Top Lessons: Teach Germany Spring 2019 Newsletter

THE OFFICIAL NEWSLE T TER OF THE TRANSATLANTIC OUTREACH PROGRAM

TOP Lessons

Teach Germany Spring Newsletter 2019

ELEMENTARY

#TOPlessons Photo: GettyImages

MIDDLE SCHOOL

HIGH SCHOOL

STEM

G r e e t i n g s f r o m t h e T O P Te a m

TOP

Dear Educators, We are pleased to announce the second edition of our TOP Lessons newsletter, during the “Wunderbar Together Year of German-American Friendship.” If you would like to participate in one of more than 1,000 “Wunderbar Together” events taking place in all 50 U.S. states, please visit www.wunderbartogether.org.

The inquiry-based lessons (“IDM inquiries”) published herein were authored by our 2018 cohort of TOP Fellows who traveled to Germany in June and July of last year.

Referring to the table of contents on the following page: the inquiries range from elementary level to high school and include topics relevant to social studies and STEM classrooms. Please take special note: while most of the content is available in print, two inquiries are additionally available online.

The Transatlantic Outreach Program (TOP) provides North American educators of social studies and STEM subjects, as well as workforce decision makers, with classroom materials, workshops, virtual exchanges, and study tours. These bring North Americans and Germans together to enhance the global competence of students, to bridge the “skills gap” between education and workforce development, and to strengthen the grassroots bonds of the transatlantic partnership.

TRANSATLANTIC OUTREACH PROGRAM

C O N TA C T T O P Online: www.goethe.de/top By e -mail: top@washington.goethe.org By phone: 202-847-4700 By postal mail: Transatlantic Outreach Program (TOP) Goethe-Institut Washington 1990 K Street NW, Suite 03 Washington, DC 20006

TOP sends about 100 social studies and STEM educators on fully-funded study tours to Germany each year in order to provide them with hands-on knowledge about this important international partner. Since 2002, over 1,600 educators have traveled to Germany as TOP Fellows. When Fellows return, they author original content to share what they learned with their students and peers. Consequently, these inquiries address some of the most current issues in Germany today.

SOCIAL MEDIA @topteachgermany

In this newsletter you will find inquiries on topics such as the integration of refugees, vocational training, environmental sustainability, Germany’s culture of remembrance with respect to its past, the legacy of the Holocaust, the legacy of the Cold War, the role of art and architecture in German society, and more. We would like to thank all ten authors for their contributions to this newsletter. Without their hard work and cooperation, it would not have been possible to share this newsletter with you.

T H E TO P T E A M

Furthermore, the contents published herein have been authored using the Inquiry Design Model (IDM), which focuses on the main elements of the instructional design process as envisioned in the C3 Inquiry Arc Framework for Social Studies State Standards. Each inquiry poses a compelling question for students to answer by constructing an evidence-based argument. Supporting questions and formative performance tasks provide students with “a series of learning experiences that enable students to demonstrate their knowledge of content, concepts, and skills that are needed to produce clear, coherent, and evidence-based arguments” (p.92, Inquiry Design Model: Building Inquiries in Social Studies, Kathy Swan, John Lee & S.G. Grant).

We invite you to use these inquiries – either in published or modified form – to begin a journey of exploration with your students. We are confident they will provide greater insight into contemporary Germany, a country whose contributions to the transatlantic partnership have helped secure peace – and economic prosperity – for over 70 years.

Thanks for reading!

The TOP Team

2 | TOP Lessons | Teach Germany

Dr. Anne Schönhagen, Director Language Programs North America Deputy Executive Director Wood Powell Managing Director Jenny Windell Program Manager Jan Marie Steele Education Coordinator Lisa Nicolaus, Education Projects and Corporate Sponsorship / Institutional Giving Annika Heinemann TOP Intern, Spring 2019

Ta b l e o f C o n t e n t s

4

16

20

26

30

44

ELEMENTARY SCHOOL •

4 - 8

Lesson 1: Do people around the world care about refugees?

4

MIDDLE SCHOOL

10 - 24

•

Lesson 2: What is the Role of Art in Times of Trauma?

10

•

Lesson 3: How has Germany’s past impacted its current physical environment?

16

•

Lesson 4: Why is Immigration such a Big Deal?

20

HIGH SCHOOL

26 - 43

•

Lesson 5: How does a Society communicate its Values through its Public Architecture?

26

•

Lesson 6: What is the Legacy of the Divide between East and West Germany today?

30

•

Lesson 7: Should the United States invest more Resources in Vocational Education for Secondary Students?

34

•

Lesson 8: How do the Political and Economic Policies of the United States and Germany differ, both in regard to their Economic Goals and their Success Rates?

38

STEM

44 - 53

•

Lesson 9: Start Sustainable Living by Making Compost

44

•

Lesson 10: An Interactive Look at How Germans Celebrate

55

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP

Spring Newsletter | 2019 | 3

Do people around the world care about refugees?

COMPELLING QUESTION:

Do people around the world care about refugees?

Supporting Question #1: What is a refugee?

Supporting Question #2: What is being done to help refugees in Germany?

Supporting Question #3: What is being done to help refugees in our own state of Idaho? ► Lesson Overview: This lesson allows students to understand what a refugee is and how being a refugee affects the life of the individual. The students will watch videos to help with understanding and also research organizations that are helping to integrate refugees into society. The final project will be either an essay or a presentation about the organizations they researched, and some ways that they, as 5th graders, can help. ► Teacher Background Information: The German organizations mentioned in the plan were on the study tour itinerary. I was able to visit these places and see firsthand the positive things that are happening. From this, I will be able to have discussions with my students that I could not have had otherwise.

Some of my students may have misunderstandings about why these people are refugees. Some would not be able to comprehend what it would be like to be displaced due to war or other violence. I plan on trying to convey as much as possible without making it complicated or controversial. As 5th graders, they are just starting to understand the world in a larger context, and this is meant to be an introduction to a larger world conflict.

Suggested Time Frame:

5-8 class sessions (45-minute sessions)

Materials Needed:

• Chromebooks/computers/devices for creating presentations • Internet access to view videos and research the organizations • Attached worksheets or other writing materials

Lesson 1 Handouts and Standards

https://tinyurl.com/y4tcy2be

► C3 Framework Indicators:

D2.Civ.6.3-5. - Describe ways in which people benefit from and are challenged by working together, including

through government, workplaces, voluntary organizations, and families.

D2.Geo.2.3-5. - Use maps, satellite images, photographs, and other representations to explain relationships between

the locations of places and regions and their environmental characteristics.

D2.Geo.7.3-5. - Explain how cultural and environmental characteristics affect the distribution and movement of

people, goods, and ideas.

D2.Geo.8.3-5. - Explain how human settlements and movements relate to the locations and use of various natural

resources.

D2.Geo.9.3-5. - Analyze the effects of catastrophic environmental and technological events on human settlements

and migration.

4 | TOP Lessons | Teach Germany

Do people around the world care about refugees?

► Outcomes for Student Learning:

• Students will understand what a refugee is.

• Students will learn what is being done in Germany and in Idaho to help refugees.

• Students will apply what we have learned and decide what they can do to contribute.

► Germany-related Learning Goals:

• Students will understand what is happening in Germany regarding the refugee crisis.

COMPELLING QUESTION: Do people around the world care about refugees?

Introductory Activity/Hook: First ask the students what it means to care about something? They will probably relate it to pets or something at home. Broaden the understanding by bringing up caring about something at school, at the state level, at the country level and then at the world level.

Show photos from the refugee camp at Tempelhof Airport on Smartboard (or see worksheet). Use a See Think Wonder activity first, then after a few minutes on their own, let table groups discuss their observations (see Handout 1.1).

Cover Photo by Matt Crews

Bring it back to a discussion with the whole class and have students share their thoughts. After some time, explain what the picture really is and ask the students why we should care about refugees. Have the students turn and talk to a partner to come up with ideas. Record the partner’s ideas on a chart for the students to refer back to throughout the unit.

Picture: “Berlin’s Tempelhof Airport Transforms into Germany’s Largest Refugee Camp.” Worldarchitecture.org, 3 Mar. 2016,

worldarchitecture.org/articles/cecgz/berlins-tempelhof-airport-transforms-intogermanys-largest-refugee-camp.html.

See Think Wonder Activity: “See Think Wonder: A Routine for Exploring Works of Art and Other Interesting Things.” Visible Thinking,

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/

SeeThinkWonder_Routine.html

Supporting Question #1: What is a refugee? ► Formative Performance Task #1: In order to build an argument, the students first need to know what it means to be a refugee and the complications that can arise.

Before defining the word as a class, watch the YouTube video “What is a Refugee?” This video will also introduce them to words like asylum, internally displaced person, resettlement, integration, etc. As a class, also investigate the UNHCR website for more definitions. Have table groups discuss the meaning of the word refugee and what problems come with it. Then distribute Handout 1.2 where they can record the information. Define the word “refugee” as a class and list the problems associated with being a refugee – add to the chart from the introduction.

Wrap up this session with another YouTube video “Kids, Refugees, Questions: ‘What Is It Like to Have No Home?’” about the refugee situation. This video shows real life situations and how the kids are really feel about being refugees.

Spring Newsletter | 2019 | 5

Do people around the world care about refugees?

Featured Sources #1: Arbelaez, Isabella, and Julie Williams. “What Is a Refugee?” YouTube, YouTube, Dec. 9, 2015, www.youtube.com/watch?v=0QPFn9hlMLw. The Guardian. “Kids, Refugees, Questions: ‘What Is It Like to Have No Home?’.” YouTube, YouTube, Dec. 9, 2016,

www.youtube.com/watch?v=ctCaKH-2Wm8.

“What Is a Refugee? Definition and Meaning | USA for UNHCR.” USA for UNHCR, USA for UNHCR, 2018,

www.unrefugees.org/refugee-facts/what-is-a-refugee/.

Supporting Question #2: What is being done to help refugees in Germany? ► Formative Performance Task #2: Now that the students know what it means to be a refugee, take them to another country and discover what is being done there.

Start the lesson with Google Maps. Have the students google Syria and then two locations in Germany – Fulda and Berlin. Using the satellite feature, compare the landscapes of the two countries. They can also use the 3D feature and StreetView to zoom in and really see the features for themselves. As an extension, they could find the route taken by refugees to get to Germany – how many miles, ground/water crossed, etc.

Continue by reading the SPIEGEL ONLINE article Integration by the Numbers: Germany’s Ongoing Project to Welcome Its Refugees with the whole class, calling on different students to read the text (up to the Living section) – using guided reading strategies to foster comprehension. (Pre-teach any vocabulary the students might find difficult – ie. asylum applicants, container village, hostels, yeoman’s work, integration…) Then have the students do a close read, completing the rest of the article on their own and annotating text as they read (have the article printed out for this purpose, if possible). If they are unable to read it by themselves, have them partner read, read as a table group, or read in small groups with the teacher – discussing as they go.

Finally, have students research organizations in two German cities to see what they are doing with the current refugee population. There might need to be some scaffolding through the websites, as they are initially in German. Have the students work with a partner to find the information needed for Handout 1.3 and discuss their findings before recording. Students will need two copies of the Handout 1.3 – one for each organization.

The paragraph on the assignment will help students gather evidence about how people are responding to the refugees and their needs. It will also lead them back to the compelling question of what is being done around the world. There may be other organizations with more projects, but these are just the two I chose based on having been there. If others are found, it would be a good extension to see what else is being done globally.

Featured Sources #2: Djahangard, Susan, et al. “Integration by the Numbers: Germany’s Ongoing Project to Welcome Its Refugees - SPIEGEL ONLINE -

International.” SPIEGEL ONLINE, SPIEGEL ONLINE, May 12, 2017,

www.spiegel.de/international/germany/integrating-refugees-in-germany-an-update-a-1147053.html. “Über Den Tellerrand | #Maketheworldabetterplate.” Über Den Tellerrand, 2018, ueberdentellerrand.org/en/.

“Welcome In! Fulda E.V.” Welcome In Fulda EV, 2018, www.welcome-in.org/.

6 | TOP Lessons | Teach Germany

Do people around the world care about refugees?

Supporting Question #3: What is being done to help refugees in our own state of Idaho? ► Formative Performance Task #3: Now apply the learning a little closer to home – our own state.

Start by asking students if they know about refugees in our own country.

Do you think we have Syrian refugees here in America?

Do you think we have refugees in Idaho?

How are refugees brought into our country?

Discuss the screening process as a class with two websites: “Resettlement” and “U.S. Refugee Admission Program.”

Give an overview of the other websites (“Home,”“Refugee 101”, and “Refugees in Idaho”), and share the website links with students (via Google Docs, email, or other digital means). Students will use classroom Chromebooks to do their research. Allow time for students (working in pairs) to read the information and take notes about what is being done in Idaho.

Compare and contrast how refugee integration differs from Germany to Idaho using a graphic organizer. (Handout 1.4)

Featured Sources #3: “Home.” Agency for New Americans, 2018, www.anaidaho.org/.

“Refugee 101.” Idaho Office for Refugees, 2017, www.idahorefugees.org/refugee-101.html.

“Refugees in Idaho.” Idaho Office for Refugees, 2017, www.idahorefugees.org/refugees-in-idaho.html.

“Resettlement.” Idaho Office for Refugees, 2017, www.idahorefugees.org/resettlement.html.

“U.S. Refugee Admissions Program.” U.S. Department of State, U.S. Department of State, 2018,

https://www.state.gov/refugee-admissions/about/

► Summative Performance Task – Argument Option (Essay or Presentation):

• Construct an argument, supported by evidence, which addresses the question: Do people around the world care about refugees?

• Fifth graders should be able to form a claim and give evidence to back it for this task. At this level, they aren’t ex- pected to make counterclaims in their response.

• The argument may be done as a digital presentation (Google Slides, Adobe Spark, etc.)

► Summative Performance Task – Extension Option (Choice of Creative Format Instead of Argument):

• Create an infographic with information about refugees and what are good ways to help with integration • Create a documentary film

► Taking Informed Action:

► U N D E R S TA N D

• Students could identify the countries where the Idaho refugees came from and plot them on a map.

► ASSESS

• Further research could be conducted about the countries of origin to better understand cultures and customs.

► AC T

• Students could research how to get involved with the refugee organizations; they could then brainstorm ways they could help, and actually get involved and contribute.

► Modifications for Differentiation:

Partner activities for low readers, text-to-speech for typing

Spring Newsletter | 2019 | 7

Do people around the world care about refugees?

Bridget Smith is a 5th Grade Social Studies Teacher at Camas County Schools in Fairfield, ID, USA.

Works Cited Arbelaez, Isabella, and Julie Williams. “What Is a Refugee?” YouTube, YouTube, Dec. 9, 2015, www.youtube.com/watch?v=0QPFn9hlMLw. Djahangard, Susan, et al. “Integration by the Numbers: Germany’s Ongoing Project to Welcome Its Refugees - SPIEGEL ONLINE - International.” SPIEGEL ONLINE, SPIEGEL ONLINE, May 12, 2017, www.spiegel.de/international/germany/integrating-refugees-in-germany-an-update-a-1147053.html.

“Home.” Agency for New Americans, 2018, www.anaidaho.org/.

“Refugee 101.” Idaho Office for Refugees, 2017, www.idahorefugees.org/refugee-101.html.

“Refugees in Idaho.” Idaho Office for Refugees, 2017, www.idahorefugees.org/refugees-in-idaho.html.

“Resettlement.” Idaho Office for Refugees, 2017, www.idahorefugees.org/resettlement.html.

“See Think Wonder: A Routine for Exploring Works of Art and Other Interesting Things.” Visible Thinking, www.visiblethinkingpz.org/VisibleThinking_

html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html.

The Guardian. “Kids, Refugees, Questions: ‘What Is It Like to Have No Home?’.” YouTube, YouTube, Dec. 9, 2016, www.youtube.com/watch?v=ctCaKH-2Wm8. “Über Den Tellerrand | #Maketheworldabetterplate.” Über Den Tellerrand, 2018, ueberdentellerrand.org/en/.

“U.S. Refugee Admissions Program.” U.S. Department of State, U.S. Department of State, 2018, https://www.state.gov/refugee-admissions/about/.

“Welcome In! Fulda E.V.” Welcome In Fulda EV, 2018, www.welcome-in.org/.

Welters, Gordon. “Berlin’s Tempelhof Airport Transforms into Germany’s largest Refugee Camp.” Worldarchitecture.org, 3 Mar. 2016,

https://worldarchitecture.org/articles/cecgz/berlins-tempelhof-airport-transforms-intogermanys-largest-refugee-camp.html.

“What Is a Refugee? Definition and Meaning | USA for UNHCR.” USA for UNHCR, USA for UNHCR, 2018, www.unrefugees.org/refugee-facts/what-is-a-refugee/.

8 | TOP Lessons | Teach Germany

Spring Newsletter | 2019 | 9

What is the role of ar t in times of trauma?

COMPELLING QUESTION:

What is the role of art in times of trauma?

Supporting Question #1: Why would individuals choose to turn to art in times of danger and/

or privation?

Supporting Question #2: In what ways can art be used to confront injustice?

Supporting Question #3: What might art accomplish or fail to accomplish in times of trauma?

Supporting Question #4: In what ways have people in modern Germany used the power of art

to address more current experiences of refugees? ► Lesson Overview: Students will study examples of the use of art by persecuted individuals during the Holocaust and will discover the different functions of art in times of trauma. Throughout the exploration, students will deepen their understanding of victims’ experiences in the ghettos, concentration camps, and displaced persons camps. They will learn how people in modern Germany have worked to confront and personalize the magnitude of loss by exhibiting surviving artwork. Students will also explore how some people in Germany are currently using art as a means to address trauma in the lives of refugees from war-torn countries. ► Teacher Background Information: This lesson is designed to occur after students have significant background knowledge of the Holocaust, as they will be expected to understand the Holocaust experience as they are exploring the art created at that time. This series of lessons pairs well with the sixth chapter of Elie Wiesel’s memoir Night, which includes a scene in which the prisoner Juliek chooses to play Beethoven on his violin in a moment of deep despair.

Suggested Time Frame: Five class periods or modified to be presented throughout a larger unit on the Holocaust.

Materials Needed: • Teacher projector or individual iPads/Chromebooks/laptops and internet access Print out of articles: • “Herbert Zipper, 92, Founder of Secret Orchestra at Dachau,” • “Human Cargo: Refugees Deal With Trauma Through Art,” and • “Using Art to Help Syrian Refugee Children Deal with Trauma” • Journals for all writing exercises • Assorted art materials per student preference

Lesson 2 Handouts and Standards

https://tinyurl.com/y3zha6h2

► C3 Framework Indicators:

D2.His.15.6-8. - Evaluate the relative influence of various causes of events and developments in the past.

D2.His.16.6-8. - Organize applicable evidence into a coherent argument about the past.

D4.1.6-8. -

10 | TOP Lessons | Teach Germany

Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

What is the role of ar t in times of trauma?

► Outcomes for Student Learning:

While exploring the very personal art of individuals and groups, students will use primary and secondary sources of multiple types to more deeply understand the experience of the Holocaust, its aftermath, and modern Germany’s use of art as therapy to address trauma in refugees.

► Germany-related Learning Goals:

Students will learn about the role of Nazi Germany in the Holocaust and its aftermath, and the roles art played in confronting trauma suffered by Holocaust victims. They will also explore modern Germany’s use of art to address trauma suffered by current refugees in the country.

COMPELLING QUESTION: What is the role of art in times of trauma?

Introductory Activity/Hook: Introduce the compelling question and lead the class in a discussion of what art is and what types of art exist. Note that the lesson will include examples of art in literature, music, painting, and other forms, so students should be prepared to consider multiple genres in their definition of art.

Project the painting The Refugee by Felix Nussbaum, www.yadvashem.org/yv/en/exhibitions/nussbaum/refugee.asp.

Have students silently record ten objective observations about the painting. After doing this, have students share their observtions in groups and then silently record six more observations, either from a classmate or discovered on their own. This exercise compels students to look more deeply at a visual piece before needing to analyze it. Lead students in a discussion leading to more analysis: What is the mood of the painting? What creates this mood? Encourage consideration of color, shape, texture, perspective, space, etc. Given that the artist was a German Jew and painted this in 1939, what message do you think he might be conveying? Why do you think he might have chosen to create this painting at that time?

Introduce the supporting question.

Supporting Question #1: Why would individuals choose to turn to art in times of danger and/or privation? ► Formative Performance Task #1: Show the short video “Artists of Terezín: Petr Ginz”, https://www.yadvashem.org/education/educational-videos/video-toolbox/hevt-terezin-ginz.html

Photo by Wood Powell

This video tells the story of several boys who lived in the Terezín Ghetto and, risking serious punishment, created a secret literary magazine (Vedem) in order to endure the hardships and horrors. Note: It is important that the teacher convey to students that though Terezín is often referred to as a ghetto, the deprivation and mistreatment there created a concentration camp in which all suffered and many died.

Lead students in discussion about the video. Teacher might choose to focus on the depiction of the rolled-up magazine Vedem used as a cannon. Some questions might include: Why would the boys create this magazine? What would it entail to accomplish this work in the conditions they endured? What do you believe is the message of the cannon drawing?

Spring Newsletter | 2019 |11

What is the role of ar t in times of trauma?

Refer students to the Vedem website: http://www.vedem-terezin.cz/en/basne_povidky_en.html#JEN_TROCHU_TEPLA

QR CODE: top_news19_spring_schaefer_c Instruct them to read the following excerpts from the boys’ magazine:

“Just a Little Warmth” by Zdeněk Ornest “Prisoners’ Anthem” by Hanuš Hachenburg “Water” by Hanuš Hachenburg

Instruct students to write a paragraph using the following prompt:

Write a thoughtful paragraph response considering the following questions and using evidence from one or more of the

excerpts from Vedem. What is the role of art in times of trauma? Why would individuals choose to turn to art in times of

danger and/or privation? Consider what the boys chose to write about and how they handled their topics.

Featured Sources #1: “Artists of Terezin: Petr Ginz.” Yad Vashem - The World Holocaust Remembrance Center, https://www.yadvashem.org/education/educational-videos/video-toolbox/hevt-terezin-ginz.html.

“Felix Nussbaum ‘The Refugee, 1939’ | Yad Vashem.” Yad Vashem - The World Holocaust Remembrance Center, www.yadvashem.org/yv/en/exhibitions/nussbaum/refugee.asp.

“Vedem | Poems and Tales.” Vedem | Homepage, www.vedem-terezin.cz/en/basne_povidky_en.html.

Supporting Question #2: In what ways can art be used to confront injustice? ► Formative Performance Task #2: Project the image of the prisoner’s entrance gate at Dachau.

en.wikipedia.org/wiki/Dachau_concentration_camp.

QR CODE: top_news19_spring_sswchaefer_d Explain the translation of “Arbeit macht frei”: Work sets you free. Briefly discuss how entering through this gate at the concentration camp and reading these words would affect the prisoners.

Distribute the New York Times article “Herbert Zipper, 92, Founder of Secret Orchestra at Dachau.”

www.nytimes.com/1997/04/23/arts/herbert-zipper-92-founder-of-secret-orchestra-at-dachau.html.

Read the article as a class and lead a discussion:

In what ways did Herbert Zipper use art throughout his life? What did art accomplish at different moments in his life?

Project and play the song “Dachau Lied” with subtitles: https://www.ushmm.org/collections/the-museums-collections/

collections-highlights/music-of-the-holocaust-highlights-from-the-collection/music-of-the-holocaust/dachau-song

Lead a class discussion: How does rhythm contribute to the song? How do the dynamic changes contribute? The song is sung in unison; what mood does this create? How is this song an “ironic response” to the Arbeit Macht Frei entrance at Dachau? Zipper said that he purposefully made the song difficult to learn and master. Why do you think he did this?

Direct students to write a paragraph response on the following prompt: Herbert Zipper once stated in an interview, “We have to see the world as it is, but we have to think about what the world could be. That’s what the arts are about.” Using evidence from any of the art, music or literature sources we have looked at so far, write a thoughtful paragraph responding to this quote.

Featured Sources #2: “Dachau Concentration Camp.” Wikipedia, Wikimedia Foundation, Aug. 16, 2018,

en.wikipedia.org/wiki/Dachau_concentration_camp.

“Dachau Song (Dachau Lied).” United States Holocaust Memorial Museum, United States Holocaust Memorial Museum,

https://www.ushmm.org/collections/the-museums-collections/collections-highlights/music-of-the-holocaust-highlights-

from-the-collection/music-of-the-holocaust/dachau-song Smith, Dinitia. “Herbert Zipper, 92, Founder of Secret Orchestra at Dachau.” The New York Times, The New York Times,

Apr. 23, 1997, www.nytimes.com/1997/04/23/arts/herbert-zipper-92-founder-of-secret-orchestra-at-dachau.html.

12 | TOP Lessons | Teach Germany

What is the role of ar t in times of trauma?

Supporting Question #3: What can art accomplish in times of trauma and what does it fail to accomplish? ► Formative Performance Task #3:

Project the photograph “An art class for children in the Fiesole displaced persons camp outside Florence. Italy, 1946.”

https://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10005462&MediaId=2226 Lead students in a discussion of what they notice about the photograph. Explain that after liberation, many concentration camp survivors lived in displaced persons camps in order to regain health and find ways to resume their lives. Part of the rehabilitation process involved the arts.

Play the video “Survivors’ Return to Life: Part 2” in order to give background on displaced persons camps.

https://www.yadvashem.org/education/educational-videos/video-toolbox/hevt-return-to-life.html Then play the video clip of survivor Fela Warschau describing her experience in a displaced persons camp.

https://encyclopedia.ushmm.org/content/en/oral-history/fela-warschau-describes-the-feldafing-displaced-persons-camp Lead a discussion about the possible roles of the different art forms found in the camp – musical, theatrical, literary, and visual.

How might they possibly contribute to the healing process in the camps? How might they possibly fall short?

Have students write a thoughtful paragraph on the following prompt: In your opinion, what are the strengths and limitations of the arts in times of trauma? Use examples from what we have used in class and from your own experience.

Featured Sources #3: “Art Class in a Displaced Person Camp in Italy.” United States Holocaust Memorial Museum, United States Holocaust Memorial Museum, www.ushmm.org/wlc/en/media_ph.php?ModuleId=10005462&MediaId=2226.

“Fela Warschau Describes the Feldafing Displaced Persons Camp”, United States Holocaust Memorial Museum,

encyclopedia.ushmm.org/content/en/oral-history/fela-warschau-describes-the-feldafing-displaced-persons-camp.

Survivors’ Return to Life - Part 2, Yadvashem.org, 25 May 2015, www.yadvashem.org/education/educational-videos/video-tool

box/hevt-return-to-life.html.

Supporting Question #4: In what ways has modern Germany used the power of art to address more current experiences of refugees? ► Formative Performance Task #4:

Explain that as modern Germany has grappled with how to confront and atone for its past, it has often chosen to display the art of Holocaust victims created in the ghettos, concentration camps, and displaced persons camps. For instance, Buchenwald Memorial dedicates a museum to such art. Teachers can elaborate on this collection through information on their site: https://www.buchenwald.de/en/76/.

Note: It is not recommended to send students to the site, as not all images are age appropriate.

Connection to Modern Germany: Explain the not so current - 2015 situation of a large number of refugees fleeing from war-torn countries into Germany and other European countries. Introduce brief background on the current refugee situation in Germany, particularly as it pertains to Syrian refugees. Explain that various organizations in Germany are using the arts to help refugees process the trauma they have experienced in their war-torn homeland, during their perilous journey to Germany, and in the struggle to integrate into a new culture in Germany.

Homeland trauma:

Project the following image of a Syrian child’s painting. Explain that it is the child’s depiction of the bombing and destruction

of houses in their homeland. Have students discuss in pairs what they notice:

https://www.dw.com/image/18772332_403.jpg.

Spring Newsletter | 2019 |13

What is the role of ar t in times of trauma?

Share the article “Using Art to Help Syrian Refugee Children Cope with Trauma” digitally or in copies:

https://www.dw.com/en/using-art-to-help-syrian-refugee-children-cope-with-trauma/a-18784348.

Lead a class discussion on what students find surprising or interesting in the article, and any questions it raises.

Trauma of the journey and integration into a new culture:

Read “‘Human Cargo:’ Refugees Deal with Trauma Through Art” or watch the video embedded in the article

https://www.dw.com/en/human-cargo-refugees-deal-with-trauma-through-art/a-46264621.

Lead a discussion on the impact of this particular kind of art. What might be the advantages of the collaborative nature of this art experience? Of the three-dimensional format? How does the project influence others’ views of refugees?

Advanced students:

Direct students to the following websites to learn about an initiative to use Syrian refugees as guides in museums

in Germany. After consulting the websites, ask students to report three possible positive effects of this program.

“Refugees as Guides in Berlin Museums: Multaqa: Museum as Meeting Point” https://artsandculture.google.com/exhibit/ggJCpWoxt4usIg

“Multaka Project Provides Tours of Museums in Berlin to Refugees”

https://www.dw.com/en/multaka-project-provides-tours-of-museums-in-berlin-to-refugees/a-39254689.

Final Project: Explain to students that they will make a personal work of art to commemorate victims of the Holocaust. They will reflect on what they have learned about the Holocaust and what they now understand about the role of art. They may choose to draw, paint, design a three-dimensional work, write a story or poem, or compose a piece of music. Due to the emotional themes, students are asked to think about the feelings and possible reactions of classmates and to be sensitive to them, creating artwork that is appropriate for middle school students.

Featured Sources #4: Jarmakani, Rama J. “Multaka Project Provides Tours of Museums in Berlin to Refugees | DW | 14.06.2017.” DW.COM, Deutsche

Welle, June 14, 2017, www.dw.com/en/multaka-project-provides-tours-of-museums-in-berlin-to-refugees/a-39254689.

Krinninger, Theresa. “Using Art to Help Syrian Refugee Children Cope with Trauma | DW | 18.10.2015.” DW.COM, Deutsche Welle,

Oct. 15, 2015, www.dw.com/en/using-art-to-help-syrian-refugee-children-cope-with-trauma/a-18784348.

Mittelbau-Dora Memorials Foundation. “Additional Information.” Art Exhibition - Buchenwald Memorial, Buchenwald Memorial,

www.buchenwald.de/en/76/.

“Refugees as Guides in Berlin Museums - Google Arts & Culture.” Google, Google, artsandculture.google.com/exhibit/ggJCpWoxt4usIg. Wolfgang, Dick. “‘Human Cargo:’ Refugees Deal with Trauma through Art | DW | 13.11.2018.” DW.COM, Deutsche Welle,

Nov. 13, 2018, www.dw.com/en/human-cargo-refugees-deal-with-trauma-through-art/a-46264621.

14 | TOP Lessons | Teach Germany

What is the role of ar t in times of trauma?

► Summative Performance Task – Argument Option (Essay or Presentation):

• Have students type a multi-paragraph essay on the following prompt: Discuss the role of art in times of trauma. What can it accomplish? Include discussion of the use of art by Jewish victims of the Holocaust. Additionally, explore and comment on an example of the use of art therapy to address trauma in victims of an additional traumatic historical or current event (e.g.: Vietnam veterans).

► Summative Performance Task – Extension Option (Choice of Creative Format instead of Argument):

• Students with particular artistic talents or interests not listed may choose to discuss an alternative artistic project with their teacher.

► Taking Informed Action:

► U N D E R S TA N D

• Have students research articles on the current use of art in U.S. schools to address trauma suffered by immigrant students, refugee students, and English language learners.

► ASSESS

• In pairs or groups, have students interview current school teachers of English Language learners (teachers of immigrant students and other non-native English speakers) about the variety and extent of their use of art activities in the classroom.

► AC T

• Using the completed research and information from the interview, have students write a brief proposal addressed to current EL teachers, classroom teachers, school administration, or district officials outlining an argument about the benefits of arts instruction to address trauma, and suggesting ideas for incorporating art into the EL curriculum or the mainstream classroom.

► Modifications for Differentiation:

English Language Learners can be given shorter writing tasks and partner with a native speaker for reading tasks.

The final task can be shortened for for students with special needs, and writing or presentation requirements can be omitted as needed. Paragraph outlines can be provided to help struggling learners in their writing tasks.

Anne Schaefer is a Social Studies and Language Arts educator at San Jose Middle School in Novato, CA, USA.

Works Cited “Art Class in a Displaced Persons Camp in Italy.” United States Holocaust Memoral Museum, United States Holocaust Memorial Museum, www.ushmm.org/wlc/en/media_ph.php?ModuleId=10005462&MediaId=2226.

“Dachau Concentration Camp.” Wikipedia, Wikimedia Foundation, Aug. 16, 2018, en.wikipedia.org/wiki/Dachau_concentration_camp.

“Dachau Song (Dachau Lied).” United States Holocaust Memorial Museum, United States Holocaust Memorial Museum, https://www.ushmm.org/collections/ the-museums-collections/collections-highlights/music-of-the-holocaust-high lights-from-the-collection/music-of-the-holocaust/dachau-song

“Felix Nussbaum ‘The Refugee, 1939’ | Yad Vashem.” Yad Vashem - The World Holocaust Remembrance Center, www.yadvashem.org/yv/en/exhibitions/nussbaum/refugee.asp.

Hachenburg, Hanuš. “Prisoners’ Anthem.” Vedem, www.vedem-terezin.cz/en/basne_povidky_en.html#JEN_TROCHU_TEPLA. Hachenburg, Hanuš. Vedem, www.vedem-terezin.cz/en/basne_povidky_en.html#JEN_TROCHU_TEPLA. Jarmakani, Rama J. “Multaka Project Provides Tours of Museums in Berlin to Refugees | DW | 14.06.2017.” DW.COM, Deutsche Welle, June 14, 2017,

https://www.dw.com/en/multaka-project-provides-tours-of-museums-in-berlin-to-refugees/a-39254689 Krinninger, Theresa. “Using Art to Help Syrian Refugee Children Cope with Trauma | DW | 18.10.2015.” DW.COM, Deutsche Welle, Oct. 15, 2015,

www.dw.com/en/using-art-to-help-syrian-refugee-children-cope-with-trauma/a-18784348.

Mittelbau-Dora Memorials Foundation. “Additional Information.” Art Exhibition – Buchenwald Memorial, Buchenwald Memorial, www.buchenwald.de/en/76/.

Ornest, Zdeněk. “Just a Little Warmth.” Vedem, www.vedem-terezin.cz/en/basne_povidky_en.html#JEN_TROCHU_TEPLA. “Poems and Tales.” Vedem, www.vedem-terezin.cz/en/basne_povidky_en.html#JEN_TROCHU_TEPLA. “Refugees as Guides in Berlin Museums - Google Arts & Culture.” Google, Google, artsandculture.google.com/exhibit/ggJCpWoxt4usIg. Smith, Dinitia. “Herbert Zipper, 92, Founder of Secret Orchestra at Dachau.” The New York Times, The New York Times, Apr. 23, 1997,

www.nytimes.com/1997/04/23/arts/herbert-zipper-92-founder-of-secret-orchestra-at-dachau.html.

“Fela Warschau Describes the Feldafing Displaced Persons Camp.” United States Holocaust Memorial Museum, United States Holocaust Memorial Museum,

encyclopedia.ushmm.org/content/en/oral-history/fela-warschau-describes-the-feldafing-displaced-persons-camp.

Wolfgang, Dick. “‘Human Cargo:’ Refugees Deal with Trauma through Art | DW | 13.11.2018.” DW.COM, Deutsche Welle, Nov. 13, 2018,

www.dw.com/en/human-cargo-refugees-deal-with-trauma-through-art/a-46264621.

“Survivors’ Return to Life - Part 2.” Yadvashem.org, 25 May 2015, www.yadvashem.org/education/educational-videos/video-toolbox/hevt-return-to-life.html.

Spring Newsletter | 2019 | 15

How has Germany’s past impacted its current physical environment?

COMPELLING QUESTION:

How has Germany’s past impacted its current physical environment?

Supporting Question #1: What physical landforms exist in Germany today due to human

conflict, and how have animal and plant life been impacted by human

conflict and man-made borders in Germany?

Supporting Question #2: How have Germans turned a dark period in their history into a positive

for the future?

Supporting Question #3: How did two young men living on opposite sides of the Iron Curtain

lead to environmental preservation in Germany today? ► Lesson Overview:

The teacher will give students a brief overview of major events in Germany in the 20th century.

Students will work in groups to brainstorm how this history could impact its current physical environment. Students will work in groups and research how birds, deer, ponds, and mountains have been impacted by Germany’s history. Groups will be assigned one of these items and create a poster presentation to explain their findings.

► Teacher Background Information: Additional Material 3.8 How has Germany’s past impacted its current

physical environment Slides _#2-12

Suggested Time Frame: 4 - 42-minute class periods Instructional Resources – Online: • A list of websites found and approved by teachers on the topics of the Iron Curtain’s impact on the

environment, the European Green Belt, and rubble mountains (Trümmerberge). (Handouts 3.1 – 3.4) • Grading rubrics and instructions (Additional Material 3.5 – 3.7) • Teacher-created slides (Presentation 3.8)

Additional Resources: • 2 pieces of poster paper per group • Printer/printer paper

Lesson 3 Handouts and Standards

• •

Markers Student laptops

https://tinyurl.com/y53ynayu

► C3 Framework Indicators: D2.Geo.4.6-8. - Explain how cultural patterns and economic decisions influence environments and the daily lives of

people in both nearby and distant places.

► Outcomes for Student Learning:

Students will have a deeper understanding of the consequences human conflict can have on our physical environment.

This lesson will demonstrate the meaning of the Human Environment Interaction, Theme of Geography.

► Outcomes for Student Learning:

Students will understand why Germany physically looks the way it looks today based on its past. Students will under- stand why Germans today take protecting their environment so seriously. Students will understand that if people work together, they can turn a dark period of history, e.g. the Iron Curtain, into something positive: the European Green Belt.

16 | TOP Lessons | Teach Germany

How has Germany’s past impacted its current physical environment?

COMPELLING QUESTION: How has Germany’s past impacted its modern

physical environment?

Introductory Activity/Hook: Students will think about how humans’ past actions can still impact our environment today. Discuss the Pennsylvania town of Centralia, a town that had a coal mine fire back in 1962 that has been burning underneath the town ever since. Its population was once 3,000 people and is now only 7. Researchers have been studying the soil in this area and have recently discovered new microbes, called thermophiles, that thrive in the super-hot temperatures of the fires that burn underneath the town.

Introductory Citations Vigna, Paul. “Centralia Is Home to What These Days? Scientists Explore the Heated Soils of Pa. Ghost Town.”Pennlive.com, Pennlive.com, Apr. 6, 2019, https://www.pennlive.com/news/2019/04/centralia-is-home-to-what-these-days-scientists-exploring-the-heated-soils-of-pa-ghost-town.html.

QR CODE: top_news19_spring_breen_a

Supporting Question #1: What physical landforms exist in Germany today due to human conflict, and have animal and plant life been impacted by human conflict and man-made borders in Germany? ► Formative Performance Task #1: Students will learn some brief background knowledge abouWorld War II, the strategic bombing of Germany by the Allies, the Potsdam Conference, the Berlin Wall and the Iron Curtain.

Prior to receiving this information, students will be asked to keep a question in their minds as the instructor talks: how has Germany’s past impacted its current physical environment? Information and slides will be shared with students via NearPod. Once the direct instruction is complete, students will work in groups of 3 to brainstorm at least 5 possible ways Germany’s past could impact its environment today. Students will write their answers on a poster underneath the question posed by Photo by Jenny Windell the teacher. Next, students will be shown several images of hills, birds, ponds, and deer. Students will brainstorm at least 5 different ideas of how this type of landscape and/or wildlife might be impacted by Germany’s past. These responses will be written on the same poster paper. Next, the teacher will specifically discuss how birds, deer, ponds, and hills in Germany have been impacted by their past. On the same poster students will add more ideas. To get students moving, students will do a gallery walk and examine each group’s work. Student groups will break up and walk around the room to look at other groups’ answers. Students will spend 1 minute at each group’s work. When students have made their way around the room and viewed all of the work, they will go back to their groups. Each group member should add at least 2 new ideas that they saw elsewhere in the room to their poster.

Groups will receive a second piece of poster paper. Each group will be assigned either hills, birds, ponds, or deer. Each group will be given a list of four websites they must visit to answer the supporting question. They will answer the question by designing a poster, which shows images of their topic, as well as bulleted statements on the poster. Group members will be randomly assigned roles during this portion of the group work. The roles will be Recorder (the one who writes on the poster), Checker (the one who checks that everything on the poster is correct), Reporter (the one who will talk as the group shows the class their findings), and Facilitator (the one who makes sure everyone is contributing to the group). After groups have completed their posters, the group reporter will explain to the class how their assigned topic was impacted by Germany’s past. The groups’ posters will be hung around the room at this time.

Featured Sources #1: 3.8 Presentation - How has Germany’s past impacted its current physical environment?

Handouts 3.1 – 3.4 Additional Material 3.5 – 3.6

Spring Newsletter | 2019 | 17

How has Germany’s past impacted its current physical environment?

Supporting Question #2: How have Germans turned a dark period in their history into a positive

for the future? ► Formative Performance Task #2: Teacher will show a video on the European Green Belt. The area of the former Iron Curtain has been turned into a nature sanctuary to preserve the nature that flourished there.

Featured Sources #2: SciurusVulgaris1986. “The Green Belt Connects.” YouTube, YouTube, May 14, 2012, www.youtube.com/watch?v=NZX3vsC2jRA. QR CODE: top_news19_spring_breen_b

Supporting Question #3: How did two young men living on opposite sides of the Iron Curtain

lead to environmental preservation in Germany today? ► Formative Performance Task #3: Students will listen to a podcast which discusses two boys who lived on opposite sides of the Iron Curtain but were both bird enthusiasts. These boys separately discovered that the best place in all of Germany to watch birds was the no man’s land strip that ran along the border between East Germany and West Germany. These boys eventually became pen pals. As soon as the wall came down in November of 1989, they worked quickly and tirelessly to turn this area into a nature preserve.

Featured Sources #3: Earth / World Media Foundation / Public Radio International. “The Boys Who Loved Birds.”

Living on Earth, Mar. 13, 2015, www.loe.org/shows/segments.html?programID=15-P13-00011&segmentID=6.

QR CODE: top_news19_spring_breen_c SciurusVulgaris1986. “The Green Belt Connects.” YouTube, YouTube, May 14, 2012, www.youtube.com/watch?v=NZX3vsC2jRA.

► Summative Performance Task – Argument Option (Essay or Presentation):

After all group reporters have presented their findings, students will individually write 2 paragraphs, 5-7 sentences each, answering the compelling question: “How has Germany’s past impacted its current physical environment?”

These paragraphs must include not only the information their group researched, but also information from the other groups’ research. Students will perform a secondary gallery walk of their peers’ work and use the information in their writings.

Additional Resources 3.7 Two-paragraph Response

► Taking Informed Action:

► U N D E R S TA N D

► ASSESS

► AC T

• Research another area in the world whose environment is still impacted by past human conflict, or research an area in the world that still has a wall as a divider between itself and another area.

• Examine specific animals, plants, or landforms that have been impacted by human actions.

• Write a letter to Antonio Guterres, the Secretary General to the United Nations. The letter will express the need for global peace and open borders so as to protect not only human life, but our environment as well.

18 | TOP Lessons | Teach Germany

How has Germany’s past impacted its current physical environment?

Colleen Breen is a Middle School Social Studies educator at Oley Valley Middle School in Oley, PA, USA.

Works Cited “Are You Lost Deer? The Deer That Still Won’t Cross the German Border.” The Vintage News, 8 June 2018,

www.thevintagenews.com/2018/06/08/iron-curtain-fence/.

“Category:Bomb Craters from World War II in Germany.” Category:Bomb Craters from World War II in Germany - Wikimedia Commons,

commons.wikimedia.org/wiki/Category:Bomb_craters_from_World_War_II_in_Germany.

Copping, Jasper. “The Birds Which Cannot Cope with the Demise of Communism.” The Telegraph, Telegraph Media Group, 22 Oct. 2011,

www.telegraph.co.uk/news/earth/wildlife/8843853/The-birds-which-cannot-cope-with-the-demise-of-Communism.html.

“Czech Deer Still Avoid Iron Curtain.” BBC News, BBC, 23 Apr. 2014, www.bbc.com/news/world-europe-27129727.

Earth / World Media Foundation / Public Radio International. “The Boys Who Loved Birds.” Living on Earth, 13 Mar. 2015,

www.loe.org/shows/segments.html?programID=15-P13-00011&segmentID=6.

Higginbotham, Adam. “There Are Still Thousands of Tons of Unexploded Bombs in Germany, Left Over From World War II.” Smithsonian.com,

Smithsonian Institution, 1 Jan. 2016,

www.smithsonianmag.com/history/seventy-years-world-war-two-thousands-tons-unexploded-bombs-germany-180957680/.

“Incredible WWII Bomb Craters in Germany’s Forests (PHOTOS).” The Weather Channel,

weather.com/travel/news/incredible-wwii-bomb-craters-germanys-forests-photos-20140805.

Janicek, Karel. “Former Iron Curtain Still Barrier for Deer.” Phys.org, Phys.org, 23 Apr. 2014, phys.org/news/2014-04-iron-curtain-barrier-deer.html.

Komska, Yuliya. “What Red Deer Tell Us About Our Dangerous Iron Curtain Obsession.” Pacific Standard, 11 Mar. 2014,

psmag.com/social-justice/red-deer-tell-us-dangerous-iron-curtain-obsession-76252.

Laurel. “Rubble Mountain: My Favorite Attraction in Stuttgart, Germany.” Monkeys and Mountains | Adventure Travel, 13 Dec. 2018,

monkeysandmountains.com/attractions-in-stuttgart-germany/.

“Life in the Death Zone.” PBS, Public Broadcasting Service, www.pbs.org/wgbh/nova/next/nature/european-green-belt/.

McKenna, Phil. “Earth - Life in the Death Zone.” BBC, BBC, 18 Feb. 2015, www.bbc.com/earth/story/20150218-life-in-the-death-zone.

McKenna, Phil, and Phil McKenna. “The Boys Who Loved Birds.” Medium, The Big Roundtable, 18 Feb. 2015,

medium.com/thebigroundtable/the-boys-who-loved-birds-cd6e117a608.

Metcalfe, John, and John Metcalfe. “The Haunting Beauty of Germany’s WWII Bomb Craters.” CityLab, 3 July 2014,

www.citylab.com/design/2014/07/the-haunting-beauty-of-germanys-wwii-bomb-craters/373891/.

O’Sullivan, Feargus, et al. “Berlin’s ‘Devil’s Mountain’: A Pile of WWII Rubble That’s Going to Waste.” CityLab, 14 Feb. 2017,

www.citylab.com/design/2017/02/what-did-berlin-do-with-rubble-from-world-war-ii-teufelsberg/516609/.

“Czech Deer Still Wary of Iron Curtain Boundary.” The Guardian, Guardian News and Media, 23 Apr. 2014,

www.theguardian.com/science/2014/apr/23/czech-deer-iron-curtain-fences.

Rogers, David. “Rubble Mountain Offers Striking Views of Stuttgart, Germany.” Stars and Stripes,

www.stripes.com/rubble-mountain-offers-striking-views-of-stuttgart-germany-1.215215.

“Schuttberg.” Wikipedia, Wikimedia Foundation, 27 Sept. 2018, en.wikipedia.org/wiki/Schuttberg.

Vigna, Paul. “Centralia Is Home to What These Days? Scientists Explore the Heated Soils of Pa. Ghost Town.” Pennlive.com, Pennlive.com, Apr. 6, 2019, https://www.pennlive.com/news/2019/04/centralia-is-home-to-what-these-days-scientists-exploring-the-heated-soils-of-pa-ghost-town.html

Spring Newsletter | 2019 | 19

Why is immigration such a big deal?

COMPELLING QUESTION:

Why is immigration such a big deal?

Supporting Question #1: Migrant, immigrant, asylum seeker, refugee: What do they mean and

why does it matter?

Supporting Question #2: What does the recent migrant and refugee experience look like in Germany?

Supporting Question #3: How has Germany’s response to migrants and refugees compared to

the response in the US? Supporting Question #4: What does racism have to do with immigration? ► Lesson Overview: Students will read about the recent refugee crisis in Germany and its impact on the society there.

They will begin learning important terms related to this topic. Next, they will view several photo essays of immigrants and refugees in Europe to get a better picture of what life is like for them. They will also create their own photo essay on the topic.

Students will then spend several classes reading and comparing Germany’s response to the refugee crisis to the response in the United States to recent immigrants and refugees. Finally, students will read about the recent #MeTwo movement in Germany, which has brought the topic of racism against immigrants and refugees and their descendants to the surface. Students will have the opportunity to interview a refugee and write an argument related to this topic. ► Teacher Background Information:

Since 2015, Germany has accepted over a million migrants and refugees who have fled their countries in Africa and Asia due to war, famine, violence and other reasons. Although the number of immigrants and refugees entering Germany has slowed considerably, Germany continues to deal with how to best manage this large influx of people from different cultures. There is also a growing anti-refugee movement in Germany.

In the US the topic of immigrants and refugees continues to be a controversial one. Most recently, children have been separated from their parents while crossing the US/Mexico border seeking asylum. The US and Germany have taken very different approaches to migrants and refugees, but both countries have groups representing all sides of the issue.

Middle school students who do not have regular contact with immigrants or refugees often have very superficial knowledge of this topic. They hear headlines and tweets and form judgments based on little factual information. This series of lessons aims to show students more of the migrants’ and refugees’ perspective and alternative ways societies handle an influx of immigrants and asylum seekers.

Discussing controversial issues can be difficult in the classroom. Students will have different opinions coming into this topic and heated discussions could arise. This web page has some excellent reminders for how to create a safe and respectful environment while talking about difficult topics: “Stories, Struggles and Debates.” Immigration, 28 Feb. 2011, 3:15 p.m., immigrationcurriculum.wordpress.com/ QR CODE: top_news19_spring_flanagan_a

Suggested Time Frame: 12-15 class periods for lessons and guest speakers

Additional 5-10 class periods for final performance task (argument)

Materials Needed: • • • • • • •

Copies of articles and student worksheets Handout 4.1 Terminology Notes Handout 4.2 German Immigrant Experience Photo Essays Handout 4.3 The Refugee Crisis: Comparing Germany and the US Handout 4.4 #MeTwo Graphic Organizer Handout 4.5 Argument Writing Rubric Handout 4.6 Argument Planning Sheet

20 | TOP Lessons | Teach Germany

Lesson 4 Handouts and Standards

https://tinyurl.com/y5r9zcjf

Why is immigration such a big deal?

► C3 Framework Indicators: D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and verbal technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., internet, social media, and digital documentary).

► Outcomes for Student Learning: Students will:

• Understand key vocabulary such as migrant, immigrant, asylum, and refugees.

• Explain the experience of migrants and a refugee entering Germany.

• Compare the German and US governments’ responses to dealing with an influx of migrants and refugees.

• Understand that immigrants and their descendants may face challenges, such as racism, for generations.

• Research and support an argument relating to immigration.

• Gain a deeper understanding of the “human face” of migration and the refugee crisis.

► Germany-related Learning Goals: Students will:

• Understand the reasons why migrants and refugees have entered Germany and where they are coming from.

• Explain the experience of migrants and refugees entering Germany.

• Compare the German and US governments’ responses to dealing with an influx of migrants and refugees.

• Retell a personal story of of an immigrant or a refugee to Germany.

• Describe the challenges migrants and refugees face in Germany.

• Name organizations that are working with migrants and refugees in Germany.

• Use their knowledge of migrants and refugees in Germany to compare it to an immigration-related issue in their own community.

COMPELLING QUESTION: Why is immigration such a big deal?

Introductory Activity/Hook: Think of a situation you have experienced as a newcomer. It might be going to a new school, moving to a new neighborhood, traveling to a place where you did not speak the language, joining a club or team for the first time, etc. Write down how you felt being a newcomer and who or what may have helped you or prevented you from feeling welcome.

Supporting Question #1: Migrant, immigrant, asylum seeker, refugee: what do they mean and

why does it matter? ► Formative Performance Task #1:

Students will read and annotate one of three articles that explain the terms above (Handout 4.1). They will meet in discussion groups to share what they have learned and gather more information. They will then respond in writing to the following prompt: Do you think it’s important to use the correct terms when talking about this issue? Explain.

Featured Sources #1: “Refugees, Asylum Seekers, Immigrants, and Migrants: What’s the Difference?” International Rescue Committee (IRC), International Rescue Committee (IRC), June 22, 2018, www.rescue.org/article/refugees-asylum-seekers-immigrants-and-migrants-whats-difference.

QR CODE: top_news19_spring_flanagan_b Travis, Alan. “Migrants, Refugees and Asylum Seekers: What’s the Difference?” The Guardian, Guardian News and Media, Aug. 28, 2015, www.theguardian.com/world/2015/aug/28/migrants-refugees-and-asylum-seekers-whats-the-difference.

QR CODE: top_news19_spring_flanagan_c Vore, Adrian. “‘Immigrant’ vs. ‘Migrant’; What’s the Difference?” Sandiegouniontribune.com, Aug. 24, 2016, www.sandiegouniontribune.com/opinion/readers-rep/sdut-immigrant-migranr-undocumented-europe-syria-2015sep25-story.html.

Q Spring Newsletter | 2019 | 21

Why is immigration such a big deal? ?

Supporting Question #2: What is the recent migrant experience like in Germany? ► Formative Performance Task #2:

Students will view three photo essays that portray different aspects of the refugee/migrant experience in Germany since 2015. They will complete the attached graphic organizer (Handout 4.2) while viewing the photos and reading the captions. When they are finished with the graphic organizer and have discussed it with the class, they will complete the following task: • Create a photo essay with 5-10 photos to portray an aspect of the refugee experience either in Europe or the United States. Include captions and citations with each photo. Your photo essay can be created on a presenta- tion tool such as Google Slides, PowerPoint, Haiku Deck, etc. (More detailed directions are on the handout.)

Photo by: Chris Ippolito

Featured Sources #2: Bajekal, Naina. “Meet the German Families That Opened Their Homes to Refugees.” Time, Time, Oct. 15, 2015, time.com/4052217/europe-refugee-migrant-germany-photos/. QR CODE: top_news19_spring_flanagan_e Cooke, Phoebe. “How Refugees Are Settling into Germany, Two Years on | DW | 30.08.2017.” DW.COM, Deutsche Welle, Aug. 30, 2017, https://p.dw.com/p/2iyBk. QR CODE: top_news19_spring_flanagan_f Sean Gallup. “Daily Life of Refugees in Germany – in Pictures.” The Guardian, Guardian News and Media, Oct. 12, 2015, www.theguardian.com/world/gallery/2015/oct/12/daily-life-of-refugees-in-germany-in-pictures.

QR CODE: top_news19_spring_flanagan_g Germani, Elio. “In Pictures: For ‘the Dispossessed,’ a Safe Loneliness in Germany.” POLITICO, POLITICO, Sept. 25, 2017, www.politico.eu/interactive/in-pictures-for-the-dispossessed-a-safe-loneliness-in-germany/.

QR CODE: top_news19_spring_flanagan_h

Supporting Question #3: How has Germany’s response to migrants and refugees compared to

the response in the US? ► Formative Performance Task #3:

Students will read and respond to the article “Germany’s Ongoing Project to Welcome Its Refugees” from Spiegel Online with a jigsaw activity. Students will work in groups and use a graphic organizer (Handout 4.3) to take notes on one section of the article.

Each group will report on the section of the article they read. Students will then read a companion article, “How Many Refugees Did the US Let In Last Year?” from KQED News and compare Germany’s response to the refugee crisis to the response in the US. Students can read the blog posts below for additional perspectives from migrants and refugees in Germany, and the teacher can set up a Skype interview with a migrant or refugee in Germany through the website below.

Featured Sources #3: Djahangard, Susan, et al. “Integration by the Numbers: Germany’s Ongoing Project to Welcome Its Refugees - SPIEGEL ONLINE - International.” SPIEGEL ONLINE, SPIEGEL ONLINE, May 12, 2017, www.spiegel.de/international/germany/integrating-refugees-in-germany-an-update-a-1147053.html.

Flanagan, Tim. “A Powerful Lesson from Students.” The Alternate Route, July 7, 2018, tflanagan.us/yearabroad/2018/07/07/a-powerful-lesson-from-students/.

Flanagan, Tim. “The Living Room.” The Alternate Route, July 16, 2018, tflanagan.us/yearabroad/2018/07/16/the-living-room/.

Green, Matthew. “MAP: How Many Refugees Did The U.S. Let In Last Year?” KQED, Feb. 4, 2017, www.kqed.org/lowdown/25446/who-are-the-refugees-living-in-america-today.

Skype interview with a migrant in Germany (can be set up through Welcome In! - http://www.welcome-in.org/) or another organization.

22 | TOP Lessons | Teach Germany

Why is immigration such a big deal?

Supporting Question #4: What does racism have to do with immigration? ► Formative Performance Task #4:

Students will read or listen to the attached three reports about the #MeTwo movement in Germany. This can be done jigsaw style, with small groups reading one article and reporting on it. Each group will complete the graphic organizer (Handout 4.4) for their article before sharing.

As a formative performance task, students should respond to the following prompt: • Write a paragraph from the point of view of one of the people mentioned in one of the articles. Start with a quote from the article and expand upon it with your ideas of what that person might be experiencing, how they feel about it, and how they might respond in the future.

Featured Sources #4: “Germany Gripped by #MeTwo Racism Debate.” BBC News, BBC, July 30, 2018, www.bbc.com/news/world-europe-45006340. QR CODE: top_news19_spring_flanagan_n Nicholson, Esme. “Minorities In Germany Are Sounding Off Against Racism With #MeTwo Hashtag.” NPR, NPR, Aug. 20, 2018, www.npr.org/2018/08/20/640141245/germans-with-migrant-backgrounds-take-to-twitter-to-share-stories. QR CODE: top_ news19_spring_flanagan_o Schumacher, Elizabeth. “#MeTwo: Germany Shares Stories of Everyday Racism | DW | 26.07.2018.” DW.COM, Deutsche Welle, July 26, 2018, https://p.dw.com/p/329J9. QR CODE: top_news19_spring_flanagan_p

► Summative Performance Task – Argument Option (Essay or Presentation): Construct a written multi-paragraph argument that answers the compelling question, “Why is immigration such a big deal?”

Address ONE of the topics below in your argument (4.5 Argument Writing Rubric). Include a claim and relevant evidence from specific sources. Acknowledge the opposing view and provide counterclaims.

• Migrants and refugees are (better off/worse off ) in Germany than in the US. • Governments should provide (more/less) services to refugees and migrants.

• Immigrants/ Refugees should fully assimilate into their new culture. OR Immigrants should partially adapt to their new culture but still maintain their own cultural traditions.

• Refugees face many challenges before, during, and after leaving their country of origin. Describe the challenges and choose one that you think is the most difficult. Use details and examples from several sources.

► Summative Performance Task – Extension Option (Choice of Creative Format instead of Argument)

Interview an immigrant or refugee.

Design a questionnaire and research possible sources for finding immigrants or refugees to interview in your community. Some ideas include: family members, students in your school, a local agency that works with immigrants or refugees, places of worship, a community college or university, the local library, local ethnic restaurants, places that offer English language classes, etc.

If possible, interview your subject in person with a classmate. Record the interview, take notes and take pictures, but ask permission first.

Consider interviewing an entire family to get children’s perspectives on their lives after migrating.

Report your findings to the class in a written summary or visual presentation such as a slideshow or video.

► Taking Informed Action:

Students will apply what they have learned to an migrant/refugee - related issue in their community.

► U N D E R S TA N D

Research one issue related to immigration in your community (school, town, state, region). Some possible topics to consider: • Are there recent immigrants or refugees living near you? How did they arrive here? What support do they receive?

• Children have been separated from their parents after crossing the US/Mexico border. Many have been housed in centers around the country. Are there any near where you live? Why has this happened? What is being done about it?

• Are there discussions in your area about the issue of accepting refugees and/or immigrants to your state? What are the different sides to this issue?

• What do your local representatives say about migrants and refugees?

• Have schools in your area been affected by new immigrants or refugees?

Spring Newsletter | 2019 | 23

Why is immigration such a big deal? ?

► ASSESS

Examine the pros and cons of the issue you chose to research. What does each side say about the issue? What have been the benefits to your community? What have been the disadvantages to your community?

► AC T

Share your findings about the topic and publish them on a public platform. Here are some ideas: • Write a letter to the editor of your local newspaper.

• Make a website sharing what you have learned and publicize it through social media.

• Create an Instagram account and publish a series of photos and comments that educate others about this topic.

• Start a fundraiser to support an organization that works with immigrants and refugees.

• Create a graphic using a website such as Canva to publicize your issue and express an opinion.

Modifications for Differentiation The articles that go with each lesson have been chosen to reflect a variety of reading levels. The readings and discussions can be done in mixed ability groups or in groups based on reading ability.

Teachers can pre-teach important vocabulary, provide copies of notes for students who need them, and provide other support as needed.

Alternative articles related to the same topics can be used from sites like Newsela, Junior Scholastic, Time for Kids, Listenwise, DOGO News, and others. These can be used for students who need more challenging material as well as for those who need lower-level reading material.

Tim Flanagan is a Social Studies and Language Art educator at Pawcatuck Middle School in Pawcatuck, CT, USA.

Works Cited Bajekal, Naina. “Meet the German Families That Opened Their Homes to Refugees.”

Time, Time, Oct. 15, 2015, \time.com/4052217/europe-refugee-migrant-germany-photos/.

Cooke, Phoebe.“How Refugees Are Settling into Germany, Two Years on | DW |30.08.2017.”

DW.COM, Deutsche Welle, Aug. 30, 2017, https://p.dw.com/p/2iyBk.

Djahangard, Susan, et al. “Integration by the Numbers: Germany’s Ongoing Project to Welcome Its Refugees - SPIEGEL ONLINE - International.” SPIEGEL ONLINE, SPIEGEL ONLINE, May 12, 2017, www.spiegel.de/international/germany/integrating-refugees-in-germany-an-update-a-1147053.html.

Flanagan, Tim. “A Powerful Lesson from Students.” The Alternate Route, July 7, 2018, tflanagan.us/yearabroad/2018/07/07/a-powerful-lesson-from-students/.

Flanagan, Tim. “The Living Room.” The Alternate Route, July 16, 2018, tflanagan.us/yearabroad/2018/07/16/the-living-room/.

Germani, Elio. “In Pictures: For ‘the Dispossessed,’ a Safe Loneliness in Germany.” POLITICO, POLITICO, Sept. 25, 2017,

www.politico.eu/interactive/in-pictures-for-the-dispossessed-a-safe-loneliness-in-germany/.

“Germany Gripped by #MeTwo Racism Debate.” BBC News, BBC, July 30, 2018, www.bbc.com/news/world-europe-45006340.

Green, Matthew. “MAP: How Many Refugees Did The U.S. Let In Last Year?” KQED, Feb. 4, 2017,

www.kqed.org/lowdown/25446/who-are-the-refugees-living-in-america-today.

Nicholson, Esme. “Minorities In Germany Are Sounding Off Against Racism With #MeTwo Hashtag.” NPR, NPR, Aug. 20, 2018,

www.npr.org/2018/08/20/640141245/germans-with-migrant-backgrounds-take-to-twitter-to-share-stories.

“Refugees, Asylum Seekers, Immigrants, and Migrants: What’s the Difference?” International Rescue Committee (IRC), International Rescue

Committee (IRC), June 22, 2018, www.rescue.org/article/refugees-asylum-seekers-immigrants-and-migrants-whats-difference.

Schumacher, Elizabeth. “#MeTwo: Germany Shares Stories of Everyday Racism | DW | 26.07.2018.” DW.COM, Deutsche Welle, July 26, 2018,

https://p.dw.com/p/329J9.

Sean Gallup. “Daily Life of Refugees in Germany – in Pictures.” The Guardian, Guardian News and Media, Oct. 12, 2015,

www.theguardian.com/world/gallery/2015/oct/12/daily-life-of-refugees-in-germany-in-pictures.

“Stories, Struggles and Debates.” Immigration, 28 Feb. 2011, 3:15 Pm, immigrationcurriculum.wordpress.com/ Travis, Alan. “Migrants, Refugees and Asylum Seekers: What’s the Difference?” The Guardian, Guardian News and Media, Aug. 28, 2015,

www.theguardian.com/world/2015/aug/28/migrants-refugees-and-asylum-seekers-whats-the-difference.

Vore, Adrian. “‘Immigrant’ vs. ‘Migrant’; What’s the Difference?” Sandiegouniontribune.com, Aug. 24, 2016,

www.sandiegouniontribune.com/opinion/readers-rep/sdut-immigrant-migranr-undocumented-europe-syria-2015sep25-story.html.

24 | TOP Lessons | Teach Germany

Spring Newsletter | 2019 | 25

How does a society communicate its values through its public architecture?

COMPELLING QUESTION:

How does a society communicate its values through its public architecture?

Supporting Question #1: How does the German Reichstag building reflect the values of the

modern German government?

Supporting Question #2: What does the architecture of the Reichstag building show us about

how the German government works? ► Lesson Overview: The purpose of this lesson is to explore contemporary German values in government by examining the architecture of the Reichstag building. As a contrast to the architecture of the Nazi Regime, which demonstrated its authoritarian values, the renovation of the Reichstag building focused on very different values highlighting reconciliation with Germany’s dark past and celebrating its modern and transparent democracy. Students will investigate images of the Reichstag building in order to explore both the ways in which the German government functions today as well as what political, social, and cultural values it espouses. Students will also engage in the close reading of an article about the Reichstag building and form an argument about how architecture can reflect a nation’s values. ► Teacher Background Information: The German Reichstag building in Berlin was renovated by architect Norman Foster and became the seat of the German government in 1999 after the reunification of the nation. The building’s renovation attempted to highlight the values of the modern German government such as transparency, democratic freedom, and reconciliation with the past.

Suggested Time Frame: 2-3 class periods (based on 45-55 minute classes) Materials Needed:

• Additional Material 5.1 Reichstag Images

• Handout 5.2 German Reichstag Image Analysis

• Handout 5.3 Article Analysis • Article: “Holding History and Hope Up to the Light” http://articles.latimes.com/1999/apr/20/entertainment/ca-29056

• Projector with video streaming capabilities

Lesson 5 Handouts and Standards

https://tinyurl.com/y2kn548b

► C3 Framework Indicators: D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places that promote civic virtues

and enact democratic principles.

D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between

the locations of places and regions and their political, cultural, and economic dynamics.

D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions

changes over time and is shaped by the historical context.

26 | TOP Lessons | Teach Germany

How does a society communicate its values through its public architecture?

► Outcomes for Student Learning: The student will:

• Critically analyze images to answer an inquiry-based question.

• Closely read an article to answer an inquiry-based question.

• Formulate an argument in writing to answer an inquiry-based question.

► Germany-related Learning Goals: The student will:

• Understand the values of the modern German government.

• Analyze how those values are reflected in the architecture of the German Reichstag building.

• Understand how the German government works.

• Find evidence of and a connection to those values in a current event in Germany.

COMPELLING QUESTION: How does a society communicate its values

through its public architecture?

Introductory Activity/Hook: 1. Ask students this question: “Is a building just a building, or can it be something more?” Ask students to reflect individually on this question and then talk to a partner. Discuss briefly as a class.

2. Show students images of the Nazi rally grounds. Students have already studied Nazi Germany in a previous unit.

As such, they should be able to identify features of the architecture (large doorframes, large and imposing size, vastness of the complex, cold materials) and make the connection (possibly with help from the teacher) to Nazi ideology (ex. intimidation; the simple and naked architecture was intended to have “the ornament of the masses” 1) See Nazi Rally Ground website in featured resources below for more information on the architecture of the rally grounds.

