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ABI - Colonialism and voices from colonised societies

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Einleitung

ABI - Colonialism and voices from colonised societies

Mini-description: Work with selected voices from colonised and postcolonial societies and compare experience, resistance and representation. The course is designed for a shared Basisfach/Leistungsfach in the English Kursstufe in Baden-Württemberg: BF works with fewer, clearly structured sources; LF adds breadth, source complexity, independent synthesis and more AFB II/III. English comes first; German support is a last step.

Core idea: Colonialism was not one single experience. Every voice is situated by time, place, language, social position, genre, audience and political purpose. A source can be highly valuable without representing an entire society.

Official check, 3 October 2026: For the Baden-Württemberg Abitur 2027, the official Facherlass for English lists the UK field “From past to present: the Elizabethan Age, the British Empire, postcolonial Britain” in the Leistungsfach. The Basisfach uses the same Schwerpunkt and Pflichtkanon with an appropriately reduced scope. The current English Bildungsplan distinguishes BF and LF by complexity, abstraction, breadth, depth and differentiation; the orientation level at the end of the Kursstufe is B2, in parts C1. Always re-check the rules for your own examination year before revision. Official Baden-Württemberg Abitur information Current English Bildungsplan

Media task – See, think, question: Identify three places on the map. What can a map show about empire? What can it not show about lived experience? Provenance: Wikimedia Commons, British Empire Mercator.svg, Geordie Bosanko, CC BY-SA 3.0. The map visualises territories under British administration or claim; it is a modern reconstruction, not a neutral “view from nowhere”.

Viewing starter: LSE Research, Decolonising the curriculum: How to teach Empire (2026). While viewing, note one claim about how empire is taught and one question about evidence. Provenance: London School of Economics and Political Science, institutional educational video, 2026. It is a modern secondary source, not a colonial-period voice.

I-can goals

I can ...	BF	LF extension
identify creator, date, place, audience, medium and archive/platform of a source	✓	✓ plus evaluate gaps and archival power
compare colonial experience across at least two voices	✓	✓ across three or more voices
explain forms of resistance without reducing them to one model	✓	✓ and evaluate strategy, audience and constraints
analyse representation and the power to name, frame and narrate	✓	✓ and connect literary, linguistic and media representation
support claims with precise evidence and source provenance	structured scaffold	independent synthesis
speak and write at B2, with selected C1-oriented analytical language	✓	✓
mediate relevant German information into concise, audience-appropriate English	optional/core as assigned	independent selection and prioritisation

Course route: BF and LF together

Stage	Shared core	BF route	LF route
1	Media entry + prior knowledge	map + one video	add source-framing critique
2	Context vocabulary + provenance	8 core terms	wider conceptual vocabulary and word families
3	Experience	Naoroji + one visual source	guided comparison	add Kincaid or Ngũgĩ
4	Resistance	Salt March + Nkrumah	two-source comparison	compare strategy, rhetoric and historical setting
5	Representation	Achebe/Adichie	one literary/media pair	add Ngũgĩ and Caribbean perspective
6	Product	structured paragraph + speaking task	about 250–350 words	about 450–650 words, multi-source synthesis
7	Abi check	claim-evidence-analysis-source	scaffolded	more AFB II/III and independent material linkage

Media entry and prior knowledge

Look at the next image before reading any explanation.

Fehler beim Erstellen des Vorschaubildes:

Think-pair-share: Which borders, labels or colour choices invite questions? Write two hypotheses and mark them clearly as hypotheses, not facts. Provenance: Wikimedia Commons, Colonial Asia 1921.png, Simonsyo, modern historical map, CC BY-SA 4.0.

Prior-knowledge check: In 60 seconds, explain in English what you already associate with colonialism, imperialism, decolonisation and postcolonialism. Then mark each statement: secure / unsure / needs source.

Context first: key concepts

Colonialism is a system in which an external power establishes political, economic and cultural control over another territory and its people. Empire is the wider political structure that can include colonies, protectorates and other forms of rule. Decolonisation describes processes through which colonial rule is dismantled; these processes can involve negotiation, mass protest, armed struggle, constitutional transfer or combinations of these. Postcolonial can describe the period after formal colonial rule and also an analytical perspective on continuing structures, representations and inequalities.

A voice is not simply a quotation. In this course, a voice means a traceable perspective expressed in a speech, essay, interview, literary text, image, testimony or other medium. Ask not only What is said? but also Who can speak, through which medium, to which audience, and who preserves the record?

Provenance lens

Use this sequence every time you open a source:

Question	What to record
Who?	creator/speaker, role, relevant position
When and where?	date, historical setting, place
For whom?	intended audience and likely purpose
Through what medium?	speech, print, interview, photograph, archive, textbook, video
Preserved by whom?	archive, publisher, platform, collector
What is missing?	absent groups, editing, translation, framing, inaccessible context
What may I claim?	only what this source and corroborating evidence support

Rule: A first-person source gives access to a perspective, not automatic access to “the whole truth”. A later literary or interview voice may illuminate colonial legacies without being a direct colonial-period testimony.

Context vocabulary

Word formation first

Word family	English explanation	Example use
colony → colonial → colonialism → colonise → decolonise → decolonisation	forms around rule, settlement and the ending of colonial control	The text links decolonisation to language policy.
empire → imperial → imperialism	forms connected with rule over territories and peoples	The speaker criticises imperial power.
resist → resistance → resistant	opposition to power or control	Resistance can be political, cultural or economic.
represent → representation → misrepresent	how people or places are depicted or framed	The novel challenges a colonial representation.
exploit → exploitation → exploitative	using people or resources unfairly for advantage	The source alleges economic exploitation.
dominate → domination → dominant	exercising controlling power	A dominant language may shape education.
provenance → provenance-based	the documented origin and transmission of a source	A provenance-based reading asks who preserved the image.

English explanation before German help

Term	English explanation
agency	the capacity to act, choose and influence events
extraction	removal of resources, wealth or labour from a territory
civil disobedience	deliberate non-violent law-breaking used as political protest
self-determination	the principle that people should be able to determine their own political status
stereotype	an oversimplified and repeated representation of a group
counter-narrative	a narrative that challenges a dominant or established account
linguistic imperialism	unequal power relations in which one language is privileged over others
positionality	the social and historical position from which someone speaks or interprets

Dictionary step: Before switching to German, check pronunciation, collocations and example sentences in a reliable learner’s dictionary. Record one collocation, for example exercise agency, challenge a stereotype, colonial rule, source provenance.

German rescue line – only after context, word formation and dictionary work: agency = Handlungsmacht; extraction = Entnahme/Abschöpfung; civil disobedience = ziviler Ungehorsam; self-determination = Selbstbestimmung; stereotype = Stereotyp; counter-narrative = Gegenerzählung; provenance = Herkunfts- und Überlieferungsgeschichte einer Quelle.

Reading: Experience

Voice 1: Dadabhai Naoroji – colonial India

Datei:Dadabhai Naoroji 1889.jpg

Provenance: Wikimedia Commons, Dadabhai Naoroji 1889.jpg, published 1889, public domain.

Naoroji’s Poverty and Un-British Rule in India (1901) collected decades of arguments about Indian poverty, public expenditure and the transfer of wealth under British rule. It is a colonial-period critique written in English and directed partly at British political audiences. Wikisource – Dadabhai Naoroji Open Library – 1901 edition metadata

Reading task: Open a short teacher-selected or public-domain passage of about 180–250 words. Mark:

claim: What economic or political claim is made?
evidence: What figures, comparisons or examples are used?
audience: What suggests that Naoroji is addressing British readers or institutions?
limitation: Which Indian experiences are not visible in this passage?

BF scaffold: Write one CER paragraph: Claim → Evidence → Reasoning. LF extension: Evaluate how the intended audience may shape Naoroji’s diction, evidence and argumentative strategy.

Voice 2: Jamaica Kincaid – Antigua and postcolonial reflection

Fehler beim Erstellen des Vorschaubildes:

Provenance: Wikimedia Commons, Jamaica Kincaid 2019.jpg, Sofie Sigrinn, CC BY-SA 4.0.

Jamaica Kincaid, born in Antigua under British colonial rule, repeatedly writes about power, education, place and imperial legacies. Her work is a postcolonial literary perspective, not a substitute for a representative survey of Antiguan society. Harvard Gazette on Kincaid and colonialism Harvard Crimson report on Kincaid’s lecture on colonisation and land

Copyright-safe task: Use only a legally provided short extract from A Small Place or another authorised classroom source. Do not copy or upload the full text. Compare how a personal or literary voice communicates experience differently from Naoroji’s economic argument.

Listening and viewing: Resistance

India: the Salt March as an event and a mediated image

Datei:Gandhi at Dandi 5 April 1930.jpg

Provenance: Wikimedia Commons, Gandhi at Dandi 5 April 1930.jpg, photograph from 1930, public-domain status documented on Commons.

Visual analysis:

Describe only what is visible before interpreting.
Infer the political meaning of making salt only after checking the historical context.
Ask who made, selected and later circulated the photograph.
Distinguish the historical event from its later symbolic use.

BF: Explain how civil disobedience can turn an everyday act into resistance. LF: Compare symbolic resistance, mass mobilisation and political negotiation as distinct but interacting strategies.

Ghana: Kwame Nkrumah and independence

Fehler beim Erstellen des Vorschaubildes:

Provenance: Wikimedia Commons; portrait from The National Archives UK, Colonial Office collection; Open Government Licence v1.0. The preservation context matters: the image of an anti-colonial leader is held in a former imperial state archive.

Use a teacher-selected, lawfully available excerpt from Nkrumah’s 1957 independence speech or a verified archival recording. Do not rely on an unattributed social-media clip.

Listening focus: Track pronouns, repetition, references to collective struggle and the relationship between national independence and wider African liberation.

Compare: Gandhi’s 1930 Salt March image and Nkrumah’s 1957 independence rhetoric. What changes when resistance is represented through an action, a photograph or a state-founding speech?

Representation: Who tells the story?

Chinua Achebe: literary counter-representation

Datei:Chinua Achebe, 2008 (cropped).jpg

Provenance: Wikimedia Commons, Chinua Achebe, 2008 (cropped).jpg, Stuart C. Shapiro, CC BY-SA 3.0.

Achebe’s work is central to debates about how African societies are represented in literature. Instead of treating an African setting as background for European experience, his fiction foregrounds characters, institutions, language and conflict within Igbo society while also depicting the disruption of colonial rule.

Viewing: CrashCourse Literature, Things Fall Apart Part 1 (2014). Provenance: CrashCourse is a modern educational secondary source. Use it to generate questions; verify claims against the novel, historical scholarship and source metadata.

Reading rule: Work from a legally obtained copy or teacher-provided short extract of Things Fall Apart. Do not reproduce the novel in the MOOC.

Analysis prompt: How can narrative perspective, focalisation, naming, untranslated words, proverbs or scene selection resist a “single story” about a society?

Ngũgĩ wa Thiong’o: language and decolonising the mind

Datei:Ngũgĩ wa Thiong'o (signing autographs in London).jpg

Provenance: Wikimedia Commons, David Mbiyu, 2007; Commons records CC BY-SA/GFDL licensing.

Viewing: CCCB interview, Ngũgĩ wa Thiong’o: “Europe and the West must also be decolonised” (2019). Provenance: Centre de Cultura Contemporània de Barcelona, interview by Tania Adam, 2019; later reflection by a Kenyan writer and critic of linguistic imperialism.

