Englisch
Abi 2021
Julia Willikonsky
Englisch
Info :
LK Abitur Hessen 2021
alle Themen geordnet nach dem Abiturerlass 2021 Hessen, Informationen und Quellen stammen aus eigenen Aufschriften, Stark Buch
2021, anderen Abiunity-Lernzetteln und dem Internet.
Inhaltsverzeichnis
Q1:
Q1.1 The USA – the formation of a nation (Die USA – die Entstehung einer Nation)
Q1.2 Living in the American society (Leben in der amerikanischen Gesellschaft)
Q1.3 Manifestation of individualism (Erscheinungsformen des Individualismus)
Q2:
Q2.1 Great Britain – past and present: the character of a nation (Großbritannien – gestern und heute: der Charakter einer Nation)
Q2.2 Ethnic diversity (Ethnische Vielfalt)
Q2.3 The English-speaking world (Die englischsprachige Welt)
Q3:
Q3.1 Human dilemmas in fiction and real life (Menschliche Dilemmata in Fiktion und Wirklichkeit)
Q3.2 Modelling the future (Die Zukunft gestalten)
Q3.3 Gender issues (Geschlechterfragen)
extra: TkaM & Othello Sparknotes Overview
basics: Aufbau aller möglichen Textarten im Abitur;
Konrektoren;
Beschreibungen Plakate, Cartoons, Diagramme;
Stylistic Devices;
useful phrases and words for characterizations;
overview Short stories
Ich übernehme keine Haftung für falsche Informationen, bei Fehlern gerne freundlich darauf
hinweisen, dann werden diese im Infotext angegeben.
Viel Spaß und ganz viel Erfolg euch!
06.01.2011
Q I. I The USA
development
•
'
•
the formation of
-
principles
and
Ammonium democracy
of
Declaration of
Independence
the
Declaration of
Independence provider
The USA
1
-
.
the Conn#Halt# n
*und
Constitution
and the
documents that
are
foundation for the
a
concept of
ideologieat foundations
the
provide
souvereignty
populär
,
democratic
of the
government
the iaea that the
exists
to
United
of the
government
server
States
the people
,
.
who elect
representatives
to
.
US Constitution
the
~
nation
a
the
express their will
>
( ISCH
A
Q1
blueprint
outline, the
for the
governmental system ,
US
Hives to balance
which
individual
Liberty
with public orden
Declaration of Independence (4. Juli 17761
:
Thirteen British colonies in North America prodaimed
-
written
-
Thomas
largely by
Jefferson
their
adopted by the
and
(
Loslösung )
secession
Congress
Continental
Second
from Great Britain
and
the text constitutes the
,
their
right to
founding
form
their
own
sovereign Confederation
document of the United States
and is
one
on
July
4 , 1776
.
impactful documents
of the most
independence being independent from Britain
-
:
equality
-
Liberty
-
not
:
patriotisch
-
being
not
:
freedom
-
all (White)
:
:
being
wohnen
:
slaves (blacks / and Native Americans )
,
( Physica
Ily )
government
a
that
anything
do
can
(not induced
(Mentally )
stare
or
as
equal
stare
or
prisoner
a
America
You
↳ unalienabh
created
are
prisoner
a
loving
Individualisten :
-
men
of
makes
people for people
happy
you
→
the
(you have to work for it)
pursuit of happiness
right
American Constitution
the
-
US
-
Check
-
.
the Others
on
of the
some
ratified
were
Bill of
Constitution ,
as
adopted by the Phi /adel via Convention
federal government
.
of the
Signer s
as
group by December 15 , 1791
a
protection of citizens
protection from
speedy
☐
to day
27 amendments
:
kann#mm# #$ off American
background
-
-
Going
1620
:
West in the H
100
reasons
Puritdns
of
,
"
18
and
boarded their
came
Immigration
°
:
o
-
territorial expansion
White Sattlers
=
nett
page
:
19
Civil
:
"
out
5
Representatives
rights of
of national
distinct branches
and the
Individual citizen s
Senat)
,
judical ( Supreme
and
Cart )
pro
,
vieles
„
first ten amendments to the
the
:
government
power
to each that
checks and balances
"
,
religion
Rights
,
proposed
press
Search & sei Eure
jury (unparteiisch)
amendment most
be
ratified by
514 of the state
☒*emmen#
bound for the
,
religions
political
:
worked hard and
landmarks of the American
1-rains
history
more
people
came
Fathers / Funding Fathers
.
to America
(
Hungersnot )
:
lots of
resources
( Coat , gold )
>
1850
11800 18501
cheap farmland
-
,
too crowded
was
were
and
Pilgrim
called
religion
Financial ( American Brea m)
it
more
Puritdns / ater
freedom of Spee ch
Great Famine
because
.
1845 and 1852
freedom of
:
New World
→
pushed the
succesful
frontier
,
1890
:
reached the
Pacific Ocean
,
Westwand expansion
↳ the
new
frontier
,
:
in
California Gold Rush
the middk East
more
serve
and more
expansion ( 1960s )
as
a
( Gewaltenteilung )
Constitution , called Bill of
century
Mayflower
ship
pioneers with Wagon
pilgrim fathers
→
sets
House of
spell out the
to
Kid by im partial
public
and
Massachusetts , between
to
a
1840
:
,
:
"
o
-
,
legislative ( Congress
need
un reason able
Isn't easy :
process
:
✗ insbesondere
history
information
Pilgrim Fathers
↳
IF 1787
.
Freedom of speech
o
:
°
↳
fett the
U.S. Constitution
,
September
on
Rights
↳ basic
•
executive ( president)
→
Rights
.
Mh
12
-
1785
( 17871
Abschaffung
in
Sklaverei
Südstaaten
.
06.01.2011
EM ( ISCH
01
Q ! I The USA
the formation of
-
kann#mmartks off American
-
Civil War 11861
-
-
History
The USA
2
-
nation
a
liinsbbesondkere
n
:
Civil
Movement)
Rights
18651
After Lincoln was elected with the goal to abolish slavery ,11states in the south, whose industry was
heavily dependant on slavery, left the Union to form the Confederate States of America
↳ South
↳
The rest of the states believed it was wrong North
Apart from slavery, the conflict arose out of economic and political rivalry between agrarian
south and
industrial north } slavery is not okay
slavery is okay
because they needed
After the North won the war,President Lincoln was assassinated
people for cotton fields
Abolition of slavery
-
,
-
Segregation
after the Civil
War
↳ three constitutional amendment
↳
cilities
Civil
Law , in
Crow
Jim
1876
seperated but
were
Movement
Rights
→
( 1954
lots of
never
-
1. abolish
:
slavery
,
2.
provided citizenship ,
disddvdntages Segregation
,
equal
fountain)
(drinKing
→
in schock ,
"
Slogan
3.
the
guaranteed
to vote (black
right
men
)
public places , transportation
but
Seperated
equal
"
was
not
true !
19681
Background
The Civil Rights Movement has its background in the abolitionist movement before the Civil War. Abolitionists were people
that thought slavery was morally wrong and wanted it to come to an end. Before the Civil War, many of the northern states
had outlawed slavery. During the Civil War, Abraham Lincoln freed the slaves with the Emancipation Proclamation. After the
war, slavery was made illegal with the thirteenth amendment to the U.S. Constitution.
Segregation and the Jim Crow Laws
Jim Crow Drinking Fountain by John Vachon After the Civil War, many southern states continued to treat African-Americans
as second class citizens. They implemented laws that kept black people separate from white people. These laws became
known as Jim Crow laws. They required separate schools, restaurants, restrooms, and transportation based on the color of
a person's skin. Other laws prevented many black people from voting
→
rest next
page
The situation of blacks to
day
:
↳ after
Civil
↳
people still don't wart to live
some
Movement
Rights
Segregation
Officially
was
and social
↳ since the tate
196 Os
African
Americans
the first black
president
of the USA
-
-
in
:
election of
↳
-
2009
Trump
Black
↳
a
-
Trump
Live
-
Matter
movement
↳ 2020 :
Georg
to
-
Floyd
a
fence between
racism
was
and
Killed
by
have
people
ghettos
=
face
whites
,
=
tot's of
in
problems
our
Society
of cities )
outs circles
anti
a
-
Black
white
and
-
rote
significant
Agreements stoppe d
Mexico to
stop illegal
social movement
violence ,
polinman
a
Obama
Climate
USA and
political
:
played
Barack
:
Paris
USA Left the
Movement 2020
tight
( blacks
black
developments
in 2016 :
wanted to build
but still
,
with blacks
together
recht political
•
over
in
specialty
e.
Minneapolis
in
in
,
the
Trans Pacific
immigration
-
and
-
Partnership
incident
the form of policen brutality
who knelt
on
asian
states ,
illegal immigrant without
send back
protest against
with
of
pdice
ity
brutal
.
Floyd's neck for several minutes
.
they
an
and
have
with drawn ländlichen) from the
american
citicenship
violence
against
black
people
.
UN
-
Human
Rights Council
.
2.1
( 1954 19681
-
NAACP : National
April 1968 : King
Association for the
was
Shot
on
the
Advancement of Colored
bakony of
his motel in
People
Tennessee
2. 2.
AN
2. 3
.
U
He
06.01.2011
QI /
Living in the
.
•
the American
/ Isch
A
Q1
American
way of life
:
~
The USA
s
-
.
society
Einstellungen
Haltungen
und
,
Mobilität
American
Dreams
If you work hdrd
will
, you
be
everyone is able to Live the
-
success
full !
they
life
want
,
If you
are
no one
is
not
-
-
-
-
by social
restricted
American Values
'
The
Freedom ( physicaIly )
Individualisten
-
Liberty lmentally )
patriotisch
equality
religion
of
pursuit
-
happiness
belief in God
,
→
Raritan ,
Jives
-
f.e.bibl-be.lt
everybody
↳
is able to go to school and
„
-
Many
immigrant
people
having
could have
dreams
a
are
batter life
a
„ „„
„
y
there than
„„ „„„
µ
their
in
„„
an,
Dreams to day
cartier
-
↳
:
for
to day
"
from
:
Melting
Altitude of
very
-
:
"
pod
-
various ethnie
example : Chinatown :
people ( Haltung )
friendly helpful ,
immigrant
optimistic ,
Mobility
↳
↳
drives
-
melting
pot
( as
Europe)
contrast to salad bowl in
a
a
→
you'll
be
success
Chance
to
get
real
Iot of Americans
the
Promises
big
gap
feel
of life )
,
to
be
privileg ed people
a
Few
people
„ „„ „
gap
lots of
in
"
American Dreams
the
an,
„„
poverty I
" "
their
reach
can
unrealistic
is
|
to reach
Individualisten
Uncle Sam
:
:
cultural
frag
induced
aims
„„
→
if you
"" """
"
family
"
""
""
"
get higher education
is poor
can t
, you
-
"
""" """"" " "" "
" ""
""
"
illegal immigration
equality
→
minorities
are
American population
Native
being
has
discrimminated
never
adaptec to the White's Lifestyle
.
e)
"
is very
low
„„
„„
„
w
to America
,
adapted
" " " " " " "" "
the social tedder !
American Dreams
↳
'
melting
mutation
pod
:
the best from the
taking
different
cultures
and
Keating
a
new
culture
/ betten
Linked between
Stripes ( American Flag )
:
/ dea of self
Advertising
-
:
most
re
responsibility
character
used to
as
heritage
to the
:
unrealistii !
.
their
accepted , adding
are
own
American life , but still separate Themse It
traditions , values etc. to the American
in their culture ,
food
→
,
. .
.
try
adüpt , but
to
but
people
story distinct
not for 100%
,
"
.
→
Unity
in
diversity
as
an
American Value /
slavery
end of
first get food
on
,
Symbol of Independence ,
American Soil
present the thirteen colonies /founding states ,
for
en
owns
courage
fate (Schicksal ) to
men
to
ent ist in
get
the
rewarded
military
island
,
,
stars
.
of
HOPE ( reason for
represent today's
Sepsis
life )
new
States
ofgovernment
civilian Support for
.
immigration )
White
causes
the
entry
:
→
pwity
( ots of
,
gateway
blue :
to
justice
,
personal freedom
of the US in WWI
,
bette life
a
red :
,
bravery
struggle
become
"
bothsides ( American and Chinese
generations
symbol of the
immigrant s
stripes
is
.
happy
the landscape (mobility
here
,
- -
→
and their cultural
( broken shack tes (Fesseln)
( the place
its
social Mobility
.
in
and
e
fullfillment
ful
p 5
Mobile
by
( HANGE
"
group s
came
-
,
betrayed
between promis
:
loving sports loving
Liberty
The Stars and
-
Sma "
of Freedom :
Elli 's Island :
-
'
everywhere
Statue of
-
-
(( onceps
physica mobility
Symbols
-
freedom
wereit
bowl
open , cheerful, active ,
,
values
:
Character of people (Einstellung )
-
salad
ideal of the
fwthered
have
"
to
!
society
had the
they
came
minority groups
↳ multi cultural Society
↳
multicultwal
a
African , & Native Americans
↳ BUT :
-
Puritans
when the
Rights
-
new
-
Vicious circle of
-
American
→
" " """ " "
county
home
-
↳
Mobility
identity
↳
un
„„
history
America's
hope by
given
rules
for owself
Ing
for
-
-
-
Individual
own
Social
Con :
:
education
µ
an ,
find their
s
nations
Dreams
American
new
→
↳ only
„ „„
„„„
pe.pe
„„
the
→
}
up the social tedder
America
to live their dreum
Opportunity
↳
get
decision s
Own
climbing
,
Charity voluntarily
Pro
-
principles
European
of
!
riches
Problems of the American Dreams
love>
,
make their
free to
are
to
?
mobility
social
-
new
people
,
enough ! From rags
had
"
work hard , but work
-
the American Dreams today
upon
mix
a
-
Man
patriotic
is
-
classes
American
acts
-
independence
-
you have not worked
success ful ,
for Freedom and reward
national
allegany
are
influenced)
?⃝
06.01.2011
QI /
Living in the
.
↳
big immigration
↳ most of the
↳ first
↳ to
Immigration
↳ in
immigrant
↳ reasons
•
WWZ
for
•
I American
political
( war ,
personal
reasons
( Marriage
( less
similar
school
Many
Immigrant
Asian
↳
,
.
.
.
°
than
21 Million
belief
* mal
Fundamental and
Liberty personal
for them to
get
a
green
-
and
card
or
permitting
Chinese
even
citizenship
a
present
.
in
the US to become
contest
In
=
„
sichtbares Schicksal
didn't
belief
↳ the
.
rights situation )
homeland , human
in
religions belief
of
because
-
w""
-
American Dre am
→
had
really
worked
( Chinatown)
areas
→
youy
be
,
salad bowl
→
gun,
Iot's of them
and
slowed down , because
like in the US
/
attituede
China
!
µ,
really
were
→
"me
me
" ""#
success
but Main idea:
people
full
See
→
them self
Japan developed to high economic
and
Kids had to be the best in school
parents ,
strict
Americans
as
Puritans
if not
punishment !
!
countries !
.
Wealth , Individuality / individual
Puritanisch
came
Atlantic to the
way of
reading
dreams / als
go
our
military
thought they
can
the west ward movement
during
This idea
.
England
they
so
was
and
(
with
"
all
Destiny
In the
1500s
England
England
to
want and
they
hosen
.
by
<
and
broke
practise their
comfort of like
"
a
own
to
and that
L
that it
O'Sullivan
.
God 's will that the USA should etpand it's
was
the
in
year
way from the Roman Catholic
Faith
own
an
Gods will
was
to believe
came
by John
>
make himself
can
God , and that it
necessities
Americans
.
Manifest
called
left
had to
what
believe in
county
a
osage
practise religions freedom
guided
were
God gave them
into
Pacific
America to
to
everybody
took violently
they
so
(hwch and create d
up and
the
had to
territory
destroy
no
,
one
should be
of America
all the
"
over
forced to
religious
↳ Pwitans
Patriotin
dream of
"
a
America
American
See
city
on
hill
a
"
→
"
and
America
17
as
a
"
centwy
( see Pwitans & Manifest destiny )
.
rote model
,
other nations
:
Loving
Dreams
last
pride
your
feeling
,
county
,
of love , devotion
culture , politic
,
. . .
and
Sense
religion
,
belief in God
→
Puri tans
f.e.bibl-be.lt
took up to the US
of attachment to your homeland
( part of American
with other citizen s who share the
Dreaml
:
page
:
Dreams of
a
Dreams of
Dream
land , when
a
everybody
batter like
to be able to
based
achieve
has the
on
some
chance s
equal rights
everything through
and
,
< aus ed
by
their
ability
to
live
a-
betten
Charles
had work
church
:
(social status
=
unimportant)
things they
sphere of
the Chuck of
England
.
The Pwitans
life
.
some
Sentiment
.
don't want to
→
.
Individualisten > Freedom
!
.
"
satanic force , ( Native Americans)
:
↳ also called national
for
in the tate 16
new
the hohe North American
.
Movement
a
believe in
:
reform
and it's
.
land away
all the
territory
.
opinion of religion
they
1845
r
↳
,
freedom
with the Chwch of
America
they Thought
↳
•
illegal )
living )
standart of
,
work and like
they
law and
,
this term
,
came
agree
in
:
"
from the
Puri tans
↳ the
↳
from Metro 145% are
Manifest Destiny :
:
Influence
•
immigrant
:
Success and
:
protestiere government
life :
Religion
a
the
!
:
-
↳
are
Citizen
Equality equal rights
-
•
year !
62 years of chinese exclusion
ended
easier
was
each
,
religions
and
:
salat bowl
Puritanismus Patriotismus
Rights
given
-
Act
en
immigrate
allowed to
presention (Vorverwteilung)
Situation
Americans
Asian
,
Pursuit of happiness
-
↳
God
GB :
.
,
"" d
immigrant
Religion
:
Filipino
India and the
from
come
melting pot
system , college universities )
some
-
seperated
in
to day
-
→
often life
in chase of
Walnuss
"
a
high
more
tot also
a
)
:
bette life :
nowadays
→
.
/ ater it
so
,
Magnus
→
opportunities
politic
unstabk
opinions
wished for
Asi ans
to day
,
105 persons
only
in the US
discrimmi nation and
-
↳
1882 :
educated
( wage rates , job
reasons
shared
Japan
:
:
reasons
↳ Asi ans
Act
Exclusion
reasons
•
.
of the Gold Rush !
religions
•
US
.
from China and
came
usually betten
reasons
educational
1850s
early
Immigration policy changed
were
immigration
economic
•
,
4
-
Einwanderer
☒☒Äsche
insbesondere
:
in the
Chinese
:
The USA
~
society
at that time
because
came
1945 , after the
↳ Asian
started
wave
immigrant
wave
top
s
American
Ammer#dann ☒rreddmm
and the
immigration
-
/ ISCH
A
Q1
→
their land
rights
were
not taken serious / y
and
06.01.2011
① 1.3
"
"
ldnifestation
.
the Armenian Dreams
↳ the
↳
-
¢0 #eh# ⑧
tits
# life
Leben in
:
little
" ""
"
-
-
"
lots of
"""
"
"""
the
using
body.no
-
-
_ .
place
( less
variety
of jobs )
with
through
⑥ eine# lecken#ei#☒$
-
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off
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Eudora
:
shop
people
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interested
in
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knowing
>
Prostitution
Stadt
Land
life
also
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=
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=
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open friendly ,
urban
rural
5
of life
the value
,
stereotypes
american
people
expansive
his childrcn to
presents free development
also going back to the IF
+
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life
does not stick to rules of
/ criminality
homeless
in the
,
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liberal
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.
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19
basic
:
society
Ausstieg
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aus
centwy
Gesellschaft)
|
Aunt Alexandra Hives
essentric
-
"" "
-
beginning
and
Welty
14
:
years old
know
don't
leave
of ideals
to
comes
It
presents
.
As
deeply
a
reaction
a
terms what has
out
anything everything
confusing
the
happened
is
,
of information , hints in every
more , only this
situation ,
,
( Regel Konformität)
re
-
presents
snooty
-
rule
example
:
compliance
/hochnäsig ) , snippy
,
deterministic ( bestimmenisch )
( pioneers, puritans
,
.
..
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american instinct, Individualisten
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property
own
!
openminded
Conservative
,
narrow
-
minded
Mobility
.
young
As
person
rule , the
a
in the life
incident
through
of
child
a
various
or
Stages
reiches
young person
a
adolecent which cunfronts the
of
coping
great
with the etperiences
insight
er
protagonist
:
from shack and disillusion meint
completities
into the
a-
thing
if the
Camp fire
is
,
no
happen
could
story
Charity
what she has Learned :
Jem & Scout in
"
for the first time
of grown up life in the end
-
so
important
sentence
,
,
everything
is
Connected
findet erst danach statt
Introduction
no
some
anything
very
ending
to day
old
het ping
1941
people
seipecting
Giri should go in
Marian is should about the old
peoples home : like
>
Social stand / rote
information
other
even
A Visit of
finally
she
.
compact, but full
Entwicklung
the
or
short story
shattering
a
,
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ending
universality
Marian ,
s
"" """
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"
or
in
need
without
getting anything
Short story nett Pages
.
old ladies home to talk with
she will
credit
fhird
person narrativ
naivity
of
children's
>
city /
life
interested in
-
the
in
:
no
keine
psychologieat perspective
timeless ness
death , old age
pression (Shortness )
development
of
,
until he
,
story
of Situation
nass
dings
special type of American
a
we
-
to
Mockingbird
To Killa
:
corning of age
Struggle
the
to know
Dreams
American
Calm
citi Eens
population
over
-
of adult life
aspect
an
"" "
"
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get
.
Atticus Finch Hives
-
"
→
example
city
transportation)
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stress (
everything
-
Story
The
( ideal value)
individualisten
history
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:
.
individualisten
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shopping possibilities
eeffinnittionn
is
night life
-
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lots of dirt and smells
little
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s
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to
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>
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reach his
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now
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more
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origin of
→
in
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little
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>
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people good neighborhood connection
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community
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of
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s
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American Dreams
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/ ISCH
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To Killa
apple
E
mockingbird
aspects
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an
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of life : Fresh , power ,
(are
strengh ,
people
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for themsehe,
life ,
earn a
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.
→
.
.
.
-
-
→
after her visit : she understand the circle of life
aspects
of
death
:
Snow White
story
( Schneewittchen
→
( old
choking
vs
on
.
young
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"
The novel shows how children learn important lessons about life, they become confronted with reality, nearing the end of their innocent childhood, Jem and Scout begin to view
members of their community in a new light, at the beginning they think that Boo is an evil monster, in the end, they learn to respect him as a human being and discard their prejudice,
Scout understand the meaning of the phrase “It’s a sin to kill a mockingbird”: good and innocent people must be protected, stereotypes and prejudice are still alive in Maycomb: Aunt
Alexandra and her missionary circle show, calls poor people “trash” because of their low social status, Lee tells the readers to look below the surface and judge people by their
behavior not by their background, novel is a plea for tolerance and understanding, as Atticus tells Scout: “You never really know a man until you stand in his shoes and walk around
in them.”, Jem and Scout receive a lesson in maturity and courage, also confronted with the coexistence of good and evil.
→ Jem and Scout become confronted with the reality and they grow up throughout the novel and learn important lessons about life. Most of these lessons are taught to them by
their father Atticus (moral education):
→ “You never really understand a person until you consider things from his point of view.” (33)
→ “Shoot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.” (99)
→ “I do my best to love everybody. [...] it’s never an insult to be called what somebody thinks is a bad name.” (120)
→ “But this is a truth that applies to the human race and to no particular race of men. There is not a person in this court-room who has never done an immoral thing, and there is
no man living who has never looked upon a woman with desire.” (226)
→ In the beginning, they see Boo Radley as an evil monster. In the end, they learn to respect him as a humanbeing
→ Stereotypes and prejudice much alive in Maycomb the novel is a plea for tolerance and understanding
.
5. 1
Eudora Welty: A Visit of Charity (1941)
mid-morning-a very cold, bright day. Holding a
potted plant before her, a girl of fourteen jumped off the bus
in front of the Old Ladies' Home, on the outskirts of town.
It was
She wore
a red
coat, and her straight yellow hair was
hanging down loose from the pointed white cap all
girls
were
beside one
"My, my, my," said the old lady al her side.
Marian stood enclosed by bed, a washstand and a chair;
the tiny room had altogether too much furniture. Everything
smelled wet- even the bare floor. She held on to the back
of the chair, which was wicker and fell soft and damp. Her
slowly, her hands got colder and
heart beat more and more
the little
colder, and she could not hear whether the old women were
wearing that year. She stopped for a moment
saying anything or not. She could not see them very clearly.
How dark it was! The window shade was down, and the only
door was shut. Marian looked at the ceiling...It was like
being caught in a robbers' cave, just before one was
of the prickly dark shrubs with which the city had
beautified the Home, and then
proceeded slowly toward the
building, which was of whitewashed brick and reflected the
winter sunlight like block of ice. As she walked vaguely up
the steps she shifted the small pot from hand to hand; then
murdered.
she had to set it down and remove her mittens before she
"Did you come to be our little girl for a while?" the first robber
asked.
could open the heavy door.
"I'm a Campfire Girl...I have to pay a visit to some old lady,"
little potted plant.
she told the nurse at the desk. This was a woman in a white
uniform who looked as if she were cold; she had close-cut
hair which stood up on the very top of her head exactly like
a sea wave. Marian, the little girl, did not tell her that this visit
Then
something was snatched from Marian's hand the
"Flowers!" screamed the old woman. She stood holding the
pot in an undecided way. "Pretty flowers," she added
Then the old woman in bed cleared her throat and spoke.
'They are not pretty,' she said, still without looking around,
would give her a minimum of only three points in her score. eredit but very distinctly.
"Acquainted with any
of our residents?"
She lifted one eyebrow and spoke like
asked the nurse.
I man.
Marian
suddenly pitched against the chair and sat down in
It.
"With any old ladies? No but that is, any of them will do,'
Marian stammered. With her free hand she pushed her hair
"Pretty flowers," the first woman insisted. "pretty pretty...
Marian wished she had the little pot back for just a moment-
behind her ears,
she had
as
she did when it was time to study
forgotten to look at the plant herself before giving it
Science.
away. What did
The nurse shrugged and rose. "You have a nice multiflora
"Stinkweeds,' said the other old woman sharply. She had a
bunchy white forehead and red eyes like a sheep. Now she
turned them toward Marian. The fogginess seemed to rise in
her throat again, and she bleated, "Who are you?"
To her surprise, Marian could not remember her name. "I'm
Campfire Girl," she said finally.
"Watch out for the germs," said the old woman like a sheep,
not addressing anyone.
cineraria there," she remarked as she walked ahead down
the hall of closed doors to pick out an old lady.
There was loose, bulging linoleum on the floor. Marian felt
as if she were walking on the waves, but the nurse paid no
attention to it. There was a smell in the hall like the interior
of a clock.
Everything was silent until, behind one of the
doors, an old lady of some kind cleared her throat like
sheep bleating. This decided the nurse. Stopping in her
tracks, she first extended her arm, bent her elbow, and
leaned forward from the hips, all to examine the watched
tars tatfdd strapped to her wrist; then she gave a loud double-rap on
look like?
'One came out last month to see us," said the first old
woman.
A sheep or a germ?
to the chair.
wondered Marian dreamily, holding on
the door.
"Did not!" cried the other old woman.
"There are two in each room, the nurse remarked over her
"Did so! Read to us out of the Bible and we enjoyed it!"
screamed the first.
shoulder.
"Two what?" asked Marian without thinking. The sound like
a sheep's bleating almost made her turn around and
run
back.
One old woman was pulling the door open in short, gradual
jerks, and when she saw the nurse a strange smile forced
her old face dangerously awry. Marian, suddenly propelled
by the strong, impatient arm of the nurse, saw next the sideanother woman, even older, who was lying flat in bed
face of
with a cap on and a counterpane drawn up to her chin.
"Visitor," said the nurse, and after one more shove she was
off up the hall.
Marian stood tongue-tied; both hands held the potted plant.
The old woman, still with that terrible, square smile (which
was a smile of welcome) stamped on her bony face, was
waiting...Perhaps she said something. The old woman in
bed said nothing at all, and she did not look around.
Suddenly Marian saw a hand, quick as a bird claw, reach up
in the air and pluck the white cap off her head. At the same
time, another claw to match drew her all the way into the
room, and the next moment the door closed behind her.
"Who enjoyed it?' said the woman in bed. Her mouth was
unexpectedly small and sorrowful, like pet's.
"We enjoyed it," insisted the other. 'You
enjoyed it-1
enjoyed it."
"We all enjoyed it,' said Marian, without realizing that she
had said a word.
The first old woman had just finished putting the potted plant
high, high
up on top of the wardrobe, where could hardly
be seen from below. Marian wondered how she had ever
succeeded in placing it there, how she could ever have
reached so high.
"You mustn't pay any attention to old Addie,
to the little girl. "She's ailing today."
she now said
Will you shut your mouth?" said the woman in bed " am
not."
"You're a story."
stay but a minute -really I can't" said Marian
1 can't
suddenly. She looked down at the wet floor and thought that
if she were sick in here they would have to let her go.
g
5. 2
With much to-do the first old woman sat
down in a rocking
chair-still another piece of
furniture!-and
"The matter?" the child repeated stupidly. "What's the matter
began to rock.
with her?"
With the fingers of one hand she touched a very dirty cameo
"Why, she's mad because it's her birthday!" said the first old
pin
on her chest. "What do you do at school?" she asked.
"I don't know.. said Marian. She
tried to think but she could
woman, beginning to rock again and giving a little crow as
though she had answered her own riddle.
not.
"It is not it is not!" screamed the old woman in bed "It is not
"Oh, but the
flowers are beautiful," the old woman
whispered. She seemed to rock faster and faster; Marian did
my
how anyone could rock sO fast.
"Ugly," said the woman in bed.
bring flowers * Marian
began,
and presently she said in the soft, foggy voice, "When the
worst comes to the worst. I ring this bell, and the nurse
comes." One of her hands was drawn out from under the
patched counterpane a thin little hand with enormous black
then fell silent. She
had almost said that if Campfire Girls brought flowers to the
Old
Ladies' Home, the visit would count one extra point, and
they took a Bible with them on the bus and read it to the
old
freckles. With finger which would not hold still she pointed
ladies, it counted double. But the old woman had not
to a little bell on the table among the bottles.
I"'How old are you? Marian breathed Now she could see the
old woman in bed very closely and plainly, and very abruptly,
listened, anyway; she was rocking and watching the other
one, who watched back from the bed.
"Poor Addie
said.
and
is ailing. She has to take medicine see?" she
pointing a homy finger at a row of bottles on the table,
from all sides, as in dreams. She wondered about her-she
wondered for moment as though there was nothing else in
rocking so high that her black comfort shoes lifted off
the world to wonder about. It was the first time such thing
the floor like a little child's.
had happened to Marian.
won't tell!"
"
am no more sick than you are," said the woman in bed.
"Oh, yes you are!"
just got
more sense than
you have, that's all," said
other old woman, nodding her head.
birthday, no one knows when that is but myself, and will
you please be quiet and say nothing more, or I'll go straight
out of my mind!" She turned her eyes
toward Marian again,
not see
"of we
.
The old face on the pillow, where
Marian was bending over
it, slowly gathered and collapsed. Soft whimpers came out
the .,
"That's only the contrary way she talks when you
said the first old lady with sudden intimacy. She stopped
rocker with a neat pat of her feet and leaned toward Marian. 4
hand reached over-it felt like
not able t hore Her
accomucted
and just a little sticky.
"Will you hush! Will you hush!" cried the other
first old woman.
4
*That's Addie for you,' the old woman said spitefully.
Marian jumped up and moved toward the door. For the
one.
Marian leaned back rigidly in her chair.
second time, the claw almost touched her hair, but it was not
"When I was a little girl like you, I went to school and all,"
Utes did
"She's crying!" She turned a bright, burning face up to the
quick enough. The little girl put her cap on.
"Well, it was real visit, said the old woman, following Marian
through the doorway and all the way out into the hall. Then
said the old woman in the same intimate, menacing voice.
"Not here--another town..."
"Hush!" said the sick woman. "You never went to school.
from behind she suddenly clutched the child with her sharp
You never came and you never went. You never were
anything only here. You never were born! You don't know
anything. Your head is empty, your heart and hands and
your old black purse are all empty-you showed it to me.
And yet you talk, talk, talk, talk, talk all the time until I think
I'm losing my mind! Who are you? You're a stranger a
little fingers. 'Oh, little girl, have you a penny to spare for an
old woman that's not got anything of her own? We don't have
thing in the world -not a penny for candy-not thing! Little
girl, just a nickel a penny-'
Marian pulled violently against the old hands for a moment
before she was free. Then she
perfect stranger! Don't you know you're a stranger? Is it af
ran down the
hall, without
looking behind her and without looking at the nurse, who
was reading Field & Stream at her desk. The nurse, after
possible that they have actually done a thing like this to"",
anyone sent them in a stranger to talk, and rock, and tell , 8 another triple motion to consult her wrist watch, asked
away her whole long rigmarole? Do they seriously suppose
automatically the question put to visitors in all institutions:
that I'll be able to keep it up, day in, day out, night in, night ef "Won't you stay and have dinner with us?
out, living in the same room with a terrible old woman
Marian never replied. She pushed the heavy door open into
forever?"
Marian saw the old woman's eyes grow bright and turn
toward her. This old woman was looking at her with despair
"o, the cold air and ran down the steps.
h Under the prickly shrub she stooped and quickly, without
9 x being seen, retrieved a red apple she had hidden there.
and
calculation in her face. Her small lips suddenly dropped
apart, and exposed a half circle of false teeth with tan gums.
"Come here, I want to tell you something," she whispered.
Her yellow hair under the white cap, her scarlet coat, her
bare knees flashed in the sunlight as she ran to meet the big
bus rocketing through the street.
"Come here!"
"Wait for me!" she shouted. As though at an imperial
command, the bus ground to a stop.
Marian was trembling, and her heart nearly stopped beating
altogether for a moment.
"Now, now, Addie," said the first old woman. "That's not
polite. Do you know what's really the matter with old Addie
today?" She, too, looked at Marian; one of her eyelids
dropped low.
She jumped on and fook a big bite out of the apple.
the circl of
ald
V* your
06.01.2011
"
ldnifestation
Vision
nightmare
•
individuelle Schicksale Wiedmann
Krieg
:
ideal iced idea of
:
White
:
trying
n
The USA
6
-
.
Individualisten
of
nightmares
Visions and
-
EM ( ISCH
01
liuing
the
in
American Dreams , the dreams
to reach the
Irakkrieg )
September 2001 und
,
American Dreams
can
twn into
nightmare
a
Live
,
get
can
Dreams
American
realice the
( no possibility to
worse
even
Vietnam War
Dates
>
November 1 , 1955
:
Communist North (supported
-
the
-
Twenty
US Iost
prestige
↳ broken
Society
-
China und
by
( see
50 , 1975
Sowjetunion)
more :
vs
.
government
Southern Vietnam ( supported by the
of
years , somithing the US
the
in
eye of the world
dark shadow
:
in US
history people
didrit wart to go there , but
,
they
were
force d
because
: a
declaration War to the US
,
catch phrase
:
United , we Hood !
of
a
draft
people had
→
.
choice
no
t
by Organisation
,
Al Qaida
-
→
terrorist,
contras at the
>
Memorial
grund
airport ,
Eero :
spot
voice
recording ,
where
cockpit lock system , Limited liquid,
atomic bomb
an
d
symbol
against
terrorism , people will
torget
never
etploded , deep
in
hole with
2
plane
4
,
big pools
planes
und
2 in twin towers
:
weiter fall
Pentagon
1 in
Weiter falls life goes
.
it !
,
on
,
1
planend
we nerd
it
during
:
at light
contra st to the
.
Lots of things
} all
House Hailed)
White
deep hole
,
had
:
happiness !
|
to go in
history Pilgrim Fathers
→
the plane
heights
people
in
chanjed
planes
die d
of the twin towers
,
t
because of that
over
5000
t
Stricker
:
death !
memorial for everyone who died
the US :
guns in
>
over
Verteidigung
t
,
too
pilots , they
Trained to
were
amerikanisches Zentrum der
savety
!
Terrororganisation ( Pakistan)
islamistische
terroristic attack
→
US )
etpected
never
9/11111/11000011
•
Powerpoint )
Krieg
Geschichte Q 5 Kalter
United States last the Vietnam War
It lasted for
-
April
-
-
guns
→
should be
you
individualisten
res
Sight for
,
your
possible for yourself
right
and
the
of happiness
way
you
→
use
pursuit
of
your gun
by yourself
decide
!
Ära # War
•
>
Iraq
-
Early
-
then
-
:
vs.
PDSD
March 20,2005
-
December 18,2011
↳
Iraq
refusing
UN
.
Inspector
into the
County
↳
to worry
post
-
Veterans
traumatic stress disorder
-
=
people
pnysieally
injured
:
they suffered
9111 happened
begum
:
,
-
corning
home from
( life after the Wat
war
→
broken
→
not able to live
a
↳ mentally : depression panic attack sleep less ness flashbacks Traumas Self
,
,
,
,
,
was
On March 20,2005 the US
( ots
-
United States
20005
The US
-
-
Dates
that the
begann
leader of
to attack
Iraq
Iraq by
of violence happened in the cities (no Central
freed Iraq from Saddam
.
Hussein
→
still
Saddam
,
no
Hussein
,
was
helping
very controvwsial
peace
war
if it
was
→ no
Iost
arm ,
ability
leg
okay
Iraq
.
After Saddam had
from US to
try to
,
eye
etc
they
.
to work anymore ,
terror ists and that he was
air , because Saddam refused to have
→
:
remove
no
hiding
Saddam
the US
daily
harming
weapons of mass
stoppe d
,
anymore
deep mental
suicide
scars
reminder of what they had to do and how much
comeback in social life ,
secretly developing
gerne
were a
-
normal life
lonely
→
therapy !
destruction ( LKW redesign das chemical Weapons)
the major combat ( May 1,2005)
.
2. Phase: After Saddam s
Regime collapsed,
!
06.01.2011
EM ( ISCH
Q1
mockingbird
so Killa
-
Harper
Lee
n
type
genre
-
novel
:
initiated
based
-
plays
→
dose
-
racial
time
sm all
town
µ
,
sit
yeon
-
narrator
Maycomb
based
:
versions
on
when
she
is
adult
an
Harper
cities
,
each other
.
Alabama
in
in
the
early 1950 ,
Harper
( 19261
published
also
she
was
in
1960
a
→
and worked
Feb
on
Iawyer
Civil
study
to
begann
die d
Monroeville , Alabama which
,
born in
was
heels father
she
Kee
Rights Movement
law ,
quit
become
Maycomb
resembks
bewahrend about trials
To Killa
on
.
→
invasions ways
that dealt with racial prejudice
increasingly important
NY in
studies , muved to
1950
,
begas
to
weite Short
mockingbird
2016 in Monroeville , Alabama
19
,
& events
rumows
Monroeville
birthtown
Lee's
-
-
Lee
stories
Knows
everybody
,
untriendly
Jean Louise Finch ( Scout)
old
-
-
Depression
Great
of
small town
prejudiced ,
two different
-
of the
-
relationship between the
personal
-
point
boring
,
Harper
-
facts ( Racism )
the
during
old
story
historic al
on
fiction at
-
Background
-
written in the
-
-
:
7
-
1960
Basic information
-
The USA
quickly
are
mond around
community
( First person narrator )
Scout
-
presented
-
in book :
Scout lchildish
child
adult and
perspective )
!
The Great
they experienud
-
October
banks
↳
-
1920 )
as
24
are
"
was
1929 ( Black
hing
people start to
quickly
time of
a
using
→ the
of the
incrcased
. .
Thursday
→
a
lots
of
neu
beginning
stump
economic
invations
Roaring
20's
people
and
(Goldene
20'er )
,
because
influence
showed that economy
companie started to
Great Depression
for
evvy
dollar
→
they
stock pries
had
make
crash
their bank
on
Lots
→
of many
→
people try to
account
→
.
storting
seh
investing
to
back their
Unemployment
rises
→
so
much
investing
→
banks
cait hold
stock
Stocks
to its
peak
and
of the
new
special relationship
presidency
massive
of the
public work
doesn't work without
-
-
between the US and
Democrat
projects
measures
and
Franklin D. Roosevelt
to promo Ice
just
Europe (US Supported Europe )
to ka it
a
go ,
recovery
it reeds
→
he
.
introduud
a
number
of major
changes
in the
structure
regulations
and
government
to have the power to have
Influence
on
- Scout Finch lives with her brother, Jem, and their widowed father, Atticus, in the sleepy Alabama town of Maycomb
- Maycomb =suffering through the Great Depression
- Finches are wealthy (in contrast to others because Atticus = lawyer)
- Jem and Scout befriend a boy named Dill
- Dill becomes fascinated with the spooky house on their street called the Radley Place
- The house = owned by Mr. Nathan Radley, whose brother, Arthur (nicknamed Boo), has lived there for years without showing outside
- Scout starts going to school – sees the racial prejudices for first time
- Scout and Jem find gifts left for them in a knothole of a tree on the Radley property
- Dill returns the following summer (together start to act out story of Boo Radley
- Atticus stops them (saying they should try to see out of another’s perspective before judging)
→
going to the Radleys property à Nathan Radley shoots at them
- Jem loses his pants in escape
- When he returns for them
→
finds them mended and hung over the fence
- After more presents in the tree
- Fire at neighbors house
>
>
Nathan Radley plugs the knothole with cement
Boo slips blanket on Scout’s shoulders
- Atticus agrees to defend a black man (Tom Robinson) = accused of raping a white woman Because of Atticus’s decision, Jem and Scout
are subjected to abuse from other children, even when they celebrate Christmas at the family compound on Finch’s Landing.
