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Use of supporting items
Objects can provide very tangible starting points for teaching this theme. One of several
approaches might be used. Nicholas Gage describes
in his autobiography how, when
emigrating from Greece to the USA as a young person in 1949, he took four objects to remind
him of his homeland. This can prompt thoughts as to what pupils would take with them were
they to leave their homeland and lead to discussion of homelands. This can be a particularly
worthwhile exercise when foreign pupils are involved. Supporting items of this nature are also
to be found in museums and archives.
3.3. Teaching techniques
Use of extramural study areas/one's own area as a field of study
The area around pupils' homes or schools can be investigated in search of traces of immigration
and
emigration, eg in relation to particular buildings such as churches, synagogues and
mosques, shops or
restaurants run by immigrants, monuments and memorial tablets,
street
names etc. Certain museum or archive exhibits may also fit the theme.
Oral history survey
Biographical episodes can give quite immediate access to aspects of the theme. Surveys may
take written form (questionnaires) but interviews are also a possibility. A framework for
questions should be worked out jointly so that a maximum of information may be gleaned. It
should not be forgotten that pupils are generally not familiar
with interviewing techniques, so
some preparation is necessary. Another problem area is analysing and evaluating information
that often carries subjective overtones and fitting it into the historical context
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.
Questions put to experts
A generally less delicate exercise than the oral history survey is putting questions to experts.
Questions may be put to experts responsible for immigration
and emigration matters in
institutions such as public authorities, churches and charity organisations.
Role-play
Role-play is particularly well suited for imagining oneself in situations and comprehending
decisions that were taken. For history studies role-play is particularly useful when the situation
to be played out is very close to the true situation. Pupils are given as much information as
possible to ensure this. Possible scenarios are: a family must decide whether to remain in its
homeland or go to live in another country; a family that has been established in a host country
for a long time discusses the topic of whether it migrated to its homeland or abroad; a family that
has settled discusses foreign fellow citizens in the neighbourhood and whether they regard the
latter as foreigners or new neighbours. Information and views are passed on
inter alia
in the
preparatory phase and the more detailed discussion following the role-play.
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Compilations of video material featuring oral history surveys may also be used for teaching purposes.
The following episodes in the series "Bavaria in the post-war period", available
from the film archive
services, feature interviews about migration: Everyday life in the post-war period; Flight/expulsion/return;
Life - a woman's view.
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Another means of better understanding others is to imagine oneself as coming from another
country.
A Dutch pupil, for example, could "assume the identity" of a German, inventing a name
and place of birth and realistic biographical details with the help of a history textbook. This
might be followed up by the pupil imagining himself in given situations and describing the
thoughts and feelings of the imaginary person.
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