ABSTRACT
Given the high degree of controversy in debates about the euro crisis, an important question to ask is: what do students across Europe learn about the origins and consequences of the crisis? We argue that students in France and Germany are likely to be confronted with rather different perspectives on the crisis at high-school level. We review a number of important, though certainly not representative, teaching materials used in France and Germany. The materials recommended by the French National Ministry of Education are mostly based on Keynesian perspectives on the crisis, whereas the German teaching units largely represent neoclassical perspectives.