Listening task: Build a two-column note:

Claim about language	Evidence/example used in the interview
language and power	...
mother tongue and imagination	...
decolonisation beyond formal independence	...

LF extension: Evaluate the tension between using a global language for reach and using local languages for cultural agency. Avoid turning this into a simple “English bad / local language good” binary.

Chimamanda Ngozi Adichie: representation and the “single story”

Viewing: Chimamanda Ngozi Adichie, The danger of a single story, TEDGlobal 2009. Provenance: speaker from postcolonial Nigeria; TED conference talk, 2009; later than the period of formal British colonial rule in Nigeria. It is useful for representation and media literacy, not as direct testimony of colonial administration.

While viewing:

Note one example in which reading shaped what the speaker imagined a story could contain.
Note one example of stereotyping.
Identify how power is linked to which stories circulate.
Write one limitation of applying the “single story” concept to every colonial context.

Compare: experience – resistance – representation

Voice/source	Experience	Resistance	Representation	Provenance question
Naoroji	economic effects of colonial rule	argument, statistics, parliamentary/public advocacy	India represented through economic-political evidence	Why publish in English for British audiences?
Salt March photograph	everyday colonial law enters daily life	civil disobedience and mass mobilisation	iconic image can simplify a wider movement	Who took and later circulated the image?
Nkrumah	late-colonial Gold Coast/Ghanaian political struggle	independence movement and state-building rhetoric	national and Pan-African collective voice	How does an archive in Britain frame the record?
Achebe	colonial disruption represented through fiction	narrative counter-representation	Igbo social world becomes subject, not scenery	What can a novel show that an archive file cannot?
Ngũgĩ	colonial and postcolonial language hierarchies	linguistic and cultural resistance	language shapes whose world is legible	Is the source contemporary to events or retrospective?
Kincaid	colonial schooling and imperial legacies in Antigua	critique through literary voice	place and tourism re-framed from an Antiguan perspective	How do autobiography and literary construction interact?
Adichie	postcolonial media and reading experience	challenging reductive stories	explicit critique of stereotyping	What changes when the platform is a global TED stage?

Synthesis sentence frame – BF: While Source A presents ..., Source B shifts the focus to ... . This difference can partly be explained by ... .

Synthesis move – LF: Build a claim that connects at least three sources, then qualify it with a provenance limitation: The sources collectively suggest ..., although their different dates, genres and audiences mean that ... .

Speaking

90-second source pitch

Choose one source and speak for 90 seconds without reading a script.

0–30 sec	30–60 sec	60–90 sec
identify source and provenance	explain one analytical insight	compare with another voice and state one limitation

BF help: Use the structure source → point → evidence → comparison. LF challenge: Add a counter-reading or uncertainty.

Recording rule: Audio/video recording is optional. Keep recordings private/local unless you explicitly choose to share them in the agreed school environment. No automatic uploads.

Seminar question

Does anti-colonial resistance change only political control, or also language, culture and representation?

Use at least two named sources. Do not speak for “the colonised” as one group.

Writing

BF writing task

Analyse and compare how two sources construct a voice of resistance or critique. Write about 250–350 words. Include source provenance in the introduction and one sentence on limitations.

Planning grid:

Claim	Evidence A	Analysis A	Evidence B	Analysis B	Comparison
...	...	...	...	...	...

LF writing task

Evaluate how far three or more sources challenge dominant colonial or postcolonial representations. Write about 450–650 words. Connect different genres and distinguish direct colonial-period evidence from retrospective/postcolonial reflection.

LF requirement: At least one paragraph must link form/medium to meaning, and at least one paragraph must evaluate source provenance rather than merely mention it.

No replacement essays: responsible AI and source work

You remain the author.

