Abitur NRW Englisch 2023 · GK · Nachtermin · Weiterbildungskolleg

Klausurteil A: Leseverstehen und Schreiben integriert

Klausurteil A

Glenn Dixon

Juliet’s Answer: One Man’s Search for Love and the Elusive Cure for Heartbreak

The following passage is taken from the memoirs of a teacher from Canada.

I taught Shakespeare to (mostly) compliant teenagers for more than twenty years. They had

a let’s-just-get-this-over-with attitude when we started, but almost always, within just a few

lines, they were hooked – especially with the play Romeo and Juliet – and that’s because I

told them right at the beginning, even before the first fight scene, there were some very

5 dirty jokes.

I wouldn’t tell them what they were, though I would slow my voice at line 26, raise my

eyebrows a little, and one or two of the students would catch on. I’d hear strangely chaste

giggles – caught before they could get too loud – and watch the other grade tens students

swivel, trying to understand what they had missed. After that, they were all sitting up

10 straight, listening intently.

I used to tell my students that Shakespeare planted these hooks on purpose – just as I was

now doing. In London in the late sixteenth century, everything south of the River Thames

was questionable territory. The taverns were there, and the bearbaiting pits, and – don’t

make me say this, kids – women of the night. Prostitutes. Many of the students would look

15 at me in horror. Funny, you’d expect teenagers to be more rebellious or at least coolly

nonchalant, but my experience was never that. They were strict moralists, almost all of

them.

The boys were the hardest to engage. But I had my ways. At the beginning of Romeo and

Juliet, there’s a street brawl between the Montagues and the Capulets. “Devin,” I called out.

20 Devin was a loud kid who sat midway back in the row nearest the door. In class discussions

he often took over, debating like a politician, though he looked like Woody the cowboy

from Toy Story.

“Devin,” I said again, “come on up here.”

Devin looked at me as if it were some sort of trick. His face was a sea of freckles, but he

25 was at that stage of adolescence when he thought he was much more grown-up than he

really was. He eyed me like a gunslinger. In a traditional classroom, as he well knew, the

front of the class was the teacher’s stage. The students were the audience, sitting passively

at their desks. I grabbed a wooden yardstick from the chalk gutter under the blackboard. I

hoisted it up and gave it a few swooshes through the air like a sword. “C’mon,” I said

30 again.

Devin approached warily. “Let’s do the fight scene,” I said, leveling the yardstick at him.

His eyes brightened. “Really?”

“Yeah, c’mon.”

I handed him my yardstick while a few sedate cheers rose from the other boys in class.

35 Then I hurled the insult that provokes the fight. “Do you bite your thumb at me, sir?”

“What?” Devin asked.

I picked up a ruler from my desk, considerably shorter than Devin’s yardstick. “I said, do

you bite your thumb at me, sir?”

Devin stood there, the yardstick hanging at his side.

40 “Say yes,” I stage-whispered.

“Yes?”

“Then have at ‘er.” I rushed forward with a thrust and the students broke into cheers and

laughter. We parried back and forth a few times, the wood of the rulers clicking and

clacking. Then I called out to Sadia.

45 Sadia sat in the front row. She wore a hijab, a headscarf. Her family had immigrated to

Canada when she was only a little girl. She was one of the brightest – and most unorthodox –

students in the class.

“Sadia, you’re the prince,” I said. “Prince Escalus.”

“The prince is a boy,” someone called out.

50 “Says who?” I barked back, holding up my ruler to deflect a blow from Devin. “Prince

Sadia, get up here and stop this fight. Quick!”

Sadia stood. She held her copy of Romeo and Juliet book in front of her with both hands

and in a faltering voice said, “Halt.”

Devin and I stopped.

55 “Um,” said Sadia, searching for the right lines. “Rebellious subjects,” she said, “Enemies to

peace … throw your mistempered weapons to the ground.”

“Mistempered,” someone snickered.

Devin dropped the yardstick. It clattered to the floor.

“Good,” I said. “Good,” I glanced up at the clock. “That’s about all the time we have

60 today,” I said.

“But what happens next?” asked Devin.

“Well, the bell’s about to go,” I said.

“Aw, c’mon, Mr. Dixon. Just give us a hint. What happens next?”

And that’s when I knew that I had them.

Annotations:

13 · bearbaiting pits – an area historically used to show bears fight with other animals

19 · the Montagues and the Capulets – the two rival families in Romeo and Juliet

22 · Toy Story – a computer-animated children’s film

26 · gunslinger – a person who is paid to kill people

28 · gutter – here: tray beneath the blackboard in a classroom

35 · to bite your thumb at sb. – here: symbolic gesture that could be interpreted as an invitation to violence

42 · have at ‘er (informal) – here: go for it

48 · Prince Escalus – character in Shakespeare’s play Romeo and Juliet

56 · mistempered – made with evil intent

1.

Describe how the narrator teaches Shakespeare and how his students respond to his approach. (Comprehension) [12 Punkte]

Klausurteil A: Leseverstehen und Schreiben integriert

Klausurteil A

Glenn Dixon

Juliet’s Answer: One Man’s Search for Love and the Elusive Cure for Heartbreak

The following passage is taken from the memoirs of a teacher from Canada.

I taught Shakespeare to (mostly) compliant teenagers for more than twenty years. They had

a let’s-just-get-this-over-with attitude when we started, but almost always, within just a few

lines, they were hooked – especially with the play Romeo and Juliet – and that’s because I

told them right at the beginning, even before the first fight scene, there were some very

5 dirty jokes.

I wouldn’t tell them what they were, though I would slow my voice at line 26, raise my

eyebrows a little, and one or two of the students would catch on. I’d hear strangely chaste

giggles – caught before they could get too loud – and watch the other grade tens students

swivel, trying to understand what they had missed. After that, they were all sitting up

10 straight, listening intently.

I used to tell my students that Shakespeare planted these hooks on purpose – just as I was

now doing. In London in the late sixteenth century, everything south of the River Thames

was questionable territory. The taverns were there, and the bearbaiting pits, and – don’t

make me say this, kids – women of the night. Prostitutes. Many of the students would look

15 at me in horror. Funny, you’d expect teenagers to be more rebellious or at least coolly

nonchalant, but my experience was never that. They were strict moralists, almost all of

them.

The boys were the hardest to engage. But I had my ways. At the beginning of Romeo and

Juliet, there’s a street brawl between the Montagues and the Capulets. “Devin,” I called out.

20 Devin was a loud kid who sat midway back in the row nearest the door. In class discussions

he often took over, debating like a politician, though he looked like Woody the cowboy

from Toy Story.

“Devin,” I said again, “come on up here.”

Devin looked at me as if it were some sort of trick. His face was a sea of freckles, but he

25 was at that stage of adolescence when he thought he was much more grown-up than he

really was. He eyed me like a gunslinger. In a traditional classroom, as he well knew, the

front of the class was the teacher’s stage. The students were the audience, sitting passively

at their desks. I grabbed a wooden yardstick from the chalk gutter under the blackboard. I

hoisted it up and gave it a few swooshes through the air like a sword. “C’mon,” I said

30 again.

Devin approached warily. “Let’s do the fight scene,” I said, leveling the yardstick at him.

His eyes brightened. “Really?”

“Yeah, c’mon.”

I handed him my yardstick while a few sedate cheers rose from the other boys in class.

35 Then I hurled the insult that provokes the fight. “Do you bite your thumb at me, sir?”

“What?” Devin asked.

I picked up a ruler from my desk, considerably shorter than Devin’s yardstick. “I said, do

you bite your thumb at me, sir?”

Devin stood there, the yardstick hanging at his side.

40 “Say yes,” I stage-whispered.

“Yes?”

“Then have at ‘er.” I rushed forward with a thrust and the students broke into cheers and

laughter. We parried back and forth a few times, the wood of the rulers clicking and

clacking. Then I called out to Sadia.

45 Sadia sat in the front row. She wore a hijab, a headscarf. Her family had immigrated to

Canada when she was only a little girl. She was one of the brightest – and most unorthodox –

students in the class.

“Sadia, you’re the prince,” I said. “Prince Escalus.”

“The prince is a boy,” someone called out.

50 “Says who?” I barked back, holding up my ruler to deflect a blow from Devin. “Prince

Sadia, get up here and stop this fight. Quick!”

Sadia stood. She held her copy of Romeo and Juliet book in front of her with both hands

and in a faltering voice said, “Halt.”

Devin and I stopped.

55 “Um,” said Sadia, searching for the right lines. “Rebellious subjects,” she said, “Enemies to

peace … throw your mistempered weapons to the ground.”

“Mistempered,” someone snickered.

Devin dropped the yardstick. It clattered to the floor.

“Good,” I said. “Good,” I glanced up at the clock. “That’s about all the time we have

60 today,” I said.

“But what happens next?” asked Devin.

“Well, the bell’s about to go,” I said.

“Aw, c’mon, Mr. Dixon. Just give us a hint. What happens next?”

And that’s when I knew that I had them.

Annotations:

13 · bearbaiting pits – an area historically used to show bears fight with other animals

19 · the Montagues and the Capulets – the two rival families in Romeo and Juliet

22 · Toy Story – a computer-animated children’s film

26 · gunslinger – a person who is paid to kill people

28 · gutter – here: tray beneath the blackboard in a classroom

35 · to bite your thumb at sb. – here: symbolic gesture that could be interpreted as an invitation to violence

42 · have at ‘er (informal) – here: go for it

48 · Prince Escalus – character in Shakespeare’s play Romeo and Juliet

56 · mistempered – made with evil intent

2.

Analyze in what way the narrator lets the reader look into his classroom and portrays himself as a teacher. Concentrate on the point of view and the use of language. (Analysis) [16 Punkte]

3. Select one of the tasks below:

3.1

In his recent book Literature in the Digital Age, Adam Hammond, a professor of English literature, points out that sceptics regard literature and the digital world as “fundamentally incompatible”.

Comment on this claim, taking into account your own reading experiences and the opportunities that digital media as well as film adaptions present for dealing with literature.

(Evaluation: comment) (14 Punkte)

Klausurteil A: Leseverstehen und Schreiben integriert

Klausurteil A

Glenn Dixon

Juliet’s Answer: One Man’s Search for Love and the Elusive Cure for Heartbreak

The following passage is taken from the memoirs of a teacher from Canada.

I taught Shakespeare to (mostly) compliant teenagers for more than twenty years. They had

a let’s-just-get-this-over-with attitude when we started, but almost always, within just a few

lines, they were hooked – especially with the play Romeo and Juliet – and that’s because I

told them right at the beginning, even before the first fight scene, there were some very

5 dirty jokes.

I wouldn’t tell them what they were, though I would slow my voice at line 26, raise my

eyebrows a little, and one or two of the students would catch on. I’d hear strangely chaste

giggles – caught before they could get too loud – and watch the other grade tens students

swivel, trying to understand what they had missed. After that, they were all sitting up

10 straight, listening intently.

I used to tell my students that Shakespeare planted these hooks on purpose – just as I was

now doing. In London in the late sixteenth century, everything south of the River Thames

was questionable territory. The taverns were there, and the bearbaiting pits, and – don’t

make me say this, kids – women of the night. Prostitutes. Many of the students would look

15 at me in horror. Funny, you’d expect teenagers to be more rebellious or at least coolly

nonchalant, but my experience was never that. They were strict moralists, almost all of

them.

The boys were the hardest to engage. But I had my ways. At the beginning of Romeo and

Juliet, there’s a street brawl between the Montagues and the Capulets. “Devin,” I called out.

20 Devin was a loud kid who sat midway back in the row nearest the door. In class discussions

he often took over, debating like a politician, though he looked like Woody the cowboy

from Toy Story.

“Devin,” I said again, “come on up here.”

Devin looked at me as if it were some sort of trick. His face was a sea of freckles, but he

25 was at that stage of adolescence when he thought he was much more grown-up than he

really was. He eyed me like a gunslinger. In a traditional classroom, as he well knew, the

front of the class was the teacher’s stage. The students were the audience, sitting passively

at their desks. I grabbed a wooden yardstick from the chalk gutter under the blackboard. I

hoisted it up and gave it a few swooshes through the air like a sword. “C’mon,” I said

30 again.

Devin approached warily. “Let’s do the fight scene,” I said, leveling the yardstick at him.

His eyes brightened. “Really?”

“Yeah, c’mon.”

I handed him my yardstick while a few sedate cheers rose from the other boys in class.

35 Then I hurled the insult that provokes the fight. “Do you bite your thumb at me, sir?”

“What?” Devin asked.

I picked up a ruler from my desk, considerably shorter than Devin’s yardstick. “I said, do

you bite your thumb at me, sir?”

Devin stood there, the yardstick hanging at his side.

40 “Say yes,” I stage-whispered.

“Yes?”

“Then have at ‘er.” I rushed forward with a thrust and the students broke into cheers and

laughter. We parried back and forth a few times, the wood of the rulers clicking and

clacking. Then I called out to Sadia.

45 Sadia sat in the front row. She wore a hijab, a headscarf. Her family had immigrated to

Canada when she was only a little girl. She was one of the brightest – and most unorthodox –

students in the class.

“Sadia, you’re the prince,” I said. “Prince Escalus.”

“The prince is a boy,” someone called out.

50 “Says who?” I barked back, holding up my ruler to deflect a blow from Devin. “Prince

Sadia, get up here and stop this fight. Quick!”

Sadia stood. She held her copy of Romeo and Juliet book in front of her with both hands

and in a faltering voice said, “Halt.”

Devin and I stopped.

55 “Um,” said Sadia, searching for the right lines. “Rebellious subjects,” she said, “Enemies to

peace … throw your mistempered weapons to the ground.”

“Mistempered,” someone snickered.

Devin dropped the yardstick. It clattered to the floor.

“Good,” I said. “Good,” I glanced up at the clock. “That’s about all the time we have

60 today,” I said.

“But what happens next?” asked Devin.

“Well, the bell’s about to go,” I said.

“Aw, c’mon, Mr. Dixon. Just give us a hint. What happens next?”

And that’s when I knew that I had them.

Annotations:

13 · bearbaiting pits – an area historically used to show bears fight with other animals

19 · the Montagues and the Capulets – the two rival families in Romeo and Juliet

22 · Toy Story – a computer-animated children’s film

26 · gunslinger – a person who is paid to kill people

28 · gutter – here: tray beneath the blackboard in a classroom

35 · to bite your thumb at sb. – here: symbolic gesture that could be interpreted as an invitation to violence

42 · have at ‘er (informal) – here: go for it

48 · Prince Escalus – character in Shakespeare’s play Romeo and Juliet

56 · mistempered – made with evil intent

3.2

While walking home, Devin reflects on his first English class about Shakespeare and on how Mr Dixon teaches. Write Devin's interior monologue. (Evaluation: re-creation of text) [14 Punkte]

Klausurteil A

Glenn Dixon

Juliet’s Answer: One Man’s Search for Love and the Elusive Cure for Heartbreak

The following passage is taken from the memoirs of a teacher from Canada.

I taught Shakespeare to (mostly) compliant teenagers for more than twenty years. They had

a let’s-just-get-this-over-with attitude when we started, but almost always, within just a few

lines, they were hooked – especially with the play Romeo and Juliet – and that’s because I

told them right at the beginning, even before the first fight scene, there were some very

5 dirty jokes.

I wouldn’t tell them what they were, though I would slow my voice at line 26, raise my

eyebrows a little, and one or two of the students would catch on. I’d hear strangely chaste

giggles – caught before they could get too loud – and watch the other grade tens students

swivel, trying to understand what they had missed. After that, they were all sitting up

10 straight, listening intently.

I used to tell my students that Shakespeare planted these hooks on purpose – just as I was

now doing. In London in the late sixteenth century, everything south of the River Thames

was questionable territory. The taverns were there, and the bearbaiting pits, and – don’t

make me say this, kids – women of the night. Prostitutes. Many of the students would look

15 at me in horror. Funny, you’d expect teenagers to be more rebellious or at least coolly

nonchalant, but my experience was never that. They were strict moralists, almost all of

them.

The boys were the hardest to engage. But I had my ways. At the beginning of Romeo and

Juliet, there’s a street brawl between the Montagues and the Capulets. “Devin,” I called out.

20 Devin was a loud kid who sat midway back in the row nearest the door. In class discussions

he often took over, debating like a politician, though he looked like Woody the cowboy

from Toy Story.

“Devin,” I said again, “come on up here.”

Devin looked at me as if it were some sort of trick. His face was a sea of freckles, but he

25 was at that stage of adolescence when he thought he was much more grown-up than he

really was. He eyed me like a gunslinger. In a traditional classroom, as he well knew, the

front of the class was the teacher’s stage. The students were the audience, sitting passively

at their desks. I grabbed a wooden yardstick from the chalk gutter under the blackboard. I

hoisted it up and gave it a few swooshes through the air like a sword. “C’mon,” I said

30 again.

Devin approached warily. “Let’s do the fight scene,” I said, leveling the yardstick at him.

His eyes brightened. “Really?”

“Yeah, c’mon.”

I handed him my yardstick while a few sedate cheers rose from the other boys in class.

35 Then I hurled the insult that provokes the fight. “Do you bite your thumb at me, sir?”

“What?” Devin asked.

I picked up a ruler from my desk, considerably shorter than Devin’s yardstick. “I said, do

you bite your thumb at me, sir?”

Devin stood there, the yardstick hanging at his side.

40 “Say yes,” I stage-whispered.

“Yes?”

“Then have at ‘er.” I rushed forward with a thrust and the students broke into cheers and

laughter. We parried back and forth a few times, the wood of the rulers clicking and

clacking. Then I called out to Sadia.

45 Sadia sat in the front row. She wore a hijab, a headscarf. Her family had immigrated to

Canada when she was only a little girl. She was one of the brightest – and most unorthodox –

students in the class.

“Sadia, you’re the prince,” I said. “Prince Escalus.”

“The prince is a boy,” someone called out.

50 “Says who?” I barked back, holding up my ruler to deflect a blow from Devin. “Prince

Sadia, get up here and stop this fight. Quick!”

Sadia stood. She held her copy of Romeo and Juliet book in front of her with both hands

and in a faltering voice said, “Halt.”

