Bilingualer Geschichtsunterricht (Kl. 8)
Das Fach Geschichte wird im bilingualen Zug in der 8. Klasse das ganze Schuljahr über weitgehend in englischer Sprache unterrichtet. Die bilinguale Behandlung historischer Sachverhalte eignet sich gerade in dieser Klassenstufe besonders gut, da der Lehrplan, wie in der folgenden Themenübersicht erkennbar, internationalen und interkulturellen Themen ohnehin große Bedeutung beimisst.
Die Themen im bilingualen Geschichtsunterricht Klasse 8:
Topics in the Bilingual History Course:
- Die Amerikanische Revolution: Von der Kolonie zur Unabhängigkeit
The American Revolution: From colony to independence
- Die Französische Revolution: Vom Absolutismus bis zu Napoleon
The French Revolution: From absolutism to Napoleon?s empire
- Der Wiener Kongress und die Wiederherstellung des alten Europa
The Congress of Vienna and the restauration of Europe
- Der Kampf um Einheit und mehr Demokratie in Deutschland:
Vormärz und die Revolution von 1848/49
The German struggle for unity and more democracy:
Vormärz? and the revolution of 1848/49
- Die Industrielle Revolution in Großbritannien und Deutschland
The Industrial Revolution in Britain and Germany
- Das Deutsche Kaiserreich und wachsender Nationalismus
The German Empire and growing nationalism
- Imperialismus, Kolonienwettlauf und der 1. Weltkrieg
Imperialism, the run for colonies and the Great War
- Europa zwischen den Weltkriegen
Europe in the interwar period
Einige Schüleraussagen zum bilingualen (Geschichts-)Unterricht:
"Durch Bilingual kann ich viel besser mit Englisch umgehen und kenne viel mehr Vokabeln."
"Schon nach dem ersten Jahr Bili-Unterricht habe ich große Fortschritte beim Ausdrücken in der englischen Sprache festgestellt. Mein Wortschatz hat sich inzwischen stark vergrößert."
"I attend the bilingual course because I think that I?ll have more chances in my later life and I learn better English."
"Der Unterricht ist interessant und abwechslungsreich."
Bilingual History Panel Discussion in Form 8ac in October 2017: “Should child labour be abolished?“
Last week we had a discussion at our bilingual history class about child labour during the Industrial Revolution. Should it be abolished or not was the big question.
The group for abolishing the child labour had arguments like “children can’t go to school and can’t get education if they have to work“ or 2the work time is too long (13 hours a day) and many suffer from asthma because of dust and dirt“.
The other group, who was against abolishing child labour, said “the family need money to survive, so the children can help with their work“ or “the families don’t earn enough money for food, so the kids can’t go to school to learn.“
We think parents shouldn't send their children to work. The working conditions aren’t for children, they need to be improved. The factory bosses should respect the human rights and treat people fair.
BTW: Today there is still child labour, not in Europe, but in Asia or Africa. So there hasn’t changed a lot in the last two centuries!
Finn F., 8a
Bilingual History group 8ac Ms. Dobos, Year 2017/18
Some impressions from the role play in October 2015:
Today in the history lesson we had a roleplay discussion about child labour in the Industrial Revolution. Child labour was very hard and dangerous but it was also a very important thing, because some families needed the money which was earned by the children.
Statements that were made in the discussion:
Coalmine boss
"I think child labour is very good because we help the families.They will learn something for their life and besides everything is voluntary.“
Army officer
"Our job is to find healthy people for the army. And often the boys and girls are not healthy because of the bad working conditions. So our army gets weaker and that means that we can´t protect our country.“
15 years old worker
"I´m 15 years old and my back hurts, my knees are damaged and I can´t breathe very well.“
Priest
"It`s not ok if you risk the future of these children. The children lost their lives and for what? A bad income and the daily fear to be fired.“
“That is not acceptable. The children need education and a maximal working time of 6 hours.“
Textile factory boss
"In my factories there are not so many accidents.There are normal conditions. And if there´s a separated finger it isn´t so bad.“
Father
"I think that child labour is important but it´s also important that my children survive.“
Bilingual History group 8ab Ms. Dobos, Year 2015/16
Auch Rollenspiele gehören zum bilingualen Geschichtsunterricht. Während der Unterrichtseinheit „Industrial Revolution“ lieferten sich die Schüler beispielsweise als Minen- und Fabrikbesitzer, arbeitende Kinder und ihre Eltern, Priester und Armeeoffiziere eine lebhafte Diskussion zum Thema Kinderarbeit im 19. Jahrhundert:
“In Bilingual History, our form prepared a discussion about child labour. The pupils quickly came into a good discussion about child labour, whether it should be abolished or not. The presenters led the discussion well and they came to a good result: when the parents are ill at home the children should work then. But when the factory owners improve the working conditions, parents don’t get ill and children don’t have to work.
All pupils liked this lesson of bilingual history.”
written by Joanna G., Philipp D., Cornelius M., 8b
