Modern Germany Update - Fall 2017

THE OFFICIAL NEWSLET TER OF THE TRANSATLANTIC OUTREACH PROGRAM

MODERN

GERMANY FALL 2017 UPDATE

EDUCATION. DIALOGUE. EXPERIENCE.

GREETINGS FROM THE TOP TEAM

TOP

TRANSATLANTIC OUTREACH PROGRAM

C O N TA CT TO P Online: www.goethe.de/top The TOP Team: (from left to right) Jan Marie Steele, Dr. Christoph Veldhues, Jenny Windell, Wood Powell

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istening and seeking mutual understanding are two key elements of the “School withoout Racism – School with Courage” project in Germany (Schule ohne Rassismus – Schule mit Courage). I fondly recall visiting the Albertus-Magnus-Gymnasium (upper secondary school) in Regensburg with the TOP 6 2015 study group to learn more about this special designation. TOP Fellows spoke with students about what they were doing to make their community a welcoming place for all. Their service learning project of helping refugees integrate seemed to be relevant and timely, as our group had landed in Germany following Chancellor Merkel’s decision to allow almost 1 million refugees to enter the country.

More than 2,500 schools in Germany have joined the forward-looking “School without Racism – School with Courage” project. Many TOP groups since 2015 have had the opportunity to visit such a school. This designation is not an award but rather an ongoing, school-wide commitment to taking action against all types of discrimination, bullying, and violence.

Because each individual plays an active role in promoting empathy and acceptance, students help facilitate difficult conversations among their peers with the goal of forging creative solutions together by listening to each other and gaining mutual understanding.

Fast forward to the summer of 2017 where I had the opportunity to lead the TOP 3 group as they toured a refugee transition camp in Friedland. I also briefly joined TOP 6, led by TOP Alumna Kim Gilman, as they participated in TOP’s first ever homestays with families in Kaufbeuren, a city in rural Bavaria with a network of volunteers going above and beyond to ensure a successful integration of refugees into their community. These transformative experiences are captured eloquently by TOP Fellows Rhonda Koppelmann and Diego DuranMedina in their respective essays, “Changing Perceptions,” (p. 26) and “How My TOP Fellowship Altered My Perception of Germany” (p. 28). Their essays reflect our mission at TOP as we strive to challenge perceptions and to set the stage for teachers and students to gain reciprocal understanding with people in Germany through our teaching materials, workshops, and study tours.

In fact, it is my hope – and the hope of the entire TOP Team – that the common thread throughout this newsletter is one of people coming together to connect and to find common ground. It is especially in the wake of tragic events such as those in Charlottesville that the importance of students developing empathy and seeking to understand alternative viewpoints becomes clear. The “Collective Memory” and “Studying the Holocaust” lessons we shared under #CharlottesvilleCurriculum reached over 6,000 people searching for ways to make sense of current events through history.

We invite you to gain insights into available resources, get inspired to plan a student field trip to an embassy or a German company, or consider connecting with a German school for a virtual exchange. We look forward to continuing our conversations with you in San Francisco at the annual National Council for the Social Studies (NCSS) conference and especially during a 2018 study tour to Germany.

Sincerely,

Wood Powell, on behalf of the TOP Team

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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 Facebook/goethetop Twitter/TOPteachGermany Instagram/TOPteachGermany YouTube/TOPteachGermany Pinterest/TOPteachGermany Flickr/TOPteachGermany

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

TOP

TRANSATLANTIC

CONTENTS

OUTREACH PROGRAM

28

6

13

30

19

About TOP

TOP Alumni Network

2 Greetings from the TOP Team 4 2017 Social Media Challenge 33 TOP at NCSS 33 2017 TOP Fellow of the Year Announcement 39 TOP at a Glance

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My TOP Ambassador Experience

Alumni Contribution by Rachel Sykora

12 19 20 21

I’m a TOP Alum and I want to give back…

Alumni Contribution by Janet Ruest

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TOP Alumni News

TOP Alumni Mini-Grants Leading a TOP Workshop Spreading the Word about TOP

TOP in the Classroom

TOP Study Tours

5 6

Hands-on History Kits

Greetings from TOP Guides

Alumni Contribution by Matt Smith

25 26

8 9 13

Cultural Corner

28

How My TOP Fellowship Altered My Understanding of Germany A TOP Fellow Essay by Diego Duran-Medina

16

Loud & Clear: Bosch Acoustic Engineers offer Sound Career Options for STEM Students

Students of TOP Alumni visit the German Embassy

Going Green Students as Transatlantic Ambassadors Alumni Contribution by Amy Perkins and Volker Bausch

30 32 38

Changing Perceptions A TOP Fellow Essay by Rhonda Koppelmann

2017 TOP Study Tour Recaps 2017 TOP Fellows TOP Study Tour FAQ

Alumni Contribution by Dawn Leigh and Scott Noet

22

Getting into a German University – My Application Experience Alumni Contribution by Jake Gordon

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP.

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2017 SOCIAL MEDIA CHALLENGE 2017 TOP Fellows were challenged to share their study tour experiences via social media. There were hundreds, if not thousands, of posts over the course of the summer, but we narrowed them down to just three winning posts. Congratulations to Darcey Brooten (TOP 4), Sarah Haeberlin (TOP 1), and Kristi Smith (TOP 5 STEM)!

To view other posts from the summer and see what each of the groups experienced in Germany, search for #TOPstudytour on Facebook, Instagram, or Twitter.

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1st Place Darcey Brooten TOP 4 2017

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2nd Place Sarah Haeberlin TOP 1 2017

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3rd Place Kristi Smith TOP 5 STEM 2017

COVER PHOTO The TOP 6 2017 Fellows were welcomed into a lively discussion with refugee students in vocational training at the Staatliche Berufsschule Kaufbeuren.

“HANDS - ON HISTORY” KITS Each kit comes with a set of TOP teaching materials, as well as lesson plans developed by former TOP Fellows, which cover every spectrum of the social studies from elementary through secondary. In addition, each kit will come with access to an online “livebinder” of resource materials to assist you in planning and implementing the use of each kit.

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othing brings history to life better than hands-on learning.

TOP 5 2015 Alum Bruce Mize created a collection of kits with authentic materials from Germany to share with other educators. Currently, there are five kits available with the following themes: East German Stasi, Berlin Wall, Immigration, Renewable Energy, and East German and West German Economics.

To request a “Hands-on History” artifact kit on modern Germany, scan the QR code and fill out the request form. You can also contact Bruce Mize directly at bruce.mize@westpoint.k12.ms.us.

Kits can be loaned out for a maximum of two weeks. The cost of shipping to your destination will be taken care of. All that is asked is that you cover the cost of shipping the kit back so that it can be made available for others. Help your students grasp history by bringing Germany to them! n Request a kit for your students! http://tinyurl.com/ycnggorp

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A L U M N I CO N T R I B U T I O N

By Matt Smith, TOP 5 2015,

Old Mill Middle School South students and teachers were impressed by a piece of the Berlin Wall at the German Embassy with their host Mr. Holger Mahnicke.

Students of TOP Alumni Visit the German Embassy

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n 2015 I was proud to participate in a study tour for social studies teachers with the Transatlantic Outreach Program. I would certainly say that the experiences of a TOP fellowship are unrivaled among travel study opportunities. Our fast-paced, two-week study tour took us to locations across Germany. For a social studies teacher, there’s not much that can compare to a visit to Point Alpha.

This Cold War-era American base is located near the Fulda Gap, just outside the peaceful town of Geisa. It also just happens to be about fifteen miles from the small town of Kaltensundheim, the hometown of my second great-grandfather. Now, two years later, those beautiful rural hills on the western edge of the state of Thuringia linger in my mind. Finding a personal connection to German culture and heritage was certainly a common theme for TOP Fellows. And, as a teacher, I am always looking for ways to inspire and motivate my students to become more connected to the world around them.

Every spring, throngs of students board school buses bound for a host of popular field trip destinations in and around Washington, DC. As a lifelong resident of Maryland, I am able to recount my own childhood visits to the National Zoo, the Capitol Building, an exhaustive collection of monuments, and the museums of the Smithsonian Institution.

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As an educator, it is my goal to involve students in as many unique opportunities as can possibly be experienced within a day’s travel from school.

I have always thought that a visit to an embassy would be a remarkable experience for students.

Finally, this year I was able to make that dream a reality.

I have taught social studies at Old Mill Middle School South in Millersville, Maryland, for 21 years.

Four years ago, the school was officially transformed into a STEM middle school, bringing a wide range of new opportunities for students. Our STEM program is led by Marie Hartman, STEM Department Chair and 2016 TOP STEM Alumna. Marie frequently leads field trips for STEM students, and I knew she would be excited to help plan a trip to the German Embassy.

Being TOP Alumni, Marie and I knew that the TOP Team would be willing to help us contact the embassy. I emailed Jenny Windell, who is the TOP Public Relations and Alumni Coordinator and who also led my study tour. Jenny quickly got to work connecting me with the German Embassy. I was soon contacted by Ms. Ines Teisseire, a member of the staff at the Embassy of the Federal Republic of Germany, and we began planning a student visit.

Ms. Teisseire arranged for our group of 20 students

I AM ALWAYS LOOKING FOR WAYS TO INSPIRE AND MOTIVATE MY STUDENTS TO BECOME MORE CONNECTED TO THE WORLD AROUND THEM.

with contribution from Marie Hartman, TOP 3 STEM 2016

Every student was warmly welcomed with a seat at the table of the meeting room, as well as a collection of information and small gifts from Germany.

Mr. Mahnicke presented information on various topics of German culture, history, and geography, and he graciously allowed students to ask questions on a wide range of topics. Student questions included what German perspectives might be on the French presidential election, and German views of American politics. Some other students were curious about the current borders of Germany, and Germany’s foreign relations with neighboring countries. This was really one of those magical moments for me as a social studies teacher. Here we were with a diverse group of middle school students asking questions about the social and political climate of Germany and the world. The discussion reminded me of the experiences I had as a TOP Fellow while touring Germany and meeting business leaders, government officials, and college professors. At that point, Marie and I knew that our students were having exactly the kind of learning experience we had wanted for them. They were not only learning about intercultural exchange, they were living it.

After our discussion, we were escorted out onto the beautiful embassy grounds. Unlike so many of the embassies found on Massachusetts Avenue, the well-known Embassy Row, the grounds of the German Embassy are situated on Reservoir Road, a less busy street. Mature trees and gardens pro-

With German Consular offices located in Atlanta, Boston, New York, Chicago, Miami, Houston, Los Angeles, and San Francisco, there are undoubtedly opportunities for students outside of the Washington, DC, area to learn more about Germany and Germany/U.S. relations. Our embassy visit afforded students the chance to become connected to the world of diplomacy in a way that most adults have not experienced. Model United Nations students are involved with global issues throughout the year, and this rare chance to be a part of international diplomacy helped our Model U.N. students to refine their understanding of German perspectives and Germany’s influence on the world stage.

Planning any student field trip can be challenging, and a visit to an embassy will require careful planning. We learned quickly that embassy staff members maintain busy schedules that are subject to change.

Certain times of the year will be more difficult for embassy staff to accommodate the needs of visitors, so teachers planning a visit should be prepared to consider a range of dates that might work.

Given the security measures that are a part of embassy access, visiting groups should arrive with time to spare. Marie and I arranged for students to visit the National Gallery of Art before going to the embassy, allowing students some time to appreciate the art and eat lunch in the museum cafeteria before proceeding to our meeting at the embassy.

We found the morning visit to the art museum an excellent way to get students thinking about what they observe in our world. I would encourage teachers to consider the path less traveled in the world of student field trips, and visit a foreign embassy or consulate to give your students an opportunity unlike any they’ve had before. Marie and I feel a great sense of gratitude toward the Embassy of the Federal Republic of Germany and the Transatlantic Outreach Program for helping to make our student embassy visit a huge success, and one which we hope to replicate for future students. n

AT THAT POINT, MARIE AND I KNEW THAT OUR STUDENTS WERE HAVING EXACTLY THE KIND OF LEARNING EXPERIENCE WE HAD WANTED FOR THEM. THEY WERE NOT ONLY LEARNING ABOUT INTERCULTURAL EXCHANGE, THEY WERE LIVING IT.

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Well in advance of our visit, we submitted the names of each participating student, teacher, and parent to the embassy. Upon arrival, embassy staff verified each visitor and allowed us to proceed through security and onto the grounds of the embassy. We were met by Ms. Teisseire, and she escorted us into the building. Students were impressed by the level of security at the embassy, and they thought it was interesting to consider that they were standing in German-controlled territory within Washington. Most students in attendance were members of the Old Mill Middle School South Model United Nations Club or had participated in Model U.N. activities in their social studies classes. Many students were also part of the STEM program. Before the day of the trip, students had considered what questions they might ask while meeting with Mr. Mahnicke.

vide a tranquil setting that is nearly as inviting for visitors as the dedicated staff who hosted us. Of course, the students were immediately attracted to a surviving segment of the Berlin Wall on display. Mr. Mahnicke suggested a group photograph around the wall, and students were given time to closely examine the graffiti on it. There is a protective plastic guard over the wall segment, offering further testament of the importance of the wall in the history of post-World War II Germany.

Marie Hartman TOP 3 STEM 2016

Marie Hartman is the STEM Department Chairperson at Old Mill Middle School South in Millersville, Maryland.

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to meet with Mr. Holger Mahnicke, Head of the Communications and Culture Department.

Matt Smith TOP 5 2015

Matt Smith now teaches seventh grade social studies at Central Middle School in Edgewater, Maryland.

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CULTURAL CORNER

WHAT WE’ VE BEEN READING, WATCHING, AND ENJOYING

Come on Over!

Have you been looking for fun ways to help your students learn more about European countries?

This card game would be just the thing. Played similar to the concept of Apples to Apples, one player presents a tourist who is looking for something in particular. Based on the criteria shared, other players do their best to persuade the tourist to “Come on Over!” to their European country (which remains a mystery to add to the suspense). This game is wacky and full of hilarious facts and fascinating cultural tidbits. Players use their own creativity to create stories out of these facts, so each round opens up new, humorous exchanges about Europe. Available in English, German, and French, your school’s world language teachers may also be interested in exploring this game! Perfect for players age 12+, it is best enjoyed in groups of 3-8 people. Order your game at http://www.kommzumir.eu/en/. n

Luther 2017 Website Here I Stand To commemorate the 500th anniversary of Martin Luther’s 95 Theses and the ensuing events that came to be known as the Reformation, exhibitions and online resources have been created to help you and your students research this topic from anywhere. The “Here I Stand” website invites you to step back into the time of Luther and reflect on his work, his life, LET’S EXPLORE MODERN and the historical context in which he GERMANY lived. Additional videos and interactive 3.1 resources can be used in the classroom: Turning Points http:// here-i-stand.com/en/ . n

LESSON TI E - I N

Almanya: Willkommen in Deutschland

Watch the trailer for Almanya here:

With warmth and a sense of humor, this film portrays the lighter side of the experiences of Turkish guest workers as they adapt to life in Germany.

Main character Hüseyin Yilmaz came to Germany from Turkey as a guest worker in 1964, and later brought his wife and children. His granddaughter recounts their family history – while the clan is “back home” on holiday. Where their real home is, however, is a question they are all confronted with. Although this film may not be appropriate for use with your students, it will give you deeper insights into a side of Germany you may have only briefly encountered. n

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LESSON TI E - I N GERMANY IN FOCUS

2.1

Demographic Diversity: Turks

NOW W

new STITH EM CONTE

NT!

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A L U M N I N E T WO R K

My TOP Ambassador Experience

TOP 1 2014 outside Deutsche Bank Headquarters, Frankfurt, Germany

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hen I first heard that TOP was looking for Alumni to participate in an Ambassador program, I was immediately compelled to volunteer my services. Anyone who has participated in a TOP study tour surely recognizes what a phenomenal opportunity it is to travel internationally with like-minded educators passionate about promoting global connections and cultural understanding. The exploration of modern Germany through the lens of the educational system, coupled with direct interactions with teachers, students, leaders of industry, and community members, serve as inspiration for powerful classroom learning experiences for students all across the United States and Canada. As my TOP trip was one of the most rewarding professional development opportunities I have had the privilege to experience, I was naturally very interested in serving in an Ambassador capacity.

Unlike many TOP educators, I did not personally know anyone who had participated in a TOP program prior to my trip as a member of TOP 1 in 2014. Therefore, the concept of serving as point of contact for educators in similar circumstances appealed to me. I was excited to make connections with a new group of educators preparing for their travels, and interested to see the newer support initiatives developed in recent years by TOP, including the offering of pre-tour webinars. After enthusiastically communicating my interest in serving as a TOP Ambassador, I received detailed information from TOP

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By Rachel Sykora, TOP 1 2014

staff including their vision for the Ambassador Program, and Frequently Asked Questions to help guide my support of new travelers. I was also provided a timeline for further communication that included a conference call with other Ambassadors and an invitation to participate in a pre-tour webinar with one or more of this year’s TOP groups.

One of the most enjoyable aspects of serving as a TOP Ambassador was participating in one of the webinars designed to provide TOP Fellows with pertinent information about their upcoming travels. I was able to join the discussion in support of this year’s TOP 1 group. Through this experience, I was quickly reminded of the excitement I experienced before my own TOP trip, particularly when the preliminary itinerary was revealed, and participants discovered for the first time which locations they would be visiting within Germany. As an Ambassador, I contributed to the webinar by sharing details of my own TOP travels and answering any questions the group had from the perspective of a former participant. Many questions centered around what to expect from classroom visits throughout Germany, and what advice I could offer for ensuring the best possible experience while travelling. As I am a firm believer in immersing myself as fully as possible in the local culture of the places I visit, I encouraged the group to meet, interact, ask questions, and dialogue with anyone and everyone who would be willing to engage with them during their

time in Germany. The interactions I experienced with locals both in an official capacity as part of the daily TOP schedule, and in our free time, served to inform and solidify an understanding of modern Germany above and beyond what can be gleaned through simply reading or studying global issues in isolation. The openness to dialogue, and the frank nature by which Germans contend with their own dynamic past and present are part of what make Germany, and Berlin in particular, a favorite place for my own repeated travel.

When I shared with the group that I have returned to Berlin several times in the subsequent years following my TOP trip, many of the webinar participants were interested in hearing recommendations for how to make the most of the evenings

I am certain that this year’s TOP programs were a success, and that the additional support provided through the Ambassador program made every educator feel more confident in their decision to participate. As this newest group of TOP Alumni return to a new school year and begin translating this powerful experience into meaningful learning opportunities for students, I hope they will also strive to maintain connections with the TOP network. I have found that teachers who engage in experiences like TOP often manage to find other avenues to continue to travel and explore the world. Social media provides a fantastic platform for maintaining contact with the TOP organization, individual Alumni, and new friends from Germany. I enjoy staying in touch with those I

I ENCOURAGED THE GROUP TO MEET, INTERACT, ASK QUESTIONS, AND DIALOGUE WITH ANYONE AND EVERYONE WHO WOULD BE WILING TO ENGAGE WITH THEM DURING THEIR TIME IN GERMANY. and partial free day incorporated into the schedule. I promised to create a document to share with the group highlighting some of the more unique and lesser-known discoveries I have made about Berlin. After the webinar, I began work to develop and share this resource, which included a brief description, location, and photograph associated with each of my recommendations. The feedback in response to this contribution was overwhelmingly positive, and I hope those that received the information were able to take advantage of the offerings to enhance their Berlin experience.

After the webinar, I was paired with two of this year’s TOP Fellows. I immediately reached out to both, and we exchanged preliminary introductory e-mails. I offered to provide any support for their upcoming trips. The pre-trip support and resources available through TOP are already very thorough, and the two Fellows assigned to me did not require much of my assistance beyond initial introductions and my promise of continued availability to answer questions especially as their departure dates approached. The time I spent interacting with this year’s TOP 1 group, creating a resource to support their travels to Berlin, and answering questions for the Fellows assigned to me, in total only equated to a few hours of my time. I was happy to dedicate my time to this mutually beneficial purpose, as reengaging with the TOP network, meeting new educators, and reflecting on my past TOP experience was well worth the commitment.

Supporting Germany in their World Cup 2014 victory with fellow TOP 1 participant Shayne Dove have met and continuing to follow their amazing journeys all over the world. I would recommend the Ambassador program to any TOP Alumni as a unique way to maintain connections with the organization, and to continually share in the excitement that this type of opportunity provides. As the Ambassador program grows, I hope to continue to offer support and advice to any educator looking to make the most of this meaningful and memorable professional opportunity. n

Want to read Rachel’s tips for visiting Berlin? Go to: http://tinyurl.com/yax83x4m

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A L U M N I N E T WO R K

m u l a P O “I’m a T ant to and I w k…” give bac

Fact: TOP has the best group of alumni, ever. We know that you all are constantly sharing what you learned on your TOP study tours with your students, promoting TOP to your colleagues, and bringing new, talented educators to the program. It is because of your support that the program continues to thrive and grow. Thank you!

As much as you all do, we often hear alumni say, “I want to do more for TOP, but I don’t know what to do.” We are honored that you want to share your valuable time with us, whether that be just a few minutes or several hours, and we have brainstormed a list of ways you can stay involved with and help the program:

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Share TOP resources with your colleagues. Go to the TOP website, order the teaching materials you’d like to share, and receive them at no cost!

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Report your TOP workshops.

If you do lead a workshop, please let us know by sending an email to Jan Marie Steele, TOP Education Coordinator (jan.steele@ goethe.de). The number of professional development workshops being led each year is a key indicator of the success of the program, and we want each and every TOP workshop to be counted.

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Lead a TOP workshop at a neighboring school or district. If you have told just about everyone you know about your TOP experience, reach out to neighboring schools and districts – they may not know about the program yet. Remember that TOP accepts both social studies and STEM teachers. This may be an expanded target group for you.

Participate in TOP mini-grant, blog, essay, and photo competitions.

These initiatives are designed to support your efforts to teach about modern Germany in the classroom and to generate content for TOP to use in its newsletters, website, and social media.

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Mentor a colleague. Identify a coworker who you think would make a great TOP Fellow. Then mentor them through the application process by helping them lead a workshop, showing them how to use Send the TOP study tour TOP materials in their classroom, proofreading application to your profestheir essays, and writing a recommendation letter sional organizations and for their application. contacts.

Become a “TOP Ambassador.”

Write an article about your Not every TOP Fellow knows Offer to host a meet-up experience with TOP for your someone who has been through for local TOP Alumni. state social studies council the program. We need a dedicated We can help you idennewsletter. group of alumni who are willing to Share TOP posts and tify and invite other volunteer their time to speak with announcements in your Alumni in your area! accepted TOP Fellows and help social media networks.

These fun, casual events them prepare for their study tours. can help you build your professional network and give you new perspectives on how others If you would like to volunteer your time or have questions about any of these are incorporating what opportunities, please contact TOP Public Relations and Alumni Coordinator they learned in GermaJenny Windell at jenny.windell@goethe.de. ny into their lessons.

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By Amy Perkins (TOP 6 2013) and Volker Bausch

Students as Transatlantic Ambassadors

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oo often our classrooms are confined by the walls that surround them. Our students assemble in sterile spaces detached from the world and disconnected from the historical witnesses and experts best positioned to excite their curiosity.

However, friendships formed among TOP participants and transatlantic networks enabled by evolving technology offer alternatives for teachers who want more for their students.

Amy Perkins, a 2013 TOP Alumna, knows this from personal experience. She recently partnered with Volker Bausch, former Director of the Point Alpha Foundation, in an ambitious research project spotlighting the geopolitical importance of the Fulda Gap throughout the Cold War. Located in central Germany, the Fulda Gap is an area of gentle, rolling hills once bisected by the heavily fortified border between East and West Germany, part of what came to be known as the Iron Curtain. NATO forces feared that the region’s open landscape would enable a potentially devastating Soviet invasion into West Germany during the Cold War. In an effort to prevent this outcome, NATO forces, equipped with attack helicopters, battle tanks, and short range nuclear weapons, occupied the region for nearly 40 years. Their military post, Point Alpha, survives today and currently functions as a museum and a lasting reminder of Cold War hostilities.

Eager to raise awareness about the Fulda Gap and promote transatlantic studentto-student dialogue, Volker met with students of TOP Alumni in 2016. Together, they brainstormed ways in which TOP could leverage its position to facilitate collaboration between American and German schools. This brainstorming session proved productive. In April 2017 Volker paired Amy’s World History students at Lakeshore High School in Stevensville, Michigan, with English-speaking students at Modellschule Obersberg in Bad Hersfeld, Germany. Amy coordinated the project with her Ger-

LESSON TI E - I N GERMANY IN FOCUS

4.1

Timeline of post-WWII/ Cold War Germany

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A L U M N I CO N T R I B U T I O N

Amy Perkins TOP 6 2013

Amy Perkins teaches World History, AP World History, US History, AP US History, and Civics at Lakeshore High School in Stevensville, Michigan.

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A L U M N I CO N T R I B U T I O N

Lakeshore students welcomed guests to their classroom in person and via Skype.

LESSON TIE- IN GERMANY IN FOCUS

4.3

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Ostalgie – Remembering Life in the GDR

Volker Bausch

Volker Bausch is the former director of the Point Alpha Foundation and Point Alpha Academy in Geisa, Germany. Now based in Chemnitz, he coordinates transatlantic virtual exchanges between schools and consults on educational projects.

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The German students from Bad Hersfeld researched their country’s history at the Point Alpha Museum for their American friends.

man counterparts Rüdiger Maibaum, Jürgen Relke, and Gerd Sigl. The two groups of students collaborated via Skype, WhatsApp, and Snapchat. Students in Bad Hersfeld toured Point Alpha on foot and produced videos documenting their experience. They also crafted claymation videos that detailed East Germans’ courageous attempts to cross the border into West Germany. Meanwhile, Lakeshore students conducted research using materials provided by Volker, scholarly articles published online, and detailed testimonies given by U.S. veterans who once were stationed at Point Alpha to guard the Fulda Gap region. The student groups shared their findings in a video conference via Skype and used the information, images, and videos to produce their culminating project: an interactive ArcGIS storymap. The students published their storymap online in late May. Within two weeks, their multimedia presentation had secured over 1,500 views and attracted attention from the U.S. Embassy in Berlin.

What began as a simple desire to pair an American school with a German school quickly evolved into a rewarding cultural exchange, an insightful investigation into history, and the publication of an online resource that sheds new light on Cold War tensions. Students on both sides of the Atlantic emerged as active participants in their own learning. They became scholars, diplomats, and lasting friends. For them, the study of history was not a mere exercise in futility. Rather, it was a means by which they could better understand cultural differences, enduring tensions, and the common bond of humanity that unites us all.

Volker and Amy remain indebted to several people who ensured the success of this transatlantic project. Wood Powell, TOP Managing Director, initially facilitated the partnership between Volker and Amy. The Hessian Center for Civic Education (HLZ) in Wiesbaden, Germany, generously financed the collaboration between the two schools and the staff at Point Alpha. Sergeant Mel Sanch of the 11th Armored Cavalry Regiment reserved time to meet with Lakeshore students and share with them his

Sergeant Mel Sanch of the 11th Armored Cavalry Regiment shares his memories and pictures of his time stationed at Point Alpha with the students engaged in this exchange.

S TU DENTS ON BOT H SID ES OF T HE ATLA NTIC EMERGED A S ACTIVE PARTICIPANTS IN THEIR OWN LEARNING. THEY BECAME SCHOLARS, DIPLOMATS, AND LASTING FRIENDS. experiences guarding the Fulda Gap in the mid-1970s. Tom Lindenberg, former resident of West Berlin, also visited the students and shared his childhood memories of the Berlin Blockade, airlift, and escalating tensions during the first decade of the Cold War. Finally, the dedicated team at TOP in Washington, DC, provided the inspiration for this ambitious project through their steadfast commitment to educators.

TOP Alumni can easily coordinate similar experiences for their students. First, consider the historical development or STEM-related topic that you and your students would like to investigate. Which regions, schools, businesses, or individuals affiliated with TOP and/or located in Germany are best-suited to assist with your investigation? Use online resources or contact TOP staff in Washington, DC, to identify institutions or individuals who might be willing to partner with you. Skype, Facetime, Google Hangouts, and WhatsApp are convenient options for video conferencing with your German partners. However, as you schedule your video conference please consider the reliability of your school’s internet connection, the availability of bandwidth, and time differences that might affect your video interaction. If you wish to exchange/edit text or images with your German partners, WhatsApp and Google Docs are excellent options. Finally, for historically-themed projects, consider using Google Cardboard. This free app enables you and your German partners to record 360 degree images of physical locations, thereby enabling you to tour (virtually) a location in Germany that is relevant to your research.

Technology and TOP make it easier for students to connect with the world in a meaningful way. These connections, facilitated by dedicated teachers, invite students to assume a more active role in their learning. Ultimately, their experiences will push past the cinderblock walls of their classrooms and empower them to lead global discussions about history, science, and technology. n

LESSON TI E - I N GERMANY IN FOCUS

2.5

Youth in Germany

You can view the students’ multimedia ArcGIS storymap online by visiting:

“Curtain Call: A Divided Germany, A Resilient People” https://goo.gl/zk2aVj

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A L U M N I CO N T R I B U T I O N

By Dawn Leigh & TOP 2 2006 Alumnus Scott Noet

Loud & Clear:

Bosch Acoustic Engineers offer

Sound Career Options for STEM Students

Bosch welcomed STEM students at their location in Burnsville, Minnesota.

A Real-World Word Problem This was not the auspicious start we had planned for our middle school STEM field trip. As we barreled down the interstate to our meeting with Bosch acoustic engineers in Burnsville, Minnesota, this message croaked in pubescent fashion from the back of the bus twenty minutes before our scheduled arrival time: “Um, Mr. Noet and Mrs. Leigh? It says on the website that the restaurant we are going to for our business lunch is kinda closed... like, forever.”

Real-World Word Problem: A restaurant inexplicably closes on the day of the field trip! How many minutes does it take two middle school teachers to find a replacement restaurant suitable for a working business lunch for 40 eager STEM tweens whilst careening down the interstate @ 70 mph in a yellow and black Bluebird diesel school bus?

“NATIONAL, STATE AND LOCAL PROGRAMS SHOULD INTRODUCE STUDENTS EARLY AND OFTEN TO THE MANY CAREER OPPORTUNITIES THAT REQUIRE STEM SKILLS, WHICH CAN PROVIDE STUDENTS WITH REAL- LIFE EXAMPLES AND EXPERIENCES IN THE DIFFERENT WAYS THAT STEM SKILLS ARE USED IN JOBS OF ALL KINDS…”

--Business Roundtable

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Though it was ripped directly from a teacher’s real-life field trip nightmare, it allowed us to model our critical thinking, teamwork and problem-solving talk in front of our students in real time.

A Stipend for STEM Students Although the restaurant debacle was an unforeseeable eye-poke from the fickle finger of fate, the strangest aspect of the whole field trip frenzy may just be that the two middle school teachers involved represent the math and (gasp!) social studies departments respectively. What’s next? Oil mixing with water and dogs chilling with cats? Though the merging of these disciplines in our local E-STEM (Environment- Science, Technology, Engineering and Math) model is anathema to some, organizations like the Transatlantic Outreach Program (TOP) are willing to support tearing down traditional single-subject silos that stand in the way of authentic experiential learning. All of which is to say that the TOP Alumni Grant allowed us to offer this learning opportunity to our middle school kids in the form of visiting a Germanbased STEM business operating in Minnesota. This field trip model reflects the Business Roundtable statement included left which advocates for student exposure to real-life examples of STEM skills in the workplace.

It had been a grand grant proposal indeed and, once awarded, all that was left was to find a German-based company with employees steeped in STEM to welcome a gangly group of middle

With that chance encounter, the Bosch ball (bearing) was rolling.

But wait, there’s even more. The cherry on the STEM sundae is that the Bosch facility in Burnsville designs and tests ElectroVoice microphones and speakers. As Mr. Parker pointed out, “Of course it’s the speakers – and the fact that Bosch has relationships with several rock ‘n’ roll bands – that is most relatable to junior high students.”2 We had a business ready to welcome us and products relevant to our middle-level students.

• How are all areas of STEM used when designing a product?

• When does prototyping begin in the design process?

• How does Bosch promote innovation in the workplace?

• How does sustainability and environmental responsibility drive growth towards innovation?

• Does one person or a team come up with ideas for new products?

• Do you feel that this career has helped you to see the world differently?

• How does Bosch determine where in the world a certain product will be produced?

• What is the ratio of female and male engineers at Bosch Burnsville? (one of many questions about women in engineering) Our students met prior to the day of the field trip to create their teams, plan their questions, and assign specific roles to group members to produce a final product designed to relate their experience to their peers. We wanted to give our kids a chance to combine their new experiential STEM knowledge with their collaborative and communication skills in developing creative presentations about acoustic engineering for their classmates upon their return to the classroom.

The Build-Up to Bosch

Engineers, Equalizers, and Anechoic Chambers

school kids into their workplace. The opportunity to realize this field trip came unexpectedly in the form of “Evan’s dad,” a.k.a.

Steve Parker, a senior product manager at Bosch Burnsville.

Picture, if you will, 150 7th graders and their parents crammed into the middle school media center on orientation day. A teacher makes a comment about getting families through the registration stations quickly, and Mr. Parker agrees that would be a good idea because he had to catch a flight to Germany. (As a TOP Alum, Mr. Noet is contractually obligated to ask where in Germany he was headed, right?) Mr. Parker’s reply, “Bosch in Stuttgart,” led to beams of light, angelic choruses, and the less ethereal exchanging of business cards.

Like all educators, we live in a student-centric universe where we are driven to do anything we can to help our kids realize their potential, and we saw this venture as a valuable way to do just that. With a date and a plan in place, we strategized how to fill the seats in the bus with eager young minds. We created an application to participate in this field trip and used our prep periods to canvas the school doing our best carnival barker routine. We ended up with 80 completed applications for 30 available seats which we managed to push to 40 thanks to the kindness and excessive tolerance of our Bosch hosts. Since asking quality questions is vitally important in any line of work, we were quite pleased to see the following on various applications coming from our junior high students:

Nervously, the students eyed the water and fruit as they were directed to the table where their laminated and lanyarded personal nametags were lined up alphabetically by last name. At this point, the two questions were, “Can we keep the nametags and lanyards?” and, “Is this food and water really for us?”

Next, the students were seated and greeted with a warm Bosch welcome and divided into two groups of 20 to alternately meet engineers and tour the research and development department.

In a formal presentation room, one group of students was exposed to a rotating wheel of expert engineers who explained what they do in the production process. Giant magnets and prototypes were passed around, and the information exchange between engineers and students was fast and furious.

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A L U M N I CO N T R I B U T I O N

The Bosch Scholars are Born We wrote this grant to give students an opportunity to see themselves in the world beyond school, and perhaps glimpse a possible future in a STEM field. In partnership with TOP and Bosch, we strove to create an experience where students felt empowered to learn, discuss, and produce in a “professional” setting. We set expectations high as we prepared for both an engaging engineering experience and a productive post-Bosch working business lunch.

Without exception, the students rose to the occasion. They listened actively, took copious notes and asked (mostly) insightful questions during their time with the various Bosch engineers.

The engineers rewarded the kids’ curiosity by energetically answering questions and sharing the enthusiasm they possess for their piece of the audio equipment puzzle.

The very way the students handled themselves inspired our reply to the question from the maître d’ of the hastily booked replacement restaurant (the solution to our real-world word problem). As we entered the restaurant, he greeted us with, “What kind of executive group have you brought from Bosch?” We answered by promptly coining the term, “The Bosch Scholars.” As the students booted-up school laptops, scoured their notebooks for insights, conversed with group members, and planned projects over lunch, they received the highest compliments from the restaurant staff, assured us that there would always be room to serve the Bosch Scholars.

This serves as a vivid reminder that students will live up to and exceed expectations, and that opportunities provided for them to think big and think globally are never a waste of time or resources. Students left that restaurant and crossed the parking lot toward the yellow school bus with the confidence of the secure and amazing people they will soon grow to be.

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Wishes “Grant”ed We appreciate the TOP Alumni Mini-Grant which allowed us the opportunity to enrich the educational lives of our students by providing the funding to explore partnerships with Germanbased companies. What out-of-the box crazy ideas inspired by your Germany experience would you like to bring to your students, classroom, or school? Remember that being a TOP Fellow is a forever thing, and this grant is yet another way the Transatlantic Outreach Program continues to support TOP Alumni and their students. n Notes

1 Business Roundtable “Encourage Students to Study and Pursue Careers in STEM Fields.”, Business Roundtable, Oct. 2013 pp. 1-2 https://tinyurl.com/y7haey2s 2 Anderson, R. “Owatonna junior high students visit Bosch in Burnsville for STEM field trip.”, Owatonna Peoples Press, 22 May 2017 pp. 1-3. https://tinyurl.com/ydfpkb5m

Answer to Word Problem: 9.5 minutes (this includes the initial 30 seconds of wide-eyed paralysis while processing our plight)

Please visit the TOP Blog to read the full version of this article: http://bit.ly/2ym8GdN

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The Bosch “bass”ment experience was completely different for the students as they descended the staircase to the depths of the building and the sound cellar. Students were led from room to room to explore the various product performance tests that put speakers and microphones through their paces during research and development.

The most frequently mentioned aspect of the tour revolved around the Anechoic chamber. Some students overcame their trepidation in standing on a floor made completely of “chicken wire” while Mr. Noet and Mrs. Leigh requisitioned the use of the sound-dampening panels for middle school classroom use. It was a once in a lifetime middle school teacher moment standing in a completely silent student filled room.

Dawn Leigh

& TOP 2 2006 Alumnus

Scott Noet

Dawn Leigh teaches math and Scott Noet teaches social studies at Owatonna Middle School in Owatonna, Minnesota. They taught together on an Environmental STEM (E-STEM) team for five years where the STEM subjects are integrated with the humanities to create opportunities for interdisciplinary connections and authentic learning opportunities.

TO P A L U M N I M I N I - G RA N T S

2017 Alumni Mini-Grant Winners SPRING 2017 | Teaching STEM through Fairy Tales Jennifer Linder (TOP 6 2014) Daniel Street Elementary School | Lindenhurst, NY

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his afterschool program introduced STEM through German culture and fairy tales to English language learners (and their peers) in first grade. This pilot program was the first program within the district that allowed students at this primary level access to STEM activities. Meeting once a week for one hour, this program had a total of six sessions in which students explored information about Germany while completing hands-on STEM projects related to fairy tales such as Little Red Riding Hood (zip line construction), Rapunzel (parachutes), and the Three Billy Goats Gruff (bridge design). Our STEM through Fairy Tales unit posted on social media, community newspapers, and created a STEM Through Fairy Tales website.

FALL 2017 | Never Gnome Alone: An Environmental Sustainability Project with a Focus on Germany Evan Chapman (TOP 2 2015) | Stonewall Jackson Middle School | Mechanicsville, VA Garden gnomes (Gartenzwerge), first created in 18th century Germany, have long since been a symbol of the natural environment and environmental awareness for many Germans. We will deepen student learning and engagement for Science and German students by focusing on STEM related German companies and their environmental footprint on Germany and the rest of the world. We will expose students to sustainability programs and projects from businesses, schools, the government, and allow them to create a gnome character that best represents a chosen environmental idea to help promote environmental issues and sustainability within our local school community.

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TOP Alumni Mini-Grant Announcement

Criteria: The purpose of this Mini-Grant is to support a class, club, or school-wide project that encourages students to learn about, research, experience, and discuss current issues using Germany as a case study. You may propose funding for a project on any topic that is of interest to your students, as long as it relates to contemporary issues in Germany. We encourage projects that involve online exchanges with German students and are happy to help connect you with a partner teacher.

Eligibility: Mini-Grants are available to all TOP Alumni (past Fellows) and can be used to support a class, club, or school project at any grade level.

In the spirit of continuing the dialogue on modern Germany and increasing global competency in North American classrooms, TOP offers its Alumni funding for class, club, and school-wide projects related to current issues in Germany.

Available Funding: TOP Alumni may apply for Mini-Grants to fund projects in the amount of $500 - $2,500. Your proposal should include a detailed budget for the project, with the proposed total project cost falling anywhere within the available range. Funding could be used, for example, to pay for project-specific supplies, local student transportation, classroom equipment for online exchanges, newspaper subscriptions, etc. All requests for funding must be directly related to what you need to carry out the proposed project with your students. We will not fund: teacher travel without students; basic school supplies such as paper or pencils; food/beverage costs, etc.

Application Process: Proposals should be approximately 2-3 pages in length and provide a title and detailed description of the project, its objectives, activities, and learning outcomes. Proposals should also include a detailed project budget. All proposals should be submitted as an email attachment to top@washington.goethe.org.

Deadlines and Project Period: Proposals will be accepted on a rolling basis.

Projects should be completed within the same school year as the grant is distributed.

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WORKSHOPS

Where’s the next TOP Workshop?

At YOUR school!

The January 31st application deadline for 2018 TOP Study Tours is just around the corner. If you are looking for ways to make your application stand out, we have just the thing: lead a TOP workshop for your colleagues!

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ou know what works best in your classroom. To lead an effective workshop, you do not need to be an expert on Germany or on our materials; your colleagues will appreciate your practical “How can we use this with our students?” perspective. School-based workshops can be especially productive, since you can collaborate as a team to find ways to incorporate lessons on modern Germany into your current curriculum.

Which materials should I order for my participants?

Place an order for free TOP teaching materials at http://top.portalpro.com/.

We will be happy to send you level-appropriate resources for as many participants as you expect. You can return any extras on our account.

For High School Educators: order 1 copy of each resource for each participant Germany in Focus Field Trip to Berlin DVD and instructional guide Modern Germany Update

For Middle School Educators: order 1 copy of each resource for each participant Let’s Explore Modern Germany Germany in Focus Modern Germany Update Field Trip to Berlin DVD and instructional guide (use with 6th grade and up)

For Elementary Educators: order 1 copy of each resource for each participant Let’s Explore Modern Germany Modern Germany Update

Maps are now available for your workshop participants.

Order from our online webstore! https://top.portalpro.com

Be sure to also order 1 copy of the TOP Toolkit for Professional Development for yourself so that you have everything you need to lead your TOP workshop.

Your colleagues will thank you for helping them find out about these ready-to-use resources on modern Germany. You will gain experience coordinating professional development, and you will also earn extra points for your 2018 study tour application. Start planning your TOP workshop today!

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A L U M N I N E T WO R K

P

erhaps, like me, you are a TOP Alum interested in helping members of your community find out more about currentday Germany. Consider taking a grassroots approach to your outreach efforts.

I set a goal of spreading the word with teachers at schools in my local area. I phoned the principals of elementary and secondary schools near me and offered to provide free teaching resources and guidance on how to incorporate them into existing curriculum. The principals allowed me to provide “mini-sessions” at lunch and at after school staff meetings. That helped me get the resources directly into the hands of teachers. You want to make sure that the resources do not stop at the front office!

Teachers want to know that the resources are easy to use and provide critical thinking activities. The TOP teacher resources Let’s Explore Modern Germany (elementary) and Germany in Focus (secondary) are detailed, engaging, and flexible – the grade levels are interchangeable and work for all age levels. I strongly recommend that you use some of the lessons in your own classroom prior to the workshop so you can speak from first-hand knowledge about the resources. I speak about lesson intention as well as any adaptations or modifications that I have made. This personal experience helps to build confidence in the workshop participants that the TOP resources are indeed “user-friendly.”

Another key to a successful workshop is introducing teachers to the TOP study tours. Again, personal knowledge and experience as a TOP Alum are invaluable.

Teachers see the fabulous opportunity to gain personal knowledge of German society, political institutions, history, as well as Germany’s 21st Century identity and its various roles in world affairs. Participants are always impressed by the professionalism, depth, and variety of experiences offered by a TOP study tour.

If you are interested in presenting at a professional development conference, you will likely need to submit a proposal.

Look online for conferences near (or far from) your home location. Check to see what the goal, focus, or theme is for the conference and tailor your proposal accordingly.

Last October, our provincial conference theme was: Media and Truth in the 21st Century. I submitted the following proposal with the title: Germany in the 21st Century – The Truth. The brief description stated that this workshop “takes” participants to Germany.

Participants will learn the truths and myths about this country as it leads Europe in the 21st Century. Germany is a place of intriguing history that is currently undergoing transformational changes politically, socially, and economically. The workshop will provide each participant with a teacher resource package that includes ready to use, highly engaging, and well supported lessons and activities for K-12 classrooms. These lessons will be ready to use Monday morning! Participants will have the opportunity to ask questions, discuss alternative lesson ideas and learn about opportunities with TOP and the two-week teacher study tours to Germany.

In your session description, make sure to mention that teachers will receive free teaching materials and learn about TOP’s fully funded study tours to Germany. See page 20 for details on how to order free resources for your workshop.

Be sure to check submission deadlines – proposal deadlines can range from three months in advance for local/district events, 6 months for provincial conferences and up to a year prior for national

Janet Ruest treated her TOP workshop participants to some hands-on exploration.

level conferences. Keep a close eye out so that you do not miss opportunities. Fall is one of the best times to share with your colleagues about TOP, since the timing allows those interested to apply as soon as the applications are available in midOctober.

However you choose to share about TOP, remember that you are offering your colleagues a chance to strengthen their instruction about current-day Germany and the world. Teachers’ informed perspectives will make a positive impact on the education of countless students in years to come. What do you have to lose? n

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Spreading the Word about TOP

By Janet Ruest, TOP 4 2016

Janet Ruest, TOP 4 2016

Janet Ruest teaches social studies at Chemainus Secondary School in Chemainus, British Columbia, Canada.

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Getting into a German University – My Application Experience

By Jake Gordon, TOP 6 2015

New Augusteum and Paulinum, Augustusplatz in Leipzig

Photo: By Frank Vincentz - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=61715807

A L U M N I CO N T R I B U T I O N

It has been almost two months since I arrived in Germany, and each day I awake with a sense of awe that my dream of studying abroad has finally become a reality.

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he process of applying and getting accepted into a German university has been challenging and stressful. In fact, it has taken me over two years to make this study plan a reality. However, as someone who truly believes in the benefits of international study and education, I wish to show North American educators a possible route to pursuing higher education in Germany by reviewing my rationale behind studying in Leipzig and explaining the numerous steps involved.

Learning about higher education in Germany on his TOP study tour inspired Jake Gordon (here with TOP 6 2015 Alumna Robin Tully) to pursue a master’s degree in Leipzig.

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Throughout the application process, I continually recalled the people, classes, and experiences that inspired me to integrate German into my life. In particular, I found myself remembering knowledge gleaned from my incredible experience as a high school exchange student with the German American Partnership Program (GAPP) for four weeks in 2010, and my participation in the Transatlantic Outreach Program (TOP) educator study tour the summer of 2015.

The TOP 6 group traveled extensively, visiting numerous cities including Regensburg, Erlangen, Nuremberg, Neumarkt, Geisa, and Leipzig. When our group visited Leipzig University for a lecture, I was thoroughly impressed by the university’s thriving academic community. During a short walk with our group leader, Wood Powell, through the university library, I learned about the strong American Studies department there. It was then that my dream of studying in Leipzig began to take shape, as I could advance both my professional and personal goals there.

American Studies drew my interest as it explores the complex areas of American social studies in a highly interdisciplinary approach. I am particularly attracted to the methodology used, which seeks to explore how primary and secondary sources can both record and also influence the culture. A strong example of the approach can be seen in Stanford University’s Reading Like A Historian curriculum, which engages students in primary document based historical inquiry.

IT WAS THEN THAT MY DREAM OF STUDYING IN LEIPZIG BEGAN TO TAKE SHAPE, AS I COULD A DVA N C E B OT H M Y P RO F E S S I O N A L A N D P E R SONAL GOALS THERE.

Although this two-year long program will be taught in English, I believe that studying in Germany with an international cohort of colleagues will challenge my assumptions about my own country’s culture. Exploring American history, politics, economics, literature, and other aspects of U.S. culture while living in Germany will provide a unique perspective on a daily basis to foster a broader understanding of American culture.

Prior to the TOP tour I was actively searching for a graduate program that would help me acquire advanced knowledge and skills to further my teaching. However, upon returning from the TOP 6 tour, I expanded my search to include programs in Germany. After researching a multitude of study programs in both the United States and in Germany, the Master of Arts in American Studies program at Leipzig University was my first choice.

On a more personal level, even though my time in Leipzig during the TOP tour was just three days, I could truly envision myself thriving in that community. Less inundated by tourists than many other German cities, this program will allow me to fulfill my longstanding desire to live in Germany. Simply put, I could see myself riding my bike through this incredible city steeped in history. I couldn’t wait to engage in academic discussion with my classmates at a café near the Augustusplatz.

The financial aspect of studying at a German university may be interesting for you and your students. Since there is no tuition charged, my expenses are mainly living expenses and fees.

I estimate my expenses to be:

Application expenses including passport renewal: $453 (381 €) Total fees for 4 semesters (mostly for public transportation): $986 (828 €) Anticipated living expenses for 4 semesters: $20,857 (17.520 €) Travel expenses from Portland, Oregon: $800 (672 €) Estimated total for Master’s program including living expenses: $23,096 (19.401 €)* To see an exact breakdown of these costs for a more complete picture of the expenses involved in studying in Germany, please see the full version of this article on the TOP blog. There were no scholarships available for my particular study program. For details about scholarships and grants available, please visit the DAAD website.

*Currency rates determined according to August 14, 2017, rate of 1 USD = 0,84 €

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A L U M N I CO N T R I B U T I O N

Below is a summary of the required steps I had to take to apply and begin studying at a German university.

Fall 2015 u Researched graduate programs and decided on American Studies MA program at Leipzig University. Language of instruction is English.

Spring 2016 u Completed application with UniAssist, a service that confirms eligibility of international students to study at a German university.

u

Completed program-specific admis-

sion test for the American Studies Program.

u Had

photocopies of my diplomas

Summer 2016 u Leipzig University granted preliminary admission dependent on passing department admission essay and interview.

u

Submitted admission essay answe-

ring specific questions about a current events article that examined the link between zombie literature and cultural anxieties.

u Interviewed

with MA Selection

Committee via Skype.

u

Admitted to begin American Studies

certified by the German consulate and

Master of Arts program in October 2016.

submitted them with my Uni-Assist application.

u

Uni-Assist confirmed completion

u

Deferred enrollment by one year to

secure finances. (Note that most German universities do not allow deferment.)

and forwarded my application to Leipzig

Spring 2017 u Organized living arrangements, researched, and prepared for the visa process.

Summer 2017

u

Arrived in Leipzig and moved into

student housing.

u

Began 2-month-long intensive German

as a Foreign Language course with interDaF Leipzig. u Paid university semester fee of 216 € (approx. $255).

u Received official documents needed to finalize my visa.

Fall 2017 u Began American Studies MA program at Leipzig University!

University.

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My journey toward earning my master’s degree in Germany has not been without its difficulties.

Nonetheless, with persistence, dedication, and the aspiration to study in Leipzig, the journey has been worth the effort. I am confident this experience will broaden my knowledge of the U.S. from a multicultural perspective. As a social studies teacher, I believe this path will provide me with the tools to enhance my instructional approach, as well as develop engaging content for my students. I would highly encourage my fellow educators who aspire to study in Germany to make the leap. n

Jake Gordon TOP 6 2015 DAAD website www.daad.org/en/

Jake Gordon is enrolled in the American Studies master’s degree program at Leipzig University.

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Study in Germany www.study-in.de/en/

Please visit the TOP Blog to read the full version of this article: http://bit.ly/2xSaYxY

GREETINGS

FROM TOP GUIDES

JÖRG SILBERMANN

ANNA HELD

I

have been guiding TOP groups since 2005, and all of them have been inspiring, thoughtprovoking, engaging, educational (how could they not be?!), and a lot of fun. At the end of every summer I find myself alAT THE END OF EVERY ready missing my new friends SUMMER I FIND MYSELF and the deep conversations we ALREADY MISSING MY have had. There is something NEW FRIENDS AND THE addictive about working with DEEP CONVERSATIONS TOP. This year I even decided to WE HAVE HAD. pause my maternity leave and go back on the road with two more TOP tours, which turned out to be fantastic (the baby was in good hands with his dad).

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What I love about this job is that I share something with most participants which I consider the core of my personality: the openness to learning, the joy of making new experiences in a foreign country, questioning preconceived notions, stepping into uncharted territory, and surprising yourself with new insights into politics, world affairs, German-U.S. relations, economy, science, education, and most of all: life.

I vividly remember watching a soccer game in a beer garden with a TOP group in the summer of 2006 when Germany was hosting the World Cup. That summer the entire country was transformed into one giant party showing to the world a friendly, relaxed, smiling, welcoming, and diverse face. It changed Germany permanently for the better and I was glad we were able to witness it together. Having stayed in the U.S. on both professional and private occasions in the past, I plan on returning soon with my family and picking up the conversations just where we left off. n

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he Transatlantic Outreach Program has opened my eyes to a multitude of fascinating aspects of Germany.

Being a guide for (mainly) eastern Germany and Berlin, I was fascinated to discover a WHAT MAKES THE TOP number of places and instituPROGRAM SPECIAL FOR tions that were unknown to ME IS THAT IT BRINGS me before accompanying TOP TO G E T H E R S U C H A tours. I have heard eyewitness D I VERSITY OF MINDS accounts of people growing up AND CHARACTERS. or working on both sides of the former inner-German border, met Berlin-born survivors of the Holocaust, who – after liberation – spent most of their lives in the U.S. before returning to Berlin, talked with political activists who provided insights into traces of colonialism in Berlin and learned about the culture of migrant workers and their families. Those examples are only a few of the very different and always unique perspectives on both contemporary and historical facets of society, politics, and culture that the TOP tours have provided me over the last eight years.

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What makes the TOP program special for me is that it brings together such a diversity of minds and characters. This has allowed me to grow both as a person and a guide for international groups, because it showed me the many possible ways of looking at and discussing phenomena. After all these years with TOP, I am more aware of details, ambiguities, blurred boundaries, and sometimes even contradictions than before. It is because of this trans-border/trans-boundary experience and work that I decided to go back to university and do a program in sociology and urban planning.

I have learned, also through TOP, that helping people understand each other through translation is not a simple technical procedure. It is challenging, but also satisfying and fulfilling work. Working with TOP has helped me find improved ways of offering interpretation and translation in my own city. Many thanks for that! This is, after all, what TOP means for me: making our communities better – across borders and together! n

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T O P F E L LO W E S S AY S

By Rhonda Koppelmann, TOP 6 2017

Changing

Perceptions

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ever have I been the type of person to tear down the walls I so predominantly spent my time building to form my ideology. My beliefs are a result of my experiences, education, and the culture in which I was raised. I’ve spent 45 years building these walls, and I have never had the intention to reconstruct my tenants. Growing up in an agricultural Midwestern community and spending a term in the United States Air Force, one might easily guess where I fall within the political spectrum. I make no attempt to hide my beliefs, nor do I shout them to the world.

I often struggle with my Christian obligation to help those in need, and my strong-willed attitude that God helps those who help themselves (which I understand is not quoted within the Bible, but traced to ancient Greece and later Benjamin Franklin’s Poor Richard’s Almanac of 1736). The schema supporting my beliefs is strong and not easily swayed. I bring this to light to emphasize the significance of the struggle that rose within me as I traveled through Germany as a result of a fellowship provided by the Transatlantic Outreach Program (TOP) in the summer of 2017.

Each spring I eagerly await the announcement of grant recipients to various learning opportunities. It’s a bit like Christmas, and when the TOP package arrived I was certain Santa did exist.

I was pleased to have been chosen for a trip with the theme of human rights and dignity, although in honesty I found this to be a bit ironic for Germany (given Germany’s past). I also

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struggled with my own perception of human dignity in regard to my thoughts on immigration into my own country. I promised myself that I would keep an open mind and an eager willingness to learn.

To my astonishment, my promise would be immediately challenged. I had accepted this grant under the pretense that my pedagogical growth would benefit. I did not realize the impact this experience would have on my personal ideology. The first night in Germany, I found myself out of my comfort zone sitting among individuals who had been displaced from their home country, relying on the kindness of strangers, and (at times) giving up their dignity to merely survive. I recalled a talk with my sister prior to this experience, saying, “I feel sorry for refugees, but the safety of my country comes first.” After discussions in Germany with Amal, who was forced into an arranged and brutal marriage, and Mohamad, who was shot while performing teaching duties and now forced to start over as his credentials were no longer valid in this new country, I felt a pit deep within my stomach. These were humans with real experiences, and I could no longer separate myself from the human side of the equation.

I listened, appalled at their suffering, admiring their courage, and wondering if I would have the same courage in the face of similar adversities. I retreated to bed confused and second guessing my convictions, but deep down trying to justify my belief that it was not America’s responsibility to protect the world.

TOP FORCED ME TO THINK GLOBALLY, TO CREATE FUTURE GLO B A L C I T I Z E N S, A N D TO ACC E P T M Y R E S P O N S I B I L I T Y IN MAKING THE WORLD A BET TER PLACE FOR EVERYONE.

I continue to struggle with this experience. I certainly battle with a plan of action. Engaging in open dialogues with those I’ve met, updating my curriculum to increase awareness, holding public presentations, and writing letters to my representatives

– these actions somehow don’t seem enough. How do we guarantee dignity to every individual in an imperfect world? I don’t know, and this brings up even more questions regarding my own ideology. I do know that this experience has had a profound effect on my pedagogical and personal growth. I also know that I can have an impact. Like Germany, I can educate, inspire, and push others to get involved and to understand that human dignity is an inherent right given to all. TOP challenged me to acknowledge my biases, reexamine my beliefs, and make a positive impact upon the world. TOP forced me to think globally, to create future global citizens, and to accept my responsibility in making the world a better place for everyone. Furthermore, it has challenged me to change the world. My students have no idea what’s in store for them. n

g

The next morning I attempted to shake off feelings of hypocrisy.

These stories were sad and the people were to be admired, but in the world bad things happen. Unfortunately, this is just a part of life. I had not been expecting what TOP had in store for me. I was placed in the FRONT of a classroom of refugees, each with their own unique story, their own desire for dignity, and their own perceptions of MY country. I felt as though I had been placed in front of a firing squad. I was frustrated with, even angry at TOP. At the time, I failed to realize the personal growth this situation proved to provide, especially when asked what America planned to do about the Syrian situation. This individual in front of me was mad at America, and in return I retaliated that emotion. My actions became defensive. I quickly asked what he planned to do to help his home country. Disgust entered my thoughts as he announced how he wanted America to fix his problem. I sat in my frustration, unwilling to hear anything this man had to say.

Then, as I looked at these scared, brave men uncertain of their future, I began to realize that these conflicts weren’t their problem. They were (and are) a human problem. These situations are not a Syrian problem, they are not an American problem, they are a world problem, and we all have an obligation to work toward a solution. Human dignity is not limited to Americans or Germans. It is a basic right that should be granted to everyone.

Consequently, I had to face the reality that I had no answers for the individuals before me. I understood their anger, and this was one of the most difficult situations I have ever confronted.

Rhonda Koppelmann TOP 6 2017

Rhonda Koppelman teaches 7th grade World History at Rolla Middle School in Rolla, Missouri.

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T O P F E L LO W E S S AY S

By Diego Duran-Medina, TOP 3 2017

How My Top Fellowship Altered My Understanding of Germany

T

he prompt for this essay seems like the first part of a yet to be completed sentence, as though an ellipsis should follow the word Germany and read “…and how Germany, in turn, altered my teaching of history.”

My TOP fellowship was about trying to hold two competing ideas in my head. First, the Germany I thought I understood from my own schooling: tidbits of World Wars I and II with a looming and foreboding period centered on persecution, anti-Semitism, and collective shame. This dark history deserves deep study and contemplation. The other Germany I thought about was a bricolage of soccer, refugees, manufacturing, a dizzying amount of schooling options, Wurst, and beer. Newspaper headlines about Merkel, elections, and American presidents in Germany. I knew that somewhere between these two ideas was an important tension that I hoped would transform me, and perhaps in doing so, also transform my teaching.

I wanted a deeper sense of what it meant to both study and teach social studies. I wanted to go beyond historical facts and fiction and form a larger vision for my practice. In between my day-to-day experience in Germany, I also needed to somehow place this fellowship experience in context with my other professional development experiences to historical places of trag-

28 MO D E RN | GE R M AN Y | U PDAT E 2 0 1 7

edy, loss, remembrance, memory, and ultimately, some level of reconciliation; places like Hiroshima, Pine Ridge/Wounded Knee, and South Africa.

This was not only a physical journey but also an intellectual one.

How does one, as an educator, distill a place in a way that allows one to transport its teaching back to our respective classrooms?

Is the answer to collect a plethora of pamphlets, photos, books, and stories? It must be more. It must be that one’s very framework for understanding history and events must be torn down and rebuilt, brick by brick. It must evolve beyond mere facts to be as complex as the very history I was grappling with understanding.

This shift is what I aim to explain in this essay, and it begins with a word that almost hurts my mouth when I say it. Vergangenheitsbewältigung was the word I found while searching for German words related to concepts like “historical memory” and “sensemaking.” The word is almost as heavy and complicated as the history and concept it aspires to encapsulate. Wikipedia defines the word as “public debate within a country on a problematic period of its recent history.” I was struck by how foreign the word sounded to me and yet how familiar the concept was to my teaching philosophy – this was a word that began to run a thread through all of the places I had visited and the sometimes painful historical choices that I strive to communicate to

I NOW HAD A SNAPSHOT THAT COULD MAKE SENSE OF THE COLLAGE OF RANDOM THOUGHTS THAT HAD LANDED WITH ME IN GERMANY INTO A UNIFIED STORY.

On June 30, 2017, we visited the Museum Friedland, and I witnessed the past colliding with the present in a way that shook my teaching foundation to its core. We began with a discussion of the museum’s history from 1945 to today, with insightful artifacts and an informational tour given by the museum’s curator, Dr. Joachim Baur. I was moved by the understanding that this very place had been the processing, and perhaps more importantly, the welcoming center for so many migrant and refugee stories.

Yet it was what happened after the museum tour that moved my soul. While walking through the modern refugee camp, I engaged in an interaction with a father and his young daughter.

We saw a swing set and I approached with a smile and a toy, and in a respectful, non-verbal mannerism, asked the father if I may hand the small toy to the girl. He approved, and as I handed her the plush emoji, it was as if Germany was handing me a gift in return. This gift was a new altered understanding of what it means to be an educator of social studies and also what it means to be human. In that moment, I understood the power of combining facts, museums, memory making, and recollection with direct service. For me to hand a young refugee girl a toy is not itself an act worthy of mention, except that it meant that I was there, in person. I was there to both learn and also to witness. I could go back to my classroom and tell a more complete story of how past and present combined in this one singular moment. I now had a snapshot that could make sense of the collage of random thoughts that had landed with me in Germany into a unified story.

Later on that night, I reviewed the handout from Friedland and found a whole new set of words that helped me name all kinds

of concepts that had only existed in my head. Seeing them on paper, even in German, meant that they existed, and if they existed in German, it meant I could translate them and teach them to my students: words like Mentalitätgeschichte (master story) and Fluchtpunkt (vanishing point). As they were written in German, I struggled with understanding them fully in translation, searching my mind and my teaching for examples to bring to my students. In that search, I emerged a better, stronger educator.

This is the greatest gift I bring back from my trip to Germany: a deeper sense of what it means to teach history that unites the past and the present, a desire to move past facts to stories that move us closer to our collective humanity, and a deep desire for my students to learn not just history, but to learn how to witness. This means grappling with the foreign so we may better understand the familiar. In doing so, we can use the past to forge a deeper, more meaningful future through a more critical, complex, and courageous social studies. n

g

my students. From there, a new door had opened that allowed me to begin to build a new framework, and it was one particular visit that allowed me to swing wide the doors into a new intellectual chamber.

Diego Duran-Medina, TOP 3 2017

Diego Duran-Medina is the Director of Service Learning at Shorecrest Preparatory School in St. Petersburg, Florida.

2017 M OD ERN | G ERMANY | U P DAT E 2 9

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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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 BadenWürttemberg. 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 2017 M OD ERN | G ERMANY | U P DAT E 3 1

2017 T R A N S AT LA N T I C O U T R E A C H P R O G R A M F E L LO W S Andrea Anderson Athens High School The Plains, OH, USA Ana Baker Wauwatosa West High School Wauwatosa, WI, USA Diane Ball East Mountain High School Sandia Park, NM, USA Randy Bertolas Wayne State College Wayne, NE, USA

Kelsey Clinton Cashmere Middle School Cashmere, WA, USA Melissa Cohen-Nickels First Colony Middle School Sugar Land, TX, USA Megan Cole Homewood High School Homewood, AL, USA Justin Comartin École St-Francis Tilbury, ON, Canada

Bob Frye Holyoke High School Holyoke, MA, USA Erin Goers Hardy Middle School Washington, DC, USA Kori Green El Dorado Middle School El Dorado, KS, USA Yessenia Gutierrez Team Charter School Stockton, CA, USA

Sarah Haeberlin Pyramid Lake Jr /Sr Matt Crews High School Walkertown High School Nixon, NV, USA Walkertown, NC, USA David Hales Greg Borchardt Jill Cross Wayne Regional Educational Service Lorena High School, TMI - The Episcopal Agency McLennan Community School of Texas Wayne, MI, USA College San Antonio, TX, USA Lorena, TX, USA Scott Hanson Julie Cross Darcey Brooten Centennial District 12 Billings Career Center M.T. Bedwell Circle Pines, MN, USA Billings, MT, USA Elementary School Ryan Hauck Bernardsville, NJ, USA Abby Dupke Hamilton High School Glacier Peak Jennifer Brown High School Chandler, AZ, USA Snohomish, WA, USA St. Mary School Diego Duran-Medina German Village Shorecrest Preparatory Elizabeth Heys Columbus, OH, USA Arabia Mountain School Mike Buchanan St. Petersburg, FL, USA High School Lithonia, GA, USA Keya Paha County Jason Eddleton Schools Gina Higgins Hill Elementary Springview, NE, USA Military and Global Austin, TX, USA Tara Ann Carter Leadership Academy at Marie G. Davis George W. Carver High David Edelman Charlotte, NC, USA School of Engineering Union Square Academy for Health andScience Suki Highers Philadeplphia, PA, USA Sciences Fayetteville New York, NY, USA Courtney Caruso High School Jermaine Ellerbe Fayetteville, AR, USA Winters High School The SEED School Winters, CA, USA Leslie Hosgood of Maryland Lori Chen Olentangy Orange Baltimore, MD, USA High School Dwight D. Eisenhower Holly Emery Lewis Center, OH, USA Middle School Exeter/West Wyckoff, NJ, USA Greenwich Junior High Michael Hristakopoulos Terry Cherry Valencia College West Greenwich, RI, Orlando, FL, USA National Council for USA the Social Studies Liz Hutton Brittany Fitzgibbon Mesquite, TX, USA Lebanon High School Chelsea High School Cathy Cibotti Lebanon, MO, USA Chelsea, MA, USA Reeds Ferry School Carla Ingram Kathleen Fox Merrimack, NH, USA South Caldwell Saint Ann School High School Chicago, IL, USA Hudson, NC, USA Bill Betthauser Bishop O’Connell High School Arlington, VA, USA

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Jason Kaytor Owatonna Public Schools Owatonna, MN, USA

Holly Miller Riverside Intermediate School Fishers, IN, USA

Kristi Smith Hellstern Middle School Springdale, AR, USA

Dan Kelly Valley High School West Des Moines, IA, USA

Sally Mitchell Pine Grove Middle School East Syracuse, NY, USA

Brian Soash Lee County Middle School West Campus Leesburg, GA, USA

Traci Kerns Waltham High School Waltham, MA, USA

Amber Moore New Market School New Market, AL, USA

Dmitry Kogan Ivy Academia West Hills, CA, USA

Jenn Nekolny Jefferson Junior High School Naperville, IL, USA

Adrian Sperduto Townsend Elementary School Florissant, MO, USA

Padi Kong Wauwatosa West High School Milwaukee, WI, USA Rhonda Koppelmann Rolla Public Schools Rolla, MO, USA Kevin Kriegel Grafton High School Grafton, WI, USA Julie Kuo The Branson School Ross, CA, USA Gui Laroche Western Canada High School Calgary, AB, Canada Olivia Macaulay Glendale High School Glendale, CA, USA Sarah Malerich Kiowa High School Kiowa, CO, USA Deb Marshall STEM School and Academy Highlands Ranch, CO, USA Chelsea Maxwell Laguna Hills High School Laguna Hills, CA, USA Aimee McCoy Mesa Verde Middle School San Diego, CA, USA Ryan Michalisin Granite Falls High School Granite Falls, WA, USA

Lauren Olson Rutland High School Rutland, SD, USA Sam Oppenheim East-West School of International Studies Flushing, NY, USA

Megan Stevenson Grey Culbreth Middle School Chapel Hill, NC, USA Justin Tonglet APPLe Digital Academy Darrow, LA, USA Sandee Trevino University of Arizona South Sierra Vista, AZ, USA

Tara Peterson Steve Turgeon P.S. 212 Queens Jackson Heights, NY, USA Simsbury High School Simsbury, CT, USA Julie Polito Sarah Van Nuys Orchard View Elementary School Pitt Meadows Delray Beach, FL, USA Secondary School Pitt Meadows, BC, Joel Ratzlaff Canada Loup City Public Schools Victoria Vicente Loup City, NE, USA Thoreau High School Melinda Reay Thoreau, NM, USA Roots Charter Bryan Wallace High School West Valley City, UT, USA Cambridge High School Milton, GA, USA Amanda Reid-Cossentino Val Weage Garnet Valley High School Birmingham Glen Mills, PA, USA Covington School Bloomfield Hills, MI, Candelle Richman USA Pennsville Memorial Rena Weber High School Pennsville, NJ, USA Red Mountain High School Katie Rotunda Mesa, AZ, USA Chaska Middle Jennifer West School East Park Hill High School Chaska, MN, USA Kansas City, MO, USA Anne Schaefer Craig Wood San Jose Middle Armstrong School Middle School Novato, CA, USA Starkville, MS, USA John Scimeca Melissa Zeitz St. Michael Catholic Liberty Elementary High School School Fairhope, AL, USA Springfield, MA, USA

TOP AT NCSS

2017 TOP FELLOW OF THE YEAR

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National Council for the Social Studies Conference November 16-19, 2017 San Francisco, CA Visit our Booth (#521) Friday, November 17, 8:30 am-6:00 pm Saturday, November 18, 8:30 am-5:00 pm Attend our TOP Sessions Get Your Geek On: Germany and Technology in the Classroom Presented by Brian Phillips (TOP 2015) Friday, November 17, 8:45 - 9:45 am Bridging the “Skills Gap”: Comparing the U.S. and Germany Presented by Manuel Lopez (TOP 2005, 2015) Saturday, November 18, 8:00 - 9:00 am Join us for the TOP Fellow of the Year Reception

ach year it is our privilege to sit down as a team and select the Transatlantic Outreach Program (TOP) Fellow of the Year. As we share with one another the interactions we have had with TOP alumni and the many ways in which you have all supported and promoted the program over the past year, we are filled with a renewed sense of gratitude and purpose for our work. Narrowing down so many stellar candidates to just one is no easy task, but it is one that we take seriously, and we are honored to share with you our decision.

The Transatlantic Outreach Program is pleased to announce that Mr. Nathan Larsen of Fremont, Nebraska, USA, has been selected as the 2017 TOP Fellow of the Year. In conferring this distinction, TOP recognizes and celebrates Nate’s dedication to strengthening and advancing the relationship between Germany and North America through education. Since traveling to Germany with TOP in 2009, Nate has represented TOP on the local, state, and regional level through professional development workshop leadership. Nate is a member of the TOP Network of Trainer Specialists, facilitating grass-roots workshops across the Midwest. He also served as a mentor for new TOP Fellows this year as a part of the TOP Ambassador program. This award represents our gratitude for Nate’s generosity with his time and expertise. He is a leader among his fellow educators and among his fellow TOP Alumni and we are delighted to honor his achievements.

Nathan Larsen

is the assistant

principal and activities director at Logan View Public Schools in Hooper, NE. Prior to taking this position, he taught a wide range of social studies for fourteen years.

Mr. Larsen also serves on the Board of Directors for the

Ne-

braska State Council for the Social Studies, and the Advisory Board for the Nebraska Holocaust Education Consortium through the Institute for Holocaust Education.

Mr. Larsen is a 2013 recipient of the ING Unsung Heroes Award in recognition of innovation and excellence in education.

Please join us in celebrating Nate during the annual TOP Fellow of the Year Award Reception during the National Council for the Social Studies (NCSS) Conference in San Francisco, CA. The date, time, and location will be announced via email and on social media in the coming weeks. n

In honor of Nathan Larsen Saturday, November 18 7:00 - 9:30 PM Goethe-Institut San Francisco 530 Bush Street #204 San Francisco, CA 94108 2017 M OD ERN | G ERMANY | U P DAT E 3 3

TOP ALUMNI NEWS n Betty

2003

Musilek has retired from teaching since traveling with TOP but has kept very busy. She attended the “International Travel Management Institute” where she learned to become a Tour Guide and has since taken students on tours around the U.S. She lived in Croatia as a missionary and toured Eastern Europe, Western Europe, and China. She has also been involved with multiple charities, church groups, and clubs.

n Jennifer

2004

Jolley was awarded the Madison Foundation Congressional Fellowship.

She worked on Capitol Hill for one month in Senator Bill Nelson (FL-D)’s office, attending mark-up sessions, policy briefings, and committee meetings, and researching and writing memos on education policy. She also attended a one week institute in New Orleans sponsored by the National WWII Museum, entitled “War in Europe.” Her cohort of teachers studied under historian and author Dr. Donald Miller and will travel to Normandy, France, in July 2018.

n Jason

2005

Buelterman is developing a sister school relationship with the WilhelmKaisen-Schule, a secondary school in Bremen, Germany. The program started last spring with a Skype session between students from both schools, and plans are being made for student group exchanges in the fall and spring. n Manuel

Lopez was recently hired as Assistant Principal at Harden Middle School in Salinas, California. n Nicole Vickerman has been named a National Geographic Educator Certification Ambassador. You can find more informtion about the National Geographic Educator Certification program at http://bit ly/2eLFdxT.

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n Ann

2006

Ackerman has been re-elected as President of the New Hampshire Fulbright Association Chapter. n Scott

Noet was a finalist for the Minnesota Teacher of the Year Award (top 11 out of approx. 80k teachers in the state).

As part of the Goethe-Institut’s German American Exchange Program (GAPP), he traveled with students from Owatonna, MN, to Göppingen, Germany, where they were hosted by the students, teachers, and parents of Hohenstaufen Gymnasium (HOGY).

n Karen

2007

Burgard has accepted a position teaching at Texas A&M University - San Antonio. n Kimberly Gilman

is participating in the National Humanities Center’s Humanities in Class project, creating and sharing resources in the field of Environmental Humanities. She will be part of presenting an upcoming webinar series: http:// nationalhumanitiescenter.org/webinars/.

Mike Raymer was recently named Executive Director at the Georgia Council on Economic Education. n Dr. Christopher

Shaffer, Dean of Library Services and Associate Professor at Troy University, won the Intellectual Freedom Award from the Alabama Library Association in April.

n Wanda

2008

Dengel was appointed to the Diocesan Catholic Schools Advisory Commission which meets in Columbus, Ohio, and advises the bishop on planning, finances, advocacy, policy, as well as goals and strategies for the 23 county diocesan schools. Since retirement she has been writing an educational column for her local newspaper, continues as a catechist at her parish, and serves as an officer and board member of the American Association of University Women/ Portsmouth.

n Katherine

Field spent 18 years as a history teacher and school administrator and is now working as a specialist in the Department of Policy, Research, and Government Relations at the Connecticut Education Association. She advocates on behalf of public school teachers and their students and specializes in teacher evaluation, professional development, and new teacher support. n Tom

Glaser spent this past summer attending an NEH Landmarks seminar in Salt Lake City on Manifest Destiny, a seminar in Washington, DC, with the Society of the Cincinnati on the American Revolution, and a Gilder-Lehrman seminar on the Cold War aboard the USS Midway in San Diego. He also recently started a new job at Brooks Collegiate Academy in San Antonio, TX. n Wendy

E. Lockard received the Arthur Gutterman Family Holocaust Educator of the Year Award, sponsored by Florida Atlantic University. She has also been asked to serve on the Educator’s Advisory Committee for the Anti-Defamation League’s “Echoes and Reflections,” a multimedia Holocaust program. Her school, St. Jerome Catholic School in Ft. Lauderdale, FL, is recognized by the ADL as NO PLACE FOR HATE, for which Wendy is project director. In July, she participated in an 18-day study tour to Poland and Israel. n Robert

Sandler recently received the Williams College Olmsted Teacher of the Year Award.

n Julie

2009

Hufstetler recently accepted a position as Assistant Professor of History and Political Science at Oklahoma Wesleyan University. n Micky

(Emily) Miller went on a study tour to Japan this summer through the Five Colleges Center for East Asian Studies (FCCEAS), traveling to Tokyo, Hiroshima, and Nagasaki. One of the highlights was being presented a crane folded by Masahiro Sasaki, the elder brother of Sadako Sasaki.

TOP ALUMNI NEWS n Tari

Sexton, since traveling with TOP, worked as an instructional coach tasked with turning around failing schools. This prompted her to complete an MA in Teacher Leadership from Grand Canyon University and a Masters in Educational Leadership from American College of Education. She is currently the Assistant Principal at Forest Grove Middle School in Fort Pierce, FL, and has recently become a published author, releasing six books of STEAM Design Challenges. For more info, visit www.steamdreamers.com.

2010

n Norma Mahler retired at the end of the school year in 2015 after 29 years of teaching elementary students. For the past two years she has worked as a substitute teacher for area schools. n Chris

O’Brien was selected in 2016 to participate in a four-week FulbrightHays study tour to Oman and Zanzibar, sponsored by the Center for Middle Eastern Studies at the University of Arizona. In July 2017 he participated in a month-long program in Israel at Hebrew University to study the coexistence of groups in conflict. Now he is officially retired after teaching for over 31 years but plans to keep busy by auditing history and social science classes at Arizona State University, volunteering as a Big Brother, and training to become a certified gallery guide at the Musical Instrument Museum in Phoenix.

2011

n Joy Hatcher was hired in 2015 as a Social Studies Specialist was promoted in 2016 to Social Studies Program Manager for the Georgia Department of Education. n Cynthia Resor recently published a book for history teachers entitled “Exploring Vacation and Etiquette Themes in Social Studies: Primary Source Inquiry for Middle and High School.” (http://bit. ly/2xb7ubA) Her second book, “In-

vestigating Family, Food, and Housing Themes in Social Studies” (http://bit. ly/2xidNuX) will be published in November 2017.

n Paul

2012

Dolenc is serving as Vice President of Training & Education for Independent Electrical Contractors, Inc. (www.ieci.org).

He handles all programs related to training and education for both electrical apprentices and contractor members.

n Joan

2013

Boyle went to Japan this year to study sustainability on a Fulbright Japan Scholarship. She is now in the process of getting full participation at her elementary school site to implement at least one of UNESCO’s 17 goals for sustainable development.

n Tom

n Lynn Klopfer continues her work as a teacher of world history and as a ‘teacher librarian’ for Rim of the World Unified, tackling the challenge of internationalizing the curriculum. Since traveling with TOP, Lynn has returned to Germany at least eight times visiting bookstores, making connections, and doing business with German book companies. Lynn recently visited Weimar and toured the home of Goethe, and of course visited the bookstores there.

n Ivy

n Michael May just concluded a 3-year position as Director of Ecole D’Humanité, a school in the German-speaking part of Switzerland. He is now back in the U.S. and working as an Educational Consultant, primarily for the New Mexico Center for School Leadership.

n Melissa

n Anne Roycroft has started a new position as Accreditation Director for the School of Education at Elon University.

n Amy

Howland gave birth to her second son in December and recently took on a new position at Choate Rosemary Hall in Wallingford, CT. Lenihan participated in a FulbrightHays teacher seminar in Bulgaria this past summer. “Bulgaria in the Context of Migration and Challenges to European Cohesion” included lectures, presentations, walking tours, and site visits across Bulgaria and Thessaloniki, Greece.

Schamis has received the Pola & Ludwig Brodzki Holocaust Educator of the Year Award for Broward County, Florida.

(Blair) Tracy recently started a new job teaching civics and geography (9th and 10th) at Odyssey Charter School, an innovative charter school offering instruction in modern Greek. She also adopted an infant named Gabriel in March. n Andi

Webb received a Career Award for Science and Mathematics Teachers through the Burroughs Wellcome Fund in 2015. It is a five-year, $175,000 award.

This year, she lived in Singapore for three and a half months as a Fulbright Distinguished Awards in Teaching Program recipient. She also served as a senior fellow with Earthwatch and studied Climate Change at the Arctic’s Edge.

n Diane

2014

Barghouthy is teaching at the brand new Haarlem International School, just outside of Amsterdam, Netherlands.

She is excited to learn more about international models for education and about serving the needs of international students. n Lauren Bradshaw has completed her PhD at Georgia State University and started a job at the University of North Georgia as an Assistant Professor of Education, specializing in Social Studies Methods. n Robert Breckenridge retired from teaching at Lincoln Academy in Newcastle, Maine, this past summer. He has now accepted a new position at a private Protestant college in Zambia, where he will be teaching theology and church history.

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TOP ALUMNI NEWS n Rachelle Bruneau recently accepted a two-year secondment position to Alberta Education (Ministry of Education). n Sharon Holdvogt has started a new job working at Cristo Rey St. Martin College Prep, where she coordinates jobs for their Corporate Work Study Program. n Michele Mar has presented at several national conferences this past year, including the AP Annual Conferences in Austin, TX, Anaheim, CA, and Washington, DC. She also presented a session entitled “TED + Socrates= Collaboration for Diverse Learners” at the NCSS Conference in Washington, DC. n Julia

Shahid received the Piper Professor Award at Austin College. This is a Texaswide award, so now she will apply to be considered for the statewide award.

n Karen

2015

Desruisseaux started a new position in July 2016 as a curriculum director for J. Sterling Morton High School District 201 in Cicero, Illinois. n Ruth Kagan received a certificate for attending a Democracy Boot Camp in Toronto in spring 2017. She presented as a “teacher champion” at a Red Cross International Humanitarian Law session at the University of Ottawa 2017 and at Humber College in Toronto. Her class was able to Skype with Volker Bausch of Point Alpha to learn about the East/ West German border and to examine this concept in law today.

Bruce Mize took a group of students to Germany, Poland, and the Czech Republic this summer through EF Tours. He has also been named to the Mississippi Teacher Council by the MS Department of Education. n

n Kristina (Haeussinger) Nelson recently received the 3M Rising Star in Economics Award, which annually recognizes one Minnesota teacher who has shown commitment to economic education and professional growth.

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n Brian Phillips was recognized as an Apple Distinguished Educator in April of this year and is now part of a community of about 2,500 Apple Distinguished Educators worldwide, including colleagues in Germany. He will also be presenting at the National Council for the Social Studies (NCSS) conference in San Francisco in November. His session will focus on Germany and the use of technology tools to enhance lessons. n Elizabeth

Rasmussen was recently awarded the Florida Council for the Social Studies Excellence in Teaching History award. She will accept the award at a ceremony in October during the FCSS conference. n Christian Spence will spend the next two years teaching IB History, English, and Theory of Knowledge in the international department of Wuxi No. 1 High School in Wuxi, China.

2016

n Josh Bobrow was the recipient of the Uncommon Knowledge Grant for his ClearMindEd initiative. The grant funded the creation of a handbook on how to bring mindfulness practices to college-mission schools and produced his related networkwide professional development. n Tracy Dawson-Greene

has enrolled in a Masters of Fine Arts in Creative Nonfiction at Southern New Hampshire University. n Blair Dyer graduated with a MAED in Education Administration and was married this summer. n Julie Ingram has been selected to be on the Mississippi Teacher Advisory Council for the state Superintendent. n Chris Ippolito, along with his wife and son, took a three-week road trip from Northern California to Southern Utah and hiked over 100 miles in total. Some of the highlights included John Muir Woods, Yosemite, Bryce, Zion, and Grand Canyon

national parks. They then took off for ten days in Iceland where they explored that “incredible country and its dramatic landscapes.” n Jason Jirsa received the distinguished Norma Rowe Model UN Teacher Award for his outstanding work in Model UN at the United Nations Association of Minnesota’s Annual Meeting. n Randy Martin was selected as the 2017 Gilder Lehrman History Teacher of the Year for New Mexico. He is also one of ten finalists for the National History Teacher of the Year Award. n Jennifer McCann was honored as the King Philip Regional School District’s Teacher of the Year this past June. n Kari Milton has been named Long Beach Unified School District’s 2017 Teacher of the Year. n Janet Ruest was a 2016 recipient of the Prime Minister’s Award for Teaching Excellence in the province of British Columbia, Canada. Recipients are honored for their remarkable achievements in education and for their commitment to preparing their students for a digital and innovation-based economy. n Lisa Smith attended the Colonial Williamsburg Teacher Institute this past summer, where she learned everything from colonial times to the Civil War and took back many strategies and resources to use with her students. n Mark Wiese attended both the National WWII Museum Teacher Institute at Pearl Harbor and the Monticello Teacher Institute this summer. He has also been selected as a James Madison Fellow for the state of Minnesota. As part of that fellowship he will begin working on a Master’s degree in American History and Government.

n Jill

2017

Cross has started a new position as the Dean of Curriculum and Instruction at TMI - The Episcopal School of Texas and was recently named an Influence Leader with the Association for Supervision and Curriculum Development (ASCD).

On top of the Black Forest: TOP 3 2017 climbs the helix of the Baumwipfelpfad near Bad Wildbad.

n Dr. Jermaine Ellerbe has accepted a position as a World Studies-6/US History-8 teacher at Briggs Chaney Middle in Montgomery County Public Schools in Silver Spring, Maryland. n Brittany Fitzgibbon participated in the Oleander Initiative teacher seminar in Japan through the University of the Middle East. She learned about peace studies and nuclear proliferation and was in both Hiroshima and Nagasaki on the 72nd anniversaries of the atomic bombs, witnessing firsthand the significance of the Nuclear Ban Treaty. n Ryan Hauck, a classroom teacher and Director of the Global Classroom Program at the World Affairs Council (WAC) in Seattle, is bringing the TOP experience to students, teachers, and community members in Washington State! In early October, Seattle’s WAC will be hosting a teacher and community program to discuss the recent German elections and its implications for local, national, and global politics. n Dmitry Kogan has been recognized for excellence in teaching in high-need schools. He has been placed on the Honor Roll of the 2017 Fishman Prize, which is awarded by the New Teacher Project (TNTP). n Julie Kuo has started a new position at The Branson School in Ross, California. n Julie Polito has been recognized as Social Studies Teacher of the Year for the elementary school level at Palm Beach County Schools, Florida.

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TO P S T U DY TO U R S F R E Q U E N T LY A S K E D Q U E S T I O N S

u 1. Am I eligible to apply?

Eligible applicants include the following who are employed in the United States or Canada as social studies and/or STEM educators: classroom teachers (grades K-12), university methods professors, curriculum coordinators, principals, applicable curriculum authors, and applicable state Department of Education employees. Instructional coaches, librarians, teaching assistants, part-time teachers, and student teachers are not eligible to apply.

u 2. How do I apply?

The process starts by visiting the TOP website, www.goethe.de/topstudytours. Read the FAQ, then download the application form, saving it to your computer. Use the latest version of Adobe Acrobat Reader software to open, read, and complete the form.

u 3. When is the application

deadline? How long must I wait to be notified?

Applications must be postmarked on or before Wednesday, January 31, 2018. Applications will not be accepted by email or fax. Notification letters are typically mailed in March.

u 4. How much does the study

tour cost?

TOP pays for most expenses through the support of its public and private partners.

TOP pays for most domestic and international transportation fees, hotel accommodation, two meals per day while abroad (usually breakfast and dinner), and any mandatory study tour related fees, such as museum entry, etc. Each participant will have his or her own hotel room.

• TOP pays neither for domestic nor for international airline baggage fees when incurred. The international airfare includes one checked bag up to approximately 23 kilograms / 50 lbs.

• TOP does not pay for transportation fees in Washington, DC, during the orientation.

• TOP does not pay for passport/visa renewal fees.

• TOP does not pay for incidental hotel costs, including but not limited to longdistance telephone service, Internet service (wi-fi), laundry service, mini bar etc.

• TOP strongly suggests each participant budget $100.00 USD for study tour related gifts and gratuities.

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A refundable deposit is required upon acceptance. The deposit amount for 2018 participants is $350.00 USD. Deposit refund depends on the successful completion of the items listed in question 8 of this FAQ.

u 5. When do the study tours

take place?

The study tours are two weeks in length and take place during the summer months.

The specific tour dates are listed at the top of the application form. Applicants are encouraged to select as many of the available dates as possible.

u 6. Is knowledge of the German

language a requirement?

Since TOP caters to American and Canadian educators of social studies and STEM, knowledge of the German language is NOT a requirement. German language educators wanting to travel to Germany are encouraged to contact their nearest GoetheInstitut for scholarship opportunities.

u 7. How can I improve my chances

of being selected?

Your application can be enhanced by leading a TOP professional development workshop. Workshop evaluation forms must be submitted on or before the study tour application deadline to receive credit. Our TOP Toolkit for Professional Development is a useful resource for planning and leading a workshop about contemporary Germany.

u 8. What is the catch?

We ask that all participants come prepared, ready to assume the role of a student and willing to consider new ideas, to proactively engage themselves, to be inquisitive, to be flexible, and to learn as professionals during a fun, yet mentally and sometimes physically intense two weeks in Germany.

This is a group study tour. You will spend the majority of your time with the group and in fact, there is not much free time during the two weeks abroad.

To adequately prepare participants for their study tour, we ask for participation in pre-departure webinars that are important for enhancing background knowledge, setting the stage, and providing a foundation for group cohesion. We also require that participants complete pre-departure reading assignments.

Upon returning from Germany, every participant is required to 1) author an original unit of learning consisting of one or more lessons and 2) conduct one TOP professional development workshop at the local district, state, regional, or national level by May 1 of the following year. The ‘unit’ may consist of any ‘contemporary-Germanyrelated’ topics of the participant’s choosing but should be aligned to C3 (College, Career, Civic Life) or NGSS (for STEM) standards for learning with the goal of enhancing and assessing students’ global competence.

u 9. Just how ‘physically intense’

are the study tours?

While groups travel long distances by plane, train, or bus, participants must sometimes walk distances of several miles (or up to 16,000 steps) per day. Punctuality is paramount, so walking briskly is sometimes necessary. Alternative arrangements will be made for participants with disabilities.

Participants are also responsible for their luggage at all times. This can be especially challenging when embarking/disembarking trains. Elevators and escalators are also not omnipresent, and navigating stairways with luggage can be problematic for even the most experienced travelers.

The nature of summer weather in Germany, from hot to cold temperatures to frequent rain, can pose unique challenges to travelers. Please note that air conditioning is not common in northern Europe.

u 10. What will the itinerary look like?

Each study tour is designed with the specific areas of interest of the selected participants taken into consideration. The emphasis will be on contemporary German issues relating to the political system, education system, vocational education, economy, culture, migration and integration, and environmental sustainability. Additional themes of note include the legacy of the Holocaust, German unification, and European integration. The TOP study tours are designed to provide a comprehensive, 360-degree perspective of contemporary Germany.

Apply Online! http://bit.ly/2ckRSsS

ABOUT TOP

AT A GLANCE

Dear Educators, We would like to thank you for taking interest in the Transatlantic Outreach Program. We know your time is precious, and we hope you have enjoyed the latest edition of our newsletter.

Whether you are one of our experienced Fellows or are learning about us for the first time, we hope you have found something in this newsletter that will encourage you to build a professional relationship with TOP. The articles contained herein were written by educators just like you, who only a short time ago had never heard about the opportunities available to them through our program. Should you decide that your classroom is ready to “span continents,” be it through using specific teaching materials, leading workshops, going on a study tour, or engaging in an intercultural blended-learning project, then we hope you will strongly consider the Transatlantic Outreach Program as a partner on your journey.

The Transatlantic Outreach Program (TOP) - a non-profit, public/private partnership between the Foreign Office of the Federal Republic of Germany, the Goethe-Institut, Deutsche Bank, the Robert Bosch Stiftung, and the Siemens Corporation - was founded in 2002:

To promote education about Germany, To encourage intercultural dialogue, 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.

One of the first questions many people ask us is, Why Germany?

Well, for one, many Americans have German ancestry. Germany is home to one of the world’s largest economies by GDP and is one of the world’s leading exporters.

Germany is a prime mover in European integration and was a founding member of the European Union. Germany is an immigrant nation, bordered by more countries than any other in Europe. Germany is a global leader in environmental protection and “green” technologies. Germany and the USA are important international partners that share common problems and must work together to find common solutions. Finally, promoting dialogue between countries and cultures is the cornerstone of German foreign educational and cultural policy. It is about actively building bridges between peoples in an effort to foster greater understanding and enable nations to be viewed in their cultural and historical contexts.

Main Office Address: Transatlantic Outreach Program Goethe-Institut Washington 1990 K Street NW, Suite 03, Washington, DC 20006

Primary Contact Information: www.goethe.de/top top@washington.goethe.org 202-847-4700

Private Partners: Deutsche Bank Robert Bosch Stiftung Siemens Corporation

Public Partners: Foreign Office of the Federal Republic of Germany Goethe-Institut

President of the TOP Board: German Ambassador Peter Wittig

Workshops Sponsored 2016: 271 with 3,972 attendees

Number of TOP Fellows 2016: 108

Number of TOP Fellows to Date: 1,474

If you are ready to learn more about what TOP has to offer you and your students, then we invite you to visit our website, send us an e-mail, and connect with us on social media!

Thanks for reading!

The TOP Team

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TOP

TRANSATLANTIC OUTREACH PROGRAM

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

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP.