Top Lessons: Teach Germany Spring 2018 Newsletter

THE OFFICIAL NEWSLE T TER OF THE TRANSATLANTIC OUTREACH PROGRAM

TOP Lessons

Teach Germany Spring Newsletter 2018

#TOPlessons

MIDDLE SCHOOL

HIGH SCHOOL

STEM

Photo by: Bernhard Ludewig 2012

ELEMENTARY

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

Dear Educators, Thank you for considering the Transatlantic Outreach Program (TOP) as a partner for your classroom. Whether you are one of our experienced Alumni or are learning about us for the first time, we hope you will find inspiration in this newsletter that will encourage you to be engaged with TOP for years to come.

We are proud to announce that the spring 2018 issue of our newsletter is an inaugural edition, introducing lesson plans written by our most recent cohort of TOP Fellows. The lesson plans range from elementary level to high school and include social studies and STEM lessons of which we are particularly proud.

For those of you who are not familiar with TOP and how these lesson plans came into existence, here is a quick introduction to the program: The Transatlantic Outreach Program - a non-profit, public/private partnership between the Foreign Office of the Federal Republic of Germany, the GoetheInstitut, Deutsche Bank, the Robert Bosch Stiftung, and the Siemens Corporation - was founded in 2002:

To promote education about Germany, To encourage intercultural dialogue, and To provide educators the opportunity to experience Germany in person.

TOP promotes awareness of Germany within the context of its education and political systems, vocational training, corporate social responsibility, environmental sustainability, culture, history, geography, and more.

TOP

TRANSATLANTIC OUTREACH PROGRAM

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

SOCIAL MEDIA @topteachgermany

To fulfill this mission TOP sends about 100 social studies and STEM teachers on fully funded study tours to Germany each year in order to provide them with hands-on knowledge about contemporary Germany. Since 2002, over 1,500 educators have traveled to Germany as TOP Fellows. When Fellows return, they create original lesson plans to share what they learned about current-day Germany with their students.

TOP is excited to share with you a selection of lesson plans written by 2017 Fellows just after their study tours. Consequently, these lessons address some of the most current issues in Germany today. In this newsletter you will find social studies lessons on topics such as remembrance culture in Germany and refugees and immigration, as well as STEM lessons on sustainability in manufacturing, energy self-sufficiency, and more.

We invite you to use these exciting lesson plans in your classroom and, together with your students, bring contemporary Germany to your school.

We would like to thank the contributors to this newsletter. Without the hard work and cooperation of these dedicated educators, it would not have been possible to share these innovative lessons with you. Together we are able to help their experience live on in classrooms all around the United States and Canada and spark curiosity about contemporary Germany.

If you are ready to learn more about what TOP has to offer you and your students, then please connect with us via our website, via e-mail at top@washington.goethe.org, or via our many social media channels @topteachgermany! If you have not yet traveled to Germany with TOP, we hope the lessons herein will inspire you to apply for a 2019 study tour when the application form becomes available in October 2018.

Thanks for reading!

The TOP Team 2 | TOP Lessons | Teach Germany

T H E TO P T E A M Dr. Christoph Veldhues, Director Language Programs North America Wood Powell, Managing Director Jenny Windell, Public Relations and Alumni Coordinator Jan Marie Steele, Education Coordinator Lisa Nicolaus, Education Projects and Corporate Sponsorship / Institutional Giving Florian Zeissig, TOP Intern, Spring 2018

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

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ELEMENTARY SCHOOL 4 - 9

Understanding Sustainable Manufacturing with BMWi 4 Playing through Germany

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MIDDLE SCHOOL 10 - 16 • • •

The United States’ Bill of Rights and Federal Republic of Germany’s Basic Rights: A Comparison How does Germany Provide Aid in the Refugee Crisis? DBQ Changing Populations in Germany—Rural to Urban

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HIGH SCHOOL 18 - 27 • • •

Denkmal, Mahnmal, and the Controversy over Confederate Statues Exploring Modern Political Ideologies: German Political Parties in 2017 Understanding the German Apprenticeship Model and its Application in the U.S.

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STEM 28 - 33 How Could We Power our World in the Future?

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Germany: A Leader in Space Exploration

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THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP

Spring Newsletter | 2018 | 3

Understanding Sustainable Manufacturing with BMWi

Understanding Sustainable Manufacturing with BMWi FOCUS QUESTIONS: • How is sustainable manufacturing better for the environment?

• What are examples of sustainable manufacturing?

Lesson Grade Span: Elementary (K-5) Targeted Grade Level(s) or Course(s): 5th Grade Lesson Overview A BMW plant in Leipzig, Germany, leads the way in sustainable manufacturing practices as it builds the BMWi series, which includes electric cars that are almost completely recyclable.

Teacher Background Information Read: “How Germany Became Europe’s Green Leader: A Look at Four Decades of Sustainable Policymaking”

Suggested Time Frame One 45 minute class period for main lesson (additional time needed for optional activities)

Instructional Resources - Online

• Buehler, Ralph, et al. “How Germany Became Europe’s Green Leader: A look at four decades of sustainable policymaking.”

• Optional: Let’s Explore Modern Germany: Lesson 2.5 Let’s Be Green

• “The All-electric BMW i3,” YouTube.

• “The BMW i3 Production” YouTube.

• Sustainable Manufacturing reading passage, one per student

• Sustainable Manufacturing graphic organizer, one per student

• Standards overview URL: http://tiny.cc/handouts_moore

Additional Resource •

Internet access, projector, speakers, sticky notes, chart paper (optional)

Procedures Week Prior: Optional: Use Lesson 2.5 Let’s Be Green to introduce students to Germany’s commitment to creating a sustainable environment.

Anticipatory Set: Use Google Earth to locate a satellite image of a junkyard or salvage yard near you. (Hint: searching “salvage yard” usually produces better results.) Project the image for the students. Ask the students to think of adjectives that come to mind when they see an image like this. Have them write the words on sticky notes and stick them to chart paper at the front of the room. Review the adjectives with the class and ask, “Do you think this is a good way to get rid of old or broken cars? Why or why not?” Have the students discuss their answers with a partner. Tell the class, “Today we are going to learn about a company that is trying to eliminate the need for their cars to end up in junkyards like this one.”

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TOP_Elementary_MAY21_2018 copy.indd 2

6/18/18 9:05 PM

Understanding Sustainable Manufacturing with BMWi

Photo by: Jenny Windell

Lesson Development: After the anticipatory set, show the students the video clip “The All-electric BMW i3 - Official Launch Video.” Ask the students, “What do you think of this car? Do you notice anything different or similar to other cars you have seen?” After they answer, tell the students, “This is a very special car made by BMW. It is part of their i series of cars.

We are going to take a look at some of the reasons why this car is so special.” Pass out the reading passage “Sustainable Manufacturing at BMW Werk Leipzig.” Allow the students to read the passage in partners, groups, or individually according to the needs of the class. After the students complete the reading passage, have them use the passage to fill in the Sustainable Manufacturing graphic organizer. The teacher may choose to show clips of the manufacturing process from the YouTube video. Before the students leave, direct them to complete the exit ticket to show understanding and deeper thinking related to the lesson.

Student Products or Formative Assessments Teacher will use the attached answer key to grade each student’s graphic organizer. Teachers can also evaluate the exit tickets for understanding.

Extensions Students could explore the BMWi series additionally in the computer lab using the official website. Using this website, students can fully customize their own BMWi and explore the renewable materials used in the manufacturing process. If students are having trouble reading the passage or would like a visual representation of the information in the passage, the videos at https://youtu.be/l8tDODL8DDA and https://youtu.be/icVTlwbF0_4 are good resources.

Amber Moore is a Social Studies, Math and Science educator at New Market School in New Market, AL, USA.

Works Cited “BMW i – Sustainability” YouTube, uploaded by BMW – Group, 08 Dec 2014, https://youtu.be/l8tDODL8DDA. Accessed 18 May 2018.

Buehler, Ralph, et al. “How Germany became Europe’s green leader: A look at four decades of sustainable policymaking.” Resilience, 10 Oct 2011. http://www.resilience.org/stories/2011-10-10/how-germany-became-europe%E2%80%99s-green-leader-look-four-decades-sustainable-policymaki/. Accessed 18 May 2018.

“Discover the BMW i3.” YouTube, uploaded by BMW i, 11 Nov 2016, http://youtu.be/GtXeLhz9JVI. Accessed 18 May 2018.

“Hazel Green, Alabama, United States.” Map. Google, 19 August, 2018. Accessed 18 May 2018.

“The All-electric BMW i3,” YouTube, uploaded by BMW i, 29 Jul 2013, https://youtu.be/g1LsT1PVjUA. Accessed 18 May 2018..be/g1LsT1PVjUA. “The BMW i3 Production” YouTube, uploaded by BMW i, 23 Sep 2013, https://youtu.be/UKDNXJ_7JLc. Accessed 18 May 2018.

Spring Newsletter | 2018 | 5

Playing through Germany

Playing through Germany FOCUS QUESTIONS: • Why are playing and exploring important?

• How are the playgrounds in Berlin different than those in your city?

• What kinds of things would you like on a playground? Why? Lesson Grade Span: Elementary / Middle (1-8) Targeted Grade Level(s) or Course(s): 3rd-6th Grade Lesson Overview Students will have the opportunity to “play” and “explore” the playgrounds of Germany and the playgrounds in their own communities as they learn about the benefits of play and how the benefits allow children to use their creativity and their imaginations.

Students will also learn how play benefits their physical strengths as well and how it promotes social interactions.

Teacher Background Information “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also allows children to use their creativity while developing their imagination, dexterity, and emotional strength.

Play is important to healthy brain development and it is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers” (Ginsburg, 1). Germany offers a prime example of wonderful playgrounds that help engage exploration in the minds of their youth. When German playgrounds are compared to those in the United States, the differences are astounding! German playgrounds are noticeably more challenging and very creative in design. What would seem scary to parents is replicated as pure fun for the children involved. The parks are also in the most unexpected of places, which in turn hands over more room for creativity for “outside the box” thinking and play. Germany is home to hundreds of playgrounds that are original, innovative, and cutting-edge in their function and purpose of letting children explore and gain confidence in their abilities.

Suggested Time Frame Five days, 45 minutes each day.

Instructional Resources - Online • • • • • • • •

Let’s Explore Modern Germany: Lesson 1.1 - Mapping Germany Peters, Jannes. “Find the Best Playgrounds in Berlin!”

“Stockton’s Best Children’s Playgrounds.” Stocktontreasures.com Winger, Anna. “What Makes Berlin a Playground Paradise.”

Blank outline map of Germany for each student Map fill-in instruction sheet for each student Graphic organizer Grading rubrics, standards overview

URL: http://tiny.cc/handouts_gutierrez

Additional Resources • •

Atlas (with a political-physical map of Germany) or Internet access to a map of Germany Craft supplies: sticky notes, pencils, paper, rulers, crayons/markers, variety of art supplies (buttons, pipe cleaners, glitter, beads, etc.), shoe box (one per child)

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Playing through Germany

Procedures Day 1: Scaffolding mini-lesson: Intro to Germany Refer to Let’s Explore Modern Germany: Lesson 1.1 - Mapping Germany to create foundational knowledge of where Germany is located in relation to where you are. The teacher should use a wall map, project on the board or use a globe to show the students where Germany and its neighbors are located. Once finished locating Germany and its neighbors, the teacher should then project a blank map of Europe and ask the students to recall Germany’s neighbors. The teacher should write the nations’ names on the map, and the students should follow along on their own outline maps of Germany within Europe (online resource).

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

Once finished labeling, inform students that in the next lesson they will be focusing on Germany’s capital of Berlin.

Photo by: Gottfried Hoffmann

Day 2: Anticipatory set To motivate the students’ interest in the new lesson, the teachers should begin by putting students into groups of 2 or 3 to participate in a “gallery walk.” In this gallery walk, each group will have sticky notes on which they will write what they find interesting in each photo, leaving each note by the photo they are observing (photos of Berlin’s playgrounds).

Students will be looking at photos of Berlin’s top playgrounds.

As they walk the gallery, students will begin to notice the different characteristics of each playground and how each playground is also more adventurous than the next. After the walk, students will take their seats and talk within their groups about what differences they observed between the playgrounds in the pictures, versus the playgrounds they frequent.

Once their debriefing has concluded, the teachers will tell students that the playgrounds they were looking at were from Berlin, Germany. Students and teacher will then discuss as a whole group the differences and similarities they observed. The teacher should then ask their students if they believe that playgrounds are important. During the discussion, the teacher will be creating a graphic organizer that can also be given as a copy to students so they too can fill it out along with you. The purpose of the organizer is to show the reasons why they think playgrounds are important.

After discussion, the teacher will read the article to the students “What Makes Berlin a Playground Paradise.”

Students will then be given the focus question: “Why are playing and exploring important?”

Students will then break into small groups to discuss and create another list (you can use the graphic organizer titled: “Why are playing and exploring important?”) asking why being able to explore is important and how Berlin’s playgrounds inspire imagination.

Once students have finished brainstorming reasons why exploring and playing are important, the class will come together as a whole group to discuss the importance of playing, exploring and being independent.

The teacher will then present the idea of comparing what they’ve learned and seen in the photos and articles to the playgrounds in their community. Students will then write about the differences of the playgrounds in Berlin vs their own community and explain why they think the playgrounds in Germany are different. They will write which playground they like best and why, and how the playground they like best plays an important part in being able to explore and learn (provided in the handouts).

Day 3: Allow time for students to finish writing their opinion pieces. Once finished, students will then be able to create their own dream playground using Berlin’s playgrounds as inspiration. If more time is needed, students can continue their work the next day.

Ask the children to close their eyes and imagine their dream playground. Consider allowing 2-3 minutes for the children to explore the possibilities! Colors, size, natural elements (such as trees and flowers) and equipment are all very important parts of the design. Don’t forget to let the children know that their ideas will be used to create the final design for the playground!

Tell the children to open their eyes and begin a sketch of what they’ve imagined. Give the children time to sketch out ideas on a scrap piece of paper.

Day 4: Each child should receive a shoebox. An adult should help them cut the top and one long side off of the box. Allow 45 minutes for the children to bring their ideas to life! Use the art supplies to create a diorama of the design that each child would like to see in his/her brand new playground!

Spring Newsletter | 2018 | 7

Playing through Germany Whole Group Reflection After the lesson has come to a close, students can reflect upon 1) what they wrote about and how much of it relates to the sketch and Dream Playground Diorama they created of their dream playground; 2) how much of it came to life; and 3) what they could’ve changed to make it better. (See reflection worksheet in the handouts)

Modifications For students with special needs, the teacher might provide a completed map and ask the students to highlight the geographic features.

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

Students who have a difficult time completing required assignments can be given an extension to finish their work with quality in mind.

Allow the student to type instead of writing out assignments. Encourage the use of a spell checker.

Have the student use a tape recorder to orally construct and play back their paragraphs and then copy down their language from the recording.

Work on one paragraph at a time on separate pages.

Extension At the end of the lesson, the teacher could conduct another gallery walk showcasing the different dream playgrounds that were created. Students can participate in the gallery walk, taking with them sticky notes and leaving behind comments about what they really liked in the Dream Playground Diorama.

Students can also be given the opportunity to present in front of the class their written work along with their diorama.

(See presentation rubric in the worksheets)

Yessenia Gutierrez is an Elementary General Education educator at Team Charter School in Stockton, CA, USA.

Works Cited Ginsburg, Kenneth R. et al. “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds.”

American Academy of Pediatrics, 01 Jan 2007. http://pediatrics.aappublications.org/content/119/1/182 aappublications.org/content/119/1/182. Accessed 14 May 2018.

Goldberg, Steven A., et al. Let’s Explore Modern Germany: Instructional Strategies for Elementary Educators. Goethe-Institut Washington: 2014.

Peters, Jannes. “Find the Best Playgrounds in Berlin!” Playground Guide: Berlin, https://www.berlin-playgrounds.de. Accessed 14 May 2018.

“Stockton’s Best Children’s Playgrounds.” Stocktontreasures.com. www.stocktontreasures.com/destinations/stockton_playgrounds.html. 2018. Accessed 14 May 2018.

Winger, Anna. “What Makes Berlin a Playground Paradise.” The New York Times, 1 June 2016. www.nytimes.com/2016/06/05/travel/berlin-family-holidays.html. Accessed 14 May 2018.

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Spring Newsletter | 2018 |

The United States’ Bill of Rights and Federal Republic of Germany ’s Basic Rights: A Comparison

The United States’ Bill of Rights and Federal Republic of Germany’s Basic Rights: A Comparison FOCUS QUESTION: • How do the rights in the United States Constitution compare to the rights guaranteed by the Federal Republic of Germany?

Lesson Grade Span: Middle (6-8), Secondary (9-12) Targeted Grade Level(s) or Course(s): 8th Grade United States History, 11th Grade United States Government Lesson Overview This lesson guides students to compare what they have learned about the United States Constitution to the rights guaranteed in modern Germany. The United States Constitution is the longest surviving supreme law document among modern nations. How does it compare to one of the other leading world democracies? How might some of our fundamental rights be updated in a more recent constitution?

Suggested Time Frame Two or three 45 minute class periods

Instructional Resources - Online

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•

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Bill of Rights plus additional “other important amendments” o Modified text from Newsela o “Other important amendments” are those listed in iCivics “You’ve Got Rights!” lesson.

Basic Rights: Extract from the Basic Law for the Federal Republic of Germany Grading rubrics and standards overview

URL: http://tiny.cc/handouts_green Additional Resources • Posters/Stations of German Basic Rights • Post-it notes

Procedures Review: This lesson should fall after the students have learned about the U.S. Constitution and the Bill of Rights. If your students need a quick refresher (and depending on their level), you can view Belinda Stutzman’s 3 minute guide to the Bill of Rights from TED-Ed. Group: Break your students into pairs or groups who will rotate through the 12 posters at stations around the room.

Pass Out: Distribute individual student copies of the Bill of Rights (and other important amendments) from Newsela. The provided copy is geared toward 7th grade but additional lexiles can be accessed on the website. As additional review and as a means to help with the stations, have each group of students summarize the amendments and give each summary a simple title to make finding their matches easier.

Explain: Inform the students that you have posted the Basic Rights that citizens in Germany possess. Point out that these rights are listed in both German and English and that they were written in 1949.

• Depending on your students and their resources, you may need to go over some of the vocabulary on these posters. If your students are used to close reading, you could make this an additional part of the assignment or have them keep a log of the words they had to look up and their definition in context. If they are not used to looking up the terms on their own, you may want to preview or provide these terms for them (derived, persecuted, asylum, etc.).

Rotate: Provide each group of students with a pad of Post-its. Students will spend time at each of the 12 poster stations and determine which constitutional amendments match the rights listed on the poster. When they think an amendment matches, they will write the number on a Post-it and leave it on the poster.

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Discuss: Once all groups have finished their rotation have the class come back together. Go to each poster and discuss which amendments the students matched with the basic rights given. Have volunteers explain why they made the choices they did and whether the class agrees with the selection.

Evaluate: When all the basic rights on the posters have been discussed, have the students observe and reflect on the following: • What are the rights that are shared by both the United States and Germany?

• Which constitutional amendments are not represented?

Why would these exist in the American document but not in the German? Which German basic rights do not have a corresponding amendment? Why might Germany put value on that right (those rights)?

These questions could be discussed as a class or answered individually and assessed with the rubric online.

Photo by: Goethe-Institut/Daniel Seiffert

The United States’ Bill of Rights and Federal Republic of Germany ’s Basic Rights: A Comparison

Extension Research one of the rights valued by the United States and/or the Federal Republic of Germany. Find examples of that right being exercised or defended today.

Kori Green is a U.S. History educator at El Dorado Middle School in El Dorado, KS, USA.

Works Cited “Basic Rights: Excerpt from the Basic Law for the Federal Republic of Germany.” Federal Agency for Civic Education, 11 Dec 2015. http://www.bpb.de/shop/lernen/falter/217202/grundrechte-deutsch-arabisch-deutsch-englisch. Accessed 14 May 2018.

“The Bill of Rights,” Newsela, 22 Jun 2016. https://newsela.com/read/primary-source-billofrights/id/18276. Accessed 14 May 2018.

“Primary Sources: The Constitution, Amendments 11-27.” Newsela, 20 September 2016. https://newsela.com/. Accessed 14 May 2018.

Stutzman, Belinda. “A 3-minute guide to the Bill of Rights.” YouTube, uploaded by TED-Ed, 30 October 2012. https://youtu.be/yYEfLm5dLMQ. “You’ve Got Rights!” iCivics.org. https://www.icivics.org/teachers/lesson-plans/youve-got-rights. Accessed 9 April 2018.

Spring Newsletter | 2018 | 11

How does Germany Provide Aid in the Refugee Crisis? DBQ

How does Germany Provide Aid in the Refugee Crisis? DBQ FOCUS QUESTIONS: Prior to the lesson: 1. What are push/pull factors that influence migration?

2. What is the government’s role in helping those in trouble?

During the lesson: 1. How does Germany provide aid to refugees in crisis?

2. Why does Germany provide aid to refugees in crisis?

Post Lesson: 1. Using your prior knowledge of the Declaration of Universal Human Rights, what are other global issues in which governments should get involved? In what issues have they been involved?

Lesson Grade Span: Middle (6th-8th grade) Targeted Grade Level(s) or Course(s): Current Events or 7th Grade: Civics or 8th Grade: Modern Global Studies Lesson Overview Students will analyze and interpret documents. Students will be able to gather evidence to support their analysis and interpretation.

Suggested Time Frame 45 Minutes (analyze documents) to 90 minutes (formal DBQ)

Instructional Resources - Online • Digital access or printed copies of the 5 primary source documents • Digital access or printed copies to the DBQ Rubric • Digital access or printed copies of graphic organizer and rubric

URL: http://tiny.cc/handouts_rotunda Students will begin by analyzing the 5 documents (individually, in small groups, or as a whole class). It may be beneficial for the instructor to model analyzing the source. Students should start by looking at the source and possibly writing down their initial thoughts, connections to the text, connections to other documents, connections to the world and connections to themselves. Once the students have analyzed the document, they should answer the questions provided below the document.

Photo by: Wood Powell

Procedures

After the students have analyzed the documents, they can work in small groups to discuss the documents OR they can begin to work on the outline of DBQ. Students can do this independently or in a small group.

Once the outline of the DBQ is completed, students may conference with a peer or instructor to solidify main points. Then students should complete the rough draft of the essay, make any necessary edits, and then complete the final draft.

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How does Germany Provide Aid in the Refugee Crisis? DBQ

Modifications Modifications should happen on a student-to-student basis.

Option #1: Students analyze the documents and do not write the accompanying paper.

Option #2: Students use the “jigsaw” method by looking at just one of the five documents and then sharing what they learned with their classmates who looked at the other four documents. It is understood that within a small group of five each student has read a different article and can share what they have read with the others.

Option #3: Using the reader’s apprenticeship “Think aloud” method, the instructor and students take turns explaining their thoughts about the text.

Kathryn Rotunda is a Social Studies (U.S. History, Civics, Modern Global Studies) educator at Chaska Middle School East in Chaska, MN, USA.

Works Cited Alders, George. “Building the Capability to Manage the Refugee Crisis.” Public Sector for Global Matters. PWC, 20 June 2016. Web. 08 Nov. 2017.

Basic Law for the Federal Republic of Germany in the revised version published in the Federal Law Gazette Part III, classification number 100-1, as last amended by Article 1 of the Act of 23, December 2014 (Federal Law Gazette I, p. 2438).

Hennig, Benjamin David. “Rediscovering the World.” Views of the World. n.P., 26 Aug. 15. Web. 08 Nov. 2017.

Kakissis, Joanna. “In A Tiny German Town, Residents And Refugees Adapt.” NPR. 23 Aug. 2016. Web. 07 Nov. 2017.

McCarthy, Niall, and Felix Richter. “Infographic: Germany Leads the Way in Syrian Refugee Resettlement.” Statista Infographics. N.p., 05 Feb. 2014.

Web. 09 Nov. 2017.

Spring Newsletter | 2018 | 13

Changing Populations in Germany—Rural to Urban

Changing Populations in Germany—Rural to Urban FOCUS QUESTIONS: • How do communities adapt to changing populations?

• How do societies preserve their cultural heritage?

• How do societies adapt to new populations?

Lesson Grade Span: Middle (6-8), Secondary (9-12) Targeted Grade Level(s) or Course(s): World Cultures, U.S. History Lesson Overview After the reunification of Germany in the 1990s, migration patterns began to shift heavily from rural areas, especially in former East Germany, to the big cities. Young Germans moved to seek better job opportunities. However, this left thousand-year-old towns and villages with an aging population. How is Germany dealing with this population shift? How will this ultimately change the face of German culture and society? The birthrate in Germany is one of the lowest in Europe, and German population will ultimately decrease if something does not change. In addition, since 2015 Germany has welcomed more than 1 million refugees from Africa and the Middle East. This population boom has the possibility of relieving some of Germany’s declining population problems if Germany can successfully integrate the newcomers into German society.

Suggested Time Frame Five to six (50-minute) class periods Lesson #1: Changing Population Patterns—1 period Lesson #2: Germany’s Dilemma—1 period Lesson #3: Pick a Problem/Create a Plan—1 to 2 periods for group work; 1 period for presentations

Instructional Resources - Online

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PowerPoint Presentation: Changing Population Patterns Each student needs a copy of the following worksheets o Changing Population Patterns (2 pages printed double-sided) o Germany’s Dilemma (1 page) o A German Town in Decline (2 pages printed double-sided)

• Each group needs a copy of Pick a Problem/Create a Plan (2 pages printed double-sided), access to large poster/construction paper, and markers.

• The article “A German Town in Decline Sees Refugees as a Path to Revival” is also available as an audio podcast online

URL: http://tiny.cc/handouts_cohen Additional Resources • Overhead Projector • Optional: Color copies of the German Population Map for each group or student are suggested to allow for easier, clearer reading.

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Changing Populations in Germany—Rural to Urban

Procedures

Photo by: Wood Powell

Lesson #1: Changing Population Patterns (1 period) The teacher will use the PowerPoint to open up a general discussion about why people move/migrate. Students will generate ideas based on prior knowledge and personal experience on why their family/friends have moved to new places. Teachers will discuss push/pull factors. This is a concept that is common in many geography courses but can be introduced to any class. Push factors literally “push” people out of their homes. They do not want to move but feel compelled to leave because of issues like lack of jobs, poor education, or violence/war. Pull factors “pull” people to new locations. People voluntarily decide to move because the new location has a better opportunity for them. One example is when families move to live in an area where they can afford a bigger house or send their kids to a better school district.

Then, have students study the population map of Germany and have them discuss the questions about population growth/ decline. Students can work individually, in small groups, or as a class, if the teacher feels the material is too difficult for younger students. The teacher might also want to print color versions of the map so students can examine the data without having to rely on the projector.

After students have examined the map, the teacher will then read/discuss the scenarios in the PowerPoint about the decline of small town population (Meet Frau Schneider). Students can take notes about her story in the box on the worksheet. Have students talk to their partner/group about other issues that arise when a town loses population, such as shrinking schools and reduced tax base. Suggested answers are on the next slide of the PowerPoint. The teacher should bring students back together as a whole group to discuss their ideas after they speak with their partner/small group.

Then, students will examine the second scenario (Meet Andrea), take notes about her story on the worksheet and discuss other issues/benefits of a growing city population. Suggested answers are on the next slide of the PowerPoint. The teacher might end the period by asking students to think about ways Germany can deal with these population shifts for homework. Another option is to have students write a question that they still have about the topic on a Post-it note and leave it on the door on the way out of class.

Lesson #2: Germany’s Dilemma (1 period) The next day, give each student the handout “Germany’s Dilemma” and have students read the article about “A German Town in Decline.” Depending on the ability level and grade of the class this can be done as a whole group, in pairs, or partners, or individually. Have students answer the questions about the article. You can collect this for a grade or go over it as a class to ensure all the students understand the main problems facing small towns in Germany and Friedland’s solution. If there is time, introduce the Pick a Problem—Create a Plan idea and let students choose their groups, or the teacher can assign groups based on mixed ability grouping.

Lesson #3: Pick a Problem—Create a Plan (1 to 2 periods for group work; 1 period for presentations) Students will choose a relevant issue such as the decreasing population of small towns in Germany or the rising cost of living in big cities. In small groups, students will devise a proposal to try to fix this problem. They will then present their proposal to their classmates.

Students should be given 1 to 2 class periods to work on their proposal and poster. Teacher suggestion: Tell students that you must approve their issue before they move on to the rest of the project. In this way the teacher can help guide students to a problem that is specific enough to have viable solutions and not be overwhelming to the kids.

Depending on the resources of the school and the students, the paper can be typed or handwritten. Teachers might want students to do a rough draft and preview it before they type/finalize it. Students within the group might also divide up the tasks where one student takes the details from their shared responses on the worksheet and types up the response while the other students work on creating a visual of the shared responses on the poster.

Students will then present their proposals to the class.

Spring Newsletter | 2018 | 15

Changing Populations in Germany—Rural to Urban

Extension The teacher can create the atmosphere of a town hall meeting by naming the town (use a map of Germany and pick a real town) FOCUS QUESTIONS: and then assigning some students to be members of the City Council. City Council members can takes notes about the issues and the suggested solutions and give the groups feedback on their projects. This feedback can be verbal and on the spot or done as a reflection paragraph at the end of the presentation day. The teacher should rotate the City Council members so that every student gets a chance to participate.

Melissa Cohen-Nickels is a World Cultures, Geography, and U.S. History educator at The Emery/Weiner School in Houston, TX, USA.

Works Cited Muggerridge, Paul. “How Europe’s Population Has Changed since 2001.” World Economic Forum, 24 June 2015, www.weforum.org/agenda/2015/06/how-europes-population-has-changed-since-2001/.

Nicholson, Esme. “A German Town In Decline Sees Refugees As Path To Revival.” NPR, 23 Sept. 2015, www.npr.org/sections/parallels/2015/09/23/439260519/a-german-town-in-decline-sees-refugees-as-the-path-to-revival.

Additional Reading: Heise, Michael. “Population, Ageing and Immigration: Germany’s Demographic Question.” World Economic Forum, 27 Apr. 2017, www.weforum.org/agenda/2017/04/population-ageing-and-immigration-germanys-demographic-question

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Spring Newsletter | 2018 | 17

Denkmal, Mahnmal, and the Controversy over Confederate Statues

Denkmal, Mahnmal, and the Controversy over Confederate Statues FOCUS QUESTIONS: • How do the monuments/memorials a society constructs reflect the way societies remember the past?

• What can Americans learn from Germany with regard to memorializing and remembering war and tragedies?

Lesson Grade Span: High school(9-12) or Post-secondary Targeted Grade Level(s) or Course(s): 11th Grade U.S. History/Dual Credit U.S. History

Lesson Overview Students will have read Maggie Penman’s NPR article “How Charlottesville Looks from Berlin.” Teacher will explain the distinction between the German concepts of Denkmal and Mahnmal. Students will read and analyze a series of sources to weigh the evidence to make an argument about the question of Confederate monuments.

Suggested Time Frame Two 45 minute classes

Instructional Resources - Online • • •

PowerPoint with links to documents and sources Venn Diagram graphic organizer Exhibit articles: o Lam, Teresa. “Keep the Robert E. Lee Statue in Lee Park.” o Lee, Robert E. “Letter to His Wife on Slavery.” o Serwer, Adam. “The Myth of the Kindly General Lee.” o “Save the Statue, Save American History”- Facebook post. o Frankovic, Kathy. “Trump’s Domestic Crisis: Charlottesville and White Nationalists.” o Southern Poverty Law Center. “Whose Heritage? Public Symbols of the Confederacy.”

URL: http://tiny.cc/handouts_borchardt Procedures Day One: 1. Post the following quote on the board: “We erect monuments so that we shall always remember, and build memorials so

that we shall never forget.” - Arthur Danto, art critic 2. Think/Pair/Share with a partner the following question: What is the difference between a monument and a memorial?

3. Think of an example of a monument or memorial that you have visited. Would you consider it a monument (always

remember) or a memorial (never forget)? Share experiences and ideas with class.

4. Discuss Penman’s article. Ask students to think about how Germany remembers World War II. What type of monuments or

memorials have they constructed to remember the past? Do you believe that it is reasonable to compare German memories

of World War II and the Nazis to American memories of the Civil War and the Confederacy?

5. Show images of various monuments in Germany to World War II and America to the Civil War. Create a Venn diagram to

identify similarities and differences between German monuments to World War II and American monuments to the Civil War. Day Two: 6. Show PowerPoint with images of a German Denkmal (Monument to the War of the Nations - Leipzig) and a Stolper-

stein Mahnmal (Stumbling Stone in German city). Explain that Germany has two distinct terms for public monuments:

Denkmal (thinking monument) and Mahnmal (warning memorial). Discuss the characteristics of each public commemora-

tion. Students should note that Denkmals are typically large, architectural and promote positive memories of nation, while

Mahnmals tend to be smaller, more personal, and focus on a negative event in order to warn citizens of past failures.

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Denkmal, Mahnmal, and the Controversy over Confederate Statues

Photo by: Matt Crews

7. What type of monument or memorial is a Confederate

statue in a public park? Does it serve as more of a Denk- mal or Mahnmal?

8. Today we are going to weigh the evidence to analyze

the benefits of memorializing Confederate leaders in

public spaces. I will show you six pieces of evidence con-

cerning Confederate statues. Rate each of the following

pieces of evidence based on how well it supports the fol-

lowing statement: American cities should remove Con-

federate statues from public spaces. Each statement is

rated from -2 (strongly against the statement) to +2

(strongly supportive of the statement).

A rating of zero means the source is neutral or not reli-

able. Write one or two sentences defending your rating

for each statement.

9. Students create a chart on notebook paper with three columns: 1) Exhibit, 2) Rating, and 3) Why? 10. Show the following exhibits to students:

a. Lam, Teresa. “Keep the Robert E. Lee Statue in Lee Park.” b.

Lee, Robert E. “Letter to His Wife on Slavery.” c.

Serwer, Adam. “The Myth of the Kindly General Lee.”

d. “Save the Statue, Save American History,” - Facebook post.

e. Frankovic, Kathy. “Trump’s Domestic Crisis:

Charlottesville and White Nationalists.” f.

“Whose Heritage? Public Symbols of the Confederacy.”

Southern Poverty Law Center.

11. Add up all of your rating numbers from the exhibits. If

your sum is positive, then cities should remove the Confederate statues. If it is negative, then the statues should remain.

12. Write a paragraph answering the question: Should American cities remove Confederate statues from public spaces?

Cite three exhibits to support your claim.

13. Discuss the students’ assertions to better understand the positive and negative aspects of Confederate statues as

monuments or memorials to the past. Brainstorm with students about possible compromises or options.

14. Exit Ticket: Answer the following focus question: What can Americans learn from Germany with regard to memorializing

and remembering war and tragedies?

Spring Newsletter | 2018 | 19

Greg Borchardt is a U.S. History, World History educator at Lorena High School, McLennan Community College in Lorena, TX, USA.

Works Cited Frankovic, Kathy. “Trump’s Domestic Crisis: Charlottesville and White Nationalists.” YOUGOV, 16 August 2017. https://today.yougov.com/topics/politics/articles-reports/2017/08/16/trumps-domestic-crisis-charlottesville-and-white-n.

Accessed 14 May 2018.

Lam, Teresa. “Keep the Robert E. Lee Statue in Lee Park.” Change.org. https://www.change.org/p/mike-signer-keep-the-robert-e-lee-statue-in-lee-park. Accessed 14 May 2018.

Lee, Robert E. “Letter to His Wife on Slavery.” Fair-use.org, December 27, 1856. http://fair-use.org/robert-e-lee/letter-to-his-wife-on-slavery. Accessed May 14 2018.

R.E. Lee History. “Save the Robert E. Lee Statue.” Facebook. https://www.facebook.com/pg/R.E.Leehistory/posts/?ref=page_internal. Accessed 14 May 2018.

Serwer, Adam. “The Myth of the Kindly General Lee.” The Atlantic, 04 Jun 2017. http://fair-use.org/robert-e-lee/letter-to-his-wife-on-slavery. Accessed 14 May 2018.

Southern Poverty Law Center. “Whose Heritage? Public Symbols of the Confederacy.” splcenter.org. https://www.splcenter.org/sites/default/files/com_whose_heritage.pdf. Accessed 14 May 2018.

20 | TOP Lessons | Teach Germany

Spring Newsletter | 2018 |

Exploring Modern Political Ideologies: German Political Par ties in 2017

Exploring Modern Political Ideologies: German Political Parties in 2017 Lesson Grade Span: High School Based on the Alberta program of studies for Social Studies 30-1, 30-2 (Grade 12) Lesson Overview In the lesson, students use six German parties’ political platforms from the September 2017 federal election to develop a more nuanced understanding of 1) the left-right political spectrum and 2) the overlap and complexity that multi-party systems bring to this spectrum across various political issues. Students will refine their analysis of policy, specifically in areas of taxation, immigration, defense and international economics. They will also develop a better sense of their own political views.

Suggested Time Frame Suggested time 90 -120 minutes

Instructional Resources - Online • Worksheets

URL: http://tiny.cc/handouts_laroche Additional Resources • •

A color digital projector is preferable For extensions, internet-enabled devices for students for further research

Procedures Pre-requisites: A general introduction to the left-right political spectrum in terms of individualist and collectivist political thought.

1. Begin with a recent political news item related to taxation, immigration or defense policy from any level of government. Instruct students to discuss the problem and propose a solution, utilizing think-pair-share, table discussions and other methods appropriate to your classroom set-up. Encourage the voicing of alternative solutions to the underlying problem and perhaps question if all can agree that a problem even exists.

2. Review the left-right political axis, highlighting examples of collectivist and individualist thinking on a common issue. For example, on the subject of health care, a typical left-wing thinker would endorse universal government-managed health services, whereas a right-wing thinker would prefer that individuals buy medical insurance or medical services with their own funds as deemed necessary.

3. Students complete the Pre-analysis Survey (Document #1) regarding their own political opinions on taxation, immigration, defense, and international economic cooperation. Encourage students to be as specific as they can in their analysis. If suitable, students may discuss their answers with one another, although searching for consensus is not an objective.

4. Students read the Information Sheet on Left-right Politics (Document #2). This step may be skipped with more advanced groups who show fluidity with left-right political thinking. Instead, teachers may wish to assign groups of students to develop a sheet or visual representation of the information in Document #2 from their own knowledge, giving only wide categories as a starting point.

5. Students should determine their own political orientations based on applying the information from Document #2 to their stated positions in Document #1. The teacher should encourage disagreement and movement away from the centre of the spectrum as being entirely normal in a healthy and stable democracy.

6. The teacher announces that the class will now be studying six real parties from an unknown but real country. Parties all have very different philosophies and approaches to the issues of taxation, immigration, defense spending and international economic cooperation. Parties will be known only by an identifying color, and students should dispense with any associations built between colors and parties/ideologies from their local communities in evaluating the platforms. Distribute Document #3. Students read through either individually in stronger groups or through collaborative reading strategies in weaker/ELL groups.

7. While students are reviewing the information in Document #3, distribute Document #4, where students will be asked to visually place all parties on a left-right political spectrum, issue by issue. Students are also to develop an overall left-right ranking and

22 | TOP Lessons | Teach Germany

justify their solution/decisions. Shuffle groups and instruct students to compare and justify their solution to peers. Justifying their placement for the “Other” spectrum is also a useful exercise, given the diversity of “Other” policies presented in these sections.

Photo by: Jenny Windell

Exploring Modern Political Ideologies: German Political Par ties in 2017

8. Work through the reflective/discussion questions at the conclusion of Document #4 as a class. The comparison of the mysterious country’s political centre with that of the local community is intended to build awareness of the shifting nature of the spectrum from one country to another. Eventually, direct students to guess the country with which these parties may be associated. Document #4 may be collected at this point for diagnostic or formative assessment if desired by the teacher. Alternatively, students may keep Document #4 as part of a self-evaluation or review tool.

9. Project Document #5 compares the “teacher’s” solution to Document #4 with that of the students. There may be reasonable room for disagreement with this solution, based on how students weigh the various issues against one another. Moreover, while Document #5 preserves relatively equidistant spacing between political parties, this may not best represent reality. Discussion questions may include why the author of this document may have kept parties away from both extremes (answer: to avoid any implication of authoritarianism), advantages/disadvantages of multi-party political systems, and other guesses as to which country this is.

10. The great revelation: this is Germany! A quick review on a map of where Germany is located and/or activating prior knowledge about the country may be necessary. Some students may wish to share knowledge they already have about German politics.

Project Document #6 replaces color coding with real party names. To what extent does this revelation confirm or challenge prior conceptions about Germany? What does the class know about the German democratic system?

11. Distribute the Post-analysis Survey (Document #7) as a homework/exit ticket. You may also wish to provide students with Document #8, which contains the same information as Document #3 but is ordered alphabetically by party name.

Modifications / Extension Further positions for any party can be researched and the spectrum re-evaluated based on these additional data. Most German political parties maintain a simplified version of their website in English, making accessing further information easy for students.

Other parties, such as the National Democratic Party of Germany (NPD) or the Pirate Party, could be integrated into the analysis.

The comparisons between parties can be refined/extended via Venn Diagram policy analysis, revealing areas of agreement and disagreement between two chosen parties. Given the variety of issues, there are some very intriguing comparisons to be made.

For example, the Alternative for Germany (AfD) is quite centrist in its taxation policies despite its clear right-wing stance in all other areas. Such a duality could prompt further questions about whether ideology is a consistent or case-by-case philosophy, or practical democratic questions such as to what extent are the requirements of party-building compatible with ideological direction.

Students could also be asked 1) to construct their ideal political party based on their preferred policies, and 2) to analyze their own ideological trends. For example, is their ideology always fully consistent with policy? If not, why not?

Guillaume Laroche is a Social Studies, IB History, Music and Debate educator at Western Canada High School in Calgary, AB, Canada.

Works Cited Alternative für Deutschland. afd.de. https://www.afd.de/. Accessed Aug 2017.

Bündnis 90 / Die Grünen. gruene.de. https://www.gruene.de/startseite.html. Accessed Aug 2017.

Christlich Demokratische Union Deutschlands. cdu.de. https://www.cdu.de/. Accessed Aug 2017.

Christlich-Soziale Union in Bayern e. V.. csu.de. https://www.csu.de/. Accessed Aug 2017.

Freie Demokratische Partei e.V.. fdp.de. https://www.fdp.de/. Accessed Aug 2017.

Partei DIE LINKE. die-linke.de. https://en.die-linke.de/welcome/. Accessed Aug 2017.

Sozialdemokratische Partei Deutschlands. spd.de. https://www.spd.de/. Accessed Aug 2017.

Spring Newsletter | 2018 | 23

Understanding the German Apprenticeship Model and its Application in the U.S.

Understanding the German Apprenticeship Model and its Application in the U.S. FOCUS QUESTION: • How are apprenticeships being used in Germany and expanded in the United States?

Lesson Overview This week-long unit will look at Germany and its dual education system, focusing on apprenticeships. The United States has invested federal money to expand apprenticeship training at the state level based on the German model. The lesson will conclude with a TED Talk and a project in which students conduct career-oriented research on an apprenticeship that interests them.

Suggested Time Frame Four or five 45 minute periods

Instructional Resources - Online • • • • •

• • • • • • •

“The German Vocational Training System.”

Davis, Jim. “Mercedes-Benz Apprentice Training a Top Priority Since 1890.”

“Technician Training Programs.”

Embassy of the Federal Republic of Germany Washington. ”The Skills Initiative.” • Office of the Press Secretary. “FACT SHEET: Investing More Than $50 Million through Apprenticeship USA to Expand Proven Pathways into the Middle Class.”

Wyman, Nicholas. “This New Trump Plan Could Be the Answer to Millennial Job Woes.”

Lee, Tara. “Washington leaders announce $2.7 million federal grant to increase apprenticeship opportunities.”

TEDx Talks. “Apprenticeship Career Paths Are Critical for Young People | Matt Poischbeg | TEDxSnoIsleLibraries.”

Krupnick, Matt. “After decades of pushing bachelor’s degrees, U.S. needs more tradespeople.”

Occupational Handbook Student questions Assessment rubric

URL: http://tiny.cc/handouts_michalisin Day 1: A global look at the German model and its potential in the U.S. Essential Questions: What is the dual educational model and how does it prepare half of Germany’s students for work in the twenty-first century?A historical case study: What is Mercedes-Benz’s history with the German apprenticeship model?

Sequence of events: 1. Think, pair, share activity. What comes to mind when you think of the word “apprentice”? Students will discuss in small

groups and share with the whole class. (5 min) 2. Students will go to an overview of the vocational training system in Germany by the German Federal Ministry of Education

and Research. Task: read the article for an overview of German perceptions on apprenticeships and learn how apprentices

are trained in Germany. (5 min) 3. Students will answer the following questions: (1) In Germany, the dual system is based on cooperation between which two

parties? (2) Who regulates the dual system in Germany? (3) Why do you think the dual system results in low youth unemployment

and high skill levels? (4) What percentage of all school-leavers opt for vocational training? (5) How many officially

recognized training occupations are there in Germany? In your opinion, does this seem like a lot compared to the U.S.? (10 min) 4. Case-study, Mercedes-Benz and the apprenticeship model.

5. Learn about the history of Mercedes-Benz’s partnership with apprentices from the 1890s to the present and answer the

questions provided (see below for questions). (25 min, plus homework if necessary).

6. Optional enrichment: Look at Mercedes-Benz technician training program in the United States.

7. Objective: learn more about training pathways and careers working for Mercedes-Benz in the United States.

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Understanding the German Apprenticeship Model and its Application in the U.S.

Day 2: The skills gap and federal initiatives in the U.S. to promote the apprenticeship model.

Photo by: Wood Powell

Essential Questions: What is the Skills Initiative? What are the major obstacles for apprenticeships in the U.S.?

Sequence of activities: 1. Review previous learning and answers to Mercedes-Benz

article. (5 min) 2. Think, pair, share. Discuss the second part of today’s

essential question: What are the obstacles for promoting

apprenticeships in the U.S.? In your opinion why don’t

more high school students choose apprenticeships?

(10 min) 3. Have students refer to the brochure on the German Skills

Initiative and the German investment in the United States.

4. Learn about the Skills Initiative written to expand appren ticeships in the U.S. based on the German dual model.

Break into groups of four. Each group will address two questions: (1) What is the German Dual Education System and the

German Skills initiative? and (2) Why might we want to expand apprenticeship training in the U.S.?

5. Next, each group will address one of the following obstacles to expanding apprenticeship training in the U.S.:

• Obstacle 1: Industry Sector and Firms; • Obstacle 2: Government, Policymakers, Economic Development Corporations;

• Obstacle 3: Educational Institutions; and

• Obstacle 4: Parents, Students, Teachers, General Public.

Groups are assigned different obstacles from which observations are to be shared with the whole class based on their

readings. Depending on the size of the class, some groups may have the same obstacle. Groups are to report back to

the class. (30 min)

Day 3: How apprenticeships are being funded at federal and state levels.

Essential question: What is being done by the U.S. government to fund apprenticeship training?

Sequence of events: 1. Review yesterday’s learning about the skills initiative. (10 min) 2. Number students off into ones and twos. Ones will be assigned the apprenticeship investment under the Obama

administration and learn about the federal government’s investment in apprenticeships under the Obama administration.

Each student will write down ten facts from their reading which may be shared with the rest of the class.

Twos will be assigned the apprenticeship investment under the Trump administration and learn about President Trump’s

executive order to expand apprenticeships. Each student will write down ten facts from the reading which may be shared

with the rest of the class. (15 min).

3. Washington State case study – WA State governor’s page and TED Talk. Go to: Washington State invests in apprenticeships.

Inform students how federal grant monies are affecting governments at the state and local levels to expand apprentice-

ships. (direct instruction, 5 min)

Share the aforementioned TED Talk with students about vocational education from the perspective of a business executive

in Washington State.

In the TED Talk, Matt Poischbeg shares how an apprenticeship affected his life growing up in Germany and his belief for how apprenticeships can improve the lives of students in the U.S. (15 min)

Spring Newsletter | 2018 | 25

Understanding the German Apprenticeship Model and its Application in the U.S.

Days 4-5: Choosing your path - college vs. apprenticeships.

Essential Questions: Do you think you will receive more respect and achieve more success by completing college, or can you be equally successful as a skilled worker? If you can be equally successful as a skilled worker, will you have the same respect afforded a college graduate? Why or why not?

1. Go to the PBS article; 2. Read the PBS news article about America’s need for skilled workers and its shift from decades-old thinking about

post-secondary education. (5 min); 3. Based on the article you just read, think, pair, share and discuss today’s essential question. (10 min); 4. Independent learning. Direct students to the U.S. Department of Labor website and have them look at the Occupational Handbook; 5. Students will find one vocational job that would require an apprenticeship and one non-vocational job that requires a

bachelor’s degree. Students will take notes for each career including the job title, job summary, employment outlook,

the required education, and the salary range. (30 min); and 6. Compare and contrast final assessment: In a well-written 1-2 page essay or 7-8 slide presentation, students will compare

and contrast the two options and decide whether they would like to pursue a specific career based on college or an apprenticeship.

Suggested modifications/extensions: See external links for further research and student enrichment (online).

Ryan Michalisin is a High School Social Studies and Language Arts Instructor at Granite Falls High School, WA, USA.

Works Cited Davis, Jim. “Mercedes-Benz Apprentice Training a Top Priority Since 1890.” eMercedesBenz, 11 May 2010. http://www.emercedesbenz.com/autos/mercedes-benz/corporate-news/mercedes-benz-apprentice-training-a-top-priority-since-1890/ Accessed 14 May 2018.

Embassy of the Federal Republic of Germany Washington. ”The Skills Initiative.” German Missions in the United States. https://www.germany.info/blob/922054/3800187264cdad52d44acbdfb2915ffb/skills-initiative-brochure-pdf-alt-data.pdf. Accessed 14 May 2018.

Krupnick, Matt. “After decades of pushing bachelor’s degrees, U.S. needs more tradespeople.” NewsHour Productions LLC, 29 Aug 2017. https://www.pbs.org/newshour/education/decades-pushing-bachelors-degrees-u-s-needs-tradespeople. Accessed 14 May 2018.

Lee, Tara. “Washington leaders announce $2.7 million federal grant to increase apprenticeship opportunities.” Washington Governor, 21 Oct 2016. https://www.governor.wa.gov/news-media/washington-leaders-announce-27-million-federal-grant-increase-apprenticeship Accessed 14 May 2018.

Office of the Press Secretary. “FACT SHEET: Investing More Than $50 Million through Apprenticeship USA to Expand Proven Pathways into the Middle Class.” Obama White House, 21 Oct 2016. https://obamawhitehouse.archives.gov/the-press-office/2016/10/21/fact-sheet-investing-more-50-million-through-apprenticeshipusa-expand.

Accessed 14 May 2018.

“Technician Training Programs.” Mercedes-Benz USA. http://www.mercedes-benzcareers.com/#/techTrainingProg. Accessed 14 May 2018.

TEDx Talks. “Apprenticeship Career Paths Are Critical for Young People | Matt Poischbeg | TEDxSnoIsleLibraries.” YouTube, 04 Jan 2018. https://www.youtube.com/watch?feature=youtu.be&v=1z3Fgtj8fqk&app=desktop. Accessed 14 May 2018.

“The German Vocational Training System.” Federal Ministry of Education and Research. https://www.bmbf.de/en/the-german-vocational-training-system-2129.html. Accessed 14 May 2018.

Wyman, Nicholas. “This New Trump Plan Could Be the Answer to Millennial Job Woes.” Fortune, 18 Jun 2017. http://fortune.com/2017/06/18/ donald-trump-apprenticeships-programs-executive-order-millennials-news/. Accessed 14 May 2018.

26 | TOP Lessons | Teach Germany

H o w C o u l d We P o w e r o u r Wo r l d i n t h e Fu t u r e ?

How Could We Power our World in the Future?

FOCUS QUESTIONS: • • • •

What can we learn from the energy self-sufficient village of Feldheim?

How can I convert between different units of measure to make comparisons?

How can I use rates and unit rates to understand energy usage in Germany and the United States?

What would the United States or Germany look like if it were to rely completely on wind power? Or solar power?

Lesson Grade Span (s): Middle (6-8) or High School (9-12) Targeted Grade Level(s) or Course(s): 7th grade or above Teacher Background Information

About 83 km southwest of Berlin lies the small village of Feldheim. The village houses about 130 people, and its land is used mainly for farming, residential and communal buildings. However, what makes this community exceptional is that it has successfully transformed itself into a completely self-sustained village that does not rely on any energy from the grid.

Beginning with its first wind turbine in 1995, it has now expanded to over 55 turbines, 9844 photovoltaic modules (solar panels), and a bio-gas plant. This small village generates over 3,000 million kilowatt hours of energy each year.

Many wonder whether this model for sustainable energy on the scale of a small village with a lot of open area around it could be expanded to larger urban areas or other countries with different geographic features. Your task will be to consider the question: Could Germany or the United States power itself completely on wind power or solar power? What would this look like?

Wind turbines are large and bulky, and in order to operate at their best efficiency, they must be placed far enough away from each other so that they are not interfering with the wind flow of other turbines. This task will ask students to consider how much physical space is needed if we want to power all of the United States or Germany with only wind power. Then, students will be asked to expand their thinking to consider the same question given only solar power. Lastly, students will be asked to develop a plan for sustainable energy use in the United States and justify their choices using their mathematical findings.

Lesson Overview Students should be familiar with different units of measure and have experience converting between units of measure. In addition, it will be helpful for students to have had experience converting rates to unit rates.

The lesson is scaffolded to help students tackle a complex task. First, they will begin by converting units of measure and comparing values, given all necessary information. On Day Two, students will be asked to use the internet to research how wind energy could be utilized in Germany. On Days Three to Six, students will be asked to work in their group to develop an energy solution for the United States and create a project to share their findings.

Suggested Time Frame Five to six days (45 minute class periods)

Instructional Resources - Online • Student Handouts, Answer Key

URL: http://tiny.cc/handouts_weage Additional Resources • Scientific calculator • Access to technology (iPads, laptops, computer lab, etc.) for research and project development.

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H o w C o u l d We P o w e r o u r Wo r l d i n t h e Fu t u r e ?

Procedures Day 1: Teachers may choose to either distribute the student handouts for the project all together in a packet on Day 1, or distribute the handouts in parts each day to ensure that students are keeping pace with the class.

Begin Day 1 by asking for a student volunteer to read the introductory paragraph. Organize students in teams of three or four and have them work through the worksheet for Day 1. To wrap up the day, ask one student from each group to travel as an “ambassador” to the next table group to discuss their group’s work from the table and responses to the reflection questions.

Day 2: Ask a student volunteer to read the opening paragraph from the student worksheet. Then, ask the class to make predictions before completing their work for the day. How do you think the energy use for an average American compares to that of the average German? How do you think the available land in Germany compares to that of the United States? How might these differences affect the sustainability model of each country?

Next, instruct students to continue working with their groups to complete part two of their student worksheet. Students will need a device to access the internet to research certain statistics about Germany.

Days 3 -6: Students should explore the focus questions with their group and produce a final product that portrays their findings. Students should complete research using technology and other resources.

All groups should create a final product which communicates the research they found and used, and how they analyzed this information mathematically.

Groups may determine what their final project should look like. Encourage groups to determine their own presentation format or provide students with potential options such as: • Create an infographic to show their findings using a free infographic maker (Piktochart, Easel, Canva, etc.). Share it on social media.

• Write a letter or proposal that can be sent to a local or national policy maker.

• Produce a video or animation relaying your findings and share it on social media.

Projects should be assessed based on a rubric that focuses on four main components: 1) credibility of information gathered, 2) accurate analysis of information mathematically, 3) effective communication of ideas through a presentation type of their choosing, and 4) the sharing of their ideas through social media or a presentation. A sample rubric is provided.

Valerie Weage is a Math educator at Birmingham Covington School in Bloomfield Hills, MI, USA.

Works Cited: Branch, Geographic Products. “State Area Measurements and Internal Point Coordinates.” United States Census Bureau, 01 Dec 2012. www.census.gov/geo/reference/state-area.html. Accessed 12 Sep 2017.

Gaughan, Richard. “How Much Land Is Needed for Wind Turbines?” Sciencing, 2017. sciencing.com/much-land-needed-wind-turbines-12304634.html. Accessed 12 Sep 2017.

Nickerson, Cynthi, and Allison Borchers. “How Is Land in the United States Used? A Focus on Agricultural Land.” United States Department of Agriculture, 01 Mar 2012. www.ers.usda.gov/amber-waves/2012/march/data-feature-how-is-land-used/. Accessed 12 Sep 2017.

“Population Pyramids of the World from 1950 to 2100.” PopulationPyramid.net. www.populationpyramid.net/united-states-of-america/2025.net. Accessed 12 Sep 2017.

U.S. Energy Information Administration. “U.S. Energy Information Administration - EIA - Independent Statistics and Analysis.” U.S. Department of Energy, 07 Sep 2017, www.eia.gov/tools/faqs/faq.php?id=85&t=1. Accessed 12 Sept. 2017.

Watch, National Wind. “FAQ - Output.” National Wind Watch Inc., www.wind-watch.org/faq-output.php. Accessed 12 Sep 2017.

Spring Newsletter | 2018 | 29

Germany: A Leader in Space Exploration

Germany: A Leader in Space Exploration FOCUS QUESTIONS: • What are some examples of Germany’s past and present contributions to space exploration?

• What specific research is being done in Germany that will contribute to future space exploration?

Lesson Grade Span: Middle School (7- 8) Lesson Overview As part of a study of planetary science, students investigate the exploration of our solar system. Many students may be knowledgeable about NASA, but unfamiliar with the fact that other countries also have space programs that contribute to the knowledge and engineering expertise of the international scientific community. To develop this concept, the German Space Program will be investigated. Specifically, Germany’s role in the European Space Agency’s Rosetta Mission and the International Space Station, as well as investigations from the ZARM Drop Tower at Bremen’s University Space Center will be studied.

The anticipatory set will have students brainstorm factors that scientists and engineers must consider when planning space missions and designing spacecraft. After a class discussion, students will make a labeled diagram depicting their design for a probe that could travel to a comet and send back information. After students share and revise their designs, the teacher will introduce the Rosetta Mission and Philae Lander. The teacher will explain Germany’s role in this ESA mission. The teacher will then introduce the learning objectives of the lesson and explain the culminating group project. Next, student project groups will investigate the Rosetta Mission, using videos, pictures and articles to complete a graphic organizer. Students will be encouraged to make connections to the factors discussed in their probe design and diagram. Students will also be introduced to the German Space Agency (DLR) website and asked to look over a historic timeline of Germany’s Space Program.

Next, to showcase Germany’s present role in space exploration, students will investigate Germany’s part with the International Space Station and other current missions. Students will listen to an interview with German ISS Commander Alexander Gerst and then read the article, “International Cooperation Drives Germany’s Space Ambitions.” Students will revisit the DLR website to find out more about current missions, record information, and share in their research group.

Next, looking into the future of space exploration, students will be asked to examine specific research projects being conducted at the ZARM Drop Tower in Bremen, Germany. Again, students will be asked to make connections to the factors considered when designing their space probes. Student groups will share information and discuss. Finally, students will be asked to create and present a final product (poster, video, or different form of media) depicting Germany’s past, present and future contributions to space exploration.

Suggested Time Frame Five to six class periods

Instructional Resources - Online Sources: • “Space flight in Germany – timeline including important events.”

• Wingard, Jessie. “Spectrum: Meet the commander, German astronaut Alexander Gerst.”

• Ehrenfreund, Pascale. “International cooperation drives Germany’s space ambitions.”

• Center of Applied Space Technology and Microgravity. “Projects @ Bremen Drop Tower.”

URL: http://tiny.cc/handouts_emery

30 | TOP Lessons | Teach Germany

Germany: A Leader in Space Exploration

Anticipatory Set - Focus Scenario: What if we could find out about the beginnings of our solar system and even about the origins of life on Earth by studying a comet? How could we send a probe to a comet? What factors would be considered in the design of the spacecraft? Your task is to design a probe/lander that can land on the comet and collect important data.

Photo by: Jenny Windell

Procedures

Specific teacher instructions for the focus scenario and anticipatory set are included as an online resource.

Part 1: Germany’s Past Role in Space Exploration 1. The teacher will introduce the Rosetta Mission that was led by the European Space Agency with the mission com- mand center located in Germany.

2. Students will use information from the videos, websites, articles and pictures to complete a graphic organizer on the Rosetta Mission.

3. To further emphasize Germany’s past role in space explo- ration students will be asked to explore the German Spaceflight Timeline on the DLR Website. Students will be encouraged to record interesting or insightful informa- tion from the timeline in their notebooks.

4. Specific teacher instructions for Part 1 are included as an online resource.

Part 2: Present Contributions to Space Exploration 1. The teacher will transition the students to thinking about current projects by asking: In what current projects might the German Space Program be involved?

2. The students will listen to an interview with the commander of the International Space Station—German astronaut Alexander Gerst—and read the article “International Cooperation Drives Germany’s Space Ambitions.”

3. Students will record information on Germany’s priorities and involvement in various programs as they read the article and listen to the interview.

4. Next, the students will revisit the DLR website, but this time focusing on current projects.

5. Specific teacher instructions for Part 2 are included as an online resource.

Part 3: Research to be used in the Design of Future Space Exploration 1. The teacher will remind students that Germany had a leading role in the past Rosetta Mission and currently has a leading role with the International Space Station and many other space programs.

2. The teacher will also explain that Germany is a leader in research that will be used in future space exploration. The teacher will tell students that the article “International Cooperation Drives Germany’s Space Ambitions” stated that more than 40 percent of European ISS experiments come from German research institutions. What were some of the factors that were to be addressed when planning space missions? In order for the space exploration to expand further, research on these topics needs to be conducted. Where is this research being done? What is being researched and how is it being researched?

The teacher will explain to students that research is being done at the ZARM Drop Tower in Bremen, Germany.

3. Using the resources provided, students investigate research being conducted at the ZARM Drop Tower. The teacher will encourage them to record any connections, questions or interesting or insightful information. Students should note connections to factors of space exploration previously discussed.

4. Specific teacher instructions for Part 3 are included as an online resource.

Spring Newsletter | 2018 | 31

Germany: A Leader in Space Exploration Part 4: Student Product 1. Students working in their project groups of four will be asked to design, create and present a product (educational poster, video, other media product) depicting the past, present and future contributions of Germany to space exploration.

2. The teacher will use the Project Evaluation Checklist to explain and assess each group’s project.

5. Specific teacher instructions for Part 4 are included as an online resource.

Hollice Emery is a Science educator at Exeter/West Greenwich Junior High in West Greenwich, RI, USA.

Works Cited: Center of Applied Space Technology and Microgravity. “Projects @ Bremen Drop Tower.” Universität Bremen. https://www.zarm.uni-bremen.de/en/drop-tower/projects.html. Accessed 14 May 2018.

Ehrenfreund, Pascale. “International cooperation drives Germany’s space ambitions.” ROOM - The Space Journal. https://room.eu.com/article/international-cooperation-drives-germanys-space-ambitions. Accessed 14 May 2018.

European Space Agency, ESA. “Drop Your Thesis!” YouTube, 30 Sep 2013. https://www.youtube.com/watch?v=its0ARULjcE. Accessed 14 may 2018.

Scott, Tom. “Zero-G Experiments on Earth: The Bremen Drop Tower.” YouTube, 16 Jan 2017. https://www.youtube.com/watch?v=4aCMDQsx740. Accessed 14 May 2018.

“Space flight in Germany – timeline including important events.” Deutsches Zentrum für Luft- und Raumfahrt, 04 Feb 2007. http://www.dlr.de/100Jahre/en/desktopdefault.aspx/tabid-2581/4435_read-7391/. Accessed 14 May 2018.

Wingard, Jessie. “Spectrum: Meet the commander, German astronaut Alexander Gerst.” Deutsche Welle, 30 May 2017. http://www.dw.com/en/spectrum-meet-the-commander-german-astronaut-alexander-gerst/av-39045524. Accessed 14 May 2018.

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Spring Newsletter | 2018 |

2 0 1 7 To p S t u d y To u r R e c a p s

2017 TOP STUDY TOUR RECAPS TOP 1 Dates: June 9-24, 2017 | Cities: Mainz, Geisa, Leipzig, Berlin | Group Leader: Jenny Windell Group Leader Highlight: What amazes me about the TOP study tours is that, as much as I have studied Germany in my life and as many TOP tours as I have led, I still learn something new at every meeting we have. We had many amazing experiences on the TOP 1 2017 study tour, but the meeting I most enjoyed was our visit to a BMW plant in Leipzig. At this particular location they were manufacturing their “i-Series” of electric cars. The group was fascinated to learn about how these electric cars are made and the efforts that have been taken at the plant to make sure that these cars are being sustainably manufactured. The bodies of the i-Series cars are made of carbon fiber.

They are just as strong as steel, yet when we were invited to pick them up, we could do so with one arm!

It was so much fun to see the future of manufacturing technology at this plant and I feel like we gained a treasure of new knowledge while there. n

TOP 2 Dates: June 9-24, 2017 | Cities: Tann, Hamburg, Braunschweig, Berlin Group Leader: Jan Marie Steele, with help from Dan Kelly and Jenn Nekolny Group Leader Highlight: One word that popped up often for TOP 2 was Geműtlicheit, which translates to “friendliness” or “coziness.” German hospitality was demonstrated in so many ways; from the quiet streets of Tann to the bustling train station in Berlin, from political discourse at the offices of Der Spiegel in Hamburg to our coffee & cake with fellow teachers in Braunschweig, we were treated more like old friends than visitors. Each step along our journey opened our eyes to the broad range of perspectives on life in Germany. As a fitting culmination to these encounters, members of TOP 2 spent one of our final evenings in Berlin visiting with some of Germany’s newest residents as we were welcomed into conversations with recent refugees from Syria. We recognized how modern Germany is evolving into a land whose future is coming to be defined more and more by the immigrants and ethnic diversity that we saw in its cities. Our group raises a glass to apprentice Florian, who wielded English fearlessly and inspired us all to take more risks as we seek connections with others. n

TOP 3 Dates: June 23 – July 8, 2017 | Cities: Bad Wildbad, Eisenach, Leipzig, Berlin Group Leader: Wood Powell Group Leader Highlight: As with every past tour I have led, the highlight remains being able to witness the learning that occurs when people - setting aside their personal barriers and preconceptions - simply learn from each other as fellow human beings. This is baked into every TOP study tour by design, but a group leader is never quite certain just how and when such interactions will unfold or unfold successfully. Of course this happens on one level as 16 individuals learn to cope with each other as they, together, discover their foreign surroundings. This happens on the soccer field as American adults play against German school children. This happens when a participant extends a toy to a hesitant refugee child and seconds later one could describe the scene as a community celebration.

This happens when listening to a Holocaust survivor describe her fear of current geopolitical events. This happens when locking arms with one another, sparklers aflame, to sing the national anthem on the 4th of July, feeling the coolness of the Tempelhof airfield grass under foot. Finally, this happens in the laughter that follows every Haiku…n

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2 0 1 7 To p S t u d y To u r R e c a p s

TOP 4 Dates: June 23 – July 8, 2017 | Cities: Nuremberg, Geisa, Weimar, Berlin Group Leader: Jackie Littlefield Group Leader Highlight: Selecting one highlight from TOP 4’s journey together is difficult as we experienced many. However, as our time together was coming to an end, we were privileged to tour the vibrant Kreuzberg district of Berlin. Colloquially known as X-Berg, this multiethnic community is made-up of multiple cultures and nationalities in a small urban area with a very large percentage of immigrants and descendants of immigrants, many of whom are of Turkish ancestry. Our day began with a visit to the FHXB Kreuzberg Museum where Munieb, our guide, shared a history of the area and the group was able to investigate the district and its history using an interactive floor map. Next we visited a local backyard mosque where Munieb taught us about the various features of a mosque. During our walking tour of the area he described what it was like growing up and living in the area describing its diversity by saying, “In Kreuzberg, you can be the way you want to be.” Our walking tour took us past buildings painted with vibrant art, and multiethnic shops and restaurants. Our evening ended with a magnificent meal at Tzatziki, a local Turkish restaurant. For many in the group this visit was a culmination of the many faces of Germany we had discovered during our journey together. n

TOP 5 STEM Dates: July 7-22, 2017 | Cities: Esslingen, Bielefeld, Bremen, Berlin | Group leader: Jenny Windell Group leader highlight: This was my first time leading a STEM tour, so in many ways it felt like every moment was a highlight. One of my favorite moments on the tour was when the group visited the State Academy for Environmental Education in Adelsheim, a small village in the state of Baden-Württemberg. The group had the opportunity to tour the Academy and see some of the projects students were doing on water quality. We met with younger students first who explained to us their project and findings, showing off their VERY tidy notebooks to the group. We then went outside to the on-campus pond, where a group of high school aged students were collecting water samples and performing various tests to determine the water quality. Each of our participants was paired up with two or three students, who explained to them in English what they were doing and what their findings were. Each Fellow transitioned seamlessly into “teacher mode” asking the students questions to help deepen their learning and understanding of the experiment. They then spent about 20 minutes chatting together with the students asking and answering questions about where they are from, what their interests are, what their schools are like, and much more. Let’s just say it wasn’t easy to tell the group their time was up and tear them away from their new friends! n

TOP 6 Dates: July 7-22, 2017 | Cities: Kaufbeuren, Würzburg, Leipzig, Berlin | Group leader: Kimberly Gilman Group leader highlight: Among the many amazing moments of TOP 6, one stands out as the most memorable. TOP 6 first arrived in the picturesque town of Kaufbeuren about an hour by train from Munich. Our theme was learning about how Germany addresses protecting human dignity. In Kaufbeuren, we visited a vocational school and a cultural center very involved in helping young refugees. At the school, we learned details of how refugees are being integrated into the German education system, challenges they face, and how refugee students and the school are adapting to those challenges. We were able to spend time with classes of refugee students who had prepared questions for us about current events and even historical U.S. foreign policies. While the students’ questions were pointed, they were also compelling and our discussions provided perspectives of their personal experiences as refugees which will be invaluable to share in our own classroom. One student, originally from Syria, was particularly passionate about sending a message to our students. He wants us to teach them to always choose humanity and kindness and love no matter what the situation is. n

Spring Newsletter | 2018 | 35

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