- Calpurnia, the Finches’ black housekeeper, takes them to the local black church, where community largely embraces the children
- Atticus’s sister Alexandra, comes to live with the Finches the next summer
- Tom Robinson’s trial begins, gets placed in the local jail, a mob of people tries to lynch
- Atticus faces the mob (Jem and Scout join him – were afraid of Atticus)
- Scout recognizes one of the men – politely questions him about his – men is ashamed
- In trail Scout an Jem sit in the “colored balcony”
of the
economic
system
.
Alcott
- Last of Dills night in Maycomb
pries
Dreams
distress Led to the
and
,
of the
10 cents
back
American
the
governmental regulations
Great Depression
t
official
sphere , economic
to the
great prosperity
people only get
worldwide
political
.
-
get sujpicious about
tuned into
because
too
county's haching
winding
-
-
-
the
of the
one
unregulated capitalism , self regulation ,
-
-
Depression
after WWI , the US is
-
it
!
→
reformation
of
system !
06.01.2011
so Killa
IM ( ISCH
Q1
moc
King bird
Harper
-
Lee
The USA
n
8
-
.
1960
ttt
- Atticus provides clear evidence that the accusers, Mayella Ewell and her father, Bob, are lying:
- Mayella propositioned Tom Robinson, was caught by her father, and then accused Tom of rape to cover her shame and guilt
- Atticus provides evidence that the marks on Mayella’s face are from wounds that her father inflicted; upon discovering her with Tom, he called her a
whore and beat her
- Despite the significant evidence pointing to Tom’s innocence, the all-white jury convicts him.
- innocent Tom later tries to escape from prison
-
shot to death. In the aftermath of the trial, Jem’s faith in justice is badly shaken, and he lapses into
despondency and doubt.
- Bob Ewell feels that Atticus and the judge have made a fool out of him
wants revenge
>
- attacks Jem and Scout as they walk home from a Halloween party
- Boo Radley saving the children and stabbing Ewell deadly during the struggle
- Boo carries the wounded Jem back to Atticus’s house, where the sheriff, in order to protect Boo, insists that Ewell tripped over a tree root and fell on
his own knife
- Later, Scout feels as though she can finally imagine what life is like for Boo (now filly understands what Atticus tried to educate her)
Ttooppiicss
mmbb#
racism ,
-
prejudice
issues
social
-
innocence &
Seeing
-
geeilt
growing
dkiinnggbbiirdss
the 1950 ,
in
-
& evil
good
:
life from
-
linltokranu
,
-
,
ability
the
perspectives
different
to differ
und erstand
;
-
ing people
-
mocking birds
story
end
up
Kitt
town
sm all
13300
community
moral standorts
-
Important
;
education
of moral
-
< ⑧VH
Judge
( John Taylor
responsibk for
-
-
passing
-
higestinstana
the
Boo
Defense
Wants
-
's verdict; has little to
to
dear the
has to make
-
( Atticus Finch )
attorney
defendant
re
contre
no
presents the defendant
of his
guilt
or
at
in
over
harting
Scout
:
"
Jury ( people from Maycomb )
-
-
have little influence
over
discuss the trials verdict
-
unsists
=
altitude
changing
-
moral
ultimate
of
preselected
°
guilt
-
Person accused with
Witness es ( Heck Tate , Bob Ewell ,
prep are their
destimony together
Mayella
Ewell
with the
Boo
of
Radley
Csaves
good
thing
one
innocence
innocence)
killingamockingbird-k.it/ing
shooting
is like
Radley
=
important
Jens
mockingbird
a
but
. . .
sing
their hearts out of
us
.
That's why its
a
sin to
Measurement of their development from
s
presents
a
-
making something
→
a
innocence
towards
good neighbor
and
a
friend )
& Scout )
-bbiinnsson (chp
Friedl 00ft Tom
it
raped
penalty
a
a
white
members of the local
or
→
a
community
young
innocence
-
somehow
↳
Bob Ewell is the
↳ Bob
invdved in the
case
Mayella Ewell
wo man
even
,
though his black
.
right faa halt !
"
"
whitness who
only
"
"
saw
what
happened
crippled
innocence
→
Ewell is Left handed
the hohe
↳ his
prosecution
should have
men
↳ Tom should have had sexual intercowse &
↳ Tom's Left
hand is
crime of rape
victim )
black
↳ Atticus defends him
of his client's innocence
Ist -22 )
.
Robinson ,
Tom
has
sdecide the defendmtb
-
Boo
( from the feared creature
perspective
symbol
the trials progress
Beten darf ( Tom Robinson )
content with the evil (
Hocking birds don't do
towards
beate her
°
Symbol of
.
beates her in her
°
=
"
cuwt
least reduu his
summation in which he tries to convince the jury
a
Scout thinks that
Raymond )
Mr.
the cowtroom
in
jury
-
haring
plains to
>
°
by
innocence
,
Radley
children
grown up
c.
e-
mockingbirds
-
persson im ⑧Nrw in
destroying
of the novel :
Miss Mandie
-
Courage
-
about
Radley
I Jem , Tom Robinson , Dill , Boo
story
daughter
→
→
,
he could not have
in
a
white cowt :
no
chance!
he lied and made
up
to
protect
his
broke
society
rule
daughter
by
tempting
a
Negro ,
gg
unaccaptabk sin
"
Atticus
an
-
-
-
-
too hhiiss
expectional relationship
-
-
relationship
his childress
they
respect
he expects than to
Atticus Listen s
'
; has been
an
only
sometimes frustratedlembarrast for
are
love and
kessen Saad learned
cchhiillddrreen
their
be have
and reserve ,
Scouts father has
parents
things
in a his
-
,
he love them
in her
like Aunt Alexandra)
and love
gender
rotes
:
-
about life :
very much
life , she trusts
-
-
about
judgement (not
important roh
about education :
he don't do (football , shoot )
father
well
wife died
him
-
-
through
Calpwnia taucht
School # only
Amt Alexandra
the
story
source
too
of lessons ( Atticus )
indirectly taugt
Miss Mundi teachs her that
deftig
←
her how to write and read before she started school
her that
Atticus teachs her to be tolerant
without
•
-
,
and
nobody
hvself be determined
gender
fair
rotes are made by
society
& to believe in human
has to do Hh because
.
by society rules
.
everybody
,
but
no
need to
fit into them
ity
does it
→
Scout kanns to live her
own
life
06.01.2011
so Killa
EM ( ISCH
Q1
mockingbird
-
Harper
Lee
ntheusn
.
s
-
.
1960
Eherechtes
Jean Louise Finch (Scout)
Atticus Finch
- 6-9 years old
- Scout and Jem’s father (single parent-widowed)
- Treats his children as adults by helping them reach their own conclusions, yet.
understands that children make mistakes
- Teaches his children many important lessons throughout the novel
- highly respected personality in the community
- Man of integrity (Rechtschaffenheit), high moral standards and values
- Polite and respectful, politically correct, virtuous, generous, tolerant, selfless
- intelligent and extremely well-educated
- Her mother died when she was two but she “never felt her absence” (6)
- Tomboy (gets in lots of fights, the way she dresses p. 90 (wears overalls))
- Always tries to prove herself equal to her (male) playmates
- Young, inexperienced, innocent and childlike (in contrast to the hypocritical
whites in her community ) (therefore not “politically correct”)
- Extremely intelligent and smart (can already read before she starts school)
- Hates school (bored), shows disdain (Geringschätzung) towards teachers
- Looks up to Atticus
- open-minded and not racist or prejudiced
- Represents the good in the novel and the voice of conscience
- Admires her brother
Jeremy Finch (Jem)
- Undergoes massive psychological changes during the course of the book (from
- Learns various moral lessons from Atticus
innocence to reality)
- 4 years older than Scout
- Represents a new generation (which will hopefully grow up without arrogance
- Looks after his younger sister, caring brother
- Intelligent, sensitive, brave (definition changes with experience: from touching the
and racial prejudice)
Radley’s house to Scout confronting a mob and standing up for what is right)
- Idealistic
Miss Maudie Atkinson
- Misses his mother
- Injured by Bob Ewell, resulting in a permanent deformation (left arm shorter
than right)
- Undergoes the most significant change (grows up the most) starting out as an
innocent and adventurous child, he’s soon faced with the brutality of a society full
of racism and bias (wakes up “to the hard facts of life”)
- Understands things (like the court case) better than Scout and is thus
personally affected by Tom’s trial and the injustice that comes with it while Scout
- Widow
- Open-minded
- Friends with Atticus
- Sharp-tongued towards people who support racial discrimination
- Teaches them many valuable lessons about acceptance (morals similar
to Atticus's, cares for them)
- tolerant (non-racist), feminine/ladylike
doesn’t get it (strong sense of justice)
- Represents the tough process of growing up and getting mature (“Coming of
Age”)
- Mysterious neighbour who always stays in his house
- People are afraid of him → prejudices & rumors (eats cats, stabbed his
→
Calpurnia
father, haunts kids at night)
- African American
- As a child he was mistreated by his cruel father
- The Finchs’ housekeeper
- Almost like a mother to Scout and Jem (mother-substitute)
- Educated (she can read and write)
- The children’s bridge between black & white community - takes them to
African-American church
- Stubborn, strict, wise, loyal, hardworking, respectful, moral, caring
- Punishes Scout, Likes Jem more
- Lives with them during the trial
- Wants to make Scout more ‘lady-like’
- Committed to tradition
- Perfect Southern lady
- In the end, she accepts Scout the way she is
when they get attacked by Bob Ewell), shy
- Leaves gifts in a tree because he does not know how to express his
affection
>
tries to establish an indirect friendship
- Seems to be in need of love & attention that he was had never been given
- Raises children up
- Atticus’ sister
- Kind, goodhearted, gentle & obliging, protective (he rescues Scout & Jem
- Ends up killing Bob Ewell to protect Scout and Jem
- Part of the family
Aunt Alexandra
Arthur Radley (Boo)
by his family
- symbolizes one of the mockingbirds in the novel- giving pleasure and never
hurting others, an innocent person injured by the evil of mankind
Tom Robinson
- African American
- Has a wife & three children
- Accused of raping Maycomb resident Mayella Ewell (innocent)
- Powerless &submissive (black)
- Realistic: knows he is fighting a lost cause &will pay with his life so attempts to escape, is shot 17 times
- Kind, compassionate (feels sorry for Mayella trying to take care of siblings without help)
- Helpful (helps Mayella without expecting any payment)
- One of the novel’s mockingbirds: Innocent individual that is damaged by society
06.01.2011
[ 17 ( ISCH
Q1
mockingbird
so Killa
-
Harper
Lee
n
The USA
to
-
.
1960
¢Kara#es
Bob Ewell
Mayella Ewell
- Widower with eight children
- 19 years old
- Drunkard (Säufer)
- No education
- Badly educated; can hardly read & write
- Bob Ewell’s daughter
- Unemployed
- Has to care for her seven younger siblings - takes the role of a mother
- Lies in court in an attempt to raise his family’s stature - heartless, cold,
despite her young age
calculating
- Has no friends
- Has no sense of rightness
- Is lonely, unhappy
- Tries to kill Scout and Jem to get revenge on Atticus and is killed by Boo
- Accuses Tom of raping her
- aggressive, ruthless (unbarmherzig)
- Doesn’t want to face the facts (makes advances towards Tom, was caught,
- represents the dark side of the South: ignorance, poverty, squalor, and
and consequently blames him)
hate-filled racial prejudice
Heck Tate
Nathan Radley
Walter Cunningham, Sr.
- Sheriff
- Boo’s older brother
- Calls off the mob rallying to lynch Tom
- Delivers the news of Bob Ewell’s death to
- Polite, but keeps to himself
Robinson in his cell after Scout speaks up
Atticus, who believes Jem did it (Heck insists that
- Cuts of Boo’s relationship to the children by filling
and asks him about his son, who is in the
it was an accident and says that Bob Ewell fell on
the knothole with cement
same class as her (innocence)
his knife)
/
- Has a sense for good & evil; tries to protect the
innocent from danger
Referee Ito the
Film analysis structure
off 1960
#ime
1-
plot
a
climax
diagram
turning
or
×
point
¥13
o
ö
.rs
s
Ei
solution
(no open end
exposition
2. cinematic devices
>
I.
setting lighting
,
5.
colours , sound
,
facial expressives ,
Kids
:
are
arrive ,
cars
:
hiding
Atticus tells
climax
solution
officially
released
↳
Hunt Alexandra does
↳ court
siehe :
↳ shift in
↳
↳
film
:
race
main
novel
follow ,
he induded
perspective
character
:
not
a
closely
appear ,
new
novel
Atticus
relations rape trial
:
mimicry
:
:
men
go
home
russ
into
to leave
X
teils the
Atticus
,
home
go
Atticus , Scout
towards
come
the childress
Mr. Cunningham
the childress
-
asks
"
what the matter
others
"
-
silence
to have
Hays
Mulligan M$621
December 25,1962
on
,
in the bushes , Kids decide to
Scout talks to Mr. Cunningham ,
:
f- alling action
↳ Screen
Version
pops
condusion
rising action
by Robert
view ,
language
exposition
•
point of
nonverbal behaviour
ttkmoobssccee-sce.me analysis
Filmversion
,
subtext
>
4.
used to create suspense
is
:
,
a
novel :
central
un
-
yew
scene
changes
success
he cundenud the action & omitted
:
lady like behaviour does not
( byew old
6
tid films
of the most
Atticus
from
first person
one
but several
Scouts
scene
,
;
and
Tom
Scout )
old
in both
,
to
proof
film
:
Tom's
play major
Calpurnius plays
rote,
crippled Left hand
adult narrator
lol der
certain
Jean
in
scenes
less
Important
novel Scout teils Toms
Louise
and
character
rote
→
,
but still
relationship
→
very
to Scout not
idealised
so
strong
,
history ) ,
Finch )
Scout
Versions
,
but in
film
more
presentiv !
→
he
fried
to
avoid the
dünger
of
over
emphasising
the
race
problem !
representation
of like
Chwch Sirene is
in
missing
a
Shall town
the mob
?⃝
08.01.2021
④ 2.T
Great Britain
.
⑥na # Brittain tradition
Great Britain
UK
United
=
past
-
and
-
-
f) § /
Q2
Kingdom
England
Scotland ,
=
British
ehhanngge
Scotland ,
=
present
and
the character of
:
Empire
-
insbesondere
jgffy
England
,
* Koni #alt#☒ „
Industrialisierung
US
. ""
,
:
GB :
Whales
Great Britain
1
~
.
nation
Whales
,
~
Melting pot
→
salat bowl
giving
→
divers
up your nationality
,
Tradition
outcome , mixing still visibk
Northern Ireland
,
the Industrial revolution
•
↳ 1750
.
1900
thousands of
ma schien es
people
Steam
the Kokon altiionn ( the
•
16 th
•
Why
to work with the Machine s
Machine
-
( sind
Empire )
Britain
:
Empire
they
did
Engine
-
British
centwy
British
The
-
20th
-
England
to
brought
lnventions like the
-
charge
economic
,
production by
-
-
ca
-
con
establish colonies ?
settkment colonies
-
economic
→
Militari,
-
lots of
-
↳
aim :
to pr event
. ..
suffered from
becoming
Ya of the world
as
.
)
products
( Malta , Gibraltar)
colonies
be sold there , Slaves
could
militant
→
force s
base in
exploitation ( Ausbeutung )
economic
and
racial
discrimmination of them other
county
Independent
is Called
process
.
( USA )
Material : expansive
Colonies
big
as
world
(racism
colonies ( India , Africa ,
raw
parts of the
are a
,
Situation )
heutige
in all
colonial power in 1992
w w w.w w m u u w w w w w w w w
-
(erobern ) colonies
que red
biggest
become
die Wirteln für die
de.co/oniEation
.
collapse of the British Empire
the Commonwealth of Nations
foundod.tw
-
a
,
1826
in
was
Commonwealth
-
relativ / y looser
a
group of 55 states
a
-
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racial
aims :
'
-
-
language ,
during
↳
WW II
they
they
King
PB re#It
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came
Britain after the
in
25
15
"
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needed
were
to
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serve
,
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and
violent
and
economic at
GB
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25
29
January
t"
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51
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19
Brexit
|
isolation /
separation
|
10 "
of
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identity
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poverty
the
demonstrations in
acceptance
the 60s
Britain
T.us
und
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,
King great
ma
effords to
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Chang
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ing
Theresa
Nay
become ,
Agreements gets signed
:
new
all 27 members of
by
-
Pro Exit : 51,9%
prime minister ( David
British parliament rotes against
2019 :
in the EU
Mays
Cameron Leaves
)
the EU
Deal
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-
(Ovid
Bangladesh
referendum ( Question about remain
:
2016 :
November 2018
January
immigrant
ihn GGBB ??
:
of July
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*
to day :
war
employment escapinj
23rd June 2016
15
-
-
Commonwealth
India , Pakistan
from
Changes
admitted without restrictions
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based
political
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matter,
help for political , cultural , economic
of the
Immigrant
periods of racism
Society
>
>
.
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,
were
See
after
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process
hhyy aarreettweessoomaannyyiimmiiggraanlt.gs#oonmnlhnddiiaa #aannggllaaddeesshhaanndd Maki#
:
remain ed
↳
-
de colonization
British Queen : head of Commonwealth
the
↳ lots of them
-
.
(Souveränität )
,
☒uulttiicultturraaliissmn :
•
the end of the
equality national souvereignty
traditions ,
Sharing
-
constitution
no
.
Many for mer colonies joined at
-
(Staatenbund ) that has
confederation of states
2020 : the withdrawal
January
2020 withdrawal
January
2020 : the UK left the
:
agreement
agreement
was
European
( Rücktritts abkommen /
was
ratified by the Parliament of the United
ratified by European Parliament
.
Union after 47 years of
membership
.
Kingdom
integrale people
from
ethnic minorities into local communities
and
create
a
Multi Cultural
08.01.2021
21
Being
•
Great Britain
.
Bai#ish : national
What is British
→
Paar
f) ⑦ (
02
past
-
einen #
Hg
Identity !
national
and
An opinion
→
off ⑤riittiisshhnnaltiioonnaaliiddeenttiittyy
present
and
stereotypes
a
or
:
-
Tea
-
Monarch y
-
-
due to Brexit Covid
,
→
states
GB
in
each other
-
19 ,
the
. . .
driftingaway
are
-
identity
loss of national
-
-
•
:
Social ④aasssseess
Many
royal family
publ drin
King
Upper
,
cricket,
mistrusting Europe ( Brexit
Freedom , friendliness ,
-
members of the
class :
Woking
o
rugby
,
in
so
this
of the
occupation
accent
are
Wealth , education ,
private (expansive)
Middk class : people
o
Sports like football
are
distincfions
class
different accents not because of
→
°
bad Weather
signifiers heritage ,
:
Most school I
→
beer
:
people like to think that
class
-
being polite
-
of
stereotypes
'
to the
going
-
London
-
or
tones of Tea
Stones and
.
connected to Britain
fanatic about the Queen and the
being
-
2
-
Iqubal
example Mill at
being part
of
Great Britain
n
nation
fish & chips
-
Loyalty , Respect
-
feeling
>
British national
.
Mutti culturalism
-
the character of
:
jgffy
a
,
,
.
get high education
wouldrit have the chance to
lower social dass es
region , it's
but social dasses still etist
past
.
because of social class and education
aristocracy
white
-
collar
jobs
Manual Workers
class :
Independence )
society , democracy , good
openess , fair
mahners
,
Keeps yourself to yourself ( no emotion) , Ioyalty to state ( queen , toterance , ability to
cross
& etplore
new
bound aries
•
At British national
identity
Matterhorns
⑥
:
and what
me-
Hanges
( aliens )
>
aspects constantly
Some
→
aspects will
Some
charge
people
new
"
charge
never
:
:
The Gods
corning
of
and
going
nation
a
→
never
charge
the
charge
"
spirit !
↳
new
British
The
:
but
,
down like
Elisabetha Einstand
-
Eppelheim
The
>
am
-
introduction
in
the Galen
AAGE
Eipuchenmerlkmale,
:
ones
who have
Britain with the
democracy
Kingdom
Freedom ,
,
das elisabethanische Weltbild
,
→
" Monarch
$⑤ *in
always
Royals
constitution with the
Empire
Identity
people
( homely )
and the
people
"
been there
and the
if this
become
Queen
changes
,
on
a
it would it
→
a
y
!
anymore
→
→
KINGDOM !
unalienabk
rights
will
shut
.
Rahmenbedingungen Entwicklung
* historische
,
Age
The
:
reign
des Theaters
Elisabeth I
Elisabeth I
of
of
history
English
of
great chang
of
English
-
e
aftecting
,
well
as
Technology
as
,
and the
Trade
of
view
society
and
religion
-
.
renaissance
Elizabethan Theatre
of the
the science
-
(Shakespeare )
-
period after the reformation
-
some
charge
never
"
-
Age
time
rising
-
the
will
Kanake
peak point
-
be
mutti culturalism !
-
Elizabeth en
Golden
-
→
hijhest position
1558-1605
-
"
collection
-
monarch
reign ed
King Henry
of
daughter
Early
of
for
IV and his second wie Anna
Modern
England
45 yens
Protestant, but favoured
many
Live d
her
a
Boleyn
rich
catholic ceremonies
Lifestyle
mother and father
were
not married
→
she was it
in
die d
heliocentric world view
new
-
the
Lifestyle
rich
Childress
-
they
-
they
-
able
were
to
able to eat
the Elizabeth en
>
"
-
-
Shakespeares
rooms
W.si nett
and Windows
-
small
,
GE
like
-
-
multiple cowsesldishes
-
mostly
-
no
→
Elisabethen
sin
-
-
to be
only granted
Age
-
-
-
place
by God
mobility
ajainst
( if
-
→
are
pour , you will
stuy
poor
→
or
→
or
all
I
•
clothing
two
lots
of illnesses
↳ most
course :
Chain of
old life
vs.
new
life
Knowledge
•
system
→
people wart
to do
thingsbyfhemse.ve
,
)
planes arranged
Towards
at this
how creation
(everything is connected )
includesevery single creation
other
can
ascent
planes Hood
chain )
God
other
planets / stars
Earth ( commonwealth )
Anima"
•
Plants
•
which
below each
Universe (macrocosm)
Mankind
Und in
( micro cosm )
men are
always
above
:
elements
,
liquide ,
rocks
below
!
Nomen
higher plane,
influence
things
und
on
have
the
an
planes
the arts
William
,
because all her
brothers & sisters
(theatre , art , )
_.
Shakespeare
entertained her , she
•
people died ( f. e. Pocken ) 9
lang die
°
she
time
God
divine
•
inventions and
corresponding planes
and
being describ.es
more
°
new
being
achy
•
doesn't fit the Elisabeth en
sy (
at
promotet
↳ he
do of the universe: hier
God decidedl
it
Renaissance brings
Controller
one
h Oriental
•
you
Time of paradox :
-
house ,
wo oder
restrictions for
many
oder
is ordere d
social
,
education
no
Chain of
everyone Ieverything has his 1h er fixed
everything
dark
pages
totale the thown
she
r
"
•
-
→
tact file about
world view
strict christian world
-
position
.
Weltbild
"
time
question
Lifestyle
pour
everything they
almost
wear
das elisabethanische
•
large
into
education at home
received
were
the
vs.
timber Hamed horses with
-
put the medivial oder
→
were
suppated
.
friends
.
him with
moneylprobablyl
08.01.2021
④ 2.T
QL
Great Britain
.
Elisabetha England
•
f)
-
past
-
im
the character of
:
Hhc #☒en
"
Introduction
am
present
and
Age
Epochen
mm#
:
"
/ jgffy
Great Britain
~
5
~
nation
Kanake, dass elisabethanische Weltbild,
so #alle
"
Rahmenbedingungen Entwicklung
# historische
„
des Theaters
Weltbild ( Fortsetzung /
④☒ § elisabethanische
Wheel of fortune
Symbol of fate (Schicksal )
-
Fortuna spins the
-
4
-
Stages
•
•
of life
→
wheel of fate
re
•
"
left
si de
On the
top
side :
On the
:
"
Who
"
Way
I ?
am
→
I shall
reign
I
the
human
have
position
of people
on
God of lack ( angeli sphere )
=
( Fortuna
it
decides
everything
→
→
not
→
→
in future
,
I'll get tuck
lmoney
. ..
no
"
→
Kingdom
I get tuck
I
were
lucky
"
→
→
no
muney best
most
in
,
the
past
job , pour
,
,
Carrer
not in
no one
cases
,
about
peace tut ,
The
happy
tour
-
everyone
else , be individual
booty
!
ideals : faith
,
time
-
-
Scared of
→
should it
Changes
Changes because
Charge ( Connection
will
when
of
sth
.
everything )
-
changes , everything
→
everything
should
place
in
system
→
no
CHAOS !
Konservativ way of
-
Obsession
of
traditional
way of
lovejoy
-
thinking
-
* ☒iale
a.
und historische
Influence s
of nature
create d in liver
on
it
:
Bite
f.
humows
Bite
→
normal function of
→
bad
things happen
melancholie , dis pleasure
e.
beging
people
of
Black
much
Earth
very
the
humours
Black
life
•
-
→
blood
too
'
Thinking )
and
mittlere
pro per
keep
-
it's
not your fault
Finding etcuses
( typica for Elisabethen Age )
Phkng
& oder
harmony
it's
Yellow Bite
•
a.
→
me
Age
idyllic ,
not
or
present
•
•
lucky
are
. ..
Immortal ity
Golden
if you
)
•
-
value of life
main
choke
your
•
-
=
"
of life
not to be like
luck
figures
"
reign ed
have
Fortuna
reiten und blind
as
changing
,
I reign
I
side :
On the bottom side :
Dreams and
-
right
depicted
presented with
On the
"
•
is
•
with
Food
Wafer
→
•
made
Air
a
of
Cheat
to
it with
body ( nothing
your
herps
body
or
is mit ed up
,
no
( not in orden chaos
chaos )
→
bad )
art )
4 elements
Fire
dose to nature
suspictable
to action of stars
Rahmenbedingungen
- facts about the current situation at the end of the 16th century and the beginning of the 17th century.
- At this time, social and religious principles were in a state of upheaval (Umbruch) due to social, political and economic developments.
- The people were torn between a traditional world view and a modern one.
- As a result, people had new ways of looking at things and questioned things more than before. For example, “Was Man master of his own fate or was his
fate predetermined?”
- With the birth of William Shakespeare, theatres were born.
- 1567 the first theatre was born and they were a completely new way of entertainment, because the people were used to ́cock fighting ́ or ́bear belting ́
at this time, and the invention of a theatre was something completely new.
•
Entwicklung
↳ next
page
des
Theaters
.
08.01.2021
21
.
Great Britain
Elisabetha Einstand
•
4) ⑦ ( jg ( ff
Q2
-
am
past
-
present
and
introduction
:
the character of
the 606am
in
Äße
:
Epischem
v
Great Britain
4
-
nation
Kanake, das elisabethanische Weltbild,
$⑤ *iale
⑧ hhisltonisehe
Rahmenbedingungen Entwicklung
,
des Theaters
History of the Elizabethan Theatre (1558-1603)
Entwicklung des Theaters ( Fortsetzung )
Wandering Singers
- First wandering singers and actors (moving from castle to castle)
- Strangers were treated with suspicion (due to epidemics)
- Then travelling though the era was restricted and required a license
- To get licenses – Elizabethan Acting Troupes were formed
Playing in Inn-yards
- The travelling actors played to their audiences in the courtyards of taverns - called inn-yards
- Temporary stages had to be erected and the actors moved around from one venue to the next (no fixed theatres
First theatres for specific purpose
- 1576 Richard Burbage built the first (“The Theatre” in Shoreditch, London)
- The Lord Chamberlain's Men use it from 1594 to 1596
- Another open air amphitheatre called The Curtain opens in 1577 at Finsbury Fields, Shoreditch, London
- The Lord Chamberlain's Company (formally known as 'Lord Strange Men') was formed in 1594
Banning of stage plays
- From 1596 to 1597 London's authorities banned the public presentation of plays within the city limits of London
- The Globe Theatre is opened on Bankside in 1599
The Black death/Fire
- The Bubonic Plague (The Black Death) again ravages London killing 33,000 people - all Elizabethan theatres close again in 1603
- Fire broke out at the Globe Theatre - destroying the theatre in 1613. It was re-built the following year on its original foundations and this time the
roof was tiled, not thatched
English Civil War
- The English Civil War breaks out in 1642 between the Parliamentarians (Puritans) and the Royalists (Puritans forbid all stage plays)
- In 1644 the Globe Theatre was demolished by the Puritans
Staging
- No stage lighting (daylight)
- Only limited props and costumes
- No female actors (Young boys played the female roles)
- “Active” audience (eating, drinking, laughing etc.)
- Mostly outside (difficult with the weather conditions)
Costumes
- Bright coloured costumes
- Often worn
- Only main characters had authentic ones (too expensive)
Themes
- Gender
- Social Class
- Marriage
- History
topics
:
Set
,
↳ universal
ity
love ,
revenge
!
next
out
page : Hand
Shakespeares
Theatre
.
4.1
Shakespeare's theatre
Building
London's first theatre (the Red Lion) was opened in 1567 followed by the Theatre and the Carpet in
1576
Before that plays took place in innyards or the halls of great homes or other places normally used for
other purposes
Theatres started as open round structures containing a (roofed) stage. Behind the stage there
was
usually a tower containing the tiring house (where actors changed costumes and grabbed props),
galleries for musicians and audience and places that could be used e.g. for balcony scenes. In front of it
there was a large, open area for the poorer audience (the 0 called "penny stinkers").
The round
walls of these theatres also contained seats for the wealthier audience
A theatre had room for up to 2500 to 3000 people
"open-air-architecture" was necessary as the daylight was needed to illuminate the stage. For that
reason plays usually started at around 2 p.m.
On the roof of the theatres there
was usually a flagpole on which a banner was hoisted announcing the
next play.
Theatres were usually located in the outskirts of London
Entertainment
Theatre was a new kind of entertainment
as 'cock fighting'
and
'bearbaiting' had been the common
entertainment-events at that time.
It quickly became the most popular form of entertainment
Due to the moderate entrance fees starting at about one penny it was affordable for a wide range of
people (not just the upper class)
In the Shakespearian time theatre was connected with lots of alcohol that was consumed by the
audience during the play and - in contrast to today - a theatre visit meant drinking, chatting,
expressing your disagreement with the action on stage loudly, throwing things at the actors if their
acting or their character was ill-liked and'partying for big parts of the audience.
Organisation
All roles (including females) were played by
man
Plays changed very often to make people come more
often
Actors only received a transcript of their role not the entire play script) to prevent anyone from
stealing the play
Plays belonged to the theatre (not the authors, who mostly stayed unknown)
Plays were written in every-day-English that everyone could understand to attract more people
The
language and tone of nearly all plays was quite rough, which - together with topics like ambition,
revenge and love - made it more vivid and more empathic and stirring for people to watch.
-
Themes
:
Gender ,
Social
Class
,
Marriage ,
History
Conclusion
Shakespeare wrote over three dozen plays
He was a partner and co-owner of the Globe-theatre, wrote and produced his own plays and was
an actor which gave him a reasonably good income compared to his colleagues
also
He contributed to theatres becoming popular among and accessible by all people
Until today, many rumours about his
He is credited with
true identity,
having a big influence on
the
his authorship and his person
are still persistent.
English language and modern theatre
Julia, Clara, Paul, Theresa, Jan
1. 02.2026
4.2
William Shakespeare
*
1564 Stratford-upon-Avon
1616 Stratford-upon-Avon
unusual thing about Shakespeare is the fact, that there are
and nobody really knows what's right or wrong.
The
lot of different resumés about him
lived twenty years in London with his wife and children
was of humble birth
free Latinschool and had no money for a study
married with 18 years a 8 year older woman
after his death his oldest daughter Susanna inherited most of his belongings
went to
younger daughter didn't
went to
get anything because she had a wrastrel
school from the age of 7 to 14
had to be taken from school due to financial problems
never completed his education
was forced to marry Anne Hathaway because she was pregnant with Susanne
- Shakesepeare left his family to act in London
by writing and performing for a theatre company he made a fortune
retired in 1611
born in poor circumstances
many
people believe Shakepeare never really existed
and someone else wrote his texts
• Shakespeare never owned a book, shoes or pants
spent his life naked from waist down
Shakespeare's plays contain secret codes that reveal
Stratford never occurs in any of his plays
The most famous works of Shakespeare:
Romeo and Juliet
Macbeth
Hamlet
the true author
÷:÷Ä:÷⑧Tg
he
Julius Caesar
The Tempest
of the
ässe
Sophie, Louis, Leon und Linda
08.01.2021
Q2
/ jgffy
A
Great Britain
~
S
~
02.2 Ethnic diversity
Ära # PEI#im
home of 57 ethnic
-
-
than
more
Language
people
-
food influence
-
all
-
group
Britain
-
:
are
s
spoken
are
was
Britain
for
tot
→
Celebrate
able to
open
a
immigrant
( ausländischen) accents
foreign
and
different ethnic groups
from
:
Multi kultwalität story of Millot !
Languages
500
reminder
group s
mittlere of domestic
=
ftp://ttuswwirlkuunnggex#lkoHoonmiakex Vergangenheit
mmn#in#*also#
* *
are
example
Own
in
auepted
Society
→
Indian restaurants
:
events in
of India ,
acceptance for
→
very
poputw
each other
,
many
people
love indish food !
public
people
from the Caribe an's
come
to work in
low
-
paid jobs (poverty to Wealth )
"
"
,
.
.
.
effects of colonialisn
Influences of multi cultural isn
on
British life
and tradition
Con
Pro
- Ethnic diversity enriches Britain (music, fashion, food)
- British society becomes mixed and not segregated
-> people broaden their horizon, become open-minded
- Learn/benefit from other cultures by experiencing it
- Multiculturalism turned London into an economically &
culturally successful city
- Britain needs immigrants (e.g. for economy) -> to abandon
Multiculturalism would make Britain a less liberal country
p r e j u d i c e a n d t h e o n e .t # k r m n i n d - p re j u d i c e s
:
→
One Track mind : Used
preoccupied
with
Prejudice + One
prejudice
being
on
reason
or
experience
-
-
one
in reference to
Subject
Track mind :
( not based
on
or
a
interest
reason
Thoughts
whose
are
.
someone
means
deductible ( ab bring bar) of
person
or
something
actual etperience) without
or
's ownopinion
one
d­
actual
preconceivedopinion that is not based
.
- Britains say the country loose the ´Britishness´
- Britain stopped being British because of mass immigrantion -> transformed the nation
- Immigrants profit from welfare system and take away jobs
- Too many immigrants have entered Britain
- Immigrants have changed the character of the country (to the bad)
- The British became a minority in their own country
- Ethnic minorities become excluded and isolated (salat bowl)
- Inequalitiy between ethnic groups ghettoisation
.
08.01.2021
[ f) ⑦ ( jgffy
02
Q 2.2 Ethnie diversity
integration
*
n
Great Britain
6
-
assimilation
>
Integration
=
→
assimilation
=
incorpo rating individual from different group
adopting
the
ways
of
an other
culture
and
into
a
society
benning part
as
of
a
equals
.
different
society
assimilation
integration
Htw
llmmmmiggran#
nope
with the situation of
Being
Hoorn between two
→
melting pot
.
→
salad bowl
andtwres
- Immigrants have difficulties when it comes to living up to the expectations
- -> caught between two cultures
- They often experience a clash of cultures
- Outside: adopt a western living style
- At home: living according to the values, beliefs, traditions of their mother culture
- The older ones (1.generation) feel more connected to their origin as the younger generations (2.&3.generation)
- 2.& 3. generation loose connection to their origins, want to become British, copy their western life, become more successfull
- Difficulities: discrimmination, racism, underestimination, no opportnities, unemployment, many prejudices, unfair treatment, non-discrimination laws do not
effect the daily life, feel judged, controlled, feel left out
.
08.01.2021
Q2
QLJ The
can#my
English speaking
-
off rrefferrennee
/ jgffy
f)
n
South Africa
7
-
.
world
SIK Africa
:
Key
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{
facto
Official
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largest city
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name
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:
Blacks
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Colored
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8,4% White
•
Asian
2,5%
•
President : Cyril
-
Religion
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•
Ramaphosa
:
80%
Christian church
9,5%
Traditional
•
1,5
•
Muslims
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important group s
founded
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civil obedience
IV. M
the
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ANC
t
ANC
National
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apartheid
was
one
of the Kaders
with Strikes and acts of
Violence and Keeps peace
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the MK : spare of the Nation (under
of them)
group
Congress
of
protesting
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democratic state
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to
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State ( cooperated
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come
into
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harmony
Outlaw ed
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Achievement
s:
1964
democratic
Society
and had
in which
state
abolished
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hole
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Peace
South
-
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etpressing
Prize
in
1995
and become
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Africa in Iggy
fought
for
abolished
equal rights of
Blacks and White ,
apartheid
(was sent
long life , but
was
freed after
:
president
released
-
equal opportunities
when all other methods of
prison for many years
protests
and
until 1990
action from
for this ideal
of violence
president of
Many years of
apartheid
11994-991
de Klerk
.
of South Africa in
Mandela from
negutiations
the
new
had the
had been
1990
apartheid
Nelson
„
1997
up the
-
free
a
die
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with the Whites )
-
,
opposition
-
rights activist
human
apartheid revolutionary pulitician president
cherished the
South Africa
1948-1994
before
helped built
known
F. W
:
become active for the ANC ( from
'
1914
in
-
all Persons lived in
Apartheid
dissolved
well
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Mandela ( 1918-2015 )
Nelson
of the ANC
:
govered from
/
in 1994
to the Sharpeville Massacre
illegal
was
:
organisation ( rejected
pure black
Party
Ideologe,
Nelson Mandela
early years of
group ( only
organisation
split
protest, leading
the
founded in
•
-
→
political party
i
-
as
way s
PAC
,
Movement (
Widerstandsbewegung )
restistance
organisch
the
Union
create d
freedom & fairness
black members
in
newly
1990
Organisation )
African
used violent
,
governing social democratic party
1959 Hundred
un like
1960
-
justice
,
prevent
Terrorist:c
in the
racial discrimmi nation
ANC had the ida of the
und
.
a
banned from
was
become
-
→
fully
peace
fried to
called them
government
'
-
tight
1912 to
in
:
organisation , mostly
-
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Congress )
they fought for equal rights
Multi racial
-
people
and
National
ANC ( African
-
religion
0,2% Jews
•
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African nature
1,2% Hindus
•
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colony )
British
II
:
Ethnic group s
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( Cape become
47.850.700
:
Languages
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Johannesburg
:
Pretoria
:
population
-
of South Africa
Republic
:
one
prison
with the ANC (Verhandlungen )
Trigger ed
who
the
development
of
a
constitution
courage
done
to
to the
admit
that
a
terrible
County
and
its
people
wrong
"
-
N.M.
08.01.2021
Q2
QLJ The
rnttrryy
00ft
*
English speaking
reiferen#
Most
Blacks
-
If
-
of
are
they
Group
5.
Afrika n
important Acts
Suppression
1.
do
→
and
-
-
-
segregation
of
people
elections
with
von
on
the
ground
of
race
,
program of apartheid
a
which
and
Managed
2
Prohibition
not
living
-
punishment
im prisonmentor
are as
"
conditions
in
a
wrong
city
were
reserved
were
forcibly
apart
for which racial group
Acts
curricula
long
of
hunting
with
School
Specific
46
until 1994
years
.
.
Marriage
White and
Registrator
are
non
-
white
prohibited
were
apart
to in
are
( 19491
s
on
( 19501
Act
race
( Blacks / Whites ,
enforced ( wird
Coloured , Indians )
→
fow racial
group
durchgesetzt)
removed
education
unequal
Ijob opportunities for Blacks
.
Pass
and Whites
-
defined by the state ( Keeps Blacks at lower level of education
)
Law
restrictions of freedom
allowance to
"
-
( 19861
Act
only
arrest
cunstant
access
certain
are as
or
story
for
an
unlimited amand
of time
"
against Apartheid
Freedom
graffiti
for
power
distance to school
protests
<
Families
-
for Blacks
in
Mixed
of
Segregation
-
6
→
story
to
.
Townships )
( in the
education
people
Classification s based
-
familie , > finds tun
→
"
are a
White
marriage between
Population
teachers
enough
Special
.
4.
in the
mostly
by
made
-
forced to leave home S
determined
8
-
Apartheid
Act
tear
South Africa
bis heute
Act 11950
Separation of
-
-
Apartheid
Bantu Education Act ( 19551
5.
-
Party
Events which led to
have to
→
People living
-
insbesondere
:
not allowed to resist
were
Worse
-
National
Communism
Are as
blacks
-
presserat
aanndd
the term for the format
is
1948 the
in
-
passt
÷
~
world
-
apartheid
>
/ jgffy
f)
Slogans
political
-
slogans
in
acts
and
events
place,
public
boycott
Singers writing
-
to
Songs
circumvent
about freedom
( cultural
boycott)
censorship
Sports boycott s
-
-
using
-
-
"
white
-
place ,
"
clothing
Symbolic
Strikes
-
and
Marching
"
(Green > Black , Gold
stayaways
without
→
color of forbidden
"
permits
against apartheid
The Sharpville Massacre (Protest march)
General information
- 1960
- demostrations about Pass-Law Act -> violent free protest of 3000 Africans without their Passbooks
- turning point -> change from non-violent to violent protest
- peaceful protest at Sharpville against the pass laws was organised by PAC
- People wanted to demonstrate peacefully (white policemen started shooting saying were in danger protesters were armed too) 69 people were killed
[N.M. - I am prepared to die]
His last speech of defence
Argumentative Structure:
1. Introduction: current situation of Africans living in South Africa
2. How the whites live vs. How the blacks live (based on facts, statistics…)
3. Situation as Mandela wants it to be -> equality, freedom, all human are the same
4. The idea of the ANC
5. His personal opinion and his own part of the project
-> what he would risk to make his ideal come true (he would die for it)
Stylistic devices:
- Antithesis (lots of contrasts)
- Anaphora (We want to..)
