Let's Explore Modern Germany

leT’s exPlOre

mOdern germAny Instructional Strategies for Elementary Educators AuThOrs: Kim D. O’Neil Gerrit C. Book Steven A. Goldberg Featuring contributions from social studies educators within the TOP Fellow network

A PublIc/PrIvATe Partnership for north American social studies educators

ŠCopyright 2014 Goethe-Institut Washington

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Transatlantic Outreach Program Goethe-Institut Washington 812 7th Street NW Washington, DC 20001 USA www.goethe.de/top top@washington.goethe.org Tel: (202) 289-1200

Author Introduction A parliamentary federal republic of sixteen states with Berlin as its capital and seat of government, the Federal Republic of Germany is situated in the heart of Europe. After reunification on October 3, 1990, it became a founding member of the European Union with the largest population (82 million inhabitants) and the world’s fourth largest economy. Throughout its history, Germany has been a “land of ideas” and creativity.

Let’s Explore Modern Germany: Instructional Strategies for Elementary Educators is designed to provide elementary and middle school social studies teachers with comprehensive lessons on Germany — historical and contemporary — that can be easily integrated into pre-existing curricula.

The book is organized in four sections: Geography, Contemporary Life, History, and the Grimm Brothers and Other Tales. The lesson organization begins with a focus question(s) to guide the instruction. The careful use of the material included in the lesson and the use of the suggested instructional strategies will engage students to talk intelligently about the focus questions. Each lesson is correlated to the revised 2010 NCSS Standards and includes a lesson overview that summarizes the objective of the lesson, pertinent teacher background, a suggested time frame, instructional resources (most of which are easily accessed from the accompanying Instructional Resource Disc), and a detailed lesson procedure. In addition, there is a whole group reflection, which reconnects the student with the focus question(s), lesson modifications and extensions. The lesson design allows the teacher to integrate social studies with literacy, mathematics, and science. The final lesson of the book, “Family Vacation along the German Fairy Tale Road” (4.4) is a culminating lesson designed to integrate the many themes, concepts, and skills introduced in the previous lessons.

The Common Core State Standards in Literacy, adopted by 45 states to be fully implemented in 2014, require students to read more nonfiction and increasingly complex informational texts; to improve their speaking and listening skills; to cite evidence from texts to support arguments in written work; and to expand their academic vocabulary. Students will be expected to work individually and collaboratively to develop and interpret questions and analyze societal issues, trends, and events by applying concepts, knowledge and skills from civics, economics, geography, and history.

The Common Core lays out a vision of what it means to be a literate person in the twenty-first century. The lessons in this book are intended to provide content and understandings as students are actively engaged to read high-quality age-appropriate literary and informational texts that build knowledge, enlarge experience, and broaden worldviews. Through the challenging activities, students will be able to demonstrate the cogent reasoning and use of evidence that is essential to decision-making and responsible global citizenship.

Students in American and Canadian schools need to know far more about Germany and the European Union than can be learned from a chapter in a history textbook. Since the social studies curriculum is crowded with “essential content,” teachers need to determine where and when to stop and have students think about and apply the content they are learning. With the increased pressures to meet the high standards of the Common Core, we believe that Let’s Explore Modern Germany: Instructional Strategies for Elementary Educators provides teachers with a rich selection of lessons to challenge their students and better prepare them for college, career and civic life.

Kim D. O’Neil Gerrit C. Book Steven A. Goldberg

In addition to the authors, the Transatlantic Outreach Program would like to acknowledge the partners and dedicated individuals whose contributions made this text possible.

The Partners of the Transatlantic Outreach Program: •• •• •• •• •• •• •• •• ••

The Federal Foreign Office of the Federal Republic of Germany The German Embassy Washington, Cultural Affairs Department Former German Ambassador to the United States, Dr. Klaus Scharioth German Ambassador to the United States, Dr. Peter Ammon Mr. Dieter Berg, Chairman, Robert Bosch Stiftung Ms. Edith Pürschel, Director, Deutsche Bank, Group Brand Communications & Corporate Citizenship Mr. Klaus P. Stegemann, Chief Financial Officer, Siemens Corporation Ms. Alison Taylor, Vice President, Sustainability-Americas, Siemens Corporation Colleagues of the Goethe-Institut Washington

Content Review Panelists: •• •• •• •• •• •• ••

Linda Cotter, Elementary Educator – Columbus, Ohio Paul Dickler, University Professor – Dodgeville, Wisconsin William Linser, High School Educator – Seattle, Washington Connie Manter, Curriculum Specialist – East Boothbay, Maine Scott Noet, Middle School Educator – Faribault, Minnesota Henry Rehn, High School Educator – Sterling Heights, Michigan Pam Su’a, Curriculum Specialist – West Jordan, Utah

TOOLKIT AUTHORSHIP TEAM: •• Jacqueline Littlefield, Curriculum Specialist - Saco, Maine •• Connie Manter, Curriculum Specialist - East Boothbay, Maine Graphic Design & Layout: •• Annika Simon, in puncto druck + medien GmbH – Bonn, Germany EditorS: •• •• •• ••

Paul Dickler – Dodgeville, Wisconsin Jacqueline Littlefield – Saco, Maine Wood Powell – Washington, DC Sarah Yabroff – Washington, DC

Project Managers: •• •• •• •• ••

Klaus Brodersen, TOP Director – Washington, DC Stefan Brunner, TOP Director (2006-2009) – Washington, DC Wood Powell, TOP Coordinator – Washington, DC Kelsey Smith, TOP Assistant Coordinator (2005-2009) – Washington, DC Sarah Yabroff, TOP Assistant Coordinator – Washington, DC

ACKNOWLEDGEMENTS Angelika Barthel, Elementary Teacher – Bremen, Germany Andreas Dahlke, Consultant – Berlin, Germany Frauke Gutberlet-König, Consultant – Berlin, Germany Silvia Lilienfein, Elementary Teacher – Berlin, Germany Erin O’Neil, Research Consultant – Liverpool, New York Kathleen O’Neil, Research Consultant – Liverpool, New York

Table of Contents Let’s Explore 1: Geography •• 1.1 Mapping Germany

p. 12

•• 1.2 Traveling Through Germany Game

p. 14

•• 1.3 Using Latitude and Longitude

p. 16

•• 1.4 Uniting Europe: The European Union

p. 20

•• 1.5 Measuring with Metrics

p. 24

Let’s Explore 2: Contemporary Life •• 2.1 “Let’s Talk”

p. 28

•• 2.2 “Let’s Eat”

p. 32

•• 2.3 “Let’s Learn”

p. 36

•• 2.4 “Let’s Cycle”

p. 40

•• 2.5 “Let’s Be Green”

p. 46

•• 2.6 “Let’s Be Responsible”

p. 52

•• 2.7 “Let’s Buy”

p. 58

Let’s Explore 3: History •• 3.1 Turning Points

p. 62

•• 3.2 Famous Germans

p. 66

•• 3.3 Lessons of the Holocaust

p. 70

•• 3.4 Operation Vittles

p. 80

•• 3.5 Rise and Fall of the Berlin Wall

p. 86

Let’s Explore 4: Grimm Brothers and Other Tales •• 4.1 Well-known Tale: The Pied Piper of Hamelin

p. 90

•• 4.2 Lesser-known Tale: Herr Korbes

p. 94

•• 4.3 The Adventures of Baron Münchausen

p. 98

•• 4.4 Family Vacation along the German Fairy Tale Road

p. 102

INSTRUCTIONAL GUIDE CONTENT STRUCTURE SUMMARY FOR EDUCATORS Dear Educator, The Transatlantic Outreach Program has orchestrated a ‘Grand Vision’ combining authors’ research and talents, on-site interviews, panelists’ critical advice, teachers’ and students’ feedback, and editors’ expertise. The TOP curriculum is designed to support educators and engage students!

The program’s newest instructional guides, LET’S EXPLORE MODERN GERMANY for elementary/middle-level classrooms and GERMANY IN FOCUS for secondary classrooms, are aligned with National Council for Social Studies Curriculum Standards and Common Core Standards for Literacy in History/Social Studies. Embedded with elements from Understanding by Design and other models for curriculum, instruction, and assessment, Focus Areas and Lessons include instructional strategies for individual and collaborative learning, complex thinking skills, and literacy standards: reading, writing, researching, listening, speaking, and taking actions.

Focus Areas include Geography, Culture and Society, History, Reunification, Political Systems, Economy, and Sustainability. A summary of the key instructional components featured in LET’S EXPLORE MODERN GERMANY is as follows: •• Flexibility: Focus Areas and Lessons to enhance existing curriculum •• Standards: Lessons aligned with two types of standards: NCSS and Common Core History/Social Studies •• Focus Questions: Overarching questions that frame Focus Areas and Lessons •• Lesson Overviews: Descriptions of ‘Lessons in a Nutshell’ •• Anticipatory Sets: Engaging ‘Hooks’ to Set the Stage •• Teacher Background Information: In-depth research of challenging and interesting content •• Instructional Resource Disc: Resources to support teachers and students for each lesson •• Procedures: A variety of instructional strategies, performance tasks, activities, formative assessments for students as individual and collaborative learners •• Individual and Whole Group Reflections: Opportunities for students to reflect on their learning with Standards, Focus Questions, Procedures and Performance Tasks •• Modifications and Extensions: Rigorous standards and opportunities for each student to provide evidence of learning We are confident that the latest instructional guides from the Transatlantic Outreach Program will help you on your journey to create a classroom learning environment that can “span continents.” Should these materials inspire you to take a workshop leadership role, then we invite you to request a copy of the TOP Toolkit for professional development. For more information on leading TOP workshops and all-expenses-paid study tours to Germany, please visit the TOP website at www.goethe.de/top.

Sincerely, Constance Manter & Jacqueline Littlefield TOP Toolkit Authorship Team

NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES: THEMATIC STRANDS INDEX The lessons of this text have been aligned by the authors to the National Curriculum Standards for Social Studies as revised in September 2010. Refer to the following website for an in-depth explanation of the thematic strands: www.socialstudies.org/standards/strands

Standard Lessons:

2.1

Standard Lessons:

3.1

Standard Lessons:

1.1

Standard Lessons:

1.4

Standard Lessons:

1.4

Standard Lessons:

1.5

Standard Lessons:

2.2

4.1

4.2

4.3

4.4

#2 Time, Continuity and Change.

3.2

3.3

3.4

3.5

#3 People, Places and EnvironmentS. 1.2

1.3

2.4

2.5

4.4

#5 Individuals, Groups and Institutions.

2.3

Standard Lessons:

#1 culture.

1.4

#6 Power, Authority and Governance.

2.6

#7 Production, Distribution and Consumption.

2.6

2.7

#8 Science, Technology and Society.

2.4

2.5

#9 Global Connections.

2.7

COMMON CORE STANDARDS (ABBREVIATED) LESSON ALIGNMENT INDEX Reading Standards in Literacy – History / Social Studies, 6-12 Key Ideas and Details RH/SS.1 – cite specific textual evidence to support conclusions Lessons:

1.1

1.2

1.3

1.4

2.2

2.4

2.5

RH/SS.2 – determine and summarize central ideas and themes Lessons:

2.5

3.1

3.3

4.1

4.3

RH/SS.3 – analyze text related to individuals, events or ideas Lessons:

3.3

3.5

4.1

Craft and Structure RH/SS.4 – determine meaning of words/phrases Lessons:

3.3

3.4

4.1

Integration of Knowledge and Ideas RH/SS.7 – integrate and evaluate content presented in diverse formats/media Lessons:

2.2

RH/SS.9 – analyze and/or compare primary/secondary source materials Lessons:

1.4

1.5

2.6

3.3

Range of Reading and Level of Complexity RH/SS.10 – read and comprehend literary and informational texts Lessons:

2.3

4.1

Writing Standards for Literacy in History / Social Studies, 6-12 Text Types and Purposes WH/SS.1 – write persuasive texts Lessons:

3.2

WH/SS.2 – write informative and explanatory texts Lessons:

2.2

2.3

2.4

2.6

3.2

3.3

4.1

4.2

4.2

4.4

WH/SS.3 – write narrative texts Lessons:

2.5

3.3

4.1

3.2

3.4

4.2

Research to Build and Present Knowledge WH/SS.7 – conduct research based on focus question(s) Lessons:

1.3 3.4

2.2 3.5

2.3 4.1

2.4 4.2

2.5 4.3

2.6 4.4

2.7

3.1

3.3

2.2

2.3

2.4

2.5

2.6

2.7

WH/SS.8 – gather relevant information Lessons:

1.2

1.3

1.4

WH/SS.9 – draw evidence from literary and informational texts Lessons:

2.6

4.1

Speaking and Listening for Literacy in History / Social Studies, 6-12 Comprehension and Collaboration SL.1 – prepare and participate in a range of collaborations and/or conversations Lessons:

1.3 3.5

1.4 4.1

1.5 4.3

2.1

2.3

2.6

2.7

3.3

3.4

3.2

4.1

4.2

SL.2 – integrate and evaluate diverse media/formats Lessons:

1.2

SL.3 – evaluate point of view, reasoning, use of evidence, or rhetoric Lessons:

1.5

3.4

4.2

5.2

5.3

6.5

Presentation of Knowledge and Ideas SL.4 – present information and supporting evidence Lessons:

1.3 4.3

1.4

1.5

2.2

2.6

2.7

SL.5 – use multimedia components Lessons:

2.2

2.7

3.5

SL.6 – adapt speech/presentation to variety of contexts and communicative tasks Lessons:

3.3

Note: RH/SS= Reading History/Social Studies WH/SS= Writing History/ Social Studies SL= Speaking and Listening

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Chapter 1

1.1 Mapping Germany Focus Question: • How does a physical-political map of a country provide insight into the interactions between humans and their physical environment?

Standard

#3 People, Places and Environments.

Lesson Overview: Using an atlas with a physical-political map of Germany and a blank outline map, the students should locate and label Germany’s bordering countries, major water and landforms, and major cities. This map project will serve as a convenient reference for the rest of the students’ study of Germany.

Teacher Background Information: Germany (or officially, The Federal Republic of Germany) is situated in the heart of Europe surrounded by the North Sea, Denmark, and the Baltic Sea on the north; by Poland and the Czech Republic on the east; by Austria and Switzerland on the south; and by France, Luxembourg, Belgium and the Netherlands on the west.

Germany has a short coastline on the North and Baltic seas. The northern part of the country is mostly flat; the terrain is hilly in central and southern Germany. The Alps run along the border with Austria; the rugged Black Forest lies in the southwest; the Bohemian Forest is along the Czech border. Major rivers include the Rhine in the west, the Danube in the south, the Elbe and Weser in the center, and the Oder in the east. In area, it is the sixth largest country in Europe. Its territory encompasses roughly 357,000 square kilometers or 137,858 square miles.

As of the mid-1990s, about 37 percent of the country’s area was arable; 17 percent consisted of meadows and pastures; 30 percent was forests and woodlands; and 16 percent was devoted to other uses.

Politically, Germany is a parliamentary federal republic of sixteen states or Länder. The territory of former East Germany (divided into five new Länder in 1990) constitutes almost one-third of united Germany’s territory and one-fifth of its population. In 1990, Berlin became the capital of Germany once again and in 1999 it become the official seat of government. Other major German cities are Munich, Hamburg, Bremen, Hanover, Frankfurt, Nuremburg, Stuttgart and Dusseldorf.

After reunification in 1990, Germany became a founding member of the European Union (EU). Among the nations of the EU, it has the largest population (approximately 82 million people), the world’s fourth largest economy, and is one of the largest exporters of goods to other parts of the world.

Source: FACTS ABOUT GERMANY. Retrieved 10/29/11 from http://www.tatsachen-ueber-deutschland.de/en/home1.html

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TIme: 1-2 Class Period(s)

InsTrucTIOnAl resOurces: • Atlas (with a political-physical map of Germany) or Internet access to a map of Germany • Blank Outline Map of Germany for each student (handout 1.1 A on resource disc) • Map Fill-In Instruction Sheet for each student (handout 1.1 b on resource disc) • Markers or colored pencils

PrOcedure: dAy 1: • Anticipatory set: Using a wall map or an online map of Europe projected on the board, the teacher should show the students the location of Germany and then ask them to identify the nine nations which are Germany’s neighbors. The teacher should then project a blank map of Europe and ask the students to recall Germany’s neighbors. The teacher should write the nations’ names on the map and the students should follow along on their own outline maps of Germany within Europe (handout 1.1 A on resource disc).

• Once the nations are listed, the teacher should hand out the atlas (or project an online atlas) and instruct the students on their individual maps to locate, color and label the water, landforms and cities in Germany, which are listed on the instruction sheet.

whOle grOuP reflecTIOn: • To close the lesson, the teacher should ask the students to examine their completed maps and speculate about the patterns of human settlement based on the topography. What issues might arise from these human-environmental relationships? For example, why are there fewer major cities located in mountainous areas? What man-made settlements might be located in these areas?

mOdIfIcATIOns: • For special needs students, the teacher might provide a completed map and ask the students to highlight the geographic features, etc. required in the map assignment.

• Depending on the class composition, the teacher may assign this map exercise as an independent rather than a whole class activity.

exTensIOns: • The map completed in this lesson will become the first entry in a student’s personal Geo-German Atlas. This may be expanded throughout the ensuing chapters and lessons with other geographic tools created along the learning journey (i.e. graphs, charts, climate data, photos, maps, tourist hot spots, river trips, train tours, cultural highlights, historical places). The teacher should give each student a manila folder and have each student decorate the cover with illustrations depicting Germany.

• In addition to the students completing individual maps, the teacher may secure a mural map and have the students complete a large map that could be hung on the classroom wall and used as a reference throughout their study of Germany.

• Students may research the origin of German towns (Baden Baden, Bad Bocklet, Bad Kissingen) as examples of human environmental relationships (in this case towns with natural springs becoming health spas).

LET’S EXPLORE MODERN GERMANY

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CHAPTER 1

1.2 TrAvelIng ThrOugh germAny fOcus QuesTIOn: • how do maps and geographic features provide insight into the comprehension of a country’s historical, social, economic, political, and cultural development?

sTAndArd

#3 PEOPLE, PLACES AND ENvIRONMENTS.

lessOn OvervIew: Students will have the opportunity to “travel” through Germany by playing two board games, one political and one physical, which focus on either German cities and Länder (states) or German topographic features, respectively. Through this experience students will have the opportunity to learn about German geography.

TeAcher bAcKgrOund InfOrmATIOn: Politically, the Federal Republic of Germany consists of 16 Länder (states), three of which – Berlin, Bremen and Hamburg – are city states. Each Land consists of many municipalities, ranging from small villages to large metropolitan urban centers. Many were founded in Roman times or during the Middle Ages; others are from later periods in German history.

Many were the homes of famous people or the sites of significant events in German or European history; others are today the current headquarters of leading industries or commercial enterprises. Traveling through Germany, one can stop and experience the local color from the diverse regions of the country – from Schleswig-Holstein in the north to Bavaria in the south. Topographically, German landscapes are extraordinarily varied: the northern plain is dotted with lakes, moors, marshes, and heaths. Streams, rivers, and valleys crisscross the central hills. The spectacular mountain range of the Alps, with Germany’s tallest mountain, the Zugspitze, is located in the south; some of the largest European rivers – the Rhine, the Danube and the Elbe – flow through Germany. In area, Germany is Europe’s sixth largest country. Its territory encompasses roughly 357,000 square kilometers or 138,000 square miles, roughly the area of the state of Montana. source: FACTS ABOUT GERMANY. Retrieved 10/29/11 from http://www.tatsachen-ueber-deutschland.de/en/home1.html

TIme: (1) day of research/preparation (1) 45-minute period to play each game

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Instructional Resources: •• Travel Through Germany Game Preparation and Instructions (Handout 1.2 A on Resource Disc and Handout 1.2 C on Resource Disc) •• The Germany Game Information Chart (Handout 1.2 B on Resource Disc) •• 2 Large Pieces of Poster Board (one for each game) •• Small game pieces (one for each student plus 2 extra) to be used in each game •• One die •• Internet access for research •• Atlas with gazetteer •• Travel books on Germany •• TOP Geographical and Political Map (can be ordered from TOP website, www.goethe.org/top)

Procedure: Day 1: •• Anticipatory Set: To begin, print out and read the Travel Through Germany Game Preparation and Instructions (Handout 1.2 A on Resource Disc and Handout 1.2 C on Resource Disc). As mentioned in the preparations and instructions, before the students can play either game they must conduct research on the place names in each game (either German City Cards or German Geographic Feature Cards). This can be accomplished through online research or by using atlases and travel guides which can be accessed in the library. The information for the cards can also be found in the teacher reference materials or Germany Game Information Chart (Handout 1.2 B on Resource Disc). There are 73 cities and 24 physical features.

The number of places to research or cards to be filled in should be determined by the teacher based upon the number of students who will play the game. The teacher should either prepare the 2 game boards before class or while the students are completing the city and geographic features cards.

Day 2: •• The teacher should review the game instructions with the students. If the game takes longer than a single period, then the game could be suspended and continued the next class period.

Whole Group Reflection: •• After the students have completed playing the game(s), the teacher should facilitate a discussion on what the students learned about Germany. The teacher should construct a chart with the following categories: historical, social, economic, political, and cultural and ask the students to contribute information that they have learned about the cities. In what ways have geographic features made a difference in history and in people’s lives?

Modification: •• Rather than require the students to research and create the city or physical feature cards, the teacher may construct the cards from the information contained in Handout 1.2 B. This would reduce the amount of time required for this lesson, but would eliminate the opportunity to instruct or reinforce basic research skills.

Extension: •• After the conclusion of the game, the teacher could ask the students to select a city or a physical feature that they find most interesting and create a travel poster on a piece of poster board. The poster should highlight the information on the city or physical feature card of the game. The students should share their posters with the class. The teacher may choose to display the posters in the classroom.

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Geography

Chapter 1

1.3 Using Latitude and Longitude Focus QuestionS: • How do the invisible lines of latitude and longitude help us identify the location of places on earth?

• What other geographic variables contribute to the climate and ‘quality of life’ of a place or region?

Standard

#3 People, Places and Environments.

Lesson Overview: After reviewing the concepts of latitude and longitude, students will apply their understanding by using the coordinates on a map to find various locations in Germany. Their comprehension will be further challenged in an activity designed to use higher level thinking skills to compare the latitude of German, American, and Canadian cities.

Teacher Background Information: Most geographic study begins with learning the location of places. Latitude and longitude help us to identify the absolute location of such places. The basics of latitude and longitude presented in this lesson are useful steps in determining not only where Germany is located in the world, but what environmental factors may influence its climate.

Lines of latitude measure distance north or south from the equator. The earth’s equator measures at 0° latitude, and the geographic north and south poles each measure 90° north and south, respectively from the equator. Latitude is the most significant factor when assessing the condition of a locations climate. The climate of Germany (based on its latitude) is relatively moderate, without strong trends in cold or heat.

Longitudes (meridians) are measures which run north or south, converging at the north and south poles. The 0° line of longitude (Prime Meridian) passes through the Royal Observatory in Greenwich, England. Each longitude line is measured from one axis to another. Longitude lines running from 0° to 180° east and from 0° to 180° west can be thought of as dividing the Earth in half.

Any given area’s climate is greatly influenced by its latitude. While other variables such as weather patterns and elevation have a large impact on any geographical area, latitude is probably the single most important determining factor. A discussion of climate in Germany must incorporate a discussion of the impact of the Gulf Stream, which tempers the climate of

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Europe. Although located mostly at latitudes north of the United States-Canadian border and thus closer to the Arctic Circle than to the equator, Germany’s climate is moderate and is generally without sustained periods of cold or heat. This is not what one would surmise if only the latitude and longitude coordinates were given. source: Lerner, Lee K., & Wilmoth Lerner, Brenda (Eds.) (2008). The Gale Encyclopedia of Science. (4th ed.) Detroit: Gale.

TIme: 1-2 Class Period(s)

InsTrucTIOnAl resOurces: • Latitude and Longitude Maps (handout 1.3 A on resource disc) • Where in Germany Am I? (handout 1.3 b on resource disc) • German Cities Worksheet (handout 1.3 c on resource disc) • Comparison Chart: Latitude of German, American and Canadian Cities (handout 1.3 d on resource disc)

PrOcedure: dAy 1: Anticipatory set: • The teacher will ask the students to think about what types of nets they have seen or know of (fishing net, basketball net, hair net, soccer net, badminton, volleyball, or tennis net, bed netting, and the latest being the Internet!). The teacher will write the generated list on the board. When the list seems exhausted, the teacher should ask: ° What do the nets have in common? What is the purpose of a net? To catch something so that it cannot escape? ° What invisible lines have “netted” the globe, allowing every location to be found? (Latitude and longitude) • The teacher should distribute Where in Germany Am I? (handout 1.3 b on resource disc) and explain to the students that they will be traveling throughout Germany. The students should take a few minutes to “pack” 5 items that they will need on their trip. When their bags are packed, the students should share one packed item that is different from everyone else’s until the list is exhausted.

• The teacher should distribute Latitude and Longitude Maps (handout 1.3 A on resource disc) to the students and project it (or use another map of Germany). After a brief review of latitude and longitude, the teacher will locate Berlin and announce that Berlin’s coordinates are 52°N 13°E. Next, the teacher will call upon students to use latitude and longitude coordinates to locate the cities that are at 50°N, 8°E (Frankfurt) and 51°N, 14°E (Dresden) and fill the information in on Where in Germany Am I? (handout 1.3 b on resource disc). The teacher may elicit from the students the fact that all of Germany’s coordinates are north latitude and east longitude.

• After handing out the German Cities Worksheets (handout 1.3 c on resource disc) the teacher should assign the students either the city names and ask them to indicate the latitude and longitude or the coordinates and ask them to identify the city. The students should work together in pairs. Their assignment is to write the coordinates of as many German cities as they can.

• Partners will come to the front and give the coordinates of a city they found. The other students are to use their map to follow along and locate the city as well.

LET’S EXPLORE MODERN GERMANY

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Geography

Chapter 1

Day 2: •• The teacher should either distribute Comparison Chart: Latitude of German, American and Canadian Cities (Handout 1.3 D on Resource Disc) or project the information. Students should analyze the data and begin to draw conclusions. They may share their thoughts with the class. When there are no more suggestions, the teacher may ask the following: A. What might you be wearing if you were standing outside at: °° 60ºN latitude in January °° 10ºN latitude in February °° 35ºN latitude in July °° 20ºN latitude in August °° 50°N latitude in July B. If Germany could fit onto the North American continent, what country would it cover? (Canada) C. If you lived in the southern part of Germany, what US state would share the same latitude? (Washington) •• The teacher should introduce the topic of climate in relation to latitude (latitude has a significant effect on the climate of a location). Introduce the country of Canada and its most populated cities (Toronto and Montreal). The teacher should ask the students why they think that fewer people live above the latitude lines of Toronto and Montreal. Examine Germany’s latitude: what type of climate do the students think they would find there? Students should understand that areas further away from the equator tend to be cooler and that, except in places closer to the equator and those places with a higher elevation, temperatures are cooler in the winter and warmer in the summer.

•• The teacher should have the students look at the physical map of the world (wall map or projected), and review the general climate patterns that occur as latitude increases, or discuss the seasonal temperature variations. [The teacher may also wish to use a colored map of World Climate Patterns/Zones.] The students should learn that areas further away from the equator tend to be cooler and that, except in places closer to the equator and those places with a higher elevation, temperatures are cooler in the winter and warmer in the summer. The teacher should also indicate that climate is often affected by more factors than just latitude and discuss the impact of the Gulf Stream on the climate of the European Continent.

Whole Group Reflection: After using imaginary lines of latitude and longitude to help find locations on the globe, ask the students the following questions: •• What is the purpose of latitude and longitude?

•• Does it affect the way we live?

•• What do the coordinates tell us about a location?

Modifications: •• Depending upon the students’ background and understanding of latitude and longitude and geographic variables that contribute to climate, the teacher may wish to increase the time frame to 3 class periods.

•• For homework, the teacher should instruct the students to draw an extra column on the German Cities Worksheets (Handout 1.3 C on Resource Disc) and list an appropriate souvenir purchase that they would make in each city.

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Extensions: •• The teacher may wish for students to create a folder to contain the handouts and materials pertaining to geography. This could be called Geo-Gazetteer and the students could add the Where in Germany Am I? handout, and outline maps to this folder for future reference.

•• The teacher may wish to require the following Individual Formative Assessment to evaluate student comprehension through the use of the Internet or other geography resources: Where Am I, At Home and In Germany?

Directions for the Tasks: °° Take notes: 1. Select your town or a city near you.

2. Identify the latitude and longitude coordinates of that location in the United States.

3. Select a city in Germany that you would like to visit someday.

4. Identify the latitude and longitude coordinates of that location in Germany.

5. For each of the sites that are selected in the U.S. and Germany, identify and name the climate zone, the location on a continent, the major wind patterns, significant landforms (mountains, proximity to bodies of water etc.), or other geographic variables that contribute to the quality of life in an environment. °° Complete a Venn diagram using the information notes. °° Write a letter to a German “friend.”

1. Please consider all of your notes and your Venn diagram when you write a letter to a German student who is about your age.

2. Tell your German friend about yourself, where you live, your “absolute location” and what is special about your “place” in the world.

3. Ask your friend some questions about what to expect when you visit their special “place” in the world.

What will be similar and what will be different about the environment and why?

•• This is an English Language Arts activity demonstrating the use of social studies vocabulary by American literary giant, Mark Twain. The teacher may share the quote with the students and discuss its meaning as a group, or divide the students into groups of 3 to complete the analysis. Students need to interpret the quote and also explain what social studies knowledge is needed in order to make the interpretation. Each group can share its interpretation with the class. This exercise will help students to understand how learning the vocabulary of the social studies discipline will help them to understand and interpret literary works.

“When I’m playful I use the meridians of longitude and parallels of latitude for a seine, and drag the Atlantic Ocean for whales. I scratch my head with the lightning and purr myself to sleep with the thunder.” ~Mark Twain

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1.4 Uniting Europe: The European Union Focus QuestionS: • What are the advantages of a united Europe?

• How does it promote the concept of global interdependence?

• How can nations preserve their own identities when they regionally cooperate?

#6 Power, Authority and Governance.

Standard #7 Production, Distribution and Consumption.

Standard #9 Global Connections.

Standard

Lesson Overview: This lesson focuses on the advantages of being a nation in a united Europe and being a member of the European Union (EU). The students will use materials from the European Union (EU) to label a classroom map with information about the member countries. They will identify which countries use the euro and discuss why not all of them do so. The students will be able to recognize the 28 member countries as well as understand the basic timeline of the EU’s development and Germany’s participation. They will complete a map of the European Union (EU) for their own use.

Teacher Background Information: With its central location (bordered by nine nations), its large population, and strong economy (4th largest in world), Germany has always had special role to play on the continent of Europe. In 1957, Germany was one of the founding nations of the European Economic Community, the precursor to the European Union (EU). Today, the EU is a unique economic and political partnership among European countries that are committed to working together for peace and prosperity. It is not a super-organization designed to replace existing states, nor is it just an organization for the promotion of international cooperation.

The member states of the EU have established common institutions to which they have delegated some of their sovereignty, so that decisions on specific matters of joint interest may be made democratically at the European level.

The historical roots of the European Union (EU) lie in the Second World War. Europeans were determined to prevent the wanton killing of innocent citizens and material destruction from ever happening again. The initial steps were to foster economic and commercial cooperation. Since then, the EU has developed into a huge single market with the euro as the common currency in many of its member states. Today the organization embraces 28 countries and 500 million people, and it deals with a wide range of issues of importance to daily life, such as education and health. The EU actively promotes human rights and democracy, and in its environmental policy, it has the most

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ambitious emission reduction targets for fighting climate change in the world. As a result of the elimination of border controls, it is now possible for people to travel freely within most of the EU. It has also become much easier to live and work in another EU country. Germany supports the idea that in the increasingly interdependent world of the 21st century, it is more necessary than ever for every European citizen to work together with people from other countries in a spirit of curiosity, openness and solidarity. source: The European Union (EU). Retrieved 8.20.2012, from http://europa.eu/index_en.htm

TIme: 3 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • A large wall map of Europe • Post-It-Notes (different colors) • European Union PowerPoint (PowerPoint 1.4 A on resource disc) • A List of the Countries of the EU (to be cut into individual pieces) (handout 1.4 b on resource disc) • Copies of the following EU publications available for free download online / not available on the Resource Disc: ° United in Diversity (http://bookshop.europa.eu/en/united-in-diversity-pbKC3110515/) ° Let’s Explore Europe (http://europa.eu/teachers-corner/pdf/lets_explore_europe_-_teachers_guide.pdf) • Copies for each student of a Blank Map of Europe (handout 1.4 c on resource disc)

PrOcedure: dAy 1: Anticipatory set: • The teacher should introduce the idea of the European Union by using either a large political wall map of Europe or projecting a political map on a screen and ask the students to count the number of countries on the continent (46, including Kosovo). The teacher should then ask the students to identify the advantages and disadvantages of so many independent nations in such a small geographic area. (These can be written on the board.) Can Europe be compared in any ways to the United States? The teacher should point out that the United States is one country with 50 states, which is technically different from Europe; however, this may help the students to comprehend some of the issues. What would commerce and travel be like in the United States if each state or group of states had their own languages and monetary system?

• The teacher should call upon students to locate Germany’s location and then to identify Germany’s immediate neighbors: Denmark, Poland, Czech Republic, Austria, Switzerland, France, Luxembourg, Belgium and the Netherlands. The teacher should explain to the students that to better understand Germany’s role in Europe and the European Union, they will have the opportunity to research the member states of the EU. • The teacher should give the students an explanation of the European Union. The teacher may choose to show part of the PowerPoint on the European Union (PowerPoint 1.4 A on resource disc) dAy 2: • The teacher should distribute to each student a copy of the European Union publication for children, United in Diversity, (available for free download online at http://bookshop.europa.eu/en/united-in-diversity-pbKC3110515/) and have them look through the introductory section and discuss the symbols that are used there for area, population and the euro.

• Next, the teacher should assign each student a country of the EU (except Germany). [If the class is larger than 27, the teacher may want to have two students work together on some of the larger nations such as

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France, Great Britain, the Netherlands, etc.] The teacher should randomly assign the countries by having the students draw a slip of paper with the country name on it (Handout 1.4 B on Resource Disc).

•• The students should research their assigned countries, beginning with the EU publication and then with information from the Internet. The students should find out the year the nation joined the European Union, its capital, whether it uses the euro (or not), its language (how to say ‘hello!’) and two other interesting facts about the country to share with the class. The teacher should then select a different color Post-It-Note for each year a nation joined the European Union and distribute these to the students who should place the name of the nation and the euro symbol € (if used).

Day 3: •• Having completed their research, the students, one at a time, should place their Post-It-Notes on the large map. They should then tell the class the name of the country, when it joined the EU, whether it uses the euro (or not), how to say ‘hello’ and two interesting facts about the country. The teacher should then place a PostIt-Note on the map over Germany with the correct information.

•• The teacher should then distribute the blank outline maps of Europe (Handout 1.4 C on Resource Disc) to the students and instruct them to label the countries and create their own key, coloring the map to represent the European Union (EU) and the countries using the euro.

•• Once all of the countries are covered, the teacher should have the students discuss what they have learned.

Some ideas are that there are many languages spoken in the EU, that not all countries use the euro, etc.

•• Next, the teacher should show the remainder of the PowerPoint on the European Union (PowerPoint 1.4 A on Resource Disc). The teacher should facilitate a discussion on the relatively new monetary system of the euro. Students should discuss the positive and negative effects of this system.

•• Finally, the teacher should explain that the European Union (EU) focuses its efforts on many regional and global issues, such as climate control. The teacher might draw the students’ attention to the EU pamphlet, Let’s Explore Europe (http://europa.eu/teachers-corner/pdf/lets_explore_europe_-_teachers_guide.pdf).

Whole Group Reflection: •• The teacher should return to the comparison of the United States and Europe and ask the students to reexamine the advantages and disadvantages of so many independent nations in such a small geographic area.

How might a country such as Germany benefit from being in the EU? What might some of the drawbacks be? The students should then write three facts that they have learned about the European Union. They might then do a “pair-share” and then report out their ideas to the rest of the class.

Modification: •• There are numerous ways that the teacher may assign the EU countries for the students to research rather than picking the names randomly. Teachers should determine the best method based on their specific class composition.

Extensions: •• The students should add the completed EU map into their Geo-German atlas.

•• Students might research the European Union Song and Europe Day. •• The teacher may ask the students to review the EU and find the: °° Country with the greatest land area °° Country with the largest population °° Country with the most neighboring countries °° Highest mountain

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°° Longest River °° Largest lake °° Largest island °° Most active volcano °° Largest dune •• In addition to the topic of Climate Change, the European Union works on many other regional and global issues, such as Pollution, Hunger and Poverty, International Crime and Terrorism, Famine and Natural Disaster Relief, Education Reform, etc. Students (either individually or in groups), should research these topics and others, and then create PowerPoints to present to the class.

•• A current events project might involve the students bringing in articles from magazines, newspapers and/ or the Internet which are related to the EU as an organization or individual member states and sharing these with the class.

•• The names Ann and John are common girls’ and boys’ names in many countries of the EU. The students can research the equivalent names in each EU country. (For example: Romania (Anca, Ion), the Netherlands (An or Anneke, Jan or Joop).

••

The teacher might write the following questions on the board for the students to discuss: °° Why might Belgium, Luxembourg, and the Netherlands have been eager to join together in 1957? °° What was revolutionary about the countries that joined in 2004? °° A goal of the EU is to promote peace. Name two countries which had been war enemies in the past, yet are now working toward a common goal. °° What are some of the possible reasons why prospective countries such as Turkey have not joined the EU?

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1.5 meAsurIng wITh meTrIcs fOcus QuesTIOn: • how do people measure distance, mass, and volume?

sTAndArd

#8 SCIENCE, TECHNOLOGY AND SOCIETY.

lessOn OvervIew: This lesson integrates the core disciplines of social studies, math, science, and English. [It presupposes that the students have an introductory knowledge of the metric system.] The lesson provides students with the opportunity to apply their understanding of metrics in situations they may encounter when traveling throughout Germany. Students will engage in activities that require making conversions between the United States customary system and the metric system.

TeAcher bAcKgrOund InfOrmATIOn: The United States is one of the few countries that continues to use the customary measurement system rather than the metric system that is used more commonly in countries such as Germany. It is the measurement system used in all of the sciences. Provided is a Measurement Comparison Chart: Germany – USA (handout 1.5 A on resource disc) with example equivalent measures.

TIme: 3 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • Tape measures • Calculators • Measurement Comparison Chart: Germany – USA (handout 1.5 A on resource disc) • Measurement Conversion Cards (and answers) (handout 1.5 b on resource disc) • Measurement Game: Brandenburg Gate Outline (handout 1.5 c on resource disc)

PrOcedure: dAy 1: Anticipatory set: • To determine students’ background knowledge of basic US customary measurement, ask students to think about the following questions. As students share their answers, the teacher should write the values on the board in 3 columns (shown on next page). After answering the questions the remainder of the terms should be filled in.

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°° You are in a grocery store to pick up a large container of milk. What form of measurement does milk come in? (Gallons) °° You are in a grocery store to buy a large bag of sugar. In what form of measurement is sugar sold? (Pounds) °° You are at the doctor’s and asked to stand on the scale. What might you weigh? (Pounds) °° What is the measurement for how tall you are? (Feet/Inches) °° You are in the kitchen making a cake. How much flour will you use? (Cups) °° You are riding a bike to meet a friend. How do you measure your distance? (Miles) °° You are in a grocery store and need to buy one large bottle of soda. How much will you buy? (2 liters!) This is another measurement system. What is it called? A student may know that this is the metric system. This shows the influence of globalization. It is much easier and more profitable for a company that produces all around the world to use one measurement system.

US Customary Units Liquid (Volume)

Length, Height and Distance

Weight (Mass)

Cups-Pints-Quarts-Gallons

Inches-Feet-Yards-Miles

Ounces-Pounds-Tons

Metric Units Liquid (Volume)

Length, Height and Distance

Weight (Mass)

Liters

Centimeters-Meters-Kilometers

Grams-Kilograms

•• Ask students to list the metric units. The teacher may fill in their answers as shown above.

Day 2: •• The teacher should set up 4 workstations (Distance Station, Length Station, Area Station and Weight Station) around the classroom. Each workstation will have one card with 3 questions requiring students to make conversions between the US customary system and the metric system. Tape measures or meter sticks are needed at the Length station. The teacher should distribute a calculator and the Measurement Comparison Chart: Germany – USA (Handout 1.5 A on Resource Disc) to each student. The teacher should divide students into 4 groups. Each student should take a sheet of notebook paper, fold it into fourths and label each section with the title of the station and write their answers in the correct section. The teacher should instruct the students to round their answers to an approximate answer. Students should work together to find the correct conversion. They may rotate to each station as a group or independently depending on teacher direction. The teacher may either go over the answers after all students have gone through the 4 stations or the teacher may leave the answers on a card at each station that may be turned over after students have attempted the conversion.

Day 3: •• For more practice converting measurements, the teacher may wish to have students play the following game which requires the teacher to prepare different tasks for the students to convert. The teacher divides the class into two or three groups. One student from each group will come to the board and become the artist.

The teacher should the show the Measurement Game: Brandenburg Gate Outline (Handout 1.5 C on Resource Disc) to the artists and explains to them how to draw it. (For each correct answer from their group they are allowed to draw one stroke.) Then the teacher calls out one conversion scenario after another to the students. Each group must rush to answer. The artist of the group that comes up with the correct answer first can draw one stroke of the Gate on the board. The group whose artwork is finished first wins, and the activity is over.

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•• Afterwards, the teacher should ask the students if they can recognize the art piece as the Brandenburg Gate.

Depending on their background knowledge, the students might have difficulties coming up with the correct solution. If this is the case, the teacher might give hints as: it is one of the most well-known monuments of Germany; it’s located in Berlin; it’s a national symbol of Germany; it’s on the back of some of the German euro coins, etc. This can be the starting point for further research on the Brandenburg Gate and its significance in German history.

Whole Group Reflection: •• The teacher will engage the students to reflect upon the measurement activities by leading the students in a discussion with the following questions: What similarities and differences do the students notice between meters and yards, etc. What generalizations can they make about using the customary system versus the metric system?

Modifications: •• Depending on the student’s math level, a calculator may or may not be allowed.

•• The teacher may decide depending on the age and the comprehension of the students if they should do the exact conversion or just the rough estimate. The teacher should explain the different issues with having two sets of standard measurements in the world, so they understand the difference between the exact conversion and the rough estimates. Since the actual conversion can be quite complicated, explain to the students that most of the time a close estimation is good enough when you travel in Germany in order to get around.

Here are some helpful equivalents to use when estimating US Customary units: °° 1 meter is approximately 3 feet, so if a mountain is 2000 meters high it’s about 6000 feet. °° 1 kilometer is roughly two thirds of a mile. If a car goes 150 kilometers per hour on the Autobahn (which is often possible and even allowed), it goes 100 miles per hour. °° If the distance between two cities is 300 kilometers, it’s approximately 200 miles from city A to city B. °° If 1 meter is approximately 3 feet, 1 square meter is roughly 9 square feet. So if a house has a 150 square meter living space, it has roughly 1350 square feet. °° 100 grams is approximately 4 ounces. In Germany chocolate is usually sold in 100 gram bars, so if you buy one, you buy 4 ounces of chocolate. °° 1 kilogram is approximately 2 pounds. So if you find a price tag telling you 1 kilogram of apples cost 2.00 € and you want to buy it, you buy 2 pounds of apples. °° 1 liter is approximately a quarter gallon. In Germany milk is usually sold in 1 liter cartons, so if you want to buy 1 gallon, you have to buy 4 cartons.

Extensions: •• The teacher may engage students in higher level math problems such as: °° If the distance from Berlin to Frankfurt is approximately 560 kilometers and the train takes approximately 4 hours and 45 minutes to travel this distance, how fast is the train traveling? (Compute the answer in kilometers per hour and miles per hour.)

•• Additional sample math problems (and their solutions) can be found on the Measurement Conversion Cards handout (Handout 1.5 B on Resource Disc).

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2.1 let’s talk focus QuestIons: • How are different languages related?

• How does knowing something about a language help us learn a culture?

stanDarD

#1 cuLture.

lesson overvIeW: The focus of this lesson is a brief introduction to the German language, which concentrates on the linguistic similarities of English and German. The students will have the opportunity to learn some basic information, such as numbers, days of the week, months of the year, common expressions and German loanwords. In addition, the students will have the opportunity to label some objects in the classroom with their German names and discover similarities and differences between the two languages.

teacHer BackGrounD InforMatIon: Language, like many aspects of culture, is not static; it does not consist of a finite collection of words. In fact, new words and expressions continuously come into use as a result of the interaction of peoples. English, German, and Dutch are Germanic languages, a sub-branch of the Indo-European language family. If one studies the etymology of the English language (the origin and history of words), one may discover that there are many English words which are loanwords, that is, words that are borrowed from other languages (including German).

These words have become a natural part of everyday English vocabulary. The earliest German immigrants to the United States arrived in 1608, and with subsequent waves of immigrants, the German language has been spoken in America and taught in many schools and universities. With approximately 100 million native speakers, it’s the most widely spoken native language in Western Europe. In the European Union, it is one of the twenty-three “official” languages.

tIMe: 2 (45-minute Class Periods)

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Instructional Resources: •• Germanisms Image PowerPoint (PowerPoint Handout 2.1 A on Resource Disc) •• Germanisms Handout (Handout 2.1 B on Resource Disc) •• German Vocabulary Handout (Handout 2.1 C on Resource Disc) •• Post-It-Notes

Procedure: Day 1: •• Anticipatory Set: The teacher should ask if any of the students know any words in other languages, or speak a second language.

•• By showing the Germanisms Image PowerPoint (PowerPoint 2.1 A on Resource Disc) and the Germanisms Handout (Handout 2.1 B on Resource Disc), the teacher can point out to the students that although they may not be aware, they already know some German words. The teacher should then explain what loanwords are, and perhaps give examples from other languages, as well (e.g. Spanish: tortilla, taco; French: croissant, crepe).

•• The teacher should then present the student with a list of German words that are very similar in English and ask the students if they can figure out the meaning of each word:

German

English

Vater Mutter Salat Haus gut Fisch hier kühl Apfel Haar Day 2: •• To give the students a feel for the German language, the teacher may wish to introduce the days of the week, the months of the year, the colors, and/or the numbers from 1-10. The students can see if any of the words are similar to those in English. The students should practice repeating the words orally. Another suggestion for the teacher is to create flashcards with the German word on one side and the English translation on the other.

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•• The teacher may wish to distribute the German Vocabulary Handout (Handout 2.1 C on Resource Disc) and review the terms. The teacher may then hand out Post-It-Notes and ask the students to write the terms and then place them on the correct objects in the classroom.

Whole Group Reflection: •• The teacher should elicit from the students their feelings about being introduced to the German language and if they can see the similarities between German and English.

Modifications: •• The teacher may add pictures or photographs to illustrate the German words and increase the students’ opportunity to learn the language.

•• The students might play charades using some of the new German words.

Extensions: •• The teacher may wish to introduce some common daily expressions and have the students practice these with a partner.

•• Students who are interested in discovering more words that are similar in German and English can research this on the Internet.

•• In order to help students pronounce German words and phrases correctly, the teacher may choose to demonstrate the use of the Dictionarist: http://was.dictionarist.com/. Students would need to have earphones if a computer lab is used, or the teacher could share this website as a whole group activity.

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2.2 let’s eat! focus QuestIons: • What basic foods are found in all diets across the globe?

• What do we learn about a culture when we study what the people eat?

• In what ways does food reflect globalization?

stanDarD

#1 cuLture.

lesson overvIeW: One of life’s basic needs is food! Many people enjoy tasting new and different foods from all over the world.

This lesson will compare and contrast the dietary habits between Americans and/or Canadians and Germans.

Students will be able to notice the effect of globalization at the completion of the activity. This is an interdisciplinary lesson requiring students to use their math, ELA, and art skills.

teacHer BackGrounD InforMatIon: To provide a basis of comparison/contrast between Germany and the United States and/or Canada, this lesson revolves around Peter Menzel and Faith D’Aluisio’s photographic essay hungry Planet: What the World eats (Material World, 2007), in which they profiled families from around the world, revealing what people eat during the course of one week. Despite some national differences, through globalization and the proliferation of fast food enterprises, students may discover fewer differences between what their families consume and their German counterparts.

tIMe: 2 (45-minute Class Periods)

InstructIonal resources: • Let’s Eat! PowerPoint (PowerPoint 2.2 a on resource Disc) • Food Data Handout (Handout 2.2 B on resource Disc) • Graph Paper • Construction Paper and Art Supplies • White Paper Plates

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Procedure: Day 1: •• Anticipatory Set: The teacher should ask students what their favorite food is. The teacher should then place these ideas into a two-column chart on the board without providing a heading until the list is exhausted. One column should include regular food items such as spaghetti, chicken fingers, apples, etc. The other column will be the fast food chains, restaurants or ethnic varieties of cuisine, such as McDonalds, Chinese food, etc.

The teacher should facilitate a discussion of how ethnic foods do or do not tend to reflect the immigrant communities of the area.

•• The teacher should project the Let’s Eat! PowerPoint (PowerPoint 2.2 A on Resource Disc) using the slides as talking points to facilitate a discussion of the dietary habits of the US and/or Canada and Germany. The teacher may divide the class into four groups and have students examine the pictures by quadrants- then share what they see.

Here are some suggested questions for the teacher to ask: °° What is the primary food? °° What food group is more/less plentiful? °° Are there any American products bought by the Germans, and vice versa? °° Do you see any English words in the German picture?

•• The teacher may distribute the Food Data Handout (Handout 2.2 B on Resource Disc). Students should collect data about the American and German families’ weekly food supply from the photos in the slideshow.

This activity is interdisciplinary because of the math skills that will be used to collect and display the data.

The teacher should remind students how to tally up to five items and then count by fives. Students should understand that these families are representative of the countries; not every family eats exactly the same food. Students may realize this when they compare their family’s eating habits to the American or Canadian family shown in the slideshow. The teacher should read over the directions with the students.

The teacher should pause between slides to allow students to share answers, total the tally marks, and discuss the similarities and differences between the diets. As a class, the students should decide upon an approximate amount for each category. The teacher should then guide the students to draw conclusions about the data collection and facilitate a discussion of what they can learn about people based on the food that they eat.

Day 2: •• The teacher should give the students graph paper to construct a bar graph using the data from the slideshow. Their graph requires a title and labeled axes. Once completed the student may choose between the following activities: a. As an English Language Arts activity: the students may write an essay comparing and contrasting the food of Germany and the United States or Canada. To display their work, they should glue the graph and essay onto a sheet of construction paper. b. An art activity: the students may take a white paper plate and draw the German food for a meal. As a method for contrasting, the students should take another white plate and draw the food for a typical American and/or Canadian meal.

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Whole Group ReflectionS: •• The students should be asked to write short informative responses to each of the focus questions: °° What basic foods are found in all diets across the globe? °° What do we learn about a culture when we study what the people eat? °° In what ways does food reflect globalization?

•• The teacher should facilitate a discussion based on the students’ responses.

Modification: •• Teachers interested in Canadian Studies may wish to incorporate the Let’s Eat! PowerPoint (PowerPoint 2.2 A on Resource Disc) slides on Canada, which may be found at the end of the slideshow.

Extensions: •• For students who have cell phones with video capability, they may research the differences in etiquette between the US and Germany and make a short video of how to eat using German manners.

•• Students may create their own photo of the food items their family eats in a week and recreate the picture as shown in the slideshow.

•• The teacher should explain to students that we live in a global society and immigration can result in new recipes being carried from one culture to another. Students can research a German recipe, prepare the item, and bring it with the recipe to school to share.

•• The teacher might organize (with assistance from parents) an Oktoberfest or German Food Day. This could be a fun (and delicious!) activity which broadens the taste of many students by having them sample new foods.

Source: Menzel, P., & D’Aluisio, F. (2007). Hungry Planet: What the World Eats. Napa: Materials World Books.

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2.3 let’s learn focus QuestIons: • How are schools similar and different in their traditions and structure?

• What can we learn about the German people and their values based on the elementary education system?

stanDarD

#5 individuaLs, grOuPs and institutiOns.

lesson overvIeW: This lesson is focused on the educational system of Germany, in particular, the elementary school or Grundschule. The organization of schools in any country is established to meet the needs of the society. Using an original short story based upon interviews with elementary teachers in Berlin and Bremen, the activities and extensions are designed to give students a look into the traditions and structure of the German school system.

The students will be able to compare their own school setting with that of contemporaries in different parts of Germany.

teacHer BackGrounD InforMatIon: As in all nations of the world, German students are challenged to meet higher academic standards in order to be more competitive in international measures of performance. The structure of the traditional elementary school in Germany differs significantly from that of the United States, both in the length of the school day (school usually ends by 1:30 pm), the composition of the classes (children may be looped from grades one through three), and teacher assignment (unlike most American elementary teachers who are usually generalists, German elementary teachers often teach only two different subjects).

Before beginning this lesson, the teacher may want to become more familiar with the German educational system by reading some of the teacher resource materials (Handout 2.3 a on resource Disc).

tIMe: 3 (45-minute Class Periods)

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Instructional Resources: •• German Education Instructional Resources (Handout 2.3 A on Resource Disc) •• Karl’s First Day of School (Handout 2.3 B on Resource Disc) •• Karl’s First Day of School Questions (Handout 2.3 C on Resource Disc) •• The Secret of the First-Grade Candy Cone and Schultüte Template (Handout 2.3 D on Resource Disc) •• German School Schedule Handout (Handout 2.3 E on Resource Disc) •• Calculators •• World Map •• Art Supplies (colored construction paper, scissors, tape etc.)

Procedure: Day 1: •• Anticipatory Set: To activate students’ background knowledge and introduce the topic, the teacher should ask the students to share their memories of their first days of kindergarten. Do they have similar experiences? After students have shared their experiences, the teacher should ask if there are any first day of school traditions in their culture. They also should indicate any special family “ritual” associated with that day or gifts they received.

•• Distribute Karl’s First Day of School (Handout 2.3 B on Resource Disc) and Karl’s First Day of School Questions (Handout 2.3 C on Resource Disc). The teacher should explain to the students that this story is similar to those read to young children in Germany as they prepare to start school at age 6. The reading should give students an understanding of how children and families prepare for this big event in the child’s life.

•• The teacher should divide the students into groups of three to read the story and complete the questions.

A modification is to allow students to work independently. Also, if the Internet or world map is not available, the teacher may omit these questions. Since this is an interdisciplinary activity that includes math, the teacher may need to review the use of the calculator.

•• After the students have completed the reading and questions they should be able to participate in a teacherled discussion comparing school traditions, program, and organization.

Day 2: •• The teacher should distribute The Secret of the FirstGrade Candy Cone and Schultüte Template (Handout 2.3 D on Resource Disc) and have the students read the article aloud.

•• The students should then begin to make their own Schultüte. On the first day of first grade, German parents give their children a large paper cone called a Schultüte. It is filled with candy, pencils, erasers and other treats. The gift comes with a wish for the children to have a good and successful school year.

The Schultüte preparation instructions are listed on the template.

•• As a modification the students may use construction paper and design the outside of their own Schultüte themselves, reflecting their interests.

•• Students should present their final Schultüte to the class. These may be displayed around the room.

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Day 3: •• Holidays and vacation days are always of interest to students. The teacher should distribute the German School Schedule Handout (Handout 2.3 E on Resource Disc). First, the teacher should instruct the students to list the holidays and vacations observed by their school. [The teacher should have the official school calendar available as a reference.] The students should star the legal holidays. This is an excellent opportunity for students to review their knowledge of American federal and state holidays. Then, the teacher should divide the students into groups of three. Using the Internet, each group should be assigned to research the traditions of 3-4 school holidays and vacations found on the German school calendar. They should try to discover why the day is celebrated, how it may be celebrated in school and out of school, and if it is a legal holiday, a religious holiday, etc. During their research students may discover other holidays and traditions that they may add to the list.

•• Each group will orally present their findings to the class. The following is an excellent site to suggest to students as they start their research. http://www.germany.info/Vertretung/usa/en/04_ _W_ _t_ _G/01/_ _Holidays_ _Traditions.html

Whole Group Reflection: •• What can we learn about the values of the German people based on the elementary education system?

Which school traditions and structures do you like best? The students should share their opinions.

Modifications: •• Students may complete the reading and the questions independently.

•• After completing the Schultüte students may fill them with candies and present them to younger students in the school.

Extensions: •• After discussing the various holidays and vacations of a typical German school, the teacher may pose the following question for students to answer: Germany grows more diverse as its Turkish Muslim population increases. What effect might this have on the German school calendar in the future? The students should research Muslim holidays and traditions in order to answer this question.

•• The teacher may distribute the structure of the German school system (Handout 2.3 A on Resource Disc) and explain the basic organization. Students may then write an essay comparing/contrasting their educational experience with that of a German child.

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2.4 Let’s cycle Focus Questions: • How can students become more physically active and independent, and at the same time still be safe in their environment?

#3 People, Places and Environments.

Standard #8 Science, Technology and Society.

Standard

Lesson Overview: The students will learn that in German society cycling is not only recreation, but also a means for transportation, a component of a healthy life style, and a way to use clean energy. Statistics show that about 8 times as many cyclists are injured in the United States when compared to Germany. What can the U.S. do to teach more about cycling safety, while encouraging cycling as a healthy activity and a way to conserve energy?

Bicycle safety education is an excellent opportunity to engage students in interdisciplinary lessons and activities that merge health, science, social studies, math, ELA, and physical education.

The lesson is based on a successful component of the fourth grade German elementary school curricula. It provides the teacher with a foundation to develop a bicycling unit that will enable students to be more physically active, independent, aware of traffic dangers and be safe, responsible riders. At the same time, students will learn that bicycling culture in Germany is based upon values related to responsibilities to sustain and conserve global resources. Students will learn about traffic rules, traffic signs, and how to handle a bicycle in all situations.

They will be asked to demonstrate their knowledge on written tests and their cycling skills on a road test. This model closely follows the procedures carried out in all 16 Länder in Germany.

(Note: Prior to the lessons not only should the parents of the students already be informed and involved, but the success of the project depends on the support of the school and district administration, school security and the local police department.)

Sources: Danish Ministry of Transport (2007); Department for Transport (2007): German Federal Ministry of Transport (2007): Netherlands Ministry of Transport (2007): U.S. Department of Transportation (2007)

Teacher Background Information: Bicycling is an integral part of German daily life. Regardless if people live in the countryside, in small towns or large cites, they cycle. Germans do not only cycle in their free time for fun, but many of them use bicycles to commute on a daily basis to their work places. Even winter doesn’t stop people from cycling as long as there is no snow or ice. In the larger cities, bicycle traffic and public transportation are well integrated. In front of most underground, tram or train stations one can find proper bicycle stands to park and lock one’s bicycle, and bikes can be taken into the underground, tram or train. In Germany, bikes are not allowed on busses because of the limited space inside and the lack of racks attached outside.

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Most local, state and federal authorities actively promote cycling. Meanwhile many cities have commissioners for the improvement of bicycle infrastructure and safety. There are also state and national strategies for the promotion of cycling and the improvement of bicycle infrastructure. Because bicycle traffic has zero emissions, it’s seen as a major part in Germany’s effort to reduce its carbon dioxide emissions and to become a sustainable country.

Germany uses officially marked cycling routes that connect the different cities or regions. These routes are frequently used by Germans during their vacations. It’s not uncommon to cycle for a weekend or even a week or two from place to place. Whole families like to go on this active, healthy and environmentally friendly kind of vacation. Therefore, most parents in Germany place a lot of emphasis on the bicycle education of their children. Most of the time parents will buy their children so-called walking bikes as soon as they can walk, and at the age of three or four most children get their first small bicycle, the Kinderbike.

Because cycling is so widely spread, bicycle education is also a mandatory part of German elementary school curricula. Normally in fourth grade children will learn extensively about the danger of traffic, all the street signs, all major traffic rules and how to handle a bicycle safely. In the end, they are required to pass both a formal written exam and a practical test under the supervision of teachers or the school administration and the local police. Often the parents are actively involved, too. When the children have successfully proved to be able to cycle and cope with the traffic they are awarded with a “bicycle license”.

This lesson was inspired by the Bremen school bicycling curriculum. The traffic signs and traffic rules in the USA differ from those in Germany; only the setup and the “bicycle license” are modeled after the German example. The teaching materials and quizzes are adapted or available from various bicycling resources in the U.S. Nevertheless, it is recommended that each teacher reviews the materials with local police or other experts on traffic and safety in order to provide accurate materials. It might be necessary to adapt the materials to the local needs.

The teacher should check with his/her own state department of motor vehicles regarding bicycle safety rules. sources: Verkehr Und Mobilität (n.d.) Retrieved 1.7.13 from http://www.bmvbs.de/DE/VerkehrUndMobilitaet/Verkehrsteilnehmer/Fahrradfahrer/fahrradfahrer_node.html?view=renderDruckansicht Teaching Material provided by the Deutsche Verkehrswacht, Landesverkehrswacht Bremen http://www.bmvbs.de/DE/VerkehrUndMobilitaet/Verkehrsteilnehmer/Fahrradfahrer/fahrradfahrer_node.html

tIMe: 4-6 (45-minute Class Periods)

InstructIonal resources: • Bicycle Statistics Worksheet (Handout 2.4 a on resource Disc) • Road Sign Explanation Sheet (Handout 2.4 B on the resource Disc) • Road Sign Flashcard Game (Handout 2.4 c on the resource Disc) • Let’s Cycle PowerPoint (PowerPoint 2.4 D on resource Disc) • Bicycle License Template (Handout 2.4 e on resource Disc) • Local Police Officers • Volunteers

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Further Electronic Resources from Various Sources •• Sample Parent Letter from the League of Illinois Bicyclists http://bikelib.org/wp-content/uploads/2009/11/ParentLetter.pdf •• An Organizer’s Guide to Bike Rodeos from Cornell University http://www.bike.cornell.edu/pdfs/Bike_Rodeo_404.2.pdf •• Activity Learning Sheets from the League of Illinois Bicyclists http://www.bikelib.org/safety-education/kids/bike-safety-sheet/ •• Bikeability Checklist from the National Highway Traffic Safety Administration http://www.nhtsa.gov/people/injury/pedbimot/bike/bikeability/ •• Kids Health: Bike Safety http://kidshealth.org/kid/watch/out/bike_safety.html

Procedure: One month prior: Before initiating this lesson the teacher should gain the support of school administration, the parents, and local police. Each group can be of tremendous help and add knowledge and assistance to this project. A letter to parents may suffice to inform them of the lessons’ content, or the teacher and school administrator may wish to provide an after school informational meeting. A link for a sample parent letter from the League of Illinois Bicyclists can be found under the Electronic Resources above. The participation of the local police to conduct a simulated road test would provide the students with a more authentic experience. If the local authorities are unable to assist, parent volunteers or other faculty may help.

Day 1: Anticipatory Set: The teacher may poll the students on who can ride a bicycle, who owns one, how they learned to ride, and how old they were when they learned. The teacher may share personal information about learning to ride a bike as well.

Next, the teacher should ask the students to share the first thought that comes to mind when they hear the word “bicycle.” The teacher may list these ideas on the board into 5 columns without giving the columns a heading. One list should reflect the bicycle’s use as recreation, the second list should reflect the bicycle’s use as transportation from one location to another for a purpose other than fun, the third list should include parts of the bicycle, the fourth list should include references to bike safety, and the fifth list refers to environmental awareness and healthy living.

When the suggestions are exhausted the class may infer what topic each list reflects. At this time the teacher may share the information about the use of bicycling in Germany. By referring to the Teacher Background, the teacher may share how the Germans may have completed the chart. For example:

Recreation

Transportation

Ride on marked paths Ride to school in the fields and forests

Parts of a Bicycle

Bicycle Safety

Environment / Healthy Living

Bell

Hand signals Clean energy Exercise

The teacher should tell the students that the culminating activity is to participate in a bike riding proficiency road test, and that they may need to ask parents or family members to borrow a bike for the day if one is needed. The teacher may also wish to begin sending out requests to borrow bikes for the event via emails to faculty, families, and the community. The teacher should distribute the Bicycle Statistics Worksheet (Handout 2.4A on Resource Disc) (optional) for homework.

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Day 2: If homework was given, the teacher may review this first and discuss the inferences that can be collected from the statistics (Handout 2.4 A on Resource Disc).

Many children may be familiar with bike riding and have preconceived ideas about the rules and safety associated with cycling. The teacher may wish to review the electronic resources about bicycle safety with the students. Then, the teacher should distribute the Road Sign Explanation Sheet (Handout 2.4 B on the Resource Disc) and review the signs with the students. The teacher should then hand out the Road Sign Flashcard Game (Handout 2.4 C on the Resource Disc). The teacher needs to duplicate the game on cardstock so that the descriptions appear behind the symbols/signs (there should be enough cards for each pair of students in the class). Either the teacher or the students should cut the paper to create the flashcards. The students should then practice with a partner and trade cards.

Day 3: The teacher may wish to begin the class by quizzing the students on their knowledge of road signs by using the flashcards from Day 2. The teacher should present the Let’s Cycle PowerPoint (PowerPoint 2.4 D on Resource Disc) and allow for discussion during the presentation. Then return the papers from Day 2. Allow students to review their answers and make changes if needed. Review the answers as a group.

Day 4 (Optional): Prior to the road test, perhaps the local cycling club, bike store owner, and/or police officer could give a presentation that would help to reinforce the previous days’ instruction.

Day 5-6:

Whole Group ReflectionS: •• Hopefully the local police department has agreed to team up with the school to have a bicycle road test simulation like those held in German schools. In German schools, students normally go out several times and practice on the school ground and/or a quiet nearby street how to turn right and left and how close to cycle along parked cars, etc. The teacher should create an obstacle course to simulate an actual road test that could take place in the school parking lot or local streets that have been cordoned off. Perhaps the local cycling club and bike stores would be willing to assist during this event by conducting helmet checks and a safety inspection of the bikes that may include checking tires, frames, handlebars, chain guards, and reflectors, and parents could receive a checklist for each bike indicating if anything needs to be repaired.

•• After students complete the bicycle road test and show proficiency, they may be awarded the Bicycle License (Handout 2.4 E on Resource Disc) that is modeled after the German bicycle license. The License Template may be filled out by the teacher, with help from the student. If students need more time to practice, they may be given the license but “learner’s permit” could be written across it so that all of the children may have a positive experience.

•• For additional details for planning the event, it is suggested that the teacher review the additional electronic resources listed above, specifically the Organizer’s Guide to Bike Rodeos from Cornell University. This can serve as a model to help prepare for the road test. Bike Rodeos are held throughout the US and can be a useful tool for learning bike safety. This bicycle road test allows students to put into practice the bike safety lessons they have learned and hopefully will bring more families outside to learn, practice and enjoy safe biking together.

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Modifications: •• Instead of using the Bicycle Statistics Worksheet (Handout 2.4 A on Resource Disc), the teacher may have students collect data on bicycle riding among class members and then graph the information. Suggested questions: °° How many own a bike? °° How many times a week do they ride it? °° How many students can ride a bike? °° How many students ride a bike to school?

•• The Bicycle Road Test could be conducted on a Saturday in the community rather than only at one school.

•• The teacher may want to ask a local cycling club and/or bike shop to offer a presentation on the rules and safety of cycling.

•• For younger children, the teacher may wish to use the Activity Learning Sheets from the League of Illinois Bicyclists as additional review.

Extensions: •• Younger students may enjoy learning about the walking bike. Instead of using training wheels, German children are given this bike to help them develop balance. Students may use the Internet to research information and write an expository essay which they may share with the class.

•• As an ELA activity, the students may prepare a “Go Green Tour” of the community. This could either be a map or a brochure listing the community greenways for biking and walking. Older students may even wish to investigate potential “greenways” that are not yet available, but with community effort and support they could become viable biking and walking areas. The “future” sites can be listed to make others aware of potential sites. The “Go Green Tours” could be placed on the school website or published in the community newspaper.

•• The teacher may reference the Bikeability Checklist from the National Highway Traffic Safety Administration and facilitate a class discussion on how well the community is designed for bike riding. If the class feels that the community could improve on or create better biking lanes and trails, perhaps they could begin a letter writing campaign to local politicians and community leaders. This activity would require students to use ELA skills to write a persuasive letter.

•• An after school Bike Club could be formed.

•• Students who are interested in history may enjoy researching how the former “death zones” in Berlin and areas along the Iron Curtain are now used for biking paths, general recreation, and wildlife havens. The following sites may help students begin their research as they compose an expository essay to share with the class. http://courses.umass.edu/latour/Germany/Csaccone/index.html http://www.europeangreenbelt.org/001.route_ce.html

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2.5 Let’s be green Focus Questions: • In what ways may we help to create a sustainable environment?

• What steps can each of us take to help the planet?

#3 People, Places and Environments. #5 Individuals, Groups, Institutions Standard #8 Science, Technology and Society.

Standard Standard

Lesson Overview: “Seeing green” is a way of life for many Germans. The lesson will bring awareness to the issue of waste management and the current program that is used in Berlin. The students will gain an understanding of how deeply committed the German people are to reducing, reusing, recycling, and upcycling in order to create a sustainable environment.

Teacher Background Information: In the 1970’s an environmental consciousness developed in Germany. Germany is relatively small in area, but a densely populated country, so damages to the environment because of industrialization became visible faster than in larger countries like France or the United States.

The civil movements against the use of nuclear energy and against deforestation caused by acid rain were important steps on the way to environmental consciousness in Germany. In the beginning there were many local citizens’ action committees against environmentally harmful projects.

In 1980 activists from the peace and environmental movements founded a new party: The Greens (Die Grünen). Soon after its establishment, the party was elected into the different state parliaments and in 1983, it also gained seats in the German Bundestag or the federal parliament.

Since the catastrophe of Chernobyl (1986) many people in Germany thought that nuclear energy could not be controlled properly. The former government of the Social Democrats (SPD) and the Greens (Bündnis 90 Die Grünen) decided in 2002 to gradually stop the use of nuclear energy and to promote renewable energy (mainly wind, solar, biomass). The current government of the Christian Democrats (CDU/CSU) and the Liberals (FDP) decided in 2010 to countermand that decision and use nuclear energy for a longer period of time. After the catastrophe of Fukushima, Japan in the spring of 2011, mainly in response to public pressure, the government reversed its position and enacted legislation to gradually stop the use of nuclear energy by the end of 2022.

By 1990, the German government had already launched the first program (the so-called 1000-Roof-Program) to promote and subsidize the use of solar panels on private homes. Between 1999 and 2003 the program was relaunched as 100,000-Roof-Program. In 1991 an extensive garbage recycling program began. In 1999 the

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so-called eco-tax was introduced, and the tax regulations changed several times over the next few years to make the use of energy more expensive. The increased revenues were used to lower labor costs. This led to investment in more energy efficient technologies. In 2000, the German Renewable Energy Act (erneuerbareenergien-gesetz, eeg) was designed to encourage energy efficiency, and more importantly it guaranteed fixed prices for energy from renewable sources in order to create greater investment in the field, and jumpstarted a tremendous boost of renewable energies.

The environmental movement initiated many of the above-mentioned processes and programs. Not only are rivers and air cleaner again and garbage is separated and recycled, but environmental consciousness is now deeply rooted in the minds of many Germans. Teaching about environmental protection is now compulsory in German school curricula.

Nevertheless, in Germany, despite all these efforts, the pollution and destruction of the environment continue, and one still hears sentences like “either economy or ecology”. Today, many ordinary German citizens and more and more German industries attempt to combine economy and ecology in order to build up a sustainable country. source: (2007) Orientierungskurs Deutsch, Bürgerpflichten, Umweltschutz – Recht und Pflicht. Berlin und München: Langenscheidt.

An example of Germany’s commitment to sustainability is “Trenntstadt Berlin,” an initiative of the city of Berlin waste management company (Berliner stadtreinigung, Bsr) and its partners ALBA, Berlin Recycling and the Foundation for Nature Protection Berlin (stiftung naturschutz). The separation of waste is a central element of the campaign. Its aim is to gather as much potential recyclables as possible from Berlin waste. For instance, the equivalent of the amount of wood in the Grunewald forest in Berlin is saved annually because of paper recycling. But, there is still greater potential! If waste separation would become even more popular than it is now, the equivalent of the amount of wood in the Tegel forest could easily be saved, too. The campaign “Trenntstadt Berlin” is designed to inform the people of Berlin about the advantages of waste separation and recycling and to encourage more active participation in waste avoidance. The city of Berlin already emits 403,000 tons of CO2 less per year because of waste avoidance, waste separation and recycling. The name for the campaign “Trenntstadt Berlin” is a word play with the words trend (same meaning as the English word “trend”) and trennen (to separate). stadt means city. Besides large scale advertising posters all over the city, the campaign started with the building of the world’s largest litterbin picture.

Its creation was featured in public announcements in movie theatres in order to raise awareness for sustainability, and appears in the Guinness Book of World Records. It depicts the world famous polar bear, Knut, from the Berlin zoo. (Knut died in 2011.) The teacher might wish to read the students Knut: how One Little Polar Bear captivated the World, by Craig Hatkoff (Scholastic Press, 2007). source: Trennstadt Berlin (n.d.) Retrieved 1.7.13 from http://www.trenntstadt-berlin.de/ueber-uns.html

tIMe: 3 (45-minute Class Periods)

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Instructional Resources: •• Guinness World Record: Largest Litter Bin Mosaic (Handout 2.5 A on Resource Disc).

•• Let’s Be Green PowerPoint (PowerPoint 2.5 B on Resource Disc) •• Trash Bin Template (Handout 2.5 C on Resource Disc) •• Recycling Cards Template (Handout 2.5 D on Resource Disc) •• “Waste Master Award” (Handout 2.5 E on Resource Disc) •• Definitions: German Recycling Bins (Handout 2.5 F on Resource Disc) •• Green Construction Paper •• Crayons, Markers or Colored Pencils

Procedure: Day 1: •• Anticipatory Set: At the beginning of this lesson, the teacher may show the 50-second YouTube video in class without prior introduction to the general topic: http://www.youtube.com/watch?v=VaR07sy42MM&feature=player_embedded (The sentence at the end of the spot says: “Waste separation in Berlin annually saves 403,000 tons of CO2.

Thank you.”)

After viewing the teacher should ask the following questions: °° What are the people carrying around? (trash bins) °° Do all of them carry the exact same thing around? (No, they carry different colored bins) °° Do you think the color indicates a difference? (Yes, these are bins in order to separate waste, which later will be recycled. The different colors indicate where different items have to go) °° What do you think the purpose of carrying the bins might be? (To participate in an event) °° What’s made from the bins? (A large-scale picture) °° What can you see on the picture? (A polar bear) °° Why do you think they picked this image? (Because human made pollution endangers polar bears, especially CO2 emissions, which lead to the melting of the polar ice which is the main living space of polar bears) °° Do you think there might be another reason, a special Berlin reason, to pick the polar bear? (Yes, because the world famous polar bear, Knut, used to live in the Berlin Zoo) °° Have you ever heard of him? (Yes, tell what you know about him. No, he became famous because his mother refused to raise him and therefore a zookeeper raised him. Unfortunately he died in 2011 because of an undetected virus) °° Do you have an idea where in Berlin the picture was made? (On the airfield of the closed world famous Tempelhof Airport. The teacher may remind the students of the airlift if this was already a topic in class or tell them the story very briefly) °° Why might people want to use trash cans to create such a picture? Can there be a deeper meaning? (The deeper meaning is to raise more awareness for waste separation and recycling by this unusual and unexpected event) The teacher may wish to share a blog report of the actual event, Guinness World Record: Largest Litter Bin Mosaic (Handout 2.5 A on Resource Disc).

•• The teacher should ask students to fold a piece of notebook paper in half vertically. In the left column have students make a list of everything they threw away the day before. In the right column they should draw pictures of what receptacles they used to dispose of these items, then draw a line from the picture to the item.

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•• Then the teacher may ask students to volunteer to draw a variety of different waste receptacles on the board large enough so that other students may write what they tossed into the correct container. The teacher should lead a discussion about the waste management program found in the community. This will help determine the students’ awareness of the program and their understanding of sustainability. Depending on the depth of their knowledge, the teacher may need to discuss the concept of sustainability in greater detail.

Students should realize that waste management programs are different across the US. •• For homework, the teacher should assign the students to make a list of the recycling and waste avoidance efforts they are making at home. On the back of the paper, students should create a list of ways they could improve.

Day 2: •• The teacher may explain to the students that waste avoidance, separation, and recycling are important in Germany and taken very seriously. Once again the teacher should ask the students if they and their families separate waste in order to recycle. In case they do, let them explain what and how they separate by referring to their homework paper.

•• Prior to viewing the Let’s Be Green PowerPoint (PowerPoint 2.5 B on Resource Disc) the teacher should have the students create their own “Let’s Be Green” notebook. To create the booklet, each student will need a piece of green construction paper for the cover and the Trash Bin Template (Handout 2.5 C on Resource Disc). They’ll need 7 bins, so the teacher should print the template pages back to back if possible so that each student has multiple pages. Students may fold the template papers in half inside the green paper and then staple to create a notebook. The cover should read: “Let’s Be Green!” During the Let’s be Green PowerPoint (PowerPoint 2.5 B on Resource Disc), the students should color the bins in their books and list the items that go into them. The teacher will need to pause during the PowerPoint so that students may take notes, by writing the words or drawing pictures of the items.

•• While the teacher presents the PowerPoint, the students should take notes in order to be able to remember the German way of recycling and to be able to play the Recycling Game the next day. The teacher should divide the class in groups of five and ask the students to bring empty food cans or small cartons that will be sorted into different trash bins for the game the next day. Explain that a team can only win if they have enough “trash bins” in order to recycle the German way.

•• For homework, the students should review their “Let’s Be Green” notebook to be prepared for the Day 3 activity: Being “green” like a German!

Day 3: •• To help the students recall the German way of recycling and which items go where, the teacher may cut out and display the cards on the Recycling Cards Template (Handout 2.5 D on Resource Disc). Each card should be held up one by one or the pictures may be projected so that as a class the students may practice their knowledge. If necessary, they may use their “Let’s Be Green” notebook. This may not be used during the game. As a modification for special needs students, they may use their notebook.

•• Next, the teacher should direct the students to get into their groups and label/color their 7 different “trash bins.” Each team will receive a set of cards with pictures of different kinds of waste on them (Handout 2.5 D on Resource Disc). These will need to be cut out and placed upside down in a pile. The students have to sort the “waste” in the correct bin as fast as possible. The teacher may set a time, e.g. two or three minutes, as the maximum time. Afterwards the teams have to exchange their bins, so another team checks if the waste was sorted correctly. They should use their “Let’s Be Green” notebook to check for accuracy. If the students think an item was not placed in the correct bin, they may put it in front of the bin where they found it inside. Then they count the items that were placed correctly. Before they announce the number of the correct items they should explain to the others where the incorrectly placed items should have been placed and why. The team with the most correct placed items is the winner and gets awarded with the “Waste Master Award” (Handout 2.5 E on Resource Disc). The game can be played more than once.

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Day 4 (Optional): Students have already learned about the German people’s commitment to protecting the environment by their extensive waste management program. This activity continues to emphasize the German people’s awareness of and interest in their natural environment through the love of the garden gnome! Students should not be surprised that gardening is another way for the Germans to enjoy nature, but why is a gnome found in most German gardens? Students will enjoy learning about the garden gnomes as they research Garden Gnomes on the Internet. After students visit various sites on Garden Gnomes (a suggested site is: http://www.zwerglignomes. com/index.shtml), the following activity may be completed: Create your favorite gnome. Fold a piece of white construction paper in half to make a book. On the cover, draw, color, and name your gnome! On notebook paper write a story about your gnome. Pretend that he lives in your garden, backyard, or green area near where you live. While you are asleep he has adventures, perhaps with some of the other gnomes. Write about one of these adventures. Be sure to: °° go through the steps of the writing process, °° use descriptive words, °° and keep your gnome in “gnome character”!

Once your story is in final draft form, staple it with the cover. Students should then read their stories aloud to the class or to other younger students.

Whole Group Reflection: •• The teacher should lead a class discussion on the question: “What more can we do to help with waste management- in small ways and in ways to promote sustainability in our community?”

Modifications: •• During the viewing of the Let’s Be Green PowerPoint (PowerPoint 2.5 B on Resource Disc), a modification for special needs students would be to have the items listed on the bins, and the student just highlight or color the words as the teacher discusses the bin.

•• All students may receive the Definitions: German Recycling Bins (Handout 2.5 F on Resource Disc) and cut and paste the words into the bin as a form of note taking.

•• The local waste management authorities could be asked to give a presentation on the recycling program found in the area.

Extensions: •• The teacher will direct the class to design a Whole Class Green Action Plan with 2 major goals for “Going Green” in the classroom and school. The action plan should include specific phases for planning, implementing, monitoring, and evaluating the goals.

•• The teacher will direct the class to design a generic template for an Individual Green Action Plan for their home. The students will then select a goal with family members and monitor the results. The students should document their plans and periodically report back to the class.

•• The teacher may have students conduct research on the Schreber Gardens. These are small garden communities that are typically found along railway tracks, canals, or other land areas that might be considered unsuitable or undesirable for homes or businesses. These small, rented plots of land provide the people with a green area to grow vegetables and to enjoy nature. Students may write an expository essay depicting the history of the Schreber garden, explaining how Germans use them today, and how they might be instituted in their community. This extension could be expanded into a community service project if students are interested in pursuing this form of community greening.

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•• Earth Day is celebrated on April 22nd and is probably better known than America Recycles Day (ARD), which is celebrated on November 15th. This is the only nationally recognized day dedicated to encouraging Americans to recycle and buy recycled products. After completing this lesson the teacher may find that students are inspired and may wish to raise awareness in the school community about recycling and buying recycled products. Students may make posters in art and write scripts for the daily announcements in English class making this effort interdisciplinary.

•• The Grün Macht Schule initiative assists with the ecological redesigning of school fields and playgrounds for the children of Berlin. They disseminate information to the schools to help them develop ecological projects and provide the motivation and assistance to encourage the participation of students, teachers, and parents. If “Making Schools Green” is an initiative that teachers would like to coordinate they could peruse the website for this model at www.gruen-macht-schule.de and contact the group for further information at gruenmachtschule@web.de.

•• Felix Finkbeiner is a German youth who has found international fame because of his campaign to plant trees. It began as a class assignment when he was only 9 and has grown to international proportions. The teacher may wish to show the YouTube video and share the recommended links to inspire students to create their own campaign for a greening movement. The assignment would be for the students to prepare a poster with a logo and a 3-minute speech explaining the cause and how others can help the plan come to fruition. Felix Finkbeiner the 13-year-old tree ambassador on CNN (2:37) http://www.youtube.com/watch?v=KJxECiafB1U&feature=related Felix’s Timeline: http://www.plant-for-the-planet.org/sites/plant-for-the-planet.org/files/article/download/ background_information_plant-for-the-planet.pdf Article: http://www.care2.com/greenliving/boy-inspires-planting-of-one-million-trees.html •• Students may research the German political party, The Greens (Die Grünen), and write an essay explaining their platform regarding the environment.

•• Government students may review the Basic Law for the Federal Republic of Germany: Article 20a. In a report they may 1) interpret Article 20a, 2) theorize the Article’s far-reaching effect on the daily life of the people, and 3) search for similar if any US legislation that is equal to Article 20a.

Basic Law for the Federal Republic of Germany: Article 20a: Protection of the natural foundations of life and animals Mindful also of its responsibility toward future generations, the state shall protect the natural foundations of life and animals by legislation and, in accordance with law and justice, by executive and judicial action, all within the framework of the constitutional order.

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2.6 let’s Be resPonsIBle focus QuestIons: • What are the purposes and functions of government?

• How are individual rights protected and challenged within the context of majority rule?

• What are the rights and responsibilities of citizens in a constitutional democracy?

#6 POWer, authOrity and gOvernance. stanDarD #7 PrOductiOn, distriButiOn and cOnsumPtiOn. stanDarD

lesson overvIeW: This lesson focuses on the preambles of both the United States Constitution and the Basic Law of the Federal Republic of Germany (updated in 1994). Through a textual examination of these two documents, students will understand the functions of government and the principles of democracy as they are delineated in two republican systems. In addition, students will have the opportunity to challenge themselves by researching basic rights of citizenship in both countries.

teacHer BackGrounD InforMatIon: All societies need governance. As a society develops, it organizes itself into a polity to meet its governing needs. Those needs include not only self-preservation but also protecting freedom and promoting a better life. Government is the institution in society with the authority to make and enforce collective decisions that are binding on society and its members. In theoretical terms, the “legal constitution” of a polity is the framework of its governmental institutions and fundamental laws. These include constitutions, bills of rights, legal codes, and important judicial decisions.

tIMe: 3 (45-minute Class Periods)

InstructIonal resources: • Preamble PowerPoint (PowerPoint 2.6 a on resource Disc) • Basic Civil Rights Handout (Handout 2.6 B on resource Disc) • Quiz on German Citizens’ Rights and Duties (Handout 2.6 c on resource Disc) • Government Structures Handout: US (Handout 2.6 D on resource Disc) • Government Structures Handout: Germany (Handout 2.6 e on resource Disc) • Catrow, D. (2002).We the Kids: the Preamble to the constitution of the united states. New York: Puffin Books.

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Procedure: Day 1: •• Anticipatory Set: The teacher should ask the students to describe the rules that operate in their classroom and in the school and why there are these prescribed procedures. This will vary from classroom to classroom and school to school, but the students should come to the understanding that without these specific rules, there would be a lack of order and decorum, which might interfere with their learning.

•• The teacher should explain the purpose of a constitution to students. Most countries have a document in which the basic rules for citizens living together are written down. (One major exception is the United Kingdom.) The United States has a Constitution that was completed and ratified by 1788. It is the highest law in the United States; all other laws come from the Constitution. The Constitution also defines the structure of the government and the functions of the different branches. The Constitution can be changed by an “amendment.” Among the amendments is a list of the rights of the people. It is illegal for the government to violate those rights. As of 2014, there are 27 amendments. Not all of them involve rights, but many do. The first ten amendments are called the Bill of Rights.

Technically, the Federal Republic of Germany has had no constitution since 1949, but rather a “Basic Law” (Grundgesetz). The “Basic Law” was not ratified by a vote of the people, but rather by a vote of representatives in the parliaments of the federal states that had been formed in the Western occupation zones and the Parliamentary Council elected by the state parliaments. It took effect on May 23, 1949. In the forty years that followed, the Basic Law proved to be a solid foundation for democracy. After the reunification of Germany on October 3, 1990, this Basic Law has also been valid for the five new federal states and Berlin. Germany is a republic with a federal structure in which the federal states share power and responsibilities with the central government. The relationship between the federal government and the state government is also spelled out in the Basic Law. •• After the teacher discusses with the students the purpose of the preamble of a constitution, he/she should put the following vocabulary exercise on the board (or distribute it as handout to the students). The vocabulary is difficult for many students, so it is important that key words be defined before proceeding any further.

This can be achieved either by the distribution of a glossary of terms, or by directing the students to use a dictionary to locate and define these words: °° US Constitution: domestic, tranquility, defense, welfare, liberty, posterity, ordain °° German Basic Law: conscious, responsibility, resolve, constituent, self-determination, valid •• Once the vocabulary exercise is completed, the teacher should read aloud, or project the Preamble PowerPoint (PowerPoint 2.6 A on Resource Disc). The students should complete the chart, either individually, with a partner, or as a class exercise.

“We, the people of the United States, in order to provide a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general welfare, and secure the blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

United States Constitution “Conscious of their responsibility before God and humankind, animated by the resolve to serve world peace as an equal part of a united Europe, The German people have adopted, by virtue of their constituent power, this Basic Law. The Germans in the Länder of Baden-Wurttemberg, Bavaria, Berlin, Brandenburg, Bremen, Hamburg, Hesse, Lower Saxony, Mecklenburg-Western Pomerania, North Rhine-Westphalia, Rhineland Palatinate, Saarland, Saxony, Saxony-Anhalt, Schleswig-Holstein and Thuringia have achieved the unity and freedom of Germany in free self-determination. The Basic Law is thus valid for the whole German nation.”

Basic Law of the Federal Republic of Germany (updated 1994)

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What is stated about

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Germany

Purpose or objective of government

Role of the people

Role of individual states in the federal union

Source of power to create the government

•• Then, the teacher should conclude the activity by having the whole class discuss the similarities and differences between the two preambles and what generalizations they could make about the characteristics of democratic governments.

Day 2: Both the US Constitution and the German Basic Law guarantee basic civil rights. The teacher should cut out and distribute to each student one article/amendment from either Germany or the United States taken from the Basic Civil Rights Handout (Handout 2.6 B on Resource Disc). Students should refer to the following websites appropriate to their countries to gain a better understanding of the article/amendment they were given: United States Constitution: http://www.constitution.org/constit_.htm German Basic Law, Grundgesetz: http://www.iuscomp.org/gla/statutes/GG.htm After they have read about the article/amendment, the students should attempt to find a student with a comparable article/amendment in the other government. The teacher should facilitate a discussion about the similarities and differences between the two systems. For example, German Basic Law, Article 7 guarantees that all children have a right to education under state supervision. However, in the United States Constitution, the right to education is not explicitly stated. In the United States Constitution, Amendment 1 of the Bill of Rights combines several rights that appear as different articles in the German Basic Law. Day 3 (for Upper Classes): •• Citizenship is seen as the relationship between an individual and his nation. In most countries, citizenship is not determined by place of birth, but by having a parent who is a citizen of the nation. However, there are also processes by which a person who resides in a nation can become a citizen through what is called naturalization. According to the Fourteenth Amendment to the United States Constitution, citizenship may be

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acquired automatically at birth or through the process of naturalization: “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.” – United States Constitution The situation in Germany was different until 1999, when the law changed, stipulating that “children born on or after 1 January 2000 to non-German parents acquire German citizenship at birth if at least one parent: has a permanent residence permit (and has had this status for at least three years); and has been residing in Germany for at least eight years. “ – German Basic Law •• Naturalization procedures require the applicant to pass a test. On Oct. 1, 2008, the U.S. Citizenship and Immigration Services (USCIS) created a new citizenship test consisting of 10 of 100 possible questions. The interviewer reads the questions in English and the applicant must answer in English. In order to pass, at least 6 of the 10 questions must be answered correctly. The questions are in three broad categories: American Government, American History and Integrated Civics.

In September 2008, Germany introduced a new multiple-choice citizenship test that every immigrant has to pass to gain German citizenship. In all, there are 33 questions chosen from a listing of 310. Ten questions are related specifically to the region where the applicant is currently living. Would-be citizens are required to answer 17 questions correctly. As well as taking the test, migrants must fulfill other conditions such as having sufficient command of the German language, no criminal record and an income independent of social welfare.

•• In both the United States and Germany, special classes are often offered in municipalities to prepare residents for the Citizenship Tests. The teacher should distribute the Quiz on German Citizens’ Rights and Duties (Handout 2.6 C on Resource Disc) derived from materials from a German citizenship orientation course. The teacher should assign one or two questions to a pair of students, who, using the Internet, should research the answers to the questions. Then, they should see if the same responses apply in the United States. When all the students have completed the assignment, the teacher should facilitate a complete class discussion.

Whole Group Reflection: •• The teacher should ask the students to reflect on the “contract” between a government and its citizens. What does possessing citizenship mean to an individual? What are the benefits one enjoys as a citizen? What are the responsibilities or duties the citizen has to do?

Modifications: •• As a variation of Day 1, the Constitutional Preamble section, the teacher may wish to read to the students, We the Kids: The Preamble to the Constitution of the United States by David Catrow and discuss the vocabulary.

Using this book as a model, the teacher should instruct the students to create a similar book to illustrate the preamble of the German Basic Law. This may be completed in pairs or larger groups.

•• Rather than completing the Quiz on German Citizens’ Rights and Duties (Handout 2.6 C on Resource Disc) (which will be too challenging for younger students), the teacher may select one or two of the fifteen questions and use the questions as springboards for discussion. The class, as a whole, could speculate as to the response and using the Internet, determine the answers for both the United States and Germany.

•• The teacher may wish to expand the comparisons by introducing other nations, such as Canada or the United Kingdom.

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Extensions: •• In addition to comparing and contrasting the preambles of the United States Constitution and the Basic Law of the Federal Republic of Germany, the teacher may expand this to the structure of government, including the three branches: executive, legislative and judiciary. The teacher should reference: Government Structures Handout: US and Germany (Handout 2.6 D and Handout 2.6 E on Resource Disc).

•• Although there are so-called Third Parties, the United States is essentially a two-party political system, in which the Democrats and Republicans compete for the majority in each house of the legislature as well as the White House (the Presidency). Germany is a multi-party political system, which results in coalition or bloc governments. Students, either individually or with a partner, should research the similarities and differences, and present their findings as either a chart or a PowerPoint.

Sources: United States Constitution (n.d.) Retrieved 1.7.13 from http://www.constitution.org/constit_.htm Bundesministerium des Innern (n.d.) Retrieved 1.7.13 from http://www.bmi.bund.de/SharedDocs/Downloads/EN/Broschueren/Migration_und_Integration_en.html BBC News (n.d.) Retrieved 1.7.13 from http://news.bbc.co.uk/2/hi/europe/7597534.stm)

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2.7 Let’s buy Focus Question: • How do countries exchange goods in the international marketplace?

