Can teaching youth about past episodes of violence reduce current tensions and prejudices? Countries with violent pasts often omit this history from school curricula, wary of revisiting past conflicts and hoping society will instead forget them and move on. However, recent work has shown youth in post-conflict settings can still inherit legacies of the conflict from their parents, including generational prejudices, low trust, and a sense of exclusion which persist even as knowledge of the conflict fades. Whether learning the details and nuance of the past conflict could reduce these tensions – or would simply inflame them – is unclear. I am fielding an experiment in summer 2025 to test the effects of history and peace education courses on 3000 Nigerian secondary school students. In the 55 years since the Biafran Civil War, Nigeria has rarely taught its history in schools. My experiment coincides with ongoing efforts to increase the teaching of history in Nigeria, and to introduce peace education with support from a UNESCO/US Holocaust Memorial Museum (USHMM) initiative. I will test the effect of two curricular options currently under consideration: one which seeks to teach peace while directly confronting the details of the Biafran War, and another which aims to instill the value of peace, tolerance, and reconciliation using less controversial international examples instead of Nigeria's own past. The results will have important implications both for Nigeria’s curriculum design, and for broader debates about whether confronting divisive conflict histories is necessary for long-term peace-building.