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Umweltgeschichte Impressum historisch-politische bildung Themendossiers zur Didaktik von Geschichte, Sozialkunde und Politischer Bildung Umweltgeschichte Impressum IMPRESSUM historisch-politische bildung Redaktion dieser Nummer Themendossiers zur Didaktik von Geschichte, Alois Ecker, Klaus Edel, Bettina Paireder, Sozialkunde und Politischer Bildung Hanna-Maria Suschnig N° 5, 2013 Gestaltungskonzept Edition Fachdidaktikzentrum Geschichte und Politische Vinzenz Luger, www.vinzenz-luger.com Bildung Katharina Ralser, www.katharinaralser.at Herausgegeben vom Fachdidaktikzentrum für Geschichte, Gestaltung Sozialkunde und Politische Bildung der Universität Wien. Marianne Oppel, Weitra Herausgeber/innen Cover Robert Beier, Alois Ecker, Klaus Edel, Andrea Ennagi, © Katharina Ralser, www.katharinaralser.at Bettina Paireder, Hanna-Maria Suschnig alle: Fachdidaktikzentrum für Geschichte, Sozialkunde und Online-Version Politische Bildung der Universität Wien http://www.didactics.eu/index.php?id=2402 Berggasse 7, 1090 Wien T: +43-1-4277-40012, F: +43-1-4277-40014 Anmerkung der Herausgeber/innen [email protected] Die Texte, Unterrichtsmaterialien und Kopiervorlagen http://fdzgeschichte.univie.ac.at wurden von den Autor/innen in Eigenverantwortung erarbeitet und spiegeln deren persönliche Grundhaltungen Wissenschaftlicher Beirat und didaktische Zugänge wider. G. Diendorfer, I. Ecker, P. Dusek, A. Germ, G. Heiß, T. Hellmuth, P. Hladschik, A. Ivanisevic, O. Rathkolb, H. Sickinger, A. Sperl, B. Steininger, S. Tillinger-Deutsch, C. Vielhaber, B. Weninger, F. Wenninger Vertrieb & Bestellung für Lehrkräfte Zentrum polis – Politik Lernen in der Schule Helferstorferstraße 5, 1010 Wien [email protected] Die wissenschaftliche Vorarbeit zur vorliegenden Broschüre www.politik-lernen.at wurde aus den Mitteln des BMUKK finanziert. ISBN 978-3-902783-05-9 2 No 5 / 2013 Inhaltsverzeichnis INHALTSVERZEICHNIS 4 Editorial 39 Fachdidaktischer Teil 7 Literatur 39 Umweltgeschichte 39 1. Konzeptive Überlegungen zur Gestaltung 9 Fachwissenschaftlicher Teil didaktischer Szenarien 9 Umweltgeschichte: eine Einführung 39 2. Implementierung des Kompetenzmodells 9 1. Umwelthistorische Orientierung als Aufgabe 40 3. Lernziele politischer Bildung 40 4. Lehrplanbezug 9 2. Menschen und Umwelt – eine unauflösliche Beziehung 41 5. Hinweise 10 3. Das 1950er Syndrom 42 Unterrichtsbeispiele 42 Polaritätsprofil zum Thema Umwelt 10 4. Die Risikospirale 43 Umweltthemen des 21. Jahrhunderts – Worldcafé 44 Mit Umweltbegriffen die Welt begreifen 11 5. Es gibt kein Zurück 45 Schulbuchanalyse zu Umweltthemen 46 Ökologie in der Tagespolitik – Portfolioarbeit 12 6. Die Vergangenheit ist ein fremdes Land 48 Das Bild von Kaprun im Wandel der Zeit 50 Kaprun in den Medien – Dekonstruktion eines 12 7. Umwelt ist zentral für die Geschichte nationalen Mythos 52 Risikospirale Energie 14 8. Ressourcenhinweise 54 Das Experiment von Bikini 55 Plakate gegen Verschwendung 15 9. Schlussbemerkung 56 Alles Ökostrom? 57 Persönlicher Energieverbrauch 15 Literatur 58 Lernen aus Katastrophen 59 Szenariotechnik – Umweltpolitik 2050 17 Umweltgeschichte – Geschichte und Umwelt 60 Persönliches Mobilitätsverhalten 61 Zeitzeug/inneninterviews zur Umweltgeschichte 17 1. Einleitung 62 Let’s talk about ecology – Umweltkonferenz 63 Rollenspiel: Dilemmamethode 17 2. Umweltgeschichte 64 Maßnahmen im Umweltbereich 65 Ökoreich 31 3. Geschichte und Umwelt 67 Material 35 Literatur Kopiervorlagen und Lösungsvorschläge 94 Autor/innen 97 Glossar 100 Bildquellen No 5 / 2013 3 Editorial EDITORIAL Die Stadt lag inmitten blühender Farmen, Weizenfeldern und Der Erfolg von Silent Spring machte Rachel Carson zu einer Obstgärten. Entlang der Straßen erfreuten Lorbeer, Erlen, Ikone der amerikanischen Umweltschutzbewegung. Der po- Farne und Wildblumen den Reisenden. Der Frühling tauchte litisch-gesellschaftliche Diskurs über die Verantwortlichkeit die Landschaft in ein weißes Blütenmeer, der Herbst verwan- von Wissenschafter/innen, die Auswirkungen menschlicher delte die Eichen- und Ahornwälder in ein Feuerwerk an Far- Eingriffe in die Natur aufzuzeigen, war damit eröffnet. Die ben. Füchse bellten in den Hügeln, Rotwild strich durch die Aufmerksamkeit der amerikanischen Öffentlichkeit Um- Felder und im Winter suchten unzählige Singvögel die Hecken weltfragen gegenüber wuchs zusätzlich durch die bis dahin am Straßenrand auf, um sich von den Beeren und Samen zu größte Ölpest der USA im Jänner 1969 bei Santa Barbara, ernähren. Die Landschaft war für die Artenvielfalt an Vögeln als sich 10 km vor der Küste Kaliforniens geschätzte 14.000t berühmt, und wenn im Frühling und im Herbst die Schwär- Rohöl ins Meer ergossen. Folgerichtig beschloss der ame- me der Zugvögel hier Halt machten, kamen die Menschen von rikanische Kongress diverse Maßnahmen zur Abschätzung weit her, um sie zu beobachten. Andere kamen, um in den der ökologischen und sozialen Folgen von technologischen klaren Flüssen Forellen zu fischen. So war es gewesen, seit Entwicklungen, beispielsweise verpflichtete der 1969 verab- die ersten Siedler ihre Häuser und Scheunen bauten und ihre schiedete National Environmental Policy Act die Bundesbe- Brunnen schlugen. hörden zu Umweltverträglichkeitsprüfungen und zur Vorla- Plötzlich beschlich eine rätselhafte Seuche die Landschaft und ge von Umweltberichten. 1970 wurde in den USA erstmals zerstörte die Harmonie. Mysteriöse Krankheiten rafften das der „Earth Day“ begangen, mittlerweile machen am 22. Ap- Geflügel dahin, Rinder und Schafe starben. Viele Bauernfami- ril weltweit Aktionist/innen in 175 Ländern auf Fragen des lien beklagten Krankheits- und Todesfälle in ihren Familien Umweltschutzes aufmerksam. und die Ärzte in den Städten standen vor einem Rätsel. Es war ungewöhnlich still, nicht ein Vogel war zu hören, die Weitere Impulse für planmäßige Umweltpolitik ergaben Futterstellen der Vögel blieben leer, die wenigen Vögel, die man sich aus den vom Club of Rome initiierten und 1972 ver- noch sah, wanden sich im Todeskrampf. Auf den Bauernhöfen öffentlichten Prognosen in „Die Grenzen des Wachstums“ legten die Hennen Eier, es schlüpften aber keine Küken aus, (Meadows De., Meadows Do. & Zahn 1972), allerdings zeichnete Dennis die neugeborenen Ferkel überlebten nur wenige Tage. Die Ap- Meadows, einer der Studienautoren, auch noch bei dem im felbäume blühten, aber keine einzige Biene summte zwischen November 2012 von der