Although academics in Germany are engaged in extensive theoretical discussions over individualism ("liberalism") and communitarianism, this paper argues that the modern question of "individual freedom versus the community" is not currently an explicit component of the German civic education curriculum. Because of the difficult and vague nature of German academic theory, potentially valuable and relevant theoretical discussions often do not affect education practitioners. A classroom teacher's perspective is formed first not by theory but rather by the expressed interests of students and the topical conflicts in society as mirrored in the media; the teacher's field of interest, educational background, and teacher training; and the availability of applicable teaching materials. The treatment of the "liberal freedom versus the community" concept in various teacher materials including German civic education curricula, textbooks, magazines, "brochures," and teaching units is evaluated. The concept's relevancy to high school civic education is demonstrated and examples of questions to apply in the civics classroom are provided. (Contains 17 references.) (CB)