Alfried Krupp-Schülerlabor


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Student Laboratory

 

Schülerlabor_1 Schülerlabor_2 Schülerlabor_3

Introducing the Alfred Krupp student laboratory section “humanities and social sciences”

Since 2010 the Ruhr University – as only university in the German-speaking area – has been offering courses from the field of humanities, social and sport sciences for the student laboratory. We intend to provide pupils with a first insight into both academic research and campus life. Besides issuing curriculum-orientated topics we also attach great importance to discussing aspects which are not dealt with in the classroom. In this context working with concrete objects is essential: the Ruhr University’s numerous libraries, archive resources and art collections offer a great variety of material to practice the contact with interesting originals and to develop scientific research questions on the basis of these objects. The student laboratory further cooperates with local museums, archives and libraries.
The student laboratory also offers various opportunities for the academic teacher training: advanced student teachers can gain initial teaching experience in a “well-protected”, non-school learning environment. They can develop, test and evaluate projects for their degree theses. This creates new opportunities, particularly in the context of teaching/learning research: the student laboratory offers students the chance for interdisciplinary research and the concrete work with pupils enhances their practical teaching experience.


 

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All recent projects of the Alfried Krupp Student Laboratory can also be accsessed via the links above.

 

Fear, hate, shame and honour

The capability of emotions to create and destroy communities


How have the social relations between Jewish and non-Jewish Germans been changing under the NS regime, reaching until total exclusion and violent persecution? In the field of history sciences, it is discussed to what extend there was a change of emotions in German society that has significantly affected the life together of Jews and non-Jews. We investigate this historical question in the student laboratory, using selected sources.


Content

The pupils are investigating the effects of anti-Semitic policies in the Nazi state (1933-1939) on social relations between Jews and non-Jews. The focus lies on the historical analysis of emotions. The aim is to discuss critically to what extent emotions help to explain why the Jews were excluded, isolated and persecuted. Pupils use sources from an edition dealing with the persecution and execution of European Jews as well as Jewish self-testimonies from the archives of the Leo Baeck Institute. Sources are available as written or sound material. Pupils are also introduced to the method of historical argumentation which allows them to write an argumentative essay at the end of the project.
The student laboratory supports a PhD project that investigates pupils’ competencies of historical argumentation. It provides significant data concerning the pupils’ historical beliefs, their interests and their historical knowledge. The project is related to the Inhaltsfeld 5 „Die Zeit des Nationalsozialismus – Voraussetzungen, Herrschaftsstrukturen, Nachwirkungen und Deutungen“ of the Kernlehrplans Geschichte (Sekundarstufe II).


A project by the Faculty of History Sciences, History Department, History Didactics, Marcel Mierwald (M.Ed.).

Organisational Issues

This project

  • Addresses pupils of the Oberstufe
  • Subject: history
  • Groups up to 30 persons
  • Takes place from 9 am to 3.30 pm
  • No fees

For further information, please contact the Student Laboratory:
(Tel.: 0234 / 32 24723, @: schuelerlabor-gg@rub.de).


Niemals vergessen?!

Erinnerung an die NS-Zeit als Gegenstand historischer Forschung


Für Gemeinschaften hat die Erinnerung der eigenen Vergangenheit eine große Bedeutung. In Deutschland steht vor allem die Zeit des Nationalsozialismus im Fokus der Erinnerungskultur. Angesichts des Grauens des Zweiten Weltkriegs und des Holocausts wurde wiederholt die Forderung „Niemals vergessen!“ geäußert. Doch auch die Erinnerung an die NS-Zeit ist selektiv. Welche Geschichte des Nationalsozialismus wurde von wem erinnert und zu welchem Zweck erzählt? Im Schülerlabor gehen wir diesen Fragen exemplarisch an einem lokalen Fallbeispiel nach: der Erinnerung an Massenerschießungen durch Gestapo-Mitglieder in Dortmund im März und April 1945.


Inhalt

Seit einigen Jahren widmen sich Historiker verstärkt der wissenschaftlichen Analyse von Erinnerungskulturen. Sie untersuchen, wie Vergangenheit in Erinnerungsdiskursen immer wieder neu erzählt wird. Im Schülerlabor erforschen wir die Konstruktion von Erinnerung und beschäftigen uns u.a. mit der Errichtung eines Mahnmals in der Dortmunder Bittermark und der Organisation von Gedenkveranstaltungen, die seit 1945 jährlich durchgeführt werden und große mediale Aufmerksamkeit erfahren. Die Schülerinnen und Schüler vollziehen dabei im Schülerlabor den historischen Forschungsprozess nach: Ausgehend von der Entwicklung eigener historischer Fragen, zu denen sie ein Training erhalten, analysieren sie selbstständig Quellenmaterial aus dem Dortmunder Stadtarchiv und verfassen ein Exposé zu ihrer Frage-stellung und ihren Hypothesen.
Im Rahmen eines Dissertationsvorhabens werden in diesem Projekt die Fähigkeiten der Schülerinnen und Schüler zum historischen Fragen erfasst und Daten erhoben.
Das Projekt ist im Inhaltsfeld 5 der Sekundarstufe II (Die Zeit des Nationalsozialismus) verortet und zeichnet sich zudem durch einen methodischen Schwerpunkt aus. Die Fähigkeit zur Entwicklung historischer Fragen, die einen grundlegenden Baustein historischen Denkens darstellt, wird gezielt gefördert.

Ein Projekt der Fakultät für Geschichtswissenschaft, Didaktik der Geschichte, Lena Behrendt (M.Ed./M.A.)

Organisatorisches

Dieses Projekt

  • richtet sich an Schülerinnen und Schüler der
    • Oberstufe
  • Schulfächer:
    • Geschichte
  • dauert von 9 bis etwa 15.30 Uhr (inkl. Mittagspause).
  • ist ohne Kostenbeteiligung.

Bei Fragen zu diesem Projekt wenden Sie sich bitte an den Bereich Geisteswissenschaften des Schülerlabors
(Tel.: 0234 / 32 24723, @: schuelerlabor-gg@rub.de).

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Bochum in World War I

Pupils do museum work


In the anniversary year of 2014, the First World War has been the topic in public discourses on history. Especially, the question of responsibility for the war became the centre of media debate, which was also promoted by Christopher Clark’s book “Die Schlafwandler.” How did the people, far away from great politics, experience the war? To what extent were the citizens of Bochum involved in the war? What did they experience at the front and at home? What traces were left in both their heads and in the Bochum townscape?


Content

Pupils can find answers to these questions in the exhibition “Zwischen Heimat und Front – Bochum im Ersten Weltkrieg“ (Between the front and back home – Bochum in World War I), organised by the Bochum town archive. On the basis of six main topics, reaching from experiences of the front in Belgium to local memory culture, people are guided through the exhibition by history students. They get involved with sources and objects actively and adopt different perspectives on the war. Pupils approach the temporally and emotionally foreign experience of the war through regional history, allowing them to connect the historical events with their individual living environment. The project was didactically conceptualised as cooperation between students of the Ruhr Universiry and the Bochumer Zentrum für Stadtgeschichte. The project responds to both media presence of World War I memory culture and the Inhaltsfeld 8 des Kernlehrplans Geschichte für die Sekundarstufe I („Imperialismus und Erster Weltkrieg“). Ideally, students already have a general overview knowledge on the topic.


A project by the Faculty of History Sciences, History Department, History Didactics, Dirk Urbach; cooperation with the Stadtarchiv/Bochumer Zentrum für Stadtgeschichte.

Organisational Issues

This project

  • Addresses pupils of the Oberstufe/Mittelstufe (year 8/9)
  • Subject: history
  • Groups up to 30 persons
  • Takes place from 10 am to 4 pm at the Stadtarchiv/Bochumer Zentrum für Stadtgeschichte
  • No fees

For further information, please contact the Student Laboratory:
(Tel.: 0234 / 32 24723, @: schuelerlabor-gg@rub.de).


Messengers of Endkampf and denazification

What Westphalian archaeological findings can tell about the history of the Third Reich


Ammunition cases, cap badges, belt buckles and coins – the remains of the period between 1933 and 1945 can be still found on German fields. If we ask the right questions, these findings can tell a lot about the history of the Third Reich.


Content

Artefacts and objects are often neglected as approach to history. This project wants to make use of them. Westphalian archaeological findings and selected sources allow pupils to get a comprehensive picture of the topic “National Socialism and Second World War.” Four stations are conceptualised where students can work on the topics air and shellfire, forced labour, youth at war (pupil soldiers) and denazification. They are guided by history students. The main research questions are first, what historical knowledge can be gained by the artefacts and second, what new questions raise as consequence of the sources: What types of objects are we dealing with? How did they get there? What do they “tell” us, especially against the background of other sources? Pupils are encouraged to learn how to contextualise sources and how to evaluate them in terms of meaningfulness: How meaningful are artefacts for investigating a historical topic? Are they an even better approach to historical topics?


The project relates to the Inhaltsfeld 10Nationalsozialismus und Zweiter Weltkrieg“ des Kernlehrplans Geschichte (Sekundarstufe I).

A project by the Faculty of History Sciences, History Department, History Didactics, PD Nicola Brauch, Ingmar Kemper.

Organisational Issues

This project

  • Addresses pupils of the Mittelstufe (year 9/10)
  • Subject: history
  • Groups up to 30 persons
  • Takes place from 10 am to 4 pm
  • No fees

For further information, please contact the Student Laboratory:
(Tel.: 0234 / 32 24723, @: schuelerlabor-gg@rub.de).


www.aks.ruhr-uni-bochum.de/projekte/boten-von-endkampf-und-entnazifizierung.html.de


Coin and Power
A monetary union in “ancient Greece”?

Crisis-ridden countries of the European Union like Greece have currently come under fire of the political discussion. The modern Hellenes are praised as the “cradle of the occident”-but do they know anything about public finance? Amazingly enough there obviously has been some kind of ancient “monetary union” in the 4th and 5th century B.C. , initiated by Corinth.  In the school laboratory, we examine this scientifically disputed phenomenon on the basis of real ancient coins and selected source materials.  


Content

Ancient Greece did not only consist of Sparta and Athens; an important middle-seized power was Corinth, a  geostrategically central harbor and commercial city, which had founded several daughter-cities since the 8th century B.C., especially in the Adriatic Area.  The mother city cultivated diverse cultural, political and economic contacts with these “colonies”. These contacts were not conflict-free though. The cause of the Great Peloponnesian War (432-403 B.C.) evolved from tensions between Corinth and Kerkyra (today: Corfu).
Historians can obtain information about the economic interconnections from coins. Corinth was minting own coins since the 6th century B.C. But sooner or later its daughter-cities and many other cities in Eastern-Middle Greece laid out coins as well and oriented themselves closely by the example of the mother city. Although this is quite uncommon in several aspects, scientists have not dealt with it intensely so far-monetary unions like the one in the European Union were considered as phenomena of the modern era until a few years ago. In the school laboratory we follow the recent research questions up, if something like a Corinthian monetary union really existed and what connection to the present our outcomes might have.  Because the economic and political union of Europe will remain an interesting topic in the near future and will also remain in the focus of public interest, an examination of the ancient parallel offers itself to encourage pupils to think about political and economic structures of past and present environments.

A project of the faculty of history sciences, history department, ancient history and history didactics.
Prof. Dr. Linda-Marie Günther und Prof. Dr. Nicola Brauch.

Organizational matters

This project addresses

  • High school pupils
  • Subjects: History, Greek, Social Sciences   
  • Can be held with up to 20 persons
  • Takes place from 9 am to approx. 4 pm
  • Next free date: 17.6.16

If you have questions concerning this project, please do not hesitate to contact the department of history of the school laboratory
(Tel.: 0234 / 32 24723, @: schuelerlabor-gg@rub.de).

http://www.aks.ruhr-uni-bochum.de/projekte/muenze-und-macht.html.de

 

History in Films: A German Hero?