Use AI only if your teacher/course rules allow it.
AI may support brainstorming, vocabulary checks or questions about structure, but it must not replace your analysis or produce a submission-ready essay for you.
Verify every factual claim, quotation and bibliographic detail against traceable sources.
State relevant AI assistance transparently if required by your school.
Never upload copyrighted full texts, classmates’ work, personal recordings or personal data to an external AI service without explicit permission.
For practice datasets, interviews or survey examples, use fictional names and fictional data unless genuine research has been authorised.

Mediation

Use a short German OER text on colonial collections, provenance or decolonisation, for example material from the Landesbildungsserver Baden-Württemberg. Explain the key issue in English for a visiting exchange student.

Do not translate sentence by sentence. Select what the audience needs, explain culture-specific terms and keep source provenance visible. Landesbildungsserver BW – postcolonial contexts

BF: 120–150 words with a three-step scaffold: relevance → key information → explanation. LF: 180–220 words; prioritise independently and add one sentence explaining a provenance problem.

Help and differentiation

Need	Support	Stretch
comprehension	headings, transcript/subtitles, pause/replay, 8-word glossary	infer stance and implied audience
vocabulary	word families + collocations + learner’s dictionary	precise verbs: frame, foreground, marginalise, legitimise, contest, complicate
analysis	CER / source-provenance grid	multi-source synthesis with qualification
writing	paragraph frames and connector bank	independent structure and counter-reading
speaking	90-second structure and cue cards	spontaneous follow-up, challenge and repair
pace	core sources only	optional Kenya/Caribbean extension

Useful analysis language: foregrounds, frames, constructs, challenges, qualifies, corroborates, complicates, omits, positions the audience, gains authority from, is limited by.

Feedback and error analysis

Use these feedback codes before rewriting:

Code	Check	Repair move
C	claim too broad	narrow the claim to what the source supports
E	evidence missing/vague	add a precise textual, visual or audio detail
A	analysis stops at description	explain how the evidence supports the claim
P	provenance missing	add creator, date, medium, audience or archive
K	comparison is only “both/different”	explain why the difference matters
L	language is imprecise	replace general verbs with analytical verbs
Q	quotation/source detail not verified	check the original source and citation

Revision loop: Choose one paragraph. Highlight one claim, one piece of evidence, one analytical link and one provenance sentence. Rewrite only what is weak. Do not rewrite the entire text automatically.

Transfer

Choose a current museum label, news image, commemorative speech or literary review connected with a formerly colonised society. Ask the same provenance questions used in this course. Then explain what changes when a colonial past is represented for a contemporary audience.

Privacy and rights: Use public sources or teacher-provided materials. Do not photograph people without consent. Do not upload copyrighted exhibition material or personal data.

Abi check

Quick self-check for Baden-Württemberg Kursstufe:

Can you ...	BF	LF
summarise a source accurately without replacing it with background knowledge?	yes/no	yes/no
analyse language/form/visual framing?	yes/no	yes/no
compare at least two perspectives with a clear criterion?	yes/no	yes/no
evaluate provenance and limitations?	guided	independent
connect British Empire to postcolonial Britain without assuming one linear story?	core	wider synthesis
write a coherent argument under time pressure?	structured	extended
handle listening/viewing evidence as precisely as written evidence?	core	core
verify the exact requirements for your examination year?	required	required

2027 reminder: The published Facherlass links English to the broader UK field including the British Empire and postcolonial Britain. This MOOC is a skills-and-context course, not a substitute for the official Pflichtkanon, teacher materials or the original protected works.

Follow-up course

Continue with:

Source provenance and media rights

Item	Provenance	Rights/use note
British Empire map	Wikimedia Commons, Geordie Bosanko, 2011	CC BY-SA 3.0; check file page before reuse
Colonial Asia map	Wikimedia Commons, Simonsyo, 2016/updated	CC BY-SA 4.0
Dadabhai Naoroji portrait	Wikimedia Commons, 1889 publication	public domain
Naoroji text	Poverty and Un-British Rule in India, 1901; Wikisource/Open Library metadata	public-domain source; cite edition/page used
Gandhi at Dandi	Wikimedia Commons, 1930 photograph	public-domain status documented on Commons
Kwame Nkrumah portrait	The National Archives UK via Wikimedia Commons	Open Government Licence v1.0
Chinua Achebe portrait	Stuart C. Shapiro via Wikimedia Commons	CC BY-SA 3.0
Ngũgĩ wa Thiong’o portrait	David Mbiyu via Wikimedia Commons	Commons records CC BY-SA/GFDL
Jamaica Kincaid portrait	Sofie Sigrinn via Wikimedia Commons	CC BY-SA 4.0
LSE video	LSE Research, 2026	embedded from YouTube; rights remain with provider
CrashCourse video	CrashCourse, 2014	embedded from YouTube; secondary educational source
CCCB/Ngũgĩ video	CCCB, interview by Tania Adam, 2019	embedded from YouTube; rights remain with provider
Adichie TED talk	TEDGlobal, 2009, official TED upload	embedded from YouTube; rights remain with provider

Media rule: Embed or link; do not re-upload protected video, film scenes or complete copyrighted literary works. For every reused Wikimedia file, retain attribution and licence information required by its file page.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Why is provenance important when analysing a colonial source? (It shows who created and transmitted the source and under what conditions) (!It proves that every statement in the source is factually correct) (!It removes the need to compare the source with other evidence) (!It tells you that the source represents an entire society)

Which term best describes the capacity of people to act and influence events? (Agency) (!Archive) (!Empire) (!Extraction)

What is a key analytical difference between Naoroji and Achebe in this course? (Naoroji uses political-economic argument while Achebe is studied through literary representation) (!Naoroji wrote only fiction while Achebe produced government statistics) (!Both sources are anonymous colonial photographs) (!Both sources are modern school textbooks)

What is civil disobedience? (Deliberate non-violent law-breaking used as political protest) (!A law passed by a colonial administration) (!A method of historical archiving) (!A literary technique for changing narrative perspective)

Why should a first-person voice not automatically be treated as representative of a whole society? (It expresses a situated perspective shaped by context and position) (!First-person sources never contain useful evidence) (!Only government documents can represent societies) (!Personal voices are always fictional)

What does representation analysis mainly ask? (How people places and events are framed or depicted) (!How many pages a source contains) (!Whether a map uses modern software) (!Whether a speaker uses only short sentences)

Which practice best supports reliable AI-assisted schoolwork? (Verify factual claims and source details against traceable originals) (!Submit an AI-generated essay without reading it) (!Upload complete copyrighted books for convenience) (!Treat invented citations as acceptable if they sound plausible)

What is the main BF and LF difference used in this course? (LF adds breadth depth complexity and more independent synthesis) (!BF uses only German and LF uses only English) (!BF has no source analysis at all) (!LF does not need provenance)

What is a counter-narrative? (A narrative that challenges a dominant or established account) (!A translation of every sentence into German) (!A chronological list of dates) (!A source without an identifiable author)

What is the safest way to use a protected literary work in this MOOC? (Use a lawful copy or a short teacher-provided extract and analyse it) (!Upload the complete book to a public platform) (!Copy the whole text into the wiki) (!Replace the work with an invented AI summary)

Memory

Agency	Capacity to act and influence events
Provenance	Documented origin and transmission of a source
Resistance	Opposition to control or domination
Representation	The way people or places are depicted
Decolonisation	Dismantling formal colonial rule
Counter-narrative	Story that challenges a dominant account
Extraction	Removal of wealth resources or labour
Positionality	Social and historical position of a speaker or interpreter

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Naoroji	economic critique
Salt March	civil disobedience
Nkrumah	independence rhetoric
Achebe	literary counter-representation
Ngũgĩ	language and decolonisation

...

