Raising Pupils' Awareness of the Needs of Refugees in Baden-Württemberg Today

Inhaltsverzeichnis (Table of Contents)

• LIST OF ABBREVIATIONS
• ABSTRACT
• INTRODUCTION
• I CONTENT ANALYSIS: HISTORICAL AND THEORETICAL FOUNDATIONS
• WORKING WITH BIOGRAPHICAL LITERATURE IN THE BILINGUAL HISTORY CLASSROOM
• DEFINING THE TERM 'AUTOBIOGRAPHY'
• A SUMMARY OF GOLDSTEIN'S AUTOBIOGRAPHY
• CRITERIA FOR THE USE OF AUTOBIOGRAPHIES IN THE BILINGUAL HISTORY CLASSROOM
• First Criterion: Promote Critical Historical Awareness
• Second Criterion: Stimulate Curiosity and Motivation
• Goldstein's Autobiography and the Significance of Detail
• DIDACTICAL ANALYSIS
• THE NEED FOR DIDACTICAL REDUCTION
• REASONS FOR LEAVING - FOUR MAJOR REFUGEE WAVES
• Hitler's Rise to Power, 1933: The First Refugee Wave from Nazi Germany
• Systematic Marginalisation and Exclusion from Society, 1934-1935: The Second and Third Refugee Waves from Nazi Germany
• The Night of Broken Glass, November 1938: The Fourth Refugee Wave from Germany
• THE ALLIES' RESPONSE TO GERMAN JEWISH REFUGEES WITH FOCUS ON THE USA
• CIVIL DISOBEDIENCE: THE ROSENSTRAẞE PROTEST
• REFUGEES IN GERMANY TODAY
• Four Prejudices against Refugees
• Aid Organisations in Freiburg in Breisgau
• II A BILINGUAL HISTORY PROJECT ON ALICE (DREIFUẞ) GOLDSTEIN'S AUTOBIOGRAPHY >ORDINARY PEOPLE, TURBULENT TIMES<
• PREPARATIONS AND INITIAL SITUATION
• EIGHT CHARACTERISTICS OF PROJECT WORK AND THEIR PRACTICAL APPLICATION
• LESSON DESCRIPTIONS AND REFLECTIONS
• DAY 1 (MONDAY)
• Lesson 1 (Introduction to the Setting)
• Lessons 2-3 (Introduction to the Characters)
• Lesson 4 (History as Storytelling)
• DAY 2 (TUESDAY)
• Lesson 5 (Nora Waln's Account)
• Lesson 6 (Introduction to the Allies)
• DAY 3 (THURSDAY)
• Lesson 7 (WebQuest-based Group Work, Part 1)
• DAY 4 (FRIDAY)
• Lessons 8-10 (WebQuest-based Group Work, Part 2, and Presentations)
• DAY 5 (MONDAY)
• Lesson 11 (Link to Refugees Today)
• Lessons 12-13 (Meeting the Expert)
• Lesson 14 (Project Evaluation and Personal Feedback)
• CONCLUSION
• BIBLIOGRAPHY
• MONOGRAPHS
• JOURNALS AND MAGAZINE ARTICLES
• COLLECTED EDITIONS
• MONOGRAPHS WITH EDITOR
• ARTICLES FROM COLLECTED EDITIONS
• WRITTEN ONLINE SOURCES
• AUDIO-VISUAL SOURCES
• ONLINE DATABASES

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This paper aims to explore the use of Alice Dreifuß Goldstein's autobiography in the bilingual history classroom to raise pupils' awareness of the needs of refugees in Freiburg in Breisgau, Baden-Württemberg, today. The text analyzes the theoretical and historical foundations of using biographical literature in history education, examines the specific challenges and opportunities presented by Goldstein's autobiography, and provides a detailed lesson plan for a bilingual history project focused on her story.

• The role of autobiography in historical education
• The importance of critical historical awareness
• The significance of individual stories and narratives in understanding larger historical events
• The challenges and opportunities of teaching about refugees in a multicultural context
• The development of effective teaching strategies for raising pupils' awareness of the needs of refugees

Zusammenfassung der Kapitel (Chapter Summaries)

The first chapter of this paper examines the theoretical and historical foundations for using biographical literature in the bilingual history classroom. It defines the term "autobiography," provides a summary of Goldstein's autobiography, and identifies criteria for using autobiographies in history education. The chapter focuses on the importance of promoting critical historical awareness and stimulating curiosity and motivation among students. The second chapter delves into the didactical analysis of the topic of refugee migration. It discusses the need for didactical reduction when teaching about complex historical events, examines the reasons for the four major refugee waves from Nazi Germany, and explores the Allies' response to German Jewish refugees, particularly focusing on the USA. The chapter concludes by examining the situation of refugees in Germany today, highlighting common prejudices against refugees and the role of aid organizations in Freiburg in Breisgau. The third chapter focuses on a bilingual history project based on Alice Dreifuß Goldstein's autobiography. It outlines the preparations and initial situation for the project, describes the eight characteristics of project work and their practical application, and provides detailed lesson descriptions and reflections for each day of the project. The project aims to provide students with a concrete experience of historical learning through individual stories and narratives.

Schlüsselwörter (Keywords)

This work focuses on the intersection of history, education, and the refugee experience. Key terms include: autobiography, bilingual history, critical historical awareness, didactical analysis, refugee waves, Nazi Germany, the Allies, refugees in Germany, prejudice, aid organizations, project work, lesson plans, and raising awareness.