Stauffenberg and the 20 July plot in 1944

Geschichte im Film

The beginning of the “age of film” about 100 years ago characterised also the beginning of filmic representations of historical content as well as the general interest in re-staging history and bringing to mind the past visually. In Germany, there has been an increasing interest in history films in the last 20 years. The Nazi past as well as the German partition and reunification were predominant topics. Films like “Good Bye Lenin!” (2003), “The Lives of the Others” (2003), “Downfall” (2005), “March of Million” (2007) or the latest epic post-war story “Tannbach” (2014) attracted millions of people. Why are people so fascinated by their own history? What do we learn from these films?

Content

The Student Laboratory will investigate these questions using the example of two Stauffenberg film adaptions. The filmic analysis of both Stauffenberg as person and the 20 July plot in 1944 has already started in 1955 when two films were released simultaneously, representing early ideas of the German resistance and its hero. The Student Laboratory, however, focuses on the German production “Stauffenberg” by Jo Baier (2003) and Brian Singer’s film “Valyrie” (2008). Assuming that these films mainly shape our image of the past – at least they have a certain impact on our perception – the critical analysis of these films is of crucial importance to examine in detail how Germans are dealing with the resistance. What image of a) Stauffenberg and b) of military resistance against Adolf Hitler is represented in the films? Are there similarities or differences and if so, what could be a reason?
It is the aim to sensitise pupils for the present dimension of history as well as to prepare them to participate actively in present history culture. They should also be provided with methodological tools to question filmic history representations critically in order to learn how to deconstruct them.
Besides these competency-oriented aims, the project is conceptualised for both the Inhaltsfeld 10 of the Sekundarstufe I (Nationalsozialismus und Zweiter Weltkrieg) and Inhaltsfeld 5 of the Sekundarstufe II (Die Zeit des Nationalsozialismus).

A project of the Faculty of History, Chair in History Didactics, Dirk Urbach.
Funded by inSTUDIES: development of research and assistance of the Ruhr University Bochum.

Organisational matters

The project

  • aims to reach pupils of the Mittelstufe, Oberstufe (year 9,10)
  • subject: history
  • can take place in groups up to 30 pupils
  • takes place from 9 a.m. to 3 p.m., dates by arrangement
  • without additional payment

For further information, please contact
(Phone.: 0234 / 32 24723, mail: schuelerlabor-gg@rub.de).

www.aks.ruhr-uni-bochum.de/projekte/geschichte-im-film.html.de


 

Komm spiel mit mir!

Spielzeuge aus vergangenen Zeiten als historische Quellen


Spielzeuge und Spielsachen sind seit jeher ein Teil der Menschheitsgeschichte. Doch das Spielen hat sich in den letzten Jahrhunderten stark verändert: Wurde noch vor 30 Jahren hauptsächlich „draußen“ gespielt, ziehen heutzutage Spielekonsolen die Kinder in ihren Bann. Andere Spielsachen, wie Puppen oder Tierfiguren, haben dagegen schon eine erstaunlich lange Geschichte. Im Schülerlabor gehen wir der Frage nach, wie Kinder früher gespielt haben – und ob diese Spiele auch heute noch Spaß machen.


Inhalt

Anhand von Originalbodenfunden wie Tonmurmeln, Zinnsoldaten und Teilen von Porzellanpüppchen erhalten die Schülerinnen und Schüler einen Eindruck davon, mit welchen Spielzeugen Kinder früher gespielt haben. Dabei wird z.B. untersucht, ob es dieses Spiel oder Spielzeug heute noch so oder in einer anderen Form gibt, ob eher Jungen oder Mädchen hiermit gespielt haben und in welchen geschichtlichen und gesellschaftlichen Kontext es eingeordnet werden kann. Die Schülerinnen und Schüler erfahren, wie Objekte überliefert werden können, und sollen als erste Quellenkritik versuchen, die Funktionen der Spielzeuge und deren damaligen Einsatz zu rekonstruieren.
Im weiteren Verlauf des Projektes stellen die Schülerinnen und Schüler eigenständig Spielzeuge nach den überlieferten Originalstücken her und spielen selbstverständlich auch mit ihnen! Die so hergestellten Objekte dürfen die Schülerinnen und Schüler behalten.
Darüber hinaus soll der Projekttag zeigen, wie Spielzeuge aus vergangenen Zeiten im Geschichtsunterricht als anschauliche Quellen für den Vergleich des Lebens früher und heute genutzt werden können.
Ein Projekt der Fakultät für Geschichtswissenschaft, Lehrstuhl Didaktik der Geschichte, Prof. Dr. Nicola Brauch, Ingmar Kemper

Organisatorisches

Dieses Projekt

  • richtet sich an Schülerinnen und Schüler der
    • Unterstufe
      • Unterstufe: Klasse 5
  • Schulfächer:
    • Geschichte , Kunst
  • dauert von 9 bis etwa 13 Uhr.
  • ist ohne Kostenbeteiligung.
  • Freie Termine: 8.6., 15.6., 22.6. und 29.6.16, weitere Termine nach Vereinbarung.

Bei Fragen zu diesem Projekt wenden Sie sich bitte an den Bereich Geisteswissenschaften des Schülerlabors
(Tel.: 0234 / 32 24723, @: schuelerlabor-gg@rub.de).

Existing projects

In cooperation with the Alfred Krupp student laboratory the field of history didactics has offered the following projects:

 

Das Tagebuch der Anne Frank - Eine historische Quelle für das Thema "Nationalsozialismus und Zweiter Weltkrieg"

Projekt von Prof. Dr. Nicola Brauch, Fakultät für Geschichtswissenschaft, Didaktik der Geschichte.
Kategorie: 9. Klasse, 10. Klasse

Das Anne Frank Tagebuch: Eine Quelle historischen Lernens in Unterricht und Studium. [Geschichte im Unterricht: Vol. 7]. Stuttgart: Kohlhammer.
(http://www.kohlhammer.de/wms/instances/KOB/appDE/Geschichte/Neuzeit/Das-Anne-Frank-Tagebuch)


Wozu heute noch Geschichte? Schülererkunden ihre eigenen Interessen an der Geschichte

Projekt von Dr. Johannes Bernhardt, Fakultät für Geschichtswissenschaft, Didaktik der Geschichte, wissenschaftlicher Mitarbeiter am ZMS.


History for the ears – podcasts as phenomenon of history culture

Podcast

In the age of digital media, new representations of historical narratives have emerged, being already part of the spectrum of present history culture. History podcasts, for instance, have already been firmly anchored in the landscape of history culture. This student laboratory deals with the characteristics of teaching history using history podcasts. Pupils learn to apply these characteristics and create a podcast themselves. The podcasts focus on GDR contemporary history. Different contemporary witnesses get the chance to tell their individual stories about their past. Pupils evaluate the interviews and create their own contemporary podcast which they can take home afterwards.
Duration: 2 days
Application: grade 9 groups/classes
Contact: Kathrin Klausmeier
Cooperation partner: Dr. Frank Hoffmann, Institut für Deutschlandforschung (German Research Institute)



Open house day at the Alfred Krupp Student Laboratory

(Klausmeier, Mierwald, Cicek, Lopez)

Schülerlabor - Tag der offenen Tür Schülerlabor - Tag der offenen Tür Schülerlabor - Tag der offenen Tür

From WAZ:

"Wat is en Dampfmaschin?"

Young researchers explore the university. More than 600 visitors came to the Alfred Krupp student laboratory open house day at the Ruhr University. They experienced different subject areas through interactive games, puzzles and experiments. This weekend, the Ruhr University presented itself to the visitors of the student laboratory as adventuresome place.
The open house day was part of the celebrations around the 10th anniversary of the institution and it attracted children, teenagers and parents with educative do-it-yourself activities. Humanities as well as sciences like mathematics, computer sciences and engineering invited visitors to participate in various catchy projects for almost 5 hours: reaching from Dadaist poetry until the more complex explanation of particle acceleration.
At more than 15 stations, younger and older pupils gained insight into sciences under the qualified guidance of both lecturers and advanced students. People were working in a highly creative and imaginative atmosphere. Johannes Richter, student of German, spread various journals and brochures on a big table. Equipped with scissors and glue, the visitors started their Dadaist work: a collage of letters and word fragments – they created and performed their first sound poems. Under the guidance of the future German teacher, every pupil got the chance to become an artist and to develop new language awareness. At the next table, historians tried to convey their subject as lively as possible, using diary extracts of historical figures. Pupils could let their imagination run and tell their own stories: how could the life of a Roman teenage have looked like without smartphones and the internet? What could they have experienced and played? The lecturer Kathrin Klausmeier explained: “Such thoughts enhance pupils’ awareness for the life in the past. We also do that with students.” In the laboratories, however, pupils got a real chance of experimentally working. Equipped with lab coats and protective glasses, the siblings Lara (10) and Lennart (12) learned about the operation of a steam engine – a toy of their father’s childhood. The Department of Chemistry explained the energy transition, showing the development from using fossil fuels of steam engines to using solar cells. Among grammar school pupils, the student laboratory created enthusiasm for research: The siblings agreed that it was great fun. Lennart (year 7) added: “At school, we must not do so many experiments ourselves.”

Anna Ernst

„Wat is en Dampfmaschin?“ | WAZ.de -
Read more: http://www.derwesten.de/staedte/bochum/wat-is-en-dampfmaschin-aimp-id8974524.html



Lots and lots of questions – how to conceptualise a survey?

(Klausmeier)

Fragebogen_Bild

We encounter surveys in our everyday life on a regular basis: for instance, we are permanently confronted with the “Sunday question” as well as many diverse opinion polls. In this project, pupils get down to the essence of the matter. They try out both methods and techniques in individual field tests and create their own surveys. 12.10.2010

Content

How efficient are surveys actually? In the humanities student laboratory, pupils investigate if the way the question is asked may influence the opinion of those surveyed. They also have a look at relevant methods of conceptualising and evaluating surveys as well as their reliability. 



Politics – no thanks? Political participation of Bochum teenagers.

(Klausmeier)

Politische_Wahl

“Politics – no thanks?” According to the media, most teenagers have no interest in politics. In this project, pupils investigate to what extent these claims apply to Bochum teenagers. Can we really speak about “political disenchantment” or are more adolescents interested and involved in politics than some surveys suggest? 14.10.2010


Collecting, evaluating and discussing data

Are there gender-specific differences? Using a self-made survey, we intend to investigate the political participation of teenagers in the region. The results will be the basis for public discussion.

The project is designed for two days: on the first day, we will discuss characteristics of gathering statistical information and all together, we design our own online survey. On the second day, we evaluate in detail the data collected so far. We present our results in a panel discussion and debate about them with politicians of Bochum city.


What makes coins that successful?

(Elvers, Demantowsky, unter Mitarbeit von van Laack, Wickner)

alte Münzen

The coin is a model of success, shaping the human culture since roughly 3000 years. Did people ever ask themselves: “Why is the coin that successful?” In this project, pupils get involved with coins as historical objects as well as with numismatics as exciting scientific methodology. 22.10.2010


Aim

The ravages of time leave their traces in the remains of the past. Sources still give us an impression of people’s lives in the past and thus, they help to reconstruct the past. In this project, all participants learn to recognise the coin as “fundamental source of revealing chronological and personal as well as cultural and economic history.” Pupils should form an opinion on the societal value of coins and their minting in order to realise that coins were successfully used as propaganda instrument for thousands of years. Working with various sources helps students to enhance their competency to categorise different ways of tradition, using historical material.