Devin and I stopped.

55 “Um,” said Sadia, searching for the right lines. “Rebellious subjects,” she said, “Enemies to

peace … throw your mistempered weapons to the ground.”

“Mistempered,” someone snickered.

Devin dropped the yardstick. It clattered to the floor.

“Good,” I said. “Good,” I glanced up at the clock. “That’s about all the time we have

60 today,” I said.

“But what happens next?” asked Devin.

“Well, the bell’s about to go,” I said.

“Aw, c’mon, Mr. Dixon. Just give us a hint. What happens next?”

And that’s when I knew that I had them.

Annotations:

13 · bearbaiting pits – an area historically used to show bears fight with other animals

19 · the Montagues and the Capulets – the two rival families in Romeo and Juliet

22 · Toy Story – a computer-animated children’s film

26 · gunslinger – a person who is paid to kill people

28 · gutter – here: tray beneath the blackboard in a classroom

35 · to bite your thumb at sb. – here: symbolic gesture that could be interpreted as an invitation to violence

42 · have at ‘er (informal) – here: go for it

48 · Prince Escalus – character in Shakespeare’s play Romeo and Juliet

56 · mistempered – made with evil intent

Klausurteil B: Sprachmittlung isoliert

4. Your class and your British partner school are taking part in a joint project called Motivating Young Readers for Literature. You and your exchange partner have decided to concentrate on the influence of social media. While doing your research, you found the article below.

Write an email to your exchange partner in which you inform her/him about the present #Booktok trend in Germany and about how it might develop in the future.

(Mediation) [18 Punkte]

Textgrundlage: Deutsche Presseagentur (dpa) – Wie TikTok die Literaturlandschaft prägt

Die App Tiktok ist nicht gerade der Ort, an dem man Diskussionen über Literatur vermuten würde – ist sie doch eher für Tanzvideos oder witzige Sketche bekannt.

Doch dazwischen schlummern auch ganz andere Dinge: Nutzerinnen, die ihre nach Farben geordneten Bücherregale filmen, die ihre Lieblingslektüre vorstellen, oft nach Themen aus- 5 gewählt. Zum Beispiel: drei gute feministische Bücher. Literatur für bestimmte Sternzeichen. Oder einfach: Was ich letzten Monat gelesen habe.

Unter dem Hashtag #Booktok erobert sich die Literatur auf Tiktok neue Räume. Und zeigt: Der Literaturkritiker muss kein alter Mann mit Hornbrille sein. Meistens sind es Frauen, die auf Tiktok Buchtipps geben, Männer finden sich in der Szene eher selten. Die Leserinnen 10 sind jung und haben einen neuen Zugang zu Büchern. Sie bieten keine verschachtelten Sätze, sondern emotionale Tipps in Videos mit Musik.

So zum Beispiel in den Beiträgen von Saskia Papen alias „PastellPages“, die als Buchhändlerin in Kleve arbeitet. Sie entdecke täglich neue Wege, um zu zeigen, welche Bücher sie liest, sagt die 22-Jährige. Mit Tränen in den Augen präsentiert sie etwa zu melancholischer Musik 15 ihr traurigstes Buch, an einem anderen Tag startet sie die „Ein Buch. Ein Tag“-Challenge. Das heißt, sie fordert ihre Follower heraus, mit ihr ein Buch an einem Tag zu lesen.

Die Arbeit im Netz unterscheidet sich naturgemäß sehr von der im Buchladen. „Auf Tiktok ist einfach alles schnelllebiger und es geht auch mehr ums Visuelle“, sagt Papen. „Sieht das Cover gut aus oder hat das Buch irgendwelche Besonderheiten, sprich Karten oder einen 20 farbigen Buchschnitt, ist das für viele schon ein Kaufkriterium.“ Bei einem Beratungsgespräch in der Buchhandlung stehe mehr der Inhalt des Buches im Fokus. „Da kann ich nur selten meine Kunden damit beeindrucken, das Buch im richtigen Licht zu präsentieren. Im Beratungsgespräch steht man dem Kunden direkt gegenüber, was bei Tiktok natürlich nicht der Fall ist.“

Ob analog oder digital: Verkaufsfördernd können beide Wege sein. Die ersten deutschen 25 Verlage sind bereits auf Tiktok präsent, etwa der auf Kinder- und Jugendliteratur spezialisierte Loewe Verlag. „Eigene kreative und speziell für Tiktok konzipierte Videos sowie die Zusammenarbeit mit Tiktok-Creatorn sind bereits Teil unserer Strategie“, sagt Nicolai Lindner, Leiter des Bereichs Online Marketing & PR beim Verlag. „Die sogenannten 30 Booktoker haben im Vergleich zu bekannten Tiktok-Creatorn weniger Reichweite, daher führen einzelne Buchempfehlungen selten zu deutlich erhöhten Verkaufszahlen“, schränkt er ein. „Gleichzeitige Empfehlungen von verschiedenen Booktokern können aber durchaus sehr viel Aufmerksamkeit bewirken, insbesondere für Neuerscheinungen.“

Papen sagt, es komme vor, dass Verlage sie mit Kooperationsanfragen kontaktieren – wenn 35 auch selten. Doch das könnte sich ändern. […]

Auch in Deutschland wächst die „Booktok“-Gemeinschaft. „Ich entdecke täglich neue Leute und habe schon öfters andere dazu bewegt, auch mit Booktok anzufangen“, sagt Papen. Wer tiefgründige Buch-Analysen sucht, wird auf Tiktok eher nicht fündig. Anders sieht das für alle aus, die sich für das Genre „New Adult“ interessieren, also Bücher für 40 junge Erwachsene, ungefähr zwischen 18 und 25 Jahren, die thematisch alles umfassen können, was in dieser Lebensphase eine Rolle spielt (natürlich Liebe oder der Versuch, den eigenen Platz in der Welt zu finden). Verlage entdecken dieses Genre immer mehr für sich, auf Tiktok spielt es eine große Rolle.

