top toolkit for professional development

A PUBLIC/PRIVATE Partnership for North American Social Studies Educators

TOP TOOLKIT for Professional Development

AUTHORS:Constance Manter Jacqueline Littlefield

©Copyright 2014 Goethe-Institut Washington

Design and layout: in puncto druck + medien GmbH, Baunscheidtstraße 11, 53113 Bonn www.inpuncto-bonn.de

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

www.inpuncto-bonn.de

www.goethe.de/top

mailto:[email protected]

y Introduction to Toolkit – Design, Purpose, Features and Organization of Drawers/Sections

y Toolkit PowerPoint (available online)

y Table of Contents for the Toolkit

www

DRAWER 1

TOOLS FOR USING THE TOOLKIT

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Tools for Using the Toolkit DRAWER 1

INTRODUCTIONTOP Toolkit for Professional Development

Dear Facilitators,

The TOP Toolkit for Professional Development is designed to support facilitators with various tools, resources, and strategies to promote and enhance TOP Instructional Guides: Let’s Explore Modern Germany and Germany In Focus.

Who Will Facilitate TOP Workshops?

Educators who:

y Plan to apply for a TOP Study Tour,

y Have participated in a TOP Study Tour,

y Have attended a TOP Workshop,

y Have reviewed either of the Instructional Guides.

The Toolkit is available for educators who will facilitate workshops to:

y Share information about TOP curriculum programs and resources,

y Engage participants with innovative standards-based instructional strategies,

y Inform audiences about an application process for all expenses-paid Study Tours to Germany,

y Promote other TOP professional development opportunities.

TOP encourages social studies educators to take leadership roles and become involved. We are confident that you will find the tools useful for planning and facilitating workshops with various audiences, including:

y Social Studies Educators in School Districts

y Regional Social Studies Events

y State-Wide or National Social Studies Conferences

y Other Venues for Professional Development

How is the TOP Toolkit Structured?

The Toolkit is framed around Drawers with Tools that facilitators can use for planning and conducting TOP Workshops. For every TOP Workshop Agenda, there are some essential elements that need to be included. However, there is flexibility for facilitators to create and modify various strategies. Here are the Drawers with brief descriptions:

y Drawer 1: Tools for Using the Toolkit - Introductions and a TOP Toolkit Table of Contents with specific tools for each drawer.

y Drawer 2: Tools for Navigating the TOP Curriculum Program - Overviews for key elements of the program.

y Drawer 3: Tools for Planning Professional Development Workshops - Planning tools that encompass ‘Before, During, and After Workshops’.

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DRAWER 1 Tools for Using the Toolkit

y Drawer 4: Tools for Designing Agendas - For a full description and specific contents of each drawer, please see TOP Toolkit Table of Contents.

Section 1

Agendas - Samples Agendas, Agenda Components, and a sample Agenda Template.

Overviews - Overview documents to use for workshops: Please refer to Tools for Navigating Top Curriculum Program.

Section 2

Standards - Indexes, Abbreviated and Extended Codes, and Strategies for Aligning Standards, including: National Council for Social Studies Standards, Common Core Standards for Literacy in History/Social Studies, plus other state or local standards.

Section 3

Short Strategies and Icebreakers - Variety of strategies to actively engage participants during the opening or oth-er segments of a workshop. They vary in length and may be adapted for content or procedures.

Modified Lesson Strategies - Samples of interactive strategies that have been adapted for workshop participants. The strategies model standards-based learning with: individual and collaborative tasks; differentiated instruction; literacy, complex thinking, and presentation skills. Each of the samples includes Purposes, Directions, and supporting resources. This is a flexible Drawer. It allows facilitators opportunities to choose a Lesson, explore the Procedures and Instructional Resource Disc and then design a Modified Lesson Strategy that matches professional interests with a particular audience. Depending on the time frame or audience for a workshop, facilitators may include more than one strategy for an agenda.

Section 4

TOP Study Tours- Application Procedures, Frequently Asked Questions, Graduate Credits, Photo Collages, and links for specific information are provided.

Reflections and Evaluations - Various resources for Workshop Reflections and Evaluations; Facilitator Evaluations; Lesson Evaluations; and Workshop Participant’s Information Forms.

y Drawer 5: Tools for Extending Agendas - Sample Modified Strategies for extending and enhancing workshops with Field Trip to Berlin…A DVD and Instructional Guide including: a Focused Viewing Jigsaw, Curriculum Applications, and Photo Analysis activities. This section also includes TOP online materials and resources.

y Drawer 6: Tools for Enhancing Agendas - Multi-media components including Sample PowerPoints and Video Clips for use with Sample Agendas.

Again, TOP invites you to facilitate, use, and adapt the TOP Toolkit for Professional Development to promote and extend Let’s Explore Modern Germany and Germany In Focus.

The Drawers Are Open!

Sincerely,

Connie Manter and Jackie LittlefieldTOP Toolkit Authorship Team

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TOP TOOLKIT TABLE OF CONTENTS“THE DRAWERS”

DRAWER 1: TOOLS FOR USING THE TOOLKIT p. 5

y ‘Introduction to the Toolkit - Design, Purpose, Features and Organization of Drawers/Sections’ p. 7

y Toolkit PowerPoint (available online)

y Toolkit Table of Contents p. 9

DRAWER 2: TOOLS FOR NAVIGATING THE TOP CURRICULUM PROGRAM p. 13

y Common Lesson Components p. 15

y Letters

o Instructional Guide Content Structure Summary for Educators p. 16

o Authors’ Introduction – Let’s Explore Modern Germany p. 17

o Authors’ Introduction – Germany In Focus p. 18

y Overview - Features at a Glance p. 19

y Table of Contents

o Let’s Explore Modern Germany p. 21

o Germany In Focus p. 22

y Sample Common Lesson Components

o Four American Presidents and the Berlin Wall p. 23

o Schwarzfahrer: A Case Study in Human Rights p. 24

DRAWER 3: TOOLS FOR PLANNING PROFESSIONAL DEVELOPMENT WORKSHOPS p. 25

y Instructional Guide Tickets p. 27

y ‘Introduction to the Toolkit - Design, Purpose, Features and Organization of Drawers/Sections’ p. 7

(Located in Drawer 1)

y Materials Request Form p. 29

y Planning Checklist p. 30

y Resources Checklist p. 31

y Sample Conference Proposals

o State Conference or Council for the Social Studies p. 33

o National Conference or Council for the Social Studies #1 p. 35

o National Conference or Council for the Social Studies #2 p. 36

y Sample Flyer Template p. 37

y Sample Modified Lesson Strategy Template (Located in Drawer 4, Section 1) p. 51

y TOP’s Photo Collage PowerPoint (available online)

y TOP Facilitator Letter p. 39

y Workshop Attendance Form p. 40

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DRAWER 1 Tools for Using the Toolkit

DRAWER 4: TOOLS FOR DESIGNING AGENDAS p. 41

SECTION 1 p. 41

y Agendas o Sample Agenda Components p. 43

o Sample Agenda Template p. 45

o Sample Agendas Using Specific Lessons §Four American Presidents and the Berlin Wall p. 47

§Go Global with Germany! p. 48

§Schwarzfahrer: A Case Study in Human Rights p. 49

o Sample Modified Lesson Strategy Template p. 51

y Overviews o Common Lesson Components (Located in Drawer 2) p. 15

y Overview - Features At a Glance (Located in Drawer 2) p. 19

o Tables of Contents (Located in Drawer 2) §Let’s Explore Modern Germany p. 21

§Germany In Focus p. 22

SECTION 2 p. 53

y Standards o Abbreviation Codes for NCSS and Common Core Documents p. 55

o Common Core Standards §Abbreviated Lesson Alignment– ALACC-LEG/GIF p. 57

§Extended Lesson Alignment – ELACC-LEG/GIF p. 59

§Abbreviated Lesson Alignment Index – CC Index–LEG p. 61

§Abbreviated Lesson Alignment Index – CC Index–GIF p. 63

§Lesson Alignment Worksheets – LAW-LEG p. 65

§Lesson Alignment Worksheets – LAW-GIF p. 69

§Standards Graphic (State of Maine) p. 76

o National Curriculum Standards for Social Studies §Extended Lesson Alignment – ELANCSS-LEG/GIF p. 77

§Thematic Strands Index – NCSS Index-LEG p. 79

§Thematic Strands Index – NCSS Index-GIF p. 80

y Strategies for Connecting Standards p. 81

SECTION 3 p. 83 y Short Strategies and Icebreakers o And the Question is… p. 85

o Germany Bingo p. 87

o Postcards from Berlin p. 89

o Tables of Contents – Explorations! p. 113

o Teaching Modern Germany – Quick Questions p. 117

o Thinking Inside the Boxes – A Synectic p. 121

o Visuals from Germany! Connecting Dots… p. 123

o What’s Hot? Common Challenges p. 125

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o When a Word is Enough p. 129

o Why Study Modern Germany? Now It’s Your Turn! p. 137

o Why Study Modern Germany? Now It’s Your Turn! Background Information p. 149

y Modified Lesson Strategies

o Four American Presidents and the Berlin Wall – Notable Quotes p. 151

o Schwarzfahrer – A Case Study in Human Rights p. 163

§People Watching

§20 Questions

o The Pied Piper of Hamlin: Hear Ye… Hear Ye… Headlines Wanted!! p. 171

o Turning Points – A Cold War Timeline p. 177

o You Are What You Eat! p. 189

SECTION 4 p. 195

y TOP Study Tours

o Study Tours FAQ p. 196

o TOP’s Photo Collage PowerPoint (available online)

y Reflections and Evaluations

o TOP Lesson Evaluation Form p. 197

o Facilitator Workshop Evaluation p. 199

o Participant Workshop Evaluation p. 201

o Sample Whole Group Reflection p. 203

DRAWER 5: TOOLS FOR EXTENDING AGENDAS p. 205

y Field Trip to Berlin – Modified Strategies p. 207

o Photo Identification and Interpretation p. 208

o Brown Bag Lottery – Focused Viewing Jigsaw p. 211

o Likely Suspects – Curriculum Applications p. 217

y Online Resources p. 221

o Curriculum p. 221

§It’s Up to You & Me, Here & Across the Sea p. 221

o Instructional Guide & DVD p. 221

§Field Trip to Berlin DVD & Instructional Guide p. 221

o Maps & Collage p. 221

§Geo-Political Maps p. 221

§Germany Cultural Collage p. 221

o Online Games p. 221

§Elementary - Save Our Schule p. 221

§Secondary - Race 4 the Future p. 221

DRAWER 6: TOOLS FOR ENHANCING AGENDAS p. 223

y PowerPoints (Available Online)

o Four American Presidents and the Berlin Wall

o Go Global with Germany!

o TOP’s Photo Collage

y Video Clips

o Focus 1.5 - Four American Presidents and the Berlin Wall (available online)

y Common Lesson Components

y Letters

o Instructional Guide Content Structure Summary for Educators

o Authors’ Introduction – Let’s Explore Modern Germany

o Authors’ Introduction – Germany In Focus

y Overview - Features at a Glance

y Table of Contents

o Let’s Explore Modern Germany

o Germany In Focus

y Sample Common Lesson Components

DRAWER 2

TOOLS FOR NAVIGATING THE TOP CURRICULUM PROGRAM

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Tools for Navigating the TOP Curriculum Program DRAWER 2

TOP COMMON LESSON COMPONENTSEach of the Focus Sections begins with Interview Questions that are followed by responses from Germans who repre-sent various professions and perspectives.

Lessons are organized with Common Components.

y Titles capture the essence of a topic.

y Focus Questions frame essential learning.

y NCSS Curriculum Standards align with major content concepts.

y Common Core Standards align with major literacy skills for History and Social Studies.

y Lesson Overviews describe the lesson in a nutshell.

y Teacher Background Information provides a variety of content information and extended content resources.

y Time suggests sample timeframe for classroom instruction.

y Instructional Resources provide a variety of resources and opportunities to use and adapt. The resources are embed-ded in the lessons and also included in the Instructional Resource Disks.

y Procedures provide instructional strategies to use and adapt for students. Each lesson is organized around suggested timeframes by days that include Anticipatory Sets designed to initially engage students with the topic. Procedures offer a wide variety of individual and collaborative tasks and are supported with a variety of instructional resources and handouts.

y Whole Group Reflections provide various strategies for individual and whole group reflections. Some of the strate-gies may be presented as formative assessments. Re-visiting the Focus Question(s) is one of the main purposes of this section.

y Modifications offer suggestions for making additions or adaptations to the lesson’s procedures and other compo-nents.

y Extensions provide additional learning opportunities for challenging students and extending the lesson. Some of the extensions may contain specific references to standards and/ or resources.

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DRAWER 2 Tools for Navigating the TOP Curriculum Program

INSTRUCTIONAL GUIDE CONTENT STRUCTURE SUMMARY FOR EDUCATORSDear Educator,

The Transatlantic Outreach Program has orchestrated a ‘Grand Vision’ combing authors’ research and talents, on-site inter-views, panelists’ critical advice, teachers’ and students’ feedback, and editors’ expertise. The TOP curriculum is designed to support educators and engage students!

The program’s newest instructional guides, LET’S EXPLORE MODERN GERMANY for elementary classrooms and GERMANY IN FOCUS for secondary classrooms, are aligned with National Council for Social Studies Curriculum Standards and Com-mon Core Standards for Literacy in History/Social Studies. Embedded with elements from Understanding by Design and other models for curriculum, instruction, and assessment, Focus Areas and Lessons include instructional strategies for individual and collaborative learning, complex thinking skills, and literacy standards: reading, writing, researching, lis-tening, speaking, and taking actions. Focus Areas include Geography, Culture and Society, History, Reunification, Political Systems, Economy, and Sustainability. A summary of the key instructional components featured in GERMANY IN FOCUS are as follows:

y Flexibility: Focus Areas and Lessons to enhance existing curriculum

y Standards: Lessons aligned with two types of standards: NCSS and Common Core History/Social Studies

y Focus Questions: Overarching questions that frame Focus Areas and Lessons

y Lesson Overviews: Descriptions of ‘Lessons in a Nutshell’

y Anticipatory Sets: Engaging ‘Hooks’ to Set the Stage

y Teacher Background Information: In-depth research of challenging and interesting content

y Instructional Resource Disc: Resources to support teachers and students for each lesson

y Procedures: A variety of instructional strategies, performance tasks, activities, formative assessments for students as individual and collaborative learners

y Individual and Whole Group Reflections: Opportunities for students to reflect on their learning with Standards, Focus Questions, Procedures and Performance Tasks

y Modifications and Extensions: Rigorous standards and opportunities for each student to provide evidence of learn-ing

We are confident that the latest instructional guides from the Transatlantic Outreach Program will help you on your jour-ney to create a classroom learning environment that can “span continents.” Should these materials inspire you to take a workshop leadership role, then we invite you to request a copy of the TOP Toolkit for professional development. For more information on leading TOP workshops and all-expenses-paid study tours to Germany, please visit the TOP website at www.goethe.de/top.

Sincerely,

Constance Manter & Jacqueline Littlefield TOP Toolkit Authorship Team

www.goethe.de/top

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

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

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

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

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

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

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

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AUTHOR INTRODUCTION “GERMANY IN FOCUS”“I was living in Prenzlauerberg [East Berlin] .… in grade 12 making my Abitur …. It started with the Monday demonstrations …. that was a stunning feeling, when you are standing within the masses and you really have the feeling you’re fighting now for something real good. . … It was something intoxicating. And then the Wall fell…. Well, November 9 was a Thursday …. and I was sitting with a classmate studying for an exam in history class … and we listened to Radio DT64 [the GDR youth radio] and then there was the news that Schabowski [government spokesman of the East German government] made this announcement and that the Wall was sup-posed to be open. …. I called my mom (who was not at home) and said: “Mom, mom the Wall is open, we need to go.” And she replied: “No child, go back to bed …” She just didn’t believe me! …I went to bed to be well-rested the next morning to go to school. And I didn’t have to write the exam anymore, because on that day history class was suspended! The whole curriculum was suspended. In 12th grade the only topic was the history of the SED (Socialist Unity Party of East Germany) and this was sort of suspended on November 9, too…”

-Juliane (age 39) reflects on the excitement of the historic event of November 9, 1989, a memorable day in modern Germany his-tory when die Mauer (the Berlin Wall) was opened as a result of a peaceful revolution by the people of the German Democratic

Republic, and the process of reunification began.

Germany in Focus: Instructional Strategies for Secondary Educators is designed to provide social studies teachers with com-prehensive lessons on Germany — historical and contemporary — that can be easily integrated into pre-existing curricula in world history, geography, comparative government, economics, and sustainability.

The book is organized in seven sections or foci: Geography: Where in the world is Germany? Society: Who are the modern Germans? History: How do Germans face their past? Reunification: What is the legacy of the German Democratic Repub-lic? Political System: What is the social contract between Germans and their government? Economy: What do Germans do for a living? Sustainability: How do Germans try to live in harmony with their environment?

Each focus section begins with excerpts from interviews with a diverse group of Germans which concentrate on a critical question related to the focus topic. Teachers may wish to use these as stimuli to pique student interest in the focus topic. The lesson organization consists of a focus question(s) to guide the instruction. The careful use of the material included in the lesson and the use of the suggested instructional strategies will enable the students to talk intelligently about the focus questions. Each lesson is correlated to the revised 2010 NCSS Standards and includes a lesson overview which sum-marizes the objective of the lesson, pertinent teacher background, a suggested time frame, instructional resources (most of which will be easily accessed from the accompanying Instructional Resource Disc), and a detailed lesson procedure. In addition, there is a whole group reflection which reconnects the student with the focus question(s), lesson modifications and extensions.

The entire book will able available on the Instructional Resource Disc as a PDF file.

The Common Core State Standards in Literacy, adopted by 45 states to be fully implemented in 2014, require students to read more nonfiction and increasingly complex informational texts; to improve their speaking and listening skills; to cite evidence from texts to support arguments in written work, and to expand their academic vocabulary. As these apply to social studies, students will be expected to work individually and collaboratively to develop and interpret questions and analyze societal issues, trends, and events by applying concepts, knowledge and skills from civics, economics, geography, and history. (Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 4.)

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

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

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

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FEATURES AT A GLANCE!

Let’s Explore Modern Germany and Germany In Focus

y Resources for Professional Development

y Standards Correlation

y Outcomes & Icebreakers

y Instructional Strategies

y TOP Study Tour Application

y Planning Tools

y Engage Students y Support Teacherso Curriculumo Instructiono Assessment

y Individual & Collaborative Learning y Literacy Strategies & Skills y Complex Thinking Skillso Readingo Writingo Researchingo Listeningo Speakingo Taking Action

y Flexibility y Standards y Focus Questions y Lesson Overviews y Anticipatory Sets y Teacher Background Information y Instructional Resource Disc y Procedures y Individual & Group Reflections y Modification & Extensions

y Contemporary Life y Culture y Economy y Environmental Sustainability y Geography y History y Literature y Political Systems y Reunification

Engaging Instructional ActivitiesComprehensive Toolkit

Challenging, Innovative & Global Resources

Key ComponentsFocus Sections Content

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TABLE OF CONTENTS “LET’S EXPLORE MODERN GERMANY”

LET’S EXPLORE 1: GEOGRAPHY y 1.1 Mapping Germany

y 1.2 Traveling Through Germany Game

y 1.3 Using Latitude and Longitude

y 1.4 Uniting Europe: The European Union

y 1.5 Measuring with Metrics

LET’S EXPLORE 2: CONTEMPORARY LIFE

y 2.1 “Let’s Talk”

y 2.2 “Let’s Eat”

y 2.3 “Let’s Learn”

y 2.4 “Let’s Cycle”

y 2.5 “Let’s Be Green”

y 2.6 “Let’s Be Responsible”

y 2.7 “Let’s Buy”

LET’S EXPLORE 3: HISTORY

y 3.1 Turning Points

y 3.2 Famous Germans

y 3.3 Lessons of the Holocaust

y 3.4 Operation Vittles

y 3.5 Rise and Fall of the Berlin Wall

LET’S EXPLORE 4: GRIMM BROTHERS AND OTHER TALES

y 4.1 Well-known Tale: The Pied Piper of Hamelin

y 4.2 Lesser-known Tale: Herr Korbes

y 4.3 The Adventures of Baron Münchausen

y 4.4 Family Vacation along the German Fairy Tale Road

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TABLE OF CONTENTS “GERMANY IN FOCUS”

FOCUS 1: GEOGRAPHY y 1.1 Geography of Germany

y 1.2 Geography and FIFA World Cup Soccer

y 1.3 Germany: A Member of the European Union

y 1.4 German Military and International Peacekeeping

y 1.5 Four American Presidents and the Berlin Wall

FOCUS 2: SOCIETY y 2.1 Immigration and Demographic Diversity y 2.2 Religion in a Pluralistic Society y 2.3 Women in German Society y 2.4 German Education System y 2.5 Youth in Germany y 2.6 Germanisms - German Words in the English Language

FOCUS 3: HISTORY y 3.1 The Brandenburg Gate as a Witness to History y 3.2 Collective Memory: Memorials and Monuments y 3.3 Schwarzfahrer: A Case Study in Human Rights y 3.4 Studying the Holocaust in Germany y 3.5 November 9 in German History: Why Not a Holiday? y 3.6 Germans Who Have Contributed to World Civilization

FOCUS 4: REUNIFICATION y 4.1 Post World War II/Cold War Timeline y 4.2 We Are the People — Peaceful Revolution in Leipzig 1989 y 4.3 Ostalgie — Remembering Life in the GDR y 4.4 The Stasi and Espionage in the GDR

FOCUS 5: POLITICAL SYSTEM y 5.1 German Post-Reunification Timeline y 5.2 National Identity and National Symbols: Flag and National Anthem y 5.3 The Bundestag and Germany’s Multiparty Political System y 5.4 Comparative Study of the Political Systems in the United States and Germany

FOCUS 6: ECONOMY y 6.1 Transitioning from a Command to a Market Economy y 6.2 Social Market Economy: Workplace and Social Services y 6.3 The German Trade Fair: German Products y 6.4 Apprenticeship Program (Case Studies: Robert Bosch GmbH and Deutsche Bank AG) y 6.5 Eurozone

FOCUS 7: SUSTAINABILITY y 7.1 The Dresden Elbe Valley: UNESCO World Heritage Site Status and Economic Decision Making y 7.2 Germany: A Model of Sustainability y 7.3 Greening Your School: Shades of Green y 7.4 SIEMENS: Leading the Way Toward a Low Carbon Economy

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SAMPLE COMMON LESSON COMPONENTSFrom Tables of Contents to Common Lesson Components

Four American Presidents and the Berlin Wall (Germany in Focus: Focus 1, Lesson 1.5)

Tables of Contents are structured by Focus Sections.

