Wer ist China?
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Lerneinheit 1: Was ist China? Wer ist Chines*in?1 Material|1 Aufgabe
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Lerneinheit 2: Blick in die Geschichte: Wer war China?2 Materialien|1 Aufgabe
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Lerneinheit 3: Wer ist China heute?
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Lerneinheit 4: Wer ist Chines*in?3 Materialien|3 Aufgaben
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Lerneinheit 5: Was ist China? Deine Definition2 Aufgaben
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Ergänzende Materialien2 Materialien
M4.2: Mehrheit und Minderheiten
In der Volksrepublik China gibt es 56 anerkannte Ethnien (minzu 民族). Die folgende Grafik und der Text geben einen Einblick in das Größenverhältnis zwischen den verschiedenen Ethnien.
Die Mehrheit der Bevölkerung der Volksrepublik China wird als Teil der Han-Ethnie (Hanzu 汉族) definiert. Laut dem Zensus 2020 waren dies 91% der 1,4 Milliarden Bürger*innen der Volksrepublik China. Die 55 „Ethnien mit geringer Personenanzahl” (shaoshu minzu 少数民族) machten zusammen 8,9% der Gesamtbevölkerung aus. Die Anzahl der Han-Chines*innen ist 76-mal größer als die nächstgrößte ethnische Gruppe, die Zhuang 壮族, und vierhunderttausend Mal größer als die kleinste anerkannte ethnische Gruppe, die Gaoshan 高山族.
Die knapp ein Dutzend größten der offiziell in der Volksrepublik China anerkannten Minderheiten machen zahlenmäßig bereits den Großteil aller Minderheiten aus. Auf der Grafik oben sind die 19 größten Minderheiten namentlich genannt und die restlichen 26 unter Sonstige zusammengefasst. Unter diesen „sonstigen“ Minderheiten sind Gruppen mit mehreren hunderttausenden, aber auch solche mit nur mehreren Tausend Menschen zu finden. Der aktuell zahlenmäßig kleinsten offiziell anerkannten Minderheit, den Gaoshan, gehören 3.479 Personen an – im Vergleich zur Größe der Han-Mehrheit auf der Grafik oben müsste diese Gruppe sogar kleiner als der Punkt am Ende dieses Satzes dargestellt werden.
Weitere Informationen zur geografischen Verteilung der Minderheiten in China und der Lage von Minderheiten sind im Lernmodul „Chinas Minderheitenpolitik – Infrage gestellte Harmonie“ zu finden.
Zur Einsicht detaillierter Quellenangaben sowie weiterführender Informationen und Literaturhinweise zum Material besuchen Sie bitte die Plattform ChinaPerspektiven. [https://www.china-schul-akademie.de/materialien/m-china-m4-2]
Weiterführende Informationen
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Urheber*innen: China-Schul-Akademie, Jonas Schmid, Stefanie Elbern | Titel: Mehrheit und Minderheiten in der Volksrepublik China | Entstehungsdatum: 2022 | Rechte: CC BY-SA 4.0 |
Einordnung: Han-Mehrheit und offiziell anerkannte Minderheiten In der VR China werden Han-Chinesen wie auch die ethnischen Minderheiten heute als minzu 民族 – oder ethnonationale Gruppe/Nationalität definiert, die Minderheiten als „Ethnien mit geringer Personenanzahl“ (shaoshu minzu 少数民族). Die Han-Chinesen (Hanzu 汉族) bilden zusammen mit den ab den 1950er Jahren offiziell anerkannten 55 ethnischen Gruppen (z.B. Zhuang 壮族, Yi 彝族, Uiguren 维吾尔族, Bai 白族, Tibeter 藏族, Miao 苗族, Lisu 傈僳族, Mongolen 蒙古族 etc.), den Nationalstaat Volksrepublik China. Mit mehr als 1,2 Milliarden Angehörigen und damit mehr als 90% Anteil an der Gesamtbevölkerung sind die Han heute mit Abstand die größte Ethnie in China. Sie ist 76-mal größer als die nächstgrößte ethnische Gruppe, die Zhuang 壮族, und vierhunderttausend Mal größer als die kleinste anerkannte ethnische Gruppe, die Gaoshan 高山族. Doch während die Diskrepanz zwischen der Anzahl der Angehörigen der Ethnien im Vergleich zu den Han mit 106 Millionen zu mehr als 1,2 Milliarden extrem groß erscheint, gibt es absolut betrachtet mehr Minderheitenangehörige als deutsche Staatsbürger*innen. Die Daten, die den Abbildungen zugrunde liegen, stammen aus dem im Jahr 2020 durchgeführten Zensus (online auf Englisch frei zugänglich im „China Statistical Yearbook“ unter: https://www.stats.gov.cn/sj/ndsj/2021/indexeh.htm, Abschnitt 25.19. „Geographic Distribution and Population of Ethnic Minorities“). Nach Personenanzahl geordnet lauten die 55 offiziell anerkannten Minderheiten wie folgt:
Zhuang 19568546 Uighuren 11774538 Hui 11377914 Miao 11067929 Mandschu 10423303 Yi 9830327 Tujia 9587732 Tibeter 7060731 Mongolen 6290204 Bouyei 3576752 Dong 3495993 Yao 3309341 Bai 2091543 Hani 1733166 Koreaner 1702479 Li 1602104 Kasachen 1562518 Dai 1329985 Dongxiang 774947 Lisu 762996 She 746385 Gelao 677521 Lahu 499167 Shui 495928 Va 430977 Naxi 323767 Qiang 312981 Tu 281928 Mulam 277233 Kirgisen 204402 Xibe 191911 Salar 165159 Jingpo 160471 Daur 132299 Blang 127345 Maonan 124092 Tadschiken 50896 Pumi 45012 Achang 43775 Nu 36575 Ewenki 34617 Jing 33112 Jino 26025 Bonan 24434 Deang 22354 Russen 16136 Yugur 14706 Usbeken 12742 Moinba 11143 Oroqen 9168 Drung 7310 Hezhen 5373 Lhoba 4237 Tatar 3544 Gaoshan 3479
Entstehung der Kategorie „Minderheiten“ 1931 hatten die chinesischen Kommunist*innen in ihrer Parteiverfassung (Art.14) das Recht auf Selbstbestimmung für die Nationalitäten (minzu 民族) aufgenommen, einschließlich eines Rechts auf Sezession und Bildung unabhängiger Staaten. Mit der Machtübernahme und Gründung der Volksrepublik 1949 veränderte sich allerdings die Auslegung des Konzepts der Selbstbestimmung, da es die Bedingungen in China in den Augen der Führungsebene nicht zuließen, ein der Sowjetunion ähnliches föderales System aufzubauen – geschweige denn, Territorium abzugeben. Aber gleichzeitig erforderte auch zu dieser Zeit das Ziel der territorialen Einheit des Landes pragmatische Kompromisse. Ein Zitat von Mao Zedong 毛泽东 (1893-1976) aus dem Jahr 1956 bringt den Konflikt wie folgt zum Ausdruck: „Wir sagen, China ist ein Land von großer Ausdehnung, reich an Ressourcen und reich an Bevölkerung; tatsächlich aber ist es die Han-Nationalität, deren Bevölkerung groß ist und es sind die Minderheiten-Nationalitäten, deren Territorien groß und deren Ressourcen reich sind.“ (zitiert nach: Mullaney 2012, 10) An die Stelle des Prinzips der Selbstbestimmung trat somit das Versprechen regionaler (kultureller und politischer) Autonomie in den Regionen und Gebieten, wo Minderheiten zahlenmäßig einen erheblichen Anteil an der Gesamtbevölkerung hatten (Bulag 2012, 100). Dafür war es notwendig, zunächst Minderheiten zu definieren. Der chinesische Ausdruck shaoshu minzu 少数民族 lässt sich wörtlich übersetzen mit „Ethnien mit geringer Personenanzahl“. Diese Gruppen wurden aufgefordert, zwecks Anerkennung ihres Status bei staatlichen Stellen vorzusprechen. In den frühen 1950er-Jahren meldeten sich daraufhin mehr als 400 Gruppen. Um die so entstandene Situation einer kaum überschaubaren Vielfalt anzugehen, wurden Teams von Forscher*innen ausgesandt. Historiker*innen, Linguist*innen, Ethnolog*innen und Wirtschaftswissenschaftler*innen begannen mit der Suche nach Kriterien, die für die Einordnung als eigenständige