- Repetition in form of climax (also We want to..)
- Including the reader (I, We)
- Simile (l.8)
- Enumeration (all the time)
- “It is an ideal which I hope to live for and to achieve. But if it needs to be, it is an ideal for which I am prepared to die”
ANC )
.
08.01.2021
QLJ The
rnttrryy
*
00ft
specific acts
f) § /
Q2
English speaking
-
rreefferreennaee
and
:-.
passt
events
world
aanndd
presserat
:
against apartheid
insbesondere
Apartheid
jgffy
n
South
African
bis heute
(Fortsetzung )
[N.M. - Long walk to freedom]
after he came out of prison
Argumentative Structure:
- Stop inflicting violence on the ANC
- Abscence the politcal rights to blacks -> no more discrimmination laws
- He doesn´t hate the people, he hates the system -> no anger towards Afrikaners
->There is no danger of him to take over the whites -> they are safe
- The whites are part of South Africa, nothing to change, we couldn´t take them away, they are part of our nation
- If state stops violence, ANC will too
- Whites are in fear that blacks take revenge
- There would be peace in South Africa if everyone accepts all the others and it would close the gab between blacks and whites
- Everyone could feel safe -> lots of positive words
- Everyone would profit of it
–> Always points out both sides (pros and cons) -> he is reflective
–> It´s about reconcilation = Versöhnung, not about tribution
Stylistic devices:
- Antithesis (full of it)
–> Gab between blacks and whites
- Strong words (fear, hope, enemies, safety, democracy, racial,…
–>They often mean the opposite
–> He connects them to create a bridge!
[N.M. Inauguration speech]
His first speech as the president
Argumentative Structure:
1. Introduction: what he wishes for the future
2. Past history of Cape of Good Hope and time of colonialism
3. Milestones
4. The system he wants to establish -> DEMOCRACY
5. Goals ->economical plan to stop poverty
Stylistic devices:
- Symbols : Cape of Good Hope,..
- Metaphors: peace, justice, determination, liberty, freedom, unity, all will rise
- Connection to reader: I and we
6. Motivational part -> vision
The Freedom Charter
1955
- Important document
- It contains all the demands and aims the people opposing apartheid had in the 1950s
- The entire population of South Africa was asked to hand in their wishes and demands
- It was seen as a future constitution for a unified South Africa
- It was said that:
o “South Africa belongs to all who live in it, black and white […]”
o They demanded the right to vote
o Participation in politics
o They demanded the same rights for all national groups
o They demanded that everybody is equal before the law
o Nobody should be deported or restricted without a fair trial
o Police should be the helpers and protectors
o They demanded equal human rights
o Everybody should be free also without a pass
o Right to speak, meet, publish
o They demanded peace and freedom
- “These freedoms we will fight for, side by side, throughout our lives, until we have won our liberty
9
.
08.01.2021
QL
The
⇐um#
off
my
Apartheid
f) ⑦ (
02
English speaking
-
referee
to
:
post
and
ISCH
n
South
African
10
.
world
präsent
:
insbesondere
Apartheid
bis heute
day
- Rainbow Nation, Land of Hope?
- Term “Rainbow nation” was intended to sum up the unity of multiculturalism and the coming-together of people of many different nations, in a country once
identified with the strict division of white and black
- Within South African indigenous cultures, the rainbow is associated with hope and a bright future
- Still differences between blacks and whites
- Ethnic distribution: 80% blacks , 10% whites
- Land ownership : almost completely in the hands of white farmers
- Whites earn twice as much as the black population
- Some Hometowns exits to this day (slums)
- The economy grows
Example for apartheid (and its consequences)
Amy Biehl (1993)
- American from NY, came to study Xhosa culture, help prepare the first elections in the post-apartheid South Africa
- Described as a happy and optimistic character
- Mixture of ignorance and greenness (Naivität) makes her insist on driving her black friends to the township Guguletu
- In an already heated political climate, she becomes the victim of the long built up wrath of a mob of aggressive black youths
- gets brutally killed by them (4 young men)
Eining toggelther
:
* BB
50*46#aww der Gesellschaft# Mutti#uultturakiltält
„
.
Corruption:
Racism:
- Years of corruption by President Zuma
- find no work (the new laws of the South African government demand that
- private use of money from the state by the family Gupta
- Banks (e.g. VBS Mutal Bank) use funds in the millions for private purposes
- corruption of the judiciary
South Africans may be hired)
- are not protected by police
- Nepotism (Vetternwirtschaft)
Strong mistrust between population and politics (hope for improvement)
>
first Black Africans, then Mischlinge, then Indians and only recently white
- do not receive legal justice
- are killed (brutal ways)
9
Strong racism from the former oppressed ones
- Huge crime rate
- 7 out of 10 teenager are unemployed
- No chances to get jobs (not able to get the skills in school
bad education system
- Unemployment
→
Boredom
→
- Youth crime (no jobs crimes)
→
- self-justice (police are overwhelmed)
- gang crime
- Try to teach them in organizations
→
racism
Criminality:
Unemployment:
→
new
- attempt of survival
Criminality
Enormous social distance between teenagers and grown-ups
- about 57 murders / day
- overstrained justice (Gerichte)
- more and more organized crime (know which officer can defend which not …)
→
national
identity
BB
:
.
in
Gitterschnitt
nationale
fences)
typica stereotypes
-
-
-
-
-
-
-
are
have
poor
a
tot of nature
have lots of
pour
lots of
no
bad
illness
childress
catastrophes
(Ebola, AIDS , Pneumonie
( skinny , hungry bloated betty )
,
garbage
and
dirt
clearwater , canalisation
heath
( are
Leads to enormous hate between the rich and poor people (rich ones are
protecting themselves with security guards, alarm systems, security
Stereotypen
system
,
not
hygenic
→
dve to
tack of
safety
at work
08.01.2021
QL
Sindiwe
type
:
genre
>
>
Magona
:
Setting
novel
story
:
based
of racism
historica facts
on
Amy
Diehl
written out of the view of the murders
>
published
-
>
Guguktu ,
a
around
South Africa
1995
-
-
Mothes Mandisa
the
shows
-
-
allows reader
to share many details
,
feeling
>
Army
Amy
a
in 1945
village Guguletu
master's degree in social work at Columbia
for the UN Department of Public
:
University
,
USA
Information for
25
yens
retired and returned to South Africa
1967-1995)
was
who was murdered
black mob
pulled
a
white
American
gratuade
by black Cape town residents
her from the
can
of Stanford
as
University
she drove
and stabbed and stand
her
.
a
and
an
Anti Apartheid activ ist in South
-
friend home to the Township of
Only the arriva of the
Guguletn
pdice prevented
more
top
racism
>
Political system of apartheid (=racial segregation) was practiced in South Africa from beginning of the 20th century until 1994 (Nelson Mandela becoming president)
[
Novel: social effects of and political struggle against apartheid influence everybody ́s behavior
:
Hatred and ignorance → destruction of individuals
Hatred the deprived native population feels for the white settlers’ springs from such experiences of
<
powerlessness that seem to repeat themselves
:
Mandisa ́s forced removal from Blouvlei to Guguletu, not enough housing and school facilities and the loss
of the family ́s source of income show how Blacks were treated
Increasing frustration → political radicalism (“one settler, one bullet”, “power is ours” , Boers, they are
dogs!”)
>
Violence :
- Mandisa claims that her son fell victim to the political climate he was born into
-> Individual guilt is explained in terms of collective retaliation (Vergeltung) and deferred (verzögert) responsibilities
- Mandisa sympathized with the younger generation and its tendency towards racial action
- Mandisa notices that the stoning of cars was just a first step, followed by violence against people
-> against Blacks that collaborated with Whites and terms like “Whites are dogs” make the country ungovernable
-> Representatives of each groups are less and less inclined (geeignet) to negotiate with each other Necklacing
-> Expression coined when a black man from Guguletu was kicked, knifed, was put a tyre around his neck, was poured liquid into it and then ignited (angezündet)
-> Police doing nothing about it
-> Young people claiming that they were at war against apartheid
-Apartheid and violence are closely connected in South Africa ́s history
>
marriage
and tradition
- Mandisa tries to find reasons for Mxolisi’s enormous force of blind hatred that
caused young black people to take violent actions against Amy Biehl
-> (Mandisa became more of a slave than a new daughter)
- When Mandisa ́s neighbors come, she does not feel like an outsider anymore
->Children are often named by the parental grandparents
-> Communication is the key, basis for the reconciliation process
-> Arranged marriages were common, groom`s family selects a bride
- Novel refers “Truth and Reconciliation Commission”
->Common to be called by their relationship – related names like “daughter-in-law”
off
""
Matthes * Moltke
-
-
-
exploration
-
of what happened
present
the past
daysbetorelafter Amy's
-
deathlmurder
sharing regnet
apologylaskiing
""
the
the letter
-
for forgiveness
-
-
-
-
×
"
frame
Versöhnung
- Her fate is referred to as “imperfect atonement of her race”(p.201)
:
-> Woman has to leave home when getting married ́s family
the the Keks
atonment (
- Amy Biehl has become a victim of the last days of South African apartheid
-Difficult to find reconciliation
>
.
Biehla
Diehl
Africa ,
Mxolisis troubk
Origins of
II
Nagano
South African
born in
2005
-
first Person narrator
:
African
first of 8 children
worked
-
narrative perspective
Mandisa
Cape Town
near
-
1998
in
South
author Slimane
case
→
-
n
Mather to Mather
information
Basic
>
€41 ( ISCH
02
Mandisäs
how Mandisa become
Mxdisi }
'
childhood
a
childhood
life of blacks
in
South Africa Apartheid
"
e
r
actual
story
mather
-
'
transition s
attemps
at
are
offen
explaining
Triggered
why
something
by upsetting events
could
happen
,
damage
.
08.01.2021
QL
[ f) § ( ISCH
02
Magona
Sindiwe
:
Africa
South
n
12
-
Mather to Mather
B-www.auugaktta
-
Kids
streets , many
big
-
school
go to
→
cars ,
education
-
-
-
hauses &
people
at home when she
was
electricity
-
-
apdogy
,
-
fettig
what the
and
HB been
-
-
-
Amy 's
m
m other
Mxolosi
only
situation
the rest of the
a
is
-
-
-
do not
Shops
are
to school
go
for
way
very unsake
Handis a
work all
small house ,
-
day long
Crm downs )
-
los s of command
Reasons For
-
-
it atmost
is
like
Situation
as
township
feel like
responsibility (? ) for
von
Maas
traueMed
growing
Township
up in
a
nassen
constantly
war
the death of his two friends
siblings
,
a
-
.
"
immerdar
Murder and violence
Apartheid policy
Mtdosis
are
and the
com man
history
,
in
Townships
the arger of the black
majority
stupid ity
Mtdosi had always been destruktive
family
father and
birth of his two
loving
child
Army s
themother of the murderer and socially exduded
influencea by racial
group and adopts their
a
poverty
-
own
Mad road mmy,
he grew up without
→
cannot took after her children
the k¥6
mot her and
in
and
sense
other
a
regulay
a
grief
corning to terms with her
her
-
Amy's
of
Mandisa is
sharing
home from school
Kids
pleading for forgiveness
sympathy
sharing
-
came
malthier life
dhisaäsmoltiivaltiionoffwniltingg
-
.
Community
one
were
→
Man
""
tv
-
Mandisäsmother
big
-
-
EVS ]
many shops
-
safety
-
-
[
:
King
#rlthemmwwddeer
ideology
m
other
He becomes friends with two older
boys Zagi
and
Mambo Policen looked for the two boys
.
and
Mtdosi
gives
away
their
hiding
place
→
policen Shot boys
→
trauma
Dwada does not accept him (new dadl
→
experienad
a
tot of crime and
poverty
and
feeling
of suppression / Apartheid
Mandliisaösdevelopmenlt
Back home/Mxolisi’s birth:
Pre-pregnancy:
- hopes that China comes back and she can go back to school
- Mandisa is in her puberty and meets her first boyfriend China
- She does not get along with her mother because her mother worries about her becoming pregnant
- Mandisa starts to make her own decisions
- Decisions are made by her mother
- Dreams of a future with China and good education
- Meets many mature friends
Life as China’s wife:
- Mandisa and Mxolisi are living with China and his family
Time at her grandmother’s house:
- China disappears
- lives in Guguletu with her grandmother
- she loses her hope to go back to school
- she finds out that she is pregnant
- decides to move out and rent her own house
- she wants to be accepted by her mother and does not want to bring shame on her family
- Her mother takes her back when she finds out that she is pregnant
- her hopes and expectations are lost because of her pregnancy
=
8
-
enthalte
d
:
Mandisa:
- is in a fictious conversation with the victim’s mother
- first person narrator and protagonist
- has three children (Mxolisi, Lunga, Siziwe)
- torn between feeling sorry for the murdered student and her family and compassion
for her own son Mxolisi
- asks for forgiveness but also blames Amy
- seems to care a great deal about her children
- held a grunge against Mxolisi for making her life so miserable and complicated
- actually blames herself for what happened
Mxolisi:
- Mandisa’s first son
⇐
Happy, fast developing child
Trauma: outed the children ́s hiding place and stops talking
Loses control over Mxolisi, doesn ́t know anything about his life Does not have a
lot of education → Mxolisi walks in gangs
Strikes, violence and brutality dominate everyday-life
- is deeply wounded through early childhood experiences
- misses his father
- is traumatized by the death of two friends
- did not speak for two years since the accident
- has experienced many losses in his young life (his father, Lungile)
- seems to be a sensitive and helpful person
- saved a young girl from being raped
- was willing to leave school to contribute to the family income
- he is involved killing Amy, although he denies that he actually murdered her
- his mother resented giving birth to him
.
08.01.2021
QL
€41 ( ISCH
02
Sindiwe
Magona
:
Mather to Mothes
n
South
Africa
-
Fortsetzung
SIZIWE
- Only girl in the family
- Mandisa worried about her nonchalance, reproaches her for not caring enough about Mxolisi
- Badly affected by police raid
- Careful not to give away too much information about Mxolisi ́s whereabouts
AMY BIEHL
LUNGILE
- Lunga’s father & Mandisa’s second husband
LUNGA
- Mandisa ́s second son
- Represents family’s soft side
- White student
- Helps people prepare the first free elections in post-apartheid South Africa Depicted as a happy and optimistic
character
- Badly beaten up during the police raid
- Not engaged in any political activities
DWADWA
- Becomes victim of the long built up wrath of a mob
- Siziwe ́s father & Mandisa ́s current partner
- Mandisa ́s first boyfriend and Mxolisi ́s father Not willing to accept his role as a father
- Dislikes Mxolisi’s political emancipation
CHINA
- Denies any responsibilities
- Good provider for the family, cares about everyone
- Takes his frustration out on Mandisa
- Finally disappears, leaving young wife and child
cchhappltersummmmayy
:
Chapter 1 - Mandisa's lament
Mandisa, the mother of the murderer, turns directly to the mother of the victim: she says she has lost control of her son Mxolisi long ago. She says that Mxolisi is now better
cared for in prison than at any other time in his life, and that Mandisa, the mother of the offender, carries a heavy burden.
Chapter 2 - Mowbay - Wednesday 15 August 1993
Mandisa imagines the life of the young student on the morning of the act: a life of joy and carelessness. This is in contrast to Mandisa's life, which is marked by work and
deprivation.
Chapter 3 - 5.15pm - Wednesday 25th August 1993
Mandisa compares her life with that of the (white) woman she works for. At work she learns that someone has been murdered in Guguletu. She is very worried about her children
and is immediately on her way home.
Chapter 4 - 7.30pm
Mandisa arrives at home. Only Lunga and Siziwe, the two younger children, are at home. Mandisa learns that the murdered person is white.
Chapter 5
In a flashback, the reader learns about the violent resettlement of the black population at the time Mandisa was still a child. The new housing and living conditions represent a
clear deterioration for the people. As a direct result of the resettlement Mandisa describes the lack of educational opportunities for Mxolisi.
Chapter 6 - 4am - Thursday 26th August 1993
The police are looking for Mxolisi, searching the family home. Lunga is beaten up by the police. The police are destroying the shed in the family's garden, which serves Mxolisi as a
place to sleep.
Chapter 7
In a flashback, Mandisa talks about being sent as a teenager by her mother to the country to her grandmother to prevent pregnancy. Neither her family nor herself knows that
Mandisa is already pregnant
Chapter 8
(still in the flashback) Mandisa marries China (Mxolisi's father), and moves to his family, where she has a hard time and most of the work to be done. China disappears someday.
Mandisa abandons China's family, meets Lungile. A short time later, Lunga is born. (Lungile is his father.)
Chapter 9 - 6am - Thursday 26th August
The police leave the house after the search. Siziwe is in shock, but says that Mxolisi had been home shortly before. Lungile tells Mandisa that he has come to see Mxolisi one day
bring great shame on the family.
Chapter 10
Mandisa tells how her grandfather talked to her about key events in the history of South Africa ("cattle killing" etc). Reverend Mananga allows a secret meeting between Mandisa
and Mxolisi, who hides from the police.
Chapter 11
Mandisa talks about the role of shame and guilt and the different ways in which the two mothers trust each other. (She goes directly back to the mother of the victim.)
Chapter 12
Mandisa talks about the problems that her son's generation has. She describes the attack on the car of the students and the murder of the white student and thus again draws
the bow to the beginning of the novel. (The murder thus framed the rest of the plot.)
Is
.
08.01.2021
QS I
f) ⑦ ( jg ( ff
05
Human dilemmas
.
extreme situation: Der
>
Definition :
→
extrem
anger
general example
risk action s
°
Earthquake ,
Tsunami ,
sky diving , flying
out of literature
examples
TO Killa
mockingbird
M other to
°
-
:
Mothes
:
Othello
o
:
-
-
Othello
between
:
between
between
:
love
society
and
wanting
understand
an
"
to be
love for her
a
and
son
Überlegung )
Scout and the
Robinson
Tom
Ideal of Aust
Alexandra
Mrs Dubose
.
and
-
-
the
dying
without
up because
morphin and
of addiction
be
son
that led him to the act
and
pity
for the mothes of the Killed
guilt
and
Amy
Diehl
manipulation
und
betragt
between the soli
day
to
own
criminal
and the
society
immigrant
as
connection to be open and polit
ant the
Knowledge
of her
parents
that most
Immigrant
good
are
heated
-
Married
girllboy
parents
=
between
=
between Wish to phase the
pity for
the married
ones
will
and
and the
the need to fit traditions
Wish
able
to be
and to make
are
choose
to
to have
Fredy
enough many
out of love
to live (
getting
from the
marriage )
Death
°
Between
-
tight
°
Being
for
thankfulness for the death
one
being
without pair
and the
being
dissimilar
mourning
(Trauer) for the last person
survival
Poorness ,
-
War
,
accident , diseases
cdhifferenlt
different
being
stand
means
Ing
out of
other
a
people
,
-
-
-
-
haring
a
having
a
different
haring
{ vs
are
all
.
(Othello)
-
specific Outlaw ed appearance
( being thicker, always
wenig
black,
. . .
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-
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being disabled ( amputeed
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different
being psychologieat
>
ww
skin colour
different eyes
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F
being physically different
-
wheekhair )
-
-
-
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Othello
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a
different
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as
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a
having
a
thinking
being
different
sexual
different
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sex
orientation
Gender
traditions
different
culture
different
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different
lown opinion )
racist
:
Atticus Finch
-
and
of
giving
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°
-
Society
wart her to
tight
:
Between hate for the few
-
>
the
:
his act
the shock of
of the situation other
ing
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jealousy
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:
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:
:
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-
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in
Hammett
Human Dillemasr
u
-
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has
solutions
has
a
his
idea of
own
how to
different skin colour
is
raise
his children
gets appreciated
:
being
appreciated
not
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of
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feeling Ionely
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and
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for his action
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suspicion
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his
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skin color
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wrong
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the
society appreciates
his
work !
08.01.2021
[ A ( jg ( h
05
QS I
Human dilemmas
dramma
by William Shakespeare
.
Key
:*
:
-
-
sound of
use
-
-
language
,
verse
sources :
English
important
more
imagery metapher
of
blank
-
modern / Elizabethen
early
,
-
than formal structure
insult and word
the
for dramatic situation s
-
populaer folk Tales , mythdogy , history , daily life
-
-
-
-
:
Tragedy
Hype
play
-
>
Facts
of Othello, the Moor of Venice
author : William Shakespeare
-
influencea by the social classes
Ä p-
2
-
insbesondere 0¥44
Shakespeare: work
-
Othello
fiction and real life
in
:
u
of work :
:
genre
time &
Tragedy
place written between
:
1601 and 1604
:
date of first
setting
play
publication
tate 16
protagonist
:
"
centwy
:
,
,
England
1622
during
wars
between Venice
e-
Turkey
,
Act I : Venice
,
rest : the Island
of
Cyprus
Othello
Ovarien :
Othello and Desdemona marry and
Their
marriage
is
sabotaged by
attempt
to build
the envious
Iago
a
,
life
togethe despite
who convinces
,
their difference in
Othello that Desdemona
age ,
is
ran ,
unfaithful
and
etperience
.
.
topic-
Good versus evil ( Evil = Iago -> Green eyed monster)
Race
- Othello’s race = sets him apart
- makes him work hard / look carefully after his reputation (to be seen as equal to whites)
Racial prejudices
- “thicklip”, “Moor”, “lascivious Moor” -> Othello just appreciated for his military acts not as a person
Pride
- Othello = very proud of his appearance and
- Pride makes him blind for manipulations of Iago
Order versus chaos
- As Othello stops using reason (Verstand) -> Chaos takes over (not able to stop)
Honesty
- Question about honesty and who to trust
- Most characters falls are caused by their trust in Iagos “honesty”
Appearance versus reality
- Iago called honest (because of manipulated appearance) although he is manipulative treacherous (verräterisch) and deceitful (trügerisch)
- Desdemona called unfaithful (by Othello) although she is blameless and innocent
Jealousy
- drama shows dangers of jealousy
- emphasizes how jealousy can develop just by lies and suspicions (and destroy lifes) - brings Othello to change his character into a "green eyes monster"
Honor and reputation:
- Driving force in the drama
- Iago starts his intrigue as he feels discriminated too little honored
- Othello sees his reputation in danger by the alleged affair of Desdemona - Cassio just askes for Iagos help to restore his reputation
Gender
- women are seen as property (unmarried → of father, married → of husband) - in men's view, only power of women = sexual power
- women get reduced by their reputation & their (social, relationship) status
- Emilia = feminist (wants to be treated equally)
- in Great Chain of Being, they are inferior/ on a lower rank
08.01.2021
QS I
Human dilemmas
dramma
by William Shakespeare
-
\ I
/
[ 41 ( jg ( h
05
in
:
fiction and real life
insbesondere 0¥44
u
Othello
-
2.1
.
08.01.2021
A§/
05
QJ I
Human dilemmas
☒ramona
by William Shakespeare
.
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play
exposition Act
1
action : Act 2
rising
climax : Act 5
→
→
action :
catastrophe
s
:
Othello
→
→
:
Act
basic
information , introduction of the basic conflict
Iago
tuts his Scheme
Iago puts
→
Act 5
→
Iago
to the audience
"
to
:
proof Desdemona s
'
„
Othello's blindness
handkerchief in Cassio's
→
un
,
ar
Othello
+
Cassio to
ranges for
,
love his
position
as
>
lieutenant
>
faithfullness
wants bloody
revenge
room
s
Desdemona
ar
ranges
,
„
devil
pact
conversation with him
attemps to Kitt Cassio , Othello Kills Desdemona , Emilia etposes
"
→
"
Iago's
sees
truth
proof
→
"
for Othello
is Killed ,
:
hand kerchief
Symbolices love of Othello
sign of faithfull ness ,
for Desdemona
:
>
for Othello :
•
for
also of
parity
love , Othello
as
and
virgin ity
her husband ,
Marriage
proof of Desdemona, faithfullness
Iago perfect
:
Desdemona
and
evidence for Desdemona's
unfaithfullness
unfaith
in his
manipulation
Othello Kills himself
A- alt
s u m v y- i c h # a e l t r $
Act 1
Scene 1 Iago and Roderigo tell Brabanzio that Othello has married Desdemona, so that Brabanzio will go after Othello.
Scene 2 As Brabanzio and Roderigo arrive to attack Othello, Othello is called to see the Duke of Venice. Brabanzio decides to talk to the Duke directly about Othello and
Desdemona.
Scene 3 Desdemona chooses Othello over her father, which tortures Roderigo. The Duke sends Othello to defend Cyprus from the Turks, and Desdemona goes with him.
Iago thinks Othello slept with his wife Emilia and vows revenge.
Act 2
Scene 1 The Turks die in a storm, but Othello makes it to Cyprus. Iago plans to frame Cassio by convincing Roderigo that Cassio wants to sleep with Desdemona.
Scene 2 Othello's herald announces a feast, celebrating Cyprus' safety and Othello's marriage.
Scene 3 Iago gets Cassio drunk, who then stabs Mayor Montano, and Othello fires Cassio. Iago suggests that Cassio ask for Desdemona's help getting his job back.
Act 3
Scene 1 Emilia tells Cassio that Desdemona is trying to get Othello to rehire him, but Othello is unsure because of Montano's political influence and popularity in Cyprus.
Scene 2 Othello asks Iago to deliver letters to his ship's captain and give his regards to the Senate of Venice.
Scene 3 Iago convinces Othello that Cassio and Desdemona are having an affair, and Othello vows revenge. Othello promotes Iago to lieutenant.
Scene 4 Othello hints that Desdemona is unfaithful when she cannot produce the handkerchief he gave her, and tells her it was enchanted. Cassio asks Bianca to copy the
handkerchief, which he found in his room.
Act 4
Scene 1 Iago asks Cassio to talk about Bianca while Othello listens in hiding, tricking Othello into believing Cassio is talking about Desdemona, and he accuses her of having
an affair. While Othello plans to murder Cassio and Desdemona, Lodovico arrives with orders for Othello to go back to Venice and leave Cassio in charge.
Scene 2 Othello accuses Desdemona of being a whore, while Emilia ponders that a villain has tricked Othello into thinking this. Roderigo laments his unrequited love, and
Iago tries to convince him to kill Cassio.
Scene 3 Desdemona sings a song about losing one's lover as she gets ready for bed, and speaks with Emilia about adultery.
Act 5
Scene 1 Iago wounds Cassio and frames Roderigo for it, then kills Roderigo. Iago and Emilia arrest Bianca for being a whore and say it led to Cassio's death.
Scene 2 Othello smothers Desdemona. Iago stabs Emilia as she figures out his deceptions and tells everyone. Othello realizes Desdemona was innocent, wounds Iago, and
kills himself.
:
OTHELLO
Protagonist
: Highly respected general in Venetian society, valuable/necessary for state
In great demand by Duke and senate
: Not a native Venetian → exotic reputation, different from the rest
Status of a cultural and racial outsider
: Married to Desdemona (without Brabantio’s permission)
Insulted as “the Moor”, having “thick-lips”, “old black rem” or a “Barbary horse”
: Life as a soldier mainly (experienced, courageous)
Eloquent speeches, intelligent, skill in communicating (convincing Desdemona and Duke of telling their love story)
: Beginning: noble, gentle, confident, calm and down to earth (even being accused), trustworthy, dutiful moral (punishing Cassio due to his fight in Cyprus), rational reasonable, reliable
End (through Iago’s influence): Violent, Insecure, Jealous & Envious, Naïve, Paranoid, Self-destructive, Revengeful, Frustrated, Desperate, Vulnerable, Distrusting
: Tragic figure because his own willing ness to torment himself, less being Iago’s puppet
.­
.
fiction and real life
#mmbooks
Act 5, Scenes
4
5
~
insbesondere ④Hello
:
Iago's manipulation
→
turning point
stalling
~
:
:
s
>
uueltwwe off #hehe
in
jgffy
08.01.2021
QS I
Human dilemmas
-
dramma by, William
EM ( jgffy
05
Shakespeare
Othello
-
4
.
fiction and real life
in
:
u
insbesondere 0¥44
Kanadas :
⇐
Othello (Fortsetzung)
OTHELLO’S SPEECHES
SUMMARY OF HIS CHARACTER
Beginning: long & flowing, complex sentences, elaborated expression & style, wisely chosen words,
>
Fall from nobility makes him a tragic hero
poetically, talks carefully
End: Language rather metaphorical, unfinished sentences, repetition, single words, many, exclamations, bad-
>
tempered, loss of control over words representing his loss over himself
: His perception becomes warped by Iago’s manipulation
Moral deteriorated along with character
: Develops a desire for revenge (2nd Iago?)
Lost faith in or sense in love, willing to kill
: From assured to insecure, desperate, doubts, paranoia increased
OTHELLO AS TRAGIC HERO
>
Genuine heart, noble, good-hearted, innocent
>
Tragic flaws: Insecurities, Jealousy (vulnerabilities as weak spot)
>
:
°
°
Weaknesses make him an easy prey for Iago
Adopts Iago’s misogyny → calling her a “whore”
Mutates into a green-eyed monster
Iago has full control of him, acts out emotions and desires
Confesses his mistakes at the end, returning of his good characteristics
Iago
- Heinous villain of the play, two-faced-villain
- Military veteran from Venice
DOES HE HATE WOMEN?
Ja
- 28 years old
- Married to Emilia, but does not praise/love her
- Lusts for Desdemona (“wife for wife”, 2,1)
- Uses people for his own purposes, no boarders/limitation
- Makes people only what he wants them to see
- Egoistic, Self-seeking, Clever, Manipulating, Deceitful
- Feeling of superiority towards Othello (Blacks) and women
- Disrespects and insults women,
,
>
Murder of Emilia could show general hated of women that he displays
Iago’s hate could be based on Emilia’s suspense on betraying him
Misogyny flows through of Othello, feeling of superiority
: Offensive comments, in soliloquies and public conversations
Women are universally untrustworthy, Elusive, Deceitful,
: Talk to much, Prejudiced, Nothing good about Emilia,
His misogyny laps over to Othello by manipulating him
: Emilia: Men can always find ways to exploit women for own purposes
→ function of wives, mother and sexual pleasure, property of men
- Rational, Cold-hearted (willing to kill, let kill), Ruthless
- Dishonest, Unreliable, Envious, Mistrusting
- Obsessed with control & power over others
- Willing to take revenge at slightest provocation
- Inability or unwillingness to express his true motivation of hatred
- Verse: appear loyal, obedient, honest; Prose: reveal his base nature
Desdemona
- Daughter of the Venetian senator Brabantio
- secretly married to Othello
- young and beautiful
- caring/loving, intelligent, inexperienced & innocent, sensitive, faithful, loyal, honest, direct,
believes in goodness if persons
- towards Othello: blinded by love, passive, naive → doesn't prevent her death & doesn't
struggle when he kills her
Cassio
- one of Othello's soldiers
- Highly educated but young and inexperienced in battle
- young, good looking
- reputation is very important for him
- gentle, charming, charismatic, handsome, smooth talker), gets drunk very quickly
- sees women either as whore (Bianca) or virgin (Desdemona, respect), teases Bianca with
promises of marriage but laughs at her behind her back
Roderigo
- jealous suitor of Desdemona
- young, rich, foolish (gives Iago all of his money so that he’ll help him to win
Desdemona) - dumb, naive, useless, no own will, obedient
Emilia
- Iago’s wife, Desdemona’s servant
- deeply attached & loyal to her mistress (Desdemona) - afraid of her husband,
intimidated by him
Bianca
- prostitute
- in love with Cassio, but he doesn't treat her the way she deserves it
- sympatric, direct
08.01.2021
EH ( jg ( h
05
QS I
Human dilemmas
dramma
by William Shakespeare
.
* mm
prison
Othello
s
-
.
fiction and real life
in
:
u
insbesondere 0¥44
www.ttaago
:
IAGO
OTHELLO
- Not able to love, Emilia also not loving him much (rather frustrated, cheating as normal)
- Loves his wife, mutual love
- Wants a “good death” for Desdemona
- Doubts and regrets it afterwards
→
{ vs
nur
- Emotional, Sensitive, Weak
- Kills Emilia without any regret or hesitation
- Cold-hearted, Emotionless, strong character
- Rational, Self-assured, Conscious, Unscrupulous
- Led by his feelings, insecurity
* mm
prison
:
#oder iiggo
**
$9900
Roderigo is naive
: Iago uses him, pre-dominant
>
Iago plays with him
Roderigo depends on Iago
: Iago is greedy and acts money-orientated
:)
Iago puts more weight into social status
Iago is devilish (I am not who I am, I’m the villain)
Foreshadows the tragedy
ttaaggös manipulation
Iago envious/furious of Cassio’s promotion over him
: Mad at Othello for promotion and suspects him having adultery with Emilia
Othello needs to be punished, Cassio to get dismissed,
: Manipulates Roderigo (use of his feelings for Desdemona, Cassio as a competitor, Cassio drunk to lose him job (Appearance & reality), suborns Roderigo to stab Cassio)
>
Manipulates Othello → Cassio (betrayal lies about Desdemona, everything looks like Cassio/Desdemona a secret couple, gives O impression that Cassio is dishonest and
incorrect, incapable of his job)
Iago wants have Othello on his side to destroy him onwards
: Manipulates Emilia (steal handkerchief)
Manipulates Cassio (ask Desdemona for help, wins his trust and makes him belief of a loyal friend)
: Finds out about the weak spot and desires and to use it against them
Adopts to different language to manipulate and to different character traits
: Enjoys pain & damage he caused, but seen as honest & moral (Appearance & reality)
⑧ de
:
:
:
:
:
off
warmen
Agenda
Women as property of men, unmarried to father, married to husband
Women power is only as evil sexual power → men be careful
Men seem to be free to insult women, make them inferior and command them
Iago: sexual objects, practical functions
Cassio: women either whores or deserve respect (virgins), treated like a lady
Othello: more positive view, loves Desdemona for herself not only her body
Desdemona aware of her powerless position in society but still outspoken
Emilia more feminist, treated equally as men
Women reduced by reputation, roots, relationship status
Iago & Othello kill their wives as punishment for honesty
⑤the- and " Foo Hütte
possible connection
"
""
"
:
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DIFFERENCES ( Othello & Tom R.)
-Othello has a stronger position
-Othello is treated with respect
-Tom R. is not treated well
-Othello is more confident (talks to Brabantio)
""
SIMILARITIES
-accused by a father because of a daughter
-reduced to outer appearance (race) by people
-similar characters: proud, honest
- reader sympathizes with them
- Tom R. additionally confronted with “fake” racism
-Tom R. has no chance to explain
- Tom R. is accused due to skin color
-Othello is accused due to envy and secret marriage
08.01.2021
Modeling
05.2
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never
the
some
→
we
don't know
long
term
-
-
causes
!
08.01.2021
Modeling
05.2
the
•
a
possibility
doping
s
-
trans humanist ic
a
try
to
"
example
s
:
•
humans
a
be comes
to
improve
gene , which
a
to
to be
us
proof gene
used in
was
it in
doping
90's
the
faster , etc
or
bown
our
sports
in
and very
unfair
it is
stronger
reintroducing
genom by
impossible
nearly
is
replacing
alter
redefining changing
=
organ
an
the
dangerous
highly
.
murrow
critic :
•
discussed
topic !
.
fair anymore
wouldit be
sports
athkts
by cycling
integration
Lance
like
Armstrong
to
forms
of
and
boost the
doping
gene
oxygen
-
has
side effects
many bad
Capacity
in his red blood
or
cells
can
Cause
.
.
or
for decorative
limb
>
human
a
a
is
f. e.
>
-
pwpose
f. e.
>
longer
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,
-
opening
-
en
like
-
→
.
.
and the
project
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a
our
body
.
.
people
.
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example : movie
Matrix
The
"
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ears
pace maker ( Herzschrittmacher )
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trans sexual
modified DNA ,
:
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our
creating Cyborg
brain
:
plastic Surgery
:
human
that the person
much
so
f. e.
>
eye
with
artificial
:
abilities of
amputees
transplantation ,
:
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of
→
.
human mind
a
f. e.
-
human
f. e.
sold iers
Technology
and
Science
via
improve
.
capabilities )
proving intelligence
a
biologieat
of
being
→
system
nervous
additional into the human form
.
the actual
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=
im
external part of
an
sth
and
technology
create for American
attachments that boost
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ing
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s
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has been
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n
aial.im#eMiigg*e (Fortsetzung )
ehe#Homie media,
biotechnology ,
is added into
techniques
never
examples
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the future
Charge
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synthetic gene
with
•
Modeling
~
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gerne
-
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f)
& technology : insbesondere
Science
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-
f. e.
Cyborgs
:
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,
extreme
forms of tattoos
on
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electronic mmeddia
•
•
definition : Electronic media
General information to
development
recent
to day
-
digital
o
of
years
Technology
computers
einphasig
:
problems
:
of
that
media
are
in time
was
•
information about
leave
Security agency s
Store
publicity
growing
Is freedom
Share
monitoring
Important
and
causes
-
Rights
the
Security
content
the
-
digitale Medien
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,
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.
.
.
,
notebooks
,
in
the
do
Wireless communication
"
,
century
digital
•
.
Computers
devices ,
Changed
have
compatibility
of
our
beyond recognition !
Live
different Components
our
availabk
→
than
digital footprint
our
pursuit
of
is built up
on
security ?
-
is usekss
-
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freedom
f. e : email , adress
,
privacy !
corruption
happiness
→
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freedom of life
it direct.ly
ising
real
data
it is
security without freedom
Bill of
ow
about
concern s
more
✗es
-
laptops
the internet without
all over
as
and
impossible to eliminate
>
access
( surveillance
"
•
of
:
data of individual s and their Live is
we
important technologie at advantages
most
of the
one
monitoring
to
:
mobility development
on
electro mechanical audience
or
footprint
preserve
°
electronics
use
-
=
it isn't
without
there
no
Security
is no
at the end
life is Wurth
living
freedom if it is not Safe to live
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freedom
no
=
no
seems
we
laws
to
be
=
Chaos
more
neod both for
a
=/
freedom
Important,
free ,
seine
but
&
happy life
!
phone
numbers ,
name
,
interests
,
pictures
'
,
.
.
.
used for Individual
advertising
etc
.
. . .
death
.
08.01.2021
Modeling
05.2
artificial
Exploration
Micro
°
•
worries
autonomous
>
Self
•
-
guided remotely
diving
-
-
of
self
. .
,
learning
as
think
to
like
problem solving
and
humans
and
automation
diving
-
diving
:
levels 1-6
less traffic
olde
,
Space in
Save
Feel
„
diving
-
-
spills
Object
. .
>
robots will
Important
become more
in the
Future
f. e. : Kelp for
E- Ones
when to draw line between
people
-
Cities
-
-
not
,
enough ,
Save
sensors ,
human and
automation
no
ethical
-
2) drive assistance
diving
-
Machine
,
take
over
contra
5)
Kelp
of
a
human !
partial automation
4) condition at automation
5)
high automation
cars
Technology
boylgirl /young / old )
what decidescar ! ( how to be
ethical
& without the
etc
radar , camerons
who to Kitt /
'
-
enorm uns
Energiewende
"
we
programmen
( whose fault ? )
questions
data
Saved
terrorists could hack
eventuell
y
even
cars
more
morally dilemmas
and
the
are
due to them
the
using
climate
An other
lots
of
they
,
Oil
coat
,
change
.
reason
is
countries like
The
,
tu,
„
to
charge
from
wird
power
solar
Energiewende
,
for
radio active
or
natural
big !
too
example
,
become
position
•
:
'
nuclew
geo
thermal
.
nuclear power , oil ,
Fuels
biomass
or
energy
( out
or
natural
to
goes
.
powers
really dangerous ,
are
some
bad
catastrophys
have
happen d
.
lots of
to find
more
will
( verschlimmern)
gases
like
carbon dioxid
exhausted
and
they
greenhouse
bad
some
day
alternatives to
good
be
protect
-
emerge , which
aggrave
our
environnement,
really expansive
are
secure
the
energy
to
import,
supply
so
for
ally independent
economic
.
and future
god Is
Germany
has decided
future godIs to make gr eater
For etample
power ,
like
resources
supply
energy
our
really dangerous
and
gas
finite
of
"
resources
Federal Parliament of
made cledr
,
changes
.
that finite
,
Germany try
the future and
Germany
is
reasons
are
the ter m for the
"
like
resources
Reasons /Aims for
While
ageing society
.
radio active
or
miStakes of
system
Energiewende
„
renewable
There
actions
Surgeons movements
rechne
e.
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jam
more
1)
:
cars
less cents for health
isst of all
With the
their
.
energy transition
-
Mimi
-
.
>
the assistiere of
with
less accident ( no drunk divers )
too much risks
=
an
cheaper to producer ,
chemical ,
,
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,
programme
Industry
Learn how to feel and think
that drive
Cars
:
of
Mobility for
-
point
takes stress out of
→
-
cars
Stages
Pros
-
at some
polluted environnement
to defense bombs
such
d
are
f.e. Used in Space
operations (f.
intricate
Clean up
and
asses
:
automobile
manipulierte
more
:
.
Intelligence
cannot reach
human
He
things
human mind
a
that
in machine s
CHESS
different
-
physica
intelligence
of action s
series
advances in robotics , more
:
:
:
complex
a
able to do
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:
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:
,
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Military
°
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associated with
exhibits traits
industrial robots facto ries, especial /
y
,
:
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°
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that
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development
°
to any machine that
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receive
1960s
8
n
aial.im#eMiigg*ee (Fortsetzung )
ehe#Homie media,
biotechnology ,
( AI) refers to the Simulation of human
Intelligence
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-
the Future
the future
Artificial
:
The term
-
Modeling
~
intelligence
definition
-
/ jgffy
f)
& technology : insbesondere
Science
-
QJ
Renewable
energie,
Electricity consumption
Use
should
of
be
should
to
stop using
renewable
used
be
to
nuklear powers
energie
generator
reduced
by
and has
.
at
to %
within the year 2022
by
least 80%
2020
and
of
by
electricity
25%
by
by 2050
2050
.
iompared
tu
2008
.
6) full automation
.
.
08.01.2021
Modeling
05.2
example
'
possibilities
scientists
-
they
-
-
no
example
>
fake
-
&
enough
regulations
seeing
possible
-
restrictions
or
-
take
with babies
ing
→
aim :
create
a
controlling society
( uniform ity
not
res
possible
they
they
do not
face
long
→
f- e- very crud
,
humanes
,
only
ten influence
as
seien tistic
or
damage they
evil to
terrify babys
→
create
a
trauma for whole life
psyche)
babies health ( physica &
about the
no cure
treat them not like
at all
objects
do to the babies
( f. e. : give them electric shocks )
exchange
all around the world
people
over
-
&
distance ,
long
-
Information
all
-
-
-
-
securing
privacy
Security
direct communication Hau to
prevention
of
secwing
-
:
secwe
bully Ing
human
the
itg
rights
hdp against stress
secwing
face)
and
-
dangers
always
the Internet
on
reach able
being
data
and ammbbiltion
power
example
Brave
:
New World
-
II ( Aldous
Chapter
Huxley
1952 )
topic
: →
psychologiedl manipulation
-
-
-
scientists ldoctors have
they
no
→
what
do
they
restrictions
powerful
a
& classical condition
with babies
ing
ambition :
power
-
they
task
if
a
tot of
power
-
want with the power
&
that for bit it
Iaws
-
-
-
no one
it's
-
abuse their
not for
people woit
power and
good
a
really
ambition
do not think about
-
any consequences
the ambition teads them to
↳ archievements &
dares to refuge
should do
should it
possibilities
↳ it
or
directors
doctors
defeats
are
not
always get
( only
power
ambition makes them blind
see
the
is
success
and
more
relevant)
acceptabk
"
→
„
reason
more
possibilies
they
love all
powers to
and
use
responsibility.es
and
only
!
profit !
example s
power
-
-
( eads to the will to
haring
power above others
Feeling
superior
→
Pleasant
Hitler , Putin ,
leads to the will to have
Trump
Terrorist
-
Feeling
:
-
.
.
.
-
have
→
more
more
.
:
are
responsabilities
:
efficent work
-
Scientists
they
-
entertainment
-
>
fullfill their experiments
to
orientalis ( GPS )
-
& classical condition
psychologied manipulation
: →
locating
-
9
n
electronic Media
:
always
-
topic
life of the babies
the
connecting to
fast
-
possibility
evuy
everything
possibilities
-
1952 )
Huxley
responsabilities
science
I not
II ( Aldous
Chapter
-
:
risk
with
-
the future
the future
New World
Brave
:
Modeling
u
responsibility
and
possible
f) § ( jg ( ff
05
more
power
→
power
Of the Power
more
ambition
s
→
have
little
power
-
a
weapon ,
power had, to
.
.
.
1ham ambition
ambition
-
ambition
-
pursuit
(streben) for
Success ,
→
more
power,
negotations
-
ambition
Kaas
to
more
power
. . .
-
fulfill their religion , world
view ,
..
.
QJ
21.01.2021
QIJ
Gender
.
gender
Sex
•
•
•
three dimensions of
gender
sexuality
s
attracted
bisexuell
as
beard, breast,
,
.. .
genes ,
hormones
.
2.
guy , girl
something
or
attracted to the
>
sattracted to both
boy
else
,
independent
to what your
physica
character istics , genes , hormone s
geh#
ÄH : gap
-
Body
biologie at gender /sex
'
Identity
Express
-
how you want to be
>
ion
'
s een
how you
express your
as
what you feel
yourself
gender
and
Sex
same
sei
,
DX
#
# isses
girl
between the
gehn
Own
in education
gaps
,
social understand
and the
identity
Ing
→
bullying , die pression
paying political positions appreciation
,
,
womanlyf.e.pro/-tiness.masculine=qualitiestypical/suitable
feminine
•
quali
=
ties that
considered to be
generally
are
for
aim :
gender Identity
open
& gender
*Harre
and Athen
now
-
prejudice ,
no
,
Strength
f. e.
men
stereotypes !
fited
no
Schönheitsideal im Wandel
:
Shakespeare's
Donuts
,
GeschlechterKonstruktion in der
Werbung
bbc.am#yyiidleaKslthex&mcowwD
then
now
:
wo men
v. Chr
Slender
.
v. Chr
figure
narrow
,
Abu dance (Fülle ) is
.
1400-1700 (Italien Renaissance )
-
1840
-
-
1900
1950 to
-
1950's
-
female
:
1950s
extreme/
:
cwves
waist
should be
-
-
wide hips
narrow
as
as
possible
,
,
who needed to do had
wo men
work )
1870s
:
Brood / Full
prosperity
→
1950s
:
Slim , broad Shoulder
1960s
:
very thin
1980s
:
1990s :
athletic,
-
to
day
ously
It's all about choi
your
Musculus
Hhin , tuned
man
Skinny
:
-
cwvy
to day
!
ggeennddvrrooteessaanddaaddvveerrttiissee.mn#ss
stereotypes
>
↳
"
servant of husband
always
men
,
:
advertised
-
show
on
good wife guide
respect
attracting
men
→
corset
products beauty products
:
clothing
success
full
hand
,
-
war
,
assesoirs
beauty
,
stockings
King
for
( mouth wash, makeup -1
recipes ,
:
corsets,
:
!
still inferior und
reduced to their
-
using
-
-
-
being Strong
they
only
public sphere
Survive
advertised
,
,
trying
,
.
.
.
pan ,
..
.
-
:
→
very fited
even
rotes
of
but also
ears
.
powerful, Strong
!
-
-
cigaretts
,
and
alcohol ( beer )
Wonnen
Self confidlnt, Independent
-
,
$ !
-
men
. .
( uncomfoitabk ! )
educated the work s and
clothes , Shirts (really
>
serving
bodies
. .
changes
products
sety , seducfive
,
daring
the
looking,
dickes like Makeup , clothes ,
"
>
advertisements :
modern
,
lookinggood
"
being
to
are
in
beautiful, perfectly
are
-
him , under him dumb &good
,
kitchen tools
-
>
stereotypes
:
-
dependant
o bedient
,
Clothing always
-
"
private sphere only !
inferior to
-
1950's advertisements
the
in
houseWife ,
-
→
comfy
things
( Levis )
!
fited spheres ( private /woman ) &
public /men) !
Strong , busy ,
are
but
also
they
are
also
war
King , leading
half naked
Independent , proud ,
-
,
,
Success fiel
sety , seductive,
self confident ,
powerful
Sphere (opened
to both )
-
for pleasure /tun
→
free movement
→
→
not
both
as
fited
can
as
before
enter the other
zero)
comes
and
up
plus
more
athletic , Thin , tuned
:
packt
sit
(size
:
!
, es
self
own
:
↳
men
enorm
average
Living
skinny
y
( ( orsets )
-
-
(due to WWII lack of Food
healthy
,
betty ,
breast , round
but the
,
-
high weist
and
prosperity
sign of
a
big
:
(hohe/ shoulder
figure
howglass
:
well fed
:
1900's
-
wo men
men :
500-500
-
:
:
1290-1060
.
from Sexual oriental ion
gende.rs separated
romantically
and
sattracted to the other
lesbian
gay
a
sexually
to
straight
homosexuell
•
and feel
are
heterosexuell
>
( f. e.
character istics
physica
their
on
intersexlb.io/ogicalsexisritdear
you're
who
=
based
of who you
Sense
=
identity
female , male
,
•
10
~
issues
:
person's
=
Gender issues
~
identity
and
definitions
( Iff f)
f)
,
proud
size
and
(mixed )
more
Q 5.5
f) ⑦ (
05
2101.2021
Gender
.
unter & gender
ffemminism KRRÄh
Gender issues
n
II
e
.
issues
now
-
ISCH
and Athen
⑤hhönhi#ideale im Wendet
:
Shakespeare's
Sonnen
essehhtechttelkonsltrulkltiion
,
Werbung
in der
( Fortsetzung
Ginsburg)
Bader
-
famous feminist from the USA , she served
>
-
she
co
87/1955
age of
founded the
greatest
20201
-
und
a
achievement
:
o
°
and
men
allowing
>
for MEN
advantages
men
able to
are
FEMINISM
:
get
pregnant
an own
some
-
honour for her achievement for
gender
!
equality
jwies (they
belong
without
's
signitwe
a men
→
1974
independence
( 1979 )
12015 )
LGBTG
acceptünu
more
,
mortgage
place)
in all
( American Dreams )
kading positions
private sphere for
and
or
2007
to work had and get
at home
19961
work place ( 19721
at
,
schools
some
bank account
equality
marriage)
Sex
warmen
stay
,
→
wo men
as
server
opening the public
=
about children
cure
of
inspirering
°
allowed to
are
should
Wonnen
°
also
to lie in state
wo man
for 27 yens
→
should all be able to attend the
nomen
protection
°
:
Count
Supreme
equal pay protection
0
BUT
the
in
the first
was
wo men
°
>
judge
Right Project
Wohnens
-
of her
some
→
at the
she died
→
as
unusual
in
and
men
"
„
wohnen
jobs
!
equally
( nwse , Kindergarten ,
. . .
)
Shakespeares Sonetts
>
general information
collection of
written
-
first
-
-
during
adressen to
are
and writers
men
young
a
-
Shakespeare by reading
-
first 126
1609
in
-
the last 28
,
his
Structure of
eitler adressat
are
referat to
or
-
a woman
14 lines
-
metre :
iambic
-
CDCD
x
-
-
x
→
x
-
the hohe
changes
had
never
→
EFEF , GGI
,
pentametre
the heroic couplet
his sonnets
rhyming couplet
+ 1
( ABAB ,
scheme
-
-
Squadraits
→
rhyme
-
-
sonne ts
his
-
heroic
beauty
the
of last and love
vs
dichöd
.
responsibility of
beauty
beautiful ( Sonnets
being
1-1261
5 alter ate
x
-
x
meaning
Art
:
Time
vs.
(time as
emmy of love
an
the March Towards
Hopping
Significana of Sight
the
→
Deaf h ( halting
desto ys love because time
the process towards Math
cause I
by haring
-
issues in the arts
:
rhymes
t
1
( unbetont , betont )
,
rhyming couplet
( fl
line
to
even,
has
.
Is -14 )
s
f.e. birth
wo men
painted
are
for beauty !
→
von
of
flower s
Stars
→
and Trees
stand
→
illustrake the
passage of time , transcience of life ,
Geschlechterrollen
,
↳ the
god of Venus
-
men
are
painted
for achievement
!
↳ still musculw
,
-
-
for Fate , to explorer the nature of free will , stars =p rove that their love is
in
Weather and the Seasons
-
mostly
for
a
>
-
men
>
we
do
Opening
>
>
of
invisability
but
Successfiel
are
time still
long
wohnen
a
private
are
in
offen shows from mirror
=
roman
goddess
her
,
Strong
,
active
,
perspective ,
function
red cap
=
:
love ,
erotic , Ofter
beauty
,
desire ,
weath , high social status )
deborah , success fiel
,
a
Sex
,
fertitity
not much
-
( women
is
feminine
-
men
is
is shown
,
prosper ity ,
shown
→
Pathetic
Fallacy
→
and
in
( start
in arts
public sp here
a
for
workplace ,
1914 , 1914-1925 )
men
→
>
in
that time )
colour
meaning
passive , fertile , beantiful
,
strong )
-
impressionismlindustrial revolution (
in
men
are
and
nomen
painted
beginning
!
→
at home
way cartier
]
red
other
=
in arts
expansive ,
colours
=
only
offen
1860
-
:
rich people could
yellow
was
and brown
never
used
,
use
→
it
easy to make with natural
because
18851
arts than in real life
!
!
to show emotion
not being Limited lfited
in
→
( pain , showing your private
open up rule
standorts
private sphere
Victor
blue
charge
are
→
side, escape
emancipation of
standart expectations of
warmen
society being
,
a
warrior
, no
beauty
permanent
human character ist ics emotions to elements in nature
,
public sphere
!
painted
expressionisten 11905
this
how
skin is
-
in arts
sharing
→
tot of Skin
arts
stereotypes
have
the
wo men
(mirror of time
of homogen als
presentation
no
Kunst ⑧der in der Musik
in der
lots of assesoirs ( gold med als objects
,
,
→
ageing , death
childress )
aging process &
venus
assesoires
no
,
Symbols :
-
volta ( Wendel after f. 12 )
→
-
sillybills (Silben )
-
Darstellung
fade
( imagery of the
eye )
https://www.sparknotes.com/shakespeare/sonnets/themes/
gender
beauty to
couplet
title
a
real
↳ motive
sonnets
-
→
changes
Age of Romantics
the
always try to understand
readers
-
popularity
its
published
first
was
poetry
on
the
-
1592-1598
significant impact
no
different types of romantic love
-
edition of all his sonnets
re covered
-
154 poems
between
complete
-
themes :
>
:
gender focus
they
were
thing ,
not able to make it
-
:
÷
:
§
-5
¥ EE EE
EE
05.012021
ftp./jGf#basiHinweise zur Lösung von Abituraufgabenstellungen
Sprachmittlungsaufgabe
Die Sprachmitlungsaufgabe erfordert die sinngemäte, sehrittnche Zusammenka
ung des wesentlichen Gehaltes eines deutschen Ausgangstextes in der Fremdsprd
Der Ausgangstext bezieht sich meist auf einen aus dem Unterricht vertrauten Te
menbereich, muss aber inhaltlich nicht mit der sich anschließenden Textaufgabe w
knüpft sein. Infrage kommen vor allem anwendungsbezogene Texte, die sichz
auf naturwissenschaftliche, technische oder wirtschaftliche Sachverhalte aktuelk
oder zeitloser Art (in Deutschland) beziehen. Die der Mittlung vorangestellte Au
gabe versucht typischerweise, einen praktischen Kontext herzustellen und z. B
Zweck anzugeben, der beim Schreiben berücksichtigt werden muss. Das könntend
Webseite einer Schule im englischsprachigen Ausland oder ein englischspr
Projekt sein, an dem mehrere Schulen in der EU arbeiten
Sprachmittlung bedeutet nicht, dass Sie eine Ubersetzung vornehmen sollen, sonden
dass Sie die Kernaussagen des deutschen Ausgangstextes in englischer Sprache wie
dergeben. Somit kann bei der Vorbereitung auf diese Aufgabe auch das Kapitel ibe
die Textzusammenfassung hilfreich sein.
Wesentlich ist folgende Vorgehensweise:
Schritt 1
Suchen Sie nach der zentralen A
Schritt 2
Integrieren Sie diese zentrale Aussage in Thren umbrella sentence. Der umbrella sen
tence steht am Anfang Thres Textes und informiert die Leser*innen nicht nur über der
argumentativen Kern des Ausgangstextes, sondern auch über den situativen Rahmer
inklusive Quellenangabe.
Schritt 3
Arrangieren Sie die wichtigsten Punkte um die in Schrit 1 bestimmte Kernaussag
herum.
Schritt 4
Lassen Sie Details und rein illustrative Passagen aus. Wichtig sind die Aussage d
Textes und seine innere Logik. Denken Sie daran, dass fogische und zeitliche Bezig
durch die geschickte Verwendung von Konjunktionen (Z.B. althoueh, as, but, hw
ever if, unless, when) hergesteth werden
VI
2
.
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Textzusammenfassung/gelenkte Textzusammenfassung
Die erste Aufgabe im Prüfungsteil „Schreiben mit integriertem Leseverstehen" zielt
in der Regel auf das Textverstehen, d. h., sie beinhaltet in gelenkter oder allgemeiner
Form die Erstellung einer Zusammenfassung, deren Länge in aller Regel zwischen
25 und 30 % des Ausgangstextes beträgt.
Warum wird eine Zusammenfassung geschrieben
Die Zusammenfassung hat eine Schlüsselfunktion in der Vorbereitung der Textana
lyse und der Interpretation. Zunächst muss man sicher sein, dass auch wirklich erfasst
worden ist. worum es in dem Text geht. Erst dann ist es möglich, den Text auf Aufbau
Argumentationsweise, Sprache und Stilmittel, d.h. in Bezug auf seine Gestaltungs-
mittel zu untersuchen. Erst wenn die Textaussage und die Textgestaltung klar erfasst
sind. kann man sich der Textauslegung, der Interpretation und der Analyse der Bedeu
tung des Textes zuwenden d.h., erst dann kann der Text auch in einem größeren in
haltlichen oder stilistischen Zusammenhang betrachtet werden
Wie wird eine Zusammenfassung vorbereitet
Jede inhaltliche Zusammenfassung beginnt mit einem umbrella sentenee, der (soweit
bekannt) Angaben zum Autor oder zur Autorin, zur Textsorte, zum Zeitpunkt des
Entstehens und zum thematischen Schwerpunkt des Textes enthält
Die Gliederung des Textes entwickelt sich bei Sachtexten aus folgenden Leitfragen
Um welches Thema/Problem geht es
Was will der Autor oder die Autorin aussagen
Wie baut er oder sie die Argumentation auf
Welche weitergehende Stellungnahme wird in den Folgeaufgaben verlangt
Bei literarischen Texten als Klausurvorlage steht nicht der argumentative Charakter
im Vordergrund. Es handelt sich in aller Regel um Momentaufnahmen aus einem grö-
Beren Zusammenhang, welcher in dieser Situation unbekannt bleibt. Die Gliederung
des Textes ergibt sich aus Leitfragen wie z. B
Welche Situation treffen wir an
Wer sind die Hauptfiguren und wie verhalten sie sich
Welche Grundstimmung finden wir vor
Um welches Thema/Problem geht es
Wie ist der Text struktunert
Für welche weitergehende Fragestellung werden Informationen benötigt
In jedem Falle ist bei diesen Leitfragen immer wieder zu entscheiden
Was ist rein ornamental, also ausschmückendes Beiwerk
Was
Bei der Entscheidung, was man weglassen kann, helfen Überlegungen wie: „Könnte
ch den Text verstehen, wenn mir diese Information nicht zur Verfügung gestellt wür
de?
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4
-
Was ist beim Schreiben zu beachten
ni
e notlmetgetn
lässlich sein
oa in
uner
ent Beaahehen de bene madngne
amenemunki der Zusammeniassung biden
evird die Zusammenfassung formal und sprachlich gestautet
Tedänge: Der Umfang der Zusammenfassung legt meist zwischen snem Vo
etund einem Dritel der Länge der Textvor
tempus Ene Zusammentassung wird im Prsen verasst. Im Lext vorkomn
de Vor- bzw. Nachzeitgkeit bleibt erhalten
Bezüge:Peronen.Zeiund Onrsbezüge werden wie in der ndtekien Redam
iomaksowindz.B.Izuheodershe,yesterdaywidzuthedaybejoreherev
zu there
Tabus: Die Zusammenfassung enthält weder direkte Rede oder Zitate noch enm
wertende persönliche Stellungnahme
Sprachlich tendient die Zusammenfassung zu einem leicht genobenen Nveau und Ab
raktionsgrad. Sie isteherkonzeptuell als berichtend oder ausschmückend; dies undd
Textlänge unterscheiden sie von der Nacherzählung, Ein höherer Abstraktionsgn
verlangt die Verwendung von Kürzungsmitteln
emeinbegriffe (wie z.B.fruit anstelle von „oranges, apples and grapes")
ube
reifend einschätzende Verben (wie z. B. to focus on, to claim, to mainiam
to criticise, to report, to illustrate
generalisierende Adjektive (wie z.B. to be worried about, to be reluctant, tob
concerned with
) und
njunktionen: temporale (before, when), kausale (because, as, so), konditiona
(if, unless), konzessive (though, although), kontrastive (but, instead of) und konse
kutive (so that, thus) Bindewörter
Analvse
Prinzipiell können sich Aufgaben zur Analyse zum einen auf die Textanalyse im en
geren Sinne beziehen, zum anderen auf zusätzliches Material oder auf im Unterrich
Erarbeitetes.
Bei der Analyse im engeren Sinne geht es um Facetten der Textstrukturierun
Textgestaltung, die aufzuzeigen sind: es kann zusätzlich gefordert sein, das Ver
hältnis zwischen den Gestaltungsmitteln und dem Inhalt, der Atmosphäre oder de
extaussage auszuloten, d.h. die Funktion der Gestaltungsmittel zu bestimmen
als Teil der Interpretation (siehe a)
.
µ
05.01.2021
( JSC )
-
basics
-
Eine weitere Variante der Textanalyse besteht in der Verknüpfung der Textvorla
ge mit einem zusätzlich in der Aufgabe zur Verfügung gestellten Material (z. B
ein Cartoon oder eine Statistik/ein Diagramm; siehe b)
Ebenso können Sie aufgefordert werden, die Informationen des vorliegenden neu
en Textes zu im Unterricht Gelesenem und Diskutiertem in Bezug zu setzen
(siehe c).
a) Auf der Basis der Zusammenfassung und dem so gewährleisteten Textüberblick
wird das erworbene Wissen systematisch auf den Text angewendet. Wenn in der
Aufgabenstellung keine weiteren Hinweise gegeben werden, so ist der Text da
raufhin zu scannen, welche Gestaltungsmittel besonders in den Vordergrund tre
ten. Das Scannen kann sich beziehen auf:
die Wortwahl (Register, Häufigkeiten)
den Satzbau (komplex/einfach)
Stilmittel (z. B. Kontrast, Parallelität, Wiederholung) und
Sprachfiguren (z. B. Vergleich, Metapher
Mit dem Aufzeigen von Textgestaltungsmerkmalen kann die Aufgabenstellung er
füllt sein, in vielen Fällen allerdings ist sie das Fundament für eine weiterführende
Betrachtung, die über die formale Analyse hinausgeht. Hier stellt sich die Frage
nach dem Zusammenwirken von Form und Inhalt, d. h., die Gestaltungsmittel wer-
den auf ihre Funktion oder Wirkung hin überprüft. Inwiefern unterstützen sie die
Textaussage oder unterlaufen sie diese, z. B. in der Satire oder der Parodie
b) Bei der Verbindung von neuem Text mit einem zusätzlichen Material (z. B. einem
Cartoon, einem Werbeplakat oder einer Statistik) enthält die Aufgabenstellung mit
großer Wahrscheinlichkeit einen Hinweis auf gewünschte Anknüpfungspunkte
zwischen den beiden Materialien (siehe LK 2015-9, GK 2019-6). Dennoch ist es
wesentlich. sich mit dem Inhalt des zusätzlichen Materials auseinanderzusetzen
bevor auf mögliche Vergleichsmerkmale mit dem Text Bezug genommen wird
Handelt es sich bei dem zusätzlichen Material um eine Statistik, sollten Sie sich
zunächst über die Art des vorliegenden Diagramms klar werden und dieses dann
genauer beschreiben. (Hilfreiche Formulierungen hierfür finden Sie auf den Sei
ten XVII-XIX.
Handelt es sich um einen Cartoon, ist es Thre Aufgabe, die in Bild und Schrft
dargestellte Botschaft des Zeichners zu dekodieren und in einen logischen Kon
text zu stellen. Dies sollte in den folgenden Schritten erfolgen
Beschreibung der im Cartoon dargestellten Personen, der Situation oder Aktion sowie der Textanteile (z. B. Sprechblasen, Bildunterschriften) im Prä-
sens (simple present, present progressive)
Erkennen des im Cartoon angesprochenen Problems, Bezug der dargestellten Szene auf die (momentane) politische oder gesellschaftliche Situation
wichtige Informationen hierfür können in Bildunterschrift oder Sprechbla
sen enthalten sein),
3 vgl. Glossary ofliteraryterms (S. XX f.
5
.
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kobe
Boh e paega
enninisse und Informatonen
e
wenCainmSadeeA
men
ndeheshunen Werbephkat Be wichig sowon2hv
e Bnh mmh M eet
er-
mn Kmn an d Bia de de annen
wanendeneneecnzoll Ncht schen tiet die Budoearoeiung dazuhe d
emnemenehnach fbleendes Vorchen zur Analyseees Herepbka
ue Beschreibung des Posters: Was wird dargestellt Wer wirbt mit dn
Plakat? Wofür wird geworben
Beschreibung des Posters im Detail: Gehen Sie bei autwändigeren Plaka
am besten systematisch vor, indem Sie das Plakat von unten nach oben bz
mks nach rechts oder erst Vorder- und dann Hintergrund beschreiben. Wei
en Sie dabei auf auffällige Details hin, die den Gesamteindruck des Poster
verstärken. Geben Sie die Texte in Ihren eigenen Worten wieder
Herstellen einer Beziehung zwischen Werbetext und Abbildung: Gibt e
ironische) Widersprüche zwischen Bild und Text? Ergänzen sich die beider
Komponenten? Verstärkt der Text bzw. das Bild bestimmte Eindrücke
Analysieren des Effekts des Posters: Wer soll angesprochen werden? Wel
che Absicht steckt dahinter? Wie wird die Botschaft vermittelt? Wird der
beabsichtigte Effekt beim Beobachter erzielt? (Hilfreiche Formulierunger
zur Analyse eines Werbeplakats finden Sie auf Seite X V1.
) Auch wenn ein Bezug von bereits Gelerntem zum neuen Text gewünschtist. wirdin
der Regel die Aufgabenstellung die weitere Herangehensweise steuern. Sollte die
Aufgabenstellung sehr allgemein sein, so müssen mögliche Anknüpfungspunkt
kurz durchdacht werden. In einem weiteren Schritt ist dann z. B. zu klären. oh
und, wenn ja, inwiefern sich Gelerntes und Neues widersprechen oder ergänzen
Persönliche Stellungnahme/Kommentar und Diskussion
Traditionellerweise erforden die Lösung der letzten Aufgabe eine persönliche Stl
ungnahme, einen kritischen Kommentar oder eine analytisch orientierte Diskussion
uweuen intt an die Stelle dieser Anforderung die sogenannte kreative, gestalterisch
Auigabe, die im Rahmen einer Textsonenbindung bei der inhaltichen Ausgestalun
einen gröberen Spielraum für das Einbringen eigener Ideen bietet
X
6
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In einer persönlichen Stellungnahme oder einem Kommentar wird von Ihnen er
wartet, dass Sie Ihre eigene Meinung zu dem gegebenen Problem äußern. Damit steht
es Thnen frei, das Problem u. U. auch sehr emotional und unter Bezug auf Ihre eige
nen Erfahrungen und ganz persönlichen Wertvorstellungen zu beleuchten
owind von Ineneranet doSeenenodermehere Haunianckieznswihlenun
diese Auswahl kurz reflektieren und begründen. Diese Aspekte werden systematisch
bearbeitet und Thesen dazu aufgestellt. Uber eine eng gefasste persönliche Stellung
nahme hinaus sollte eine Einbettung der Problemstellung und der Hauptaspekte in ei
nen größeren Kontext vorgenommen werden
Im Rahmen einer Diskussion sollten Sie möglichst viele Facetten eines Problems ent
falten, analytisch durchdringen und eine Bewertung vornehmen. Die Grundlagen die
ser Bewertung müssen offengelegt und reflektiert werden
Die Diskussion ist mehr der analytischen Schärfe verpflichtet und weniger den Be
dürfnissen und Emotionen des Einzelnen. Sie können also bei der Diskussion eines
Problems zu anderen Ergebnissen kommen als bei einer persönlichen Stellungnahme
zu demselben Problem.
Methodisch empfiehlt es sich, vor dem Schreiben eine Stichwortsammlung zu erstel
len, zusammengehörige Stichworte zu bündeln und in eine sinnvolle und für die
Leserschaft nachvollziehbare Anordnung zu bringen. Immer mit Blick auf den
Adressaten und die Adressatin ist beim Schreiben zu entscheiden, an welchen Stellen
Beispiele/illustrierende Passagen eingefügt werden
Ausdrucksvermögen
Die Ausdrucksweise jedes Menschen ist sehr individuell, daher sind allgemeine Aus-
sagen zur Stlverbesserung schwierig. Allerdings haben Sie bereits gelesen, welche
Kriterien der Bewertung des Ausdrucksvermögens zugrunde liegen. Bei der Vorbe-
reitung Ihrer Prüfung ist also die Aneignung bzw. Wiederholung des themen- und
aufgabenspezifischen Fachvokabulars wichtig. Grundlage sollten Ihre im Unterricht
erworbenen Kenntnisse sein. Es gibt auch zahlreiche Veröffentlichungen, in denen
der Oberstufenwortschatz thematisch gegliedert dargeboten wird (z. B. der Band
Englisch-KOMPAKT Wortschatz Oberstufe" des Stark Verlages, Best.-Nr. 90462D
oder das .Abitur-Training Englisch Themenwortschatz , Best.-Nr. 3245ID)
Fine Vielzahl von hilfreichen Wendungen zur Strukturierung von Texten
enthalten unsere ..MindCards“. Scannen Sie einfach die OR-Codes oder
verwenden Sie folgende Links, um zur Web-App zu gelangen
https://www.stark-verlag.de/mindeards/writng-2
huns://www.stark-verlag.de/mindeards/speaking-2
Speaking
Writing
X
e
7
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8
-
.1 Konnektoren
Vee
Einleitung
tis undeniably true that
es steht außer Zweifel, dass
de
eomeesiorgoen ta(eswird mancnuntveraesen nm
mobem tatisolen debaed nowadays is that of Heuuage winw
ber
diskutiert)
Fortführung
a S
a number of key issues arise from
che Fragen
what it boils down to is
ergeben sich einige grundsär
letzilich läuft es auf Folgendes hinaus
3.Bestätigung
should be stressed that .. (man sollte betonen, dass
t would be ridiculous to assert that
haupten, dass .
it is undoubtedly true that
(es wäre geradezu lächerlich zu b
zweifellos
4.Zweifel
(es ist fraglich, ob ..
(es wird sich zeigen, ob
itmay well be that.. (es kann sehr wohl sein, dass
but I wonder whether
it is certainly true that
(es ist sicher richng
dass
aber ich frage mich, ob
it is questionable whether
it remains to be seen whether
Missbilligung
tis hard to agree with.. (es fällt schwer, mit
offers no solution to
hould not go unchallenged (
men werden
bietet keinerlei Lösungsansatz
sollte nicht unwidersprochen hingenon
find it impossible to accept .. (ich kann
XiV
ibereinzustimmen
einfach nicht akzentieren
.
[ 4) ⑦ ( JSC )
05.01.2021
ubasics
9
-
Betonung einzelner Gesichtspunkte
it should never be forgotten that
man sollte nie vergessen, dass
especially in view of .. (besonders im Hinblick auf
next I wish to focus our attention on
als Nächstes möchte ich unser
Augenmerk auf ... lenken
what is more
hinzu kommt noch, dass
he chief feature of . (das Hauptmerkmal
.Vergleich, Hinzufügung, Verbindung
as for
first of all
as far as
was
betrifn
finally ... (zunächst
is concerned ... (was
betriff
next
dann
there is a fundamental difference between
(es besteht ein grundlegender
Unterschied zwischen
as regards
was
schlieblich
angeht
.Persönliche Sichtweise
in my opinion
(meiner Meinung nach
my own view of this is that
(meiner Meinung nach
it seems to me that
(mir scheint
I feel strongly that
(ich bin der Uberzeugung, dass
9.Andere Sichtweise
this line of thinking leads to
dieser Gedankengang führt zu
which brings us to another side of the question ( was eine andere Frage
draws our attention to the fact that
macht uns darauf aufmerksam
dass ...
10. Zitate, Beispiele
take the case of... (wenn man zum Beispiel
nimmt
to illustrate the truth of this (um das zu veranschaulichen
a single, but strking example of
according to
this passage serves to illustrate
11.
. (ein gutes Beispiel für
(laut.)
dieser Absatz veranschaulicht
These
the first thing that needs to be said is
zunächst einmal sollte man darauf
hinweisen, dass
we must distinguish carefully between
(man muss sorgfältig zwischen
nterscheiden
this brings us to the question of whether
it is worth stating at this point that
(daraus ergibt sich die Frage
(an dieser Stelle sollte man darauf hin-
weisen, dass
XV
.
€47 ( (ff )
05.012021
12. Antithese
nbasics
10
-
.
consider ... (mankann das Probetrachten)
blem aber auch aus anderer Sicht
ist jedoch eine vollig
nis, however, a totally unjustified assumption (...
another way of looking at
this question is
berechtigte Annahme)
it would be more accurate to say
13. Synthese
how can we reconcile
to
that ... (es ware
richtiger zu
thesecontradictory viewpoints?(wie lassen sich diese
it is easy to believe that
but the truth is that
...
(man konnte
annehmen,
aber in Wahrheit ...)
14. Schluss
what conclusion can be drawn from all this? (welche Schlussfolgerungen las-
sen sich aus all dem ziehen?)
(letzten Endes)
ultimately, then,
to assume that
nevertheless, at the end of the day it is safe
dass . . .)
man letzten Endes davon ausgehen,
...
(dennoch kann
in all (zusammenfassend)
(daher unterstutze ich .../ lehne ich . . . ab)
therefore reject/support
all
in a nutshell . . . (kurzum)
die Aufgabenstellung bezogeBlick auf die Art der
nen inhaltlichen Kriterien, sondern auf jeden Fall auch mit
sprachlichen Gestaltung durcharbeiten.
die Musterlosungen
in diesem Band
nicht nur nach auf
5.2 Beschreibung eines Werbeplakats
Formulierungen
poster is about/represents/reveals/shows .
The photograph/image depicts
It is an example of. . ./There is a reference to
The poster criticises/points out ..
This
The image suggests . . ./ conveys the impression that
The image draws attention to
The image is manipulated
The text explains .../is an appeal to
The slogan hints at ../The explanatory text describes
/ There iS a contrast between
Text and image contradict each other because
The tone of the poster
an atmosphere of
A positive impression is conveyed by
It creates
The poster catches and holds the viewer's attention
The text is manipulative as
because
€47 ( Iff )
05.01.2021
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basics
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eschreibung eines Cartoons
Formulierungen
In the apper left-hand corner/in the
lower right-hand corner
oreground/in the background
right-hand side/on the left-hand side
At first sight, one believes
The cartoon displays/shows .
in the
On the
The title of the cartoon refers to
In the speech bubbles (Sprechblasen), the cartoonist indicates
The caption (Bildunterschrift) alludes to/implies
The message is clear to see
1. .
There is evidence that
The cartoonist makes fun of
From the cartoonist's point of view
The cartoon displays the same topic as the text at hand, but shows another
perspective on the issue
The cartoon is
more convincing than the arguments given in the text
5.4 Beschreibung eines Diagramms
Diagrammarten
bar chart/graph
flow chart
(Balken-, Saulendiagramm)
(Flussdiagramm)
line graph
pie chart
(Kurvendiagramm)
(Kreisdiagramm, Kuchendiagramm)
11
.
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Answer
Question
a) What are the conditions that
would bring about multiculfuralism in a positive sense
according to the author?
b)
Which group makes il the most
difficult to create feeling of
individual rightsShould he
guaranteed to everyone
different groups shous,
each
other (ct. 1. 30 /31)ESpec
white
British people (ct. 1 4145
national identity?
table
organisation(al) chart
(Tabelle)
(Organigramm)
Beschreibung des Diagramms
In December, sales stood at $ 22 million.
Losses stayed at $2 million per month
between January and March.
sich belaufen auf, betragen
to stand at
to remain/stay at
to amount to
to rise/go up/increase by ...
to rise/go up/increase
from
to
Costs rose
by 5 % to 25 %.
Profits went up
from 20 % to 25 %.
to
an increase/a rise of
There was an increase/a rise of 5 %.
an increase/a growth in
There was an increase in sales.
to rocket
in die Hohe schieBen
to surge
dramatisch zunehmen
to double/treble/quadruple
sich verdoppeln/verdreifachen/vervierfachn
to increase five-fold, six-fold
to
in die Hohe schnellen
jump to
to drop/go down/decrease/fall
by
Expenses dropped by $ 55,000 to $ 320.000.
to
to drop/go
from
down/decrease/fall
Interest rates decreased from 18 % to 16%.
to
a drop/decrease/fall of
a drop/decrease/fall in
There was
drop/decrease/fall of 2%.
Companies experienced a drop/decrease/
fall in sales.
plummet
to slump
to
to fall to
trough
to peak at
to reach a peak of
stark zuriickgehen
auf einen Tiefstand fallen
einen Hochststand erreichen bei
units in December.
in
Sales reached a peak of 5,000 units
Sales peaked at 5.000
December.
.
[ 4) ⑦ ( (ff )
05.01.2021
ubasics
13
-
.
sich einpendeln bei
to level off/out at ...
Sales levelled out at 4,000 units.
figures do not change
The figures have not changed for years.
to bottom out at
Our market share bottomed out later that year
at
to
reach their/its lowest at
around 25 %.
Profits reached their lowest
at
slightly/steadly/dramatically/
Sales figures have fallen slightly.
sharply
Profits have gone up continually.
continually (stetig)/
gradually (allmahlich)
(in)significantly ((un)bedeutend)/ Growth is expected to rise insignificantly.
negligibly (geringfugig)
Formulierungen
The pie chart shows
an organisation chart of
demonstrates
table gives information about
This is
The bar graph
This
The
pie chart compares
As you can see from the pie chart
Its most significant feature IS
The horizontal axis represents
The dotted line on the graph represents
The figures in the table show that
The figures prove that .
The statistics suggest that
The diagram makes it
This implies that
There is evidence that
clear that
05.012021
4) ⑦ ( (ff )
Pathway
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basics
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5.505
14
.
4) ⑦ ( JSC )
05.01.2021
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basics
15
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.
Useful phrases and words for characterizations
The author
describes
the characteristics
of
appearance
intellectual qualities
outward
mood
activities
social and
psychological condition
points out the characteristics
of
gives characterization of
characterizes
(a person as ...)
realistic
gives a detailed description of
only gives a rough description of
the character is
described
as
presented
characterized
the basic traits of A's character are
one of A's striking characteristics is ...
A stands
in clear contrast to
Behaviour
to show
good
Character traits
self-controlled
easily excited
balanced
irritable
calm
impulsive
reicbw
patient
intemperate
moderate
impatient
tolerant
bad-tempered
friendly
intolerant
good-natured
benevolent wohlwollend
sensitive
cruel grausam
modest
brutal
self-centered
obstinate
aggressive
stubborn
hartnäckig
bad
polite
impolite
to behave
well
badly
Feelings
politely
to feel
to control/discipline one's behaviour
pricks of conscience
guilty
innocent
sb's behaviour is
upstanding
repentant
eccentric
to be sorry for
naughty
to have a
guilty
nasty
troubled
infamous
tortured
conscience
impudent
to
sb for his/her behaviour
hopeful
optimistic
blame
confident
courageous
criticize
desperate
pessimistic
feel sympathy towards sb
fearful
to reprove
to be/feel
Short stor 0@ S
16
.
While theoth by fadie Smith
↳ Mit lat
↳
Pakistani culture , hates Western culture
fighps for sth
,
connect to
:
parents
by the action of their
hurt
are
.
he has no
/ Margit : wants to
iaea of
(they stick to their culture )
sons
→
fully adapt
to British culture (changes
organisation
Mill at : join , islamic
,
Mag it tully
in Front of his
name
leaves his culture behind him
by Eudow Kutty: story of initiation V (hovion camp flie J - od ladies
A Vist of Charity
!
Kind)
→
be comes scientists
home)
Horlon : aspacts of life (oguing) lonlina as , childish,..
(O2: South AfiCl)
to Lloof Grange
como
by Dons
Lassin
feminism Gender rotes )
,
racism
isolation
,
Immigration
nst tithed to hot dimate,
würg
g-
10 witchcraft
for
racism
,
White
gap black
,
social structure
Lstrudure: whins: mastr, blaks : Serant
cool IV.AN" for
Gideon
Son
- Teddy (f yoce old) arready hos pejudics towolds blacks
org
daw Toody
31 magicina (fathar dow
hurs hs
disobeys) mother thonks Ged not
Gideon
whits dachor could
not wort blac: madicin) but
Gideon
nd acapt thot blocks know
fo them.
roles) solops her!
inWel
always has fo
airival of jaikels hiss cile hod soiiom to fal fo
M. Gale think with
colc Gf hor
Galo Falay
jorgy she shoud
i f His. Dower
hos wowy of shan him
al the
hove
hou
much
for thet
be ols not
L Ms. Bales
2
Brave New World (hp
-
.
→
→
→
Double
-
-
-
psychologie
ambition
bis they wat
)
Helix ( Nancy Westin
possibility
we
is so
get
is
of
so
far
creating
we
"
QI
get nearly
wish baby
too much power
more
over
"
→
nature
:
and
topic
endless
worries :
→
we
:
:
:
power
→
science &
Option
s
→
Ideen
of
cannot have that power
uncontrdlabk
→
more
harm than
:
during
→
count
→
do
→
we
books ,
factor :
not show any
transgene
and
power &ambition ,
only Important
tics ,
dangerous
help !
→
→
babies with
an
babies
only possibilities
technology
technology
tests
→
fwtherconsequenc.es for
more
&
science
classical conditioning
with
thisk about
doctors & scientists do not
science
if
manipulation
al
( Q} ) topic
Huxley
Aldous
cloning
get
example : seichtist
to many
Hauers ,
see
sirens
resnlts
of
& responsabilifieg
and electric
experiments
( they
shocks
( they should
have the
power of
learn
doing
a
what
new
reflex )
they
power & ambition
,
so
there won't be any
tics
using transgene
possibilities
warf )
regpcnsabilities
altering owgenetic makeup
→
possibilities
secretly
and do not this" about
→
)
21
diseases anymore ( Trisomie ,
many eggs die
respossabilities
,
. . .
→
everybody
living people feel strange
,
would be
. . .
( dangerous mix of power ambition and science )
-
"
per feet
"
!