Goethe-Institut Washington 1377 R Street NW, Suite 300 Washington, DC 20009
SOCIAL MEDIA
@topteachgermany
THE TOP TEAM
Sebastian Vötter
Director Language Programs North America
Deputy Executive Director
Jenny Windell Managing Director
Torialei Safi
Study Tours Manager
Mallory Bubar Education Projects Manager
COVER IMAGE
The TOP 2 2023 Social Studies Group in Berlin, Germany.
THIS PAGE
Brandenburg Gate in Berlin, Germany.
Dear Educator, Dear Friend of TOP,
Thank you for taking the time to read the Fall 2024 edition of our TOP Lessons Magazine: Teach Germany! The entire TOP team extends its greetings and hopes that you will find many useful ideas and resources for your classroom in this publication. We shifted the due date timeline a little bit for the 2023 participants, so even though TOP 2024 tours have wrapped up, the Fall 2024 edition contains the lessons from the TOP 2023 participants.
The TOP 2023 tours impressively saw a good portion of the country, visiting 8 of the 16 federal states across the three tours. TOP 1 for social studies educators spent time in NorthRhine Westphalia before moving across the former East West border and finishing in Berlin. TOP 2’s social studies teachers went from Hesse to Bavaria to Thuringia to Berlin. Both groups focused on migration and integration, the German school system, divided Germany and reunification, democracy education and social issues in contemporary Germany. The TOP 3 STEM group visited the city-state and major port of Bremen before traveling to Brandenburg and a second city-state, Berlin. They focused on the education system in Germany, renewable energy practices, vocational training, among others. We were excited to host all three groups and to have two alums act as group leaders as the team shifted over the summer.
As many of you know, the TOP team has seen some changes in the last year. With Wood Powell’s departure as Managing Director after 18 years of dedication, I have taken on his former role and look forward to carrying on his work and overseeing the continued growth of TOP. Torialei Safi thus joined our team in October 2023 to fill the role of Study Tour Manager overseeing much of the work needed to make our
study tours such a success. Torialei has been working with the Goethe-Institut since 2006, and we are excited to have him on the TOP team. Lisa Nicolaus also left in May 2024 after six years at TOP. Although we are sad to see her go, we are very excited to see what she does next! This also means we have welcomed another new colleague, Mallory Bubar, as Education Projects Manager. She will be working with all of you wonderful educators on lesson plans and fostering our TOP Alumni Network. We are very happy to have a complete team in place and look forward to working with all of you! As we move forward with our new team, please keep an eye out on updates about professional development opportunities, new lessons on the website, and new alumni opportunities.
We know that TOP could not exist without the help of others beyond our team of three. We extend our heartfelt gratitude to our TOP Partners — the Foreign Office of the Federal Republic of Germany, Goethe-Institut, Deutsche Bank, and Siemens – whose financial support and guidance make this program possible. We are also thankful to our colleagues at the Goethe-Institut visitor’s program, who coordinate and facilitate incredible study tour programs for our TOP Fellows each year! Finally, we are incredibly grateful to all of you — our TOP Alumni — who continue to engage with the program, to use the lessons you learned in Germany in your classroom, and to spend your precious free time talking about TOP with other teachers and hosting TOP workshops. We couldn’t do this important work without you amazing educators supporting us along the way!
Looking forward to the next chapter!
Jenny Windell Managing Director on behalf of the TOP team
The 2023 TOP 3 STEM group during a visit to the Botanical Garden of the Technical University in Braunschweig, Germany.
THE TOP TEAM
Jenny Windell Managing Director
Jenny, as many of our alumni and friends of TOP know, has been an integral part of TOP’s success for ten years now and has worked tirelessly to make the program what it is today. If you’ve been a part of TOP in the last ten years, Jenny played a role from organizing study tours to conferences and everything in between. Jenny also has a Master’s degree in International Affairs from The George Washington University and lived in Germany for three years. Jenny loves working for TOP and making international learning opportunities available to teachers.
Torialei Safi Study Tour Manager
Torialei is an experienced educator with a degree in German Language and Literature from the Kabul University, in Kabul, Afghanistan, and a Diploma in Teaching German as a Foreign Language (Grünes Diplom) from the Goethe-Institut and has been affiliated with the Goethe-Institut since 2006. While in Afghanistan, he taught German as a foreign language at the American University of Afghanistan. After moving to D.C., he worked at the International Center for Language Studies in Washington, DC, helping US military officers and diplomats achieve their learning goals as well as working part time at the German International School, teaching German as a second or foreign language to 7th and 8th graders on Saturdays. He joined Goethe-Institut Washington as a Language Program Officer coordinating the Goethe Institut’s “Schools: Partners for the Future” (PASCH) initiative here before joining the TOP team.
Mallory Bubar
Education Projects Manager
Mallory is a US native who developed her love for Germany during her exchange with the CongressBundestag Youth Exchange Program in 2004-2005. She has a doctorate degree in German Literature and Culture with a focus on Holocaust Studies from The Pennsylvania State University. She taught university level classes for ten years ranging from German language and culture to Jewish and Holocaust history before moving outside of academia in 2022. For the last two years, she has worked in the education department at the Museum of Jewish Heritage in New York overseeing student visits to the Museum, the college and high school internship programs, and curriculum development. Goethe-Institut has played a vital role in her continued interest in all things German. She is excited to be back in D.C. and working with the Goethe Institut and TOP and combining her love of education and modern Germany!
Why is it necessary to promote sustainability, and how can we do that?
C3 Framework Indicator
Staging the Compelling Question
Dimension 3: Students will need to analyze information and come to conclusions in an inquiry. These skills focus on gathering and evaluating sources, and then developing claims and using evidence to support those claims.
Students will research how Germany promotes sustainability and reduces waste to commit to their social responsibility and fight climate change.
What are the United Nations’ Sustainable Development Goals?
What are the ways that Germany is working toward achieving the Sustainable Development Goals?
Students will complete Handout 1 (SDGs).
Students will complete Handout 2 (Problem and Solution Organizer).
What can we do as individuals to help our school or our neighborhood to achieve the 17 Sustainable Development Goals?
Source A: Handout 1 (SDGs)
Source B: “United Nations”
Source C: “Sustainability Lab”
Summative Performance Task
Taking Informed Action
Source A: Handout 2 (Organizer)
Source B: “Sustainable Development in Germany”
Watch the video “Food Rescue Warriors” as a class. Discuss the purpose of making this video, and in what ways children can help their community.
Source A: “YouTube: Food Rescue Warriors”
Argument: Write an argumentative essay that responds to the Compelling Question.
Extension: Students can create a video to encourage members in their community or participate in Project Soapbox.
Understand: Students will understand the UN SDGs.
Assess: Students will evaluate how an individual goal will help their community.
Act: Students will take action to raise awareness and promote sustainability in their community.
COMPELLING QUESTION:
Why is it necessary to promote sustainability, and how can we do that?
Target Grade Level: 4th Grade
INQUIRY OVERVIEW:
Target Course(s): 4th Grade Social Studies
Students will research how Germany promotes sustainability and reduces waste to commit to their social responsibility and fight climate change. Then, students will compose an argumentative essay explaining how making those changes is essential and we can do it based on the evidence from their research.
TEACHER BACKGROUND INFORMATION:
Human beings and our environment coexist. With many environmental issues, all nations should have common goals to end poverty, protect our planet, improve lives, and ensure everyone‘s happiness.
All United Nations Member States adopted the UN Sustainable Development Goals (SDGs) in September 2015 as part of the 2030 Agenda for Sustainable Development, which sets out a 15-year plan to achieve the SDGs and their related targets. The German Sustainable Development Strategy has been oriented towards these 17 global goals since 2016. In a current report, Germany is ranked 4th among all countries in achieving the SDGs. The United States is currently ranked 39th. To make changes and reach the goals, it is necessary to raise awareness among the public.
To learn more about the SDGs please see: United Nations. “The 17 Sustainable Development Goals.” United Nations, 2024, sdgs.un.org/goals. Accessed 6 May 2024.
SUGGESTED TIME FRAME:
4 - 6 classes
CONCEPT LIST:
• United Nations (UN)
• Sustainability
• UN Sustainable Development Goals (SDGs)
INSTRUCTIONAL RESOURCES:
• Stop and Jot Organizer (attached at end of lesson)
• Handout 1: Sustainable Development Goals (attached at end of lesson)
• Handout 2: Problem and Solution Organizer (attached at end of lesson)
• Persuasive Argument Essay Planner (attached at end of lesson)
Display some photos of your school’s cafeteria (such as compost bins) during lunchtime and some photos depicting poverty in your state (or images from larger cities like New York City).
Gives student pairs or groups time to fill out the Stop and Jot Organizer (attached at the end of the lesson). Discuss the photos with students and make notes on a class chart.
Ask students:
• “What do you notice?”
• “What problem might it cause?”
• “Why do you think this happened?”
SUPPORTING QUESTION #1:
What are the United Nations’ Sustainable Development Goals?
➤ Formative Performance Task #1:
Introduce the term “United Nations” to students and display the 17 United Nations’ Sustainable Development Goals (SDGs).
Assign each student or student pairs, one of the SDGs to research. They should complete Handout 1: Sustainable Development Goals (attached at end of lesson), that answers two questions about their SDG: “What is this goal about (idea)?” and “How can we take actions in our daily lives (action)?”
Allow each group to share what they have learned and have them answer any questions from the class.
➤ Featured Sources #1 (MLA citations):
• Handout 1: Sustainable Development Goals (attached at end of lesson)
What are the ways that Germany is working toward achieving the Sustainable Development Goals?
➤ Formative Performance Task #2:
Each group will continue with the goal they did research on in Task #1. Students will have a chance to research the ways that Germany is working toward achieving their SDG. Based on the solutions that Germany has been working on, students will brainstorm the problem this solution could solve.
Students will complete Handout 2: Problem and Solution Organizer (attached at end of the lesson). Allow them to share with the class and display their organizers in a bigger anchor chart so that other students can use them as references for the next task.
➤ Featured Sources #2 (MLA citations):
• Handout 2: Problem and Solution Organizer (attached at end of lesson)
• “Sustainable Development in Germany.” Deutschland.de, 5 July 2021, www.deutschland.de/en/sustainable-development
SUPPORTING QUESTION #3:
What can we do as individuals to help our school or our neighborhood to achieve the 17 Sustainable Development Goals?
➤ Formative Performance Task #3:
Participation and working together is critical for a healthy community. As a member of our community, it is also our job to remind other community members to raise awareness and work together.
Watch the video “Food Rescue Warriors” as a class. Discuss the purpose of making this video, and in what ways students can help their community.
After the discussion, students will work in their previous groups or individually to create a poster. Posters can be displayed in the school hallway, community center, or designated areas in the community to raise awareness for sustainability.
SUMMATIVE PERFORMANCE TASK — ARGUMENT OPTION (ESSAY OR PRESENTATION):
Write an argumentative essay that responds to the Compelling Question: Why is it necessary to promote sustainability, and how can we do that?
You can use the Persuasive Argument Essay Planner (attached at end of the lesson) to make an outline for your essay.
Remember to state your claim and use details to support your claims with examples of successful experiences.
Ms Winny Tang. “Persuasive Writing for Kids 3 | Arguments.” YouTube, 25 Apr. 2020, www.youtube.com/ watch?v=nh5oEotTAqA
Extension Option (Choice of Creative Format instead of Argument):
Students can also create a video to encourage members in their community or participate in Project Soapbox.
Taking Informed Action:
Understand: Students will understand the 17 United Nations’ Sustainable Development Goals. Assess: Students will evaluate how an individual goal will help their community. Act: Students will take action to raise awareness and promote sustainability in their community.
MODIFICATIONS FOR DIFFERENTIATION:
According to the needs of the students, (e.g. English Language Learners), teachers can create word banks or sentence frames to enhance activities.
If students have difficulties coming up with ideas, teachers can display some persuasive posters for them to get some idea of what a persuasive poster can look like.
Cecilia Chang (TOP 2, 2023) teaches 4th Grade at PS 94 The Henry Longfellow School in Brooklyn, NY.
Cecilia Chang: Why is it necessary to promote sustainability, and how can we do that?
Name: ___________________ Section: __________ ELA Class Date: _______
Stop and Jot Organizer
I notice … I think… I wonder… I predict…
Jot #1
Jot #2
Jot #4
Jot #3
Jot #1
Chang: Why is it necessary to promote sustainability, and how can we do that?
Cecilia
Chang: Why is it necessary to promote sustainability, and how can we do that?
Cecilia
Cecilia Chang: Why is it necessary to promote sustainability, and how can we do that?
ame: ____________
Teacher: ____________________
Date: ________________
Definitive Language Word Bank
Definitely Of course It is a fact that Without a doubt Absolutely Surely Clearly Undoubtedly Certainly Undeniably Positively Unquestionably Naturally Obviously Irrefutable Indisputable
What tradeoffs do governments face when making sustainable environmental policy?
C3 Framework Indicator
Staging the Compelling Question
D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
This inquiry focuses on the impact of public policy choices made by Germany as it balances its long-term goals of achieving Net Zero with the immediate impact on Germans of rising energy costs stemming from conflict with Russia.
How does a production possibilities curve explain the choices and tradeoffs faced by an economy?
What unintended outcomes stem from Germany’s political relationship with Russia and China?
How challenging is it for countries like Germany to transition towards an environmentally sustainable economy?
Students will complete Module 2: Choice in a World of Scarcity, reading the assigned article, watching the assigned video and completing the practice questions.
Source A: Lumen Learning | Macroeconomics Course | Module 2: Choice in a World of Scarcity
Students will watch the DW News video “How Germany wants to turn away from China and Russia” and complete a Cause-and-Effect graphic organizer about German foreign policy decisions.
Students will read about the Net Zero Coalition of which Germany is a part and read an article focusing on Germany’s recent decision to begin using its coal plants again in the wake of its energy crisis.
Source A: Graphic Organizer
Source B: DW News | “How Germany wants to turn away from China and Russia” | YouTube
Source A: “United Nations | For a livable climate: Net-zero commitments must be backed by credible action” | Net Zero Coalition
Source B: “All Things Considered | Amid an energy crisis, Germany turns to the world’s dirtiest fossil fuel” | NPR
Summative Performance Task Argument: Students will simulate an environmental summit and present their respective white papers as their assigned stakeholders with the goal of creating a cohesive vision for future environmental policies that either chooses to adopt Net Zero or abandon it.
Extension: Students should research the steps taken by local and state/ provincial governments to transition towards limiting its reliance on fossil fuels.
Taking Informed Action
Understand: Germany, like other countries committed to environmental sustainability, faces political and infrastructure challenges to achieving Net Zero emissions.
Assess: Apply economic concepts to real-world problems.
Act: Decide whether German policy decisions are more sustainable when compared with local environmental initiatives.
COMPELLING QUESTION:
What tradeoffs do governments face when making sustainable environmental policy?
Target Grade Level: 10th – 12th Grade
INQUIRY OVERVIEW:
Target Course(s): Economics, AP Macroeconomics
This inquiry focuses on contemporary German economic policies and how they relate to basic economic concepts including opportunity costs and productions possibilities. Students will work towards answering the following compelling question: What tradeoffs do governments face when making sustainable environmental policy? After gaining background information on the relevant economic topics and current events, students will be assigned to represent a contemporary German stakeholder and write a white paper that addresses their position on Net Zero commitments. Students will present their white papers as their stakeholders in a simulation that decides whether to reaffirm Germany’s commitment to a Net Zero economy or make tradeoffs.
TEACHER BACKGROUND INFORMATION:
Germany is a leader in creating sustainable environmental policies as evidenced by the widespread popular support of its Green movement in the 1980s. As the global energy crisis worsens and mounting evidence demonstrates the role of humans in global climate change, Germany has made commitments towards transitioning to more sustainable economic policies and is a member of the United Nations Net Zero Coalition, a group of more than 140 nations committed to cutting greenhouse gas emissions to as close to zero as possible. Nonetheless, local and international realities, including rising energy costs and the Ukraine-Russia War, which has impacted Germany’s energy supplies, have forced local policy makers to increase the use of fossil fuels despite their international commitments. This lesson allows students who may themselves support sustainable energy policies to learn more about the challenges and tradeoffs policy makers face as they decide what economic policies are best for their constituents.
For further information see:
“Germany: Minister casts doubt on 2030 coal exit.” Deutsche Welle, 1 Nov. 2023, https://www.dw.com/en/germany-minister-castsdoubt-on-2030-coal-exit/a-67277584.
SUGGESTED TIME FRAME:
Three to five 50-minute class periods, depending on school policies related to homework.
CONCEPT LIST:
• Sustainability
• Net Zero
• Production Possibilities Curve
• Tradeoffs
• Opportunity Costs
• Green Party
• Social Democrats
• Free Democratic Party
• Alternative for Germany Party
INSTRUCTIONAL RESOURCES:
• Graphic Organizer - Historical Concepts: Cause and Effect in Context (attached at end of lesson)
• DW News. “How Germany Wants to Turn Away From China and Russia | DW News.” YouTube, 16 Sept. 2022, www.youtube. com/watch?v=7wH2NDdk8Uo.
• Schmitz, Rob. “Amid an Energy Crisis, Germany Turns to the World’s Dirtiest Fossil Fuel.” NPR, 27 Sept. 2022, www.npr. org/2022/09/27/1124448463/germany-coal-energy-crisis.
• “The Production Possibilities Frontier.” Lumen Learning, https://courses.lumenlearning.com/wm-macroeconomics/chapter/ the-production-possibilities-frontier/
• United Nations. “Net Zero Coalition | United Nations.” United Nations, www.un.org/en/climatechange/net-zero-coalition.
INTRODUCTORY ACTIVITY/HOOK/DISCUSSION:
Setup the classroom for a four-corners activity (place a Strongly Agree, Agree, Disagree, and Strongly Disagree signs in four corners of the classroom). Read aloud the following statements and allow students to discuss their decisions for two to three minutes for each statement:
• Climate change is the most serious threat to human existence.
• Society is taking serious actions to reduce the impact of human actions on climate change.
• The best way to reduce carbon emissions is through individual actions like taking the bus to school, walking, or riding a bike instead of driving.
• The end to relying on fossil fuels as energy sources is near.
SUPPORTING QUESTION #1:
How does a production possibilities curve explain the choices and tradeoffs faced by an economy?
➤ Formative Performance Task #1:
Students will complete Module 2: Choice in a World of Scarcity, reading the assigned article, watching the assigned video and completing the practice questions featured in the module.
➤ Featured Sources #1 (MLA citations):
“The Production Possibilities Frontier.” Lumen Learning, https://courses.lumenlearning.com/wm-macroeconomics/chapter/theproduction-possibilities-frontier/
SUPPORTING QUESTION #2:
What unintended outcomes stem from Germany’s political relationship with Russia and China?
Students will watch the DW News video “How Germany wants to turn away from China and Russia” and complete a Cause-andEffect graphic organizer about German foreign policy decisions.
➤ Featured Sources #2 (MLA citations):
• Graphic Organizer (attached at end of lesson)
• DW News. “How Germany Wants to Turn Away From China and Russia | DW News.” YouTube, 16 Sept. 2022, www.youtube. com/watch?v=7wH2NDdk8Uo.
SUPPORTING QUESTION #3:
How challenging is it for countries like Germany to transition towards an environmentally sustainable economy?
➤ Formative Performance Task #3:
Students will read about the Net Zero Coalition of which Germany is a part and read an article focusing on Germany’s recent decision to begin using its coal plants again in the wake of its energy crisis.
➤ Featured Sources #3 (MLA citations):
• Schmitz, Rob. “Amid an Energy Crisis, Germany Turns to the World’s Dirtiest Fossil Fuel.” NPR, 27 Sept. 2022, www.npr. org/2022/09/27/1124448463/germany-coal-energy-crisis.
• United Nations. “Net Zero Coalition | United Nations.” United Nations, www.un.org/en/climatechange/net-zero-coalition.
SUMMATIVE PERFORMANCE TASK — ARGUMENT OPTION (ESSAY OR PRESENTATION):
Create a white paper that represents the perspective of an assigned stakeholder in Germany that discusses the tradeoffs involved with increasing coal usage despite its international commitments to Net Zero. Students will simulate an environmental summit and present their respective white papers as their assigned stakeholders with the goal of creating a cohesive vision for future environmental policies that either chooses to adopt Net Zero or abandon it.
Extension Option (Choice of Creative Format instead of Argument):
Students should research the steps taken by local and state/provincial governments to transition towards limiting its reliance on fossil fuels.
Taking Informed Action:
Understand: Germany, like other countries committed to environmental sustainability, faces political and infrastructure challenges to achieving Net Zero emissions.
Assess: Apply economic concepts to real-world problems.
Act: Decide whether German policy decisions are more sustainable when compared with local environmental initiatives.
MODIFICATIONS FOR DIFFERENTIATION:
Students that are more averse to public speaking can create an installation reflecting their white paper, a social-media reel from the perspective of their assigned stakeholder, or pre-recorded video presenting their argument to be played at the summit.
Sania Mirzanschall (TOP 2, 2023) teaches students social studies at Lower Merion High School in Ardmore, PA.
Sania Mirzanschall: What tradeoffs do governments face when making sustainable environmental policy?
Graphic Organizer - Historical Concepts: Cause and Effect in Context
Directions: Watch the following video. Identify one possible cause and related effect suggested for each context. Create your own cause-and-effect chain based on the video.
REPURPOSING INDUSTRIAL SITES FOR THE 21ST CENTURY
How can Germany serve as a model for your state or local region in
industrial repurposing and revitalization?
C3 Framework Indicator
Staging the Compelling Question
D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good.
D2.Eco.2.6-8. Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Students will first study how Germany can be used as a case study for revitalizing former industrial sites. Students will then research the industrial history of the town and state they live in.
What has Germany done to repurpose and revitalize old industrial sites?
What industrial areas in our state or community are in need of repurposing/revitalization?
Students will work on the Jigsaw activity in the Student Work Packet.
Have students complete pages 3-4 of the Student Work Packet. Make sure you change the suggested links on page 5 to reflect your state.
What industrial site are you proposing to repurpose or revitalize?
Source A: Student Work Packet
Source B: “Germany Turns Former Coal Mines into Vast Lakeside Resorts”
Source C: “How German Cities Are Turning Former Coal Mines into Parks [Photos]”
Source D: “Creating New Life from Dead Mines”
Source E: “What Germany Can Teach the US about Quitting Coal”
Source A: Student Work Packet
Source B: “Reclaiming Abandoned Mine Lands”
Source C: “Abandoned Mine Land Reclamation: Who Needs It Most?”
Source D: Bureau of Reclamation
Have students complete the requirements on page 5 of the Student Work Packet.
Source A: Student Work Packet
Source B: Department of the Interior
Source C: “Abandoned Mine Land Reclamation: Who needs it most?”
Source D: Bureau of Reclamation
Summative Performance Task Present: Have students present their ideas to the class, as students listen to presentations, they will fill out their Class Presentations Worksheet.
Taking Informed Action
Understand: How we can revitalize our old industrial sites.
Assess: The cost and benefits of investing in these sites.
Act: Present their findings to members of local government.
Question
COMPELLING QUESTION:
How can Germany serve as a model for your state or local region in industrial repurposing and revitalization?
Target Grade Level: 9 th Grade
INQUIRY OVERVIEW:
Target Course(s): 9 th Grade World Geography
This lesson will be focused on the question „How can people in my state learn from Germany when it comes to the revitalization of old industrial sites?“ Students will first study how Germany can be used as a case study for revitalizing former industrial sites. Students will then research the industrial history of the town and state they live in. They will identify former industrial sites that are no longer in active use and brainstorm ideas for revitalizing their chosen areas. This lesson culminates in a proposal students will write to present to the city council of the area chosen.
TEACHER BACKGROUND INFORMATION:
This lesson was designed to help students analyze their own local area and consider how the economy of their region has changed over time. It was also designed to offer students insight into creative ways other countries have dealt with similar changes. Students will have a new lens to view Germany through rather than the typical history of the first half of the 20th century. Germany has found innovative ways in which to repurpose industrial sites, such as Lake Grossräschen and the Zollverein Mine. It would be beneficial if students had some general background knowledge regarding the industries their state or local area relied on in the past and in the present.
SUGGESTED TIME FRAME:
4 - 5 classes
INSTRUCTIONAL RESOURCES:
• Copies of Student Work Packet and Answer Key for chart (attached at end of lesson).
• Copies of Class Presentations Worksheet (attached at end of lesson).
• “Boom and Bust: The Industries That Settled Montana.” Boom and Bust: The Industries That Settled Montana | DPLA, dp.la/ exhibitions/industries-settled-montana. Accessed 10 Dec. 2023.
• Braun, Stuart. “Creating New Life from Dead Mines – DW – 01/16/2023.” Deutsche Welle, 17 Jan. 2023, www.dw.com/en/ creating-new-life-from-old-and-abandoned-mines/a-64377073
• Bureau of Reclamation. “Bureau of Reclamation.” Usbr.gov, 2019, www.usbr.gov/. Accessed 10 Dec. 2023.
• Gearino, Dan. “What Germany Can Teach the US about Quitting Coal.” Inside Climate News, 15 Oct. 2020, insideclimatenews. org/news/15102020/germany-coal-transition/.
• Jordans, Frank. “Germany Turns Former Coal Mines into Vast Lakeside Resorts.” AP New, 8 May 2021, apnews.com/article/ science-germany-europe-lakes-environment-13bc8793377945968f072810d290e57d
• Marema, Tim. “Abandoned Mine Land Reclamation: Who Needs It Most?” The Daily Yonder, 24 Sept. 2022, dailyyonder.com/ abandoned-mine-land-reclamation-who-needs-it-most/2016/02/07/
• Segarra, Marielle. “How German Cities Are Turning Former Coal Mines into Parks [Photos].” WHYY, 7 Jul. 2015, whyy.org/ articles/how-german-cities-are-turning-former-coal-mines-into-parks-photos/.
1. Propose the following questions to students as a warmup: “Can you think of any industries in our state that used to make a lot of money, but no longer do? What should be done with those sites and facilities?”
2. Follow up questions to ask:
a. In what ways has our state replaced that industry as far as jobs and the economy goes?
b. What will/has happened to the areas that are no longer in use?
c. Is there any way we can still use those facilities/sites in a meaningful way?
SUPPORTING QUESTION #1:
What has Germany done to repurpose and revitalize old industrial sites?
➤ Formative Performance Task #1
Day 1: Jigsaw
• Create 4 groups by counting off students.
• Have students gather with their number and explain the jigsaw activity on page 1-2 of the Student Work Packet (attached at end of lesson). Each group will read their article silently for 10 minutes without answering questions. Then have students discuss the answers to their questions based on JUST their own article. Tell students that all of their answers must be the same before they go and teach other students about their topic.
• Redivide class where one member of each of the original four groups is now in a new group with all 4 articles represented. Have students share what they learned and take notes on each other’s articles.
• Answer the closing question in the Student Work Packet as a group.
➤ Featured Sources #1 (MLA citations):
• Student Work Packet (attached at end of lesson)
• Braun, Stuart. “Creating New Life from Dead Mines – DW – 01/16/2023.” Deutsche Welle, 17 Jan. 2023, www.dw.com/en/ creating-new-life-from-old-and-abandoned-mines/a-64377073
• Gearino, Dan. “What Germany Can Teach the US about Quitting Coal.” Inside Climate News, 15 Oct. 2020, insideclimatenews. org/news/15102020/germany-coal-transition/
• Jordans, Frank. “Germany Turns Former Coal Mines into Vast Lakeside Resorts.” AP New, 8 May 2021, apnews.com/article/ science-germany-europe-lakes-environment-13bc8793377945968f072810d290e57d
• Segarra, Marielle. “How German Cities Are Turning Former Coal Mines into Parks [Photos].” WHYY, 7 Jul. 2015, whyy.org/ articles/how-german-cities-are-turning-former-coal-mines-into-parks-photos/
SUPPORTING QUESTION #2:
What industrial areas in our state or community are in need of repurposing/revitalization?
➤ Formative Performance Task #2
Day 2: Research and Topic Choice
Have students complete pages 3-4 of Student Work Packet either individually or in pairs. Make sure you adjust the suggested links for your state in the Student Work Packet
➤ Featured Sources #2 (MLA citations):
• Student Work Packet
Montana Resources (should be adjusted by teacher for each state):
• “Boom and Bust: The Industries That Settled Montana.” Boom and Bust: The Industries That Settled Montana | DPLA, dp.la/ exhibitions/industries-settled-montana. Accessed 10 Dec. 2023.
• Bureau of Reclamation. “Bureau of Reclamation.” Usbr.gov, 2019, www.usbr.gov/. Accessed 10 Dec. 2023.
• Marema, Tim. “Abandoned Mine Land Reclamation: Who Needs It Most?” The Daily Yonder, 24 Sept. 2022, dailyyonder.com/ abandoned-mine-land-reclamation-who-needs-it-most/2016/02/07/.
What industrial site are you proposing to repurpose or revitalize?
➤ Formative Performance Task #3
Day 3: Proposal Writing and Slide Creation
Have students complete the requirements on page 5 of the Student Work Packet. Make sure students share their proposal paper and slides with you digitally or print a copy.
➤ Featured Sources #3 (MLA citations):
• Student Work Packet
Montana Resources (should be adjusted by teacher for each state):
• “Boom and Bust: The Industries That Settled Montana.” Boom and Bust: The Industries That Settled Montana | DPLA, dp.la/ exhibitions/industries-settled-montana. Accessed 10 Dec. 2023.
• Bureau of Reclamation. “Bureau of Reclamation.” Usbr.gov, 2019, www.usbr.gov/. Accessed 10 Dec. 2023.
• Marema, Tim. “Abandoned Mine Land Reclamation: Who Needs It Most?” The Daily Yonder, 24 Sept. 2022, dailyyonder.com/ abandoned-mine-land-reclamation-who-needs-it-most/2016/02/07/
SUMMATIVE PERFORMANCE TASK — ARGUMENT OPTION (ESSAY OR PRESENTATION):
Day 4: Present
Have students present their ideas to the class, as students listen to presentations, they will fill out their Class Presentations Worksheet (attached at end of lesson).
Taking Informed Action:
Understand: How we can revitalize our old industrial sites.
Assess: The cost and benefits of investing in these sites.
Act: Present their findings to members of local government.
MODIFICATIONS FOR DIFFERENTIATION:
Can be done individually or in groups. Presentations can be done to just instructor instead of in front of class. Students could create commercials promoting their project.
Jena Burke (TOP 1, 2023) teaches students World Geography and AP U.S. History at Sentinel High School in Missoula, MT.
SITES FOR THE 21st CENTURY
Part 1: Jigsaw Reading Activity
Group D How German cities are turning former coal mines into parks
Group C Germany turns former coal mines into vast lakeside resorts
Group B Creating new life from dead mines
Group A What Germany Can Teach the US About Quitting Coal
How do you think the ideas in this article could help areas in the United States?
Which idea do you like best? Why?
Part 2: Identify a Site/Area 1. Using suggested research links on page 5, please identify at least 3 industrial areas or sites in our state or local communit y that could benefit from revitalizing. 2. Which one of these stands out to you most and why?
3. Based on the articles about Germany above, which one of these sites do you feel like you have an idea for repurposing or revi talizing in a creative way?
Part 3: Constructing My Proposal 1. Find one relevant article on the history of your site or community and cite it in the box below in correct MLA format.
Citation: 2. Find one more relevant article on your site or community and cite it in the box below in correct MLA format.
Citation: 3. Next, write a brief summary, in your own words, that explains what the area was used for in the past.
3 sentences about how you think the area can be improved.
Write at least
What kind of a budget do you think this would take?
What is the timeline of your plan?
What is the cultural benefit of your plan?
Group D How German cities are turning former coal mines into parks
Group C Germany turns former coal mines into vast lakeside resorts
Group B Creating new life from dead mines
Group A What Germany Can Teach the US About Quitting Coal
How do you think the ideas in this article could help areas in the United States?
Which idea do you like best? Why?
most requirements. Most information is relevant and accurate.
Addresses all requirements in detail. All information is relevant and accurate. Addresses all requirements. All information is relevant and accurate.
than two requirements are not completely met. Use of font, color, graphics, effects, etc. but these often distract from the presentation content. VERY little effort is shown.
to enhance the presentation. Obviously put extra effort into project. One requirement is not completely met. Makes good use of font, color, graphics, effects, etc. to enhance the presentation. Met minimum expectations. Two requirements are not completely met. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Little effort is shown.
requirements for the topic are met. Makes excellent use of font, color, graphics, effects,
REPURPOSING INDUSTRIAL SITES FOR THE 21st CENTURY
Part 1: Jigsaw Reading Activity
Group D How German cities are turning former coal mines into parks
Group C Germany turns former coal mines into vast lakeside resorts
Group B Creating new life from dead mines
Group A What Germany Can Teach the US About Quitting Coal
This article details specifically how the industrial Ruhr region of Germany has transformed its image through turning coal mines into green spaces and parks. It discusses these areas being used for a variety of community activities and artistic endeavors.
This article details the history of the decision to turn coal mines into lakes. It discusses ecological impacts of increasing inland water supplies and discusses the economic benefits of increased tourism as a result of having more water access points.
Article describes how recreational lakes have been created in old mines, increasing biodiversity. Other mines have been regreening with seedlings and many different tree species. This is also discusses creating wetlands, use of lavender and floating solar power plants.
● Answers will vary
● Answers will vary
Article Name
What opinion is being presented/What is a suggested plan of action this article is supporting? Germany has used $47 billion dollars to develop new industries and improve infrastructure in places that are losing coal jobs, plus providing additional funds for displaced workers and coal companies. Article details how different people have responded and what lessons the U.S. can learn from it.
● Answers will vary
● Answers will vary
● Answers will vary
● Answers will vary
● Answers will vary
Summarize the article in a 3 sentence summary.
● Answers will vary
How do you think the ideas in this article could help areas in the United States?
Which idea do you like best? Why? Answers will vary
Jena Burke: How can Germany serve as a model for your state or local region in industrial repurposing and revitalization?
Presentations: REPURPOSING INDUSTRIAL SITES FOR THE 21st CENTURY
Name: ________________________________________
Name of Presenter Site or Area Plan
Which plan did you see the most promise in and why?
What are the contributing factors in a society that encourages the support of renewable energy, recycling, and environmental
C3 Framework Indicator
Staging the Compelling Question
Supporting Question 1
In what ways do Germans prioritize recycling, preserving the environment and slowing down climate change?
D2.Civ.7.9-12., D2.Geo.11.9-12., D2.Eco.1.9-12.
protections?
The focus of this inquiry revolves around the contributing factors that lead to citizen support of environmental preservation, how to address climate change, renewable energy policies, and the cultural norms that encourage recycling.
Supporting Question 2
What public policies exist--either local, state or federal--that promote recycling, environmental protection and slowing the effects of climate change?
Supporting Question 3
In what ways can we promote environmental protection and prioritize slowing the effects of climate change in our personal life?
Student groups will create a presentation. The first portion of this presentation will focus on Germany and their public policy and culture regarding recycling and environmental protection.
The second portion of this presentation will focus on policies and grants in the US. Following the rubric, students will highlight at least three public policies.
The final portion of their presentation will be examples of how students can promote environmental protection in their personal life.
Source A: Rubric
Source B: Pew Research Center
Source C: “10 Things Germany is Doing for the Environment”
Source D: Clean Energy Wire
Source E: The Guardian
Source F: Earth.org
Summative Performance Task
Taking Informed Action
Source A: EPA Ohio
Source B: EPA.gov
Source C: EPA Ohio
Source A: “Recyclers Guide”
Source B: White House
Source C: “How You Can Stop Global Warming”
Source D: United Nations
Argument: What are the contributing factors that encourage citizen support of environmental protection, recycling, slowing climate change, and supporting renewable energy?
Extension: Write an essay or create a one pager.
Understand: Students can research the recycling options in the school, as well as the compost collection options at lunch.
Assess: Students can create a practical way to collect, sort and send away our recycling as well as food for compost Act: Students can present this idea to the administration.
What are the contributing factors in a society that encourages the support of renewable energy, recycling, and environmental protections?
Target Grade Level: 11th & 12th Grade
INQUIRY OVERVIEW:
Target Course(s): Government and Economics
The focus of this inquiry revolves around the contributing factors that lead to citizen support of environmental preservation, how to address climate change, renewable energy policies, and the cultural norms that encourage recycling. Students will read several articles and studies that explain German policies regarding these topics. Some of these articles also explain the United States‘ policies through legislation and through public polls. The inquiry will lead students to understand the difference between German and US policies and what factors contribute to this difference.
Students will then evaluate their own lifestyles and decide their thoughts on certain environmental policies through conducting a poll amongst their peers.
TEACHER BACKGROUND INFORMATION:
This inquiry requires some basic knowledge on German policies regarding renewable energy, their cultural norms on recycling, and their legislation to reduce the effects of climate change. Background knowledge can be gained by reading the articles in the Instructional Resources section.
Germany rates among the top countries in the world in regard to their efforts to reduce emissions that affect climate change. Most of their policies are more progressive and bolder compared to the policies in the United States (US). This makes it a potential legislative blueprint for the US to follow if the US were to culturally accept these ideas.
The website below outlines facts on Germany’s 2022 renewable and efficiency reforms and is a great resource to gain more background understanding:
Appunn, K., Wettengel, J. “Germany’s 2022 Renewables and Efficiency Reforms.” Clean Energy Wire, 21 June 2022, www. cleanenergywire.org/factsheets/germanys-2022-renewables-and-energy-reforms#:~:text=Germany%20aims%20to%20 become%20greenhouse
SUGGESTED TIME FRAME:
Four class periods lasting about 40 minutes each.
CONCEPT LIST:
• Nuclear energy
• Greenhouse emissions
• Alternative energy
• Renewable energy
• Biofuels
• Carbon footprint
• Greenhouse Effect
INSTRUCTIONAL RESOURCES:
• PowerPoint Presentation
• Rubric (attached at end of lesson)
• Students need a computer, internet access, and access to the following articles:
• “10 Things Germany Is Doing for the Environment.” Deutschland.de, 23 May 2018, www.deutschland.de/en/topic/ environment/10-things-germany-is-doing-for-the-environment.
• Bell, James, et al. “Climate Change Concerns Make Many around the World Willing to Alter How They Live and Work.” Pew Research Center’s Global Attitudes Project, Pew Research Center, 14 Sept. 2021, www.pewresearch.org/global/2021/09/14/inresponse-to-climate-change-citizens-in-advanced-economies-are-willing-to-alter-how-they-live-and-work/.
• “Cleanup, Revitalization and Recycling Investments.” United States Environmental Protection Agency, The United States Government, 14 Apr. 2023, www.epa.gov/infrastructure/cleanup-revitalization-and-recycling-investments. Accessed 19 Aug. 2023.
• Denchak, Melissa. “How You Can Stop Global Warming.” NRDC, NRDC, 20 Apr. 2022, www.nrdc.org/stories/how-you-canstop-global-warming
• “FACT SHEET: U.S.-Germany Climate and Energy Partnership.” The White House, 15 July 2021, www.whitehouse.gov/briefingroom/statements-releases/2021/07/15/fact-sheet-u-s-germany-climate-and-energy-partnership/
• “Germany’s 2022 Renewables and Efficiency Reforms.” Clean Energy Wire, 21 June 2022, www.cleanenergywire.org/factsheets/ germanys-2022-renewables-and-energy-reforms#:~:text=Germany%20aims%20to%20become%20greenhouse
• “German Cities Impose Cold Showers and Turn off Lights amid Russian Gas Crisis.” The Guardian, 28 July 2022, www. theguardian.com/world/2022/jul/28/german-cities-impose-cold-showers-and-turn-off-fountains-in-face-of-russian-gascrisis
• Igini, Martina. “How Waste Management in Germany Is Changing the Game.” Earth.org, 18 Apr. 2022, earth.org/wastemanagement-germany/#:~:text=Germany%20surpassed%20the%20latter%20a. Accessed 19 Sept. 2023.
• United Nations. “Actions for a Healthy Planet.” United Nations, United Nations, 2020, www.un.org/en/actnow/ten-actions
INTRODUCTORY ACTIVITY/HOOK/DISCUSSION:
Start the lesson with a teacher-created poll that asks students their opinions on climate change, protecting the environment, and their recycling habits. Share the anonymous results with the whole class. The class discusses their thoughts and opinions on this - was it what they expected? Why or why not?
Using the PowerPoint Presentation, show students the statistics for Americans and Germans on similar topics to what they were just polled on (add your students’ results in the space provided in the presentation for them to make a comparison). The results will more than likely be very different considering Germany is known for being “greener” than the US.
Ask students:
• Why may Germany prioritize some of these factors in comparison to the US?
SUPPORTING QUESTION #1:
In what ways do Germans prioritize recycling, preserving the environment, and slowing down climate change?
➤ Formative Performance Task #1:
Working in small groups, students will create a presentation on Google Slides (or a similar platform). The first portion of this presentation will focus on Germany and their public policy and culture regarding recycling and environmental protection. Students will gain the knowledge on Germany by reading the articles in the sources below. Students will use the Rubric (attached at the end of lesson) for Performance Tasks 1-3. Please see the Rubric for more details.
➤ Featured Sources #1 (MLA citations):
• Rubric (attached at end of lesson)
• “10 Things Germany Is Doing for the Environment.” Deutschland.de, 23 May 2018, www.deutschland.de/en/topic/ environment/10-things-germany-is-doing-for-the-environment
• Bell, James, et al. “Climate Change Concerns Make Many around the World Willing to Alter How They Live and Work.” Pew Research Center’s Global Attitudes Project, Pew Research Center, 14 Sept. 2021, www.pewresearch.org/global/2021/09/14/inresponse-to-climate-change-citizens-in-advanced-economies-are-willing-to-alter-how-they-live-and-work/
• “Germany’s 2022 Renewables and Efficiency Reforms.” Clean Energy Wire, 21 June 2022, www.cleanenergywire.org/factsheets/ germanys-2022-renewables-and-energy-reforms#:~:text=Germany%20aims%20to%20become%20greenhouse.
• “German Cities Impose Cold Showers and Turn off Lights amid Russian Gas Crisis.” The Guardian, 28 July 2022, www. theguardian.com/world/2022/jul/28/german-cities-impose-cold-showers-and-turn-off-fountains-in-face-of-russian-gascrisis
• Igini, Martina. “How Waste Management in Germany Is Changing the Game.” Earth.org, 18 Apr. 2022, earth.org/wastemanagement-germany/#:~:text=Germany%20surpassed%20the%20latter%20a. Accessed 19 Sept. 2023.
SUPPORTING QUESTION #2:
What public policies exist on either local, state, or federal level that promote recycling, environmental protection, and slowing the effects of climate change?
➤ Formative Performance Task #2:
In their groups, students will continue working on their presentation. The second portion of this presentation will focus on policies and grants in the US. Following the Rubric, students will highlight at least three public policies. These can be at the local level, state level, or federal level (adjust featured sources below for your state).
➤ Featured Sources #2 (MLA citations):
• “Cleanup, Revitalization and Recycling Investments.” United States Environmental Protection Agency, The United States Government, 14 Apr. 2023, www.epa.gov/infrastructure/cleanup-revitalization-and-recycling-investments. Accessed 19 Aug. 2023.
• “Ohio EPA Grants $1.4 Million for Recycling and Litter Prevention in Northwest Ohio.” Ohio Environmental Protection Agency, Innovative Ohio Platform, 02 Sept. 2023, https://epa.ohio.gov/about/media-center/news/ohio-epa-grants-1.4-million-forrecycling-and-litter-prevention-in-northwest-ohio. Accessed 1 Aug. 2023.
SUPPORTING QUESTION #3:
In what ways can we promote environmental protection and prioritize slowing the effects of climate change in our personal life?
➤ Formative Performance Task #3:
The final portion of their presentation will highlight examples of how students can promote environmental protection in their personal life. Following the Rubric, they should have four examples.
➤ Featured Sources #3 (MLA citations):
• Denchak, Melissa. “How You Can Stop Global Warming.” NRDC, NRDC, 20 Apr. 2022, www.nrdc.org/stories/how-you-canstop-global-warming
• “FACT SHEET: U.S.-Germany Climate and Energy Partnership.” The White House, 15 July 2021, www.whitehouse.gov/briefingroom/statements-releases/2021/07/15/fact-sheet-u-s-germany-climate-and-energy-partnership/
• “Recyclers Guide.” www.van wert county ohio.gov, www.vanwertcountyohio.gov/services/recycle/guide.php
• United Nations. “Actions for a Healthy Planet.” United Nations, United Nations, 2020, www.un.org/en/actnow/ten-actions
SUMMATIVE PERFORMANCE TASK – ARGUMENT OPTION (ESSAY OR PRESENTATION):
Using the attached Rubric, each student will write an essay detailing what they believe are the contributing factors that encourage citizen support of environmental protection, recycling, slowing climate change and supporting renewable energy. This will include examples from Germany and the US.
Extension Option (Choice of Creative Format instead of Argument):
Students can create a one-pager using Canva instead of writing an essay. Please see the Rubric for more information.
Taking Informed Action:
Understand: Students can research the recycling options in the school as well as the compost collection options at lunch. They can create a cost-benefit analysis.
Assess: Students can create a practical way to collect, sort and send away our recycling as well as food for compost.
Act: Students can present this idea to the school administration.
MODIFICATIONS FOR DIFFERENTIATION:
When grouping the students together, group them based on their previous ability that they have demonstrated. Resources can be printed ahead of time with content highlighted to help students with reading comprehension goals. If too many links/ resources are overwhelming, these can be consolidated or narrowed down.
With the essay, the Rubric can be modified to have less requirements for students who struggle with writing essays.
Sarah Koch (TOP 1, 2023), teaches students Government and Economics at Vantage Career Center in Van Wert, Ohio.
Sarah
Rubric for Essay
Essay Directions: Write an essay of at least three paragraphs detailing what you believe are the contributing factors for support of renewable energy, the slowing down of climate change, environmental protection, and/or recycling. Include examples from Germany and the US.
Requirement Details Points
At least three paragraphs
Students should have at least three paragraphs for this essay. These should be complete sentences and each paragraph should have at least five complete sentences.
Introduction Students have identified the topic of the essay and explain the intent of the essay (detailing what they believe are the contributing factors that contribute to the support of renewable energy) 4
Body and conclusion This should include at least two specific examples from Germany and two specific examples from America that you feel support the contributing factors for collective achievement of renewable energy, environmental protection and slowing the effects of climat e change. 8pts
You should have a conclusion sentence that summarizes the intent of the essay. 2pts 10 Sources You should have at least two sources attached at the end of your essay in MLA format 4
One Pager Directions: Using Canva, create a one-pager with the requirements below.
Required Titles/ Headers on the page
Details under each header Points
Contributing Factors to Make Citizens “Green” Students should have at least four specific factors they think help make citizens in a country support renewable energy, the slowing down of climate change, environmental protection and/ or recycling. 8
In the United States Students should give at least two specific examples of this in America 4
In Germany Students should give at least two specific examples of this in Germany 4
Sources Listed somewhere on the page, students should have at least two resources in MLA format 2
The one-pager should be organized and easy to read 2
Rubric for Presentation
Requirement Details Points
German policies for recycling and environmental protection
1. Summarize in no more than four bullet points Germany’s collective views on recycling, environmental protection and climate change, 6 pts
2. Provide four examples of German policies supporting your summarization, 8 points
3. Provide a current event, with a short explanation (no more than one slide) that supports your summarization, 6 points
Provide at least one resource for your information, 2pts
Provide at least one resource for your current event, 2pts
24pts
American policies for recycling and environmental protection
4. Summarize in no more than four bullet points America’s collective views on recycling, environmental protection and climate change, 6 pts
5. Provide four examples of America policies or grants supporting your summarization. Make sure to identify if it is a loca, state or federal policy/ grant, 8 points
6. Provide a current event, with a short explanation (no more than one slide) that supports your summarization, 6 points
Provide at least one resource for your information, 2pts
7. Provide four specific examples of how you can personally slow the effects of climate change, protect the environment or recycle, 8pts
Provide at least one resource for your information, 2pts
10pt
22 pts How can I promote environmental protection and prioritize slowing the effects of climate change?
The presentation should be organized and easy to read, 4pts 4pts
How does the legacy of the Cold War continue to shape contemporary Germany?
C3 Framework Indicator
Staging the Compelling Question
D2.His.9.9-12: Analyze the role of historical actors and the impact of their ideas, interests, and beliefs.
D2.Geo.6.9-12: Analyze how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.
Students will discuss the historical and contemporary impacts of the Berlin wall as well as the lasting impact of the Cold War on contemporary Germany.
How did the construction of the Berlin Wall impact the lives of East and West Germans?
How did the fall of the Berlin Wall impact the lives of East and West Germans?
How does the legacy of the Cold War continue to influence modern Germany?
Students will analyze images, and personal accounts of individuals affected by the construction of the Berlin Wall. They will then write a diary entry from the perspective of someone living on either side of the Wall, highlighting their emotions, experiences, and challenges.
By examining primary sources, students will explore how the fall of the Berlin Wall impacted the lives of both East and West Germans.
Students will conduct research in order to identify how the Cold War's legacy is deeply intertwined with contemporary Germany, influencing its politics, economics, security policies and cultural landscape.
Source A: “Berlin Wall: Photos From the Birth of a Brutal Divide”
Source B: Guardian Article
Summative Performance Task
Taking Informed Action
Source A: BBC Video
Source B: Marketplace Article
Source C: Pew Research Article
Students are tasked with finding reliable research sources including primary and secondary sources.
Argument: Students will write an analytical position response that addresses the compelling question: How does the legacy of the Cold War continue to shape contemporary Germany?
Extension:
Option 1: Create a short documentary exploring the experiences of individuals living on both sides of the Berlin Wall.
Option 2: Organize a classroom debate on whether the division of Germany during the Cold War ultimately had a positive or negative impact on the country‘s contemporary identity.
Understand: Organize a community discussion panel or forum where students invite local experts, historians, or community members to discuss the lasting impacts of historical events on their community or region.
Assess: Students conduct a community impact assessment related to a specific issue influenced by the Cold War’s legacy.
Act: Students design and implement a community action project related to a Cold War legacy issue.
How does the legacy of the Cold War continue to shape contemporary Germany?
Target Grade Level: 12th Grade
INQUIRY OVERVIEW:
Target Course(s): Social Studies (30-1 Alberta, Canada)
In this three-part lesson series, students will discuss the historical and contemporary impacts of the Berlin wall as well as the lasting impact of the Cold War on contemporary Germany. By delving into historical events, examining primary sources, and engaging in discussions, students will analyze the connections between the Cold War and Germany’s present-day society, politics, and identity. Through this inquiry, students will develop critical thinking skills and a deeper understanding of how historical events shape the modern world.
By the end of this lesson series, students will have a deep understanding of how the Cold War division of Germany continues to resonate in its society, politics, and collective memory.
TEACHER BACKGROUND INFORMATION:
This lesson is meant to work within an understanding of the larger context of the Cold War. Teachers and students should already have a solid understanding of the ideological ideas behind the conflict of the Cold War, as well as the events that lead to the division of Germany and the construction of the Berlin Wall.
SUGGESTED TIME FRAME:
3 lessons (spanning approximately five 90 minutes class blocks), depending on class pace and activities.
Concept List:
• Cold War: The ideological and geopolitical conflict between the United States and the Soviet Union, which resulted in global tensions and divisions.
• Division of Germany: The split of Germany into East and West after World War II, with East Germany under Soviet influence and West Germany under Western influence.
• Reunification: The process of bringing together East and West Germany, culminating in the fall of the Berlin Wall and the formation of a unified Germany.
• Ideological Differences: The contrasting political and economic ideologies between the United States (capitalism) and the Soviet Union (communism) that fueled the Cold War.
• Berlin Wall: The physical barrier constructed by East Germany to separate East and West Berlin, symbolizing the division between the communist and democratic worlds.
• Remembrance and Collective Memory: The importance of acknowledging, commemorating, and remembering the Cold War history in contemporary Germany.
• Impact on Contemporary Germany: The ongoing influence of the Cold War on Germany‘s society, politics, identity, and its efforts to reconcile the divisions of the past.
These concepts form the foundation of the unit, allowing students to delve into the intricacies of the Cold War and its specific impact on Germany, both during the division and in contemporary times.
INSTRUCTIONAL RESOURCES:
• Research Task: Lasting Impacts of the Cold War on Contemporary Germany (attached at end of lesson)
• Assessment Criteria (attached at end of lesson)
• Bannock, Caroline. “Berlin Wall – Readers’ Memories: ‘It’s Hard to Remember How Scary the Wall Was.’” The Guardian, 7 Nov. 2014, www.theguardian.com/cities/guardianwitness-blog/2014/nov/07/-sp-berlin-wall-readers-memories-its-hard-toremember-how-scary-the-wall-was.
• Beard, Stephen. “East Germany still reeling from the economic aftermath of the Berlin Wall.” Marketplace, 9 Nov. 2019, www. marketplace.org/2019/11/08/berlin-wall-economic-aftermath-affects-east-germany.
• Gramlich, John. “East Germany has narrowed economic gap with West Germany since fall of communism, but still lags.” Pew Research Center, 14 Apr. 2024, www.pewresearch.org/short-reads/2019/11/06/east-germany-has-narrowed-economic-gapwith-west-germany-since-fall-of-communism-but-still-lags.
• Hanrahan, Brian. “Fall of Berlin Wall: How 1989 Reshaped the Modern World.” BBC News, BBC, 5 Nov. 2019, www.bbc.com/ news/world-europe-50013048
• LIFE. “Berlin Wall: Photos From the Birth of a Brutal Divide.” LIFE, 17 Jan. 2020, www.life.com/history/berlin-wall-photos-earlydays-cold-war-symbol.
INTRODUCTORY ACTIVITY/HOOK/DISCUSSION:
Display a map of divided post-World War II Germany, as well as image 1 (Berlin Wall) and image 2 (map of the Berlin Wall). Prompt students to share what they already know about the Cold War and its effect on Germany.
Further discuss how the division of Germany would have impacted the lives of families and individuals living in Germany.
SUPPORTING QUESTION #1:
How did the construction of the Berlin Wall impact the lives of East and West Germans?
➤ Formative Performance Task #1:
Students will analyze images, and personal accounts of individuals affected by the construction of the Berlin Wall. They will then write a diary entry from the perspective of someone living on either side of the Wall, highlighting their emotions, experiences, and challenges.
Steps:
• Display the series of images depicting the construction and post-construction of the Berlin Wall from the LIFE article “Berlin Wall: Photos From the Birth of a Brutal Divide”, and have students closely examine the images in pairs or small groups. Ask them to discuss and jot down their initial impressions, emotions, and any insights they gather about the experiences of people living in the divided city.
• Distribute excerpts from personal accounts written about life in Germany after the construction of the Berlin Wall from people living on either side. Have students read the excerpts individually in their pairs or small groups and underline key phrases, emotions, and challenges described in the accounts.
• Bring the class back together for a discussion. Ask students to share their thoughts on the emotions and challenges faced by individuals during the construction of the Berlin Wall. (Guiding questions: How did the Wall impact their daily lives? What emotions might they have experienced? What difficulties did they encounter?)
• Assign students the task of writing a diary entry from the perspective of someone living on either side of the Berlin Wall during its construction. Remind them to incorporate emotions, experiences, and challenges they‘ve learned from the visual sources, video clips, and personal accounts.
• Once students have completed their letters, allow volunteers to share their diary entries with the class. After each sharing, facilitate a brief discussion by asking students to reflect on how the experience of constructing the Berlin Wall might have impacted both the individuals and the city as a whole.
➤ Featured Sources #1 (MLA citations):
• Bannock, Caroline. “Berlin Wall – Readers’ Memories: ‘It’s Hard to Remember How Scary the Wall Was.’” The Guardian, 7 Nov. 2014, www.theguardian.com/cities/guardianwitness-blog/2014/nov/07/-sp-berlin-wall-readers-memories-its-hard-toremember-how-scary-the-wall-was.
• LIFE. “Berlin Wall: Photos From the Birth of a Brutal Divide.” LIFE, 17 Jan. 2020, www.life.com/history/berlin-wall-photos-earlydays-cold-war-symbol.
SUPPORTING QUESTION #2:
How did the fall of the Berlin Wall impact the lives of East and West Germans?
➤ Formative Performance Task #2:
Students will explore how the fall of the Berlin Wall impacted the lives of both East and West Germans. They will examine primary sources to gain insight into the challenges faced by East Berliners after the Wall’s fall, analyzing how their lives were transformed by newfound opportunities and difficulties.
Steps:
• Watch Brian Hanrahan’s report on the collapse of the Berlin wall. Ask students to note the emotions, experiences, and initial reactions of East and West Berliners after the collapse of the Berlin wall. Discuss.
• Examine the News articles that discuss the economic challenges faced by East Berliners after the Wall’s fall. Identify specific difficulties, such as unemployment and the transformation of industries.
• Write a short reflection that addresses the following:
• Summarize the main challenges that East Berliners faced after the fall of the Berlin Wall.
• Analyze how these challenges impacted different aspects of their lives, such as employment opportunities, social dynamics, and living conditions.
• Consider the emotional toll of these changes and how individuals coped with uncertainty.
➤ Featured Sources #3 (MLA citations):
• Beard, Stephen. “East Germany still reeling from the economic aftermath of the Berlin Wall.” Marketplace, 9 Nov. 2019, www. marketplace.org/2019/11/08/berlin-wall-economic-aftermath-affects-east-germany.
• Gramlich, John. “East Germany has narrowed economic gap with West Germany since fall of communism, but still lags.” Pew Research Center, 14 Apr. 2024, www.pewresearch.org/short-reads/2019/11/06/east-germany-has-narrowed-economic-gapwith-west-germany-since-fall-of-communism-but-still-lags.
• Hanrahan, Brian. “Fall of Berlin Wall: How 1989 Reshaped the Modern World.” BBC News, BBC, 5 Nov. 2019, www.bbc.com/ news/world-europe-50013048
SUPPORTING QUESTION #3:
How does the legacy of the Cold War continue to influence modern Germany?
➤ Formative Performance Task #3:
Students will conduct research in order to identify how the Cold War’s legacy is deeply intertwined with contemporary Germany, influencing its politics, economics, security policies, and cultural landscape. In a group of 4, students will then create a presentation showcasing one of these instances and explain its significance, including links to historical context.
Research Topics
Economics Disparities (East/West)
Germany’s role in the European Union
Steps:
Social Differences/Cultural Distinctions (East/West)
Germany‘s role in NATO & Defense Policy
German Public Perception & Identity
Germany’s Intelligence agencies (BND, BfV)
Germany’s social market/ export-driven economy
Anti-Nuclear and Peace Movements
• Research — students will select a topic and begin research using reliable, high quality resources including both primary and secondary sources including books, articles, interviews, documentaries etc.
• Creation — students will present findings in a format of your choosing (video, podcast, infographic, slideshow, research paper etc.)
• Presentation — Each member of each group will be placed in a group of 8 where there is an expert on each of the research topics. They will then share their group’s presentation with these new group members, as well as learn from them about their topics. Students are responsible for taking notes on each presentation as well as performing a peer evaluation.
*Note: Research Task including Assessment Criteria is included at the end of the lesson.
➤ Featured Sources #3 (MLA citations):
Students are tasked with finding their own reliable sources in order to conduct research on a variety of instances where the Cold War‘s legacy is evident in contemporary Germany
SUMMATIVE PERFORMANCE TASK – ARGUMENT OPTION (ESSAY OR PRESENTATION):
Students will write an analytical position response that addresses the Compelling Question: How does the legacy of the Cold War continue to shape contemporary Germany? They will use evidence from all three parts of the lesson to support their arguments.
Taking Informed Action:
Understand: Organize a community discussion panel or forum where students invite local experts, historians, or community members to discuss the lasting impacts of historical events on their community or region.
Assess: Students conduct a community impact assessment related to a specific issue influenced by the Cold War’s legacy.
Act: Students design and implement a community action project related to a Cold War legacy issue.
Extension Option (Choice of Creative Format instead of Argument):
Extension Option 1: Create a short documentary exploring the experiences of individuals living on both sides of the Berlin Wall.
Extension Option 2: Organize a classroom debate on whether the division of Germany during the Cold War ultimately had a positive or negative impact on the country‘s contemporary identity.
Amy Stiff (TOP 2 2023) teaches students social studies and Legal Studies at John G. Diefenbaker High School in Calgary, AB Canada.
Lasting Impacts of the Cold War on Contemporary Germany Research Task
Inquiry Question
How does the legacy of the Cold War continue to influence modern Germany?
Learning Objective
● Analyze and understand the multifaceted ways in which the Cold War has left a lasting impact on contemporary Germany
Task
Your task is to conduct research in order to identify how the Cold War's legacy is deeply intertwined with contemporary Germany, influencing its politics, economics, security policies and cultural landscape. In a group of 4, you will then create a presentation showcasing one of these instances and explain its significance, including links to historical context
Research Topics
Economics disparities (East/West)
Social Differences/Cultural Distinctions (East/West)
Germany ’s role in the European Union Germany's role in NATO & Defense Policy
Step One - Research
German Public Perception & Identity Germany ’s social market/ export-driven economy
Germany ’s Intelligence agencies (BND, BfV)
Anti-Nuclear and Peace Movements
● With your group, select a topic and begin research using reliable, high quality resources including both primary and secondary sources including books, articles, inter views, documentaries etc.
Step Two - Creation
● Present your findings in a format of your choosing (video, podcast, infographic, slideshow, research paper etc.)
● Whichever mode you choose, you need to include all relevant information and historical context
● Include visual aids (images, maps, graphs) and clear explanations
Step Three - Presentation
Each member of your group will be placed in a group of 8 where there is an expert on each of the research topics You will share your group’s presentation with these new group members, as well as learn from them about their topics You will be responsible for taking notes on each presentation as well as performing a peer evaluation
Assessment Criteria
Excellent Proficient Satisfactory Limited
Research Depth & Accuracy
Significance & Analysis
Exceptionally thorough research with a wide range of high-quality primary and secondary sources. All sources are properly cited following MLA format. Comprehensive inclusion of historical context that enhances understanding.
Profound insights into how the Cold War's legacy deeply influences contemporary Germany
Exceptional depth and critical analysis of political, economic, security policy, and cultural aspects. Connections between findings and broader historical themes are insightful and well-developed.
Communication & Presentation
Clear, engaging , and well-organized presentation.
Exceptional use of visuals (images, maps, graphs) that enhance understanding.
Verbal communication is articulate, engaging , and confident. Skillful handling of questions and audience engagement.
Solid research with a mix of primary and secondary sources. Most sources are properly cited following MLA format. Relevant historical context is included but may lack depth.
Adequate research with a basic selection of sources. Some sources may lack proper citation. Limited historical context provided.
Strong understanding of how the Cold War's legacy impacts modern Germany. Good depth and critical analysis of political, economic, security policy, and cultural aspects.
Connections between findings and broader historical themes are evident.
Adequate understanding of the Cold War's impact on contemporary Germany
Some depth and analysis of political, economic, security policy, and cultural aspects.
Connections between findings and broader historical themes are present but may lack depth.
Clear and organized presentation. Effective use of visuals that support the content.
Verbal communication is clear and mostly engaging. Adequate handling of questions and audience engagement.
Adequate organization and clarity in the presentation. Use of visuals, while present, may not significantly enhance understanding.
Verbal communication is clear but lacks engagement. Adequate but limited handling of questions and audience engagement.
Superficial research with minimal sources. Lack of proper citation for most sources. Insufficient historical context.
Superficial understanding of the Cold War's impact on contemporary Germany. Minimal depth and analysis of political, economic, security policy, and cultural aspects. Limited or unclear connections to broader historical themes.
Disorganized or unclear presentation. Minimal or ineffective use of visuals.
Verbal communication lacks clarity and engagement.
Difficulty handling questions and minimal audience engagement.
Greenhouses: Making Plants Happy! Urban Gardening
Next Generation Science Standards (NGSS)
Materials Needed
5-ESS3-1.
4-ESS2-1.
3-5-ETS1-1.
Jayden’s Impossible Garden by Melina Mangal, Plant Growth Data Sheet, cleaned 2L clear soda bottle, scissors, biodegradable plant cups, seedlings, paper/crayons/pencils for promotional flier, promotional flier guidelines (included in lesson plan), chart Paper for KWL chart
Phenomenon
Urban gardening is the practice of growing plants, fruits, and vegetables in urban areas. These gardens could be grown on a rooftop, out of a box, community gardens, or can even start in a plastic container.
Engage As part of a class discussion, students will be asked what they think of when they think of big cities. They will then create a KWL chart about garden benefits. Students will also be asked how we can bring plants and gardens into our own classroom/school community.
Explore On day 2 students will be split into groups of 2 or 3. Each group will be given materials to create a planter. They will work on this planter for the rest of the class.
Featured Sources
• Plant Growth Data Sheet
• “10 Urban Agriculture Projects in Berlin, Germany”
• “Berlin’s Airport Garden”
• “Berlin Eats It’s Greens”
• “How Plants Grow for Kids”
• “Jayden’s Impossible Garden by Melina Mangal”
• Picture of Manhattan
• Prinzessinnengarten
• “Strengthening Local Food Systems Through Urban Gardening”
Explain
Students will construct a planter.
Create a Prototype In their groups, students will share their prototype planters with the class and explain why they designed their plant home in the way they chose.
Elaborate On day 3, students will learn more about German Urban Gardens and create their own promotional flier about an urban garden in Germany.
Evaluate
Students will use the Plant Growth Data Sheet that is provided and will need to check back each week to measure their plant growth and compare with other groups who have a different design.
PHENOMENON
What is an urban garden and what are the benefits? Urban gardening is the practice of growing plants, fruits, and vegetables in urban areas. These gardens could be grown on a rooftop, out of a box, community gardens, or can even start in a plastic container.
Target Grade Level: 3rd – 5th Grade
INQUIRY OVERVIEW:
Target Course(s): STEM/Science
Students will be introduced to urban gardening and watch a quick video about urban gardening in Germany. Students will discuss what urban gardening is and the benefits it provides a community. Students will then create their own greenhouse garden using recycled materials. This model will be kept in the classroom and observed over time. At the end of the unit, students will research urban gardens in Germany that have successfully brought plant life into the big cities and will create a promotional flier that showcases these urban gardens and shows students’ understanding of the unit.
Urban gardening is the practice of growing plants, fruits, and vegetables in urban areas. These gardens could be grown on a rooftop, out of a box, community gardens, or can even start in a plastic container.
Benefits of urban gardening: gardens are being grown locally instead of on faraway farms, so it cuts down on transportation needs and carbon emissions; these green spaces in cities help reduce “urban heat island effect”; urban gardens help connect the community and build friendships, and healthier diets from the produce grown promotes healthier diets and improved wellbeing.
Listen to the podcast, “Strengthening Local Food Systems Through Urban Farming” for more information on urban gardening. (24 minutes)
Examples of Urban Gardens in Germany:
• Prinzessinnengarten - an urban garden in the heart of Berlin at the former Neuer St. Jacobi cemetery. A collection of dedicated Berliners takes care of this space. They specialize in plants and bees of the Prinzessinnengarten. The previous 6,000 m² ecological and social garden landscape at Moritzplatz is used as an inclusion and community garden for the neighborhood.
• Berlin Tempelhof Airport - this airport turned into a garden in 2011. This once empty and vast space within Berlin was overrun by weeds, trash, and squatters. Today this space offers over 5,000 meters of space and over 300 raised planter beds.
For more information on Urban Gardening in Germany and the US, please see:
• Small, Sarah. “10 Urban Agriculture Projects in Berlin, Germany.” Foodtank, Mar. 2014, https://foodtank.com/news/2014/03/tenurban-agriculture-projects-in-berlin-germany/.
• “Strengthening Local Food Systems Through Urban Gardening.” Florida Organic Growers, 18 Oct. 2021, https://freshtake. buzzsprout.com/491938/9389766-strengthening-local-food-systems-through-urban-farming
Next Generation Science Standards (NGSS) / State Content Area Standards:
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
4-ESS2-1. Earth’s Systems: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
3-5-ETS1-1 Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
➤ Key Literacy Connections:
CCR Writing Anchor #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
WHST.6-8.2: “…Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples…”
WHST.9-10.2: “…Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic…”
WHST.11-12.2: “…Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic…”
➤ Relevant Domain(s) of Disciplinary Core Ideas:
Life Sciences, Earth and Space Sciences, Technology
➤ Science and Engineering Practices:
Asking questions and defining problems, engaging in argument from evidence, and constructing explanations (for science) and designing solutions (engineering).
➤ Crosscutting Concepts:
Structure and function, Energy and Matter, Cause and Effect
PHENOMENON / MAIN PROBLEM:
What is an urban garden and what are the benefits?
Engage:
On day 1, students will be pulled together for a class discussion. Show a picture of a big city with buildings. Students will be asked what they think of when they think of big cities (buildings, people, lights, etc.). What about gardens, plants, fruits and vegetables? Students will respond and have a quick discussion about vegetation in big cities.
Students will then create a KWL (Know/Want to Know/Learned) chart about garden benefits. Students will be shown pictures of urban gardens from Berlin Templehof Airport and Prinzessinengarten. Students will be given the opportunity to add what they already know about garden/plant benefits, and questions they may have about gardens/plants. At the end of the unit, the class will refer to the “L” portion of the chart to add what was learned.
The teacher will then read the picture book or view the read aloud video “Jayden’s Impossible Garden” by Melina Mangal. Students will have a quick discussion about the book and how the garden in the big city helped the characters in the book.
Students will then be asked how we can bring plants and gardens into our own classroom/school community (plant flowers, vegetation, start a garden outside). Students will discuss what is needed to make their own indoor planter. Teachers will make a list of student ideas on the whiteboard. Ask, “What do plants need to survive?” (water, sun, a home, some need dirt, etc.). If students are struggling, the teacher can show the YouTube video “How Plants Grow for Kids” for more information.
➤ Sources:
• Agclassroom.org, 2024, cdn.agclassroom.org/media/uploads/2019/03/26/manhattan-271453_960_720.jpg. Accessed 6 May 2024.
• Elementary Book Nerds. “Jayden’s Impossible Garden by Melina Mangal.” YouTube, 2023, https://www.youtube.com/ watch?v=vM7APYysnYo.
• How can you design an indoor planter that will house your own plant?
• How can you adjust your model to help your plant grow better?
Explore:
On day 2, students will be split into groups of 2 or 3. Each group will be given materials to create a planter. Materials include: an empty and clean 2L plastic bottle, scissors, biodegradable plant cups, seedlings, soil, and a small cup of water. Students will be told they need to create an indoor garden with the materials provided. Students will discuss with their groups what important elements need to be included in their indoor garden model. The teacher will prompt the groups to cut their 2L plastic bottle to help create condensation inside the bottle and to let the most amount of light in. The teacher will let the students explore different ways to construct the best home for their plants.
Explain:
Students should be able to construct a planter, making sure the plant can breathe (holes, cuts, etc.), has soil for the roots to expand, the ability for sunlight to pass through, and the ability to water or collect its own water.
➤ Create a Prototype / Investigating Solutions:
Students in their groups will share their prototype planters with the class and explain why they designed their plant home in the way they chose. This section of the lesson will need to be collected over a few weeks.
*The Plant Growth Data Sheet is attached at the end of the lesson plan.
Elaborate:
On day 3, students will learn more about German Urban Gardens that are relevant in Germany today. Students can watch the YouTube video, “Berlin Eats It’s Greens”, which is an overview of urban gardening in Germany. Students will review the article “10 Urban Agriculture Projects in Berlin, Germany” to learn about various urban gardens in Berlin. Older students can research these urban gardens on their own with teacher-led support.
Students will then create their own promotional flier about an urban garden in Germany of their choosing. They will continue research on the garden and include it in their flier. In the flier they can include: their German urban garden’s name, a picture (drawn or found online), benefits of urban gardening, where the garden is located, some plants that are grown there, activities they have at the garden, and what type of planters they have at the garden (vertical, raised beds, containers, etc.).
To wrap up the lesson, students will return to the KWL chart to review everything they have learned about urban gardening and add any information in the “L” column.
• Small, Sarah. “10 Urban Agriculture Projects in Berlin, Germany.” Foodtank, Mar. 2014, https://foodtank.com/news/2014/03/tenurban-agriculture-projects-in-berlin-germany/.
Evaluate:
Students will use the Plant Growth Data Sheet (attached at end of lesson) and will need to check back each week to measure their plant growth and compare with other groups who have a different design. Pick a day to come back to measure (Mondays, Wednesdays, etc.).
VIRTUAL EXCHANGE:
Students may be able to attend a virtual exchange with the Prinzessinnengarten in Germany.
CAREER CONNECTION EXPLORATION:
Students could develop a career connection to farming, gardening, or engineering.
MODIFICATIONS FOR DIFFERENTIATION:
• Students should be paired intentionally. Students may also alternatively draw a picture of the plant cycle and how to use the materials to create a comfortable atmosphere for their plant.
• Students can use technology/computers to design their promotional flier.
Erica Maroscher (TOP 3, 2023) teaches 5th grade at Mt. Zion Elementary School in Johns Island, South Carolina.
Inches
Inches
4 Inches 3 Inches 2 Inches
1 Inch This is what my plant looks like this week
Erica Maroscher: Greenhouses: Making Plants Happy! Urban Gardening
Let’s Plan Our Town for Bikes! How Germany plans for bikes and how we can, too!
Next Generation Science Standards (NGSS)
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Materials Needed Print out of worksheets, grid paper, rulers, pencils/erasers, colored pencils, paper or computers to write letters.
Phenomenon
In Germany, 4th graders can get a bike license and ride their bikes safely in their towns, cities and neighborhoods! Today we are going to learn how we too can have safe places to ride our bikes, or walk, and the impact that has on our environment!
Engage There are many ways to design a road for bicycle safety. How are these roads in Berlin, Germany designed to be safe for bicycles? What are these cyclists doing to stay safe? In pairs, we will work on the Road Design for Bike Safety Worksheet.
Explore After contrasting trucks and bicycles, we get to look at how we can design roads to be safer for bicycles. If we are delivering mail with bikes, then we need to keep the mail carriers safe!
Featured Sources
• Road Design for Bike Safety Worksheet
• Designing a Town Center Worksheet
• Grid Paper
• “Cycling in Berlin”
• “Postal Cycling Workhorses: Door to Door Mail Delivery by Bike”
Explain After working on these in pairs, share out answers from worksheets. Then ask and chart answers to the question: “how can biking or walking be more sustainable and safer than driving?”
Create a Prototype
Elaborate
Students will now design a city street to be safe for bikes.
After drawing the maps, students will share with their class where they placed their design elements and why. Students will share why they chose to designate as much space as they did for each element and how that affects their design.
Evaluate Give your students feedback on their work.
PHENOMENON
In Germany, 4th graders can get a bike license and ride their bikes safely in their towns, cities and neighborhoods! Today we are going to learn how we too can have safe places to ride our bikes, or walk, and the impact that has on our environment!
Target Grade Level: 4th Grade
INQUIRY OVERVIEW:
Target Course(s): Environmental Sciences, Earth and Human Activity
Students will learn about ways they can have an impact on climate change and fossil fuel reduction. Inspired by the Fahrradführerschein bicycle license program in Germany and the German bicycling infrastructure, students will learn how Germany promotes a more sustainable environment through promoting cycling. Students will then learn how they can take civic action to make their environments more sustainable.
TEACHER BACKGROUND INFORMATION:
From my observations visiting Germany with the Transatlantic Outreach Program and from researching German cycling infrastructure, Germany has a strong cycling infrastructure that makes cycling safe and convenient. Cycling is also promoted through the Fahrradführerschein bicycle license program in the fourth grade. Many fourth graders around the country earn their Fahrradführerschein which empowers them to ride their bicycles. The Fahrradführerschein program teaches children how to ride a bike, how to follow traffic rules, and how to ensure they ride bikes safely. This program is typically administered by schools and the police department. After they learn the basics and details of bike riding, Germany’s strong cycling infrastructure allows them to take their bikes safely through their neighborhoods and cities.
One thing to note is that not all children know how to ride a bike. Not all children have access to bicycles or safe places to ride them. There are good opportunities for children to receive free or low-cost bicycles in some parts of the United States; however, this could take some time and research to find. Offering some access to bikes is not necessary for these lessons but could be considerate to children in class. Knowing not all children have bikes, the lesson also integrates pedestrian safety to include more ways of getting around.
SUGGESTED TIME FRAME:
3 sessions, 45 minutes each and one 1.5 long session.
• Session 1: Learn about bike and pedestrian infrastructure, particularly in Berlin, Germany and around their city/town.
• Session 2: Design a bike map for a town square with the intention of reducing car trips.
• Session 3: Writing letters and a plan explanation. Then sending plans to school officials or city/town officials advocating for better bike and pedestrian infrastructure.
CONCEPT LIST:
• Infrastructure
• Design
• Bike Lane
• Driving Laws
• Pedestrian
• Cyclist
• Fahrradführerschein (4th Grade German Bicycle License Program)
• Gas-powered, fossil fuels
MATERIALS NEEDED:
Worksheets to Print:
• Road Design for Bike Safety Worksheet (attached at end of lesson)
• Designing a Town Center Worksheet (attached at end of lesson)
• Grid Paper (for example, the one that is hyperlinked here)
Other Material:
• Two to four 8.5 x 11 sheets of graph/grid paper for each student with 1-inch squares. It is possible to internet search “one inch grid paper” and print this paper or purchase this paper. Example: https://www.mathed.page/puzzles/one-inch-graphpaper.pdf
• Rulers
• Pencils/Erasers
• Colored pencils
• Paper or computers to write letters
• Scoring Rubrics (attached at end of lesson)
FEATURED SOURCES:
Cycling. (n.d.). Berlin.de. https://www.berlin.de/sen/uvk/en/mobility-and-transport/transport-planning/cycling/. Accessed 6 May 2024.
One Inch Graph Paper. (n.d.). Math Education Page. https://www.mathed.page/puzzles/one-inch-graph-paper.pdf Accessed 6 May 2024.
Postal cycling workhorses: door to door mail delivery by bike. (2010, August 1). Third Wave Cycling Blog. https://thirdwavecyclingblog. wordpress.com/2010/08/02/postal-cycling-workhorses-door-to-door-mail-delivery-by-bike/
Quinn, H. (2012). A framework for K-12 science education. In National Academies Press eBooks https://doi.org/10.17226/13165 Accessed 6 May 2024.
Next Generation Science Standards (NGSS) / State Content Area Standards:
Students who demonstrate understanding can:
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
➤ Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.
➤ Key Literacy Connections:
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RST.6-8.7: “Integrate quantitative or technical information expressed in words in a text. with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).”
➤ Relevant Domain(s) of Disciplinary Core Ideas: Earth and Human Activity.
➤ Science and Engineering Practices:
2. Developing and using models
6. Constructing explanations (for science) and designing solutions (for engineering)
➤ Crosscutting Concepts: Cause and Effect
• Cause and effect relationships are routinely identified and used to explain change.
PHENOMENON / MAIN PROBLEM:
In Germany, children in the 4th grade get their very own bicycle license, like a driver’s license. Do you all know anyone with a driver’s license, to drive a car? Do you know anyone who has a bicycle license? In Germany, 4th graders can get a bike license and ride their bikes safely in their towns, cities and neighborhoods! Today we are going to learn how we too can have safe places to ride our bikes, or walk, and the impact that has on our environment!
Students will be able to compare and contrast using bikes and trucks to transport mail. Then students will be able to share differences by using bikes and motor vehicles as methods of transportation. Students will be able to review and analyze bike infrastructure in Berlin, Germany and share ways that roads can be more environmentally sustainable and safer for bikes.
First, introduce that students will be learning about ways to keep the environment healthy and clean. Inspire them by telling them that even fourth graders have the power to make the environment healthier and advocate for a better world.
Engage and Anticipated Guiding Questions:
There are many ways to design a road for bicycle safety. How are these roads in Berlin, Germany designed to be safe for bicycles? What are these cyclists doing to stay safe?
Using the Road Design for Bike Safety Worksheet (attached at end of lesson), students can work in pairs to find differences between postal bikes and postal trucks. Some possible answers include:
• Bikes are smaller, trucks are bigger.
• Bikes are powered by people, trucks are powered by motors.
• Bikes are powered by people, trucks are powered by gas or electricity.
• Bikes are quiet, trucks are loud.
• Bikes can be less safe, trucks can keep the driver safer.
• Bikes are safer for other people, trucks can be dangerous.
Students may come up with interesting answers not included here!
Explore:
After contrasting trucks and bicycles, we get to look at how we can design roads to be safer for bicycles. If we are delivering mail with bikes, then we need to keep the mail carriers safe!
What are some ways these bicyclists are safe on the road? What are the design elements, the things that are on the road, and how do those design elements keep them safe from cars? How are they being safe as cyclists?
Some possible answers include:
• They are wearing helmets to protect their head
• The child is biking with grown-ups
• The red and white pillars block cars
• The green paint in the road helps them know where to go
• They are far away from cars
• There are not many cars on the road
Take a look at the other photos of bikes in Berlin on the Road Design for Bike Safety Worksheet and share what ways the infrastructure has helped the bikes stay safe.
Explain:
After working on the worksheet in pairs, share out answers.
Then ask and chart answers to the question: “how can biking or walking be more sustainable and safer than driving?”
➤ Create a Prototype / Investigating Solutions:
Prep for lesson (Session 2):
Either you will need a large piece of large-square grid paper, or you or your students will need to tape/paste together a few pieces of grid paper
Students will now design a city street to be safe for cars. This open-ended math and science task has a variety of important preteaching components that students need to be familiar with:
• using a ruler
• understanding scale in maps
Before the lesson:
• Students will need a large piece of grid paper or multiple grid papers taped together to create a map. You can print these or purchase one inch grid paper.
Introduction:
• Remembering what we know about what can be safe for bikes, we are going to design a town center that prioritizes bikes and pedestrians. Why would we prioritize bikes and pedestrians? What is the benefit of having more bikes and pedestrians, instead of cars and trucks?
• What are ways we can keep bikes safe from cars and trucks? Example answers:
• We can make bike lanes
• We can put pillars between cars and bikes
• We can make bike only roads
➤ Engineering Mapping Challenge
We are going to have an engineering mapping challenge, where we get to design our own town center! We can share these ideas, and what we have learned with others about bike road design.
Using the Designing a Town Center Worksheet (attached at end of lesson) and engineers’ grid paper, we’re going to draw a town square. The town needs particular design elements:
• Two safe bicycle roadways
• Two safe pedestrian access and sidewalks
• A 625 square foot mini-town-hall
• With two entrances
• A 625 square foot post-office
• With two entrances
• A building of your choice that is at least 500 square feet
• A scale
Show students the paper and share with them that each square is 5 x 5 feet in scale. Show them how to draw a building and label the building. Remind students how to use a ruler; for example, how to hold down the ruler while you draw the line.
Share that students will need to think about how large they want each design element to be. Share with them again that one square is 5 feet, and using a few rulers or a meter stick, show your students what 5 feet looks like.
Tell students that they should discuss in their groups where things should go before placing them on the map.
Working in groups of two or three, have students draw the design elements.
Support students by affirming their ideas and workshopping corrections for them if they place design elements in places that are not as practical as they could be.
While they work, you can show them a variety of the Berlin bike paths that can give them inspiration for ideas on how to draw their paths.
Share with students that they will be asked to share why they chose certain design elements and what effect those design elements have on the people in the town. (Cross Cutting Concept: Cause and effect relationships are routinely identified and used to explain change).
After working on the project, have students move throughout the room and share out their ideas. There are a few ways to do this. Each group can share to the whole class, or you can have half the class listen, while the other half stands by their posters, then rotate.
When students share, tell them and write on board that they should share:
• Where their design elements are on the map
• Why they chose to place those design elements there
• What effect those design elements have on the people in the town
Elaborate:
After drawing the maps, students will share with their class where they placed their design elements and why. Students will share why they chose to designate as much space as they did for each element and how that affects their design.
Using the assessment rubric below, assess student’s abilities to meet the standard’s criteria.
There are a wide variety of options for action.
• After sharing with the group, students may place the posters outside as a display. Students can also write a short paragraph about their design.
• Students can present these designs to city planners to share their ideas on how they might design town squares to accommodate bikes and pedestrians.
Evaluate:
After the lesson, give your students feedback on their work.
VIRTUAL EXCHANGE:
Students may want to post their ideas in a school newsletter.
CAREER CONNECTION EXPLORATION:
City planners make design decisions based on the needs and desires of the town or city.
Engineers and planners make decisions that affect the environment.
MODIFICATIONS FOR DIFFERENTIATION:
One modification could be to use a digital format of the worksheets. This can help if students have difficulty with their motor skills or written expression.
Students may need help getting started, so help students by starting their project with them in small groups or table by table, so they have an idea of what they need to be doing.
Andrew Patel (TOP 3, 2023) teaches 2nd and 3rd grade at Walden Center and School in Berkeley, CA.
Andrew Patel: Let’s Plan Our Town for Bikes! How Germany plans for bikes and how we
In Germany, mail is carried using both trucks and bicycles. In the United States, mail is nearly always carried by truck. What is the impact upon the community if there are fewer trucks, and more bicycles?
What are four differences between Postal Trucks and Postal Bikes?
Photo Credit: Ralph Ruehmeier Postal Bikes in Berlin, Germany.
Photo Credit: Carlo Allegri/Reuters A postal truck in New York City, USA.
Andrew Patel: Let’s Plan Our Town for Bikes! How Germany plans for bikes and how we can, too!
Sometimes German postal bikes have trailers and electric motors, like the one shown here in Berlin, Germany. Most postal trucks in the United States look like the one here. Have you seen a postal truck recently? What did it sound like? What did it smell li ke?
Credit: https://cyclingevolution.blogspot.com/2010_08_01_archive.html A postal bike in Hamburg, Germany.
Photo
Photo Credit: grummanllv Flickriver A postal truck in Florida, USA
Andrew Patel: Let’s Plan Our Town for Bikes! How Germany plans for bikes and how we can, too!
There are many ways to design a road for bicycle safety. How are these roads in Berlin, Germany designed to be safe for bicycles? What are these cyclists doing to stay safe?
Photo Source: Official City of Berlin Website
Design Element or Safe Biking Practice
How does the design element or make the road safer for the bike riders?
Andrew Patel: Let’s Plan Our Town for Bikes! How Germany plans for bikes and how we can, too!
- At least two safe pedestrian access and sidewalks
- A 625 square foot mini-town-hall
- With two entrances
- A 625 square foot post-office
- With two entrances
- A building of your choice that is at least 500 square feet
Why did you choose to place the bicycle roadways where you did?
Why did you choose to put the pedestrian walkways where you did?
Scoring Rubrics:
Content Standard
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RST.6-8.7: “Integrate quantitative or technical information expressed in words in a text. with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).”
Students will be able to clearly represent their design elements visually and through words with many details relevant to the design (compass rose, scale, each design element, extra design elements)
Science and Engineering Practice
Students will be able to represent their design elements visually and through words with all details and design elements.
Students will be able to represent some of their design elements either visually or through words with most details and design elements.
Students will be able to represent some of their design elements either visually or through words with few details and design elements.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Students can generate multiple solutions to the design problem through more than one map, or extra details and listen with intention to other’s designs. Student asks relevant follow up questions.
Students can generate a solution to the design problem and listen with intention to other’s designs. Student may ask relevant follow up questions.
Students can generate a solution to the design problem or
Student listens with intention to other’s designs Student may ask relevant follow up questions.
Student can generate some solutions to the design problem and can listen to some of their peers design solutions.
Crosscutting Concept
Cause and effect relationships are routinely identified and used to explain change.
Study Tour Highlight:
TOP 1 FOR SOCIAL STUDIES EDUCATORS
Focus Topics:
• Migration, Integration, and Refugees
• Transforming Industrial Urban Areas
• Green Cities, Smart Cities
• Education System in Germany
• Dual Vocational Education
• Impact of Divided Germany and Reunification on Contemporary Society and Foreign Policy
• Democracy Education and AntiRacism Projects
Meeting Highlights:
• Muslim Women’s Encounter and Education Center
• Zollverein Coal Mine Industrial Complex
• Abel Metallsysteme GmbH Co. KG
• Johann-Gottfried-Seume Gymnasium Vacha
• Point Alpha Memorial Foundation
• Löcknitz-Grundschule Berlin
• Perspektive hoch 3 e.V.
• Querstadtein e.V.
• Federal Foreign office
• Foundation for Displacement, Expulsion, Reconciliation
Cities Visited: Düsseldorf, Cologne, Essen, Geisa, Vacha, Berlin
TOP 1 Participants
JENA BURKE
Sentinel High School Missoula, MT, USA
FARA CEPAK
Alexandria City High School Alexandria, VA, USA
PAT CLARKE
The Wheatley School Old Westbury, NY, USA
MOLLY COFFMAN
New Britton Elementary School Fishers, IN, USA
NORM EVERETT
Leicester Middle School Leicester, MA, USA
SARAH KOCH
Vantage Career Center Van Wert, OH, USA
HEIDI MEJIA
Orthopaedic Medical Magnet High School
Los Angeles, CA, USA
CALEB TERRY
Archbishop Chapelle High School Metairie, LA, USA
VERONICA VERZOSA
Cleveland Elementary School Oakland, CA, USA
LIZ WAGNER
Prairieview School Waukee, IA, USA
TERRY WALDEN
Westhill High School Stamford, CT, USA
ZACH WISHART
Wheaton High School Silver Spring, MD, USA
Study Tour Highlight:
TOP 2 FOR SOCIAL STUDIES EDUCATORS
Focus Topics:
• Migration, Integration, and Refugees
• Education System in Germany
• Dual Vocational Education
• Democracy Education
• Divided Germany and Reunification
• Social Issues in Contemporary Germany and the U.S.
Meeting Highlights:
• Initiative of Black People in Germany
• Office of Multicultural Affairs, Frankfurt
• Jakob-Stoll-Realschule Würzburg
• Koenig & Bauer AG (Printing Press Manufacturer)
• Leipzig Forum of Contemporary History
• Women for Common Space e.V.
• Paula-Fürst-Schule Berlin
• Sachsenhausen Memorial and Museum
Cities Visited: Frankfurt, Würzburg, Leipzig, Berlin
TOP 2 Participants
ERIN BOWMAN
John R. Buchtel CLC High School Akron, OH, USA
JAMIE BULLARD
Procter Hug High School Sparks, NV, USA
CRYSTAL CASS
Hempstead High School Hempstead, NY, USA
CECILIA CHANG
PS94 Brooklyn - The Henry Longfellow School Brooklyn, NY, USA
FILIBERTO CHAVEZGUERRERO
Fremont High School Oakland, CA, USA
LIBBY FAINSILBER
Trafalgar School for Girls Montreal, QC, Canada
AMANDA FLEITES ALFONSO
East Somerville Community School Somerville, MA, USA
WAYNE KNUTSON
Mira Costa High School Manhattan Beach, CA, USA
SANIA MIRZA
Lower Merion High School Ardmore, PA, USA
DAYLE PEABODY
Lake Mary High School Lake Mary, FL, USA
STEVE SCHWINGER
Stephen Decatur School Philadelphia, PA, USA
AMY STIFF
John G. Diefenbaker High School Calgary, AB, Canada
Alumni Group Leader: ELIZABETH GONZÁLEZ (TOP 2018) Bishop Lynch High School Dallas, TX, USA
Study Tour Highlight:
TOP 3 FOR STEM EDUCATORS
Focus Topics:
• Climate Change and Protection
• Renewable Energies
• STEM Education Strategies
• Biodiversity and Ecosystem Protection
• Education System in Germany
• Dual Vocational Education
• Intelligent Cities of the Future
• Innovations in Electric Vehicles
• Urban Gardening
Meeting Highlights:
• University of Bremen
• Grundschule Borchshöhe Bremen
• Klimahaus Bremenhaven 8° Ost
• Wadden Sea Tidal Flats Excursion
• Volkswagen AG
• Technical University of Braunschweig
• DLR German Aerospace Centre
• Wilhelm-Gymnasium
• EUREF Campus
• Prinzessinnengarten
• Oberstufenzentrum Kraftfahrzeugtechnik (Senior Vocational High School Center for Automotive Technology)