Minderheit, für die Zuordnung zu größeren Minderheiten-Nationalitäten oder zur Han-Mehrheit sprachen. Dabei stützten sich die Teams auf Stalins Definition von Nationalität, nach der neben Faktoren wie Sprache, Territorium, Wirtschaftsleben und „psychologischer Konstitution“ in Form einer „gemeinsamen Kultur“ die historische Stabilität einer Gemeinschaft ausschlaggebend sein sollte. Der überwiegende Teil der 55 Minderheiten wurde durch diesen Prozess bis zum Ende der 1950er-Jahre in der Volksrepublik China definiert. Diese Zuordnungen entbehrten trotz des wissenschaftlichen Anscheins letztlich in vielen, wenn nicht den meisten Fällen faktenbasierter (z.B. genetischer) Grundlagen, aber die einmal getätigte künstliche Zuordnung zu einer Gruppe durfte fortan nicht mehr in Frage gestellt werden (Yeh 2020, 69–77). Am Beispiel der Ethnie der Yao (Yaozu 瑶族) wird diese Vorgehensweise der Kategorisierung von Minderheiten im Material „Schaffung von ethnischen Minderheiten“ im Lernmodul „Chinas Minderheitenpolitik – Infrage gestellte Harmonie“ erläutert. Wissenschaftliche Aufarbeitungen der jeweiligen Vorgehensweise liegen für viele der Minderheiten vor, so z.B. für die in Sichuan 四川, Guizhou 贵州 und Yunnan 云南 lebenden Yi (Yizu 彝族), die ebenfalls aus Subgruppen bestehen, die distinkte Sprachen, Bräuche und Lebensgewohnheiten haben, die eine Gruppierung zu einer Ethnie (minzu 民族) bestenfalls als gewagt erscheinen lassen. Dabei wurde hier die Kategorisierung als Yi bereits wesentlich früher (als Kategorie aus der Zeit des Kaiserreichs) begonnen, von ausländischen Forscher*innen (vor allem zu Beginn des 20. Jahrhunderts) übernommen und schließlich auch von den als solche zusammengefassten Gruppen als Gruppenidentität angenommen (Harrell 1995, 63–67). Die als solche bezeichneten „Tibeter*innen“ in den Siedlungsgebieten von Kham, Amdo und im tibetischen Kernland wiederum empfanden lokale Anbindungen als wesentliche Gruppenidentität und hatten vor 1949 kein nationales Bewusstsein als Gruppe – das Konzept einer ethnischen tibetischen Gruppe wurde erst durch die Bemühungen der 1950er-Jahre künstlich geschaffen.
(Stefanie Elbern, Mai 2021, angepasst von Jonas Schmid, 27.10.2022)
Verwendete Literatur 2596022
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„Onkel, der im Regen spazieren geht“,. 2020. Kommentar auf baidu maps. Kommentar. 6. Juli. https://map.baidu.com/poi/%E9%A6%99%E5%A6%83%E5%9B%AD/@8464111.632363344,4765384.034726689,18.44z/maptype%3DB_EARTH_MAP?uid=c61bd30516132869c37da294&ugc_type=3&ugc_ver=1&device_ratio=2&compat=1&querytype=detailConInfo&da_src=shareurl. Zitieren
《中国五十年代初中期的政治运动数据库》编委会编撰 ; 主编, 宋永毅. 2014. 中国五十年代初中期的政治运动数据库: 从土地改革到公私合营, 1949-1956 = Database of the Chinese political campaigns in the 1950s : from land reform to the state-private partnership (1949-1956). Hg. von 宋永毅. Di yi ban. Cambridge, Mass.: 美国哈佛大学费正清中国研究中心. Zitieren
[prüfen] Online-Datenbank zu den politischen Kampagnen in China in den 1950er Jahren, mit acht Teilen (Teil I: Dokumente und Leitlinien des Zentralkomitees der KPCh und aller Regierungsebenen, Teil II: Bemerkungen, Anweisungen und Schriften von Mao Zedong, Teil III. Bemerkungen und Anweisungen der politischen und staatlichen Führer der KPCh, Teil IV: Leitartikel und wichtige Artikel aus großen Zeitungen und Zeitschriften, Teil V: Andere wichtige Artikel und Berichte, Teil VI: Beschwerden, Widerstand, Aufstände und damit verbundene Unruhen innerhalb der KPCh und in der Bevölkerung, Teil VII: Interne