Kreuzworträtsel

Empire	What word describes a political structure ruling over multiple territories?
Agency	What word means the capacity to act and influence events?
Archive	Where can documents and records be preserved and organised?
Language	What medium is central to Ngũgĩ’s argument about cultural power?
Resistance	What term describes opposition to control or domination?
Provenance	What term names the documented origin and transmission of a source?

LearningApps

Lückentext

A source’s documented origin and transmission is called its

.

The capacity to act and influence events is called

.

Deliberate non-violent law-breaking for political protest is known as

.

A narrative that challenges a dominant account can be called a

.

Naoroji is used in this course mainly for a political-economic

of colonial rule.

Achebe is used to investigate literary

.

Ngũgĩ connects decolonisation with the politics of

.

Adichie warns against reducing people or places to a single

.

A strong comparison explains both similarity and meaningful

.

Reliable source work requires checking claims against traceable

.

Offene Aufgaben

Leicht

Source postcard: Create one A5-style source card for Naoroji, Gandhi, Nkrumah, Achebe, Ngũgĩ, Kincaid or Adichie with creator, date, medium, audience, key idea and one limitation.
Visual provenance: Annotate one Wikimedia image with three labels: what is visible, what needs context, and what provenance question remains.
Vocabulary map: Build a word-family map around colonise, resist or represent and add five useful collocations.
Ninety-second explanation: Give a 90-second private or live explanation of one source. Recording is optional and stays local unless you choose otherwise.

Standard

Compare two voices: Compare Naoroji with Kincaid, Achebe or Ngũgĩ using the categories experience, resistance and representation.
Media fact-check: Choose one claim from a video and verify it with two traceable sources. Record whether it is confirmed, qualified or unsupported.
Counter-narrative storyboard: Design a six-frame storyboard showing how the same colonial event could be framed differently by an imperial archive, an anti-colonial activist and a later novelist.
Mediation brief: Explain a German OER text on colonial collections in 150–200 words of English for an exchange student.

Schwer

Archive critique: Investigate who created and preserved three sources in this MOOC. Explain how archival survival may shape what later learners can know.
Multi-source synthesis: Write a 500–650 word synthesis linking one South Asian, one African and one Caribbean voice without presenting them as one homogeneous experience.
Mini exhibition: Curate a five-item digital exhibition using only rights-cleared or linked media. Each item needs a provenance label and a 70-word analytical caption.
Oral defence: Defend the claim that representation can itself be a field of resistance, then respond to two counter-questions using evidence from at least three sources.

Lernkontrolle

Source triangulation: You receive a colonial photograph, an anti-colonial speech excerpt and a later literary reflection. Explain what each source can contribute and where each is limited.
Transfer of medium: Explain how the meaning of resistance changes when it appears as a photograph, speech, novel or interview.
Qualified comparison: Compare two voices and then revise your own conclusion after adding a third source that complicates the pattern.
Provenance judgement: Decide which provenance details are necessary before using a source as evidence and justify your choices.
Representation transfer: Apply the “single story” problem to a current museum label or media report and propose a more plural framing without inventing facts.
Language and power: Evaluate how language choice can create both access and exclusion in colonial and postcolonial contexts.

Lernnachweis

For a successful Lernnachweis you should be able to:

distinguish colonial-period voices from later postcolonial reflection
compare experience, resistance and representation across at least two regions
analyse language, image, narrative or audio-visual form
make source provenance visible and evaluate limitations
support claims with traceable evidence
use B2-level academic English reliably and selected C1-oriented analytical language where useful
revise errors using claim-evidence-analysis-provenance feedback
work within copyright, privacy and school AI rules
explain the BF/LF depth difference and meet the level assigned to you
verify the official requirements for your own Abitur year

OERs zum Thema

Wikipedia overview in German as background support after English-first work:

Further OER links:

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ABI - Colonialism and voices from colonised societies

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