Auch Penguin ist auf der App vertreten. Sprecherin Susanne Klein sagt: „Wir glauben, dass 45 die App für Marketingkampagnen zunehmend relevanter wird. Dass das Potenzial hoch ist, hat eine erste Testkampagne im New-Adult-Bereich gezeigt. Wir erreichen dort viele, insbesondere junge User, die kaum oder gar nicht auf anderen Social-Media-Kanälen unterwegs sind. Und die Zielgruppe wächst, wird zunehmend breiter.“ Zwar ließen sich noch keine unmittelbaren Auswirkungen auf Verkaufszahlen herleiten – „insgesamt haben wir aber 50 eine gute Resonanz auf unsere Performance von Usern und Bookfluencern bekommen“.

Anmerkungen:

Z. 29: PR – Abkürzung für Public Relations: Öffentlichkeitsarbeit

Z. 44: Penguin – renommierter britischer Buchverlag

Klausurteil A: Leseverstehen und Schreiben integriert

Klausurteil A

Bernard Ewekia, Jakapita Kandanga, Edwin Namakanga, Maria Reyes and Farzana Faruk Jhumu

We are in Glasgow to demand justice for those most affected by the climate crisis

How can you hold climate talks without including the most affected people? You can't.

How can you make decisions on the best way to adapt to climate impacts without talking to

those forced to adapt? You can't. And how can you deliver climate justice by continuing to

ignore those that are suffering the most? You can't.

5 As the Cop26 climate summit gets under way, and the so-called leaders of the world take

centre stage to deliver yet more empty promises, we – five youth climate activists from five

of the most affected areas across Africa, Asia, Central America and the South Pacific –

have arrived despite attempts to shut us out.

We have sailed into Glasgow onboard the Rainbow Warrior to let these presidents, prime

10 ministers, policymakers and CEOs know that our voices will no longer remain unheard.

They cannot and should not have these talks without us and we're demanding a seat at the

table to make sure they finally act.

The climate crisis is a global crisis that requires global action. But it does not affect everyone

in the same way. It's a crisis of inequalities. We are all in the same storm, but we are not all

15 in the same boat.

Today there are five times more extreme weather events – devastating storms, floods,

droughts, water scarcity and heatwaves – than 50 years ago, and they disproportionately

affect those of us living in the most vulnerable areas, especially in the global south. Last

year, climate disasters displaced more people from our communities than war and violent

20 conflict, again mostly from the global south.

Yet we are not the ones that have caused this crisis.

Since 1965, one-third of global emissions, driven by the relentless exploitation of fossil

fuels, have been caused by just 20 companies. Rich nations are responsible for 92% of

global emissions, with the US and countries in Europe causing almost two-thirds of those.

25 We're just the ones forced to live with, or sadly in many cases die because of, its impacts.

Yet our voices continue to be sidelined.

In our home countries of Namibia, Bangladesh, Uganda, Mexico and Tuvalu in the South

Pacific, we face many different challenges. But they are all exacerbated by the same

injustices such as gender violence, forced migration and racial injustices, as well as the

30 Covid-19 pandemic and the climate crisis. These are all symptoms of the same rotten

system.

We have friends who have dropped out of school because droughts have forced their

families into poverty and famine. Others are forced to literally sell their children in order to

meet their basic needs. Many people have lost land, homes and crops to floods and rising

35 sea levels. More are being forced to flee their homes and communities. And even just

accessing safe drinking water is a daily struggle for many.

Thousands of people are dying right now because of the climate crisis: the world leaders at

this summit have blood on their hands.

While corporate greed and a failure to act from governments in the global north are driving

40 climate change, the disparities between rich and impoverished, between those who are

causing this crisis and those who are not, don't end there. The inequalities also run deep

within our countries.

[...]

For over a decade, rich nations have failed to deliver the international climate finance that

45 they have promised. This is not aid, nor just the help they're obliged to provide. This is a

debt that they owe us for the environmental death and destruction that they have caused –

and it must be paid in full. What little of this debt that actually is repaid rarely reaches those

who need it. But no one questions our governments. No one checks up on how this money

is being spent.

Policies put in place to protect our local environments are meaningless while corrupt

50 politicians remain in charge. But speaking out in our countries can result in grave

consequences. We are literally putting our lives on the line – so it is imperative that our

voices are heard.

The leaders gathering in Glasgow have failed to act on the science. They have failed for

55 decades to tackle the climate crisis. And they have failed to listen to people from the most

affected areas who are now suffering from the consequences of their failure to act. Enough

is enough.

We are here to let them know that we will continue to fight for climate justice until they

stop failing us. They must not deny us the platform to freely defend our present and futures.

They must not ignore our demands. And they must not continue to put profit over people

60 and the planet. The system must be uprooted before it is too late.

Annotations:

5 · Cop26 climate summit (26 th Conference of the Parties) – conference of the United Nations held in Glasgow, Scotland, in November 2021 assessing the worldwide progress in dealing with climate change

8 · despite attempts to shut us out – reference to the fact that the youth activists sailed onboard the Rainbow Warrior, a ship operated by Greenpeace, and were refused access to Glasgow harbour by the authorities

22 · since 1965 – reference to a report published in 1965 first summarizing the risks associated with carbon pollution

28 · to exacerbate – to make something worse

1. Outline how the article presents the effects of the climate crisis on the authors' home countries and the responsibility that industrialized countries bear for it. (Comprehension) (12 Punkte)

Klausurteil A: Leseverstehen und Schreiben integriert

Klausurteil A

Bernard Ewekia, Jakapita Kandanga, Edwin Namakanga, Maria Reyes and Farzana Faruk Jhumu

We are in Glasgow to demand justice for those most affected by the climate crisis

How can you hold climate talks without including the most affected people? You can't.

How can you make decisions on the best way to adapt to climate impacts without talking to

those forced to adapt? You can't. And how can you deliver climate justice by continuing to

ignore those that are suffering the most? You can't.

5 As the Cop26 climate summit gets under way, and the so-called leaders of the world take

centre stage to deliver yet more empty promises, we – five youth climate activists from five

of the most affected areas across Africa, Asia, Central America and the South Pacific –

have arrived despite attempts to shut us out.

We have sailed into Glasgow onboard the Rainbow Warrior to let these presidents, prime

10 ministers, policymakers and CEOs know that our voices will no longer remain unheard.

They cannot and should not have these talks without us and we're demanding a seat at the

table to make sure they finally act.

The climate crisis is a global crisis that requires global action. But it does not affect everyone

in the same way. It's a crisis of inequalities. We are all in the same storm, but we are not all

15 in the same boat.

Today there are five times more extreme weather events – devastating storms, floods,

droughts, water scarcity and heatwaves – than 50 years ago, and they disproportionately

affect those of us living in the most vulnerable areas, especially in the global south. Last

year, climate disasters displaced more people from our communities than war and violent

20 conflict, again mostly from the global south.

Yet we are not the ones that have caused this crisis.

Since 1965, one-third of global emissions, driven by the relentless exploitation of fossil

fuels, have been caused by just 20 companies. Rich nations are responsible for 92% of

global emissions, with the US and countries in Europe causing almost two-thirds of those.

25 We're just the ones forced to live with, or sadly in many cases die because of, its impacts.

Yet our voices continue to be sidelined.

In our home countries of Namibia, Bangladesh, Uganda, Mexico and Tuvalu in the South

Pacific, we face many different challenges. But they are all exacerbated by the same

injustices such as gender violence, forced migration and racial injustices, as well as the

30 Covid-19 pandemic and the climate crisis. These are all symptoms of the same rotten

system.

We have friends who have dropped out of school because droughts have forced their

families into poverty and famine. Others are forced to literally sell their children in order to

meet their basic needs. Many people have lost land, homes and crops to floods and rising

35 sea levels. More are being forced to flee their homes and communities. And even just

accessing safe drinking water is a daily struggle for many.

Thousands of people are dying right now because of the climate crisis: the world leaders at

this summit have blood on their hands.

While corporate greed and a failure to act from governments in the global north are driving

40 climate change, the disparities between rich and impoverished, between those who are

causing this crisis and those who are not, don't end there. The inequalities also run deep

within our countries.

[...]

For over a decade, rich nations have failed to deliver the international climate finance that

45 they have promised. This is not aid, nor just the help they're obliged to provide. This is a

debt that they owe us for the environmental death and destruction that they have caused –

and it must be paid in full. What little of this debt that actually is repaid rarely reaches those

who need it. But no one questions our governments. No one checks up on how this money

is being spent.

Policies put in place to protect our local environments are meaningless while corrupt

50 politicians remain in charge. But speaking out in our countries can result in grave

consequences. We are literally putting our lives on the line – so it is imperative that our

voices are heard.

The leaders gathering in Glasgow have failed to act on the science. They have failed for

55 decades to tackle the climate crisis. And they have failed to listen to people from the most

affected areas who are now suffering from the consequences of their failure to act. Enough

is enough.

We are here to let them know that we will continue to fight for climate justice until they

stop failing us. They must not deny us the platform to freely defend our present and futures.

They must not ignore our demands. And they must not continue to put profit over people

60 and the planet. The system must be uprooted before it is too late.

Annotations:

5 · Cop26 climate summit (26 th Conference of the Parties) – conference of the United Nations held in Glasgow, Scotland, in November 2021 assessing the worldwide progress in dealing with climate change

8 · despite attempts to shut us out – reference to the fact that the youth activists sailed onboard the Rainbow Warrior, a ship operated by Greenpeace, and were refused access to Glasgow harbour by the authorities

22 · since 1965 – reference to a report published in 1965 first summarizing the risks associated with carbon pollution

28 · to exacerbate – to make something worse

2. Analyze how the authors present their positions, concentrating on their communicative strategies and their use of language. (Analysis) (16 Punkte)

Klausurteil A: Leseverstehen und Schreiben integriert

Klausurteil A

Bernard Ewekia, Jakapita Kandanga, Edwin Namakanga, Maria Reyes and Farzana Faruk Jhumu

We are in Glasgow to demand justice for those most affected by the climate crisis

How can you hold climate talks without including the most affected people? You can't.

How can you make decisions on the best way to adapt to climate impacts without talking to

those forced to adapt? You can't. And how can you deliver climate justice by continuing to

ignore those that are suffering the most? You can't.

5 As the Cop26 climate summit gets under way, and the so-called leaders of the world take

centre stage to deliver yet more empty promises, we – five youth climate activists from five

of the most affected areas across Africa, Asia, Central America and the South Pacific –

have arrived despite attempts to shut us out.

We have sailed into Glasgow onboard the Rainbow Warrior to let these presidents, prime

10 ministers, policymakers and CEOs know that our voices will no longer remain unheard.

They cannot and should not have these talks without us and we're demanding a seat at the

table to make sure they finally act.

The climate crisis is a global crisis that requires global action. But it does not affect everyone

in the same way. It's a crisis of inequalities. We are all in the same storm, but we are not all

15 in the same boat.

Today there are five times more extreme weather events – devastating storms, floods,

droughts, water scarcity and heatwaves – than 50 years ago, and they disproportionately

affect those of us living in the most vulnerable areas, especially in the global south. Last

year, climate disasters displaced more people from our communities than war and violent

20 conflict, again mostly from the global south.

Yet we are not the ones that have caused this crisis.

Since 1965, one-third of global emissions, driven by the relentless exploitation of fossil

fuels, have been caused by just 20 companies. Rich nations are responsible for 92% of

global emissions, with the US and countries in Europe causing almost two-thirds of those.

25 We're just the ones forced to live with, or sadly in many cases die because of, its impacts.

Yet our voices continue to be sidelined.

In our home countries of Namibia, Bangladesh, Uganda, Mexico and Tuvalu in the South

Pacific, we face many different challenges. But they are all exacerbated by the same

injustices such as gender violence, forced migration and racial injustices, as well as the

30 Covid-19 pandemic and the climate crisis. These are all symptoms of the same rotten

system.

We have friends who have dropped out of school because droughts have forced their

families into poverty and famine. Others are forced to literally sell their children in order to

meet their basic needs. Many people have lost land, homes and crops to floods and rising

35 sea levels. More are being forced to flee their homes and communities. And even just

accessing safe drinking water is a daily struggle for many.

Thousands of people are dying right now because of the climate crisis: the world leaders at

this summit have blood on their hands.

While corporate greed and a failure to act from governments in the global north are driving

40 climate change, the disparities between rich and impoverished, between those who are

causing this crisis and those who are not, don't end there. The inequalities also run deep

within our countries.

[...]

For over a decade, rich nations have failed to deliver the international climate finance that

45 they have promised. This is not aid, nor just the help they're obliged to provide. This is a

debt that they owe us for the environmental death and destruction that they have caused –

and it must be paid in full. What little of this debt that actually is repaid rarely reaches those

who need it. But no one questions our governments. No one checks up on how this money

is being spent.

Policies put in place to protect our local environments are meaningless while corrupt

50 politicians remain in charge. But speaking out in our countries can result in grave

consequences. We are literally putting our lives on the line – so it is imperative that our

voices are heard.

The leaders gathering in Glasgow have failed to act on the science. They have failed for

55 decades to tackle the climate crisis. And they have failed to listen to people from the most

affected areas who are now suffering from the consequences of their failure to act. Enough

is enough.

We are here to let them know that we will continue to fight for climate justice until they

stop failing us. They must not deny us the platform to freely defend our present and futures.

They must not ignore our demands. And they must not continue to put profit over people

60 and the planet. The system must be uprooted before it is too late.

Annotations:

5 · Cop26 climate summit (26 th Conference of the Parties) – conference of the United Nations held in Glasgow, Scotland, in November 2021 assessing the worldwide progress in dealing with climate change

8 · despite attempts to shut us out – reference to the fact that the youth activists sailed onboard the Rainbow Warrior, a ship operated by Greenpeace, and were refused access to Glasgow harbour by the authorities

22 · since 1965 – reference to a report published in 1965 first summarizing the risks associated with carbon pollution

28 · to exacerbate – to make something worse

3.1 Assess what effect the article by the young activists could have on the struggle for greater climate justice, and what young people in industrialized countries can do to back their efforts. (Evaluation: comment) (14 Punkte)

3.2

You are attending an international youth conference on Ethics in the Modern World of Work. While getting ready for it, you have found a recent survey which shows that 49% of people aged 18 – 25 “[m]ade choices over the type of work they are prepared to do or organizations they’d work for based on personal ethics”.

Write the script for an opening statement in which you comment on how important personal values are when choosing a job and present ideas for your own future career.

(Evaluation: re-creation of text) (14 Punkte)

¹ https://www2.deloitte.com/global/en/pages/about-deloitte/articles/millennialsurvey.html (Zugriff: 09.05.2022)

Klausurteil A

Bernard Ewekia, Jakapita Kandanga, Edwin Namakanga, Maria Reyes and Farzana Faruk Jhumu

We are in Glasgow to demand justice for those most affected by the climate crisis

How can you hold climate talks without including the most affected people? You can't.

How can you make decisions on the best way to adapt to climate impacts without talking to

those forced to adapt? You can't. And how can you deliver climate justice by continuing to

ignore those that are suffering the most? You can't.

5 As the Cop26 climate summit gets under way, and the so-called leaders of the world take

centre stage to deliver yet more empty promises, we – five youth climate activists from five

of the most affected areas across Africa, Asia, Central America and the South Pacific –

have arrived despite attempts to shut us out.

We have sailed into Glasgow onboard the Rainbow Warrior to let these presidents, prime

10 ministers, policymakers and CEOs know that our voices will no longer remain unheard.

They cannot and should not have these talks without us and we're demanding a seat at the

table to make sure they finally act.

The climate crisis is a global crisis that requires global action. But it does not affect everyone

in the same way. It's a crisis of inequalities. We are all in the same storm, but we are not all

15 in the same boat.

Today there are five times more extreme weather events – devastating storms, floods,

droughts, water scarcity and heatwaves – than 50 years ago, and they disproportionately

affect those of us living in the most vulnerable areas, especially in the global south. Last

year, climate disasters displaced more people from our communities than war and violent

20 conflict, again mostly from the global south.

Yet we are not the ones that have caused this crisis.

Since 1965, one-third of global emissions, driven by the relentless exploitation of fossil

fuels, have been caused by just 20 companies. Rich nations are responsible for 92% of

global emissions, with the US and countries in Europe causing almost two-thirds of those.

25 We're just the ones forced to live with, or sadly in many cases die because of, its impacts.

Yet our voices continue to be sidelined.

In our home countries of Namibia, Bangladesh, Uganda, Mexico and Tuvalu in the South

Pacific, we face many different challenges. But they are all exacerbated by the same

injustices such as gender violence, forced migration and racial injustices, as well as the

30 Covid-19 pandemic and the climate crisis. These are all symptoms of the same rotten

system.

We have friends who have dropped out of school because droughts have forced their

families into poverty and famine. Others are forced to literally sell their children in order to

meet their basic needs. Many people have lost land, homes and crops to floods and rising

35 sea levels. More are being forced to flee their homes and communities. And even just

accessing safe drinking water is a daily struggle for many.

Thousands of people are dying right now because of the climate crisis: the world leaders at

this summit have blood on their hands.

While corporate greed and a failure to act from governments in the global north are driving

40 climate change, the disparities between rich and impoverished, between those who are

causing this crisis and those who are not, don't end there. The inequalities also run deep

within our countries.

[...]

For over a decade, rich nations have failed to deliver the international climate finance that

45 they have promised. This is not aid, nor just the help they're obliged to provide. This is a

debt that they owe us for the environmental death and destruction that they have caused –

and it must be paid in full. What little of this debt that actually is repaid rarely reaches those

who need it. But no one questions our governments. No one checks up on how this money

is being spent.

Policies put in place to protect our local environments are meaningless while corrupt

50 politicians remain in charge. But speaking out in our countries can result in grave

consequences. We are literally putting our lives on the line – so it is imperative that our

voices are heard.

The leaders gathering in Glasgow have failed to act on the science. They have failed for

55 decades to tackle the climate crisis. And they have failed to listen to people from the most

affected areas who are now suffering from the consequences of their failure to act. Enough

is enough.

We are here to let them know that we will continue to fight for climate justice until they

stop failing us. They must not deny us the platform to freely defend our present and futures.

They must not ignore our demands. And they must not continue to put profit over people

60 and the planet. The system must be uprooted before it is too late.

Annotations:

5 · Cop26 climate summit (26 th Conference of the Parties) – conference of the United Nations held in Glasgow, Scotland, in November 2021 assessing the worldwide progress in dealing with climate change

8 · despite attempts to shut us out – reference to the fact that the youth activists sailed onboard the Rainbow Warrior, a ship operated by Greenpeace, and were refused access to Glasgow harbour by the authorities

22 · since 1965 – reference to a report published in 1965 first summarizing the risks associated with carbon pollution

28 · to exacerbate – to make something worse

Klausurteil B: Sprachmittlung isoliert

4. Your school takes part in an international project called Make Your Voice Count – Motivating Young People for Local Politics. Every participant is supposed to present an example from their own country. While doing research, you have come across the initiative “Jugend entscheidet”.

Using the information given by Burkhard Battran, write an article for the project’s website in which you outline both the goals of the initiative and the opportunities it gives to young people.

(Mediation) (18 Punkte)

Burkhard Battran: Warburger Jugend probt die Mitbestimmung in der Kommunalpolitik

Wenn das die Zukunft ist, dann ist es um den kommunalpolitischen Nachwuchs in der Hansestadt nicht schlecht bestellt. 15 Jungen und Mädchen im Alter zwischen 11 und 15 Jahren haben am Sonntag einen ganzen Tag lang am eigenen Leib die kommunalpolitische Wirklichkeit durchexerziert. „Ich hätte nicht gedacht, dass die Entscheidungswege so kompliziert sind“, sagt Liska (14).

Doch genau darum geht es. „Bei diesem Projekt sollen Kinder und Jugendliche ganz hautnah erleben, wie Kommunalpolitik funktioniert und so eben auch ein Verständnis für demokratische Prozesse entwickeln“, erklärt Projektleiterin Susanne Talmon von der Hertie-Stiftung aus Frankfurt.

Als eine von zehn Städten in ganz Deutschland ist Warburg unter insgesamt 115 Bewerbungen ausgewählt worden, an dem Projekt „Jugend entscheidet“ der unabhängigen Hertie-Stiftung teilzunehmen. „Junge Menschen wollen mitreden – und ihre Ideen nützen nicht nur ihnen selbst, sondern bereichern die Demokratie. Davon sind wir als gemeinnützige Stiftung überzeugt und begleiten erstmals zehn Kommunen aus ganz Deutschland dabei, eine konkrete lokalpolitische Entscheidung an Jugendliche abzugeben“, erklärte Prozessbegleiterin Simone Rieth.

„Wir hatten uns bereits im vergangenen Jahr beworben und freuen uns, dass wir direkt ausgewählt wurden, denn es ist in Warburg fraktionsübergreifend ein wichtiges Ziel, die Jugend stärker an kommunaler Politik zu beteiligen, die Zusammenarbeit und den Austausch mit verschiedenen Akteuren zu fördern“, betonte Bürgermeister Tobias Scherf.

Seit Anfang des Jahres laufen die Vorbereitungen. Am Sonntag fand mit dem sogenannten Themenwahltag der erste Projekthöhepunkt statt. Für die teilnehmenden Jugendlichen war es ein richtig langer politischer Arbeitstag. Bereits um acht Uhr morgens trafen die Nachwuchspolitiker im Pädagogischen Zentrum ein. Da haben viele ihrer Klassenkameraden noch gemütlich im Bett gelegen.

„Eigentlich habe ich mich vorher überhaupt noch nie für Politik interessiert, aber die Art wie hier über die Dinge geredet wird, finde ich richtig spannend und interessant“, sagte Teilnehmerin Sophia (13). „In unserer Familie sind alle CDU, aber ich lasse mich nicht auf eine Partei festlegen, mir geht es um Themen“, sagte Schülerin Leni. „Die Erwachsenen meinen, doch immer alles besser zu wissen. Ich finde es toll, dass wir hier als Kinder ernst genommen werden“, befand Elisa (11).

Zunächst haben die Teilnehmer von den Coaches der Hertie-Stiftung einen Crash-Kurs in Lokalpolitik bekommen. „Da ging es darum, die verschiedenen Ebenen Bund, Land und Kommune zu trennen und zu schauen, wer wo zuständig ist und worüber überhaupt auf lokaler Ebene entschieden wird und wie der Weg bis zu einem endgültigen Ratsbeschluss aussieht“, erklärte Projektleiterin Talmon.

Dann wurden Kleingruppen-Fraktionen gebildet, in denen die Jugendlichen ihre Themen ausarbeiten und zur politischen Abstimmung vorbereiten konnten. Begleitet wurden die Fraktionssitzungen von richtigen Lokalpolitikern und Vertretern von Fachinstitutionen wie dem Stadtsportverband und dem Stadtmusikverband. „Parteipolitik findet heute aber nicht statt, sondern wir sind nur die Moderatoren. Die Ideen, die Bewertung liegt allein bei den Jugendlichen“, betonte SPD-Ratsherr Patrick Engelbracht.

Bei einer simulierten Ratssitzung haben die Jugendpolitiker ihre Themen zu Anträgen formuliert, die im gesamten Gremium diskutiert wurden. „Politik heißt ja nicht, dass einer allein bestimmen kann, was gemacht wird, sondern dass alle ihre Argumente vorbringen und man versucht, bei unterschiedlichen Ansätzen einen Kompromiss zu finden, dem eine Mehrheit zustimmen kann“, erklärte Teilnehmer Alex (15).

Bei der Simulation soll es aber nicht bleiben. Die von den Jugendlichen erarbeiteten Themen werden von der Warburger Stadtverwaltung aufgegriffen und für eine der Stadtratssitzungen im Herbst zur Entscheidung aufbereitet. „Bevor der Rat seine Entscheidung trifft, wird es aber eine außerordentliche Sitzung mit den Projektteilnehmern geben, die wie im richtigen politischen Leben über diese Vorlage diskutieren und auch noch Änderungen vornehmen können, bevor sie ihre Beschlussempfehlung für den Rat aussprechen“, erklärte Bürgermeister Scherf.

Anmerkung:

Hertie-Stiftung – gemeinnützige Stiftung, die u. a. Projekte zur Förderung der Demokratie unterstützt