Baden-Württemberg

Baden-Württemberg
MINISTERIUM FÜR KULTUS, JUGEND UND SPORT
Abiturprüfung an den allgemein bildenden Gym nasien
Haupttermin 2009
Prüfungsfach:
Englisch
Bearbeitungszeit:
270 Minuten einschließlich Auswahlzeit
Hilfsmittel:
ein einsprachiges Wörterbuch und
Nachschlagewerke zur deutschen Rechtschreibung und
Zeichensetzung
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Ihnen liegen folgende Prüfungsteile vor
- Textaufgabe Teile I -111
- Übersetzung Teil IV
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~
Baden-Württemberg
MINISTERIUM FÜR KULTUS, JUGEND UND SPORT
Abiturprüfung an den allgemein bildenden Gymnasien
Prüfungsfach :
Haupttermin 2009
Englisch
Textaufgabe
Blatt 1 - 6
Text:
Khaddam Hussain arrived in the northern English city of Bradford at the age of 8. His parents, like
many Pakistanis in the early 1960s, had come to fill their former colonial rulers' demand for cheap
labor. While his father kept his head down working at the woolen mill, Khaddam coped with racism.
"I was the only Asian in the whole school," he says. "Day in and day out I got beaten up and some
5 teachers just stood there." Soon, though, there were few white faces left in the Manningham district,
where his family lived. Asians moved into the terraced houses and eventually, Pakistani
supermarkets banned alcohol. Children learned little English and not much else at iII-funded
schools that were almost 95% Asian. As they grew older, young men complained of police
insensitivity and borderline brutality. Some, like Khaddam's son Adnan, had enough
10 resourcefulness and family help to start their own businesses, but many can't find a way out of the
ghetto.
The eruption came when a minor dash between white and Asian gangs exploded into three days
of violence in July 2001. Young Asian men turned their rage on the police and ravaged the symbols
of "white culture", like a BMW showroom and a club for white working-class men. Many of the older
15 generation were shocked that their sons were involved. But young men with Bradford rather than
Punjabi accents were no longer operating by their fathers' rules. "They feel a distance from their
own parents," says Martin Baines, a West Yorkshire police inspector who has worked on
police-community relations for 25 years. "They've created a culture and identity all their own."
The riots coincided with the publication of areport on ways to ease cross-cultural tensions. The
20 report painted a grim portrait of a place where white f1ight had left behind an underclass of poor
ethnic minorities and concluded that the nation was in danger of becoming a collection of separate
communities leading parallellives with their own pi aces of worship. employment, sChools,
community organizations, languages and social networks.
Bradford exemplified the perils of Britain's 20-year approach to integrating its immigrants.
25 Responding to the open racism that greeted the first post-war wave from the old empire, Britain
grudgingly decided to let the different identities of its minorities flourish. Yet for more than a decade
- and especially after the July attacks on London's transport system by alleged home-grown
suicide bombers - the government has grown increasingly uneasy with passive multiculturalism.
KM B.-W.
Die Aufgaben dürfen nur mit Zustimmung des Regierungspräsidiums Stuttgart veröffentlicht werden.
Abiturprüfung an den allgemein bildenden Gymnasien
Englisch
Prüfungsfach:
Haupttermin 2009
Textaufgabe Blatt 2 - 6
Trevor Phillips, the black chair of the Commission for Racial Equality, recently fueled the debate
30 when he charged Britain with "sleepwalking into segregation", with its emphasis on recognizing and
respecting diverse cultures.
But Britain rejects U.S.-style affirmative action in favor of something less drastic: having the
government take a more active interest in ensuring all its diverse citizens share enough values and
common experiences to keep the country together. That can entail small things like encouraging a
35 more profound sense of British citizenship through tests of national knowledge. And it can involve
fundamental changes in how the police, for example, interact with minority communities. In
Bradford, Baines works for a department that now has 4.1% minority police officers, regularly
consults with an ethnic-liaison committee, broadcasts a radio program to the Asian audience, and
works with locals to head off trouble before it can build into rioting. The difference in community
40 policing, he says, is that "We're on the ground, we can't run and hide."
Yet the steps are insufficient. Bradford today is still a poor, uneasy mix of integration and
discrimination. Iftikhar Hussain, manager of a restaurant wrecked by white youths in revenge for the
2001 riots, has helped rebuild a business that attracts a booming white clientele. But he is
convinced racism lies behind difficulties he's had with the local authorities. And he is angry that the
45 schools his children attend are still almost completely Asian. He supplements their lessons with
private tutors and the kids, aged 18, 16 and 14, want to go to university. "But I worry because they
haven't been to school with any whites," says Hussain. "Howare they going to handle things when
they go to university with them or when they start a job?"
(701 words)
KM B.-W.
Time, 2005
Die Aufgaben dürfen nur mit Zustimmung des Regierungspräsidiums Stuttgart veröffentlicht werden.
Abiturprüfung an den allgemein bildenden Gymnasien
Englisch
Prüfungsfach :
Haupttermin 2009
Textaufgabe
Blatt 3 - 6
Wort- und Sachangaben:
line 20:
white f1ight
the fact that white citizens have moved away
from a certain area
line 32:
affirmative action
government program to support minorities and wornen
line 38:
ethnic-liaison committee
cornmittee that consists of representatives from
different ethnic groups and that works towards
interracial understanding
KM B.-W.
Die Aufgaben dürfen nur mit Zustimmung des Regierungspräsidiums Stuttgart veröffentlicht werden.
Abiturprüfung an den allgemein bildenden Gymnasien
Prüfungsfach:
Englisch
Haupttermin 2009
Textaufgabe I. Comprehension (about 400 words) Blatt 4 -6
·15VP
1. Outline the structure of the text and the author's intentions.
2. lIIustrate Trevor Phillips' statement that Britain is "sleepwalking into segregation"
by providing suitable examples from the text.
