According to the UNHCR, there are currently an estimated 42 Mio refugees worldwide. These include those persons who are currently internally displaced, those who have crossed a border and applied for asylum, and those who have been granted refugee status. In 1951, the Geneva Convention defined refugees as persons who, due to violence, persecution, or war, are forced to leave their home (cf. Angenendt 1999: 19). Refugees are no new phenomena; they have existed for thousands of years.
To this day, refugee situations are born out of conflict and disaster, and though societies change in structure and convictions, the `refugee question` remains. This thesis shall explore the ways in which the autobiography of Alice Dreifuß Goldstein, a German Jewish refugee from Kenzingen who immigrated to the USA in 1939, can raise pupils` awareness of the needs of refugees in Freiburg in Breisgau, Baden-Württemberg, today.
Motivation
In May 2008, there were serious xenophobic attacks all over South Africa. Starting in Johannesburg’s township of Alexandra, the violence spread rapidly to other parts of the country. By the end of the month, thousands had lost their homes and businesses through arson and theft. Many of them had become victims of heavy beatings, rape, or murder. The Central Methodist Church, situated in downtown Johannesburg, was overcrowded with people. It gave shelter to over 2000 refugees, mostly Zimbabweans. To this day (more than five years later), many of them still live there. They sleep on the stairs and benches of the church building. In response, the government organised buses that would transport thousands of immigrants back to their countries of origin; countries they had fled mostly due to civil war or tyrannical governments.
Of course, these shippings were said to be, first and foremost, for the people’s protection. The attackers, however, must have seen these deportations as a great success. Only a few days earlier, warning signs had been put up all over the city that urged foreigners to leave the country by Friday, 23 May 2008, or else they would all be killed. Among the countries listed were Zimbabwe, Mozambique, Malawi, Somalia, Nigeria, Pakistan, and even China. The accusations brought against them were that they were taking away jobs, housing, and even women, from South Africans and, thus, were the reason for their misery and poverty.
I did not go to school that day fearing I could get caught up in the middle of an attack. [...]
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
1.3.1 First Criterion: Promote Critical Historical Awareness
Next to the knowledge of historical events, historical awareness also contains the imagination and interpretation of these, as well as the resulting attitudes thereof (cf. Rox-Helmer 2006: 28). Subdividing this term into seven theoretical dimensions was Pandel’s attempt to make it more precise and tangible. Pandel’s subdivisions were: awareness of time, awareness of reality, awareness of historicity, awareness of identity, political awareness, economic awareness, and moral awareness (cf. Pandel 1987: 132). These seven subdivisions can be explained as follows:
1. Developing pupils´ awareness of time means developing their ability to differentiate between past, present, and future events (cf. ibid. 132). Any form of encounter with historical topics has the potential to nurture this ability, so also the engagement with autobiographies (cf. Rox-Helmer 2006: 30). Further, it means the ability to link these three dimensions of time, understanding that current situations are the result of decisions made in the past, and that any action taken by the pupils will have an impact on the future (cf. Sauer 2001: 15).
2. The awareness of reality (cf. Pandel 1987: 132) means the ability to differentiate between “res factae” (fact) and “res fictae” (fiction) (Rox-Helmer 2006: 30). When dealing with non-fiction, it is crucial to subject the literary work and its author to critical scrutiny before presenting it to the class (cf. ibid. 14), as it is not uncommon for an author to claim to tell `the true story`, in spite of factual anomalies or errors.
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.
- Quote paper
- Susanna Harper (Author), 2013, Raising Pupils' Awareness of the Needs of Refugees in Baden-Württemberg Today, Munich, GRIN Verlag, https://www.grin.com/document/264556
