This article analyses three local educational projects about the Nazi
bombing of Rotterdam in May 1940, all of which took place from 1980 to the
present day in the context of the dynamic memory culture of the bombardment.
These three contexts testify to a process by which memory, increasingly derived
from authentic locations and objects instead of individual memories, is put to use
in education. Moreover, increased awareness of the disappearance of eyewitness
generations means that young people are becoming key consumers and auxiliary
producers of memory.