Volkswagenstiftung zum 40. Jah- den Ästen, und kein Leben regte sich mehr in den Flüssen. In restag des Erscheinens des Ökoklassikers veranstalteten den Dachrinnen, in den Rinnsalen am Straßenrand sah man Symposium wiederum ein durchaus düsteres Bild des Zu- Reste eines körnigen weißen Pulvers, das wie Schnee vor ei- stands unserer Erde, obwohl, so wie Meadows es formuliert, nigen Wochen über die Dächer, Wiesen und Wälder gerieselt es doch sehr leicht sei, etwas zu verändern, denn: war. Aber es war weder Hexerei noch Feindeshand, die diese “You don't need to change the world. Just behave in a way Stille übers Land gebracht hatte. Die Menschen selbst hatten that, if everybody did the same, would change the world.” das getan. (gekürzt aus: Carson 32007, 15–16) (https://mobile.twitter.com/Fischblog/status/273472009038606338, 26/07/2013) In ähnlichen, ausführlicheren Worten entwirft die Biologin Amerikanische Historiker/innen forderten ab etwa 1970 die Rachel Carson 1962 in „A Fable for Tomorrow“, dem ers- Risiken technologischer Entwicklungen auch aus histori- ten Kapitel ihres Bestsellers „Silent Spring“ (Carson 1962), ein scher Perspektive zu erforschen, und der dafür notwendige fiktives Szenario, wie sich scheinbar harmlose Mengen des institutionelle Rahmen wurde mit der Gründung der Ame- Insektengifts DDT in der Nahrungskette anreichern und rikanischen Gesellschaft für Umweltgeschichte im Jahr 1977 was es heißt, solcherart in die Natur einzugreifen. „Silent geschaffen. Spring“ ist ein Sachbuch der besonderen Art, denn Rachel Umweltgeschichte als Teil der Geschichtswissenschaft fand Carson verbindet wissenschaftliche Erkenntnisse mit für erst in den 1980er-Jahren Eingang in den europäischen Laien verständlichen Beschreibungen ökologischer Zusam- Wissenschaftsbetrieb und blieb über lange Zeit stark an menhänge und poetischen Landschaftsbeschreibungen, die regionalen und/oder nationalen Interessen orientiert. Seit ihrer Liebe zur belebten Natur entstammen. Sie postuliert 1999 versucht die Europäische Gesellschaft für Umweltge- damit einen umweltpädagogischen Grundsatz, der auch schichte/European Society for Environmental History (http:// heute, 50 Jahre später, gilt: Nur wer die Natur kennt und eseh.org, 26/078/2013) umwelthistorische Forschung und Lehre zu liebt, kann sie schützen. fördern, als Netzwerk zu fungieren, die Institutionalisierung von Umweltgeschichte im Schulbereich sowie in universi- 4 No 5 / 2013 Editorial tären Ausbildungseinrichtungen voranzutreiben und als matisiert werden. Bereits aus der Terminologie der letzten Bindeglied zwischen umweltgeschichtlicher Forschung und beiden Zeitabschnitte wird ersichtlich, dass negative Kon- ihren Ergebnissen und politischen Entscheidungsträgern notationen in Titeln wissenschaftlicher Publikationen so- sowie der Öffentlichkeit zu agieren. Ähnliche Ziele verfol- wie journalistischer Beiträge das nach Verena Winiwarter gen in Österreich das 2003 gegründete Zentrum für Um- prekäre Verhältnis zwischen Mensch und Natur (Winiwarter & weltgeschichte bzw. das Institut für Soziale Ökologie der Fa- Knoll 2007, 44) zum Ausdruck bringen und so auf Gefahren auf- kultät für Interdisziplinäre
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