3. Summarize the measures Britain has taken to foster racial equality and the problems that still remain to be solved. Für die folgenden Aufgaben beachten Sie bitte, dass entweder Teil 11 (Analysis) oder Teil IV (Translation) zu bearbeiten ist. 11. Analysis (about 250 words)
10VP
Choose ONE of the following:
1. Analyse the various father-son relationships described in the text, comparing
them with the relationship between Parvez and Ali in Hanif Kureishi's My Son
the Fanatic.
or
2. Explain the difficult role of police officers in ethnic conflicts; refer to the text and
George Orwell's Shooting An Elephant.
KM B.-W.
Die Aufgaben dOrfen nur mit Zustimmung des Regierungspräsidiums Stuttgart veröffentlicht werden.
/
Abiturprüfung an den allgemein bildenden Gymnasien
Prüfungsfach:
Englisch
Textaufgabe
Haupttermin 2009
Blatt 5 - 6
10 VP
111. Composition (about 250 words)
Choose ONE of the following :
1. Comment on the idea of British ness as maintained by Doris (Th e Force of Circumstance) and Major Carruthers and his wife (The Second Hut) . 2. Describe the postcard and comment on what it reveals about how the British colonizers wanted to be seen , CHRISTMAS IN IN DIA Th e Graphi e, 1881 3. "". emphasis on recognizin g and respecting diverse cu ltures. " (11. 30/31 ) - a first
step towards a segregated country or a necessary means to reach true
multiculturalism?
Discuss this question with reference to the USA
Sprache KM B.-W.
45 VP
Die Aufgaben dürfen nur mit Zustimmung des Regierungspräsidiums Stuttgart veröffentlicht werden.
Abiturprüfung an den allgemein bildenden Gymnasien Prüfungsfach :
Englisch Übersetzung Haupttermin 2009
Blatt 6 - 6
10VP
IV. Translation Bitte beachten Sie, dass entweder Teil 11 (Analysis)
oder
Teil IV (Translation) zu bearbeiten ist.
Read the following text. Lines 3 - 13 ("Lessons on the Commonwealth .•. in our success.") are to be translated. (152 words)
Secondary schools in England are to be forced to teach more British history to help pupils have a
better understanding of their own identity and Britain's religious, racial, social and political diversity.
Lessons on the Commonwealth and empire, the slave trade and conflicts such as those in
Northern Ireland are to be made a keystone of revamped citizenship education. Other issues
5
such as migration will be made central to the curriculum. Pu pils will be expected to learn
core "British" values such as tolerance, respect, freedom of speech and justice and learn of
"the shared British heritage". There will also be a drive to ensure that white working-class
pupils do not feel alienated by attention being paid to ethnic minority pupils.
The Education Secretary, Alan Johnson, said yesterday that schools "can and should playa
10 leading role in creating greater cohesion. The values our children learn will shape the kind
of country Britain becomes. We are a nation built by people from other countries. We should
celebrate our history and how it has created today's diversity, recognising the role played
by immigrants in our success."
James Meikle, The Guardian (education correspondent), January 26,2007
Wortangabe:
line 4: citizenship education
KM B.-W.
Staatsbürgerkunde
Die Aufgaben dOrfen nur mit Zustimmung des Regierungspräsidiums Stuttgart veröffentlicht werden.
Ministerium für Kultus, Jugend und Sport Baden-WOrttemberg
Abiturprofung an den allgemein bildenden Gymnasien
PrOfunglfach:
Englisch
Haupttennln 2009
L6aungahtnw.... Blatt 1 - 3
Für die Fachlehrerin, den Fachlehrer
Die löIungshinweiM stellen nur eine mögliche Aufgabenlötung dar. Andere LOsungamGglichkeiten sind ZUZI ....sen,
wenn sie der Aufgabenstellung entsprechen und sachlich richtig sind. Der Erstkorrektor kann in diesem Fall ftlr den
Zweitkorrektor eine Beg~ ~ (anonym und auf einem gesondet1en Blatt).
Hinweis: BItte buchten Sie bei der Punlctev8rgabe fDr den Inhalt in den AufpII.", -111 die
grundlegenden KttterIen. die Si. den Korreldurrlchtlln/en entnehmen klJnnen.
Die Darstellung"",.. ~ lofII*:h aufgebe'" und 8flChgerecht "n.
I. Cornpnthenalon
1. Intention Structure
Unes
.·es wlTilerwattet diiiln"'~". __,r, einige
1 -11 emblilhing the l2[oblgm:
.,. nachfolgend ."".".",., lntfIIItIotten in
exp8riencee· offirstand second-generation
ObftmHlgender und kohl,..,," WeIH dar­
immigrants; personified approgestellt wen:len:
aeh'
12 -18 ConSEKluences:
• information riots in Bradford
• criticism n:
19 - 31 Gene
• raisingawareness confticting. generations;
• arousing interest situation of minority groups in
• identification GB: govemmental readions:
• illustration 32-40 §glutioOI: govemment measures in the US andparticUlarty in GB 41-48 Contl,,-""'n: asseasment and prospeds 2. Examples 5-9
growing residential and educational .,.,yr""ation 18
21-23
25-26
26-31
separate identities parallel communities .... nce of diversity unwilling
lack of govemment action 3.
Measures
• developing a senseof Britishness among alt citizens by
o introducing tests of national knowledge
• establishing beUer retationships between the police and minority communitiee by
o employlng more minority police officers
o ...
Unsolved pro.m.
• discriminatlon and racism still exist
•. schooIs inBractfoFd are stift predc)minalitly Asian
• lack of interadion between young Asians and whites
KMB.-W.
KMB.-W.