ABSTRACT
The situation at individual schools varied greatly from school to school, but some general observations can be made with regard to different school types. The primary schools appear to have had the least trauma. The reality of the school system in the new states of Germany cannot be reduced to the level of educational politics. In Brandenburg, for example, the teachers themselves, with the support of the Ministry of Education, started a movement toward so-called "inner reform" of their schools. However, the existence of the Gymnasium brought with it other social justice problems particularly related to young people who live some distance from such a school. The format for the development of instructional materials has typically been sound. Usually, teachers and researchers from higher education institutes and universities, together with experts from the old federal states, have worked to frame the new instructional plans.
