Starting point of this paper is the view of school as a place where competences can be ac-quired that are important both for young people?s participation in society and the construc-tion, maintenance and further development of cultural structures, which are useful and in-dispensable for the success of social relationships. As young people increasingly have to cope with global contexts in their private and professional life, certain - in this respect - problematic regions, that so far have only been perceived stereotypically, move more and more towards the centre of attention. Therefore, it suggests itself to aim for ?cultural com-petence?, as defined in the curriculum of the subject Geography and Economics and its di-dactic principles, through exemplary learning about Africa. The necessity of interdisciplinary aspects is thereby naturally considered. Preceding clarification of essential terms made it necessary to deal with concepts elaborated by KLAFKI (1991, 1997), HENTIG (1996), HOLZKAMP (1995), DERBOLAV (1969), HACKL (2000), LAVE und WENGER (1991), VIELHABER (2001) und WAGENSCHEIN (1969) that offer suitable pedagogical, psychological and didactical theories. These form the theoretical background for an appropriate understanding of processes of learning and education and for the steps of lesson planning along KLAFKI?S scheme of per-spectives (Perspektivenschema), constituting the intended common process of teaching and learning. On this basis, concrete teaching suggestions have been created as well as detailed, versatile material for a group jigsaw. Its practical application so far is to be due.