Focus Sections begin with one or more Interview Questions that are followed by responses from Germans who repre-sent a variety of professions and perspectives.

Interview Questions from Focus 1:

– Do you think that Germany’s role in the world has changed since reunification?

– What are the major changes and how do you see Germany’s role in the world today?

Lessons include the following Common Components:

y Title: Titles Set the Theme: Four American Presidents and the Berlin Wall

y Focus Question(s): Focus Questions help frame the Lesson: How are nations connected through international events?

y NCSS Curriculum Standard(s): Each Lesson contains NCSS focus Standards: #2—Time, Continuity and Change, #9---Global Connections (Reference for extended descriptions: ELANCSS-LEG/GIF)

y Common Core Standards for Literacy in History/Social Studies: Each Lesson correlates with the Common Stan-dards: RH/SS 3, RH/SS 7, RH/SS 9, WH/SS 9, SL 1 and SL 4 (References for abbreviated and extended descriptions: ALACC–LEG/GIF, ELACC-LEG/GIF)

y Lesson Overview: Describes the Lesson’s key ideas and tasks in a nutshell.

y Teacher Background Information: Provides a volume of basic information that will vary for each Lesson, and may also contain additional references.

y Time: Suggests a timeframe to implement Lessons.

y Instructional Resources: Provide a range of resources to use and adapt for each Lesson. The resources are located in the Text or Instructional Disc.

y Procedure: Includes numerous instructional strategies to implement with students. Each Lesson is organized around Procedures for “Suggested” Days 1, 2, 3.., including an Anticipatory Set. A wide variety of individual, collaborative, and formative assessment tasks are provided and supported with handouts and other resources.

y Whole Group Reflections: Provides various strategies for individual and whole group reflections. Some of the strat-egies may be presented as formative assessments. Re-visiting and the Focus Question(s) is one of the main purposes of this component.

y Modifications: Offer suggestions for making additions or adaptations to the Lesson’s Procedures and other compo-nents.

y Extensions: Provide additional learning opportunities for challenging students and extending the Lesson.

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SAMPLE COMMON LESSON COMPONENTSFrom Tables of Contents to Common Lesson Components

Schwarzfahrer: A Case Study in Human Rights (Germany in Focus: Focus 3, Lesson 3.3)

Tables of Contents are structured by Focus Sections.

Focus Sections begin with one or more Interview Questions followed by responses from Germans who represent a vari-ety of professions and perspectives.

Interview Question:

- Do you think that Germany’s role in the world has changed since reunification?- What are the major changes and how do you see Germany’s role in the world today?

Lessons include the following Common Components:

y Title: Titles set the theme: Schwarzfahrer: A Case Study in Human Rights

y Focus Question(s): Focus Questions help frame the Lesson: Why do some people choose to stand up for victims of dis-crimination, whereas others do not?

y NCSS Curriculum Standard(s): Each Lesson contains NCSS focus Standards: #4 Individual Development and Identity, #5 Individuals, Group, and Institutions (Reference for extended descriptions: ELANCSS-LEG/GIF)

y Common Core Standards for Literacy in History/Social Studies: Each Lesson correlates with the Common Stan-dards: RHSS #1, WHSS #2, WHSS #7, and SL #4 (References for abbreviated and extended descriptions: ALACC-LEG/GIF, ELACC-LEG/GIF)

y Lesson Overview: Describes the Lesson’s key ideas and tasks in a nutshell.

y Teacher Background Information: Provides a volume of basic information that will vary for each Lesson, and may also contain additional references.

y Time: Suggests a timeframe to implement Lessons.

y Instructional Resources: Provide a range of resources to use and adapt for each Lesson. The resources are located in the Text or Instructional Disc.

y Procedure: Includes numerous instructional strategies to implement with students. Each Lesson is organized around Procedures for “Suggested” Days 1, 2, 3.., including an Anticipatory Set. A wide variety of individual, collaborative, and formative assessment tasks are provided and supported with handouts and other resources.

y Whole Group Reflections: Provides various strategies for individual and whole group reflections. Some of the strat-egies may be presented as formative assessments. Re-visiting and the Focus Question(s) is one of the main purposes of this component.

y Modifications: Offer suggestions for making additions or adaptations to the Lesson’s Procedures and other compo-nents.

y Extensions: Provide additional learning opportunities for challenging students and extending the Lesson.

y Instructional Guide Tickets

y Introduction to the Toolkit - Design, Purpose, Features and Organization of Drawers/Sections (Located in Drawer 1)

y Materials Request Form

y Planning Checklist

y Resources Checklist

y Sample Conference Proposals o State Conference or Council for the Social Studies

o National Council for the Social Studies

y Sample Flyer Template

y Sample Modified Lesson Strategy Template (Located in Drawer 4, Section 1)

y TOP Facilitator Letter

y TOP’s Photo Collage PowerPoint – (available online) www

y Workshop Attendance Form

DRAWER 3

TOOLS FOR PLANNING PROFESSIONAL DEVELOPMENT WORKSHOPS

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Tools for Planning Professional Development Workshops DRAWER 3

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MATERIALS REQUEST FORM FOR TOP WORKSHOP LEADERSwww

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DRAWER 3 Tools for Planning Professional Development Workshops

TOP PROFESSIONAL DEVELOPMENT PLANNING SHEET FOR Let’s Explore Modern Germany and Germany In Focus

Prior to Workshop

� Identify location – at school, within district, at a state, regional or national conference. (See example proposals)

� Determine if there are organizations/individuals within your school/region that can provide assistance and de-

termine responsibilities.

� Determine date, time, and length of workshop – 1 hour, 2 hours, half-day, full day or other configuration.

� Identify audience – elementary, middle, secondary, combination.

� Inform potential participants.

� Determine registration procedure.

� At least 3 weeks in advance – determine desired materials and request using online request form.

� Craft an agenda based on workshop length, grade span, and subject area of audience, etc. (See examples)

� Obtain suitable space sufficient for the number of participants with moveable tables and chairs for group activ-

ities.

� Secure audio-visual equipment and technology needed for program. i.e. DVD player/monitor, laptop, LCD pro-

jector, speakers, internet access.

� Order refreshments (optional).

� Prepare nametags, registration forms, and agendas.

� Prepare handouts and other materials.

During the Workshop

� During training, have participants complete attendance forms. Remind them to print clearly.

� At the end of program, have participants complete evaluation.

Following the Workshop

� Send completed participant and facilitator evaluations and attendance forms to TOP.

� Send interesting photos with short captions to TOP.

� If more than 5 sets of materials remain, contact TOP and arrangements will be made for their return at TOP’s

expense. (See letter from TOP)

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RESOURCES CHECKLIST (WHAT YOU’LL NEED)

All Activities

y NCSS Index if text(s) not available

y Common Core Index(s) (CC Index) if text not available

y Abbreviated Lesson Alignment (ALA-CC) for Common Core

y Extended Lesson Alignment (ELA-NCSS) for NCSS

Standards

Strategies for Connecting Standards

y Standards documents noted above

y Lesson Standards Alignment Worksheets (LAW)

Short Strategies/ Icebreakers

And the Question is… y Question posted or distributed at seats (1 per participant)

Germany Bingo y Germany Bingo chart (1 per participant)

Post Cards from Berlin y Copies of Postcards (1 per participant)

y Modification #2 – Postcard images only

y Modification #3 – Mad-Libs Cards

Tables of Contents – Explorations! y Copies of tables of contents if text(s) not available (1 per participant)

y Question slips (1 per participant)

y Optional activity – chart paper, markers

Teaching Modern Germany – Quick Questions??? y Question strips (1 per participant)

y Optional – chart paper, masking tape

Thinking Inside the Box – A Synectic y Chart paper

y Markers

Visuals from Germany! Connecting Dots… y Political Maps of Germany

y Germany Cultural Collages

y Sticky dots (1 per participant)

What’s Hot? Common Challenges y Seat cards (1 per participant)

When a Word is Enough – A Quickie y Word cards (1 per participant)

Why Study Modern Germany? Now It’s Your Turn! y Reason statements (1 per participant)

y Why Study Modern Germany? Now It’s Your Turn Background Information (1 per participant)

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Modified Lesson Strategies

Four American Presidents and the Berlin Wall: Notable Quotes

y Lesson 1.5 Germany in Focus if text not available (1 per participant)

y Speech videos

y Option 1

o Speech Excerpts for Kennedy Reagan, Clinton and Obama (1 per participant)

y Option 2

o Speeches for Kennedy, Reagan, Clinton and Obama (1 speech per participant)

y Optional – Speech Analysis Worksheet 1.5.7

Schwarzfahrer - A Case Study in Human Rights y Lesson 3.3 German in Focus if text not available (1 per participant)

y Video Schwarzfahrer

y Strategy #1 – People Watching boxes (1 per participant)

y Strategy #2 – 20 Questions strips (1 per participant)

The Pied Piper of Hamlin: Hear Ye… Hear Ye… Headlines Wanted!! y Sample Headlines and Leads

y The Pied Piper of Hamlin (1 copy per participant)

y Headlines Wanted!! Worksheets – directions and ‘parchment’ (1 per participant)

y Markers and masking tape

Turning Points – A Cold War Timeline y Cold War Timeline (1 per participant)

y List of topics/ subtopics – (posted)

You Are What You Eat y Hungry Planet: What the World Eats images for Germany & America – (1 per participant)

Extensions

Field Trip to Berlin y DVD Field Trip to Berlin

y Extension #1

o Photo Activity sheet (1 per participant)

o Response sheet (1 per participant)

y Extension #2

o Chart paper

o Brown bags – 1 per group

o Focus Group Strips (1 per participant)

§Option – Starred strips (1 per participant)

y Extension #3

o Tables of Contents for Germany in Focus if text not available (1 per participant)

o Likely Suspects cards (1 per participant)

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SAMPLE CONFERENCE PROPOSALSTATE COUNCIL FOR THE SOCIAL STUDIES

Conference Proposal for: Content, Instruction, and Technology: Standards-Based Approaches for 21st Century Learners

Date:

Location:

Names:

Professional Titles:

Professional Organization: Goethe-Institut, Transatlantic Outreach Program (TOP) Washington, DC

Addresses: Goethe-Institut/TOP: 812 Seventh Street NW Washington, DC 20001

Proposed Title for Workshop Session: Four American Presidents and The Berlin Wall -- Where History Collides with Primary Sources, Instructional Strategies, and Yes…Standards!

Target Grade Level for Audience: 9-12

Topic and Brief Description:

Welcome to TOP—Transatlantic Outreach Program! During this session, participants will be engaged with:

y An Overview of TOP’s curriculum, Germany in Focus: Instructional Strategies for Secondary Educators

y A variety of instructional strategies including primary source analysis from a Lesson, Four American Presidents and The Berlin Wall

y A ‘focus viewing’ activity with DVD, Field Trip to Berlin and Instructional Guide

y Connecting State Social Studies Learning Results and Common Core History/Social Studies Standards to the Lesson

Participants will learn about the Application Process for TOP’s all expenses paid Summer Study Tours to Germany. Compli-mentary TOP resources including Germany in Focus and Field Trip to Berlin will be distributed. Plus, they will have some fun and take back ideas and materials to engage their students Monday morning!

Standards Addressed in the Workshop:

y MLR’s-- Maine Learning Results: E1 Historical Knowledge, Concepts, Themes, and Patterns, a. Primary Sources; E2 Indi-vidual, Cultural, International, and Global Connections in History, b. Turning Points and Events

y NCSS Standards: #2-Time, Continuity, and Change and #9 Global Connections

y CCH/SS---Common Core Standards for Literacy in History/Social Studies: Reading History/Social Studies RHSS 9, Ana-lyze and/or compare primary/secondary source materials

Technology Applications for Classrooms:

Students will:

y View video clips from presidents’ speeches to analyze and compare primary sources.

y Be assigned a Focus Viewing Group and Specific Targets while watching a DVD, Field Trip to Berlin. In small groups, they will design and present a synopsis from key ideas and images using various modes of expression.

Instructional Strategies used in the session:

y Icebreaker: Think-Pair-Share to compare visual sources

y Overview: Explore Table of Contents

y Connect Standards to a Lesson

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y Modified Lesson Application: Analyze and Compare significance of Primary Sources

y Focus Viewing with Field Trip to Berlin--DVD and Instructional Guide

Resources Provided:

y Germany in Focus: Instructional Guide for Secondary Educators

y Field Trip to Berlin-with DVD and Instructional Guide

y Application Process for TOP Study Tours

Benefit to Local Teachers:

State social studies teachers will benefit from this session and the curriculum resources primarily because they will be actively involved with every aspect of the Conference Title:

y Content…Challenging and Interesting

y Instruction…Engaging and Standards-Based Approaches

y Technology…Applicable and Student-Centered

Plus, they will have fun and receive resources that can be used Monday morning!

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SAMPLE CONFERENCE PROPOSALNATIONAL CONFERENCE #1

General Information

Presentation Title: “Four American Presidents and One Berlin Wall” TOP’s Got Standards!!!

Submission Type: Session (1 hr)

Subject Areas and Grade Level

Discipline: Global Connections, U.S. History, World History

Audience Level: Secondary Level – High School

Themes: Common Core: Content Area Reading, Writing, and Social Studies and Global Competencies, Global Perspectives, Global Marketplace

Content

Abstract: TOP’s Lesson from Germany in Focus – Instructional Strategies highlights: Content and Literacy Standards, Focus Questions, Primary Sources, Collaborative Learning, and Engaging Student Resources! Plus…Complimentary Curriculum Ma-terials! Study Tour Applications.

Presentation Description

Objectives:

– Set the Lesson, “Four American Presidents and One Berlin Wall” in the content of TOP’s new secondary program, Germany in Focus – Instructional Strategies.

– Introduce key common Lesson Components by engaging participants.

– Integrate specific NCSS Curriculum and Common Core Literacy Standards with instructional strategies from the lesson.

– Provide complimentary curriculum materials.

– Introduce an Application process for TOP’s all-expenses paid Summer Study Tours.

Content/Skills:

– Collaborate to perform short group tasks during the session.

– Align and Integrate specific Common Core Literacy Standards with specific instructional strategies and student tasks from the lesson.

– Use a Focus Question to frame a Lesson and a Student Task.

– Analyze excerpts from primary sources (speeches), plus audio and video segments.

Presentation Strategies:

– “Getting the Big Picture and Products!” --- Handouts: Tables of Contents, the entire Lesson with all Resources, and Directions for Participants’ Small Group Tasks.

– “Four American Presidents and One Berlin Wall”: A Simulation! Participants will collaborate in pairs or small groups to en-gage in shore performance tasks.

– Individual applications for your classroom/course(s).

– Provide TOP Summer Study Tour Applications and new Secondary Complimentary Curriculum materials!

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SAMPLE CONFERENCE PROPOSAL

NATIONAL CONFERENCE #2

General Information

Presentation Title: Go Global with Germany! TOP Unveils K-12 Curriculum – Instructional Strategies!

Submission Type: Session (1 hr)

Subject Areas and Grade Level

Discipline: Global Connections

Audience Level: Pre K-Elementary

Themes: Common Core: Content Area Reading, Writing, and Social Studies and Global Competencies, Global Perspectives, Global Marketplace

Content

Abstract: “Let’s Explore Modern Germany” (K-8) & “Germany in Focus” (6-12): Highlights new instructional resources! Aligning Content and Literacy Standards; Instructional Strategies and Resources; Enhancing Existing Curriculum; Study Tour Applica-tions; Complimentary Curriculum!

Presentation Description

Objectives:

– Introduce TOP’s new global elementary and secondary curriculum by exploring some key components, i.e., Focus Content Areas and Lessons, Teacher Background Information, Instructional Strategies, and Instructional Resource Discs for each Les-son.

– Provide complimentary curriculum materials that align with NCSS and Common Core Standards.

– Presents TOP’s Application process for all-expenses paid Summer Study Tours.

Content/Skills:

– Update Content! Germany, A Global Nation – Geography, History, Economy, Government, Culture, and the Environment.

– Identify curriculum components including: Standards’ Alignment, Focus Areas/Lessons, and Instructional Strategies/Proce-dures.

– Explore Instructional Strategies Discs that accompany each Lesson, including student handouts, technology, and other ap-plications.

Presentation Strategies:

– “Getting the Big Picture and Products!” --- A PowerPoint Overview: Tables of Contents with Focus Areas and Lessons, Instruc-tional Resource Discs, and a Toolkit for Professional Development

– “Connecting Lesson Components” – A Think-Pair-Share strategy for participants to match to components with the sections in a sample lesson.

– “Aligning Standards” – Practice aligning one Instructional Strategy and Student Task with One Common Core Literacy Stan-dard.

– “Your Next Steps?” – Applying for a TOP Summer Study Tour! Getting New Free Curriculum Materials!

TOP WORKSHOP FOR TEACHING MODERN GERMANYLet’s Explore Germany & Germany In Focus

y Engage in a Variety of Instructional Strategies

y Connect Social Studies and Common Core Standards with Lessons

y Learn about TOP Study Tours to Germany

y Explore and receive complimentary TOP Resources

y Enjoy the Company of Colleagues

Presented by (insert names of presenters/sponsors here)

Date:

Location:

Time

For additional information or to register contact: (insert contact info here)

The Transatlantic Outreach Program (TOP) - a non-profit, public/private partnership between the Federal Foreign Office 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, and to provide the opportunity for North American social studies educators 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 sus-tainability, culture, history, geography and more. TOP is a unique public/private partnership based at the Goethe-Institute in Washington, D.C. TOP sponsors in-service training workshops at the state, regional, and national levels, and all-expens-es-paid summer study tours to Germany.

TOP TRANSATLANTICOUTREACH PROGRAM

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TOP FACILITATOR LETTER

Dear Workshop Leader,

We at the Transatlantic Outreach Program want to thank you for taking time out of your busy schedule to lead a “Modern Germany” workshop.

By now, you should have submitted a request for materials using our online materials request form. After your order has been reviewed and processed, the items will ship about 1-2 weeks prior to the workshop date listed on your request form.

Before the conclusion of your workshop, distribute the attached attendance form. (Make as many photocopies as nec-essary.) Please make sure that all workshop attendees fill out the attendance form as completely and legibly as possible. You will not receive credit for having led a workshop until we receive your completed workshop attendee in-formation!

Please return both the attendance and evaluation forms to the address below. If you have extra materials and would like to send them back, please email TOP for the FedEx account number.

Kind Regards, TOP

Goethe-Institut Washington

812 7th Street NW

Washington, DC 20001

Email: [email protected]

Tel.: (202) 289-1200


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WORKSHOP ATTENDANCE FORM (FOR ATTENDEES)

Name (First, Last):

Teaching Position:

School Name:

Home Address:

Home City, State, Zip:

Primary Email Address:

Name (First, Last):

Teaching Position:

School Name:

Home Address:



Name (First, Last):

Teaching Position:

School Name:

Home Address:



The Transatlantic Outreach Program is bound by strict European Union privacy regulations and will not share attendee information with unintended third parties. TOP adds all workshop attendees to its biannual newsletter

distribution list.

41

Tools for Designing Agendas DRAWER 4

y Agendas

o Sample Agenda Components

o Sample Agenda Template

o Sample Agendas Using Specific Lessons

§Four American Presidents and the Berlin Wall

§Go Global with Germany!

§Schwarzfahrer: A Case Study in Human Rights

o Sample Modified Lesson Strategy Template

y Overviews

o Common Lesson Components (Located in Drawer 2)

o Overview - Features at a Glance (Located in Drawer 2)

o Tables of Contents (Located in Drawer 2)

§Let’s Explore Modern Germany

§Germany In Focus

DRAWER 4: SECTION 1

TOOLS FOR DESIGNING AGENDAS

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TOP PROFESSIONAL DEVELOPMENT WORKSHOPSample Agenda Components*

Outcomes:

y Introduce TOP’s Instructional Strategies for Elementary, Middle and Secondary Educators with common lesson com-ponents:

o Let’s Explore Modern Germany and/or

o Germany In Focus

y Connect specific National Curriculum Standards for Social Studies (NCSS) and Common Core History/Social Studies Liter-acy Standards within a lesson

y Engage in application strategies adapted from a specific lesson

y Provide information about and applications for TOP Study Tours to Germany and complimentary instructional resources

Agenda:

y Welcome, Introductions, and Outcomes

y Icebreaker

y Overview - Introduce the Table of Contents

y Common Lesson Components - Examine the common lesson components

y Connecting Standards Strategy - Examine NCSS and Common Core Standards as they relate to the program and a specific lesson

y Modified Lesson Strategy - Engage in a modified strategy for a specific lesson

y Classroom Connections – How would you use in your Social Studies Classroom?

y TOP Study Tour Application Process - Provide information about and Applications for the TOP Study Tour

y Group Reflections and Individual Evaluations – Complete workshop evaluations

y TOP complimentary Instructional Resources – Distribute resources

*May be adjusted for different time periods using additional strategies, extensions and resources, as needed.

Transatlantic Outreach Program (TOP) – http://www.goethe.de/top

http://www.goethe.de/top

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SAMPLE AGENDA TEMPLATEWorkshop Title

Outcomes:

y Introduce Germany In Focus: Instructional Strategies for Secondary Educators

y Connect NCSS Curriculum Standards and Common Core History/Social Studies Literacy Standards with a selected lesson

y Engage participants using various instructional strategies

y Provide Applications for TOP Study Tours to Germany

y Access Complimentary Instructional Materials.

Agenda:

y Welcome, Introductions, and Outcomes -

y Icebreaker -

y Overviews -

y Common Lesson Components -

y Connecting Standards Strategy -

y Modified Lesson Strategy -

y Classroom Connections -

y TOP Study Tour Application Process -

y Group Reflections and Individual Evaluations -

y TOP Complimentary Instructional Resources -



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SAMPLE AGENDAFour American Presidents and the Berlin Wall

Outcomes:

y Introduce TOP’s New Program with Germany In Focus: Instructional Strategies for Secondary Educators.

y Connect NCSS Curriculum Standards and Common Core History/Social Studies Literacy Standards with a selected Lesson.

y Engage participants using various instructional strategies.

y Provide an Application for TOP Study Tours to Germany and Complimentary Instructional Materials.

Agenda:


y Icebreaker - Postcards from Berlin – Mad-libs

y Overviews - Features at a Glance, Focus Areas/Tables of Contents, and Common Lesson Components

y Connecting Standards Strategy – NCSS and Common Core: Where is 1.5?

y Modified Lesson Strategy - Notable Quotes: Analyzing Primary and Secondary documents and media

y Classroom Connections - What’s a Match with Your Social Studies Curriculum?

y TOP Study Tour Application Process

y Group Reflections and Individual Evaluation

y TOP Complimentary Instructional Resources



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DRAWER 4 Tools for Designing Agendas

SAMPLE AGENDAGo Global with Germany!

Outcomes:

y Introduce TOP’s Guides Program: Let’s Explore Modern Germany: Instructional Strategies for Elementary Educators and Germany In Focus: Instructional Strategies for Secondary Educators.

y Connect NCSS Curriculum Standards and Common Core History/Social Studies Literacy Standards with a selected Lesson.


y Provide an Application for TOP Study Tours to Germany and Complimentary Instructional Materials.

Agenda:

y Icebreaker - When a Word is Enough


y Overviews - Features at a Glance and Tables of Contents

y Common Lesson Components - Focus 4.1, Timeline of Post-WWII/Cold War Germany

y Connecting Standards Strategy - “Finding Patterns” Standards Strategy

y Modified Lesson Strategies ---

o Elementary Guide: You Are What You Eat – Cultural Comparisons

o Secondary Guide: Turning Points – Understanding Chronology

y Classroom Connections - What’s a Match with Your Social Studies Curriculum?


y Group Reflections and Individual Evaluations




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SAMPLE AGENDASchwarzfahrer: A Case Study in Human Rights

Outcomes:

y Introduce Germany In Focus: Instructional Strategies for Secondary Educators.

y Connect NCSS Curriculum Standards and Common Core History/Social Studies Literacy Standards with a selected lesson.


y Provide Application process for TOP Study Tours to Germany.

y Access Complimentary Instructional Materials.

y

Agenda:


y Icebreaker – What’s Hot? Common Challenges

y Overviews – Features at a Glance & Table of Contents

y Common Lesson Components - Lesson 3.3, Schwarzfahrer: A Case Study in Human Rights

y Connecting Standards Strategy – Find and circle standards from Lesson 3.3 in the National Curriculum Standards for Social Studies Thematic Standards Index (NCSS Index-GIF) and the Common Core Lesson Alignment Sheet (ALACC-LEG/GIF)

y Modified Lesson Strategy - Choose one from two strategies adapted from Lesson 3.3.

o People Watching - Focused Viewing Jigsaw

o 20 Questions - Focused Viewing Jigsaw

y Classroom Connections - What’s a good match for using these materials for enhancing and extending a unit from your curriculum?


y Group Reflections and Individual Evaluations




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MODIFIED LESSON STRATEGY TEMPLATELesson Title

Purpose(s):

y List purpose(s) of Modified Lesson Strategy

Directions:

y Step-by-step directions for modified strategy.

y Attach all needed documents from Resource Disk and/or documents designed for the Modified Lesson Strategy.

Notes:

y This Modified Lesson Strategy has been adapted for workshop participants from (insert TOP Instructional Guide Title: Let’s Explore Modern Germany or Germany In Focus)

Resources:

y List all resource needed to complete strategy (i.e. handouts, markers, paper, handouts etc.)

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y Standards

o Abbreviation Codes for NCSS and Common Core Documents

o Common Core Standards

§Abbreviated Lesson Alignment – ALACC-LEG/GIF

§Extended Lesson Alignment – ELACC-LEG/GIF

§Abbreviated Lesson Alignment Index – CC Index–LEG

§Abbreviated Lesson Alignment Index – CC Index–GIF

§Lesson Alignment Worksheets – LAW-LEG

§Lesson Alignment Worksheets – LAW-GIF

§Standards Graphic (State of Maine)

o National Curriculum Standards for Social Studies

§Extended Lesson Alignment – ELANCSS-LEG/GIF

§Thematic Strands Index – NCSS Index-LEG

§Thematic Strands Index – NCSS Index-GIF

o Strategies for Connecting Standards

DRAWER 4: SECTION 2


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NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIESCommon Core Standards in Literacy in History/Social Studies

Abbreviation Codes

The following abbreviation codes for documents may be useful when designing various segments for workshops.

y LEG - Let’s Explore Modern Germany: Instructional Strategies for Elementary Educators

y GIF - Germany In Focus: Instructional Strategies for Secondary Educators

y CC Index* - Common Core (Abbreviated) Lesson Alignment

y NCSS Index* - National Curriculum Standards for Social Studies: Thematic Strands Index

y ALACC - Abbreviated Lesson Alignment to Common Core Standards

y ELACC - Extended Lesson Alignment to Common Core Standards

y ELANCSS – Extended Lesson Alignment to National Curriculum Standards for Social Studies

y LAW* - Lesson Standards Alignment Worksheets

y Various national, state, regional, or local social studies standards

* Available for LEG and GIF

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ABBREVIATED LESSON ALIGNMENT – ALACC-LEG/GIFReading Standards in Literacy – History / Social Studies, K-5, 6-12

Key Ideas and Details

RH/SS.1 - cite specific textual evidence to support conclusionsRH/SS.2 - determine and summarize central ideas and themesRH/SS.3 - analyze text related individuals, events or ideas

Craft and Structure

RH/SS.4 - determine meaning of words/phrasesRH/SS.5 - analyze text structureRH/SS.6 - assess point of view or purpose

Integration of Knowledge and Ideas

RH/SS.7 - integrate and evaluate content presented in diverse formats/mediaRH/SS.8 - determine and evaluate argument specific claims validity of reasoning and evidenceRH/SS.9 - analyze and/or compare primary/secondary source materials

Range of Reading and Level of Complexity

RH/SS.10 - read and comprehend literary and informational texts

Writing Standards for Literacy in History / Social Studies, K-5, 6-12

Text Types and Purposes

WH/SS.1 - write persuasive textsWH/SS.2 - write informative and explanatory textsWH/SS.3 - write narrative texts

Production and Distribution of Writing

WH/SS.4 - produce clear and coherent writingWH/SS.5 - use effective skills in the writing processWH/SS.6 - use technology effectively

Research to Build and Present Knowledge

WH/SS.7 - conduct research based on focus question(s)WH/SS.8 - gather relevant informationWH/SS.9 - draw evidence from literary and informational texts

Range of Writing

WH/SS.10 - writing for a range tasks, purposes, audience, and timeframes

Speaking and Listening for Literacy in History / Social Studies, K-5, 6-12

Comprehension and Collaboration

SL.1 - prepare and participate in a range of collaborations and/or conversationsSL.2 - integrate and evaluate diverse media/formatsSL.3 - evaluate point of view, reasoning, use of evidence, or rhetoric

Presentation of Knowledge and Ideas

SL.4 - present information and supporting evidenceSL.5 - use multimedia componentsSL.6 - adapt speech/presentation to variety of contexts and communicative tasks

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

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EXTENDED LESSON ALIGNMENT TO COMMON CORE STANDARDS

Reading Standards for Literacy in History / Social Studies - K-5, 6-12

Key Ideas and details

RH/SS.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RH/SS.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RH/SS.3 - Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

RH/SS.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RH/SS.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RH/SS.6 - Assess how point of view or purpose shapes the content and style of a text.


RH/SS.7 - Integrate and evaluate content presented in diverse formats and media, including visually and quantitative-ly, as well as in words.

RH/SS.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RH/SS.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

RH/SS.10 - Read and comprehend complex literary and informational texts independently and proficiently.

Writing Standards for Literacy in History / Social Studies – K-5, 6-12

Text types and Purposes

WH/SS.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WH/SS.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and ac-curately through the effective selection, organization, and analysis of content.

WH/SS.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

WH/SS.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WH/SS.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new ap-proach.

WH/SS.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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WH/SS.7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating un-derstanding of the subject under investigation.

WH/SS.8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

WH/SS.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

RH/SS.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards for Literacy in History / Social Studies – K-5, 6-12


SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ide as and expressing their own clearly and persuasively.

SL.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


SL.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.5 - Make strategic use of digital media and visual displays of data to express information and enhance understand-ing of presentations.

SL.6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


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LESSON ALIGNMENT INDEX Common Core Standards (abbreviated)

“Let’s Explore Modern Germany”

Reading Standards in Literacy – History / Social Studies, K-5


RH/SS.1 - cite specific textual evidence to support conclusions

Lessons: 1.1 1.2 1.3 1.4 2.2 2.4 2.5 3.2 3.4 4.2

RH/SS.2 - determine and summarize central ideas and themes

Lessons: 2.5 3.1 3.3 4.1 4.3

RH/SS.3 - analyze text related individuals, events or ideas

Lessons: 3.3 3.5 4.1

Craft and Structure

RH/SS.4 - determine meaning of words/phrases

Lessons: 3.3 3.4 4.1


RH/SS.7 - integrate and evaluate content presented in diverse formats/media

Lessons: 2.2

RH/SS.9 - analyze and/or compare primary/secondary source materials

Lessons: 1.4 1.5 2.6 3.3



Lessons: 2.3 4.1

Writing Standards for Literacy in History / Social Studies, K-5


WH/SS.1 - write persuasive texts

Lessons: 3.2

WH/SS.2 - write informative and explanatory texts

Lessons: 2.2 2.3 2.4 2.6 3.2 3.3 4.1

WH/SS.3 - write narrative texts

Lessons: 2.5 3.3 4.1 4.2 4.2 4.4

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WH/SS.7 - conduct research based on focus question(s)

Lessons: 1.3 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.3 3.4 3.5 4.1 4.2 4.3 4.4

WH/SS.8 - gather relevant information

Lessons: 1.2 1.3 1.4 2.2 2.3 2.4 2.5 2.6 2.7

WH/SS.9 - draw evidence from literary and informational texts

Lessons: 2.6 4.1

Speaking and Listening for Literacy in History / Social Studies, K-5


SL.1 - prepare and participate in a range of collaborations and/or conversations

Lessons: 1.3 1.4 1.5 2.1 2.3 2.6 2.7 3.3 3.4 3.5 4.1 4.3

SL.2 - integrate and evaluate diverse media/formats

Lessons: 1.2


SL.4 - present information and supporting evidence

Lessons: 1.3 1.4 1.5 2.2 2.6 2.7 3.2 4.1 4.2 4.3

SL.5 - use multimedia components

Lessons: 2.2 2.7 3.5

SL.6 - adapt speech/presentation to variety of contexts and communicative tasks

Lessons: 3.3


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LESSON ALIGNMENT INDEX Common Core Standards (abbreviated)

“Germany in Focus”

Reading Standards in Literacy – History / Social Studies, 6-12


RH/SS.1 - cite specific textual evidence to support conclusions

Lessons: 2.1 3.3 3.4 3.6 7.1 7.4

RH/SS.2 - determine and summarize central ideas and themes

Lessons: 1.2 1.3 2.1 2.2 2.4 3.5 5.1 5.2 7.1 7.4

RH/SS.3 - analyze text related individuals, events or ideas

Lessons: 1.5 4.3 5.2

Craft and Structure

RH/SS.4 - determine meaning of words/phrases

Lessons: 2.2 2.6 3.3 4.3 7.3

RH/SS.6 - assess point of view or purpose

Lessons: 2.1 3.4 4.2 5.2


RH/SS.7 - integrate and evaluate content presented in diverse formats/media

Lessons: 1.3 1.5 2.3 3.2 4.4 6.3 6.4 6.5 7.2

RH/SS.8 - determine and evaluate argument specific claims validity of reasoning and evidence

Lessons: 4.4

RH/SS.9 - analyze and/or compare primary/secondary source materials

Lessons: 1.4 1.5 2.1 2.2 2.5 3.1 4.1 5.2 5.4 6.1 6.4 7.2



Lessons: 5.1

Writing Standards for Literacy in History / Social Studies, 6-12


WH/SS.1 - write persuasive texts

Lessons: 1.2 2.3 5.3 6.3 7.4

WH/SS.2 - write informative and explanatory texts

Lessons: 1.4 2.1 3.5 3.6 4.1 4.2 4.3 4.4 5.2 5.4 6.1 7.1 7.2 7.4

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WH/SS.3 - write narrative texts

Lessons: 2.6 3.3


WH/SS.7 - conduct research based on focus question(s)

Lessons: 1.3 1.4 2.1 3.1 3.3 3.6 4.1 4.3 4.4 5.1 5.4 6.2 6.3 6.5 7.1 7.2

WH/SS.8 - gather relevant information

Lessons: 1.1 1.2 2.2 3.5 4.4 7.1 7.2 7.3

WH/SS.9 - draw evidence from literary and informational texts

Lessons: 1.5 5.3 6.1 6.4

Speaking and Listening for Literacy in History / Social Studies, 6-12


SL.1 - prepare and participate in a range of collaborations and/or conversations

Lessons: 1.4 1.5 2.2 2.4 3.6 4.1 4.2 4.3 5.1 6.1 6.2 6.3 6.4 6.5 7.1 7.2

SL.2 - integrate and evaluate diverse media/formats

Lessons: 1.3 2.5 3.2

SL.3 - evaluate point of view, reasoning, use of evidence, or rhetoric

Lessons: 1.5 3.4 4.2 5.2 5.3 6.5


SL.4 - present information and supporting evidence

Lessons: 1.1 1.4 1.5 2.5 3.1 3.3 3.5 3.6 4.1 5.3 6.3 6.4 7.2 7.3

SL.5 - use multimedia components

Lessons: 1.1 7.1

SL.6 - adapt speech/presentation to variety of contexts and communicative tasks

Lessons: 4.1 4.3 6.5


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COMMON CORE ALIGNMENT WORKSHEETLet’s Explore Modern Germany, K-5

Focus 1 Geography

Reading Writing Speaking/ Listening

Where does it fit? National, State, Local Curriculum

1.1 Mapping Germany

1

1.2 Traveling Through Germany

1 8 2

1.3 Using Latitude & Longitude

1, 3 7, 8 1, 4

1.4 Uniting Europe: The European Union

1, 9 8 1, 4

1.5 Measuring with Metrics

1, 9 1, 4

RH/SS – Reading Standards for Literacy in History and Social Studies WH/SS – Writing Standards for Literacy in History and Social Studies SL – Speaking and Listening for Literacy

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Focus 2 Contemporary Life



2.1 “Let’s Talk”

1

2.2 “Let’s Eat”

1, 7 2, 7, 8 4, 5

2.3 “Let’s Learn”

10 2, 7, 8 1

2.4 “Let’s Cycle”

1 2, 7, 8

2.5 “Let’s Be Green”

1, 2 3, 4, 7, 8

2.6 “Let’s Be Responsible”

2, 7, 8, 9 1, 4

2.7 “Let’s Buy”

7, 8 1, 4 5


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Focus 3 History



3.1 Turning Points

2 7

3.2 Famous Germans

1 1, 2, 7 4

3.3 Lessons of the Holocaust

2, 3, 4 9 2, 3, 7 1, 6

3.4 Operation Vittles

1, 4 7 1

3.5 Rise & Fall of the Berlin Wall

3 7 1, 5


68



Focus 4

Grimm Brothers & Other Tales


Where does it fit?

National, State, Local Curriculum

4.1 Well-known Tale: The Pied Piper of Hamelin

2, 3, 4, 10 2, 3, 7, 9 1, 4

4.2 Lesser Known Tale: Herr Korbes

1 3, 7 4

4.3 The Adventures of Baron Münchausen

2 3, 7 1, 4

4.4 Family Vacation along the German Fairy Tale Road

3, 7


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COMMON CORE ALIGNMENT WORKSHEETGermany In Focus, 6-12

Focus 1 Geography



1.1 Geography

8 4, 5

1.2 FIFA World Cup Soccer

2 1, 8

1.3 Membership European Union

2, 7 7 2

1.4 Military & Peacekeeping

9 2, 7 1, 4

1.5 US Presidents & Berlin Wall

3, 7, 9 9 1, 3, 4


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Focus 2 Culture & Society



2.1 Demographic Diversity - Turks

1, 2, 6, 9 2, 7

2.2 Religion

2, 4, 9 8 1

2.3 Women

7 1 2

2.4 Education System

2 1

2.5 Youth

9 2, 4

2.6 German Words

4 3


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Focus 3 History



3.1 Brandenburg Gate

9 7 4

3.2 Memorials/ Monuments

7 1

3.3 Schwarzfahrer

1, 4 3, 7 4

3.4 Studying Holocaust

1, 6 3

3.5 November 9 in German History

2 2, 8 4

3.6 Contributors to World History

1 2, 7 1, 4


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Focus 4 Reunification


Where does it fit?


4.1 Post WWII/ Cold War Timeline

9 2, 7 1, 4, 6

4.2 Peaceful Revolution – Leipzig 1989

6 2 1, 3

4.3 Ostalgie – Remembering

3, 4 2, 7 1, 6

4.4 Stasi & Espionage

7, 8 2, 7, 8


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Focus 5 Political System



5.1 Post-Reunification Timeline

2, 10 7 1

5.2 National Identity & Symbols

2, 3, 6, 9 2 3

5.3 Bundestag & Political System

1, 9 3, 4

5.4 US/ German Political Systems

9 2, 7


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Focus 6 Economy


Where does it fit?


6.1 Market Economy

9 2, 9 1

6.2 Social Market Economy

7 1

6.3 German Fair Trade

7 1, 7 1, 4

6.4 Apprenticeship Program

7, 9 9 1, 4

6.5 Eurozone

7 7 1, 3, 6


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Focus 7 Sustainability


Where does it fit?


7.1 Past to Future – Dresden Elbe Valley

1, 2 2, 7, 8 1, 5

7.2 Model of Sustainability

7, 9 2, 7, 8 1, 4

7.3 Greening Your School

4 8 4

7.4 Carbon Cycle

1, 2 1, 2


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MAINE LEARNING RESULTS GRADES 6-12English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

READING – 10 CCR Standards

y Key Ideas and Details

y Craft and Structure

y Integration of Knowledge and Ideas

y Range of Reading and Level of Text Complexity

Reading Standards for English Language Arts

y Literature

y Informational Text

Writing Standards for English Language Arts

Appendices

A. A. research and clarifying information; bibliography; glossary

B. text exemplars; sample performance tasks

C. annotated student writing examples

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Literacy in History/ Social Studies

Reading Standards for Literacy in Science and Technical Subjects

WRITING – 10 CCR Standards

y Text Types and Purposes

y Production and Distribution of Writing

y Research to Build and Present Knowledge

y Range of Writing

SPEAKING & LISTENING – 6 CCR Standards

y Comprehension and Collaboration

y Presentation of Knowl-edge and Ideas

LANGUAGE – 6 CCR Standards

y Conventions of Standard

y English

y Knowledge of Language

y Vocabulary Acquisition and Use

College and Career Readiness (CCR) Anchor Standards

Maine Department of Education – October 2011

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EXTENDED LESSON ALIGNMENT TO NATIONAL STANDARDS FOR SOCIAL STUDIESSTANDARD #1 CULTURE

The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods.

STANDARD #2 TIME, CONTINUITY AND CHANGE

Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world.

STANDARD #3 PEOPLE, PLACE AND ENVIRONMENT

The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.

STANDARD # 4 INDIVIDUAL DEVELOPMENT AND IDENTITY

Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual’s own culture throughout her or his development.

STANDARD #5 INDIVIDUALS, GROUPS AND INSTITUTIONS

Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs. Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal conti-nuity, the mediation of conflict, and the consideration of public issues.

STANDARD # 6 POWER, AUTHORITY, AND GOVERNANCE

By examining the purposes and characteristics of various governance systems, learners develop an understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and security.

STANDARD #7 PRODUCTION, DISTRIBUTION AND CONSUMPTION

People have wants that often exceed the limited resources available to them. The unequal distribution of resources ne-cessitates systems of exchange, including trade, to improve the wellbeing of the economy, while the role of government in economic policy-making varies over time and from place to place. Increasingly, economic decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic growth. As a result, a variety of ways have been invented to decide upon answers to four fundamental questions: what is to be pro-duced? How is production to be organized? How are goods and services to be distributed and to whom? What is the most effective allocation of the factors of production (land, labor, capital, and entrepreneurship)?

STANDARD #8 SCIENCE, TECHNOLOGY AND SOCIETY

Science, and its practical application, technology, have had a major influence on social and cultural change, and on the ways people interact with the world.

