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

Table of Contents

I CONTENT ANALYSIS: HISTORICAL AND THEORETICAL FOUNDATIONS

1 WORKING WITH BIOGRAPHICAL LITERATURE IN THE BILINGUAL HISTORY CLASSROOM

1.1 DEFINING THE TERM ´AUTOBIOGRAPHY´

1.2 A SUMMARY OF GOLDSTEIN’S AUTOBIOGRAPHY

1.3 CRITERIA FOR THE USE OF AUTOBIOGRAPHIES IN THE BILINGUAL HISTORY CLASSROOM

1.3.1 First Criterion: Promote Critical Historical Awareness

1.3.2 Second Criterion: Stimulate Curiosity and Motivation

1.3.3 Goldstein’s Autobiography and the Significance of Detail

2 DIDACTICAL ANALYSIS

2.1 THE NEED FOR DIDACTICAL REDUCTION

2.2 REASONS FOR LEAVING – FOUR MAJOR REFUGEE WAVES

2.2.1 Hitler’s Rise to Power, 1933: The First Refugee Wave from Nazi Germany

2.2.2 Systematic Marginalisation and Exclusion from Society, 1934-1935: The Second and Third Refugee Waves from Nazi Germany

2.2.3 The Night of Broken Glass, November 1938: The Fourth Refugee Wave from Germany

2.3 THE ALLIES’ RESPONSE TO GERMAN JEWISH REFUGEES WITH FOCUS ON THE USA

2.4 CIVIL DISOBEDIENCE: THE ROSENSTRAßE PROTEST

2.5 REFUGEES IN GERMANY TODAY

2.5.1 Four Prejudices against Refugees

2.5.2 Aid Organisations in Freiburg in Breisgau

II A BILINGUAL HISTORY PROJECT ON ALICE (DREIFUß) GOLDSTEIN’S AUTOBIOGRAPHY >ORDINARY PEOPLE, TURBULENT TIMES<

1 PREPARATIONS AND INITIAL SITUATION

2 EIGHT CHARACTERISTICS OF PROJECT WORK AND THEIR PRACTICAL APPLICATION

3 LESSON DESCRIPTIONS AND REFLECTIONS

3.1 DAY 1 (MONDAY)

3.1.1 Lesson 1 (Introduction to the Setting)

3.1.2 Lessons 2- 3 (Introduction to the Characters)

3.1.3 Lesson 4 (History as Storytelling)

3.2 DAY 2 (TUESDAY)

3.2.1 Lesson 5 (Nora Waln’s Account)

3.2.2 Lesson 6 (Introduction to the Allies)

3.3 DAY 3 (THURSDAY)

3.3.1 Lesson 7 (WebQuest-based Group Work, Part 1)

3.4 DAY 4 (FRIDAY)

3.4.1 Lessons 8-10 (WebQuest-based Group Work, Part 2, and Presentations)

3.5 DAY 5 (MONDAY)

3.5.1 Lesson 11 (Link to Refugees Today)

3.5.2 Lessons 12-13 (Meeting the Expert)

3.5.3 Lesson 14 (Project Evaluation and Personal Feedback)

Objectives & Core Topics

This thesis explores how the autobiography of Alice Dreifuß Goldstein can be used in a bilingual history classroom to sensitize pupils to the challenges faced by refugees and to foster humanitarian convictions by linking historical events of the Nazi era to contemporary refugee issues in Germany.

• The use of biographical literature to promote critical historical awareness.
• Didactical analysis of historical refugee waves (1933–1939) and the Allied response.
• Implementation of a project-based learning module using WebQuests.
• Addressing and debunking common prejudices against refugees in modern society.
• The role of civil disobedience and activism in challenging oppressive systems.

Excerpt from the Book

Summary of Chapters

I CONTENT ANALYSIS: HISTORICAL AND THEORETICAL FOUNDATIONS: Analyzes the theoretical framework for using autobiographical literature in bilingual history education and provides a didactical exploration of refugee history and current prejudices.

II A BILINGUAL HISTORY PROJECT ON ALICE (DREIFUß) GOLDSTEIN’S AUTOBIOGRAPHY >ORDINARY PEOPLE, TURBULENT TIMES<: Details the practical implementation of a fourteen-lesson classroom project, including preparation, WebQuest group work, and reflection on pupil learning outcomes.

Keywords

Autobiography, Bilingual History Education, Refugee Awareness, Nazi Germany, Holocaust, WebQuest, Project-based Learning, Human Rights, Civil Disobedience, Freiburg, Integration, Prejudice, Historical Awareness, Migration, Civic Education.

Frequently Asked Questions

What is the core focus of this thesis?

The thesis focuses on raising pupil awareness regarding the needs and experiences of refugees by utilizing the autobiography of Alice Dreifuß Goldstein within a bilingual history classroom setting.

What are the primary themes covered in the work?

The main themes include the history of Nazi-era Jewish persecution, the response of the Allies (specifically the USA) to refugees, the concept of civil disobedience, and the current situation and prejudices surrounding refugees in Germany.

What is the primary educational goal?

The goal is to develop humanitarian convictions in young people by allowing them to draw conclusions from historical events and apply them to present-day societal challenges.

Which methodology is employed in the project?

The author uses project-based learning, specifically utilizing WebQuests, oral history elements, and interdisciplinary teaching methods to make historical content more accessible and engaging.

What is examined in the project description?

The project description details the fourteen-lesson unit conducted with a 9th-grade class in Freiburg, evaluating student engagement, the use of media, and the effectiveness of linking the past with contemporary refugee aid.

How are the key terms defined?

The work defines key concepts such as 'autobiography', 'refugee' (including various legal classifications), and provides a critical perspective on the Nazi jargon used to categorize individuals.

Why was the Rosenstraße Protest included?

It is used as a historical example of successful civil disobedience, highlighting the potential for activism to challenge oppressive systems and influence regime decisions.

How did the author address modern prejudices?

The author outlines four common prejudices against refugees in Germany—such as the fear of economic instability or the perception of refugees as criminals—and uses facts and expert discussions to counter these claims.