#5Production, Individuals, Groups, Institutions #7 Distribution and Consumption.

Standard #9 Global Connections.

Standard Standard

Lesson Overview: This lesson focuses on Germany as a leading manufacturer of high quality toys and a country with strong international trade. The students will participate in a simulated Toy Fair like the one held in Nuremberg every February. International trade fairs provide an excellent opportunity for German companies to reach potential buyers in countries like the United States by displaying products manufactured and produced in Germany. Students will be divided into groups, research a German product, and create a tri-fold corrugated display board to present at the Toy Fair. Here they will share their knowledge of the product and attempt to interest prospective US buyers. After the experience, students will come to recognize German products in their world. Upon completion of the lesson, students will be able to recognize these and many other German products (e.g. autos) imported by the US and thereby understand the economic relationship between the countries.

Teacher Background Information: In the international arena, German companies have an excellent reputation. The label “Made in Germany” is known around the globe as a sign of quality. German manufactured products represent innovation, craftsmanship, and cuttingedge technology. For over 600 years, Nuremberg in Bavaria has been the city of toys. The manufacture and distribution of toys has been an integral part not only of the city’s industrial history, but also an important part of Europe’s cultural history. Prior to World War II, the German toy industry displayed their wares annually at the Leipzig Trade Fair, but after the division of Germany into the Federal Republic of Germany (West) and the German Democratic Republic Photos: AlexSchelbert.de / Spielwarenmesse eG (East Germany), Leipzig in the East was no longer a feasible location. Consequently, in 1949, four toy manufacturers decided to establish an independent toy fair and selected Nuremberg as the ideal location. Thus, the Spielwarenmesse (Toy Fair) was held, starting

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in 1950. It continues to attract manufacturers and vendors from across the world for six days every year in the beginning of February. It is the largest international trade fair for toys and games.

tIMe: 4 (45-minute Class Periods)

InstructIonal resources: • International Toy Fair Memorandum Handout (Handout 2.7 a on resource Disc) • International Toy Fair Prospective Buyer’s Notes Handout (Handout 2.7 B on resource Disc), • Internet Access • Poster board, white foam board or corrugated display board (tri-fold)

ProceDure: Day 1: • anticipatory set: For homework the night before beginning this lesson, the teacher should ask the students to look at their toys and games and see if they can find out the name of the company that manufactures/ produces them. [Note: the place of manufacture may not be the same as the country of the manufacturer since many companies actually outsource for production.] The teacher should begin the class discussion by asking the students to share the results of their investigation. A list could be made on the board. If any student has mentioned a German company, the teacher might note this. Then, the teacher should introduce that Germany has a reputation as a producer of high quality toys and that every year in the German city of Nuremberg, there is an international toy fair where manufacturers from many nations display their products to representatives of stores that sell toys, dolls, games, etc. The teacher should announce that to better understand this international exchange, the students will participate in a simulation of the Toy Fair.

• In pairs or triads (depending on the number of students in the class), students will choose one of the following German toy manufacturers: Haba, Holztiger, Käthe Kruse Dolls, Playmobil, Ravensburger, Schleich, Selecta Spielzeug, Steiff. The teacher should distribute the International Toy Fair Memorandum Handout (Handout 2.7 a on resource Disc) and review the assignment with the students: Using a piece of poster board, white foam board or corrugated display board (tri-fold), students will create a display board in which they will introduce, describe, and sell their product to “American importers.” The exhibit should both educate and inform the public (American importers) about the subject in an informative and attractive manner.

The exhibit should have pictures/photos and text and possibly sample objects (if appropriate) and should also include an International Toy Fair portfolio. If students have actual toys from their manufacturer, they should include these.

Days 2-3: The teacher should provide research time to allow students to complete the research online. [This can also be worked on at home if the students have access to the Internet.]

Day 4: Students will transform the classroom into an International Toy Fair with their completed displays set up around the room. Each group will present its German toy to the class, as if they are salespeople trying to convince their classmates who assume the roles of prospective buyers. The students/buyers will take notes on the presentations using the International Toy Fair Prospective Buyer’s Notes Handout (Handout 2.7 B on resource Disc), being prepared to ask questions of the presenters/salespeople.

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Whole Group Reflection: •• What kinds of toys do the Germans manufacture and export to the United States and the rest of the world?

Are there any generalizations that can be made regarding the quality of the workmanship of these products?

How do these products illustrate Germany’s role in international commerce?

Modifications: •• Depending upon the age level and ability of the students, the teacher may wish to modify the portfolio component.

•• Rather than an International Toy Fair, the teacher may change the project so that students create PowerPoint presentations of the products rather than physical displays. The rest of the procedures should remain the same.

Extensions: •• The students may develop an advertising campaign to promote their specific toy from the International Fair.

This could be done as a video, newspaper/magazine advertisement, flyer, etc.

•• The teacher may inquire of the students if they know of any other products that are made in Germany. To assist, the teacher may wish to refer to the following website: http://brandirectory.com/league_tables/table/germany-30-2012 What areas of manufacturing are they? Does this information add to the students’ understanding of Germany’s role in international trade?

Source: Schwartz, H. (2003). History of the Nuremberg Toy Trade and Industry. Retrieved 1.7.13 from http://www.medievalists.net/2010/12/12/ history-of-the-nuremberg-toy-trade-and-industry/

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3.1 Turning Points Focus Questions: • How are chronological historical events represented graphically?

• Why are “turning points” essential for understanding chronology?

Standard

#2 Time, Continuity and Change.

Lesson Overview: This lesson focuses on significant events in German history from the defeat of the Roman legions in 9 AD through the election of Angela Merkel as the first female Chancellor in 2005. The students will have the opportunity to create a human timeline by physically placing these events in chronological order. The teacher may choose to present a PowerPoint reviewing these events so that students may learn in greater depth about significant events and historic personalities that contribute to the richness of German history.

Teacher Background Information: According to the National Center for History in the Schools, “chronological thinking is at the heart of historical reasoning. Without a strong sense of chronology-of when events occurred and in what temporal orderit is impossible for students to examine relationships among those events or to explain historical causality. Chronology provides the mental scaffolding for organizing historical thought” (NCHS, n.d.).

The history of Germany is intricately linked to the history of Europe. Major events such as the Crusades or rise of towns in the late Middle Ages have involved the Germans. Through their actions, historical personalities such as Johannes Gutenberg or Martin Luther had an impact on more than just the people of Germany. In order to understand the emergence of a modern nation-state and Germany’s critical role in history, students must examine the influence of Napoleon Bonaparte and Otto von Bismarck, in addition to the major wars of the twentieth century: World War I, World War II and the Cold War. The amount of time and the depth of the study of German history (people and events) will depend on the grade level.

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TIme: 2 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • Events in German History PowerPoint (PowerPoint 3.1 A on resource disc) • Events in German History Placards (handout 3.1 b on resource disc) • Graph paper • Clothesline rope and clothespins

PrOcedure: dAy 1: • Anticipatory set: For homework the night before beginning this lesson, the teacher should ask the students to discuss with their parents or guardians and list on paper the most important events that have happened in their lives in the order that they occurred. In class, the teacher should introduce the idea of a personal timeline, which includes the events a person finds most important in their life and inform the students that this is what they had completed for homework. The students should share their “timelines” with their classmates. The teacher should explain that we can graphically represent the passage of time on a continuous line from left to right. The teacher should ask the students why they had selected the particular events they had included. This might lead to a discussion of “milestones” in a person’s life. After the students have completed this activity, the teacher should explain that like individuals, countries have histories, which can also be represented on timelines with milestone events called “turning points.”

• The teacher should distribute the Events in German History Placards (handout 3.1 b on resource disc) and ask the students to concentrate only on the side with the number/dates. It would be best if the placards/ pages were printed double-sided on cardstock so that the dates are on one side and events in German history on the other. Then, the teacher should instruct the students to arrange themselves (without talking) in sequence as a timeline according to the dates on their cards. The students should check to see if they are in chronological order.

• Next, the teacher should ask the students to turn the cards over and in order read aloud the event that is printed on the reverse side. The teacher should ask the students (as a class) if they are familiar with any of the events. dAy 2: The teacher should show the Events in German History PowerPoint (PowerPoint 3.1 A on resource disc), which illustrates each of the events from the previous day’s timeline construction activity. Based upon the degree of depth necessary, the teacher should explain the events represented on each slide. The visuals can serve as springboards for discussion.

whOle grOuP reflecTIOn: • The teacher should facilitate a discussion of the impact that Germany has had on the history of the world.

What impact has this activity had on their understanding of chronology or sequencing of events? Why are “turning points” essential for understanding chronology?

mOdIfIcATIOns: • Students will create a “clothesline of German history” that will be hung in the classroom. This strategy is based on the students’ Events of German History Placards Activity of Day 1. The teacher will install a clothesline across the classroom, and the students will place the placards in chronological order.

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•• This lesson focuses on 24 events in German history. Depending on the age or ability level of the students or the amount of time that the teacher can devote to history, the teacher may wish to modify the number of events on the PowerPoint (PowerPoint 3.1 A on Resource Disc).

•• Depending on the age or ability of the students, the teacher may require each student to research one or more events on the timeline and be prepared to share that information with the rest of the class.

Extension: •• This lesson focuses on sequence but not duration. The teacher may wish to help students develop a more accurate sense of chronology by building in a sense of duration. This lesson can also become a math lesson by having the students, on graph paper, mark off equidistant intervals of time (for example every fifty years) and then placing the events on the exact location on the timeline. In this manner, they will not only sequence the events, but also indicate the actual passage of time between events. This will result in the 19th and 20th century events grouped together at the right end of the timeline, while the earlier events will be stretched out much further from each other.

Source: National Center for History in the Schools (n.d.) University of California, Los Angeles. Retrieved on 17.1.13 from http://www.nchs.ucla. edu/Standards/historical-thinking-standards-1/1.-chronological-thinking

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3.2 fAmOus germAns fOcus QuesTIOns: • what positive effect can creative, inventive, and thoughtful people have on society?

• how can they influence their surroundings and make an impact on the future?

sTAndArd

#2 TIME, CONTINUITY AND CHANGE.

lessOn OvervIew: This lesson introduces students to the many Germans who have made a positive impact on German society and the world. Students will research famous Germans and share the information with their peers by assuming the identity of the famous person.

TeAcher bAcKgrOund InfOrmATIOn: Learning about the “famous” people of a country helps students realize how great an impact one person can make; how one person’s contribution can affect the direction of a society and sometimes even the world. Throughout its history, Germans have contributed not only to German society and culture, but have made significant impact on the fields of music, philosophy, literature, politics, science, art, etc. Bach, Bismarck, Kepler, Merkel and Dürer stand out in their respective fields. A list of important and influential Germans in past and present history is provided for the teacher’s convenience.

Goethe and Schiller Monument, Weimar

TIme: 3-4 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • Benjamin Franklin Playing Card Handout (handout 3.2 A on resource disc) • Who Am I? Famous Germans in History - Past and Present Handout (handout 3.2 b on resource disc) • Biography Playing Card Handout (handout 3.2 c on resource disc) • Deck of Cards

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Procedure: Day 1: Anticipatory Set: The teacher will hold up a deck of cards and ask students what games or activities they have played using cards. Explain that they will be creating a card game similar to Concentration where they will have to use their memory about famous people! The details will be explained later.

•• The teacher should project the blank Benjamin Franklin Playing Card Handout (Handout 3.2 A on Resource Disc). The teacher will fill in the categories as students share their knowledge of this famous American. Since it is unlikely that the students will be able to come up with all of the information, this is an excellent time for the teacher to discuss what resources they might use to find the remaining information. What is available? If the Internet is used, what sites are more reliable than others? For closure, the teacher may display the completed card.

•• Now the teacher should explain the challenge! Tell students that they are going to (a) research the biography of a famous German - past or present - who has made a positive impact on society, (b) create a “playing card” of biographical data that will be used for talking points as (c) they assume their person’s identity and introduce “themselves” to the class.

•• Prior to distributing the Who Am I? Famous Germans in History - Past and Present Handout (Handout 3.2 B on Resource Disc), the teacher should ask students if they know any famous Germans who have made or are making a positive impact. If the teacher chooses, any additional names mentioned by the students may be added to the list.

As the teacher reads through the list of names, the students should star any person with whom they are familiar or whom they would be interested researching based on the time period in which the person lived or the area of the accomplishment. It is the teacher’s discretion to either assign the names or allow the students to choose whom they will research. The students will use the Internet and any available sources to help them complete the Biography Playing Card Handout (Handout 3.2 C on Resource Disc). Only half of the paper is used so that it resembles the shape of a playing card. Since the card will be cut out eventually, the students may use the available space for brainstorming, etc. The teacher should remind students that a picture of the person must be pasted on the back of the card. This may be a hand drawn or a printed image. Once students know the name of their person, the remaining class time may be used for research.

Day 2: Research continues as the teacher monitors student progress. For homework students should find clothing and props to help them take on the physical look of the person. They must also find or make an object that is an artifact or symbol of the German person. The teacher should remind students that they will use their playing cards as “talking points” when they introduce themselves - in character - to the class the next day.

Day 3: On their own paper, students will take notes as each famous German introduces “himself” and shares his life.

Either the student will write their German name on the board, or the teacher may provide students with a list of the Germans they will be meeting. Each student will speak to the class in costume of some variation and share facts about his life as indicated on the playing card. The student may accept 3 questions from the class that will allow greater interpretation on the part of the student. The teacher should collect the cards.

After each student has presented the teacher will assess student knowledge by stating a fact that was shared during the presentations. Students may use their own notes to help them determine who the German is.

Day 4: Students should be asked to take a sheet of paper and fold it into 4 sections. In the center of the paper, they should write: Famous Germans. Students are then divided into 4 groups. Each group will be given one-fourth of the German playing cards which the teacher collected from the students the previous day and be asked to place the cards in a row with the face down. The students are given 1 minute to review the cards. In one box

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of their paper or score sheet, they are to list in order of the cards the names of the Germans they remember (spelling does not count). After 30 seconds the cards are flipped and the students may check to see who knew the most answers. The cards are turned face down for the next group. They should keep a tally of their correct answers. All students will rotate around the room and continue the procedure until all four stations have been played. If time allows, the cards may be reshuffled and distributed for play to begin again. Students can use the back of their original score sheet.

Whole Group Reflection: •• Were there any similarities among the people? Did they have similar character traits or situations? What conclusions may be drawn about famous people? What makes someone famous?

Modifications: •• Depending on the level of the students, the teacher may wish to limit the number of choices and/or allow students to work in pairs or groups.

•• Instead of assuming the identity of the famous German, students could share their research with the class and then tack the completed card on the classroom wall or bulletin board for a German “Wall of Fame.”

Extensions: •• The teacher may require students to write an essay about their person.

•• According to the report of the US Census Bureau in 2010, 49.8 million Americans (15.2%) consider themselves of German or part German ancestry (2010 Census issued June 2010, US Census Bureau). Starting in the 17th century when they first arrived in America, Germans have contributed to American life. To help students understand the richness of German-American contributions, teachers may wish to assign the following activity: German American Hall of Fame Scenario: As a sign of friendship between the United States and Germany, an organization of German Americans has announced the creation of a German American Hall of Fame to be constructed in Washington, DC to honor German immigrants who have made significant contributions to American society. As a German American, you have decided to submit a letter of application to the panel of historians who will make the selections.

I. Using the internet, research your historical figure: John Jacob Astor, John Jacob Bausch, Albert Bierstadt, Wernher von Braun, Albert Einstein, Karl Fleischmann, Walter Gropius, Henry Heinz, Henry Kissinger, Emanuel Leutze, Henry Lomb, Franz Daniel Pastorius, Joseph Pulitzer, John Augustus Roebling, Carl Schurz, Margarethe Schurz, Henry Steinweg (Steinway), Levi Strauss, John Peter Zenger II. Write a one-page typed letter of application (in the first person) to the German American Hall of Fame Selection Committee. In your letter, you should address why you believe you should be selected. You should include your accomplishments.

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3.3 Lessons of the holocaust Focus Questions: • What can happen when bullying is not stopped?

• How can all of us work to ensure that no one is victimized?

• How do people confront chapters of their history that reflect prejudice, discrimination, persecution, and genocide?

• How may we learn from the past to create an ethical and civil present, and design a future that respects people everywhere?

Standard

#2 Time, Continuity and Change.

Lesson Overview: Students will be introduced to the subject of the Holocaust through a discussion of bullying, an aggressive social behavior with which most students are familiar. After reading and discussing Eve Bunting’s picture book Terrible Things: An Allegory of the Holocaust (based on Martin Niemöller’s “First They Came …” statement), students will explore and increase their understanding of the concept of a person’s responsibility to speak up and take action rather than standing by and watching when human dignity is threatened. With their background experiences with bullying in their own school, students are very aware of the verbal, emotional, and physical abuse that can be involved. After participating in a variety of activities students will gain an understanding of how bullying could lead to events as horrific as the Holocaust and learn strategies to prevent acts of genocide from occurring again. They will read one of two picture books on “upstander” actions during the Holocaust — Rose Blanche by Roberto Innocenti and The Flag With Fifty Six Stars by Susan Goldman Rubin, read about and discuss the Kindertransport, and examine sculptural representations by artist Frank Meisler. To explore the basis for this lesson plan and to learn more about how to teach about the Holocaust and bullying, please visit the following links: •• Facing History: http://www.facinghistory.org/resources/strategies/word-wall-promoting-group-lit •• Anti-Defamation League: http://archive.adl.org/education/courttv/pyramid_of_hate.pdf •• Partners Against Hate:http://www.partnersagainsthate.org/educators/middle_school_lesson_plans.pdf

Teacher Background Information: Teaching the Holocaust can be an incredibly challenging endeavor for the teacher and even more so when determining the appropriate age at which children can possibly comprehend the magnitude of the event. According to the United States Holocaust Memorial Museum, “Students in grades 6 and above demonstrate the ability to empathize with individual eyewitness accounts and to attempt to understand the complexities of this history, including the scope and scale of the events. While elementary students are able to empathize with individual accounts, they often have difficulty placing them in a larger historical context…. Elementary school can be an ideal location to begin discussion of the value of diversity and the danger of bias and prejudice” (USHMM).

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While the Holocaust may seem disconnected to students’ lives, bullying, unfortunately, is not so foreign to our students. Many of our students have experienced bullying in one form or another and, obviously, some may have acted as bullies. The following activities are designed to help students realize that bullying is the seed that can grow into horrific actions such as genocide, if not stopped. Only by having students acknowledge the suffering that people have endured, can they prevent the violence that caused such suffering from occurring again. Students will understand that they have choices to make and that the consequences of being a bystander rather than an “upstander” can be horrifying. (In Holocaust terminology, the term “rescuer” is often used; this word may be too strong in its application to students and their desired actions.) They must learn to fully accept people of other backgrounds and to fight discrimination and violence directed at those we feel are different than us. As a Johann Wolfgang von Goethe quote from Maximen und Reflexionen (inscribed on the wall of the Visitor’s Cafeteria at Buchenwald Concentration Camp Memorial) states: Toleranz sollte eigentlich nur eine vorübergehende Gesinnung sein: Sie muss zur Anerkennung führen. Dulden heißt beleidigen.

(Tolerance should only be a temporary attitude; it must lead to recognition. To tolerate means to offend.)

The following terms will be used throughout the lesson: • Victim - one who has been the target of negative actions • Perpetrator - one who takes negative action against another • Bystander - one who sees unacceptable behavior but does nothing to stop it • Upstander - one who chooses to take positive action in the face of injustice in society or in situations where individuals need assistance • Bullying - repeated harmful acts against a person(s) involving taunts, property destruction, exclusion, rumors, etc.

There are laws and expectations in Germany regarding teaching and learning about the Holocaust. Teachers who are interested in knowing more about how the Holocaust is taught in Germany should refer to the Transatlantic Outreach Program’s text for secondary educators: Germany In Focus found at www.goethe.de/top.

TIme: 7 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • Sample Parent Letter (handout 3.3 A on resource disc) • A copy of Eve Bunting’s Terrible Things: An Allegory of the Holocaust (not available on Resource Disc) • 4 copies of Susan Goldman Rubin’s The Flag with 56 Stars (not available on Resource Disc) • 4 copies of Roberto Innocenti’s Rose Blanche (not available on Resource Disc) • The Flag with 56 Stars Listening and Writing Activity (handout 3.3 b on resource disc) • Rose Blanche Listening and Writing Activity (handout 3.3 c on resource disc) • Kindertransport Excerpt (handout 3.3 d on resource disc) • Kindertransport PowerPoint (PowerPoint 3.3 e on resource disc) • Blank index cards LET’S EXPLORE MODERN GERMANY

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Procedure: Week Prior: Prior to starting the lesson, the teacher should send home a letter to the parents and guardians about the upcoming curriculum. This will allow parents to be prepared to discuss any questions or concerns their child may have. Parental support is an essential component for the success of this lesson. A sample letter is provided (Handout 3.3 A on Resource Disc).

Day 1: •• Anticipatory Set: The teacher should begin class by announcing to the students that he/she is going to read a story to them and would like for them to listen closely to the plot. The teacher should only tell the students the first part of the book’s title, Terrible Things, and not indicate that it is an allegory of the Holocaust. As the teacher reads the book to the students, he/she should show the students the illustrations at the appropriate times.

•• The teacher should then facilitate a discussion of the book using the following questions as a guide: °° How did the animals in the woods get along before the Terrible Things came? °° Who first notices the Terrible Things? °° How did he know they were there? °° How did the animals react to the Terrible Things when they first came for the creatures with feathers on their backs? °° How did Little Rabbit’s father respond to Little Rabbit’s question: “Why did the Terrible Things want the birds?” °° How did the animals explain the selections made by the Terrible Things? °° Why do you think the Terrible Things take away the animals one group at a time? °° Why does Little Rabbit’s father disagree with Little Rabbit when Little Rabbit suggests that they leave the woods because the Terrible Things might return? °° Of all the animals in the woods, which was the wisest? Explain. °° The teacher should ask the students to select an animal mentioned in the story. Could that animal have done anything to stop the “terrible things” from happening? °° Why didn’t the animals in the woods join together to stand up to or resist the Terrible Things? What are some possible things that the animals could have done to help the others who were being taken away? °° How does the author describe the Terrible Things? What verbs/action words does she use? °° Why do you think the illustrations are in black and white and not color?

•• Next, the teacher should write the phrase “terrible things” on the board and ask the students to identify what they would consider terrible things. The teacher should list their responses on the board and then to ask the students to reflect on whether “terrible things” can be avoided. Next, the teacher should introduce and define the term allegory, a story in which people, things or happenings have a symbolic meaning. The teacher should ask the students why they think this story is an allegory: what do the animals represent? Again, the teacher should ask the students to think about why the animals don’t help each other. The students might brainstorm ideas with a partner and share their thoughts with the class.

•• To bring closure to the discussion, the teacher should ask the students to reflect on these questions: °° Why do people sometimes hurt each other? How do they justify doing so? °° Can you connect the animals in the story to your life?

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Day 2: •• Ask students to divide a notebook sheet of paper into 4 parts. In each box students should write one of these letters: V, P, B, and U. Ask students the following questions: 1) In section V, describe a time when someone’s words or actions hurt you.

2) In section B, describe a time when you saw an act of bullying, and you did nothing.

3) In section U, describe a time when you saw an act of bullying, and you became involved.

4) In section P, describe a time when your words or actions hurt someone.

Explain to students that most people can admit to having acted in each manner. Does anyone know what each letter stands for? The teacher should discuss each term with the students. °° Victim - one who has been the target of negative actions °° Perpetrator - one who takes negative action against another °° Bystander - one who sees unacceptable behavior but does nothing to stop it °° Upstander - one who chooses to take positive action in the face of injustice in society or in situations where individuals need assistance In the center of the paper the students should write the word, Bullying. No one is perfect, but when these actions become repetitive, it becomes more serious. Perhaps the teacher may lead the class in a discussion asking the students to share their actions with the class. Prior to starting the discussion, the teacher should remind the students that everyone has the right to speak without negative comments from others. No tolerance for bullying starts now. The teacher might want to connect the allegory of the animals in the woods to the topic of bullying.

•• Next, the teacher should draw a pyramid on the board with five rows or levels. From bottom to top, the categories of the rows should read: Stereotyping and Prejudice, Discrimination, Scapegoating, Violence and Hates Crimes and Genocide. This will stand for the “Pyramid of Hate” (as referenced by the Anti-Defamation League). As the teacher writes each category on the pyramid, he/she should discuss the terms and their definitions with the students. Even the younger students will be able to give examples of situations fitting each category after the teacher defines the term.

•• For homework, the students should make a list of words that fit the topic of bullying, e.g., bias, hate, peer pressure.

Day 3: •• As the students enter the room the teacher should hand them each a blank index card. Using their homework paper, the students should begin to share their words. The student writes the word on the index card, and it’s placed on a bulletin board or on a wall to create a “word wall.” This continues until student examples are exhausted. During this exercise the teacher may choose to have the students define the word or give an example of its meaning. Below are some examples the teacher may wish to include:

beliefs

belonging

bias

bullying

bystander

discrimination exclusion

genocide

hate

inclusion

membership

peer pressure

perpetrator

persecution

prejudice

cyberbullying

scapegoat

tolerance

victim

violence

rescuer

upstander

acceptance

conformity

ostracism

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•• The teacher should explain to students that they are going to create a skit that includes one of the bullying terms that the teacher hands them from the bulletin board of index cards. The skit will include 4 characters playing the parts of a victim, perpetrator, bystander, and upstander. On the board the teacher may draw the victim triangle from Holocaust Museum Houston on the board in order to better visualize the 4 roles of each skit. The three points of the triangle should be labeled with: Bystanders, Perpetrators, and Rescuers/ Upstanders. The middle of the triangle should be labeled victims. Which role would the students choose?

The Triangle Rescuers/Upstanders

Bystanders

Perpetrators

Which role do you choose?

•• The teacher should divide the students into groups of 4 and give each group one of 7 scenarios. The students should work together to write a skit that shows a bullying situation and the way to diffuse the situation and stop the bullying from continuing by using one of the strategies. The bystander can eventually turn into an upstander. Each skit will be performed in 2 minutes or less. After each skit, the teacher should have the students explain the strategies used.

Scenario 1: A student walks into class. Another student looks at him, turns to a friend, whispers, and laughs.

Scenario 2: A student walks into the lunchroom and doesn’t see anyone he knows. He starts to sit down at a table and is told that he’s not wanted there.

Scenario 3: A student is on the playground and tells a rumor that he’s heard about one of the other students.

Scenario 4: A student is waiting at the bus stop talking to some friends. Another student comes up and asks why the others are talking to this lowlife.

Scenario 5: A student is out of school for a religious holiday. Few if any of the other students are his same religion. When he returns to school a student says that he must be weird if he believes in that stuff.

Scenario 6: A student is in gym class but isn’t very athletic. He misses the winning basket at the last second.

A student starts calling him a loser!

Scenario 7: A student leaves his backpack outside his locker to quickly catch up with a friend down the hall.

Another student reaches in and takes his cell phone.

Day 4: Each group presents its skit. The teacher should hold a debriefing after each skit by asking students the strategies that were used to stop, prevent, or avoid a potential bullying situation.

DayS 5-6: The focus will now shift to the Holocaust. This section presupposes that the teacher has basic familiarity with the events of the Holocaust. There are many resources that one can acquire to gain a fundamental knowledge of this genocide. Two major sources are the websites of the United States Holocaust Memorial Museum (http:// www.ushmm.org) or the Florida Center for Instructional Technology (http://www.fcit.usf.edu/Holocaust/default.htm).

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•• This is an English Language Arts listening and writing activity. As a modification, the teacher may choose to read only one book and have the students complete the activity as directed on Handouts 3.3 B and 3.3 C on the Resource Disc or the teacher may decide to divide the students into groups of three to complete the activity in small groups. The students would read the book orally to each other; therefore, the directions on the handout would need to be revised.

•• The picture books are: The Flag with 56 Stars by Susan Goldman Rubin — a group of Mauthausen concentration camp survivors created a hand-stitched U.S. flag, inadvertently adding an extra row of stars, as a token of gratitude for their liberators. The commanding officer ordered that the flag be flown over the camp as a symbol of freedom.

Rose Blanche by Roberto Innocenti — Rose Blanche discovers the horrors of a concentration camp in the woods. She takes food to the children incarcerated there until the town is liberated. When she travels to the camp on that day she is ironically shot by the soldiers.

•• There are many age appropriate books that deal with the Holocaust. The teacher may wish to allow students an ELA period to read a variety of books independently and then share their favorite with the class. Some excellent choices are: Butterfly by Patricia Polacco Star of Fear, Star of Hope by Jo Hoestlandt, Johanna Kang and Mark Polizzotti Benno and the Night of Broken Glass by Meg Wiviott and Josee Bisaillon Best Friends by Elisabeth Reuter When Hitler Stole Pink Rabbit by Judith Kerr Number the Stars by Lois Lowry The Devil’s Arithmetic by Jane Yolen.

Day 7: Children were the innocent victims of the Nazi genocide. It is estimated that 1.5 million children perished. But, about 10,000 Jewish children from Germany, Austria, Czechoslovakia, and Poland were rescued as a result of the efforts of the British Committee for the Jews of Germany and The Movement for the Care of Children from Germany. The Kindertransport (the children’s transport) was the largest and most successful rescue of endangered children from occupied Nazi territory during the outbreak of World War II. Starting in December of 1938 and continuing for a nine month period, children, three months to seventeen years, left their parents and they traveled on a journey to Great Britain in pursuit of freedom. The children traveled by train and then ship, from Berlin, Vienna, Prague and other central European cities in central Europe and ultimately brought into the Liverpool, Harwich Station in Great Britain.

•• The teacher should explain that there were rescuers who sought to save Jewish children and to bring them to Great Britain. Before distributing a short reading, Kindertransport Excerpt (Handout 3.3 D on Resource Disc), the teacher should have the students analyze the compound word and try to figure out its meaning.

•• In the ensuing discussion, the teacher should ask the students the following questions: °° What made parents say goodbye to their children and send them off alone to a strange country, knowing that they might never see them again? °° Does anything like this happen today in the conflicts occurring around the world? °° Who made the Kindertransport possible and how was it done? What were the difficulties that had to be overcome? °° What are the qualities of a person who is able to recognize a problem such as how to get Jewish children out of Germany and single-handedly do something to solve it? Are there people today who try to change the world for the better? Who are they and what do they do?

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•

One of the children of The Kindertransport was sculptor Frank Meisler, who was born in Gdansk (Danzig) (modern day Poland), educated in England and now lives in Israel. His Kindertransport project came about after he was commissioned to make a Kindertransport-themed piece for Liverpool Street Station, London, where the trains arrived. The resulting monument was unveiled in 2006 and depicts a group of Jewish children standing with luggage on railway tracks. (See Kindertransport PowerPoint 3.3 E on Resource Disc.) Meisler states, “What I wanted to do was reconstruct in a railway station, where people are rushing to and fro all the time and have no time for anything except their agenda — a picture of what it was like for a group of children to come out from wherever they came and just confront a moment of transition. We arrived on the train as children. When we stepped out we were adults, because we had then been handed the responsibility for our own lives” (The Jewish Chronicle). On November 30, 2008, 70 years to the day when the first Kindertransport to Britain began, commuters at Friedrichstraße Station witnessed the unveiling of Meisler’s sculpture, “Trains to Life and Trains to Death”. It depicts a boy and girl with luggage, moving towards the train that would save them. They stand with their backs to a group of five other children whose fate was very different. “You cannot really recreate a sculpture showing the departure of the children, rather than the arrival as we did in London, without acknowledging that 1.6 million children didn’t make it,” according to Meisler. (See Kindertransport PowerPoint 3.3 E on Resource Disc.) In 2009, the third memorial sculpture depicting the same children as the Liverpool statue was commemorated outside the Gdansk Poland station, the place where Meisler himself left for Great Britain. In December 2011 he unveiled a public sculpture in the port of Rotterdam, Holland called “Channel Crossing to Life”.

•

The teacher should show the students the Kindertransport project (See Kindertransport PowerPoint 3.3 E on Resource Disc) and ask the students to indicate the similarities and differences among the four pieces.

In what ways is the Berlin sculpture similar to those in Gdansk, Liverpool and Holland? In what ways is it different? Do they feel that they reflect the Kindertransport?

•

If there is time, the teacher might assign the students to design and construct in groups a memorial to the children of the Holocaust who were not rescued.

Whole Group Reflection: •• Expanding beyond the discussion of the Holocaust and returning to the topic of bullying as a means to tie the lessons together, the teacher might ask the students to reflect on the following questions: °° Which is more important, freedom or safety? °° What things in your life would you refuse to give up even if your life was threatened? °° What items are necessary for your survival? °° Would you speak up if you saw someone being bullied? °° What can we all do to stop bullying?

•• How may we learn from the past to create an ethical and civil presence and design a future that respects people everywhere?

Modifications: •• The teacher may choose to have students write personal narratives about bullying situations they have encountered, rather than create and perform a skit.

•• As a modification, the teacher may choose to read only one book of the picture books and have the students complete the activity as directed on the handout, or the teacher may decide to divide the students into groups of three to complete the activity in small groups.

•• With older grades, the teacher might introduce Martin Niemöller’s First They Came… statement as the last segment of the Anticipatory Set: this could be projected on the board or distributed and read aloud.

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“First they came for the socialists, and I did not speak out because I was not a socialist, Then they came for the trade unionists, but I did not speak out because I was not a trade unionist, Then they came for the Jews, But I did not speak out because I was not a Jew, Then they came for me--and there was no one left to speak for me.”

-Anti-Nazi pastor Martin Niemöller Next the teacher should instruct the students to read the passage silently to themselves, and then the teacher should conduct a group discussion beginning with the following questions: °° What is the author trying to say? Why? °° Is it the responsibility of people in a country or place to look out for each other? Why or why not? °° Should citizens of one country or ethnic group look out for citizens of another country or ethnic group? °° Why or why not? °° What is a socialist? A trade unionist? °° What does the word “they” refer to in each line?

The teacher should ask the students to discuss with a partner an experience they’ve had when they felt like they observed something that made them want to take action, but they didn’t.

Finally, the teacher should facilitate a class discussion in which the students connect the Niemöller statement to school life, and then national and international events. Are there times when some students are singled out by others? What do most students do when this occurs? What national moral obligations do we have to aid people in other countries?

Extensions •• Spielzeugland (Toyland) is a short film by German director Jochen Alexander Freydank which won the 2009 Academy Award for Best Short Film (Live Action). This approximately 13 minute piece is an incredible film that students will understand. It’s short, has subtitles, and is very poignant. The teacher must decide if it is age appropriate for the class. The tone and message may be too serious for younger students. It’s about a young boy in 1942 Germany whose best friend is Jewish and is going to be deported. His mother tells him the family is going to Toyland. He wants to go. On the day of the deportation he is missing.

The film can be viewed at the following link: http://vimeo.com/71179246 After viewing the film, the teacher should ask the students to respond to the following questions: °° What is the relationship between David and Heinrich? °° What have the Silbersteins been told by the Nazi authorities? °° What does Heinrich’s mother tell him about the Silbersteins’ “upcoming trip?” °° How does Mr. Silberstein also prevent Heinrich from discovering the truth? °° What does Mrs. Meissner do when she discovers that Heinrich is not in his room and his toys and suitcase are missing? °° Why do the SS Officers stop her at the station? °° What does Mrs. Meissner discover when she sees the Silbersteins in the freightcar? °° What decision must the Silbersteins make?

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°° Why did Mrs. Meissner take the boy with her? °° What assumption can we make about David at the end of the film?

Optional activity: the teacher might ask the students to rewrite the ending of the film.

•• Stolpersteine (tripping stones): From the large Memorial dedicated to the Murdered Jews of Europe to the smaller monuments and tributes in former Jewish neighborhoods in German cities and towns, memorials to honor those who perished during the Holocaust abound. Others commemorate the experiences of other groups such as homosexuals, Roma and Sinti, the disabled, etc. Perhaps the most unique are the Stolpersteine, small bronze plaques (10 cm²) placed about half an inch above the sidewalk in front of the last known residences of Jews and other Holocaust victims. These stones are designed and have been personally installed in the public sidewalks by Gunter Demnig, a German artist, beginning in 2004. “A person is only forgotten, if his name is forgotten,” he says. “Here lived” is the heading on each stone. Underneath there is a name, a date of birth and a date of deportation to a camp, followed by the fate of the individual, usually “murdered,” and the location if different than the place of deportation. After discussing the Stoplersteine, the teacher might suggest that the class sponsors the installation of a stone in a German city. The contact information is gunter.demnig@stolpersteine.eu. The cost for one bronze plaque is 95 € and you can visit the following link for more information: http://stolperstein.eu/en •• Paper Clips (2004) is a documentary following a classroom in Whitwell, TN. As a part of their study of the Holocaust, the children of the Whitwell Middle School collected over 6 million paper clips representing the 6 million Jews killed by the Nazis. The teacher may show the short clip found here: http://www.youtube.com/ watch?v=GP15cY3f7UA and discuss ways in which we can remember those who perished in the Holocaust.

Students could then research Holocaust memorials found around the world and give a presentation to the class. If possible, the teacher could show the entire documentary.

Sources: The Jewish Chronicle (n.d.). I Turned My Great Escape into Art. Retrieved 27 January 2013 from: http://www.thejc.com/arts/arts-features/iturned-my-great-escape-art The Kindertransport Association (n.d.). Kindertransport and KTA History. Retrieved 27 January 2013 from: http://www.kindertransport.org/ history04_Britain.htm United States Holocaust Memorial Museum (n.d.). Guidelines for Teaching about the Holocaust. Retrieved 27 January 2013 from: http:// www.ushmm.org/education/foreducators/guideline/

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3.4 Operation Vittles Focus Questions: • How have individuals or groups worked together to help those in need?

Standard

#2 Time, Continuity and Change.

Lesson Overview: Students will review the division of Germany after WWII and learn about the Berlin Airlift, code name “Operation Vittles,” which was conducted as a result of the Soviet Blockade of Berlin during 1948-1949. Students will engage in an English/Language Arts listening and writing activity as the teacher reads the non-fiction picture book, Mercedes and the Chocolate Pilot, by Margot Theis Raven.

Teacher Background Information: After World War II (from 1945 through 1949), the Allies divided Germany into 4 occupation zones with each zone being controlled by one of the Allies (United States, Soviet Union, United Kingdom, and France).

Since Berlin was the capital of Germany, the Allies decided to divide the city into four sectors and each of the Allies would control one sector, even though Berlin itself was physically within the Soviet zone. As a result of differing philosophies over the administration and the future of Germany, the communist Soviet government began to disagree with the democratic governments of the other Allies. Thus, the Soviets wanted the Western Allies to leave West Berlin as it was within their zone. The United States, United Kingdom, and France felt that if they left West Berlin it would come under the communist regime. It appeared that, even though the Allies were to eventually return Germany to German rule, the Soviets would not give up their control. To prevent the spread of communism, the Western Allies decided to remain in West Berlin. Neither the Soviets nor the Allies used their military power to remove the other. With the memory of WWII so fresh in their minds, no one wanted to start another war; hence the Cold War began. Berlin became one of the so-called “battlegrounds” in this new kind of warfare.

The night of June 23, 1948, the Soviets blocked all of the railways, roads, and waterways to prevent supplies from entering West Berlin. However, the Soviets did not stop the Western Allies from using the airspace. The Western Allies decided to fly planes into Berlin with supplies; this is called the Berlin Airlift, which lasted until August 27, 1949, over three months after the Soviet Blockade had ended on May 12, 1949. The supply boxes containing such items as coal and food were flown to the awaiting West Berliners. Every 3 minutes a plane took off from Tempelhof Airport in West Berlin after having

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dropped off the supplies. The code name for this military mission was “Operation Vittles.” Even American songwriter Irving Berlin wrote a song called “Operation Vittles” for this effort.

What about the children of Berlin? An American pilot, Lt. Gail Halvorsen, met some children along the fenced area of Tempelhof Airport and was touched by their politeness when he gave them some gum he had in his pocket. He told the small group of children that he would drop them some candy when he flew over the area the next day. He used handkerchiefs to make parachutes and attached gum and candy. He knew this was not following the rules, but he wanted to give the children some happiness. The small group of children grew to hundreds. Soon the Candy Bomber, Chocolate Pilot, Uncle Wiggly Wings, was discovered! His mission was allowed to continue and soon American candy companies and schools and other groups began to send candy to Berlin for the Chocolate Pilots to drop the candy bombs. This small act of kindness helped to create a foundation of respect and cooperation between the American and German people that extends to this day.

TIme: 3 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • 1 copy of Mercedes and the Chocolate Pilot, a picture book by Margot Theis Raven • Operation Vittles: The Berlin Airlift PowerPoint (PowerPoint 3.4 A on resource disc) • Mercedes and the Chocolate Pilot ELA/ SS Listening and Writing Activity (handout 3.4 b on resource disc)

PrOcedure: dAy 1: Anticipatory set: To help students understand the significance of the airlift, the teacher will ask the students as a group to generate answers for the following scenarios by projecting Slide 1 from the Airlift PowerPoint (PowerPoint 3.4 A on resource disc). A brief script accompanies each slide to offer the teacher discussion points. slide 1: Title slide 2: Pretend that you are living in a castle, and the enemy is approaching. The drawbridge over the moat is raised just in time to prevent the knights from entering. Now what? What needs must be met for you to survive? e.g. food, water, heat. Your friends would like to help you without starting a battle. What can they do to help you? e.g. dig tunnels, use disguises like the enemy. How many days can you survive before surrendering?

Consider yourself in the same situation, but your friends have access to modern day technology. How might they be able to help you? e.g. use airplanes to drop off supplies The teacher will continue to project the PowerPoint slides as follows. The following discussion points are suggested: slide 3: This 1945 map shows how the Allies divided Germany after WWII. Germany was divided into 4 zones with each zone being controlled by one of the Allies (United States, Soviet Union, United Kingdom, and France). Ask students: 1) Which countries control which zones 2) Why is Berlin noted? 3) Since Berlin is the capital, how do you think it was divided? slide 4: Since Berlin was the capital of Germany, it was decided that each of the Allies would control one sector of the city. Note that Berlin was within the Soviet zone. As time went on the Soviet government which was Communist began to disagree with the democratic governments of the other Allies. The Soviets want-

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ed the Western Allies to leave West Berlin as it was within their zone. The United States, United Kingdom, and France felt that if they left West Berlin it would come under Communist rule. It appeared that even though the Allies were to eventually return Germany to German rule, the Soviets were not going to give up their control. To prevent the spread of Communism, the Western Allies decided to remain in West Berlin. This slide shows how Berlin was divided among the Allies, but remember, in what zone was the city?

Slide 5: Notice that the location of the capital city, Berlin, was within the Soviet controlled zone. What problems do you think arose when the United States, United Kingdom, and France did not do as the Soviets wanted?

Share with the students that the Soviets did not use their military power to remove the Western Allies, nor did the Western Allies use military force against the Soviets. Why? When a student recognizes that the countries were not interested in starting another war after WWII had just ended, discuss the term Cold War. Ask students what measures the Soviets might have taken without engaging in conflict. The Soviets “closed their arms,” blocked all of the railways and roads to prevent supplies from entering West Berlin and the Western Allies from entering or leaving the city by land or water. This action was called the Berlin Blockade. Based on this context, have the students define the term blockade. Remind the students of the Anticipatory Set activity that deals with a castle surrounded by an enemy. Go to the next slide and have students share their ideas as to what might have happened next.

Slide 6: What can the Allies do to prevent WW III? Allow students to brainstorm ideas.

Slide 7: Upon looking at the picture have students speculate what the Western Allies decided to do!

Explain that the Western Allies’ decision to fly planes into Berlin with supplies is called the Berlin Airlift.

Ask students: 1) How many months did the airlift last? (about 13 months). Explain to students that only air routes were still available to transport supplies. Discuss the complexities of the effort to do this, e.g. organization of available airports and collection and distribution of goods.

Slide 8: Every 3 minutes a plane took off from the Tempelhof Airport in West Berlin. The code name for this military mission was “Operation Vittles.” The teacher should define the word vittles and then ask the students why this term was a good choice.

Slide 9: What about the children of Berlin? Ask the students to examine the picture and share what they see. What must their lives have been like? What were their needs? What were their wants? Break students into groups of 3. Ask students to discuss these issues in small groups. One person should be designated the secretary for the group and on a sheet of paper list their thoughts into two columns labeled “Wants” and “Needs”. They should share their answers with the whole group.

Slide 10: What is the reaction of the children as they see the plane? Why might they react this way?

Slide 11: Ask the students, what might the tiny parachutes hold?

Slide 12: Here is an example of one of those tiny parachutes.

Slide 13: Stop the slideshow. Explain that during the next class they will find out what those tiny parachutes held for the children of Berlin. Ask students to be prepared to share their ideas tomorrow.

Day 2: The teacher may ask the students to share what they think the parachutes held for the Berlin children. Optional: If any student offers candy as a possibility, the teacher could then distribute small chocolate bars to the students as the story is read aloud, or the candy could be given after the reading.

The teacher will conduct an interdisciplinary social studies/English Language Arts (ELA) listening and writing activity by reading aloud the non-fiction account of a young girl, Mercedes, and her encounter with the Chocolate Pilot during the Berlin Airlift.

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The students will be engaged in a listening activity as the picture book, Mercedes and the Chocolate Pilot is read orally to the class. Prior to reading the teacher should distribute the Mercedes and the Chocolate Pilot ELA/SS Listening and Writing Activity (Handout 3.4 B on Resource Disc) and read the directions with the students. The book should be read twice orally. During the readings the students should take notes in the box provided using any graphic organizer that they prefer, e.g., webs and charts. The questions should not be reviewed prior to the readings. However, as a modification, the teacher may read the questions with the students before they listen to the story. As a modification, the teacher may choose to have the students complete only selected writing activities. These may be completed in class or for homework.

Day 3: Begin class by asking students what they would like to know more about. Perhaps the next slides will answer some of their questions. Allow students to be the “script”. They should have enough background information to explain the following slides.

Slide 14: You’ve just heard Mercedes’ story. Now, let’s meet the real people. Lt. Gail Halvorsen meeting the children of Berlin at the fence along Tempelhof Airport.

Slide 15: The Chocolate Pilot, Lt. Gail Halvorsen, prepares the candy parachutes.

Slide 16: Lt. Gail Halvorsen reading the letters he received from the Berlin children. Perhaps he’s reading Mercedes’ or Peter’s letter!

Slide 17: This map shows the air routes used during the airlift. Note that there were 2 air corridors to enter West Berlin and one to exit. This organization helped with the air traffic control. There were pilots and crewman who lost their lives during “Operation Vittles.” Bad weather was the cause of many of the crashes.

Slide 18: This memorial to the Berlin Airlift may be found at the Tempelhof Airport in Berlin. What do you think the shape symbolizes? It represents the 3 air routes used for the airlift. The Germans refer to it as the “hunger rake.”

Slide 19: This memorial to the Berlin Airlift is in England.

Slide 20: Here is a picture of the real Mercedes and the Chocolate Pilot.

Slide 21: The teacher may wish to have students hear Ret. Col. Gail Halvorsen talk about the Berlin Airlift.

Slide 22: Photo of Uncle Wiggly Wings.

Slide 23: Have students discuss ways in which they might help others in need either as a class or individually.

Whole Group Reflection: •• Yes, the Chocolate Pilot helped to make the lives of children in war torn Berlin happier with his candy bombs, but what he accomplished was far greater. Discuss how one man’s act of kindness affected a nation of people.

Are there any examples of this today?

Modifications: •• Break students into pairs. Give each pair a copy of the book, Mercedes and the Chocolate Pilot to read together instead of the whole group listening activity. Students may then complete the Mercedes and the Chocolate Pilot ELA/SS Listening and Writing Activity (Handout 3.4 B on Resource Disc) independently.

•• Allow students to refer to the picture book while completing the Mercedes and the Chocolate Pilot ELA/SS Listening and Writing Activity (Handout 3.4 B on Resource Disc).

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Extensions: •• For younger children the teacher may wish to have the students make parachutes following the directions provided on the National Museum of the United States Air Force Parachute Activity, located at the following link: http://www.nationalmuseum.af.mil/shared/media/document/AFD-121107-012.pdf. This would be an interdisciplinary Math, Science, Technology (MST) activity. Perhaps candy could be placed inside and the children could deliver them to students in a younger grade following the same act of kindness demonstrated by the Chocolate Pilot.

•• The teacher may direct the students in a fundraising activity to help those in need, be it locally, nationally, or internationally.

•• Students may want to research the real life of Ret. Col. Halvorsen, write a character sketch of this American hero, and discuss where in the world someone like him is needed right now. The essay should give accurate details and comments to persuade others to act in the same manner as Ret. Col. Halvorsen did many years ago.

•• For greater in-depth research on the Berlin Airlift the following websites are suggested to assist students in their search for information: U.S. Centennial of Flight Commission http://www.centennialofflight.net/essay/Air_Power/berlin_airlift/AP35.htm Harry S. Truman Library and Museum http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/ Operation Vittles song by Irving Berlin http://www.coldwar.org/berlinchapter/CWMnewsletter2008feb.english_doc.pdf The Berlin Airlift http://www.maam.org/wwii/ww2_berlin.htm A Child of the Berlin Airlift Tells Her Story http://www.defense.gov/News/NewsArticle.aspx?ID=50295 •• There are many YouTube videos that the teacher may show to the class, or students may use headphones to view the sites during computer lab time.

C-54 -”Spirit of Freedom”- (Candy Bomber) Part #1 - Fly/In C http://www.youtube.com/watch?v=2-WLXynpUTA Berlin Airlift, National History Day Documentary by Josh Brown http://www.youtube.com/watch?v=GOvfNjL1CJc&feature=related Candy Bombers Remembered September 8, 2008 http://www.cbsnews.com/video/candy-bombers-remembered/ Listen to Gail Halvorsen tell his story of the Berlin Airlift! http://www.youtube.com/watch?v=H-4vE6DCLeU •• The teacher may wish to show the PBS video, The Berlin Airlift, which includes interviews with Gail Halvorsen and Mercedes Wild.

Sources: Tunnell, Michael O. (2010). Candy Bomber: The Story of the Berlin Airlifts “Chocolate Pilot.” Watertown, MA: Charlesbridge.

Weisel, Karl (2008, June 17). A Child of the Berlin Airlift Tells Her Story. USAG Wiesbaden Public Affairs. Retrieved January 27, 2013 from: http://www.defense.gov/News/NewsArticle.aspx?ID=50295

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3.5 Rise and Fall of the Berlin Wall Focus Questions: • How does the political climate of an area affect the movement of the people?

• How are the lives of people affected?

• What are ways people adjust, adapt, or challenge such conditions?

Standard

#2 Time, Continuity and Change.

Lesson Overview: This lesson includes a PowerPoint that will provide students with an overview of events between Germany’s division and its reunification, e.g., allied occupation, building of the Berlin Wall, and the reunification of Germany. Students will also gain an understanding of the lives of the people in the former East and West Germany before and after the Berlin Wall.

Teacher Background Information: The conclusion of World War II in Europe saw the onset of what became known as the Cold War. Europe and the world became separated ideologically by the powers of the west, primarily the United States and its allies, and the east or the Communist Bloc, primarily the Soviet Union and its satellite states. Despite being Allies against the Axis powers, the Soviet Union and the United States disagreed about political philosophy and the configuration of the post-war world while occupying most of Europe. The consolidation of the occupied areas of western Germany by the French, British and the Americans resulted in the establishment of the Federal Republic of Germany, whereas the eastern zone, occupied by the Soviets, became the German Democratic Republic. The capital city of Germany – Berlin – was also divided into east and west. The central location of the two Germanys often resulted in their pivotal roles in the Cold War. The building of the Berlin Wall in 1961 symbolized the division of Germany. Two separate systems of government, economics and life developed until 1989 when a peaceful revolution of the people in the east resulted in the demolition of the Berlin Wall.

“The fall of the Berlin Wall on 11/9/89 unleashed forces that ultimately liberated all the captive peoples of the Soviet Empire. But it actually did so much more. It tipped the balance of power across the world toward those advocating democratic, consensual, free-market-oriented governance, and away from those advocating authoritarian rule with centrally planned economies.” – Thomas L. Friedman, The World is Flat (2005) Germany has been reunited since October 3, 1990.

Technically, Germany was actually not “re-unified;” in reality, the German Democratic Republic was dis-

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solved and the people and area of eastern Germany became part of the Federal Republic of Germany. The process of integration, with a few exceptions, was one of the institutions and style of life of the east being replaced rapidly by that of the west.

TIme: 3 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • Rise and Fall of the Berlin Wall PowerPoint (PowerPoint 3.5 A on resource disc) • Rise and Fall of the Berlin Wall Script (handout 3.5 b on resource disc) • Rise and Fall of the Berlin Wall Questions (handout 3.5 c on resource disc) • Triarama Handout (handout 3.5 d on resource disc) • The Wall Came Down Handout (handout 3.5 e on resource disc) • “Endangered Species” Article from Der Spiegel (handout 3.5 f on resource disc)

PrOcedure: dAy 1: • Anticipatory set: The teacher should ask students if they have traveled outside of the United States, outside of their state, and/or outside of their town to visit family and friends. The students should share their responses. The teacher should then ask them to imagine that one day the leaders in power limit their freedom to travel to those same places without permission and in the end construct a physical barrier that restricts their activities. What thoughts/feelings immediately come to mind? The students should share their concerns. The teacher should explain to students that this is what happened to the East German people.

• The teacher should project the Rise and Fall of the Berlin Wall PowerPoint (PowerPoint 3.5 A on resource disc), which depicts the end of World War II, the building of the Berlin Wall, the fall of the Berlin Wall, and the reunification of Germany. Reviewing the Rise and Fall of the Berlin Wall Script (handout 3.5 b on resource disc) will assist the teacher with the presentation. The teacher should distribute the Rise and Fall of the Berlin Wall Questions (handout 3.5 c on resource disc) to the students and review the directions. Students will fill in the answers during the presentation. The handout may be used as notes for activities later in the lesson. dAy 2: The teacher should have the students choose one of the following ELA/Social Studies activities to complete.

This will allow them to decide which activity would interest them most and provide them with the opportunity to work independently investigating and reflecting on what they have learned.

• Choice 1: Triarama Handout (handout 3.5 d on resource disc): This activity is for the students who enjoy drawing, writing and creating visual images to explain ideas and concepts. It is especially for students who are interested in reviewing the details surrounding the Berlin Wall in greater depth. As indicated on the handout, students should refer to information provided on the site for the exhibition: “A Concrete Curtain: The Life and Death of the Berlin Wall” (http://www.memorial.fr/mur_de_berlin/gb/berlin.htm). Once they have researched the Berlin Wall, they will then create a triarama using construction paper. On one panel the students will draw and color a symbol for the period of the Berlin Wall, on the second panel the students will draw and color a symbol representing the fall of the Berlin Wall, and on the remaining panel, the students should write 6-8 sentences answering either 1) How is a reunified Germany different than a divided Germany? or 2) How have the actions of governments effected the lives of the German people? Students may draw or glue pictures representing modern Germany on the outside of the 3 panels. Once completed the students may present their triarama to the class and place it on display.

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•• Choice 2: The Wall Came Down Handout (Handout 3.5 E on Resource Disc). This activity is for the students who enjoy expressing themselves creatively. The purpose of a diamante-antonym poem is to show the differences between two opposite topics; this format lends itself when writing about the time when the Berlin Wall was up and when the Berlin Wall was down.

ELA knowledge of parts of speech and vocabulary is required. For this poem, students will also use their social studies knowledge to describe events before and after the Berlin Wall. Using this poetic form, students will be able to compare and contrast the time when the Berlin Wall was up versus the Berlin Wall being removed. First students will read the poem from The Wall Came Down Handout (Handout 3.5 E on Resource Disc) and answer the listed questions. Then students will create their own diamante-antonym poem according to the provided formula. As a modification, students my use another shape that relates to the poem’s theme rather than use a diamond shape. All poems should be mounted on construction paper. Students may choose to decorate the edge around the poem with appropriate symbols depicting the theme.

Once completed the students may present their poems to the class and place them on display.

Day 3: Students may present their projects.

Whole Group ReflectionS: •• In small groups students may share what they have learned about Germany specifically and in general about the will and determination of people.

•• The teacher should facilitate a discussion of the question: Why were both the 1961-Rise and 1989-Fall of the Berlin Wall turning points in history?

Modifications: •• The students may view the PowerPoint (using the Rise and Fall of the Berlin Wall Script) and complete the handout independently.

•• Students may work in pairs to write a diamonte-antonym poem. One student could choose one of the words for the pairs.

•• Another short follow-up for the anticipatory set might be to show the Transatlantic Outreach Program’s DVD Field Trip to Berlin as it sets the context and stage for the fall of the Berlin Wall. It is accompanied by an Instructional Guide with “Before, During, and After Viewing” instructional strategies and materials.

Extensions: •• The teacher may assign the students to write a journal that includes important events starting with the end of World War II, the building of the Berlin Wall, the fall of the Berlin Wall, and the reunification of Germany.

Their task is to pretend to be a German child who is 10 at the end of WWII. They should retell his/her life during these times as either an East or West Berliner. They should be conscious of their age, which changes with the times.

•• The teacher may wish to show the 1982 movie, Night Crossing. It is based on the true story of a family living in East Germany in 1979, who decides to escape using a hot air balloon. Life under the surveillance of the Stasi in a communist regime is clearly depicted.

•• You are there! After viewing 2-3 YouTube clips to hear the reports that were broadcast during the fall of the Berlin Wall, the students should pretend that they are reporters for an online newspaper, and must send in their eyewitness report of the developing situation.

ABC News Peter Jennings reporting, Nov. 9, 1989: The Berlin Wall Falls (3:20 min.) http://www.youtube.com/watch?v=jnCPdLlUgvo

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ABC News Ted Koppel reporting, Nov. 9, 1989: Beyond the Brandenburg Gate (7:45 min.) http://www.youtube.com/watch?v=b9Q_Nm_4cRA&feature=relmfu NBC News Tom Brokaw reporting, The Berlin Wall Falls 1989 NBC Coverage Pt1 (6:23 min) http://www.youtube.com/watch?v=fK1MwhEDjHg ABC News Reporting, Fall of the Berlin Wall (2:56 min) http://www.youtube.com/watch?v=wnYXbJ_bcLc •• Ostalgie - After reunification many of the East German products were no longer produced. As time passed, people began to have a feeling of nostalgia, “Ostalgie,” for items such as foods, perfumes, and cars. These products may not have been made of the highest quality, but they brought back happy memories for some people. The students should read the Trabant Article from Der Spiegel (Handout 3.5 F on Resource Disc) about the East German car, the Trabant, and write a persuasive essay to one of the major German car manufacturers (e.g. Mercedes, BMW, Audi, Volkswagen, Porsche, Opel) to convince them to re-manufacture the Trabant.

•• Teachers may wish to continue the theme “walls” by using the suggested picture books. The teacher could read them orally or have students read them in small groups. After reading the teacher could lead a discussion about the positive and negative attributes of walls throughout history and today. °° The Wall by Peter Sis °° Talking Walls by Margy Burns Knight °° Talking Walls The Stories Continue by Margy Burns Knight °° The Wall by Eve Bunting

Source: Friedman, Thomas, L. (2005). The World is Flat. New York, NY: Farrar, Straus and Giroux.

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4.1 Well-Known Tale: The Pied Piper of Hamelin Focus Questions: • What can we learn about people and their cultural values from literature?

• Are promises important to keep?

• Should there be “punishment” if people don’t keep the promises that they make to others?

Standard

#1 Culture.

Lesson Overview: This lesson focuses on the classic German folktale, The Pied Piper of Hamelin, as an example of the influence of the Grimm Brothers’ stories on world culture and values. After reading the tale, students will demonstrate their understanding through the creation of tableau.

Teacher Background Information: Jakob (1785-1863) and Wilhelm (1786-1859) Grimm, or the Brothers Grimm, are best known for their collection of folk and fairy tales. Their original purpose for collecting these tales was both scholarly and political. As linguists, they were interested in the study of the German language and spent many years compiling a definitive German dictionary, including etymology, which was not completed until 1960! As part of the romantic nationalist movement of the early nineteenth century, they were focused on the study of medieval Germany and saw language as a vehicle for the cultural unity of the politically separated German people. In 1812, The Brothers Grimm published the first collection of tales: Kinder- und Hausmärchen (Children’s and Household Tales). They were based on stories collected by the brothers from tales of peasants and villagers. Reflecting the hard lives of these people for generations, the stories depicted gruesome events and cruel characters. Although they did not originally publish their stories for children, they made changes from edition to edition as they realized that children were an important (and lucrative) audience for their collected tales. For more detailed biographical information on the lives of the Brothers Grimm, teachers might want to read The Encyclopedia of World Biography online: http://www. notablebiographies.com/Gi-He/Grimm-Brothers.html Historians agree that the tale of the Pied Piper of Hamelin, recorded in the 19th century by the Brothers Grimm, is based on an actual occurrence in 1284 in which most of the children in Hamelin disappeared. To this day, no one knows for sure the exact reason for the disappearance, although numerous theories have been presented over the years.

In the Grimm Brothers’ version of the story (drawn from eleven different sources) the Pied Piper, known in German as the Ratten-

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fänger, or rat catcher, appears in the town of Hamelin in the middle of a rat infestation and offers to rid the town of them. He uses an enchanted pipe to lure the rats into a river, where they all drown, but the townspeople refuse to pay him as promised. He leaves Hamelin, but returns a few weeks later to seek revenge. On his second visit to Hamelin, the Pied Piper uses his magic pipe on the children of the town, leading them into a hole in a mountain on the edge of town and sealing them inside. Only a disabled boy remains in the town, because he could not follow the piper.

TIme: 2 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • The Pied Piper of Hamelin (handout 4.1 A on resource disc) • The Pied Piper of Hamelin Chart (handout 4.1 b on resource disc) • Robert Browning Version of The Pied Piper (handout 4.1 c on resource disc) • Hamelin Rattenbrot Recipe (handout 4.1 d on resource disc) • The Bremen Town Musicians (handout 4.1 e on resource disc) • Grimm Brothers Fairy Tale Chart (handout 4. f on resource disc)

PrOcedure: dAy 1: • Anticipatory set: The teacher should ask the students if they can share a situation in which someone took advantage of others in order to get what they wanted. Are there circumstances when it’s all right to back out on a promise that one has made? In our society, how do we deal with these circumstances?

• The teacher should explain that they are going to read a classic folktale regarding this topic of broken promises and the consequences of such actions - The Pied Piper of Hamelin. The teacher should explain that folktales, like most aspects of culture, reflect the values and beliefs of the society and time in which they were produced/written. These tales (oral before they were actually written) were related not only to entertain, but also to teach lessons and to transmit societal values and morality. Folklorists in their research have discovered that many cultures around the globe have produced similar tales and so they conclude that there is a certain universality of the themes. An excellent example is the story of Cinderella, which appears in many parts of the world and has no direct connection with any original source.

• The Pied Piper of Hamelin, one of Germany’s best known folktalkes, is based on a 13th century legend in the town of Hamelin (Hameln) on the Weser River in Lower Saxony. According to an inscription on the Rattenfängerhaus (Pied Piper’s house): On June 26, 1284, 130 children were led out of Hamelin by a piper wearing multi-colored clothes and disappeared forever. This information, when coupled with the prevalence of rat infestations and epidemics, found its way into local folklore. The Grimm Brothers’ version is the one that most people are familiar with. The teacher should point out that the word “pied” is not used very often today, but is an archaic English word, which means “multi-colored.”

• The teacher should explain to the students that Jakob and Wilhelm Grimm, usually referred to as the Brothers Grimm, as part of their research on the German language began to collect old stories, most of which had been passed down from generation to generation orally, and wrote them down word-for-word. One of their major sources, farmer and storyteller Dorothea Viehmann, provided them with over 40 tales. The Brothers Grimm published the first series Kinder- und Hausmärchen (Children’s and Household Tales) in 1812. Since most of these stories were not intended for children and were based on the hard lives of the German peasants, they were often violent and not like the more sanitized Walt Disney versions that students may know.

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•• The teacher should distribute The Pied Piper of Hamelin (Handout 4.1 A on Resource Disc) and The Pied Piper of Hamelin Chart (Handout 4.1 B on Resource Disc). The teacher should then instruct the students to read the story independently and highlight or underline key words and phrases that address the different categories in the chart as well as fill in the chart. Then the teacher should divide the class into groups of four or five. Each group should discuss the setting, the characters, the basic problem(s), solutions, values and beliefs using their individual charts. Afterwards, the teacher should facilitate a whole class discussion.

DayS 2-3: •• The teacher should inform the students that each group will create a dramatic tableau based on an assigned section of The Pied Piper of Hamelin. Depending on the size of the class, the teacher should predetermine how many groups and which section of the tale each group should be assigned. The entire tale should be assigned, so that in the end, when presented the tableau will reflect the entire story.

•• A dramatic tableau is a strategy in which students create a scene and freeze the action. Using physical poses, gestures, facial expressions, and a few carefully selected props, students convey the characters, action, and significance of a moment in the story. Throughout the duration of the display, the students do not speak or move. This “freeze frame” invites students in the audience to identify the scene, its importance, and the significance of the characters, their actions, and reactions.

•• The teacher should review with the students the procedure they should follow in preparing the group’s tableau: a. What does the group believe to be the most crucial aspect of the section assigned? b. Which characters, setting, and other details need to be visually communicated? c. How will characters move and what will they visually do to depict the details, emotions etc. of the specific scene? How will the students portray these character traits while standing still and not speaking? d. What props are needed to enhance the scene?

•• As the students work on their tableau, the teacher should assist them in planning out the scene as if it were action. Then the students need to decide how they will freeze the scene to create a human statue.

•• Each group should present its tableau to the class. As each group presents its tableau, the teacher (or a designated student) may photograph the scene using a digital camera. After all the groups have presented their tableau in the sequence of the tale, the teacher (or a designated student) should then take the digital images and create a PowerPoint. In the end, the class has created a series of images of the entire story of The Pied Piper of Hamelin.

Whole Group Reflection: •• The teacher should return to the questions of the Anticipatory Set and re-examine these in light of the reading and dramatization of The Pied Piper of Hamelin: Are there circumstances when it’s all right to back out on a promise that one has made? In our society, how do we deal with these circumstances?

Modifications: •• One variation in the presentation of the tableau: After the students have “frozen,” the teacher should take a microphone (or an object that substitutes for a microphone) and say the following: “Good morning, ladies and gentlemen. I am ____________ of W/KTV reporting from the German city of Hamelin where (and describe briefly the scene)” and then approach one of the characters in the scene, in order to hear what they have to say. This expansion of the activity would be a spontaneous way for the students to demonstrate their connection with the characters, conflicts, and plot of the folktale.

•• Rather than having the students create tableau for the Pied Piper, the teacher may assign a shoebox diorama project. Dioramas are re-creations of a setting or a scene and could serve the same purpose as the tableau, i.e. show a particular moment in the story. Shoeboxes are a good choice to use for making dioramas because they give the dioramas a three-dimensional feel, and they are readily available to most students.

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•• In groups of three or four, the students should design and draw a poster to illustrate a scene in the story (rather than create a tableau). After the students have completed their posters, each group should present its drawing to the class.

•• The teacher might assign an essay for the students to write in which they address the theme of greed in the story of the Pied Piper.

Extensions: •• For older students, the teacher might have the students complete a dramatic reading of 19th century British poet Robert Browning’s The Pied Piper of Hamelin (Handout 4.1 C on Resource Disc). The teacher should also facilitate a discussion comparing and contrasting this version and that of the Brothers Grimm.

•• The city of Hamelin has capitalized on the story of the Pied Piper. In addition to the usual tourist memorabilia (magnets, rat figurines, posters, etc.), rat-shaped pastries (Hameln Rattenbrot), not all edible, are on sale in Hameln’s many bakeries; some are coated with a special glaze for longevity as souvenirs. Students could create these following a simple recipe for salt-dough sculpture and then varnish these to preserve them (Handout 4.1 D on Resource Disc).

•• The teacher may assignment students to complete Internet research on the following topics: °° The life of the Brothers Grimm °° The facts and legends surrounding The Pied Piper of Hamelin °° The Children’s Crusades °° The Plagues of the Middle Ages °° The city of Hamelin today and its programs regarding the Pied Piper story °° Troubadours/Minnesänger •• The teacher might ask the students to consider what things would look like in Hamelin from the point of view of the rats. The students could rewrite the story. Terry Pratchett’s novel, The Amazing Maurice and His Educated Rats (HarperCollins, 2003) presents the story of the Pied Piper from the rats’ perspective; teachers might want to read sections aloud to the students.

•• Students enjoy conducting mock trials, so one possible activity is to put the Pied Piper on trial for the abduction/kidnapping of the children of Hamelin. The students should “investigate” the mysterious disappearance of the children. Since there may not be sufficient information in the story to provide an “outcome,” the students may need to both research the different historical theories and also create their own answers. This may depend on the age of the students.

•• The teacher should assign another Grimm Brothers’ fairy tale The Bremen Town Musicians (Handout 4.1 E on Resource Disc) and use the story to facilitate a discussion on why it is important that people work together to solve problems. After the students have read and discussed the story, the teacher might ask them to re-write the story using four different animals.

•• Students in groups of three or four should select another Grimm Brothers’ story to read and present to the class as a tableau or as a dramatic skit. The teacher should assign one of the familiar tales: Rapunzel, Hansel and Gretel, Sleeping Beauty, Snow White, Little Red Riding Hood, or another of their own. The students should complete the Grimm Brothers’ Fairy Tale Chart (Handout 4.1 F on Resource Disc). After the presentations, the teacher should facilitate a discussion about the themes of these tales (depending on the age of the students).

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4.2 lesser KnOwn TAle: herr KOrbes fOcus QuesTIOns: • what can we learn about people and their cultural values from literature?

• how do people explain the unpredictable events that occur in life?

sTAndArd

#1 CULTURE.

lessOn OvervIew: This lesson offers students the opportunity to read one of the Grimm Brothers’ lesser known tales: Herr Korbes (Herr is the German word for Mr.). The activities may be used in an English Language Arts/Reading class to teach the literary structure of plot sequence. There are two activities provided: a listening/writing activity for 3rd – 4th grade, and an activity for 5th – 8th grade. Depending on the reading levels of the students, the activities may be interchangeable.

TeAcher bAcKgrOund InfOrmATIOn: A plot is a causal sequence of events, explaining what happens in the story. The plot draws the reader into the character’s lives and helps the reader understand the choices that the characters make.

A plot’s structure is the way in which the story elements are arranged. It is a timeline of events in the order they occurred. The Grimm Brothers’ tale Herr Korbes provides an excellent vehicle for teaching sequencing.

With great subtlety, this story exemplifies how people attempt to explain the unexplainable events in life, hence, “What a bad man Herr Korbes must have been.” In this way a horrible death is justified. It is human nature to want an explanation of the unpredictable. Most children are familiar with some of the more common Grimm’s fairy tales. The original stories were far crueler and more violent than the versions we read today. Herr Korbes is one of the lesser known Grimm Brothers’ tales.

TIme: 1-2 (45-minute Class Periods)

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Instructional Resources: •• Herr Korbes (Handout 4.2 A on Resource Disc) •• Herr Korbes Primary Activity (Handout 4.2 B on Resource Disc) •• Herr Korbes Intermediate Activity (Handout 4.2 C on Resource Disc)

Procedure: Day 1: •• Anticipatory Set: The teacher should ask the students to share the title of their favorite childhood fairy tale.

As the students offer the titles, the teacher should make two lists on the board, placing all Grimm Brothers’ tales in one column. The teacher may ask students if the Grimm stories have any commonalities and explain that for many of the stories, the violence and cruelty were removed to make them more appealing to modern day parents to share with their children. The students may discuss how they feel about the violence in fairy tales. The teacher may explain that the tale they are about to read does not have a happy ending.

•• The teacher may choose between these two ELA activities depending on the level of the students. Suggested levels: 3rd-4th Grade (Primary): The tale of Herr Korbes will be used in an ELA listening/writing activity. The teacher should distribute Herr Korbes Primary Activity (Handout 4.2 B on Resource Disc) and review the directions. The teacher will read the story of Herr Korbes (Handout 4.2 A on Resource Disc) twice allowing students to take notes using any graphic organizer of their choice. It is assumed that this lesson follows instruction for using these organizing tools. After the teacher reads the selection, the students are to complete the task sheet independently.

5th-8th Grade (Intermediate): The teacher should distribute the Herr Korbes Story (Handout 4.2 A on Resource Disc) and Herr Korbes Intermediate Activity (Handout 4.2 C on Resource Disc). The teacher may read the story with the class or allow students to work independently. After completing the tasks the students should make a brief presentation of their illustration and explain the reasons for their scene selection.

Day 2: Primary: The teacher should divide the students into groups of 10. Each student should become one of the characters: rooster, hen, cat, millstone, egg, duck, pin, needle, Herr Korbes, and a narrator. The narrator should read the story as the other students, without talking, act out their parts. Once the narrator can retell the story from memory the students should reenact the event for the other group. If possible, the students may act out the story for the younger students (in another class), who, in turn, could draw a picture of the events.

Intermediate: The teacher may refer to the extensions listed below and continue the lesson as a literature immersion of the lesser known Grimm Brothers’ tales. The teacher may adapt the intermediate lesson activity sheet to be generic and therefore be able to be used with any story.

Whole Group Reflection: •• If literature reflects the values of a society, what conclusions can the students make about the values of nineteenth century Germans? How were the values of the German people similar or different from those of your community today?

Modifications: •• The 3rd-4th grade students could read the story as pairs and complete the activity sheet together rather than have the students participate in a listening activity.

•• All students could rewrite the story using other “characters.”

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Extensions: •• To continue the exploration of lesser known Grimm Brothers’ tales, the teacher may have the students use the Internet to locate other stories or select from the list below. The intermediate activity sheet may be adapted for this task.

Brother and Sister Little Briar-Rose Mother Holle The Seven Ravens The Wolf and the Seven Little Kids •• The students could research one or more variations of another lesser known tale and give a 2-3 minute presentation to the class sharing the differences of the story and vocabulary used

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4.3 The AdvenTures Of bArOn mÜnchAusen fOcus QuesTIOns: • what lessons about people, places, environments/weather, and humor can be learned from reading tall tales from various cultures?

sTAndArd

#1 CULTURE.

lessOn OvervIew: The students will learn of Baron Münchausen’s tall tale adventures during this lesson. This is an excellent opportunity for students to read literature that was written in Germany over 200 years ago and is still enjoyed today as part of German elementary school curricula.

TeAcher bAcKgrOund InfOrmATIOn: Karl Friedrich Hieronymus, Freiherr von Münchhausen (1720 –1797), known as Baron Münchausen, was a German aristocrat in the service of the Elector of Brunswick-Lüneburg. After serving in the Russian military in campaigns against the Ottoman Turks, he retired in 1760 to his estate in Bodenwerder. While entertaining his friends he supposedly told a number of farfetched stories about his life as a soldier, hunter, and sportsman. In 1785, a friend of Münchausen and a penniless scholar and librarian professor from Kassel, Rudolf Erich Raspe, anonymously published a book of the stories (with additional tales) in English — Baron Munchhausens Narrative of His Marvellous Travels and Campaigns in Russia. The book was a great success and was translated back into German in 1786. Later and much larger editions, none of which had anything to do with the historical Baron Münchhausen, became widely known and popular in many languages.

TIme: 2 (45-minute Class Periods)

InsTrucTIOnAl resOurces: • Baron Münchausen Stories (handout 4.3 A on resource disc) • The Fantastic Adventures of Baron Münchausen by Heinz Fanisch and Aljoscha Blau; Enchanted Lion Books, LLC, NY, 2010.

PrOcedure: dAy 1: • Anticipatory set: The teacher may begin the class by asking, “Did you hear the one about… The fish that was caught that was this long?… Have you ever heard of a Blue Ox? Who has heard or read a story about

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someone or something that just doesn’t seem possible?” The teacher should let the students share these stories. The teacher should then explain that these are tall tales, stories that are filled with unbelievable events and characters, yet told as if they were true. Their purpose is to entertain. Next, the teacher may show students an item in the room and in one minute have someone explain how it was made, in “tall tale” form.

•• Next, the teacher should refer to the Teacher Background Information and share the true story of Baron Münchausen and explain that they are going to read a few of his tall tales.

•• The stories provided are of varying reading levels due to the time period of the translation; therefore, the teacher must review the provided stories and determine which reading level would be appropriate for the students. The teacher may pair students or have them work independently. The teacher will distribute one of the Baron Münchausen stories to each pair or individual students (Handout 4.3 A on Resource Disc). After reading the story, the students will choose one assignment to complete: a. For the writer: You are a reporter and were present during one of Baron Münchausen’s adventures. Write an eyewitness account of the event using the standard journalism question format: who, what, where, when, how, why. Include a headline and a hand drawn picture depicting the event. b. For the speaker: Think of five words that describe events of the story from beginning to end in the order in which they occurred. Write one word per index card. You must be prepared to give a 5 minute presentation to the class. As you present each card separately, you will use the word to help you summarize that portion of the story. Continue the same format for each card. Place each card on the board as you finish. c. For the artist: Graphic novels are a recent phenomenon in the publishing world. You are asked to republish one of Baron Münchausen’s adventures using this style of publishing. Retell the story using a 5-7 box layout with captions.

Day 2: This may be needed for students to complete and present their projects to the class.

Whole Group Reflection: •• Why do we enjoy tall tales even when we realize that the story cannot possibly be true? What lessons about people, places, environments/weather, and humor can be learned from reading tall tales from various cultures?

Modifications: •• The teacher may wish to read one of the tales with the students as a class and take the opportunity to discuss the “tall tale” elements of the story as well as the vocabulary that may be challenging.

•• The teacher who is familiar with literature circles may wish to use this format. The class will be divided into groups with each student assigned one of the jobs: summarizer, vocabulary enricher, illustrator, discussion director, connector, and literary luminary. Each group will read one or more of the stories depending on teacher discretion. The group may then share their results with the other group.

•• As a read-aloud activity, the teacher may wish to share the picture book The Fantastic Adventures of Baron Münchausen by Heinz Fanisch and Aljoscha Blau; Enchanted Lion Books, LLC, NY. •• The teacher may wish to show various YouTube clips of the Baron Münchausen films found online.

Extensions: •• The teacher may ask students to use Baron Münchausen as the main character but change the setting to modern times. They should keep Baron Münchausen in character, but have the adventure take place in the 21st century.

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•• The students may conduct research on the real Baron Münchausen’s life. They may write an essay about his actual historical exploits.

•• Students will read five of the tales and create a scrapbook containing pictures of artifacts for each tale read.

They should include pictures of objects and primary source documents that Baron Münchausen may have kept to remind him of the event.

Source: Krause, K.E.H. (1886). Münchhausen, Hieronimus Karl Friedrich Freiherr von: Allgemeine Deutsche Biographie, 23. Leipzig: Duncker & Humblot, pp. 1–5.

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4.4 fAmIly vAcATIOn AlOng The germAn fAIry TAle rOAd fOcus QuesTIOns: • how does travel enhance one’s understanding of the culture and history of one’s own country?

#1 CULTURE. sTAndArd #3 PEOPLE, PLACES AND ENvIRONMENTS. sTAndArd

nach Lübeck

lessOn OvervIew:

nach Schwerin

Hamburg Ha Hamb mb mburg

Bremerhaven Buxtehude

Bremen Br n ICE

nach Rhein/Ruhr Ru

Nienburgg Naturpark r Wiehengebirge

Naturpark N Na turpa p rk Steinhuder Stei teinhuder huder Meer Meer

nach Berl Berlin lin

Hannover H Hann annov ann nnov over

Mi ttella nd k a n al

Bad Oe Ba Oeynhausen Oeynha Oeynh usen Hessischh Oldendorf Old O d f

Hameln H Ha Ham ameln Naturpark p Naturpark eserrberg es r laand Weserbergland

Hämelschenburg Hämelsch nbu g nbur

nach chh R Rhein/Ruhr hheein/Ruhr n/Ru n/ Ru

Bodenwerder Boden B odennwerder Polle Polle

ICE

This lesson focuses on the family vacation of a fictional girl, Annalena, and her parents on the so-called Märchenstraße or Fairy Tale Road along the Weser River. The students will follow the trip through a PowerPoint presentation which integrates many aspects of German culture and history. They will visit many of the picturesque towns associated with the fairy tales and folktales of the Brothers Grimm, including a stay in the town of Hamelin. Annalena and her parents will also stop in the small city of Vechta in Lower Saxony to visit grandparents and finally will spend a day in the former Hanseatic city-state of Bremen. Through this lesson, the students will revisit many topics which have previously been the focus of other lessons in this book: measurement, transportation, food. The narrative of the PowerPoint also integrates conversion skills of temperature, distance, and finally euros into dollars.

nach Kiel nach Cuxhav Cuxhaven veen

Naturpark Sollingg-V Vogler oglerr Solling-V

Fürstenb t erg r Fürstenberg Wahlsburg ah burg ahls ahl Bovenden Bov venden ndenn Bad Karlshafen Kar Karlshafe shafen h n Bad Oberweser Obberw O ber erwese esser Trendelburgg Trende Trendelburg S b g Sababurg

Ebergötzen Eber bergötz rg zen en

Reinhhardsw r wald Reinhardswald

Hofgeismar H ffgeism Hof mar

TeAcher bAcKgrOund InfOrmATIOn: This lesson integrates many different topics about Germany: geography, the tales of the Grimm Brothers and Baron Münchausen, food, transportation, monetary systems, time, temperature, the metric system, architecture, and even the Holocaust. The Märchenstraße or Fairy Tale Road is the historic route through Germany traveled by the Brothers Grimm in order to collect and sample traditional stories.

nach Dortmund Doortmuund nd

nach na cchh Nordhausen/ Nooord rd Eisleben/Halle Eisleb islebb

Natturparkk Na Naturpark den Münden

Grebenstein nstein Immenhausen

Witzenhausen Witzenha enh en nhaus ause use sen en Heilba bd Heilbad Hann.

Hann. n Heilig igens e tadt Heiligenstadt Münden Mü Mün Burg B Hanstein Nieste t Wolfhage o gen Wolfhagen Kaufungen Kauffunge Ka geen Bad Badd Sooden Sooden d Allendorf Allend All dorf rf Schaaue S uenbbur urg Schauenburg Helsa Grrossalm mer erode Grossalmerode Baunatal B un Ba un unatal Waldeck Walddeck Niedenstein nsteinn Hessisch Lichtenau Hessis ssis c ch Lich h t en au Gudensberg Gud Gudens G udens d nsberg Naaturpa park rk Naturpark Habbichtswaldd Habichtswald

Kassel Ka K assell

Naturpark Na Naturpark Meißner-Kaufunger rMeißner-Kaufunger Wald

Fritzl ritzlaar Fritzlar

N Kellerwaald-Ed ld-Eder dersee Nationalpark Kellerwald-Edersee

Bad Wildungen Wiildu ldung ngen FFrankenberg rankenberg

Hoomb m erg/E rg/E /Ef Efze z Homberg/Efze K Knüllwald

Schwalmstadt Schhwalmstadt dtt Lahntal Lahntal nachh R Rhein/Ruhr Rhe hein/R n/ /Ru Ruuhr

nach Dre Dresden/Eisenach resden/Eisenac

Bad Hersfeld Hers Hersfe sfeld eld

Schrecksbach Sch c sbach bach Willingshausen W h Alsfeld Alsff

Marburg Marb Ma rbburg

0 kkm

10

Schloss Eisenbach

20

30 km

Bremerhaven B remerhaven Bremen

Herbstein t ICE

4

TIme:

Freiensteinau Freiens nstteinau

Frankfurt

Hanau

Steinau Steina St t au

1-2 (45-minute Class Periods) FFrankfurt Fra ank nkffurtt nk

Naturpark Hessischer Spessart

am M Main i

Hanau

nach Würzburg nach München

Entfernungen: Gesamtlänge mit Abzweigungen: Frankfurt – Hanau ca. 30 km Hanau – Bremerhaven ca. 700 km Diese Karte ist nicht maßstabsgerecht.

nach Heidelberg

Autobahn

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Lebensstationen der Brüder Grimm

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Instructional Resources: •• Märchenstraße PowerPoint (PowerPoint 4.4 A on Resource Disc) •• Märchenstraße PowerPoint Narrative (Handout 4.4 B on Resource Disc) •• Märchenstraße PowerPoint Worksheet (Handout 4.4 C on Resource Disc) •• Map of Germany •• Calculators

Procedure: Days 1-2: •• Anticipatory Set: The teacher should ask the students if their families take travel vacations and what they do on their trips. How do they travel? Where do they stay? What do they do for meals? This activity should provide background for introducing the vacation trip of a fictional girl from the city of Berlin and her family on the Märchenstraße, a route that follows the Weser River.

•• Before beginning the Märchenstraße PowerPoint (PowerPoint 4.4 A on Resource Disc), the teacher should make sure that the students are somewhat familiar with the section of Germany where the trip occurs. Using a map of Germany, the teacher should point out (or ask the students to point out) the locations of Berlin, Kassel, Hamelin, Vechta, and Bremen as well as many of the other smaller towns and cities where the family stops. It is important that the teacher locate the Weser River which also factors into the trip.

•• The teacher should distribute the Märchenstraße PowerPoint Narrative (Handout 4.4 B on Resource Disc) to each student. The teacher should read through the entire script to become familiar with the different aspects – day with time and weather, activities with distances etc. The teacher should predetermine how he/she plans to use the narrative. For example, one could expand any of the locations for the purposes of discussion, or one could focus on what the family eats, etc.

•• After the completion of the Märchenstraße PowerPoint (PowerPoint 4.4 A on Resource Disc), the teacher should distribute the Märchenstraße PowerPoint Worksheet (Handout 4.4 C on Resource Disc) and have the students individually or with a partner answer the questions. In order to complete the conversions, the students will need calculators. The completion of the worksheet may become a homework assignment.

Day 2: •• The teacher should allow students time to complete the worksheet before reviewing the answers with the students.

•• As a final activity, the students should assume the identity of Annalena and write a letter to their American cousin in Milwaukee describing the vacation trip. In the letter, the students should include how they traveled, several highlights of the trip, and what they liked the best.

Whole Group Reflection: •• The teacher should ask the students to share what they learned about Germany from this vacation trip of a fictional family from Berlin. Did this lesson give them any insight into Germany that they did not know before?

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Modifications: •• The worksheet can be modified depending on the age of the students. In addition, the teacher may opt to have the entire class work on it together rather than as individuals or in pairs.

•• Rather than writing a letter to your American cousin about your trip, the students could create a scrapbook of the five highlights of the trip with illustrations and captions.

Extensions: •• The teacher could assign students to read the Grimm Brothers’ fairytales that are mentioned in the PowerPoint (PowerPoint 4.4 A on Resource Disc): Hansel and Gretel, Sleeping Beauty, Rapunzel, Snow White, Puss in Boots, Pied Piper of Hamelin, the Bremen Town Musicians, and then share the stories with the class.

•• The teacher could assign the students to read several stories about Baron Münchausen and also research the life of the actual historic personality.

•• Reference to UNESCO World Heritage Sites is made when the family is in Bremen. The teacher could assign an on-line research project in which students select one of the 36 sites in Germany.

•• There are many references to the transportation system in Germany. Students should investigate more about Deutsche Bahn and its extensive railroads, including the ICE. The family rents a Mercedes for their trip. Students might research and report on the different automobiles manufactured in Germany (Mercedes-Benz, Volkswagen, Audi, BMW, Porsche, Opel). Another transportation project could focus on the Autobahn system.

•• When Annalena and her grandmother are shopping in Vechta, they see the Stolpersteine (Tripping Stones).

The teacher might instruct the students to research these Holocaust memorials and discuss their significance.

•• Half-timber houses are prevalent in the area of Germany the family visited. The teacher might assign students to research this style and other types of architecture associated throughout history with Germany (e.g.

Bauhaus in the 1920’s).

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ABOUT THE AUTHORS Steven A. Goldberg teaches global history and geography at New Rochelle High School in New Rochelle, New York where he serves as social studies department chairman. He is an adjunct professor in teacher education at Long Island University’s Hudson Graduate Center. He is past president of both the National Council for the Social Studies and the New York State Council for the Social Studies. He has been a consultant to the TOP Program for several years. He is co-director of Education of the Holocaust and Human Rights Education Center of Westchester (NY). A consultant to the NYS Education Department, he serves as the Chairman of the Curriculum Advisory Panel on Social Studies to the Board of Regents and has worked on numerous curriculum and assessment projects. He is the co-author of A Brief Review of Global History and Geography and is senior consulting author of World History: A Human Legacy. He has been involved in international study tour programs to Germany, Poland, Japan, the Netherlands, and China.

Gerrit C. Book serves as a program coordinator and guide/translator for the Visitors Program of the Goethe-Institut and is a freelance tour guide based in Berlin. A trained Sinologist and German as a Second Language instructor, he taught German in China and developed and initiated a K-12 Mandarin program for the Boise, Idaho schools. Among his areas of specialization are human rights and the Holocaust; he is also called upon to provide lectures on the German education system for visiting educators to Berlin from around the world. He has also developed and facilitated educational tours of Germany, Europe, and China for both high school and university students and educators.

Kim D. O’Neil teaches at the elementary level in Liverpool, New York. She serves on the Board of Directors of the National Council for the Social Studies and in 2015 will assume the presidency of the New York State Council for the Social Studies. She is an Editorial Review Board Member for the NCSS periodical, Social Studies and the Young Learner. She has been a consultant to the Transatlantic Outreach Program for the past several years. She serves as a member of the Curriculum Advisory Panel on Social Studies to the NYS Board of Regents and has advised the NYS education department on elementary social studies curriculum and assessment. She sits on the alumni board for the School of Education of the State University of New York at Potsdam. She has participated in various international study tour programs to Europe and Asia and is a Fellow of the Salzburg Global Seminar.

Photo Credits: Cover: ©iStockphoto.com/thehague, ©rfsole - Fotolia.com p.12: ©iStockphoto.com/pawel.gaul p.14 ©iStockphoto.com/FrankRamspott p.16 ©Bundesamt für Kartographie und Geodäsie p.20 ©willypd - Fotolia.com p.24 ©Nareck - Fotolia.com p.28 ©thingamajiggs - Fotolia.com, HandmadePictures - Fotolia.com p.32 ©Peter Menzel p.36 ©Christian Schwier - Fotolia.com p.37 © Blacky - Fotolia.com p.40 ©Laiotz - Fotolia.com p.41 ©berc - Fotolia.com p.46 ©gstudio - Fotolia.com p.47 ©Ezio Gutzemberg - Fotolia.com p.52 ©Katja Xenikis - Fotolia.com p.58 ©AlexSchelbert.de p.62 ©Georgios Kollidas - Fotolia.com, Heater - Fotolia.com p.66 ©lukas555 - Fotolia.com p.70 ©wulwais - Fotolia.com p.71 ©onkelhotte - Fotolia.com p.80 © BArch, Bild 146-1985-064-06A / Bild 146-1985-064-04A p.86 oben ©BArch, Bild 183-46441-0010 / Krueger, p.86 unten ©Presse- und Informationsamt der Bundesregierung, Foto: Lehnartz, Klaus p.90 oben ©runzelkorn - Fotolia.com p.90 unten ©iStockphoto.com/ZU_09 p.94 ©www.grimms.de p.98 ©Wikimedia Commons p.102 ©http://www.deutsche-maerchenstrasse.com/en

Chapter 1 - Geography

1.1 A

Handout

Handout 1.1 A - Blank Outline Map of Germany Kopierkarte 1.02 Weltatlas

Deutschland – physische Übersicht 6° Ost

8°

10°

12°

14°

54°

54°

52° Nord 52° Nord

50°

50°

48°

48°

6°

10°

8°

Staatsgrenze (Country Border)

12°

14°

C8

Fluss (River) Kanal (Canal) Gebirge (Mountains)

0

100

km

5

Let’s explore Modern Germany

Chapter 1 - Geography

1.1 B

Handout

HANDOUT 1.1 B - Map Fill-In Instruction Sheet Complete the following activities on your outline map of Germany: Locate and label each of Germany’s neighbors. Shade each one in a different color.

Austria

Belgium

Denmark

Czech Republic

France

Luxembourg

Poland

Switzerland

The Netherlands

Locate and draw the following rivers and bodies of water:

Baltic Sea

Danube River

Moselle River

Müritz Lake

North Sea

Oder River

Rhine River

Weser River

Elbe River

Kiel Canal

Lake Constance

Main River

Locate and mark the following landforms:

Bavarian Alps

Black Forest

Harz Mountains

North German Plain

Ore Mountains

Zugspitze

Locate, identify and label these German cities:

Berlin

Bonn

Cologne (Köln)

Dresden

Weimar

Essen

Frankfurt

Hamburg

Leipzig

Munich (München)

Nuremberg (Nürnberg)

Rostock

Stuttgart

Bremen

Düsseldorf

Let’s explore Modern Germany

CHAPTER 1 - Geography

1.2 A

HANDOUT

HANDOUT 1.2 A - TRAVEL THROUGH GERMANY GAME PREPARATION AND INSTRUCTIONS German City Game Materials Preparation • Using one large piece of poster board, create the game board for your German City Game. Draw the shape of Germany to cover the entire poster board and mark the German cities listed on each City Card. Connect each city with a line (road) creating various routes through the country. The Game Board should resemble the City Map from Handout 1.2 C, or the handout may be printed out and used as a template.

• Make sure you have enough game pieces for each student (plus two extra to mark the start and finish cities on the game board).

• Print out the City Card templates and have the students fill in the information for each City Card (to be completed on Day 1 according to the lesson plan in 1.2).

• Print out five copies of each Action Card located on the template.

Procedure • Stack the City Cards that have been filled-out and prepared by the students.

• Stack the Action Cards.

• One player picks a random card from the pile of City Cards. This city is going to be the starting and end point for the Germany tour (mark it with a playing piece).

• Each player chooses a playing piece and puts it on the starting-point city.

• Each player takes six to ten cards from the pile of city cards, depending on the number of players and the available time, and holds them in hand.

• Each player should now plan their individual route by looking for their cities on the map. Each player should identify the shortest way between the different cities in order to be the first one back at the starting point.

How to Play • The youngest player starts; players move in a clockwise direction.

• The player must throw the die and move the playing piece in any direction according to the roads between the different cities. Moving from one city point to another counts as one point on the die.

• When a player arrives in a city for which they have a City Card they must turn the card over and read the information on the card to all the other players.

• During the game each player can adjust the direction of travel if it is advantageous.

• Whenever a player throws a six, they must pick up one of the Action Cards, read it aloud and fulfill the task written on it.

• Once a player has turned over all their cards, they need to return to the starting point in order to finish the round trip of Germany (remember: each point on the die counts for only one road between cities) and the player must return with the exact number on the die.

• The first player to return to the start city after visiting all the cities on their City Cards wins the game.

LET’S EXPLORE MODERN GERMANY

CHAPTER 1 - Geography

1.2 A

HANDOUT

German Geographic Feature Game Materials Preparation • Using one large piece of poster board, create the game board for your German Geographic Feature Game.

Draw the shape of Germany to cover the entire poster board and mark the German Geographic Features listed on each Geographic Feature Card. Connect each feature with a line (road) creating various routes through the country. (For rivers and seas, choose one spot within the geographic feature to mark.) The Game Board should resemble the Geographic Feature Map from Handout 1.2C, or the handout may be printed out and used as a template.

• Make sure you have enough game pieces for each student (plus two extra to mark the start and finish features on the game board).

• Print out the Geographic Feature Card templates and have the students fill in the information for each Geographic Feature Card (to be completed on Day 1 according to the lesson plan in 1.2).

• Print out five copies of each Action Card located on the template.

Procedure • Stack the Geographic Feature Cards that have been filled-out and prepared by the students.

• Stack the Action Cards.

• One player picks a random card from the pile of Geographic Feature Cards. This feature is going to be the starting and end point for the Germany tour (mark it with a playing piece).

• Each player chooses a playing piece and puts it on the starting-point feature.

• Each player takes six to ten cards from the pile of Geographic Feature Cards, depending on the number of players and the available time, and holds them in hand.

• Each player should now plan their individual route by looking for their features on the map. Each player should identify the shortest way between the different features in order to be the first one back at the starting point.

How to Play • The youngest player starts; players move in a clockwise direction.

• The player must throw the die and move the playing piece in any direction according to the roads between the different features. Moving from one feature point to another counts as one point on the die.

• When a player arrives at a feature for which they have a Geographic Feature Card they must turn the card over and read the information on the card to all the other players.

• During the game each player can adjust the direction of travel if they think it is advantageous.

• Whenever a player throws a six, they must pick up one of the Action Cards, read it aloud and fulfill the task written on it.

• Once a player has turned over all their cards, they need to return to the starting point in order to finish the round trip of Germany (remember: each point on the die counts for only one road between features) and the player must return with the exact number on the die.

• The first player to return to the start feature after visiting all the areas on their Geographic Feature Cards wins the game.

LET’S EXPLORE MODERN GERMANY

CHAPTER 1 - Geography

1.2 A

Action Card Templates

SPEEDY CARD

RESTING CARD

You get a special phone call from your mother who tells you that a package of your favorite snacks is waiting for you at your next stop.

You are overwhelmed by the beauty of the place and decide to stay where you are for another day.

Therefore, you are allowed to move directly to your next stop.

Therefore, you miss your turn in the next round.

LOST AND FOUND CARD

GO HOME CARD

You left your camera in the hotel at your last stop.

You get a special phone call from your mother saying that your Grandmother who lives in America has come for a surprise visit.

Return there to get it. Lose one turn.

You must return to the place you started and after a one-turn visit, begin your trip again.

LET’S EXPLORE MODERN GERMANY

HANDOUT

CHAPTER 1 - Geography

1.2 A

CHANGE OF MIND CARD

FLYING CARD

You thought you planned your tour so well, but now you change your mind about going to one of the stops.

Always traveling on the road or by train can be quite exhausting, especially if you need to go long distances. Sometimes it saves time and is more convenient to fly, even if it’s not very environmentally friendly.

Therefore, you must put one of the cards in your hand back into the stack and pick a new one.

You can “fly” to any city where another player is already located if it’s more than five steps away on the road.

RESTING CARD

SPEEDY CARD

Traveling so fast is not good for your health, so you should take a rest.

Why did you spend so much time in the last place? You need to speed up in order to be back home in time for the start of school.

Therefore, you are not allowed to participate in the next round.

LET’S EXPLORE MODERN GERMANY

Therefore, you are allowed to move on three more steps.

HANDOUT

CHAPTER 1 - Geography

City Card Template Name:

Founding Year:

Population:

State/Political Function:

2-3 Interesting Facts:

Geographic Feature Card Template Name:

Source/Mouth/Length within Germany:

Highest Mountain:

Location:

LET’S EXPLORE MODERN GERMANY

1.2 A

HANDOUT

Chapter 1 - Geography

1.2 B

Handout

Handout 1.2 B - The Germany Game Information Chart The Germany Game (Political)

Name

Year Chartered or Founded Population

State/ Political Function 3 Facts Royal residence of Charlemagne

Aachen

1250

256,605

North Rhine-Westphalia

Aachen Cathedral (UNESCO World Heritage Site) Known for Gingerbread Medieval City

Arnsberg

1238

76,985

North Rhine-Westphalia

Located on Ruhr River Spa-town Situated on the Oos River in the Black Forest

Baden-Baden

1112

53,938

Baden-WĂźrttemberg

Famous Spa town (stemming from Roman baths) Asylum for refugees of the French Revolution Tourism, beach, sand dunes

Baltrum

1398

493

Lower Saxony

Located in Wadden Sea National Park Smallest of the East Frisian Islands First book published in German

Bamberg

902

70,081

Bavaria

The Bamberg Horseman (Bamberger Reiter) UNESCO World Heritage Site

Bayreuth

1194

74,818

Bavaria

Richard Wagner (lived and buried in Bayreuth) Wagner Festival Festspielhaus (Festival Theatre)

Berlin Berlin

1244

3,395,189

Brandenburg Gate

(capital of the state and of Berlin Bear Berlin Wall the federal country) Hildegard von Bingen

Bingen

77 BC

24,739

Let’s explore Modern Germany

Rhineland-Palatinate

Roman ruins Mouse Tower

Chapter 1 - Geography

Name

1.2 B

Year Chartered or Founded Population

Handout

State/ Political Function 3 Facts Birthplace of Ludwig van Beethoven

Bonn

12 BC

306,016

North Rhine-Westphalia

Haribo (produces the famous Gummi Bears) Former capital of West Germany

Braunschweig

861

245,706

Lower Saxony

Chartered by Henry the Lion (Heinrich der Löwe) Medieval city Heavily bombed in WW II

Bremen Bremen

787

547,934

Bremen Town Musicians

(capital of the city state of Hanseatic city German Port City Bremen) Major port city

Bremerhaven

1827

118,276

Bremen

Port of German emigration Damaged in WWII Formerly Karl-Marx-Stadt

Chemnitz

1143

249,922

Saxony

Situated on the Chemnitz River Technical University Chemnitz “Capital” of the Sorbian country

Cottbus

1156

107549

Brandenburg

Spremberg Tower Brandenburg Technical University Home of the Bauhaus school

Dessau

1213

77,394

Saxony-Anhalt

Located on the Mulde River Birthplace of philosopher Moses Mendelssohn Advertising industry, fashion city

Dusseldorf (Düsseldorf)

1288

1,222,406

North Rhine-Westphalia (Capital)

Famous for its special kind of beer, the Altbier Birthplace of poet Heinrich Heine

Dresden

1216

495,181

Saxony (Capital)

Frauenkirche (Baroque Church of our Lady) Heavily bombed during WW II August I and August II Birthplace of composer Johann Sebastian Bach

Eisenach

1150

44,081

Thuringia

Wartburg Castle (where Martin Luther began translation of the Bible) St. Nicholas Church

Let’s explore Modern Germany

Chapter 1 - Geography

Name

1.2 B

Year Chartered or Founded Population

Handout

State/ Political Function 3 Facts Late Gothic Great Church

Emden

800

51,445

Lower Saxony

Birthplace of famous German comedian Otto Walkes Sea port

Eisleben (Lutherstadt Eisleben)

Situated in the foothills of the Harz Mountains 1180

21,355

Saxony-Anhalt

Birth and death place of Martin Luther Former mining town University of Erfurt

Erfurt

742

201,645

Thuringia (Capital)

Erfurt Cathedral Krämer bridge (Krämerbrücke) City of Industry

Essen

852

589,499

North Rhine-Westphalia

Krupp Works Located in Ruhr Area German Naval Base

Flensburg

1284

85,3000

Schleswig-Holstein

Flensburg Brewery Near Danish border European Central Bank

Frankfurt am Main

794

643,726

Hesse

Frankfurt Book Fair Birthplace of Johann Wolfgang von Goethe City of Heinrich von Kleist

Frankfurt an der 1253 Oder

67,014

Brandenburg

Border city with Poland Member of the Hanseatic League (1368) Cuckoo clocks (Black Forest Region)

Freiburg

1120

212,495

Baden-Württemberg

Major wine growing region Unusual system of gutters running through the city center (Bächle)

GarmischPartenkirchen

Chartered in 1935

Health and Winter sports resort 26,117

Bavaria

1936 Winter Olympics Lies at the foot of the Zugspitze Rich architectural heritage

Görlitz

1303

55,957

Saxony

Spared during WWII bombing City of Culture

Let’s explore Modern Germany

Chapter 1 - Geography

Name

1.2 B

Year Chartered or Founded Population

Handout

State/ Political Function 3 Facts Rammelsberg Mine

Goslar

Greifswald

922

1250

43,727

Lower Saxony

52,869

Mecklenburg-West Pomerania

UNESCO World Heritage Site Located in the foothills of the Harz Mountains Production of solar modules Ernst Moritz Arndt University Close to the Baltic Sea Gothic Cathedral (1230)

Halberstadt

814

39,749

Saxony-Anhalt

Manufacturing City World’s slowest and longest concert Home of Georg Friedrich Händel (composer)

Halle

981

240,119

Saxony-Anhalt

Franckesche Stiftungen (Germany’s oldest Foundation) Wunder- and Naturalienkammer (1698)

Hamburg

830

1.7 Million

Hamburg (capital of the city state of Hamburg)

Port city (located on the Elbe River) University of Hamburg Old city of the Hanseatic League Lies on Leine River

Hanover (Hannover)

1241

516,160

Lower Saxony (Capital)

German Industries Fair (Hannover Fair) Volkswagen Commercial Vehicles Transporter Factory (VWN) Oldest University in Germany (1386)

Heidelberg

1196

147,312

Baden-Württemberg

Lies on Neckar River Philosopher’s Way (Philosophenweg)Tourism Half Timber houses

Hildesheim

815

103,245

Lower Saxony

St. Michaels Church Manufacturing Base

Ingolstadt

1250

119,528

Bavaria

Lies along Danube and Shutter Rivers Audi Bavarian Army Museum

Let’s explore Modern Germany

Chapter 1 - Geography

Name

1.2 B

Year Chartered or Founded Population

Handout

State/ Political Function 3 Facts Lies on Saale River

Jena

1230

102,634

Thuringia

Battle of Jena 1806 City of Philosophy

Karlsruhe

1715

286,327

Baden-Württemberg

Seat of the Federal Constitutional Court of Germany (Bundesverfassungsgericht), and seat of the Federal Court of Justice of Germany (Bundesgerichtshof) Lies at the edge of the Black Forest Industrial Harbor Brother Grimm Museum

Kassel

1180

194,322

Hesse

Palace City of Art Port city, shipbuilding hub

Kiel

1242

234,433

Schleswig-Holstein (Capital)

Kiel Week (Kieler Woche), largest annual sailing event in the world Olympic sailing competitions of the 1936 and 1972 summer Olympics Junction of Rhine and Moselle Rivers

Koblenz

1214

107,608

Rhineland-Palatinate

German Corner Monument (Deutsches Eck) (Emperor William I on horseback) Wine growing region Cologne Cathedral (UNESCO World Heritage Site)

Cologne (Köln)

38 BC

989,766

North Rhine-Westphalia

Center of print media and broadcasting Carnival Celebrations Peaceful Revolution of 1989

Leipzig

1015

497,531

Saxony

Work place of Johann Sebastian Bach Leipzig Fair Lies on Lake Constance

Lindau

1275

24,348

Bavaria

Old Town Hall (1436) Summer Resort and Tourist Center Large Chemical Industry

Ludwigshafen

1606

162,836

Let’s explore Modern Germany

Rhineland-Palatinate

Lies on Rhine River Once home to Friedrich Schiller (German poet)

Chapter 1 - Geography

Name

Lübeck

1.2 B

Year Chartered or Founded Population

1143

210,232

Handout

State/ Political Function 3 Facts

Schleswig- Holstein

Home of Thomas Mann (novelist), and Willi Brandt (German Chancellor) Famous for marzipan City of the Hanseatic League German Salt Museum (City of Salt)

Lüneburg

1247

70,614

Lower Saxony

Member of the Hanseatic League Lies on Ilmenau River Lies on Elbe River

Magdeburg

805

229,126

Saxony-Anhalt (Capital)

Magdeburg Cathedral City of Otto the Great (Otto I)

Mainz

1244

185,532

Rhineland-Palatinate (Capital)

Birthplace of Johannes Gutenberg (moveable type printing press) Mainz Cathedral Wine Production Gothic Castle (1277-1493)

Marburg

1211

78,511

Hesse

Germany’s 1st protestant university, Philipps University of Marburg (1527) Lower and Upper Cities Porcelain (Friedrich Böttger)

Meißen

929

28,640

Saxony

Lies on Elbe River Albrechts Castle (1471-1485)

Munich (München)

Oktoberfest 1158

1,247,873

Bavaria (Capital)

1972 Summer Olympics University of Munich Bicycle Capital of Germany

Münster

Neubrandenburg

1137

1248

269,579

69,157

North Rhine-Westphalia

Mecklenburg-West Pomerania

Peace of Westphalia Westphalian Wilhelm University of Münster Well-preserved medieval city wall and city gates Leader in agricultural sciences Destroyed during WWII bombings

Neuruppin

1238

32,800

Brandenburg

Birthplace of Theodore Fontane (German author) and Tatjana Hüfner (2012 Winter Olympic Medalist) Prussian garrison town Lake Ruppin

Let’s explore Modern Germany

Chapter 1 - Geography

Name

1.2 B

Year Chartered or Founded Population

Handout

State/ Political Function 3 Facts East Frisian Island

Norderney

1797

5,986

Lower Saxony

Part of Wadden Sea National Park Beach resort town Christmas Market

Nuremberg (Nürnberg)

1219

493,553

Bavaria

Nazi Party rally grounds Birthplace and home of Albrecht Dürer (painter) Lies on Hase River

Osnabrück

1171

165,517

Lower Saxony

Peace of Westphalia (1648) Birthplace of Erich Maria Remarque (author) “City of Three Rivers”

Passau

739

50,683

Bavaria

Cathedral of St. Stephen (with one of the largest organs in the world) Oberhaus Fortress Babelsberg Movie Studios

Potsdam

1377

144,979

Brandenburg (Capital)

Sanssouci Palace UNESCO World Heritage Site BMW, Siemens, Toshiba

Regensburg

179

128,604

Bavaria

UNESCO World Heritage Site (medieval city center) Cathedral of St. Peter (Boys ChoirRegensburger Domspatzen)

Rostock

1218

198,303

Mecklenburg-West Pomerania

Powerful member of the Hanseatic League (port city) Volkstheater Rostock Ship building city Lies on Saar River

Saarbrücken

1321

181,860

Saarland (Capital)

Coal mining, iron and steel industries University of the Saar Lies on Schwerin Lake

Schwerin

1160

97,694

Mecklenburg-West Pomerania (Capital)

Rail and commercial center for agriculture Gothic Cathedral

Stralsund

1234

59,140

Let’s explore Modern Germany

Mecklenburg-West Pomerania

UNESCO World Heritage Site (city center) German Oceanographic Museum Port facilities and shipbuilding yards

Chapter 1 - Geography

Name Stuttgart

1.2 B

Year Chartered or Founded Population 950

597,176

Handout

State/ Political Function 3 Facts Baden-Württemberg (Capital)

Mercedes, Porsche Mineral springs Robert Bosch Birthplace of Karl Marx

Trier

15 BC

103,888

Rhineland-Palatinate

University of Trier One of the oldest German cities (Roman ruins) Lies on Danube River

Ulm

854

119,807

Baden-Württemberg

Münster Cathedral (one of the highest steeples in the world) Location of EADS, Intel, Nokia

Weimar

1254

271,995

Thuringia

Work place of Johann Wolfgang Goethe (German writer and poet) Friedrich Schiller (writer and poet), Johann Sebastian Bach (composer), Franz Liszt (composer), Johann Gottfried von Herder (philosopher and theologian) Birthplace of the Bauhaus School Buchenwald Concentration Camp Memorial Site Sits on Rhine River

Wiesbaden

1241

276,000

Hesse (Capital)

Wine center famous for Sekt (German champagne) Hot saline springs (spa town)

Wittenberg (Lutherstadt Wittenberg)

Wolfsburg

1293

46,295

Saxony-Anhalt

All Saints Church (Martin Luther95 Theses) Center for Reformation UNESCO World Heritage Site

1132

122,724

Lower Saxony

Volkswagen headquarters and plant Volkswagen theme park Industrial community

Let’s explore Modern Germany

Chapter 1 - Geography

1.2 B

Handout

The Germany Game (Physical) Rivers

Name

Source

Length within Germany Location Characteristics Flows northwest

Elbe

Flows from Czech Republic to the North 727 km Sea

Difficult river for shipping Central

Splits into 2 branches above Hamburg, then rejoins 1,165km total length

Main

Flows from near Kulmbach to Rhine river above Mainz

East tributary to the Rhine 524 km

West

Wine growing region Forms part of the Main-Danube Canal 524 km total length West tributary to the Rhine

Moselle (Mosel)

Flows from France to 242 km Koblenz (Rhine River)

West

Flows through France and Germany Navigable for large cargo ships 545 km total length

Oder

Rhine (Rhein)

Danube (Donau)

Weser

Flows from Czech Republic to the Baltic 179 km Sea

Flows from the Alps in Switzerland to the North Sea

Flows from the Black Forest to the Black Sea Flows from the headstreams of Fulda and Werra rivers to the North Sea

Seas / Lakes

Let’s explore Modern Germany

Boundary between Germany and Poland East

International waterway Lower Oder Valley National Park 854 km total length Die Lorelei Myth

865 km

West

Wine growing region Important waterway 1230 km total length Second longest river in Europe

647 km

South

Passes through 9 countries Danube Bike Trail 2,850 km total length Lies entirely in Germany

744 km

Central

Navigable for large ships Largely canalized 440 km total length

Chapter 1 - Geography

1.2 B

Name

Location

Characteristics

North Sea ( Nordsee)

Northwest

Connected to Atlantic Ocean by Straight of Dover

Handout

One of Europe’s most productive fisheries Wadden Sea Baltic Sea (Ostsee)

Northeast

Largest expanse of brackish water in the world Economic core of Hanseatic League Arm of the north Atlantic Ocean

Lake Constanz (Bodensee)

Southwest

Forms part of the course of the Rhine river Popular resort area Bordering Switzerland, Germany and Austria

Lake Müritz

Northeast

Largest lake in Germany Tourist destination Fishing

Mecklenburg Lake District Northeast (Mecklenburgische Seenplatte)

Largest lake and canal region in Germany “Land of 1000 Lakes” Formed 12,000 years ago

Wadden Sea (Wattenmeer)

North

World Natural Heritage Site Intertidal zone within North Sea Frisian Islands

Mountains / Forests / Regions Name

Highest Peak

Location

Characteristics Zugspitze is the highest mountain of Germany

Bavarian Alps (Bayerische Alpen)

Zugspitze (2,962m)

South

Northeast segment of Central Alps along German and Austria border Tourism and winter sport area

Bavarian Forest (Bayerische Wald)

Grosser Arber (1,456m)

Southeast

The highlands between the Danube River Valley and Bohemian Forest National Park East-Central Bavaria Plateau region of Western Germany

Eifel

Hohe Acht (747m)

West

Between Rhine and Moselle Rivers Eifel National Park Follows German and Czech border

Ore Mountains (Erzgebirge)

Fichtelberg (1,214m)

Let’s explore Modern Germany

East

Mineral wealth Wooden nutcrackers and Christmas decorations

Chapter 1 - Geography

Name Harz Mountains (Harz) Lunenburg Heath (Lüneburger Heide) Rhön Mountains (Rhön) Swabian Alps (Schwäbische Alb)

1.2 B

Highest Peak

Location

Characteristics Most northerly mountain range in Germany

Brocken (1,142m)

Central

Between Weser and Elbe rivers Legend of Walpurgis Night (Brocken) Between Aller and Elbe rivers

Wilseder Hill (169m)

North

Famous for areas of megaliths Hiking destination Formed by volcanic activity

Wasserkuppe (950m)

Central

Hiking destination Tourism Continuation of the Jura mountains

Lemberg (1,015m)

Southwest Extends from the Black Forest to Wörnitz river Limestone Source of Danube and Neckar rivers

Black Forest (Schwarzwald)

Spree Forest (Spreewald) Teutoburg Forest (Teutoburger Wald)

Handout

Feldberg (1,493m)

Southwest

Mountain region in southwest Germany Manufacture of clocks and musical instruments Source of the Spree river

-

East

Network of manmade canals Cultivated (gardening) area Battle of Teutoburg Forest

Velmerstot (468m)

West

Limestone and sandstone Resort destination

Source: (2012). Encyclopædia Britannica. Retrieved from Encyclopedia Britannica Online http://library.eb.com

Let’s explore Modern Germany

Chapter 1 - Geography

Handout 1.2 C - Board Game MapS Germany City Board Game Map

Let’s explore Modern Germany

1.2 C

Handout

Chapter 1 - Geography

Handout 1.2 C Geographic Feature Board Game Map

Let’s explore Modern Germany

1.2 C

Handout

Chapter 1 - Geography

Handout 1.3 A - Latitude and Longitude Maps

Let’s explore Modern Germany

1.3 A

Handout

Chapter 1 - Geography

Let’s explore Modern Germany

1.3 A

Handout

CHAPTER 1 - Geography

1.3 B

HANDOUT

HANDOUT 1.3 B - WHERE IN GERMANY AM I? You are going to be traveling throughout Germany. What 5 items do you wish to pack? (Pack them by writing them in the suitcase.) Remember, you will be in charge of carrying your luggage.

Can you tell me the Latitude and Longitude coordinates for the German city of Berlin?

Can you tell which German cities’ Latitude and Longitude coordinates are listed below?

City

Latitude °

Longitude °

50°N

8°E

51°N

14°E

Berlin

LET’S EXPLORE MODERN GERMANY

Chapter 1 - Geography

1.3 C

Handout 1.3 C - German Cities Worksheet Please fill in the Latitude and Longitude for the German cities listed below: City Aachen Bremen Frankfurt (Oder) Cologne (Köln) Gorlitz Hamburg Hamelin (Hameln) Heidelberg Kassel Leipzig Munich (München) Rostock

Let’s explore Modern Germany

Latitude °N

Longitude °E

Handout

Chapter 1 - Geography

1.3 C

Please fill in the German cities which correspond to the Latitudes and Longitudes listed below: City

Let’s explore Modern Germany

Latitude °N

Longitude °E

51°

6°

53°

9°

52°

15°

51°

7°

51°

15°

53°

10°

52°

9°

49°

8°

51°

9°

51°

12°

48°

11°

54°

12°

Handout

Chapter 1 - Geography

1.3 D

Handout

Handout 1.3 D - Comparison Chart: Latitude of German, American and Canadian Cities North Latitude

German City

American City

Canadian City Alert, Nunavut (most northern Canadian city)

82° 71°

Barrow, AK (most northern US city)

64°

Fairbanks, AK

63°

Iqaluit, Nunavut

61°

Anchorage, AK

58°

Juneau, AK

55°

Flensburg, Schleswig-Holstein (most northern German city)

Grand Praire, Alberta

53°

Hamburg, Bremen

Edmonton, Alberta

52°

Hanover, Lower Saxony and Berlin

Saskatoon, Saskatchewan

51°

Leipzig, Saxony and Cologne, North Rhine-Westphalia

Calgary, Alberta

50°

Frankfurt, Hesse

Winnipeg, Manitoba

49°

Stuttgart. Baden-Württemberg

Vancouver, British Columbia

48°

Munich, Bavaria

Thunderbay, Ontario

47°

Seattle, WA

St. Johns, Newfoundland

46°

Bismarck, ND

Quebec City, Quebec

45°

Portland, OR and Minneapolis, MN

Montreal, Quebec and Ottawa, Ontario

43°

Boise, ID, Milwaukee, WI and Rochester, NY Toronto, Ontario

42°

Boston, MA and Chicago, IL

40°

New York City, NY

39°

Washington, DC

37°

San Francisco, CA

34°

Los Angeles, CA

32°

Dallas, TX

26°

Miami, FL

Let’s explore Modern Germany

Windsor, Ontario

CHAPTER 1 - Geography

POWERPOINT

1.4 A

UNITING EUROPE: THE EUROPEAN UNION

1.4

Unless otherwise sourced, all Photos in this PowerPoint are taken from Wikipedia Commons and are in the public domain in the United States, and those countries with a copyright term of life of the author plus 100 years or less.

Let‘s Explore Modern Germany

CLICK PHOTO ABOVE TO OPEN POWERPOINT

LET’S EXPLORE MODERN GERMANY

CHAPTER 1 - Geography

1.4 B

HANDOUT

HANDOUT 1.4 B - LIST OF THE COUNTRIES OF THE EU (EXCEPT GERMANY) Print and cut apart. Have students to pick a slip to assign a country.

Austria

Belgium

Bulgaria

Cyprus

Czech Republic

Denmark

Estonia

Finland

France

Greece

Hungary

Ireland

Italy

Latvia

Lithuania

Luxembourg

Malta

Netherlands

Poland

Portugal

Romania

Slovakia

Slovenia

Spain

Sweden

United Kingdom

Croatia

Countries of the year of entrance to the European Union (for use in mapping)

1957

Germany, France, Italy, Belgium, Netherlands, Luxembourg

1973

Denmark, Ireland, United Kingdom

1981

Greece

1986

Spain, Portugal

1995

Austria, Finland, Sweden

2004

Poland, Estonia, Latvia, Lithuania, Czech Republic, Slovakia, Slovenia, Hungary, Cyprus, Malta

2007

Bulgaria, Romania

2013

Croatia

LET’S EXPLORE MODERN GERMANY

Chapter 1 - Geography

Handout 1.4 C - Blank Map of Europe Europe

Let’s explore Modern Germany

1.4 C

Handout

Chapter 1 - Geography

1.5 A

Handout

Handout 1.5 A - Measurement Comparison Chart: Germany – USA The standard units of measurement for length, distance, area, and weight are not the same in Germany and the United States. The following chart provides you with methods for conversions:

Measurement

German Unit (Metric)

US Equivalent (Customary)

Length

Centimeter

Inch

Length

Meter

Foot

Length

Meter

Yard

Distance

Kilometer

Mile

Area

Square meter

Square Foot

Area

Hectare

Acre

Area

Square kilometer

Square Mile

Mass

Gram

Ounce

Mass

Kilogram

Pound

Volume

Liter

Gallon

Let’s explore Modern Germany

Conversion Method 2.54 centimeters = 1 inch 0.39 inch = 1 centimeter 0.30 meter = 1 foot 3.28 feet = 1 meter 0.91 meter = 1 yard 1.09 yards = 1 meter 1.61 kilometers = 1 mile 0.62 mile = 1 kilometer 1 m² = 10.76 sq ft 1 sq ft = 0,09 m² 1 ha = 2.47 acre 1 acre = 0,40 ha 1 km² = 0.39 mi² 1 mi² = 2,59 km² 28.35 gram = 1 ounce 0.035 ounces = 1 gram 0.45 kilograms = 1 pound 2.20 pound = 1 kilogram 3.79 liters = 1 gallon 0.26 gallon = 1 liter

CHAPTER 1 - Geography

1.5 B

HANDOUT

HANDOUT 1.5 B - MEASUREMENT CONVERSION CARDS

Distance

Area

Miles/Kilometers

Square Miles/Square Meters Acres/Hectares

You and your friend decide to go for a bike ride in the city of Berlin. Determine how far you must go (approximately).

1. From your house to the Brandenburg Gate you must ride 5 miles. How many Kilometers is it?

2. Now you decide to leave the Brandenburg Gate and go over to the TV Tower. If it is 2.4 km, how far is it in miles?

1. You and your friend visit the Olympic Stadium built for the 1936 Summer Olympics.

Its area is 7140 square meters. How many square feet is this?

2. You hear that the Reichstag covers 13,290 square meters. How many square feet is this?

3. You are on the observation deck of the tower and notice Kaiser Wilhelm Memorial Church in the distance. If it is 6 km away, how many miles is it?

3. Tempelhof Airport, once used by the Allies to deliver supplies to West Berlin during the Berlin Airlift, has now become a park.

You and your friends would like to go rollerblading there. It’s over 300 hectares. How many acres is this?

Length

Weight

Inches/Centimeters

Ounce/Gram

Feet/Meters

Pound/Kilogram

Yards/Meters 1. Using inches, measure your left leg from your knee to your ankle. How long is it in inches? How long is it in centimeters?

2. How tall are you in feet/inches and in meters/centimeters?

3. A regulation size soccer field is 105 meters long and 68 meters wide. Write these dimensions in yards. Bonus: Calculate the soccer field in square meters and calculate it in square yards.

1. If you buy 2 pounds of apples, about how many kilograms do you have?

2. You tell your mother that Gummi Bears produced in Germany are made with real fruit juice so she decides to let you buy half a pound. How many grams/kilograms did you buy?

Volume Gallon/Liter 1. You decide that you are going to make milkshakes at your birthday party and need 3 gallons of milk. How many liters would that be?

LET’S EXPLORE MODERN GERMANY

CHAPTER 1 - Geography

1.5 B

HANDOUT

Measurement Conversion Cards (Answers)

Distance

Area

Miles/Kilometers

Square Miles/Square Meters Acres/Hectares

You and your friend decide to go for a bike ride in the city of Berlin. Determine how far you must go (approximately).

1. From your house to the Brandenburg Gate you must ride 5 miles. How many Kilometers is it? 5 x 1.6 = 8km 2. Now you decide to leave the Brandenburg Gate and go over to the TV Tower. If it is 2.4 km, how far is it in miles?

2.4 / 1.61 = 1.49 miles

1. You and your friend visit the Olympic Stadium built for the 1936 Summer Olympics.

Its area is 7140 square meters. How many square feet is this?

7140 x 10.76 = 76,826.4 sq. ft 2. You hear that the Reichstag covers 13,290 square meters. How many square feet is this? 13,290 x 10.76 = 143,000.4 sq. ft

3. You are on the observation deck of the tower and notice Kaiser Wilhelm Memorial Church in the distance. If it is 6 km away, how many miles is it? 6 / 1.61 = 3.73 miles

3. Tempelhof Airport, once used by the Allies to deliver supplies to West Berlin during the Berlin Airlift, has now become a park.

You and your friends would like to go rollerblading there. It’s over 300 hectares. How many acres is this?

300 x 2.47 = 741 acres

Length

Weight

Inches/Centimeters

Ounce/Gram

Feet/Meters

Pound/Kilogram

Yards/Meters

1. If you buy 2 pounds of apples, about how many kilograms do you have?

2 x .45 = .90 kg

1. Using inches, measure your left leg from your knee to your ankle. How long is it in inches? How long is it in centimeters?

2. How tall are you in feet/inches and in meters/centimeters?

3. A regulation size soccer field is 105 meters long and 68 meters wide. Write these dimensions in yards. Bonus: Calculate the soccer field in square meters and calculate it in square yards.

105 x .9 = 94.5 yds long 68 x .9 = 61.2 yds wide 105 x 68 = 6,881 sq. meter 94.5 x 61.2 = 5,783.4 sq. yds

LET’S EXPLORE MODERN GERMANY

2. You tell your mother that Gummi Bears produced in Germany are made with real fruit juice so she decides to let you buy half a pound. How many grams / kilograms did you buy? .5 x .45 = .225 kg

Volume Gallon/Liter 1. You decide that you are going to make milkshakes at your birthday party and need 3 gallons of milk. How many liters would that be? 3 x 4.4 = 13.2 liters

Chapter 1 - Geography

1.5 C

Handout

Handout 1.5 C - Measurement Game: Brandenburg Gate Outline

Let’s explore Modern Germany

CHAPTER 2 - Contemporary Life

POWERPOINT

2.1 A

GERMANISMS: GERMAN WORDS IN ENGLISH

2.1

Delikatessen

Frankfurter Dachshund

Weimaraner

Pretzels Schnauzer

Rottweiler

Hamburger

Kindergarten

Sauerkraut

Bratwurst

Let‘s Explore Modern Germany

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LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.1 B

HANDOUT

HANDOUT 2.1 B - GERMANISMS These German words have found their way in the English language. You may be surprised how frequently you use German!

English

German

Definition

bratwurst

Bratwurst

A grilled or fried sausage made of spiced pork or veal.

Dachshund

Dachshund

(German: “badger dog”) A dog breed developed in Germany to pursue badgers into their burrows.

delicatessen

Delikatessen

A store where ready-to-eat food products (such as cooked meats and prepared salads) are sold.

frankfurter

Frankfurter Wurst

A highly seasoned sausage, traditionally of mixed pork and beef. Named for Frankfurt am Main, the city of their origin, where they were sold and eaten at beer gardens.

hamburger

Hamburger

Ground beef made into a patty and grilled.

kindergarten

Kindergarten

A class to prepare children for primary/elementary school. The first kindergarten was opened

by Friedrich Froebel in 1837.

pretzel

Brezel

A brittle, glazed-and-salted cracker made from a rope of dough typically fashioned into the shape of a loose knot.

Rottweiler

Rottweiler

A breed of working dog descended from a cattle dog left by the Roman legions in Rottweil.

sauerkraut

Sauerkraut

Pickled and shredded white cabbage.

Schnauzer

Schnauzer

A breed of dog that originated in Germany and are characterized by a wiry coat, long head, pointed ears, heavy eyebrows, and long hair on the muzzle.

Weimaraner

Weimaraner

A breed of dog developed by nobles at the court of Weimar for hunting.

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.1 C

HANDOUT 2.1 C - GERMAN VOCABULARY Colors English

German

Pronunciation

black

schwarz

[ʃvaʁts]

white

weiß

[vaɪs]

brown

braun

[bʁaun]

gray

grau

[ɡʀaʊ̯]

blue

blau

[blaʊ̯]

red

rot

[ʁoːt]

yellow

gelb

[ɡɛlp]

green

grün

[ɡʁyːn]

pink

rosa

[ˈlilɒ]

English

German

Pronunciation

1

eins

[aɪ̯ns]

2

zwei

[tsvaɪ̯]

3

drei

[dʁaɪ̯]

4

vier

[ˈfiːɐ̯]

5

fünf

[fʏnf]

6

sechs

[zɛks]

7

sieben

[ˈziːbən]

8

acht

[aχt]

9

neun

[nɔɪ̯n]

10

zehn

[tseːn]

Numbers

LET’S EXPLORE MODERN GERMANY

HANDOUT

CHAPTER 2 - Contemporary Life

2.1 C

Months English

German

Pronunciation

January

Januar

[ˈjanuaːr]

February

Februar

[ˈfɛbruaːr]

March

März

[mɛʁʦ]

April

April

[aˈpʀɪl]

May

Mai

[maɪ̯]

June

Juni

[ˈjuːni]

July

Juli

[ˈjuːli]

August

August

[aʊ̯ˈɡʊst]

September

September

[zɛpˈtɛmbɐ]

October

Oktober

[ɔkˈtoːbɐ]

November

November

[noˈvɛmbɐ]

December

Dezember

[deˈtsɛmbɐ]

English

German

Pronunciation

Monday

Montag

[ˈmoːntaːk]

Tuesday

Dienstag

[ˈdiːnstaːk]

Wednesday

Mittwoch

[ˈmɪtvɔχ]

Thursday

Donnerstag

[ˈdɔnɐstaːk]

Friday

Freitag

[ˈfʀaɪ̯taːk]

Saturday

Samstag

[ˈzamstaːk]

Sunday

Sonntag

[ˈzɔntaːk]

Days of the Week

LET’S EXPLORE MODERN GERMANY

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CHAPTER 2 - Contemporary Life

2.1 C

Common Expressions English

German

Pronunciation

Good morning!

Guten Morgen

[ˈɡuːtən ˈmɔʁɡən]

Good day!

Guten Tag

[ˈɡuːtən taːk]

Good evening!

Guten Abend

[ˈɡuːtənˈaːbnt]

Good night!

Gute Nacht

[ˈɡuːtə naxt]

Please

Bitte

[ˈbɪtə]

Thank you!

Danke

[ˈdaŋkə]

Excuse me

Entschuldigung

[ɛntˈʃʊldiɡʊŋ]

You’re welcome

Bitte

[ˈbɪtə]

Yes

Ja

[jaː]

No

Nein

[naɪ̯n]

Good-bye

Auf Wiedersehen!

[aʊ̯f ˈviːdɐˌzeːn̩]

Bye

Tschüß!

[tʃʏs]

My name is…

Ich heiße …

[ɪç ˈhaɪ̯sə]

What is your name? (formal)

Wie heißen Sie?

[viː ˈhaɪ̯sn̩ ziː]

What is your name?

Wie heißt du?

[viː haɪ̯st ˈduː]

Similar Words in German and English (cognates) English

German

Pronunciation

father

Vater

[ˈfaːtɐ]

mother

Mutter

[ˈmʊtɐ]

house

Haus

[haʊ̯s]

fish

Fisch

[fɪʃ]

cool

kühl

[kyːl]

apple

Apfel

[ˈʔapfl ̩]

hair

Haar

[haːɐ̯]

good

gut

[ɡuːt]

LET’S EXPLORE MODERN GERMANY

HANDOUT

CHAPTER 2 - Contemporary Life

2.1 C

Classroom Vocabulary English

German

Pronunciation

desk

Tisch

[tɪʃ]

chair

Stuhl

[ʃtuːl]

window

Fenster

[ˈfɛnstɐ]

door

Tür

[ˈfɛnstɐ]

light

Licht

[lɪçt]

school

Schule

[ˈʃuːlə]

board

Tafel

[ˈtaːfl ̩]

clock

Uhr

[uːɐ̯]

wastebasket

Mülleimer

[ˈmʏlˌʔaɪ̯mɐ]

boy

Junge

[ˈjʊŋə]

girl

Mädchen

[ˈmɛːtçən]

pencil

Bleistift

[ˈblaɪ̯ʃtɪft]

colored pencil

Farbstift

[ˈfaʁpʃtɪft]

eraser

Radiergummi

[ʀaˈdiːɐ̯ˌɡʊmi]

notebook

Heft

[hɛft]

pen

Kugelschrieber

[ˈkuːɡl ̩ˌʃʀaɪ̯bɐ]

dictionary

Wörterbuch

[ˈvœʁtɐbuːχ]

teacher

Lehrer (male) Lehrerin (female)

[ˈleːʀɐ] [ˈleːʀɐʀɪn]

book

Buch

[buːχ]

student

Schüler

[ˈʃyːlɐ]

LET’S EXPLORE MODERN GERMANY

HANDOUT

CHAPTER 2 - Contemporary Life

POWERPOINT

2.2 A

LET‘S EAT

2.2

Unless otherwise sourced, all Photos in this PowerPoint are taken from Wikipedia Commons and are in the public domain in the United States, and those countries with a copyright term of life of the author plus 100 years or less.

Let‘s Explore Modern Germany

CLICK PHOTO ABOVE TO OPEN POWERPOINT

LET’S EXPLORE MODERN GERMANY

Chapter 2 - Contemporary Life

2.2 B

Handout

Handout 2.2 B - Food Data Directions: As you look at the photos in the powerpoint, tally the number of items you see that correspond to the categories listed below (for both Germany and your own country). For example, make three tallies (III) in the fruit and vegetable column if you see three tomatoes in the photo. Once you total the tallies write the total number in the box and circle it.

A Family’s Food for a Week Your Home Country (US or Canada)

Fruits & Vegetables

Drinks

Canned or Packaged Food

Meat

Fast Food or Snacks

Eggs or Dairy

Let’s explore Modern Germany

Germany

CHAPTER 2 - Contemporary Life

2.3 A

HANDOUT

HANDOUT 2.3 A - GERMAN EDUCATION INSTRUCTIONAL RESOURCES Specific Characteristics of the German Educational System Who is responsible for education in Germany?

Education is under the responsibility of the 16 Länder (states), so Germany has 16 different, but similar school systems. The conference of the education ministers of the Länder (KMK) cares for coordination and agreement on certain standards and developments. In school education, the Länder have an almost absolute say. In the area of Kindergarten (Day Care) and in the area of higher education the Federal Government has some say too.

Tuition Fee: Generally education in Germany is free, but there are exceptions. In most of the Länder parents have to pay for Kindergarten. The fee differs from Land (state) to Land and even among municipalities within one Land. Depending on the income of the parents tuition can be from zero up to approximately 4,500 €. Some Länder introduced tuition fees for university a couple of years ago, but they are normally not more than 1000.00 € per year.

Kindergarten: Normally Kindergarten is available for children between the age of three and six. It’s still not too common for parents to send younger children to Kindergarten. If parents want to or have to send their younger children to a Kindergarten, they quite often have to start looking for a spot and apply for it with the birth of the child or even earlier.

Primary Education: In elementary school the children have one or two class teachers who teach all of the core classes. Teacher and students have their own classroom. These are German, math and Sachkunde (general studies) which includes basics of biology, geography, history, and civic education. In addition, students take arts and crafts, music, and physical education. Depending on the grade level and the Land students have between 20 and 27 class periods per week.

Secondary Education: In all types of secondary schools the students have their classroom and the teachers have to move around.

The teachers have a spacious teacher’s lounge where they normally have a mailbox and some limited space to store material, but generally, teachers in Germany have an office at home and carry things back and forth.

Only for subjects where special equipment is needed does the teacher have his or her own classroom. These subjects include arts and crafts, music, biology, chemistry, physics, and geography.

Germany has a continuous teaching approach. That is to say, students have most subjects for the entirety of their school life. Certain subjects are introduced at different grade levels only and in order to keep the absolute number of classes on a decisive level. The subjects can have a changing number of hours per week over the different grade levels. There are mandatory subjects and electives. Students have between 27 and 39 periods per week depending on grade level, the school type and the Land they live in.

School day: School is Monday through Friday, five days a week. Traditionally most schools start class at 08:00 AM and end around 01:30 PM. One period is typically 45 minutes long. In the upper grades students frequently have two periods joined together for one subject (a type of block schedule). Between period one and two is a five minute break, afterwards a 20 minute break. Then again two periods with a five minute break followed by a 15 minute break and again two periods with a five minute break in between. With the change from half day school to full day school, schedules change because a lunch break has to be included. So-called core classes like German, math or history are mostly taught in the morning, some electives and generally additional workshops are taught in the afternoon.

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CHAPTER 2 - Contemporary Life

2.3 A

HANDOUT

How to become a teacher?

Since the German university system was changed to the bachelor/master structure, the bachelor must be studied in the form of a 2-subject degree, because in Germany teachers must have at least two subjects. Essentially, the university student has to choose the subjects he or she wants to teach later.

During the bachelor program, the student mostly gets a technical overview. Upon completion of the bachelor’s degree, he can theoretically leave the university and work, for instance, for a textbook publisher. Or he may continue a Masters of Education.

The pedagogical education and first professional teacher training is normally only part of the master’s program, even if there might be possibilities for internships at schools during the bachelor’s portion. But there are models, such as in Bielefeld, where the students are able to study pedagogy during their bachelor’s program, and then begin to study the second subject during the master’s program.

With the completion of the Masters of Education, or the Erstes Staatsexamen (first state examination), a student is not yet a teacher.

First is two years of student teaching (Referendariat). Afterwards, the student has to pass the Zweites Staatsexamen (second state examination) in order to become a fully certified teacher.

During the Referendariat, the future teacher will earn a salary. Many student teachers regard the period of student teaching as very stressful, because in addition to the work at school, they must attend more events, in particular the accompanying Lehrerseminar (college of teacher training). The first year the student teacher will mostly be a spectator and observe his or her colleagues at school, and teach only a few hours by himself. The second year, he or she teaches almost full time, but is still often accompanied by subject teachers.

In some Länder (states) it is possible to study purely to become an elementary school teacher. But in others, however, study for teaching in elementary schools is connected with study for Hauptschule and/or Realschule (both secondary schools). Most of the time, the student still has the option to choose elementary school as a focus.

To become a Gymnasium teacher is another choice at university. This is followed by a Referendariat at a Gymnasium.

One more option is to become a teacher at a vocational school. The “standard subjects” (German, mathematics, English, etc.) can be studied at many universities with the goal of becoming a teacher at a vocational school, but there are also specific courses taught at vocational schools (e.g. metalworking, electronics, etc.).

Sometimes, depending on the subject, there can be a lack of vocational school teachers, so it is also possible to change careers, for instance as a graduate electrical engineer, and start with the Referendariat as student teacher, or perhaps even begin teaching immediately at a vocational school as a teacher.

Workload and salary: With a full-time position, a teacher has to teach between 25.5 and 28 periods per week, depending on the school type and the Land. This does not include any prep-time.

For a full-time position, salary differs between the different Länder, the school types, and whether a person becomes a civil servant or is considered an ordinary employee. Civil servants get a higher income. It also depends on the educational level and work experience of the teacher. Salaries range from about 2,500 € to 4,500 € per month before tax and insurances.

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.3 A

HANDOUT

The Different Institutions within the German Educational System Kindergartens Mostly between the age of three and enrollment in primary school, children attend kindergarten. In some Länder, mostly in East Germany, kindergartens enroll children even younger than three. They spend all day or part of the day at the kindergarten. Attendance is voluntary. Kindergartens are to provide care for children, educate them and foster their development into responsible individuals with good communication skills. In some Länder, there are also other institutions such as pre-school classes or school kindergartens which prepare children for transition to primary school.

Elementary Schools /Grundschulen Elementary schools cover the first four years of schooling. In Berlin and Brandenburg, they cover six years. All children attend elementary school and are provided with a basic education that prepares them for secondary schooling. The subjects taught include German, mathematics, arts and crafts, music, physical education and the basics of biology, physics, chemistry, social studies, history and geography. Foreign language instruction is offered in all Länder.

Orientation Stage /Orientierungsstufe This covers grades 5 and 6, which either form part of the various secondary schools or are separated from them. The aim is to promote pupils and to enable parents to decide what type of secondary education they wish to choose for their child.

Secondary General Schools /Hauptschulen Attendance at secondary general school is compulsory for all pupils who, having finished primary school, decide not to attend any of the other types of secondary school. Secondary general school covers classes 5 to 9 and in some Länder includes class 10. In most Länder, voluntary participation in class 10 at secondary general school is possible. Approximately 30% of secondary general school pupils stay on for a tenth year. Secondary general schools provide general education as a basis for practical vocational training.

Secondary Intermediate Schools /Realschulen Intermediate schools are secondary schools normally covering classes 5 to 10. The final certificate awarded by these schools in general provides the basis for training in all types of medium level occupations. It qualifies holders for attendance at Fachoberschulen (see below), specialized high schools or high schools with classes 11 to 13 only (Gymnasien in Aufbauform). Intermediate schools provide extended general education.

Secondary High Schools /Gymnasien High schools are secondary schools which, most of the time, cover 8 or 9 years (grades 5 to 12 or grades 5 to 13). Schools in Saxony and Thuringia consist of only 12 grades. Nearly all Länder meanwhile offer or plan to offer the possibility of acquiring the final certificate (Abitur) after 12 years of schooling. There are also high schools with grades 11 to 13 only, which as a rule are open to pupils with a final certificate from intermediate schools. The final certificate awarded by high schools (Abitur) qualifies its holder for studies at all institutions of higher education.

Comprehensive Schools /Gesamtschulen Comprehensive schools combine the different types of secondary school in various organizational and curricular forms. There are integrated comprehensive schools (joint classes for all pupils) as well as additive and cooperative comprehensive schools. They offer the possibility to achieve a high school certificate (Abitur) after class 13.

Secondary Schools /Sekundarschulen Secondary schools are a newly introduced type of school joining together the secondary general schools (Hauptschule) and the intermediate schools (Realschule). They offer the possibility to leave school after grade 10 with an intermediate school certificate (Realschulabschluss) or to continue for three more years (grades

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.3 A

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10 – 13) and acquire a high school certificate (Abitur). Introduction of this type of school was planned and has started so far only in the Land of Berlin.

Collective Schools /Gemeinschaftsschulen Collective schools are also a newly introduced type of school joining together elementary school, the secondary general school (Hauptschule) and the intermediate school (Realschule), so children learn at least from Grade 1 – 10. They offer the possibility to leave school after grade 10 with an intermediate school certificate (Realschulabschluss) or to continue for three more years (grades 10 – 13) and acquire a high school certificate (Abitur).

Introduction of the latter two new types of school was planned and has started so far only in the Land of Berlin.

High schools (Gymnasium) will further exist besides the secondary schools and the collective schools and offer the Abitur in 12 years of schooling. There are thoughts in other Länder to introduce this or a similar system too.

Specialized High Schools /Fachgymnasien Specialized High schools are oriented towards occupations. They accept pupils who have earned an intermediate school certificate or equivalent. The final certificate (Abitur) awarded after three years (classes 11 to 13) qualifies its holder for studies at all institutions of higher education.

Special Ed. Schools /Sonderschulen Special schools apply special teaching concepts which meet the special needs of children and adolescents with handicaps. There are different schools for the different kinds of handicap. Special schools provide not only teaching at the primary and secondary levels, both stage I and stage II, (sometimes organized as boarding schools), but also practical advice for everyday life and support for social integration. Corresponding institutions are also available at the level of intermediate schools, high schools and vocational schools. This type of school will most likely be phased out as recent United Nations so-called Inclusion Rules are adopted to better integrate children with special needs.

Evening Classes and Full-Time Adult Education Colleges /Abendschulen und Kollegs These are institutions offering second-chance programs for adults enabling them to acquire the secondary general school certificate (Hauptschulabschluss), the intermediate school certificate (Realschulabschluss) or the high school certificate (Abitur), the higher education entrance qualification. There are evening classes at secondary general school level, at intermediate school level and at high school level. Participants are working during the first few years. The full-time adult education college (Kolleg) gives an opportunity to acquire the Abitur; it offers full-time schooling while participants are not working.

Basic Vocational Training Year /Berufsgrundbildungsjahr Full-time or part-time classes provide basic general knowledge or basic vocational knowledge relating to a certain occupational field.

Dual Vocational Training /Duale Berufsausbildung The system is called dual because education and training are provided at two places of learning: In companies and in part-time vocational schools. This is the main type of vocational training in Germany; more than 60% of an age-group is involved in dual vocational training. Training in individual occupations is governed by training directives (taking the form of Federal Government ordinances). At present there are about 350 recognized occupations for which the Federal Government has issued training directives.

Specialized Secondary Schools /Fachoberschulen An intermediate school certificate or a recognized equivalent is required for entry to this type of school. Fulltime attendance is for at least one year and part-time attendance for up to three years. The certificate, awarded upon successful completion, qualifies its holder for studies at Fachhochschulen (Universities of Applied Sciences).

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CHAPTER 2 - Contemporary Life

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Full-Time Vocational Schools /Berufsfachschulen Full-time vocational schools offer courses of at least one year’s duration. In general, attendance is voluntary.

These schools can be entered after completion of compulsory full-time schooling. They prepare for an occupation or provide full vocational training for those who have previously not participated in practical vocational training. Participants who have passed their final examination are awarded a certificate; the certificate awarded to those who have completed a two-year course is equivalent to the intermediate school certificate and qualifies its holder for entrance to trade and technical school. Those who complete full-time vocational school can acquire the qualifications for a recognized occupation.

Vocational Extension Schools /Berufsaufbauschulen Vocational extension schools are attended by young people who are undergoing vocational training or who are employed. They can be attended after completion of compulsory part-time vocational schooling or in addition to such schooling after at least 6 months’ attendance at part-time vocational school. Most vocational extension schools specialize in certain subjects. The duration of full-time courses is 12 to 18 months and that of part-time courses 3 to 3 1/2 years. On successful completion, participants are awarded certificates which are equivalent to intermediate school certificates and qualify them for entrance to trade and technical school.

Schools for Nurses, Midwives, etc./Schulen des Gesundheitswesens These schools provide training for non-academic healthcare occupations, for example for nurses and children’s nurses, midwives (male and female), masseurs, occupational therapists and physiotherapists. Many of these schools are integrated with hospitals on whose premises they are located and where theoretical instruction and practical training take place.

Trade and Technical Schools /Fachschulen Trade and technical schools are attended voluntarily after vocational training has been completed and practical work experience gained, in some cases even after many years of practical work, or on proof of special ability. These schools provide advanced vocational training (leading for example to masters’ or technicians’ qualifications). Full-time attendance is for between 6 months and 3 years and part-time attendance normally for 6 to 8 half-year periods.

Universities (Including Technical Universities) /Universitäten (inclusive Technischer Universitäten) Universities are the traditional type of higher education institution in Germany. They provide courses for a broad range of study subjects. The traditional degree awarded at a university was the Magister or the Diplom (both were equal to a master’s degree). Actual coursework generally totaled nine semesters (four and a half years) of full-time study with various options for specialization. Universities combine teaching and research and have the right to award doctorate degrees. In an effort to make educational degrees more compatible within Europe, the traditional German university degrees were phased out and replaced by the European bachelor’s and master’s degree by the end of 2010. While attempts were made to phase-in moderate tuition fees, most public German universities are tuition-free.

University of Applied Sciences and Arts /Fachhochschule Universities of Applied Sciences and Arts differ from the traditional university mainly through their more application or practical orientation. This includes research and vocational aspects. Subjects taught at a Fachhochschule include engineering, computer science, business & management, arts & design, communication studies, social service and other professional fields. The traditional degree awarded at a Fachhochschule was the Diplom (FH). Actual coursework generally totaled eight semesters (four years) of full-time study with various options for specialization. In addition, there are one or two practical training semesters to provide handson experience in a real working environment. Today the Fachhochschulen are also conducting research. The research projects are usually sponsored by industry. The German universities of applied sciences enjoy a high importance for the German industry and they normally have several partnerships with the local industry.

Nevertheless, in Germany the right to confer doctoral degrees is still reserved to the universities. The Fachochschule degree was also phased out and replaced by the European bachelor’s and master’s degree by the end of 2010.

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Colleges of Art and Music, Colleges of Theology and Colleges of Education /Kunst-, Musik-, Theologische und Pädagogische Hochschulen Colleges of art and music (Kunst- und Musikhochschulen) offer study courses in the fine arts. Colleges of theology (Theologische Hochschulen) provide training for theologians. Colleges of education (Pädagogische Hochschulen), which have survived only in Baden-Wurttemberg, Saxony-Anhalt, Schleswig-Holstein and Thuringia, provide training for teachers at the primary, secondary general and intermediate school levels and sometimes also for special school teachers. In the other Länder, teachers are trained at universities, technical universities, comprehensive universities and colleges of art and music.

Comprehensive Universities /Gesamthochschulen Comprehensive universities, existing only in Hesse and North Rhine-Westphalia, combine research and teaching functions of the universities, the colleges of education, the Fachhochschulen and to some extent also of the colleges of art and music. Typical of them are the integrated study courses they offer.

Colleges of Public Administration /Verwaltungsfachhochschulen The colleges of public administration (Fachhochschulen für Öffentliche Verwaltung) are run by the Federal Government and the Länder governments provide training for those wishing to carve out an executive career in the civil service.

Continuing Education Continuing education means continuing or resuming any form of learning (including informal learning) after completion of an educational phase, which may vary in duration, during childhood and adolescence. Continuing education includes two main areas, namely general and vocational continuing education. Most political and cultural courses are considered to be part of general continuing education. Higher education institutions and voluntary providers offer courses for further scientific training and distant education courses for both these areas. Continuing education is characterized by voluntary participation, a great variety of courses, a plurality of providers and the subsidiary role of government.

Source: The German Educational System is the Best in the World: Organisation for Economic Co-operation and Development. (n.d.). Germany: Once Weak International Standing Prompts Strong Nationwide Reforms for Rapid Improvement. Retrieved from Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States: http://www.oecd.org/dataoecd/52/32/46581323.pdf Special Characteristics of the German Educational System (2004). Basic and Structural Data 2003/2004. Retrieved from Bundesministerium fuer Bildung und Forschung: http://www.bmbf.de/pub/gus_2004_ges_engl.pdf

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The German Educational System is the Best in the World For centuries Germans thought their educational system was the best or at least one of the best in world. In fact Germany has 16 different educational systems because education is under the responsibility of the 16 Länder (Federal States), but they are all very similar.

In a more simplified way you can say children attend Kindergarten, named day care in the US, from the age of three until six. Afterwards they attend elementary school for four years. At the end of grade four the children are split between the three different types of secondary school. The selection happens based on the average marks of grade three and four and the recommendation of the elementary teacher. In some Länder the recommendation of the elementary school is mandatory - in other Länder the parents have the last say.

The lowest pillar of the tripartite system is the Hauptschule (Secondary General School). The students receive a general, practical oriented education and leave school with a Hauptschulabschluss (Hauptschule Degree) after grade nine or ten.

The middle pillar is the Realschule (Intermediate School). The students receive an extended general education which is still relatively practical oriented and they leave school after ten years with the Realschulabschluss (Realschule Degree).

In both types of schools the students learn one foreign language, mostly English. The degrees of these two types of school don’t allow the students to attend university, so traditionally they look for an apprenticeship program, mostly in the so called Duales System (Dual System).

The third and most advanced pillar is the Gymnasium (High School). It offers the broadest, deepest and most theoretical education. Students generally learn two foreign languages, in a lot of cases even three. They leave school nowadays after 12 years of school with the Abitur (High School Degree) which enables them to choose any kind of higher education including university.

In the year 2000 the first PISA-Study (Program for International Student Assessment) organized by the OECD (Organization for Economic Cooperation and Development) took place1 and Germans’ view that their educational system was superior collapsed. When the final evaluation of the test was released in 2001 Germany was shocked about the results because it ranked only 21st in reading, 20th in math, and 20th in natural sciences among the 29 OECD countries. The term PISA-Shock became part of the German language.

In the following evaluation and comparison of the results certain areas were identified to be the weak points among the students and in the German system: language difficulties among migrant families and also partly among German non-academic families, the early separation of the students after fourth grade, half day schooling, lack of personal manpower in the schools, relatively large student numbers in class, a lack of quality control and common national standards.

As a result, different measures were taken and first reforms were implemented. Since education is under the responsibility of the different Länder approaches were different. But you can find certain trends or sometimes even common agreements between all of the Länder.

In 2003 all ministers of education agreed on early childhood language support. If language shortages are identified, children are eligible for special language training in Kindergarten. Within this framework Kindergartens underwent reform overall and became more like playful early childhood learning centers instead of holding institutions.

1

What is PISA? • A three-yearly survey, starting in 2000, of knowledge, skills and other characteristics of 15-year-olds.

In the first survey, around 315,000 students in 43 countries took part in pencil and paper tests and additionally filled out questionnaires about themselves. Their schools also provided background information. Since then the number of participating countries increased.

• A specific assessment of reading, mathematical and scientific literacies in a way that looks at the capacity of students to address real-life challenges.

Every time the focus area is different. 2000 the focus was on reading performance, 2003 the focus was on math, 2006 on natural sciences, and 2009 again on reading performance.

• A unique collaboration among governments to monitor educational outcomes, coordinated through the OECD.

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In the matter of the early separation, discussions came up to prolong elementary school from four to six years or to found new collective schools where the children study together at least from grade one until grade ten.

Elementary school is traditionally six years in Berlin and Brandenburg, an attempt in Hamburg to prolong it failed recently because of a negative referendum. Starting 2011/12 in the Saarland, elementary school will be five years.

In many Länder the schools have more autonomy to decide about necessary teachers or social workers. More effort is put in further education of teachers.

There are approaches to reducing student numbers in class, but normally numbers between 20 and 30 students in class is still high but common.

More and more Länder change from half day schooling to full day schooling. This does not necessarily mean the students have more school subjects and classes. More often the time is used for special language or other training, help with homework and electives such as drama, arts, music, or sports.

The Länder agreed on certain common standards and further assessment tests to assure and improve the quality of education within the country. Meanwhile, 15 of the 16 Länder introduced the centralized Abitur. This means the tests are made by a central authority, which is usually the Kultusministerium (ministry for education) of each Land.

The deepest change in the system is a real school reform which has taken or is taking place in most of the Länder. Because of the PISA result highlighting lower results in Haupt- and Realschule, changing requirements in the working environment and less acceptance of the Hauptschule among parents led to a wide debate to get rid of the Hauptschule mostly by joining Haupt- and Realschule together to form new types of secondary school. In 14 of the 16 Länder a bipartite system is nowadays on the way or already implemented. The different types of secondary schools include middle schools where students learn together grade five until seven and are separated with grade eight, or students learn together at least until grade 10 with the option to continue to the Abitur within 13 years of school if they have good marks. (The Abitur can be acquired after 12 years in the Gymnasium.) Furthermore, there are pilot projects with so called Gemeinschaftsschulen (Collective Schools) where the children learn at least together from grade one until grade 10.

Over the last years Germany has improved in the follow up PISA surveys. In the latest study from 2009, Germany reached rank 17 in reading performance, rank 10 in math, and rank 9 in natural sciences within the participating 33 OECD countries. “Germany got promoted – promoted from the second league into the first league.

But Germany is still far away from the Champions League”, said the director of the OECD in Berlin, Heino von Meyer on December 7, 2010 when he introduced the results of the 2009 study to the public.

Source: Organisation for Economic Co-operation and Development. (n.d.). Germany: Once Weak International Standing Prompts Strong Nationwide Reforms for Rapid Improvement. Retrieved from Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States: http://www.oecd.org/dataoecd/52/32/46581323.pdf

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HANDOUT 2.3 B - KARL’S FIRST DAY OF SCHOOL Karl has been in Kindergarten1 for three years but soon he is going to start at the Grundschule2.

When the mail arrives there is a letter from the school. Mother reads part of the letter to Karl. “All children who turn six at the end of June must register for school.” “Me, too?” Karl asks. “Yes, even you since you turned six on your birthday, May 17th.” The times for registration are listed as well as the details that explain what Mother needs to bring. Karl’s first day of school will be in mid-August.

Karl feels a bit nervous about going to school. “Why can’t I stay home?” “You want to learn to read, don’t you?” says Mother. “Then, you can read stories to Monika. As a big brother, it is also your job to help her learn.”

On a February morning Mother and Karl get ready to walk to school for the official registration.3 Karl plans to wear his favorite T-shirt, but he must put on his winter jacket, hat and gloves for the morning walk because the temperature is 5° C! Once Karl and Mother arrive at school, the school secretary gives Mother the official registration form to fill in. Standing behind them is a boy with glasses. Karl wonders if he will be in his class.

Karl really wants to be in class with his best friend Andreas, because the same students will stay together in the same classroom through fourth grade4. Then they will be divided into different schools depending on their school reports, either to a Hauptschule5, Realschule6, or to the Gymnasium7.

Just as he is about to ask the secretary if it is possible for he and Andreas to be in the same classroom, a loud bell rings. Karl jumps at the unexpected noise. The secretary tells Mother and Karl, “That’s the recess bell. Every day when it rings, all of the children are allowed to go outside to the playground.”

As Mother and Karl are leaving the school Karl notices that many of the classroom doors are open. Karl tries to look inside. All of the classrooms have a blackboard in the front and one at the side. Most of the time there are shelves with books and games in the back. In some classrooms there are flowers on the windowsill and in one there is even an aquarium. Suddenly Karl stops, points at the maps on the wall, and asks Mother, “Where is Germany, Mama?” Mother replies, “Oh, Karl, this is why school is so wonderful. You are going to learn all about Germany and the world. That is a map of Europe, and you can see the member nations of the European Union colored in blue.” “But, Mama, where is Germany?” Mother smiles and says, “Karl, since you are so interested, we will look at our atlas at home tonight.”

Suddenly the bell rings again, and all of the children come running inside the school from the playground.

Karl steps towards Mother so he doesn’t get run over. As soon as all of the children are inside their classrooms, Mother and Karl continue down the hall and find the exit. Along the wall of the school they notice some recycling bins. This reminds Karl that in order to earn his allowance he must complete the task of sorting the family’s recyclable materials each day. At home in the back of their apartment building they have more recycling bins than here in school, and he is still learning all of the different types of recycling containers. But, he already knows how important it is to take part in keeping the earth clean. The yellow bin is for plastic and metal, the orange bin is for items that may be broken but can be taken apart for its parts or used by others, blue is for paper and cardboard, black is for the items that are not yet recyclable, brown is for organic matter, green is for colored glass, and white is for clear glass. Karl knows that being in charge of the family recycling is important.

The next day Karl and Mother return to the school for a physical examination. After a doctor checks Karl to de1 2 3 4 5 6

7

In Germany kindergarten is equal to a preschool in the US, therefore, a child may attend kindergarten for more than one year typically between the ages of 3-6.

Elementary school 1-4th grade or 1-6th grade depending upon the state.

In most Länder (states), registration for the next school year must take place by the end of February.

If the elementary school is a 1-6th grade school, students are together (1-3) and then in separate classes (4-6), unlike in the United States where in most elementary schools, the students are mixed each year.

A school that is slower paced with a more general programming for students ending at age 15/16 which prepares students for apprenticeship programs (e.g. baker, plumber, carpenter).

A school that provides extended general programming for students ending at age 16 and also prepares students for apprenticeship programs (e.g. baker, plumber, carpenter). Note: Under recent decisions of the individual Länder, current trend is the combination of the Hauptschule and Realschule into a Sekundarschule.

A school where students prepare for the Arbitur, for entrance into the university.

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termine if he can see and hear well, Karl is weighed and measured. The doctor tells him, “Karl, you are growing right on schedule! You weigh 21kg and are 116cm tall. I think you will be taller than your father!” The doctor asks Karl to hop on one foot, walk on his toes and on the heels of his feet. Then the doctor asks Karl to draw a picture and answer some questions. Finally, it’s official; Karl can attend school!

Karl wants to know everything about school. Again and again Mother has to tell him about everything that happened on her own first day of school. Karl also asks Father, Grandpa Dieter and his two grandmothers, Gabi and Ilse to tell him what happened on their first day of school. Grandmother Gabi still has a picture of Father when he first entered school, which Karl thinks was a very long time ago.

Four months later another letter from school is delivered. This one is from Karl’s new teacher, Frau8 König. It says that Karl will be in Class 1B. Immediately he calls Andreas. Andreas will also be in 1B. Karl is so happy that they will be going into the same class! Andreas says to Karl, “I hope Frau König is nice.” “So do I,” says Karl.

“After all, she will be our teacher for the next four years.”

“Karl,” said Mother. “Let’s read the letter and see what things you will need for school. It says that you should have a paint box, crayons, notebooks, a coloring book, and modeling clay.” Mother takes Karl shopping and together they buy all of the required supplies. At home Karl writes his name on all of his supplies because he is so proud to be able to write his own name. As he is carefully writing his name on the last notebook, Karl suddenly remembers that he needs a book bag. Just then there is a knock at the door. It’s Grandma Gabi. “Guten Tag! Look at what I have for you Karl,” says Grandma Gabi. Karl sees the most wonderful book bag and gives Grandma Gabi a big hug. It looks like a backpack with stripes on the front and sides that glow in the dark. “So the car drivers can see you in the winter,” says Grandma Gabi. “Remember Karl, even though Germany is not as cold as Canada, it’s latitude is nearly the same which means that in the winter the sun doesn’t always rise before you are in school. The stripes will let the drivers see you as you walk to school. ” The book bag comes filled with surprises: a gym bag, a pencil case with many pencils and a small coin purse that is filled with €3.509. Grandmother Gabi explains that Grandfather Dieter placed the two euro and 50 cent coins in the purse so that Karl can add it to his savings in order to buy the latest Playmobil10. How nice of Grandfather! After labeling all of these supplies too, Karl puts them back in the book bag. He waits impatiently for the first day of school.

Finally, it is August. The first day of school has arrived. Family members are invited to go to school with the students on this special day. Grandma Gabi and Grandpa Dieter are happy to participate in Karl’s first day of school. Grandma Ilse unfortunately can’t attend because she is sick. After breakfast Mother hands Karl his school cone, a Schultüte11. What a wonderful tradition thought Karl! As he holds the colorful cone he begins to imagine the possible candies and surprises it holds. He immediately wishes to look inside, but according to tradition he must wait. Father takes a picture of Karl with his Schultüte and his new school bag. Finally, all of them leave home and walk to the school.

When they arrive at the school, they are told to go to the auditorium where they find it beautifully decorated.

Chairs and benches are placed at the front of the stage. Many parents and children are already there. The principal Herr12 Müller gives a short speech. The students in fourth grade present a funny theatre play about Casper13 who can’t read. Karl sees Andreas’ sister on stage with one of the hand puppets. She and the other students started school last Monday and have been preparing this performance for the first graders. After the play they all sing a song. When it’s finished the teachers come to the front and call out the names of the children who are going into their class. All of the students follow their teachers to their assigned classroom.

In Karl’s classroom “Welcome to Class 1B” is written on the blackboard. Karl sits next to Andreas at one table.

There are two students at each table, which are arranged to form a circle. As he looks around the classroom he 8 9 10 11 12 13

Mrs., Miss, Ms. or woman in German € is the symbol for the euro, the money system used in Germany A German toy manufacturer A colorful cone shaped object typically filled with some school supplies as well chocolates and other sweets to help make the beginning of a child’s school life even sweeter, traditionally given on the first day of entering school at age 6.

Mr. in German Casper “Kasperle” is a humorous character in traditional German hand puppetry

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notices a comfortable looking couch near the wall. At the front of the room is the teacher’s desk. Karl’s teacher looks friendly. They will all learn to work together as a community during their four years together as a class.

Frau König asks the family members to wait outside on the playground while she tells a story to the children.

The story is about a young rabbit that doesn’t dare leave his burrow, but later he gains the courage to go out and explore the world. Frau König and Karl’s classmates discuss the meaning of the story. Each child then takes a card from the shelf and writes his name on it after coloring in the rabbit on the front side.

Next the teacher discusses the daily plan. School starts at 8 a.m. every day. Karl knows that Mother will wake him up in time for him to eat his roll with jam and drink a glass of milk before it’s time to walk to school. Even though he’s been riding a bike since he was four, he realizes Mother and Father will insist that he waits until he passes the bicycle test before he will be allowed to ride to school by himself. That won’t happen until the fourth grade. Suddenly Karl hears Frau König call on Andreas to answer a question. Karl needs to listen. Frau König explains, “Each day we will have four periods of lessons that include reading and writing German, practicing math, either music, physical education, and art, and then Sachkunde14. We will study our German by reading wonderful stories. Some will be fairy tales that the Grimm brothers from Hanau15 wrote. Raise your hand if your family has read some to you? Wonderful! Karl, what are your favorites?” Karl puts his hand down and shares, “I really like The Pied Piper of Hamlin. My family and I took a trip along the Märchenstraße16. We stopped in Hameln17 and saw the statue of the Pied Piper and the children.” Then the teacher continues, “During the Sachkunde time we will rotate among many different topics. And remember that in our Land18 your study of English will not start until third grade. We also will have homework.” This doesn’t surprise Karl. His mother and father talk a lot about how important education is and how it is their job to make sure that he does his best in school and in society. They take their responsibility very seriously.

“Well, children, let’s do something fun. I would like you to place your Schultüte on your desk and draw a copy of it on a piece of paper. We will put your drawings in the hall so that the older children can see all of the different designs. It will make them remember their Schultüte and bring back wonderful memories of when they started school.” Karl opens his school bag with all of his supplies and draws a magnificent copy of his Schultüte. As he draws, his curiosity returns. What surprises did Mama and Papa put in his cone?!

Suddenly, Karl hears Frau König’s voice, “Children, I hope you have had a wonderful time today. I am sure we will continue to enjoy our time learning together. Do you remember when school starts?” “Yes”, the class says in unison. “Well, children when does school end?” “We end school at 13h30 every day,” smiles Andreas. That makes Karl think of his mother’s wonderful Mittagessen19 that he will go home to after school each day. After his homework is finished he will go to his soccer club around 15h30 where he will see Andreas again. Since Andreas’ mother works and isn’t home, he will go to the Hort20 to eat lunch and then head to practice at 15h30 as well. Andreas’ sister goes to violin lessons instead. Children have physical education and music classes in school, but sports and music lessons take place outside the school in local clubs or institutions. When Karl is at his sports club he meets children from other parts of the area, which he enjoys.

“Children, it’s time to meet your families on the playground.” On the way Karl sees Ayla. Ayla joined Karl in Kindergarten after she and her family moved to Germany from Turkey. Karl finds it amazing that he already knows someone besides Andreas in his new school.

On the playground a photographer takes a picture of the whole class with everyone holding their Schultüte.

Everyone joins in, and school is over. It was really fun. Karl is already looking forward to Monday when school really starts, and he’ll learn how to read, write and count much higher numbers than: eins, zwei, drei, vier, fünf, sechs, sieben, acht, neun, zehn21.

14 15 16 17 18 19 20 21

Includes social studies such as geography, history, citizenship, and natural sciences such as biology and everyday life A city in southwest Germany The German Fairy Tale Road A city in western Germany One of 16 states in Germany Lunch in German. Afterschool a warm lunch is served which is usually the biggest meal of the day.

An afterschool program 1-10 in German

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Back home Karl is finally allowed to unpack his Schultüte. What’s inside? Gummi Bears22, Werthers candies23, a Heft, two Bleistifte, a Radiergummi, a Buch, a small Teddybär, a Schleich24 Smurf and so many other things that he can enjoy for the entire school year. It’s a shame that you only get a Schultüte on your first day of school!

Source: Gerrit Book, Frauke Gutberlet, Sylvia Lilienfein, Angelika Barthel, 2011.

22 23 24

A jellied flavored candy created in German in 1922 A hard candy created in Germany in 1909 A German toy manufacturer

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Handout 2.3 C - KARL’S FIRST DAY OF SCHOOL Questions Directions: As you read Karl’s Going to School complete the following questions. You will need to use a calculator, a world map, and the Internet.

1. Use a calculator to help you convert the early morning temperature in February to degrees Fahrenheit.

1.8 x C° temp + 32 = F°

or

9/5 x C° temp + 32 = F°

2. List 3 requirements a child must meet in order to start school 1.

2.

3.

3. Recycling is very important in Germany. In what bin would you put a cell phone that does not work?

4. Use a calculator to help you convert Karl’s height and weight into the US customary measurements.

1kg = 2.2 pounds

100cm = 1 m

1 m = 39 inches

5. What conclusions can we draw from grandmother Gabi’s explanation about the stripes on Karl’s schoolbag? (So the car drivers can see you well in winter) • • 6. Find Germany and Canada on a map. What is the range of latitude degrees?

If the countries have similar latitudes, why does Germany have a warmer climate than Canada?

7. Use a calculator to help you convert €3.50 into dollars. $1.40 = €1

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8. Playmobil is a toy company in Germany. Use the Internet to find out what kind of toys it makes. Then draw a toy you think Karl might like.

9. Design the outside of Karl’s Schultüte. Typically the cone is either handmade or purchased with its design relating to the child’s interest.

10. The lesson of the rabbit is an allegory1. Explain why this is a good story for Frau König to read to the children the first day of school.

11. Use your background knowledge and name another fairy tale by the Grimm brothers.

12. When does a German child begin to learn a foreign language in school?

13. Not all children have a parent who stays at home. Where might those children go after school?

14. Germans use the 24-hour time system vs the 12-hour time system used in the US. What time does Karl’s school start and finish using the US time system?

15. Use a German-English dictionary on the computer to find out the non-candy items that are listed in Karl’s Schultüte.

1

A story with a hidden meaning

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16. List as many differences as you can between your school and Karl’s.

17. Explain what happens when Karl is ready to leave elementary school. How does this differ from your school system?

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KARL’S FIRST DAY OF SCHOOL - ANSWERS 1. 5 degrees C = 41 degrees F 2. • A child must be enrolled if they turn six by the end of June • They must have a physical examination • They must complete the registration paperwork 3. The orange bin for items that may be broken but can be taken apart for parts.

4. 21 kg = 46 lbs and 116 cm = 3 ft and 9.5 in 5. The stripes are probably reflective to allow drivers to see Karl easily The stripes are probably large and prominent 6. 44 degrees N (the countries may have similar latitudes but warmer or colder climates because of wind patterns, elevation or environment) 7. $ 1.40 = €1 so $4.90 8. Answers will vary 9. Answers will vary 10. The rabbit is a metaphor for the child who is going to the first day of school. At first, like a child, the rabbit wants to stay home and not deal with an unfamiliar and potentially uncomfortable situation, but then realizes it has the courage to do so. The story is meant to allow children to identify with the rabbit’s feelings of discomfort and overcome them once they realize that they too, like the rabbit, have courage. The happy ending of the rabbit finding his courage is an inspiration for the children to do the same.

11. Snow White, Little Red Riding Hood etc.

12. In third grade 13. They can go to the Hort to eat lunch or go to violin lessons 14. It starts at 8:00am and finishes at 1:30pm 15. a Bleistifte = a pencil a Radiergummi = erasers a Buch = a book a small Teddybär = teddybear 16. Schools in America end at 3:00pm and have less of an emphasis on ‘working together as a community.’

Also, classes don’t stay with one teacher for four years.

17. His next school depends on what his future career or test scores will be.

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Handout 2.3 D - The Secret of the First-Grade Candy Cone Every year in late summer, one can see the eager and proud faces of first-graders standing in front of their primary schools in Germany, happily holding their large Schultüten, or candy cones. Filled to the brim with sweets and little gifts and colorfully decorated with ribbons and crepe paper, these candy cones make the new students’ hearts beat faster and sweeten their step from kindergarten to primary school. But where did this charming custom of first-grade candy cones come from anyway?

The tradition dates back to 1810, when the first candy cones made the children’s eyes sparkle in Thuringia and Saxony. According to the legend, at the teacher’s home there stands a tree which is decorated with a candy cone for every child. Once the tree has matured, it is time to begin school and the candy cones are handed out to the children. In those days, the godparents gave the children the cone-shaped, colorful packages, which were filled only with sweets. In eastern Germany, the kindergarteners even had a candy cone party, at which the soon-to-be first-graders were promenaded before the families before being allowed to remove a candy cone from a beautifully decorated tree. Nowadays, candy cones can be bought in all shapes and sizes, decorated in a wide variety of patterns, and are filled with school materials, small trinkets, toys, and sweets.

On a typical first day of school in Germany, parents take their first-graders to the school, where they are welcomed by the teacher and meet their new classmates. After a small welcoming party with songs, poems, and theater, which most of the time are performed by the older children, the first-graders spend about two hours in the classroom, where they get to know each other and receive information from the teacher.

Once the first exciting day of school is over, the children are allowed to go home, where they finally unpack their candy cones and celebrate the start of school life with their families. And only a few years later, when they are about to finish primary school and look back at the photos from that special day, they will realize that they were hardly much bigger than their beloved candy cones, though they felt so grown up at the time.

Written by Denise Kotulla. Translation: German Embassy http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/05__Schultueten/Schultueten__S.html

Let’s explore Modern Germany

CHAPTER 2 - Contemporary Life

2.3 D

Handout

How to make a ScHuLtĂœte Draw an arc connecting 2 opposite corners of a 28 inch square piece of craft or wrapping paper. Cut along the arc, and recycle the cutaway.

The piece remaining has a curved edge and two straight edges. If not using wrapping paper with pre-printed designs, decorate with stickers or draw designs based on a theme (fairy tales, sports, school, etc.)

Roll the piece into a cone with the curved edge forming the top rim, and the corner forming the tip. Tape the tip in place and staple the top rim in place along the seam.

Place a large piece of tissue paper in the cone with the four corners extending out the top about 4 inches.

Fill the cone with a few school supplies and tie the tissue paper shut with a piece of ribbon.

Adapted from TOP Fellow Linda Cotter http://www.germany.info/contentblob/1990974/Daten/209981/Schultte_Lesson_Plan_PDF.pdf

LET’S EXPLORE MODERN GERMANY

Chapter 2 - Contemporary Life

2.3 E

Handout

Handout 2.3 E - German School SchedulE School Calendar: US vs. Germany1 Directions: List your school holidays and vacations for each month. If it’s a legal holiday, star it. In Germany if a legal holiday falls on a weekend, you won’t have a day off!

United States

August August

Germany

School starts mid-late August

September September

October Oktober

3 Day of German Unity

November

11 St. Martin’s Day

November

31 Halloween

December Dezember

January Januar

1

Fall Break 1-2 weeks off; begins 7-8 weeks after the start of school

4 Barbara 6 St. Nicholas Day or Santa Claus 24, 25, 26 Christmas 1-2 weeks off

1 New Year’s Day

February

Winter Break 1-2 weeks off

Februar

14 Valentines’ Day

Just as in the United States, the school holidays and vacations in the 16 states in Germany vary. So that all Germans are not vacationing at the same time, the beginning and ending of the school year rotates.

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CHAPTER 2 - Contemporary Life

March

2.3 E

Handout

Carnival2

März

April

Good Friday3

April

Easter4 and Easter Monday 2- 3 weeks off

May

1 Labor Day

Mai

First Sunday Mother’s Day

June Juni

Ascension Day5 and at the same time Father’s Day

July

End of school

Juli

6 weeks summer vacation

Source: Germany Holidays (n.d.) Retrieved 1.7.12 from http://www.holidays-info.com/Holidays-Germany/2011/holidays_2011.html 2

The actual date will vary from year to year.

3

The actual date will vary from year to year.

4

The actual date will vary from year to year.

5

40th day after Easter, always a Thursday

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.4 A

HANDOUT

HANDOUT 2.4 A - BICYCLE STATISTICS WORKSHEET I. Directions: Refer to the following Bicycle Statistics Chart, Percent of Trips by Bicycle in Selected Cities, to help you answer the following questions. *Omit question 4 if a physical map of Germany, Canada, and the USA are not available.

1. State the German, Canadian, and US city with the highest percentage of biking.

2. How many German cities score below the highest percentage found in the USA and Canada?

3. Based on your background knowledge of Germany, what efforts do you think are being made to help promote the use of bicycling for transportation? List two.

4. Review the cities on a physical map of Germany, Canada, and the USA. Can any connections be drawn between the geography of the region and the percentage of bicycle usage in the area?

II. Directions: Using the statistics stated in the paragraph below create a chart or bar graph that depicts the information. Be sure to include a title, axes/column labels, and accurate data. Use graph paper if available.

When one compares a country’s percentage of trips taken by different modes of travel - bicycle, walking, public transit, car, and “other”, it becomes apparent which countries are more dependent upon the earth’s natural resources for fuel and which countries have a greener society. Which countries (USA, Canada and Germany) do you think are making more of an effort to create a sustainable environment? Trips made by bicycles account for 1% of all transportation in the US and Canada, compared to the Germans who use the bicycle for 12% of their travel.

When walking the Germans score higher at 22% with Canada at 10% beating the US by 1%. How do our countries compare with public transit (subway, train, or bus system)? Germany comes in ahead at 16%, but Canada is not far behind with 14%. The US lags at 3%. When it comes to using the car, the US rallies at 84%. Canada is close behind at 74%, and Germany is 35% behind the US! For other modes of travel such as skateboarding or airplanes, Germany and Canada tie at 2% below the US total of 3%.

Sources: ibike (n.d.) Retrieved 1.7.13 from http://www.ibike.org/library/statistics-data.htm John Pucher, Transportation Quarterly, 98-1 (from various transport ministries and depts., latest avail. year)

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.4 A

HANDOUT

Percent of Trips by Bicycle in Selected Cities Country

City

%

Germany

Muenster

40.0 %

Freiburg

27.0 %

Bremen

23.0 %

Munich

20.0 %

Dresden

17.0 %

Karlsruhe

16.0 %

Berlin

13.0 %

Leipzig

13.0 %

Frankfurt

10.0 %

Nuremberg

9.0 %

Dusseldorf

8.0 %

Stuttgart

6.0 %

Wiesbaden

3.0 %

Davis

15.0 %

San Francisco

6.0 %

Portland

3.6 %

Minneapolis

3.4 %

Washington, DC

1.7 %

Denver

1.4%

Chicago

0.7%

New York City

0.6%

Victoria

4.8%

Saskatoon

2.5%

Ottawa / Hull

1.9%

Calgary

1.5%

Winnipeg

1.4%

Quebec City

1.3%

Montreal

1.3%

Edmonton

1.2%

Toronto

0.5%

USA

Canada

Sources: Andersen (2005); Department for Transport (2006); Socialdata (2007); Statistics Canada (2007); http://www.sfmta.com/cms/ bhome/documents/2008SFStateofCyclingReport.pdf (2008); http://www.copenhagenize.com/2009/07/worlds-most-bicycle-friendlycities.html (2009)

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.4 A

HANDOUT

BICYCLE STATISTICS WORKSHEET (ANSWERS) I. Directions: Refer to the following Bicycle Statistics Chart, Percent of Trips by Bicycle in Selected Cities, to help you answer the following questions. *Omit question 4 if a physical map of Germany, Canada, and the USA are not available.

1. State the German, Canadian, and US city with the highest percentage of biking.

Muenster, Germany Davis, USA Victoria, Canada 2. How many German cities score below the highest percentage found in the USA and Canada?

Seven 3. Based on your background knowledge of Germany, what efforts do you think are being made to help promote the use of bicycling for transportation? List two.

Suggested answers: Bike lanes, traffic lights for bike lanes, taxes on cars, compulsory cycling safety education in schools , areas for bike parking, allow bikes on public transport system, cycling safety campaigns, convenient bike rentals in major areas, training for motorists to respect cyclists, motorists responsible for almost all crashes with cyclists, etc.

4. Review the cities on a physical map of Germany, Canada, and the USA. Can any connections be drawn between the geography of the region and the percentage of bicycle usage in the area?

Many of the cities are located in valleys or port areas where the land would be less hilly.

II. Directions: Using the statistics stated in the paragraph below create a chart or bar graph that depicts the information. Be sure to include a title, axes/column labels, and accurate data. Use graph paper if available.

Percent of Trips by Travel Mode (all trip purposes) Country

Bicycle

Walking

Public Transit

Car

Other

Germany

12%

22%

16%

49%

1%

Canada

1%

10%

14%

74%

1%

USA

1%

9%

3%

84%

3%

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.4 B

HANDOUT

HANDOUT 2.4 B - ROAD SIGNS WITH EXPLANATIONS When riding your bike along the side of the road, you will see many different traffic signs and signals. It is important that you know what these mean.

You are coming to an intersection and must be prepared to stop. If there is a lot of traffic it is always safer to walk your bike across the street instead of riding it.

You are approaching a school which may be very busy before school begins and when school ends. Parents and school buses drop off or pick up children at these times so must use caution.

You are coming to a railroad crossing. Because railroad tracks are uneven you should always walk your bicycle over them. Often there is a railroad crossing gate that closes when a train is near; never go around the gate. Always look and listen to be certain that a train is not coming before crossing the tracks.

You are in an area where the road or sidewalk is under construction or repair. Be careful because the area may be uneven or rough, and you may fall off your bike. Always use caution when traveling through a work area.

If a road is closed, usually because of roadwork or unsafe conditions, you must take a detour that is a way of getting around a closed road. Use caution on roads you are not familiar with.

You must come to a complete stop. Before entering the intersection remember to always look left, right, and left again.

You must yield (slow down) and be prepared to stop. If there are people or vehicles in or near the intersection you must stop. If there is no traffic in or near the intersection, it is safe for you to proceed.

You may not enter this street because it is one way in the opposite direction from which you are traveling.

You must travel in the direction of the arrow because this is a one way street.

You must stop to allow people in the crosswalk to cross the street.

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.4 B

HANDOUT

You may go when the signal light is green. Remember that cars may be turning so cross with caution.

You must slow down and prepare to stop when the light is yellow. The light is going to turn red soon.

You must come to a complete stop when the signal light is red. Wait until it turns green to go again.

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

2.4 C

HANDOUT

HANDOUT 2.4 C - ROAD SIGN FLASHCARD GAME

LET’S EXPLORE MODERN GERMANY

CHAPTER 2 - Contemporary Life

LET’S EXPLORE MODERN GERMANY

2.4 C

HANDOUT

CHAPTER 2 - Contemporary Life

2.4 C

If a road is closed, usually because of roadwork or unsafe conditions, you must take a de-tour that is a way of getting around a closed road. Use caution on roads you are not familiar with.

You are coming to an intersection and must be prepared to stop. If there is a lot of traffic it is always safer to walk your bike across the street instead of riding it.

You are in an area where the road or sidewalk is under construction or repair. Be careful because the area may be uneven or rough, and you may fall off your bike. Always use caution when traveling through a work area.

You are approaching a school which may be very busy before school begins and when school ends. Parents and school buses drop off or pick up children at these times so must use caution.

You must come to a complete stop.

Before entering the intersection remember to always look left, right, and left again.

You are coming to a railroad crossing.

Because railroad tracks are uneven you should always walk your bicycle over them. Often there is a railroad crossing gate that closes when a train is near; never go around the gate. Always look and listen to be certain that a train is not coming before crossing the tracks.

LET’S EXPLORE MODERN GERMANY

HANDOUT

CHAPTER 2 - Contemporary Life

2.4 C

You must yield (slow down) and be prepared to stop. If there are people or vehicles in or near the intersection you must stop. If there is no traffic in or near the intersection, it is safe for you to proceed.

You may not enter this street because it is one way in the op-posite direction from which you are traveling

You may go when the signal light is green. Remember that cars may be turning so cross with caution.

You must stop to allow people in the crosswalk to cross the street.

You must come to a complete stop when the signal light is red. Wait until it turns green to go again.

You must slow down and prepare to stop when the light is yellow. The light is going to turn red soon.

LET’S EXPLORE MODERN GERMANY

HANDOUT

CHAPTER 2 - Contemporary Life

POWERPOINT

2.4 D

LET‘S CYCLE

2.4

Clean energy Transportation Fitness FUN!

Unless otherwise sourced, all Photos in this PowerPoint are taken from Wikipedia Commons and are in the public domain in the United States, and those countries with a copyright term of life of the author plus 100 years or less.

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CHAPTER 2 - Contemporary Life

2.4 E

HANDOUT

HANDOUT 2.4 E - BICYCLE LICENSE TEMPLATE

Does your bicycle have all the required parts?

Licensed Bicyclist

This bicycle was checked by:

Check off each part you have: • A red reflector (back) • A backlight including a reflector

Date

Name

Stamp

Date

Name

Stamp

Date

Name

Stamp

• A minimum of two independently working brakes (front and back brake) • A proper bell • A white reflector (front) • A light (front) • Two yellow reflectors in between the spokes of the wheel • Nonskid integral pedals, each with two yellow pedal reflectors on the sides

This pass can only be issued if you have all of them!

Authorized: Police / School Administration / Teacher

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Bicycle Passport Not valid as ID

Chapter 2 - Contemporary Life

2.4 E

Handout

This is what my bicycle looks like: Name:

Women’s / men’s / children’s / teenager’s / folding / trekking / touring / racing / mountain bike

Date of Birth:

circle the appropriate

Street:

Photo

Manufacturer: Frame number:

City: demonstrated by passing the exam his/her knowledge of the traffic rules and the ability to handle a bicycle.

Wheel size:

With my signature I promise to always to be an exemplary road user.

Color:

City:

Special features:

Date:

Frequently a found bicycle cannot be returned to its legal owner because he/ she is not able to describe it properly. So fill in this passport immediately and keep it well – just in case.

Signature Examiner:

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Chapter 2 - Contemporary Life

2.5 A

Handout

Handout 2.5 A - Guinness World Record: Largest Litter Bin Mosaic The following excerpt was written in 2010 by Guinness World Record judge, Jack Brockbank.

Largest litter bin mosaic

Last Saturday, 18 September 2010, I was invited to Berlin to judge a new Guinness World Records attempt.

Trenntstadt Berlin, a project dealing with waste prevention and recycling in Berlin, had enlisted 180 volunteers to construct the largest litter bin mosaic. The attempt was organised as part of ‘Clean Tech World’, a trade fair focussing on renewable energy sources and recycling. The venue was the airfield of the impressive former Tempelhof Airport.

When I arrived at the airfield I immediately saw rows and rows of different coloured wheelie bins, used for separating recyclable materials. Volunteers began wheeling the bins into place, following the plan which had been chalked out on the tarmac. The image took shape in no time as some volunteers wheeled 4 bins at a time!

At around 2pm I was taken to a high vantage point where I could see the mosaic in all its glory. It depicted a polar bear, one of the species most at risk from global warming due to melting polar ice, its natural habitat.

As this was the first time this record had been attempted, Guinness World Records had set the minimum number of bins at 1,000 in order for the mosaic to qualify. The counting took a while, but finally I arrived at a result and prepared to announce whether or not this had been a successful Guinness World Records attempt. The huge litter bin mosaic consisted of a total of 6,401 bins, and I presented an official Guinness World Records certificate to mark the occasion.

Jack Brockbank. Guinness World Records (2010) Retrieved 7.1.2013 from http://topworldrecords.blogspot.com/2010/09/largest-litterbin-mosaic.html

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CHAPTER 2 - Contemporary Life

POWERPOINT

2.5 B

WASTE SEPARATION AND RECYCLING IN GERMANY

2.5

Let’s Go Green!!!

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Chapter 2 - Contemporary Life

Handout 2.5 C - Trash Bin Template

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2.5 C

Handout

Chapter 2 - Contemporary Life

2.5 D

Handout 2.5 D - Recycling Cards Template

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Handout

Chapter 2 - Contemporary Life

Let’s explore Modern Germany

2.5 D

Handout

Chapter 2 - Contemporary Life

Let’s explore Modern Germany

2.5 D

Handout

Chapter 2 - Contemporary Life

Let’s explore Modern Germany

2.5 D

Handout

Chapter 2 - Contemporary Life

Let’s explore Modern Germany

2.5 D

Handout

Chapter 2 - Contemporary Life

Let’s explore Modern Germany

2.5 D

Handout

ster Aw a M e t a s rd a W

Chapter 2 - Contemporary Life

2.5 F

Handout

Handout 2.5 F - Definitions: German Recycling Bins Yellow Bin: Plastic bottles, plastic containers, plastic foils, milk and juice cartons, compound packages, cans, aluminum lids, aluminum foils Orange Bin: Potential recyclables like old cooking pots, small electrical appliances, wood, plastic bowls and plastic colanders, plastic toys, CDs, DVDs Blue Bin: Paper bags, cartons, newspapers, magazines, advertising brochures, leaflets, corrugated cardboard, egg cartons Green Bin: Bottles and glasses made from colored glass White Bin: Bottles and glasses made from clear glass, but no light bulbs, no crystal glass, and no porcelain Brown Bin: Vegetable and fruit leftovers, natural cheese rind, natural sausage casing, coffee grounds and coffee filters, tea bags, egg shells, milk products, cooked food leftovers, meat and fish, bread, non-colored kitchen towels, potting soil, and natural small pet bedding Black Bin: Non-recyclables like diapers, vacuum cleaner bags, leftover wallpaper, leftover carpet, porcelain, window and crystal glass, dirty paper, candle leftovers, cigarettes butts, empty lighters, dressing material, animal excrement, sweepings, fallen leaves, records, tapes

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CHAPTER 2 - Contemporary Life

POWERPOINT

2.6 A

LET’S BE RESPONSIBLE

2.6

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Chapter 2 - Contemporary Life

2.6 B

Handout

Handout 2.6 B - Basic Civil Rights: Germany and United States United States Constitutional Amendments Amendment 1

Freedom of religion, expression, speech, assembly and press.

Amendment 2

The right to own and use arms.

Amendment 3

No military in your home except during war time.

Amendment 4

No unreasonable searches.

Amendment 5

The right to remain silent and not incriminate yourself.

Amendment 6

The right to a speedy and public trial.

Amendment 7

The right to a jury trial in civil matter.

Amendment 8

The right to fair fines and bail. No cruel and unusual punishment.

Amendment 9

Individual Rights. Rights that are not in the constitution are still rights given to citizens.

Amendment 10

State Rights. Any right not given in the constitution is given to the states to legislate.

Amendment 13

Emancipation. Slavery is illegal.

Amendment 14

People of any skin color born in the U.S. are citizens.

Amendment 15

All men have the right to vote, including ex-slaves.

Amendment 19

All genders may vote in elections.

Amendment 26

You must be 18 years old to vote.

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Chapter 2 - Contemporary Life

German Basic Law Amendment 1

Protection of human dignity.

Amendment 2

Rights of liberty- personal freedoms.

Amendment 3

Equality before the law.

Amendment 4

Freedom of faith, of conscience and of creed.

Amendment 5

Freedom of expression

Amendment 6

Protection of marriage and the family.

Amendment 7

School education.

Amendment 8

Freedom of assembly.

Amendment 9

Freedom of association.

Amendment 10

Privacy of correspondence, posts, and telecommunication.

Amendment 11

Freedom of movement.

Amendment 12

Occupational freedom; prohibition of forced labor.

Amendment 13

No search of homes without warrant.

Amendment 14

Property and inheritance guaranteed.

Amendment 16

Rights of Citizenship.

Amendment 17

Right of petition.

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2.6 B

Handout

Chapter 2 - Contemporary Life

2.6 C

Handout

Handout 2.6 C - Quiz on German Citizens’ Rights and Duties True or False: As a German citizen….

1. According to the law men and women have equal rights.

2. In all legal matters, only a man may represent his family.

3. Parents have the responsibility to care for and educate their children.

4. When children don’t listen, adults may inflict corporal (physical) punishment.

5. Every resident of Germany is allowed to vote.

6. All citizens have to pay tax according to their income.

7. Before the law everybody is equal.

8. Nobody can tell me what to do and what not to do in my home.

9. The neighbors have to tolerate when I’m listening to loud music 10. Owners of property (e.g. a house or a car) can do with it whatever they want.

11. All Germany citizens over the age of 18 must vote.

12. The police can check my home at any time in order to see if everything is okay.

13. If the state doesn’t like a political opinion, it can be forbidden in order to protect the society.

14. If somebody has taken my parking space, I can block his car. That’s my right.

15. You have to have an identity card on you and be prepared to show it upon request of the police.

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Chapter 2 - Contemporary Life

2.6 C

Handout

Answers: 1. True.

2. False. The law does not discriminate against either men or women.

3. True.

4. False. Corporal (physical) punishment is forbidden by law and can be penalized.

5. False. German citizens have the right to vote when they are 18 and older.

6. True.

7. True.

8. True.

9. False. Disturbing the peace constitutes an offence and the violator can be penalized.

10. False. Basic Law for the Federal Republic of Germany, Article 14 (2): “Property entails obligations. Its use shall also serve the public good.” This means you are not allowed to throw things out anywhere even if you don’t need them anymore. Instead you have to dispose of them properly.

11. False. There is a right to vote, but not an obligation to vote.

12. False. Normally the police can only enter a home with a judicial order (search warrant).

13. False. Basic Law for the Federal Republic of Germany, Article 15 (1): “Every person shall have the right freely to express and disseminate his opinions in speech, writing and pictures, and to inform himself without hindrance from generally accessible sources. Freedom of the press and freedom of reporting by means of broadcasts and films shall be guaranteed. There shall be no censorship“. The limits of this law are regulated by further laws e.g. in case of insult or defamation.

14. False. Self-administered justice is forbidden.

15. False. You do not necessarily always have to have your ID with you, but in case you might have to go the police later and present it there.

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Chapter 2 - Contemporary Life

2.6 D

Handout 2.6 D - Government Structures: US

The Government of the United States

CONSTITUTION

Legislative Branch

Executive Branch

Judicial Branch

Senate

President

Supreme Court

(100 Senators)

House of Representatives (435 Representatives)

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Vice– President

(9 Justices)

Handout

Chapter 2 - Contemporary Life

2.6 E

Handout 2.6 E - Government Structures: GERMANY

Government of the Federal Republic of Germany

German Basic Law

Legislative Branch

Executive Branch

Judicial Branch

Bundestag

Chancellor

Federal Constitutional Court

(622 Deputies)Â

Bundesrat

(69 Members)

(2 Senates with 8 members each) Cabinet

Federal President

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Handout

Chapter 2 - Contemporary Life

2.7 A

Handout

Handout 2.7 A - International Toy Fair Memorandum To: Our Marketing Representative to the International Toy Fair Your job is to represent our company at the next International Toy Fair in Nuremberg, where you will be in charge of the company’s booth. You will also present our toy fair marketing portfolio based on research. On display will be our company’s top products exported to the US and other nations. You are to convince the buyers from these countries to buy/import this product. Your effective communication skills are essential!

Use this space for your notes that you will include on the display board.

International Toy Fair Display Board

•• Name of our company •• Mission/vision statement and motto of our company •• Marketing team members •• Location of company in Germany. Add a map with location(s) •• Include company’s web address •• Icon or logo of company •• Picture of product(s)

Use this space for your notes that you will include in the portfolio.

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Chapter 2 - Contemporary Life

2.7 A

International Toy Fair Marketing Portfolio •• Include a one paragraph (6-8 sentence minimum) description of the following: -History of our company

-Products of our company

-Description of the products

•• At least 4 pictures with captions that relate directly to the product’s quality.

•• List at least 4 reasons why children will enjoy our fabulous products.

1 2 3 4 •• Design and provide a bumper sticker for our company’s products.

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Handout

Chapter 2 - Contemporary Life

2.7 B

Handout

Handout 2.7 B - International Toy Fair Prospective Buyer’s Notes Name of Company

Major Products

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Reasons why we should import product(s) to U.S.

Question(s) for sales representatives

CHAPTER 3 - History

POWERPOINT

3.1 A

EVENTS IN GERMAN HISTORY

3.1

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Chapter 3 - History

3.1 B

Handout

Handout 3.1 B - EVENTS IN GERMAN HISTORY PLAYCARDS Important Events in German History: Print the following pages double-sided so that each date has a corresponding event on the opposite side!

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Chapter 3 - History

3.1 B

9 C.E.

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Handout

Chapter 3 - History

3.1 B

Handout

Battle of the Teutoburg Forest; victory over Roman legions

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Chapter 3 - History

3.1 B

800

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Handout

Chapter 3 - History

3.1 B

Charlemagne (747 – 814) or Charles the Great (Karl der Große) becomes emperor of the Holy Roman Empire of German Nation

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Handout

Chapter 3 - History

3.1 B

1187-1192

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Chapter 3 - History

3.1 B

Third Crusade and Frederick Barbarossa

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Handout

Chapter 3 - History

3.1 B

1280s

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Chapter 3 - History

3.1 B

Handout

Founding of the Hanseatic League

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Chapter 3 - History

3.1 B

1450

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Handout

Chapter 3 - History

3.1 B

Invention of moveable type book printing

by Johannes Gutenberg (1398 – 1468)

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Chapter 3 - History

3.1 B

1517

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Handout

Chapter 3 - History

3.1 B

Handout

Martin Luther (1483 – 1546) nails his Ninety-Five Theses on the door of All Saints’ Church in Wittenberg – Beginning of Reformation

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Chapter 3 - History

3.1 B

1555

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Handout

Chapter 3 - History

3.1 B

Peace of Augsburg – End of Reformation

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Chapter 3 - History

1618 – 1648

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3.1 B

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Chapter 3 - History

3.1 B

Thirty Years War

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Chapter 3 - History

3.1 B

1740-1786

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Chapter 3 - History

Frederick the Great and the Kingdom of Prussia

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3.1 B

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Chapter 3 - History

3.1 B

1806

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Chapter 3 - History

3.1 B

Battle of Jena, Napoleonic War

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Chapter 3 - History

1814/ 1815

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3.1 B

Handout

Chapter 3 - History

3.1 B

Congress of Vienna

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Chapter 3 - History

3.1 B

1848-1849

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Chapter 3 - History

3.1 B

Handout

Revolutions and Frankfurt National Assembly

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Chapter 3 - History

3.1 B

1864-1871

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Chapter 3 - History

3.1 B

Handout

Unification of Germany, founding of the German Empire (Kaiserlich Deutsches Reich), also referred to as “Second Reich” and proclamation of William I as German Emperor; Bismarck as Architect of Unification Let’s explore Modern Germany

Chapter 3 - History

1914 – 1918

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3.1 B

Handout

Chapter 3 - History

3.1 B

World War I

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Chapter 3 - History

1918 – 1933

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3.1 B

Handout

Chapter 3 - History

3.1 B

Weimar Republic

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Chapter 3 - History

1933 – 1945

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3.1 B

Handout

Chapter 3 - History

3.1 B

Handout

National Socialist Dictatorship (Third Reich)

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Chapter 3 - History

1938 – 1945

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3.1 B

Handout

Chapter 3 - History

3.1 B

Holocaust

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Chapter 3 - History

1939 - 1945

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3.1 B

Handout

Chapter 3 - History

3.1 B

World War II

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Chapter 3 - History

1945 – 1949

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3.1 B

Handout

Chapter 3 - History

3.1 B

Allied Occupation Period

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Chapter 3 - History

1949 – 1990

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3.1 B

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Chapter 3 - History

3.1 B

Handout

Separation of Germany into the Federal Republic of Germany (FRG)/ West Germany and the German Democratic Republic (GDR)/ East Germany Let’s explore Modern Germany

Chapter 3 - History

3.1 B

Handout

August 13, 1961

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Chapter 3 - History

Start of the building of Berlin Wall

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3.1 B

Handout

Chapter 3 - History

3.1 B

November 9, 1989

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Chapter 3 - History

3.1 B

Fall of the Berlin Wall

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Chapter 3 - History

3.1 B

October 3, 1990

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Chapter 3 - History

German Reunification

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3.1 B

Handout

Chapter 3 - History

3.1 B

2005

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Chapter 3 - History

3.1 B

Handout

Angela Merkel (1954*) becomes the first female chancellor of Germany

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Chapter 3 - History

3.2 A

Handout 3.2 A - BENJAMIN FRANKLIN PLAYING CARD Date of Birth/Death:

Birthplace/Where lived most of life:

Invention/Contribution to society:

Impact on society today: • • •

Fun Fact(s):

Benjamin Franklin

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Symbol/Artifact:

Handout

CHAPTER 3 - History

3.2 B

HANDOUT

HANDOUT 3.2 B - WHO AM I? FAMOUS GERMANS IN HISTORY - PAST AND PRESENT 747 – 814

Charlemagne or Charles the Great (Karl der Große)

Emperor of the Holy Roman Empire of German Nation

912 – 973

Otto I the Great (Otto der Große)

Emperor of the Holy Roman Empire of German Nation

1098 – 1179

Hildegard von Bingen

Religious thinker, botany and medical use of herbs

1123 – 1190

Frederick I, Barbarossa

Emperor of the Holy Roman Empire of German Nation

1398 – 1468

Johannes Gutenberg

Invented the modern book printing

1471 – 1528

Albrecht Dürer

Painter

1483 – 1546

Martin Luther

Religious thinker, started the reformation

1571 – 1630

Johannes Kepler

Mathematician

1685 – 1750

Johann Sebastian Bach

Composer and musician

1712 – 1786

Frederick the Great (Friedrich der Große)

Prussian King

1749 – 1832

Johann Wolfgang von Goethe

Writer, poet, novelist, natural scientist

1759 – 1805

Friedrich Schiller

Writer, poet, novelist

1767 – 1835

Wilhelm von Humboldt

Linguist

1769 – 1859

Alexander von Humboldt

Geographer, natural scientist, Explorer

1774 – 1840

Caspar David Friedrich

Painter

1785 – 1863

Jacob Grimm

Linguist, writer, collector

1786 – 1859

Wilhelm Grimm

Linguist, writer, collector

1770 – 1827

Ludwig van Beethoven

Composer

1778 – 1852

Friedrich Ludwig Jahn

Founder of the German gymnastics movement and nationalist

1785 – 1859

Bettina von Arnim

Writer, poet, novelist

1813 – 1883

Richard Wagner

Composer, conductor, theatre director

1815 – 1898

Otto von Bismarck

Politician

1818 - 1883

Karl Marx

Writer, Economist

1819 – 1896

Clara Schumann

Composer

1838 – 1917

Ferdinand Graf von Zeppelin

Inventor

1843 – 1910

Robert Koch

Natural Scientist

1844 – 1929

Karl Benz

Inventor

1845 – 1923

Wilhelm Conrad Röntgen

Natural Scientist, inventor

1858 – 1913

Rudolf Diesel

Inventor

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CHAPTER 3 - History

3.2 B

1867 – 1945

Käthe Kollwitz

Artist, sculptor

1876 – 1967

Konrad Adenauer

Politician

1879 – 1955

Albert Einstein

Natural Scientist

1898 – 1970

Erich Maria Remarque

Writer

1892 – 1984

Martin Niemöller

Religious thinker, Holocaust resistance

1908 – 1974

Oskar Schindler

Businessman, Holocaust rescuer

1913 – 1992

Willi Brandt

Politician

1921 – 1943

Sophie Scholl

Student, Holocaust resistance

1929 – 1945

Anne Frank

Child, writer, Holocaust victim

1945*

Franz Beckenbauer

German football coach, manager and former player

1954*

Angela Merkel

Politician

1958*

Cornelia Funke

Writer

1965*

Katharina Witt

Olympic ice skater

1967*

Boris Becker

Tennis Player

1969*

Michael Schumacher

Formula One racing driver

1969*

Steffi Graf

Tennis player

1973*

Heidi Klum

Model, TV star

1978*

Dirk Nowitzki

Basketball player

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HANDOUT

Chapter 3 - History

3.2 C

Handout 3.2 C - Biography Playing Card

Date of Birth/Death:

Birthplace/Where lived most of life: Image of Person Invention(s)/Contribution to society: (Either downloaded from Internet or drawn) Impact on society today:

Fun Fact(s):

Symbol/Artifact: NAME OF PERSON

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Handout

Chapter 3 - History

3.3 A

Handout

Handout 3.3 A - Sample Parent Letter Dear Parents and Guardians, We all care deeply about the safety and well-being of our children. We want to make sure that we provide a safe environment in which they may grow emotionally as well as intellectually. Therefore, bullying and any form of harassment is taken very seriously.

During the next few weeks the students will be given valuable information about how to deal with bullying.

They will participate in interdisciplinary ELA and Social Studies lessons where they will gain a greater understanding of bullying and the choices and actions they may take to stop it. In the context of this unit students will also learn about the Holocaust as an extreme example of man’s inhumanity to man. At no time will students be exposed to frightening images inappropriate for children.

We will address the following focus questions: What can happen when bullying is not stopped? How can all of us work to ensure that no one is victimized? How do people confront chapters of their history that reflect prejudice, discrimination, persecution, and genocide? How may we learn from the past to create an ethical and civil presence, and design a future that respects people everywhere?

Below are a few definitions to provide you with the terms and concepts we will be using during our class activities.

The following terms will be used throughout the lesson: •• Victim - one who has been the target of negative actions •• Perpetrator - one who takes negative action against another •• Bystander - one who sees unacceptable behavior but does nothing to stop it •• Upstander - one who chooses to take positive action in the face of injustice in society or in situations where individuals need assistance •• Bullying - repeated harmful acts against a person involves taunts, property destruction, exclusion, rumors, etc.

The following concepts will be addressed: •• Genocide •• Violence and Hate Crimes •• Scapegoating •• Discrimination •• Stereotyping and Prejudice

I hope that you will take this opportunity to become more involved with your child’s studies, and that it will result in meaningful discussions.

Thank you for your interest and your support.

Sincerely,

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CHAPTER 3 - History

3.3 B

HANDOUT

HANDOUT 3.3 B - LISTENING AND WRITING ACTIVITY The Flag with Fifty-Six Stars

by Susan Goldman Rubin Directions: You will listen to a story. Then you will answer some questions to show how well you understood what was read. You will listen to the story twice. As you listen carefully, you may take notes on the story anytime you wish during the readings. You may use these notes to answer the questions that follow.

Here are some words and definitions you will need to know as you listen:

•

Holocaust-

a systematic killing of people by the Nazis during WWII

• concentration camp-

guarded area where people are held prisoner under harsh conditions

•

Nazi-

member of a political party led by Hitler

•

inhumane-

lacking kindness and compassion

1. Signs of hope. List 3 actions taken by the prisoners that show they had the “spirit to resist.”

2. The author tells a true story of how the strength of the human spirit can survive evil. Write an essay in which you describe the setting and how some of the victims were survivors.

Using your background knowledge and events from the story be sure to include: • historical events • details for supporting evidence

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CHAPTER 3 - History

3.3 B

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3. One of the survivors told the author not to write this book. He said that Mauthausen was too terrible a place and children should not know about it. Write a persuasive essay in which you explain that reading this book will encourage tolerance and understanding among diverse (different) groups of people.

In your essay be sure to: • clearly organize and express your ideas • correctly use grammar, spelling, and punctuation

4. Directions: You have listened to the book, The Flag with 56 Stars. Now answer the following questions. Write the capital letter of the correct choice on the line at the left.

1. Which statement best describes a way that may have helped a prisoner survive?

A. Working hard would have set one free.

B. Prisoners wore colored triangular patches on their uniforms.

C. Dreaming of freedom kept some prisoners going.

D. Himmler gave orders that “no prisoner is to fall alive into enemy hands.”

2. According to the story, “crimes” in the eyes of the Nazis meant, A. anyone who belonged to the Nazi party.

B. anyone wearing an SS badge.

C. being a polite officer or fireman from Vienna.

D. belonging to any group hated by Hitler.

3. Why does the author tell her readers about this concentration camp?

A. to demonstrate B. to explain the situation behind the creation of the flag with 56 stars C. to compare and contrast the lives of prisoners with non-prisoners D. to give an example of a WW II concentration camp 4. The arrival of the US into the war in 1941 signaled the A. Nazis to collapse enormous tunnels.

B. evacuation of prisoners from concentration camps.

C. Germans to open more subcamps D. SS guards to run away.

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CHAPTER 3 - History

3.3 B

HANDOUT

5. Which statement is supported by information in the book?

A. The United States entered the war in December 1941.

B. “One day we saw an air battle taking place before our very eyes.”

C. “They all suffered under inhumane conditions.”

D. “Rumors spread that the war would end soon.”

6. Which statement reflects an opinion expressed?

A. “Everyone was afraid.”

B. “The prisoners all prayed that they could hold out long enough.”

C. “Some of those arrested were spies and secret agents.”

D. “Hastily, they scrounged around the camp for material.”

7. The main reason the author does not tell about the flag makers is because A. there is no written record listing the names.

B. Lieutenant Taylor taught some musicians how to play, “The Star-Spangled Banner.”

C. the number of stars was not accurate.

D. most of the SS guards ran away before being captured.

8. Read these sentences from the story.

As the Allied troops advanced toward Austria and Germany, Himmler realized he would need to hide his crimes. “He gave new orders. ‘No prisoner is to fall alive into enemy hands,’ he declared.”

The author uses this description to reveal A. why more criminals were sentenced to the work force.

B. why Himmler released the prisoners.

C. that Himmler knew the world would not support these concentration camps.

D. why more subcamps were built.

9. How do the reader’s feelings change from the beginning of the story to the end of the story?

A. In the beginning one felt proud : in the end one felt fearful.

B. In the beginning one felt anxious : in the end one felt uplifted.

C. In the beginning one felt relaxed : in the end one felt proud.

D. In the beginning one felt happy : in the end one felt confused.

10. The story, The Flag with 56 Stars,” is an example of non-fiction because it includes A. a series of events with many exaggerated tellings.

B. a strange setting, peculiar characters, and plot twists.

C. a reason for convincing readers to accepts a particular point of view D. a plot, setting, and character that creates a story that could actually happen.

11. Read this sentence from the book.

As the tunnels were finished, the Nazis set up subterranean factories...

Which meaning of “subterranean” is used in this sentence?

A. weapon manufacturing B. located underground C. between conquered territories

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CHAPTER 3 - History

3.3 C

HANDOUT

HANDOUT 3.3 C - LISTENING AND WRITING ACTIVITY Rose Blanche

By Roberto Innocenti Directions: You are going to listen to a story called Rose Blanche. Then you will answer some questions about this story. You will listen to the story twice. As you listen to the story, you may use the space below for your notes. You may use these notes to answer the questions that follow.

Note: The title, Rose Blanche, can be translated into the “White Rose”. The White Rose was an underground resistance group of young Germans who dared to speak up for freedom.

1. The story takes place in Germany during World War II. The author never mentioned the war by name, yet as readers we know that this is the setting. How do we know this? Using the narration and illustrations, find events in the story which help tell us that this is WWII. Then explain their historical connection to WWII.

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CHAPTER 3 - History

3.3 C

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2. Rose Blanche says, “Sometimes it seems things haven’t really changed,” yet as readers we know that Rose’s world is changing. Explain how we know that the war is affecting Rose’s life. Use details from the story in your answer.

3. Pick up the story where Rose’s life ended. With your background knowledge on this time period in history, tell what happened to Germany from then until now. Use specific events in history.

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CHAPTER 3 - History

3.3 D

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HANDOUT 3.3 D - KINDERTRANSPORT EXCERPT By 1939, many Jews were trying desperately to leave Germany and Austria. One such effort was the Kindertransport, or “Children’s Transport”— convoys of children from Germany and German-occupied territories who were able to leave the European continent for temporary or permanent shelter.

Ellen Alexander was one of these children.

“At the age of nine—maybe before then, I became very much aware of what was going on in the world, in Berlin, actually, because we were not allowed to play with the Aryan children. And people would call their children away from us because we were Jews and therefore not clean, not fit to be played with. We had to leave our school. We had to go to Jewish schools. The school that I went to with my older sister was in Berlin. I don’t know exactly which school it was, but it was attached to a synagogue. And the day that—on November 10, 1938 [Kristallnacht], we came to the school, and it was in flames. And I do remember seeing people standing around and laughing and having a wonderful time watching these flames. And that I think was probably the end of our schooling. I didn’t understand the import of all this, but it certainly made an impression on me.

How my parents got us to go on the Kindertransport I don’t know, but on May 3, 1939, my sister and I were sent to England. And my parents were not overly emotional, although they may have been, especially my mother, but she didn’t show it. And we were able to leave with a lot of other children to go to an unknown place, a place where we didn’t know the language. But that didn’t bother me much. I was young and everything was an adventure.

After we left—after the children, my sister and I left—my father was not able to work for himself or for his father-in-law anymore and was eventually made to sweep the street under some young little Nazi boy who he had to help. He had to carry the bricks and he had to sweep the streets and do very menial work. My sister and I were in England and had a pretty happy life, all in all. I couldn’t complain about our foster parents. But our parents were sent to Theresienstadt [a concentration camp in Czechoslovakia] in 1943, and I never saw my father again.”

Source: Shulman,William L., ed., (1998).Voices and Visions: A Collection of Primary Sources. Woodbridge, CT: Blackbirch Press, 27–28.

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CHAPTER 3 - History

POWERPOINT

3.3 E

KINDERTRANSPORT

3.3

1938 Over 10,000 1940 children

Unless otherwise sourced, all Photos in this PowerPoint are taken from Wikipedia Commons and are in the public domain in the United States, and those countries with a copyright term of life of the author plus 100 years or less.

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LET’S EXPLORE MODERN GERMANY

CHAPTER 3 - History

POWERPOINT

3.4 A

OPERATION VITTLES: THE BERLIN AIRLIFT

3.4

Berlin

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LET’S EXPLORE MODERN GERMANY

Chapter 3 - History

3.4 B

Handout

Handout 3.4 B - Listening and Writing Activity Mercedes and the Chocolate Pilot

by Margot Theis Raven Directions: You are going listen to a story called Mercedes and the Chocolate Pilot. Then you will answer some questions to show how well you understood what was read.You will listen to this story twice. As you listen to the story, you may use the space below for your notes. You may use these notes to answer the questions that follow.

Note: This is a true story of how a US pilot came to be known as Uncle Wiggly, the Chocolate Pilot, to the children living in Berlin, Germany, in 1948 after WWII. Here are some definitions that you will need to know as you listen to the story: •• Liebchen- my little sweet one •• Frau - woman •• penned- wrote

1. The story takes place in Germany right after World War II has ended. The author does not mention this fact, yet as readers we know that this is the setting. How do we know this? Using the narration and illustrations, find details that help us understand that a war has just occurred. Then explain how they are the results/effects of a war.

Details

Result/Effect of War

•

•

•

•

•

•

2. Explain why the children of Berlin called the pilot by the names, Uncle Wiggly and Chocolate Pilot?

3. Mercedes wrote a letter to the pilot. Rewrite the letter below. Be sure to include where she is, what the problem is, and what she would like him to do.

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Chapter 3 - History

3.4 B

Handout

Dear Chocolate Pilot,

Your friend, Mercedes

4. The Chocolate Pilot and Mercedes can be described as clever and determined. Choose either one of the words, traits, that you feel best describes both people. Use details from the story to help support your opinion. Be sure to include 2 specific facts about each person. Complete the graphic organizer for your prewriting step. Write your final essay on your own paper.

Character Trait:

Examples

Chocolate Pilot

1)

2)

Mercedes

1)

2)

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CHAPTER 3 - History

POWERPOINT

3.5 A

RISE AND FALL OF THE BERLIN WALL

3.5

Photo: Nelson Minar

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LET’S EXPLORE MODERN GERMANY

CHAPTER 3 - History

3.5 B

HANDOUT

HANDOUT 3.5 B - RISE AND FALL OF THE BERLIN WALL SCRIPT During the PowerPoint (PowerPoint 3.5 A on Instructional Resource Disc) the students should be completing the Rise and Fall of the Berlin Wall Questions (Handout 3.5 C on Instructional Resource Disc). The italicized sentences in the script are also on the student handout. The students may answer these while viewing each slide. The teacher should ask the students to write down their answers first before a class discussion ensues. As a modification the teacher may provide the students with the script and have them view the slideshow and complete the handout independently.

1. Division and Reunification of Germany Describe the sculpture. Once suggestions are exhausted or when a student recognizes it as pieces of a broken chain, explain that the title of the sculpture is called Berlin. In 1985 it was unveiled on a main street in West Berlin, West Germany. Look carefully. What do you think the artists were trying to say? After suggestions, the teacher should explain that it symbolizes a time of Berlin’s separation. The segments loop each other, but do not touch. They are near, yet alone, describing the time of East and West Berlin.

2. Germany: A Divided Country 1945-1990 From 1945 until 1990 Germany was a divided country. You couldn’t simply travel from Cologne to Berlin, from Munich to Leipzig, or from Hamburg to Rostock. Two German states existed: The Federal Republic of Germany (West Germany), and the German Democratic Republic (East Germany). The division of Germany was the result of the Second World War; West Germany was formed from the former American, French, and British occupied zones, and East Germany was formed from the former Soviet occupied zone. The East German government did not allow its citizens to travel freely. Why would the government of East Germany not want their citizens to travel to West Germany without special permission?

3. The Building of the Berlin Wall: August 13, 1961 The border between the two Germanys ran from the North at the Baltic Sea to the South in Bavaria. By 1952, East Germany separated the Germanys with barbed wire. Then, on August 13, 1961, the East Germans built a wall surrounding West Berlin so it was separated from the rest of the country, an island within another country. What materials were used to build the wall? Why do you think the soldiers were there?

4. End of WWII From 1933 – 1945 Germany was under the rule of Hitler and the National Socialists. Many people were brutally suppressed, persecuted and murdered and a war against many countries was started. The USA, Great Britain, France and the Soviet Union joined together and liberated Germany from the dictatorship. After many millions of people suffered and died in the war, Germany surrendered, and the war ended on May 8, 1945. Describe the signs of devastation you see. Who are the three men, and why are they shaking hands?

5. Occupation Zones The four allied powers divided Germany among each other and split it into four zones. The former capital, Berlin, was also divided into four sectors. The western part of Berlin, which was controlled by the western powers, was situated within the Soviet Zone. The four powers did not agree over the economic and political future of Germany and over time became enemies. Name the four Allies.

6. Berlin Airlift (1948-1949) Between 1948 and 1949 the Soviet Union blocked all land and waterways into West Berlin in order to force out the western powers. But the reaction was the opposite; the western powers increased their engagement in West Berlin and started the famous airlift. (Note: the teacher may refer to the Lesson 3.5 on “Operation Vittles” for greater detail.) Give reasons why these people are standing where they are and looking at the plane.

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CHAPTER 3 - History

3.5 B

HANDOUT

7. Two Germanys During the year of 1949 two German states were founded. One was formed out of the three zones occupied by the western powers. It became West Germany with a democratic government. The other one was formed out of the Soviet zone and became East Germany, with a communist government. What are some basic differences between these governments? E.g. capitalism vs socialism, freedoms of speech and religion vs government controlled media and promotion of atheism.

8. Leaving East Germany 1951 Between 1949 and 1961 more than 2.5 million people fled East Germany to West Germany. The East German government had taken the property of some; others were against the communist government because they were not allowed to speak freely in public or because of bad living conditions. Every year it became more difficult to cross the inner German border and finally in the 1950s the border was closed. The sign indicates that the people are leaving the Soviet controlled zone. How do we know that the people plan to be gone a while?

9. Building of the Wall 1961 Finally on August 13, 1961 the building of Berlin Wall was started and the last loophole to leave East Germany was finally closed. The wall surrounding West Berlin was approximately 100 miles long and about 11 feet high. Which side do you think is the east and west side of the wall? Why? What do you notice about the wall?

10. Germany: Center of the Cold War At this point the Cold War had begun. What is a cold war? Germany became the “touching point” between the United States and the Soviet Union, the superpowers. This was the high time of the so-called Cold War. This means the USA and the Soviet Union were not fighting against each other on a battlefield but built more and more weapons including nuclear bombs in order to be able to win in the case of a real war.

11. Competition…taking over space The two super powers also competed in the fields of technology and sciences, especially in field of astronautics. In the year 1957 the Soviet Union sent the first satellite into space and in 1961 Yuri Gagarin became the first man in space. 1968 the Americans landed for on the moon for the first time. In 1978 East German Sigmund Jähn became the first German in space. How many years passed before the US surpassed the Soviets in space? East Germany was a small country compared to the US and Soviet Union. Explain how an East German could find himself in space.

12. Flight to the West For East Germans it was life threatening to get close to the border between West and East Berlin or between West and East Germany. East German border guards were in watchtowers with rifles watching the border area. Whoever set a foot near the area could be shot. It became known as the “Death Strip”, but still people tried to leave the GDR. What do you notice about the pictures of the escapes? Describe what you see in the pictures.

13. “Walled In!” Germany’s Inner Border View the YouTube video http://www.youtube.com/watch?v=OwQsTzGkbiY, a digital depiction of the building of the wall. Share what you learned that you did not know or realize before the film.

14. Mödlareuth (Little Berlin) Not only did Berlin become a divided city, but so did some towns and villages along the German – German border,, e.g. Mördlareuth. It was called “Little Berlin” by the Americans. Describe the differences between the photos of 1949 and 2011.

15. President John F. Kennedy 1963 In 1963 the President of the United States went to West Berlin and gave a speech in support of the West Berliners’ determination to remain free from East German control. Speaking in German, President Kennedy said that he too was a Berliner. What did these words symbolize to the West Berliners?

LET’S EXPLORE MODERN GERMANY

CHAPTER 3 - History

3.5 B

HANDOUT

16. 2 Different Forms of Government The governmental systems of the two Germanys were very different. West Germany was a parliamentarian democracy different from the political system of the US, but yet similar. Both countries are democracies.

East Germany was officially called German Democratic Republic, but in fact it was not democratic. Only one party had the power, the Socialist Unity Party of Germany, which controlled the life of the people. For example they tried to decide who was allowed to study, which goods could be produced, and also who was allowed to travel and who was not. Notice the 4 political party symbols on the left side and the one political party symbol on the right. Decide which represents either government. Explain the reasoning for your decision.

17. East German Secret Police In East Germany it was dangerous to criticize the leadership of the country or the party. The State Security, called Stasi, spied on the people. They could cause a person to lose his job or even end up in prison. What do you think the photo on the right shows? (a letter opening machine to read the personal mail of all GDR citizens).

18. GDR: A Planned Economy The GDR was a socialist country, which means that it had a planned economy. The government decided which products could be produced and for what price they could be sold. Consumer goods were not a priority to the government. There was enough food, but there was not a large choice. Some goods were very rare, for instance bananas or oranges. In case they were available, people had to line up for a long time.

Certain clothing or other products were also not always available, e.g. children’s shoes. You couldn’t simply go and buy a car; you had to order it and wait approximately 10 to 15 years! Give examples of consumer goods.

19. Legal Way to Leave There was a legal way to leave East Germany. You apply to leave the country, but it could take many years to receive approval. If you were approved, you had to leave the country within a very short time. You could not take all of your belongings or money with you. In many cases people who applied to leave the country were not allowed to leave and were sometimes even put in prison just because they had applied. The East German government was known to force out well-known people who had criticized the government. Explain why those who had criticized the government might wish to stay rather than be sent out of the country?

20. Attempts to Escape to the West More than 136 people died along the Berlin Wall because they tried to flee from East to West Germany.

Many more were killed along the inner German border. What might be some of the ways the people would try to escape?

21. Rabbits in the Death Zone Since no one was allowed in the Death Zone plants and animals were able to grow without endangerment.

To symbolize the rabbits that once lived near the Wall, sculptures were laid into the road surface. View the trailer (1:24) of the 2010 Oscar nominated short subject documentary, directed by Bartosz Konopka, Rabbit a Le Berlin. This is the untold story of the wild rabbits inhabiting the area between the Berlin Walls. For 28 years, the Death Zone was their sanctuary: plenty of grass, no predators, and guards protecting them from human trespassers. When their population reached several thousand, however, the guards started to remove them. Since the Wall came down, the rabbits have learned how to live in the free world. Make a list describing the events from the perspective of a bunny after viewing the video, http://www.youtube.com/ watch?v=YEHi4DE2uAY. 22. The Cold War Ended…Gorbachev During the mid 1980s the relations between the two superpowers improved. An important event was when Michael Gorbachev became the leader of the Soviet Union. He introduced a new policy, the policy of “Glasnost” (transparency) and “Perestroika” (change). Because of the changes in the Soviet Union the people in East Germany became hopeful that changes were also possible in the GDR. This gave them new courage to give their opinions openly. Predict the changes that might occur for the people.

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23. Ronald Reagan at the Berlin Wall On June 12th, 1987, US President Ronald Reagan spoke in front of the Berlin Wall. What do you think his goal was?

24. Hungary Opened Borders to the West When Hungary reopened its border, thousands of GDR citizens fled through Hungary into Austria to West Germany. Describe the signs that indicate that the people appear rushed and in a hurry. Why reasons would they have to be in a hurry?

25. Monday Demonstrations in Leipzig “We Are the People” During the year of 1989 more and more East German citizens demanded more freedoms. Every Monday people prayed for peace in the St. Nicolai Church of Leipzig. Demonstrations grew from these prayer sessions. During the fall of 1989 more and more people in many other East German cities began to demonstrate on the streets and demand free elections and the freedom of travel. Discuss the events that have occurred earlier that have helped this movement to gain momentum.

26. November 9, 1989, Opening of the Wall In November 1989 the GDR government finally decided to allow travel to the West. This new travel regulation should have been published on November 10th, but because of a mistake a government spokesman announced it during the evening of November 9th. In reaction to this announcement, that night thousands of people went to the different checkpoints in Berlin and demanded to be let through. In the end the border was opened and the Wall fell. This night became a huge party. Strangers from the East and West hugged each other, sang, danced, and climbed on the wall. Describe the feelings that a West and East German may have felt on this night.

27. Wall as a Souvenir During the next days and month many people went out with hammers and broke pieces out of the wall and took them home as souvenirs. Most of the wall has been demolished and today only a few meters are still standing as a memorial for the division of Germany. Explain how a German might feel if given an original piece of the Wall.

28. Oct 3rd (1990) a Public Holiday Commemorating Reunification Without the Wall the communist dictatorship couldn’t survive. As a result the first free elections were held in the GDR. More and more people of the GDR wanted to unite with West Germany. On October 3, 1990, East Germany joined West Germany. Since that day Germany is one country with 16 federal states, called Länder. The “Day of German Unification” is the German National Day, a public holiday celebrated on October 3rd each year. Give some reasons explaining why the people of the GDR would wish to join West Germany.

29. Reunified Germany One of the issues confronting a reunified Germany was how to blend elements of two countries with separate though similar cultures. Ampelmann was the icon on East German traffic lights. Although not mandated by law as the formal icon, the East German figure has been popularly accepted. Both East and West Germany had their own versions of the popular children’s TV character, Sandmännchen. After discussion it was determined that the East German figure would be the only figure of the pop culture image. These are 2 examples where the East German culture prevailed. But for a few exceptions, everything else was replaced by the West German system. Give one reason why the East German Ampelmann might be so popular as a traffic light icon.

30. Brandenburg Gate-a symbol of separation and unity of Germany One symbol of the reunited Germany is the Brandenburg Gate. For centuries it was located within the death strip between West and East Berlin, but today it’s freely accessible again and many happy celebrations take place there every year. You can also find it on the back of some of the German euro coins. List the memories that may come to mind when a German looks at the Brandenburg Gate.

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Handout 3.5 C - Rise and Fall of the Berlin Wall Questions Directions: During the slideshow complete the following questions 1. Division and Reunification of Germany Describe the sculpture. Look carefully. What do you think the artists were trying to say?

2. Germany: A Divided Country 1945-1990 Why would the government of East Germany not want their citizens to travel to West Germany without special permission?

3. The Building of the Berlin Wall: August 13, 1961 What materials were used to build the wall? Why do you think the soldiers were there?

4. End of WWII Describe the signs of devastation you see. Who are the three men, and why are they shaking hands?

5. Occupation Zones Name the four Allies.

6. Berlin Airlift (1948-1949) Give reasons why these people are standing where they are and looking at the plane.

7. Two Germanys What are some basic differences between these governments? E.g. capitalism vs socialism, freedoms of speech and religion vs government controlled media and promotion of atheism.

8. Leaving East Germany 1951 The sign indicates that the people are leaving the Soviet controlled zone. How do we know that the people plan to be gone a while?

9. Building of the Wall 1961 Which side do you think is the east and west side of the wall? Why? What do you notice about the wall?

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10. Germany: Center of the Cold War What is a cold war?

11. Competition…taking over space How many years passed before the US surpassed the Soviets in space? East Germany was a small country compared to the US and Soviet Union. Explain how an East German could find himself in space.

12. Flight to the West What do you notice about the pictures of the escapes? Describe what you see in the pictures.

13. “Walled In!” Germany’s Inner Border Share what you learned that you did not know or realize before the film.

14. Mödlareuth (Little Berlin) Describe the differences between the photos of 1949 and 2011.

15. President John F. Kennedy 1963 What did these words symbolize to the West Berliners?

16. 2 Different Forms of Government Notice the 4 political party symbols on the left side and the one political party symbol on the right. Decide which represents either government. Explain the reasoning for your decision.

17. East German Secret Police What do you think the photo on the right shows?

18. GDR: A Planned Economy Give examples of consumer goods.

19. Legal Way to Leave Explain why those who had criticized the government might wish to stay rather than be sent out of the country?

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20. Attempts to Escape to the West What might be some of the ways the people would try to escape?

21. Rabbits in the Death Zone Make a list describing what happened from the eyes of a bunny.

22. The Cold War Ended…Gorbachev Predict the changes that might occur for the people.

23. Ronald Reagan at the Berlin Wall What do you think his goal was?

24. Hungary Opened Borders to the West Describe the signs that indicate that they people appear rushed and in a hurry. Why reasons would they have to be in a hurry?

25. Monday Demonstrations in Leipzig “We Are the People” Discuss the events that have occurred earlier that have helped this movement to gain momentum.

26. November 9, 1989, Opening of the Wall Describe the feelings that a West and East German may have felt on this night.

27. Wall as a Souvenir Explain how a German might feel if given an original piece of the Wall.

28. Oct 3rd (1990) a Public Holiday Commemorating Reunification Give some reasons explaining why the people of the GDR would wish to join West Germany.

29. Reunified Germany Give one reason why the East German Ampelmann might be so popular as a traffic light icon.

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Chapter 3 - History

30. Brandenburg Gate-a symbol of separation and unity of Germany List the memories that may come to mind when a German looks at the Brandenburg Gate.

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Chapter 3 - History

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Handout 3.5 D - Triarama Materials: •• Internet Access •• Large piece of construction paper •• Scissors •• Crayons, markers, colored pencils •• Tape or glue

Directions: Log on to http://www.memorial-caen.fr/10EVENT/gb/berlin.htm to review the exhibition: “A Concrete Curtain” The Life and Death of the Berlin Wall. Once you have researched the history of the Berlin Wall, complete the directions at the following site and create your Triarama: http://www.docstoc.com/ docs/43523937/How-to-make-a-Triarama Once you have created your triarama, it will be used to complete the visual aspect of your project. On the 3 inside panels: •• on one panel draw and color a symbol for the time of the Berlin Wall •• on the second panel draw and color a symbol representing the fall of the Berlin Wall •• on the remaining panel, write 6-8 sentences answering either 1). How is reunified Germany different than divided Germany?

2). How have the actions of governments effected the lives of the German people?

On the three outside panels •• draw or glue images of modern Germany.

After completion you will present your triarama to the class and place it on display.

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Handout 3.5 E - The Wall Came Down Directions: Read the following poem and answer the questions based on the document and your knowledge of social studies.

The Wall Came Down

by Ruth Carlson Brothers and Sisters torn apart Longed for each other with pain in the heart Mothers in tears held their arms toward the sky “Where are my children, who took them and why” A wall stood between them and gave them no rest The wall in Berlin, between East and West.

Thousands tried passing, were caught and would fall She claimed her victims, the cursed wall But their longing and pain was stronger than fear As they tried to come home year after year.

Their country divided, that’s why they tried And their hope for reunion never died.

East Germans, West Germans all felt the same Through tunnels and over the Wall they came.

Many were captured, suffered torture and shame Still they fought that wall again and again.

At Last their pain gave birth to a cry “Free us! Unite us! before we all die” Against their oppressors their outrage they hurled And their plea found an echo all over the world, Then they marched, like in battle, with tools in their hand, And attacked the concrete that divided their land Each chip that fell, fell toward victories crown And they never stopped till the wall was down Through blood and through tears, through sorrow and strife East Germany kept her dream alive And today, 1990, October three There’s no East, there’s no West, they are one, they are “Free!”

1. What never died?

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2. In what city and country is the Wall located?

3. Quote the words which mean the world joined in the demand for the wall to be taken down.

4. How did the removal of the wall change a political map ?

5. The author states that they are “Free!” From whom are the people free?

6. Explain how this country became divided into East and West.

Now review the formula for a diamonte poem, and create one of your own about the rise and fall of the Berlin Wall. All poems should be mounted on construction paper. You may choose to decorate the edge around the poem with appropriate symbols depicting the theme. Once completed you will present your poems to the class and place them on display.

Title Noun (opposite of last noun) two adjectives describing line 1 three words related to first noun- -ending in “ing” or “ed” two words relating to line 1; and two words relating to last line three words related to last noun (line 7) - -ending in “ing” an “ed” two adjectives describing line 7 Noun (opposite of first noun)

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HANDOUT 3.5 F - “ENDANGERED SPECIES” ARTICLE EAST GERMAN TRABANTS HEADING FOR EXTINCTION Der Spiegel 29 July 2010

By ERIC KELSEY The beloved Trabant, a trademark of communist East Germany, is dying out fast. The number rattling around on German roads has dwindled to 35,000 from close to one million shortly after reunification.

Last year’s cash-for-clunkers program appears to have persuaded many owners to ditch their brand loyalty.

After the fall of the Berlin Wall two decades ago, East Germans had had enough. Even as Trabants were hard to come by in communist times, once Germany reunified, everyone wanted a Western car.

Not long later, though, the little plastic car with its fume-belching two-stroke engine became the premier cult item for hard-core auto enthusiasts -- and for those who had succumbed to Ostalgie, dubious nostalgia for life in communist East Germany when “Trabis” provided a limited source of freedom and people had to wait 10 years for delivery.

These days, though, Trabis are slowly sliding toward extinction, with the number registered in Germany rapidly dwindling.

Much of that, of course, is due to natural selection.

The vehicles are made of Duroplast -- a mixture of resin powder and cotton -- and are literally falling apart. In addition, however, many owners ditched their brand loyalty last year when the German government offered a 2,500 vehicle scrapping bonus to persuade people to buy new cars to boost the flagging economy.

Merely 35,000 Trabis are still registered with the German Federal Office of Motor Vehicles (KBA), a decrease of more than 95 percent from 1993, as far back as the KBA has statistics.

“Naturally, the cars are just too old,” KBA spokesman Stephan Elsner told SPIEGEL ONLINE. The plant in the eastern town of Zwickau that produced the first Trabi in 1957 rolled the final one off its assembly line in 1991, shortly after reunification.

‘It’s Only a Hobby Today’

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“The number of Trabis on the road is constantly going down,” Uwe Tautz, who restores old Trabants at his garage in the eastern Berlin district of MarzahnHellersdorf, told SPIEGEL ONLINE. “It’s only a hobby today.”

Still, if you ask around, the number of those intent on keeping their plastic rattle-traps hasn’t fallen.

“Our customer base has remained constant over the years,” Andreas Trull, a mechanic at the Trabant Oasis, a garage in the town of Hoppegarten near Berlin, told SPIEGEL ONLINE. “The reason some don’t drive them anymore is because of low-emission environmental zones some cities have introduced.”

But the cars remain a feature on the streets of the German capital, at least the eastern part of it, and Berlin officials are well aware that the cars are a tourist attraction. In 2009, the city declared that the Trabant had become a world-famous trademark for East Germany and decided to protect the endangered species by relaxed emissions standards for Trabis.

The cars have also lived on in a number of jokes about the vehicles.

Trabi Safari, a company that rents Trabis by the hour in Berlin, Dresden and Potsdam, gets their spare parts from a factory in Hungary that still manufactures components. All told, roughly three million Trabis were produced and many of them found homes across the Eastern bloc.

‘Many Go Kaput’ Trabi Safari’s armada currently totals more than 90 of the subcompacts, nearly all of which are registered in Berlin. That’s roughly 10 percent of the capital’s total Trabi count. “We get them mostly from private owners, and still many go kaput,” Michaela Drepte, an assistant at the rental company, told SPIEGEL ONLINE. The company, however, has to add a special part to all their Trabis to comply with Berlin’s emission standards.

Despite their growing rarity, however, Trabants are still relatively cheap to come by. A mere 1,000

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($1,300) is enough according to prices in online classifieds, the easiest place to find Trabis according to Tautz.

Soon, though, there might even be some new ones available. IndiKar, a car manufacturer based outside of Zwickau, is hoping to give the Trabi new life. The company unveiled plans last year to make an electricengine car in the Trabi style. IndiKar hopes car will hit roads in 2012 and cost around 25,000 ($32,500).

Source: Kelsey, E. (2010, July 29). Endangered Species: East German Trabants Heading for Extinction. Spiegel Online. Retrieved July 2011 from http://www.spiegel.de/ international/zeitgeist/0,1518,708896,00.html

From Spiegel Online, July 29, 2010 Š 2010 Spiegel Online. All rights reserved. Used by permission and protected by the Copyright Laws of the United States.

The printing, copying, redistribution, or retransmission of this Content without express written permission in prohibited.

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Chapter 3 - Grimm Brothers and Other Tales

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Handout 4.1 A - The Pied Piper of Hamelin Once upon a time on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest folk who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way – by killing them. All at once, however, the rats began to multiply.

In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses, then, for lack of anything better, they gnawed the wood, cloth or anything at all. The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors to free them from the plague of rats.

But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.

“What we need is an army of cats!” But all the cats were dead. “We’ll put down poisoned food then . . .” But most of the food was already gone and even poison did not stop the rats. “It just can’t be done without help!” said the Mayor sadly.

Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?” the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.

“I’ve freed other towns of beetles and bats,” the stranger announced, “and for a thousand florins, I’ll rid you of your rats!”

“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying: “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”

The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters, rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.

By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment.

“Fifty thousand florins?” exclaimed the councilors, “Never...” “ A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that . . .”

His eyes flashing with rage, the pied piper pointed a threatening finger at the Mayor.

“You’ll bitterly regret ever breaking your promise,” he said, and vanished.

A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly: “We’ve saved fifty thousand florins!”

That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the

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door creaked shut. A great landslide came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.

This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org

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Chapter 3 - Grimm Brothers and Other Tales

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Handout 4.1 B - The Pied Piper of Hamelin Chart

Setting

Characters

Basic Problems

Solutions

Values/Beliefs

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CHAPTER 3 - Grimm Brothers and Other Tales

4.1 C

HANDOUT 4.1 C - THE PIED PIPER OF HAMELIN

By Robert Browning, 1888 I. Hamelin Town’s in Brunswick, By famous Hanover city; The river Weser, deep and wide, Washes its wall on the southern side; A pleasanter spot you never spied; But, when begins my ditty, Almost five hundred years ago, To see the townsfolk suffer so From vermin, was a pity.

II. Rats!

They fought the dogs and killed the cats, And bit the babies in the cradles, And ate the cheeses out of the vats.

And licked the soup from the cook’s own ladles, Split open the kegs of salted sprats, Made nests inside men’s Sunday hats, And even spoiled the women’s chats, By drowning their speaking, With shrieking and squeaking In fifty different sharps and flats.

III. At last the people in a body To the Town Hall came flocking: “Tis clear,” cried they, “our Mayor’s a noddy; And as for our Corporation—shocking To think we buy gowns lined with ermine For dolts that can’t or won’t determine What’s best to rid us of our vermin!

You hope, because you’re old and obese, To find in the furry civic robe ease?

Rouse up, sirs! Give your brains a racking To find the remedy we’re lacking, Or, sure as fate, we’ll send you packing!”

At this the Mayor and Corporation Quaked with a mighty consternation.

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CHAPTER 3 - Grimm Brothers and Other Tales

IV. An hour they sate in council, At length the Mayor broke silence: “For a guilder I’d my ermine gown sell; I wish I were a mile hence!

It’s easy to bid one rack one’s brain— I’m sure my poor head aches again, I’ve scratched it so, and all in vain Oh for a trap, a trap, a trap!”

Just as he said this, what should hap At the chamber door but a gentle tap?

“Bless us,” cried the Mayor, “what’s that?”

(With the Corporation as he sat, Looking little though wondrous fat; Nor brighter was his eye, nor moister Than a too-long-opened oyster, Save when at noon his paunch grew mutinous For a plate of turtle green and glutinous) “Only a scraping of shoes on the mat?

Anything like the sound of a rat Makes my heart go pit-a-pat!”

V. “Come in!”—the Mayor cried, looking bigger: And in did come the strangest figure!

His queer long coat from heel to head Was half of yellow and half of red, And he himself was tall and thin, With sharp blue eyes, each like a pin, And light loose hair, yet swarthy skin No tuft on cheek nor beard on chin, But lips where smile went out and in; There was no guessing his kith and kin: And nobody could enough admire The tall man and his quaint attire.

Quoth one: “It’s as my great-grandsire, Starting up at the Trump of Doom’s tone, Had walked this way from his painted tombstone!”

VI. He advanced to the council-table: And, “Please your honours,” said he, “I’m able, By means of a secret charm, to draw All creatures living beneath the sun, That creep or swim or fly or run, After me so as you never saw!

And I chiefly use my charm

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CHAPTER 3 - Grimm Brothers and Other Tales

On creatures that do people harm, The mole and toad and newt and viper; And people call me the Pied Piper.”

(And here they noticed round his neck A scarf of red and yellow stripe, To match with his coat of the self-same cheque; And at the scarf’s end hung a pipe; And his fingers they noticed were ever straying As if impatient to be playing Upon his pipe, as low it dangled Over his vesture so old-fangled.)

“Yet,” said he, “poor Piper as I am, In Tartary I freed the Cham, Last June, from his huge swarms of gnats, I eased in Asia the Nizam Of a monstrous brood of vampyre-bats: And as for what your brain bewilders, If I can rid your town of rats Will you give me a thousand guilders?”

“One? fifty thousand!”—was the exclamation Of the astonished Mayor and Corporation.

VII. Into the street the Piper stept, Smiling first a little smile, As if he knew what magic slept In his quiet pipe the while; Then, like a musical adept, To blow the pipe his lips he wrinkled, And green and blue his sharp eyes twinkled, Like a candle-flame where salt is sprinkled; And ere three shrill notes the pipe uttered, You heard as if an army muttered; And the muttering grew to a grumbling; And the grumbling grew to a mighty rumbling; And out of the houses the rats came tumbling.

Great rats, small rats, lean rats, brawny rats, Brown rats, black rats, grey rats, tawny rats, Grave old plodders, gay young friskers, Fathers, mothers, uncles, cousins, Cocking tails and pricking whiskers, Families by tens and dozens, Brothers, sisters, husbands, wives— Followed the Piper for their lives.

From street to street he piped advancing, And step for step they followed dancing,

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CHAPTER 3 - Grimm Brothers and Other Tales

Until they came to the river Weser Wherein all plunged and perished!

—Save one who, stout as Julius Cæsar, Swam across and lived to carry (As he, the manuscript he cherished) To Rat-land home his commentary: Which was, “At the first shrill notes of the pipe, I heard a sound as of scraping tripe, And putting apples, wondrous ripe, Into a cider-press’s gripe: And a moving away of pickle-tub-boards, And a leaving ajar of conserve-cupboards, And a drawing the corks of train-oil-flasks, And a breaking the hoops of butter-casks: And it seemed as if a voice (Sweeter far than by harp or by psaltery Is breathed) called out, ‘Oh rats, rejoice!

The world is grown to one vast drysaltery!

So munch on, crunch on, take your nuncheon, Breakfast, supper, dinner, luncheon!’

And just as a bulky sugar-puncheon, All ready staved, like a great sun shone Glorious scarce an inch before me, Just as methought it said, ‘Come, bore me!’

—I found the Weser rolling o’er me.”

VIII. You should have heard the Hamelin people Ringing the bells till they rocked the steeple “Go,” cried the Mayor, “and get long poles, Poke out the nests and block up the holes!

Consult with carpenters and builders, And leave in our town not even a trace Of the rats!”—when suddenly up the face Of the Piper perked in the market-place, With a, “First, if you please, my thousand guilders!”

IX. A thousand guilders! The Mayor looked blue; So did the Corporation too.

For council dinners made rare havoc With Claret, Moselle, Vin-de-Grave, Hock; And half the money would replenish Their cellar’s biggest butt with Rhenish.

To pay this sum to a wandering fellow With a gipsy coat of red and yellow!

“Beside,” quoth the Mayor with a knowing wink,

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CHAPTER 3 - Grimm Brothers and Other Tales

“Our business was done at the river’s brink; We saw with our eyes the vermin sink, And what’s dead can’t come to life, I think.

So, friend, we’re not the folks to shrink From the duty of giving you something to drink, And a matter of money to put in your poke; But as for the guilders, what we spoke Of them, as you very well know, was in joke.

Beside, our losses have made us thrifty.

A thousand guilders! Come, take fifty!”

X. The Piper’s face fell, and he cried, “No trifling! I can’t wait, beside!

I’ve promised to visit by dinner-time Bagdad, and accept the prime Of the Head-Cook’s pottage, all he’s rich in, For having left, in the Caliph’s kitchen, Of a nest of scorpions no survivor: With him I proved no bargain-driver, With you, don’t think I’ll bate a stiver!

And folks who put me in a passion May find me pipe after another fashion.”

XI. “How?” cried the Mayor, “d’ ye think I brook Being worse treated than a Cook?

Insulted by a lazy ribald With idle pipe and vesture piebald?

You threaten us, fellow? Do your worst, Blow your pipe there till you burst!”

XII. Once more he stept into the street, And to his lips again Laid his long pipe of smooth straight cane; And ere he blew three notes (such sweet Soft notes as yet musician’s cunning Never gave the enraptured air) There was a rustling, that seemed like a bustling Of merry crowds justling at pitching and hustling, Small feet were pattering, wooden shoes clattering, Little hands clapping and little tongues chattering, And, like fowls in a farm-yard when barley is scattering, Out came the children running.

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CHAPTER 3 - Grimm Brothers and Other Tales

All the little boys and girls, With rosy cheeks and flaxen curls, And sparkling eyes and teeth like pearls.

Tripping and skipping, ran merrily after The wonderful music with shouting and laughter.

XIII. The Mayor was dumb, and the Council stood As if they were changed into blocks of wood, Unable to move a step, or cry To the children merrily skipping by.

—Could only follow with the eye That joyous crowd at the Piper’s back.

But how the Mayor was on the rack, And the wretched Council’s bosoms beat, As the Piper turned from the High Street To where the Weser rolled its waters Right in the way of their sons and daughters!

However he turned from South to West, And to Koppelberg Hill his steps addressed, And after him the children pressed; Great was the joy in every breast.

“He never can cross that mighty top!

He’s forced to let the piping drop, And we shall see our children stop!”

When, lo, as they reached the mountain-side, A wondrous portal opened wide, As if a cavern was suddenly hollowed; And the Piper advanced and the children followed, And when all were in to the very last, The door in the mountain side shut fast.

Did I say, all? No; One was lame, And could not dance the whole of the way; And in after years, if you would blame His sadness, he was used to say,— “It’s dull in our town since my playmates left!

I can’t forget that I’m bereft Of all the pleasant sights they see, Which the Piper also promised me.

For he led us, he said, to a joyous land, Joining the town and just at hand, Where waters gushed and fruit-trees grew, And flowers put forth a fairer hue, And everything was strange and new; The sparrows were brighter than peacocks here, And their dogs outran our fallow deer,

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CHAPTER 3 - Grimm Brothers and Other Tales

And honey-bees had lost their stings, And horses were born with eagles’ wings; And just as I became assured My lame foot would be speedily cured, The music stopped and I stood still, And found myself outside the hill, Left alone against my will, To go now limping as before, And never hear of that country more!”

XIV. Alas, alas for Hamelin!

There came into many a burgher’s pate A text which says that Heaven’s gate Opes to the rich at as easy rate As the needle’s eye takes a camel in!

The Mayor sent East, West, North, and South, To offer the Piper, by word of mouth, Wherever it was men’s lot to find him, Silver and gold to his heart’s content, If he’d only return the way he went, And bring the children behind him.

But when they saw ‘twas a lost endeavour, And Piper and dancers were gone for ever, They made a decree that lawyers never Should think their records dated duly If, after the day of the month and year, These words did not as well appear, “And so long after what happened here On the Twenty-second of July, Thirteen hundred and seventy-six:” And the better in memory to fix The place of the children’s last retreat, They called it, the Pied Piper’s Street — Where any one playing on pipe or tabor, Was sure for the future to lose his labour.

Nor suffered they hostelry or tavern To shock with mirth a street so solemn; But opposite the place of the cavern They wrote the story on a column, And on the great church-window painted The same, to make the world acquainted How their children were stolen away, And there it stands to this very day.

And I must not omit to say That in Transylvania there’s a tribe Of alien people that ascribe

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CHAPTER 3 - Grimm Brothers and Other Tales

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The outlandish ways and dress On which their neighbours lay such stress, To their fathers and mothers having risen Out of some subterraneous prison Into which they were trepanned Long time ago in a mighty band Out of Hamelin town in Brunswick land, But how or why, they don’t understand.

XV. So, Willy, let me and you be wipers Of scores out with all men—especially pipers!

And, whether they pipe us free from rats or from mice, If we’ve promised them aught, let us keep our promise!

The Project Gutenberg EBook of The Pied Piper of Hamelin, by Robert Browning

This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Release Date: May 8, 2006 [EBook #18343] Language: English Character set encoding: ISO-8859-1 Produced by Suzanne Shell, Christine D. and the Online Distributed Proofreading Team at http://www.pgdp.net

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Chapter 3 - Grimm Brothers and Other Tales

4.1 D

Handout

Handout 4.1 D - Hameln Rattenbrot Recipe Basic Salt Dough Recipe Ingredients: ••

1 cup of fine salt

••

1 cup of flour

••

1/2 cup of water (may add more)

Instructions: ••

In a large bowl, combine the salt and the flour

••

Make a well in the salt/flour mixture and add the water

••

Knead until smooth and shape into a ball

••

When not in use, wrap in plastic or store in an airtight container

••

Using the dough, create a figure of a rat.

••

Either air dry or bake at 200 degrees F until hardened

HINT: To get a softer dough, you can add more flour. Adding more salt will lend a more granulous affect. Use wallpaper glue and the dough with be more cohesive. To add color to your dough, use different types of flour or add food coloring or paint.

Knead to get an even color.

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4.1 E

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HANDOUT 4.1 E - THE BREMEN TOWN MUSICIANS There was once an ass whose master had made him carry sacks to the mill for many a long year, but whose strength began at last to fail, so that each day as it came found him less capable of work. Then his master began to think of turning him out, but the ass, guessing that something was in the wind that boded him no good, ran away, taking the road to Bremen; for there he thought he might get an engagement as town musician. When he had gone a little way he found a hound lying by the side of the road panting, as if he had run a long way.

“Now, Holdfast, what are you so out of breath about?” said the ass.

“Oh dear!” said the dog, “now I am old, I get weaker every day, and can do no good in the hunt, so, as my master was going to have me killed, I have made my escape; but now, how am I to gain a living?”

“I will tell you what,” said the ass, “I am going to Bremen to become town musician. You may as well go with me, and take up music too. I can play the lute, and you can beat the drum.”

And the dog consented, and they walked on together. It was not long before they came to a cat sitting in the road, looking as dismal as three wet days.

“Now then, what is the matter with you, old shaver?” said the ass.

“I should like to know who would be cheerful when his neck is in danger?” answered the cat. “Now that I am old my teeth are getting blunt, and I would rather sit by the oven and purr than run about after mice, and my mistress wanted to drown me; so I took myself off; but good advice is scarce, and I do not know what is to become of me.”

“Go with us to Bremen,” said the ass, “and become town musician. You understand serenading.”

The cat thought well of the idea, and went with them accordingly. After that the three travelers passed by a yard, and a cock was perched on the gate crowing with all his might.

“Your cries are enough to pierce bone and marrow,” said the ass; “what is the matter?”

“I have foretold good weather for Lady-day, so that all the shirts may be washed and dried; and now on Sunday morning company is coming, and the mistress has told the cook that I must be made into soup, and this evening my neck is to be wrung, so that I am crowing with all my might while I can.”

“You had much better go with us, Chanticleer,” said the ass. “We are going to Bremen. At any rate that will be better than dying. You have a powerful voice, and when we are all performing together it will have a very good effect.”

So the cock consented, and they went on all four together.

But Bremen was too far off to be reached in one day, and towards evening they came to a wood, where they determined to pass the night. The ass and the dog lay down under a large tree; the cat got up among the branches, and the cock flew up to the top, as that was the safest place for him. Before he went to sleep he looked all round him to the four points of the compass, and perceived in the distance a little light shining, and he called out to his companions that there must be a house not far off, as he could see a light, so the ass said, “We had better get up and go there, for these are uncomfortable quarters.” The dog began to fancy a few bones, not quite bare, would do him good. And they all set off in the direction of the light, and it grew larger and brighter, until at last it led them to a robber’s house, all lighted up. The ass, being the biggest, went up to the window, and looked in.

“Well, what do you see?” asked the dog.

“What do I see?” answered the ass; “here is a table set out with splendid eatables and drinkables, and robbers

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sitting at it and making themselves very comfortable.”

“That would just suit us,” said the cock.

“Yes, indeed, I wish we were there,” said the ass. Then they consulted together how it should be managed so as to get the robbers out of the house, and at last they hit on a plan. The ass was to place his forefeet on the window-sill, the dog was to get on the ass’s back, the cat on the top of the dog, and lastly the cock was to fly up and perch on the cat’s head. When that was done, at a given signal they all began to perform their music.

The ass brayed, the dog barked, the cat mewed, and the cock crowed; then they burst through into the room, breaking all the panes of glass. The robbers fled at the dreadful sound; they thought it was some goblin, and fled to the wood in the utmost terror. Then the four companions sat down to table, made free with the remains of the meal, and feasted as if they had been hungry for a month. And when they had finished they put out the lights, and each sought out a sleeping-place to suit his nature and habits. The ass laid himself down outside on the dunghill, the dog behind the door, the cat on the hearth by the warm ashes, and the cock settled himself in the cockloft, and as they were all tired with their long journey they soon fell fast asleep.

When midnight drew near, and the robbers from afar saw that no light was burning, and that everything appeared quiet, their captain said to them that he thought that they had run away without reason, telling one of them to go and reconnoiter. So one of them went, and found everything quite quiet; he went into the kitchen to strike a light, and taking the glowing fiery eyes of the cat for burning coals, he held a match to them in order to kindle it. But the cat, not seeing the joke, flew into his face, spitting and scratching. Then he cried out in terror, and ran to get out at the back door, but the dog, who was lying there, ran at him and bit his leg; and as he was rushing through the yard by the dunghill the ass struck out and gave him a great kick with his hind foot; and the cock, who had been wakened with the noise, and felt quite brisk, cried out, “Cock-a-doodle-doo!”

Then the robber got back as well as he could to his captain, and said, “Oh dear! in that house there is a gruesome witch, and I felt her breath and her long nails in my face; and by the door there stands a man who stabbed me in the leg with a knife; and in the yard there lies a black spectre, who beat me with his wooden club; and above, upon the roof, there sits the justice, who cried, ‘Bring that rogue here!’ And so I ran away from the place as fast as I could.”

From that time forward the robbers never ventured to that house, and the four Bremen town musicians found themselves so well off where they were, that there they stayed. And the person who last related this tale is still living, as you see.

The Project Gutenberg EBook of Household Stories by the Brothers Grimm, by Jacob Grimm and Wilhelm Grimm This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Household Stories by the Brothers Grimm Author: Jacob Grimm and Wilhelm Grimm Illustrator: Walter Crane Translator: Lucy Crane Release Date: August 17, 2006 [EBook #19068] Character set encoding: ISO-8859-1 Produced by Suzanne Shell, Melissa Er-Raqabi and the Online Distributed Proofreading Team at http://www.pgdp.net

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CHAPTER 3 - Grimm Brothers and Other Tales

4.1 F

HANDOUT 4.1 F GRIMM BROTHER‘ FAIRY TALE CHART

Story

Setting

Sleeping Beauty

Rapunzel

Snow White and the Seven Dwarfs

Little Red Riding Hood

Hansel and Gretel

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Main Characters

Problem

Solution

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Chapter 3 - Grimm Brothers and Other Tales

4.2 A

Handout

Handout 4.2 A - Herr Korbes Jakob and Wilhelm Grimm Published in 1884 A cock and a hen once wanted to go a journey together. So the cock built a beautiful carriage with four red wheels, and he harnessed four little mice to it. And the cock and the hen got into it, and were driven off. Very soon they met a cat, who asked where they were going. The cock answered, “On Herr Korbes a call to pay, And that is where we go to-day!”

“Take me with you,” said the cat.

The cock answered, “Very well, only you must sit well back, and then you will not fall forward.”

“And pray take care Of my red wheels there; And wheels be steady, And mice be ready On Mr. Korbes a call to pay, For that is where we go to-day!”

Then there came up a millstone, then an egg, then a duck, then a pin, and lastly a needle, who all got up on the carriage, and were driven along. But when they came to Herr Korbes’ house he was not at home. So the mice drew the carriage into the barn, the cock and the hen flew up and perched on a beam, the cat sat by the fireside, the duck settled on the water; but the egg wrapped itself in the towel, the pin stuck itself in the chair cushion, the needle jumped into the bed among the pillows, and the millstone laid itself by the door. Then Herr Korbes came home, and went to the hearth to make a fire, but the cat threw ashes in his eyes. Then he ran quickly into the kitchen to wash himself, but the duck splashed water in his face. Then he was going to wipe it with the towel, but the egg broke in it, and stuck his eyelids together. In order to get a little peace he sat down in his chair, but the pin ran into him, and, starting up, in his vexation he threw himself on the bed, but as his head fell on the pillow, in went the needle, so that he called out with the pain, and madly rushed out. But when he reached the housedoor the mill-stone jumped up and struck him dead.

What a bad man Herr Korbes must have been!

The Project Gutenberg EBook of Household Stories by the Brothers Grimm, by Jacob Grimm and Wilhelm Grimm. This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Household Stories by the Brothers Grimm Author: Jacob Grimm and Wilhelm Grimm Translator: Lucy Crane Release Date: August 17, 2006 [EBook #19068] Character set encoding: ISO-8859-1 Produced by Suzanne Shell, Melissa Er-Raqabi and the Online Distributed Proofreading Team at http://www.pgdp.net

Let’s explore Modern Germany

Chapter 3 - Grimm Brothers and Other Tales

4.2 B

Handout

Handout 4.2 B - Herr Korbes Primary Activity ••

Directions: You are going to listen to a Grimm Brothers’ tale called Herr Korbes. Then, you will answer questions about the story. You will listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story the second time, you may want to take notes. Use the space below for your notes. You may use these notes to answer the questions that follow.

••

Directions: Circle the best choice.

1. What was this story mostly about?

A. group of friends on holiday B. animals that escaped from the farm C. a man who had an accident D. friends playing a joke

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Chapter 3 - Grimm Brothers and Other Tales

4.2 B

Handout

2. Which word best describes Herr Korbes in this story?

A. husband B. farmer C. clown D. victim 3. Why is everyone going to Herr Korbes’s house?

A. He’s their friend.

B. The group wants to do him harm.

C. It’s never said.

D. The group thought his house was empty.

4. At first the story seems like a list of silly events, but which sentence makes us realize the story has a message?

A. “What a bad man Herr Korbes must have been.”

B. “You must sit well back.”

C. “Take me with you.”

D. “On Herr Korbes a call to pay, and that is where we go today!”

••

Directions: Complete the sequence of events that lead to the end of Herr Korbes. Use the choices below to help you. Place them in the correct box so that the story’s events are in order.

Herr Korbes ran out of the house The needle pricked him The cat threw ashes in his face The egg broke and glued his eyes shut The duck splashed water in his face Herr Korbes wanted a fire

Herr Korbes wanted to wash

Herr Korbes wanted to dry off

Herr Korbes wanted to rest

The millstone jumped down on him

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Chapter 3 - Grimm Brothers and Other Tales

••

4.2 B

Handout

Directions: Choose one of the questions to answer in 4-6 sentences. Use details from the story in your answer.

1. What if something happened differently? Change one event that could have caused another outcome of the tale.

2. The last line of the story states: “What a bad man Herr Korbes must have been!” Why would the author feel this way?

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Chapter 3 - Grimm Brothers and Other Tales

4.2 C

Handout

Handout 4.2 C - Herr Korbes Intermediate Activity ••

Directions: Through the literature that is written, read, told, and enjoyed from a particular area or region, we can discover what the people are like, how they feel, and what they value as important during that time period of history.

First, read the tale of Herr Korbes, which was written by the Grimm Brothers and published in 1884 in Germany, then complete the tasks below.

1. Give a brief summary of the tale.

2. Discuss the values that are being taught, stressed, or thought to be important by this culture.

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Chapter 3 - Grimm Brothers and Other Tales

4.2 C

Handout

3. It’s been said that it’s the last line that makes this tale a “masterpiece.” Agree or disagree with this commentary.

4. Choose a scene from the tale that depicts or shows one of the important values being taught or learned.

Illustrate it in color and write a caption beneath:

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CHAPTER 3 - Grimm Brothers and Other Tales

4.3 A

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HANDOUT 4.3 A - BARON MÜNCHAUSEN STORIES From The Surprising Adventures of Baron Münchausen

By Rudolph Erich Raspe Meeting the Stag ONE DAY as I was hunting and had spent all my shots, I unexpectedly met with a stately stag. It looked at me as unconcernedly as it he had known of my empty pouches. I charged at once with powder and a good handful of cherry-stones upon it, for I had sucked the fruit as far as the hurry would permit. This I let fly at him, and hit him just on the middle of the forehead, between his antlers. It stunned him - he staggered - yet he made off.

A year or two after, being with a party in the same forest, I beheld a noble stag with a fine full grown cherrytree above ten feet high between his antlers. At once I recollected my former adventure, looked on him as my property, and brought him to the ground by one shot.

This gave me the haunch and cherry-sauce; for the tree was covered with the richest fruit, and I had never tasted anything like it before.

Bathing into Trouble I WAS bathing in the pleasant sea near Marseilles one summer’s afternoon, when I discovered a very large fish. It swam towards me at top speed with his jaws wide open. There was no time to lose, I couldn’t possibly avoid him. At once I made myself as slim as possible by closing my feet and placing my hands near my sides.

In that position I passed directly between his jaws and into his stomach. There I remained some time in total darkness. It was comfortably warm inside there.

At last I got an idea: Through pain he would be glad to get rid of me. I found out that tumbling, hop, step, and jump wasn’t enough. But then I tried to dance a hornpipe. That disturbed the fish. Soon he tried to get me out by fits and starts. I kept dancing and invented a forerunner of Riverdance, and at last he roared horridly. He stood almost straight up in the water with head and shoulders exposed.

Through that the fish was discovered by the people on board an Italian trading vessel sailing by. The trader harpooned him in a few minutes. As soon as he was brought on board, I heard the crew talk about how they should cut him up so as to preserve as much oil as possible.

I had reasons to fear their weapons would cut up me too, not only the fish. And even though there seemed to be room enough for a dozen men in this creature’s stomach, I stood as near the centre as possible to avoid getting cut and sundered.

But my fears were soon dispersed: The brave Italians began by opening the bottom of the belly. As soon as I noticed a glimmering of light, I called out lustily to be released from the now almost suffocating situation. It is impossible for me to do justice to the degree and kind of astonishment that my voice evoked from inside a fish. The people on the boat were even more astonished at seeing a naked man walk upright out of his body.

In short, gentlemen, I told them the whole story, as I have done you, while amazement struck them dumb.

After taking some refreshment and jumping into the sea to cleanse myself, I swam to my clothes. They lay where I had left them on the shore. As near as I can calculate, I was confined in the stomach of this animal for nearly four and a half hours.

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The Horse at the Church Tower AS I WAS into, I set out on my first travel to Russia in midwinter. For in spring and autumn the roads in Poland are so soaked by the rain that you get stuck, and in summer they are dry and so dusty that you can’t stop coughing.

Then you can’t really make headway.

Therefore I travelled in winter on horseback. Regrettably, I froze more and more for each day, for I had put on just a light overcoat. The whole country was covered with snow. Often I couldn’t see any road, path, tree or signpost. The winter darkness descended. Night and darkness. I could see no village ahead and didn’t know the road. Very tired I stepped down from my good horse and tied it to something that looked like a pointed stump of a tree. It stood there above the snow. Then for the sake of safety, I placed my pistols under my arm and laid down on the snow and fell asleep. I slept so soundly that I did not open my eyes till full daylight. The sun was shining. I looked around and guess where I was? I lay in the middle of a small village on a churchyard!

I couldn’t find my good horse beside me. My horse was gone! Then all of a sudden I heard wild neighing from somewhere above me. I looked up and saw my animal hanging by his bridle at the weathercock of the churchtower. It was neighing and struggling and wanted to get down, which was quite understandable.

What had happened dawned on me. The village, including the church-tower, had been snow-bound. And what I had taken for the top of a tree, had been the cross or weathercock of the church. At night the weather had changed dramatically and thawed. So while I was sleeping, I had been sinking down with the melting snow, gently and soon enough, till I woke up among the tombstones.

Without long consideration, I took one of my pistols, shot the bridle in two, brought down the horse, and proceeded on my journey. My horse was overjoyed when it trod on solid ground again. I vaulted into the saddle and we carried on our adventurous journey together.

The Lion and Hungry Crocodile IN OLD Sri Lanka my uncle and I were received with great signs of Oriental politeness. After we had lived there about a fortnight, I accompanied one of the governor’s brothers on a shooting party. He was a strong, athletic man and was used to the lovely climate, for he had lived there some years. He could stand the sunshine far better than I could. While we strolled along, he went into a thick wood when I was only at the rim of it, near the bank of a large lake. I heard a rustling noise behind me at the time. On turning about I was almost scared to death at the sight of a lion that seemed hungry and drew nearer and nearer to me, without asking for my consent.

What should I do? I had not even a moment to reflect on that. My gun was only charged with swan-shot, and I had no other ammunition on me. Well, even though I couldn’t hope to kill such an animal with the weak kind of ammunition I had, yet I had some hopes of frightening it by the bang. Maybe I could wound it a bit too.

I shot at once, without waiting till he was within reach. That just made the lion angry. Now it ran towards me at full speed. I tried to escape, but the moment I turned around to run, I found a large crocodile with its mouth extended almost ready to receive me. This was the situation, and on my right hand was the water’s edge, on my left a deep precipice filled with poisonous creatures.

In short, while the lion was on its hind-legs, just in the act of seizing me, I dropped to the ground with fear. It made the lion miss the target and spring over me. As I lay there I expected to feel his teeth or talons in some part of me every moment, but after waiting like this for a few seconds, I heard a violent but unusual noise. It was different from any sound I had ever heard, and that was no small wonder: When I ventured to raise my head and look round, I saw the lion had jumped into the wide open mouth of the crocodile. It made me feel relief, if not jubilant joy at the moment.

Now the head of the one stuck in the throat of the other, and each of the animals fought to save itself. I remembered I had a large jungle knife by my side. I severed the lion’s head with it at one blow, and the body fell at

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my feet. Then, with the butt-end of my rifle I rammed the lion’s head farther into the throat of the crocodile and choked it - he could neither gorge nor eject that head. In this way I won over two rather powerful enemies of man.

Now my companion came back for me. When he got aware I wasn’t following him into the wood, he came back, fearing I had lost my way or met with some accident.

When we had congratulated each other, we measured the crocodile, which was just forty feet long. As soon as we had told the governor of the astonishing happening, he sent a wagon and servants. They brought home the two carcasses. The lion’s skin was properly preserved with its hair on. Then it was made into tobacco-pouches.

And when we later returned to Holland I gave them to the burgomasters, who in return bravely asked me to accept a thousand ducats. The skin of the crocodile was stuffed in the usual way and sent to the public museum at Amsterdam. There the exhibitor tells the whole story to each one who comes to look at it. Some of his variations of the tale are rather unlikely. One of them is that the lion jumped quite through the crocodile, and was making its escape at his back-door when I cut its head off, and three feet of the crocodile’s tail along with it. But

that part of the story is purely invented.

Raspe, Rudolf Erich (1737-1794): Baron von Münchausens vidunderlige reiser til lands og til vanns. Cappelen. Oslo, 1976. Retrieved 26

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CHAPTER 4 - Grimm Brothers and Other Tales

POWERPOINT

4.4 A

ANNALENA’S TRIP TO THE MÄRCHENSTRAßE

4.4

Unless otherwise sourced, all Photos in this PowerPoint are taken from Wikipedia Commons and are in the public domain in the United States, and those countries with a copyright term of life of the author plus 100 years or less.

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CLICK PHOTO ABOVE TO OPEN POWERPOINT

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Chapter 3 - Grimm Brothers and Other Tales

4.4 B

Handout

Handout 4.4 B - MärchenstraSSe PowerPoint Narrative Annalena’s Trip on the Märchenstraße

Day 1: 25° Celsius and SUNNY ••

Morning: After breakfast, getting luggage ready and walk over to Karstadt department store to buy a new Grimm’s Fairytales book. The book cost 17.95€.

••

Noon: Daddy comes from work at Deutsche Bank, lunch

••

Afternoon: Walk to Hermannplatz Underground station and ride to Berlin Central Station (Berlin Hauptbahnhof/ Hbf). Both of the parents have a monthly pass for Berlin (Berlin AB) for 74.00€ (this is how much per day? Compare, a single ride costs 2.30€), Annalena has a monthly student pass for 27.00€ (How much is this per day?)

Train ride from Berlin Hauptbahnhof to Kassel Hauptbahnhof with a family ticket of the German Railway Company (Deutsche Bahn). Tickets cost 49.00€ each for the two adults, children under the age of 15 ride for free Departure Berlin Hbf. 14:21, arrival Wolfsburg Hbf. 15:34 Departure Wolfsburg Hbf. 15:39, arrival Kassel Wilhelmshöhe 17:14 Departure Kassel Wilhelmshöhe 17:28, arrival Kassel Hbf. 17:34 Approximately 380 kilometers (km)

••

Evening: Arrival in Kassel, walk to the hotel, check-in, walk to a nearby Italian restaurant. Dinner: Vegetable Soup 3.80€, Bruschetta 3.50€, Spaghetti 4.90€, Pork Steak with Mixed Salad and Fried Potatoes 11.50€, Pizza Four Seasons 9.50€, White Wine 3.20€, Beer 3.00€, Orange Juice 3.00€ Walk back to the hotel and reading of the Hansel and Gretel fairy tale in bed. Hotel cost is 90.00€ for a double room.

Day 2: 22° Celsius and SUNNY •

Morning: Breakfast (included in hotel price) and walk through the city center to the Brother Grimm Museum (Gebrüder Grimm Museum), afterwards return to hotel checkout, walk to the station and pick up rental car. Entrance to the museum is free, rental car is 200.49€ for 6 days.

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Noon: Start driving along the German Fairy-tale road, walk around the medieval city center of Hofgaismar with its half-timber houses, buying of beverages in a small store and ice cream break. Apple Juice = 1.00€, 2 bottles of Sparkling Water =0.65€ each. Ice Cream costs 0.70€ per scoop.

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Afternoon: Drive to the Sababurg primeval forest (Hessen’s first nature protection area with 800-1000 year old oak trees) and participation in a guided tour with Knight Dietrich (price per person is 3.00€) afterwards drive to Sababurg Castle, the Sleeping Beauty Castle. Visit of the castle (price per person is 1.00€), afterwards drive to Trendelburg, the Rapunzel castle

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Evening: Check-in and stay overnight in the fairy-tale castle hotel. Afterwards, walk around the village and have dinner in a traditional German restaurant before going back to the hotel and reading Sleeping Beauty in bed. Dinner: Mushroom Salad 9.80€, Pork Filet with Cream Sauce and Fried Potatoes 12.80€, French Fries 2.20€, Pancake with Apple Sauce 2.40€, Apple Juice 2.00€, Sprite 1.80€, Mineral Water 2.90€. Hotel cost 200€ for one double room.

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Chapter 3 - Grimm Brothers and Other Tales

4.4 B

Handout

Day 3: 19° Celsius and DRIZZLE ••

Morning: Breakfast, Check-Out and drive to Bodenwerder, a small town on the Weser River. Check-in to a nice guesthouse in an old half-timber house. Afterwards, stroll around town and visit the Münchausen Museum. Guesthouse is 55€ per night for a double room and breakfast. Museum entrance cost 1.50€ per person.

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Noon: French Fries for everybody as a lunch snack. 2.00€ per portion.

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Afternoon: Cruise along the beautiful Weser River from 14:30 to 16:30. Afterwards, return to guesthouse and read a couple of Münchausen stories from a book which was bought in the museum. Boat tour cost 11.00€ per adult and 5.50€ per child. Book of stories cost 9.90€.

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Evening: Dinner in a small German restaurant with a beautiful view of the Weser River. Dinner: Bratwurst with Salad and Mashed Potatoes 7.50€, Roast Beef in Onion Sauce with Red Cabbage and Potato Dumplings 13.20€, Beer 3.20€, 2 Radler Beer 4.40€, Spezi 3.00€.

Day 4: 26° Celsius and SUNNY, CLOUDS ••

Morning: Breakfast. Rent bicycles for the day, afterwards ride to a grocery store to buy cheeses, salami, yogurt, water and juice for 10.00€. Then ride to a bakery to buy fresh bred roles and stop at the farmer’s market for fresh tomatoes, cherries, strawberries and plums. Start of the round trip bicycle tour along the Weser River and through the surrounding hills and forests. Price for bicycles was 11.00€ per adult and 9.00€ per child.

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Noon: Picnic on the way

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Afternoon: Coffee stop at farm house which operates a small café with freshly baked homemade cake.

Snack: 2 Coffees 2.50€ each, Apple Juice 2.50€, 3 pieces of cake 2.50€ each, 2 portions of Whipped Cream 0.50€ each. Afterwards, cycling back to the bike rental place, return bicycles. Walk to the guesthouse, shower and rest.

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Evening: Walk to Döner Kebab stand and order one for everyone, plus a coke. Read Snow White and Puss in Boots before going to bed. Dinner cost €13.50.

Day 5: 29° Celsius and SUNNY ••

Morning: Breakfast. Check-out, drive towards Hameln (Hamelin), stopover in Oberweser-Gieselwerder to look at the Snow White statue and stopover in Oberweser-Oedelsheim to look at the Puss in Boots statue.

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Noon: Arrival in Hameln, walk through the pedestrian zone and stop in a bakery for coffee and cake, buy a rat as a souvenir made from play dough. Bakery goods: 2 Coffees and 1 Hot Chocolate 3.10€, 3 pieces of Plum Cake 3.75€ each, 1 portion of Whipped Cream 0.80€. Rat cost €3.50.

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Afternoon: Stroll through the old part of town, look at the Pied Piper Fountain and the Pied Piper House in the pedestrian zone and the Pied Piper Statue in front of the city hall. At 16:30, watch the Pied Piper Musical in the Bürgerpark (citizens park), afterwards buying the musical CD. Afterwards, drive to Vechta. CD cost €7.90.

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Evening: Arrival, welcome by grandparents, stay overnight. Grandma prepared dinner. Read the Pied Piper story in bed

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Chapter 3 - Grimm Brothers and Other Tales

4.4 B

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Day 6: 22° Celsius and SUNNY, CLOUDS ••

Morning: Breakfast. Annalena goes with grandma to the main street and into the toy store to buy a toy.

Afterwards, stroll further down the street and suddenly see Tripping Stones. What are they again? Buy of some greens at the farmers market and fresh bread in the bakery. Groceries cost €5.00.

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Noon: Return home. Grandma prepares a big fresh salad, slices the fresh bread and everybody sits outside in the garden to eat lunch

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Afternoon: Drive to the nearby open- air museum of Cloppenburg, dedicated to the rural culture of Lower Saxony with original buildings from the 16th up to the 20th century. Afterwards, return and rest in the grandparents’ house. Museum entrance is 6.00€ per grandparent, and €12.50 for a family ticket (one child and two adults).

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Evening: Walk to the family’s favourite Chinese Restaurant, afterwards walk back home and read the Bremen Town Musicians fairy-tale in bed. Dinner: Mongolian Beef 9.00€, Orange Chicken 10.00€, Hunan Style Tofu 8.00€, Roasted Duck 11.20€, Sizzling Pork 11.50€, 6 Sparkling Waters 12.60€, 2 Apple Juice 4.00€.

Day 7: 16° Celsius and COUDY, WINDY ••

Morning: Breakfast. Say goodbye to Grandma and Grandpa and drive to Bremen.

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Noon: Return of the car in the downtown office, all in all driving of approximately 500 km. Tram to the main station, storage of the luggage in a big locker, walk into the old part of town, pick up a bratwurst with potato salad for everybody. Fuel Costs were 1.46€ per liter, overall cost was 43.10€ total. Tram tickets 2.30€ each. Lunch: 3 Bratwurst with Potato Salad and 3 Sparkling Apples Juices 12.90€.

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Afternoon: Look at the Town Musicians Statue, walk into the World Heritage listed Renaissance city hall and look at the Roland Statue on the market square. Afterwards, visit of the cathedral and the Led Cellar with mummies. Afterwards, stroll through Expressionist Böttcher Street and into the oldest part of town, the Schnoor quarter with crooked lanes, fishermen’s and shipper’s houses from the 17th and 18th centuries and visit of a teahouse for tea and cake. Tea and cake: 2 East Frisian Black Tea 8.20€, 1 Hot Chocolate 2.50€, Walnut Cake 2.50€, Apple Cake, 3.00€, Apricot Cheese Cake 2.90€.

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Evening: Train ride from Bremen to Berlin.

18:09 departure from Bremen Hbf. And a 19:14 arrival in Hanover Hbf. 19:31 departure from Hanover Hbf. And a 21:36 arrival Berlin Hbf. Approximately 390 km. Total ticket cost for both adults was 49.00€. Children under 15 ride for free.

Dinner in the dining car between Hanover and Berlin. Dinner: Meatballs with Potatoes 7.90€, 2 Chicken Breast with sautéed Vegetable and Potatoes 14.90€ each, White Wine 6.30€, Sparkling Water 4.20€, Coke 3.60€.

Afterwards, underground or subway back to Hermannplatz and walk over to the apartment. Read another fairy-tale in bed.

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Chapter 3 - Grimm Brothers and Other Tales

4.4 C

Handout

Handout 4.4 C - MärchenstraSSe PowerPoint Worksheet You have just gone with Annalena and her family on a vacation trip on the Märchenstraße (Fairytale Road) and to visit her grandparents in the small city of Vechta in Lower Saxony.

Using the Powerpoint Narrative, answer the following questions: 1. How much did the family spend on their vacation? First compute this in euro (€) and then using the conversion rate that 1 euro (€) = $ 1.45, compute how much they spent in dollars?

2. The temperature for each day of the trip was given in Celsius. What was the temperature in Fahrenheit?

(Do you remember the formula? Fahrenheit= 9/5 x Celsius + 32)

3. Europeans use a 24-hour clock to indicate time. In other words, 1 pm is presented as 13:00. Review all the railroad schedules and indicate what time the trains left and arrived and how long the train trips took.

4. What are the different foods which Annalena and her family ate while on their trip? Are any of these foods similar to what you eat in the United States? Which are different? Do you notice anything interesting about the variety of food?

5. What are the different types of transportation that the family uses on their vacation? Are these similar to what you use in the United States? Which are the same and which are different?

6. What fairy tale characters are mentioned on the trip? Are all of these familiar to you? Which were not?

Which is your favorite and why?

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