aiMOOC

ABI - On the Move – Migration differenziert verstehen

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ABI - On the Move – Migration differenziert verstehen

Einleitung

English first. Think precisely. Avoid single stories.

This aiMOOC helps you build a differentiated vocabulary and analyse forms, causes, experiences and consequences of migration, mobility and displacement through fictional and non-fictional materials. You will work with maps, photographs, short videos, historical sources and teacher-provided excerpts from the Baden-Württemberg Abitur canon. The goal is not to reduce people to labels, but to ask: Who moves? Under which conditions? Who describes the movement? Which perspective, language and evidence shape the story?

Target group: English as a continued foreign language, Kursstufe Baden-Württemberg, joint Basisfach / Leistungsfach course. Learning orientation: B2, partly C1. BF works exemplarily with manageable material and more scaffolding. LF works with greater breadth, depth, text complexity, independent source combination and more AFB II/III.

Mini-description: Develop precise language and investigate migration, mobility and displacement without stereotypes or sweeping claims. Analyse representations, perspectives, causes, constraints and consequences; connect literary and non-literary materials; speak and write independently.

Media entry – Look before you read: The map shows the total number of international immigrants in 2020. Do not turn a map into a story about individuals. First describe patterns, then ask what the map measures, what it does not measure and which year the data represent.

Quick contrast: A stock map and a flow diagram answer different questions. In pairs, formulate one accurate sentence about each and one claim that the image cannot support.

Viewing impulse: While watching the UNHCR explainer, note the differences between refugee, asylum seeker, internally displaced person and migrant. Do not use the terms as interchangeable labels.

I-can goals

I can distinguish migration, mobility, displacement, refugee, asylum seeker and internally displaced person in context.
I can explain that migration decisions may involve mixed motives, opportunities, constraints and changing circumstances.
I can analyse how language, perspective, structure, images and data shape representations of movement.
I can compare fictional and non-fictional materials without treating one individual story as representative of a whole group.
I can use contextual vocabulary, word families, collocations and dictionaries before asking for German help.
I can discuss cross-cultural encounters using evidence and qualified language instead of stereotypes.
I can produce structured speaking and writing with a clear claim, relevant evidence and analysis.
I can check sources, AI-generated claims and statistics before using them.

Vorwissen: 6-minute diagnostic

Without looking anything up, write one sentence for each prompt: migration, mobility, displacement, belonging. Then mark each sentence with one of these tags: definition / example / assumption / question.

Next, sort these statements mentally:

A person moves to another city for university.
A family leaves its home because of armed conflict but stays inside the country.
A person crosses a border and applies for protection.
A worker regularly moves between two countries.
A family returns to a former place of residence after several years abroad.

Self-check: If you immediately attach a nationality, legal status, religion, income level or personality trait that is not given, you are adding information. Remove it.

Course route

Stage	Common core	BF focus	LF extension
Start	Media comparison and concept check	One visual + one short video	Two or more visuals + source comparison
Input	Key terms and word formation	Core vocabulary with sentence frames	Wider lexical field and register distinctions
Reading	Fictional and non-fictional material	One main text at a time	Independent linking of several texts
Analysis	Perspective, language, structure, evidence	Guided analysis grid	More independent selection and synthesis
Output	Speaking, writing, mediation	Clear structure and support	Greater conceptual depth and AFB II/III
Review	Feedback, error analysis, transfer, Abi check	Focused rehearsal	Multi-material synthesis

Official Abi alignment – checked for the current cohort

Stand: 2 October 2026. For the Abitur 2028 in Baden-Württemberg, the official Facherlass names the English focus On the Move: Migration and Cross-Cultural Encounters. The same focus is also listed for the 2027 examination year. The 2028 Facherlass states that the Bildungsplan competencies remain the basis and lists the following canon for the Leistungsfach:

Denis Villeneuve: Arrival (2016)
Jhumpa Lahiri: The Third and Final Continent (1999)
Chimamanda Ngozi Adichie: The Thing Around Your Neck (2004)
Sefi Atta: Green (2004)
Andrea Levy: Loose Change (2004)
Luis Alberto Urrea: The Southside Raza Image Federation Corps of Discovery (2011)
Zadie Smith: The Embassy of Cambodia (2013)
Kit de Waal: Exterior Paint (2017)
Neel Mukherjee: The Soldier’s Tale (2017)

For the Basisfach, the official focus and required works are the same framework, but the focus is treated in an appropriate scope and at least a part of the required works is studied with the official level differentiation in mind. BF and LF differ in the complexity and abstraction of texts and topics as well as in breadth, depth and differentiation of task performance.

The 2028 LF written examination is officially structured around listening and writing with integrated reading and analysis; the Facherlass gives about 255 minutes including selection time. Current examination details, operator wording and year-specific changes must always be checked again before exam preparation.

Official checks:

Important: This aiMOOC supports preparation. It does not replace the current Facherlass, the teacher’s course plan or legally acquired copies of required literary works and films.

Core concept: movement is not one category

Migration is a broad field of human movement. Some movement is planned, some urgent, some temporary, some repeated, some cross-border and some internal. A person’s reasons can change over time and can include work, study, family, safety, discrimination, environmental pressure, political conditions, networks, housing or personal goals. Do not force every case into a simple voluntary/forced binary.

Mobility is broader than permanent migration and can include commuting, circular movement, temporary stays or movement for education and work.

Displacement foregrounds movement that is forced or compelled by conflict, violence, persecution, disasters or other severe pressures. An internally displaced person has not crossed an internationally recognized state border.

A refugee is a legal and protection-related category defined in international law. An asylum seeker is a person seeking international protection whose claim has not yet been finally determined. A migrant is not automatically a refugee, and a refugee should not be reduced to the generic category migrant when the protection context matters.

Micro-task: Write four one-sentence distinctions. Use the pattern: “X is not the same as Y because …”

Listening/Viewing: First watch for gist. On the second viewing, collect only terms that describe status, border crossing, protection or place of residence. On the third viewing, check whether any number or example in the video is dated and should be updated before you use it.

A visual distinction

Question	Possible analytical term	Caution
Has a person changed their usual place of residence?	migration	Duration and definition vary by source.
Is movement temporary, circular or repeated?	mobility	Mobility need not mean permanent migration.
Was movement compelled by conflict, violence, persecution or disaster?	displacement	Causes may overlap; do not guess from appearance.
Has an international border been crossed in a protection context?	refugee / asylum context	Legal definitions and procedures matter.
Has the person fled but remained inside the country?	internal displacement / IDP	An IDP is not a refugee under the cross-border definition.

UNHCR: Refugees · UNHCR: Internally Displaced People · UNHCR: 1951 Refugee Convention

Context vocabulary – English first

Rule: context → word family → visualisation → English explanation → dictionary → only then German help.

Term	English cue	Word family / collocation	Visual cue
migrate	move from one place or country to another for a period or permanently	migration, migrant, migratory	arrow between places
emigrate	leave a country to live elsewhere	emigration, emigrant	arrow pointing out
immigrate	enter another country to live there	immigration, immigrant	arrow pointing in
mobility	ability or pattern of moving between places	mobile, geographical mobility, social mobility	several short arrows
displacement	forced or compelled movement away from home	displace, displaced, forced displacement	home → interruption
asylum	protection sought in another state	seek asylum, asylum claim, asylum seeker	border + application
refugee	person protected under refugee law or a relevant protection framework	refugee status, refugee protection	border + protection
resettlement	organized transfer to a third country in a protection context	resettle, resettled	origin → host → third country
relocation	move to another place; meaning depends on context	relocate, relocated	place A → place B
return migration	movement back to a former country or place of residence	returnee, return, reintegration	curved arrow back
diaspora	people and communities connected to an ancestral or former homeland	diasporic, diaspora community	network across places
remittance	money sent to people in another place, often family members	send remittances, remittance flows	money arrow
transnational	operating across national borders	transnational ties, transnational network	linked nodes
belonging	feeling or condition of being accepted and connected	belong, sense of belonging	person ↔ community
othering	representing people as fundamentally different from an assumed “us”	other, otherness	us / them frame
integration	participation in social, economic, cultural and civic life	integrate, integrated, integration policy	overlapping circles

Dictionary challenge: Find one collocation and one example sentence for five terms. Prefer an English learner’s dictionary first. Record the source.

Deutsch-Hilfe nur bei Bedarf: Schreibe keine vollständige Übersetzung der Tabelle. Notiere höchstens ein deutsches Stützwort bei Begriffen, die Du nach Kontext, Wortfamilie und Wörterbuch noch nicht sicher verstehst.

