Let's Explore Modern Germany: Inquiry Edition Handouts by Transatlantic Outreach Program

FOCUS 1 – Geography

Handout 1.1.1 – Blank Outline Map of Germany

HANDOUT 1.1.1 BLANK OUTLINE MAP OF GERMANY Name:

Source: TUBS. (November 30, 2011). Relief Map of Germany. Wikipedia Commons. https://commons.wikimedia.org/wiki/File:Relief_Map_of_ Germany.svg

LET’S EXPLORE MODERN GERMANY

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FOCUS 1 – Geography

Handout 1.1.2 – Map Fill-In Instruction Sheet

HANDOUT 1.1.2 MAP FILL-IN INSTRUCTION SHEET Using the Political Map of Germany and the German Physical Map, label each of Germany’s sixteen Länder and locate and label the major water sources, landforms, and cities in Germany listed below on the map in Handout 1.1.1.

GERMAN LÄNDER Baden-Württemberg

Bavaria

Saarland

Saxony

Rhine-Palatinate

Hesse

Thuringia

Berlin

North Rhine-Westphalia

Schleswig-Holstein

Mecklenburg-West Pomerania

Brandenburg

Bremen

Lower Saxony

Hamburg

Saxony-Anhalt

MAJOR WATER SOURCES Baltic Sea

Danube River

Moselle River

Nesse River

North Sea

Oder River

Rhine River

Weser River

Elbe River

Inn River

Ems River

Main River

Bavarian Alps

Black Forest

Bavarian Forest

North German Plain

Ore Mountains

Zugspitze

Brocken

Hohe Acht

Rügen

East Frisian Islands

Thuringian Basin

Swabian Jura

MAJOR LANDFORMS

CAPITAL CITIES OF GERMAN LÄNDER

• •

Berlin

Erfurt

Wiesbaden

Mainz

Hamburg

Kiel

Munich (München)

Potsdam

Hanover

Stuttgart

Schwerin

Dresden

Magdeburg

Bremen

Düsseldorf

Saarbrücken

German Physical Map: https://www.freeworldmaps.net/europe/germany/map.html Political Map of Germany: https://www.mapsofworld.com/germany/germany-political-map.html

Sources:

freeworldmaps.net. Germany Physical Map. Retrieved January 22, 2021, from https://www.freeworldmaps.net/europe/germany/map.html. mapsofworld.com. (2015). Political Map of Germany. Retrieved April 02, 2021, from https://www.mapsofworld.com/germany/germanypolitical-map.html.

LET’S EXPLORE MODERN GERMANY

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FOCUS 1 – Geography

Handout 1.1.3 – Germany Map Challenge: Physical Features and Population Density

HANDOUT 1.1.3 GERMANY MAP CHALLENGE: PHYSICAL FEATURES AND POPULATION DENSITY Names: Read each question and highlight keywords or phrases related to physical geography and population density (mountains, densely populated, highly populated, etc.). Use your Completed Germany Outline Map of Germany (Handout 1.1.1) from Task 1 and the maps listed below to answer the question. Finally, explain in your own words how you found the answer.

Questions

Answer

Which German Land (state) has the highest population density?

How many German Länder (states) does the Danube River run through? List them!

List two forests in Germany. Which Länder are these forests located in?

What German Länder does the Baltic Sea border?

List three cities in Germany that have over 2,000 people per square kilometer.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

Explanation (describe how you came to your answer)

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FOCUS 1 – Geography

Handout 1.1.3 – Germany Map Challenge: Physical Features and Population Density

Questions

Answer

What country shares borders with Germany along the Bavarian Alps?

Which German Land has the lowest population density? How might the physical land features in this Land explain its low population density?

Explanation (describe how you came to your answer)

Scenario question: Samira wants to start a new outdoor recreation activity company and needs to move to a city in Germany that allows her easy access to mountains, rivers, and forests. Her new city must be within 50 miles of all three land features. List two cities where she could move.

Scenario question: Allen would like to move to a city or town in Germany that is located close to the coastline but has a population of more than 200 people per square kilometer. Where should he move?

Scenario question: Ela has family members who live in France and Switzerland that she frequently likes to visit. She would like to move to a town or city that is within 100 kilometers of the French and Swiss borders. Where can she move?

• •

Germany Population Density Map: https://vividmaps.com/germany-is-still-divided-by-east-and-west/germany-population-density-2/ Political Map of Germany: https://www.mapsofworld.com/germany/germany-political-map.html

Sources: vividmaps.com. (2021). Germany Population Density. https://vividmaps.com/germany-is-still-divided-by-east-and-west/germanypopulation-density-2/. mapsofworld.com. (2015). Political Map of Germany. https://www.mapsofworld.com/germany/germany-political-map.html.

LET’S EXPLORE MODERN GERMANY

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FOCUS 1 – Geography

Handout 1.1.4 – Germany Map Challenge: Physical Features and Population Density Answer Key

HANDOUT 1.1.4 GERMANY MAP CHALLENGE: PHYSICAL FEATURES AND POPULATION DENSITY ANSWER KEY Names: Read each question and highlight keywords or phrases related to physical geography and population density (mountains, densely populated, highly populated, etc.). Use your Completed Germany Outline Map of Germany (Handout 1.1.1) from Task 1 and the maps listed below to answer the question. Finally, explain in your own words how you found the answer.

Questions

Answer

Which German Land (state) has the highest population density?

How many German Länder (states) does the Danube River run through? List them!

List two forests in Germany. Which Länder are these forests located in?

What German Länder does the Baltic Sea border?

Schleswig-Holstein Mecklenburg-West Pomerania

List three cities in Germany that have over 2,000 people per square kilometer.

Berlin Hamburg Cologne Munich Bremen Frankfurt

LET’S EXPLORE MODERN GERMANY

Berlin

Baden-Württemberg Bavaria

Bavarian Forest (Bavaria) Black Forest (Baden-Württemberg) Hainich National Park (Thuringia)

A Transatlantic Outreach Program Instructional Text for Middle School Educators

Explanation (describe how you came to your answer)

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FOCUS 1 – Geography

Handout 1.1.4 – Germany Map Challenge: Physical Features and Population Density Answer Key

Questions

Answer

What country shares borders with Germany along the Bavarian Alps?

Which German Land has the lowest population density? How might the physical land features in this Land explain its low population density?

Scenario question: Allen would like to move to a city or town in Germany that is located close to the coastline but has a population of more than 200 people per square kilometer.

Explanation (describe how you came to your answer)

Austria

Mecklenburg-West Pomerania

Munich Regensburg Freiburg im Breisgau Bonn Cologne Chemnitz Dresden

Kiel Rostock Wismar Schwerin

Where should he move?

Freiburg im Breisgau

Where can she move?

• •

LET’S EXPLORE MODERN GERMANY

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FOCUS 1 – Geography

Handout 1.2.1 – German Cities Worksheet

HANDOUT 1.2.1 GERMAN CITIES WORKSHEET Name: Use the two maps below to complete the chart by finding the latitude and longitude of each city or by matching the latitude and longitude to a corresponding city. List the climate zone for each city. Use an atlas and the suggested websites listed below.

City

Latitude

Longitude

52° N

7.5° E

51.5° N

12° E

51° N

14° E

48° N

7.5° E

49.5° N

11° E

Climate Zone

Berlin Bremen Cologne (Köln)

Regensburg Hamburg

Karlsruhe Oldenburg

• •

Germany Latitude Longitude Map: https://www.mapsofworld.com/lat_long/germany-lat-long.html Germany Climate Zones: https://forest.jrc.ec.europa.eu/media/filer_public/a4/0c/a40caba9-1269-4b23-817f-594b81149ee5/deu_ climate.pdf

Sources: European Commission. (n.d.). Germany Climate Zones [PDF]. https://forest.jrc.ec.europa.eu/media/filer_public/a4/0c/a40caba9-1269-4b23817f-594b81149ee5/deu_climate.pdf. MapsofWorld.Com. (2020, February 25). Germany Latitude Longitude Map. https://www.mapsofworld.com/lat_long/germany-lat-long.html.

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FOCUS 1 – Geography

Handout 1.2.2 – German Cities Worksheet Answer Key

HANDOUT 1.2.2 GERMAN CITIES WORKSHEET ANSWER KEY Name: Use the two maps below to complete the chart by finding the latitude and longitude of each city or by matching the latitude and longitude to a corresponding city. List the climate zone for each city. Use an atlas and the suggested websites listed below.

City

Latitude

Longitude

Climate Zone

52.5° N

13° E

Cool Temperate Dry

Bremen

53° N

9° E

Cool Temperate Moist

Cologne (Köln)

51° N

7° E

Warm Temperate Moist

Munster/Münster

52° N

7.5° E

Cool Temperate Moist

Regensburg

49° N

12° E

Cool Temperate Moist

Hamburg

53.5° N

10° E

Cool Temperate Moist

Halle

51.5° N

12° E

Cool Temperate Dry

Karlsruhe

49° N

8° E

Warm Temperate Moist

Oldenburg

53° N

8° E

Cool Temperate Moist

Dresden

51° N

14° E

Cool Temperate Moist/Cool Temperate Dry

Freiburg im Breisgau

48° N

7.5° E

Cool Temperate Moist

Nuremberg/Nürnberg

49.5° N

11° E

Cool Temperate Moist

Berlin

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FOCUS 1 – Geography

Handout 1.2.3 – Map Challenge: Climate Zones of Germany and Neighbors

HANDOUT 1.2.3 MAP CHALLENGE: CLIMATE ZONES OF GERMANY AND NEIGHBORS Name: Read the question provided and highlight keywords or phrases related to climate zones (temperate, humid, warm, cold, etc.). Use an atlas and the maps listed to help answer the questions. Finally, explain in your own words how you found the answer.

Explanation (describe how you Question

Answer

found to your answer)

Using the Germany Latitude Longitude Map, list the city located closest to: 54° N, 10° E. Use the Germany Climate Zones Map to determine what type of climate this city has. Find the city of Augsburg in Germany.

List the latitude and longitude. What climate zone is Augsburg located in?

Which German city is closest to Belgium at 6° E? What climate zone is this city located in? Using only the Major Climate Regions of Europe Map, list the two major climate regions of Germany. List four countries in Europe that only have the same two major climate regions Use the Vegetation Zones – Europe Map:

What type(s) of plant life would we expect to find in the northernmost region of Germany? Use the Vegetation Zones – Europe Map:

• • • •

What type(s) of plant life would we expect to find in the southern, mountainous region of Germany? Germany Latitude Longitude Map: https://www.mapsofworld.com/lat_long/germany-lat-long.html Germany Climate Zones Map: https://forest.jrc.ec.europa.eu/media/filer_public/a4/0c/a40caba9-1269-4b23-817f-594b81149ee5/ deu_climate.pdf Major Climate Regions of Europe Map: https://www.britannica.com/place/Europe/images-videos#/media/1/195686/228157 Vegetation Zones – Europe Map: https://www.britannica.com/place/Europe/Plant-life#/media/1/195686/14541

Sources: MapsofWorld.Com. (2020, February 25). https://www.mapsofworld.com/lat_long/germany-lat-long.html. Germany Climate Zone. European Commission. (n.d.). [PDF]. https://forest.jrc.ec.europa.eu/media/filer_public/a4/0c/a40caba9-1269-4b23817f-594b81149ee5/deu_climate.pdf. Encyclopedia Britannica Inc. Major Climate Regions of Europe. Retrieved January 15, 2021, from https://www.britannica.com/place/Europe/ images-videos#/media/1/195686/228157. Encyclopedia Britannica Inc. Vegetation Zones- Europe. Retrieved January 15, 2021, from https://www.britannica.com/place/Europe/Plantlife#/media/1/195686/145418.

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Handout 1.2.4 – Map Challenge: Climate Zones of Germany and Neighbors Answer Key

HANDOUT 1.2.4 MAP CHALLENGE: CLIMATE ZONES OF GERMANY AND NEIGHBORS ANSWER KEY Name: Read the question provided and highlight keywords or phrases related to climate zones (temperate, humid, warm, cold, etc.). Use an atlas and the maps listed to help answer the questions. Finally, explain in your own words how you found the answer.

Explanation (describe how you Question

Answer

List the latitude and longitude. What climate zone is Augsburg located in?

found to your answer)

City: Kiel Climate: Cool Temperate Moist

48.5° N, 11° E Climate: Cool Temperate Moist

Which German city is closest to Belgium at 6° E?

City: Aachen

What climate zone is this city located in?

Climate: Warm Temperate Moist

Using only the Major Climate Regions of Europe Map, list the two major climate regions of Germany. List four countries in Europe that only have the same two major climate regions

Climate: Temperate and Highland Countries: Austria, Switzerland, Slovakia, Czech Republic, Poland, Romania

Use the Vegetation Zones – Europe Map: 5

What type(s) of plant life would we expect to find in the northernmost region of Germany?

Mixed Forest - Atlantic

Use the Vegetation Zones – Europe Map: 6

• • • •

What type(s) of plant life would we expect to find in the southern, mountainous region of Germany?

Mountain forest and Alpine meadow

Germany Latitude Longitude Map: https://www.mapsofworld.com/lat_long/germany-lat-long.html Germany Climate Zones Map: https://forest.jrc.ec.europa.eu/media/filer_public/a4/0c/a40caba9-1269-4b23-817f-594b81149ee5/ deu_climate.pdf Major Climate Regions of Europe Map: https://www.britannica.com/place/Europe/images-videos#/media/1/195686/228157 Vegetation Zones – Europe Map: https://www.britannica.com/place/Europe/Plant-life#/media/1/195686/145418

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Handout 1.2.5 – Sticky Note Clues

HANDOUT 1.2.5 STICKY NOTE CLUES

My country is located entirely above 60° N latitude. The climate in my country is extremely cold; most of it located in the subarctic or polar tundra.

My country is split in half by 10° E longitude. The two major climates of my country are temperate and highland.

Most of the plant life in my country consists of mixed forest: Atlantic and central. In the southern part of my country there are mountain forests and Alpine meadows.

My country is the only one in Europe that has a large desert climate region. The remainder of my country is mostly located in a humid subtropical zone.

My country shares a border with Russia, and the only major climate is temperate.

My country does not share borders with any other nation. The major climate regions of my country include both tundra and temperate.

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Handout 1.2.5 – Sticky Note Clues

My country is surrounded by the Mediterranean Sea and mostly has a humid subtropical climate.

My country shares a border with Germany and Italy and mainly has a highland climate.

My country is an island and only has a temperate climate.

The vegetation in my country is mostly grass steppe and is landlocked (not surrounded by any major water features)

The vegetation in my country is mostly boreal forest and has tundra shrubs zones scattered throughout.

My country is split in half by 40° N latitude and mostly humid subtropical.

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Handout 1.2.5 – Sticky Note Clues

My country borders the Black Sea and is mostly covered in grass steppe with some eastern mixed forest plant life.

My country is landlocked (surrounded by land on all sides) and has an entirely temperate climate.

My country borders the Atlantic Ocean and has a climate that is mostly humid subtropical.

My country includes a peninsula along with thousands of smaller islands. My vegetation is a mix of Mediterranean shrubland and forest.

My country has one of the largest land masses and spans two continents. Among others, it has semidesert and shrub vegetation.

My country is a small peninsula located at 56° N latitude and 10° E longitude. It has an entirely temperate climate.

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Handout 1.2.6 – Sticky Note Clues Answer Key

HANDOUT 1.2.6 STICKY NOTE CLUES ANSWER KEY

My country is located entirely above 60° N latitude. The climate in my country is extremely cold; most of it located in the subarctic or polar tundra.

My country is split in half by 10° E longitude. The two major climates of my country are temperate and highland. Germany

Finland

Most of the plant life in my country consists of mixed forest: Atlantic and central. In the southern part of my country there are mountain forests and Alpine meadows.

My country is the only one in Europe that has a large desert climate region. The remainder of my country is mostly located in a humid subtropical zone.

Germany

Spain

My country shares a border with Russia, and the only major climate is temperate.

My country does not share borders with any other nation. The major climate regions of my country include both tundra and temperate.

Belarus, Latvia, or Estonia

Iceland

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Handout 1.2.6 – Sticky Note Clues Answer Key

My country is surrounded by the Mediterranean Sea and mostly has a humid subtropical climate.

My country shares a border with Germany and Italy and mainly has a highland climate. Switzerland

Italy

My country is an island and only has a temperate climate. United Kingdom, Ireland

The vegetation in my country is mostly grass steppe and is landlocked (not surrounded by any major water features) Moldova

The vegetation in my country is mostly boreal forest and has tundra shrubs zones scattered throughout. Norway

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My country is split in half by 40° N latitude and mostly humid subtropical. Portugal

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Handout 1.2.6 – Sticky Note Clues Answer Key

My country borders the Black Sea and is mostly covered in grass steppe with some eastern mixed forest plant life. Ukraine

My country borders the Atlantic Ocean and has a climate that is mostly humid subtropical. Portugal

My country is landlocked (surrounded by land on all sides) and has an entirely temperate climate. Belarus, Luxembourg, Hungary

My country includes a peninsula along with thousands of smaller islands. My vegetation is a mix of Mediterranean shrubland and forest. Greece

My country has one of the largest land masses and spans two continents. Among others, it has semidesert and shrub vegetation.

My country is a small peninsula located at 56° N latitude and 10° E longitude. It has an entirely temperate climate.

Russia

Denmark

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Handout 1.2.7 – Sticky Note Template

HANDOUT 1.2.7 STICKY NOTE TEMPLATE

LET’S EXPLORE MODERN GERMANY

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LET’S EXPLORE MODERN GERMANY

Handout 1.2.7 – Sticky Note Template

A Transatlantic Outreach Program Instructional Text for Middle School Educators

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FOCUS 1 – Geography

LET’S EXPLORE MODERN GERMANY

Handout 1.2.7 – Sticky Note Template

A Transatlantic Outreach Program Instructional Text for Middle School Educators

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Handout 1.3.1 – Vocabulary Square

HANDOUT 1.3.1 VOCABULARY SQUARE Name:

Landmark: natural geographic feature or human-made structure that is unique to a region

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Handout 1.3.2 – Länder: Geographic Features

HANDOUT 1.3.2 LÄNDER: GEOGRAPHIC FEATURES BADEN-WÜRTTEMBERG Capital: Stuttgart Lake Constance

Swabian Jura

Black Forest

Lichtentaler Allee

Neckar River

Triberg Waterfall

Zugspitze

National Park Berchtesgaden

Schneeferner

The Alps

The Devil’s Cave

The Danube

BAVARIA Capital: Munich

BERLIN Berlin is a city state and the capital of Germany. The Spree

Müggelberg

European Plain

Binnendüne Waltersberge

The Oder

BRANDENBURG Capital: Potsdam Ruppiner See

BREMEN Bremen is a city state. Bremerhaven

The Weser

HAMBURG Hamburg is a city state. North Sea

Hamburg Wadden Sea National Park

The Elbe

Hasselbrack

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Handout 1.3.2 – Länder: Geographic Features

HESSE Capital: Wiesbaden Taunus

Lake Edersee

Fulda River

Messel Pit

LOWER SAXONY Capital: Hanover Harz Mountains

Wadden Sea

East Frisian Islands

North Sea

MECKLENBURG-VORPOMMERN Capital: Schwerin Mecklenburg Lake Plateau

Lake Muritz

Baltic Sea

Usedom Island

Rügen

Jasmund National Park

NORTH RHINE-WESTPHALIA Capital: Dusseldorf (Düsseldorf) The Rhine

Teutoburg Forest

Eifel Mountains

Externsteine

RHINELAND-PALATINATE Capital: Mainz Deutsches Eck

Altschlossfelsen

Mainz Sand Dunes

Rhine Gorge

SAARLAND Capital: Saarbrücken Saarschleife

Mittelgebirge

Saar River

Bliesgau Biosphere Reserve

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Handout 1.3.2 – Länder: Geographic Features

SAXONY Capital: Dresden Ore Mountains

Bastei

The Elbe

Teufelsmauer (Devil’s Wall)

Brocken

Jutland

Halligen Islands

Thuringian Basin

Saale River

SAXONY-ANHALT Capital: Magdeburg Bode Gorge

SCHLESWIG-HOLSTEIN Capital: Kiel Wadden Sea

THURINGIA Capital: Erfurt Barbarossa Cave

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Handout 1.3.3 – Länder: Geographic Features

HANDOUT 1.3.3 POLITICAL MAP OF GERMANY Name:

Source: D-maps.com. (n.d.). Map Germany Bundesrepublik Deutschland. https://d-maps.com/carte.php?num_car=4692&lang=en.

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Handout 1.3.4 – Länder: Human-Made Landmarks

HANDOUT 1.3.4 LÄNDER: HUMAN-MADE LANDMARKS BADEN-WÜRTTEMBERG Capital: Stuttgart Freiburg Minster

Heidelberg Palace

Hohenzollern Castle

Heidelberg University

Mercedes-Benz Museum

Badenweiler Roman Ruins

Sausage Kitchen Regensburg

Dachau Concentration Camp Memorial

Nuremberg Castle

Regensburg Cathedral

BMW Museum

Walhalla Memorial

BAVARIA Capital: Munich

BERLIN Berlin is a city state and the capital of Germany Kaiser Wilhelm Memorial Church

Fernsehturm

Checkpoint Charlie

Brandenburg Gate

Holocaust Memorial

Tempelhof

Memorial and Monument Sachsenhausen

Schloss Oranienburg

Universum

Bremen Cathedral

Klimahaus

Town Musicians of Bremen Statue

Bremen’s Elephant

German Emigration Center (Museum)

Elbe Philharmonic Hall

Binnenalster

Old Elbe Tunnel

International Maritime Museum

Hamburg Port

Speicherstadt

BRANDENBURG Capital: Potsdam Sanssouci Palace

BREMEN Bremen is a city state.

HAMBURG Hamburg is a city state.

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Handout 1.3.4 – Länder: Human-Made Landmarks

HESSE Capital: Wiesbaden Heidelberg Castle

Bergpark Wilhelmshöhe

National Monument of the Brothers Grimm

Römer (Frankfurt)

Goethe House

Niederwalddenkmal

Pulverturm

AutoMuseum Volkswagen

Schiller Memorial

Herrenhausen Gardens

Autostadt

Bergen-Belsen Memorial

LOWER SAXONY Capital: Hanover

MECKLENBURG-VORPOMMERN Capital: Schwerin Schwerin Castle

University of Rostock

European Hansemuseum

Rostock Astronomical Clock

Eldena Abbey

Friedländer Tor

Beethoven House

Zollverein Coal Mine

Cologne Cathedral

Hermannsdenkmal

Emperor William Monument

Aachen Cathedral

Lorelei

Porta Nigra

SchUM Cities

Jewish Cemetery Worms

Reformation Monument (Worms)

Eltz Castle

NORTH RHINE-WESTPHALIA Capital: Dusseldorf (Düsseldorf)

RHINELAND-PALATINATE Capital: Mainz

SAARLAND Capital: Saarbrücken Ludwigskirche (Saarbrücken)

Place of the Invisible Memorial

Völklingen Ironworks

Saarbrücken Castle

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Handout 1.3.4 – Länder: Human-Made Landmarks

SAXONY Capital: Dresden University of Leipzig

Peaceful Revolution Memorial (Leipzig)

Monument to the Battle of the Nations

Semper Opera

Procession of Princes (Dresden)

Castei

SAXONY-ANHALT Capital: Magdeburg Luther House (Wittenberg)

Melanchthonhaus

Haendel Memorial

Magdeburg Cathedral

SCHLESWIG-HOLSTEIN Capital: Kiel Laboe Naval Memorial

Salzspeicher

Isted Lion

Hedeby (Viking Village)

THURINGIA Capital: Erfurt Wartburg Castle

Buchenwald Memorial

Barbarossa Monument

Old Synagogue

Goethe-Schiller Monument

Gotha Public Baths

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Handout 1.3.5 – Souvenir and Food Price List

HANDOUT 1.3.5 SOUVENIR AND FOOD PRICE LIST Use the Souvenir and Food Price List to help you budget for your travel. The cost of each type of food and souvenir will be the same no matter where you choose to travel. Descriptions of food items can be found at the link.

Food List

Souvenir List

• • • • • • • • • • • • •

Brezel (pretzel) 1.00 euro Obatzda (cheese spread) 4.00 euro Apfelstrudel (apple strudel) 5.50 euro Kartoffelpuffer/Reibekuchen (Potato Pancake) 3.00 euro Spätzle (egg noodles) 9.00 euro Bratwurst (grilled sausages with sides) 8.00 euro Rouladen (beef roll) 13.95 euro Schnitzel (fried slice of meat) 15.00 euro Döner Kebab (street food, type of kebab) 5.00 euro Currywurst (street food, sausage and fries) 2.50 euro Pizza slice 3.50 euro Pasta 8.50 euro Sandwich 1.50 euro

LET’S EXPLORE MODERN GERMANY

Postcard 1.50 euro Key chain 3.00 euro Landmark magnet 3.50 euro Coffee mug 5.00 euro German chocolate samples 6.00 euro Box of German Gingerbread 4.50 euro Ampelmann pencil case 7.00 euro Snowglobe 8.50 euro Handmade holiday ornament 10.00 euro Berlin Wall piece 3.95 euro Soccer jersey 20.00 euro Handmade wooden cuckoo clock 70.00 euro Dirndl / Lederhosen (traditional clothing) 90.00 euro

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.3.6 – My Travel Itinerary: Germany

HANDOUT 1.3.6 MY TRAVEL ITINERARY: GERMANY Name: Use your completed Political Map of Germany (Handout 1.3.3) and the Souvenir and Food Price List (Handout 1.3.5) to create a travel itinerary to visit at least six famous geographic features/landmarks across Germany of your choosing.

• •

You will start your journey in the city of Munich or Berlin. Your travel expenses and lodgings are already provided for wherever you choose to visit. You will have a limit of 200 euro (approximately 250 US dollars).

• •

Each famous landmark/geographic feature you travel to will cost 9 euro (approximately $11) for admission. You must buy one meal or snack and one souvenir at each place you visit.

You will only have four days to visit ALL six of your famous geographic features and landmarks. Measure the distance between each place to decide the best travel route. You may only travel up to 50 miles (80.5 kilometers) per day, and you cannot travel back to a place you have already visited or from where you started. I will start my journey in (circle one):

Munich

or Berlin

DAY 1

• •

Today I will visit (list all the places you will visit): Total distance between each place I visited today is (add the distance between each place): miles/ kilometers (miles × 1.6)

•

Today I bought (list 1 meal/snack and 1 souvenir for each place you visited today):

• •

(number of places visited) × 9 euro = euro Today I spent (add the total cost for all your meals/snacks, souvenirs, and admission)): euro/ US dollars (euro × 1.20)

DAY 2

• •

Today I will visit (list all the places you will visit): Total distance between each place I visited today is (add the distance between each place): miles/ kilometers (miles × 1.6)

•

Today I bought (list 1 meal/snack and 1 souvenir for each place you visited today):

• •

(number of places visited) × 9 euro = euro Today I spent (add the total cost for all your meals/snacks, souvenirs, and admission)): euro/ US dollars (euro × 1.20)

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.3.6 – My Travel Itinerary: Germany

DAY 3

• •

Today I will visit (list all the places you will visit): Total distance between each place I visited today is (add the distance between each place): miles/ kilometers (miles × 1.6)

•

Today I bought (list 1 meal/snack and 1 souvenir for each place you visited today):

• •

(number of places visited) × 9 euro = euro Today I spent (add the total cost for all your meals/snacks, souvenirs, and admission)): euro/ US dollars (euro × 1.20)

DAY 4

• •

Today I will visit (list all the places you will visit): Total distance between each place I visited today is (add the distance between each place): miles/ kilometers (miles × 1.6)

•

Today I bought (list 1 meal/snack and 1 souvenir for each place you visited today):

• •

(number of places visited) × 9 euro = euro Today I spent (add the total cost for all your meals/snacks, souvenirs, and admission)): euro/ US dollars (euro × 1.20)

Total amount of money spent over 4 days: Total distance travelled over 4 days:

REFLECTION QUESTIONS Did you stay under your budget of 200 euro (approximately 250 US dollars)? Did you travel less than 200 miles (322 kilometers)? What was your greatest challenge in completing the journey?

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.1 – Germany and Neighbors Blank Map

HANDOUT 1.4.1 GERMANY AND NEIGHBORS BLANK MAP Name(s): Using the Europe Physical Map and the Germany Physical Map identify, draw, and label the following:

• • •

One mountain range that Germany shares with a neighboring country(ies) Two seas that Germany shares with a neighboring country(ies) Three rivers that Germany shares with a neighboring country(ies)

• •

Europe Physical Map: https://www.freeworldmaps.net/europe/. Germany Physical Map: https://www.freeworldmaps.net/europe/germany/map.html.

Sources: D-maps.com. (n.d.). Map Europe. https://d-maps.com/carte.php?num_car=30082&lang=en. FreeWorldMaps. (n.d.). Europe Physical Map. Retrieved April 3, 2021, from https://www.freeworldmaps.net/europe/. FreeWorldMaps. (n.d.). Germany Physical Map. Retrieved April 24, 2021, from https://www.freeworldmaps.net/europe/germany/map.html.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.2 – Germany and Neighbors Blank Map

HANDOUT 1.4.2 REGIONAL HUMAN CHARACTERISTICS Name(s): Use these resources to complete the chart.

• • •

Official Languages Europe: https://jakubmarian.com/wp-content/uploads/2018/09/official-languages-europe.jpg Most spoken second languages: https://jakubmarian.com/map-of-the-most-spoken-foreign-languages-of-the-eu-by-country/ Religion in Europe: https://vividmaps.com/religion-in-europe/

Country

Official Language(s)

Most Spoken Second Language

Second Most Spoken Second Language

Third Most Spoken Second Language

Most Practiced Religions

Germany Austria Poland Denmark Czech Republic Switzerland France Luxembourg Belgium The Netherlands

Use the chart to answer these questions. List the three languages that appear to be the most spoken second languages across Central Europe? , , and .

Why might these languages be the most widely spoken?

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.2 – Germany and Neighbors Blank Map

What religion appears to be the most practiced across Central Europe? _______________________________

What conclusions can you make about religion and spoken languages in Central Europe?

Do you think sharing a common language and religion ensures cooperation? Why or why not?

Sources: Jakubmarian. (n.d.). Map of the most spoken foreign languages in the EU by country. Retrieved April 17, 2021, from https://jakubmarian. com/map-of-the-most-spoken-foreign-languages-of-the-eu-by-country/. Jakubmarian. (n.d.). Official Languages. Retrieved May 10, 2021, from https://jakubmarian.com/wp-content/uploads/2018/09/officiallanguages-europe.jpg. Vividmaps. (2021). The largest religion in Europe. https://vividmaps.com/religion-in-europe/.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.3 – Regional Human Characteristics Answer Key

HANDOUT 1.4.3 REGIONAL HUMAN CHARACTERISTICS ANSWER KEY Name(s): Use these resources to complete the chart.

• • •

Official Language(s)

Most Spoken Second Language

Second Most Spoken Second Language

Germany

German

English

French

Austria

German

English

French

Italian

Catholicism

Poland

Polish

English

German

Russian

Catholicism

Denmark

Danish

English

German

Swedish

Protestantism

Czech Republic

Czech

English

Slovak

German

Catholicism

Country

Switzerland France Luxembourg Belgium The Netherlands

Third Most Spoken Second Language

Catholicism/ Protestantism/ No Religion

French, German, Romansh, Italian French

Most Practiced Religions

Catholicism English

Spanish

Luxembourgish, French, German Dutch, French, German

English

Dutch

English

German

Catholicism

English

Catholicism Catholicism/ Protestantism

German

French

No Religion/ Catholicism

Use the chart to answer these questions. List the three languages that appear to be the most spoken second languages across Central Europe? , , and .

Why might these languages be the most widely spoken?

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.3 – Regional Human Characteristics Answer Key

What religion appears to be the most practiced across Central Europe? _______________________________

What conclusions can you make about religion and spoken languages in Central Europe?

Do you think sharing a common language and religion ensures cooperation? Why or why not?

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.4 – Follow the Clues: Travel Itinerary between Germany and Its Nine Neighbors

HANDOUT 1.4.4 FOLLOW THE CLUES: TRAVEL ITINERARY BETWEEN GERMANY AND ITS NINE NEIGHBORS Name(s): Edel and Luca are leaving their home in Dresden to travel across Europe. Where will they travel? Use the clues provided to determine destination countries on their travel route. Some of the clues may lead to more than one possible destination, but Edel and Luca will only visit a country one time on their journey. They will not return to Germany until the end of their trip. Use the three resources listed below to solve the clues.

Clue(s)

Next destination (country) for Edel and Luca

Edel and Luca want to start their journey by visiting a neighboring country with the most glaciers. This country is landlocked and shares the Alps (a mountain range) with Germany and several of its neighbors. The capital of this country is Bern. Edel and Luca would like to take a boating tour on Lake Constance (Bodensee), which borders three countries in Europe including Germany. They have already visited the other country on their tour. This country also shares the Danube River with Germany. Edel and Luca would like to hike the Carpathian Mountains in the far east of this country. They will go farther north than any of the countries they have visited so far. They can follow the Elbe River there from Dresden. Edel and Luca would like to explore the country that, like northern Germany, is also largely covered by the North European Plain. The Oder River naturally forms part of the northern border between this country and Germany. Edel and Luca will be visiting a landlocked country that borders Germany. This country is also one of the ten smallest countries in Europe. Edel and Luca want to plan an adventure in a country that is relatively flat and less mountainous compared to Germany. This country also shares the Rhine River with Germany. Its capital is Amsterdam. Edel and Luca would like to visit the largest country in western and Central Europe. Half of the length of the border between this country and Germany runs along the Rhine River. Edel and Luca will visit a small and flat country that also has access to the North Sea. This country shares the shortest border with Germany. Its capital is Brussels. Edel and Luca want to explore the neighboring country that includes a peninsula and hundreds of islands. This country has the longest coastline out of all of Germany’s neighbors.

Edel and Luca are ready to go back home to Germany. Based on the location of the last country they visited, what direction will they travel to reach Germany?

Resources: FreeWorldMaps. (n.d.). Europe Physical Map. Retrieved April 03, 2021, from https://www.freeworldmaps.net/europe/. FreeWorldMaps. (n.d.). Germany Physical Map. Retrieved April 24, 2021, from https://www.freeworldmaps.net/europe/germany/map.html. WorldAtlas.com. (n.d.). Germany. Retrieved May 26, 2021, from https://www.worldatlas.com/r/w960-q80/upload/e8/a1/2c/de-01.jpg.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.4.5 – Follow the Clues: Travel Itinerary between Germany and Its Nine Neighbors Answer Key

HANDOUT 1.4.5 FOLLOW THE CLUES: TRAVEL ITINERARY BETWEEN GERMANY AND ITS NINE NEIGHBORS ANSWER KEY Name(s): Directions: Edel and Luca are leaving their home in Dresden to travel across Europe. Where will they travel? Use the clues provided to determine destination countries on their travel route. Some of the clues may lead to more than one possible destination, but Edel and Luca will only visit a country one time on their journey. They will not return to Germany until the end of their trip. Use the three resources listed below to solve the clues.

Clue(s) Edel and Luca want to start their journey by visiting a neighboring country with the most glaciers. This country is landlocked and shares the Alps (a mountain range) with Germany and several of its neighbors. The capital of this country is Bern.

Next destination (country) for Edel and Luca Switzerland

Edel and Luca would like to take a boating tour on Lake Constance (Bodensee), which borders three countries in Europe including Germany. They have already visited the other country on their tour. This country also shares the Danube River with Germany.

Austria

Edel and Luca would like to hike the Carpathian Mountains in the far east of this country. They will go farther north than any of the countries they have visited so far. They can follow the Elbe River there from Dresden.

Czech Republic

Edel and Luca would like to explore the country that, like northern Germany, is also largely covered by the North European Plain. The Oder River naturally forms part of the northern border between this country and Germany.

Poland

Edel and Luca will be visiting a landlocked country that borders Germany. This country is also one of the ten smallest countries in Europe. Edel and Luca want to plan an adventure in a country that is relatively flat and less mountainous compared to Germany. This country also shares the Rhine River with Germany. Its capital is Amsterdam. Edel and Luca would like to visit the largest country in western and Central Europe. Half of the length of the border between this country and Germany runs along the Rhine River.

Luxembourg

The Netherlands

France

Edel and Luca will visit a small and flat country that also has access to the North Sea. This country shares the shortest border with Germany. Its capital is Brussels.

Belgium

Edel and Luca want to explore the neighboring country that includes a peninsula and hundreds of islands. This country has the longest coastline out of all of Germany’s neighbors.

Denmark

Edel and Luca are ready to go back home to Germany. Based on the location of the last country they visited, what direction will they travel to reach Germany? South

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.5.1 – Map of Germany

HANDOUT 1.5.1 MAP OF GERMANY Name: Using the Germany’s Economic Activity Map and the Natural Resource of Europe Map, draw and label the major resources of Germany and its neighbors.

Sources: Daniel Feher. (n.d.). Germany Map. Freeworldmaps.com. https://www.freeworldmaps.net/europe/germany/germany-map.jpg. Geography.name. (n.d.). Natural Resources of Europe. Retrieved April 21, 2021, from https://geography.name/wp-content/ uploads/2016/12/32542342-640x449.webp. Quizlet. (n.d.). Germany’s Economic Activity. Retrieved January 28, 2021, from https://quizlet.com/224990945/week-1-map-skills-vocab-diagram/.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.5.2 – Germany Map Challenge: Economic Activity of Germany and the EU

HANDOUT 1.5.2 GERMANY MAP CHALLENGE: ECONOMIC ACTIVITY OF GERMANY AND THE EU Name(s): Read the questions provided and highlight keywords or phrases related to economic activity (resources, economic activity, coal, timber, petroleum, iron ore). Use the maps listed below to answer the questions. Finally, explain in your own words how you found the answer.

Questions

Answer

List two major resources that can be found in Germany.

List the three main economic activities in Germany.

List two countries that would benefit from trading with Germany for fish.

List two cities in Germany that are most likely to have highly developed industries in coal, steel, and automobiles.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

Explanation (how you came to your answer)

HANDOUT

FOCUS 1 – Geography

Handout 1.5.2 – Germany Map Challenge: Economic Activity of Germany and the EU

Questions

Answer

Which countries would Germany most likely trade with to meet its needs for iron ore and petroleum?

Scenario question: Olly would like to start a custom furniture business. He will need to outsource a large quantity of wood and timber. Which two countries would make the best trading partners?

• •

Explanation (how you came to your answer)

Germany’s Economic Activity Map: https://o.quizlet.com/zOuytnOqMwNGYggI-XnbdA_b.png Natural Resource of Europe Map: https://geography.name/wp-content/uploads/2016/12/32542342-640x449.webp

Resources: Geography.name. (n.d.). Natural Resources of Europe. Retrieved April 21, 2021, from https://geography.name/wp-content/ uploads/2016/12/32542342-640x449.webp. Quizlet. (n.d.). Germany’s Economic Activity. Retrieved January 28, 2021, from https://quizlet.com/224990945/week-1-map-skills-vocab-diagram/.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 1 – Geography

Handout 1.5.3 – Germany Map Challenge: Economic Activity of Germany and the EU Answer Key

HANDOUT 1.5.3 GERMANY MAP CHALLENGE: ECONOMIC ACTIVITY OF GERMANY AND THE EU ANSWER KEY Name(s): Read the questions provided and highlight keywords or phrases related to economic activity (resources, economic activity, coal, timber, petroleum, iron ore). Use the maps listed below to answer the questions. Finally, explain in your own words how you found the answer.

Questions

Answer

List two major resources that can be found in Germany.

List the three main economic activities in Germany.

List two countries that would benefit from trading with Germany for fish.

List two cities in Germany that are most likely to have highly developed industries in coal, steel, and automobiles.

LET’S EXPLORE MODERN GERMANY

Coal, lead, zinc

Automobile, coal, steel

Switzerland, Czech Republic, Austria, Belarus, Hungary, Luxembourg, Slovakia (among others)

Zwickau, Leipzig, Munich, Cologne

A Transatlantic Outreach Program Instructional Text for Middle School Educators

Explanation (how you came to your answer)

HANDOUT

FOCUS 1 – Geography

Handout 1.5.3 – Germany Map Challenge: Economic Activity of Germany and the EU Answer Key

Questions

Answer

Which countries would Germany most likely trade with to meet its needs for iron ore and petroleum?

Scenario question: Olly would like to start a custom furniture business. He will need to outsource a large quantity of wood and timber. Which two countries would make the best trading partners?

• •

Explanation (how you came to your answer)

Poland, France, Spain, Romania (among others)

Switzerland, Sweden, Finland

Germany’s Economic Activity Map: https://o.quizlet.com/zOuytnOqMwNGYggI-XnbdA_b.png Natural Resource of Europe Map: https://geography.name/wp-content/uploads/2016/12/32542342-640x449.webp

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 2 – History

Handout 2.1.1 – Revolutionary War Timeline

HANDOUT 2.1.1 REVOLUTIONARY WAR TIMELINE •

Mar. 5, 1770: The Boston Massacre.

•

May 10, 1773: The Tea Act.

•

Dec. 16, 1773: The Boston Tea Party.

•

March 31, 1774: Boston Port Act, one of the “Intolerable Acts.”

•

Sept. 5–Oct. 26, 1774: The First Continental Congress meets in Philadelphia.

•

Mar. 23, 1775: Patrick Henry’s “Give me liberty or give me death” speech.

•

Apr. 18, 1775: The rides of Paul Revere and William Dawes.

•

Apr. 19, 1775: Minutemen and redcoats clash at Lexington and Concord, “the shot heard ’round the world.”

•

May 10, 1775: Ethan Allen and the Green Mountain Boys seize Fort Ticonderoga.

•

May 10, 1775: The Second Continental Congress meets in Philadelphia.

•

June 15, 1775: George Washington named Commander-in-Chief.

•

June 17, 1775: Battle of Bunker Hill: The British drive the Americans from Breed’s Hill.

•

July 3, 1775: Washington assumes command of the Continental Army.

•

July 1–4, 1776: Congress debates and revises the Declaration of Independence.

•

July 4, 1776: Congress adopts the Declaration of Independence; it is sent to the printer.

•

Aug. 27, 1776: Redcoats defeat George Washington’s army in the Battle of Long Island. Washington’s army escapes at night.

•

Sept. 15, 1776: The British occupy New York City.

•

Dec. 19, 1777: Washington’s army retires to winter quarters at Valley Forge.

•

June 19, 1778: Washington’s army leaves Valley Forge.

•

Dec. 29, 1778: The redcoats occupy Savannah.

•

Sept. 23, 1779: John Paul Jones, aboard the Bonhomme Richard, captures British Man-of-War Serapis near English coast.

•

Sept. 3, 1783: The Treaty of Paris was signed, bringing the Revolutionary War to its final conclusion.

•

Dec. 23, 1783: Washington resigns as Commander-in-Chief.

•

Sept. 17, 1787: U.S. Constitution is signed.

Source: Independence Hall Association. (n.d.). Timeline of the American Revolutionary War. Retrieved April 12, 2021, from https://www.ushistory.org/ declaration/revwartimeline.html.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 2 – History

Handout 2.1.2 – East Germany Timeline

HANDOUT 2.1.2 EAST GERMANY TIMELINE •

May 8, 1945: End of World War II; Berlin is divided into four sectors: American, British, French, and Soviet.

•

Oct. 29, 1946: Travel restrictions are introduced for movement between the Soviet and Western administered sectors in Germany.

•

June 24 1948: The Soviet Union blocks all road and rail travel to and from West Berlin. In response, the Allies begin the Berlin Airlift to keep the city supplied with food and fuel.

•

May 24, 1949: Federal Republic of Germany is founded (West Germany).

•

Oct. 7, 1949: German Democratic Republic is founded (East Germany).

•

May 26, 1952: The border between East and West Germany is closed everywhere apart from Berlin, where a crossing remains open.

•

June 17, 1953: Soviet troops suppress an East Berlin construction workers’ protest.

•

Dec. 11, 1957: Leaving East Germany without permission is prohibited.

•

Aug. 13, 1961: The Berlin Wall goes up.

•

Jan. 17, 1988: A demonstration at an official march sparks major crackdown on dissent.

•

Sept. 10, 1989: Hungary opens its border to Austria, allowing thousands of East Germans to reach the West.

•

Oct. 9, 1989: Monday demonstrations continue with 70,000 protesting in Leipzig.

•

Nov. 9, 1989: Berlin Wall is opened.

•

July 1, 1990: East and West Germany merge economies; the East adopts the Deutsche Mark as currency.

•

Oct. 3, 1990: East Germany unites with West Germany.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 2 – History

Handout 2.2.1 – German Colonialism Timeline

HANDOUT 2.2.1 GERMAN COLONIALISM TIMELINE •

During the seventeenth and eighteenth centuries, the Herero, an ethnic group, migrated to what is today Namibia from the east and established themselves as herders.

• • •

In the beginning of the nineteenth century, the ethnic group of Nama from South Africa arrived in present-day Namibia.

•

In January 1904, conflicts between the colonists and the Herero herders began. There were frequent disputes about access to water and land, and legal discrimination against the native population by the colonists.

•

By mid-1904, the tension in the colony had peaked. Led by Chief Samuel Maherero, the Herero and Nama began a large rebellion against the colonists. This resulted in a conflict between the Herero and the German colonists that lasted until 1907.

• •

In August 1904, the Waterberg Battle, the most decisive battle of the conflict, took place, resulting in the defeat of the Herero.

• • •

At the end of 1904, prisoners were forced into concentration camps, where most of them died from abuse, disease, and starvation.

•

It is estimated that about 75 percent of the Herero population at the time died at the hands of the German colonists. About 65,000 of 80,000 Herero and at least 10,000 Nama were killed.

•

In 1985, the United Nations classified Germany’s handling of the rebellion as an attempt to exterminate the Herero and Nama peoples of South West Africa, and therefore one of the earliest attempts of genocide in the twentieth century.

•

In 2004, Germany’s development aid minister, Heidemarie Wieczorek-Zeul, offered an apology acknowledging German culpability for the war.

•

In 2004, Germany started a special initiative to improve living conditions among the ethnic groups most affected by Germany’s crimes committed in the past.

• •

In 2015, Germany and Namibia initiated a dialogue on coming to terms with the past.

• •

In May 2019, the Stone Cross of Cape Cross, a former territorial marker erected in 1486 was returned.

In 1884, Germany acquired several territories in Africa: German East Africa, German South West Africa, German Cameroon, and Togoland. German settlers were drawn to the colony by economic opportunity in diamond and copper mining, as well as farming. In 1902, the colony had 200,000 inhabitants, of which 2,595 were German.

In October 1904, during the aftermath of the Waterberg Battle, German General Lothar von Trotha issued orders to kill every male Herero and drive the women and children into the desert.

The last and one of the most brutal concentration camps, Shark Island, was closed in early 1907. Germany’s colonial period ended in 1919 with the Treaty of Versailles following World War I, when its territories were confiscated and distributed to the victors.

In February 2019, the Bible and whip belonging to the Namibian national hero Hendrik Witbooi, which had been seized by German troops during the colonial period, was returned.

In May 2021, the German government made a formal state apology acknowledging the murder of the Herero and Nama peoples as genocide. Germany plans to support Namibia and the descendants of the victims with a 1.1 billion euro “rebuilding and development” program for reparations.

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 2 – History

Handout 2.3.1. – Holocaust Memorials Research Worksheet

HANDOUT 2.3.1. HOLOCAUST MEMORIALS RESEARCH WORKSHEET Throughout Berlin, Germany, there are many memorials to remember the Holocaust. Most are traditional monuments or statues. The six memorials listed below are less conventional. Suggested resources for each are included as well. As a group, research your assigned memorial and design a presentation to share what you have learned with the class. Make sure your presentation includes the following:

• • • • •

The memorial’s name The significance of where it is located To whom is the memorial dedicated A brief history of the event(s) represented by the memorial At least one image of the memorial

•

Bebelplatz, “The Empty Library” • https://en.wikipedia.org/wiki/The_Empty_Library • https://www.memorialmuseums.org/denkmaeler/view/1417/Book-Burning-Memorial

•

Gleis 17 Memorial • https://www.memorialmuseums.org/denkmaeler/view/338/Gleis-17-Memorial-–-Berlin-Grunewald • https://fotostrasse.com/platform-17-memorial/#

•

Memorial to the Sinti and Roma of Europe Murdered Under the National Socialist Regime • https://www.memorialmuseums.org/denkmaeler/view/1482/Memorial-to-the-Sinti-and-Roma-of-Europe-Murdered-Under-th e-National-Socialist-Regime • https://encyclopedia.ushmm.org/content/en/article/genocide-of-european-roma-gypsies-1939-1945 (first two paragraphs)

•

Orte des Erinnerns: Places of Remembrance • https://www.memorialmuseums.org/eng/denkmaeler/view/336/Orte-des-Erinnerns---Denkmal-im-Bayerischen-Viertel • https://www.justtravelous.com/en/2011/11/orte-des-erinnerns-places-of-remembrance-mahnmal-memorial-bayerisches-viertel-berlin

•

Stolpersteine • http://www.stolpersteine.eu/en/ • https://www.bbc.com/travel/story/20190328-the-holocaust-memorial-of-70000-stones

•

Trains to Life – Trains to Death Memorial • https://www.memorialmuseums.org/denkmaeler/view/1484/Trains-to-Life-–-Trains-to-Death • https://encyclopedia.ushmm.org/content/en/article/kindertransport-1938-40 (Background section)

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 2 – History

Handout 2.3.1 – Holocaust Memorials Research Worksheet

HANDOUT 2.3.1 HOLOCAUST MEMORIALS RESEARCH WORKSHEET Assigned memorial: Group members: As a group, research your assigned memorial and design a presentation to share what you have learned with the class. Make sure your presentation includes the following: 1.

What is the memorial’s name?

What is its significance of where it is located?

To whom is the memorial dedicated?

Provide a brief history of the event(s) represented by the memorial.

Include at least one image of the memorial.

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Handout 2.3.2 – Vergangenheitsaufarbeitung

HANDOUT 2.3.2 VERGANGENHEITSAUFARBEITUNG Name: College of Arts & Sciences WSU. (2021, February 23). Working Through the Past: German Efforts to Face their Nazi History [video]. YouTube. https:// www.youtube.com/watch?v=s96u51XKKXM. In the YouTube video listed above, Dr. Susan Neiman discusses how Germany has come to terms with its past. Use the quotes listed below and what you have learned in this inquiry, to discuss how Germany’s path to “coming to terms with the past” can be applied to America’s current debate about memorialization. The location of the quote in the video is noted at the end of the quote. Quote 1: The Germans did something that no other country has ever done, even though it was a long and very hard struggle. They made a third step. And they said, “Well yes, we did suffer in the war and certainly after the war, but other people suffered more and their suffering was our fault.” And no other nation has ever done that. (5:36–6:01) Quote 2: … much more important, are constructing different historical narratives. And those historical narratives are not just constructed through school books, … they’re very much constructed by popular culture. … movies, books, and even sometimes music are as least as important as the message we receive in school. (7:12–7:43)

Quote 3: Things like monuments are important: what we take down, what we put up in its place, all these things need to be discussed. Hopefully, individually and within communities. (7:46–8:02) Quote 4: Of course one of the interesting things about Germany is the variety of monuments to the victims of the Holocaust as well as to the very few people who did resist. Anyone walking through Berlin in particular, will probably be astonished by how present the past is and I think that as Americans think about what we want to take down and what we want to put up in their places, we should really learn from that variety. (29:34–30:10)

REFLECTIONS Quote 1:

Quote 2:

Quote 3:

Quote 4:

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Handout 2.4.1 – Divided Germany Maps

HANDOUT 2.4.1 DIVIDED GERMANY MAPS DIVISION OF GERMANY AFTER WWII

© By WikiNight2 - Own work based on: Germany location map labeled 8 Jun 1947 - 22 Apr 1949.svg. Flag of France.svg. Flag of the Soviet Union (1923-1955).svg. US flag 48 stars.svg. US flag 48 stars.svg. Government Ensign of the United Kingdom.svg, GFDL, https://commons.wikimedia.org/w/index.php?curid=10252531

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Handout 2.4.1 – Divided Germany Maps

AIR ROUTES USED DURING THE AIRLIFT

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Handout 2.4.1 – Divided Germany Maps

MAP OF OCCUPIED BERLIN

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Handout 2.4.2 – Berlin Blockade Questions

HANDOUT 2.4.2 BERLIN BLOCKADE QUESTIONS Names: Read the article Berlin Blockade and answer the questions below. 1.

How were Germany and Berlin divided at the end of World War II?

What was the Marshall Plan, and why was Stalin opposed to it?

What events led up to the Soviet Union imposing a blockade on West Berlin?

Who was affected, and how were they affected by the blockade?

What did the Western Allies do in response to the blockade?

How effective was their response? Give examples.

Source: History.com Editors. “Berlin Blockade.” History.com, A&E Television Networks, 1 June 2010, www.history.com/topics/cold-war/berlin-blockade.

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Handout 2.4.3 – News Article Analysis Worksheet

HANDOUT 2.4.3 NEWS ARTICLE ANALYSIS WORKSHEET Newspaper or Electronic Source:

Pages:

Name of article:

Date:

1. What do you already know about that topic?

2. Comprehensiveness of information A. The 5 W’s and H 1. Who? 2. What? 3. When? 4. Where? 5. Why? 6. How? B. Were all the 5 W’s and H answered?

C. Of all the 5 W’s and H, put a star by the one you think is the most important. Tell why.

3. Magnitude of the event in story A. Is it international, national, or local?

B. What is its impact? How many people were affected by it?

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Handout 2.4.3 – News Article Analysis Worksheet

4. Reliability of sources A. Is there an author’s name

B. Did the article come from a wire service?

C. Who are the sources in the article itself? (Examples: lawyer, doctor, neighbor, police officer, forensics expert)

5. Personal reaction What do you think of this article? Discuss, using at least five complete sentences.

Source: Adapted from Kristin Lefebvre from Timberlane Regional School District https://www.timberlane.net/hs/files/Current-Issues-summer-work.pdf.

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Handout 2.4.4 – Photo Analysis Images

HANDOUT 2.4.4 PHOTO ANALYSIS IMAGES

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Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

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FOCUS 2 – History

Handout 2.4.4 – Photo Analysis Images

Source: U.S. Air Force. (2021). Air Force Photos. https://www.af.mil/News/Photos/.

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FOCUS 2 – History

Handout 2.5.1 – Why Was the Berlin Wall Built?

HANDOUT 2.5.1 WHY WAS THE BERLIN WALL BUILT? After viewing the Vimeo video The Wall: A World Divided, answer your assigned question. Record the answers to the other questions during the class discussion. 1.

Following World War II, how was Germany divided?

In which section of Germany was Berlin located?

How was Berlin divided?

How did many people fled East Germany to the West?

What were some reasons people fled East Germany?

How did the continued loss of its labor force affect East Germany?

What did the East German government decide was the best way to stop people from leaving East Germany?

When was the Berlin Wall built and what was it made of?

Why were the families living on Bernauer Straße in a strange situation?

Source: Stange, E. (n.d.). The Wall: A World Divided. Retrieved March 29, 2021, from https://vimeo.com/110165265. (3–9:50 minutes)

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Handout 2.5.2 – Why Was the Berlin Wall Built? Answer Key

HANDOUT 2.5.2 WHY WAS THE BERLIN WALL BUILT? ANSWER KEY 1.

Following World War II, how was Germany divided? The Allies divided Germany among themselves, with the Soviets taking the eastern part of Germany and the United States, Britain, and France dividing the western portion.

In which section of Germany was Berlin located? Berlin was located in the Soviet-controlled portion of Germany.

How was Berlin divided? Berlin was divided among the victors, with the Soviets taking the eastern half and the other Allies taking the western part.

How did many people fled East Germany to the West? People would travel from East Germany into East Berlin then to West Berlin, and from there, they would be resettled in West Germany.

What were some reasons people fled East Germany? People did not like life under communism, the lack of prospects, and the lack of political freedom.

How did the continued loss of its labor force affect East Germany? It threatened East Germany’s economic survival.

What did the East German government decide was the best way to stop people from leaving East Germany? They built a barbed wire fence down the center of Berlin.

When was the Berlin Wall built and what was it made of? The wall was built August 13, 1961, using barbed wire fencing.

Why were the families living on Bernauer Straße in a strange situation? The street and front doors of the buildings were located in West Berlin, but the insides of the buildings, and the occupants, were in East Berlin.

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Handout 2.5.3 – The Children of West and East Berlin

HANDOUT 2.5.3 THE CHILDREN OF WEST AND EAST BERLIN As a group, read the excerpts of testimonies and examine the drawings from the children of West and East Berlin. Then answer the questions on Handout 2.5.4.

1: SVEN, WEST BERLIN After the war, they—the Russians, Amis [Americans], French, and English—divided Germany and Berlin. Then they built the Wall. I’m not sure why. But it means we have to travel three or four hours through the GDR [German Democratic Republic] to get to our country. It’s better here than there. When I travel through the GDR, I see them in their small cars, all crowded [laughter], while we go by in our Mercedes. They don’t live as well as we do. Also, they’re less free over there than we are. They can’t say what they like. If someone goes to Alex Platz and shouts, “I hate the GDR,” the Russians will grab him right away and throw him in jail. Here, if you shout you don’t like the mayor, nobody bothers you. You can say what you like. Over there they don’t like us. Children have to all go out and greet Honecker when he visits, and he tells them we’re all rotten people here— fascists who only want war. We don’t want war. We want a reunification. In our national hymn there is a verse that calls for our brothers over there to be with us again. And we want to help them be freer. But in their national hymn, they just sing to their Genossen [comrades], never to us. (p. 44)

2: DIRK, EAST BERLIN In school we learn that the Wall was built to keep out spies from the West, who wanted to ruin our country. Maybe that’s true, and sometimes I worry that the FRG [Federal Republic of Germany] or America will start a war with us. But I also hear other things. Last week I saw a television program from the West about the border. I learned a lot of things I never heard here. It really makes me sick, the border. You can see it behind our school; it’s really well protected. There are always lots of guards there, and this television program said they even have automatic shooting machines. To shoot us if we try to leave. And then they tell us how wonderful it is here. But they know if people had the chance, most would leave. Why else is the border there? If I could, I think I would go there. But I don’t know if I would want to live in the West; I’d be worried about all the unemployment and chaos there. But we have relatives over there, and I would like to visit them sometimes. I know they’re supposed to be our enemy, and I think some of them are. But not my aunt. What the government doesn’t understand is that most people would just want to be able to visit over there, and then come back here. That’s what I want to do. I’d still live here; this is my home. (p. 80)

3: 11-YEAR-OLD BOY, WEST BERLIN Over there is not as good as here. There they live bad, with never enough to eat or drink. They’re always staring at us when we come to visit. We have a BMW, and they have their Trabis [Trabant, the most popular and affordable of East German cars]. . . . Since they built the Wall, we have all the good things here—food and other things—and they don’t. (p. 57)

4: MATTHIAS, WEST BERLIN You really need money here on Ku’damm. When I walk down this street, I just think of how I could spend my money if I had a lot, and sometimes I just think I have to spend it any way I can—that it doesn’t matter how. I don’t think I want much, but when I am here I begin to forget that. I see a motorcycle, a car, even a necklace, and I want them, and I begin to dream of them. And that’s no good. People here always want to have, have, have. Here it seems like the main thing in life is money and good things. But that’s not how it should be. The most important thing is contact with others; and people who are greedy have no contact. People end up hating each other because of money.

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Handout 2.5.3 – The Children of West and East Berlin

Over there in East Berlin they have socialism. I don’t think it’s good that they can’t travel where they want; but I hear that there aren’t any real rich people there, that everyone is more equal. I think that’s more fair. Sometimes I think the Wall keeps that away from us, too—not just the Russians. And it would be better if we had some of that, too. Sometimes I think we should have poverty every six years, and then pick up again. To learn not to want everything, to learn to think about what we really need and don’t need. I think after a couple of poverty catastrophes we’d be okay.… To work and to be free, that is important. Over there, people have work. That is good. But they are not free. Here we are freer, but there is less work. People have to feel needed. There’s so much unemployment now; and I read somewhere that 50 percent of suicides are people out of work. If I were mayor of Berlin, the first thing I’d do is get people jobs. Then I’d take care of housing problems, so that people who need apartments get them without having to use all their salary for rent. These are two things people “over there” get without having to fight. That’s the best thing about life in East Berlin. (pp. 60–61, 65)

5: BRIGITTE, WEST BERLIN I can see the Wall from my living room window. Yes, I forget about it sometimes, because it’s always there. I was born here, and always remember the Wall being there. When I was little we used to play “border patrol” down there, but now I don’t spend much time near it. Sometimes we hear their jeeps going by in “no-man’s-land,” and at night their alarms go off if someone tries to escape, or maybe they just have practice in case someone tries to escape. Well, two weeks ago someone did try. It was at night, and it’s usually pretty quiet here—hen all of a sudden I heard a lot of guns being fired over there. I knew someone was trying to get over, and I started to pray that he would make it. But I knew he wouldn’t, and I felt so bad for him. A lot of people heard it too, and they got up and went to the Wall and started shouting and cursing at them over there. My mother let me go out with her and I shouted too. Then we started bringing garbage and other stuff over to the Wall and we set it on fire and let the wind blow the stinking smoke over to them. Everyone was so angry and some people were crying. I still wonder who it was that night; his family must be so sad. It’s not fair, how they can’t leave if they want to. And now I just hate the GDR, for what they do to the people. (p. 53)

6: TANYA, 12 YEARS OLD, EAST BERLIN . . . The Wall was built because people in the West were taking away our doctors and other skilled people. And we were losing a lot of them that way. Also, they were always going by the border, acting like they were getting ready for a war against us. They didn’t want us to live here or something. So the Wall was built. I think we do need the Wall still. When I see the news about the West, all I see is crime, demonstrations, murders—nothing else. Sometimes I think the Wall protects us from all that. Soldiers have died defending the border, you know. We learned about one of them in school. I think it’s better here because it’s stricter. There are more laws, so we don’t have demonstrations like they do in the West. We need those laws; and sometimes I wonder why it’s not more strict in the West. (p. 104)

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Handout 2.5.3 – The Children of West and East Berlin

Drawing 1. Sven, West Berlin

Drawing 2. 12-year-old boy, West Berlin

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Handout 2.5.3 – The Children of West and East Berlin

Drawing 3. Andrea, East Berlin

Drawing 4. Torsten, East Berlin

Source: Excerpts of testimonies and examine the drawings from the children of West and East Berlin: Davey, T. A. (1987). A Generation Divided: German Children and the Berlin Wall. Durham, NC: Duke University Press.

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FOCUS 2 – History

Handout 2.5.3 – The Children of West and East Berlin

Drawing 5. 9-year-old American boy living in West Berlin (computer-generated)

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Handout 2.5.4 – The Children of East and West Berlin Questions

HANDOUT 2.5.4 THE CHILDREN OF EAST AND WEST BERLIN QUESTIONS Read the excerpts of testimonies and examine the drawings by children who lived in East Berlin or West Berlin during the time of the Berlin Wall in Handout 2.5.3. As a group, answer the following questions. 1.

What have the children learned about the purpose of the Wall?

What contradictory kinds of information do they possess?

How do they evaluate these two sources of information?

What is the attitude of the eastern children toward the West?

How did the Wall affect their day-to-day life?

How did the children compare the East and the West?

How would you evaluate the importance of personal experiences in shaping children’s views of the East and West, compared to what they learned at home and in school?

Source: The Berlin Wall and Beyond, Unit 3, Living with the Wall, http://theberlinwallandbeyond.weebly.com/activities4.html.

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FOCUS 2 – History

Handout 2.6.1 – Asylum Seekers/Refugee Statistics Germany

HANDOUT 2.6.1 ASYLUM SEEKERS/REFUGEE STATISTICS GERMANY Use the graph and charts below to complete Handout 2.6.2, Asylum Seekers by Country of Origin.

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Handout 2.6.1 – Asylum Seekers/Refugee Statistics Germany

A Transatlantic Outreach Program Instructional Text for Middle School Educators

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FOCUS 2 – History

Handout 2.6.1 – Asylum Seekers/Refugee Statistics Germany

Sources: BAMF. (2016). Bundesamt in Zahlen 2016. Federal Office for Migration and Refugees. https://www.bamf.de/SharedDocs/Anlagen/DE/ Statistik/BundesamtinZahlen/bundesamt-in-zahlen-2016.pdf?__blob=publicationFile&v=16. BAMF. (2020). Bundesamt in Zahlen 2020. Federal Office for Migration and Refugees. https://www.bamf.de/SharedDocs/Anlagen/DE/ Statistik/BundesamtinZahlen/bundesamt-in-zahlen-2020-asyl.pdf?__blob=publicationFile&v=2. Bundeszentrale für politische Bildung. (2020). Demografie von Asylsuchenden in Deutschland. Federal Agency for Civic Education. https://www.bpb.de/gesellschaft/migration/flucht/zahlen-zu-asyl/265710/demografie.

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FOCUS 2 – History

Handout 2.6.2 – Asylum Seekers by Country of Origin

HANDOUT 2.6.2 ASYLUM SEEKERS BY COUNTRY OF ORIGIN Name: Use the graphs and charts on Handout 2.6.1 to fill in the table, and conduct your own research to answer the questions below.

Country

Number of Asylum Seekers, 2016

Number of Asylum Seekers, 2020

Number of Females, 2016

Number of Males, 2016

Number of Females, 2020

Number of Males, 2020

Largest Age Group, 2016

Largest Age Group, 2020

Syria Iraq Afghanistan Eritrea Nigeria Iran

What differences do you observe in the two graphs, “Number of Asylum Seekers in Germany by Country of Origin 2016” and “Number of Asylum Seekers in Germany by Country of Origin 2020,” on Handout 2.6.1?

What differences do you observe in the two graphs, “Asylum Applications in 2016 by Gender“ and “Asylum Applications in 2020 by Gender,” on Handout 2.6.1?

What differences do you observe in the two graphs, “Asylum Seekers by Age 2016” and “Asylum Seekers by Age 2020” on Handout 2.6.1?

What push factors may have caused refugees to flee their home of your assigned country?

What are some pull factors that made Germany a main destination for refugees?

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Handout 2.6.3 – Immigrant and Refugee Needs Diagram

HANDOUT 2.6.3 IMMIGRANT AND REFUGEE NEEDS DIAGRAM With the same group you worked with for Task 2, use the listed resources to research your assigned category. Find at least five points of information for your category. Complete that category section on your own Diagram (page 2 of this handout). Share what you have learned with your classmates and complete your diagram with their information.

JOBS

•

Bierbach, M. (2015, November 18). German Companies Start Refugee Program. Deutsche Welle. https://www.dw.com/en/ german-companies-start-refugee-programs/g-18857047.

•

Handbook Germany. (2021). Job Hunting and Application. https:// handbookgermany.de/en/work/jobsearch-and-application.html.

•

Al Jazeera. (2015, September 9). German Volunteers Launch “Airbnb for Refugees.” https:// www.aljazeera.com/news/2015/09/09/ german-volunteers-launch-airbnb-for-refugees/.

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Handbook Germany. (2021). Schools in Germany. https:// handbookgermany.de/en/learn/school.html.

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Handbook Germany. (2021). Learning German. https:// handbookgermany.de/en/learn/language/learning-german.html.

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MacGregor, M. (2019, November 11). Germany: Sick without Papers. Info Migrants. https://www.infomigrants.net/en/ post/20743/germany-sick-without-papers.

HOUSING

•

Zusammenleben Willkommen. (2015, December 26). Flüchtlinge Willkommen – Impressionen aus der WG. YouTube. https://www. youtube.com/watch?v=ixObmWO8qRc.

SCHOOLS

•

Davis, A. (2017, November 19). Germany Sees Mixed Results in Refugee Education. Al-Fanar Media. https://www.al-fanarmedia. org/2017/11/germany-sees-mixed-results-refugee-education/.

LANGUAGE

•

Derka. (2021). Integration Courses (BAMF). https://www.dekra.com/ en/integration-courses/.

HEALTH CARE

•

Handbook Germany. (2021). Healthcare for Refugees. https:// handbookgermany.de/en/live/healthcareforrefugees.html.

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Handout 2.6.3 – Immigrant and Refugee Needs Diagram

HANDOUT 2.6.3 IMMIGRANT AND REFUGEE NEEDS DIAGRAM Name:

Housing

Jobs

Schools

Needs

Health Care

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FOCUS 2 – History

Handout 2.7.1 – German Inventors List

HANDOUT 2.7.1 GERMAN INVENTORS LIST Assign each student or student pair an inventor and invention from the list below.

Inventor

Invention(s)

Friedrich Soennecken

hole punch & ring binder

Özlem Türeci

messenger RNA vaccine

Wilhelm Conrad von Röntgen

x-ray machine

Max Keith

Fanta

Melitta Bentz

coffee filter

Oscar Troplowitz

adhesive tape

Käthe Paulus

first collapsible parachute

Adolf Dassler

screw-in cleats

Friedrich Wilhelm Gustav Bruhn

taxi meter

Ottomar von Mayenburg

toothpaste

Marga Faulstich

lightweight optical glasses

Levi Strauss

jeans

Jürgen Dethloff & Helmut Gröttrup

chip card

Carl von Linde

refrigerator

Bertha Benz

brake lining

Felix Hoffmann

aspirin

Adolf Gaston Eugen Fick

contact lenses

Hans Beck

Playmobil

Clara Ritter

Ritter Sport chocolate bar

Reinhold Berger

thermos

Hans Riegel

Gummy Bears

Otto Bock

orthopedic leg

Henrich Focke

helicopter

Emil Berliner

record player

Wilhelm Maybach & Gottlieb Daimler

motorcycle

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Handout 2.7.2 – German Inventors Poster Project

HANDOUT 2.7.2 GERMAN INVENTORS POSTER PROJECT Inventor: Invention: Using the resources listed below, learn more about your assigned inventor and invention to create an 18 × 24-inch poster. Your poster should:

•

Be creative

•

Be colorful

Be accurate!

Be prepared to share your poster and to answer questions. Poster Contents:

• • •

Name of inventor(s) and at least one inventor characteristic from the word cloud created in Task 1 Invention(s) Year(s) invented

• • • •

Purposes or uses of the invention(s) Future adaptation or improvement to the invention(s), if any Impact upon society At least one image

Use the whole poster! Resources

•

https://takelessons.com/blog/german-inventions-z12 aspirin, Gummy bears, contact lenses, jeans, x-ray technology, record player and records, coffee filters

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https://www.goethe.de/prj/stg/en/deu/erf.html orthopedic leg, chip card, contact lenses, Gummy Bear, helicopter, jeans, motorcycle, record player, refrigerator, thermos, toothpaste, x-ray technology

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https://www.dw.com/en/10-everyday-things-invented-in-germany/a-18912226 hole punch & ring binder, Fanta, adhesive tape, screw-in cleats, taximeter

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https://berlinspectator.com/2020/07/14/made-in-germany-the-top-10-german-inventions-1/ toothpaste, x-ray technology, jeans, aspirin, refrigerator, contact lenses

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https://www.germany.travel/en/ms/german-heritage/made-in-germany/brands-and-inventions.html aspirin, chip card, record player, tape recorder, toothpaste, x-ray technology

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https://www.thelocal.de/20160116/ten-of-germanys-greatest-inventions-every-day-german-inventors ring binder & hole punch, aspirin, x-ray technology, Playmobil, contact lenses

•

https://lifeinduesseldorf.com/invented-in-germany/ ring binder & hole punch, aspirin, taximeter, toothpaste, coffee filters, Gummy bears, Fanta, contact lenses, adhesive tape, thermos

•

https://www.automotivehalloffame.org/honoree/bertha-benz/ Brake lining

•

https://en.wikipedia.org/wiki/Marga_Faulstich lightweight optical glasses

•

https://www.dpma.de/english/our_office/publications/ingeniouswomen/kaethepaulus/index.html collapsible parachute

•

https://www.businessinsider.com/meet-married-biontech-billionaires-who-helped-create-pfizer-vaccine-2020-11 messenger RNA vaccine

•

https://www.ritter-sport.com/history Ritter Sport

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FOCUS 2 – History

Handout 2.7.3 – German Inventors Invention Gallery Walk

HANDOUT 2.7.3 GERMAN INVENTORS INVENTION GALLERY WALK Name: As you walk through the German Inventors Invention Gallery, select an invention for each of the following categories. Note why you selected it for the category. An invention may be chosen for more than one category. Which Invention

Is the most innovative?

Is the most useful?

Is the most creative?

Has had the greatest impact?

Would be missed the most if no longer available?

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FOCUS 3 – Contemporary German Society

Handout 3.1.1 – AEIOU Graphic Organizer

HANDOUT 3.1.1 AEIOU GRAPHIC ORGANIZER Name: Watch the video and complete the following graphic organizer.

A E I O U

Write an adjective that describes the video.

Write an emotion that you feel after watching the video.

Write something interesting you learned from the video.

Write something that made you say, Oh! (that surprised you).

Write a question you still have after the video (Um..?).

Video: PBS. (2017). This Is What Students Think About ‘Fake News’ and the Media. Retrieved from: https://www.pbs.org/newshour/show/ this-is-what-students-think-about-fake-news-and-the-media. (2:18)

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FOCUS 3 – Contemporary German Society

Handout 3.1.2 – Network Enforcement Law

HANDOUT 3.1.2 NETWORK ENFORCEMENT LAW What is the law?

•

The German parliament passed a law that holds social media companies and other providers of online content responsible for misinformation: They can be fined up to €50 million (about U.S. $57.8 million) if they fail to remove “obviously illegal” speech within 24 hours of it being reported.

Whom does it apply to?

•

The law is described as applying to social media companies, but it defines that term very broadly.

What is considered illegal speech or content?

•

Illegal content includes:

• • • • • • • • • • • • •

Public incitement to commit a crime Disturbing the public peace by threatening to commit criminal acts Formation of criminal organizations or terrorist organizations Depiction of violence Rewarding and approval of criminal acts Insulting confessions, religious societies, and ideological associations Defamation Violation of the most personal sphere of life through image recordings Falsification of data relevant to evidence Dissemination of propaganda material of unconstitutional organizations Use of symbols of unconstitutional organizations Preparation of a serious act of violence threatening the state Instruction to commit a serious act of violence threatening the state

What does the law require?

• • •

Social network providers have to maintain a procedure for handling complaints about unlawful content. Providers of social networks have to take immediate notice of the complaint, and providers are required to remove or block access to content within 24 hours of receiving the complaint. Social network providers that receive more than 100 complaints about unlawful content per year will have to publish two reports each year detailing: 1. 2. 3.

The strategies they will use to report unlawful content How the provider handled the complaints The number of complaints received

Source: Overview of the NetzDG Network Enforcement Law. (July 2017, July 17). Center for Democracy and Technology. cdt.org/insights/overviewof-the-netzdg-network-enforcement-law/.

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FOCUS 3 – Contemporary German Society

Handout 3.2.1 – German School Schedule

HANDOUT 3.2.1 GERMAN SCHOOL SCHEDULE German secondary schools have a class schedule that resembles a U.S. college schedule, with different classes offered each day. Some subjects are taught three days a week, and others taught only twice a week. There are also break periods, usually a short and a long break (Große Pause), during the school day. If a teacher is absent, there is no class that day, or the class is taught by a colleague who has a free period. Substitutes (Ersatzlehrkraft) are only hired for lengthy absences. Most students eat lunch at home, since schools usually have no cafeteria, and the school day ends fairly early.

CLASS A Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00–8:45

Social Studies

Math

German

Math

Music

8:45–9:30

Social Studies

German

Math

German

9:30–9:45

Break

9:45–9:55

Breakfast

9:55–10:40

German

Art

Social Studies

English

Math

10:40–11:25

Math

Art

English

Social Studies

German

Intervention

11:25–11:40

Break

11:40 a.m.–12:25 p.m.

Music

Religious studies

Sport

12:25–1:10

Creative time (movement)

Religious studies

Sport

CLASS B Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:15–9:00

Student Council

Math

Social Studies

German

9:00–9:45

Home Economics

Math

German

Art

9:45–9:55

Breakfast

9:55–10:20

Project time

10:20–10:30

Reading time

10:30–11:15

German

Environmental Studies

Home Economics

Art

11:15 a.m.–12:00 p.m.

English

German

Social Studies

English

Math

Music

P.E.

12:00–12:15 12:15–1:00

Break Social Studies

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FOCUS 3 – Contemporary German Society

Handout 3.2.2 – German School System

HANDOUT 3.2.2 GERMAN SCHOOL SYSTEM Review and read the passages below to learn how schools are organized in Germany.

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FOCUS 3 – Contemporary German Society

Handout 3.2.2 – German School System

HOW ARE SCHOOLS ORGANIZED IN GERMANY? Primary school in Germany is known as Grundschule, and the term starts around the beginning of September. From age 6 to 10, children go through four years of school at a primary level. However, some primary schools run for six years; that means your fifth-grade age would be 11, and a sixth-year student would be 12 years old. The students may be required to pass a test (known as the Einschulungsuntersuchung)—and even if they pass the test, administrators may not offer secondary school yet as an option if the child is not socially or physically ready. Once primary school is complete, students will progress to secondary school. There are five types: 1. 2. 3. 4. 5.

Gymnasium for “academic” students Realschule for vocation-focused students Hauptschule for “less academic” students (this has been abolished in most states) Gesamtschule a comprehensive school for all education types Integrated schools where Hauptschule and Realschule curricula are merged

WHAT IS THE GRADING SYSTEM IN GERMAN SCHOOLS? The grading system in Germany runs on a scale from 1 to 6. The highest is 1 or sehr gut (“very good”). This is an outstanding achievement. An average score is 2.6 to 3.5, or befriedigend (“satisfactory”).

References: Expatrio. (n.d.). German Education System. Retrieved June 12, 2021, from https://www.expatrio.com/studying-germany/german-educationsystem. German-Way. (n.d.). The German School System. Retrieved June 12, 2021, from https://www.german-way.com/history-and-culture/education/ the-german-school-system/. How to Germany. (n.d.). German School System. Retrieved June 12, 2021, from https://htg.gearbrand.com/german-school-system/.

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FOCUS 3 – Contemporary German Society

Handout 3.3.1 – Question Stems

HANDOUT 3.3.1 QUESTION STEMS Use the following to help you develop your questions for the apprenticeship game.

What…? Where…? Who…? When…? Name…? How many…? Why does …? List two or three… Define…

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FOCUS 3 – Contemporary German Society

Handout 3.3.2 – Apprentice Interviews

HANDOUT 3.3.2 APPRENTICE INTERVIEWS The following answers in green are replies from real apprentices from Karlsruhe, Germany, in their own unedited language. Name: 1.

Marvin

Why did you decide on an apprenticeship? To have completed a vocational training for my career.

What type of apprenticeship did you do? Process mechanic for plastics/rubber.

How did you decide on your apprenticeship? This profession was suggested to me by a former classmate.

What was your first year like during your apprenticeship? It was crucial in getting to know practical operations/activities.

Did you earn money while you learned your trade? If so, how much did you earn (per month)? About €700 ($840) net in the first month.

How long did your apprenticeship last? 3 years.

What has been the most challenging part of being part of the apprenticeship program? Studying after work is difficult.

What did you find the most rewarding during your apprenticeship program? Practical and theoretical experience, and exchanging experience with other trainees.

What were your favorite subjects in school? Vocational subjects / occupational subjects.

10. How do you envision your professional future? Taking on responsibility upon graduation from technical school. 11. How difficult was the application process? Very difficult, there is a lot of competition from others seeking an apprentice position. 12. What is your daily routine as an apprentice? (Daily work life) Work on theory as well as practical tasks with other trainees/employees. 13. Did your parents or teachers help you decide to do an apprenticeship? Yes. 14. Did you receive career counseling from an employment agency? No.

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FOCUS 3 – Contemporary German Society

Name: 1.

Handout 3.3.2 – Apprentice Interviews

Sara

Why did you decide on an apprenticeship? Security, own income, foundation for further education.

What type of apprenticeship did you do? Training as a toolmaker.

How did you decide on your apprenticeship? Good opportunities for further training, very diversified profession.

What was your first year like during your apprenticeship? Exciting, interesting, strenuous.

Did you earn money as you learned your trade? If so, how much did you earn (per month)? 1st year of apprenticeship: €800 ($960), 2nd year of apprenticeship €900 ($1,080), 3rd year of apprenticeship €950 ($1140), 4th year of apprenticeship €1,000€ ($1,200).

How long did your apprenticeship last? 3.5 years.

What has been the most challenging part of being part of the apprenticeship program? The practical midterm exam.

What did you find most rewarding during your apprenticeship program? Teamwork with other apprentices, discovering different departments and activities.

What were your favorite subjects in school? Physical education, history, geography, technology.

10. How do you envision your professional future? An open, communicative workplace in a medium-sized company. 11. How difficult was the application process? Very easy due to good economic conditions. 12. What is your daily routine as an apprentice? (Daily work life) Work through learning content. Fulfill work assignments. Get to know new machines and activities. Work in departments. 13. Did your parents or teachers help you decide to do an apprenticeship? Yes. 14. Did you receive career counseling from an employment agency? The curriculum of a Realschule includes visits to career information fairs and to the employment agency – so yes.

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FOCUS 3 – Contemporary German Society

Name: 1.

Handout 3.3.2 – Apprentice Interviews

Karim

Why did you decide on an apprenticeship? An apprenticeship in a skilled trade forms the foundation for later or advanced training. During your time as an apprentice, you receive a salary and have a secure employment relationship.

What type of apprenticeship did you do? An apprenticeship as an automotive mechatronics technician, in the field of passenger vehicle technology.

How did you decide on your apprenticeship? I have been interested in cars from an early age.

What was your first year like during your apprenticeship? Very interesting, but one could have hoped for more, especially in the field of alternative driving concepts. But in 2006, there were relatively few carmakers aspiring to work on this type of technology.

Did you earn money as you learned your trade? If so, how much did you earn (per month)? It was about €350 ($420) in the first year, and increased to around €500 ($600) in the third year of my apprenticeship.

How long did your apprenticeship last? 3.5 years.

What has been the most challenging part of being part of the apprenticeship program? Replacing the DC-to-DC converter/inverter on a hybrid vehicle as an apprentice.

What did you find most rewarding during your apprenticeship? The class community and also the willingness to experiment in the workshop and in the school laboratory.

What were your favorite subjects in school? I have to be honest and say that I really enjoyed the subjects of engine theory and the air conditioning. They always discussed very interesting topics.

10. How do you envision your professional career? I am currently continuing my education in this field. 11. How difficult was the application process? It was extremely difficult at that time, with about 100 applicants per job posting in 2006. You had to assert yourself and prove yourself through an internship. 12. What is your daily routine as an apprentice? (Daily work life) At dealerships, unfortunately, reconditioning and cleaning vehicles for the end customer is also part of the daily work. However, there were relatively few engine repairs and accident repairs during my apprenticeship. Troubleshooting with the laptop or with the diagnostic tool is the real daily work of an apprentice. 13. Did your parents or teachers help you decide to do an apprenticeship? Yes they can see the skills and the abilities that you have and that you can possibly expand on and thrive. 14. Did you receive career counseling from an employment agency? No, you can do without them.

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FOCUS 3 – Contemporary German Society

Name: 1.

Handout 3.3.2 – Apprentice Interviews

Hanna

Why did you decide on an apprenticeship? My motivation to continue school after graduating high school was no longer there, and I really wanted to learn a profession after graduation and earn my own money.

What type of apprenticeship did you do? An apprenticeship as a motor vehicle mechatronics technician, specializing in commercial vehicle technology.

How did you decide on your apprenticeship? I was always interested in machines and engines, as well as cars, trucks, tractors, motorcycles, and everything that runs with an engine and has wheels or chains and absolutely wanted to learn the profession of automotive mechatronics.

What was your first year like during your apprenticeship? The first year was not easy and was a big transition from school life to working life. However, I received a lot of support from the company and the vocational school. So the first year was a little easier and also over pretty quickly.

Did you earn money as you learned your trade? If so, how much did you earn (per month)? I earned about €850 ($1,020) gross in my first year of training in the city of Mainz (public service).

How long did your apprenticeship last? The apprenticeship takes 3.5 years.

What has been the most challenging part of being part of the apprenticeship program? The biggest challenges were the exams, but in retrospect they were easy.

What did you find most rewarding during your apprenticeship program? Working in a team in the workshop and learning the trade.

What were your favorite subjects in school? The subjects that related to my apprenticeship were my favorite subjects, they were very interesting.

10. How do you envision your professional future? I already started my professional career. I am doing further training to become a technician for automotive technology at the Carl Benz School in Gaggenau in Germany. 11. How difficult was the application process? The application process for my apprenticeship was quite simple. After 2 interviews, I got a training position directly with the waste management company of the city of Mainz. 12. What is your daily routine as an apprentice? (Daily work life) There were 1-2 days a week of vocational school. The other days of the week I went to work in the workshop. 13. Did your parents or teachers help you decide to do an apprenticeship? I made this decision by myself for myself. 14. Did you receive career counseling from an employment agency? At the school where I received my certificate, there was a career counseling service which I took advantage of at the beginning. However, my decision to train as an automotive mechatronics technician was made pretty quickly, so I didn’t need any more career counseling.

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FOCUS 3 – Contemporary German Society

Name: 1.

Handout 3.3.2 – Apprentice Interviews

Steffen

Why did you decide on an apprenticeship? To have a good job in the future.

What type of apprenticeship did you do? Industrial mechanic.

How did you decide on your apprenticeship? Location and company were a good fit.

What was your first year like during your apprenticeship? Good.

Did you earn money as you learned your trade? If so, how much did you earn (per month)? €1,000 ($1,200).

How long did your apprenticeship last? 3.5 years reduced to 3.

What has been the most challenging part of being part of the apprenticeship program? Intermediate exam.

What did you find most rewarding during your apprenticeship program? Development, learning new things, making new colleagues/contacts, working in a team.

What were your favorite subjects in school? Economics.

10. How do you envision your professional future? At Daimler. 11. How difficult was the application process? Hard. Two tests and two interviews. 12. What is your daily routine as an apprentice? (Daily work life) Milling, turning, drilling. 13. Did your parents or teachers help you decide to do an apprenticeship? Yes. 14. Did you receive career counseling from an employment agency? No.

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FOCUS 3 – Contemporary German Society

Name: 1.

Handout 3.3.2 – Apprentice Interviews

Ilya

Why did you decide on an apprenticeship? I wanted to learn automotive mechatronics; I would not do so today!!!

What type of apprenticeship did you do? Apprenticeship at the CBS Gaggenau (Germany).

How did you decide on your apprenticeship? It was my dream job as a child.

What was your first year like during your apprenticeship? Training in the company was satisfactory. However, I would give the training portion at school an insufficient grade because many teachers themselves lacked the basics in the profession or just did not understand them.

Did you earn money as you learned your trade? If so, how much did you earn (per month)? €600 ($725).

How long did your apprenticeship last? Three years after reducing my time there, as the learning content was insufficient.

What has been the most challenging part of being part of the apprenticeship program? To teach myself all the content.

What did you find most rewarding during your apprenticeship program? The work at the company where I could work on Porsche vehicles, if I had the chance to do so.

What were your favorite subjects in school? None.

10. How do you envision your professional future? OK. 11. How difficult was the application process? It was relatively easy. 12. What is your daily routine as an apprentice? (Daily work life) Changing tires and inspections, sweeping the yard; unfortunately, I learned nothing. 13. Did your parents or teachers help you decide to do an apprenticeship? No, they warned me against my decision, and that is why I first finished high school. 14. Did you receive career counseling from an employment agency? They are pretty useless, poorly accessible, and unreliable.

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FOCUS 3 – Contemporary German Society

Handout 3.4.1 – Who Am I?

HANDOUT 3.4.1 WHO AM I? My full name is . . . It comes from or means . . . I am in my family, and my family is I identify as . . . I see myself as (character, future something) When I walk down the street, I think people see . . .

My full name is . . . It comes from or means . . . I am in my family, and my family is I identify as . . . I see myself as (character, future something) When I walk down the street, I think people see . . .

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FOCUS 3 – Contemporary German Society

Handout 3.4.2 – Video Reflection Sheet

HANDOUT 3.4.2 VIDEO REFLECTION SHEET Name: Watch the video Kids on Race. While listening to the youth speaking in the video, write a check mark every time you hear something that suggests a specific type of mental and emotional impact from racism. (For example, if a student said two things that indicate that he or she felt helpless, there should be two checkmarks in the “feeling helpless” column). Write down one actual comment (quote) that really shows the impact of racism on that person.

Impact Feeling Hopeless

Feeling Disrespected

Feeling Scared

Quotes Low Self-Esteem (something is wrong with me)

Source: WNYC Radio. (2015, July 7). Kids on Race. YouTube. https://www.youtube.com/watch?v=C6xSyRJqIe8. (4:17)

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FOCUS 3 – Contemporary German Society

Handout 3.4.2 – Video Reflection Sheet

HANDOUT 3.4.2 VIDEO REFLECTION SHEET Based on everything you learned, what are the most important messages you will take away? 1.

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FOCUS 3 – Contemporary German Society

Handout 3.4.3 – Standing Up for Equality in Germany’s Schools

HANDOUT 3.4.3 STANDING UP FOR EQUALITY IN GERMANY’S SCHOOLS Names: With your partner, read the profiles below from students and parents about the racism they have experienced in German schools. Complete the chart: Write down the individual’s occupation and use checkmarks to indicate the impact of their experiences. Add quotes as evidence for your answers.

Name of Person Profiled and their occupation

Impact Feeling Hopeless

Feeling Disrespected

Feeling Scared

Quotes Low Self-Esteem (something is wrong with me)

Abit Kazci

Didem Yüksel

Makoto Takeda

Asal H.

Somaia M.

Source: Open Society Justice Initiative. (2013, October). Standing Up for Equality in Germany’s Schools. https://www.justiceinitiative.org/ publications/standing-equality-germanys-schools.

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FOCUS 3 – Contemporary German Society

Handout 3.4.3 – Standing Up for Equality in Germany’s Schools

HANDOUT 3.4.3 STANDING UP FOR EQUALITY IN GERMANY’S SCHOOLS Based on what you learned or on personal experiences, are there any similarities between the racial discrimination or bullying experiences of U.S. and German youth? Explain.

Based on everything you learned about racism in schools, what are the most important messages you will take away? 1.

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FOCUS 3 – Contemporary German Society

Handout 3.4.4 – School without Racism Pledge

HANDOUT 3.4.4 SCHOOL WITHOUT RACISM PLEDGE “Schule ohne Rassismus - Schule mit Courage” [“Schools without Racism - Schools with Courage”] is an independent project of the association Aktion Courage e.V. based in Berlin. The association was founded in 1992 by citizens’ initiatives, human rights groups, associations, and individuals as a response to the violent racism that had broken out in Mölln, Solingen, Hoyerswerda, and Rostock. The project helps schools, upon their request, to obtain and then maintain the “School without Racism—School with Courage” designation. German students can use their voice to make their school a “School without Racism—School with Courage” through volunteering, action, and leadership. With this initiative, students — who are the largest group in schools — make a commitment to stand against racism with their teachers and other school staff. Students actively work to create the conditions needed to get 70 percent of their fellow students and school staff, including cleaning staff, to pledge to be a “School without Racism”.

❑

I am committed to ensuring that my school implements sustainable projects, actions, and events to overcome discrimination, especially racism.

❑

If violence or discriminatory statements or actions are carried out at my school, then I will oppose this, speak up about it, and support an open discussion so that, together, we can find ways to treat each other with respect.

❑

I am active in ensuring that my school carries out projects against all forms of discrimination, especially racism, every year.

I want my school to become a School without Racism

❑ Yes ❑ No REFLECTION QUESTIONS 1.

What are your thoughts on the pledge? Would you feel comfortable making this commitment? Why or why not?

Does the pledge capture all actions needed to fight racism based on what you have learned? Is anything missing?

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Handout 3.4.4 – School without Racism Pledge

In Germany, the School without Racism recognition is given to schools where 70 percent of a school population (students, teachers, and other staff ) vote and agree to make this pledge. Parents are not asked to vote. Why do you think parents are not included? Would this exact pledge work at your school? Which group do you think would be the hardest to convince to reach the 70 percent vote? Explain.

As a group, write a pledge in your own words against racism in your school.

❑

As a group, list three strategies you would use to get 70 percent of your school to agree to your pledge. 1.

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Handout 3.5.1 – Examples of Activism

HANDOUT 3.5.1 EXAMPLES OF ACTIVISM Name(s): Rank the following examples of activism from 1 to 5. Which activities do you think would have the greatest impact on a problem you would like to address or change? Which would have the least impact? When completed, justify your answers in the space provided below the chart.

Rank (1–5)

Examples of Activism Write a letter to an elected official to share your concerns on a problem. Start a school club to bring students together to learn more about an issue. Raise money or gather donations to help a nonprofit organization or a charity. Post on social media pictures and information about a problem or issue. Organize a peaceful, nonviolent protest to spread awareness on an issue.

In the space below, please explain your ranking choices.

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Handout 3.5.2 – Video Reflection Worksheet

HANDOUT 3.5.2 VIDEO REFLECTION WORKSHEET Name: Watch the videos listed at the end of this handout to answer the questions below.

Question

Answer

What do these students want? What are they doing to achieve it? What impact do these actions have? Why?

Do you think these students will be able to make a lasting impact? If yes, why? If no, why not?

Are the problems the German youth are discussing similar to problems in the United States? If so, how?

What barriers might these students run into? Why?

What questions do you have about this movement?

Videos:

•

Climate Protest Guardian News. (2021, September 24). Fridays for Future: Climate Protest Kicks Off with Greta Thunberg in Berlin. YouTube. https://www. youtube.com/watch?v=CzH6vyN2_uw. (1:59)

•

Black Lives Matter Protest Bloomberg Quicktake: Now. (2020, July 20). Here’s Why the Black Lives Matter Movement Spread to Germany. YouTube. https://www. youtube.com/watch?v=POvw6pdd_7I. (5:06)

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Handout 3.6.1 – Video Worksheet on the History of Graffiti

HANDOUT 3.6.1 VIDEO WORKSHEET ON THE HISTORY OF GRAFFITI Name: Answer the following questions as you view the TedEd Video, Is Graffiti Art? Or Vandalism? 1.

What is graffiti?

Why might some graffiti artists prefer to stay anonymous or underground?

The video describes the Berlin Wall as one-sided graffiti, because the Soviets in East Germany banned graffiti and soldiers kept citizens away from the wall, while in West Germany, citizens used the wall to write messages about sadness and hope. What does this tell you about life in East and West Germany?

Write your response below.

Source:

Source: TED-Ed. (September 8, 2016). Is graffiti art? Or vandalism? - Kelly Wall. YouTube. Retrieved: https://youtu.be/4GNoUYZhrT0. (4:31)

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Handout 3.6.2 – Artful Thinking: Graffiti Gallery Walk Worksheet

HANDOUT 3.6.2 ARTFUL THINKING: GRAFFITI GALLERY WALK WORKSHEET Name: Complete the chart for each image or picture as you complete the gallery walk.

Image Title or Number

Colors/Shapes/Lines Try to redraw some of the colors/shapes/lines that you see in the artwork below!

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Perceive: What do you think the person who created this artwork was seeing or feeling when they created it?

Know: What do you think the person who created this artwork knows or believes in?

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Care About: What might the person who created this artwork care about?

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FOCUS 3 – Contemporary German Society

Handout 3.6.3 – Street Art in Germany

HANDOUT 3.6.3 STREET ART IN GERMANY Names:

Name of artwork (if available):

Study your image of street art and answer the following questions: 1.

Where is the image displayed?

What does the image depict?

What does the image tell us about a current issue in Germany?

Do you think the piece is effective in presenting a current issue in Germany? Why?

Do you think that street art is as relevant today with technology like social media? Why?

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FOCUS 3 – Contemporary German Society

Handout 3.7.1 – Leadership Traits & Skills

HANDOUT 3.7.1 LEADERSHIP TRAITS & SKILLS Name:

WHAT MAKES A GOOD LEADER? Top Traits and Skills of Leaders Traits & Skills Adaptable,

Accountable

Persistant

Alert

Creative

Purpose-Driven

Assertive

Diplomatic

Respectful

Cooperative

Effective communicator

Responsible

Decisive

Innovative

Self Confident

Dependable

Intelligent

Symbol of hope

Energetic

Organized

Visionary

Honest

Persuasive

Self-aware

Inspirational

Fair

Ethical

Identify a person that you regard as a great and effective leader. This leader could be someone you know, or someone you have heard of or have read about. I selected: 1.

Circle or place checkmarks next to the traits and skills demonstrated by this person.

Write two or three sentences below about why you selected this person.

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FOCUS 3 – Contemporary German Society

Handout 3.7.2 – Women Who Move Germany

HANDOUT 3.7.2 WOMEN WHO MOVE GERMANY Names: In your group, examine the profiles of the German woman you were assigned. Have a discussion in your group on these questions. Be prepared to share your answers with the class. Leader’s Name:

• • •

Antje Boetius – polar and marine researcher Pierrette Herzberger-Fofana - first Black German member of the European Parliament Ursula von der Leyen - first female president of the European Commission

Why is this person a leader?

How did this woman shape history? How did she make an impact?

How did your leader get to her position of power?

What barriers do you think this woman had to overcome?

Did any of the barriers have to do with her gender?

• • • • •

Angela Merkel - first female chancellor of Germany Martina Merz – German CEO Luisa Neubauer – climate activist Alice Schwarzer – female rights activist Özlem Türeci - cofounder of BioNTech

Sources:

Göbel, J. (February 2020, February 7). Cutting-Edge Research with Strong Women. Deutschland.de. https://eu.boell.org/en/person/pierretteherzberger-fofana. Heinrich Böll Stiftung. (n.d.). Pierrette Herzberger-Fofana. https://eu.boell.org/en/person/pierrette-herzberger-fofana. Martina Merz. (2020). Forbes. https://www.forbes.com/profile/martina-merz/?sh=3545e6ef4f7c. Müller, E. (2021, February 26). The Women Behind the Vaccine. Deutschland.de. https://www.deutschland.de/en/topic/knowledge/ coronavirus-vaccine-ozlem-tureci-of-biontech. Petrikowski, N. (n.d.). Anegla Merkel. Britannica. https://www.britannica.com/biography/Angela-Merkel. Schütz, S. (2020, July 3). Make the Climate a Priority Again, Says Germany’s Student Activist Neubauer. https://www.npr. org/2020/07/03/885644410/make-the-climate-a-priority-again-says-germany-s-student-activist-neubauer. Strack, C. (2019, June 16). Who Is Ursula von der Leyen, the New European Commission President? Deutsche Welle. https://www.dw.com/en/ who-is-ursula-von-der-leyen-the-new-european-commission-president/a-49447961. Wydra, K. (2017, January). For Women, by Women—Alice Schwarzer and the Feminist Magazine EMMA. Alumniportal. https://www. alumniportal-deutschland.org/en/germany/country-people/emma-alice-schwarzer-feminist/.

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FOCUS 3 – Contemporary German Society

Handout 3.7.3 – Gender Representation

HANDOUT 3.7.3 GENDER REPRESENTATION Names: In your groups, read the information below and answer the questions that follow: Worldwide in 2021, only ten countries had a woman head of state, thirteen countries had a woman head of government, and only 21 percent of government ministers were women (UN Women). “Women are underrepresented in virtually all types of leadership. Women make up only 23 percent of chief executives in U.S. organizations, and only 17 percent of the U.S. Congress” (Chin, 2019). In 2021, only 8 percent of America’s 500 highest-grossing companies had female CEOs. In Germany, women continue to be underrepresented in many leadership positions, although the federal government passed a law in 2016 introducing a 30 percent quota for women on supervisory boards. Even this legislation, though, did not lead to an increase of women in positions of power in the business world. In 2019, data showed that under one in three managers (29.4 percent) consisted of female board members, managing directors, or executives in trade, production, and services. However, in fields outside of business, the percentages of women were significantly higher, especially in academic professions such as doctors, lawyers, teachers, and social scientists. In these areas the proportion of women was 45.4 percent in 2019. In 2021, out of twelve regional state broadcast stations in Germany, only two are run by women. In 2017 only 17.6 percent of university leaders in Germany were women. 1.

Do you believe that it matters that men hold a majority of leadership positions in the world? Why or why not?

What steps have been taken to overcome representation issues? Have they been successful?

What do you think can be done to increase the number of female leaders in the world?

References:

Buchholz, K. (2021). Only 8 Percent of CEOs at Fortune 500 Companies Are Female. Statista. Retrieved from https://www.statista.com/ chart/13995/female-ceos-in-fortune-500-companies/. Chin, Jean Lau. (2019, July 6). Why Aren’t There More Women Leaders? https://www.psychologytoday.com/us/blog/leadership/201907/whyaren-t-there-more-women-leaders. DAAD. (2017, June 28-29). Female Leadership and Higher Education Management in Developing Countries. https://www2.daad.de/medien/ veranstaltungen/daad_gender_conference_proceedings_2017.pdf. Women who move Germany: Courageous , strong, smart. (n.d.). Deutschland. de. Retrieved October 10, 2021, from https://www.deutschland. de/en/topic/life/women-who-move-germany. Statistisches Bundesamt. (n.d.). Qualität der Arbeit: Frauen in Führungspositionen. Retrieved October 10, 2021, from https://www.destatis.de/ DE/Themen/Arbeit/Arbeitsmarkt/Qualitaet-Arbeit/Dimension-1/frauen-fuehrungspositionen.html. UN Women. (2021). Facts and Figures: Women’s Leadership and Political Participation. https://www.unwomen.org/en/what-we-do/leadershipand-political-participation/facts-and-figures.

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FOCUS 3 – Contemporary German Society

Handout 3.8.1 – German Foods

HANDOUT 3.8.1 GERMAN FOODS Assign each student a German food from the following list:

Rote Grütze

Pannfisch

Kohl und Pinkel

Königsberger Klopse

Eisbein

Schnitzel Holstein

Currywurst

Döner Kebab

Nürnberger Rostbratwürste

10. Nürnberger Lebkuchen 11. Schweinebraten 12. Strudel 13. Maultaschen 14. Spätzle 15. Frankfurter Grüne Soße 16. Rouladen 17. Sauerbraten 18. Black Forest Gateau 19. Frikadellen 20. Knödel 21. Himmel und Erde 22. Sauerkraut 23. Leipziger Allerlei 24. Spaghetti Ice Cream 25. Bienenstich

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FOCUS 3 – Contemporary German Society

Handout 3.8.2 – German Food Poster

HANDOUT 3.8.2 GERMAN FOOD POSTER Name:

German Food:

For your assigned German food create an informational poster. 1.

Research the dish and provide at least three facts and one image. a. Where is the origin of the dish? Where did it come from? What is the history behind it? b. What are the ingredients? c. If I visited Germany, where might I expect to find this dish? Which region?

Explain why you would like to try this dish and how the dish is similar to or different from a food you currently enjoy. REMEMBER to include at least one image.

BE CREATIVE – BE COLORFUL Use the space below for your notes:

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FOCUS 3 – Contemporary German Society

Handout 3.8.3 – German Food Facts

HANDOUT 3.8.3 GERMAN FOOD FACTS SOME FAVORITE MEALS OF GERMANS Pasta dishes Kebab Bratwursts

Fries Lasagna Spaghetti

Pizza Pork roast

Gulasch Schnitzel

Beef roulades Asparagus

SOME FAVORITE MEALS OF AMERICANS Pizza Tacos Pies

Hamburgers Ice Cream Fried Chicken Hot Dogs Chocolate Chip Cookies

Mac & Cheese Pancakes

Mashed Potatoes Spaghetti & Meat Balls

EATING PATTERNS AND FOOD PRACTICES IN GERMANY

• • • • • •

Yearly average consumption of meat per person was around 125 lb. (2020). Yearly average consumption of fish per person was around 29 lb. (2019). 6 percent of Germans are vegetarians. 1.5 percent of Germans are vegans. 55 percent of Germans identify as “flexitarians.” 39 percent of people cook at home daily, 40 percent cook at home two or three days a week, 8 percent cook once a week, 4 percent cook at home less than once a week, and 9 percent never cook at home.

• • • • • •

48 percent of people spend 30 minutes to an hour in the kitchen per meal, 8 percent spend over an hour cooking each meal, and almost 43 percent spend less than 30 minutes. 24 percent of Germans say they snack on a daily basis (candy and savory snacks). On average, Germans eat 17.1 kg of ready-made meals per person per year. Germans consume 141.8 kg of ultra-processed food each year. There are over 3,200 types of bread in Germany. Ice cubes are not served in drinks unless specifically asked for.

EATING PATTERNS AND FOOD PRACTICES IN U.S.

• • • • • •

Yearly average consumption of meat per person 275 lb. (2020). Yearly average consumption of fish per person was around 16 lb. (2018). 5 percent of Americans are vegetarians. 3 percent of Americans are vegan. 36 percent of Americans identify as “flexitarians.” 36 percent of people cook at home daily, 50 percent cook at home three to six days a week, 14 percent cook at home zero to two days a week.

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• • • •

50 percent of people spend 30 minutes to an hour in the kitchen per meal, 23 percent spend over an hour cooking each meal, and 24 percent take 16 to 30 minutes per meal. 90 percent of Americans say they snack on a daily basis (candy or savory snacks). On average, Americans eat 20.1 kg of ready-made meals per person per year. Americans consume 115.8 kg of ultra-processed food each year.

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FOCUS 3 – Contemporary German Society

Handout 3.8.3 – German Food Facts

Sources: Bundesanstalt für Landwirtschaft und Ernährung. (2020). Versorgungsbilanz für Getreide Wirtschaftsjahr 2018/2019. https://www.ble.de/

SharedDocs/Downloads/DE/BZL/Daten-Berichte/Getreide_Getreideerzeugnisse/Getreidebilanz_18_19.html. Bundesministerium für Ernährung und Landwirtschaft. (2019). Deutschland, wie es es isst. https://www.bmel.de/SharedDocs/Downloads/DE/ Broschueren/Ernaehrungsreport2019.pdf;jsessionid=5BF7F73C41CD1BF813A95A6511B88974.live842?__blob=publicationFile&v=4. Bundesministerium für Ernährung und Landwirtschaft. (2021). Statistik und Berichte des BMEL. https://www.bmel-statistik.de/. Merkur.de. (2021, March 26). Top 10: Lieblingsessen der Deutschen. https://www.merkur.de/leben/genuss/lieblingsessen-der-deutschentop-10-beliebtesten-gerichte-leibspeisen-zr-90261200.html. Global Trends in Ultraprocessed Food and Drink Product Sales and Their Association With Adult Body Mass Index Trajectories. (2019, May 17). Obesity Review. https://onlinelibrary.wiley.com/doi/10.1111/obr.12860. Flexitarianism on the Rise in the U.S., Reports Packaged Facts. (2020, October 29). PR Newswire. https://www.prnewswire.com/news-releases/ flexitarianism-on-the-rise-in-us-reports-packaged-facts-301154622.html. RPOnline. (n.d.). Die Lieblingsgerichte der Deutschen. https://rp-online.de/panorama/deutschland/die-lieblingsgerichte-der-deutschen_iid23675829#21. Statista. (2019). Average Meat Consumption in the US by Sort. https://www.statista.com/statistics/189222/average-meat-consumption-in-theus-by-sort/. Statista. (Mar 31, 2021). Do you consider yourself to be a vegetarian or vegan? https://www.statista.com/statistics/237462/share-of-vegetariansin-the-united-states/. Statista. Ready-to-Eat Meals – Germany. https://www.statista.com/outlook/cmo/food/convenience-food/ready-to-eat-meals/germany. Statista. Ready-to-Eat Meals – United States. https://www.statista.com/outlook/cmo/food/convenience-food/ready-to-eat-meals/unitedstates. Statista. (Oct 1, 2020). Time spent cooking weeknights in the US. https://www.statista.com/statistics/1085305/time-spent-cooking-weeknightin-the-us/. Thieke, D. (2020, February 23). Julia Child Would Be Thrilled: Most Americans Prefer to Cook at Home. https://www.reportlinker.com/insight/ americans-cooking-habits.html.

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FOCUS 3 – Contemporary German Society

Handout 3.8.4 – German and United States Food Practices Venn Diagram

HANDOUT 3.8.4 GERMAN AND UNITED STATES FOOD PRACTICES VENN DIAGRAM Names: What can we learn about German culture by examining their regional dishes and cuisine?

United States

Germany

Eating Patterns

Same

Favorite Foods

Food Practices

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Food Practices

A Transatlantic Outreach Program Instructional Text for Middle School Educators

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FOCUS 6 – Sustainability

Handout 4.1.1 – Green Belt Habitat and Species Presentation

HANDOUT 4.1.1 GREEN BELT HABITAT AND SPECIES PRESENTATION Germany’s Green Belt is a nature conservation project. It contains almost all German terrains with a variety of habitat types, as well as many plant and animal species. Listed below are some of the habitat types and plant and animal species found in the Green Belt. Create an information presentation (in the format of your choice) to share. Your presentation must contain:

• • • •

At least two habitats, as well as five animal or plant species Names of the habitat and animal or plant species A brief description or information on the habitat and animal or plant species At least one image for each

BE ACCURATE – BE CREATIVE – BE COLORFUL HABITATS:

• • • • •

Forests Fields Rivers Lakes Streams

• • • • •

Wetlands Marshes Estuaries Meadows Heathlands

• • • • •

Moorlands Pastures Mixed woodlands Coniferous woodlands Grasslands

• •

Shrub land Swamps

• • • • • • •

Alpine emerald (dragonfly) Short-tailed blue butterfly Bechstein’s bat Alpine salamander Northern lapwing Little tern European roller

• • • • • • •

Corn crake Common European viper Garden dormouse White-tailed eagle Lynx Fire salamander Whinchat

•

Wood grouse (western capercaillie) European green toad Crane

• • • • • •

Spruce Yellow Sedge Grass pea Pine Common birch Small-flowered winter-cress

• • • • • •

Common ash Fragrant orchid Field cow-wheat Aspen Willow Birch

ANIMALS:

• • • • • • •

River maiden dragonfly Piebald butterfly Bee-eater Red-backed striker Black stork Kingfisher (Eurasian) Otter

PLANTS:

• • • • • •

Yellow lady’s slipper (orchid) Broad-leaved marsh orchid Arnica Devil’s bite (Succisa pratensis) Beech Oak

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FOCUS 6 – Sustainability

Handout 4.2.1 – Freiburg: Germany’s Most Sustainable City

HANDOUT 4.2.1 FREIBURG: GERMANY’S MOST SUSTAINABLE CITY With your partner, read the information below about Freiburg, a city located in the Black Forest of Germany, and answer the questions in Handout 4.2.2.

GREEN CITY: FREIBURG, GERMANY Freiburg has a goal of achieving 100 percent renewable energy and carbon neutrality for the entire city by 2035. Solar Energy Freiburg is known as Europe’s “solar city.” Freiburg is a shining example of the success of Germany’s Energiewende. The German Energiewende is the national transition to a low-carbon economy. The primary obstacle to increased solar has historically been cost, especially with regard to solar rooftop photovoltaics (PV). Vauban is a city district in Freiburg in which the majority of homes run on solar energy generated on-site. Vauban is known as one of the most sustainable city districts in the world. Thanks to solar PV, some homes in Vauban actually generate more energy than they use (plus-energy homes) and can sell excess solar-generated electricity back to the municipal grid. Bioenergy In addition to using solar power as a major energy source, Freiburg uses biomass for a significant share of the city’s energy needs. The majority of Freiburg consists of woodland and green spaces, and over 5,000 hectares (12,355 acers) of forest surrounds the city. Biomass energy is generated from wood and forestry by-products in Freiburg, but the city also turns trash into biomass energy to power residences and businesses. Here’s a brief piece from the World Wildlife Foundation summarizing green spaces in Freiburg: Two-thirds of Freiburg’s land area is devoted to green uses. Just 32% is used for urban development, including all transportation. Forests take up 42%, while 27% of land is used for agriculture, recreation, water protection, etc. Freiburg’s success is credited largely to its democratic strength. (https://wwf.panda.org/wwf_news/?204419/Freiburg-green-city) Wood is burned, in addition to waste, in the biomass plant in the city district of Vauban. Landfill gas and organic waste are both used in the other biomass plants in Freiburg. These biomass plants, along with another biomass plant in Freiburg that uses mostly rapeseed oil to produce biodiesel, are designed to create combined heat and power to supply district heating and electricity in the city. Biomass plants and solar energy are not the only sources of renewable energy in Freiburg. Other than solar and biomass, small wind farms and small hydropower projects also provide energy to the city (wind and hydroelectricity represent a relatively minor share of Freiburg’s energy. Conventional energy sources make up the rest of Freiburg’s energy needs). Green Building and Alternative Transit Freiburg remains at the forefront of green building technologies, mandating that all new construction use only the latest, cutting-edge energy-efficient designs. Energy conservation is central to all new building in the city, and energy-efficient retrofits are applied to existing structures. Residential recycling programs go beyond standard measures; for example, compost is also collected in the form of kitchen and garden waste. Freiburg promotes biking and walking, which have become increasingly popular means of transit in the city. Freiburg features a pedestrian-only zone in the city center, where no cars are allowed. Biking accounts for over one quarter of all transportation in the city. More than 300 miles of bike paths in the city help to reduce automobile use. To help make alternative modes of transit even more attractive, all roads in Freiburg, other than major roads, have a maximum speed limit of 50 km/h (31 mph). The city offers the Regio Card (Regiokarte), which gives residents full access to all of Freiburg’s trams, streetcars, trains, and buses. As a result of increasing city residents’ access to Freiburg’s mass transit options, 70 percent of the population live within 0.5 km (0.31 miles) from a tram stop.

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FOCUS 6 – Sustainability

Handout 4.2.1 – Freiburg: Germany’s Most Sustainable City

Urban Planning Green urban planning is paramount in Freiburg, and the city has designated green areas as a priority in land-use decisions. Almost half of the city remains protected as parks, forest, or green landscaped spaces—a big reason why biking and walking remain so popular in the city. In the city district of Vauban, entire neighborhoods run on energy provided by rooftop solar panels, as well as a municipal biomass plant. Careful urban planning helped to create a city layout in Vauban that lends itself to cycling as the primary mode of transit. The terms “filtered permeability” and “fused grid” refer to a plan that ultimately means connected streets throughout the town, as well as plenty of pedestrian and bike paths. Residents primarily live in co-op buildings, such as the “solar ship,” a large area of co-op buildings that run strictly on renewable energy.

Source: Excerpts from: Green City: Freiburg, Germany. Green City Times. (2021, June 11). https://www.greencitytimes.com/freiburg/.

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FOCUS 6 – Sustainability

Handout 4.2.2 – Freiburg: Germany’s Most Sustainable City Questions

HANDOUT 4.2.2 FREIBURG: GERMANY’S MOST SUSTAINABLE CITY QUESTIONS Names: With your partner, answer the following questions after reading the information on Freiburg, Germany in Handout 4.2.1. 1.

What goal does Freiburg want to achieve by 2035?

Why is the Vauban district in Freiburg one of the most sustainable city districts in the world?

What happens to excess generated solar energy?

What is the Energiewende?

How is biomass energy generated?

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FOCUS 6 – Sustainability

Handout 4.2.2 – Freiburg: Germany’s Most Sustainable City Questions

In addition to wood, what else is burned in biomass plants?

What other forms of renewable energy are available in Freiburg?

How does Freiburg encourage energy conservation?

What has Freiburg done to encourage the use of alternative means of transportation?

10. What is green urban planning?

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FOCUS 6 – Sustainability

Handout 4.2.3 – Freiburg: Germany’s Most Sustainable City Questions Answer Key

HANDOUT 4.2.3 FREIBURG: GERMANY’S MOST SUSTAINABLE CITY QUESTIONS ANSWER KEY Names: With your partner, answer the following questions after reading the information on Freiburg, Germany in Handout 4.2.1. 1.

What goal does Freiburg want to achieve by 2035?

For the entire city to achieve 100 percent renewable energy and carbon neutrality.

Why is the Vauban district in Freiburg one of the most sustainable city districts in the world?

The majority of homes run on solar energy generated on-site.

What happens to excess generated solar energy?

Excess solar-generated energy is sold back to the municipal grid.

What is the Energiewende?

The Energiewende is Germany’s national transition to a low-carbon economy.

How is biomass energy generated?

It is generated from the burning of wood and forestry by-products.

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FOCUS 6 – Sustainability

Handout 4.2.3 – Freiburg: Germany’s Most Sustainable City Questions Answer Key

In addition to wood, what else is burned in biomass plants?

Trash is also burned.

What other forms of renewable energy are available in Freiburg?

Other forms are small wind farms and small hydroelectric projects.

How does Freiburg encourage energy conservation?

Green-building technologies are mandated in all new construction, and energy retrofits are applied to existing structures.

What has Freiburg done to encourage the use of alternative means of transportation?

All roads have a maximum speed limit, and residents are given full access to all Freiburg’s mass transport.

10. What is green urban planning?

The designation of green areas as a priority in land-use decisions.

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FOCUS 6 – Sustainability

Handout 4.3.1 – United Nations Sustainable Development Goals

HANDOUT 4.3.1 UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS Name:

SDG Number and Goal:

Research your Sustainable Development Goal (SDG) on the United Nations website. 1.

What is the focus of your SDG?

What is the status of your SDG? What are the implications for the future?

What are three other facts about the status of your SDG?

Use the information you’ve collected to create a poster highlighting your SDG.

BE ACCURATE. BE COLORFUL.

Source:

United Nations. (n.d.). THE 17 GOALS | Sustainable Development. United Nations. https://sdgs.un.org/goals.

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FOCUS 6 – Sustainability

Handout 4.3.2 – Lazy Person’s Guide to Saving the World

HANDOUT 4.3.2 LAZY PERSON’S GUIDE TO SAVING THE WORLD Select a task from the list and design a poster encouraging students in your school to work toward sustainability.

• • • • • • • • • • • •

Save electricity by plugging appliances into a power strip and turning them off completely when not in use. Speak up! Ask your local and national authorities to engage in initiatives that don’t harm people or the planet. Turn off the lights. Do a bit of online research and buy only from companies that you know have sustainable practices and don’t harm the environment. Report online bullies. If you notice harassment on a message board or in a chat room, flag that person. Let your hair and clothes dry naturally instead of running a machine. If you do wash your clothes, make sure the load is full. Take short showers. Eat less meat, poultry, and fish. More resources are used to provide meat than plants. Compost—composting food scraps can reduce climate impact while also recycling nutrients. Recycling paper, plastic, glass, and aluminum keeps landfills from growing. Buy minimally packaged goods.

• • • • • • • • • • • •

Plug air leaks in windows and doors to increase energy efficiency. Adjust your thermostat, lower in winter, higher in summer. Shop local. Supporting local businesses keeps people employed and helps prevent trucks from driving far distances. Let your favorite businesses know that ocean-friendly seafood is on your shopping list. Shop only for sustainable seafood. There are now many apps that will tell you what is safe to consume. Bike, walk, or take public transport. Cut down on waste by using a refillable water bottle. Pass on the plastic bag and start carrying your own reusable totes when going shopping. Only take as many napkins as you need. You don’t need a handful of napkins to eat your take-out. Shop secondhand. Donate what you don’t use. Local charities can always use your gently used clothes and books. Take advantage of your right to elect the leaders in your country and local community (or even school!).

Adapted from: United Nations. (2018). The Lazy Person’s Guide to Saving the World. Sustainable Development https://www.un.org/ sustainabledevelopment/wp-content/uploads/2018/10/LazyPersonGuide.pdf.

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FOCUS 6 – Sustainability

Handout 4.3.3 – The Magnificent 17

HANDOUT 4.3.3 THE MAGNIFICENT 17 Name:

SDG Number and Goal:

Using the same number SDG as you used for Task 1, you will learn what Germany is doing to meet the SDGs. On the website, first click on the numbered box, and then on the link found at the bottom of the pop-up box. Try to find three target goals for Germany and three target goals Germany has for other countries and name the country(ies).

Target goal in Germany

Progress toward meeting the goal

Date(s) if applicable

Target goal in another country

Progress toward meeting the goal

Date(s) if applicable

Die Bundesregierung. (2021). Footer-Bereich. Die Glorreichen 17—Ziele nachhaltiger Entwicklung. https://www.dieglorreichen17.de/g17-de.

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FOCUS 6 – Sustainability

Handout 4.4.1 – Car Technology Timeline

HANDOUT 4.4.1 CAR TECHNOLOGY TIMELINE As your group examines this timeline, consider the following questions: At what point did the first innovation of car technology take place? Why do you say this?

Which innovation had the most impact on car safety?

Which innovation had the least impact on car safety?

Were you surprised by any innovations? If yes, which ones? Why?

What is a future innovation you’d like to have in a car you own?

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A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 6 – Sustainability

Handout 4.4.2 – Automobile Innovation in Germany

HANDOUT 4.4.2 AUTOMOBILE INNOVATION IN GERMANY Name: With your expert group, using the links below, read or view the video for your assigned innovation, then complete the chart as a group. Make sure you understand the information, as your job will be to share what you have learned with those in your home group. Hydrogen fuel-cell trucks • https://www.daimler.com/innovation/drive-systems/hydrogen/start-of-testing-genh2-truck-prototype.html All-electric commercial vehicles • https://www.volkswagenag.com/en/sustainability/environment/vehicle.html Synthetic efuels • https://newsroom.porsche.com/en/2020/company/porsche-research-synthetic-fuels-efuels-development-22026.html Autonomous driving vehicles (video, first 4:30 minutes only) • https://youtu.be/IWB4xj7EILg

What is the innovation? Describe it.

Who is the target group? Who will use it?

What is it used for?

What are the environmental advantages?

How does it compare to a regular vehicle?

Do you think it’s sustainable? Why or why not?

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT

FOCUS 6 – Sustainability

Handout 4.4.3 – German Technology and Innovation

HANDOUT 4.4.3 GERMAN TECHNOLOGY AND INNOVATION

LET’S EXPLORE MODERN GERMANY

A Transatlantic Outreach Program Instructional Text for Middle School Educators

HANDOUT