Archivakten, Untersuchungsberichte, Leitlinien, Statistiken und andere Dokumente, Teil VIII: Spezielle Archivakten, Selbstkritiken und Bekenntnisse, Schlussfolgerungen aus Fällen und andere Dokumente). Sie enthält mehr als 9.000 Dokumente, darunter Richtlinien der KPCh, Bulletins, interne Berichte, Reden von Funktionären und wichtige Medienkommentare mit detaillierten Zitaten, darunter 2.000 geheime Aufzeichnungen und Untersuchungsberichte, die während vieler Bewegungen wie der Landreform, der Unterdrückung von Konterrevolutionären und der ideologischen Umgestaltung eingereicht wurden. Herausgegeben vom University Services Centre for China Studies at the Chinese University of Hong Kong und dem Fairbank Center for Chinese Studies (Harvard University). Die Datenbank verfügt über eine Suchmaschine sowohl in Chinesisch als auch auf Englisch, Daten können nach Autor, Thema, Titel, Datum, Schlüsselwörtern und Ort abgerufen werden. Eine Übersetzung der Texte ist nur für die Titel (Englisch) vorhanden. [Sophie Trimborn]
Abdollah, Tami. 2019. Twitter Reveals China’s Influence Campaign Targeting Hong Kong Protests. THE DIPLOMAT. 20. August. https://thediplomat.com/2019/08/twitter-reveals-chinas-influence-campaign-targeting-hong-kong-protests/ (zugegriffen: 25. Mai 2021). Zitieren
Abdulla, Hannah. 2020. Better Cotton Initiative suspends activities in Xinjiang. Just Style. 30. März. https://www.just-style.com/news/better-cotton-initiative-suspends-activities-in-xinjiang/ (zugegriffen: 20. Juli 2021). Zitieren
Abravanel, Roger. 2017. La meritocrazia cinese tra Confucio e il comunismo. Corriere della Sera, 29. Oktober. http://www.corriere.it/opinioni/17_ottobre_30/meritocrazia-cinese-c693faea-bcd3-11e7-a01a-d28580d2f67d.shtml (zugegriffen: 1. Februar 2021). Zitieren
Abu Ayyash, Lorenz, Hrsg. 2020. Hongkong. APuZ. Bonn: Bundeszentrale für Politische Bildung. https://www.bpb.de/apuz/305175/hongkong (zugegriffen: 21. Januar 2022). Zitieren
Diese Ausgabe der von der Bundeszentrale für politische Bildung herausgegebene Zeitschrift “Aus Politik und Zeitgeschichte” befasst sich mit Hong Kong. Die knappen Artikel von Sinolog*innen und Journalist*innen geben einen Überblick über die Geschichte Hong Kongs, die Proteste der letzten Jahre, die Hong Konger Identität, Hong Kong als Wirtschaftsstandort, das Hong Konger Kino sowie die Beziehungen zur Volksrepublik China.
Achatz, Frederik, Hagen Dessau und Julia Eiperle. 2021. Mensch & Politik – Sekundarstufe I. 8, [Schülerband] / erarbeitet von: Frederik Achatz, Hagen Dessau, Julia Eiperle [und 7 weiteren]. Hg. von Markus Gloe und Holger Keilwerth. Bayern, SWG, Sekundarstufe I, Druck A. Braunschweig: Westermann. Zitieren
Achatz, Frederik, Hagen Dessau und Julia Eiperle. 2021. Mensch & Politik – Sekundarstufe I. 8, [Schülerband] / erarbeitet von: Frederik Achatz, Hagen Dessau, Julia Eiperle [und 7 weiteren]. Hg. von Markus Gloe und Holger Keilwerth. Bayern, SWG, Sekundarstufe I, Druck A. Braunschweig: Westermann. Zitieren
Achten, Peter G. 2018. Vielfältiges China: Demokratie unten, Meritokratie oben. infosperber. 13. November. https://www.infosperber.ch/politik/welt/vielfaeltiges-china-demokratie-unten-meritokratie-oben/ (zugegriffen: 4. Januar 2021). Zitieren
Acker, Kevin, Deborah Brautigam und Yufan Huang. 2020. Debt Relief with Chinese Characteristics. SAIS-CARI Working Paper, Nr. 39 (Juni). https://static1.squarespace.com/static/5652847de4b033f56d2bdc29/t/5eeaa56e9520d517aa49b213/1592436079485/WP+39+-+Acker%2C+Brautigam%2C+Huang+-+Debt+Relief.pdf. Zitieren
Ackermann, Paul, Hrsg. 1990. Zeitfragen: politische Bildung für berufliche Schulen. 2. Aufl., 2. Dr. Stuttgart: Klett. Zitieren
Ackermann, Michael, Rudolf Berg, Hans-Jürgen Bömelburg, Christina Böttcher, Ernst Bruckmüller, Manfred Dloczik, Peter Claus Hartmann, u. a. 2021. Putzger – Historischer Weltatlas. Hg. von Götz Schwarzrock. 105. Auflage. Berlin: Cornelsen. Zitieren
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Ergänzung der Karten durch Zeitleisten Auch als digitales Schulbuch erschienen Hier auch später erschienene, unveränderte Nachdrucke Aus dem Vorwort: Anlässlich seines 75jährigen Bestehens legt der Cornelsen Verlag mit dieser 105. Auflage einen neu bearbeiteten und neu gestalteten Putzger vor
Adamek, René, Kathrin Albers und Katharina Ceming. 2018. EinFach Religion. Buddhismus. Interpretationen Unterrichtsmodell. Hg. von Volker Garske. EinFach Religion Interpretationen, Unterrichtsmodell. Braunschweig: Westermann. Zitieren
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WD-V 19(1,2018)6
Adamski, Peter. 2013. Das waren Zeiten. Band 1, [Schülerband]. Hg. von Dieter Brückner und Harald Focke. Neue Ausgabe Hessen, [Gymnasium] G9, 1. Auflage. Bamberg: Buchner. Zitieren
Auch als digitales Schulbuch erschienen
Adamski, Peter, Dieter Brückner und Harald Focke, Hrsg. 2014. Das waren Zeiten: Unterrichtswerk für Geschichte an Gymnasien, Sekundarstufe I. Band 3, [Schülerband]: Vom Absolutismus bis zum Ersten Weltkrieg / [Bearbeiter: Peter Adamski …]. Neue Ausgabe Hessen, Gymnasien [G8/G9], Sekundarstufe I, 1. Auflage. Bamberg: Buchner. Zitieren
Auch als digitales Schulbuch erschienen
Adamski, Peter, Dieter Brückner und Harald Focke, Hrsg. 2013. Das waren Zeiten. Bd. 2 für die Klassenstufe 7/8: Vom Mittelalter bis zum Deutschen Kaiserreich / Bearbeiter: Peter Adamski [und 6 Weitere]. Ausgabe Thüringen, 1. Auflage. Bd. 2. Bamberg: Buchner. Zitieren
Hier auch später erschienene, unveränderte Nachdrucke Auch als digitales Schulbuch erschienen
Adamski, Peter, Dieter Brückner und Harald Focke, Hrsg. 2014. Das waren Zeiten. Bd. 3 für die Klassenstufe 9/10: Deutschland, Europa und die Welt bis zur Gegenwart / Bearbeiter: Peter Adamski [und 6 Weitere]. Ausgabe Thüringen, 1. Auflage. Bd. 3. Bamberg: Buchner. Zitieren
Auch als digitales Schulbuch erschienen Hier auch später erschienene, unveränderte Nachdrucke
Adamski, Peter, Dieter Brückner, Harald Focke, Manfred Heigenmoser, Steffi Hummel und Martina Tschirner. 2014. Das waren Zeiten 2. Mittelalter und Neuzeit. Neue Ausgabe Hessen G 9. Hg. von Dieter Brückner und Harald Focke. Bamberg: Buchner. Zitieren
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Adamski, Peter, Ulrich Bongertmann, Dieter Brückner, Harald Focke, Steffi Hummel, Martina Tschirner und Jürgen Weber. 2015. Das waren Zeiten. Neueste Zeit. Hg. von Dieter Brückner und Harald Focke. Bamberg: Buchner. Zitieren
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Adamski, Peter, Rainer Bach, Nadja Braun, Arnold Bühler, Daniel Bernsen, Dieter Brückner, Harald Focke, u. a. 2016. Das waren Zeiten 1. Hg. von Daniel Bernsen und Dieter Brückner. Bamberg: Buchner. Zitieren
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Adamski, Peter, Dieter Brückner und Haraldr Focke. 2013. Das waren Zeiten: Unterrichtswerk für Geschichte an Gymnasien, Sekundarstufe I. Band 2, [Schülerband]: Von der römischen Antike zur frühen Neuzeit / Bearbeiter: Peter Adamski [und 5 weitere]. Neue Ausgabe Hessen, Gymnasien [G8/G9], Sekundarstufe I, 1. Auflage. Bamberg: Buchner. Zitieren