Word-building lab

Transform the word and use it in a new sentence:

Verb / adjective	Noun	Person / adjective	Your context sentence
migrate	migration	migrant / migratory	…
displace	displacement	displaced	…
integrate	integration	integrated	…
resettle	resettlement	resettled	…
belong	belonging	belonging-related	…
mobile	mobility	mobile	…

LF extension: Add register notes. Which terms are legal, academic, journalistic or everyday? Which words can become politically loaded depending on context?

Data literacy: read the map, not your assumptions

BF: Describe three visible patterns using cautious language: “The map indicates …”, “A higher share appears …”, “The map does not show …”

LF: Compare this percentage map with the earlier total-number map. Explain why the same country can look very different depending on whether data are shown as totals or shares.

Source check: The map is dated 2024. Before quoting a current number, open the source and check whether newer data exist. Distinguish refugees by country of origin from refugees by country of asylum.

Transfer question: Why would a map of internal displacement require a different interpretation from a map of cross-border refugee movement?

Listening and Viewing

Station 1: Terms and protection

Before viewing: Predict four terms you expect.

During viewing: Complete a four-column note grid: term / border crossed? / protection process? / key distinction.

After viewing: Write a 70-word explanation for a classmate who has confused “refugee” and “asylum seeker”.

BF help: Use sentence starters: “A refugee is …”, “An asylum seeker is …”, “The important difference is …”

LF extension: Identify where the video simplifies legal or social complexity for an introductory audience. Explain why that simplification may be useful but limited.

Station 2: Arrival – cross-cultural encounter, not a migration metaphor shortcut

This is the official Paramount trailer for Arrival and may be analysed as a legal embedded paratext. It is not a substitute for the legally acquired film.

Viewing focus: framing, sound, editing, colour, scale, point of view, uncertainty, communication, fear and cooperation.

Important analytical caution: Do not equate extraterrestrial contact with human migration. Use the film to explore cross-cultural communication, othering, language, uncertainty, power and perspective, then test carefully whether a comparison with human migration is valid or breaks down.

BF: Analyse two film techniques and their effect.

LF: Examine how the trailer constructs an “unknown other” and how this framing can be challenged by the film’s emphasis on language and interpretation.

Station 3: A historical US migration lens

Source pair task: The photograph and the modern National Geographic video were produced in different contexts. Compare what each medium invites the viewer to notice. Separate observation from interpretation.

BF help: Use “In the photograph I can see … / This may suggest … / However, the image alone cannot prove …”

LF extension: Discuss how Ellis Island can function as a national memory site and how memory narratives may select, celebrate or omit aspects of migration history.

Station 4: Windrush and postcolonial Britain

The National Archives video works with historical documents and explicitly warns that some historical language is inappropriate today.

Task: Build a cause–experience–consequence chain from at least three pieces of evidence. Include colonial history, post-war Britain and experiences after arrival, but avoid implying that all Caribbean migrants had the same biography.

LF extension: Connect the material to the official UK field Politics, culture, society – between tradition and change and to postcolonial Britain.

Station 5: The danger of a single story

Listening focus: What makes a “single story” persuasive? What is lost when one story becomes the story?

Application: Choose one migration-related headline, image or fictional character from your course. Write three questions that would prevent you from generalising from that single source.

Reading

No full required short story is reproduced here. Work with a legally provided edition, school copy or licensed excerpt.

Canon reading matrix

Use this matrix with one or more of the required short stories.

Lens	Questions
movement	Who moves, has moved or imagines moving? Is movement direct, repeated, temporary or remembered?
causes and constraints	Which motives, pressures, opportunities, rules, relationships or accidents shape movement?
perspective	Who narrates or focalises? What remains unknown?
belonging	Where, when and with whom does belonging become visible or contested?
language	Which lexical fields, images, contrasts, repetitions or registers matter?
space	How are home, border, street, room, workplace, city or nation represented?
power	Who can decide, move, wait, speak, classify or exclude?
cross-cultural encounter	How are assumptions confirmed, challenged or revised?
ending	Does the text resolve movement and belonging, or keep them open?

BF route: One story + one non-fictional source. Fill in five rows and write one analytical paragraph.

LF route: Compare at least two stories plus one non-fictional source. Select the most productive rows yourself and build a cross-text argument.

Short-story menu for comparison

The Third and Final Continent: migration, adaptation, memory, domestic space, belonging.
The Thing Around Your Neck: migration, expectation, isolation, gaze, identity and power.
Green: belonging, generational or cultural positioning, social context.
Loose Change: encounter, privilege, precarity, perspective and moral distance.
The Southside Raza Image Federation Corps of Discovery: place, community, identity and representation.
The Embassy of Cambodia: migration, labour, inequality, observation and narrative distance.
Exterior Paint: place, identity, memory and representation.
The Soldier’s Tale: movement, conflict, memory and displacement.

Do not memorise one “message” for each text. Build interpretations from the actual text, wording and context available in your edition.

Analyse precisely

Fictional texts

A useful analytical sequence is:

Claim: Make one arguable point about representation or effect.
Evidence: Refer precisely to a short phrase, feature or moment from your legal copy.
Analysis: Explain how wording, structure, perspective or narrative technique creates meaning.
Context: Connect only when relevant.
Link: Return to the task.

Micro-model without a required-text quotation: “The repeated spatial vocabulary makes movement appear ongoing rather than completed, which complicates the idea that arrival automatically produces belonging.”

BF help: Select from point of view, characterisation, setting, contrast, imagery, tone, narrative distance.

LF extension: Combine narrative technique with conceptual analysis. For example, ask how narrative distance affects the representation of precarity, agency or belonging.

Non-fictional texts

Analyse structure, line of argument, choice of words, lexical fields, register, tone, syntax, evidence, statistics, quotations, examples, forms of address and perspective.

Do not write a device list. Explain function: What does the choice do here, for this audience, in this context?

Visuals and data

Ethical image reading: Describe before interpreting. Do not infer nationality, legal status, religion, trauma, motive or personality from appearance. Ask who made the image, when, where, for what purpose and with which caption.

Visual analysis terms: composition, foreground/background, scale, perspective, framing, focus, contrast, symbolism, caption, source context.

Critical question: Does the image show people mainly as victims, agents, individuals, a crowd or something else? What alternative representation might change the viewer’s response?

Language without stereotypes

Use qualified, evidence-based language.

Avoid	Prefer
Migrants are …	In this source, the speaker describes …
They all leave because …	The material identifies several factors, including …
Refugees come from …	The dataset for year X records …
illegal immigrant	person with irregular migration status / wording appropriate to the legal context
these people do not integrate	the source reports barriers to participation in …
this culture thinks …	the author / narrator / interviewed person presents …

Red flag words: always, never, all, naturally, typical, these people. They may be correct in rare logical contexts, but they often hide unsupported generalisation.

Drivers, constraints and consequences

Instead of a simple “push–pull” story, use a broader model.

Dimension	Possible questions
structural conditions	What economic, political, legal, environmental or historical conditions matter?
personal and family goals	What plans, responsibilities or aspirations matter?
networks	Which relatives, communities, institutions or information channels shape options?
constraints	Which borders, laws, costs, discrimination, risks or documents limit choices?
timing	Why does movement happen now rather than earlier or later?
consequences	What changes for the person, family, origin community, destination community or institutions?

Caution: A cause is not destiny. The same condition can affect people differently.

Speaking

60-second precision talk

Choose one term: mobility, displacement, asylum, diaspora, belonging. Speak for 60 seconds using:

one definition in your own words,
one contextual example,
one distinction from a neighbouring term,
one caution against overgeneralisation.

BF support: Prepare four keywords.

LF extension: Add one source limitation or conceptual ambiguity.

Paired discussion

Prompt: “When does movement become a story about belonging rather than geography?”

Partner A starts with a fictional source. Partner B starts with a non-fictional source. After two minutes, switch perspectives.

Useful phrases:

“The source suggests …, but it does not establish …”
“A contrasting perspective appears in …”
“This comparison is limited because …”
“The category becomes useful when …”
“I would qualify that claim by …”

Mini communication practice

BF: 3-minute individual statement + 5-minute dialogue with notes.

LF: 5-minute individual statement + 10-minute dialogue with an unseen visual or quotation supplied by the teacher.

Focus on interaction: respond, ask, clarify, qualify and connect evidence.

Writing

Analytical paragraph

Write one paragraph answering: How does the material represent movement as more than a change of place?

Check:

clear claim,
precise reference to the material,
analysis rather than retelling,
cautious conceptual vocabulary,
explicit link to the task.

Comment / discussion

Prompt: “Public debates about migration become less accurate when different forms of movement are treated as one category.” Discuss.

BF structure: position → two reasons → one counterpoint → conclusion.

LF structure: define the scope → distinguish categories → weigh competing considerations → use at least two materials → qualify the conclusion.

No political choice or party position is required. The task is to test definitions, evidence and argument quality.

Creative writing with analytical control

Write a short letter, email, blog entry or speech manuscript from a fictional perspective shaped by movement. Avoid invented trauma clichés. Afterwards, add a 100-word commentary explaining three language or perspective choices.

Privacy rule: Do not use a classmate’s real migration biography without explicit consent.

Mediation

Mediation is not sentence-by-sentence translation. Select what the target reader needs and reformulate it appropriately in English.

Fictional German source for practice – not real data:

„Die fiktive Stadt Lindenfeld plant eine Informationsveranstaltung für neu zugezogene Jugendliche. In einer nicht repräsentativen schulischen Übungsumfrage mit 60 Personen gaben 18 an, schon einmal innerhalb Deutschlands umgezogen zu sein, 9 hatten bereits in mehr als einem Staat gelebt, 12 pendelten regelmäßig zwischen zwei Orten und 21 hatten bisher keinen Wohnortwechsel erlebt. Die Stadt möchte ausdrücklich nicht nach Herkunftsgruppen sortieren, sondern unterschiedliche Mobilitätserfahrungen sichtbar machen.“

Task: Write a 90–120 word English note for a partner school explaining the project. Do not translate every detail. Mention that the data are fictional practice data and not representative.

LF extension: Add one sentence explaining why the project separates mobility experience from nationality.

Help system

Help 1: Context first

Ask: What happens before and after the unknown word? Is the word about movement, status, place, feeling, law, cause or consequence?

Help 2: Word formation

Look for roots and affixes: migrate → migration, displace → displacement, mobile → mobility, integrate → integration.

Help 3: Visualise

Draw arrows, borders, timelines or networks. A ten-second sketch can distinguish migration, return, circular mobility and internal displacement.

Help 4: English explanation

Explain the word with simpler English before translating it.

Help 5: Dictionary

Use an English learner’s dictionary. Check definition, grammar, register, collocation and example.

Help 6: German rescue hint

Only now add one short German cue if needed. Do not replace English processing with a complete translation.

Feedback

Use the E-V-A-S check:

Letter	Question
E	Evidence: Is every major claim supported by the material?
V	Vocabulary: Are migration terms precise and context-appropriate?
A	Analysis: Do I explain effects and meaning rather than list features?
S	Scope: Have I avoided turning one person, image or statistic into a general claim?

Peer feedback sentence frames:

“Your strongest evidence is … because …”
“This term could be more precise: …”
“The analysis would go further if you explained …”
“This sentence generalises beyond the evidence; you could qualify it by …”

Fehleranalyse

After a task, mark each correction with one code:

Code	Error type	Repair
C	concept error	Recheck the definition and neighbouring term.
E	evidence error	Return to the text, image, data or audio.
A	analysis gap	Add how/why/effect.
L	language issue	Check grammar, collocation or register.
G	generalisation	Narrow the claim and add a qualifier.
S	source issue	Verify date, author, institution or data basis.

Error log: Keep one example of each error type and one repaired version. Progress means making different, more advanced errors over time—not pretending errors disappear.

Source and AI literacy

No external AI tool is required for this course. Do not upload personal migration stories, private recordings, copyrighted required texts or film clips to external AI services without explicit permission and a lawful basis.

If teacher-approved AI support is used:

check every factual claim against a reliable source,
open and verify every cited source,
compare wording with the original source,
mark AI assistance according to school rules,
keep your own notes and drafting process,
do not submit an AI-generated replacement essay as your own analysis.

A fluent answer can still be wrong. A source title that sounds plausible may still be invented. Verification is part of the task.

Transfer

Choose one theme such as belonging, border, home, language, work, family, memory and compare how it appears in:

one fictional text,
one visual source,
one non-fictional source,
one spoken source.

Your final claim must include one similarity, one difference and one limitation of the comparison.

LF extension: Explain whether the concept changes meaning across the four media.

Abi-Check

Check 1: Listening

Use an unfamiliar English audio on migration or cross-cultural encounters selected by the teacher. Read the task first, listen for gist and detail, then separate what was actually said from what you inferred.

Check 2: Aspect-based summary

Summarise only the aspect named in the task. Do not retell the whole text.

Check 3: Analysis

Analyse the stated aspects. Link language/form to communicative purpose or representation.

Check 4: Writing

Choose between a personal position and a task-appropriate creative format when offered. Reuse material without copying it.

Check 5: Speaking

Practise monologue and interaction. A strong answer responds to the partner and develops ideas instead of delivering two separate mini-speeches.

LF exam orientation 2028: The official Facherlass specifies listening plus writing, approximately 255 minutes including selection time, with a break between the listening and writing parts. Check the current official document before your examination because formats and timings are year-specific.

BF orientation: The Basisfach has its own assessment and oral-examination framework. Use the current Facherlass and school guidance rather than copying LF timing.

Media and rights check

The Wikimedia Commons files embedded here have file pages with licence information. YouTube videos are embedded from the platform; they are not downloaded or re-uploaded.

Use the media for analysis, not decoration.
Check the file page or video channel before reuse.
Do not download, cut or republish copyrighted film material unless permission or a legal exception clearly applies.
Required films and literary texts must be accessed through lawful school, library or private copies.
Recordings by learners are voluntary and should remain private unless everyone involved has explicitly agreed to publication.
No learner should be asked to upload a personal migration story publicly.

Mini project: fictional mobility data

All data below are fictional and created only for method practice.

Route type	Fictional cases	Typical duration in the fictional dataset
move for study	28	one to four years
move for work	24	six months to several years
family-related move	17	varied
repeated commuting	31	weekly
forced internal displacement	9	unknown

Task: Create one suitable visualisation. Then write three sentences: one accurate finding, one limitation and one statement that the data do not justify.

LF extension: Explain why combining these categories into one “migration number” could erase important distinctions.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which term describes a person forced to leave home but remaining within the same country? (Internally displaced person) (!Refugee) (!Tourist) (!Exchange student)

Which statement best distinguishes immigration from emigration? (Immigration focuses on entering a country, while emigration focuses on leaving one) (!Immigration is always forced, while emigration is always voluntary) (!Immigration is internal movement, while emigration is commuting) (!Immigration describes only refugees, while emigration describes only workers)

What is the best first step when interpreting a migration map? (Check what is measured, for which year and with which unit) (!Assume darker colours mean a social problem) (!Guess the reasons why individuals moved) (!Treat totals and percentages as the same measure)

Why should refugee and migrant not automatically be used as synonyms? (Refugee is a specific protection-related category while migrant is broader) (!Refugees never cross borders) (!Migrants can only move for work) (!Refugees are always internally displaced)

What does othering describe? (Representing people as fundamentally different from an assumed us) (!Measuring the number of border crossings) (!Returning to a former place of residence) (!Sending money to relatives abroad)

Which analytical move best avoids a stereotype? (Limit a claim to the evidence and context of the source) (!Use the word always to make the claim clearer) (!Generalise from one character to a whole country) (!Infer legal status from clothing or appearance)

What is mediation in a foreign-language task? (Selecting and reformulating relevant information for a target reader) (!Translating every sentence word for word) (!Copying the source into the target language) (!Replacing difficult information with personal opinion)

Which sequence best supports independent vocabulary learning? (Context, word family, English explanation, dictionary, German help if needed) (!German translation, memorisation, no context, no dictionary) (!Guessing, repeating, ignoring collocations, translating) (!Dictionary entry, copying, no sentence, no source)

What is a strong analytical paragraph expected to do? (Link a claim and evidence to an explanation of meaning or effect) (!List as many stylistic devices as possible) (!Retell the entire plot) (!Avoid referring to the material)

Why can a single migration story be misleading when generalised? (One individual experience cannot represent the full diversity of migration experiences) (!Individual stories are never useful) (!Only statistics can describe human experience) (!Fiction cannot be analysed)

Memory

migration	movement that changes a usual place of residence
mobility	broader pattern or capacity of movement
displacement	compelled movement away from home
asylum seeker	person seeking international protection
diaspora	community connected across places to a former or ancestral homeland
remittance	money sent to people in another place
belonging	sense of connection and acceptance
othering	construction of an us-versus-them difference

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Internal displacement	forced movement without crossing an international border
Asylum seeking	request for international protection
Return migration	movement back to a former country or place of residence
Circular mobility	repeated movement between places
Diaspora	cross-border community ties linked to a homeland
Resettlement	organized transfer to a third country in a protection context

Kreuzworträtsel

Diaspora	What term describes a community connected across countries to a former or ancestral homeland?
Asylum	What word names protection that a person may seek in another state?
Mobility	What broader term can include temporary, repeated or circular movement?
Remittance	What word means money sent to people in another place, often family members?
Displacement	What term foregrounds compelled movement away from home?
Border	What word names the boundary that distinguishes international from internal displacement?

LearningApps

Lückentext

Migration is a broad term for human

that may take many forms. Mobility can include temporary or

movement. Forced movement away from home can be described as

. A person who remains inside their country after being forced to flee may be an internally displaced

. A refugee has crossed an international

in a protection context. A person whose protection claim is still being considered may be an asylum

. Good analysis separates direct

from inference. A map must be read with attention to year, unit and data

. A literary analysis should connect a feature to its meaning or

. A careful discussion avoids turning one story into a sweeping

.

Offene Aufgaben

Leicht

Migration vocabulary map: Create a one-page visual network linking ten key terms with arrows, word families and one English example each.
Media observation: Choose one Commons image from this course and write five observations and three interpretations in separate columns.
Listening glossary: Watch one UNHCR video and collect eight useful collocations; check them in an English dictionary.
Single-story check: Find one sentence in your own notes that generalises too far and rewrite it in a more precise form.

Standard

Source comparison: Compare one historical image with one current data visualisation and explain what each can and cannot show about migration.
Short-story analysis: Using a legally provided short-story excerpt, analyse how setting and perspective shape the representation of movement or belonging.
Speaking dialogue: Record a private two-person discussion on the difference between migration, mobility and displacement; recording is optional and must not be uploaded without consent.
Mediation note: Create a 120-word English mediation from a short German source selected by your teacher; explain which details you omitted and why.

Schwer

Cross-text synthesis: Connect two required short stories, one non-fictional source and one visual around a self-chosen concept such as belonging, border or home.
Representation audit: Examine five migration-related media items for source, framing, terminology, missing perspectives and possible stereotypes.
Data critique: Find a current UNHCR, IOM or official statistical graphic and assess definition, date, unit, limitations and possible misreadings.
Abi mini portfolio: Produce an aspect-based summary, one analytical paragraph, a short comment and a speaking outline from a teacher-provided material set, then revise all four using feedback.

Lernkontrolle

Concept transfer: A fictional person moves twice for study, later flees violence inside the same state and finally seeks protection abroad. Explain how the relevant terms change across the timeline and why.
Source limitation: Compare a photograph, a map and a short story. Explain which questions each medium answers well and which it cannot answer reliably.
Language and power: Analyse how two different labels for the same group could shape audience perception. Discuss register, context and evidence without deciding from the label alone.
Cross-cultural encounter: Use one scene from a legally accessed copy of Arrival and one required short story to compare communication across difference. State where the comparison becomes limited.
Evidence-based correction: You are given the claim “People migrate mainly for one reason.” Use at least three different source types to test, qualify or reject the claim.
Data reasoning: Explain how a country can rank high in total immigrant numbers but lower in immigrant share, and why confusing these measures can distort an argument.
Ethical representation: Design criteria for a school exhibition about migration that protects privacy, avoids stereotypes and still allows critical discussion.

Lernnachweis

For a successful learning record, you should be able to show:

precise use of migration, mobility and displacement vocabulary,
a clear distinction between refugee, asylum seeker and internally displaced person,
evidence-based analysis of fictional, non-fictional and visual material,
awareness of perspective, framing, source and data limitations,
differentiated BF- or LF-appropriate speaking and writing,
at least one revised text showing feedback and error analysis,
one transfer task combining different media,
responsible source use and verification of statistics and AI-generated claims,
respectful language that avoids stereotypes and unsupported generalisation.

The Lernnachweis itself should contain no externally embedded media, no personal data and no private recordings.

OERs zum Thema

Useful external reference points:

Folgekurs

Continue with ABI - On the Move – Cross-Cultural Encounters analysieren.

Suggested next steps:

connect migration narratives to USA: ideals and realities, identity and social developments,
connect Windrush and postcolonial migration to UK: tradition and change,
deepen comparative analysis across the required short stories,
rehearse current IQB operators with unseen material,
build a personal error log and speaking routine for the examination year.

Verknüpfte Lernbereiche

ABI - On the Move – Migration differenziert verstehen

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