3. Transition: Explain that the German government today holds very different values, and the architecture of the

Reichstag building reflects modern German historical, political, social, and cultural values.

Supporting Question #1: How does the German Reichstag building reflect the values of the

modern German government? ► Formative Performance Task #1:

1. With partners or in small groups of 3-4 students, invite students to closely analyze images of the German Reichstag building using the attached PowerPoint images (Additional Material 5.1 Reichstag Images), as well as the attached handout for analysis. (Handout 5.2 German Reichstag Image Analysis)

2.

Instruct them to fill out the first 3 columns of the chart, leaving the final column blank.

You can either project images using the Power Point or print images in color and have students analyze them at their desks.

Note that there are more images available than places for analysis on the handout.

The teacher can either select common images or have students look at different images.

3. Model this with one image as a class, making sure to provide students with examples of “values” or “ideas” that could be shown through architecture.

4. The teacher will circulate to help students and monitor progress on this task.

5. Project the images and call on different students to share responses in a large group discussion.

6. Next, invite students to read the article, “Holding History and Hope Up to the Light.” Invite students to engage in critical reading of the text using the “Article Analysis: Holding History and Hope Up to the Light” handout reading guide.

7. After students complete the document analysis (Handout 5.3 Article Analysis) have students discuss the article with a partner or in a small group. Then, have some students report to the larger class.

Note: The lesson can end here and move to the assessment, or you can continue with supporting question #2.

Spring Newsletter | 2019 | 27

How does a society communicate its values through its public architecture?

Featured Sources #1 (MLA citations): Museen, Nürnberg. “Building the Nazi Party Rally Grounds.” Choice of Nuremberg: Memorium Nuremberg Trials, Cultural Institute,

https://museums.nuernberg.de/documentation-center/national-socialism/the-nazi-party-rally-grounds/building-the-nazi-

party-rally-grounds/ Ouroussoff, Nicolai. “Holding History and Hope Up to the Light.” Los Angeles Times, Apr. 20, 1999, p. 1. ProQuest. Web. Aug. 7, 2018.

http://articles.latimes.com/1999/apr/20/entertainment/ca-29056 Note: PowerPoint image sources are cited on each slide in the “Notes” section.

1 Quotation from tour guide at the Nazi rally grounds in Nuremberg during TOP 6 Study Tour 2018.

Supporting Question #2: What does the architecture of the Reichstag building show us about

how the German government works? ► Formative Performance Task #2:

Photo by Samuel Oppenheim

1. Explain that in addition to examining the architecture of the Reichstag building as a reflection of German values, close in- vestigation of images of the building also tells us something about how the German government works. Invite students to revisit images of the Reichstag building and compete the final column of the “German Reichstag Building Image Analysis” handout.

2. Ask students to share their responses aloud.

3. Show the video “How the German Government Works” (see link below). Tell students to note features of the German govern- ment highlighted in the video.

4. Next, have students explore the Bloomberg article and graphics, “Everything You Need to Know About Germany’s Election Process.”

5. Ask students to discuss in small groups what they predicted about how the German government worked from their image analysis sheet and components of the German democratic system of government featured in these two sources.

6. Have groups report aloud and debrief as a class.

Featured Sources #2 (MLA citations): Czuczka, Tony, et al. “Everything You Need to Know About Germany’s Complex Election Process.” Bloomberg.com, Sept. 17, 2017, www.bloomberg.com/graphics/2017-how-germany-forms-government/.

“How the German Government Works.” YouTube, uploaded by Bertelsmann Foundation, Oct. 6, 2016, youtu.be/LqVqzE1utKw. Accessed Sept. 1, 2018.

28 | TOP Lessons | Teach Germany

How does a society communicate its values through its public architecture?

► Summative Performance Task – Argument Option (Essay or Presentation): Students will write a paragraph supported with evidence that addresses the compelling question: How does a society communicate its values through its public architecture? Students will use the German Reichstag building as their case study to answer this question and will be asked to incorporate evidence from the lesson resources. Additionally, students will be asked to find one current events article that they can use as evidence that provides a concrete example of one of the modern German political, social, or cultural values that they reference in their paragraph.

► Taking Informed Action: ASK STUDENTS - to select a building/physical space on their school’s campus and assess how that building’s architecture reflects the values of the school. Students could also be invited to look at the artwork, statues, signage, etc. in the physical space they chose. Finally, ask students to write a letter to the school’s administration either commending the school on how its physical space (including art, statues, signage) reflects the school values, or asking the administration to review how the school’s physical space could best promote the school’s mission. ► Modifications for Differentiation: Consider utilizing additional reading strategies with the LA Times Article for English language learners.

► Possible Extension Activities: You can use architectural images from other countries, including the United States, to further explore the compelling question of the lesson.

Cheryl Healy is a World History, AP US Government and Politics educator as well as the Social Studies Department Chair at Seattle Preparatory School in Seattle, WA, USA

Works Cited Czuczka, Tony, et al. “Everything You Need to Know About Germany’s Complex Election Process.” Bloomberg.com, Sept. 17, 2017,

www.bloomberg.com/graphics/2017-how-germany-forms-government/.

“How the German Government Works.” YouTube, uploaded by Bertelsmann Foundation, Oct. 6, 2016, youtu.be/LqVqzE1utKw. Accessed Sept. 1, 2018.

Nürnberg, Museen. “Building the Nazi Party Rally Grounds.” Choice of Nuremberg: Memorium Nuremberg Trials, Cultural Institute,

https://museums.nuernberg.de/documentation-center/national-socialism/the-nazi-party-rally-grounds/ Ouroussoff, Nicolai. “Holding History and Hope Up to the Light.” Los Angeles Times, Apr. 20, 1999, p. 1. ProQuest. Web. Aug. 7, 2018.

http://articles.latimes.com/1999/apr/20/entertainment/ca-29056.

Spring Newsletter | 2019 | 29

What is the legacy of the divide between East and West Germany today?

COMPELLING QUESTION:

What is the legacy of the divide between East and West Germany today?

Supporting Question #1: Why was Germany (and Berlin) separated into East and West?

Supporting Question #2: How were daily experiences in capitalist West Germany and

communist East Germany different?

Supporting Question #3: What aspects of the East/West split are evident in Germany today? ► Lesson Overview: In this lesson, students consider how the division of East and West Germany from 1945 - 1989 still affects the country today. Although it has been over 25 years since Reunification, the East and West are still very different when it comes to unemployment rates, child care, and even energy usage. In this multimedia lesson, students will study conditions in East Germany during the GDR period and make predictions as to how these conditions still may affect citizens in that part of Germany today. Next, students will read and analyze a Washington Post article with maps and graphics on the lasting legacies of a divided Germany. Finally, students will write argument essays on how socialist policies still affect Eastern Germany today. ► Teacher Background Information: After World War II, Germany was divided by the Allied Forces into East and West. The French, British, and Americans controlled Western Germany and installed a democratic government and a capitalist society. The East (also known as the German Democratic Republic, or GDR) was controlled by the Soviets, who installed a socialist government and economic policies. A strict border area was set up throughout the country, and the German populace remained divided. This division was most visible in Berlin, where the Berlin Wall and heavily monitored border strip violently separated neighborhoods, friends, and even families. Although the wall came down in 1989 and Germany was reunited, the legacy of the East/West divide lives on.

Suggested Time Frame:

90-minute block period

Materials Needed: • •

Copies of Handouts 6.1 – 6.2 Chromebooks, iPads, or smartphones

Lesson 6 Handouts and Standards

https://tinyurl.com/y4qg8asd

► C3 Framework Indicators: D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

30 | TOP Lessons | Teach Germany

What is the legacy of the divide between East and West Germany today?

► Germany-related Learning Goals:

• Students will be able to explain the differences between daily life in West and East Germany during the Cold War. • Students will be able to draw connections between Cold War experiences in Germany and their lasting legacy today.

Compelling Question: What is the legacy of the divide between East and West

Germany today?

Introductory Activity/Hook: “A Divided Germany” After the students take their seats, divide the classroom down the middle using a rope, a piece of tape, or anything that could visually represent a separation. Explain that the classroom is now divided into “East” and “West” and each side operates under different rules. To drive this point home, collect the cell phones from every student in the East and tell those students that they will now be given a government-issued cell phone. When students protest, explain to them that this is similar to Germany after World War II – the country was split by a new border and the people living in each sector operated under different governments.

Besides cell phones, other objects can also be used to demonstrate this divide. For example, students in the “West” get fancy candies that they get to choose, whereas students in the “East” are given the same basic candy. In general, this introductory activity will illustrate the difference between the consumer goods available in postwar Germany.

Supporting Question #1: Why was Germany (and Berlin) separated into East and West? ► Formative Performance Task #1: •

•

•

• •

Show students an image of Berlin at night (“You can see Berlin’s east-west divide from space.”) Point out the differences in the colors of the street lamps that are still visible today.

This image can be compared with a map of divided Berlin after World War II (“Map of Berlin divided into sectors or zones”). Teacher explains the different sectors in Berlin after World War II, specifically the division between East and West Berlin.

Have students do a quick write for 5 minutes on the following questions: Why was Germany divided into East and West? Explain.

Make a prediction: What was the impact of this separa- tion on the German people?

Photo by Samuel Oppenheim

Featured Sources #1 (MLA citations): CityMetric Staff. “You can see Berlin’s east-west divide from space.” CityMetric, March 30, 2015. https://www.citymetric.com/horizons/you-can-see-berlin-s-east-west-divide-space-886.

QR Code: top_news19_spring_sinicariello_a “Map of Berlin divided into sectors or zones.” Air Force Historical Support Division. https://www.afhistory.af.mil/News/Photos/igphoto/2000294740/. QR Code: top_news19_spring_sinicariello_b

Spring Newsletter | 2019 | 31

What is the legacy of the divide between East and West Germany today?

Supporting Question #2: How were daily experiences in capitalist West Germany and communist

East Germany different? ► Formative Performance Task #2: First, have students watch the video “How Germany is still divided between East and West” to show how Germany’s division has had long-lasting effects. Students can make a list of the effects the video mentions throughout.

Next, have students examine three aspects of East/West German culture, and predict how those cultural components still affect Germany today.

1. Gender Roles and Child Care: Have students watch the video from former GDR citizen Dr. Wolle from the DDR Museum as he explains women’s rights and roles in politics in the east. Instruct students to make predictions on how the role of women in East Germany still affects women’s rights in the region.

2. Farming: Have students read an excerpt of East German propaganda from 1960 entitled “Farmer Arnold,” which promoted collective farming. Students should then predict how the push for collective farming in the early 1960s in East Germany still affects the region today.

3. Waste: Using Chromebooks, iPads, or just a smartphone, have students scroll through the online objects database from the DDR Museum which displays objects from GDR times. Have students predict how limited food options and brands in East Germany still affect those people today.

Featured Sources #2 (MLA citations): “How Germany Is Still Divided By East and West.” YouTube, NowThis World, Oct. 3, 2015, www.youtube.com/watch?v=i9vRsWIN-kI. Wolle, Stefan. “Ask Dr. Wolle: Women in DDR Politics.” Ask Dr. Wolle, edited by Melanie Alperstaedt, DDR Museum, October 20, 2016. https://www.ddr-museum.de/en/ask-dr-wolle/women-ddr-politics Pamphlet. “Farmer Arnold and his Relationship to Socialism.” Bezirk Karl-Marx-Stadt Department for Propaganda-Agitation,1960.

Published by the German Propaganda Archive, Calvin College, 2001. https://research.calvin.edu/german-propaganda-archive/arnold.htm.

“Objects Database.” DDR Museum. https://www.ddr-museum.de/en/objects.

Handout 6.1 The Lasting Legacy of a Divided Germany

Supporting Question #3: What aspects of the East/West split are evident in Germany today? ► Formative Performance Task #3:

Pass out the article “Germany reunified 26 years ago but some divisions are still strong” from the Washington Post. Have students read through the article silently using AVID strategies of marking the text – underlining main ideas, circling key terms, and writing in the margins. After they finish the article, have the students go back to the predictions they made in the previous section and evaluate their hypotheses. What does the article say is the legacy of child care and women’s rights in the GDR? What is the legacy of collective farms? What is the legacy of limited products and foods?

After finishing their worksheets, have students turn and talk with a neighbor about how “accurate” they were in their predictions.

Then, have students discuss the questions below:

• What pieces of the article surprised you the most?

• What is one negative aspect of the East/West split that is still evident in Germany today?

• What is one positive aspect of the East/West split that is still evident in Germany today?

Featured Sources #3 (MLA citations): Noack, Rick. “Analysis | Germany Reunified 26 Years Ago, but Some Divisions Are Still Strong.”

The Washington Post, Oct. 3, 2016,

www.washingtonpost.com/news/worldviews/wp/2016/10/03/germany-reunified 26-years-ago-but-some-divisions-are-still-strong/?noredirect=on&utm_term=.cc30ebd1cc35.

32 | TOP Lessons | Teach Germany

What is the legacy of the divide between East and West Germany today?

► Summative Performance Task – Argument Option (Essay or Presentation): Using the information from class, have students write a 3-paragraph essay to answer the compelling question: “What is the Legacy of the Divide between East and West Germany Today?” The essay should include the following:

• An introduction explaining the division of Germany after World War II.

• A body paragraph highlighting three legacies of divided Germany that still persist today.

• A conclusion that extends the argument. Students choose one additional legacy discussed in the article and consider how it might continue to affect German citizens in the future.

Handout 6.2 Summative Essay

► Taking Informed Action: U ND E RS TA N D - Research a divide (racial, social, geographical, etc.) that you have observed in your school or community.

A SSE SS - Examine the historical factors that have led to this divide. Why does it exist today?

ACT - Write a letter to your principal or mayor describing the divide and offering solutions to move towards equality.

► Modification or Differentiation:

• This assignment can easily be modified into an electronic web-based worksheet with embedded links for independent student work if one-to-one devices are available.

• For EL or SpEd students, more teacher modeling may be necessary, especially in dissecting the GDR propaganda and the New York Times article in order to help students make observations and predictions.

Kristen Sinicariello is a AP World History, World History and Sociology educator at Columbia Heights High School in Columbia Heights, NE, USA.

Works Cited CityMetric Staff. “You can see Berlin’s east-west divide from space.” CityMetric, March 30, 2015.

https://www.citymetric.com/horizons/you-can-see-berlin-s-east-west-divide-space-886 “Farmer Arnold and his Relationship to Socialism.” Bezirk Karl-Marx-Stadt Department for Propaganda-Agitation, 1960. Published by the

German Propaganda Archive, Calvin College, 2001. https://research.calvin.edu/german-propaganda-archive/arnold.htm.

“How Germany Is Still Divided By East and West.” YouTube, NowThis World, Oct. 3, 2015, www.youtube.com/watch?v=i9vRsWIN-kI. “Map of Berlin divided into sectors or zones.” Air Force Historical Support Division. https://www.afhistory.af.mil/News/Photos/igphoto/2000294740/.

“Objects Database.” DDR Museum. https://www.ddr-museum.de/en/objects.

Germany reunified 26 years ago, but some divisions are still strong.” The Washington Post. October 3, 2016,

www.washingtonpost.com/news/worldviews/wp/2016/10/03/germany-reunified-26-years-ago-but-some-divisions-are-still

strong/?noredirect=on&utm_term=.cc30ebd1cc35 Wolle, Stefan. “Ask Dr. Wolle: Women in DDR Politics.” Ask Dr. Wolle, edited by Melanie Alperstaedt, DDR Museum, October 20, 2016.

https://www.ddr-museum.de/en/ask-dr-wolle/women-ddr-politics

Spring Newsletter | 2019 | 33

Should the United States invest more resources in vocational education for secondar y students?

COMPELLING QUESTION

Should the United States invest more resources in vocational education for secondary students?

Supporting Question #1 What factors will cause growth in a country’s economy, as shown by

the production possibilities curve?

Supporting Question #2 What is human capital?

Supporting Question #3 Why is it important to invest in human capital? ► Lesson Overview: The focus of this inquiry is to determine the importance of a country’s investment in human capital to the growth of their economy. Germany funnels a great deal of resources into their dual vocational education and training programs, which leads to a prepared and productive workforce. Students will first investigate factors that lead to economic growth by analyzing production possibilities curves. Then they will define human capital and research the many ways governments work to invest in this. Lastly, they will defend their stances on the importance of investment in human capital by the government.

Students will demonstrate what they have learned by writing a short response addressing the importance of investment in vocational education in the United States. ► Teacher Background Information: Secondary education in Germany differs from that of the United States because German students have the option of enrolling in a dual vocational education training program. This means they spend part of their schooling in traditional academic classes, and the other part receiving job training and completing apprenticeships in a given field. While some schools in the United States offer similar programs, it is not the norm. The U.S. public education system is focused on producing “college and career ready” students, but the emphasis is placed on college readiness.

Many sources credit Germany’s economic success to their dual education system. While the primary focus of this inquiry is to evaluate the importance of investment in human capital, it lends itself to a discussion about the differences between the American and German education systems and the value of vocational training.

Suggested Time Frame: Materials Needed: • • • •

1 class period (block schedule, 85 minutes)

Printed worksheet (Handouts 7.1 – 7.3) Printed articles Laptop or device (if available, for digital article versions) Projector (if available, for TED Talk extension)

Lesson 7 Handouts and Standards

https://tinyurl.com/yxbgq8dv

► C3 Framework Indicators:

D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.

34 | TOP Lessons | Teach Germany

Should the United States invest more resources in vocational education for secondar y students?

► Outcomes for Student Learning: Students will understand:

• The factors that contribute to economic growth.

• The definition of human capital.

• The importance of investment in human capital for the greater economy.

• The differences in contemporary education between United States and Germany.

Students will practice:

• Data analysis using economic models.

• Close reading of informational texts.

• Developing and defending a stance.

► Germany-related Learning Goals: Students will be able to compare the traditional U.S. education system to the German dual system to identify the benefits of early job training.

Compelling Question:

Should the United States invest more resources in vocational education for secondary students?

Introductory Activity/Hook: Students will analyze the infographic (Handout 7.2) and respond to the following discussion questions: 1. Is there anything surprising about the infor mation you see?

2. How is technical training treated differently in American society than traditional college?

3. Why is technical training valuable?

This will spark a discussion about the importance of Photo by Wood Powell a skilled workforce across all sectors. Students are already familiar with the concept that workers contribute to the economy both as labor and consumers. Students typically feel strongly about earning potential as adults and the pressure they feel to attend a four-year university.

Hook Source Infographic from: Schneider, Mark, “Higher Education Pays: But a Lot More for Some Graduates than for Others,” American

Institutes for Research, September 3, 2013. https://www.air.org/sites/default/files/Higher_Education_Pays_Sep_13.pdf.

Supporting Question #1: What factors will cause growth in a country’s economy, as shown by

the production possibilities curve? ► Formative Activity #1:

Students will review their knowledge of a production possibilities curve by creating their own curve using data provided. Using Handout 7.1, they will answer probing questions that require them to analyze the model they drew. Question “d” asks them to brainstorm ways that each producer could increase the quantity of product they make simultaneously, which will lead them to consider factors that influence economic growth. This independent or small group activity will be followed by a lecture burst reviewing the four factors that influence economic growth.

Featured Sources #1: Handout 7.1

Spring Newsletter | 2019 | 35

Should the United States invest more resources in vocational education for secondar y students?

Supporting Question #2: What is human capital? ► Formative Activity #2: Students will read and annotate the article “Why Do We Call It Human Capital?” from the World Economic Forum to gain a better understanding of human capital and its role in national economies. The digital version of the article includes an interactive map that shows nations’ rankings on the Human Capital Index so students can compare and contrast different countries. Project the following questions on the board for students to consider while they read and then write their answers:

1. Why is human capital essential for economic growth?

2. What makes human capital different from labor?

3. What do countries with high Human Capital Index (HCI) rankings have in common? Countries with low HCI rankings?

Extension option: Students should watch and/or listen to the TED Talk “Human Capital and the Age of Change” by Constantin Gurdgiev after reading the article above. Gurdgiev discusses the changing nature of human capital and investment. Discuss in small groups and relate video content to the article.

Featured Sources #2 Bruce-Lockhart, Anna. “Why Do We Call It Human Capital?” World Economic Forum, June 27, 2016

https://www.weforum.org/agenda/2016/06/why-do-we-call-it-human-capital/ Gurdgiev, Constantin. “Human Capital and the Age of Change.” TEDx Talks, November 13, 2013

https://www.youtube.com/watch?v=y1sueM_jhSk.

Supporting Question #3: Why is it important to invest in human capital? ► Formative Activity #3: Students should be split into partner groups A and B. Partner A will read the Washington Post article “Vocational education provides skills needed for long-term, meaningful work” and answer the analysis questions provided (Handout 2.3), while partner B will read the article “Germany exports a secret of its success: vocational education” from Deutsche Welle and answer their assigned analysis questions (Handout 7.3).

After reading, partner A will provide partner B with a synopsis of their article, which includes an explanation of their analysis questions and answers. Partner B will take their turn and do the same with their assigned article. Students should take notes in the appropriate space while their partner is sharing.

After small group sharing, student pairs will be asked to develop a thesis statement only, which addresses the following prompt: “How does Germany’s investment in vocational education impact its economy?”

Students should write responses on post-it notes and stick them to the board.

Featured Sources #3 Taylor, Peter J. “Vocational Education Provides Skills Needed for Long-Term, Meaningful Work.”

The Washington Post, WP Company, Jan. 26, 2017,

https://www.washingtonpost.com/news/grade-point/wp/2017/01/26/vocational-education-provides-skills-need ed-for-long-term-meaningful-work/?noredirect=on&utm_term=.f4219146469cws19_spring_christian_c Zimmermann, Nills. “Germany Exports a Secret of Its Success: Vocational Education.” Deutsche Welle, 27 Mar. 2017,

www.dw.com/en/germany-exports-a-secret-of-its-success-vocational-education/a-38114840.

36 | TOP Lessons | Teach Germany

Should the United States invest more resources in vocational education for secondar y students?

► Summative Performance Task Students will compose a written response to the following prompt: “Based on your research in class today, do you think the United States should invest more resources in vocational education for secondary students? State your claim, support it with evidence, and refute a counterclaim.”

See Grading 7.4 ► Taking Informed Action:

U ND E RS TA N D: Research current policies and standards for vocational education in the United States.

A SSE SS: Analyze the benefits and challenges of adopting Germany’s dual vocational education system in the United States.

ACT: Write a letter to Secretary of Education Betsy DeVos encouraging her to consider expanding the country’s vocational education programs. Include supporting claims that address the benefits to the economy as a whole.

► Modifications

• Use digital versions of worksheets and resources when possible.

• Choose relevant excerpts from articles for students with reading accommodations.

• Provide a partially pre-filled question analysis worksheet for students with reading analysis accommodations.

► Extension • Students may research the logistics of finding an apprenticeship in Germany, and how apprenticeships play a role in German culture.

• Students may compare American internship culture to German apprenticeship culture.

Hannah Christian is a High School Social Studies Educator (AP Economics, Intro Psychology, Intro Philosophy, Economics and Public Issues) at the George Washington Carver Center for Arts and Technology in Baltimore, MD, USA.

Works Cited Bruce-Lockhart, Anna. “Why Do We Call It Human Capital?” World Economic Forum, June 27, 2016,

https://www.weforum.org/agenda/2016/06/why-do-we-call-it-human-capital/.

Gurdgiev, Constantin. “Human Capital and the Age of Change.” TEDx Talks, November 13, 2013

https://www.youtube.com/watch?v=y1sueM_jhSk. Schneider, Mark, “Higher Education Pays: But a Lot More for Some Graduates than for Others,” American Institutes for Research, September 3, 2013

https://www.air.org/sites/default/files/Higher_Education_Pays_Sep_13.pdf.

Taylor, Peter J. “Vocational Education Provides Skills Needed for Long-Term, Meaningful Work.” The Washington Post, WP Company, Jan. 26, 2017,

https://www.washingtonpost.com/news/grade-point/wp/2017/01/26/vocational-education-provides-skills-need

ed-for-long-term-meaningful-work/?noredirect=on&utm_term=.f4219146469c Zimmermann, Nills. “Germany Exports a Secret of Its Success: Vocational Education.” Deutsche Welle, 27 Mar. 2017,

www.dw.com/en/germany-exports-a-secret-of-its-success-vocational-education/a-38114840.

Spring Newsletter | 2019 | 37

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

COMPELLING QUESTION:

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

Supporting Question #1: Every nation has economic priorities that it considers most important,

and thus experiences trade-offs in regard to other economic choices.

How would you describe the six broad goals of the two economic systems?

Supporting Question #2: In looking at the data provided, what differences do you notice in the

apparent economic goals of the United States and Germany?

Supporting Question #3: How effective/efficient are the German and American economies at

meeting their respective economic goals? ► Lesson Overview:

In this lesson, students will complete a comparative analysis of some of the different values and behaviors of Americans and Germans. Students will utilize prior knowledge of major historical / political events of the 20th century for each nation, and use statistics and data compiled by the OECD (Organization for Economic Cooperation and Development) and other relevant sources to complete a guided inquiry. Upon completion, students will compose a reflection that outlines their vision of what a government might best do to maximize the prosperity of its citizens, using specific evidence from the documents and data provided in the exercises.

► Teacher Background Information: To help students analyze the data most effectively, it would be helpful to first discuss certain elements of the historic and cultural differences between the United States and Germany. These may include: * Historic development of nationhood and national “identity” in each country:

• The United States’ early European settlers viewing themselves as “individuals” and “risk-takers.” Frontier life continued the idea, held by many, of the value of a “self-made person,” with individualism and self-reliance being important to survival for many. This ideal has been said to carry forward throughout the developing American identity and historical narrative. Independence was declared from a colonial power in 1776.

• Germany has a history of being divided as part of the Holy Roman Empire, with more than 350 independent states with differing organizations (kingdoms, duchies, church-controlled lands, etc.). A different cultural tradition emerged, with a reliance on strong local political leaders and guilds being frequently needed for protection and economic organization. Formal nationhood was achieved later than the U.S., in 1871, after a century of hard warfare, invasion, and amidst an emerging industrial economy. * Geographic differences between the nations:

• The United States’ geographic isolation and its historic advantages provided security. Additionally, the size and avail- ability of great natural resources allowed for rapid development.

• Germany’s geographic location along the Great European Plain presented a frequent threat from competing/neighboring nation states along its borders. Competition among these states was nothing new (as many students may errantly see it in the guise of WWI and WWII) going back many centuries, well before the first Europeans arrived in the United States. * Major economic occurrences of the 19th and 20th centuries:

• The United States experienced westward expansion and great industrial gains in the late 19th century. The narrative of “self-made” individuals was perhaps furthered with the generation of wealthy industrial giants during the Gilded Age. Until the Great Depression of the late 1920s / 1930s, an attitude of self-reliance persisted, with a very limited role for the government in economic actions. After the Depression created a greater role for the government in the form of an economic safety net, a national debate broke out that continues today.

Following WWII, the United States became the world’s leading economic and political power, and to this day it exerts great economic and political influence around the world.

38 | TOP Lessons | Teach Germany

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

•

Germany too experienced great industrial gains in the late 19th century, becoming one of the world’s great economies upon unification. The Germanic states worked together to form a “Zollverein,” or free trade union, among the various states, which allowed for great economic gains as a result of governmental cooperation. In addition, upon unification, the nation became one of the first in the West to implement state-based social insurance programs, tying many people to the state and enhancing allegiance to the government for many. As an empire, there was more coordination between government and the economy, helping to align the nation’s needs with those of industrial leaders. Following World War I, Germany was severely punished by the war’s victors, causing great financial hardship. One of the most significant problems proved to be remarkably high inflation, with the nation’s economy greatly hurt and individual savers’ resources devastated; this has caused a fear of inflation to persist even today, and helped reinforce a stronger distaste for many for “risky” financial instruments when compared to the U.S. After World War II, the nation was divided into East (Communist, under Soviet direction) and West (more frequent market-based and aligned with the United States, Britain, and France). Finally, the German economy prospered in the second half of the 20th century with European integration (eventual development of the European Union and Germany’s role as a leader within the Union), and the reunification of East and West Germany in 1990.

* Role of government in various economic systems

• Different economic systems aim to promote different economic goals / values. Students may benefit from a discussion of major economic goals / values (stability, freedom, protection, growth, equity and protection, and efficiency), and how each fits into traditional capitalist and socialist systems. Mention should also be made that very few, if any, states today are truly “capitalist,” and that “socialism” can have many meanings and varieties. If the topic is unfamiliar to the students, the “Broad Social Goals of an Economy” lesson that is listed/linked below may be useful for students.

Suggested Time Frame:

3-4 class periods (50 minutes) is the suggested time frame for full completion of this lesson.

Materials Needed: • Computers and internet access for students / student groups (paper copies of all charts and resources could be utilized as well, if needed).

• Teacher computer, internet access and a projector would be beneficial.

• Sticky notes may be useful to help student groups organize their thoughts, though not required to complete the activity.

• Handout 8.1 Big Goals of Economic Systems

Lesson 8 Handouts and Standards

https://tinyurl.com/yxcmdw7j

► C3 Framework Indicators:

Economics:

D2.Eco.7.9-12. Use costs and benefits to evaluate the effectiveness of government policies to improve market outcomes.

Civics:

D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common

good and protecting rights.

► Outcomes for Student Learning:

Following completion of this lesson, students will: 1) classify real-world economic data into appropriate macroeconomic goals (economic stability, economic growth, economic freedom, etc.)

2) determine how the relationship with a nation’s economic goals impacts its policy decisions and citizens’ lives

3) evaluate which economic goals are most important to their own macroeconomic outlook

► Germany-related Learning Goals:

Students will develop an understanding of Germany’s socioeconomic goals and compare economic outcomes from Germany with those in the United States.

Spring Newsletter | 2019 | 39

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

Compelling Question: How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

Introductory Activity/Hook: On the whiteboard or projector, display the following quote, attributed to Al Capone: “This American system of ours, call it Americanism, call it capitalism, call it what you will, gives each and every one of us a great opportunity if we only seize it with both hands and make the most of it.” - Al Capone* Ask a student to read the quote aloud, and discuss with the class what Capone may have meant by it. Prompt students to discuss the extent to which they think it might have been relevant a century ago, and how relevant they believe it to be now. Use this discussion as a springboard to the compelling question for this lesson, focusing on the role of government in the economy today and a comparable analysis of data from the United States and Germany. * “ForbesQuotes: More Quotes on Capitalism.” Forbes, www.forbes.com/quotes/10620/.

Supporting Question #1: Every nation has economic priorities that it considers most important and thus experiences trade-offs in regard to other economic choices. How would you describe the six broad goals of economic systems? ► Formative Performance Task #1: After reviewing yesterday’s lesson on the six broad economic goals of macroeconomic systems, students will complete page one of the graphic organizer provided, defining the six goals of economic systems (economic freedom, economic growth, economic protection, economic efficiency, economic equity, and economic stability) in their own words.

Featured Sources #1:

1. Bosshardt, William. “Broad Social Goals of an Economy.” September 9, 2016.

https://www.econedlink.org/resources/

broad-social-goals-of-an-economy/ QR Code: top_news19_spring_chapman_b 2.

Handout 8.1 Big Goals of Economic Systems

Photo by Matt Crews

Supporting Question #2: In looking at the data provided, what differences do you notice in the

apparent economic goals of the United States and Germany? ► Formative Performance Task #2: Students, working in small groups, will use the sources listed below to analyze data comparing and contrasting the US and German economic systems. To guide their analyses, students will complete page 2 of the handout provided.

Featured Sources #2:

1. “Individual liberty vs state guarantees.” Global Attitudes & Trends, Pew Research Center, April 19, 2016,

www.pewresearch.org/fact-tank/2016/04/19/5-ways-americans-and-europeans-are-different/ft_

16-04-19_americaeurope_liberty/.

2. “Most Say Success Determined by Outside Forces.” Global Attitudes & Trends, Pew Research Center, October 7, 2014. https://www.pewresearch.org/fact-tank/2016/04/19/5-ways-americans-and-europeans-are-different/ft_16-04-19_

americaeurope_liberty/

3. “Compare Your Country: Taxing Wages.” Taxing Wages 2018 Database, OECD, 2018.

www.compareyourcountry.org/taxing-wages?cr=oecd&lg=en#

4. “Social spending, Public, % of GDP, 2016 or latest available.” OECD, accessed July 27, 2018. https://data.oecd.org/chart/5eK1

40 | TOP Lessons | Teach Germany

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

5. “Health spending, Total / Government/compulsory / Voluntary, US dollars/capita, 2017 or latest available.”

Health expenditures and financing: Health expenditures indicators, OECD, accessed July 27, 2018. https://data.oecd.org/chart/5eJW

6. “Among Older People, Less Income Comes from Government in U.S.” Social & Demographic Trends, Pew Research Center, May 18, 2015. www.pewsocialtrends.org/2015/05/21/family-support-in-grayingsocieties/st_2015-05-21_family-support-13/

7.

Handout 6.1 Big Goals of Economic Systems

Supporting Question #3: How effective/efficient are the German and American economies at

meeting their respective economic goals? ► Formative Performance Task #3:

Students, working in small groups, will use the guided questions and research data listed below to formulate an analysis of the goals of each nation (developed in formative performance task #2) alongside results and examples within this exercise. This information will be used to put together reflections looking for students to showcase their own connections and thoughts, based on the specific research data available.

Featured Sources #3 (MLA citations):

1. “Life expectancy at birth.” OECD, accessed July 27, 2018. https://data.oecd.org/healthstat/life-expectancy-at-birth.htm.

2. “Infant mortality rates, Total, Deaths/1000 live births, 2016 or latest available.”

OECD, accessed July 27, 2018. data.oecd.org/chart/5eJY.

3. “Household savings, Total, % of household disposable income, 2000-1017.” OECD, accessed July 27, 2018. https://data.oecd.org/chart/5eG2.

