have to justify to your constituents?”

Additional ideas are saved for a week-long workshop (15 UTE) in the fall.

A life summarized – Explore the Wall of Fame
Students get assigned one of several categories (author, democratic leader, scientist, etc.) and write a short biography on him/her. Students then present their person to the whole group.
As an alternative, students can be given a false Wikipedia article on a famous person and will need to rewrite it to correct historical misinformation or blatant omissions.
Materials needed: Wall of Fame cards, template for biography
History from below
Students will explore some of the lesser-known names of history, focusing on how local people can make a difference in regional/national/international politics. They will then create a short podcast about their selected figure.
Materials needed: Biographies, research materials, recording hardware/software
Democracy and soft powerStudents will explore the power of art to change minds. We will look at the impact of “soft power” and how art can convey meaning and challenge popular perspectives. Students begin by looking at the exhibition upstairs, then will encounter various forms of political art as curated by the teachers. In the end, students will create their own thought-provoking piece of artwork for a political cause they care about (voting rights, the environment, etc.).
Up for debate
Students are given a debate topic and must argue successfully for their side.
Digital archive scavenger hunt
Students are given a “problem” to solve and have to use their research skills to come up with an answer. The challenge should be the right mix of up for interpretation but also has a somewhat agreed upon answer. Students work to uncover the truth, while learning about things like reported speech, the importance of journalism, and the role of storytelling.
Generational interview project
Students focus on a single figure and prepare and follow through with an interview. Students should receive guidance between conducting their interview, so they know what questions to ask, how to properly conduct an interview, and how to then go through post-processing to share that interview with a wider audience.