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STANDARD #9 GLOBAL CONNECTIONS

The realities of global interdependence require an understanding of the increasingly important and diverse global con-nections among world societies. Analyses of the costs and benefits of increased global connections, and evaluations of the tensions between national interests and global priorities, contribute to the development of possible solutions to persistent and emerging global issues.

STANDARD #10 CIVIC IDEALS AND PRACTICES

An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship, which is the central purpose of social studies.

National Council for Social Studies – March 2010

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NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES: THEMATIC STRANDS INDEX

“Let’s Explore Modern Germany”

The lessons of this text have been aligned by the authors to the National Curriculum Standards for Social Stud-ies as revised in September 2010. Refer to the following website for an in-depth explanation of the thematic strands: www.socialstudies.org/standards/strands

STANDARD #1 CULTURE. Lessons: 2.1 2.2 4.1 4.2 4.3 4.4

STANDARD #2 TIME, CONTINUITY AND CHANGE.Lessons: 3.1 3.2 3.3 3.4 3.5

STANDARD #3 PEOPLE, PLACES AND ENVIRONMENT.Lessons: 1.1 1.2 1.3 2.4 2.5 4.4

STANDARD #5 INDIVIDUALS, GROUPS AND INSTITUTIONS.Lessons: 2.3

STANDARD #6 POWER, AUTHORITY, AND GOVERNANCE.Lessons: 1.4 2.6

STANDARD #7 PRODUCTION, DISTRIBUTION, CONSUMPTION.Lessons: 1.4 2.6

STANDARD #8 SCIENCE, TECHNOLOGY AND SOCIETY.Lessons: 1.5 2.4 2.5

STANDARD #9 GLOBAL CONNECTIONS.Lessons: 1.4 2.7

www.socialstudies.org/standards/strands

80


NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES: THEMATIC STRANDS INDEX

“Germany in Focus”

The lessons of this text have been aligned by the authors to the National Curriculum Standards for Social Stud-ies as revised in September 2010. Refer to the following website for an in-depth explanation of the thematic strands: www.socialstudies.org/standards/strands

STANDARD #1 CULTURE. Lessons: 1.2 1.6 2.1 2.2 2.4 2.5 3.6 4.3 5.2

STANDARD #2 TIME, CONTINUITY AND CHANGE.Lessons: 1.4 1.5 3.1 3.2 3.4 3.5 4.1 4.2 4.3

4.4 5.1 5.2 7.1

STANDARD #3 PEOPLE, PLACES AND ENVIRONMENT.Lessons: 1.1 1.2 7.1 7.2 7.3 7.4

STANDARD #4 INDIVIDUAL DEVELOPMENT AND IDENTITY.Lessons: 2.5 3.3

STANDARD #5 INDIVIDUALS, GROUPS AND INSTITUTIONS.Lessons: 2.1 2.3 2.4 2.5 3.3 6.4

STANDARD #6 POWER, AUTHORITY, AND GOVERNANCE.Lessons: 1.3 1.4 4.2 4.4 5.1 5.4

STANDARD #7 PRODUCTION, DISTRIBUTION AND CONSUMPTION.Lessons: 6.1 6.3 6.4 6.5 7.1 7.4

STANDARD #8 SCIENCE, TECHNOLOGY AND SOCIETY.Lessons: 7.2 7.3 7.4

STANDARD #9 GLOBAL CONNECTIONS.Lessons: 1.3 1.5 6.3 6.5 7.1 7.4

STANDARD #10 CIVIC IDEALS AND PRACTICES.Lessons: 2.1 4.2

www.socialstudies.org/standards/strands

81


STRATEGIES FOR CONNECTING STANDARDSThe following abbreviation codes for documents may be useful when designing various segments for workshops:

y LEG - Let’s Explore Germany: Instructional Strategies for Elementary Educators

y GIF - Germany In Focus: Instructional Strategies for Secondary Educators

y CC Index* - Common Core (Abbreviated) Lesson Alignment

y NCSS Index* - National Curriculum Standards for Social Studies: Thematic Strands Index

y ALACC - Abbreviated Lesson Alignment to Common Core Standards

y ELACC - Extended Lesson Alignment to Common Core Standards

y ELANCSS- Extended Lesson Alignment to National Curriculum Standards for Social Studies

y LAW* - Lesson Standards Alignment Worksheets

y Various national, state, regional, or local social studies standards * Available for LEG and GIF

Suggestions for Strategies NCSS Curriculum Standards:

1. “Making Content Connections” --- Connect Focus Areas, Chapters, and Lessons that correlate with NCSS Index.

2. “Observing Content Patterns” --- Find some patterns from the NCSS Index that connect with Tables of Contents --- Fo-cus Areas and Lessons.

3. “Finding Evidence” --- Cite specific Procedures, instructional strategies, and student tasks from a selected lesson that align with NCSS Index.

4. “Connecting Local Classrooms” --- Select a social studies curriculum unit from a local grade level or course. “Match” it with a lesson and one Content Standard from a NCSS, state, or local document.

Suggestions for Strategies Common Core Standards for Literacy in History/Social Studies:

1. “Finding Patterns”-Explore the CC Index to find ‘patterns of interest’ and note some ways the index would assist with making curriculum decisions. Discuss and share with a partner.

2. “Lesson-Standards Connections 101”- Use the ALACC and connect a selected lesson’s Common Core Standards by placing dots on the ALACC. Post aligned Common Core Standards for a specific lesson on large chart paper.

3. “Lesson-Standards Connections 102”- Modify a lesson and tasks that connects to the Common Core Standards. Par-ticipants will engage ALACC in an activity to make connections with the literacy standard(s) and the content learning targets.

4. “Strategies for Enhancing Curriculum”- Distribute copies of LAW and ALACC and use to engage participants in:

a. Providing an Overview of the Common Core Standards in Chapters and Lessons from LEG or GIF; b. Connecting state standards, local curriculum with Common Core Standards; c. Matching specific Lessons and Common Core Standards with existing units to enhance curriculum programs.

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DRAWER 4: SECTION 3


y Short Strategies and Icebreakers

o And the Question is…

o Germany Bingo

o Postcards from Berlin

o Tables of Contents – Explorations!

o Teaching Modern Germany – Quick Questions

o Thinking Inside the Boxes – A Synectic

o Visuals from Germany! Connecting Dots…

o What’s Hot? Common Challenges

o When a Word is Enough

o Why Study Modern Germany? Now It’s Your Turn!

y Modified Lesson Strategies

o Four American Presidents and the Berlin Wall – Notable Quotes

o Schwarzfahrer – A Case Study in Human Rights

§People Watching

§20 Questions

o The Pied Piper of Hamlin: Hear Ye… Hear Ye… Headlines Wanted!!

o Turning Points – A Cold War Timeline

o You Are What You Eat!

85


SHORT STRATEGY/ ICEBREAKER

And the Question is…

These essential questions, modified from Let’s Explore Modern Germany and Germany In Focus, are universal.

Purposes:

y Serve as seat cards and discussion starters.

y Demonstrate examples of questions posed in a variety of lessons.

Directions:

Options:

1. Post a question/quote. Ask participants to discuss with a partner.

2. Use as a starter for a broader discussion of the question/quote.

3. Use as a short strategy to preface a specific modified strategy.

Questions/ Quotes

y What makes someone famous?

y What things in your life would you refuse to give up even if your life was threatened?

y Are there circumstances when it is all right to back out on a promise that one has made?

y In what ways have geographic features made a difference in history and people’s lives?

y Can Europe be compared in any way to the United States?

y How might a country such as Germany benefit from being in the European Union? What might the drawbacks be?

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

y What does possessing citizenship mean to an individual?

y What does it mean to be German? An American?

y How might buildings and other public sites in a community reflect the values and history of the community?

y What do the memorials and monuments in our capital say about our values and history?

y What criteria are/should be used to designate a national day?

y In what ways do individuals influence the times in which they live?

y How has avid disobedience been used throughout history to effect change?

y How do our past experiences shape our personalities?

y How does a flag come to represent a nation?

y How does this statement “ring a bell” for you?

o A person is only forgotten if his name is forgotten. (Gunter Demnig)

o Tolerance should be a temporary attitude: it must lead to recognition. To tolerate means to offend. (Goethe)

o He who doesn’t know foreign languages doesn’t know his own. (Goethe)

o Every choice has a second-best option which must be given up, and that’s the opportunity lost. (not provided)

87


SHORT STRATEGY/ ICEBREAKERGermany Bingo

Purposes:

y Meet other participants

y Tap prior knowledge about Germany

Directions: Find a different person to answer each question and initial the box.

1

Who is the current Chancellor of Germany?

2

What is the significance of November 9, 1989?

3

What is a well-known product made in Germany?

4

Who has German ancestry?

5

What is the name one German “Land” (state)?

6

What is the significance of October 3, 1990?

7

What is the European Union curren-cy?

8

What is a popular German food that you like?

9

Who has visited Germany?

Goal: Fill in all the boxes and win a prize!

88


SHORT STRATEGY/ ICEBREAKERGerman Bingo: Answer Key

1

Who is the current Chancellor of Germany?

Angela Merkel (2005). Future answers will vary.

2

What is the significance of November 9, 1989?

Opening of the Berlin Wall

3

What is a well-known product made in Germany?

Answers will vary.

4

Who has German ancestry?

Answers will vary.

5

What is the name one German “Land” (state)?

Baden-Württemberg, Bavaria, Berlin, Brandenburg, Bremen, Hamburg, Hessen, Lower Saxony, Mecklenburg-Vorpommern, North Rhine-Westphalia, Rhineland-Palati-nate, Saarland, Saxony, Saxony-Anhalt, Schleswig-Holstein, Thuringia

6

What is the significance of October 3, 1990?

Day of German Unification

7

What is the European Union currency?

Euro

8

What is a popular German food that you like?

Answers will vary.

9

Who has visited Germany?

Answers will vary.

89


SHORT STRATEGY/ ICEBREAKERPostcards from Berlin

Purpose:

y Use images to pique interest and tap prior knowledge.

Directions:

1. Each participant will receive a “Postcard.”

2. Instruct the group that they have been on vacation and picked up the Postcard in a gift shop.

3. Ask them to write a note to someone about the “story behind” the image addressing the following questions.

a. What do you see in this photo?

b. About when was it taken?

c. Why is it a significant historic photo?

4. When done, share the Postcard with someone who has an image of a different place; and/or

5. Find a person who has the same image for a different time period. Compare your Postcards and messages discussing what is similar and what is different.

Modifications:

#1

y Select one set of Postcards and print copies so each participant gets one Postcard.

y Each participant should find a person who has a Postcard from a different time period and tell the story behind the Postcard: What do you see in this photo? Approximately when was the picture taken? What is similar? Different?

#2

y Hang Postcard images around the room. Divide the participants into 10 groups and assign an image.

y Each group should examine the assigned image and answer the questions given above.

y Groups should rotate through all the images; answering the questions.

y If time, answers to the questions for each image can be shared.

#3

y Distribute a Postcard from Berlin to each participant.

y Each participant has 1 minute to complete a Berlin Postcard Mad-Lib.

y Each participant then finds a person with a different photo and shares their Berlin Mad-Libs! 1 minute per person.

Image information: All Sourced images are in the public domain.

Brandenburg Gate:

y 1945 – British soldiers queue for tea at NAAFI Mobile Canteen No. 750 beside the Brandenburg Gate, Berlin. This van was the first mobile NAAFI to operate in Berlin.

y 1983 – Brandenburg Gate with the Berlin Wall.

Potsdamer Platz

y 1961– Border fortifications of the Berlin Wall at Potsdamer Platz with “Haus Vaterland” in the background of the right. Department of Defense.

y 2004 – Potsdamer Platz, Berlin (bird’s eye view). Author: Michael J. Zirbes.

90


Checkpoint Charlie

y 1961 – Soviet tanks face U.S. tanks at Checkpoint Charlie.

y 2003 – The Checkpoint Charlie Memorial Site in Berlin.

Reichstag

y 1945 – The Reichstag after its capture by the Soviet troops.

y 2007 – View of the Reichstag. Author: Jürgen Matern

Berlin Wall

y 1961 – Waving over the Berlin Wall. Library of Congress Author: Dan Budnik

y 1989 – Berlin Wall as seen from West Berlin. Author: Yuriy Somov

Note: Hallo = Hello, Bis bald = See you soon, An = To

http://commons.wikimedia.org/wiki/User:J%C3%BCrgenMatern

http://en.wikipedia.org/wiki/en:Dan_Budnik

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Berlin Postcard Mad-Libs

Cheers from Berlin!

Wish you could have been here when I found this Postcard!

I think this is a photo of

It was probably taken around

It is a significant historic photo because it shows

Globally yours,

Cheers from Berlin!

Wish you could have been here when I found this Postcard!

I think this is a photo of

It was probably taken around

It is a significant historic photo because it shows

Globally yours,

93


Hallo,

An,

Bis bald,

45

Fold here

95


Hallo,

An,

Bis bald,

45

Fold here

97


Hallo,

An,

Bis bald,

45

Fold here

99


Hallo,

An,

Bis bald,

45

Fold here

101


Hallo,

An,

Bis bald,

45

Fold here

103


Hallo,

An,

Bis bald,

45

Fold here

105


Hallo,

An,

Bis bald,

45

Fold here

107


Hallo,

An,

Bis bald,

45

Fold here

109


Hallo,

An,

Bis bald,

45

Fold here

111


Hallo,

An,

Bis bald,

45

Fold here

113


SHORT STRATEGY/ ICEBREAKERTables of Contents – Explorations!

Purposes:

y Introduce Instructional Strategies using the Tables of Contents.

y Peak interest and make initial connections with local curriculum.

Directions:

1. Copy question slips and cut apart.

2. Ensure that each participant has a copy or access to one of the Tables of Contents.

3. Ask participants to divide into groups of four.

4. Distribute four question slips to each group.

5. Each group member examines a Table of Contents and responds to one of the questions in writing.

6. Group members share responses.

Alternative Suggestions:

y Place questions on chart papers around the room and have individuals post their responses. A representative for each chart shares a few responses.

y Individual participants respond to each question and share with a colleague.

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Which lesson surprises you and why?

Which lesson would you really like to do with your students and why?

Which lesson would your students like the most and why?

Which lesson would you need more background information and why?

What lesson surprises you and why?




What lesson surprises you and why?




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SHORT STRATEGY/ ICEBREAKERTeaching Modern Germany – Quick Questions

Purpose:

y Tap interest and background knowledge.

Directions:

1. Copy and cut apart the question strips.

2. Distribute one strip to each person.

3. Ask them to think about the question they received and write a response to the questions

4. Direct them to share their question ad response with a neighbor. If time allows, the sharing can be in groups of four.

5. After the sharing randomly ask the whole group for a few responses to each questions.

Optional: Label four charts with one question each. Have participants post their strips on the appropriate chart.

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When I think of modern Germany, I think of…

Modern Germany is global because…

Students should learn about modern Germany because…

One thing I would like to learn about modern Germany…

When I think of modern Germany, I think of…

Modern Germany is global because…

Students should learn about modern Germany because…

One thing I would like to learn about modern Germany…

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SHORT STRATEGY/ ICEBREAKERThinking Inside the Boxes - A Synectic

Purposes:

y Provides an opportunity for small groups of people to make some “strange” connections and start conversations relat-ed to a designated topic.

y Encourages thinking ‘outside’ the boxes.

Directions:

1. Form groups of four participants.

2. Distribute 1 sheet of large chart paper to each group with a magic marker.

3. Each group should create a chart with four boxes.

4. Ask the whole group for four common nouns and insert one in each box. All groups use the same nouns.

5. Once the nouns are in the boxes, the facilitator writes and then asks the essential question… “How is Modern Germany like…?”

6. Each group writes at least three responses for each noun. (5 minutes)

7. Ask each group for their favorite response. This is a quick round robin.

Example:

PIZZA DOGS

VEGGIES FLOWERS

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SHORT STRATEGY/ ICEBREAKERVisuals from Germany! Connecting Dots…

Purposes:

y Showcase some of TOP products.

y Whet your ‘whistle’.

Directions:

1. Post several Political Maps of Germany and/or Germany Cultural Collages around room.

2. Give each participant a sticky dot.

3. Ask participants to find a partner.

4. The pair should place their dots on –

a. A location or person on the map/ collage they each would like to visit and,

b. Discuss the reasons for the placement of the dots.

Ordering Information:

Use the online materials request form to order enough Political Maps of Germany and Germany Cultural Collages for dis-tribution to each workshop participant. (www.goethe.de/top)

www.goethe.de/top

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SHORT STRATEGY/ ICE BREAKERWhat’s HOT? Common Challenges

Purposes:

y Tap interest and prior knowledge.

y Provide an open-ended question to ‘Get the Ball Rolling’!

y Engage participants in brief conversations before the session begins using ‘Seat Cards’.

Directions:

y The Essential Question: What are two Common Issues that will continue to Challenge both Germany and the US?’

y Cut and place ‘Seat Cards’ with the Essential Question on each chair for participants.

y Participants respond to the Question, find a colleague in the room to share and discuss responses.

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What are two common issues that continue to challenge both Germany and the US?








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SHORT STRATEGY/ ICEBREAKERWhen a Word is Enough

Purposes:

y Tap interest and background knowledge.

y Use as an icebreaker when participants are waiting for a session to start.

Directions:

y Print and cut apart the Word Cards (enough for all seats in the venue).

y Place one Word Card on each seat.

y Invite participants to find someone else with the same Word Card and to then introduce themselves.

y Partners should define the word using the provided sentence as a clue.

y If time allows, select random pairs to share their word, sentence, and definition.

Note: This strategy is a good companion to the online game Save Our Schule.

Bicycle – Fahrrad

Birthday – Geburtstag

Cat – Katze

Children – Kinder

City – Stadt

Classroom – Klassenzimmer

Doctor – Arzt

Dog – Hund

Father – Vater

Food – Lebensmittel

Fruit – Obst

Game – Spiel

Head – Kopf

House – Haus

Hospital – Krankenhaus

Store – Laden

Mother – Mutter

Nurse – Krankenschwester

Police Officer – Polizist

School – Schule

Teacher – Lehrer

Train – Eisenbahn

Train Station – Bahnhof

Vegetable – Gemüse

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Mutter

As they climbed onto the school bus, the children said goodbye to their Mutter and father.

Vater

My Vater and mother moved into this house just be-fore I was born.

Hund

The Hund barked as the car turned into the driveway.

Stadt

Berlin is a Stadt located in the northeastern part of Germany.

Schule

The teachers and students are proud of their Schule.

Haus

Our Haus is located on a quiet street away from traf-fic.

Klassenzimmer

Our third grade Klassenzimmer has windows over-looking the playground.

Geburtstag

Mary had a party for her seventh Geburtstag.

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Katze

The Katze tried to catch the mouse, but it got away!

Krankenhaus

John went to the Krankenhaus for x-rays after he broke his arm.

Krankenschwester

A Krankenschwester assisted the doctor as she set John’s broken arm.

Polizist

The Polizist tried to catch the robber.

Eisenbahn

In Germany many people ride the Eisenbahn instead of driving a car.

Kopf

The wind was blowing so strong, Fred couldn’t keep his hat on his Kopf.

Arzt

The Arzt operated on George to remove his appen-dix.

Gemüse

This summer I’m going to plant a Gemüse garden with peas, corn and squash.

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Obst

An apple is a type of Obst.

Bahnhof

We went to the Bahnhof to get a rail pass.

Lehrer

My math Lehrer is helping me study for the upcom-ing exam.

Fahrrad

I learned to ride a Fahrrad without the use of training wheels.

Kinder

For many Kinder, recess is their favorite time of the school day!

Lebensmittel

We went to the grocery store to buy Lebensmittel.

Spiel

Monopoly is my favorite board Spiel.

Laden

We went to the grocery Laden to buy food.

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SHORT STRATEGY/ ICEBREAKER

Why Study Modern Germany? Now It’s Your Turn!

Purposes:

y Tap interest and prior knowledge.

y Provide teacher background information.

Directions:

1. There are ten different reason statements. Copy and cut apart.

2. Give each participant one “Why Study Modern Germany? - Now It’s Your Turn!” reason statement.

3. Ask participants to complete the “Give another reason…” statement.

4. Participants will also create a bumper sticker to accompany one of the reasons.

5. Participants should find someone with different “Now It’s Your Turn!” reason statement and share reasons and bumper stickers!

6. Distribute Why Study Modern Germany? background information to participants.

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#1 Why Study Modern Germany?

Here is one reason…

Germany is a prime mover in European integration.

Now It’s Your Turn Give another reason…

Bonus! Create a “snappy” bumper sticker for Modern Germany and post.



Germany is geographically located in the center of Europe with political, economic, and social windows that open East and West.



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Germany is an industrial giant in Europe and one of the three leading exporting nations in the world.





Germany can be studied as a model of post-World War II reconstruction and a microcosm of Cold War conflict.



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Germany serves as a model for emerging nations and for Europe.





Germany has provided a legacy of literary and political thought that has impacted the evolution of Western Civilization.



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Germany is the ancestral home to millions of immigrants to the United States.





Germany for many years a “non-immigration” country, now must learn to deal with increasing problems with alien minorities.



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Germany and the United States have common problems; a comparative analysis can help both nations find appropriate solutions.





Germany offers a case study in contrast and contradiction – it has freely offered the world its people and its artistic scien-tific genius; it has also been at the source of devastating war and unparalleled genocide.



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SHORT STRATEGY/ ICEBREAKERWhy Study Germany? Now It’s Your Turn

Background Information

The study of Germany within the European Union is crucial for social studies classes in U.S. schools for at least ten good reasons (although almost any one of them will do by itself ).

1. Germany Is a Prime Mover in European Integration: West Germany has been a prime mover and promoter of Euro-pean Union ever since the inception of the European Community in 1957. In 2004, when the train of European unity was threatened with derailment, the now-united Germany got it back on track. The new Germany favors a Europe of diverse identities and traditions, a “cathedral with many chapels”. Its neighbors and partners agree with the strategy of having a European Germany, not a German Europe, emerge at the end of the Cold War and German unification.

2. Germany is geographically located in the center of Europe with political, economic, and social windows that open East and West: Germany is located at the very center of the continent of Europe. It is the country with the greatest number of neighbors, nine altogether: Poland and the Czech Republic to the east and southeast, Austria and Switzerland to the south, France, Luxembourg, Belgium, and the Netherlands to the west, and Denmark to the north. The latter five countries are currently members of the European Community. Two of the other four, Austria and Switzer-land, are predominantly German speaking, and the remaining two, Poland and the former Czechoslovakia, are former Communist countries with a long tradition of cross-fertilization with German culture.

3. Germany is an industrial giant in Europe and one of the three leading exporting nations in the world: Germany is the largest economy in Europe and, in proportion to its size and population, the leading export nation in the world. The United States and Japan, both considerably larger states (by three times and one and one-half times, respectively), export significantly less. Like Japan, though, Germany is highly dependent on other countries for raw materials, ener-gy, and a good portion of its highly skilled labor force.

4. Germany can be studied as a model of post World War II reconstruction and a microcosm of Cold War conflict: Germany’s recovery, after total defeat and destruction in World War II, is exemplary and a thought-provoking case study by itself or in comparison to Japan, a country allied to Germany during the war that was defeated and later reconstructed with the intervention of the United States. Both countries rose from the ashes to become the principal U.S. competitors. Germany, the frontier country during the Cold War, was a symbol of the division of the world and of Europe, epitomized by the Berlin Wall (1961-89) and of the Western resolve to withstand Soviet Russia’s expansion. The Berlin Airlift of 1948-49, conducted by the U.S. Air Force after a Soviet blockade of the city, as well as the stationing of hundreds of thousands of U.S. and NATO troops at the continental divide on German soil for the past fifty years, have united people in Germany and the United States in a common pursuit of their foreign and security policies.

5. Germany serves as a model for emerging nations and for Europe: Uniting two parts of a country that had forcefully been kept apart for more than forty years is a rare political, social, economic, and cultural experiment. Other still-divid-ed nations (such as China, Korea, Lebanon, and Cyprus) as well as those now emerging out of the breakdown of former empires, are concerned observers of the German unification process. Will it be possible to let “grow together what belongs together,” in the words of former West German Chancellor Willy Brandt, in one generation’s lifetime?1 How will Germany handle its dual legacy of totalitarian episodes, one fascist, and one communist? Will Germany’s new muscle evoke old fears of a hegemonic threat to Europe, or even the world? Most importantly, German unification – its speed, cost, and rate of success – will teach us something about the prognosis of European unification.

1From a television interview with former Chancellor Willy Brandt at the opening of the Brandenburg Gate on November 9, 1989

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6. Germany has provided a legacy of literary and political thought that has impacted the evolution of Western Civilization: To study major cultural developments of Europe and the United States, it is not enough to look to British and French traditions, as is often done in schools in the United States. Significant contributions to our understanding of the world, to the arts and music, and to science and technology, have their origins in the German-speaking coun-tries. Famous Germans who excelled in their respective disciplines and who deserve further investigation in the con-text of a number of subject matters and school activities include the following: philosophers (Kant, Hegel, Nietzsche, Freud, Marx); the Protestant theologian and reformer Martin Luther; classical poets and dramatists (Goethe, Schiller); Nobel Prize for literature recipients (Hauptmann, Mann, Grass, and Hesse); musicians (Bach, Handel; Haydn, Mozart, Beethoven, Schubert, Wagner, Strauss); painters (Dürer, Friedrich, Beckmann, Kollwitz); architects (Schinkel, Gropius); mathematicians (Gauss, Frege); scientists (Koch, Virchow, Einstein, Heisenberg) and engineers (Daimler, Roebling, Porsche, and von Braun).

7. Germany is the ancestral home to millions of immigrants to the United States: Germany is the country of origin of many American citizens. The first Germans were craftsmen who arrived in 1608 at Jamestown, Virginia. They were the forerunners of 8 million immigrants from German-speaking countries or regions, the majority of whom came before World War I. Germany’s 1930s “brain-drain” of 100,000 intellectuals and artists, many of them Jewish, who fled Hitler’s dictatorship, also greatly enriched U.S. culture. Germans significantly enriched U.S. culture, especially in preschool (kindergarten) and higher education (primarily through the forced exile of German-Jewish academicians during the 1930’s who found new homes at universities and colleges in the United States). The Johns Hopkins University in Bal-timore, Maryland, was founded in 1876 on the model of a German research university, the Humboldt University of Berlin. Today, approximately one-fourth of all U.S. citizens trace their ancestry, at least partially, to German roots.

8. Germany, for many years a “non-immigration” country, now must learn to deal with increasing problems with alien minorities: The United States and Canada have been called classical immigration countries. They have cham-pioned, with pride, their respective melting pot and mosaic models and heritages of assimilation and acculturation of immigrants. Officially, Germany has been a “non- immigration” country, with a largely homogeneous society and compatibly diverse cultural traditions. Inquiring into the validity of these traditional assumptions is appropriate for kindling student interest. Rising problems with increasing, and progressively more fragmented, alien minorities in both the United States and Germany will lead to useful comparisons that will help students understand the origins of prejudice, hate and xenophobia, as well as the unavoidability of cultural exchange.

9. Germany and the United States have common problems; a comparative analysis can help both nations find appropriate solutions: Unmasking stereotypes is a crucial step toward international understanding. The images of Germany in the United States and, conversely, of the United States in Germany lend themselves to a study of stereo-types and their origins because both nations have been linked in many ways over the past 220 years. Immigration, travelogues, and tourism in one direction, and occupation, more tourism, and decades of Hollywood films and televi-sion series in the other, have created stereotypical images of the two countries in their respective populations.

10. Germany offers a case study in contrast and contradiction – it has freely offered the world its people and its artistic and scientific genius; it has also been at the source of devastating war and unparalleled genocide: Ger-many has freely offered the world its people and its artistic and scientific genius. The country has also been at the source of devastating war and unparalleled genocide. It is a case study in contrast and contradictions, in confronta-tion and reconciliation, in nationalistic isolation and international cooperation. 1Germany today means Goebbels and Goethe, Hitler and Hoelderlin, Eichmann and Einstein. Germany produced the rockets that destroyed part of London and Coventry and “the ultimate driving machines.” It built the Berlin Wall and tore down the Iron Curtain and the bor-ders between the countries of Western Europe. Its long history is checkered and still not very well understood, but for more than half a century the Federal Republic has been a model of stability and peaceful coexistence.

Written by: Mike McKinnon, Curriculum Coordinator for Social Studies and Foreign Language, Janesville School District, Janesville, Wisconsin.

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MODIFIED LESSON STRATEGYFour American Presidents and the Berlin Wall: Notable Quotes

Purposes:

y Connect selected Standards with various Lessons.

y Engage participants using instructional strategies and resources modified from a Lesson: Germany in Focus, 1.5.

Directions: Here are two Options that address the standards and purposes.

Option 1

1. Read aloud the first sentence from the Lesson Overview for 1.5

2. Participants ‘count off’ 1, 2, 3, 4.

3. “Focus Speaker Analysis” Assign speech excerpts as follows: 1’s = Kennedy, 2’s = Reagan, 3’s = Clinton, 4’s = Obama.

4. Distribute Speech Excerpts to each participant.

5. Post the Essential Question: What makes these Quotes Notable?6. Participants view video clips of excerpts of key quotes from each President’s speech focusing on their “Focus Speaker’s”

quotes. (See information about the clips below.)

7. Participants find a partner who has a different “Focus Speaker.”

8. Each partner takes two minutes to tell What makes these Quotes Notable? After each person has ‘presented’, the pair is free to ask questions and discuss how they might adapt an instructional strategy like this with their students.

Option 2

1. Read aloud the first sentence from the Lesson Overview for 1.5.

2. Form groups of 4 participants to create Jigsaw Teams.

3. Distribute copies of all speeches to each group. The groups assign each member a President and distribute the speech-es: Kennedy, Reagan, Clinton, or Obama.

4. Participants view video clips of excerpts of key quotes from each President’s speech focusing on an assigned Presi-dent’s quotes. (See information about the clips below.)

5. Each participant peruses his/her President’s speech and selects another ‘Notable Quote’ that makes the speech mem-orable.

6. Each group convenes and each member of the group briefly addresses the question: Why is the ‘other quote’ that I selected Notable?

7. After completing this Jigsaw Strategy, participants may offer adaptations of this learning experience to implement with their students.

Notes for both Options:* Time spans for each segment may vary according to the length of an entire agenda. * An alternative for this Strategy is to use a selected task from 1.5.7 - Speech Analysis Worksheet found on the Instructional Resource Disc.* Video clips are available in the Toolkit: Tools for Enhancing Agendas.

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Four American Presidents and the Berlin Wall: Notable Quotes

Video Clip Information

Kennedy – http://www.youtube.com/watch?v=hH6nQhss4Yc

#1 – “Two thousand years ago…Ich bin ein Berliner.” (Clip time - 0:00-0:28) #2 – “Freedom is indivisible… Ich bin ein Berliner.” (Clip time - 3:24-4:42)

Reagan – http://www.youtube.com/watch?v=5MDFX-dNtsM

#1 – “General Secretary Gorbachev...tear down this wall!” (Clip time – 11:15-12:12) #2 – “ As I looked out a moment ago…cannot withstand freedom.” (Clip time – 24:33-25:14)

Clinton – http://www.youtube.com/watch?v=3OsM37P2Lk8

#1 – “We stand together…also stand in Berlin.” (Clip time – 0:25–1:45) #2 – “Moments ago…Berlin is free.” (Clip time – 7:43-9:17)

Obama – http://www.youtube.com/watch?v=9lEfN6ax3D4

#1 – “This city of all cities…world might be remade.” (Clip time – 3:20-4:27) #2 – “Look at Berlin, where the bullet…time in human history.” (Clip time – 7:24-8:56)

http://www.youtube.com/watch?v=hH6nQhss4Yc

http://www.youtube.com/watch?v=5MDFX-dNtsM

http://www.youtube.com/watch?v=3OsM37P2Lk8

http://www.youtube.com/watch?v=9lEfN6ax3D4

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SAMPLE MODIFIED LESSON OPTION # 1 – FOCUS SPEAKER ANALYSISSpeech Excerpts

1. JOHN F. KENNEDY SPEECH

Date: June 26, 1963

Two thousand years ago the proudest boast was “civis Romanus sum.” Today, in the world of freedom, the proudest boast is “Ich bin ein Berliner.

Freedom is indivisible, and when one man is enslaved, all are not free. When all are free, then we can look forward to that day when this city will be joined as one and this country and this great Continent of Europe in a peaceful and hopeful globe. When that day finally comes, as it will, the people of West Berlin can take sober satisfaction in the fact that they were in the front lines for almost two decades.

All free men, wherever they may live, are citizens of Berlin, and, therefore, as a free man, I take pride in the words “Ich bin ein Berliner.”

2. RONALD REAGAN SPEECH

Date: June 12, 1987

General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall! [...]

As I looked out a moment ago from the Reichstag, that embodiment of German unity, I noticed words crudely spray-paint-ed upon the wall, perhaps by a young Berliner: “This wall will fall. Beliefs become reality.” Yes, across Europe, this wall will fall. For it cannot withstand faith; it cannot withstand truth. The wall cannot withstand freedom.

3. BILL CLINTON SPEECH

Date: July 12, 1994

We stand together where Europe’s heart was cut in half and we celebrate unity. We stand where crude walls of concrete separated mother from child and we meet as one family. We stand where those who sought a new life instead found death. And we rejoice in renewal. Berliners, you have won your long struggle. You have proved that no wall can forever contain the mighty power of freedom. Within a few years, an American President will visit a Berlin that is again the seat of your government. And I pledge to you today a new American Embassy will also stand in Berlin.

Moments ago, with my friend Chancellor Kohl, I walked where my predecessors could not, through the Brandenburg Gate. For over two centuries in every age, that gate has been a symbol of the time. Sometimes it has been a monument to conquest and a tower of tyranny. But in our own time, you, courageous Berliners, have again made the Brandenburg what its builders meant it to be, a gateway. Now, together, we can walk through that gateway to our destiny, to a Europe united, united in peace, united in freedom, united in progress for the first time in history. Nothing will stop us. All things are possible. Nichts wird uns aufhalten. Alles ist möglich. Berlin ist frei. Berlin is free.

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4. BARACK OBAMA SPEECH

Date: July 24, 2008

...This city, of all cities, knows the dream of freedom. And you know that the only reason we stand here tonight is because men and women from both of our nations came together to work, and struggle, and sacrifice for that better life.

Ours is a partnership that truly began sixty years ago this summer, on the day when the first American plane touched down at Templehof.

On that day, much of this continent still lay in ruin. The rubble of this city had yet to be built into a wall. The Soviet shadow had swept across Eastern Europe, while in the West, America, Britain, and France took stock of their losses, and pondered how the world might be remade.

Look at Berlin, where the bullet holes in the buildings and the somber stones and pillars near the Brandenburg Gate insist that we never forget our common humanity.

People of the world - look at Berlin, where a wall came down, a continent came together, and history proved that there is no challenge too great for a world that stands as one.

Sixty years after the airlift, we are called upon again. History has led us to a new crossroad, with new promise and new peril. When you, the German people, tore down that wall - a wall that divided East and West; freedom and tyranny; fear and hope - walls came tumbling down around the world. From Kiev to Cape Town, prison camps were closed, and the doors of democracy were opened. Markets opened too, and the spread of information and technology reduced barriers to opportunity and prosperity. While the 20th century taught us that we share a common destiny, the 21st has revealed a world more intertwined than at any time in human history.

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SAMPLE MODIFIED LESSON OPTION # 2 – JIGSAW ACTIVITY

JOHN F. KENNEDY SPEECH

President: John F. Kennedy

Date: June 26, 1963

In 1961, the Soviets built the Berlin Wall in response to the large number of people who fled Soviet Bloc for the West through Berlin. An arms buildup in Cuba in 1962 (the Cuban Missile Crisis) nearly resulted in a nuclear war between the United States and the Soviet Union. But when President John F. Kennedy came to Berlin in 1963, the Cold War had entered a period of détente. His speech, delivered in front of the West Berlin city hall, is often considered a turning point in the Cold War because, for the first time, the United States implicitly recognized the separation between East and West Berlin. President Kennedy delivered this memorable speech above all the noise, concluding with the now famous ending.

Two thousand years ago the proudest boast was “civis Ro-manus sum.” Today, in the world of freedom, the proudest boast is “Ich bin ein Berliner.”

I appreciate my interpreter translating my German!

There are many people in the world who really don’t un-derstand, or say they don’t, what is the great issue between the free world and the Communist world. Let them come to Berlin. There are some who say that communism is the wave of the future. Let them come to Berlin. And there are some who say in Europe and elsewhere we can work with the Communists. Let them come to Berlin. And there are even a few who say that it is true that communism is an evil system, but it permits us to make economic progress. Lass’ sie nach Berlin kommen. Let them come.

Freedom has many difficulties and democracy is not per-fect, but we have never had to put a wall up to keep our people in, to prevent them from leaving us. I want to say, on behalf of my countrymen, who live many miles away on the other side of the Atlantic, who are far distant from you, that they take the greatest pride that they have been able to share with you, even from a distance, the story of the last 18 years. I know of no town, no city, that has been besieged for 18 years that still lives with the vitality and the force, and the hope and the determination of the city of West Berlin. While the wall is the most obvious and vivid demonstration of the failures of the Communist system, for all the world to see, we take no satisfaction in it, for it is, as your Mayor has said, an offense not only against history but an offense against humanity, separating families, dividing husbands and wives and brothers and sisters, and dividing a people who wish to be joined together.

What is true of this city is true of Germany--real, lasting peace in Europe can never be assured as long as one Ger-

man out of four is denied the elementary right of free men, and that is to make a free choice. In 18 years of peace and good faith, this generation of Germans has earned the right to be free, including the right to unite their families and their nation in lasting peace, with good will to all peo-ple. You live in a defended island of freedom, but your life is part of the main. So let me ask you as I close, to lift your eyes beyond the dangers of today, to the hopes of tomor-row, beyond the freedom merely of this city of Berlin, or your country of Germany, to the advance of freedom ev-erywhere, beyond the wall to the day of peace with justice, beyond yourselves and ourselves to all mankind.

Freedom is indivisible, and when one man is enslaved, all are not free. When all are free, then we can look forward to that day when this city will be joined as one and this coun-try and this great Continent of Europe in a peaceful and hopeful globe. When that day finally comes, as it will, the people of West Berlin can take sober satisfaction in the fact that they were in the front lines for almost two decades.

All free men, wherever they may live, are citizens of Berlin, and, therefore, as a free man, I take pride in the words “Ich bin ein Berliner.”

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RONALD REAGAN SPEECH

President: Ronald Reagan

Date: June 12, 1987

President Ronald Reagan delivered this speech for the 750th anniversary of Berlin, at a moment of thaw in the Cold War. Reagan chose the Brandenburg Gate as his backdrop not only because it was a symbol of Germany, but also because it was very close to the wall, which stood as a stark symbol of the decades-old Cold War between the United States and Soviet Union in which the two politically opposed superpowers continually wrestled for dominance, stopping just short of actual warfare. This speech contains one of the most memorable lines spoken during Reagan’s presidency.

We come to Berlin, we American presidents, because it’s our duty to speak, in this place, of freedom. But I must confess, we’re drawn here by other things as well: by the feeling of history in this city, more than 500 years older than our own nation; by the beauty of the Grunewald and the Tiergarten; most of all, by your courage and determination. Perhaps the composer Paul Lincke understood something about American presidents. You see, like so many presidents be-fore me, I come here today because wherever I go, whatever I do: Ich hab noch einen Koffer in Berlin. [I still have a suitcase in Berlin.]

Our gathering today is being broadcast throughout West-ern Europe and North America. I understand that it is be-ing seen and heard as well in the East. To those listening throughout Eastern Europe, a special word: Although I can-not be with you, I address my remarks to you just as surely as to those standing here before me. For I join you, as I join your fellow countrymen in the West, in this firm, this unal-terable belief: Es gibt nur ein Berlin. [There is only one Berlin.]

Behind me stands a wall that encircles the free sectors of this city, part of a vast system of barriers that divides the en-tire continent of Europe. From the Baltic, south, those barri-ers cut across Germany in a gash of barbed wire, concrete, dog runs, and guard towers. Farther south, there may be no visible, no obvious wall. But there remain armed guards and checkpoints all the same--still a restriction on the right to travel, still an instrument to impose upon ordinary men and women the will of a totalitarian state. Yet it is here in Berlin where the wall emerges most clearly; here, cutting across your city, where the news photo and the television screen have imprinted this brutal division of a continent upon the mind of the world. Standing before the Brandenburg Gate, every man is a German, separated from his fellow men. Ev-ery man is a Berliner, forced to look upon a scar. [...]

Where four decades ago there was rubble, today in West

Berlin there is the greatest industrial output of any city in Germany--busy office blocks, fine homes and apartments, proud avenues, and the spreading lawns of parkland. Where a city’s culture seemed to have been destroyed, today there are two great universities, orchestras and an opera, count-less theaters, and museums. Where there was want, today there’s abundance--food, clothing, automobiles--the won-derful goods of the Ku’damm. From devastation, from ut-ter ruin, you Berliners have, in freedom, rebuilt a city that once again ranks as one of the greatest on earth. The Sovi-ets may have had other plans. But my friends, there were a few things the Soviets didn’t count on--Berliner Herz, Berliner Humor, ja, und Berliner Schnauze. [Berliner heart, Berliner hu-mor, yes, and a Berliner Schnauze.]

In the 1950s, Khrushchev predicted: “We will bury you.” But in the West today, we see a free world that has achieved a level of prosperity and well-being unprecedented in all human history. In the Communist world, we see failure, technological backwardness, declining standards of health, even want of the most basic kind--too little food. Even to-day, the Soviet Union still cannot feed itself. After these four decades, then, there stands before the entire world one great and inescapable conclusion: Freedom leads to pros-perity. Freedom replaces the ancient hatreds among the na-tions with comity and peace. Freedom is the victor.

And now the Soviets themselves may, in a limited way, be coming to understand the importance of freedom. We hear much from Moscow about a new policy of reform and openness. Some political prisoners have been released. Cer-tain foreign news broadcasts are no longer being jammed. Some economic enterprises have been permitted to oper-ate with greater freedom from state control.

Are these the beginnings of profound changes in the Sovi-et state? Or are they token gestures, intended to raise false hopes in the West, or to strengthen the Soviet system with-

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out changing it? We welcome change and openness; for we believe that freedom and security go together, that the advance of human liberty can only strengthen the cause of world peace. There is one sign the Soviets can make that would be unmistakable, that would advance dramatically the cause of freedom and peace.

General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall! [...]

Today thus represents a moment of hope. We in the West stand ready to cooperate with the East to promote true openness, to break down barriers that separate people, to create a safe, freer world. And surely there is no better place than Berlin, the meeting place of East and West, to make a start. Free people of Berlin: Today, as in the past, the United States stands for the strict observance and full implementa-tion of all parts of the Four Power Agreement of 1971. Let us use this occasion, the 750th anniversary of this city, to usher in a new era, to seek a still fuller, richer life for the Berlin of the future. Together, let us maintain and develop the ties between the Federal Republic and the Western sectors of Berlin, which is permitted by the 1971 agreement.

And I invite Mr. Gorbachev: Let us work to bring the Eastern and Western parts of the city closer together, so that all the inhabitants of all Berlin can enjoy the benefits that come with life in one of the great cities of the world.

To open Berlin still further to all Europe, East and West, let us expand the vital air access to this city, finding ways of making commercial air service to Berlin more convenient, more comfortable, and more economical. We look to the day when West Berlin can become one of the chief aviation hubs in all central Europe. [...] As I looked out a moment ago from the Reichstag, that embodiment of German unity, I noticed words crudely spray-painted upon the wall, per-haps by a young Berliner: “This wall will fall. Beliefs become reality.” Yes, across Europe, this wall will fall. For it cannot withstand faith; it cannot withstand truth. The wall cannot withstand freedom.

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BILL CLINTON SPEECH

President: Bill Clinton

Date: July 12, 1994

Although this wasn’t a particularly pivotal moment, President Bill Clinton’s address in front of the Brandenburg Gate broke new ground by focusing on European unity and promoting economic globalization and an increased partnership with the U.S.

Citizens of free Berlin, citizens of united Germany, Chan-cellor Kohl, Mayor Diepgen, Berliners the world over, thank you for this wonderful welcome to your magnificent city.

We stand together where Europe’s heart was cut in half and we celebrate unity. We stand where crude walls of concrete separated mother from child and we meet as one family. We stand where those who sought a new life instead found death. And we rejoice in renewal. Berliners, you have won your long struggle. You have proved that no wall can for-ever contain the mighty power of freedom. Within a few years, an American President will visit a Berlin that is again the seat of your government. And I pledge to you today a new American Embassy will also stand in Berlin.

Half a century has passed since Berlin was first divided, 33 years since the Wall went up. In that time, one-half of this city lived encircled and the other half enslaved. But one force endured, your courage. Your courage has taken many forms: the bold courage of June 17th, 1953, when those trapped in the East threw stones at the tanks of tyr-anny; the quiet courage to lift children above the wall so that their grandparents on the other side could see those they loved but could not touch; the inner courage to reach for the ideas that make you free; and the civil courage, civil courage of 5 years ago when, starting in the strong hearts and candlelit streets of Leipzig, you turned your dreams of a better life into the chisels of liberty.

Now, you who found the courage to endure, to resist, to tear down the Wall, must found a new civil courage, the courage to build. The Berlin Wall is gone. Now our gener-ation must decide, what will we build in its place? Stand-ing here today, we can see the answer: a Europe where all nations are independent and democratic; where free mar-kets and prosperity know no borders; where our security is based on building bridges, not walls; where all our citizens can go as far as their God-given abilities will take them and raise their children in peace and hope.

The work of freedom is not easy. It requires discipline, re-

sponsibility, and a faith strong enough to endure failure and criticism. And it requires vigilance. Here in Germany, in the United States, and throughout the entire world, we must reject those who would divide us with scalding words about race, ethnicity, or religion. I appeal especially to the young people of this nation; believe you can live in peace with those who are different from you. Believe in your own future. Believe you can make a difference and summon your own courage to build, and you will.

There is reason for you to believe. Already, the new future is taking shape in the growing chorus of voices that speak the common language of democracy; in the growing econ-omies of Western Europe, the United States, and our part-ners; in the progress of economic reform, democracy, and freedom in lands that were not free; in NATO’s Partnership For Peace where 21 nations have joined in military co- op-eration and pledge to respect each other’s borders.

It is to all of you in pursuit of that new future that I say in the name of the pilots whose airlift kept Berlin alive, in the name of the sentries at Checkpoint Charlie who stood face-to-face with enemy tanks, in the name of every American President who has come to Berlin, in the name of the Amer-ican forces who will stay in Europe to guard freedom’s fu-ture, in all of their names I say, Amerika steht an ihrer Seite, jetzt und fuer immer. America is on your side now and for-ever.

Moments ago, with my friend Chancellor Kohl, I walked where my predecessors could not, through the Branden-burg Gate. For over two centuries in every age, that gate has been a symbol of the time. Sometimes it has been a monument to conquest and a tower of tyranny. But in our own time, you, courageous Berliners, have again made the Brandenburg what its builders meant it to be, a gateway. Now, together, we can walk through that gateway to our destiny, to a Europe united, united in peace, united in free-dom, united in progress for the first time in history. Noth-ing will stop us. All things are possible. Nichts wird uns auf-halten. Alles ist möglich. Berlin ist frei. Berlin is free.

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BARACK OBAMA SPEECH

President: Barack Obama

Date: July 24, 2008

Obama hadn’t even been elected when he went to Berlin during his 2008 Presidential campaign. As a result, the Germans did not allow him to speak at the Brandenburg Gate—they reserve it for presidential speeches. But his plea for the fall of all walls echoed every earlier presidential speech, and the crowd of 200,000 was more than four times the number that attended Rea-gan’s 1987 speech.

...This city, of all cities, knows the dream of freedom. And you know that the only reason we stand here tonight is because men and women from both of our nations came together to work, and struggle, and sacrifice for that better life.

Ours is a partnership that truly began sixty years ago this summer, on the day when the first American plane touched down at Templehof.

On that day, much of this continent still lay in ruin. The rubble of this city had yet to be built into a wall. The Sovi-et shadow had swept across Eastern Europe, while in the West, America, Britain, and France took stock of their losses, and pondered how the world might be remade.

This is where the two sides met. And on the twenty-fourth of June, 1948, the Communists chose to blockade the west-ern part of the city. They cut off food and supplies to more than two million Germans in an effort to extinguish the last flame of freedom in Berlin.

The size of our forces was no match for the much larger Soviet Army. And yet retreat would have allowed Com-munism to march across Europe. Where the last war had ended, another World War could have easily begun. All that stood in the way was Berlin.

And that’s when the airlift began - when the largest and most un-likely rescue in history brought food and hope to the people of this city.

The odds were stacked against success. In the winter, a heavy fog filled the sky above, and many planes were forced to turn back without dropping off the needed sup-plies. The streets where we stand were filled with hungry families who had no comfort from the cold.

But in the darkest hours, the people of Berlin kept the flame of hope burning. The people of Berlin refused to give up. And on one fall day, hundreds of thousands of Berliners

came here, to the Tiergarten, and heard the city’s mayor implore the world not to give up on freedom. “There is only one possibility,” he said. “For us to stand together united until this battle is won...The people of Berlin have spoken. We have done our duty, and we will keep on doing our duty. People of the world: now do your duty...People of the world, look at Berlin!”

People of the world - look at Berlin!

Look at Berlin, where Germans and Americans learned to work together and trust each other less than three years after facing each other on the field of battle.

Look at Berlin, where the determination of a people met the generosity of the Marshall Plan and created a German miracle; where a victory over tyranny gave rise to NATO, the greatest alliance ever formed to defend our common se-curity.

Look at Berlin, where the bullet holes in the buildings and the somber stones and pillars near the Brandenburg Gate insist that we never forget our common humanity.

People of the world - look at Berlin, where a wall came down, a continent came together, and history proved that there is no challenge too great for a world that stands as one.

Sixty years after the airlift, we are called upon again. His-tory has led us to a new crossroad, with new promise and new peril. When you, the German people, tore down that wall - a wall that divided East and West; freedom and tyr-anny; fear and hope - walls came tumbling down around the world. From Kiev to Cape Town, prison camps were closed, and the doors of democracy were opened. Markets opened too, and the spread of information and technology reduced barriers to opportunity and prosperity. While the 20th century taught us that we share a common destiny, the 21st has revealed a world more intertwined than at any time in human history.

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The fall of the Berlin Wall brought new hope. But that very closeness has given rise to new dangers - dangers that can-not be contained within the borders of a country or by the distance of an ocean....

Yes, there have been differences between America and Europe. No doubt, there will be differences in the future. But the burdens of global citizenship continue to bind us together. A change of leadership in Washington will not lift this burden. In this new century, Americans and Europeans alike will be required to do more – not less. Partnership and cooperation among nations is not a choice; it is the one way, the only way, to protect our common security and ad-vance our common humanity.

That is why the greatest danger of all is to allow new walls to divide us from one another.

The walls between old allies on either side of the Atlantic cannot stand. The walls between the countries with the most and those with the least cannot stand. The walls be-tween races and tribes; natives and immigrants; Christian and Muslim and Jew cannot stand. These now are the walls we must tear down.

We know they have fallen before. After centuries of strife, the people of Europe have formed a Union of promise and prosperity. Here, at the base of a column built to mark vic-tory in war, we meet in the center of a Europe at peace. Not only have walls come down in Berlin, but they have come down in Belfast, where Protestant and Catholic found a way to live together; in the Balkans, where our Atlantic alliance ended wars and brought savage war criminals to justice; and in South Africa, where the struggle of a courageous people defeated apartheid.

So history reminds us that walls can be torn down. But the task is never easy. True partnership and true progress re-quires constant work and sustained sacrifice. They require sharing the burdens of development and diplomacy; of progress and peace. They require allies who will listen to each other, learn from each other and, most of all, trust each other.

That is why America cannot turn inward. That is why Europe cannot turn inward. America has no better partner than Eu-rope. Now is the time to build new bridges across the globe as strong as the one that bound us across the Atlantic. Now is the time to join together, through constant cooperation, strong institutions, shared sacrifice, and a global commit-ment to progress, to meet the challenges of the 21st centu-ry. It was this spirit that led airlift planes to appear in the sky

above our heads, and people to assemble where we stand today. And this is the moment when our nations - and all nations - must summon that spirit anew.

This is the moment when we must defeat terror and dry up the well of extremism that supports it. This threat is real and we cannot shrink from our responsibility to combat it. If we could create NATO to face down the Soviet Union, we can join in a new and global partnership to dismantle the networks that have struck in Madrid and Amman; in Lon-don and Bali; in Washington and New York. If we could win a battle of ideas against the communists, we can stand with the vast majority of Muslims who reject the extremism that leads to hate instead of hope.

This is the moment when we must renew our resolve to rout the terrorists who threaten our security in Afghani-stan, and the traffickers who sell drugs on your streets. No one welcomes war. I recognize the enormous difficulties in Afghanistan. But my country and yours have a stake in see-ing that NATO’s first mission beyond Europe’s borders is a success. For the people of Afghanistan, and for our shared security, the work must be done. America cannot do this alone. The Afghan people need our troops and your troops; our support and your support to defeat the Taliban and al Qaeda, to develop their economy, and to help them rebuild their nation. We have too much at stake to turn back now.

This is the moment when we must renew the goal of a world without nuclear weapons. The two superpowers that faced each other across the wall of this city came too close too often to destroying all we have built and all that we love. With that wall gone, we need not stand idly by and watch the further spread of the deadly atom. It is time to secure all loose nuclear materials; to stop the spread of nuclear weapons; and to reduce the arsenals from another era. This is the moment to begin the work of seeking the peace of a world without nuclear weapons. ...

This is the moment when we must come together to save this planet. Let us resolve that we will not leave our chil-dren a world where the oceans rise and famine spreads and terrible storms devastate our lands. Let us resolve that all nations - including my own - will act with the same serious-ness of purpose as has your nation, and reduce the carbon we send into our atmosphere. This is the moment to give our children back their future. This is the moment to stand as one.

And this is the moment when we must give hope to those left behind in a globalized world. We must remember that

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the Cold War born in this city was not a battle for land or treasure. Sixty years ago, the planes that flew over Berlin did not drop bombs; instead they delivered food, and coal, and candy to grateful children. And in that show of solidar-ity, those pilots won more than a military victory. They won hearts and minds; love and loyalty and trust - not just from the people in this city, but from all those who heard the story of what they did here....

People of Berlin - people of the world - this is our moment. This is our time.

I know my country has not perfected itself. At times, we’ve struggled to keep the promise of liberty and equality for all of our people. We’ve made our share of mistakes, and there are times when our actions around the world have not lived up to our best intentions.

But I also know how much I love America. I know that for more than two centuries, we have strived - at great cost and great sacrifice - to form a more perfect union; to seek, with other nations, a more hopeful world. Our allegiance has never been to any particular tribe or kingdom - indeed, every language is spoken in our country; every culture has left its imprint on ours; every point of view is expressed in our public squares. What has always united us - what has al-ways driven our people; what drew my father to America’s shores - is a set of ideals that speak to aspirations shared by all people: that we can live free from fear and free from want; that we can speak our minds and assemble with whomever we choose and worship as we please.

Those are the aspirations that joined the fates of all nations in this city. Those aspirations are bigger than anything that drives us apart. It is because of those aspirations that the airlift began. It is because of those aspirations that all free people - everywhere - became citizens of Berlin. It is in pur-suit of those aspirations that a new generation - our gener-ation - must make our mark on history.

People of Berlin - and people of the world - the scale of our challenge is great. The road ahead will be long. But I come before you to say that we are heirs to a struggle for free-dom. We are a people of improbable hope. Let us build on our common history, and seize our common destiny, and once again engage in that noble struggle to bring justice and peace to our world.

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MODIFIED LESSON STRATEGYSchwarzfahrer - A Case Study in Human Rights

Purposes:

y Connect Standards with a Lesson.

y Engage participants using instructional strategies and resources modified from a Lesson.

y Use a Lesson’s Focus Question as an overarching theme for Modified Lesson Strategies.

y Understand issues and concerns about immigration and human rights issues in cultures.

Note:

– These Modified Lesson Strategies have been adapted from Germany In Focus.

– Schwarzfahrer is available for viewing with English subtitles on youtube.com

– The film is 10 minutes in length.

Common Directions for both Modified Lesson Strategies:

Before viewing:

1. Identify the Lesson’s Focus Question as an overarching theme.

2. Read the Lesson Overview aloud to ‘Set the Stage’.

I. People Watching - Focused Viewing Jigsaw

Directions:

1. Depending on the expected number of participants, copy and cut up a sufficient amount of People Watching boxes.

2. Distribute the boxes randomly throughout the audience.

3. Post the Focused Viewing task in the front of the room: Watch your designated person(s) and jot down some Adjec-tives…Body Languages…or…Behaviors.

4. Solicit a response or two from each of the ‘persons’ or ‘people’.

5. Post the Lesson’s Focus Question - Why do some people stand up for victims of discrimination, whereas others do not?

6. Wrap up with a short Whole Group Reflection: How are the people in the film, Schwarzfahrer, and people in the Focus Question related?

II. 20 Questions - Focused Viewing Jigsaw

Directions:

1. Cut up enough sets of questions for each participant to have one.

2. Participants will write responses on the back of each question After Viewing and Reflection considering what they have witnessed during the film.

3. Ask participants to find a partner with a different question and share responses.

4. Post the Lesson’s Focus Question - Why do some people stand up for victims of discrimination, whereas others do not?

youtube.com

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SAMPLE MODIFIED LESSON STRATEGY # 1 – PEOPLE WATCHING

Motorcyclist

Adjectives or Attitudes

Young boy’s mother


Teenage girls


Black man


Teenage Turkish boys


Elderly man


Young boy


Elderly woman


Teenage with radio


Woman with large earrings


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SAMPLE MODIFIED LESSON STRATEGY # 2 – 20 QUESTIONS

1. In what city does the action take place?

2. In what decade does the film take place? How do we know?

3. Do any of the other passengers agree with what the elderly woman says? How can we tell?

4. Why don’t the other passengers do and/or say anything in response to the elderly woman’s comments?

5. Which nationalities does the woman mention when talking about foreigners?

6. The only person who responds to the elderly woman is a Turkish teen speaking Turkish. There is no translation. What do you think he might have said to her?

7. What kind of feelings and thoughts does the main character express toward foreigners? Give examples.

8. In your opinion, how do the other passengers on the tram feel toward foreigners? Give reasons.

9. Who is the real “black rider”?

10. What does the title of the film communicate?

11. What do you think of the film’s ending?

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12. What stereotypes are presented in the film?

13. Could something like this happen on a bus, tram or subway in your community? Why or why not? How would things play out the same? What would be different?

14. What would you do if you were a passenger on that tram?

15. What adjective or attitude describes the young boy?

16. What adjective or attitude describes the young boy’s mother?

17. What adjective or attitude describes the woman with the large earrings?

18. What adjective or attitude describes the teenage Turkish boys?

19. What adjective or attitude describes the teenage girls?

20. What adjective or attitude describes the teenager with the radio?

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MODIFIED LESSON STRATEGYThe Pied Piper of Hamelin: Hear Ye.. Hear Ye.. Headlines Wanted!

Purposes:

y Use literature as a ‘mirror’ of people, cultural values, beliefs, and behaviors.

y Engage participants, in pairs, with a Read- Think- Create strategy to synthesize key themes from a piece of literature.

y Model a Whole Group Reflection session from Common Lesson Components.

Directions:

y Prior to the session, collect a few sample Headlines with Leads to use during the Modified Lesson.

y Each participant receives a copy of The Pied Piper of Hamelin.

y Ask participants to form pairs.

y Copy and distribute Headlines Wanted worksheets to each of the pairs. The directions for the tasks are noted on the worksheet. Review these orally with participants.

y Post and note Lesson 4.1’s Adapted Focus Question on a wall of the room: What can we learn about people, their cultural values and behaviors from The Pied Piper of Hamelin?

y While the participants are working, arrange a wall in the room near the Focus Question for the Walk n’ Talk Gallery for The Pied Piper of Hamelin. Hint: cut up lots of masking tape/wall tape strips for them to use in posting.)

y Whole Group Reflection: Walk n’ Talk Gallery

Note: During any Walk n’ Talk Gallery, participants go to the wall where items are posted. Individuals or various sized groups are randomly asked to explain their message or other task, along with their ‘thinking behind the message’. Other participants may ask clarifying questions. The number of individuals or groups will depend on time and cir-cumstances.

1. Pairs post their Headlines and Leads on the Walk n’ Talk Gallery for The Pied Piper of Hamelin. Pairs stand near their work.

2. The facilitator leads the Gallery Walk n’ Talk: Ask random pairs to present their Headlines and Leads and reflect out loud about their decisions and ‘thinking behind the messages’.

3. The visits to various pairs will need to be fairly short in order to include at least 4-5 pairs. If the group is large, divide people into groups of 4 pairs so that each of them has a turn to present.

Optional: Elicit responses - How might you modify the strategies we used today with one of your social studies classes?

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THE PIED PIPER OF HAMELINOnce upon a time on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest folk who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way – by killing them. All at once, how-ever, the rats began to multiply.

In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses, then, for lack of anything better, they gnawed the wood, cloth or anything at all. The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors to free them from the plague of rats. But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.

“What we need is an army of cats!” But all the cats were dead. “We’ll put down poisoned food then . . .” But most of the food was already gone and even poison did not stop the rats. “It just can’t be done without help!” said the Mayor sadly.

Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?” the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.

“I’ve freed other towns of beetles and bats,” the stranger announced, “and for a thousand florins, I’ll rid you of your rats!”

“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying: “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”

The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters, rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.

By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment.

“Fifty thousand florins?” exclaimed the councilors, “Never...”

“ A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that . . .”

His eyes flashing with rage, the pied piper pointed a threatening finger at the Mayor.

“You’ll bitterly regret ever breaking your promise,” he said, and vanished.

A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly: “We’ve saved fifty thousand flo-rins!”

That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when

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the last child had gone into the darkness, the door creaked shut. A great landslide came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.

This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License i ncluded with this eBook or online at www.gutenberg.org.

http://www.gutenberg.org

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HEAR YE.. HEAR YE.. HEADLINES WANTED!

What can we learn about people, their cultural values and behaviors from The Pied Piper of Hamelin?

Directions:

Please read this passage first.

Throughout history, peoples’ cultural values and beliefs are often re-enforced by their behaviors and actions. And sometimes, their behaviors and actions contradict their values and beliefs. Discovering the relationship between im-plied values and observed behaviors can provide us with a richer and deeper understanding of people and their society. Literature, along with music and the arts, offers us ‘windows’ and ‘mirrors’ to get a glimpse of people in their time and place.

Your Tasks for this Read-Think-Create strategy:

1. Read, as individuals, The Pied Piper of Hamelin.

2. Underline, bracket, or highlight key words or phrases that show evidence/examples of peoples’ values/beliefs and behaviors/actions.

3. In pairs, share and briefly discuss your highlights.

4. Think about and select a value and a behavior that you want as a focus for your Headline and Lead.

5. Create a Headline with a Lead that captures relationship between an implied value/belief and an observed behavior/action.

6. Your Headline and Lead may include up to 25 words.

7. Please use the “parchment” to record your Headline and Lead. Thank you for using the Magic Markers! Decorations or Icons are Optional!

8. Post your parchment on the Walk n’ Talk Gallery for The Pied Piper of Hamelin. Thanks for standing near your work.

9. Your facilitator will lead you through the Gallery where some random pairs will be asked to share their messages and reflect aloud about their thinking, especially about the relationship between a value/belief and a behavior/actions:

Headline (Heading) The headline is the title of the news article. The headline should be short, does not include a lot of detail, and should catch the readers’ attentions. It is normally not a complete sentence, and tries to summarize the main idea or subject of the article. It is often printed in larger letters than the rest of the article, and the major words are capitalized.Lead The opening of a news story is called the lead. It is usually one paragraph, and is usually only one sentence. The typical lead is called a summary lead or straight summary lead, and it, of course, summarizes the story. The journalist must, therefore, write a clear, fairly short sentence that reveals all, telling the end result of the story. Someone should be able to read the lead and be informed about what happened without reading the rest of the story.

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MODIFIED LESSON STRATEGYTurning Points – A Cold War Timeline

Purposes:

y Connect selected Standards with various Lessons.

y Engage participants using instructional strategies and resources modified from a Lesson.

y Understand chronology of key themes from an historical era.

Directions:

1. Connect NCSS Standard: #2 – Time, Continuity, and Change and Common Core Standard: SL 4 - present information and supporting evidence.

2. Read the Lesson Overview aloud.

3. Form groups of 4 participants.

4. Distribute copies of the Cold War Timeline to each participant in the groups.

5. Assign each group a theme from the list. Each group should find 5 significant events from the period between 1945-1990 that relate to that subtopic or theme.

6. Each group should find a group with another theme and share their reasons for selecting the events.

Notes:

y This Modified Lesson Strategy has been adapted for workshop participants from Germany In Focus.

y Time spans for each segment may vary according to the length of the entire agenda.

Themes:

y Culture

y Isolation

y Communism

y Employment

y Economy

y International agreements/ treaties

y Berlin

y Protest/ Terrorism

y Sports

y Occupation

y Politics

y Daily life

y Laws

y Military

y International relations

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DATE EVENT

1945May 8: Capitulation of the German Wehrmacht officially ends World War II in Europe.

July 3: Allied troops complete occupation of Berlin.

July 17 – August 02:

The four allied powers meet in Potsdam for the so called “Potsdam Conference.” Germany and Berlin are divided into four zones of occupation. Western Sector: the American, British, and French zones. Eastern Sector: the Soviet zone.

1946March 5: Winston Churchill, in a speech at Westminster College in Fulton, Missouri, says an Iron Curtain has

come down across Europe.

April 21: Forced unification of the German Communist Party (KPD) and the Social Democratic Party of Ger-many (SPD) in the Soviet occupied zone to become the “Socialist Unity Party of Germany” (SED).

October 29: A 30-day valid Interzonenpass (inter-zone passport) is required to travel between the Western and Eastern sectors in Germany.

1947March 12: President Truman urges the United States “to support free peoples who are resisting attempted

subjugation by armed minorities or by outside pressure” (Truman Doctrine).

June 5: Marshall Plan is announced, setting a precedent for helping countries combat poverty, disease, and malnutrition.

1948June 21: Monetary reform in the three Western allied zones, the Deutsche Mark comes into force and

replaces the Reichsmark.

June 24: (Berlin) The Soviet Union blockades all highway, river, and rail traffic into Western-controlled West Berlin in order to force the Western powers out of Berlin. The Berlin Blockade lasts almost 11 months. As a result the Western allied forces start the famous Berlin Airlift.

1949April 4: The United States, Canada, and Western European countries sign the North Atlantic Treaty Orga-

nization (NATO) in Washington, DC.

May 12: End of the Berlin Blockade.

May 23: Founding of West Germany by proclaiming the Basic Law of the Federal Republic of Germany (FRG) in Bonn.

May 23: (GDR) With the Basic Law going into effect, the death penalty in West Germany is abolished. (Article 102)

September 15: (FRG) Adenauer becomes the first Chancellor of Federal Republic of Germany.

September 30: End of the Berlin Airlift.

October 7: Founding of East Germany, the German Democratic Republic (GDR).

December 15: (FRG) The Marshall Plan for the rebuilding of West Germany is implemented.

COLD WAR TIMELINE

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1950February 8: (GDR) Founding of the Ministry for State Security (Stasi) as the “Shield and Sword of the Party.”

September 29: (GDR) East Germany joins the Council for Mutual Economic Assistance, an economic organization comprising the countries of the Eastern Bloc along with a number of communist states else-where in the world.

1951August 9: (FRG) Founding of the Goethe-Institut to promote the study of German and the German culture

abroad.

1952January 11: (FRG) The treaty for the European Coal and Steel Community (ECSC) is ratified by West Germany.

February 8: (FRG) Against the votes of the Social Democrats (SPD), the Bundestag decides that West Germany will make a defense contribution.

May 27: (GDR) East Germany closes its borders to West Germany in a one-sided undertaking. East Germa-ny leaves the border between East and West Berlin open.

July 12: (GDR) Start of collectivization of agriculture in order to build up agricultural production coopera-tives.

1953June 17: (GDR) Protests and riots by East Berlin workers against the working conditions are suppressed by

the Red Army.

1954July 4: (FRG) West Germany wins the soccer world championship in Switzerland. The unexpected win

evoked a wave of euphoria throughout Germany. This was also the first public singing of the Ger-man national anthem since WWII. This victory at the beginning of the so-called economic miracle is often regarded as a turning point in post-war German history.

1955May 5: (FRG) West Germany gains full sovereignty.

May 9: (FRG) West Germany joins NATO.

May 14: (GDR) Treaty of Friendship, Cooperation, and Mutual Assistance (Warsaw Pact) officially estab-lished.

September 20: (GDR) Sovereignty of East Germany.

November 12: (FRG) Founding of the West German army, the Bundeswehr.

December 20: (FRG) Start of the so called guest worker program to attract southern European workers to work in West Germany. It is officially stopped in 1973 because of the oil crisis.

1956January 18: (GDR) Founding of the East German army (Nationale Volksarmee).

February 25: (GDR) With the so called “Secret Speech” by Nikita Khrushchev, three years after Stalin’s death a period of reform and opening-up starts, which also has an impact on East Germany.

August 17: (FRG) Interdiction of the Communist Party.

October 24: (GDR) Student unrest takes place in East Germany (and other Soviet satellites), which is sup-pressed by the police. This unrest contributes to the unrest and the uprising in Hungary.

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1957March 28: (FRG) West Germany is one of six nations to sign the founding treaties of the European Economic

Community, the predecessor of the EU.

October 4: USSR launches Sputnik into Earth orbit.

December 11: (GDR) Leaving East Germany without permission is forbidden and violations are prosecuted with up to three years in prison.

1958July 1: (FRG) The Gleichberechtigungsgesetz (equal rights law) comes into effect; women finally receive

the same rights as men in all fields of daily life and society.

1960 - 1989 1960 - 1989 (GDR) The Schießbefehl (order to fire) is in place in various forms for the entirety of this time peri-

od. It’s a standing order that instructs border patrols of East Germany to prevent border penetra-tion by East German citizens by all means necessary. Only in 1982 is this order formally legalized by §27 of the border law.

1960February 10: (GDR) Founding of the National Defense Council, with Walter Ulbricht as chairman.

August 29: (FRG) West Germany contracts out of the inter-zone-agreement with East Germany because of travel restriction put into force by the GDR.

September 12: (GDR) The position of the president is abolished and the State Council is founded, with Walter Ulbricht as chairman.

1961April 1: (FRG) The first acknowledged conscientious objectors (to military service) start their civilian ser-

vice (Zivildienst), a kind of compulsory community service

June 1: (GDR/ FRG) The birth control pill is introduced. In East Germany it’s promoted as the Wun-schkindpille (planned-child pill), in West Germany as Antibabypille (anti-baby pill).

August 13: (GDR) Building of the Berlin Wall to block the stream of East German refugees from leaving East Germany to enter West Germany.

October 25-28: (East/West Berlin) Army tank confrontation; American and Soviet tanks face each other at Check-point Charlie.

1962October 22-27: The Cuban Missile Crisis takes place between the USA and the Soviet Union. The Cold War reach-

es new heights.

October-Decem-ber:

(FRG) The Spiegel Affair, one of the major political scandals in Germany during the era following World War II. During the scandal, the government had to be reshuffled, and finally the freedom of press was strengthened.

1963January 22: (FRG) The Elysée Treaty of Friendship between France and West Germany is signed.

June 23: (West Berlin) US President John F. Kennedy visits the city and declares: “Ich bin ein Berliner.” (“I am a Berliner.”)

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1964June 12: (GDR) Mutual assistance pact and friendship treaty between the Soviet Union and the GDR.

August 17: (FRG) Start of the Freiwilliges Soziales Jahr (voluntary social year), a voluntary social service for teenager and young adults.

September 10: (FRG) The one millionth so-called guest worker is ceremoniously welcomed.

1967January 1: (West Berlin) The famous Kommune 1 or K1, the first politically motivated commune, is created. It

originated from the non-parliamentarian opposition of the student movement.

June 2: (West Berlin) The university student Benno Ohnesorg is shot by a West Berlin police officer who, simultaneously, is a secret spy for the Stasi. Start of the “student revolution.”

1968April 6: (GDR) Ratification of the new constitution for the GDR as the “Socialist State of the German Na-

tion.”

April 11: (West Berlin) Unsuccessful attempt to assassinate Rudi Dutschke, the most well-known spokes-person of West Berlin and the West-German student movement, by a right-wing extremist.

May 29: (FRG) Under harsh protests the Bundestag passes the Emergency Constitution allowing the Ger-man government to defend West Germany in an emergency.

June 10-11: (GDR) The People’s Chamber (Volkskammer), the unicameral legislature of East Germany, enacts passport and visa enforcement for the transit traffic between West Germany and West Berlin.

1969 – 1973 May 17: (FRG) Bundestag ratifies the so-called Eastern Treaties (Ostverträge) as part of the new Eastern

policies between West Germany and the Soviet Union, Poland, the GDR, Czechoslovakia, Hunga-ry, and Bulgaria.

1969November 28: (FRG) West Germany joins the Non-Proliferation Treaty.

1970December 7: (FRG) FRG and Polen sign the Treaty of Warsaw, in which they recognize each other’s territories,

agree to only peaceful methods of border change and increased trade. Chancellor Willy Brandt kneels before the Warsaw memorial for the victims of the uprising in the Jewish Ghetto in War-saw.

1971September 3: (Berlin) The Four Power Agreement over Berlin is reached. It charges the FRG and GDR with nego-

tiating an accord that would regulate access to and from West Berlin from the FRG and secure the right of West Berliners to visit East Berlin and the GDR.

December 10: (FRG) Chancellor Willy Brandt receives the Nobel Peace Prize for his so-called Ostpolitik (Eastern policy), a policy aimed at improving relations with the Eastern bloc, which caused considerable controversy in West Germany.

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1972January 6: (GDR) For the first time, Central Committee secretary Erich Honecker calls West Germany a “for-

eign country.”

March 9: (GDR) A new abortion law allows abortions within the first trimester of pregnancy.

August 26 – September 11:

(FRG) West Germany hosts the XX Summer Olympics in Munich. The games are overshadowed by the hostage-taking of the Israeli sports team by Palestinian terrorists on September 5th. During the crisis, two hostages are murdered during a unsuccessful attempt by the German police to lib-erate the hostages. All captives and five of the eight kidnappers are killed; in all, 17 people died. After a day of mourning the games were continued.

December 10: (FRG) As the first writer in German postwar history, Heinrich Böll is awarded the Nobel Prize in Literature.

December 21: (East Berlin) Signing of “The Basic Treaty” between the Federal Republic of Germany and the Ger-man Democratic Republic. The treaty committed both Germanys to develop normal relations on the basis of equality, guaranteeing their mutual territorial integrity as well as the border between them, and recognizing each other’s independence and sovereignty. They also agreed to the exchange of “permanent missions” in Bonn and East Berlin to further relations

1973May: (GDR/FRG) East and West Germany establish formal diplomatic ties.

June 21: (FRG) “The Basic Treaty” with East Germany is implemented.

September 18: (GDR/FRG) East and West Germany become members of the United Nations.

November- December:

(FRG) First oil crisis which leads to a government ordered ban of driving on four Sundays.

1974April 24: (FRG) Günther Guillaume, one of the closest staff members of Chancellor Willy Brandt, is uncov-

ered as an East German spy. It’s the most important case of political espionage between the two Germanys.

May 7: (FRG) Chancellor Willy Brandt takes the political responsibility of the so-called Guillaume-affair and resigns from office.

1975October 1: (FRG) Opening of the Bundeswehr, the West German army, for women on a voluntary basis, but

only in the field of medical and music service.

1977Fall: (FRG) So called “hot fall” of the West German terrorist movement Rote Armee Fraktion (RAF, Red

Armee Fraction).

April 7: (FRG) Assassination of the attorney general Siegfried Buback.

September 5 - October 18:

(FRG) Kidnapping and eventual killing of Hanns Martin Schleyer, president of the Confederation of German Employers’ Association.

October13: (FRG) Hijacking of a Lufthansa Airline’s plane in Mogadishu, Somalia.

1978August 26: (GDR) Astronaut Sigmund Jähn becomes the first German in space. He flies together with Waleri

Fjodorowitsch Bykowski in a Soviet Sojus 31 to the Soviet space station Saljut 6. The flight is seven days, 20 hours, 49 minutes and four seconds long. During the 125 orbits around the earth they conducted many experiments.

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1979December 24: Soviet Union intervenes Afghanistan.

1980’sSpring: (GDR) Lutheran church circles criticize the invasion of the Soviet Union in Afghanistan. The peace

movement of East Germany becomes more important.

(FRG) The West German peace movement focuses their protests against the NATO Double-Track Decision and against the United States’ plans for additional armament.

1980January 13: (FRG) The Green Party was founded.

August 31: Gdansk Agreements, leading to establishment and official recognition of independent Polish trade union “Solidarity.”

1982April 24: (FRG) For the first time in history the 17-year-old singer Nicole (Seibert) wins the Eurovision Song

Contest with her song “Ein bisschen Frieden” (A Little Peace) for West Germany.

1985March 11: Mikhail Gorbachev becomes the 6th General Secretary of the Communist Party of the Soviet

Union, initiating a campaign of openness called “glasnost” and restructuring called “perestroika.”

December 12: (FRG) Joschka Fischer appears in scandalous sneakers, jeans, and a sportive jacket in the Hessian Parliament to be sworn in as the first green minister for environment and energy.

1986April 26: (GDR/ FRG) The Chernobyl disaster takes place. Radioactive fallout falls over Germany. The East

German government and the state-controlled media ignore it completely. The West German government addresses the topic and issues warnings to the population to stay indoors, not to consume certain fresh vegetables, fresh milk, etc.

1987March 25: (FRG) Bundeswehr soldiers participate in maneuvers of the Warsaw Pact in the GDR.

June 6 – 8: (West Berlin/ GDR) A three-day open-air rock concert in West Germany, only meters away from the Berlin Wall, leads to violent clashes between the East German police and East German teen-agers who want to listen to the concert from East Berlin.

June 12: (West Berlin) U.S. President Ronald Reagan visits West Berlin and calls on Soviet leader Mikhail Gorbachev to tear down the Berlin Wall.

September 7 – 11: (GDR/ FRG) Erich Honecker, chairman of the State Council of the GDR, visits West Germany.

December 18: (GDR) The death penalty is abolished in East Germany.

1989May 2: (GDR) Hungary opens its borders to Austria, so hundreds of GDR-citizens can emigrate to the

West.

May 7: (GDR) Regional elections take place in East Germany. Citizens protest against election fraud com-mitted by the East German government. In Leipzig more than 100 demonstrators are arrested by the Stasi.

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June 6: (FRG) State visit of President Mikhail Gorbachev in West Germany.

July 1: (West Berlin) The first Love Parade takes place. About 150 participants dance behind a small truck with techno music along the Kurfürstendamm, the major shopping street in West Berlin. It was as a political demonstration for peace and international understanding through love and music.

September 30: (FRG) West German Foreign Minister Hans Dietrich Genscher announces in the West German Em-bassy in Prague that all of the almost 6,000 GDR citizens, who had fled to the embassy grounds, are allowed to emigrate to West Germany.

October 7: (GDR) The 40th anniversary of the founding of the GDR is celebrated with a huge parade. At the same time the Stasi applies force on demonstrators in different parts of East Berlin.

October 8: (GDR) During his visit to East Berlin, President Mikhail Gorbachev declares: “He, who comes too late, is punished by life.”

October 9: (GDR) Peaceful “Monday demonstration” in Leipzig with 70,000 participants chanting “ We are the people.”

October 18: (GDR) Egon Krenz succeeds Erich Honecker as general secretary of the Socialist Unity Party (SED), the ruling party of East Germany.

November 4: (GDR) Anti-government demonstration in East Berlin with about 1 million demonstrators.

November 8: (GDR) The entire Politbüro (cabinet council) of the Socialist Unity Party resigns.

November 9: (Berlin) The East German government announces that visits to West Germany and West Berlin will be permitted. Immediately, thousands of East Berliners pass into West Berlin as border guards stand by. That same night, people begin tearing down the Berlin Wall (Mauer), which is finally opened.

November 13: (GDR) Hans Modrow becomes new Prime Minister of East Germany.

November 28: (FRG) Chancellor Helmut Kohl presents his Ten-Point-Plan for the reunification of Germany.

December 4: (GDR) The Erfurt Stasi-office is occupied to prevent the Stasi from destroying files. Afterward all over the GDR Stasi-offices are occupied by the opposition.

December 6: (GDR) Egon Krenz resigns as chairman of the State Council of the GDR.

December 7: (GDR) Begin of the “Round Table Talks” between representatives of the West German government and the East German opposition.

1990February 24-25: Chancellor Helmut Kohl meets with President Bush at Camp David to discuss the German reunifi-

cation process.

February 4 - March 8:

Kohl refuses to guarantee future German acceptance of the Polish-German border, unless Poland promises not to seek WWII reparations. Such a treaty should guarantee rights of ethnic Germans in Poland. Kohl retreats from these demands; West German Bundestag passes a resolution re-nouncing all claims to Polish territory.

March 18: (GDR) First free and democratic elections were held in East Germany.

June 19: (FRG) West Germany signs the “Schengen Treaty” (in the city of Schengen) pledging to decrease inner-European border controls.

July 1: (GDR/FRG) Both West and East Germany sign the treaty to merge monetary, economic, and social matters going forward. The introduction of the Deutsche Mark in the GDR, replacing the Ostmark currency, marks the beginnings of the currency union.

August 31: (GDR/ FRG) Both Germanys sign the Unity Treaty.

September 12: (GDR/ FRG) U.S., Britain, France, Soviet Union, East Germany, and West Germany sign the “Two-Plus-Four-Treaty” in Moscow. This treaty is the final settlement to WWII and officially ends the four allied powers’ rights and responsibilities in Germany.

September 24: (GDR) East Germany formally withdraws from the “Warsaw Pact.”

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October 3: (GDR/ FRG) Day of German Unity: East Germany formally joins West Germany creating one uni-fied Germany.

1991throughout 1991 The Warsaw Pact is dissolved. Soviet President Mikhail Gorbachev resigns and the Soviet Union

breaks apart into Russia and several countries.

SourcesBorbe, A. (2010). Die Zahl der Opfer des SED-Regimes. Thüringen: Landeszentrale für politische Bildung.

Brown, T. S. (2011). “1968” East and West: Divided Germany as a Case Study in Transnational History. The American Historical Review, 114 (1), 69-96. doi: 10.1086/ahr.114.1.69

Council of Europe Publishing. (2011). Charting the landscape of European youth voluntary activities. Retrieved October 19, 2011, http://youth-partnership-eu.coe.int/youth-partnership/documents/EKCYP/Youth_Policy/docs/Voluntary/Research/2005_charting_landscape_vol-untary_coepub.pdf

Correll, J. T. (2011). Showdown in Berlin. Air Force Magazine, September 2011, 92-100. http://www.airforce-magazine.com/MagazineArchive/Documents/2011/September%202011/0911berlin.pdf

Ludgerschule. (2011). Der 1000000. Gastarbeiter kommt nach Deutschland. Retrieved October 19, 2011, http://www.ludgerusschule.de/content/projekte/50jahre/60er/1964.htm

Deutsche Einheit e.V. (2007). Zeittafel Deutschlands von 1945 bis Ende 1994. Retrieved October 19, 2011, from http://www.forge-deutsche-einheit.de/

Deutsche Welle. (2011). Gleiches Recht für Alle - 50 Jahre Gleichberechtigungsgesetz. Retrieved October 19, 2011, from http://www.dw-world.de

FIFA. (2011). Fussball-Historie. Retrieved October 19, 2011, from http://de.fifa.com/worldcup/archive/edition=9/index.html

Historicum. (2011). Zeitleiste. Retrieved October 19, 2011, from http://www.historicum.net/themen/internationale-geschichte/zeitleiste/#1900

IP Global. (2011). Liberated from the Bundeswehr. Retrieved October 19, 2011, from http://ip-journal.dgap.org/en/ip-journal/topics/liberated-bundeswehr

Migration Information. (2011). Germany: Immigration in Transition. Retrieved October 19, 2011, from http://www.migrationinformation.org/Profiles/display.cfm?id=235

NASA. (2011). Sputnik. Retrieved October 19, 2011, from http://history.nasa.gov/sputnik/

NATO. (2011). NATO Archives. Retrieved October 19, 2011, from http://www.nato.int/cps/en/natolive/official_texts_17451.htm

NATO. (2011). NATO Update. Retrieved October 20, 2011, from http://www.nato.int/docu/update/80-89/1980e.htm

Peace Magazine. (2011). The Independent Peace Movements in Europe. Retrieved October 20, 2011, http://archive.peacemagazine.org/v01n9p08.htm

Silies, E. (2010). Liebe, Lust und Last: Die Pille als weibliche Generationserfahrung in der Bundesrepublik 1960-1980. Göttingen: Wallstein Verlag.

Spiegel Online International. (2011). The History of DER SPIEGEL. Retrieved October 19, 2011, http://www.spiegel.de/international/0,1518,789853,00.html

The Cold War Museum. (2011). Berlin Time Line. Retrieved October 19, 2011, from http://www.coldwar.org/articles/60s/BerlinWallTimeLine.asp

Timelines. (2011). Today in History. Retrieved October 20, 2011, http://timelines.ws/days/04_11.HTML

Tompson, W. J. (1995). Khrushchev: A Political Life. New York: St. Martin’s Press.

Universität Leipzig. (2011). Zeitleiste DDR-BRD bis 1990. Retrieved July 15, 2011, from http://www.uni-leipzig.de/journalistik/scheinheit/zeitstrahl.html

10.1086/ahr

http://youth-partnership-eu.coe.int/youth-partnership/documents/EKCYP/Youth_Policy/docs/Voluntary/Research/2005_charting_landscape_voluntary_coepub.pdf

http://youth-partnership-eu.coe.int/youth-partnership/documents/EKCYP/Youth_Policy/docs/Voluntary/Research/2005_charting_landscape_voluntary_coepub.pdf

http://www.airforce-magazine.com/MagazineArchive/Documents/2011/September%202011/0911berlin.pdf

http://www.ludgerusschule.de/content/projekte/50jahre/60er/1964.htm

http://www.forge-deutsche-einheit.de

http://www.dw-world.de

http://de.fifa.com/worldcup/archive/edition=9/index.html

http://www.historicum.net/themen/internationale-geschichte/zeitleiste/#1900

http://ip-journal.dgap.org/en/ip-journal/topics/liberated

http://www.migrationinformation.org/Profiles/display.cfm?id=235

http://history.nasa.gov/sputnik

http://www.nato.int/cps/en/natolive/official_texts_17451.htm

http://www.nato.int/docu/update/80-89/1980e.htm

http://archive.peacemagazine.org/v01n9p08.htm

http://www.spiegel.de/international/0,1518,789853,00.html

http://www.coldwar.org/articles/60s/BerlinWallTimeLine.asp

http://timelines.ws/days/04_11.HTML

http://www.uni-leipzig.de/journalistik/scheinheit/zeitstrahl.html

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MODIFIED LESSON STRATEGYYou Are What You Eat!

Purposes:

y Connect selected Standards with various Lessons

y Engage participants using instructional strategies and resources modified from a Lesson

y Compare and Contrast the dietary habits of Americans, Germans and Canadians

Directions:

y Connect NCSS Standard: #1 - Culture and Common Core Standard: RH/SS 7 – integrate and evaluate content presented in diverse formats/media.

y Read the Lesson Overview aloud.

y Form groups of 4 participants.

y Distribute 1 Hungry Planet: What the World Eats image (America, Germany or Canada) to each group. Images found on the Let’s Explore Modern Germany Instructional Disc: Lesson 2.2 – High Resolution Images.

y Each group should analyze the assigned photograph answering the following questions:

i. What is the primary food?

ii. What food group is more/less plentiful?

iii. Are there any American/ Canadian products bought by Germans or vice versa?

y Pair groups with different images. Each group describes briefly they learned from analyzing the assigned image. The three groups then discuss the findings and form a conclusion regarding the dietary habits of Germans vs. Americans vs. Canadians.

y If time allows, ask groups to share their conclusions.

Notes:

y This Modified Lesson Strategy has been adapted for workshop participants from Let’s Explore Modern Germany.

y Time spans for each segment may vary according to the length of the entire agenda.

Hungry planet : what the world eats / photographed by Peter Menzel ; written by Faith D’Aluisio Napa, Calif. : Material World Press ; Berkeley, Calif. : Ten Speed Press, c2005

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USA

191


GERMANY

193


CANADA

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y TOP Study Tours

o Study Tours FAQ

o TOP’s Photo Collage PowerPoint (available online) www

y Reflections and Evaluations

o Educator Lesson Evaluation (available online) www

o Facilitator Workshop Evaluation

o Participant Workshop Evaluation

o Sample Whole Group Reflection

DRAWER 4: SECTION 4


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1. AM I ELIGIBLE TO APPLY? Eligible applicants include the following from the United States and Canada: Social Studies teachers (grades K-12), Social Studies methods professors, curriculum coordinators, principals/assistant principals and applicable States’ Depart-ment of Education employees.

2. HOW DO I APPLY?

Follow the instructions on the TOP website: download the application form and use the latest Adobe Acrobat Reader software to open and complete the form.

3. WHEN IS THE APPLICATION DEADLINE? HOW LONG MUST I WAIT TO BE NOTIFIED?

The 2014 application deadline is February 3. Application packets must be postmarked on or before this date. Notifica-tion letters will be mailed by April 1 at the latest.

4. HOW MUCH DOES THE STUDY TOUR COST?

TOP pays for most expenses through the support of its part-ners. TOP pays for most domestic and international transpor-tation fees, hotel accommodation fees, two meals per day while abroad (usually breakfast and dinner), and any manda-tory study tour related fees, such as museum entry fees, etc.

TOP pays neither for domestic nor for international airline baggage fees when incurred.

TOP does not pay for passport/visa renewal fees.

TOP does not pay for incidental hotel costs, including but not limited to long-distance telephone service, Internet ser-vice (WiFi), Pay-Per-View, laundry service, mini bar, etc.

Each participant will have her or his own hotel room.

A refundable deposit is required upon acceptance. The deposit amount for 2014 participants is $350.00 USD. Deposit refund depends on the successful completion of the items listed in question 8 of this FAQ.

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 encour-aged to select as many of the applicable dates as possible.

6. IS KNOWLEDGE OF THE GERMAN LANGUAGE A REQUIREMENT?

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

7. HOW CAN I IMPROVE MY CHANCES OF BEING SELECTED?

Your application can be enhanced with the inclusion of a completed TOP Lesson Evaluation Form (pages 35-36) af-ter teaching at least one lesson from either the Let’s Explore

Modern Germany or Germany In Focus instructional strategy guides.

We ask that applicants document the workshops they have led on the résumé (CV) portion of their application form. One way to gain workshop leadership experience is by lead-ing a TOP workshop.

The application review committee reads applicants’ essays very carefully. It is recommended that someone proofread your essay before submission. It is also recommended that you reference current events in your first essay. Finally, you be as specific as possible when describing how you will fol-low through with your post-tour responsibilities in the sec-ond essay.

8. WHAT IS THE CATCH?

This is a study tour. In fact, there is not much free time during the two weeks abroad. We ask that all participants come willing to engage, to learn, and to be able to absorb a lot of information during a fun, yet mentally and sometimes phys-ically intense two weeks in Germany.

Upon returning from Germany, every participant is required to 1) write “something new” such as a “unit of learning” con-sisting of one or more lessons and 2) conduct one TOP work-shop at the local, district, state, regional, or national level by May 1, 2015. The “unit” may consist of any “Germany-related” lessons of your choosing.

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 per day. Punctuality is paramount, so walking briskly is sometimes necessary.

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, so navigating stairways with luggage can be problematic for even the most experienced travelers. In ad-dition to walking, groups may take one (optional) bicycle tour. Alternative arrangements will be made for participants with disabilities.

The nature of summer weather in Germany, from hot to cold temperatures to frequent rain can sometimes pose unique challenges to some travelers.

10. WHAT WILL THE ITINERARY LOOK LIKE?

The emphasis will be on modern German issues, relating es-pecially to the political system, economy, culture, education, and environmental sustainability. Additional themes of note include the legacy of the Holocaust, German unification, and European integration.

STUDY TOUR FAQ (2014)

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TOP LESSON EVALUATION FORMA Companion to the Instructional Strategy Guides

PART 1 (Please complete one form for each specific lesson used.)

NAME:

E-MAIL:

SCHOOL:

CITY, STATE, ZIP:

GRADE LEVEL(S) / SUBJECT(S) TAUGHT:

PART 2

Which Instructional Guide was used? Let’s Explore Modern Germany Germany in Focus

Focus Area & Lesson Used:

Start Date of Lesson Taught (DD/MM/YYYY):

Preparation Time Needed (Approx Hours):

Actual Lesson Time Needed (Class Periods):

Class Size (Number of Students):

PART 3

To what extent were the following common lesson components effective for planning and teaching the lesson?

Check the applicable box for each component: 1 - Adequate 2 - Good 3 - Exceptional

Standards Alignment (Social Studies)

Standards Alignment (Common Core)

Focus Question(s)

Teacher Background Information

Suggested Time Frame

Instructional Resources (Disc & Online Content)

Procedures (Student Tasks)

Whole Group Reflection

Modifications

Extensions

Overall Quality of Lesson

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PART 4

1. Please note some specific examples from the ‘Lesson Components’ and/or ‘Instructional Resources’ that were most effective

when preparing for - and implementing - this lesson:

•

•

Please return this form by mail or e-mail:

TOP Lesson Eval Goethe-Institut Washington 812 7th St. NW Washington, DC 20001 EMAIL: [email protected]

3. In what ways did this lesson connect with or enhance your existing curriculum and unit for learning?

4. How did the suggested time frame for this lesson work? What adaptations would you make next time?

5. What evidence did you observe regarding, A) students’ engagement and B) their responses to the lesson’s Focus Question(s)?

6. When you use this lesson in the future, what changes, if any, will you make to enhance student learning?

7. Refer to the Tables of Contents from the Instructional Guides - Which lessons would you use or recommend to colleagues to enrich their social studies curriculum?

8. Now it’s your turn! Please make any other comments or suggestions:

2. Which specific Social Studies and Common Core Standards were targeted for this lesson?


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FACILITATOR TOP WORKSHOP EVALUATIONThank you for responding to and submitting this evaluation form. Your feedback will help TOP enhance programs, re-sources, and services. TOP is introducing a new Curriculum Program and values your information.

Workshop Facilitator’s Name:

Workshop Location (School/ Organization, City, State):

Date of Workshop (MM/DD/YYYY):

Number of Participants:

Approximate Duration of Workshop:

*** Please attach the Outcomes - Agenda document for the workshop to this evaluation.

Planning…. Facilitating…. Reflecting…

y Before you planned and facilitated this workshop, did you attend a Top Workshop using Let’s Explore Modern Germany and/or Germany In Focus? ❏ Yes ❏ No

y When you began to plan for this workshop, were you aware of the TOP Toolkit for Professional Development and how to access it? ❏ Yes ❏ No

y Which version of the Toolkit did you use while planning and implementing the workshop? ❏ Print ❏ Online

y To what extent do you think that each of the Workshop Outcomes met your intentions and the participants’ expecta-tions? (1 Least-5 Most)

1 2 3 4 5

Please comment:

y When you used the Toolkit, which Tools did you choose that were Most Helpful and Effective? Please note 3-4 tools:

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y Considering responses from the Participants’ Workshop Evaluations and your own assessment of the session: What worked well?

What would you change to improve or enhance the workshop?

y If you have you already participated in a TOP Study Tour to Germany, please indicate the year(s)

y If no, do you anticipate applying for a TOP Study Tour in the near future? Please Check: ❏ Yes ❏ Maybe ❏ No

Your additional comments are welcome!

Again, we thank you for facilitating a TOP Workshop and taking the time to complete this evaluation. Your responses will inform our future plans and decisions.

Please, Stay In Touch with TOP!

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PARTICIPANT WORKSHOP EVALUATION: OUTCOMES? REFLECTIONS? ACTIONS?TOP Leaders and Facilitators really appreciate your reflections and responses, as they will help to enhance the content and quality of the program.

Outcomes:

To what extent were the stated Outcomes effective in meeting your expectations?

Use a 1-5 scale (1-least, 5-most)

y Introduce TOP’s new programs: Let’s Explore Modern Germany or Germany In Focus: Instructional Strategies for Elemen-tary and Secondary Educators. 1 2 3 4 5

y Connect NCSS Curriculum Standards and Common Core History/Social Studies Literacy Standards with various Lessons. 1 2 3 4 5

y Engage participants using various Modified Lesson Strategies. 1 2 3 4 5

y Provide information regarding TOP Study Tours to Germany. 1 2 3 4 5

y Provide Complimentary Instructional Materials. 1 2 3 4 5

Your Reflections ???

y What was one NEW piece of information/content that you learned?

y What was one instructional strategy you’d like to borrow, adapt or use?

y What is one thing that surprised you about the workshop or program?

y What is one piece of feedback you have for the Facilitator(s)?

Actions Steps ???

I plan to…

� consider applying for a TOP Study Tour.

� use the materials to teach a lesson.

� share information with colleagues.

� facilitate a TOP workshop.

� other:

Additional Comments are Welcome!

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WHOLE GROUP REFLECTION: WALK N’ TALK GALLERY

During any Walk n’ Talk Gallery, participants go to the wall where items are posted. Individuals or various sized groups are randomly asked to explain their message or other task, along with their ‘thinking behind the message’. Other partici-pants may ask clarifying questions. The number of individuals or groups will depend on time and circumstances.

1. Pairs post their Task(s) on the Walk n’ Talk Gallery. Pairs stand near their work.

2. The facilitator leads the Gallery Walk n’ Talk: Ask random pairs to present their Task(s) and reflect out loud about their decisions and ‘thinking behind the messages’.

3. The visits to various pairs will need to be fairly short in order to include at least 4 - 5 pairs. If the group is large, divide people into groups of 4 pairs so that each of them has a turn to present.

Optional: Elicit responses - How might you modify the strategies we used today with one of your social studies classes?

Note: See The Pied Piper of Hamlin Modified Lesson Strategy for a sample.

y Field Trip to Berlin – Modified Strategies

o Photo Identification and Interpretation

o Brown Bag Lottery – Focused Viewing Jigsaw

o Likely Suspects – Curriculum Applications

y Online Resources

o Curriculum

§It’s Up to You & Me, Here & Across the Sea

o Instructional Guide & DVD

§Field Trip to Berlin DVD & Instructional Guide

o Maps & Collage

§Geo-Political Maps

§Germany Cultural Collage

o Online Games

§Elementary - Save Our Schule

§Secondary - Race 4 the Future

DRAWER 5

TOOLS FOR EXTENDING AGENDAS

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Tools for Extending Agendas DRAWER 5

FIELD TRIP TO BERLINHistoric DVD with Engaging Instructional Strategies

Extending Germany In Focus workshop agendas with strategies for ‘Before, During, and After’ Viewing.. Field Trip to Berlin!

Purposes:

The DVD Field Trip to Berlin:

y Provides an overview of the Post WWII, Cold War-Plus Era

y Enhances U.S History, World History, European History curriculum

y Connects with many Lessons from Germany In Focus

y Models engaging Modified Lessons from the Field Trip to Berlin: Instructional Guide

Modified Extension Strategies for DVD: Field Trip to Berlin—Brief Descriptions:

1. Photo Identification Interpretation: This strategy involves individuals with a ‘before viewing’ a film, and share with a partner. It may also serve as an Icebreaker for other agendas that do not include the film.

2. Focused Viewing Jigsaw—Brown Bag Lottery: This modified Jigsaw strategy engages individuals, and potentially, small focus groups, ‘during and after viewing’ a film. Individuals focus on one aspect of the film to identify, respond in writing, and share responses. Optional suggestions for extending or shortening this strategy are provided.

3. Curriculum Applications: This strategy offers participants two activities to use with the film: 1. Explore the Table of Con-tents from Germany In Focus to find some Lessons that would be enhanced by including the film. 2. Explore the Table of Contents to find potential Lessons that would enhance participant’s local curriculum and be extended with the film.

Resources:

y DVD – Field Trip to Berlin may be ordered using the Online Materials Request Form via the TOP website at www.goethe.de/TOP

y Instructional Guide for Field Trip to Berlin may be downloaded via the TOP website at www.goethe.de/TOP

www

www.goethe.de/TOP

www.goethe.de/TOP

www.goethe.de/TOP

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DRAWER 5 Tools for Extending Agendas

#1 PHOTO IDENTIFICATION AND INTERPRETATION Directions:

1. This activity may be used before and/or after viewing.

2. Copy and distribute the Photo Activity and Response Sheets for each participant.

3. Instruct participants to use the Response Sheets and address each question…with their prior knowledge or best guesses.

o Approximately, when was the photo taken?

o Who or what is depicted in the photo, and so what?

4. Find a partner to share and briefly discuss responses.

Answer Key

Photo Activity (from left to right by row):

#1 Josef Stalin, Harry Truman, and Winston Churchill during the Potsdam conference in 1945.

#2 John F. Kennedy giving his famous “Ich bin ein Berliner” speech in 1963.

#3 The “Warsaw Genuflection” in 1970. West German Chancellor Willy Brandt spontaneously kneels before the monument to the victims of the Warsaw Ghetto Uprising. The gesture was later recognized as one of humility and penance.

#4 The Brandenburg Gate behind the Berlin Wall.

#5 President Ronald Reagan delivers his “Tear down this Wall!” speech in Berlin on June 12, 1987.

#6 Federal Parliamentarian Hans-Ulrich Klose discusses the Kyoto Treaty with students in December 2007.

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PHOTO IDENTIFICATION ACTIVITY

Approximately, when was the photo taken? Who or what is depicted in the photo, and so what?

#1 #2

#3 #4

#5 #6

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DRAWER 5 Tools for Extending Agendas

FIELD TRIP TO BERLIN PHOTO IDENTIFICATION & INTERPRETATION RESPONSE SHEETQuestions:

y Approximately, when was the photo taken?

y Who or what is depicted in the photo, and so what?

#1 #2

#3 #4

#5 #6

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# 2 FOCUSED VIEWING JIGSAW---BROWN BAG LOTTERY

Note: The film is 24 minutes in length. If the entire film is shown, and the strategy is conducted, this strategy would take approximately 45 minutes.

Directions:

1. Cut strips for each of the Focus Groups and place in separate small Brown Bags. There are four Focus Groups: Key Lead-ers, Key Places, Key Events and Common People.

2. Divide the whole group into four Focus Groups.

3. Distribute the Brown Bags to a leader in each group. The leader will pass the bag and each person will take one or two slips. Note: Some Focus Groups have more than others.

4. Post the Focus Question on a Chart in the front of the room:

o Why is who or what significant and included in the film?

5. The goal is to have each participant Focus on one or two Leaders, Places, Events, OR People while viewing the whole OR part of the film.

6. Elicit a few responses from each of the Focus Groups.

Optional Longer Version: Conduct a full Jigsaw where each Focus Group convenes to synthesize their Focus Group’s infor-mation to share with the whole community.

Optional Shorter Version:

1. Cut up strips with the items shown and mentioned (16 items *) during the first 10:28 minutes of the film. Note that each of the Focus Groups are shown and/or mentioned: Key Leaders, Key Places, Key Events, and Key Groups of Com-mon People

2. Distribute the strips randomly throughout the room.

3. Post the Focus Question:

o Why is who or what significant and included in the film?

4. Show the first 10:28 minutes of the film.

5. Elicit responses from randomly selected participant who represent the four Focus Groups.

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KEY LEADERS KEY PLACES* Harry Truman, Winston Churchill, Josef Stalin

*Potsdam

* Konrad Adenauer * West Berlin & West Germany: Federal Republic of Germany (FRG)

John F. Kennedy * East Berlin & East Germany: German Democratic Republic (GDR)

Willy Brandt *Reichstag

Mikhail Gorbachev Checkpoint Charlie

Ronald Reagan Glienicker Brücke or Glienicke Bridge

Hans-Ulrich Klose Berlin City Hall in Schöneberg

Brandenburg Gate

Monument to the Murdered Jews of Europe

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KEY EVENTS KEY PEOPLE*Potsdam Conference *Berliners after the war

*Marshall Plan *German refugees

*Berlin Blockade and Airlift *Women of Berlin

*Berlin Wall *Berliner during the Airlift

Speech by John F. Kennedy *East German protesters

Glasnost and Perestroika *Effect of the Wall on the common people

Speech by Ronald Reagan Reaction of people to the John F. Kennedy speech

Candlelight protest in the Eastern Bloc Condition of people in East Germany, 1961-989

November 9, 1989 Effect of the fall of the Wall on common people

Reunification Soccer fans during the 2006 World Cup

2006 World Cup

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#3 LIKELY SUSPECTS — CURRICULUM APPLICATIONS

Directions:

1. Make copies of the Table of Contents from Germany In Focus, if the text is not available during the session. Make copies of Likely Suspect cards for each participant.

2. After viewing the whole or part of Field Trip to Berlin, distribute the Table of Contents and Likely Suspects cards to each participant.

3. There are a number of Lessons from Germany In Focus for which this film could serve as an introduction/overview or an extension for helping students understand this era in history.

4. Participants will explore the Table of Contents and star Likely Suspects - Lessons that may have potential for enhancing their curriculum by using the film.

5. Task: Fill out a Likely Suspects card and share with a partner.

Notes: See the whole Instructional Guide for additional strategies to use in the classroom. There is also an assessment or research task to use for extending Field Trip to Berlin.

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I Found Some Likely Suspects…

1. What four lessons from the Table of Contents would be enhanced by viewing parts of or the whole film?

2. Think about your curriculum. How would the film enhance or extend an existing unit of study?

I Found Some Likely Suspects…

1. What four lessons from the Table of Contents would be enhanced by viewing parts of or the whole film?

2. Think about your curriculum. How would the film enhance or extend an existing unit of study?

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ONLINE RESOURCES

The following resources for extending agendas can be found at www.goethe.de/top

Curriculum

y It’s Up to You & Me, Here & Across the Sea – A green curriculum. Available for download.

Instructional Guide & DVD

y Field Trip to Berlin - Learn about the key milestones of Germany’s post-WWII journey from division to unification to major economic player, European Union member, and global leader in environmental sustainability.

o Instructional Guide and DVD – Use Materials Request Form to order (see Tools for Planning Professional Develop-ment Workshops)

Maps & Collage

y Germany Geo-Political Maps - Use Materials Request Form to order (see Tools for Planning Professional Development Workshops)

y Germany Cultural Collage – Use Materials Request Form to order (see Tools for Planning Professional Development Workshops)

Online Games

y Elementary - Save Our Schule: This interactive web-based game for later elementary students follows the students of “Henkel Schule” in Germany who discover plans for the demolition of their school. Only their fast action can save it from being torn down. Players make choices along the way that affect the outcome and length of game play.

y Secondary – Race 4 the Future: This interactive web-based game allows high school students to explore Berlin while re-ceiving clues from kiosks spread throughout the city. It features visits to the Brandenburg Gate, Sony Center, Reichstag, KaDeWe and much more! Available online.

www

www.goethe.de/top

y PowerPoints – (available online) www

o Four American Presidents and the Berlin Wall

o Go Global with Germany!

o TOP’s Photo Collage

y Video Clips – (available online) www

o Focus 1.5 - Four American Presidents and the Berlin Wall

DRAWER 6

TOOLS FOR ENHANCING AGENDAS