Auch als digitales Schulbuch erschienen
Addiss, Stephen, Hrsg. 2008. Zen Sourcebook: Traditional Documents from China, Korea, and Japan. Indianapolis [u.a.]: Hackett Publishing Company. Zitieren
Adelmeyer, Anette, Christine Dzubiel, Theo Emmer, Michael Epkenhans, Hannelore Franek, Benedikt Giesing, Jürgen Huber, u. a. 2013. Geschichte und Geschehen. Oberstufe Hessen. 1. Aufl. Stuttgart, Leipzig: Klett. Zitieren
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Adler, Simon. The Wubi Effect. Radiolab. https://www.wnycstudios.org/podcasts/radiolab/articles/wubi-effect (zugegriffen: 23. Dezember 2021). Zitieren
Adler-Schmid, Monika. 2016. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Berlin: Cornelsen. https://d-nb.info/1081092068/04. Zitieren
Adler-Schmid, Monika. 2016. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Berlin: Cornelsen. http://www.gbv.de/dms/gei/861835832.pdf. Zitieren
Auch als digitales Schulbuch erschienen
Adler-Schmid, Monika. 2018. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Berlin: Cornelsen. https://d-nb.info/115454513X/04. Zitieren
Adler-Schmid, Monika. 2016. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Berlin: Cornelsen. https://d-nb.info/1081092068/04. Zitieren
Adler-Schmid, Monika. 2016. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Berlin: Cornelsen. http://www.gbv.de/dms/gei/861835832.pdf. Zitieren
Auch als digitales Schulbuch erschienen
Adler-Schmid, Monika. 2018. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Berlin: Cornelsen. https://d-nb.info/115454513X/04. Zitieren
Adler-Schmid, Monika. 2016. Menschen, Zeiten, Räume – Geographie. Differenzierende Ausgabe, Baden-Württemberg, 1. Auflage. Cornelsen. Zitieren
Hier auch später erschienene, unveränderte Nachdrucke
Affairs, Ministry of Foreign. 2023. Political System. Text. Ministry of Foreign Affairs. 1. März. http://www.taiwan.gov.tw/content_4.php (zugegriffen: 1. März 2023). Zitieren
Affairs, Harvard University Center for International und Harvard University East Asian Research Center. 1962. Communist China 1955-1959: Policy Documents with Analysis. Harvard University Press. Zitieren
AG Bildung im iz3w. 2013. China in Motion. (zugegriffen: 20. Oktober 2021). Zitieren
Agence France-Press/The Guardian. 2020. „Hidden language“: Hongkongers get creative against security law | Hong Kong | The Guardian. The Guardian. 7. April. https://www.theguardian.com/world/2020/jul/04/hidden-language-hong-kong-security-law-residents-wordplay (zugegriffen: 25. Mai 2021). Zitieren
Ahbe, Thomas, Boris Barth, Almut Becker, Jan-Philipp Gürtler, Christoph Hamann, Klaus Dieter Hein-Mooren, Alexandra Hoffmann-Kuhnt, u. a. 2017. Buchners Kolleg Geschichte. Neue Ausgabe Hessen. Qualifikationsphase. Hg. von Hartmann Wunderer. Bamberg: Buchner. Zitieren
Auswertung Studie
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Ahbe, Thomas, Boris Böhm und Dieter Brückner, Hrsg. 2013. Buchners Kolleg Geschichte 11. Ausgabe Sachsen, 1. Auflage. Bamberg: Buchner. Zitieren
O A. 2022. Buchners Kolleg Geschichte. Neue Ausgabe Brandenburg. Neue Ausgabe Brandenburg, 1. Auflage. Bamberg: Buchner. Zitieren
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Ahbe, Thomas, Helmut Becker und Brigitte Binke-Orth. 2017. Buchners Kolleg Geschichte. Ausgabe Schleswig-Holstein. Qualifikationsphase. Hg. von Rolf Schulte und Benjamin Stello. 1. Auflage. Bamberg: Buchner. Zitieren
Notizen
Ahbe, Thomas, Boris Barth, Dieter Brückner, Judith Bruniecki, Bernhard Brunner, Christoph Hamann, Klaus Dieter Hein-Mooren, u. a. 2022. Buchners Kolleg Geschichte. Neue Ausgabe Berlin. 1. Auflage. Buchners Kolleg. Bamberg: Buchner. Zitieren
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Dazu: Digitales Lehrermaterial click & teach Einzellizenz, Bestell-Nr. 320641; Digitales Lehrermaterial click & teach Box (Karte mit Freischaltcode), ISBN 978-3-661-32064-9 “Unsere erfolgreiche Oberstufenreihe Buchners Kolleg Geschichte geht in die nächste Generation. Das neu bearbeitete Lehrwerk ist eigens nach den Vorgaben des Rahmenlehrplans für Berlin konzipiert. Der in einem modernen Layout erscheinende Band ist Lern- und Arbeitsbuch zugleich: Einerseits bietet er die Materialbasis für einen vielseitigen und kompetenzorientierten Unterricht, andererseits ist er für die selbstständige Wiederholung des Unterrichtsstoffs und für eine systematische Vorbereitung auf das Abitur geeignet. […]” — (Verlag) Auch als digitale Schulbuch erschienen
Ahbe, Thomas, Alexander Denzin und Winfried Schumacher. 2023. Buchners Kolleg Geschichte. 11/!2, [Schülerband]: Gesamtband für die gymnasiale Oberstufe / bearbeitet von Thomas Ahbe, Alexander Denzin und Winfried Schumacher. Neue Ausgabe Sachsen, [Gymnasium, Sek. II], 1. Auflage. Bamberg: Buchner. Zitieren
“Der Gesamtband Buchners Kolleg Geschichte – Ausgabe Sachsen deckt passgenau die Vorgaben für den Grund- und Leistungskurs in der 11. und 12. Jahrgangsstufe ab. Als Lern- und Arbeitsbuch liefert er die Grundlagen zum Erwerb aller im überarbeiteten Lehrplan von 2019 geforderten Lernziele und -inhalte.” — (Verlag)
Ahbe, Thomas, Boris Barth und Stephan Kohser. 2022. Die Weimarer Republik: Wurzeln unserer Identität. Bamberg: Buchner. Zitieren
Auch als digitales Schulbuch erschienen
Ahbe, Thomas, Friedrich Anders, Boris Barth, Klaus Dieter Hein-Mooren, Stephan Kohser, Heike Krause-Leipoldt, Lorenz Maier, u. a. 2023. Buchners Kolleg Geschichte. Ausgabe Niedersachsen Abitur 2025. Bamberg: Buchner. Zitieren
O A. 2022. Geschichte. Ausgabe Niedersachsen. Abitur 2024. Buchners Kolleg Geschichte – Neue Ausgabe Niedersachsen. Buchner. https://www.ccbuchner.de/produkt/buchners-kolleg-geschichte-ni-abitur-2024-8624 (zugegriffen: 15. Juni 2022). Zitieren
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O A. 2021. Buchners Kolleg Geschichte. Ausgabe Niedersachsen Abitur 2023. Ausgabe Niedersachsen, [Gesamtschule, Gymnasium], Oberstufe, 1. Auflage. Bamberg: Buchner. Zitieren
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Ai, Weiwei. 2011. Macht euch keine Illusionen über mich: der verbotene Blog. Hg. von Lee Ambrozy. Übers. von Wolfram Ströle. 1. Aufl. Berlin: Galiani. Zitieren
Ai, Weiwei. 2020. Opinion | Capitalism and ‘Culturecide’. The New York Times, 13. Januar, Abschn. Opinion. https://www.nytimes.com/2020/01/13/opinion/ai-weiwei-germany-china.html (zugegriffen: 6. Januar 2021). Zitieren
AI, China Money. 2021. China Cracks Down On Unlawful Facial Recognition Usage. China Money Network. 2. Januar. https://www.chinamoneynetwork.com/2021/01/02/china-cracks-down-on-unconsented-facial-recognition-usage (zugegriffen: 13. Dezember 2021). Zitieren
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Aufgabe: Minderheiten
Zuordnung: M4.2Überlege dir Vergleichsgrößen für verschiedene Minderheiten in der Volksrepublik China (z.B. Staat in Europa, Bundesland in Deutschland, Stadt oder Gemeinde in Deutschland).-
Die Anwort wird geprüft und bewertet nach dem Einreichen.
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