TOP Lessons Magazine: Teach Germany Fall 2022

TOP LESSONS MAGA ZINE

TEACH GERMANY

FA L L 2022

ELEMENTARY

MIDDLE SCHOOL

HIGH SCHOOL

STEM

C O N TA C T T O P Online: www.goethe.de/top By e-mail: top@goethe.de By phone: 202-847-4700 By postal mail: Transatlantic Outreach Program Goethe-Institut Washington 1377 R Street NW, Suite 300 Washington, DC 20009 SOCIAL MEDIA @topteachgermany

THE TOP TEAM Dr. Anne Schönhagen Director Language Programs North America Deputy Executive Director Wood Powell Managing Director Jenny Windell Program Manager Lisa Nicolaus Program Officer COVER IMAGE The TOP 5 “HBCU” study tour group in Würzburg, Germany, July 2022.

Photo by Bernhard Ludewig.

THIS PAGE The TOP 4 study tour group visits the Goethe-Institut Central Office in Munich, Germany, July 2022. Photo

by Cordula Flegel.

Greetings from the TOP Team Dear Educator, Dear Friend of TOP, Thank you for taking the time to read the Fall 2022 edition of our TOP Lessons Magazine: Teach Germany! The entire TOP Team extends its greetings and hopes that you will find many useful ideas and resources for your classroom in this publication. Along with our standard content of inquirybased lesson plans about contemporary Germany, written

by TOP Fellows who participated this past summer, we are including some additional content in celebration of TOP’s 20th anniversary!

Yes, you read that right! TOP has turned 20, and we have been taking the opportunity to celebrate all year long. After transitioning the program to virtual study tours in 2020 and 2021, we were thrilled to mark TOP’s 20th anniversary with the return to in-person study tours in 2022. We faced just about every possible challenge, including Covid-19 safety and travel restrictions, as well as general travel industry chaos, but we are pleased to say that three groups of social studies educators and one group of STEM educators successfully travelled to Germany (and back) this summer! (Some of them just received their checked luggage!)

TOP took another big step this year thanks to two grants from the Atlanta-based Halle Foundation. Together with The Halle Foundation, we launched a study tour for preservice teachers from Historically Black Colleges and Universities (HBCUs) in the state of Georgia. This group of twelve amazing future educators traveled to Germany in July, accompanied by two educational consultants: Dr. Tiffany N. Florvil, Associate Professor of 20th-Century European Women’s and Gender History at the University of New Mexico, and TOP alumna Andrea Lance. This November, TOP also partnered with The Halle Foundation to send workforce decision makers from Georgia to explore apprenticeship and skills training in Germany.

Our 20th anniversary was also marked with the release of two new educator resources for middle school classrooms! Let’s Explore Modern Germany: Inquiry Edition is divided into four units: Geography, History, Contemporary German Society, and Sustainability. It includes extensive inquiries such as “A Road Trip Across Germany,” “German Colonialism,” “Graffiti and Political Expression,” as well as “Grünes Band Deutschland— Germany’s Green Belt.” Thanks goes to our stellar authorship team—TOP Program Officer Lisa Nicolaus and TOP alumni Andrea Lance, Jacqueline Littlefield, and Curtis Anderson—for sharing their ideas, expertise, and time with us to complete this important project.

We also celebrate the launch of a new website featuring resources for middle school STEM educators. Exploring STEM in Germany will transport you and your students from Berlin, where you will explore sustainability, to Feldheim to learn about renewable energy, to the Klimahaus in Bremerhaven to discover how our actions contribute to climate change

around our globe, finally to the Wadden Sea to discover the unique ecosystems in this northern German national park.

TOP also hired filmmaker Benjamin Büttner, who traveled to each of these locations during the pandemic (when we could not) to create beautiful short films designed to guide you and your students through each unit! Thanks go to TOP alumna Loris Chen, who authored this new resource based on her own TOP study tour to Germany in 2017, and to TOP Program Officer Lisa Nicolaus, who managed content review and website creation for this project!

As I reflect on the past 20 years and the progress that TOP has made during this time, I must acknowledge all the TOP Team members who have poured their creativity and passion into this program and into fostering the transatlantic relationship: Dr. Michael Nentwich, Glen Blankenship, Maria Woodliff, Kelsey Smith, Stefan Brunner, Sarah Yabroff, Klaus Brodersen, Dr. Christoph Veldhues, Jan Marie Steele, Dr. Anne Schönhagen, and of course Lisa Nicolaus and Jenny Windell.

I would like to thank all that have contributed financially to TOP for the past 20 years: the Federal Foreign Office of Germany (2002–present), the Goethe-Institut (2002– present), Deutsche Bank AG (2002–present), the Robert Bosch Stiftung (2005–2020), Siemens AG (2013–present), the Wunderbar Together Year of German-American Friendship (2018–2019), and The Halle Foundation (2022). Thank you for giving over 1,800 social studies and STEM educators and workforce decision makers the opportunity to travel to Germany and bring back their knowledge to their students and communities. I am often reminded by our alumni what a fundamental difference TOP has made in their lives. As one TOP alumna, Ellen Resnek, so eloquently expressed: “What I was given is a gift, an experiential journey, and a window into our global society that transcends my life in tangible and intangible ways.”

Finally, I would like to extend my gratitude to all of our TOP Alumni—and especially the now sixteen TOP Fellows of the Year—who have supported and strengthened this program over the last 20 years. Each of them has played a vital role in fostering the transatlantic relationship for future generations though education, dialogue, and experience!

As I look ahead, TOP will continue to bring North Americans and Germans together to focus on democracy education, media literacy education, and environmental education; to promote diversity, equity, and inclusion in transatlantic exchange; and to promote awareness of many career pathways, including apprenticeship.

Prost! To the next 20 years!

Wood Powell Managing Director, on behalf of the TOP Team

Fall Newsletter | 2022 | 1

in Germany

Take your students on a virtual trip to four exciting locations in Germany, where they will explore sustainability, renewable energy, climate change, and ecosystems. Students will build their own wind turbines in Feldheim, trek along Longitude 8° at the Klimahaus in Bremerhaven, discover the journey of invasive species to the world’s largest mudflats at the Wadden Sea, and dig a little deeper into urban gardening by designing gardens for their school or community. www.goethe.de/top/stemingermany

Photo: Bernhard Ludewig/TOP

EXPLORING STEM

MIDDLE SCHOOL EDUCATORS:

Table of Contents

TABLE OF CONTENTS CELEBRATING 20 TOP YEARS TOP Timeline: Celebrating 20 Years of Growth and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 20 Years of TOP Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

ELEMENTARY Inquiry 1: Why is learning about discrimination and the Holocaust important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

MIDDLE SCHOOL Inquiry 2: What do street names communicate about a city’s history and values? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Inquiry 3: Is reunification in Germany still an ongoing process? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

HIGH SCHOOL Inquiry 4: What role should Germany play on the modern world stage? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Inquiry 5: What can the U.S. learn from Germany’s immigration policies? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Inquiry 6: How should modern societies responsibly confront their painful legacies of colonialism? . . . . . . . . . . . . . . . . . 40 Inquiry 7: How do individuals have the power to foster momentous change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

STEM INQUIRIES Inquiry 8: Worms: Friends or Foes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Inquiry 9: How can we design apps that promote a more sustainable future? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Inquiry 10: Germany: Batteries ARE Included! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Inquiry 11: Germany’s Sustainability Efforts—Statistically Significant Results with a Paired t-Test . . . . . . . . . . . . . . . . . . . . .71

2022 HIGHLIGHTS 2022 TOP Study Tour Recaps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 2022 TOP Fellow of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Fall Newsletter | 2022 | 3

20 Years of TOP

2013: 2002:

TOP was founded as a public/private partnership based at the GoetheInstitut in Atlanta, Georgia, by an agreement between the Federal Foreign Office of Germany, the GoetheInstitut, and Deutsche Bank AG.

TOP publishes the first editions of Let’s Explore Modern Germany and Germany in Focus.

2009:

TOP publishes It’s Up to You & Me, Here & Across the Sea student workbook about climate change for elementary classrooms.

2013:

The number of TOP Study Tour alumni exceeds 1,000!

2005:

The Robert Bosch Stiftung became a TOP Partner.

2007:

TOP publishes two online multimedia games, Save Our Schule and Race 4 the Future.

2014:

TOP sends its first social studies/STEM hybrid Study Tour group to Germany.

2008:

TOP publishes the Field Trip to Berlin DVD.

2017:

TOP initiates its first “Diversity, Equity, and Inclusion” focus group comprised of TOP Alumni.

TR ANSATL ANTIC OUTREACH PROGR AM

YEARS 4 | TOP Lessons | Teach Germany

20 Years of TOP

2013:

Siemens AG becomes a TOP Partner. TOP expands its mission to include STEM educators and launches its first “VIP” Study Tour about apprenticeship in Germany.

2021:

TOP coproduces four animated short films about the 2021 Bundestag election with the Bertelsmann Foundation of North America.

2022:

TOP publishes the second edition of Let’s Explore Modern Germany.

2020: 2018:

The Wunderbar Together Year of German-American Friendship begins.

In response to the Covid-19 pandemic, TOP launches its first virtual Study Tour. Over 1,000 educators participate that summer.

2022:

The Atlantabased The Halle Foundation awards TOP with funds for two specific Study Tour projects, including the first-ever TOP Study Tour consisting of preservice educators from Georgiabased Historically Black Colleges and Universities (HBCUs).

2019:

TOP Study Tours include educators from all 50 U.S. states during one summer for the first time.

2019:

TOP sends its first Study Tour comprised of technical/community college professors.

2019:

TOP partners with the Partnership to Advance Youth Apprenticeship (PAYA) of the New America Foundation to conduct its first binational Study Tour with stops in both Germany and in the Charlotte, North Carolina, region.

2019:

TOP publishes its three-part German History Scavenger Hunt film on YouTube, and the second edition of Germany in Focus in the Inquiry by Design Model (IDM) format.

2022:

TOP launches its first-ever online-only resource for STEM educators about environmental sustainability.

Fall Newsletter | 2022 | 5

2002 TOP MEMORIES 2022 TO

Photo: Amy Perkins

Select memories from TOP Alumni

Muhammed (Querstadtein Tours) walked us around Berlin to places he had lived unhoused, to the park where refugees meet to hear a familiar language, to the restaurant that not only had Gambian food but also made him feel seen. The tour ended here, a small space where people can get a cup of coffee and use a computer to apply for a job or submit immigration paperwork.

They can also tell their immigration stories on a radio broadcast, without being edited to fit someone else’s agenda. These were places and stories I would never have encountered on my own and were much more meaningful than the typical tourist trip.

The photo also reminds me of things I learned from my fellow travelers—we had different background and life experiences, and came together to think deeply about education. My TOP tour reminded me of the power of personal narratives.

Polly Parkinson (TOP 1, 2022) This picture was taken the night that some of my tour group (summer 2019) went to see the film and light show at the Bundestag in Berlin. We sat on the riverbank right next to the Reichstag and enjoyed a really great film about German parliamentary history. Best of all, it was free! I remember thinking this was such an amazing way to engage visitors and residents in local history.

Curtis Anderson (TOP 5, 2019) We met the owner of a pickle farm and factory which began in the 1900s. This family production invented sour gherkins.

The family tends to have daughters, so the women have to find men who are willing to continue the business. We strolled through the acres of herbs and fruit trees, then were brought into the house to taste a variety of pickles.

Dr. S. Kay Gandy (TOP 2005)

6 | TOP Lessons | Teach Germany

I would have to say that [my best memory was] learning history firsthand in sites such as the Reichstag while sharing teachable lessons from other AMAZING TOP educators!

India S. Meissel (TOP 5, 2018)

TOP Memories 2008, first day in Germany, my group went to Sachsenhausen [concentration camp memorial site]. There was an older woman from West Virginia in our group, and she and I were walking together. Suddenly, a passing train blew its high-pitched whistle similar in sound to what we’ve seen in historical films from the war. This was her first day on her first trip ever to Europe, and she and I just stared at each other. We were both history teachers. I assured her things would get better, and they did. We both felt we were treated better than we were ever treated at home as teachers. I think of her every time I hear that whistle.

Kenneth Prowell (TOP 2, 2008) My favorite memory was visiting the Klimahaus in Bremerhaven and learning new ways to teach about climate and habitats.

Ashley Nelson (TOP 3, 2022)

One of my favorite memories from our TOP Study Tour in July 2015 was the opportunity to visit and learn about the German business model and apprenticeship programs.

Gregory R. Valley (TOP 5, 2015)

Hello wonderful TOP people! Congrats on reaching 20 years … that’s an amazing amount of people to reach and share the remarkable heritage and contemporary culture of Germany!

I did want to share my favorite moment of my TOP moment for the 20-year anniversary celebration. In truth, it was hard to decide which moment from my experience to include, but it was a really nice chance to think back through all of the incredible experiences I was fortunate to have had provided via TOP! Naming just one most impactful TOP experience from my trip is difficult. Trier was so great that I revisited it on my own, and my time exploring Berlin was something I’ll never forget. But the experiences that I share the most today were likely when we had the chance to interact with students and teachers at several local schools. One was an internship program at an auto parts plant, where the students had created an entire foosball table from metal as practice for their design of precision auto parts.

The students were so excited to beat up on we American teachers in games of foosball on their self-built table; it was both so impressive to see what they’d accomplished, and also so fun to share such a great moment of fun! The other would be during our visit to the upper school in Braunschweig. Seeing the subtle differences in how their school was run was very eye opening, and the whole staff and student body were so welcoming. Going kayaking through the river in the city center with the school’s fleet of canoes and kayaks is something that I’ll never forget, and I’ll forever be grateful for the warmth and kindness we were showed as the school’s visitors! Such an amazing way to meet and learn from people I never would have otherwise met and learned from!

Mark Chapman (TOP 1, 2018)

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TOP Memories 1. The rooms in Motel One were a relaxing oasis to return to at the end of a long, busy day of incredible learning.

2. Your “Berlin at Night” tour was a great way to cap off our stay in the capital! We saw some of these places in the daytime, but they were lit up so brightly at night, it was such a different view, and amazing to see.

Prost to 20 years! I found experiencing German culture outside of typical “tourist” areas my favorite part of the trip—Dresden, Leipzig, Vacha. Geisa was gorgeous, and we had an amazing cook out and just got to enjoy the town.

Nicole Sharkey Welsh (TOP 2, 2015) I keep coming back to a photograph. Our incredible guide at Dachau [concentration camp memorial site] noted that the photograph was a deliberately curated propaganda photo, intended to make these prisoners look intimidating. I have used the image in a number of workshops I’ve delivered since then, as a way to show that photographs carry bias. This summer, I showed it to my husband and four kids when we visited Dachau, and shared the same context that I received in 2019.

3. When we received the itinerary for our tour, I was anxious after reading that we would be going to the BergenBelsen concentration camp. I have never visited a camp before, and never particularly wanted to. None of my family members were sent to that particular place (as far as I am aware), but the mere thought of going to a concentration camp [memorial site] made me very nervous. But our group went, and so I did too. After the walking tour (during which time it was raining—how appropriate), I spent some time in quiet contemplation by myself. Okay, there may have been tears as well. And then I looked up and saw three deer, just chewing on some grass, so close to me. It really felt like a sign of peace, coming from a place of such sorrow.

Daphne Shani (TOP 5, 2015)

Jessica Ellison (TOP 5, 2019) Wood graciously prepared our group to be good guests in Germany by noting a few items such as ambient noise, monochronic timing, and banquet table etiquette. He guided us to hang out with German teachers who wanted to have fun with us, but also to meet the top bankers in their Frankfurt headquarters. When Wood wanted to, he could blend in with the Germans by discussing, with no accent, the latest German news or TV show that no one from the US could likely reference. But for every rule, there is an exception. For Wood the exception comes when there is a US World Cup game on.

He was not stepping on any toes, but Wood was going to let his passion for US soccer known to the whole platz! I cannot describe it; you would just have to see it in action!

My most memorable event in my TOP tour was attending the Stasi Museum. I developed an escape room lesson plan based on inspirations garnered while at the museum. I have continued to conduct the activity and now have students coming after school to participate in it. I was even able to feature the lesson plan in the Fall/Winter 2018 issue of Modern Germany.

I’ve had the honor of going on two study tours throughout my teaching career. Being part of the TOP experience is one of my greatest moments as an educator. The whole trip was amazing, but my favorite part was bonding with my group and our cooking experience with Über den Tellerrand. I’m a big foodie and believe that a love for food is a commonality we all share. This experience inspired me to create a unit, which I use for the US Government class and Ethnic Studies as we strive to build tolerance, love, and respect between communities of different cultures. I was fortunate to bring those friendships I made in Germany back home. I still keep in touch with some of my group members. I’ve even traveled to NCSS and even hosted a workshop with one of them. Have a wonderful semester TOP 7!

Derek Frieling (TOP 2, 2016)

Ronald Bravo (TOP 7, 2019)

Allen Sylvester (TOP 2, 2014)

8 | TOP Lessons | Teach Germany

TOP Memories While on my first TOP Study Tour in 2008, we visited the Reichstag in Berlin for a tour. Afterwards, we had time to explore. As the photograph shows, I was dressed in a jacket and tie. Germans visiting the Reichstag believed that I worked for the Legislature as a guide or member. I was repeatedly stopped and asked questions. I replied in German that I did not speak German and was a visiting American. Then I was asked to pose for photographs.

Paul Dickler (TOP 2008, 2011, 2014) Stories are what made my 2018 TOP Study Tour so memorable.

Stories from World War II, stories from the East/West border, stories of the people on either side of the Berlin Wall, stories from the Holocaust, and stories from the refugees—all of this still resonates with me today. Seeing their pictures and hearing their words made the people very real and made a huge impact on me and how I think about these places, times, and events.

Bridget Smith (TOP 3, 2018)

My most memorable moment with the Transatlantic Outreach Program was the time we spent visiting Bergen Belsen [concentration memorial site]. The day was slightly overcast with a light drizzle and a crispness in the air. Upon our arrival, we had learned that we would have the option of being led by a tour guide or being left to our own to explore; it was that latter option that I had taken. As you walk along the pathways of Bergen-Belsen, you begin to feel the gravity of the place. You begin to pass mounds upon mounds of mass graves. Graves with the numbers of those interred. This as a result of the deadly diseases that ran through the camp and the preventative measures the allies took to ensure that they didn’t spread any further. As I walked the pathways, the rain continued to drizzle, slowly but deliberately. It was as if time stood still as you could hear the small rain drops as they hit the concrete pathway under my feet. It was eerily quiet, as if one was walking through a graveyard. I guess, one was!

Somber looks were upon the faces of those you passed.

Through the silence, a bird may be heard in the distance. Yet the rain continued. It was if the angels had decided to never stop crying for those who suffered so much at the hands of such evil.

There is an old Jewish tradition that is still played out today in cemeteries and monuments throughout the world today. The tradition of the “stone.” Upon visiting a loved one or a place of remembrance, a simple stone is left behind to symbolize that the dearly departed has not been forgotten, nor forsaken; that they are truly remembered and loved. The transfer of meaning and power that takes place between the individual and the stone is a significant one that should not be taken lightly (Jewish Cemetery, n.d.).

I am finding it impossible to pick a favorite TOP Memory.

Ultimately, my favorite thing from my trip to Germany with TOP 1 in 2017 was getting to meet and connect with so many amazing teachers from all across the US while exploring a beautiful country together, experiencing its culture and history (both good and bad), interacting with its wonderful people, eating way too much ice cream and gelato, and forging friendships and connections that continue today.

The things I learned and experienced transformed my teaching and are continually impacting my classroom and students. Our trip was truly a once-in-a-lifetime journey, and I’m so thankful for all of the experiences I had and for the opportunity to explore Germany with the Transatlantic Outreach Program.

Sarah Malerich (TOP 1, 2017)

Taking from this tradition, upon my exit from this most hallowed ground, I looked beneath my feet to find a simple inconsequential brown misshapen stone. A stone that no jeweler would polish, or geologist would find significant, but we were about to make that all change with a simple act of kindness. Picking up the stone, I began to wipe of the sediment as I began to lay the stone at the highest point of the entrance marker to Bergen-Belsen for the world to know that those who are entombed here have not been forgotten and will be remembered for all time. The transference of meaning from the heart to a simple stone has taken place for the world to see and take heed. To never forget! To always remember!

Bruce Mize (TOP 5, 2015) I remember the honor of meeting Chancellor Schröder. It was great meeting a head of state, and being able to share the pictures and videos with my students was a great hook for my classes.

Joel Hinrichs (TOP 1, 2004)

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TOP Memories When thinking about my TOP experience in 2017, it is so hard to pick a favorite moment or a most impactful moment because there were just so many great ones. I would have to say the whole Geisa experience was one of my top choices. Highlights included visiting an all-girls school on the way to Geisa, where the staff and students were so kind and welcoming. It was wonderful to learn about their school and hear the students share all the things they enjoyed. We also visited a bakery in Geisa and enjoyed some delicious food and met a wonderful woman who had been running the bakery for many years. Her passion for her work clearly showed through in her meeting with us. At our hotel, which was gorgeous, we had the opportunity to listen to a gentlemen talk about growing up in East Germany and how he risked his life to cross the border. I was fascinated by his story—so fascinated that I took eight pages of notes while listening to him. While in Geisa we did a side trip to Fulda where we met a refugee from Afghanistan. Hearing his story was heartbreaking, and it truly gave me a new perspective on what refugees endure. This was not something I ever gave much thought to prior to my TOP experience, but to this day I still think about him and his story and wonder if his wife and children were ever able to join him when I hear people talk about refugees on the news.

During our final night in Geisa, we attended something called Funkenfest. We never did quite figure out the meaning of the event, but we had a good time dancing, playing games, and mingling with the locals. Geisa was a great balance of learning new things and having fun.

Cathy Cibotti (TOP 4, 2017) Because I am a school administrator, I often meet with new students who enroll at my school. I was meeting with a refugee family, a father with two daughters who spoke very little English. I lined up an Arabic translator, and knowing they were from Syria, a flood of memories poured into my mind as I reflected on a Syrian dinner we had on July 25, 2019, in Berlin, Germany, with the TOP 7 group. We prepared food together, danced, and toasted to good health. We embraced each other and connected as human beings. I even learned some culinary tricks that I use to this day, one of which is steaming white rice, then putting it in my smoker to add that amazing flavor! I began sharing these memories with these two nervous girls and an apprehensive father, and saw quickly how this small yet strong connection to the Syrian culture eased minds and created smiles. In short, the TOP experience I had allowed me to build relationships with the Syrian refugees that I served at my school, and I am forever grateful. The two girls have thrived both socially and academically!

A sincere thank you to my TOP family! Happy 20th Anniversary and cheers to 20 more years!

Hadyn B. Call (TOP 7, 2019) My favorite TOP memories are the experiences that I don’t realize will be the most beneficial until later. This summer, we visited the Futurium in Berlin and were inspired to see all the citizen science and creative solutions being proposed by visitors and curators alike. The fungal concrete shown in the picture was a novel concept, one that hooked a new student fascinated with mycology and convinced him to take my class.

You never know what TOP moment will be the inspiration for your students!

Kirstin Bullington (TOP 4, 2018, 2022)

One of the nicest take-aways from the TOP Study Tour in Germany is the feeling of camaraderie that is born when fellow Americans are dropped into a new and distinct culture and bond over the experience and the challenges. Here, a few of us pose triumphantly with purchased trophy snacks after deciphering enough of the German on the keypad to enter an automated convenience store in rural Rasdorf, Germany.

Seems insignificant, but we felt like kings and queens.

In the photo from left to right are Nichelle Pinkney, Peter Imhoff, and Mike Raymer, and in front, Juliet Morris.

Peter Imhoff (TOP 2, 2022) I am obsessed with wind turbines. My students loved building and testing turbine rotors. But how does the DC current become AC current for transmission to the grid? A question only answered using an internet search until July 2017, when my TOP STEM Study Tour group stepped inside the wind turbine tower! Wind energy, solar energy, biogas energy— Felheim had it all.

Loris Chen (TOP 5, 2017)

10 | TOP Lessons | Teach Germany

TOP Memories How can a short text reflect the gift that TOP has given to me?

My text/statement is a bit about Robin Hood and his band of merry men. In 2018 and 2022, we amend it to state a gathering of good people :-) When I see that group, I see individuals who came from across the nation to join together for 2 weeks (and all the preparation time before online and in DC prior to leaving ) and become a band of brothers (thank you, Shakespeare ) and a community for the learning chances they had while together as TOP 5.

We discussed that evolution into a group that learned, led, and experienced Germany as a group, in small groups on home visits, and as individuals challenged by a new place, new people, and new insights into Germany. These insights were processed into a new awareness of the German people, economy, culture, and history—both past and present.

From that trip—a new lens into learning for their students even now, 4 years later.

The core of my being is shaped by transformative learning experiences that began with TOP in 2011. By bringing educators to places of history, having them walk those grounds, speak with contemporary witnesses, and meet fellow educators from the US and Germany, what we teach is reflected with a more authentic lens. I was fortunate to have this experience twice, once as a participant in 2011 and once as the TOP Fellow of the Tear 2018. What I was given is a gift, an experiential journey, and a window into our global society that transcends my life in tangible and intangible ways. Words are not enough to express my admiration and gratitude for the outstanding TOP team! Cheers to 20 years!

Ellen Resnek (TOP 6, 2011 & 2018) The tour included exclusive visits to strategic STEM educational partnerships with business/industry, K-16 institutions, and cultural sectors. Baltz said, “The intentional immersion of K-16 Education, business/industry, systems thinking, sustainability of future solutions, and the German culture was amazing.” The Gravity Tower at the University of Bremen was a memorable moment. Visiting EUREF in Berlin was also the most impactful memory. I was so inspired by our visit to EUREF, that I’m currently authoring a document which provides insight on a STEM Education Model for the National STEM Ecosystem. The reflection includes a potential digital portal called the “Collaboration Hub” with Germany’s Energy and Climate Action Agency and Education Institutions.

Douglas Baltz (TOP 3, 2022)

So, to me, as I see them again and I reflect as well on that trip in 2018, it was a time for illumination and insight.

A new light A new lens A enlightened educator All from many places into one group of people, made better by time and travel.

Truly, like our national motto on our currency and thanks to Goethe/TOP: E pluribus unum

One favorite moment from TOP 6 STEM 2019 was the competitive bionic fish race at FESTO-bionics4education.

Katherine Mangum (TOP 3, 2015, 2019)

One from many Bruce Damasio (TOP 1, 2011, 2018)

We went to a community center in Dresden, Germany, and got to judge art contests and watch some of the finest break dancers I ever had the privilege of seeing. Thank you TOP for one of the best educational endeavors of my life. Keep up the good work!

Dr. Bryan Ashkettle (TOP 2, 2014)

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TOP Memories One of my favorite memories from the 2012 TOP Study Tour was visiting Point Alpha in former East Germany. I had never heard of this place and found its history to be so fascinating!

I really enjoyed visiting the museum and memorial, and walking around what had once been a strategic location by the United States military and NATO for any potential Warsaw Pact invasion. It was great to be able to add this when teaching about the Cold War in my AP European History classes (my TOP lesson plan was focused on Point Alpha). This is just one of many great memories from that trip now 10 years ago. Others included visiting the Luther-MelanchthonGymnasium in Wittenberg and the Schneemelcher stained glassmaking shop in Quedlinburg.

Congrats on 20 years! The TOP experience in 2019 was a professional development opportunity of a lifetime.

The memory that I remember the most other than the connections with TOP 7 in 2019 is the opportunity to learn, cook, dance, and live through refugees in Germany Über den Tellerrand. Through this opportunity I felt closer to each participant and German culture. Additionally, an opportunity that I continue to share with students and others is the visit to the Sachsenhausen concentration camp, the midnight monument tour, and the cultural festival in Wurzburg.

Tyler Daughtry (TOP 7, 2019) The part of the TOP Study Tour that impacted me most was our visit to Leipzig. This part of our tour stood out to me most because of the architectural layout of the city and the history connected to WWII and the impact the Berlin Wall had on this city. Leipzig was immersed with so much culture and entertainment. The walking tour helped to make many connections to the history of Leipzig. I appreciated the location of our hotel in the heart of the city square.

Tom Lenihan (TOP 4, 2012) While in Berlin, I participated in a tour led by a member of Querstadtein, a nonprofit organization that utilizes members of the neighborhood’s homeless and migrant communities as tour guides. Our guide was Muhammed, a refugee who came to Germany (via Senegal, Sweden, and Italy) from Gambia. He led us through Görlitzer Park and the surrounding neighborhood and discussed the social, legal, and economic challenges refugees face in Germany. This experience motivated me to create a lesson about Syrian refugees and their reception in Germany.

Kate Ehrlich (TOP 1, 2022)

Matthew Mikesell (TOP 4, 2022)

TOP has made a huge impact on my life both personally and professionally. One of the best memories was the relationships that were developed with educators in Germany that allowed for us to arrange a visit that allowed our students to learn from each other.

Ellie Reich (TOP 1, 2018) My favorite memory (out of many!) during our summer 2007 TOP Study Tour was visiting the Reichstag and learning about modern German government from a member of the Bundestag. Visiting the modern dome which was installed on top of this historic building in 1999 was also a treat. The views of Berlin were outstanding!

Dr. Dennis Burin (TOP 4, 2007)

We got to visit the University science lab and do experiments with plastics! Our beer came in unusual sizes, and we had the BEST pretzels! We still talk about those pretzels. We learned some shocking facts at the science museum! I was inspired by this experience to write a whole unit about recycling better and engineering bioplastics.

Christina Rosenthal (TOP 4, 2019) Here are two of the blog posts I wrote during and after my TOP Study Tour in 2018.

• http://timothy-flanagan.com/refugee-stories/ • http://timothy-flanagan.com/a-powerful-lesson-fromstudents/

Tim Flanagan (TOP 5, 2018) 12 | TOP Lessons | Teach Germany

TOP Memories I have very fond memories of my TOP/Goethe fellowship trip to Germany. I applied for a position with the TOP program several years ago. I was accepted, and one of my most unforgettable adventure started.

Upon my arrival in Frankfurt, my adventure commenced! I immediately witnessed an impressive transformation of a country which had been left in ruin as a result of World War II. My first impression of Germany was a country having accomplished an economic and developmental miracle that was absolutely stunning! Germany was a vibrant country with a well-developed infrastructure. It also had a very progressive educational system.

I vividly recall visiting a school as a guest. At the time of my visit to a Social Studies/History class, the students in that particular class had been assigned to write about two individuals (a female and male) who they most admired.

It was a challenge—really impossible—to select just one significant moment during my TOP travel in the summer of 2011. So many moments, places, and interactions have become part of my life’s experiences and memory. Some beautiful, some fascinating, some just fun and joyful ... and some very painful. I learned to really enjoy Riesling and still do! What wonderful times with students while visiting schools—I can still see the joy in my photos! Meals were a fun and big part of our trip, even our group’s final meal al fresco in the rain—we ate while holding umbrellas! Truly, I am forever grateful for the extraordinary opportunity.

As a lifelong learner of the Holocaust, I had many profound moments traveling through Germany. The Memorial to the Murdered Jews of Europe. The “New” Dresden Synagogue built on the site of the original synagogue destroyed in 1938, during Kristallnacht. Sachsenhausen.

Mona Kolsky (TOP 6, 2011)

I was also deeply impressed with Germany’s transportation system. But what I really treasured is the memory of my biking with the locals and members of the TOP organization.

The time I spent in Germany with the TOP/Goethe program was unforgettable! I still have very positive memories of that trip!

Frank Stewart (TOP 5, 2010) It isn’t every day one passes torch jugglers and stilt walkers on a leisurely walk about town. But, when our host teachers in Michelstadt took us for such a stroll, that is exactly what we encountered. Wunderbar! Expect the wonderfully unexpected on your TOP Study Tour. Life-affirming, to say the LEAST! Bill McGowan (TOP 1, 2019) OK, our group was in Wittenburg and we were having trouble exchanging money. Someone told me to go down to a bank a few blocks away. Being the true southerner I am, I stopped dead in my tracks when I saw a Bass Pro Shop, in the little village of Wittenburg. I went in and spent some money, buying something for my husband. My time was up, so I had to rush back to the bus and never got to the bank.

June Hollis (TOP 1, 2004)

Photo: Wood Powell

Much to my surprise, many students chose to write an essay on two of the most famous and iconic Civil Rights leaders in the United States, Ms. Rosa Park and Dr. Martin Luther King.

As a Black American, I was profoundly moved! I also was very pleased with my interactions with the students and teacher of the class and still have a very positive memory of the school as a whole.

Meeting the local folks was by far my favorite part of my #TOPteachGermany experience! But I also loved meeting business and government dignitaries. Not to mention the amazing group of teachers and tour leaders that I traveled with ♥.

Tammy Guthrie (TOP 4, 2018)

My Bonn memories were on the same day, truly a sensory wonder! First our group went to visit the Beethoven Haus, the home of Ludwig von Beethoven. We enjoyed a selfguided tour that included seeing one of his pianos, looking at the scores for the incredible compositions that he wrote, and then enjoying the “listening room” where two of us sat and listened to his music. We both commented that we could have enjoyed sitting there all afternoon to listen to his beautiful music! Then, after we left Beethoven Haus, we had a short time to explore the city or shop. My choice was to visit the original Haribo store, home of the Gummibären!

I especially enjoyed reading the history of how Hans Riegel had invented the famous candy, and loved learning, too, that Haribo is an acronym of Riegel’s name: HAnsRIegelBOnn …

HARIBO! I didn’t have a clue that there were so many flavors of Gummi Bears, but after tasting the Ginger ones, I had to buy some! So yummy!

Donna Knoell (TOP 1, 2022)

Fall Newsletter | 2022 | 13

XX Elementary School Inquiry Lessons

Inquiry 1

Why is learning about discrimination and the Holocaust important?

C3 Framework Indicator

D4.6.3-5. Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

Staging the Compelling Question

Students will explore how discrimination against Jewish people in Germany led to the Holocaust through a series of activities.

Supporting Question 1 What is discrimination?

Formative Performance Task Students will explore the meaning of discrimination through examining pictures of segregation in the U.S. South in the 1950s, as well as pictures of antisemitism in Germany leading up to and throughout the Holocaust.

Featured Sources Source A: Antisemitism - Photograph Source B: Segregation in the South, 1956 Summative Performance Task

Supporting Question 2 How can discrimination affect a community?

Formative Performance Task Students will read and discuss the allegory Terrible Things by Eve Bunting.

Supporting Question 3 How did discrimination lead to the Holocaust?

Formative Performance Task Students will watch and discuss the HBO short documentary The Number on My Great-Grandpa’s Arm.

Featured Sources Source A: “Terrible Things by Eve Bunting”

Featured Sources Source A: “The Number on GreatGrandpa’s Arm”

Argument: Each student will create a written response to the final question from their group discussion.

At the end of the documentary, the boy said we need to learn about what happened in the past to make sure it never happens again.

Why is it important to learn about the Holocaust?”

Extension: In Germany, learning about the Holocaust is called Remembrance Culture. Research some of the monuments and memorials Germany has created to help teach about the Holocaust.

Taking Informed Action

Understand: Research the origins of International Holocaust Remembrance Day. Assess: Examine the impact this remembrance day has on the global community.

Act: Write a letter to your principal explaining why we should observe Holocaust Remembrance Day as a school community.

14 | TOP Lessons | Teach Germany

Inquiry 1

Elementary School Inquiry Lessons XX

COMPELLING QUESTION Why is learning about discrimination and the Holocaust important?

Target Grade Level: 3rd, 4th, & 5th Grade

Target Course: Social Studies

INQUIRY OVERVIEW In this lesson, students will explore how discrimination against Jewish people in Germany led to the Holocaust through a series of activities.

TEACHER BACKGROUND INFORMATION Every January 27th is International Holocaust Remembrance Day. This day was created the by the United Nations (UN) in 2005 to commemorate the victims of the Holocaust, including six million Jews and millions of others that perished at the hand of the Nazi regime in Germany. This lesson can be used at any point in the year but was specifically designed to be used in response to International Holocaust Remembrance Day. The lesson also uses resources from the Social Justice Standards from Learning for Justice.

Source: •

Learning for Justice Social Justice. (n.d.). Social Justice Standards. https://www.learningforjustice.org/ frameworks/social-justice-standards

SUGGESTED TIME FRAME 1-2 45 minute lessons

CONCEPT LIST • Diverse/diversity • Discrimination • Holocaust

INSTRUCTIONAL RESOURCES • Antisemitism - Photograph. (n.d.). Holocaust Encyclopedia by the United States Holocaust Memorial Museum. https:// encyclopedia.ushmm.org/content/en/gallery/antisemitism-photographs • Bunting, Eve. (1989). Terrible Things: An Allegory of the Holocaust. Philadelphia: Jewish Publication Society.

• Dulcy Olson. (April 5, 2020). Terrible Things by Eve Bunting. YouTube. https://www.youtube.com/watch?v=8VqzKGGdQiM. (8:29 minutes – read aloud) • Learning for Justice Social Justice. (n.d.). Social Justice Standards. https://www.learningforjustice.org/frameworks/socialjustice-standards • Museum of Jewish Heritage. (December 16, 2020). The Number on Great-Grandpa’s Arm. Family Hanukkah Program. YouTube. https://www.youtube.com/watch?v=BGTRzot3cAE. (from minute 3:30 – 20:40) • Parks, Gordon. (n.d.). Segregation in the South, 1956. Gordon Parks Foundation. https://www.gordonparksfoundation.org/ gordon-parks/photography-archive/segregation-in-the-south-1956?view=slider#9 • Schatz, A. (Director). (2018). The Number on My Great Grandpa’s Arm [Film]. Home Box Office. https://www.hbo.com/movies/ the-number-on-great-grandpa-s-arm. (Full Film Original)

Fall Newsletter | 2022 | 15

XX Elementary School Inquiry Lessons

Inquiry 1

INTRODUCTORY ACTIVITY, HOOK, OR DISCUSSION The teacher will ask students to list out as many characteristics about themselves as they can think of that creates their identity.

The teacher will create an example in front of the class, showing students the different kinds of characteristics they can use: nationality, gender, sex, religion, hobbies, foods they eat, holidays they celebrate, and so forth.

Students will have time to build their own “profiles” and share them with their classmates.

SUPPORTING QUESTION 1 What is discrimination? ➤ Formative Performance Task 1 The teacher will write the word “discrimination” on the board and ask students if they’ve ever heard this word before, to assess prior knowledge. The teacher will define discrimination as “treating people differently, in a negative way, because of some part of their identity, such as their race, religion, culture, or gender.” The teacher will ask students to brainstorm times in history that they’ve studied when people were treated unfairly because of some part of their identity (example: segregation in the United States: The teacher will show photos of segregation in the United States, which students will already be familiar with). Next, the teacher will show some photos showing discrimination against Jewish people in Germany leading up to the Holocaust (example: photos showing Jewish people wearing stars on their clothing, photos of storefronts indicating Jewish owners). ➤ Featured Sources 1 (MLA citations) • Antisemitism - Photograph. Holocaust Encyclopedia by the United States Holocaust Memorial Museum. https://encyclopedia.ushmm.org/content/en/gallery/antisemitism-photographs •

Parks, Gordon. (n.d.). Segregation in the South, 1956. Gordon Parks Foundation. https://www.gordonparksfoundation.org/gordon-parks/photography-archive/segregation-in-the-south1956?view=slider#9

SUPPORTING QUESTION 2 How can discrimination affect a community? ➤ Formative Performance Task 2 The class will read the book Terrible Things: An Allegory of the Holocaust, by Eve Bunting, in small groups. This book focuses on the disappearance of forest creatures over time, and the other creatures’ lack of action, to illustrate how something like the Holocaust could happen.

After reading, students will discuss in their groups the following questions: •

What happened in this story? What happened to each of the creatures, little by little?

•

Why were the terrible things taking each of the creatures? How does that connect to our new vocabulary word: discrimination?

•

How did the other forest creatures react when the first creatures were taken by the terrible things?

•

What could the other forest creatures have done differently when they saw the terrible things taking different creatures away? How would it have changed the story?

•

Why do you think the other creatures didn’t do anything to stop the terrible things?

➤ Featured Sources 2 (MLA citations) •

Bunting, Eve. Terrible Things: An Allegory of the Holocaust. Philadelphia: Jewish Publication Society, 1989.

•

Dulcy Olson. (April 5, 2020). Terrible Things by Eve Bunting. YouTube. https://www.youtube.com/watch?v=8VqzKGGdQiM. (8:29 minutes – read aloud)

16 | TOP Lessons | Teach Germany

Inquiry 1

Elementary School Inquiry Lessons XX

SUPPORTING QUESTION 3 How did discrimination lead to the Holocaust? ➤ Formative Performance Task 3 Students will watch the short HBO documentary The Number on Great-Grandpa’s Arm. After watching, students will discuss the following questions in small groups: • What happened to the boy’s great grandpa? Why was he sent to a concentration camp?

• How does this story connect to the story we read in groups earlier today?

• How does our new vocabulary word discrimination apply to this story?

• At the end of the documentary, the boy said we need to learn about what happened in the past to make sure it never happens again. Do you agree? Why or why not? ➤ Featured Sources 3 (MLA citations) • Museum of Jewish Heritage. (December 16, 2020). The Number on Great-Grandpa’s Arm. Family Hanukkah Program. YouTube. https://www.youtube.com/watch?v=BGTRzot3cAE. (from minute 3:30 – 20:40) •

Schatz, A. (Director). (2018). The Number on My Great Grandpa’s Arm [Film]. Home Box Office. https://www.hbo.com/movies/the-number-on-great-grandpa-s-arm. (Full Film Original)

SUMMATIVE PERFORMANCE TASK—ARGUMENT OPTION (ESSAY OR PRESENTATION): Each student will create a written response to the final question from their group discussion.

At the end of the documentary, the boy said we need to learn about what happened in the past to make sure it never happens again.

Why is it important to learn about the Holocaust?”

Extension Option (Choice of Creative Format instead of Argument) In Germany, learning about the Holocaust is called Remembrance Culture. Research some of the monuments and memorials Germany has created to help teach about the Holocaust.

Taking Informed Action Understand: Research the origins of International Holocaust Remembrance Day. Assess: Examine the impact this remembrance day has on the global community.

Act: Write a letter to your principal explaining why we should observe Holocaust Remembrance Day as a school community.

Fall Newsletter | 2022 | 17

XX Elementary School Inquiry Lessons MODIFICATIONS FOR DIFFERENTIATION Teachers can create visual vocabulary cards for each term for students to refer to throughout the lesson.

Students can also create a videoed speech instead of a letter for the taking informed action portion.

Jane Marie Hutcheson (TOP 2, 2022) is the Head of Lower School and in addition teaches elementary English and Social Studies at the German School Brooklyn in New York.

18 | TOP Lessons | Teach Germany

Inquiry 1

Middle School Inquiry Lessons XX

Inquiry 2

What do street names communicate about a city’s history and values?

C3 Framework Indicator

D2.His.2.6-8. Classify a series of historical events and developments as examples of change and/or continuity.

D2.Civ.2.6-8. Explain specific roles played by citizens.

D2.Civ.7.6-8. Apply civic virtues and democratic principles in school and community settings.

Staging the Compelling Question

Supporting Question 1 What is colonialism?

In this inquiry students will learn about Berlin’s Wedding District and colonialism, and how citizens are deconstructing its history.

Supporting Question 2 How is colonialism represented in Berlin’s street names?

Formative Performance Task

Formative Performance Task

Using a world map site students will construct a list of countries under five colonial categories: Great Britain, France, Spain, Portugal, and Germany.

Using Google Earth, each group of students will take a virtual field experience through Berlin’s Wedding District and learn about the origins of one of its street names.

Featured Sources

Featured Sources

Supporting Question 3 What do street names in the Wedding District communicate about Berlin’s history and values?

Formative Performance Task In groups, students will present the Wedding District street names to class so that others will learn of the streets’ colonial origins.

Featured Sources

Source A: MapChart.Net Create your own custom world map

Source A: Google Earth: Wedding Street StoriesSource B: Google Earth

Source A: PowerPoint Presentation

Source B: “Territories colonized by European, American and Japanese powers since 1492.”

Source C: Newsela Analysis Chart

Summative Performance Task

Argument: Students will create a postcard addressing the future of Berlin’s streets.

Extension 1: Many American cities have streets, schools, and parks named after white supremacists. Research these names and determine what they communicate about your city’s history and values.

Extension 2: Students should design a postcard about their city, illustrating its history and values, and present their postcard to the class.

Taking Informed Action

Understand: American cities are reflecting on the names of their landmarks and working to be more representative and inclusive of all its citizens.

Assess: Using local history and government websites, research the name of your local city’s streets, parks, schools, and so forth, to determine what they communicate about your city.

Act: Students can write to their local government leaders to change the names of some of the city’s landmarks to be more representative and inclusive of its citizens.

Fall Newsletter | 2022 | 19

XX Middle School Inquiry Lessons

Inquiry 2

COMPELLING QUESTION What do street names communicate about a city’s history and values?

Target Grade Level: 7th–9th Grade

Target Courses: World History, American History

INQUIRY OVERVIEW In this inquiry students will learn about the term colonialism—what is means, when it was established, and the main countries that used it to expand their power. Students will then analyze the power of colonialism and its effects today.

TEACHER BACKGROUND INFORMATION Students in middle grades often do not have a global understanding of colonialism, much less its impacts. In American history courses, student comprehension of colonialism is very much limited to the United States, Great Britain, the thirteen colonies, and the Revolutionary War. The purpose of this lesson is to widen students’ knowledge of the breadth of global colonialism and it wide-ranging effects. The first part of the lesson helps students visualize the impact European colonialism had on the world.

Teachers will need to know the major European countries that had colonies and that Germany came in relatively late to the game, and thus the “Scramble for Africa” that occurred in the late 19th century.

Because this lesson takes a deep dive into German colonies, teachers will need to know Germany’s African colonies: German East Africa (this includes present-day Burundi), Rwanda, Tanzania, Southwest Africa (Namibia), Cameroon, and Togo, as well as German colonizers during this period such as Carl Peters.

Teachers will need to know about the work Berlin residents such as Justice and Joshua Kwesi Aikins are doing to rename streets that have been named for events and people during Germany’s colonial period. Students will undoubtedly make connections to the dismantling of confederate statues and renaming of schools, parks, and streets in the United States, so it will be helpful for teachers to have examples in their regions where the same reflection and deconstruction of colonization and white supremacy in public spaces are taking place.

For further background, see: • Braun, S. (2020, August 28). “Street name change major step in struggle to decolonize Berlin.” Deutsche Welle. https://www.dw.com/en/street-name-change-major-step-in-struggle-to-decolonize-berlin/a-54712751.

SUGGESTED TIME FRAME Two to three 45-minute class periods

CONCEPT LIST •

Imperialism

•

Colonialism

•

Berlin Conference

•

Inclusivity

•

Empower

•

Ethnography

•

Deconstruction

•

Decolonization

20 | TOP Lessons | Teach Germany

Inquiry 2

Middle School Inquiry Lessons XX

INSTRUCTIONAL RESOURCES • PowerPoint Presentation (Scan QR Code) • “About Carl Peters: Explorer, politician, author (1856–1918) | Biography, Facts, Career, Life.” PeoplePill, https:// peoplepill.com/people/carl-peters. Accessed 28 June 2022.

•

Ándrei Nacu. (n.d.). “Territories colonized by European, American and Japanese powers since 1492.” https://upload.wikimedia.org/wikipedia/commons/8/89/Colonisation2.gif. Wikipedia Commons. Accessed 28 June 2022.

•

Braun, Stuart. (2020, August 28). “Street name change major step in struggle to decolonize Berlin.” DW, https://www.dw.com/ en/street-name-change-major-step-in-struggle-to-decolonize-berlin/a-54712751.

•

Breuer, Rayna. (2019, June 11). “Carl Hagenbeck: The inventor of the modern animal park.” DW, https://www.dw.com/en/carlhagenbeck-the-inventor-of-the-modern-animal-park/a-49106027.

• “Carl Peters.” Encyclopedia.com. https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/carlpeters. Accessed 28 June 2022.

•

European Cemeteries Route. (n.d.). “The human zoo.” https://cemeteriesroute.eu/projects/stories/the-human-zoo.aspx.

Accessed 28 June 2022.

•

Greer-Banks, Cori. (2022, June 28). “Wedding Street stories.” Explore Google Earth, Google. https:// earth.google.com/web/@52.54008335,13.3674462,30.94005456a,11169.53290897d,30y,0h,0t,0r/ data=MikKJwolCiExQmx5MHIyQWFfU2k5TTlmUXJLQVNqMTZVMGNjX0lHTHogAQ.

•

Grenier, Elizabeth. (2018, May 30). A brief guide to German garden colonies. Deutsche Welle. https://www.dw.com/en/abrief-guide-to-german-garden-colonies/a-39133787.

•

Izi Travel. (n.d.). Colonial Traces—The African quarter in Berlin-Wedding, Lüderitz Street/Lüderitzstraße. https://izi.travel/ de/0240-luderitz-street-luderitzstrasse/en.

•

Izi Travel. (n.d.). Colonial Traces—The African quarter in Berlin-Wedding, Swakopmund Street/Swakopmunder Straße. https:// izi.travel/browse/78e280ff-9400-4e50-886c-ef9efb8cc2b6/en.

•

King, Megan. (2018, March 14). “Why activists want Berlin’s African Quarter renamed.” Culture Trip. https://theculturetrip.com/ europe/germany/berlin/articles/why-activists-want-berlins-afrcian-quarter-renamed/.

•

Gilbert, Samantha. (2015, June 18). “Ghanastraße—The FemGeniuses.” The FemGeniuses, https://femgeniuses.com/tag/ ghanastrase/.

•

MapChart. (n.d.). Create your own custom map. https://www.mapchart.net/. Accessed 27 September 2022.

•

Munzinger, Paul, and Oliver Das. (2016, August 26). “Afrikaviertel in Berlin: Straßen wie zur Kolonialzeit - Gesellschaft.” SZ, https://www.sueddeutsche.de/leben/kolonialgeschichte-wisst-ihr-wie-mohrenstrasse-in-unseren-ohren-klingt-1.3134151.

•

Pavlovich. (2016). Newsela Analysis Chart. Newsela. https://www.mercerislandschools.org/cms/lib3/WA01001855/Centricity/ Domain/1662/NewsELA%20Analysis%20Chart.pdf.

•

Stillich, Sven. (2009, April 23). “Erste deutsche Kolonie—DER SPIEGEL.” Spiegel, https://www.spiegel.de/geschichte/erstedeutsche-kolonie-a-948266.html.

•

Tietz, Tabea. (2017, February 23). “Gustav Nachtigal and the explorations in Africa.” SciHi Blog, http://scihi.org/gustavnachtigal-explorations-africa/.

•

Town of Holly Springs TV. (August 25, 2017). How streets are named. YouTube. https://www.youtube.com/ watch?v=HSn4cRjgACs&t=5s. (2 minutes)

•

Transatlantic Outreach Program et al. (2022). “Let’s explore modern Germany: German Colonialism.” Goethe-Institut. https:// toponline.org/books/guides_new/lemg_inquiry/ch2/lemg_book_2-2.pdf.

Fall Newsletter | 2022 | 21

XX Middle School Inquiry Lessons

Inquiry 2

INTRODUCTORY ACTIVITY/HOOK/DISCUSSION Pick one of these famous streets below • Bourbon Street in New Orleans

•

Broadway in New York City

• Rodeo Drive in Los Angeles

•

Wall Street in New York City

What images come to mind? Describe it in your notebook. Let’s watch this YouTube clip on how streets are named. ➤ Source • Town of Holly Springs TV. (August 25, 2017). How streets are named. YouTube. https://www.youtube.com/ watch?v=HSn4cRjgACs&t=5s. (2 minutes)

SUPPORTING QUESTION 1 What is colonialism? ➤ Formative Performance Task 1 Using a world map site, students will construct a list of countries under five colonial categories: United Kingdom, France, Spain, Portugal, and Germany. ➤ Featured Sources 1 •

Ándrei Nacu. (n.d.). “Territories colonized by European, American and Japanese powers since 1492.” https://upload.wikimedia.org/wikipedia/commons/8/89/Colonisation2.gif. Wikipedia Commons.

Accessed 28 June 2022.

•

MapChart. (n.d.) Create your own custom map. https://www.mapchart.net/. Accessed 27 September 2022.

SUPPORTING QUESTION 2 How is colonialism represented in Berlin’s street names? ➤ Formative Performance Task 2 Using Google Earth: Wedding Street Stories, students will take a virtual field experience through Berlin’s Wedding District and learn about the origins of one of its street names by reading the attached article. Students will be assigned one the following street names to read about: •

Afrikanische Straße—Group 1

•

Kleingartenkolonie Klein Afrika—Group 2

•

Lüderitzstraße—Group 3

•

Petersallee—Group 4

•

Nachtigalplatz—Group 5

•

Swakopmunder Straße (Swakopmund Street) —Group 6

•

Ghanastraße—Group 7

•

Volkspark Rehberge—Group 8

Student should complete the Newsela Analysis Chart as they read the article.

22 | TOP Lessons | Teach Germany

Inquiry 2

Middle School Inquiry Lessons XX

➤ Featured Sources 2 • “About Carl Peters: Explorer, politician, author (1856–1918) | Biography, Facts, Career, Life.” PeoplePill. https://peoplepill.com/ people/carl-peters. Accessed 28 June 2022.

• European Cemeteries Route. (n.d.). “The human zoo.” https://cemeteriesroute.eu/projects/stories/the-human-zoo.aspx.

Accessed 28 June 2022.

• Greer-Banks, Cori. (2022, June 28). “Wedding Street Stories.” Explore Google Earth, Google. https:// earth.google.com/web/@52.54008335,13.3674462,30.94005456a,11169.53290897d,30y,0h,0t,0r/ data=MikKJwolCiExQmx5MHIyQWFfU2k5TTlmUXJLQVNqMTZVMGNjX0lHTHogAQ. • Gilbert, Samantha. (2015, June 18). “Ghanastraße—The FemGeniuses.” The FemGeniuses. https://femgeniuses.com/tag/ ghanastrase/.

• Grenier, Elizabeth. (2018, May 30). A brief guide to German garden colonies. Deutsche Welle. https://www.dw.com/en/a-briefguide-to-german-garden-colonies/a-39133787.

• Izi Travel. (n.d.). Colonial Traces—The African Quarter in Berlin-Wedding, Lüderitz Street/Lüderitzstraße. https://izi.travel/ de/0240-luderitz-street-luderitzstrasse/en.

• Izi Travel. (n.d.). Colonial Traces—The African Quarter in Berlin-Wedding, Swakopmund Street/Swakopmunder Straße. https:// izi.travel/browse/78e280ff-9400-4e50-886c-ef9efb8cc2b6/en.

• King, Megan. (2018, March 14). “Why activists want Berlin’s African Quarter Renamed.” Culture Trip. https://theculturetrip.com/ europe/germany/berlin/articles/why-activists-want-berlins-afrcian-quarter-renamed/.

• Pavlovich. (2016). Newsela Analysis Chart. Newsela. https://www.mercerislandschools.org/cms/lib3/WA01001855/Centricity/ Domain/1662/NewsELA%20Analysis%20Chart.pdf.

• Tietz, Tabea. (2017, February 23). “Gustav Nachtigal and the Explorations in Africa.” SciHi Blog, http://scihi.org/gustavnachtigal-explorations-africa/.

SUPPORTING QUESTION 3 What do street names in the Wedding District communicate about Berlin’s history and values? ➤ Formative Performance Task 3 In groups, students will present a summary and an analysis about their assigned Wedding District street names: where the street is located, its origins, and what they think it says about Berlin’s history and values.

Students can use the PowerPoint presentation provided in the sources below. ➤ Featured Sources 3 PowerPoint Presentation

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Inquiry 2

SUMMATIVE PERFORMANCE TASK Argument Option (Essay or Presentation) Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views. Students will create a postcard addressing the future of Berlin’s streets.

Extension Option (Choice of Creative Format instead of Argument) Extension 1: Many American cities have streets, schools, and parks named after white supremacists. Go on a physical or virtual tour of your cities to identify some prominent street names. Research these names and determine what they communicate about your city’s history and values.

Extension 2: Students should design a postcard about their city, illustrating its history and values, and present their postcard to the class.

Taking Informed Action Understand: American cities are reflecting on the names of their landmarks and working to be more representative and inclusive of all its citizens.

Assess: Using local history and government websites, research the name of your local city’s streets, parks, schools, and so forth, to determine what they communicate about your city.

Act: Students can write to their local government leaders to change the names of some of the city’s landmarks to be more representative and inclusive of its citizens.

MODIFICATIONS FOR DIFFERENTIATION • Assigned articles can be prerecorded for auditory learners.

• Students can create a poem instead of a postcard.

Cori Lanae Greer-Banks (TOP 1, 2022) teaches Middle School Humanities and Model United Nations at The Exploris School in North Carolina.

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Middle School Inquiry Lessons XX

Inquiry 3

Is reunification in Germany still an ongoing process?

C3 Framework Indicator

D2. His.1.6-8. Analyze connections among events and developments in broader historical contexts.

D2. His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

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

Staging the Compelling Question

Supporting Question 1 What events led to the division of Germany?

Formative Performance Task Timeline: Students will read the information from the NATO German Reunification article, and use it to create a timeline of the division of Germany after World War II to German Reunification on October 3, 1990.

Featured Sources Source A: “German Reunification.”

Source B: “Free Downloadable Graphic Organizer Templates.”

Students will analyze the legacy of the division of Germany and compare the lasting perceptions after Reunification between areas that were either former East Germany or former West Germany.

Supporting Question 2

Supporting Question 3

What was the process of reunification between West and East Germany?

What are the differences or similarities between cities, regions, or people that were once in East Germany or West Germany?

Formative Performance Task

Formative Performance Task

After watching the German Reunification: How Two Countries (Sort of) Became One Unpacked video, students will create a six-word essay explaining the process of reunification in Germany.

Using the information from both of the articles provided, students will create a Venn diagram showing fundamental differences and similarities (economic, political, social) between the former East and West Germany.

Featured Sources

Featured Sources

Source A: German Reunification: How Two Countries (sort of) Became One Unpacked

Source A: “How the Attitudes of West and East Germans Compare, 30 Years after Fall of Berlin Wall.”

Source B: “How to Use 6-Word Memoirs in the Classroom.”

Source B: “‘Germany looks Like It’s Still Divided’: Stark Gaps Persist 30 Years after Reunification.”

Source C: “Free Downloadable Graphic Organizer Templates.”

Summative Performance Task

Argument: Construct an argument (essay or presentation) that addresses the compelling question using specific claims and relevant evidence from the formative performance tasks while acknowledging competing views.

Extension: Students will research and create a presentation about how citizens celebrate German Unity Day.

Taking Informed Action

Understand: Reunification in Germany is a continuing process.

Assess: How do these differences play a role in where people live or what jobs they work?

Act: How do our perceptions of different areas throughout the United States determine how we interact with those areas? Do we want to live there or are we unwilling even to visit?

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XX Middle School Inquiry Lessons

Inquiry 3

COMPELLING QUESTION Is reunification in Germany still an ongoing process?

Target Grade Level: 7th Grade

Target Courses: Eastern Hemisphere Geography, World Geography, World History

INQUIRY OVERVIEW Students will analyze the division and reunification of Germany and compare the lasting perceptions after reunification between areas that were either former East Germany or former West Germany.

TEACHER BACKGROUND INFORMATION After WWII, the Allies divided up Germany and Berlin. The British, French, and United States gained control of the West, while the Soviet Union gained control of the East. In 1949, Germany was formally split into two separate nations: The Federal Republic of Germany (West) and the German Democratic Republic (East). For the next 41 years, the two nations remained divided and were governed in completely different ways. The two Germanys went down two different socioeconomic paths. The West took on capitalism and a market economy, while the East was under strict communist control, highly organized on all levels by a strong centralized government. As time progressed and political pressures grew in Eastern Europe, civil unrest became stronger in East Germany. Finally, on November 9, 1989, the Berlin Wall came down, and the process of German Reunification began, officially reuniting the two nations on October 3, 1990. In the 30 years that followed, reunification has been on ongoing process. Some challenges and preconceived notions remain, and we will look at how this has affected modern Germany and continues to do so.

For further background information on history of East and West Germany, see: • Britannica. (n.d.). The era of partition. https://www.britannica.com/place/Germany/The-era-of-partition.

• Britannica. (n.d.). The reunification of Germany. https://www.britannica.com/place/Germany/The-reunification-of-Germany.

• NATO. (n.d.). The Fall of the Berlin Wall - German Reunification. https://www.nato.int/cps/en/natohq/declassified_136311.htm.

• CVCE.eu University of Luxembourg. (n.d.). The Division of Germany. https://www.cvce.eu/en/education/unit-content/-/ unit/55c09dcc-a9f2-45e9-b240-eaef64452cae/5d3b421b-9a4b-46fc-a041-fab64325d6a6.

SUGGESTED TIME FRAME Three 50-minute class periods

CONCEPT LIST • Cold War • East Germany • West Germany • Soviet Union • Berlin Wall • Allies • Federal Republic of Germany • German Democratic Republic

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Inquiry 3

Middle School Inquiry Lessons XX

INSTRUCTIONAL RESOURCES • Connolly, K. (September 16, 2020). ‘Germany Looks Like It’s Still Divided’: Stark Gaps Persist 30 Years after Reunification. The Guardian. Retrieved Aug. 19, 2022, from https://www.theguardian.com/world/2020/sep/16/germany-east-west-gaps-persist30-years-reunification.

• DW News. (October 02, 2020). German Reunification: How Two Countries (Sort of) Became One Unpacked. YouTube. https:// www.youtube.com/watch?v=S1LU0bwxfhI. (13:49 minutes) • Gramlich, J. (October 8, 2019). How the Attitudes of West and East Germans Compare, 30 Years after Fall of Berlin Wall. PEW Research. Retrieved August 15, 2022, from https://www.pewresearch.org/fact-tank/2019/10/18/how-the-attitudes-of-westand-east-germans-compare-30-years-after-fall-of-berlin-wall/.

• HMH Shaped Staff. (January 20, 2021). Free Downloadable Graphic Organizer Templates. Retrieved August 29, 2022, from https://www.hmhco.com/blog/free-graphic-organizer-templates.

• Imperial War Museums. (n.d.). What Was the Berlin Wall and How Did It Fall? Retrieved August 15, 2022, from https://www. iwm.org.uk/history/what-was-the-berlin-wall-and-how-did-it-fall#:~:text=In%201949%2C%20Germany%20formally%20 split,allied%20to%20the%20Soviet%20Union.

• NATO. (n.d.). German Reunification. Retrieved on Aug. 29, 2022, from https://www.nato.int/cps/en/natohq/ declassified_136311.htm.

• Smith, L. (May 23, 2022). How to Use 6-Word Memoirs in the Classroom. Retrieved Aug. 18, 2022, from https://www.edutopia. org/article/how-use-6-word-memoirs-classroom.

• Transatlantic Outreach Program. (2022). Let’s Explore Modern Germany—Resources for Middle School Educators. GoetheInstitut. Retrieved Aug. 30, 2022, from https://www.goethe.de/ins/us/en/spr/unt/efd/top/leg.html.

INTRODUCTORY ACTIVITY/HOOK/DISCUSSION Students will discuss how our environment can shape our views of others. Students will start by discussing how we view our own school or town versus our rival school. Students then view pictures of Berlin in the East and West, and discuss how that division can shape the perceptions between East and West, and how they viewed each other.

SUPPORTING QUESTION 1 What events led to the division of Germany? ➤ Formative Performance Task 1 Timeline: Students will read the information from the NATO German Reunification article and use it to create a timeline of the division of Germany after World War II to German Reunification on October 3, 1990. ➤ Featured Sources 1 • HMH Shaped Staff. (January 20, 2021). Free Downloadable Graphic Organizer Templates.

Retrieved August 29, 2022, from https://www.hmhco.com/blog/free-graphic-organizer-templates.

•

NATO. (n.d.). German Reunification. Retrieved on Aug. 29, 2022, from https://www.nato.int/cps/en/natohq/ declassified_136311.htm.

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XX Middle School Inquiry Lessons

Inquiry 3

SUPPORTING QUESTION 2 What was the process of reunification between West and East Germany? ➤ Formative Performance Task 2 After watching the German Reunification: How Two Countries (Sort of) Became One Unpacked video, students will create a sixword essay explaining the process of reunification in Germany. ➤ Featured Sources 2 • DW News. (October 02, 2020). German Reunification: How Two Countries (Sort of) Became One Unpacked.

YouTube. https://www.youtube.com/watch?v=S1LU0bwxfhI. (13:49 minutes) •

Smith, L. (May 23, 2022). How to Use 6-Word Memoirs in the Classroom. Retrieved Aug. 18, 2022, from https://www.edutopia.org/article/how-use-6-word-memoirs-classroom.

SUPPORTING QUESTION 3 What are the differences or similarities between cities, regions, or people that were once in East Germany or West Germany? ➤ Formative Performance Task 3 Using the information from both of the articles provided, students will create a Venn diagram showing fundamental differences and similarities (economic, political, social) between former East and West Germany. ➤ Featured Sources 3 •

Connolly, K. (September 16, 2020). “Germany Looks Like It’s Still Divided”: Stark Gaps Persist 30 Years after Reunification. Retrieved Aug. 19, 2022, from https://www.theguardian.com/world/2020/sep/16/germany-eastwest-gaps-persist-30-years-reunification.

•

Gramlich, J. (October 8, 2019). How the Attitudes of West and East Germans Compare, 30 Years after Fall of Berlin Wall. Retrieved August 15, 2022, from https://www.pewresearch.org/fact-tank/2019/10/18/how-theattitudes-of-west-and-east-germans-compare-30-years-after-fall-of-berlin-wall/.

•

HMH Shaped Staff. (January 20, 2021). Free Downloadable Graphic Organizer Templates. Retrieved August 29, 2022, from https://www.hmhco.com/blog/free-graphic-organizer-templates.

SUMMATIVE PERFORMANCE TASK—ARGUMENT Is reunification in Germany still an ongoing process?

Construct an argument (essay or presentation) that addresses the compelling question using specific claims and relevant evidence from the formative performance tasks while acknowledging competing views.

Extension Option (Choice of Creative Format instead of Argument) Students will research and create a presentation about how citizens celebrate German Unity Day.

Taking Informed Action Understand: Reunification in Germany is a continuing process.

Assess: How do these differences play a role in where people live or what jobs they work?

Act: How do our perceptions of different areas throughout the United States and determine how we interact with those areas? Do we want to live there, or are we unwilling even to visit?

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Middle School Inquiry Lessons XX

Inquiry 3

MODIFICATIONS FOR DIFFERENTIATION Below Level: Instead of writing an argument, students can create a T-chart showing political/social/economic differences between former East Germany and West Germany, then present those to the teacher.

Advanced: Have students research the similarities and differences between the Western European nations, and nations that were once under the Iron Curtain. Students then will present their findings to the class.

Brent Melton (TOP 2, 2022) teaches 7th grade Eastern Hemisphere Geography at Yukon Middle School in Oklahoma.

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XX High School Inquiry Lessons

Inquiry 4

What role should Germany play on the modern world stage?

C3 Framework Indicator

D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.

D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Staging the Compelling Question

The focus of this inquiry is contemporary German foreign policy and its historical context as well as other contemporary domestic issues.

Supporting Question 1

Supporting Question 2

Supporting Question 3

How does the war in Ukraine demonstrate a shift away from Germany’s foreign policy post-WWII?

What are the risks associated with the war in Ukraine regarding Germany’s international relationships?

What are the risks associated with the war in Ukraine regarding to domestic issues within Germany? What can be done to remedy these issues?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Students work in expert groups to research evidence supporting the question and report their findings to their home group.

Students work in expert groups to research evidence supporting the question and report their findings to their home group.

Students work in expert groups to research evidence supporting the question and report their findings to home group.

Featured Sources

Featured Sources

Featured Sources

Source A: Graphic Organizer

Source A: Graphic Organizer

Source A: Graphic Organizer

Source B: “In Foreign Policy U-Turn, Germany Ups Military Spending and Arms Ukraine.”

Source B: “Ukraine Wants German Tanks and More Weapons. But Can Europe Provide?”

Source B: “How Germany’s Approach to Russia Backfired”

Summative Performance Task

Argument: Students write an essay in response to the compelling question, providing at least three sources to support their arguments in two or three body paragraphs.

Source C: “70% of Germans Back Ukraine Despite High Energy Prices, Survey Shows.”

Extension: Have the students write a letter to the German government, in which they share what they believe Germany should do in response to the war in Ukraine and future international conflicts.

Taking Informed Action

Understand: Research the United States’ response to the war in Ukraine.

Assess: Examine the arguments for and against further support of the war (e.g., establishing a no-fly zone).

Act: Write a letter to local representative that outlines support or opposition to future strategic decisions in Ukraine.

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Inquiry 4

High School Inquiry Lessons XX

COMPELLING QUESTION What role should Germany play on the modern world stage?

Target Grade Level: 10th Grade

Target Course: World History

INQUIRY OVERVIEW The focus of this inquiry is contemporary German foreign policy and its historical context as well as other contemporary domestic issues. Students will be tasked with answering the compelling question: What role should Germany play on the modern world stage? After reviewing the current war in Ukraine with the students, the students will work in different “governmental agencies” (aka small groups) to conduct research and answer supporting questions. They will present their findings to the class. For their summative performance task, students can either write an argumentative essay in response to the compelling question, using evidence gathered during small group work and class discussion, or they can prepare an oral presentation.

TEACHER BACKGROUND INFORMATION In response to the war in Ukraine, Germany has made a drastic shift in its foreign policy about sending weapons to countries at war. Up to this point, Germany had been committed to blocking weapons from being sent to conflict zones since the end of World War II. The situation is further complicated by Germany’s reliance on Russian oil. Despite rising energy prices, the majority of German citizens remain in favor of supporting Ukraine (“70% of Germans Back Ukraine,” 2022).

This lesson allows students to gain an understanding of Germany’s post-WWII military policy and compare it with their response to Ukraine, including all the domestic challenges it poses as well.

For further background information, see: • Marsh, S., and S. Siebold. “Analysis: Putin Forces Germany to Step Up to Role as Global Power.” Reuters, February 28, 2022. https://www.reuters.com/world/europe/putin-forces-germany-step-up-role-globalpower-2022-02-27/.

•

Feldenkirchen, M., et al. “Germany Plans for a Winter Without Gas from Russia.” Spiegel, July 29, 2022. https://www.spiegel.de/international/germany/the-energy-shock-germany-plans-for-a-winter-without-gasfrom-russia-a-3058931c-d3c8-4146-9144-3f957f490f88.

Source • “70% of Germans Back Ukraine Despite High Energy Prices, Survey Shows.” Reuters, July 15, 2022, www.reuters.com/business/ energy/70-germans-back-ukraine-despite-high-energy-prices-poll-2022-07-15.

SUGGESTED TIME FRAME 2–3 days (depending on how the work is divided between groups and what Summative Performance task is chosen)

CONCEPT LIST •

Third Reich

•

Chancellor

•

Social Democratic Party

•

Reichstag

•

Zeitenwende

•

Nord Stream

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Inquiry 4

INSTRUCTIONAL RESOURCES • Graphic Organizer (Scan QR Code) •

Barbaro, Michael, et al. “How Germany’s Approach to Russia Backfired.” New York Times, April 8, 2022, www.nytimes.com/2022/04/08/podcasts/the-daily/germany-russia-oil-gas.html.

•

Eddy, Melissa. “In Foreign Policy U-Turn, Germany Ups Military Spending and Arms Ukraine.” New York Times, February 28, 2022, www.nytimes.com/2022/02/27/world/europe/germany-ukraine-russia.html.

•

Same article as above, without a paywall: Eddy, Melissa. “In Foreign Policy U-Turn, Germany Ups Military Spending and Arms Ukraine.” New York Times/News for Energy, February 28, 2022, https://newsforenergy.com/fossil-fuels/in-foreign-policy-uturn-germany-ups-military-spending-arms-ukraine/.

•

Kirby, Jen. “Ukraine Wants German Tanks and More Weapons. But Can Europe Provide?” Vox, September 17, 2022, www.vox. com/world/2022/9/17/23355120/ukraine-wants-more-weapons-can-europe-provide.

•

“70% of Germans Back Ukraine Despite High Energy Prices, Survey Shows.” Reuters, July 15, 2022, www.reuters.com/ business/energy/70-germans-back-ukraine-despite-high-energy-prices-poll-2022-07-15.

•

Vox. “Putin’s War on Ukraine, Explained.” YouTube, March 2, 2022, https://www.youtube.com/watch?v=MVu8QbxafJE. (8:48 minutes)

INTRODUCTORY ACTIVITY/HOOK/DISCUSSION Warm up: What do we already know about the war in Ukraine? Why did Putin invade? What is the current status?

Optional: play this video to review historical context of War in Ukraine (if students are not familiar or need to review) Video link: Vox. “Putin’s War on Ukraine, Explained.” YouTube, March 2, 2022, https://www.youtube.com/watch?v=MVu8QbxafJE. (8:48 minutes)

SUPPORTING QUESTION 1 How does the war in Ukraine demonstrate a shift away from Germany’s foreign policy post-WWII? ➤ Formative Performance Task 1 Explain Germany’s foreign policy post-WWII. Assign one student in each home group to represent the “Historical Department” of the German government. Their job is to meet with their “expert groups” (aka the other students assigned to the Historical Department), research evidence supporting question 1 (using sources provided and conducting further online research), and complete their section of the graphic organizer.

After discussing their findings with their expert group, they will return to their home group and report their findings. ➤ Featured Sources 1 •

Graphic Organizer

•

Eddy, Melissa. “In Foreign Policy U-Turn, Germany Ups Military Spending and Arms Ukraine.” New York Times, February 28, 2022, www.nytimes.com/2022/02/27/world/europe/germany-ukraine-russia.html.

•

Same article as above without a paywall: Eddy, Melissa. “In Foreign Policy U-Turn, Germany Ups Military Spending and Arms Ukraine.” New York Times/News for Energy, February 28, 2022, https://newsforenergy.com/fossil-fuels/ in-foreign-policy-u-turn-germany-ups-military-spending-arms-ukraine/.

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Inquiry 4

High School Inquiry Lessons XX

SUPPORTING QUESTION 2 What are the risks associated with the war in Ukraine regarding Germany’s international relationships? ➤ Formative Performance Task 2 Assign one student in each home group to represent the “Foreign Policy Department” of the German government. Their job is to meet with their expert groups (aka the other students assigned to Foreign Policy Department), research evidence supporting question 2 (using sources provided and conducting further online research), and complete their section of the graphic organizer.

After discussing their findings with their expert group, they will return to their home group and report their findings. ➤ Featured Sources 2 • Graphic Organizer • Kirby, Jen. “Ukraine Wants German Tanks and More Weapons. But Can Europe Provide?” Vox, September 17, 2022, www.vox.com/world/2022/9/17/23355120/ukraine-wants-more-weapons-can-europeprovide.

SUPPORTING QUESTION 3 What are the risks associated with the war in Ukraine regarding domestic issues within Germany? What can be done to remedy these issues? ➤ Formative Performance Task 3 Assign one student in each home group to represent the “Domestic Policy Department” of the German government. Their job is to meet with their expert groups (aka the other students assigned to Domestic Policy Department), research evidence supporting question 2 (using sources provided or conducting further online research), and complete their section of the graphic organizer. After discussing their findings with their expert group, they will return to their home group and report their findings. ➤ Featured Sources 3 •

Graphic Organizer

•

Barbaro, Michael, et al. “How Germany’s Approach to Russia Backfired.” New York Times, April 8, 2022, www.nytimes.com/2022/04/08/podcasts/the-daily/germany-russia-oil-gas.html. (30:38 minutes)

•

“70% of Germans Back Ukraine Despite High Energy Prices, Survey Shows.” Reuters, July 15, 2022, www.reuters.com/business/energy/70-germans-back-ukraine-despite-high-energy-prices-poll-2022-07-15.

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Inquiry 4

SUMMATIVE PERFORMANCE TASK—ARGUMENT OPTION (ESSAY OR PRESENTATION): Students can write an essay in response to the compelling question, providing at least three sources to support their arguments in two or three body paragraphs Or Students can present in groups. They will share their findings and their group’s consensus in response to the compelling question.

Extension Option (Choice of Creative Format instead of Argument) Have the students write a letter to the German government, in which they share what they believe Germany should do in response to the war in Ukraine as well as future international conflicts.

Taking Informed Action Understand: Research the United States’ response to the war in Ukraine.

Assess: Examine the arguments for and against further support of the war (e.g., establishing a no-fly zone).

Act: Write a letter to local representative that outlines support or opposition to future strategic decisions in Ukraine.

MODIFICATIONS FOR DIFFERENTIATION • Spanish translations of news articles.

• Spanish captioning for audio or video.

• NewsELA articles, available in multiple reading levels.

• Add guiding questions to graphic organizer for each source.

John DeMar (TOP 4, 2022) teaches World History and AP U.S. History at Santee Education Complex in Los Angeles, California.

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High School Inquiry Lessons XX

Inquiry 5

What can the U.S. learn from Germany’s immigration policies?

C3 Framework Indicator

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

Staging the Compelling Question

This lesson focuses on the experiences of migrants to Germany. Students will learn about the factors that brought Turkish migrant workers to Germany, the experiences of Syrian Refugees, and the current impact of the Ukraine-Russia crisis on Germany’s immigration policy.

Supporting Question 1

Supporting Question 2

Supporting Question 3

What were the experiences of early migrants to Germany?

How do the experiences of refugee populations compare to migrant worker populations in Germany?

How has the Ukraine-Russia crisis impacted immigration in Germany?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Students will complete a Venn Diagram comparing the experiences of Turkish migrants to Syrian refugees.

Students will respond in small groups to a discussion around Reflection Questions about the different experiences of refugee groups in Germany since the Ukraine-Russia crisis.

Featured Sources

Featured Sources

Students will complete a Graphic Organizer that outlines reasons, adjustments, struggles, and contributions of Turkish migrant workers in Germany.

Featured Sources Source A: Graphic Organizer (Handout 1)

Source A: Venn Diagram: Comparing Experiences (Handout 2)

Source A: Reflection Questions (Handout 3)

Source B: “The German-Turkish Recruitment Agreement 60 years on.”

Source B: “Syrian refugees reflect on life in Germany 10 years after uprising.”

Source C: Turkish Life in Germany: How it started and how it’s going | DW Stories

Source C: “Five Years Later, One Million Refugees Are Thriving in Germany.”

Source B: “The Largest Challenges Lie Ahead Germany Revisits 2015 as Ukraine Refugee Wave Continues to Grow.”

Source D: Why was the Labour Recruitment Agreement between Turkey and Germany signed?

Source D: Syrians in Germany: Refugee standing for German parliament

Summative Performance Task

Argument: Students will construct a 500-word essay that addresses the compelling question. It should include information from all three supporting questions.

Source C: “Germany is Displacing Afghan Refugees to Make Way for Ukrainians.”

Source D: Why Syrian refugees now fear deportation from Germany | DW News

Extension: How would you describe U.S. immigration policy to someone who was from Germany? Using a presentation software, create a slideshow about historical and contemporary issues regarding immigration in the United States.

Taking Informed Action

Understand: Students can research how a migrant group in the U.S. has addressed/confronted various issues.

Assess: Students can identify which policies have proven successful and compare this to immigration policies in Germany.

Act: Students can write letters to their government representatives about what should be done regarding immigration policy, using historical and contemporary examples from Germany and the United States.

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XX High School Inquiry Lessons

Inquiry 5

COMPELLING QUESTION What can the U.S. learn from Germany’s immigration policies?

Target Grade Level: Secondary (9–12)

Target Course: Ethnic Studies

INQUIRY OVERVIEW This lesson focuses on the experiences of migrants to Germany. Students will learn about the factors that brought Turkish migrant workers to Germany, the experiences of Syrian refugees, and the current impact of the Ukraine-Russia crisis on Germany’s immigration policy.

TEACHER BACKGROUND INFORMATION Germany’s response to immigration parallels the U.S. experience, while also diverting. After World War II, Germany faced a labor shortage. The country designed the “German-Turkish Recruitment Agreement” to bring guest workers from Turkey. This has had a profound legacy on Germany. Today over three million people with Turkish roots live in Germany. Turkish migrants and their families were not initially accepted. Many were made to feel unwelcome due to racist sentiments. However, many found multiple cultural identifications in Germany and Turkey.

Germany has also been a destination for refugees from the Syrian Civil War. While being praised for opening its borders to refugees from the war-torn area, there has been criticism that Syrian refugees were treated like criminals and as a burden to society by the German government and media.

Germany is continuing to embrace refugees, in light of the recent Ukraine-Russia crisis. The German government and media have offered solidarity to refugees arriving from Ukraine. However, this has strained the resources once available to Syrian and other refugees from the Middle East and Africa. There is no longer enough housing as the German people make room for Ukrainian refugees in shelters and private homes. This has created a complicated situation in the nation with mixed signals about how Germans respond to immigration in the past and present.

For further background information, see: • “Germany on Course to Accept One Million Refugees in 2015.” The Guardian, 7 December 2015, https://www.theguardian. com/world/2015/dec/08/germany-on-course-to-accept-one-million-refugees-in-2015.

• Hille, Peter. “The German-Turkish Recruitment Agreement 60 Years On.” Deutsche Welle, 10 May 2021, https://p.dw.com/ p/41EFb. • Sharma, Gouri. “What do Syrians Think about the Welcome for Ukrainian refugees?” Al Jazeera, 31 March 2022, https://www. aljazeera.com/news/2022/3/31/what-do-syrians-think-about-the-welcome-for-ukrainian-refugees.

SUGGESTED TIME FRAME Three 50-minute class periods

CONCEPT LIST • Immigration • Gastarbeiter (migrant worker) • German-Turkish Recruitment Agreement • Gymnasium (secondary school in preparation for university studies) • Refugee • Ukraine-Russia crisis

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Inquiry 5

High School Inquiry Lessons XX

INSTRUCTIONAL RESOURCES • Graphic Organizer (Handout 1) • Venn Diagram: Comparing Experiences (Handout 2) •

Reflection Questions (Handout 3)

•

(Scan QR Code for Handouts)

•

Becker, Marcus, et al. “The Largest Challenges Lie Ahead Germany Revisits 2015 as Ukraine Refugee Wave Continues to Grow.”

Spiegel International, 23 March 2022, https://www.spiegel.de/international/germany/the-largest-challenges-lie-aheadgermany-revisits-2015-as-ukraine-refugee-wave-continues-to-grow-a-26345e6b-6138-4082-b942-b89befe3f7d9.

•

Carney, Natalie. “Syrian Refugees Reflect on Life in Germany 10 Years after Uprising.” CGTN, 17 March 2021, https://newseu. cgtn.com/news/2021-03-17/Syrian-refugees-reflect-on-life-in-Germany-10-years-after-uprising-YF7EHerZSg/index.html.

•

Glinski, Stefanie. “Germany is Displacing Afghan Refugees to Make Way for Ukrainians.” Foreign Policy, 20 April 2022, https:// foreignpolicy.com/2022/04/20/germany-refugee-policy-afghanistan-ukraine/.

•

Hille, Peter. “The German-Turkish Recruitment Agreement 60 years on.” DW, 10 May 2021, https://p.dw.com/p/41EFb.

•

Keita, Sekou, and Helen Dempster. “Five Years Later, One Million Refugees Are Thriving in Germany.” Center for Global Development, 4 December 2020, https://www.cgdev.org/blog/five-years-later-one-million-refugees-are-thriving-germany.

•

Syrians in Germany: Refugee Standing for German Parliament. YouTube, uploaded by Al Jazeera English, 17 March 2021, https://www.youtube.com/watch?v=CnWpMCgsAxA. (2:06 minutes)

•

Turkish Life in Germany: How It Started and How It’s Going | DW Stories. YouTube, uploaded by DW News, 30 October 2021, https://www.youtube.com/watch?v=ddChJAs3l8w. (8:41 minutes)

•

Why Syrian Refugees Now Fear Deportation from Germany | DW News.” YouTube, uploaded by DW News, 4 January 2021, https://www.youtube.com/watch?v=Bg5qaN5SG90. (9:44 minutes)

•

Why Was the Labour Recruitment Agreement Between Turkey and Germany Signed? YouTube, uploaded by TRT World, 29 October 2021, https://www.youtube.com/watch?v=fgutftEGdUc. (1:52 minutes)

INTRODUCTORY ACTIVITY/HOOK/DISCUSSION To introduce and connect students to the inquiry, ask the students to write down their answers and think-pair-share to the following questions: •

What factors would make you leave your neighborhood, community, and/or country and move somewhere else?

•

Once in a new place, how would you adjust to make the new place feel more like home?

•

What struggles might you face in a new place?

SUPPORTING QUESTION 1 What were the experiences of early migrants to Germany? ➤ Formative Performance Task 1: Students will complete a Graphic Organizer (Handout 1) that outlines reasons, adjustments, struggles, and contributions of Turkish migrant workers in Germany. ➤ Featured Sources 1 •

Graphic Organizer (Handout 1)

•

Hille, Peter. “The German-Turkish Recruitment Agreement 60 Years On.” Deutsche Welle, 10 May 2021, https://p.dw.com/p/41EFb.

•

Turkish Life in Germany: How It Started and How It’s Going | DW Stories. YouTube, uploaded by DW News, 30 October 2021, https://www.youtube.com/watch?v=ddChJAs3l8w. (8:41 minutes)

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Inquiry 5

• Why Was the Labour Recruitment Agreement between Turkey and Germany Signed? YouTube, uploaded by TRT World, 29 October 2021, https://www.youtube.com/watch?v=fgutftEGdUc. (1:52 minutes)

SUPPORTING QUESTION 2 How do the experiences of refugee populations compare to migrant worker populations in Germany? ➤ Formative Performance Task 2 Students will complete a Venn Diagram (Handout 2) comparing the experiences of Turkish migrants to Syrian refugees. Students should pay attention to the following questions: (1) What factors brought the Syrian refugees to Germany?

(2) How are the experiences of Syrian refugees similar to Turkish migrants?

(3) How are the experiences of Syrian refugees different from Turkish migrants? ➤ Featured Sources 2 •

Venn Diagram: Comparing Experiences (Handout 2)

•

Carney, Natalie. “Syrian Refugees Reflect on Life in Germany 10 Years after Uprising.” CGTN, 17 March 2021, https://newseu.cgtn.com/news/2021-03-17/Syrian-refugees-reflect-on-life-in-Germany-10-years-after-uprisingYF7EHerZSg/index.html.

•

Keita, Sekou, and Helen Dempster. “Five Years Later, One Million Refugees Are Thriving in Germany.”

Center for Global Development, 4 December 2020, https://www.cgdev.org/blog/five-years-later-one-millionrefugees-are-thriving-germany.

•

Syrians in Germany: Refugee Standing for German Parliament. YouTube, uploaded by Al Jazeera English, 17 March 2021, https://www.youtube.com/watch?v=CnWpMCgsAxA. (2:06 minutes)

SUPPORTING QUESTION 3 How has the Ukraine-Russia crisis impacted immigration in Germany? ➤ Formative Performance Task 3 Students will respond in small groups to a discussion around Reflection Questions (Handout 3) about the different experiences of refugee groups in Germany since the Ukraine-Russia crisis. ➤ Featured Sources 3 •

Reflection Questions (Handout 3)

•

Becker, Marcus, et al. “The Largest Challenges Lie Ahead Germany Revisits 2015 as Ukraine Refugee Wave Continues to Grow.” Spiegel International, 23 March 2022, https://www.spiegel.de/international/germany/ the-largest-challenges-lie-ahead-germany-revisits-2015-as-ukraine-refugee-wave-continues-to-grow-a26345e6b-6138-4082-b942-b89befe3f7d9.

•

Glinski, Stefanie. “Germany is Displacing Afghan Refugees to Make Way for Ukrainians.” Foreign Policy, 20 April 2022, https://foreignpolicy.com/2022/04/20/germany-refugee-policy-afghanistan-ukraine/.

•

Why Syrian Refugees Now Fear Deportation from Germany | DW News. YouTube, uploaded by DW News, 4 January 2021, https://www.youtube.com/watch?v=Bg5qaN5SG90. (9:44 minutes)

38 | TOP Lessons | Teach Germany

High School Inquiry Lessons XX

Inquiry 5

SUMMATIVE PERFORMANCE TASK—ARGUMENT OPTION (ESSAY OR PRESENTATION) Students will construct a 500-word essay that addresses the compelling question. It should include information from all three supporting questions.

Extension Option (Choice of Creative Format instead of Argument) How would you describe U.S. immigration policy to someone who was from Germany? Using a presentation software, create a slideshow about historical and contemporary issues regarding immigration in the United States.

Taking Informed Action Understand: Students can research how a migrant group in the United States has addressed/confronted various issues.

Assess: Students can identify which policies have proven successful and compare this to immigration policies in Germany.

Act: Students can write letters to their government representatives about what should be done regarding immigration policy, using examples from Germany.

MODIFICATIONS FOR DIFFERENTIATION To assist with differentiation, readings can be completed as a whole class. Another possibility is that the teacher may also have students complete the activities in small groups, with each student investigating a different source. Students with higher reading levels can be assigned the longer articles, while struggling readers can be assigned the videos to complete the Graphic Organizer, Venn Diagram, and Reflection Questions handouts.

Mariah Pol (TOP 4, 2022) teaches at the Global Gateway for Teachers at Indiana University in Bloomington, Indiana.

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XX High School Inquiry Lessons

Inquiry 6

How should modern societies responsibly confront their painful legacies of colonialism?

C3 Framework Indicator

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

D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past.

Staging the Compelling Question

Supporting Question 1 What was the long-term impact of German colonialism?

Formative Performance Task Students watch a video about the history of German colonialism and discuss the long-term impacts.

Featured Sources

Students will examine the long-term impact of German colonialism. They will also learn about the efforts that Germany is currently making to properly address and learn from this era of their history.

Supporting Question 2

Supporting Question 3

How is the legacy of colonialism being confronted in Germany today?

How should the legacy of colonialism be memorialized?

Formative Performance Task

Formative Performance Task

Students analyze a primary source and news article about a street in Berlin that was renamed from a problematic word to the name of an African scholar.

Featured Sources

Students read an article and categorize efforts in Germany to create remembrance culture for colonial history.

Featured Sources

Source A: Video Response Questions (Handout 1)

Source A: Twitter Primary Source Analysis (Handout 3)

Source B: Post-Video Research Guide (Handout 2)

Source B: Statements (Handout 4)

Source A: Examples of Remembrance Culture in Germany (Handout 5)

Source C: “Street Name Change Major Step in Struggle to Decolonize Berlin.”

Source C: Project Zero

Source C: The German Colonial Empire: How Does Germany Deal with Its Colonial History? Meet the Germans (7:09 minutes)

Source B: “How Dekoloniale Is Interrogating Berlin’s Colonial Past.”

Source D: @Ghanaspotlight Twitter

Source D: National Endowment for the Humanities Summative Performance Task

Argument: Students will construct a written argument that answers the question, “How should modern societies responsibly confront their painful legacies of colonialism?” Instruct students to use specific claims and relevant examples from Germany as the basis of their argument. Students should address challenges and conflicting viewpoints in their response.

Extension: Using the “Circles of Action” strategy from Harvard’s Project Zero, students will construct a written argument or presentation in response to the compelling question.

Taking Informed Action

Understand: Which people or events in U.S. history are currently being debated in regards to how we should memorialize them?

Assess: Examine the arguments both for and against memorializing a specific individual or event in U.S. history.

Act: Write a letter to an elected official (a member of city council, a state representative, or a U.S. representative or senator) to advocate for an official commemoration of a person or event in U.S. history that you feel deserves to be acknowledged through remembrance culture.

40 | TOP Lessons | Teach Germany

Inquiry 6

High School Inquiry Lessons XX

COMPELLING QUESTION How should modern societies responsibly confront their painful legacies of colonialism?

Target Grade Level: Grades 9–12

Target Courses: World History, AP World History

INQUIRY OVERVIEW Students will examine the long-term impact of German colonialism. They will also learn about the efforts that Germany is currently making to properly address and learn from this era of their history. On a larger scale, students will reflect on these German practices and create an argument for how societies should respectfully remember, teach about, and commemorate painful eras of their own histories.

TEACHER BACKGROUND INFORMATION In the late 1800s, several European countries, including Germany, sought to grow their empires through the subjugation of colonies around the world. These colonies would help fuel the continued industrial progress of European nations, providing both raw materials needed for industrial production and markets in which to sell manufactured goods.

In the face of fierce competition over resource-rich land in the African continent, Germany hosted the Berlin Conference in 1884.

Here, European leaders met to set rules for the colonization of Africa. No representatives from Africa were invited to attend the conference. Shortly after the conference, almost all of the African continent came under direct control of European powers.

Germany controlled several colonies, including Togo, Cameroon, German South-West Africa (present-day Namibia), and German East Africa (present-day Tanzania).

During this time of colonial rule, German forces used brutal and often deadly tactics to subjugate people in the colonies. For example, the Schutztruppe (Germany military forces) led a genocide against indigenous peoples in present-day Namibia, killing as many as 80 percent of the Herero people. Many historians point to the race-based brutalities recorded during the time of colonialism as the prelude to the methods used by the Nazis during the Holocaust.

Currently, many in former colonies such as Namibia are calling for economic reparations from Germany, pointing out the severe economic distress and generational trauma inflicted by colonial rule. Much like in the generations following World War II and the Holocaust, Germany is faced with the challenge of confronting the atrocities of its collective past. This conversation has grown even more in the context of Black Lives Matter and the global movement for racial justice and equality. In this inquiry, students will learn about several ways that Germany is addressing the painful legacy of its colonial past. They will examine Germany as a case study in “remembrance culture,” which is how a society intentionally interacts with the memory of its past events.

SUGGESTED TIME FRAME Three 50-minute class periods (150 minutes total)

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Inquiry 6

CONCEPT LIST • Berlin Conference • Colonialism • Herero genocide • Namibia • Holocaust • Black Lives Matter • Remembrance culture

INSTRUCTIONAL RESOURCES • Video Response Questions (Handout 1) •

Post-Video Research Guide (Handout 2)

•

Twitter Primary Source Analysis (Handout 3)

•

Statements (Handout 4)

•

Examples of Remembrance Culture in Germany (Handout 5)

•

(Scan QR Code for Handouts)

•

Braun, Stuart. (August 28, 2020). “Street Name Change Major Step in Struggle to Decolonize Berlin.” Deutsche Welle. https:// www.dw.com/en/street-name-change-major-step-in-struggle-to-decolonize-berlin/a-54712751.

•

DW Euromaxx. (August 03, 2022). The German Colonial Empire: How Does Germany Deal with Its Colonial History? Meet the Germans. YouTube, https://youtu.be/4YBVI9dwF3I. (7:09 minutes)

•

Fischer, Hilke. (February 25, 2015). “130 Years Ago: Carving up Africa in Berlin.” Deutsche Welle. https://www.dw.com/en/130years-ago-carving-up-africa-in-berlin/a-18278894.

•

@Ghanaspotlight. (August 25, 2020). “Berlin authorities have announced they are to rename Mohrenstraße (“Moor Street”) in the city’s Mitte district after the country’s first black philosopher, Anton Wilhelm Amo. Amo was brought to Berlin as a child slave from what is now Ghana in 1707.” Twitter, https://twitter.com/Ghanaspotlight/status/1298308022620610560.

•

Haynes, Suyin. (October 25, 2021). “How Dekoloniale Is Interrogating Berlin’s Colonial Past.” Time, https://time.com/6075827/ berlin-colonial-history-dekoloniale/.

•

National Endowment for the Humanities. “The Tacoma Times. [Volume] (Tacoma, Wash.) 1903-1949, March 02, 1904, Page 2, Image 2.” News about Chronicling America RSS, Tacoma Times Pub. Co., https://chroniclingamerica.loc.gov/lccn/ sn88085187/1904-03-02/ed-1/seq-2/.

•

Project Zero. (n.d.). A Thinking Routine from Project Zero, Harvard Graduate School of Education. http://www.pz.harvard.edu/ sites/default/files/Think%20Pair%20Share_1.pdf.

•

United States Holocaust Memorial Museum, United States Holocaust Memorial Museum, https://www.ushmm.org/ collections/bibliography/herero-and-nama-genocide.

INTRODUCTORY ACTIVITY/HOOK/DISCUSSION “History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.” —Maya Angelou Ask students to reflect on this quote by Maya Angelou. What does it mean to you to face history with courage? What does that look like?

42 | TOP Lessons | Teach Germany

Inquiry 6

High School Inquiry Lessons XX

SUPPORTING QUESTION 1 What was the long-term impact of German colonialism? ➤ Formative Performance Task 1 Show the video “The German Colonial Empire: How Does Germany Deal With Its Colonial History?” Have students complete the Video Response Questions (Handout 1) as they watch.

Discuss the following questions as a whole class: • What connections did you see between German colonialism and the Nazi ideology that led to the Holocaust?

• How much did you know about the Herero genocide before this video?

• Why do you think some genocides are more widely discussed than others?

• What do you think should happen to artifacts that were obtained by force or coercion, like the ones they talked about in the video?

• How is colonialism still affecting countries like Namibia today? Why do you think we are still seeing the effects of colonialism today?

For further extension, have students complete the Post-Video Research on Handout 2. ➤ Featured Sources 1 • Video Response Questions (Handout 1) •

Post-Video Research Guide (Handout 2)

•

DW Euromaxx. (August 03, 2022). The German Colonial Empire: How Does Germany Deal with Its Colonial History? Meet the Germans. YouTube. https://youtu.be/4YBVI9dwF3I. (7:09 minutes)

•

National Endowment for the Humanities. “The Tacoma Times. [Volume] (Tacoma, Wash.) 1903-1949, March 02, 1904, Page 2, Image 2.” News about Chronicling America RSS, Tacoma Times Pub. Co., https://chroniclingamerica.loc.gov/lccn/sn88085187/1904-03-02/ed-1/seq-2/.

SUPPORTING QUESTION 2 How is the legacy of colonialism being confronted in Germany today? ➤ Formative Performance Task 2 Show students this tweet about the renaming of a street in Berlin in 2020, and use Handout 3 to analyze the tweet as a primary source. Walk the class through a discussion analyzing the tweet as a primary source. Students can also work through the primary source analysis independently or in small groups using the handout.

•

What is the main idea of this document?

•

Who is the author/creator of this document? What can we infer about them based on what information is given here?

•

When was this document created? What other historical context do we know about this time period?

•

What do you think was the purpose of the author in creating this document?

•

Who do you think was the intended audience of this document?

•

What questions do you have after seeing this document?

After discussing the tweet, have students read the article, “Street Name Change Major Step in Struggle to Decolonize Berlin.”

After students read the article, ask them to choose the statement posted around the room that they agree with the MOST. Remind students that this is purely an opinion-based response and that all students are entitled to their own ideas.

Have the statements below posted before class, or post while students are reading the article. (You can also find the statements on Handout 4).

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Inquiry 6

1. Streets named after problematic historical figures or terms should be considered for renaming as historical views and societal values evolve.

2. Renaming streets is a nice gesture, but it does not actually change anything. Energy and resources should be devoted to bettering people’s lives in more tangible ways.

3. Renaming streets is a slippery slope, and there will never be full agreement on which historical figures or events should be honored.

4. Erasing history can do more harm than good. We should use symbols from our painful past and learn from them.

Ask students to share to the class about why they chose the statement they did. ➤ Featured Sources 2 • Twitter Primary Source Analysis (Handout 3) • Statements (Handout 4) • Braun, Stuart. (August 28, 2020). “Street Name Change Major Step in Struggle to Decolonize Berlin.”

Deutsche Welle. https://www.dw.com/en/ street-name-change-major-step-in-struggle-to-decolonize-berlin/a-54712751.

•

@Ghanaspotlight. (August 25, 2020). “Berlin authorities have announced they are to rename Mohrenstraße (“Moor Street”) in the city’s Mitte district after the country’s first black philosopher, Anton Wilhelm Amo. Amo was brought to Berlin as a child slave from what is now Ghana in 1707.” Twitter, https://twitter.com/ Ghanaspotlight/status/1298308022620610560.

SUPPORTING QUESTION 3 How should the legacy of colonialism be memorialized? ➤ Formative Performance Task 3 Before reading the article, ask the class what they think the term “remembrance culture” means. Have them brainstorm examples of ways that we commemorate important people and events from our past in the United States. (Possible responses include holidays such as Dr. Martin Luther King Jr. Day, monuments such as the Vietnam War memorial in Washington, DC, and museums like ones they may have visited before.)

Distribute the Time article and the notes chart on Handout 5 (Examples of Remembrance Culture in Germany). As students read, they will look for examples of German efforts of remembrance culture in regard to their colonial history. They will sort these into three categories: Monuments and Physical Memorials, Museums and Educational Programs, and Political Statements and Acknowledgments.

After students have completed the chart, use the think-pair-share strategy to lead students in discussing the following questions.

•

Of the three categories you focused on in your reading, which do you think is most important in building remembrance culture? Physical monuments, museums and education, or political statements? Why?

•

What are some ways to build remembrance culture that you did NOT see in the article?

•

How successful do you think these efforts have been in Germany so far?

•

What challenges are there in developing a respectful remembrance culture about colonialism?

•

Do you think it’s more challenging to develop remembrance culture about colonialism compared to other events like the Holocaust? Why or why not?

•

Can you think of examples of topics in United States history that present similar challenges?

•

What lessons can other countries learn from Germany about remembrance culture?

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Inquiry 6

High School Inquiry Lessons XX

➤ Featured Sources 3 • Examples of remembrance culture in Germany (Handout 5) • Haynes, Suyin. (October 25, 2021). “How Dekoloniale Is Interrogating Berlin’s Colonial Past.” Time, https://time.com/6075827/berlin-colonial-history-dekoloniale/.

•

Project Zero. (n.d.). A Thinking Routine from Project Zero, Harvard Graduate School of Education. http://www.pz.harvard.edu/sites/default/files/Think%20Pair%20Share_1.pdf.

SUMMATIVE PERFORMANCE TASK—ARGUMENT OPTION (ESSAY OR PRESENTATION): Students will construct a written argument that answers the question, “How should modern societies responsibly confront their painful legacies of colonialism?” Instruct students to use specific claims and relevant examples from Germany as the basis of your argument. Students should address challenges and conflicting viewpoints in their response.

Extension Option (Choice of Creative Format instead of Argument) Using the “Circles of Action” strategy from Harvard’s Project Zero, students will construct a written argument or presentation in response to the compelling question for this inquiry: “How should modern societies responsibly confront their painful legacies of colonialism?”

What can I do to contribute to building a responsible remembrance culture of the legacies of colonialism...

1. In my inner circle (of friends, family, the people I know)?

2. In my community (my school, my neighborhood)?

3. In the world (beyond my immediate environment) Students should use specific examples from the readings and video about German remembrance culture. They should also address challenges and conflicting viewpoints as they relate to the topic.

Taking Informed Action Understand: Identify a current issue related to remembrance culture in the United States. Which people or events in U.S. history are currently being debated in regard to how we should memorialize them?

Assess: Examine the arguments both for and against memorializing a specific individual or event in U.S. history.

Act: Write a letter to an elected official (a member of city council, a state representative, or a U.S. representative or senator) to advocate for an official commemoration of a person or event in U.S. history that you feel deserves to be acknowledged through remembrance culture. Include the reasons why you think this person should be commemorated and the specific ways in which they should be memorialized (e.g., a national holiday, a postage stamp with their image, a physical monument, etc.).

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Inquiry 6

MODIFICATIONS FOR DIFFERENTIATION Readings and discussions can be done in mixed ability groups or be based on reading ability.

Use closed captions on YouTube videos or print the available transcript for students who may have language barriers or may have auditory processing problems.

To assist special education students or English language learners, provide sentence stems for answering prompts.

Marci Ward (TOP 2, 2022) teaches AP US History and Advanced World History at iUniversity Prep in Grapevine, Texas.

46 | TOP Lessons | Teach Germany

High School Inquiry Lessons XX

Inquiry 7

How do individuals have the power to foster momentous change?

C3 Framework Indicator

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

Staging The Compelling Question

Supporting Question 1 Why were residents of the GDR frustrated with their government by September 1989?”

Formative Performance Task Gameboard “Stops” of Hook and Read

By examining primary sources from the first meeting and protests in Leipzig, Germany, students will understand the power of small, individualized action to create meaningful change.

Supporting Question 2

Supporting Question 3

What actions did individuals take in Leipzig, Germany, from September to October, 1989?

What are the lasting effects of German Reunification after the fall of the GDR?

Formative Performance Task

Formative Performance Task

Gameboard “Stops” of Video and Look

Gameboard “Stops” of Extend

Students will use this “Gameboard” to collect and analyze primary and secondary sources to help them understand the three Supporting Questions and the Compelling Question.

Featured Sources Source A: The Rise and Fall of the Berlin Wall - Konrad H. Jarausch. (6:25 minutes) Source B: “St. Nicholas Church in Leipzig 360 Panorama.”

Featured Sources Source A: “St. Nicholas Church in Leipzig 360 Panorama.”

Source B: “How East Germans Peacefully Brought the GDR Regime Down.”

Featured Sources Source A: “After Thirty Years, East and West Germans Wonder: How United Are We?”

Source C: Sandoval, Amanda. 1989 Revolution: Leipzig, Gameboard.

Summative Performance Task

Argument: Students will construct a poster either digitally or on paper that addresses the compelling question using specific claims or relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students will create an individual piece of artwork that represents freedom and democracy with a foundational quote from one of the primary sources in this activity.

Taking Informed Action

Understand: Research a time in our own nation’s democracy where individuals demanded more rights or a greater voice in the government.

Assess: Evaluate the effectiveness of social and/or political changes brought about by these individuals.

Act: Call or email your legislator about an issue that is important to you right now and ask them to take action!

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XX High School Inquiry Lessons

Inquiry 7

COMPELLING QUESTION How do individuals have the power to foster momentous change?

Target Grade Level: 9th Grade

Target Course: World History

INQUIRY OVERVIEW By examining primary sources from the first meeting and protests in Leipzig, Germany, students will understand the power of small, individualized action to create meaningful change. They will create a digital gallery that will highlight the importance of bravery at St. Nicholas Church by individuals—many young people, like themselves—who began the revolution that ultimately toppled the Berlin Wall.

TEACHER BACKGROUND INFORMATION Most teachers of world history are familiar with the November 9, 1989, Peaceful Revolution in Berlin. However, some may be less familiar with the role of individuals in Leipzig a few months before.

Many textbooks have an abbreviated story of the 1989 revolutions that swept through Europe and crumbled the Iron Curtain.

There will undoubtedly be an image of the jubilant crowds on the Berlin Wall in November. However, few explain in detail the work that was done by individuals prior to November 9, 1989, that led to the opening of the border between East and West Berlin. It is an important part of the historical context for students to understand that, in the words of Facing History and Ourselves, “People Make Choices, and Choices Make History.”

Some general background and images about the meeting of October 9, 1989, at the St. Nicholas Church can be found here.

Reunification is an important part of contemporary German history and issues today related to politics and economics are still facing many Germans in both the former German Democratic Republic (GDR, East Germany) and former Federal Republic of Germany (FRG, West Germany).

Source • Bierbach, Maria. “How East Germans Peacefully Brought the GDR Regime Down.” Deutsche Welle, 10 Aug. 2019, www.dw.com/en/how-east-germans-peacefully-brought-the-gdr-regime-down/a-50743302.

SUGGESTED TIME FRAME Two to three 45-minute class periods

CONCEPT LIST •

Stasi

•

Iron Curtain

•

Communism

•

Reunification

INSTRUCTIONAL RESOURCES Students should have access to the internet and this digital Gameboard to examine the historical content surrounding the 1989 Revolution in Germany, which began in Leipzig.

•

Baum, Andreas. “St. Nicholas Church in Leipzig 360 Panorama.” 360Cities, 22 Sept. 2013. https://www.360cities.net/image/stnicholas-church-in-leipzig.

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Inquiry 7

High School Inquiry Lessons XX

• Bierbach, Maria. (August 10, 2019). “How East Germans Peacefully Brought the GDR Regime Down.” Deutsche Welle. www. dw.com/en/how-east-germans-peacefully-brought-the-gdr-regime-down/a-50743302.

• Eddy, Melissa. (October 3, 2020). “After Thirty Years, East and West Germans Wonder: How United Are We?” New York Times. www.nytimes.com/2020/10/03/world/europe/east-west-germany-30-anniversary.html.

• Jarausch, Konrad H. (August 16, 2017). “The Rise and Fall of the Berlin Wall - Konrad H. Jarausch.” YouTube, TedEd. https://www. youtube.com/watch?v=A9fQPzZ1-hg. (6:25 minutes) •

Sandoval, Amanda. (n.d.). “1989 Revolution: Leipzig, Gameboard.” https://docs.google.com/document/d/1cirgsUBSI9XUHl72h MB98MHslh9DstoQ7D3nTUFtVwk/edit.

INTRODUCTORY ACTIVITY/HOOK/DISCUSSION Begin the lesson with a brief think-pair-share, using the question, “Think of a time when you needed to be brave and overcome fear. What held you back, or what pushed you forward into action?”

SUPPORTING QUESTION 1 Why were residents of the GDR frustrated with their government by September 1989?

Formative Performance Task 1 Students will individually use the Gameboard Template (original template by educator Amanda Sandoval) to go at their own pace and gather primary and secondary source information related to the construction of the Berlin Wall and the role that individuals in Leipzig played in sparking the broader revolution that united East and West Germany. Each stop on the Gameboard has a demonstrative task for students to complete. The teacher will act as facilitator and coach as the students work on each step of the Gameboard. This will take one to two class periods, depending on the needs of the class. The board can also be completed for homework. The Extend assignment allows for creativity in demonstration of knowledge and connections to our own democracy in the United States.

For the first supporting question, students will view the TEDEd video on the Rise and Fall of the Berlin Wall for historical context and/or review. Then, they will analyze the motivations behind the Leipzig organizers in September and October 1989, and why it was so important to them that the demonstrations remained peaceful. They will complete the first two “stops” on the Gameboard. ➤ Featured Sources 1 • Gameboard Source for the Hook: •

Jarausch, Konrad H. (August 16, 2017). The Rise and Fall of the Berlin Wall—Konrad H. Jarausch. YouTube, TedEd, https://www.youtube.com/watch?v=A9fQPzZ1-hg. (6:25 minutes)

Source for Look: •

Baum, Andreas. “St. Nicholas Church in Leipzig 360 Panorama.” 360Cities, 22 Sept. 2013. https://www.360cities.net/image/st-nicholas-church-in-leipzig.

•

Sandoval, Amanda. 1989 Revolution: Leipzig, Gameboard. https://docs.google.com/document/d/1cirgsUBSI9XU Hl72hMB98MHslh9DstoQ7D3nTUFtVwk/edit.

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Inquiry 7

SUPPORTING QUESTION 2 What actions did individuals take in Leipzig, Germany, from September to October, 1989? ➤ Formative Performance Task 2 Students will virtually “meet” two teenaged demonstrators from 1989 through the video interviews and record the most powerful quotes of their experiences that really spoke to them. They will take a virtual tour using 360cities.net and notice the power of a place as they virtually visit the St. Nicholas Church in Leipzig. ➤ Featured Sources 2 • Baum, Andreas. “St. Nicholas Church in Leipzig 360 Panorama.” 360Cities, 22 Sept. 2013, https://www.360cities.net/image/st-nicholas-church-in-leipzig.

•

Bierbach, Maria. (August 10, 2019). “How East Germans Peacefully Brought the GDR Regime Down.” Deutsche Welle. www.dw.com/en/how-east-germans-peacefully-brought-the-gdr-regime-down/a-50743302.

SUPPORTING QUESTION 3 What are the lasting effects of German Reunification after the fall of the GDR? ➤ Formative Performance Task 3 Using the article, students will analyze one issue facing Germany since reunification (the Economy or the Political Landscape) and connect this to the idea that democracy is a work in progress. ➤ Featured Sources 3 •

Eddy, Melissa. (October 3, 2020). “After Thirty Years, East and West Germans Wonder: How United Are We?” New York Times. www.nytimes.com/2020/10/03/world/europe/east-west-germany-30-anniversary.html.

SUMMATIVE PERFORMANCE TASK Extension Option (Choice of Creative Format instead of Argument) After submitting their gameboards to the teacher, students will pull one quote from a specific person mentioned in the sources and write the quote in big letters on a piece of 11 X 17 cardstock. Then, they will use images from the gameboard and historical sources to create a gallery surrounding the quote. Original artwork is best, even if it is stick figures! My students love using watercolors for this extension activity, and I am always impressed with their interpretations of the historical record in artistic or graphic form. When done, they may share their interpretations with the class.

Taking Informed Action Understand: Research a time in our own nation’s democracy where individuals demanded more rights or a greater voice in the government.

Assess: Evaluate the effectiveness of social and/or political changes brought about by these individuals.

Act: Call or email your legislator about an issue that is important to you right now and ask them to take action!

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Inquiry 7

MODIFICATIONS FOR DIFFERENTIATION Using Read + Write for Google would be an excellent way for students to view the primary and secondary sources in a readaloud manner for readers that need this accommodation. Alternatively, schools that have Newsela or Achieve 3000 have the option of using articles that have lexicons differentiated for student ability levels. The Extend assignment is suited for all learners and especially for English language learners (ELLs) as it allows for an image-based demonstration of knowledge and connection to a primary source.

Sara Ziemnik (TOP 4, 2022) teaches World History and AP U.S. History at Rocky River High School in Ohio.

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Inquiry 8

Worms: Friends or Foes?

Next Generation Science Standards (NGSS)

3-LS4-4. Make a claim about the merits of a solution to a problem caused by environmental change and describe the types of plants and animals that live there and may change as a result.

Materials Needed

Chart paper, markers Optional materials for vermicomposting: red wigglers (Eisenia foetida), soil, bins, food scraps

Phenomenon Lugworms are a vital part of the ecosystem in the tidal mudflats of the Wadden Sea. Microplastics and the acidification of the water are negatively affecting the lugworm’s ability to reproduce, which in turn is negatively impacting the food chain.

However, earthworms are an invasive species in the Great Lakes region of North America. They have had a negative impact on the forests, reducing the diversity of plant species. After learning about both types of worms and their impact on the ecosystem, students will have to decide, “Are worms friends or foes?”

Engage

Students will look at photographs of the environments of lugworms and earthworms and use the “see, think, wonder” strategy to start learning about them.

Explore

Students will read about lugworms and earthworms and learn about the effects they have on their environments.

Featured Sources

• • • • • • • • • • • • •

Explain

Learn about ways to inhibit the spread of earthworms in the Great Lakes region and create a presentation to share your ideas on how to take action.

Create a Prototype

Create an informational presentation to show how to stop the spread of earthworms.

Elaborate

Understand: Students will watch a video to learn about global food waste.

Earthworms Are Bad News for North American Forests: Before and After Picture Earthworm Facts for Kids Europe – Wadden Sea Map “Exploring STEM in Germany – STEM Unit 4: Wadden Sea Ecosystems” (3:08 minutes) Hale, C. (2013). Earthworms of the Great Lakes. Kollath+Stensaas Publishing.

“How A Lugworm Could Help Organ Transplants” (2:23 minutes) “How We Can Keep Plastic Out of Our Ocean” (3:10 minutes) Lugworm Facts for Kids “Lugworm Poos and the Secrets They Hold” (1:13 minutes) Lugworm Cast Europe – Wadden Sea Map “North America’s Destructive, Invasive… Earthworms” (6:08 minutes) “Red Wiggler Worms Horizontal Migration Time-Lapse Days 0-35 FULL – Vermicomposting” (14:29 minutes) • “Vermicomposting: How Worms Can Reduce Our Waste” – Matthew Ross (4:29 minutes)

Assess: Students will make observations about how much food is thrown away in the lunchroom at school.

Act: The class can create a vermicompost bin to make use of food scraps from the lunchroom that would normally be thrown away, then put the soil created in the bin into the school garden or a garden at home.

Evaluate

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To help curb the spread of earthworms, students can share their posters with the class or their family. After sharing, they can ask the audience what they plan to do to help.

Inquiry 8

Target Grade Level: 3rd Grade

STEM Inquiry Lessons XX Target Course: Life science

INQUIRY OVERVIEW Students will learn about the importance of lugworms in the ecosystem of the tidal mudflats in the Wadden Sea, a marine ecosystem off the northern coast of Germany. Students will then learn about worms that live in the Great Lakes region of the United States and the effects they have on the ecosystem. Students will compare and contrast their findings while also sharing how to stop the spread of earthworms, an invasive species, in their community.

TEACHER BACKGROUND INFORMATION Lugworms are marine annelids that live in the tidal mudflats of the Wadden Sea off the coast of Germany, Denmark, and The Netherlands and are considered “biosystem engineers.” They live in U- or J-shaped burrows, filtering water and sand and increasing the oxygen in the upper layer of the sand, which enables other creatures to live there. They are also an important food source for other marine animals. Unfortunately, the acidification of the ocean due to global warming and the introduction of microplastics in the ocean has affected their ability to effectively reproduce.

However, earthworms are considered an invasive species in the Great Lakes region of the United States. While also referred to as “ecosystem engineers,” they have proven to be detrimental to forests and plant diversity. Earthworms originally came from Europe and are now commonly used for fishing bait. Many people who fish dump their leftover earthworms into the water, allowing them to spread to new areas. The worms also get stuck in the large treads on all-terrain vehicles and are spread in that way. On their own, earthworms spread happens slowly (½ mile over 100 years), but spread has been exacerbated by human activity. Students can take action to educate others on how to prevent the spread of earthworms and protect our ecosystem.

SUGGESTED TIME FRAME Three 45-minute lessons, plus time to create a final product to teach others what they have learned • Lesson 1: Learn about lugworms and their effects on environment.

• Lesson 2: Learn about earthworms and their effects on environment.

• Lesson 3: Compare and contrast lugworms and earthworms, and learn about how to prevent the spread of earthworms.

• Follow up: Create informational posters, skits, or presentations on how to prevent the spread of earthworms and other invasive worms in the Great Lakes region.

CONCEPT LIST • Ecosystem • Food chain • Environment • Invasive species

MATERIALS NEEDED • Scoring Rubric (Scan QR Code) •

Chart paper

•

Markers

•

Optional materials for vermicomposting: red wigglers (Eisenia foetida), soil, bins, food scraps

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Inquiry 8

Next Generation Science Standards (NGSS) / State Content Area Standards 3-LS4-4. Make a claim about the merits of a solution to a problem caused by environmental change and describe the types of plants and animals that live there and may change as a result. ➤ Key Literacy Connections RI 3.2.9.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

SL 3.8.8.8. With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression). ➤ Relevant Domain(s) of Disciplinary Core Ideas • Life science ➤ Science and Engineering Practices • Asking questions and defining problems • Obtaining, evaluating, and communicating information ➤ Crosscutting Concepts Cause and effect 1. The introduction of microplastics into the water, as well as the acidification of the water, has had a negative effect on lugworms in the Wadden Sea. 2. The introduction of earthworms to the Great Lakes region has had negative effects on the ecosystem.

PHENOMENON AND MAIN PROBLEM Lugworms are a vital part of the ecosystem in the tidal mudflats of the Wadden Sea. They are preyed on by fish, crabs, migrating birds, and more. Microplastics and the acidification of the water are negatively affecting the lugworm’s ability to reproduce, which in turn is negatively impacting on the food chain.

However, earthworms are an invasive species in the Great Lakes region of North America and were originally brought here by European settlers. They have had a negative impact on the forests, reducing the diversity of plant species.

After learning about both types of worms and their impact on the ecosystem, students will have to decide, “Are worms friends or foes?”

Engage Day 1 engage (lugworms): First have students locate the Wadden Sea on a map. Then show students the video on the Wadden Sea (3:08 minutes) so that they will have a sense of place before they dive into the first task.

Next, show students a photograph of the mudflats covered with worm casts. Ask them to complete a “see, think, wonder” chart with a partner. They should write down one thing they see (no inferences, just what they see), one thing they think is going on in the picture (inference), and one thing they are wondering about the picture.

After students have shared what they think about the photograph, watch this video to learn more about the lugworms: https://www.youtube.com/watch?v=YjprT1xYHgI (1:13 minutes)

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Inquiry 8

STEM Inquiry Lessons XX

Day 2 engage (earthworms): Show students a photograph of a forest before and after earthworms have been introduced to the environment. Ask them to compare the photographs and notice any differences they see, but do not tell them why the photos are different. https://www.youtube.com/watch?v=sx4Ssk8IpaE (6:08 minutes) ➤ Anticipated Guiding Questions •

What is the effect of lugworms in the tidal mudflats of the Wadden Sea?

•

What is the effect of earthworms in the Great Lakes region of the United States?

•

Is having worms in an environment negative or positive for the ecosystem?

Explore Day 1: Students will read about lugworms and record basic information about their size, where they live, how they survive, what they eat, and so forth. They will record this information on a circle map. As a class, discuss how the lugworms are eaten by many other creatures and are an important part of the food chain. Watch this video and focus on the first half, discussing how plastic breaks down into tiny pieces that are eventually ingested by animals, including the lugworm. This affects their ability to reproduce, which in turn means that there might be not enough food for the other animals. https://www.youtube.com/watch?v=HQTUWK7CM-Y (3:10 minutes) As a class, create a T-chart with the ways worms are helpful to their environment on one side and how they are harmful on the other side. After Day 1, there will likely be more examples of how the lugworm is helpful to its environment.

Ask the students at the end of the first class period if they think worms are friends or foes. At this point, many will probably agree that they are friends.

Day 2: Students will complete another circle map, but this time with earthworms. Discuss with the class how earthworms eat much of the groundcover on forest floors, leading to less camouflage for other creatures, soil that cannot sustain new life, and erosion. Write these facts on the other side of the T-chart.

Ask the students again if they think worms are friends or foes. They may have different opinions at this point.

Some students may point out that it depends on the environment. ➤ Featured Sources (APA citations) •

Lugworm Cast. https://commons.wikimedia.org/w/index.php?curid=4081034.

•

Earthworm facts for kids. (2022, July 20). Kiddle Encyclopedia. https://kids.kiddle.co/Earthworm.

•

Hale, C. (2013). Earthworms of the Great Lakes. Kollath+Stensaas Publishing.

•

Hodgson, L. (January 4, 2021). Earthworms are bad news for North American Forests: Before and After Picture. https:// laidbackgardener.blog/2021/01/04/earthworms-are-bad-news-for-north-american-forests/.

•

Lugworm facts for kids. (2022, August 19). Kiddle Encyclopedia. https://kids.kiddle.co/Lugworm.

•

Mapcarta. (n.d.). Europe – Wadden Sea Map. https://mapcarta.com/Wadden_Sea.

•

National Geographic. (September 16, 2016). How we can keep plastic out of our ocean. YouTube. https://www.youtube.com/watch?v=HQTUWK7CM-Y. (3:10 minutes)

•

Natural History Museum. (August 24, 2020). Lugworm poos and the secrets they hold. YouTube. https://www.youtube.com/watch?v=YjprT1xYHgI. (1:13 minutes)

•

SciShow. (December 14, 2020). North America’s destructive, invasive… earthworms. YouTube. https://www.youtube.com/watch?v=sx4Ssk8IpaE. (6:08 minutes)

•

Transatlantic Outreach Program. (2022). Exploring STEM in Germany – STEM Unit 4: Wadden Sea Ecosystems.

YouTube. https://youtu.be/3j-M9I-9_uk. (3:08 minutes)

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Inquiry 8

Explain As a class, discuss and make a list of the ways earthworms could be spread in our community. First, ask students where they see or use worms. For example, when fishing, in the forest, or in a garden. Explain that earthworms are often spread by humans when we throw them in the water, when they get stuck in ATV tires or other types of vehicle wheels, or when soil is moved from place to place to create gardens. Then explain that all of these things can be avoided with a little bit of action and education!

Students can work with partners to create a double-bubble map or Venn diagram comparing and contrasting what they have learned about lugworms and earthworms. They can include: • Where they live • Characteristics • Effects on their environment (negative or positive) ➤ Create a Prototype or Investigating Solutions Ask the students to create informational posters explaining how to properly dispose of earthworms and prevent their spread.

If you want to involve more student choice, they could also have the option to perform a skit or create a digital presentation if technology is available.

Elaborate Understand: Watch this video to learn about global food waste: https://www.youtube.com/watch?v=V8miLevRI_o.

Assess: Make observations about how much food is thrown away in the lunchroom at school.

Act: The class can create a vermicompost bin to make use of food scraps from the lunchroom that would normally be thrown away, then put the soil created the bin into in the school garden or a garden at home.

Additional video to engage (time lapse of vermicompost bin): https://www.youtube.com/watch?v=XVjTwkrVhtY ➤ Featured Sources • TED-Ed. (June 26, 2013). Vermicomposting: How worms can reduce our waste – Matthew Ross. YouTube. https://www.youtube.com/watch?v=V8miLevRI_o. (4:29 minutes) •

A V. (December 15, 2020). Red wiggler worms horizontal migration time-lapse days 0-35 full – vermicomposting.

YouTube. https://www.youtube.com/watch?v=XVjTwkrVhtY. (14:29 minutes)

Evaluate To help curb the spread of earthworms, students should share their posters with the class or their families. After sharing, they can ask their audience what they plan to do to help.

VIRTUAL EXCHANGE Students could learn about earthworms and their effects on the ecosystem in Germany or other countries. Earthworms are native to Europe and may affect their environments differently than in the Great Lakes region of the United States.

CAREER CONNECTION EXPLORATION Students can learn about scientists who are using the hemoglobin found in lugworms to preserve organ transplants. https://www.youtube.com/watch?v=z1X21Vn5U7k ➤ Source •

FRANCE 24 English. (June 30, 2022). How a lugworm could help organ transplants. YouTube. https://www.youtube.com/watch?v=z1X21Vn5U7k. (2:23 minutes)

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STEM Inquiry Lessons XX

Inquiry 8

MODIFICATIONS FOR DIFFERENTIATION •

Students can use a text to speech app to read the online articles. If technology is not available, partner stronger readers with striving readers to read the articles out loud.

•

Students who are English language learners may need pictures to accompany some of the more difficult vocabulary. They may also need sentence starters or a specific outline for creating their final poster, skit, or presentation.

•

When watching videos on YouTube, be sure to turn on closed captioning for students who are deaf or hard of hearing.

Chelsea Feider (TOP 3, 2022) teaches Elementary Math, Literacy, Science, and Social Studies at Matoska International School in White Bear Lake, Minnesota.

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XX STEM Inquiry Lessons

Inquiry 9

How can we design apps that promote a more sustainable future?

Next Generation Science Standards (NGSS)

MS-ETS1-1 Engineering Design Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Materials needed

PowerPoint Presentation (which includes worksheets), a padlet (or some other digital sharing platform), laptops (for students to work on their app designs, pitch, etc.).

Phenomenon Climate change is an ever-present and ever-growing problem of our time. As a society, we are more technologically advanced than we’ve ever been and therefore better equipped than ever to mitigate climate change. Germany today is at the forefront of preserving its natural environments, educating its youth about sustainability, and developing green technologies for the future. How can you, as programmers of tomorrow, use Germany’s innovations to design apps that reshape what the future could be?

Engage

What do you know about climate change? What are some ways in which human behaviors must change in order to slow down climate change?

Explore

Day 1: Students will watch videos and view pictures of Germany’s well-preserved Wadden Sea tidal mudflats and Blue Classroom. Afterwards, they will research natural sites and preservation initiatives in their local area. They will record their findings in a graphic organizer (attached inside shared lesson slides) and then share their findings with group members to facilitate their app brainstorming.

Day 2: Students will watch videos and view pictures of Germany’s Klimahaus exhibits and how they inform the public about the impact of climate change on global neighbors along 8°E longitude. Afterwards, they will research the climates of their longitudinal neighbors to see how climate change would impact them. T Day 3: Students will view pictures of innovative green technologies by Gasag Euref as examples of sustainable technologies to research on their own using a graphic organizer (attached inside shared lesson slides).

Featured Sources

• • • • • • • • • •

Explain

Possible apps ideas that students could generate based on their brainstorms.

Create a Prototype

Students will work in groups to settle on a final idea and design an app by storyboarding, wireframing, designing a user interface, and producing a pitch.

Elaborate

Through designing an app that can impact the public’s perspective on climate change, they will act as future programmers of change.

Evaluate

Students will share their findings to their group members so that they can use the collective groups’ information to generate specific app ideas connected to their local region.

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Wadden Sea Tidal Flats—With a family from the USA | Discover Germany (4:43 minutes) Klimahaus Bremerhaven 8°Ost (1:32 minutes) “EUREF-Campus.“ “Journey around the world.”

“Become a designer, developer or data analyst from scratch.”

“Naturally unique.”

“Richly diverse.”

“Climate change.”

Welcome to the Wadden Sea World Heritage (2:20 minutes) Shark Tank Us | 10-Year-Old Entrepreneur Wows Sharks With Her Baby Spoon Product (7:07 minutes)

Inquiry 9

Target Grade Level: 7th Grade

STEM Inquiry Lessons XX Target Course: Computer Science

LESSON OVERVIEW In this inquiry, students will work in groups to design apps that encourage users to interact with the world around them in a more sustainable way. They will spend 3 days examining Germany’s preservation of natural environments (Wadden Sea tidal mudflats), global perspectives on climate change (Klimahaus), and innovative eco-friendly technologies (Gasag Euref campus) to inspire the brainstorming step of their app design process. Students will engage with these contemporary German concepts through photos and videos. They will explore the concepts further by making connections to their local environments through research. Afterwards, they will elaborate on these concepts by brainstorming ideas for apps that promote sustainability. Their apps will be evaluated on how well they target a user/audience and provide an experience/information that pushes users to think more critically about their environment locally or globally.

TEACHER BACKGROUND INFORMATION The app design process will include brainstorming app ideas, user experience (UX) storyboarding, creating a wireframe, designing a user interface (UI), providing and receiving feedback, preparing a pitch, and sharing a final app design in the form of a slideshow or pdf. No coding experience is required, as this is a project that centers around the designing of an app, rather than the programming of an app.

On Day 1 of brainstorming, students will view footage of the UNESCO World Heritage Wadden Sea tidal mudflats and Blue Classroom (see PowerPoint Presentation in Materials Needed section). Using the Blue Classroom as an example, they will brainstorm ideas for apps they could create that, similarly to the Blue Classroom, aim to educate people about the natural sites in their local area in an interactive way. They will also research local sites in their area, state, or country that they would like to highlight through their app. On Day 2 of brainstorming, students will explore the Klimahaus website and videos of Klimahaus exhibitions on YouTube to learn more about how the museum educates people on climate change through their exhibits of the climates that exist along a longitudinal spectrum. Afterwards, they will research two to four countries, along their longitude, to highlight in an app to raise awareness about the impact of climate change on global neighbors. On Day 3, students will review some of the green technologies developed by the Gasag Euref campus to brainstorm apps that can help users imagine a world that utilizes more sustainable innovations. On Days 4–6, students will work in groups to create a user experience (UX) storyboard and wireframe for an app idea. On Days 7–9, students will work on user interface (UI) design and get feedback for revision. Finally on Days 10–12, students will work on a pitch presentation and celebrate their final work.

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Inquiry 9

SUGGESTED TIME FRAME 12 days, though more project days may be allotted, depending on the group of students and based on teacher discretion.

Day 1

Day 2

Day 3

Brainstorm app ideas.

Brainstorm app ideas.

Brainstorm app ideas.

Germany 1: Preserving environments: Wadden Sea tidal mudflats

Germany 2: Thinking Globally: impact of climate change on other parts of the world Klimahaus

Germany 3: Designing cities of the future: Gasag Euref

Day 6 Create a wireframe (continued).

Day 11 Prepare pitch (continued).

Day 7 What is UI design?

Interface design: style

Day 4 Finalize app idea.

What is UX design?

How can we use storyboarding to clarify our app ideas?

Day 8 Interface design (continued)

Day 5

Create a wireframe.

Day 9 Get feedback on interface design and revise.

Day 10

Prepare pitch.

Day 12

Celebration day: share finalized pitches.

CONCEPT LIST User experience (UX): User experience design deals with how a user interacts with a product (e.g., an app).

Wireframe: A wireframe is a simple sketch of an app that shows how the app would look when a user interacts with it.

User interface (UI): The UI is the visual layout users see and interact with (e.g., colors, icons, typography, etc.).

Pitch: A pitch is a presentation that tells an audience (e.g., investors) about a product (e.g., an app).

MATERIALS NEEDED •

PowerPoint Presentation (which includes worksheets) (Scan QR Code)

•

A padlet (or some other digital sharing platform)

•

Laptops (for students to work on their app designs, pitch, etc.)

•

If laptops are not available, the work slides from the slide show can be printed and physically distributed instead.

Next Generation Science Standards (NGSS) / State Content Area Standards ➤ MS-ETS1-1. Engineering Design Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

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Inquiry 9

STEM Inquiry Lessons XX

➤ Key Literacy Connections CCR Reading Anchor 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

CCR Speaking & Listening Anchor 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1. “Come … having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas … make new connections in light of the evidence and reasoning presented.” ➤ Relevant Domain(s) of Disciplinary Core Ideas Technology and Applications of Science ➤ Science and Engineering Practices 6. Constructing Explanations and Designing Solutions ➤ Crosscutting Concepts 2. Cause and effect: Mechanism and explanation.

Phenomenon / Main Problem Climate change is an ever-present and ever-growing problem of our time. It’s an issue that we simply cannot ignore. Meanwhile, as a society, we are more technologically advanced than we’ve ever been and therefore better equipped than ever to mitigate climate change. Germany today is at the forefront of preserving its natural environments, educating its youth about sustainability, and developing green technologies for the future. How can you, as the programmers of tomorrow, use Germany’s innovations to design apps that reshape what the future could be?

Engage What do you know about climate change? What are some ways in which human behaviors must change in order to slow down climate change? ➤ Guiding questions to facilitate app brainstorming for Days 1–3 Day 1 prompt: Brainstorm ideas for an app that would help users learn more about a natural site or sustainability initiative in your area.

• What are some of your favorite apps that you’ve used? What are some of the ways you interact with these apps? Why do you like them?

• What are some natural spaces in your local area that you like to interact with (e.g., parks, riverfronts, etc.). What do you think would make people pay more attention to those areas?

Day 2 prompt: Brainstorm ideas for an app that would help users learn more about how climate change could impact their global neighbors.

• Who are your global neighbors?

• How might varying climates be impacted differently by climate change?

• What kind of responsibility do humans have toward one another?

Day 3 prompt: Brainstorm ideas for an app that shares innovations with people to help them imagine a future city that is more sustainable.

• What does the ideal city of the future look like?

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Inquiry 9

Explore Day 1

Day 2

Students will watch videos and view pictures of Germany’s wellpreserved Wadden Sea tidal mudflats and Blue Classroom. Afterwards, they will research natural sites and preservation initiatives in their local area. They will record their findings in a graphic organizer (attached inside shared lesson slides) and then share their findings with group members to facilitate their app brainstorming.

Students will watch videos and view pictures of Germany’s Klimahaus exhibits and how they inform the public about the impact of climate change on global neighbors along 8°E longitude. Afterwards, they will research the climates of their longitudinal neighbors to see how climate change would impact them.

They will record their findings in a graphic organizer (attached inside shared lesson slides) and then share this information with group members for their app brainstorming.

Day 3 Students will view pictures of innovative green technologies

by Gasag Euref as examples of sustainable technologies to research on their own using a graphic organizer (attached inside shared lesson slides). Afterwards, they will share their findings to their group members to aid in their app brainstorming.

➤ Featured Sources • DW News. (2013, September 7). Wadden Sea Tidal Flats—With a family from the USA | Discover Germany.

YouTube. Retrieved September 1, 2022, from https://www.youtube.com/watch?v=Cfign-jRh-c. (4:43 minutes) •

Erlebnis Bremerhaven GmbH. (2021, June 27). Klimahaus Bremerhaven 8°Ost. YouTube. Retrieved September 1, 2022, from https://www.youtube.com/watch?v=FryIHzbPC6I. (1:32 minutes)

•

EUREF-Campus_en. EUREF AG. (2021, October 28). Retrieved September 1, 2022, from https://euref.de/en/eurefcampus_en/.

•

Journey around the world. Klimahaus Bremerhaven: Home. (n.d.). Retrieved September 1, 2022, from https://www. klimahaus-bremerhaven.de/en.html?no_cache=1.

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Katherine Lu’s project. Become a designer, developer or data analyst from scratch. (n.d.). Retrieved September 2, 2022, from https://careerfoundry.com/en/portfolios/katherine-lus-portfolio/.

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Naturally unique. Wadden Sea World Heritage. (n.d.). Retrieved September 1, 2022, from https://www.waddenseaworldheritage.org/naturally-unique.

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Richly diverse. Wadden Sea World Heritage. (n.d.). Retrieved September 1, 2022, from https://www.waddenseaworldheritage.org/richly-diverse.

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Transatlantic Outreach Program. (n.d.). Climate change. Goethe-Institut. Retrieved September 1, 2022, from https:// www.goethe.de/ins/us/en/spr/unt/efd/top/sus/ccu.html#i7902573. (videos for each station at the Klimahaus are available here)

•

Wadden Sea World Heritage. (2020, October 4). Welcome to the Wadden Sea World Heritage. Retrieved September 1, 2022, from https://www.youtube.com/watch?v=JuJH6SL9f3w. (2:20 minutes)

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Shark Tank Us | 10-Year-Old Entrepreneur Wows Sharks With Her Baby Spoon Product. (2021). YouTube. Retrieved September 4, 2022, from https://www.youtube.com/watch?v=BaUkuszb7dg. (7:07 minutes)

Explain Possible apps ideas that students could generate based on their brainstorms: Brainstorm Day 1: An app that helps users locate their closest green space, an app that uses augmented reality (AR) to help users zoom in on the physical landscape and provides an overlay of information on the types of organisms that exist in those areas, etc., or an app that helps users find their closest green initiative to volunteer for Brainstorm Day 2: An app that helps users locate their closest global neighbors and provides insights on the impact of climate change in those climate zones, an app that shows before and after pictures of the impacts of climate change, or an app that shows interviews with people from various climate zones to show how they are impacted by climate change

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Inquiry 9

Brainstorm Day 3: An app that uses AR to show users what alternative sustainable technologies could look like in their environment, an app that helps users find sustainable technologies they can replace their everyday objects with, or an app that shows how much energy users could save with the implementation of sustainable technology ➤ Create a Prototype / Investigating Solutions After the three days of brainstorming, students will work in groups to settle on a final idea and design an app by storyboarding, wireframing, designing a user interface (UI), and producing a pitch.

Elaborate Through the app design process, students will be producing a storyboard and wireframe to design the user experience (UX), followed by designing the user interface (UI), as well as creating a pitch for their finished app design. Through the initial brainstorm process, they will understand how other countries (e.g., Germany) have responded to climate change. Through researching the issues and innovations in their local area, they will assess what they learned and connect the information to their own lives. Finally, through designing an app that can impact the public’s perspective on climate change, they will act as future programmers of change.

Evaluate After independently researching solutions on each of the three brainstorming days, students will share their findings to their group members so that they can use the collective groups’ information to generate specific app ideas connected to their local region.

VIRTUAL EXCHANGE A virtual exchange could take place during multiple points of the app design process: first, during the storyboarding phase, when students will settle on a finalized app idea with their groups. A class of students from Germany could view storyboards and provide digital feedback on the app ideas. They could also provide feedback after students complete their user experience wireframes or after they complete their UI designs, as well as during the last day’s celebration event, giving feedback on pitches.

CAREER CONNECTION EXPLORATION Designing a sustainability app could lead students to several career pathways, including but not limited to UX designer, UI/ graphic designer, computer programmer, and environmental educator. Part of this project could include getting app design feedback from industry professionals (e.g., UX designer) who could speak with students about the pros and cons of their job.

MODIFICATIONS FOR DIFFERENTIATION Included in the attached lesson slides are resources to help students get started when completing independent research on brainstorming days (e.g., on Day 1, when students are asked to research local green initiatives, links have been provided for New York–based initiatives like the Billion Oyster project). Sentence starters for feedback and graphic organizers are also provided throughout.

Sylvia Kwon (TOP 3, 2022) teaches Humanities and Software Engineering at the Young Women’s Leadership School of Astoria in New York.

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Inquiry 10

Germany: Batteries ARE Included!

Next Generation Science Standards (NGSS):

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

Materials needed

Study Guides, Answer Key, internet access, presentation materials (paper, pencils, markers, or programs such as Google Slides), printed articles

Phenomenon Modern civilization is dependent on energy. Our homes, vehicles, and devices require energy. In the past, the sources of this energy took on the forms of coal, oil, and natural gas. However, the consequence of using fossil fuels for energy is the production of carbon-based greenhouse gases.

In order for Germany and the world to slow down and reverse global warming, greenhouse gas emissions need to be reduced. Green technologies exist; these are technologies that release little or no greenhouse gases (e.g., solar power and wind power). However, how can the energy from green sources be stored for later use?

The solution may lie in an old and common form of technology: the battery.

Engage

The Challenges of Energy Students will determine what they know about concepts like batteries, energy, and global warming.

Explore

Exploration of Batteries Students will investigate battery basics. They will also investigate how Germany benefits from this technology.

Featured Sources

• “How do batteries work?”

• “Climate change already affecting German farms.

• “How heavily does Germany rely on Russian energy?”

• “New study shows risks of climate change in Germany.”

• “What the government is doing for the climate.”

• “What’s one way to fight climate change? Really big batteries—and lots of them.”

Explain

Reviewing an Exploration of Batteries With the help of the teacher, students will review what they have learned about batteries and the impact of this technology on Germany.

Create a Prototype

A prototype is not created, but students will propose a way to use battery technology in their community.

Elaborate

Students will create a presentation or poster on batteries. To successfully do this, students must: Understand: the needs of their community.

Assess: the potential role of this technology in their community.

Act: or present a thoughtful set of arguments for battery technology in their community.

Evaluate

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Students will assess their presentation and their understanding. The teacher will then formally assess their project via a rubric.

Inquiry 10

STEM Inquiry Lessons XX

Target Grade Level: 10th Grade Target Course: Biology, Green Technology

LESSON OVERVIEW For many people, batteries are the power source for flashlights, phones, and other small electronic devices. However, due to harmful climatological effects of carbon emissions, the growing demand of fossil fuels, and the environmental toll of obtaining coal, oil, and natural gases, battery power is becoming a viable alternative energy source around the world, especially in Germany. In this unit, students will explore the basics of battery technology (especially in technologies such as electric cars), the pros and cons of battery technology, and the importance of battery technology in both Germany and the world at large.

Students will investigate the topic of batteries through several different activities based around the principle of 5E scientific inquiry.

Engage: Students will examine their own understanding of batteries, green energy, and the challenges of battery technology.

Explore: Students will research the basics of how batteries work and the benefits of this technology on the climate.

Explain: Students will review what they have researched in a group discussion.

Elaborate: Students will evaluate the pros and cons of battery technology. Students write a pitch for how batteries can be used in their communities.

Evaluate: Students will present their findings. They will reflect on their project via a rubric. The teacher will then formally assess student projects via the same rubric.

TEACHER BACKGROUND INFORMATION One of the greatest environmental challenges to the world is global warming. Carbon-rich gases such as carbon dioxide and methane contribute to a phenomenon known as the greenhouse effect. While gases like carbon dioxide are important for life on this planet (e.g., carbon dioxide is needed for plant photosynthesis), higher levels of these gases absorb more sunlight, which in turn warms the planet. Scientists have documented negative effects of these warming temperatures with regard to factors like climate and ocean acidification. Reliance on traditional energy sources such as coal and oil are problematic not only in terms of the environmental costs required to obtain the materials (e.g., destruction to ecosystems) but also with regard to noncarbon pollutions that are produced through the extraction or refinement of these materials.

Germany can benefit environmentally and politically from green technology. Germany’s energy import dependency in 2020 was 63.7 percent (The Economist, n.d.). By utilizing more green technology and renewable energy sources, Germany is not only helping to reduce the country’s impact on the global environment but also securing its energy needs.

Battery technology is important in the discussion of green technologies in at least three ways. First, energy produced by renewable sources, such as wind and solar, needs a way to be stored. This is essential during periods when renewable sources are not producing energy (e.g., solar panels do not generate energy at night, and wind turbines do not produce energy when there is no wind). Storing excess energy, especially during periods of low energy productivity, is invaluable. Second, while appliances and devices connected to the energy grid can utilize green energy directly, certain technologies, like motorized vehicles, require an independent energy source. For generations, motorized vehicles, like automobiles, used fossil fuels. For motorized vehicles to capitalize on sustainable technology and reduce their carbon footprint, they need a way to use green energy. One way is through the use of rechargeable batteries. Third, battery-based technologies do not directly produce greenhouse gases. If the batteries are charged from energy grids using green energy, the operation of the machines that use these batteries will contribute fewer greenhouse gases.

While a valuable technology, there are also drawbacks to battery-based technologies. These drawbacks include obtaining the materials to build the batteries, the overall life span of a battery, and issues regarding the disposal and/or recycling of these rechargeable batteries.

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Inquiry 10

SUGGESTED TIME FRAME Nine 45-minute class periods.

CONCEPT LIST • Fossil fuels • Green energy • Energy • Battery • Global warming • Greenhouse gases

MATERIALS NEED ED • Study Guides (Scan QR Code) •

Answer Key (Scan QR Code)

•

Internet

•

Presentation materials (paper, pencils, markers, or programs such as Google Slides)

•

Printed articles

Next Generation Science Standards (NGSS) / State Content Area Standards HS-LS2-7-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. ➤ Key Literacy Connections CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author‘s claim or a recommendation for solving a scientific or technical problem. ➤ Relevant Domain(s) of Disciplinary Core Ideas •

Life Science

•

Engineering, Technology, and Application of Science

➤ Science and Engineering Practices •

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

•

National Academies of Sciences, Engineering, and Medicine

•

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

•

Obtaining, evaluating, and communicating information

➤ Crosscutting Concepts •

Energy and matter

•

Cause and effect

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Inquiry 10z

STEM Inquiry Lessons XX

PHENOMENON / MAIN PROBLEM Modern civilization is dependent on energy. Our homes, vehicles, and devices require energy. In the past, the sources of this energy took the forms of coal, oil, and natural gas. However, the consequence of using fossil fuels for energy is the production of carbon-based greenhouse gases. Even though greenhouse gases are a natural part of the environment, emissions from fossil fuel combustion have led to increased levels of these gases. These increased levels of greenhouse gases drive phenomena such as global climate change and ocean acidification. Germany as a country is sensitive to the impacts of fossil fuel. Increased levels of greenhouse gases are already having an impact on Germany. Global climate change has led to more winter precipitation and hotter days in the summer.

For Germany and the world to slow down and reverse global warming, greenhouse gas emissions need to be reduced. Green technologies exist; these are technologies that release little or no greenhouse gases (e.g., solar power and wind power).

However, how can the energy from green sources be stored for later use?

The solution may lie in an old and common form of technology: the battery.

Engage ➤ Day 1: The Challenges of Energy Have students complete the study guide “The Challenges of Energy” that is provided in the handouts (QR code in “Materials Needed” section). Students will work independently on Part 1 and in groups of two or three on Part 2.

After students have completed both Parts 1 and 2, lead a class discussion on the challenges of energy production. Use this time to synthesize the information from the class in the form of a shared Venn diagram or a list of bullet points.

If successful, students should demonstrate their prior understanding of these technologies. Use this time to address any misconceptions the students may have about energy as well. After the discussion is complete, talk about challenges that Germany (and in turn, the world) faces when adopting green technology: energy storage.

Inform the students that in this unit, they will be investigating more about how battery technology works, the benefits of battery technology, and some of the challenges that Germany and other countries face in effectively utilizing battery storage. ➤ Anticipated Guiding Questions Students’ understanding of these concepts may vary greatly. Some students may be familiar with electric cars like the Tesla.

Other students may have little working knowledge of battery technology. This is a good time to review some of these basic ideas with the class.

Students may also have questions about the science behind batteries. You can discuss the basics of batteries with the students.

However, you may also want to emphasize that completely understanding the physics of batteries is not necessary to learn about batteries in this unit. This unit prioritizes the impacts of batteries on greenhouse gases and pollution. The unit also emphasizes the benefits that countries like Germany can gain by adopting this technology.

Students may also have questions about global warming and the effects of greenhouse gases. Students at this grade level should have learned at least the basics of global climate change. However, a basic review of this concept may be required.

Explore ➤ Days 2 and 3: Exploration of Batteries Start this activity by reviewing the information from Day 1. This includes an emphasis on the following topics • Start with a very basic definition of batteries (note that students will research more about batteries in this activity).

• Batteries are connected to the renewable energy or green energy movement.

• Batteries can potentially contribute to the reduction of greenhouse gases.

After reviewing the information, introduce the students to the activity and handout “Exploration of Batteries.” Have students complete the study guide (in the handouts in the “Materials Needed” section) over the course of two days. The study guide is divided into three parts.

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Part 1 focuses on the basics of batteries. Students can use resources available on the internet to answer these questions.

Part 2 centers on the impact of global climate change on German farmers; emphasis is placed on why these farmers have a vested interest in reducing global climate change.

Part 3 reviews the German government’s goals to combat climate change; students will need to establish connections between reducing greenhouse gases and the use of batteries.

Students should be allotted two days to work on this in class. Help students find or evaluate resources when necessary. This information from this activity will be reviewed on Day 4.

Modification: If students do not have access to the internet, articles should be printed and copied prior to class. Though not provided in the student handout, an article on battery basics is referenced in the “Featured Sources” section. Links and citations to other sources used in Days 2 and 3 can also be found in the featured source section.

Student handouts with and without answer keys are available. Since this activity is a formative assignment, students will not be graded for points. However, their answers can be formatively checked for understanding. ➤ Featured Sources • Clarke, R. (n.d.). Curious Kids: How do batteries work? The Conversation. Retrieved September 5, 2022, from http://theconversation.com/curious-kids-how-do-batteries-work-123023.

•

Climate change already affecting German farms. (n.d.). https://Learngerman.Dw.Com; Deutsche Welle. https://learngerman.dw.com/en/climate-change-already-affecting-german-farmers/a-44768594#.

•

How heavily does Germany rely on Russian energy? (2022, May 4). The Economist. Retrieved September 5, 2022, from https://www.economist.com/the-economist-explains/2022/05/04/how-heavily-does-germany-rely-onrussian-energy.

•

Poetschke, F. (2021, June 18). New study shows risks of climate change in Germany [Text]. Umweltbundesamt. https://www.umweltbundesamt.de/en/press/pressinformation/new-study-shows-risks-of-climate-change-ingermany.

•

What the government is doing for the climate. (n.d.). Website of the Federal Government | Home Page.

Retrieved September 5, 2022, from https://www.bundesregierung.de/breg-en/issues/climate-action/ government-climate-policy-1779414.

•

What’s one way to fight climate change? Really big batteries—and lots of them. (2022, April 9). Wfaa.Com. https://www.wfaa.com/article/tech/science/climate-change/climate-change-batteries-wind-solar-power/287005cfbc9-106e-43c1-bdc9-c81220889c23.

Explain ➤ Day 4: Reviewing an Exploration of Batteries Students begin by reviewing their own answers from the “Exploration of Batteries” activity; this review only needs to last a few minutes. After, students will engage in a dialogue with the class. During this dialogue, the teacher will assess the understanding of the students, identify misconceptions, and elaborate on any topic that needs additional explanation.

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Inquiry 10

STEM Inquiry Lessons XX

After this class discussion, present the following three question to the class: • Are batteries the best solution to help reduce global climate change?

• Are batteries the best solution to meet Germany’s energy demands?

• Are batteries the best solution to meet your community’s energy demands?

Students can record these answers in a notebook, on a separate sheet of paper, or in a document on a tablet or computer. This activity will segue into the following activity. ➤ Create a Prototype / Investigating Solutions Investigating this topic does not require a prototype. However, students will work on a project that requires them identify the pros and con of battery technology. They will also craft an argument for the implementation of battery technology in their personal community.

Elaborate ➤ Days 5–7: Batteries Pitch Students will begin class by reviewing their own answers from the “Exploration of Batteries” study guide. After reviewing this information, introduce the activity “A Pitch for Batteries in Your Community.”

To complete this activity, students will create a poster or digital slide show on the following topics or ideas: 1. Identify the pros and cons of battery technology.

2. Describe how Germany is utilizing battery technology to meet its goals for greenhouse gas emissions.

3. Describe the social and political benefits of Germany’s push toward battery technology.

4. Present an argument on how battery technology can best be used in your community.

This activity will provide students the opportunity to understand the role of battery technology in Germany; on a global scale, to assess the pros and cons of battery technology; and to act on this information by crafting a researched and thoughtful argument for the use of battery technology in their own community.

Additional Notes A student handout along with a rubric is provided with this unit plan. Please provide this handout to the students.

This activity can be adapted to fit the technology or resource needs of your class.

Students can propose alternative ways to present their information. This should be done on a case-by-case basis. Alternative assignments should require the same level of analysis and understanding as the original project.

When necessary, accommodations to the assignment should be made to fit the individualized education plan (IEP) needs of a student or students.

Evaluate ➤ Days 9+: Batteries Pitch Day Students present their findings to the class via slideshow, poster, or alternative method. If necessary, students can be provided time to rehearse their presentations. After each presentation, provide a short amount of time for other students to ask questions.

After all students have presented their battery pitch, take time to discuss any final thoughts about batteries or their projects.

Projects can be formally graded by the teacher via the rubric provided.

Students can reflect on their project by completing the rubric themselves and by answering the follow-up questions on the rubric sheet Please reference the included document for this activity.

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Additional Notes Students can present their projects in small groups to save on time or to reduce the stress from public speaking.

Students who have a challenging time speaking in front of class due to factors like anxiety should be encouraged to do this assignment via an alternative assessment (e.g., produce a video recording of the presentation, present one-on-one during, before, or after school). ➤ Taking Informed Action Students create a presentation or poster on batteries. To successfully do this, students must: • Understand the needs of their community.

• Assess the potential role of this technology in their community.

• Act or present a thoughtful set of arguments for battery technology in their community.

VIRTUAL EXCHANGE One suggestion for adding a virtual exchange component to this activity is to have a teacher in Germany lead this activity with their own class. Then, in addition to the normal presentation, both classes of students could present their findings to each other via Zoom, Skype, or Google Meets.

CAREER CONNECTION EXPLORATION Students could do a follow-up activity in which they explore careers in green technology or battery production. This could include investigating the number of jobs available in these fields, training and/or education needed for careers, and other requirements in this field. To find this information, besides looking on the internet, students could write letters to experts in the field.

MODIFICATIONS FOR DIFFERENTIATION Several modifications were discussed throughout this document. Some more modifications to consider are the following: • Articles can be modified to the reading level of your students. Alternative articles can also be substituted for the ones referenced in this document.

• Adjust the technology demands of this unit based on the resources available to your students.

• Different students have different presentation and discussion abilities. Students possessing difficulties vocalizing their ideas can be given alternative versions of these activities.

Matthew Kuehl (TOP 3, 2022) teaches high school Biology and Forensic Science at Grand Rapids High School in Minnesota.

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Inquiry 11

Germany’s Sustainability Efforts—Statistically Significant Results with a Paired t-Test Next Generation Science Standards (NGSS)

Dimension 1: Practices—Students will practice their ability to test a hypothesis.

Dimension 2: Crosscutting Patterns—Students will observe the patterns compiled from the data and analyze the relationships and the factors that influence them.

Dimension 3: Core Ideas—Statistics and hypothesis testing.

Materials Needed

Graphing calculators Internet access and links for data • US vs. Germany CO2 Emissions • US vs. Germany Electricity Production from Renewable Resources

Phenomenon Germany is among the top 10 in sustainability efforts. What can we learn from Germany to help combat climate change?

Engage

It is important for countries and individuals to strive for sustainability in order to combat the climate change crisis. Initiatives like the EUREF Campus in Berlin are helping communities and companies partner and expand research in renewable energy and sustainability.

Explore

Students are to use the carbon dioxide (CO2) emissions data provided by the World Bank to run a paired T hypothesis test and determine if there is a difference in CO2 emissions.

Students are to use the electricity production data provided by the World Bank to run a paired T hypothesis test and determine if there is a difference in production.

Featured Sources

• EUREF-Campus Berlin—a living lab for the energy transition (4:34 minutes) • “EUREF-Science & Research.”

• “Electricity Production from Renewable Sources—Germany.”

• “CO2 Emissions—Germany, United States.”

Explain

Students will find the difference of means for the CO2 emissions in Germany and the United States from 1990 to current.

Students will find the difference of means for electricity production by renewable resources in Germany and the United States from 1990 to current. Students should then draw conclusions to determine if the increase in electricity production from renewable sources contributed to a reduction in CO2 emissions.

Create a Prototype

To determine if the data provide convincing evidence at the α = 0.05 significance level that there is decrease in CO2 emissions produced (in metric tons per capita), on average, in Germany compared to the United States from 1990 to today, I will run a paired sample t-test.

Elaborate

Understand: Have students draw conclusions from their research. Can we determine a relationship between the production of electricity from renewable resources and CO2 emissions?

Assess: Have students write a report of their statistical findings in support of their conclusions.

Act: How can we use this knowledge to affect our everyday lives and make a positive change to our environment?

Evaluate

Have students either make a presentation of their findings or create a video of how this knowledge can be used to make a positive change to our environment.

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XX STEM Inquiry Lessons Target Grade Level: 11th and 12th grade

Inquiry 11

Target Course: Statistics

LESSON OVERVIEW In this lesson students will compare Germany’s leading sustainable environment efforts with the rest of the world. Students will be required to collect data and use a sampling distribution for simple linear regression to determine if Germany’s sustainability efforts are statistically significant compared to America’s.

TEACHER BACKGROUND INFORMATION Germany is ranked in the top 10 in its sustainability efforts. This rank includes its lowered CO2 emissions and its increased ability to produce electricity from renewable resources, among other factors. The United States is ranked 41. (See the Sustainable Development Report: https://dashboards.sdgindex.org/rankings.)

SUGGESTED TIME FRAME Three to four days

CONCEPT LIST •

Paired t-test: a one-sample t-test for the means of the differences of paired data

•

Paired data condition: The data must be paired.

•

Independence assumption: If the data are paired, the groups are not independent. For these methods, it’s the differences that must be independent of each other.

•

Randomization condition

•

Nearly normal condition: This condition can be checked with a histogram or normal probability plot of the differences—but not of the individual groups.

MATERIALS NEEDED •

Scoring Rubric (Scan QR Code)

•

Graphing calculators or statistics applet: https://www.stapplet.com

•

Links for data

•

US vs. Germany CO2 Emissions

•

US vs. Germany Electricity Production from Renewable Resources

Next Generation Science Standards (NGSS) / State Content Area Standards •

Dimension 1: Practices—Students will practice their ability to test a hypothesis.

•

Dimension 2: Crosscutting Patterns—Students will observe the patterns compiled from the data and analyze the relationships and the factors that influence them.

•

Dimension 3: Core Ideas—Statistics and Hypothesis Testing.

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Inquiry 11

STEM Inquiry Lessons XX

➤ State Content Standards—AP Statistics VAR-8, DAT-3. Carrying out a chi-square test for goodness of fit • 3.E. Calculate a test statistic and find a p value, provided conditions for inference are met.

• 4.B. Interpret statistical calculations and findings to assign meaning or assess a claim.

• 4.E. Justify a claim using a decision based on significance tests ➤ Relevant Domain(s) of Disciplinary Core Ideas Physical Sciences and Applications of Science Science and Engineering Practices • Asking questions (for science) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Engaging in argument from evidence • Obtaining, evaluating, and communicating information • National Academies of Sciences, Engineering, and Medicine

Crosscutting Concepts • Patterns: Students will observe the patterns compiled from the data and analyze the relationships and the factors that influence them.

• Cause and effect: investigating and explaining causal relationships

PHENOMENON / MAIN PROBLEM Germany is among the top 10 in sustainability efforts. What can we learn from them in order to help combat climate change?

Engage It is important for countries and individuals to strive for sustainability in order to combat the climate change crisis.

Initiatives like the EUREF Campus in Berlin are helping communities and companies partner and expand research in renewable energy and sustainability.

Have students explore the EUREF Campus virtually (https://www.youtube.com/watch?v=LVWzbahKgmc 4:34 minutes) or explore their science research through their website (https://euref.de/en/welcome/). ➤ Anticipated Guiding Questions Are they making a difference? Is there statistically significant difference in the CO2 emissions and the production from renewable resources from Germany and the US?

Explore • Students are to use the CO2 emissions data provided by The World Bank to run a paired T hypothesis test to determine if there is a difference in CO2 emissions. (https://data.worldbank.org/indicator/EN.ATM.CO2E.PC?locations=DE-US ) • Students are to use the electricity production data provided by the World Bank to run a paired T hypothesis test to determine if there is a difference in production. (https://data.worldbank.org/indicator/EG.ELC.RNWX.ZS?locations=DE-US. RNWX.ZS?locations=DE)

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Inquiry 11

➤ Featured Sources • EUREF. (n.d.) EUREF Campus Berlin—a living lab for the energy transition. https://www.youtube.com/ watch?v=LVWzbahKgmc. (4:34 minutes) •

EUREF. (n.d.) EUREF-Science & Research. https://euref.de/en/welcome/.

•

The World Bank. (n.d.) Electricity Production from Renewable Sources – Germany. https://data.worldbank.org/ indicator/EG.ELC.RNWX.ZS?locations=DE-US.RNWX.ZS?locations=DE.

•

The World Bank. (n.d.) CO2 Emissions—Germany, United States. https://data.worldbank.org/indicator/EN.ATM. CO2E.PC?locations=DE-US.

Explain •

Students are to use the CO2 emissions data provided by the World Bank to run a paired T hypothesis test to determine if there is a difference in CO2 emissions. (https://data.worldbank.org/indicator/EN.ATM.CO2E. PC?locations=DE-US) Students will find the difference of means for the CO2 emissions in Germany and the United States from 1990 to current.

Students will do the following:

•

•

State their hypothesis.

•

Correctly identify which hypothesis test will be appropriate.

•

Check the appropriate assumptions and conditions necessary for the appropriate hypothesis test.

•

Run their hypothesis test.

•

Draw a conclusion based off their results for their hypothesis test.

Students are to use the electricity production data provided by the World Bank to run a paired T hypothesis test to determine if there is a difference in production. (https://data.worldbank.org/indicator/EG.ELC.RNWX.ZS?locations=DE-US. RNWX.ZS?locations=DE) Students will find the difference of means for the electricity production by renewable resources in Germany and the United States from 1990 to current.

Students will do the following:

•

•

State their hypothesis.

•

Correctly identify which hypothesis test will be appropriate.

•

Check the appropriate assumptions and conditions necessary for the appropriate hypothesis test.

•

Run their hypothesis test.

•

Draw a conclusion based off their results for their hypothesis test.

Students should then draw conclusions to determine if the increase in electricity production from renewable sources contributed to a reduction in CO2 emissions.

➤ Create a Prototype / Investigating Solutions ➤ CO2 Emissions Hypothesis Test Report—Answer Key To determine if the data provide convincing evidence at the α = 0.05 significance level that there is decrease in CO2 emissions produced (in metric tons per capita), on average, in Germany compared to the United States from 1990 to today, I will run a paired sample t-test.

Null hypothesis: There is no difference in CO2 emissions.

Ho: μ_GERMANY-μ_(us )= 0 Alternative hypothesis: Germany produces lower CO2 emissions than the United States.

Ha: μ_GERMANY-μ_(us )> 0

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STEM Inquiry Lessons XX

Inquiry 11

➤ Assumptions and checks • Data should be paired since it represents CO2 emissions per year.

• The difference in CO2 emissions in each country is independent of each other.

• We do not have to check the 10% condition because we are not sampling without replacement from a finite population.

• Normal/large sample: The sample size is large, and the data do not show any outliers or strong skewness.

The conditions are met, so I can use a t-model with (n − 1)= 30 − 1 =29 df S = 1.3589

Confidence

Interval

df = n − 1 = 29

So 95% confidence interval is -8.20±0.507 or (-7.69, -8.7). We are 95% confident that the average difference in CO2 emissions was between 7.69 and 8.7 metric tons per capita lower in Germany compared to the United States.

Hypothesis test

With a P value this large, we fail to reject the null hypothesis that there is no difference in the CO2 emissions between Germany and the United States.

We do have evidence to support the claim that there is a statistical difference in the lower CO2 emissions between Germany compared to the United States.

Renewable Energy Hypothesis Test Report—Answer Key To determine if the data provide convincing evidence at the α = 0.05 significance level that there is an increase in electricity production from renewable sources, on average, in Germany compared to the United States from 1990 to today, I will run a paired sample t-test.

Null hypothesis: There is no difference in electricity production from renewable sources.

Ho: μ_GERMANY-μ_(us )= 0 Alternative hypothesis: Germany produces greater electricity production from renewable sources than the United States.

Ha: μ_GERMANY-μ_(us )> 0 ➤ Assumptions and checks • Data should be paired since it represents electricity production from renewable sources per year.

• The difference in electricity production from renewable sources in each country is independent of each other.

• We do not have to check the 10% condition because we are not sampling without replacement from a finite population.

• Normal/large sample: The sample size is large, and the data do not show any outliers or strong skewness.

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XX STEM Inquiry Lessons

Inquiry 11

The conditions are met, so I can use a t-model with (n − 1)= 26 − 1 =25 df S = 6.4735

Confidence

Interval

df = n − 1 = 25

So 95% confidence interval is 4.53±2.615 or (1.915, 7.145). We are 95% confident that the average difference in renewable energy production was between 1.915 and 7.145 percent in Germany compared to the United States.

Hypothesis Test

With a P value this large, we fail to reject the null hypothesis that there is no difference in the electricity production from renewable sources between Germany and the United States.

We do have evidence to support the claim that there is a statistical difference in the increase in electricity production from renewable sources between Germany compared to the United States.

Elaborate Understand: Have students draw conclusions from their research. Can we determine a relationship between the production of electricity from renewable resources and CO2 emissions?

Assess: Have students write a report of their statistical findings in support of their conclusions.

Act: How can we use this knowledge to affect our everyday lives and make a positive change to our environment?

Evaluate Have students either make a presentation of their findings or create a video of how this knowledge can be used to make a positive change to our environment.

VIRTUAL EXCHANGE Have students do a virtual tour of EUREF Campus to see the ongoing research and engineering that will make a positive difference globally.

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STEM Inquiry Lessons XX

Inquiry 11

CAREER CONNECTION EXPLORATION • Statistics • Engineering • Data Analysis

Maggie Scarano (TOP 3, 2022) teaches High School Math, CP Probability & Statistics, and AP Statistics at Wando High School in Mt Pleasant, South Carolina.

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2022 XX TOP Study Tour Recaps

2022 TOP STUDY TOUR RECAPS TOP 1 Dates: June 10–22, 2022 Cities: Bonn/Köln, Geisa, Berlin Group Leader: Amy Perkins The first all-female delegation and the inaugural tour of TOP’s 20th year, TOP 1 arrived in a Germany changed by a pandemic, an ongoing war in Ukraine, and a global reckoning with colonial history. Our cohort’s conversations with the coordinators of the Muslim Women’s Education Center and the archivists of DOMiD (Documentation Center and Museum of Migration in Germany) in Cologne spotlighted migrants’ contributions to Germany’s culture and economy while also exposing persistent inequalities faced by migrants and refugees today. Similar themes surfaced during our walking tour of Kreuzberg, a district of Berlin that is home to a predominantly Turkish community. These experiences Photo: Amy Perkins mirrored patterns we see in our own country as heated debates regarding immigration policy and refugee resettlement feature prominently in political debates. Our cohort’s visits to Point Alpha and the Reichstag Building in Berlin, in contrast, reminded us of the progress Germany has made in its efforts to redefine itself as a unified nation committed to peace and democracy. Germany, like the United States, is still reckoning with its history and deeply rooted racial hierarchies. Progress is a process, a reality that is especially evident in the United States.

TOP 2 Dates: June 24–July 6, 2022 Cities: Cologne, Geisa, Berlin Group Leader: Mike Raymer TOP 2 group members spent an unforgettable two weeks exploring a mix of large German cities and small German villages filled with memorable people, unique learning opportunities, and once-in-alifetime experiences that will shape their views of modern Germany for years to come. Trip highlights included a student-led guided tour of the town of Vacha, an engaging walking tour of Kreuzberg with refugee Muhammed Lamin Jadama, an insightful meeting in Professor Wolf Wagner’s Berlin apartment and neighborhood, and a visit to the Rhenish lignite mining region to learn about Germany’s evolving energy policies. Group members will never forget their starring roles at the Geisa Funkenfest, eating the best döner kebab of their lives in Prenzlauer Berg, eventually figuring out how to enter a self-serve grocery store in Rasdorf, the amazing walk back to the hotel along the Rhine River after a wonderful dinner in Cologne, or a sobering afternoon at the Sachsenhausen Memorial in Oranienburg.

Photo: Bernhard Ludewig/TOP

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2022 TOP Study Tour Recaps XX TOP 3 Dates: June 24–July 6, 2022 Cities: Bremen, Bremerhaven, Cuxhaven, Berlin Group Leader: Kirstin Bullington TOP 3’s journey had many highlights that helped the group explore STEM education in Germany and how it is adapting to a changing world. From unearthing lugworms in the Wadden Sea to exploring how Germany and other countries are affected by climate change at the Klimahaus in Bremerhaven, TOP 3 participated in both formal and informal opportunities for students to become more engaged in science and math education. Those experiences set the stage for the second part of the tour in Berlin, where the group got to see researchers, citizens, and apprentices working at all levels to find solutions to Photo: Bernhard Ludewig/TOP the myriad of challenges that need STEM solutions. For me, it was most rewarding to see the same creativity and passion for change in both energy start-ups at the European Energy Forum and in everyday citizens at the Prinzessinnengarten and Futurium. As each educator brainstormed ways to apply similar ideas in their classes, I considered how much this TOP tour was contributing to the goals of the UN sustainable development goals (SDGs): solving local sustainability challenges, then sharing with others so that other global communities can benefit.

TOP 4 Dates: July 10–20, 2022 Cities: Munich, Leipzig, Berlin Group Leader: Wood Powell Despite the “standard” flight complications of summer 2022, the TOP 4 group of social studies educators got a punctual start in Munich. The focus there was on visiting schools as well as the Dachau concentration camp memorial site. Of course, no stay in Munich is ever complete without a Biergarten visit (or two … or three). Next stop: Leipzig! Led by time witnesses, the group walked in the steps of the Peaceful Revolution before meeting Professor Doctor Johannes Kiess, Deputy Director of the Else Frenkel-Brunswik Institute for Democracy Research. Johannes presented the latest Germany trends regarding democracy and right-wing extremism. The group also met with apprentices at a new vocational training center of the German rail company, Photo: Bernhard Ludewig/TOP Deutsche Bahn. Concluding the Leipzig portion of the program, the group traveled to Mödlareuth, a small, cozy town located on the Thuringia/Bavaria border—almost like a “mini Geisa”—that was once split in half by the Iron Curtain. Finally once in Berlin, the group toured Professor Wolf Wagner’s neighborhood, brothel and all, before listening to his latest (and greatest) presentation. (Lola the cat is doing just fine!) On the final Sunday of the study tour, the group clocked over 37,000 steps thanks to Mr. Joshua Kwesi Aikins’s post-colonialism walking tour of Berlin’s African quarter, followed by the now-famous TOP Midnight Monuments Tour. The study tour concluded with “VIP” visits to Deutsche Bank’s Quartier Zukunft as well as to the Federal Foreign Office of Germany. It was there—while ascending the red-carpeted stairs—that the group got a glimpse of John Kerry, the U.S. Special Presidential Envoy for Climate, who was attending the Petersberg Climate Dialogue. *SQUAWK* TOP 4 2022: over and out! (Inside joke.)

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2022 XX TOP Study Tour Recaps

TOP 5 Dates: July 10–20, 2022 Cities: Frankfurt, Würzburg, Berlin Group Leader: Andrea Lance, Dr. Tiffany Florvil, Jenny Windell It was my honor to travel to Germany with our first group of preservice teachers from historically Black Colleges and Universities (HBCUs). When I reflect on my personal preservice experience, I know that it took me some time to develop a deep understanding of the curriculum and content knowledge. Therefore, this study tour was a lifechanging experience for preservice teachers not only to help them gain a deeper understanding of German history and culture, but also to be able to have a dialogue with Germans around global issues such as racism, poverty, immigration, and the current war in the Ukraine. In Frankfurt, it was enlightening to hear from a Black German activist who described the challenges faced by Black Germans and to Photo: Bernhard Ludewig/TOP have a conversation to compare experiences between the United States and Germany. We also gained new perspectives from visiting Bavarian schools to learn about their educational system from professors from the university and observed how schools in that region operated. During our time in Bavarian schools, we were warmly greeted as special guests and serenaded by elementary students, included as part of an immersive lesson to help students practice their English, and we heard firsthand how administrators help teachers balance work and school as they seek to address the needs of students’ experiencing trauma. In Berlin, we were able to make a meal with Über den Tellerrand, which is a special program bringing refugees together over food, and had a personal tour of the Futurium Museum, which included breathtaking exhibitions and activities to explore innovative possibilities for the future. Last, but not least, we had the good fortune to visit Würzburg and spend time in the heart of town and engage in sightseeing. From eating dinner overlooking the river Main to riding carnival rides at the Volksfest festival, we were able to explore a beautiful town and get to know each other even better through these special activities.

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2022 TOP Fellow of the Year XX

2022 TOP FELLOW OF THE YEAR The Transatlantic Outreach Program (TOP) is pleased to announce that Ms. Andrea Lance of Columbia, SC, has been selected as the 2022 TOP Fellow of the Year!

Andrea was selected as a TOP fellow and traveled to Germany in 2016. During her study tour, she learned about modern Germany and the Syrian refugee crisis, which inspired her upon her return to design lessons to help diverse students make global connections. As a TOP alumna, Andrea has advised TOP as a member of the Diversity, Equity, Inclusion, and Accessibility Alumni Group and has led professional development workshops as a TOP Network Trainer Specialist. In 2020, Andrea participated in TOP’s virtual study tour as a panelist for the “Transatlantic Discussion between Educators” session. In 2020 and 2021, she served as an author for “Let’s Explore Modern Germany: Inquiry Edition,” TOP’s newest instructional guide for middle school classrooms. This past summer, Andrea supported the program as a consultant for the TOP / Halle Foundation study tour for preservice teachers from Historically Black Colleges and Universities (HBCUs) in the state of Georgia, which was designed to share information with diverse stakeholders on the importance of making connections for students to better understand contemporary Germany.

In conferring this distinction, TOP recognizes and celebrates Andrea’s dedication to strengthening and advancing the relationship between Germany and North America through education. This award represents our gratitude for Andrea’s generosity with her time and expertise. She is a leader among her fellow educators, and we are delighted to honor her achievements with this award.

Andrea Lance is the Statewide Manager of Strategic Partnerships for Discovery Education. In her role, she facilitates strategic discussions with state departments of education and school districts to transform teaching and learning by implementing a standards-based K–12 digital curriculum.

Before transitioning into educational technology, Andrea served as a district consultant providing guidance to teachers, administrators, and district staff on developing high-impact learning environments and leveraging instructional resources.

However, her favorite role has been as a middle school world history teacher, where she was a team leader, department chair, and Teacher of the Year. In 2016, she was honored with the Richland School District One Superintendent’s award as a District Teacher of the Year finalist.

service. Last, she is a lifelong Delta Sigma Theta Sorority member and a proud graduate of Leadership Columbia through the Columbia Chamber of Commerce.

Andrea earned her Bachelor of Arts in Political Science from South Carolina State University and her Master’s Degree in Education from Columbia College. She is also pursuing a Doctor of Education (EdD) in Educational Practice and Innovation from the University of South Carolina. In addition to her professional work, Andrea is an active volunteer working to advance leadership opportunities for women and refining systems and processes to improve the volunteer experience with nonprofits. She serves on the Board of Directors for the Junior League of Columbia and as a Diversity, Equity, Inclusion, and Belonging task force member for the Association of Junior Leagues International (AJLI). Based on her work in the Junior League, Andrea has received the Nancy Mayer Dunbar Leadership Award and the President’s Award for continuing the tradition and vision of making the Junior League a better organization through outstanding “in-League”

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STEM Scholar. Global Citizen. goethe.de/usa/studybridge

Photo: Bernhard Ludewig/TOP

DID YOU KNOW Germany’s universities are some of the best in the world? Study Bridge students will earn respected university degrees that will open doors for employment around the world, including the 3,500 German companies operating in the U.S.

LET’S EXPLORE MODERN GERMANY Middle School educators, “Let’s Explore Modern Germany” by diving into four units: geography, history, contemporary life, and sustainability. Your students will discover landmarks on a road trip across German, learn about German colonialism, discuss how artists use graffiti as a form of political expression, and take a walk on Germany’s Green Belt to learn about sustainability. www.goethe.de/top/letsexplore

Morgan Pye, a participant on the 2022 TOP / Halle Foundation Study Tour for preservice teachers at HBCUs in the state of Georgia, practices speaking English with a student at the Jakob-Stoll-Realschule in Würzburg, Germany.

Photo: Bernhard Ludewig/TOP

TRANSATLANTIC OUTREACH PROGRAM (TOP) GOETHE-INSTITUT WASHINGTON 1377 R STREET NW, SUITE 300 WASHINGTON, DC 20009 WWW.GOETHE.DE/TOP TOP@WASHINGTON.GOETHE.ORG 202-847-4700

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP.