History and the Past Theme Analysis

“How could the Germans sit back while the Nazis slaughtered people all around them and say they didn’t know about it? How could they do that?” […]

“All I can tell you,” Ben said, “is that the Nazis were highly organized and feared. The behavior of the rest of the German population is a mystery—why they didn’t try to stop it, how they could say they didn’t know. We just don’t know the answers.”

Eric’s hand was up again. […] “I would never let such a small minority of people rule the majority.”

“Yeah,” said Brad. “I wouldn’t let a couple of Nazis scare me into pretending I didn’t see or hear anything.”

After Ben Ross shows his senior history students a film about the Holocaust, their reactions range from disinterested to deeply disturbed. Laurie Saunders is the most perturbed member of the class, unable to understand how the Nazis could “slaughter” Jews, Roma, and homosexual and disabled individuals in their death camps—and how ordinary Germans could stand by while the atrocities occurred. This exchange between Laurie, Ross, and two other members of the class, Brad and Eric, sets up many of the fundamental thematic questions that The Wave will investigate. The bystander phenomenon as well as the dangers of groupthink are at the heart of the classroom experiment that Ross will soon devise to give his students a “taste” of life in Nazi Germany—and though Eric and Brad claim they would never let a “small minority” rule them or “scare them into” doing certain things, both boys will soon become dedicated members of a movement that thrives on conformity, coercion, and intimidation. Ross’s students claim to be baffled by the social and moral breakdowns that allowed the Nazis to take control of Germany, but ultimately, the novel will show just how susceptible even these well-informed and seemingly autonomous students are to the dangers of groupthink, blind allegiance, and historical amnesia.

“Hey,” David said defensively. “I didn’t say I wasn’t bothered by it. I just said it’s over now. Forget about it. It happened once and the world learned its lesson. It’ll never happen again.”

“I hope not,” Laurie said, picking up her tray.

After viewing the film about the Holocaust in Mr. Ross’s history class, Laurie Saunders is confused and emotional—but her jock boyfriend David Collins barely feels anything at all. When Laurie calls him out on his flat, glib reaction to the film, David insists he’s not unbothered, but simply unconvinced that the dangers of World War II-era Germany are things he needs to worry about in his day-to-day life. This apathy towards the lessons of history is one of The Wave’s central themes and biggest concerns. David—and many of his peers—see history as a fixed, unchangeable thing, and regard the lessons of the past as lessons learned. However, as The Wave will soon show, it’s frighteningly easy to forget the important lessons the past has to offer—and David and his peers will soon fall prey to a small-scale repetition of one of history’s most dangerous moments.

Suppose, [Ross] thought, just suppose he took a period, perhaps two periods, and tried an experiment. Just tried to give his stu­dents a sampling, a taste of what life in Nazi Germany might have been like. If he could just fig­ure out how it could be done, how the experiment could be run, he was certain it would make far more of an impression on the students than any book explanation could ever make. It certainly was worth a try.

Ben noticed a marked improvement in preparation for class and in class participation, but he also noticed that there was less thinking behind the preparation. His students could glibly spit back answers as if by rote, but there was no analysis, no questioning on their part.

“I created this experiment, and they went along. If I stop now they’ll all be left hanging. They’d be confused, and they wouldn’t have learned anything.

“Well, let them be confused,” Christy said.

[…] “I can’t do that!” he shouted at his wife. “I’m their teacher. I was responsible for getting them into this. I admit that maybe I did let this go too long. But they’ve come too far to just drop it now. I have to push them until they get the point. I might be teaching these kids the most important lesson of their lives!”

[Ross] recalled those students in his own history classes who had condemned the Jews for not taking the Nazi threat seriously, for not fleeing […] when rumors of the concentration camps and gas chambers first filtered back to them. Of course, Ross thought, how could any rational person believe such a thing? And who could have believed that a nice bunch of high school students […] could have become a fascist group called The Wave?

Ben began to realize how much more serious this “little experiment” was than he’d ever imagined. It was frightening how easily they would put their faith in your hands, how easily they would let you decide for them. If people were destined to be led, Ben thought, this was something he must make sure they learned: to question thoroughly, never to put your faith in anyone’s hands blindly. Otherwise…

“You thought you were so special!” Ross told them. “Better than everyone else outside of this room. You traded your freedom for what you said was equality. But you turned your equality into superiority over non-Wave members. You accepted the group’s will over your own convictions, no matter who you had to hurt to do it. [..].] You all would have made good Nazis,” Ben told them. […] You say it could never happen again, but look how close you came.”

Ben moved closer to the front of the stage and spoke in a lower voice. “If history repeats itself, you will all want to deny what happened to you in The Wave. But, if our experiment has been successful, […] you will have learned that we are all responsible for our own actions, and that you must always question what you do rather than blindly follow a leader, and that for the rest of your lives, you will never, ever allow a group’s will to usurp your individual rights.”