On the one hand, this paper describes the findings from the implementation of subject-matter teaching and learning via fieldwork in a deprived area (Kottbusser Tor) of Berlin. On the other hand, the authors focus on the explicit and implicit knowledge (which we call orientations) of the students concerning this fieldwork. In a problem-oriented approach, according to the model of a social city, students develop a concept about how to renew the deprived area of Berlin. They gain a variety of new experiences, some of which raise ethical questions. Autonomous group discussions with various school classes in the age group of 14 to 16 (n=30) were carried out after the fieldwork. The documentary method was used for data analysis which resulted in a typology of students. Concerning the orientations of the students, two excluding types of students (marginalizing type & distancing type) and two including types (integrating type & normalizing type) could be reconstructed. In addition to the benefit of the typology presented in this paper becoming an impulse for students to engage in self-reflection, the typology can also serve as a diagnostic tool for teachers to grasp learning conditions. Furthermore, an understanding also arises about students' orientations to support the conceptualization of fieldwork in terms of practical handling and necessary measures for its use.