4. “Hours worked, Total, Hours/worker, 2017 or latest available.” OECD, accessed July 27, 2018. https://data.oecd.org/chart/5g2T.

5. “Average wages, Total, U.S. dollars, 2017 or latest available.” OECD, accessed July 27, 2018. data.oecd.org/chart/5g2W.

6. Martin, Emmie. “Here’s how much it costs to go to college in 25 countries around the world.”

CNBC, Oct. 13, 2017. www.cnbc.com/2017/10/13/cost-of-college-tuition-around-the-world.html.

7. “How’s Life in Germany?” OECD, Nov. 1, 2017. www.oecd.org/statistics/Better-Life-Initiative-country-note-Germany.pdf.

8. “How’s Life in the United States?” OECD, Nov. 1, 2017. www.oecd.org/statistics/Better-Life-Initiative-country-note-United-States.pdf.

Spring Newsletter | 2019 | 41

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

► Summative Performance Task – Argument Option (Essay or Presentation): Students will write individual essays to answer the compelling question, using specific evidence from the data set explored within this lesson: How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

Students will be asked to compare and contrast the ways in which 3 economic values listed below are shown within the U.S. and German economic models.”

Economic Efficiency

Economic Growth

Economic Protection

Economic Equity

Economic Freedom

Economic Stability

► Summative Performance Task – Extension Option (Choice of Creative Format instead of Argument): Students may create a digital collage via Prezi, set up as a “Venn diagram,” to compare and contrast U.S. and German economic values. The presentation should include each of the 6 economic values listed below, include a description of each and how it is shown within the two nations, as well as utilize imagery that supports each description.

Economic Efficiency

Economic Growth

Economic Protection

Economic Equity

Economic Freedom

Economic Stability

► Taking Informed Action:

U ND E RSTAN D: Research a contemporary social / economic issue in the United States (or in your state) today, and how nations like Germany address the issue in their country.

A SSE SS:

Evaluate the costs and benefits that might come with changing the policy in the U.S. or in your state.

AC T: Create a civic action plan to promote and advocate for your proposal. This may include (to name only a few examples) a letter writing campaign to relevant public officials, a social media campaign to develop awareness of alternatives for your chosen issue, and/or development of a survey that might be done to obtain further data to be shared with the appropriate public officials.

42 | TOP Lessons | Teach Germany

How do the political and economic policies of the United States and Germany differ, both in regard to their economic goals and their success rates?

Mark A. Chapman is a Economics, Personal Finance and Government educator at Athens High School, The Plains, OH, USA.

Works Cited “Among Older People, Less Income Comes from Government in U.S.” Social & Demographic Trends, Pew Research Center, May 18, 2015.

www.pewsocialtrends.org/2015/05/21/family-support-in-graying-societies/st_2015-05-21_family-support-13/ “Average wages, Total, U.S. dollars, 2017 or latest available.” OECD, accessed July 27, 2018. data.oecd.org/chart/5g2W. Bosshardt, William. “Broad Social Goals of an Economy.” September 9, 2016.

https://www.econedlink.org/resources/broad-social-goals-of-an-economy/ “Compare Your Country: Taxing Wages.” Taxing Wages 2018 Database, OECD, 2018.

www.compareyourcountry.org/taxing-wages?cr=oecd&lg=en# “ForbesQuotes: More Quotes on Capitalism.” Forbes, www.forbes.com/quotes/10620/.

“Health spending, Total / Government/compulsory / Voluntary, US dollars/capita, 2017 or latest available.” Health expenditures and financing:

Health expenditures indicators, OECD, accessed July 27, 2018. data.oecd.org/chart/5eJW “Hours worked, Total, Hours/worker, 2017 or latest available.” OECD, accessed July 27, 2018. data.oecd.org/chart/5g2T. “Household savings, Total, % of household disposable income, 2000-1017.” OECD, accessed July 27, 2018. data.oecd.org/chart/5eG2.

“How’s Life in Germany?” OECD, Nov. 1, 2017. www.oecd.org/statistics/Better-Life-Initiative-country-note-Germany.pdf.

“How’s Life in the United States?” OECD, Nov. 1, 2017. www.oecd.org/statistics/Better-Life-Initiative-country-note-United-States.pdf.

“Individual liberty vs state guarantees.” Global Attitudes & Trends, Pew Research Center, April 19, 2016,

www.pewresearch.org/fact-tank/2016/04/19/5-ways-americans-and-europeans-are-different/ft_16-04-19_americaeurope_liberty/.

“Infant mortality rates, Total, Deaths/1000 live births, 2016 or latest available.” OECD, accessed July 27, 2018. data.oecd.org/chart/5eJY. “Life expectancy at birth.” OECD, accessed July 27, 2018. https://data.oecd.org/healthstat/life-expectancy-at-birth.htm.

Martin, Emmie. “Here’s how much it costs to go to college in 25 countries around the world.” CNBC, Oct. 13, 2017.

www.cnbc.com/2017/10/13/cost-of-college-tuition-around-the-world.html.

“Most Say Success Determined by Outside Forces.” Global Attitudes & Trends, Pew Research Center, October 7, 2014.

www.pewglobal.org/2014/10/09/emerging-and-developing-economies-much-more-optimistic-than-rich-countries-about-the-fu

ture/inequality-06/ “Social spending, Public, % of GDP, 2016 or latest available.” OECD, accessed July 27, 2018. data.oecd.org/chart/5eK1

Spring Newsletter | 2019 | 43

Star t Sustainable Living by Making Compost

UNIT PLAN:

Start Sustainable Living by Making Compost Scenario/Phenomenon: North America’s Eastern Deciduous Forest ecosystem stretches over 26 states from Florida up to New England and southern Canada, and extends as far west as Texas and Minnesota. These forests occur around the world in western Europe, eastern Asia, and southwestern South America. Trees change color and lose their leaves in the fall as temperatures and precipitation levels drop. Considering how many leaves can be dropped by one single tree, the amount of leaves dropped from deciduous forests in the world is immense. How does nature clean up its organic material and get trees ready for spring? How come these forests do not need any extra help to sustain it? In what ways can we create sustainable living?

Target Grade Span: Secondary (9-12) ► Lesson Overview: The focus of this lesson is to bring awareness to sustainable living and inspire students by showing how other people practice it in different parts of the world, such as modern Germany.

Exploring the phenomenon of recycling leaves in deciduous tree forests in North America and other parts of the world, students will have an opportunity to apply science and engineering practices while learning world class sustainable living best practicesfrom modern Germany.

Students will be engaged by seeing pictures from my 2018 Transatlantic Outreach ProPhoto by Wood Powell gram STEM study tour to Germany that show sustainable living practices from Germany. These include efficient public transportation, riding a bicycle, composting, solar panels, wind turbines, glass bottles instead of plastic, trash separation, and windows for ventilation instead of air conditioners, just to name a few. With each photograph, students will do some research about each sustainable practice in modern Germany, and they will learn about how the public uses it as part of their life and how the government of Germany is supporting it. During this engagement activity, students will explore their own sustainable practices if they have any. Students will also brainstorm types of sustainable practices in the U.S. and compare them with modern Germany. Students will gain an understanding of how contemporary Germany is committed to creating a sustainable environment.

Once students understand the importance of sustainable living by seeing Germany as an example, during the explore part of the lesson, students will create their own sustainable environment by creating a composting space in school.

Students will then explain their actions in school and in their communities by doing presentations, creating brochures or posters that show the importance of sustainable living in everyday life and what each of us can do to help our planet.

Students will then elaborate on their activities by having local field trips to the institutions and companies that specialize in environmental sustainability to learn more about them. Students can also collaborate with students from Germany through the “Going Green” project to further expand their knowledge and have a first-hand experience of their German peers. Students will be in a virtual classroom to collaborate on Moodle to be able to compare their work with that of their German peers and communicate about best practices.

44 | TOP Lessons | Teach Germany

Star t Sustainable Living by Making Compost

► Teacher Background Information: In 2015, all United Nations member states agreed to 17 sustainable development goals (SDGs), and to achieve those goals by 2030. Germany is one of the few countries that started its sustainable practices early on, over 40 years ago, as part of the government initiative. Now, there is no doubt that Germany is one of the few countries that has met its SDGs goals. Since the 1970s, all levels of Germany’s government have increasingly promoted sustainability (Buehler, 2011). You can easily find a sustainable best practice in many parts of German lifestyle, from the government level all the way to farmers.

Germans walk, bicycle – there are bicycle routes – or use public transportation. Germans also love to recycle. Their food waste is collected for composting, which leads to its use in agriculture to encourage healthier food products, or for heating purposes to reduce the level of dependency on electricity or gas. Composting is very prominent in Germany, even in a school garden where students are encouraged to recycle their school lunch or organic materials from their school garden, parking lot or any place around school.

To empower students and communities to care about the environment, there should be projects that take place in schools or community settings to raise public awareness. One solution would be to create a compost area at school that students can pile their food waste into, as well as leaves, cut grass, and other organic materials from the school area/garden. This way they could follow the example of their German peers. Another solution would be to increase bicycle usage among students when they commute to school or in their everyday lives. They can keep track of how many miles they rode and calculate how much money they saved, and by how much they decreased their CO2 consumption. Each solution could be a different lesson to teach both students and the community they live in about sustainable living. In this lesson, students will create a compost area at the school inspired by their German peers from the Eckenberg Gymnasium in Adelsheim. Students will practice engineering design skills by understanding the criteria and constraints for creating compost piles.

In a healthy ecosystem, decomposers play a major role in recycling organic material. They are the organisms that break down dead or decaying organisms and convert the fresh material into a dark brown material called humus. Like herbivores and predators, decomposers are heterotrophic, meaning they use organic materials to get their energy, carbon, and nutrients for growth and development. Through this process of feeding, they recycle organic substances back into the soil. These substances are then used by plants.

In the process of decaying, bacteria start the process and then fungi and protozoans join as a second level. At later stages, earthworms, centipedes, millipedes and beetles do their parts. During the composting process”, students will understand the energy transformation, flow and cycling of matter in the compost piles. Students will understand that the source of energy for all living organisms is the sun, and will note that the transformation of energy passes through different materials.

Suggested Time Frame:

The actual lesson could be done in 1-2 lesson periods (45 minutes).

However, the process of making compost could take several months, depending on the types of organic materials and the temperature.

Materials Needed:

1. Compost bin can be purchased from Amazon

“FCMP Outdoor IM4000 Tumbling Composter, 37 gallon Black”

2. Leaves (dry, wet)

3. Grass clippings

4. Organic kitchen waste from school or home, including weeds, fruit and

vegetable scraps (Note: no dairy or meat products)

5. Gardening gloves

6. Garden tools: shovel, rake, hoe and/or garden claw

7. Optional: thermometer 8.

Handouts 9.1 – 9.9

Lesson 9 Handouts and Standards

https://tinyurl.com/y3bcwg9m

Spring Newsletter | 2019 | 45

Star t Sustainable Living by Making Compost

► Next Generation Science Standards (NGSS) / State Content Area Standards:

HS-LS2-7 Ecosystems: Interactions, Energy and Dynamics. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Relevant Domain(s) of Disciplinary Core Ideas:

Life Sciences, Chemistry, Engineering

Science and Engineering Practices:

Creating a place for composting requires engineering skills. Students will first design their prototype and then actually build it at the school. Students have a process of Ask-Imagine-Plan-Create-Improve.

Crosscutting Concepts: Cause and Effect Students will be guided to analyze the causal effects of the good compost and how it impacts plant growth.

Students will also see the progress of the compost from beginning to end.

Scale, Proportion, and Quantity Students will choose the initial scale of the input, making compost and the end product when

it is ready.

Energy and Matter Students will measure the heat progress throughout the making of the compost. They will take different heat measurements.

► Outcomes for Student Learning:

•

•

•

•

Students will learn about the collaborative efforts of the German government, corporations and individuals in helping to create a sustainable environment.

Students will brainstorm some of the ways they may help to create a sustainable environment.

Students will learn how soil organisms recycle organic waste through composting.

Students will learn to appreciate how much energy and money could be saved by doing little things.

► Germany-related Learning Goals: Students will learn:

- contemporary Germany’s sustainability efforts, particularly their environmental efforts.

- how students and communities work together to accomplish their goals.

46 | TOP Lessons | Teach Germany

Star t Sustainable Living by Making Compost

► MAIN PROBLEM: Sustainable living is somehow lacking in urban areas in the USA. It is important that students and communities in urban areas are made aware of the concept of sustainability, and learn best practices from other countries – in this case Germany is the model – and work together to make the world a better place.

► ENGAGE - Introductory Activity/Hook:

In this brief Engage activity, students are introduced to the concept of environmental sustainability efforts by examining some examples from Germany. Distribute picture cards (Handouts 9.1 – 9.8) to each group. At this time, allow students to do some research about sustainable practices in each photo and let them write their findings. Let students know that the pictures were taken in Germany while a teacher (Oktay Ince) was on a study tour studying Germany’s environmental sustainability efforts firsthand. Have them discuss what they see in the pictures as a group. Students should see a variety of sustainable living practices from Germany. Have students jot down their responses in their notes. Have them choose a group leader and share their group responses with the class. Start a classroom discussion by leading them to make connections with contemporary Germany. Ask students to discuss what some their best local sustainable practices are.

► EXP LORE -

In this activity, students will work with organic materials to make compost in school. Students will learn how soil organisms recycle organic waste through composting.

D I SC US S ION

Ask students why they use compost bins rather than open piles.

B I N SE TU P

1. Take the class outdoors to assemble and fill their compost bin. Make sure to choose a convenient location: close to a source of water if possible, and where the bin will be needed, such as near a garden. Once you decide where to set up the bin, ask for help from volunteers to assemble it.

2. Place the soil, bags of leaves, any other organic materials that students brought from their homes, and grass near the assembled bin. Remember: no dairy or meat products in the bin.

3. Divide the students into teams of 2 or 3. Have teams line up at a spot where they can see the bin. Each team takes a turn adding a layer of material to the bin, after which the team returns to the end of the line.

4.

When there are no materials left, tell them that we will be doing the same thing on the other days until the bin is full. Make sure you sprinkle soil or finished compost between the layers. Tell students that finished compost or soil has microorganisms/decomposers and will multiply over time and decompose everything they have just put into their bin.

5. Fruit and vegetable scraps can be added until the next round of the project. If you plan to extend the lesson by doing a science project, make sure you stop adding fresh material for the project about a month prior to harvesting the compost.

6. You can tell the compost is ready when it looks like dark brown, crumbly soil, and you cannot recognize the original ingredients.

Featured Sources (APA citations): Goldberg, S., Book, G., O’Neil, K., (2014). Germany in Focus (STEM). Instructional strategies for secondary educators.

Buehler, R., Pucher, J. (2011) Sustainable transport in Freiburg: lessons from Germany’s environmental capital.

International Journal of Sustainable Transportation.

US Composting Council. (2007). Composting at School. Retrieved from

https://compostingcouncil.org/wp-content/uploads/2015/06/Composting-at-School-0307.pdf

The Green Team. (2012). the Compost Lesson Plan. Retrieved from

https://www.thegreenteam.org/wp-content/uploads/2012/08/Compost-Lesson-Plan-2012.pdf.

Spring Newsletter | 2019 | 47

Star t Sustainable Living by Making Compost

► EXP L AIN

Students will explain the process of making compost by creating a PowerPoint presentation or a poster. Students can work as a team to create means to deliver their message to the public. Students need to come up with new creative ideas to empower not only their peers, but also their community.

Create a Prototype / Investigating Solutions: Students can create their own composting area instead of buying a commercial bin. This is only applicable if the school has a school garden or any appropriate place for them to have piles of organic materials. To create their own compost bin, students need to have four regular-size pallets. Screw three of the pallets together in the designated area. Using two or three hinges, install the fourth pallet to create door for the compost bin. Once students pile up all the organic materials, they can open a door and mix them every four or five days. Students can use their own pallets for future use.

► E VALUATE

Students’ understanding will be evaluated based on their performance. Students will be assessed on how well they understand the content as well as their preparedness, collaboration with peers, attention to other presentations, stage presence/posture and eye contact (the performance rubric is attached to the lesson).

► EXP L AIN - Summative Performance Task (Solution Demonstration or Creative Extension Option):

After their compost project, students can present their findings to school audiences or in their communities. In the school, students will give presentations on what their motivation to make compost was and what the goals they wanted to accomplish were. They will cover some background information on topics like food chain and decomposers. They will also talk about how a country like modern Germany has made efforts to encourage people to live sustainably. By doing so, students can propose new ideas and encourage their community to emulate this process. They can show German students’ learning processes in schools, how communities in Germany embrace the lifestyle and how the policymakers create laws to support it. When all of these little details are taken into consideration, the change for good will be possible.

See Handout 9.9 (Rubric for Presentations in Science)

► EL A B OR AT E -

At the end of their activity, students can extend their learning by creating a school garden. They can use their compost to feed their garden. This will not only create organic vegetables, but also some of the most delicious tastes that they have ever experienced before. Students will be able to taste and tell the difference. This will also help students realize how much money they could save by simply using their compost. They will understand that they do not have to buy any commercial fertilizers or soil to feed their gardens.

Another extension could be creating science fair projects. Students can compare plants that grow in their compost versus commercial ones. They can also compare the results with commercial brands. They can compare the height, the taste of their fruit, the color of their leaves, etc. Students can use their creative ideas to find out what some other variables are that they could change and use to do more projects.

Virtual Exchange: The proposed extension could be a science fair project collaboration between students in Germany and in the USA. Students in Germany first share about their sustainable lifestyle in Germany, how they were taught about it in school, and how they involve their community. In addition, they can discuss what potential experiments they could do based on their composting. This will bring about new creative ideas and encourage students to get more involved in the planning and execution process.

► Career Connection Exploration:

Sustainability is interdisciplinary. There is no specific path to follow. Students who are interested in sustainability can pursue careers in areas such as clean energy, technology, education, management, political science, business, and more. Having such a diverse career path for sustainability, similarly, there are numerous activities that could be incorporated. Local field trips could be organized to visit companies that specialize in environmental sustainability to learn more about what they do and how they do it.

Students could go to commercial local farms to see how they operate. Students can even see if there are sustainability practices on the farm. Students can visit local government officials to learn more about career opportunities in the field of sustainability.

There are, of course, many more examples that could be generated.

48 | TOP Lessons | Teach Germany

Star t Sustainable Living by Making Compost

► Modifications for Differentiation: M E D I C AL

• Students who have asthma or any breathing problems must wear appropriate masks to prevent any potential reactions when they are dealing with fresh compost.

• There is no potential harm when dealing with dirt. However, it is advised that students wear gloves and a laboratory apron at all times.

E N G L I SH L E ARNE RS • An index of new vocabulary could be generated for English learners.

Oktay Ince is a High School Biology and Environmental Science educator at the Horizon Academy Dayton High School in Beavercreek, OH, USA

Works Cited Buehler,R., Pucher, J. (2011) Sustainable transport in Freiburg: lessons from Germany’s environmental capital.

International Journal of Sustainable Transportation.

Goldberg, S., Book, G., O’Neil, K., (2014). Germany in focus (STEM). Instructional strategies for secondary educators.

The Green Team. (2012). Compost Lesson Plan. Retrieved from

https://www.thegreenteam.org/wp-content/uploads/2012/08/Compost-Lesson-Plan-2012.pdf.

US Composting Council. (2007). Composting at School. Retrieved from

https://compostingcouncil.org/wp-content/uploads/2015/06/Composting-at-School-0307.pdf

Spring Newsletter | 2019 | 49

50 | TOP Lessons | Teach Germany

An Interactive Look at How Germans Celebrate

UNIT PLAN:

An Interactive Look at How Germans Celebrate Scenario/Phenomenon: Learning about a country’s holidays, celebrations and festivals is a unique way to learn about a country’s culture.

Most celebrations are deeply rooted in tradition and bring about memories of time spent with family and friends.

Festivals, weddings, religious observances and national holidays all serve as a binding force in the creation of cultural identity. When you uncover the things a country chooses to celebrate, you begin to learn what they value.

Target Grade Span: Elementary (4-5), Middle (6-8)” ► Lesson Overview:

Photo by Chris Ippolito

It is exciting to learn about how other cultures celebrate important holidays and events. This lesson hinges on students’ research skills to uncover how holidays and celebrations unite the people of Germany.

This lesson provides students with the opportunity to apply their understanding of basic programming to create an interactive greeting card.

► Teacher Background Information:

For centuries, Germany has been seen as a country that is composed of a singular culture. After World War II the country was divided into two; East and West Germany and remained separate for 45 years.

In 1990, the country reunited after the fall of the Berlin Wall. While the country is now unified, some of the traditions and customs that developed during Germany’s separation are maintained today. These differences are interesting to highlight when studying Germany’s rich history. Over the past few years, Germany has opened its doors to immigrants from around the world. The cultural identity of the country is beginning to shift to include celebrations and traditions important to all Germans, both new and old. It is important for students to explore how this change in population will shape Germany’s cultural identity. What traditions will be kept and which new ones will be adopted?

Suggested Time Frame: 8 (60-minute classes) Materials Needed:

• Computers with internet access

• Scratch programming - https://scratch.mit.edu/

• Scratch supportive resources: https://en.scratch-wiki.info/wiki/Scratch_Wiki • Paper and pencil for note taking

• Colored pencils

Handouts 10.1 – 10.6

Lesson 10 Handouts and Standards

https://tinyurl.com/y3u5bqhd

Spring Newsletter | 2019 | 51

An Interactive Look at How Germans Celebrate

► Next Generation Science Standards (NGSS) / State Content Area Standards: Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in arguments from evidence

8. Obtaining, evaluating, and communicating information Crosscutting Concepts

2. Cause and effect: mechanism and prediction

4. Systems and models

6. Structure and function Engineering, Technology and Applications of Science

ETS1: Engineering design

ETS2: Links among engineering, technology, science and society

Relevant Domain(s) of Disciplinary Core Ideas:

•

•

•

Provide a key tool for understanding or investigating more complex ideas and solving problems Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

► Outcomes for Student Learning:

• • • • • • • • • •

Analyze greeting cards to establish a style and purpose for writing.

Develop a plan for the design and layout of their greeting cards.

Attend closely to how typography impacts the message being conveyed.

Attend closely to how color impacts the message being conveyed.

Apply what they have learned about German holidays and celebrations to create an interactive greeting card.

Apply their knowledge of coding to program the interactivity of the greeting card.

Work collaboratively to develop a plan for the interactivity of the greeting card.

Execute written code to create an interactive greeting card.

Incorporate peer feedback to improve the overall design of the card.

Demonstrate their knowledge of copyright laws by properly citing all images and sounds used from outside sources.

► Germany-related Learning Goals:

•

•

•

•

•

Generate a list of German holidays and celebrations through research.

Evaluate information collected about their chosen German holiday or celebration.

Design an interactive greeting card that accurately depicts a German cultural celebration.

Analyze the depth of their knowledge surrounding the holiday to ensure that they have recognized the important characteristics of the celebration.

Apply the correct German words and phrases to compose a greeting typical of the selected holiday.

52 | TOP Lessons | Teach Germany

An Interactive Look at How Germans Celebrate

► MAIN PROBLEM: What holidays are commonly celebrated in Germany?

What milestones in life are celebrated in Germany?

How do festivals impact the culture of Germany?

How does immigration change the cultural identity of Germany? ► EN G AG E - Introductory Activity/Hook:

Form small groups of students (3-4). Give each small group a greeting card to analyze. As a whole group, create a list of things they should observe about the card (ex. some are for birthdays, some are for holidays). Groups will create a list of their observations, which will be shared with the whole class. As students share, compile a list on the board of attributes observed.

► EX P LOR E - Gathering Information:

In a Google document shared with the class, give students fifteen minutes to research the names and dates of German holidays using the internet. Each student should contribute at least one holiday, celebration or festival to the class list. If you are not comfortable using a Google document, this list could be generated on a paper flip chart.

Handout 10.1 Collecting German Holidays If time for the project is limited or if the list of holidays and celebrations that students generate is limited to the well-known holidays, a more comprehensive list should be provided. A discussion should follow highlighting the significance/impact of Germany’s changing cultural identity. This link provides a list of holidays, festivals, and celebrations currently celebrated by the German people.

Handout 10.2 List of German Holidays For this project, you will need to assign partners. Draw names and allow partners to select the holiday, celebration, or festival that they would like to research further. A list of children’s books is provided below in the “Featured Sources” if you prefer students to complete their research offline. As students complete their research, have them document their findings on the note-taking handout. If you have any students from Germany in your school, have students schedule an interview with either the student or the student’s parents. They may use the note-taking form during the interview.

Handout 10.3 German – Holiday Note Taking

Featured Sources (APA citations): Calway, E. (2018). Germany. New York, NY: KidHaven Publishing.

Celebrations in Germany: German for Young People. (n.d.). Retrieved September 16, 2018, from https://www.goethe.de/ins/gb/en/spr/unt/kum/dfj/feste_feiern.html.

Christmas in today’s Germany. (1998). Chicago: World Book.

Foran, J. (2003). Oktoberfest. Mankato, MN: Weigl.

Getting Started Guide - Scratch[PDF]. (n.d.). MIT https://resources.scratch.mit.edu/www/guides/en/Getting-Started-Guide-Scratch2.pdf.

Koenig, M. (n.d.). SoundBible.com. Retrieved September 16, 2018, from http://soundbible.com/.

Lord, R. (1997). Festivals of the World: Germany. Milwaukee: Gareth Stevens Pub. Peters, S., & Ginter, P. (1998). A family from Germany. Austin, TX: Raintree Steck-Vaughn.

Reynolds, J. (2004). Germany. New York: Childrens Press.

Senker, C. (2008). Germany. New York: Chelsea House.

Wallace, P. S. (2003). The world of holidays. Milwaukee, WI: Gareth Stevens Pub.

Spring Newsletter | 2019 | 53

An Interactive Look at How Germans Celebrate

► Explain - Identify Possible Solutions: If students have not used Scratch before, they should complete the first two tutorials: “Getting Started with Scratch” and “Animate Your Name.” In these tutorials, students will learn how to move sprites, rotate sprites, add music, edit a background and change the colors of sprites. Scratch is a learning tool developed by the Massachusetts Institute of Technology (MIT) to teach children to write code in a non-threatening, drag and drop interface.

Once students have completed the tutorials, introduce the following project requirements: • Overall Card: The interactivity and premise of the card should be an original creation. When designing the card, students should keep in mind that all parts of the card need to function seamlessly.

Handout 10. 4 Elements of Art and Principles of Design Elements of art and principles of design should be followed to create a graphic design that is appealing to the target audience.

• Content: the card represents the holiday well. The holiday theme of the card is accurate and well-developed.

Proper grammar, spelling, and punctuation is important to the validity of your message. All images used that are not part of the Scratch library need to be cited properly.

• Sound: Your greeting card should include background music that is appropriate for the holiday, celebration, or festival. At least one other sound effect other than music should be used. All outside sounds and music must adhere to copyright guidelines.

• Programming: Use at least [4] different types of programming blocks to create your interactive card.

(Ex. When sprite is clicked or switch costume to) Use at least [2] different movements/animations. Object moves or changes costume without being clicked Use at least two [2] functions (ex. if/then).

Use [2] movements along X, Y axis.

Name objects for easier identification.

Before students begin planning their project, show a few examples of student projects that were done previously. The projects listed below were not on Germany, but they will help students get an idea for ways they can animate their own cards. https://scratch.mit.edu/projects/180398620/ https://scratch.mit.edu/projects/180697682/ Students should use the storyboard planning sheet provided below to sketch their ideas for the interactive greeting card. As they sketch, they should record what block they intend to use to create the animation and what condition they will set to activate the change.

Handout 10.5 Interactive Greeting Card Storyboard

► Create a Prototype / Investigating Solutions: The teacher should review the students’ storyboard prior to programming in Scratch. The teacher will have to set up student accounts in Scratch. There is a classroom feature in Scratch that makes it easy to monitor student progress.

Here is the link to set up an educator account: https://scratch.mit.edu/educators I organize my classes by the graduation year of the student, then form studios for each section that I teach. You should allow at least 24 hours for account activation.

Students will begin creating their interactive greeting card using Scratch programming. The teacher will need to remind students that they will need to add a “When Green Flag Clicked” block to begin their animation. If students want to change the background scene of their card, they will need to set an event to switch the backdrop.

If students cannot find authentic sprites within Scratch, they will need to use the internet to find images that better represent the culture and holiday. Any images borrowed from the internet should be sourced on the “project page” under “notes and credits.”

This would be a good time for the teacher to show students how to use the Google search engine to locate an image without a

54 | TOP Lessons | Teach Germany

An Interactive Look at How Germans Celebrate

background. After doing an image search, students should click on Tools>Color>Transparent.

Students need to document any sounds taken from the internet in the same way they documented the images. Sound Bible; http://soundbible.com/ is a good source to find royalty free sound effects.

► E VALUATE - TEST, REFINE

Students should have finished their project at this point. During this class period, students will conduct a gallery walk. The teacher should create a list of things students should identify as they move to each project and display the list on the board. The teacher should place a sheet of paper at each station. Partner groups will walk to the first station, they will view the interactive greeting card and will be given 3-5 minutes to discuss the project and leave feedback on the paper provided. Partner groups will sign their name below the comment in case further follow up is needed. When the time has expired, partner groups will move to the next station. Before viewing the card, partner groups will read the feedback that the previous team wrote. They will then have 3-5 minutes to play the card and leave additional feedback. The teacher should repeat the process until they feel students have received adequate feedback on their work. When the rotation has been completed, have pairs return to their project and review the feedback. Based upon the feedback, partner groups should create a list of items they would like to adjust in their project.

Students should make adjustments they feel would enhance the overall project.

► EXP L AIN - Summative Performance Task (Solution Demonstration or Creative Extension Option):

As a culmination of the project, students will host an open house, inviting their parents as well as students from other grade levels to attend. During this event, students will share their cards and what they learned about German holidays, celebrations and festivals.

► EL ABOR ATE - Taking Informed Action:

After the open house, have students reflect upon their learning. You may use the following reflection sheet.

Handout 10.6 Interactive Greeting Card Reflection

Virtual Exchange: This project could be done as an exchange with an English class in Germany. Instead of students researching the holidays, an exchange could occur where students ask each other questions about a holiday they celebrate. Based on their exchange, students could create an interactive greeting card for their exchange pals. At the conclusion of the exchange, the cards could be shared by sending the links to the host teacher. For additional fun, students could follow up the exchange with a box of holiday treats from their country.

► Career Connection Exploration:

A great tie-in for this project would be to bring in a graphic designer to talk with students at the beginning of the project. The graphic designer could share with students what types of job opportunities are available for graphic designers and what type of training is required. If time allows, the graphic designer could critique student storyboards and give them tips about their project.

Another great community connection would be to bring in a computer programmer to discuss how they bring coding into real life. They could discuss the practical need to learn programming with students. It would be beneficial if the programmers could bring examples of code that they have written. This would help students connect what they are doing in the drag and drop interface of Scratch to more sophisticated programming languages.

► Modifications for Differentiation:

If a student has a visual disability, the teacher could show them the accessibility features on the computer that would allow for easier text visibility during the research process. The zoom and the inverted color feature could be used to make programming the card easier to see.

For students that struggle with executive functioning, the teacher should help the student develop a checklist of what they need to accomplish each day of the project. As the student works, the teacher should monitor the students’ progress towards their goals. The due date may need to be extended, as some students work faster than others.

Spring Newsletter | 2019 | 55

An Interactive Look at How Germans Celebrate

Christine Scoby is a School Technology educator, School Curriculum Dean and Dean of Scheduling at Shorecrest Preparatory School in St Petersburg, FL, USA.

Works Cited: Calway, E. (2018). Germany. New York, NY: KidHaven Publishing.

Celebrations in Germany: German for Young People. (n.d.). Retrieved September 16, 2018, from

https://www.goethe.de/ins/gb/en/spr/unt/kum/dfj/feste_feiern.html.

Christmas in today’s Germany. (1998). Chicago: World Book.

Educators. (n.d.). Retrieved May 1, 2019, from https://scratch.mit.edu/educators Foran, J. (2003). Oktoberfest. Mankato, MN: Weigl.

Getting Started Guide - Scratch[PDF]. (n.d.). MIT https://resources.scratch.mit.edu/www/guides/en/Getting-Started-Guide-Scratch2.pdf.

Imagine, Program, Share. (n.d.). Retrieved from https://scratch.mit.edu/ Integrating Engineering Design and Challenge-Based Learning in STEM. (2017, December 05).

Retrieved from https://www.gettingsmart.com/2017/10/integrating-edp-and-cbl-in-stem/ Koenig, M. (n.d.). SoundBible.com. Retrieved September 16, 2018, from http://soundbible.com/.

Lord, R. (1997). Festivals of the World: Germany. Milwaukee: Gareth Stevens Pub. L. (Ed.). (2017, October 18). El Tope Nacional- Lili and Sophia. Retrieved May 1, 2019, from https://scratch.mit.edu/projects/180697682/ Peters, S., & Ginter, P. (1998). A family from Germany. Austin, TX: Raintree Steck-Vaughn.

Reynolds, J. (2004). Germany. New York: Childrens Press.

Scratch Wiki. (n.d.). Retrieved from https://en.scratch-wiki.info/wiki/Scratch_Wiki Senker, C. (2008). Germany. New York: Chelsea House.

T. (Ed.). (2017, November 1). Japanese cherry festival-Taylor and Miles. Retrieved May 1, 2019, from https://scratch.mit.edu/projects/180398620/ Wallace, P. S. (2003). The world of holidays. Milwaukee, WI: Gareth Stevens Pub

56 | TOP Lessons | Teach Germany

TOP

TRANSATLANTIC OUTREACH PROGRAM

TRANSATLANTIC OUTREACH PROGRAM GOETHE-INSTITUT WASHINGTON 1990 K STREET NW, SUITE 03 WASHINGTON, DC 20006 WWW.GOETHE.DE/TOP TOP@WASHINGTON.GOETHE.ORG 202-847-4700

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP.