Germany In Focus: Inquiry Edition

INQUIRY EDITION Instructional Strategies for Secondary Educators

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Instructional Strategies for Secondary Educators

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GERMANY IN FOCUS |

A PUBLIC/PRIVATE Partnership

GERMANY IN FOCUS

First Edition Authors: Steven A. Goldberg / Gerrit C. Book / Kim D. O’Neil Inquiry Edition by: Jacqueline Littlefield / Lisa Nicolaus / Jan Marie Steele Featuring contributions from social studies educators within the TOP Fellow network

GERMANY IN FOCUS INQUIRY EDITION Instructional Strategies for Secondary Educators AUTHORS: Steven A. Goldberg Gerrit C. Book Kim D. O’Neil

Inquiry Edition Authors: Jacqueline Littlefield Lisa Nicolaus Jan Marie Steele Featuring contributions from social studies educators within the TOP Alumni network

A PUBLIC/PRIVATE Partnership

© Copyright 2019 Goethe-Institut Design and layout: Mayfly Design Minneapolis, MN Transatlantic Outreach Program Goethe-Institut Washington 1377 R Street, NW Washington, DC 20009 USA www.goethe.de/top top@goethe.de

@topteachgermany

AUTHOR INTRODUCTION Since the first edition of this book was published in 2013, Germany has experienced some significant events. These include an influx of immigrants and refugees, a political surge among populists, a move to discontinue nuclear power, and additional geopolitical instability both in and outside of the European Union. Despite these events, Germany’s economy has continued to grow at a steady pace, due in no small part to the country’s fostering of its most precious natural resource, human capital, through steady improvements in education following the “PISA Shock”, continued tuition-free access to university education, continued investment in youth apprenticeship, and the prevalence of retraining initiatives and workplace improvements for an aging population. The Transatlantic Outreach Program (TOP) is pleased to highlight some of these events in this “Inquiry Edition” of Germany in Focus, made possible by the Year of German-American Friendship initiative of 2018-2019.

It is our hope that the lessons contained herein will assist educators in their efforts, as Chancellor Angela Merkel put it, “of tearing down the walls between different concepts of life…the walls in people’s minds that make it difficult time and again to understand one another in this world of ours.”

Germany in Focus: Inquiry Edition is designed to provide secondary educators of social studies subjects with comprehensive lessons on Germany—historical and contemporary—that can be easily integrated into pre-existing curricula as a means of comparison and contrast. This textbook is organized into six focus sections:

• •

Geography and Demographics: Is Germany an immigrant nation?

History: Is it important to study our history?

• •

Contemporary German: Are you proud to be German?

Civics and Government: What are the responsibilities of being a citizen in the Federal Republic of Germany?

• •

Economy: What is the economic role of Germany in the EU today?

Sustainability: In what ways do you consider yourself environmentally conscious?

Each focus section begins with excerpts from interviews with a diverse group of Germans which concentrate on a critical question related to the focus topic. Teachers may wish to use these as stimuli to pique student interest.

Inquiries are designed using the Inquiry Design Model (IDM), which focuses on the main elements of the instructional design process as envisioned in the C3 Inquiry Arc Framework for Social Studies State Standards. Each inquiry poses a compelling question for students to answer by constructing an evidence-based argument. Supporting questions and formative performance tasks provide students with “a series of learning experiences that enable students to demonstrate their knowledge of content, concepts, and skills that are needed to produce clear, coherent, and evidence-based arguments”.1 The College, Career, and Civic Life (C3) Framework emphasizes the acquisition and application of knowledge to prepare students for college, career, and civic life. It intentionally envisions social studies instruction as an inquiry arc of interlocking and mutually reinforcing elements that speak to the intersection of ideas and learners. “The Four Dimensions…center on the use of questions to spark curiosity, guide instruction, deepen investigations, acquire rigorous content, and apply knowledge and ideas in real world settings to become active and engaged citizens in the 21st century.”2 Students in North American schools need to know far more about Germany and the European Union than can be learned from a few paragraphs in a typical history textbook. This is because the transatlantic partnership has been a pillar of world peace— and economic prosperity—for over 70 years. The successes of the transatlantic partnership have arguably set the stage for the society that students will enter as professionals and global citizens. Germany in Focus: Inquiry Edition is designed to provide educators with a rich selection of lessons to challenge their students and to better prepare them for college (or an apprenticeship), career, and civic life.

We dedicate this book to the enduring transatlantic partnership and to those who have been its champions, such as Colonel Gail S. Halvorsen and Chancellor Angela Merkel. Finally, we dedicate this book to our public and private partners and to the over 1,700 study tour alumni, whose support of TOP has been a testament to the spirit of “Wunderbar Together” since 2002.

—The TOP Team 1 2

Swan, K., Lee, J., Grant, S.G. Inquiry Design Model: Building Inquiries in Social Studies. National Council for the Social Studies and C3 Teachers, 2018.

The College, Career, and Civic Life (C3) Framework for Social Studies State Standards. National Council for the Social Studies, https://www.socialstudies.org/c3.

In addition to the authors, the Transatlantic Outreach Program would like to acknowledge the partners and dedicated individuals whose contributions made this text possible.

THE PARTNERS OF THE TRANSATLANTIC OUTREACH PROGRAM:

• • • • •

The Foreign Office of the Federal Republic of Germany The Goethe-Institut Deutsche Bank Robert Bosch Stiftung Siemens AG

TOP ALUMNI WHOSE LESSONS CONTRIBUTED TO THIS TEXT:

• • • • • • • • • • • • • • •

Seth Altman—Yorktown Heights, New York Kristi Brand-Neuroth—Brentwood, Tennessee Kori Green—El Dorado, Kansas Barbara Hairfield—Charleston, South Carolina Cheryl Healy—Seattle, Washington Jacqueline Littlefield—Saco, Maine Sigrid Ann Olson—Salem, Oregon Mike Raymer—Peachtreet City, Georgia Henry Rehn—Sterling Heights, Michigan Michael Robinson—Germantown, Tennessee Martha Rush—Shoreview, Minnesota Jeanne Sheppach—San Ramon, California Jessica Stock—Ann Arbor, Michigan Faith Vautour—Camden, Maine Jennifer West—Trimble, Missouri

ACKNOWLEDGEMENTS: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Tim Anderson, Associate Professor, School of Journalism and Mass Communication, University of Nebraska—Lincoln, Nebraska Lars Bergmann, Consultant, LAMBDA—Berlin, Germany Melanie Bey-Outten, Teacher, Jakob-Stoll-Schule—Würzburg, Germany Dirk Bielenberg, Teacher, Wilhelm-Gymnasium—Braunschweig, Germany Christa Brandt-Hastedt, Teacher, Haupt- and Realschule Bösel—Bösel, Germany Dr. Barbara Crain, Assistant Dean of Geography, Northern Virginia Community College—Annandale, Virginia Andreas Dahlke, Consultant—Berlin, Germany Lisa Ehrenecker, Apprentice, Deutsche Bank—Frankfurt (Main), Germany Marcel Fuchs, Apprentice, Robert Bosch GmbH—Stuttgart, Germany Daniel Gaede, Educational Director, Buchenwald Memorial—Weimar, Germany Annemarie Garben, Teacher, Freie Waldorfschule Schwerin—Schwerin, Germany Anne Gerlach, Teacher, Tagore-Gymnasium—Berlin, Germany Andrew B. Goldberg, Technology Consultant—Columbia, Maryland Gregor Hempel, Consultant, LAMBDA—Berlin, Germany Irmtraud Hollitzer, Docent, Citizens Committee of Leipzig—Leipzig, Germany Tobias Hollitzer, Director, Citizens Committee of Leipzig—Leipzig, Germany Christiane Janku, Teacher, St. Thomas Kolleg—Vechta, Germany Marlise Kasper, Teacher, Albert Schweitzer Gymnasium—Gundelfingen, Germany Laszlo Kunfalvi, Apprenticeship Supervisor, Robert Bosch GmbH—Stuttgart, Germany John Lee, PhD, Department Head and Professor Teacher Education and Learning Sciences, NC State University, Raleigh, North Carolina Jürgen Milde, Teacher, Gymnasium Am Sonnenkamp Neukloster—Neukloster, Germany Veronika Northam, Teacher, Staatliche Realschule für Mädchen—Neumarkt, Germany Erin O‘Neil, Consultant—Liverpool, New York Kathleen O‘Neil, Consultant—Liverpool, New York Nina Ohlerich, Teacher, Friedrich-Ebert-Oberschule (Gymnasium)—Berlin, Germany Gregor Ohlerich, Consultant—Berlin, Germany Ludger Ostendorf, Teacher, Haupt- und Realschule Bösel—Bösel, Gerrmany Eva Pohl, Teacher, Heinz-Berggruen-Gymnasium—Berlin, Germany PONS GmbH for generously sharing their political and topographical Klett-Perthes maps of Germany, as well as the political map of Europe Elizabeth Rasmussen—Mulberry, Florida Roger Schäublin, Global Logistics Services, Deutsche Bank—Frankfurt (Main), Germany Christian Schmitz, Apprentice, Deutsche Bank—Frankfurt (Main), Germany P. Ulrich Schulte, Consultant, St. Thomas Kolleg—Vechta, Germany Oliver Stoisiek, Apprenticeship Supervisor, Deutsche Bank—Frankfurt (Main), Germany Raphael Verstege, Apprenticeship Supervisor, Robert Bosch GmbH—Stuttgart, Germany Students of the Tagore-Gymnasium in Berlin, Wilhelm-Gymnasium in Braunschweig, the Staatliche Realschule für Mädchen in Neumarkt, the Freie Waldorfschule Schwerin, and the Jakob-Stoll-Realschule in Würzburg.

The United Nations for kindly providing the introduction used for the teacher’s background in the lesson on the U.N. Sustainable Development Goals.

GRAPHIC DESIGN & LAYOUT:

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Ryan Scheife, Mayfly Design—Minneapolis, Minnesota

EDITORS:

• • • • •

Kathleen Grathwol, PhD.—Takoma Park, Maryland Jacqueline Littlefield—Saco, Maine Lisa Nicolaus—Washington, District of Columbia, Education Projects Coordinator, Project Manager, Corporate Sponsorship/ Institutional Giving TOP Laura Emily Schulze—TOP Intern, Bonn, Germany Jennifer Windell, Program Manager TOP—Washington, District of Columbia

PROJECT MANAGERS:

• • •

Lisa Nicolaus, Education Projects Coordinator, Project Manager, Corporate Sponsorship / Institutional Giving TOP— Washington, District of Columbia Wood Powell, Managing Director TOP—Washington, District of Columbia Jenny Windell, Program Manager TOP—Washington, District of Columbia

THE YEAR OF GERMAN-AMERICAN FRIENDSHIP From October 3, 2018 until November 9, 2019 Germany celebrated a year of German-American friendship knowing that the United States and Germany are #WunderbarTogether—stronger as friends and partners.

With this initiative, specific focus was put on the robust German-American relationship, rooted in deep historic ties, shared values, and bold visions for the future. It must be remembered that after the end of World War II, the transatlantic partnership ushered in a unique era of peace, freedom, and security. For Germans, the United States remains their closest partner outside Europe.

Working with over 200 partners during the Year of German-American Friendship, over 1,000 events took place in all 50 states.

Each of these events was intended to paint a picture of everything German-American relations stand for, including science, the arts, culture, language, business, and sports. Ideas were exchanged with all Americans, not only in New York, Washington D.C. and Los Angeles, but also in the heart of the country.

Wunderbar Together was a comprehensive and collaborative initiative funded by the German Federal Foreign Office, implemented by the Goethe-Institut, and supported by the Federation of German Industries (BDI).

Germany In Focus: Inquiry Edition was made possible by additional funding provided to the Transatlantic Outreach Program (TOP) by the Year of German-American Friendship initiative. We are confident that the lessons contained herein will remain a testament to the ideals of the Wunderbar Together initiative well into the year 2020 and beyond.

CONTENTS FOCUS 1: GEOGRAPHY AND DEMOGRAPHICS

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1.1 1.2 1.3 1.4 1.5 1.6 1.7

18 24 32 38 44 52 60

Geography of Germany Germany in the European Union Friedenssicherung—German Military and International Peacekeeping An Immigrant Nation—The Demographic Profile of Germany Germany and Immigration—Why Germany?

Germany and Immigration—Challenges Faced by Refugees Germany and Immigration—The Risky Routes to Europe

FOCUS 2: HISTORY 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8

Cold War Turning Points Four American Presidents and the Berlin Wall “We Are the People”—Peaceful Revolution in 1989 Two Germanys Become One The Stasi Files Ostalgie—Romanticizing East Germany A Symbol of Germany: The Brandenburg Gate Zeitgeist—People in Germany Who Have Contributed to World Civilization

66 68 74 80 86 92 98 104 110

FOCUS 3: CONTEMPORARY GERMAN SOCIETY

114

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

116 122 130 136 142 148 154 160

Young People in Germany Gender in Contemporary Germany Religion in a Pluralistic Society Germany’s Education System Teaching the Holocaust in Germany Collective Memory: Memorials and Monuments Exit Right—Confronting Discrimination Traces of Germany in Your Culture

FOCUS 4: CIVICS AND GOVERNMENT 4.1 4.2 4.3 4.4 4.5 4.6

166

Comparing Rights Guaranteed Under Germany’s Basic Law 168 ‘The More, the Merrier’—Germany’s Multiparty Political System 174 The German Electoral System 182 Germany’s Federal Government 188 Tag der Deutschen Einheit—The Day of German Unity 194 National Pride and National Identity in Germany 200

FOCUS 5: ECONOMICS 5.1 5.2 5.3 5.4 5.5

206

Transitioning from a Command to a Market Economy: Trabi vs. VW 208 Made in Germany—German Products and International Trade 214 Learning Day by Day—The German Apprenticeship Program 220 Eurozone 226 BMW in South Carolina—A Case Study 232

FOCUS 6: SUSTAINABILITY

238

6.1 6.2 6.3

240 248 254

Germany—A Model of Sustainable Progress Sustainable Development Goals—A Roadmap for the Future The Carbon Cycle and Our Carbon Footprint

INSTRUCTIONAL GUIDE CONTENT STRUCTURE SUMMARY FOR EDUCATORS Dear Educator, The Transatlantic Outreach Program (TOP) curriculum is designed to support educators and engage students throughout North America.

Germany in Focus: Inquiry Edition for secondary educators is aligned with C3 National Council for Social Studies Curriculum Standards and Common Core Standards for Literacy in History/Social Studies, and the NCSS Thematic Strands. Using the Inquiry Design Model, inquiries include instructional strategies for individual and collaborative learning, complex thinking skills, and literacy standards: reading, writing, researching, listening, speaking, and taking actions. Focus Areas include Geography and Demographics, History, Contemporary German Society, Civics and Government, Economics, and Sustainability. A summary of the key instructional components featured in Germany in Focus: Inquiry Edition are as follows:

• • • • • • • • • • •

Blueprint: One-page representation of the questions, tasks, and sources for the inquiry Standards: Inquiries align with C3 Framework, the NCSS Thematic Strands and Common Core Standards indexes Compelling Question: Overarching question that frames the inquiry Inquiry Overview: Description of the inquiry Teacher Background Information: In-depth information on the inquiry topic Instructional Resources: Resources to guide teachers and students through each formative performance task (all handouts are available at www.goethe.de/germanyinfocus) Supporting Questions: Contribute knowledge and insights to the inquiry behind the compelling question Formative Performance Tasks: Activities designed to help students practice the skills and acquire the content needed to perform well on the summative task Summative Performance Task: Asks students to construct an evidence-based argument that addresses the compelling question Extension: Offers students opportunities to connect across the curriculum, communicate what they have learned, and express themselves in different modalities Taking Informed Action: Activities that ask students to understand the topic; assess the relevance and impact of the issues; act in ways that demonstrates an understanding in a real-world context

We are confident that this latest instructional guide from the TOP will help you on your journey to create a classroom learning environment that can“span continents” and help foster informed global citizens. Should these materials inspire you to take a leadership role in your school or district, then we invite you to request more information about leading a TOP workshop in addition to fully funded study tours to Germany by visiting TOP online at www.goethe.de/top or via your favorite social media platform @topteachgermany.

Sincerely, Jaqueline Littlefield and the TOP Team

NATIONAL CURRICULUM STANDARDS FOR SOCIAL STUDIES: THEMATIC STRANDS INDEX STANDARD #1—CULTURE Inquiries:

1.4

2.6

2.8

3.1

3.3

3.4

3.8

4.6

2.1

2.2

2.3

2.4

6.2

6.3

5.3

5.4

6.2

4.2

4.3

4.4

5.4

5.5

STANDARD #2—TIME, CONTINUITY AND CHANGE Inquiries:

1.3 3.5

1.5 3.6

1.6 4.5

1.7 4.6

2.5

2.6

6.2

6.3

STANDARD #3—PEOPLE, PLACES AND ENVIRONMENTS Inquiries:

1.1

1.2

2.7

5.5

6.1

STANDARD #4—INDIVIDUAL DEVELOPMENT AND IDENTITY Inquiries:

3.1

3.7

STANDARD #5—INDIVIDUALS, GROUPS AND INSTITUTIONS Inquiries:

1.4

3.1

3.2

3.4

3.7

STANDARD #6—POWER, AUTHORITY AND GOVERNANCE Inquiries:

1.3

2.3

2.4

2.5

4.1

STANDARD #7—PRODUCTION, DISTRIBUTION AND CONSUMPTION Inquiries:

5.1

5.2

5.3

5.5

6.3

STANDARD #8—SCIENCE, TECHNOLOGY AND SOCIETY Inquiries:

6.1

6.3

STANDARD #9—GLOBAL CONNECTIONS Inquiries:

1.2

1.5

1.6

1.7

STANDARD #10—CIVIC IDEALS AND PRACTICES Inquiries:

1.4

2.3

2.2

5.2

COMMON CORE STANDARDS (ABBREVIATED) LESSON ALIGNMENT INDEX Reading Standards in Literacy—History / Social Studies 6-12 Key Ideas and Details: RH/SS.1—cite specific textual evidence to support conclusions Inquiries: 1.3, 1.4, 2.4, 2.8, 3.5, 3.7, 4.5, 4.6, 5.3, 5.5 RH/SS.2—determine and summarize central ideas and themes Inquiries: 1.2, 1.4, 1.5, 1.6, 1.7, 2.4, 2.5, 3.3, 3.4, 4.5 RH/SS.3—analyze text related to individuals, events or ideas Inquiries: 2.2, 2.6

Craft and Structure: RH/SS.4—determine meaning of words/phrases Inquiries: 1.5, 1.6, 1.7, 2.6, 3.3, 3.4, 3.7, 3.8, 4.1, 5.3, 5.4, 6.1, 6.3 RH/SS.6—assess point of view or purpose Inquiries: 2.3, 3.5, 5.4

Integration and Knowledge of Ideas: RH/SS.7—integrate and evaluate content presented in diverse formats/media Inquiries: 1.1, 1.2, 2.2, 2.5, 3.2, 3.6, 5.2, 5.3, 6.1, 6.2 RH/SS.8—determine and evaluate argument, specific claims, validity of reasoning, and evidence Inquiries: 2.4, 4.5, 4.6 RH/SS.9—read and comprehend literary and informational texts Inquiries: 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4, 5.3, 6.2, 6.3

Range of Reading and Level of Complexity: RH/SS.10—read and comprehend literary and informational texts Inquiries: 1.5, 1.6, 1.7, 2.6, 3.2, 3.4, 3.8, 4.1, 5.4, 5.5

Writing Standards for Literacy in History / Social Studies 6-12 Text Types and Purposes: WH/SS.2—write informative and explanatory texts Inquiries: 2.1, 2.8

Research to Build and Present Knowledge: WH/SS.7—conduct research based on focus question(s) Inquiries: 1.2, 1.5, 1.6, 1.7, 2.1, 2.3, 2.7, 2.8, 3.2, 4.1, 5.1, 5.5, 6.1, 6.3

WH/SS.8—gather relevant information Inquiries: 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 2.4, 2.5, 2.6, 2.7, 3.2, 3.3, 3.4, 3.6, 3.7, 4.2, 4.3, 4.4, 4.5, 4.6, 5.2, 5.4, 5.5, 6.1, 6.2 WH/SS.9—draw evidence from literary and informational texts Inquiries: 1.4, 2.2, 2.3, 3.4, 4.2, 4.3, 5.3, 5.5

Speaking and Listening for Literacy in History / Social Studies 6-12 Comprehension and Collaboration: SL.1—prepare and participate in a range of collaborations and/or conversations Inquiries: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 4.1, 4.2, 5.2, 5.3, 5.4, 5.5, 6.1 SL.2—integrate and evaluate diverse media/formats Inquiries: 3.1, 3.6 SL.3—evaluate point of view, reasoning, use of evidence, or rhetoric Inquiries: 2.2, 2.3, 3.5

Presentation of Knowledge and Ideas: SL.4—present information and supporting evidence Inquiries: 1.1, 1.4, 1.5, 1.6, 1.7, 2.2, 2.4, 2.8, 3.1, 3.2, 3.5, 3.7, 4.2, 4.3, 4.4, 4.5, 5.2, 5.3, 5.5, 6.1 SL.5—use multimedia components Inquiries: 2.7, 3.4, 4.6, 5.2 SL.6—adapt speech/presentation to variety of contexts and communicative Inquiry: 2.1

Economics SS6E5—student will analyze different economic systems.

Inquiry: 5.1

FOCUS 1

Geography and Demographics

Is Germany an immigrant nation?

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The picture in Germany has definitely changed over the course of the last couple of years.

Wherever you go you see more and more people dressed in traditional Arabic clothes etc. After taking in a large amount of refugees in recent years, Germany has a lot of work to do concerning integration. A lot of things have already been done and you can see many success stories. Our school for instance has its own class for refugees who do not speak German at all, and in the end are integrated into the regular classes after quite a short amount of time. It is amazing how quickly some refugees learn to speak German

GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1

FOCUS 1 – Geography and Demographics

and also find a place to work. This is absolutely great and offers many possibilities for a country like Germany where there are not enough young people to balance the rising number of senior citizens.

—Melanie Yes! Immigrants have moved to, from, and across Germany since before Germany even existed. There has been a popular narrative among conservatives in Germany for decades that our country isn’t an immigrant nation, but this is historically wrong.

Germany has seen immigration and emigration for centuries, and while there of course have been and continue to be challenges that come with it, Germany has tremendously benefited from immigrants moving to our country and becoming citizens. And it isn’t just the economic benefit bringing in much needed workers, either. Our cuisine, our language, really our entire culture has grown stronger, and quite frankly more interesting over the past couple decades.

getting bigger. They are not as pleased with their own status, and therefore they are less willing to share and help refugees integrate.

—Annemarie Germany is already an immigrant nation. Germany is among the top 3-5 countries in the world that take in the most immigrants annually.

—Lenz Considering that the first Homosapiens appeared on the African continent, every country is an immigrant country if you trace the origins of its citizens back far enough. In the history of human kind, large groups of people have left their home turf for a multitude of push and pull factors.

Looking at the recent increase in immigration to Germany, it really is a small phenomenon when compared to movements of other groups of humans throughout the centuries.

—Annika

—Torben I think there are only three other countries in the world that have as many neighboring countries as Germany (nine!). So, whenever there was a war in Europe, Germany was likely to be affected by it. I can remember that in my little village, in my childhood, we had refugees from East Germany and Russia. Then, after a while, I had an Italian classmate. Then, a Turkish restaurant opened in my neighborhood. I lived oversee in my twenties, and when I came back, many Kurdish people had arrived, and later on people arrived from Albania and Slovenia. People worry more now because the refugees are coming from further away. Their culture is more different to ours, their religion too. I have colleagues who teach in classes with 12 nationalities, but that is an exception. So yes, there is a challenge of common values, and it only adds to the pressure that many Germans think that the gap between the rich and the poor is

GERMANY IN FOCUS

Germany is not becoming an immigration nation, it has always been one. Before Germany even existed there were hundreds of different tribes which were unified to what we now know as Germans. After the Second World War, Germany was flooded with war refugees, which then faced the same problems as refugees face nowadays.

Then came guest workers, who stayed and manifested Germany as we know it today.

—John Germany has been accepting large numbers of immigrants since the 1950’s. The strong economic upswing after World War II, can be in many parts attributed to the people from all over Europe who moved to Germany and decided to stay. The right to asylum is part of Germany’s Basic Law.

A Transatlantic Outreach Program Instructional text for secondary educators

—Benni

17

FOCUS 1

1.1 Geography of Germany

FOCUS 1 – Geography and Demographics

1.1 GEOGRAPHY OF GERMANY Geographically, how do German Länder compare to American states or Canadian provinces?

C3 Framework Indicator

D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

Staging the Compelling Question

Supporting Question 1 What are the key geographic descriptors for where you live?

Formative Performance Task Students will complete a geographic analysis of their state or province using the information from the “Five Themes of Geography”.

Featured Sources

Students will use the five themes of geography to create a geographical analysis of their home state or province. Each student will submit one Land to be considered as their state/province’s twin, and then results will be tallied, shared, and discussed.

Supporting Question 2

Supporting Question 3

What are the key geographic descriptors of one federal state in Germany?

Formative Performance Task

Formative Performance Task

Each student will research and record information on a Land using the resources in the handout.

Students will meet with six other students, representing six different states in Germany. Using the “Speed Friending Profile” students will record information on each Land they meet.

Featured Sources

Featured Sources

Source A: The Five Themes of Geography (Handout 1.1.1)

Source A: Speed Friending Assignment German States (Handout 1.1.3)

Source B: Geographic Analysis of Your State or Province (Handout 1.1.2)

Source B: Deutsche Welle

Source C: Geology.com

Which German state is most similar to your state or province?

Source A: Speed Friending Match Form (Handout 1.1.4)

Source C: Google Earth Source D: Google Maps

Source D: State Maps Source E: OnTheWorldMap.com Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: How would your students describe their state or province to a young person from Germany? Using geographic descriptors and comparisons to Germany they should create a tourism commercial enticing Germans to visit their state or province. Share your student’s videos with your partner school in Germany.

Taking Informed Action

Understand: Twin Towns and Sister Cities partnerships have long been a way for communities around the world to connect with each other.

Assess: Find the twin town/sister city partnership that is closest to you.

Act: Get in touch with the representatives of the closest sister city partnership and ask how you might be able to connect your school with that partnership.

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GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1 – Geography and Demographics

FOCUS 1

1.1 Geography of Germany

COMPELLING QUESTION

•

Geographically, how do German Länder compare to American states or Canadian provinces?

INQUIRY OVERVIEW Students will use the five themes of geography (location, place, human-environment interaction, movement, and regions) to create a geographical analysis of their home state or province. They will then research one of the 16 German federal states (Länder). Representing the Land they researched, students will exchange information in six “Speed Friending” sessions to determine which German Land is most similar to where they live. Each student will submit one Land to be considered as their state/ province’s twin, and then results will be tallied, shared, and discussed.

TEACHER BACKGROUND In 1984 the National Council for Geographic Education (NCGE) and the Association of American Geographers (AAG) created the “five themes of geography” to facilitate geographic education and provide an effective organizational structure for the teaching of geography. By using these themes (location, place, human-environment interaction, movement, regions) as the basis for understanding geographic information, teachers can help students to gain a better appreciation of cultural and environmental changes around the world.

The Federal Republic of Germany is situated in the heart of Europe surrounded on the north by the North Sea, Denmark, and the Baltic Sea; by Poland and the Czech Republic on the east; by Austria and Switzerland on the south; and by France, Luxembourg, Belgium and the Netherlands on the west. The Alps are located in the south; some of the largest European rivers—the Rhine, the Danube, and the Elbe—flow through Germany. In area, it is the seventh largest country in Europe.

Its territory encompasses roughly 357,000 square kilometers or 138,000 square miles.

Located in the geographical center of Europe, Germany shares a border with nine countries. It has four distinctive types of landscapes. The North German Plain is flat. The Sub-alpine Region located in the middle and southern parts of the country consists of a hilly landscape with some moderately high mountains. The foothills of the Alps or Alpenvorland are located in southern Bavaria. Along the border with Austria in the far south are the Alps.

Germany is a parliamentary republic of sixteen federal states or Länder (singular: Land). After reunification in 1990, Germany became a founding member of the European Union (EU). Among the nations of the EU, it has the largest population of approximately 82.6 million people of which 18.2 million have an immigrant background. It has the world’s fourth largest economy and is one of the largest exporters of goods to other parts of the world.

In 1999 the capital and seat of government was moved from the western city of Bonn back to Berlin, a city-state in the east surrounded by the Land of Brandenburg. Other major German cities are Munich, Hamburg, Bremen, Hanover, Frankfurt, Nuremburg, Stuttgart, and Düsseldorf.

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German is the native language in Germany, Austria, and part of Switzerland. A standard form of the language is written and understood, but not necessarily spoken everywhere as many Germans speak a dialect. Almost everyone is influenced by regional peculiarities in vocabulary as well as pronunciation. People in the north call Saturday Sonnabend while in the south people say Samstag. Partly due to certain ideological models of the past, the people in former East Germany have a somewhat different vocabulary than those in the west. ➤ Further background information

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“The portal with up-to-date statistics, facts, and information about Germany.” Official website of Facts About Germany, German Information Center USA. 2011, https://www.tatsachen-ueber-deutschland.de/en.

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Blankenship, Glen; Tinkler, D. William. “The Geography of Germany: Lessons for Teaching the Five Themes of Geography.” Ed.gov, Institute of Education Sciences, 1993, https://eric.ed.gov/?id=ED384553.

TIME: 3–4 45 minute periods

CONCEPTS LIST

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Länder Landscapes Geography

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Statistics Cultural Landscapes Human Geography

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Physical Geography

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • •

The Five Themes of Geography (Handout 1.1.1) Geographic Analysis of Your State or Province (Handout 1.1.2) All handouts German States Speed Friending Assignment and Profile Sheet (Handout 1.1.3) can be found at Speed Friending Match Form (Handout 1.1.4) www.goethe.de/ germanyinfocus Geology.com, https://geology.com/state-map/ State Maps, http://www.state-maps.org/ Geology.com, https://geology.com/world/canada-satellite-image.shtml OnTheWorldMap.com, http://ontheworldmap.com/canada/province/ “Germany State-by-State.” Deutsche Welle, https://www.dw.com/en/top-stories/brandenburg/s-32467.

Google Earth, https://www.google.com/earth Google Maps, https://www.google.com/maps Access to computer and internet

INTRODUCTORY QUESTION Where in the world is Germany?

As a class, using a large wall map, locate Germany. E.g. European continent, bordered by the North Sea, Denmark, and the Baltic Sea to the north etc.

SUPPORTING QUESTION #1 What are the key geographic descriptors for where you live? ➤ Formative Performance Task Students should complete a geographic analysis of their state or province using the information from the “Five Themes of Geography” (Handout 1.1.1) and the websites listed under resources.

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FOCUS 1

1.1 Geography of Germany

➤ Resources

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The Five Themes of Geography (Handout 1.1.1) Geographic Analysis of Your State or Province (Handout 1.1.2)

United States:

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Geology.com, https://geology.com/state-map/ State Maps, http://www.state-maps.org/

Canada:

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Geology.com, https://geology.com/world/canada-satellite-image.shtml OnTheWorldMap.com, http://ontheworldmap.com/canada/province/

SUPPORTING QUESTION #2 What are the key geographic descriptors of one federal state in Germany? ➤ Formative Performance Task Assign each student a Land to research using the sources listed on Handout 1.1.3 and the websites listed under resources. Students should record information about the assigned Land on the “Speed Friending Profile” (Handout 1.1.3). ➤ Resources

• • • •

Speed Friending Assignment - German States (Handout 1.1.3) “Germany State-by-State.” Deutsche Welle, https://www.dw.com/en/top-stories/brandenburg/s-32467.

Google Earth, https://www.google.com/earth Google Maps, https://www.google.com/maps

SUPPORTING QUESTION #3 Which German state is most similar to your state or province? ➤ Formative Performance Task For this “Speed Friending” Activity students will use Handout 1.1.4 to share what they learned about the state researched in task #2 and how it compares to where they all currently live.

“Speed Friending” Activity: Students will meet with six students representing six different states in Germany. Students use the “Speed Friending Profile” sheet (Handout 1.1.3) to share what was learned about a German state and to consider how it is similar to and different from their German state. Students should record information about each state they “meet” on the “Speed Friending Match Form”, Handout 1.1.4.

As a class determine which Land is most like the state/province in which the class lives. ➤ Resources

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Speed Friending Match Form (Handout 1.1.4)

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SUMMATIVE PERFORMANCE TASK Geographically, how do German Länder compare to American states or Canadian provinces?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK How would your students describe their state or province to a young person from Germany? Using geographic descriptors and comparisons to Germany they should create a tourism commercial enticing Germans to visit their state or province. Share your student’s videos with your partner school in Germany.

TAKING INFORMED ACTION UNDERSTAND Twin Towns and Sister Cities partnerships have long been a way for communities around the world to connect with each other.

ASSESS Find the twin town/sister city partnership that is closest to you. Learn about the history of that partnership and whether there are active cultural exchanges between the cities or states.

ACT Get in touch with the representatives of the closest sister city partnership and ask how you might be able to connect your school with that partnership. If there is no partnership nearby, contact the elected representatives for your city or state to explore how to start a partnership.

Sections of this inquiry have been adapted from the work of 2010 TOP Fellow Michael Robinson, and a contribution from 2017 TOP Fellow Jennifer West.

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1.2 GERMANY IN THE EUROPEAN UNION How does Germany benefit from its role in the European Union?

C3 Framework Indicator

D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

D2.Civ.6.9-12. Critique relationships among governments, civil societies, and economic markets.

D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.

D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

Staging the Compelling Question

Supporting Question 1 Which countries are members of the European Union (EU), and where are they located?

Formative Performance Task Students will label the EU member countries on a map of Europe.

Featured Sources

Students will learn when and why Germany became a founding member of the European Union (EU) and examine the basic timeline of the EU’s development and Germany’s participation. Students will examine the pros and cons of Germany’s membership in the EU. Supporting Question 2

Supporting Question 3

What are the conditions for countries to join the European Union?

What are the advantages and disadvantages of Germany being part of the European Union?

Formative Performance Task

Formative Performance Task

Students will summarize the factors of the Lisbon and Copenhagen Criteria.

Using the resources listed, student pairs will make a T-chart of the advantages and disadvantages of Germany’s membership in the European Union.

Featured Sources

Featured Sources

Source A: European Union Member Countries (Handout 1.2.1)

Source A: Lisbon Treaty and Copenhagen Criteria (Handout 1.2.3)

Source B: Germany and the EU PowerPoint (PowerPoint 1.2.2)

Source B: The Independent

Source B: European Council on Foreign Relations

Source C: Deutsche Welle

Source C: Investopedia

Source D: Debating Europe

Source D: DeStasis

Summative Performance Task

Source A: World Economic Forum

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Ask students to imagine that they just turned 18 and the European Commission has given them a free Interrail ticket valid for one month to travel anywhere in Europe.

Taking Informed Action

Understand: Your country has some agreements that make it easier for you to travel and/or study in certain countries than in others.

Assess: Look into the agreements your country has that would allow you to easily travel or work elsewhere in the world.

Act: Plan an imaginary trip to a country that has increased barriers to entry for travelers from your country.

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COMPELLING QUESTION

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How does Germany benefit from its role in the European Union?

INQUIRY OVERVIEW Students will learn when and why Germany became a founding member of the European Union (EU) and examine the basic timeline of the EU’s development and Germany’s participation. Students will consider the pros and cons of Germany’s membership in the EU.

TEACHER BACKGROUND Prior to this inquiry students should have a general knowledge of World War II and its impact on the world, as well as general knowledge of the name and location of European countries.

When the process of European integration began in the late 1950s, there were just six countries involved: France, West Germany, Italy, Belgium, the Netherlands, and Luxembourg. [Note: it was only West Germany, because after WWII, Germany was divided into East and West.] These countries formed the European Coal and Steel Community (ECSC) in 1951. Uniting these countries economically and politically helped to rebuild a war-torn Europe more quickly by consolidating resources and helping to secure peace. In 1957 they signed the Treaty of Rome establishing the European Economic Community (EEC, known commonly as the EC). The United Kingdom (UK) had refused to join the ECSC, because of its concerns about sharing sovereignty.

1st Enlargement: The UK changed its mind and applied for membership in 1961; yet the British application was vetoed twice by France. Finally, the UK joined the EC in 1973. Ireland and Denmark also joined the EC at the same time.

2nd and 3rd Enlargements: Greece (1981), Spain (1986), and Portugal joined the Union in these two enlargement stages. Their inclusion was considered as the southern enlargement of the EC. Their motives for joining the EC had to do with further democratization and prosperity. In 1986 the European Union flag was unveiled with a blue background and 12 gold stars arranged in a circle. When the so-called Maastricht Treaty came into force in 1993, the European Community was re-chartered as the European Union (EU).

4th Enlargement: Following the end of the Cold War, East and West Germany reunited in 1990, bringing the former East German territory into the EU. In January 1995 Austria, Finland, and Sweden joined the European Union.

5th Enlargement: Following the end of the Cold War, the countries that were previously under the influence of the Soviet Union wanted to join the EU. While the EU member states were in favor of increasing relations with these countries and believed that they needed to be brought under the Union’s umbrella, there were a lot of questions about how this enlargement process would take place and which countries would/should be given priority. Hesitations on the EU side concerning eastern enlargement persisted in the early 1990s. Meeting in Copenhagen in June 1993, the European Council took a historic step and decided that “the

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associated countries of central and eastern Europe that so desire shall become members of the Union. Accession will take place as soon as a country is able to assume the obligations of membership by satisfying the economic and social conditions.”1 With this decision, any European country that wished to join the EU was promised membership. However, the Council had also decided that those countries wishing to apply for membership needed to meet certain conditions for membership. The Copenhagen Criteria (Handout 1.2.3) stated that membership in the Union requires that a country “1) has achieved stability of institutions guaranteeing democracy, the rule of law, human rights and respect for and protection of minorities; 2) the existence of a functioning market economy, as well as the capacity to cope with competitive pressure and market forces within the Union; 3) the ability to take on the obligations of membership, including adherence to the aims of political, economic and monetary union.”2 In 1994 the first former Eastern Bloc countries to apply for membership were Hungary and Poland followed in 1996 by eight more countries of Central and Eastern Europe. The European Commission recommended in 1997 to open accession negotiations with five of these countries: Hungary, Poland, Estonia, Czech Republic, Slovenia. The European Union’s greatest enlargement came in 2004 with the entry of 10 new countries: Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, the Slovak Republic, and Slovenia.

6th Enlargement: In 2007 Romania and Bulgaria enlarged the EU to 27 member states. Some experts feel this was not an actual “6th enlargement,” but a completion of the 5th enlargement.

7th Enlargement: On July 1, 2013 Croatia became the 28th member state of the EU. Treaty of Lisbon: Taking effect in 2009, the Treaty of Lisbon (Handout 1.2.3) was the international agreement that amended two earlier treaties—the Treaty on European Union (also known as the Maastricht Treaty) and the Treaty establishing the European Community (also known as the Treaty of Rome)—which comprise the constitutional basis of the European Union (EU). The Treaty of Lisbon provides the EU with the legal framework and tools necessary to meet future challenges and to respond to citizens’ demands.

For more information refer to Europa.eu Teacher’s Corner:

• •

Ages 12-15: http://europa.eu/teachers-corner/age-ranks/ages-12-15_en 15 and over: http://europa.eu/teachers-corner/age-ranks/ages-15-and-over_en TIME: 4–5 45 minute periods

CONCEPTS LIST

• • • • • •

1 2

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European Coal and Steel Committee (ECSC) European Economic Community (EEC) European Union (EU) Cold War Treaty Democracy

• • • • • • • •

Winston Churchill Abolition Reciprocal Sovereignty Infrastructure Market economy Consolidation Command Economy

• • • • • •

Culmination ‘Common Market’ Copenhagen Criteria Treaty of Lisbon Treaty of the European Union (Maastricht Treaty) Treaty of Rome

European Commission. (n.d.). Accession Criteria. Retrieved from European Commission: http://ec.europa.eu/ European Commission. (n.d.). Accession Criteria. Retrieved from European Commission: http://ec.europa.eu/

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INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • • • • • • •

European Union Member Countries (Handout 1.2.1) Germany and the EU PowerPoint (PowerPoint 1.2.2) All handouts Lisbon Treaty and Copenhagen Criteria (Handout 1.2.3) can be found at “Arguments for and against Turkey’s EU membership.” Debating Europe, https://www. www.goethe.de/ germanyinfocus debatingeurope.eu/focus/infobox-arguments-for-and-against-turkeys-eu-membership/ - .W5UgfFInZjk. Batchelor, Tom. “Turkey still wants ‘full membership’ of EU, Erdogan says.” The Independent, 26 March 2018, https://www.independent.co.uk/news/world/europe/erdogan-turkey-eu-full-membership-europea n-union-commitment-president-a8274166.html.

“Discover EU.” Interrail, https://www.interrail.eu/en/lets-discovereu.

“EU comparison 2018: Germany and the other Member States.” DeStasis, Federal Statistical Office, 2019, https://www.destatis. de/Europa/EN/Country/Comparison/GER_EU_Compared.html.

“EU: Turkey’s membership hopes at an all-time low.” Deutsche Welle, 15 April 2018, https://www.dw.com/en/ eu-turkeys-membership-hopes-at-an-all-time-low/a-43391440. “#FreeInterrail - A Vision of a Europe for All - Vincent-Immanuel Herr.” YouTube, uploaded by TedXTalks, 6 June 2017, https:// www.youtube.com/watch?v=POf0VzZYgD0.

Foster, Max. “What is the European Union?” CNN, https://www.cnn.com/videos/world/2016/02/17/ what-is-the-eu-brexit-europe-orig.cnn.

“Interrail Railway Map.” Interrail, https://www.interrail.eu/en/plan-your-trip/interrail-railway-map.

“Interrail Plan your Trip.” Interrail, https://www.interrail.eu/en/plan-your-trip.

“Interrail Sample Routes.” Interrail, https://www.interrail.ie/sample-routes.

Ischinger, Wolfgang. “What is Germany’s role within the EU?” World Economic Forum, 15 September 2015, https://www. weforum.org/agenda/2015/09/what-is-germanys-role-within-the-eu/.

Janning, Josef and Almut Moller. “Leading from the centre: Germany’s role in Europe.” European Council on Foreign Relations, ECFR.eu, 13 July 2016, https://www.ecfr.eu/publications/summary/ leading_from_the_centre_germanys_role_in_europe_7073.

Radcliffe, Brent. “Why Germany is the economic powerhouse of the Eurozone.” Investopedia, 7 December 2012, https:// www.investopedia.com/financial-edge/1212/why-germany-is-the-economic-powerhouse-of-the-eurozone.aspx.

“Teaching the EU Toolkit (for high school grades).” Center for European Studies, University of North Carolina at Chapel Hill, 2019, https://europe.unc.edu/toolkits/.

“The European Union Explained.” YouTube, uploaded by CGP Grey, 2 July 2013, https://www.youtube.com/ watch?v=O37yJBFRrfg.

“What is the European Union?” YouTube, uploaded by BBC Newsbeat, 18 February 2016, https://www.youtube.com/ watch?v=8G1cds52Ko0.

INTRODUCTORY ACTIVITY What is the European Union? In pairs, students work together to formulate their best definition of what they understand the European Union to be.

Then watch one of these videos:

• • •

Foster, Max. “What is the European Union?” CNN, https://www.cnn.com/videos/world/2016/02/17/ what-is-the-eu-brexit-europe-orig.cnn.

“What is the European Union?” YouTube, uploaded by BBC Newsbeat, 18 February 2016, https://www.youtube. com/watch?v=8G1cds52Ko0. (Use this with students who are unfamiliar with the EU.) “The European Union Explained.” YouTube, uploaded by CGP Grey, 2 July 2013, https://www.youtube.com/ watch?v=O37yJBFRrfg. (For students who have more background knowledge of the history of Europe, this video might offer material for some lively debates.)

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SUPPORTING QUESTION #1 Which countries are members of the European Union (EU), and where are they located? ➤ Formative Performance Task Have students label the EU member countries on this map of Europe: Handout 1.2.1 “European Union Member Countries”.

After students have entered their best guesses, give them a clean copy of the same map. While you go over the PowerPoint 1.2.2 of which countries joined when, the students will fill in the proper country names in the correct places.

Students hand in both their initial attempts and their correctly labeled maps at the end of the lesson.

Subsequent lesson: Give students the same map and have them demonstrate what they learned in the previous lesson. ➤ Resources

• •

European Union Member Countries (Handout 1.2.1) Germany and the EU PowerPoint (PowerPoint 1.2.2)

SUPPORTING QUESTION #2 What are the conditions for countries to join the European Union? ➤ Formative Performance Task Students should complete Handout 1.2.3. As a class discuss the questions and responses. Next, using the information from Handout 1.2.3 and the listed resources, students should write a paragraph summarizing the factors of the Copenhagen Criteria that qualify a country to join the European Union. They should include one example of a country that would like to become a member of the EU but does not yet qualify. What criteria does that country need to fulfill in order to be approved? ➤ Resources

• • • •

Lisbon Treaty and Copenhagen Criteria (Handout 1.2.3) Batchelor, Tom. “Turkey still wants ‘full membership’ of EU, Erdogan says.” The Independent, 26 March 2018, https://www.independent.co.uk/news/world/europe/erdogan-turkey-eu-full-membership-europea n-union-commitment-president-a8274166.html.

“EU: Turkey’s membership hopes at an all-time low.” Deutsche Welle, 15 April 2018, https://www.dw.com/en/ eu-turkeys-membership-hopes-at-an-all-time-low/a-43391440.

“Arguments for and against Turkey’s EU membership.” Debating Europe, https://www.debatingeurope.eu/focus/ infobox-arguments-for-and-against-turkeys-eu-membership/#.XVQCan9YZCo.

SUPPORTING QUESTION #3 What are the advantages and disadvantages of Germany being part of the European Union? ➤ Formative Performance Task Using the resources listed, student pairs will make a T-chart of the advantages and disadvantages of Germany’s membership in the European Union, and discuss what opportunities and challenges countries who want membership face. ➤ Resources

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Ischinger, Wolfgang. “What is Germany’s role within the EU?” World Economic Forum, 15 September 2015, https://www.weforum.org/agenda/2015/09/what-is-germanys-role-within-the-eu/.

Janning, Josef and Almut Moller. “Leading from the centre: Germany’s role in Europe.” European Council

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on Foreign Relations, ECFR.eu, 13 July 2016, https://www.ecfr.eu/publications/summary/ leading_from_the_centre_germanys_role_in_europe_7073.

Radcliffe, Brent. “Why Germany is the economic powerhouse of the Eurozone.” Investopedia, 7 December 2012, https://www.investopedia.com/financial-edge/1212/why-germany-is-the-economic-powerhous e-of-the-eurozone.aspx.

“EU comparison 2018: Germany and the other Member States.” DeStasis, Federal Statistical Office, 2019, https:// www.destatis.de/Europa/EN/Country/Comparison/GER_EU_Compared.html.

For additional resources and lesson plans on the European Union, check out this resource:

•

Teaching the EU Toolkit (for high school grades) https://europe.unc.edu/toolkits/ EU Toolkits contain lessons and resources for elementary, middle, and high school students to learn about Europe and the EU.

“The Center for European Studies at UNC-CH has a 20-year history of providing outreach materials and professional development on contemporary Europe. During this time, we have discovered that although there is much interest in teaching Europe, most resources are historic in nature, and do not allow students to fully grasp the rich cultures, languages, people, and politics of today’s Europe, Europeans, and the European Union. This project was generously funded by a Getting to Know Europe grant from the Delegation of the European Union to the US in Washington, DC.”

SUMMATIVE PERFORMANCE TASK How does Germany benefit from its role in the European Union?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Ask students to imagine that they just turned 18 and the European Commission has given them a free Interrail ticket valid for one month to travel anywhere in Europe. Each student should design their own itinerary and list out the countries they will visit (choose at least five). Then they should figure out (1) How many times they will go through border controls (consider the Schengen agreement countries), and (2) How many times they will need to get a different currency from an ATM (consider which countries use the Euro and which ones do not, assuming one ATM visit per country).

For inspiration, they can check out #DiscoverEU posts on social media to follow along on the adventures of young Europeans who received these free tickets!

As a young person traveling in Europe, students will be happy to hear that they will have free roaming for their (European) cell phone, no tariffs or excise taxes when they travel, and the possibility to work and live in many different countries, thanks to open immigration. ➤ Resources

• • •

“Discover EU.” Interrail, https://www.interrail.eu/en/interrail-passes/what-is-discovereu.

“Interrail Railway Map.” Interrail, https://www.interrail.eu/en/plan-your-trip/interrail-railway-map.

“Interrail Plan your Trip.” Interrail, https://www.interrail.eu/en/plan-your-trip.

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“Interrail Sample Routes.” Interrail, https://www.interrail.ie/sample-routes. “#FreeInterrail - A Vision of a Europe for All - Vincent-Immanuel Herr.” YouTube, uploaded by TedXTalks, 6 June 2017, https://www.youtube.com/watch?v=POf0VzZYgD0.

TAKING INFORMED ACTION UNDERSTAND Similar to the Schengen Agreement that makes traveling within EU countries very easy, your country has some agreements that make it easier for you to travel and/or study in certain countries than in others.

ASSESS Look into the agreements your country has that would allow you to easily travel or work elsewhere in the world. Which countries are the most welcoming to people from your country? Now find a country that is not easy for you to visit or move to. What bureaucratic measures would you face if you wanted to travel, study, or work in that country?

ACT Plan an imaginary trip to a country that has increased barriers to entry for travelers from your country. Write a timeline of how far in advance you would need to plan in order to be able to successfully get your passport, any necessary entry or tourist visas, and list the documentation you would need to submit to that country’s embassy or consulate in order to be permitted to travel there.

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1.3 Friedenssicherung—German Military and International Peacekeeping

FOCUS 1 – Geography and Demographics

1.3 FRIEDENSSICHERUNG—GERMAN MILITARY AND INTERNATIONAL PEACEKEEPING What role does the German military play in international peacekeeping?

C3 Framework Indicator

D2.Geo.11.9-12. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

D2.Geo.9.6-8. Evaluate the influences of long-term, human-induced environmental change on spatial patterns of conflict and cooperation.

D2.PSY.21.9-12. Discuss ways in which the application of psychological science can address domestic and global issues.

Staging the Compelling Question Supporting Question 1 What is NATO and its role in international peacekeeping?

Formative Performance Task Students will answer several questions about NATO.

Featured Sources Source A: NATO Video Questions (Handout 1.3.1)

This inquiry examines international peacekeeping and how it has changed since the end of the Cold War. Supporting Question 2

Supporting Question 3

What is Germany’s role as an international peacekeeper and how is it changing?

When Germany announced its first military expansion since the Cold War in 2016, how did Germans and the global community react?

Formative Performance Task

Formative Performance Task

Students will develop a composite list of Germany’s role in international peacekeeping, discussing how the role has changed and, potentially, continues to change.

In groups, students are responsible for reading the listed resources, and reporting their findings to the class.

Featured Sources

Featured Sources

Source A: Spiegel Online

Source A: BBCNews.com

Source B: Official website of Providing for Peacekeeping

Source B: The New York Times

Source B: NATO.int Source C: YouTube

Source C: The Guardian

Source D: Official website of NATO/OTAN

Source D: BBCNews.com

Source E: Harvard University

Source E: Financial Policy Source F: Deutsche Welle Source G: Deutschland.de Source H: German Federal Foreign Office

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Military conscription is a common practice throughout the world. Students will examine the pros and cons of Germany’s decision to vote against conscription.

Taking Informed Action

Understand: Peacekeeping is an important part of international relations.

Assess: Check with your student counselor to see if any previous students have taken the opportunity to be part of the Peace Corps once they left for University.

Act: Look into the Peace Corps website, and see whether this would be a program that would be interesting to you to join in the future.

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1.3 Friedenssicherung—German Military and International Peacekeeping

COMPELLING QUESTION

•

What role does the German military play in international peacekeeping?

INQUIRY OVERVIEW This inquiry examines international peacekeeping and how it has changed since the end of the Cold War. Students will read articles related to Germany’s role as an international peacekeeper, how that role is changing, and the reasons behind the change.

TEACHER BACKGROUND The terror of the Nazi Regime led to military limits being written into the constitution of West Germany. Germany was demilitarized after World War II ended in 1945, and the process of remilitarization has only developed over time. By dividing Germany into four sectors, and with the looming threat of the Soviet Union taking full control of East Germany, West Germany still needed an army for defense following WWII. The West German Bundeswehr was formed in 1955 when West Germany joined the North Atlantic Treaty Association (NATO), but the constitution held that the role of Germany’s armed forces would be strictly defensive.

Initially, the West German army’s main job was to work with its NATO partners to prevent any attack that might come from Warsaw Pact members.1 Six months after the formation of the West German Bundeswehr, East Germany established its Nationale Volksarmee (National People’s Army) in 1956.

Up until 2011, The Basic Law for the Federal Republic of Germany stated that men were obliged to serve either in the military (conscription) or to do alternative civilian service (Zivildienst) for the length of six months. In 2010, the German government led by Chancellor Angela Merkel proposed suspending the military conscription (and the companion civilian service), and reducing German troop numbers by a third, down to about 170,000 soldiers. In May 2011, that law came into effect.

Although West Germany officially joined NATO in 1955, it wasn’t until after reunification in 1990 that the German government considered participating in “out of area” missions led by NATO. Whether it be for peacekeeping or deterrence, Germany’s Bundeswehr is now deployed in several countries across the globe in defense of its allies.

NATO is committed to the principle of collective defense. The concept is that an attack against one or several members is an attack against all members. The countries in NATO are in a political and military alliance dedicated to self-defense and maintaining peace, to building trust and preventing conflict, and to ensuring the safety of the member countries. In this age of globalization, transatlantic peace is a viable and worldwide effort that extends beyond the might of military.2 Germany is the 4th largest EU contributor to United Nations (UN) peacekeeping missions around the world, with over 400 active peacekeepers employed. UN peacekeepers’ work includes: protection of civil mandate, child protection, conflict-related sexual violence intervention, policing, mine action, prevention of conflict, as well as promoting women and peace.3 You can find more on UN Peacekeeping at: https://peacekeeping.un.org/en/what-is-peacekeeping.

1 2 3

Moore, Tristana. “Will Germany’s army ever be ready for battle?” Time, 27 June 2009, http://content.time.com/time/world/article/0,8599,1906570,00.html.

“Difference Between UN and NATO.” Harvard University, Office of the Vice Provost for Advances in Learning, http://www.differencebetween.info/difference-between-un-and-nato.

“What is Peacekeeping?” UN.org, United Nations Peacekeeping, https://peacekeeping.un.org/en/what-is-peacekeeping.

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“UN Peacekeeping is guided by three basic principles:

• • •

Consent of the parties; Impartiality; Non-use of force except in self-defense and defense of the mandate.”4

Germany’s Bundeswehr has a total of 181,512 active soldiers, a stark contrast to the 500,000 in 1990 at the end of the Cold War. Of that number, 22,098 are women. Active soldiers are distributed between various departments (e.g. army, marines, air force, as well as a branch that is gaining importance, cybersecurity/cyberwarfare). The Bundeswehr is currently involved in 12 foreign missions, with 3466 German troops assigned globally. More than half of these troops are stationed in Afghanistan. There are currently 21,500 vacancies in the Bundeswehr 5. Germany presently spends approximately 1.2% of its GDP on defense. This is down from 3% at the height of the Cold War. Looking into the future, Germany wants to double its GDP spending on defense by 2030.6 TIME: 3–4 45 minute classes

CONCEPTS LIST

• • •

Bundeswehr International relations NATO (North Atlantic Treaty Organization) Military Intervention

•

• • • • •

Military Expansion United Nations (UN) United Nations Peacekeepers Conscription Civilian social service

• • •

Peacekeeping Friedenssicherung The Peace Corps

INSTRUCTIONAL RESOURCES

• • • • • • • • • • 4 5 6

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NATO video questions (Handout 1.3.1) Alessi, Christopher. “How Afghanistan Changed the German Military.” Spiegel All handouts Online, 15 October 2013, http://www.spiegel.de/international/germany/ can be found at how-afghanistan-has-changed-the-bundeswehr-german-military-a-927891.html. www.goethe.de/ germanyinfocus Ansorg, Nadine and Felix Haass. “Peacekeeping Contributor Profile: Germany.”

Official website of Providing for Peacekeeping, last updated January 2017, http://www. providingforpeacekeeping.org/2014/04/03/contributor-profile-germany/.

Borger, Julian. “Germany slowly comes to terms with sending troops abroad.” The Guardian, 18 September 2012, https:// www.theguardian.com/world/2012/sep/18/germany-military-modernise-foreign-intervention.

Bowlby, Chris. “Germany: Reluctant Military Giant?” BBCNews.com, BBC Radio 4 Analysis, 12 June 2017, https://www.bbc. com/news/world-europe-40172317.

Braw, Elizabeth. “Germany is Quietly Building a European Army Under its Command.” Financial Policy, 22 May 2017, https:// foreignpolicy.com/2017/05/22/germany-is-quietly-building-a-european-army-under-its-command/.

“Difference Between UN and NATO.” Harvard University, Office of the Vice Provost for Advances in Learning, http://www. differencebetween.info/difference-between-un-and-nato.

Knight, Ben. “Germany to expand global military mission.” Deutsche Welle, 7 March 2018, https://www.dw.com/en/ germany-to-expand-global-military-missions/a-42858081.

“More women soldiers and less equipment: A look at Germany’s army in numbers.” The Local, 15 February 2019, https:// www.thelocal.de/20190215/more-women-soldiers-and-less-equipment-a-look-at-germanys-army-in-numbers.

“NATO Checklist.” NATO.int, https://www.nato.int/nato-welcome/files/checklist_en.pdf.

“What is Peacekeeping?” UN.org, United Nations Peacekeeping, https://peacekeeping.un.org/en/what-is-peacekeeping.

“Stärke: Militärisches Personal der Bundeswehr.” Bundeswehr, 2019, https://www.bundeswehr.de.

“Why Germany’s Army is in a Bad State.” The Economist, 9 August 2018, https://www.economist.com/the-economist-explains/2018/08/09/why-germanys-army-is-in-a-bad-state.

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“NATO on the Map.” Official website of NATO/OTAN, https://www.nato.int/nato-on-the-map/#lat=51.72673918960763&lon=4 .849117014409103&zoom=0.

“NATO: What is it, why does it still exist, and how does it work?” YouTube, uploaded by NATO, 6 July 2017, https://www. youtube.com/watch?v=3vN4r2hg0Os. “Operations and missions: past and present.” Official website of NATO/OTAN, last updated 2 July 2018, https://www.nato.int/ cps/en/natolive/topics_52060.htm.

Smale, Alison. “In a Reversal, Germany’s Military Growth Is Met With Western Relief.” The New York Times, 5 June, 2016, https:// www.nytimes.com/2016/06/06/world/europe/european-union-germany-army.html.

“Together for Peace.” Deutschland.de, 23 October 2017, https://www.deutschland.de/en/topic/politics/together-for-peace.

“UN peace missions and Germany’s engagement.” German Federal Foreign Office, https://www.auswaertiges-amt.de/en/ aussenpolitik/internationale-organisationen/vereintenationen/germanys-engagement-un-peace-missions/229116.

“The benefits of conscription are economic as well as military.” The Financial Times, https://www.ft.com/ content/66f6fd18-94b9-11e7-83ab-f4624cccbabe.

INTRODUCTORY ACTIVITY Project NATO on the Map found at https://www.nato.int/nato-on-the-map/#lat=51.72673918960763&lon=4.8491170144091 03&zoom=0. Use the interactive map to examine NATO members, regions of deterrence and defense, locations of operations and missions, projected stability, and fighting terrorism.

Students may wish to refer to this map throughout this inquiry. ➤ Resources

•

“NATO on the Map.” Official website of NATO/OTAN, https://www.nato.int/nato-on-the-map/#lat=51.7267391896 0763&lon=4.849117014409103&zoom=0.

SUPPORTING QUESTION #1 What is NATO and its role in international peacekeeping? ➤ Formative Performance Task Review the NATO checklist with students for an overall understanding of NATO. Assign students different questions (2 or 3) from Handout 1.3.1, then view the video “NATO: What is it, why does it still exist, and how does it work?” Teachers might want students to first view the video without trying to answer their assigned questions and then view a second time to answer the questions.

Students are responsible for determining the answer to their assigned questions. As a class, discuss the questions and the responses. ➤ Resources

• • • • •

NATO video questions (Handout 1.3.1) “NATO Checklist.” NATO.int, https://www.nato.int/nato-welcome/files/checklist_en.pdf.

“NATO: What is it, why does it still exist, and how does it work?” YouTube, uploaded by NATO, 6 July 2017, https:// www.youtube.com/watch?v=3vN4r2hg0Os. “Operations and missions: past and present.” Official website of NATO/OTAN, last updated 2 July 2018, https:// www.nato.int/cps/en/natolive/topics_52060.htm.

“Difference Between UN and NATO.” Harvard University, Office of the Vice Provost for Advances in Learning, http:// www.differencebetween.info/difference-between-un-and-nato.

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SUPPORTING QUESTION #2 What is Germany’s role as an international peacekeeper and how is it changing? ➤ Formative Performance Task Divide the class into 8 groups. Assign each group an article from the resource list to read. For each article, students should create a list of the role of Germany as an international peacekeeper and note how this role is changing and why.

Develop a composite list of Germany’s role in international peacekeeping, discussing how the role has changed and, potentially, continues to change. ➤ Resources

• • • • • • • •

Alessi, Christopher. “How Afghanistan Changed the German Military.” Spiegel Online, 15 October 2013, http:// www.spiegel.de/international/germany/how-afghanistan-has-changed-the-bundesweh r-german-military-a-927891.html.

Ansorg, Nadine and Felix Haass. “Peacekeeping Contributor Profile: Germany.” Official website of Providing for Peacekeeping, last updated January 2017, http://www.providingforpeacekeeping.org/2014/04/03/ contributor-profile-germany/.

Borger, Julian. “Germany slowly comes to terms with sending troops abroad.” The Guardian, 18 September 2012, https://www.theguardian.com/world/2012/sep/18/germany-military-modernise-foreign-intervention.

Bowlby, Chris. “Germany: Reluctant Military Giant?” BBCNews.com, BBC Radio 4 Analysis, 12 June 2017, https:// www.bbc.com/news/world-europe-40172317.

Braw, Elizabeth. “Germany is Quietly Building a European Army Under its Command.” Financial Policy, 22 May 2017, https://foreignpolicy.com/2017/05/22/germany-is-quietly-building-a-europea n-army-under-its-command/.

Knight, Ben. “Germany to expand global military mission.” Deutsche Welle, 7 March 2018, https://www.dw.com/ en/germany-to-expand-global-military-missions/a-42858081.

“Together for Peace.” Deutschland.de, 23 October 2017, https://www.deutschland.de/en/topic/politics/ together-for-peace.

“UN peace missions and Germany’s engagement.” German Federal Foreign Office, https://www. auswaertiges-amt.de/en/aussenpolitik/internationale-organisationen/vereintenationen/ germanys-engagement-un-peace-missions/229116.

SUPPORTING QUESTION #3 When Germany announced its first military expansion since the Cold War in 2016, how did Germans and the global community react? ➤ Formative Performance Task Divide students into five groups.

Prior to reading ask students to predict how they believe: a. Germans reacted to this news b. NATO allies reacted to this news Groups should research news articles (some provided below) as follows: Group A: Make a list of reasons why a person in Germany might support this expansion.

Group B: Make a list of reasons why a person in Germany might oppose this expansion.

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Group C: Make a list of reasons why a NATO ally (your choice of country) might support this expansion.

Group D: Make a list of reasons why a NATO ally (your choice of country) might oppose this expansion.

Group E: Make a list of reasons why a person might have mixed feelings about this expansion.

Each group is responsible for reporting their findings to the class. Discuss what surprised them, concerned them, made them angry, or what did not surprise them in what they read. ➤ Resources

• •

Bowlby, Chris. “Germany: Reluctant Military Giant?” BBCNews.com, BBC Radio 4 Analysis, 12 June 2017, https:// www.bbc.com/news/world-europe-40172317.

Smale, Alison. “In a Reversal, Germany’s Military Growth Is Met With Western Relief.” The New York Times, 5 June, 2016, https://www.nytimes.com/2016/06/06/world/europe/european-union-germany-army.html.

SUMMATIVE PERFORMANCE TASK What role does the German military play in international peacekeeping?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Conscription, also known as compulsory military service, is a common practice throughout the world, with many nations asking their men to serve in the military or participate in civil social work. In 2011, Germans voted against conscription and it was therefore suspended. Have students read the sources below and do their own research. On a T-chart they should list the benefits and drawbacks of this decision. ➤ Resources

• •

“The benefits of conscription are economic as well as military.” The Financial Times, https://www.ft.com/ content/66f6fd18-94b9-11e7-83ab-f4624cccbabe.

“More women soldiers and less equipment: A look at Germany’s army in numbers.” The Local, 15 February 2019, https://www.thelocal.de/20190215/more-women-soldiers-and-less-equipmen t-a-look-at-germanys-army-in-numbers.

TAKING INFORMED ACTION UNDERSTAND Peacekeeping is central part of international relations. It helps pave the path for countries in conflict to peace. There are many programs that help peacekeeping efforts. One of the most influential programs is the United Nations (UN) Peacekeepers. The UN Peacekeepers usually employ highly trained people who are well equipped to be in war-torn countries. However, there are many programs where students can participate, such as the Peace Corps.

ASSESS Check with your student counselor to see if any previous students have taken the opportunity to be part of the Peace Corps once they left for University.

ACT Look into the Peace Corps website, and see whether this would be a program that would be interesting to you to join in the future.

This inquiry is based on the work of 2009 Top Fellow Seth Altman.

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1.4 AN IMMIGRANT NATION—THE DEMOGRAPHIC PROFILE OF GERMANY Is Germany an immigrant nation?

C3 Framework Indicator

D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

Staging the Compelling Question Supporting Question 1 How are the origins of immigrants coming to Germany changing?

Formative Performance Task As a class, students will discuss their findings on immigration into Germany, and what world events potentially led to immigration from a specific country or region.

Featured Sources Source A: Pew Research: “Origins and Destinations of the World’s Migrants 1990-2017” Summative Performance Task

Students will examine immigration to Germany. They will also study the demographic profile of Germany.

Supporting Question 2

Supporting Question 3

What is the demographic profile of Germany?

How will Germany attract skilled labor migrants in the future?

Formative Performance Task

Formative Performance Task

In groups, students will review one of the listed resources and make a short outline of the demographic profile of Germany.

Featured Sources

For each resource students should write a short summary of how Germany wants to attracted skilled labor migrants in the future.

Featured Sources

Source A: Central Intelligence Agency

Source A: World Politics Review

Source B: World Economic Forum

Source B: Deutsche Welle

Source C: The Financial Times

Source C: YouTube

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students should examine the citizenship requirements in their country and compare them to those of Germany by using a Venn Diagram.

Taking Informed Action

Understand: Throughout the United States and Canada organizations work to support refugees when they arrive.

Assess: Determine if there are refugee organizations in your community or state.

Act: Contact the organization and find out how you might help e.g. volunteering, raising awareness, fund raising etc.

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COMPELLING QUESTION

•

Is Germany an immigrant nation?

INQUIRY OVERVIEW Students will examine immigration to Germany. They will also study the demographic profile of Germany to answer the compelling question. Students will explore how Germany intends to attract skilled labor migrants by passing new legislation.

TEACHER BACKGROUND Like other parts of Europe in the 19th century, more people left German territories than entered. Millions emigrated to North America, South America, and Australia to seek employment either in agriculture or industry. Today more than 40 million Americans, or approximately 15 percent of the United States population, have German ancestry.1 Over 3 million Canadians, or about 10 percent of the Canadian population, have German ancestry.2 The Industrial Revolution reached Germany at the very end of the 19th century and the beginning of the 20th century, changing the country forever. The new mines, mills, factories, and towns of the recently unified German Empire required labor, and workers were recruited primarily from Poland to fill labor shortages. During World War II, several million forced laborers were brought from Nazi Germany’s occupied territories to work in the heavy manufacturing sector.

Of course, these people never considered themselves immigrants.

The end of World War II triggered a mass movement of people across Europe. Germany took in more refugees following WWII than any other nation in the world, and in 1949 West Germany ensured the right to asylum in Article 16a of its Grundgesetz (Basic Law or Constitution). An estimated 12 million German citizens and ethnic Germans, who were either fleeing or were expelled from previously German territories in Central and Eastern Europe, settled in both East and West Germany during this time period. Tensions of the developing Cold War and a deteriorating political situation also led 3.8 million East Germans to flee to West Germany between 1945 and 1961.

The East German government built the Berlin Wall and fortified the inner-German border in an effort to stop these refugees, but still another 400,000 East Germans escaped to the West between 1961 and 1988.3 In the 1950’s, West Germany experienced an economic boom, the so-called Wirtschaftswunder or Economic Miracle, which generated a huge demand for labor. Still recovering from its heavy losses in WWII, West Germany had to recruit workers from other countries to meet this demand. Bilateral recruitment agreements were signed with Italy (1955), Spain (1960), Greece (1960),

1 2 3

“German-American Day.” Official Website of the United States Census Bureau, 6 October 2017, https://www.census.gov/newsroom/stories/2017/october/ german-american.html.

“Immigration and Ethnocultural Diversity Highlight Tables.” Statistics Canada, last modified 20 February 2019, https://www12.statcan.gc.ca/censusrecensement/2016/dp-pd/hlt-fst/imm/Table.cfm?Lang=E&T=31&Geo=01.

Oezcan, Veysel. “Germany: Immigration in Transition.” Migration Policy Institute, 1 July 2004, https://www.migrationpolicy.org/article/germanyimmigration-transition.

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Turkey (1961), Portugal (1964), and Yugoslavia (1968)4, to bring “guest workers” to Germany - without their families - on a rotating basis for two years. The German government did not intend to offer them options for long-term residency or citizenship, or even to integrate them into Germany society as a whole.

In 1960, the number of foreigners living in West Germany was 686,000, or 1.2 percent of the total population. The most populous of the so-called “Ausländer” (foreigners) at that time were Italians. After the construction of the Berlin Wall in 1961, which limited the numbers of East German refugees coming west, foreign workers were needed more than ever. Soon there were around four million foreigners living in West Germany, comprising 6.7 percent of the total population. During this time, new foreign workers were recruited primarily from Turkey (23 percent of total foreign population by 1973).5 The guest worker model itself proved to be ill-conceived, as most companies quickly recognized the economic costs of retraining new workers every two years instead of keeping them on long-term. Soon, many guest workers’ contracts were extended and they began to bring their families to live with them. In 1973 West Germany entered a period of economic recession related to the oil crisis, causing the government to end the guest worker program. Some guest workers chose to return to their home countries, but many who had found success in their jobs and whose families had begun to establish a new life in Germany chose to stay.

By 1988, there were 4.5 million foreigners living in West Germany, accounting for 7.3 percent of the population as a whole.6 The majority of these foreigners were of Turkish background. It is important to note that at this time German citizenship laws were based on ancestry, so many of these people were legally designated as “foreigners” despite having been born and raised in Germany. Naturalization processes were available but requirements were difficult to attain. As a result, few foreigners were able to obtain German citizenship. This legal exclusion, coupled with both society and government’s unwillingness to recognize West Germany’s new status as an immigration country, led to inadequate integration measures and the marginalization of several generations of immigrants.

Starting in the 1960s, East Germany also recruited foreign workers, which they called Vertragsarbeiter or contract workers, signing agreements with other socialist countries including Poland (1965), Hungary (1967), Mozambique (1979), and Vietnam (1980).

In the beginning, the program focused on apprenticeships and further education, but soon contract workers were recruited to deal with East Germany’s labor shortage. Unlike West Germany, East Germany strictly limited the time foreign workers spent in the country and integration into society was discouraged. By the end of 1989, approximately 190,000 foreigners were living in East Germany. Among them were about 90,000 contract workers, 60,000 of whom were from Vietnam.7 The fall of the Berlin Wall in 1989 brought the citizens of East Germany into the now reunified German population and ushered in a new phase of migration across Europe. Jews from the former Soviet Union and its satellite states were allowed to immigrate to Germany because of the discrimination they were facing in their home countries. At the same time, many Aussiedler (emigrants with German ethnicity), who had been living behind the Iron Curtain, also “returned” to Germany. Refugees from the former Yugoslavia, Turkey, Iraq, and Russia sought asylum in Germany during this time as well. In the face of all this change, Germany experienced a backlash of xenophobia and violence towards foreigners and in 1993 the country’s asylum laws were tightened, drastically limiting the number of refugees entering each year.

By the early 2000’s, there were 7.3 million legal resident foreigners living in Germany, comprising 8.9 percent of the total population. The largest group was the 1.9 million Turkish citizens, 654,000 of whom were born in Germany.8 Even though Germany

4 5 6 7 8

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Oezcan, Veysel. “Germany: Immigration in Transition.” Migration Policy Institute, 1 July 2004, https://www.migrationpolicy.org/article/germanyimmigration-transition.

Oezcan, Veysel. “Germany: Immigration in Transition.” Migration Policy Institute, 1 July 2004, https://www.migrationpolicy.org/article/germanyimmigration-transition.

Oezcan, Veysel. “Germany: Immigration in Transition.” Migration Policy Institute, 1 July 2004, https://www.migrationpolicy.org/article/germanyimmigration-transition.

“Focus Migration” (n.d). Retrieved September 2012 from: http://www.bpb.de/gesellschaft/migration/dossier-migration/56368/migrationspolitik-in-der-ddr?p=1.

Oezcan, Veysel. “Germany: Immigration in Transition.” Migration Policy Institute, 1 July 2004, https://www.migrationpolicy.org/article/germanyimmigration-transition.

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had not traditionally been seen as a nation of immigrants, its non-citizen population was comparable to that of the United States of America. The government began to take steps to better integrate Germany’s now multi-ethnic society and to change its citizenship laws.

Following the Arab Spring uprisings and the start of the Syrian Civil War in the early 2010’s, the world witnessed a major refugee crisis, with millions of people being displaced and seeking refuge across the Middle East, North Africa, Mediterranean, and Europe. In 2015, hundreds of thousands of refugees fleeing the Syrian Civil War entered Europe and were being held at the Hungarian border to Austria. On September 4, 2015, Chancellor Werner Faymann of Austria and Chancellor Angela Merkel of Germany announced that they would be allowed to cross the border from Hungary into Austria and onward to Germany.9 More than 500,000 Syrians moved to Germany and applied for asylum between 2011 and 2017, making it the fifth-largest displaced Syrian population in the world.10 TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • • • •

Iron Curtain Demographic Emigration Immigration Pluralism Multiculturalism

• • • • • •

Immigrants vs. refugees Heimatvertriebene Post war expulsion Repatriation Deportation Aussiedler

• • • • • •

Spätaussiedler Industrial Revolution ‘Guest workers’ Ausländer Recession Migrant

• • • • •

Auslandsdeutsch Contract workers Vertragsarbeiter Apprenticeship citizen Immigrant nation

INSTRUCTIONAL RESOURCES

• • • • • • • • • •

9 10

“Europe: Germany.” The World Factbook. Central Intelligence Agency, 2018, https://www.cia.gov/library/publications/ the-world-factbook/geos/gm.html.

“Faced with a Labor Shortage, Germany Looks Beyond Europe for Skilled Workers.” World Politics Review, 17 September 2018, https://www.worldpoliticsreview.com/trend-lines/25958/faced-with-a-labor-shortage-german y-looks-beyond-europe-for-skilled-workers.

“Find out if you’re eligible—Citizenship.” Government of Canada, 31 January 2019, https://www.canada.ca/en/ immigration-refugees-citizenship/services/canadian-citizenship/become-canadian-citizen/eligibility.html.

Heise, Michael. “Population, ageing and immigration: Germany‘s demographic question.” World Economic Forum, 27 April 2017, https://www.weforum.org/agenda/2017/04/population-ageing-and-immigration-germanys-demographic-question.

“How to Apply for U.S. Citizenship.” USA.gov, https://www.usa.gov/become-us-citizen.

“How to Get German Citizenship?” VisaGuide.world, 22 August 2018, https://visaguide.world/tips/german-citizenship/.

Knight, Ben. “German cabinet approves skilled labor draft law.” Deutsche Welle, 19 December 2018, https://www.dw.com/ en/german-cabinet-approves-skilled-labor-draft-law/a-46802448.

“Origins and Destinations of the World’s Migrants 1990-2017.” Pew Research, 28 February 2018, http://www.pewglobal. org/2018/02/28/global-migrant-stocks/?country=DE&date=2017.

Wagstyl, Stefan. “Germany’s Demographic Dilemma.” The Financial Times, 15 November 2016, https://www.ft.com/content/ a4d8316e-8566-11e6-8897-2359a58ac7a5.

“Will migrants save the economy.” DW News. YouTube, 19 December 2019, https://www.youtube.com/ watch?v=EfAJiyFmsec.

Preisinger, Irene and Krisztina Than. “Austria and Germany open borders to migrants offloaded by Hungary.” Reuters, 4 September 2015, https://www. reuters.com/article/us-europe-migrants-hungary/austria-and-germany-open-borders-to-migrants-offloaded-by-hungary-idUSKCN0R40FO20150905.

Connor, Phillip. “Most displaced Syrians are in the Middle East, and about a million are in Europe.” Pew Research Center, 29 January 2018, http://www. pewresearch.org/fact-tank/2018/01/29/where-displaced-syrians-have-resettled/.

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INTRODUCTORY QUESTION Ask: What is an immigrant nation? Students should share answers. Given this definition, is the United States an immigrant nation? Canada? What about Germany? Why or why not?

Share the following: The term ‘immigrant nation’ means more than foreigners coming to a country. It implies that newcomers will be able to make a home in their country. It suggests that natives will accept them, laws and officials will be fair and that talent and hard work will be rewarded.

Given this, ask students again if the United States, Canada, or Germany are immigrant nations.

SUPPORTING QUESTION #1 How are the origins of immigrants coming to Germany changing? ➤ Formative Performance Task Ask students to access the Pew Research Center website in the resources below (Note: make sure Germany is in the drop down menu).

Students should review the immigration data for Germany for the years 1990, 2000, 2010, and 2017. Have them note the regions and countries where the highest numbers were/are originating; numbers of immigrants for specific time frames; and potential reasons for immigration from a specific region.

As a class, discuss the findings and what world events potentially led to immigration from a specific country or region. ➤ Resources

•

“Origins and Destinations of the World’s Migrants 1990-2017.” Pew Research, 28 February 2018, http://www. pewglobal.org/2018/02/28/global-migrant-stocks/?country=DE&date=2017.

SUPPORTING QUESTION #2 What is the demographic profile of Germany? ➤ Formative Performance Task Divide the class into three groups. Ask each group to review one of the resources below and make a short outline of the demographic profile of Germany. ➤ Resources

• • •

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“Europe: Germany.” The World Factbook. Central Intelligence Agency, 2018, https://www.cia.gov/library/ publications/the-world-factbook/geos/gm.html.

Heise, Michael. “Population, ageing and immigration: Germany’s demographic question.” World Economic Forum, 27 April 2017, https://www.weforum.org/agenda/2017/04/ population-ageing-and-immigration-germanys-demographic-question.

Wagstyl, Stefan. “Germany’s Demographic Dilemma.” The Financial Times, 15 November 2016, https://www. ft.com/content/a4d8316e-8566-11e6-8897-2359a58ac7a5.

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1.4 An Immigrant Nation—The Demographic Profile of Germany

SUPPORTING QUESTION #3 How will Germany attract skilled labor migrants in the future? ➤ Formative Performance Task Re-examine the numbers of immigrants to Germany from supporting question #1.

Students stay in the same three groups. Assign each group either a handout or the video listed in resources. For each resource students should write a short summary of how Germany wants to attract skilled labor migrants in the future. Students stay in the same three groups from Formative Task #2. ➤ Resources

• • •

“Faced with a Labor Shortage, Germany Looks Beyond Europe for Skilled Workers.” World Politics Review, 17 September 2018, https://www.worldpoliticsreview.com/trend-lines/25958/ faced-with-a-labor-shortage-germany-looks-beyond-europe-for-skilled-workers.

Knight, Ben. “German cabinet approves skilled labor draft law.” Deutsche Welle, 19 December 2018, https:// www.dw.com/en/german-cabinet-approves-skilled-labor-draft-law/a-46802448.

“Will migrants save the German economy?” DW News. YouTube, 19 December 2019, https://www.youtube. com/watch?v=EfAJiyFmsec.

SUMMATIVE PERFORMANCE TASK Is Germany an immigrant nation?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Examine the citizenship requirements for the United States or Canada, and for Germany using the sources below. Ask students to create a Venn Diagram to show the similarities and differences between the two counties. ➤ Resources

• • •

“How to Apply for U.S. Citizenship.” USA.gov, https://www.usa.gov/become-us-citizen.

“How to Get German Citizenship?” VisaGuide.world, 22 August 2018, https://visaguide.world/tips/ german-citizenship/.

“Find out if you’re eligible—Citizenship.” Government of Canada, 31 January 2019, https://www.canada.ca/en/ immigration-refugees-citizenship/services/canadian-citizenship/become-canadian-citizen/eligibility.html.

TAKING INFORMED ACTION UNDERSTAND Throughout the United States and Canada organizations work to support refugees when they arrive.

ASSESS Determine if there are refugee organizations in your community or state.

ACT Contact the organization and find out how you might help e.g. volunteering, raising awareness, fund raising etc.

Part of this inquiry is based on the work of Curriculum Consultant and teacher, Neal Shultz, and adopted by the authors for use in this text.

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1.5 GERMANY AND IMMIGRATION—WHY GERMANY? Why did a majority of refugees seek asylum in Germany in 2015?

C3 Framework Indicator

D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

D2.Geo.6.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

Staging the Compelling Question Supporting Question 1 What are some of the reasons that refugees flee their homes/countries?

Formative Performance Task Through a jigsaw activity students will learn some of the reasons why refugees flee their countries.

Featured Sources Source A: Refugee Worksheet (Handout 1.5.1) Source B: Top Refugee Countries (Handout 1.5.2) Source C: Regional Map (Handout 1.5.3)

Students will learn what led so many refugees to seek asylum in Germany during the refugee crisis in 2015, and thereafter.

Supporting Question 2

Supporting Question 3

What were the consequences of Germany “suspending” the Dublin Regulation in 2015?

Formative Performance Task

Formative Performance Task

Each group should read, individually or together, their assigned article and answer the listed questions.

Featured Sources

What are some pull factors that make Germany a destination for refugees and asylum seekers?

Brainstorm the reasons why Germany is a desirable destination for refugees and asylum seekers (pull factors), and why the country would welcome refugees.

Featured Sources

Source A: The Guardian

Source A: BAMF

Source B: The Washington Post

Source B: SkyNews

Source C: The Independent

Source C: International Business Times

Source D: Foreign Policy

Source D: Mother Jones

Source E: Spiegel Online

Source E: CNN Source F: CBC Source G: Fortune Source H: The Independent Source I: Reuters Source J: Bruegel

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students will investigate which countries host the most refugees.

Taking Informed Action

Understand: For most people in both the United States and Canada, their ancestors emigrated from another country.

Assess: Find the person in your family who is most familiar with your family history.

Act: With that specific family member, trace back your family history as far as you can to see if and from where your family immigrated.

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COMPELLING QUESTION

•

Why did a majority of refugees seek asylum in Germany in 2015?

INQUIRY OVERVIEW This inquiry explores who refugees are and why they flee their homes. Students will learn what led so many refugees to seek asylum in Germany during the refugee crisis in 2015, and thereafter. Students will explore the definitions of refugees, immigrants, migrants, asylum seekers, and internally displaced people. They will also learn what makes Germany a desirable destination for refugees.

TEACHER BACKGROUND

In 2015, hundreds of thousands of refugees fleeing the Syrian Civil War entered Europe and were being held at the Hungarian border to Austria. On September 4, 2015, Chancellor Werner Faymann of Austria and Chancellor Angela Merkel of Germany announced that they would be allowed to cross the border from Hungary into Austria and onward to Germany.2 Other European countries, however, decided to close their borders. They were adamant that refugees must seek asylum in the first country of entrance in the EU, as per the Dublin Regulation (also called the Dublin Procedure). “The Dublin Regulation establishes the Member State responsible for the examination of the asylum application.”3 It stipulates that, for example, if an asylum seeker has already had their fingerprints taken in another European country before entering Germany, Germany has the right to send them back to the initial country of information-in-take.

The German government, headed by Chancellor Angela Merkel, decided to “suspend” the Dublin Regulation criteria on humanitarian grounds during the height of the crisis in 2015. Though many criticized this decision, Chancellor Merkel encouraged the German people to meet the challenge of the refugee crisis, telling them “we can do this.” Many Germans went to train and bus stations to welcome incoming refugees. Others volunteered at refugee shelters and other support organizations. The federal government made sure to limit the strain on individual Länder (states) by distributing the asylum seekers evenly throughout the country.

Reactions to the refugee crisis varied throughout Europe. Austria introduced a cap on the daily number of asylum seekers it would allow in. Hungary raised a barbed wire fence along its border to Serbia, to stem the flow of refugees coming through the Western Balkan Route from Greece. The Republic of Macedonia (Northern Macedonia) followed suit with Hungary, and closed 1 2 3

Edwards, Adrian. “World Refugee Day: Global forced displacement tops 50 million for first time in post-World War II era.” Official website of the UNHCR, 20 June 2014, https://www.unhcr.org/news/latest/2014/6/53a155bc6/world-refugee-day-global-forced-displacement-tops-50-million-first-time.html.

Preisinger, Irene and Krisztina Than. “Austria and Germany open borders to migrants offloaded by Hungary.” Reuters, 4 September 2015, https://www. reuters.com/article/us-europe-migrants-hungary/austria-and-germany-open-borders-to-migrants-offloaded-by-hungary-idUSKCN0R40FO20150905.

“Country Responsible for asylum application (Dublin).” Official website of the European Commission, last update 2 April 2019, https://ec.europa.eu/ home-affairs/what-we-do/policies/asylum/examination-of-applicants_en.

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© Chris Ippolito

Following the Arab Spring uprisings and the start of the Syrian Civil War in the early 2010’s, the world witnessed a major refugee crisis, with millions of people being displaced and seeking refuge across the Middle East, North Africa, Mediterranean, and Europe. In 2016, the United Nations High Commissioner for Refugees (UNHCR) reported that, for the first time the number of forced displaced people globally had exceeded the number of refugees following WWII. In 2016, the number of forced displaced people worldwide was over 52 million.1

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its border to Greece in March 2016. The closure of borders had a huge effect, and drastically lowered the number of refugees trying to migrate north towards Germany. This, in turn, made it much more difficult for refugees to navigate the Balkan Route, which was easier than the treacherous waters of the Central Mediterranean Route from Libya and on to Italy. As a result, the number of refugees coming to Germany has been reduced drastically. At the height of the refugee crisis in 2015, 890,000 asylum seekers were registered. In 2017 the number of asylum applications had dropped to 186,644.4 Germany is an attractive destination for refugees and migrants for numerous reasons. As a stable country, Germany offers safety to those from war-torn regions. German law also dictates that persecuted people have the right to seek asylum in Germany (Basic Law Article 16a).

Some people in Germany have not supported the government’s decision to welcome refugees and have demonstrated or even acted violently against refugees. The German government and society as a whole, however, have worked proactively to support the integration process of refugees and help them adjust to their new lives. Children are quickly integrated into schools and supported with intensive German language classes. “Welcome” and language courses are available to help adult refugees orient themselves and navigate the steps they need to take for their asylum applications. There are even apps available to help refugees which, for example, bring together job seekers and employers. Many German companies have initiated special apprenticeship programs to help refugees gain skills and employment. This is a benefit for the companies as well, since many apprenticeship spots have not been filled in recent years.

TIME: 3–4 45-minute classes

CONCEPTS LIST

• • • • •

Refugee Immigrant Migrant Asylum Seeker Internally Displaced People (IDPs)

• • • •

UNHCR (United Nations High Commissioner for Refugees) Brain Drain Diaspora Hosting Countries

• • • •

Home Countries Official Documentation European Union (EU) Dublin Regulation or Procedure

INSTRUCTIONAL RESOURCES

• • • • • • • • •

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Refugee Worksheet (Handout 1.5.1) Top Refugee Countries (Handout 1.5.2) All handouts Regional Map (Handout 1.5.3) can be found at Refugees by Hosting Countries, 2017 (Handout 1.5.4) www.goethe.de/ germanyinfocus “Basic Law Article 16a (Germany): Entitlement to Asylum.” Federal Office for Migration and Refugees, BAMF, 1 October 2016, http://www.bamf.de/EN/Fluechtlingsschutz/AblaufAsylv/ Schutzformen/Asylberechtigung/asylberechtigung-node.html.

Chase, Jefferson. “Refugee Numbers in Germany Dropped Dramatically in 2017.” Deutsche Welle, 16 January 2018, https:// www.dw.com/en/refugee-numbers-in-germany-dropped-dramatically-in-2017/a-42162223.

Clibbon, Jennifer. “Why Germany is taking in so many Refugees—the benefits and risks.” CBC, 14 September 2015, https:// www.cbc.ca/news/world/why-germany-is-taking-in-so-many-refugees-the-benefits-and-risks-1.3226962.

Connolly, Kate. “Refugee crisis: Germany creaks under strain of open door policy.” The Guardian, 8 October 2015, https:// www.theguardian.com/world/2015/oct/08/refugee-crisis-germany-creaks-under-strain-of-open-door-policy.

“Country Responsible for asylum application (Dublin).” Official website of the European Commission, last update 2 April 2019, https://ec.europa.eu/home-affairs/what-we-do/policies/asylum/examination-of-applicants_en.

Chase, Jefferson. “Refugee Numbers in Germany Dropped Dramatically in 2017.” Deutsche Welle, 16 January 2018, https://www.dw.com/en/refugeenumbers-in-germany-dropped-dramatically-in-2017/a-42162223.

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• • • • • •

• • • • • • • • • •

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Edmond, Charlotte. “84% of refugees live in developing countries.” World Economic Forum, 20 June 2017, https://www. weforum.org/agenda/2017/06/eighty-four-percent-of-refugees-live-in-developing-countries/.

Edwards, Adrian. “World Refugee Day: Global forced displacement tops 50 million for first time in post-World War II era.” Official website of the UNHCR, 20 June 2014, https://www.unhcr.org/news/latest/2014/6/53a155bc6/ world-refugee-day-global-forced-displacement-tops-50-million-first-time.html.

Faiola, Anthony. “For Refugees it’s destination Germany.” The Washington Post, 5 September 2015, https://www. washingtonpost.com/world/europe/for-refugees-its-destination-germany/2015/09/05/c5bac7aa-53f5-11e5-b22590edbd49f362_story.html.

“Germany: No Limit to Refugees We’ll Take In.” Sky News, 5 September 2015, https://news.sky.com/story/ germany-no-limit-to-refugees-well-take-in-10347281.

Groden, Claire. “Here’s why Germany is welcoming migrants with open arms.” Fortune, 8 September 2015, http://fortune. com/2015/09/08/germany-migrant-crisis/.

Hall, Allan and John Lichfield. “Germany opens its gates: Berlin says all Syrian asylum-seekers are welcome to remain, as Britain is urged to make a ‘similar statement.’” The Independent, 24 August 2015, https://www. independent.co.uk/news/world/europe/germany-opens-its-gates-berlin-says-all-syrian-asylum-seekers-are-we lcome-to-remain-as-britain-is-10470062.html.

Hockenos, Paul. “Nothing Can Take Down Angela Merkel—Except 800,000 Refugees.” Foreign Policy, 22 October 2015, https://foreignpolicy.com/2015/10/22/nothing-can-take-down-angela-merkel-except-800000-refugees-germany-c du-pegida/.

McDonnell, Tim. “Here’s why so many of Europe’s migrants have their hearts set on Germany.” Mother Jones, 8 September 2015, https://www.motherjones.com/politics/2015/09/heres-why-all-european-migrants-want-go-germany/.

McHugh, Jess. “What’s driving Refugee Migration to Germany.” International Business Times, 5 September 2015, https://www. ibtimes.com/whats-driving-refugee-migration-germany-2084566.

“Merkel’s Refugee Policy Divides Europe.” Spiegel Online, 21 September 2015, http://www.spiegel.de/international/ germany/refugee-policy-of-chancellor-merkel-divides-europe-a-1053603.html.

Pariona, Amber. “Countries with the largest refugee population.” World Atlas, last updated 15 August 2018, https://www. worldatlas.com/articles/countries-hosting-the-largest-number-of-refugees-in-the-world.html.

Stone, John. “The refugee crisis will actually have a sizable positive economic impact on European countries.” The Independent, 5 November 2015, https://www.independent.co.uk/news/world/europe/the-refugee-crisis-will-actually-hav e-a-sizable-positive-economic-impact-on-european-countries-eu-a6722396.html.

“There’s a very practical reason why Germany is taking in so many refugees.” Reuters, 10 September 2015, https://www. businessinsider.com/r-in-ageing-germany-refugees-seen-as-tomorrows-skilled-workers-2015-9.

“Who is a Refugee?” YouTube, uploaded by UNHCR Teaching About Refugees, 23 October 2017, https://www.youtube.com/ watch?v=GvzZGplGbL8.

Wolff, Guntram. “Germanys handling of immigration will shape the future of Europe.” Bruegel, 11 September 2015, http:// bruegel.org/2015/09/germanys-handling-of-immigration-will-shape-the-future-of-europe/.

Yan, Holly. “Are countries obligated to take in refugees? In some cases, yes.” CNN, 29 December 2015, https://www.cnn. com/2015/09/08/world/refugee-obligation/index.html.

INTRODUCTORY QUESTION Ask: “Who is a refugee?” Record student answers. Have students view the YouTube video “Who is a Refugee?” https://www.youtube.com/watch?v=GvzZGplGbL8. As a class discuss “Who is a refugee?” as defined in the video and in the UNHRC (UN Refugee Agency) definition below.

Introduce and discuss the definitions of asylum seeker, internally displaced person (IDPs), diaspora, and brain drain. Direct students to record these definitions on Handout 1.5.1.

•

Refugee: “Refugees are people fleeing conflict or persecution. They are defined and protected in international law, and

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must not be expelled or returned to situations where their life and freedom are at risk.” UNHCR, https://www.unhcr.org/ refugees.html Asylum seeker: “An asylum-seeker is someone whose request for sanctuary has yet to be processed. Every year, around one million people seek asylum.” UNHCR, https://www.unhcr.org/asylum-seekers.html Internally Displaced People: “Internally displaced people (IDPs) have not crossed a border to find safety. Unlike refugees, they are on the run at home.” UNHCR https://www.unhcr.org/internally-displaced-people.html Diaspora: “The movement, migration, or scattering of a people away from an established or ancestral homeland.” Merriam Webster https://www.merriam-webster.com/dictionary/diaspora Brain Drain: “The departure of educated or professional people from one country, economic sector, or field for another usually for better pay or living conditions.” Merriam Webster https://www.merriam-webster.com/dictionary/brain%20drain Migrant: “A person who moves regularly in order to find work especially in harvesting crops.” Merriam Webster https:// www.merriam-webster.com/dictionary/migrant Immigrant: “A person who comes to a country to take up permanent residence.” Merriam Webster https://www. merriam-webster.com/dictionary/immigrant

➤ Resources

• •

Refugee Worksheet (Handout 1.5.1) “Who is a Refugee?” YouTube, uploaded by UNHCR Teaching About Refugees, 23 October 2017, https://www. youtube.com/watch?v=GvzZGplGbL8.

SUPPORTING QUESTION #1 What are some of the reasons that refugees flee their homes/countries? ➤ Formative Performance Task For this jigsaw activity, divide the class into ‘home’ groups of 5 students each. Assign each person in the group one of the countries of origin that provides refugees to Germany as listed on Handout 1.5.1. They will return to this group after they have become an ‘expert’ on the assigned country reading.

Ask students to get together with those assigned the same country article. (Note: Distribute only the assigned article from Handout 1.5.2 to each student.) After reading the assigned selection from Handout 1.5.2, either individually or as a group, ask students to record the reasons (push factors) why people flee the assigned country on Handout 1.5.1, “Refugees Worksheet”.

Students join their home groups. Each student is responsible for teaching the information learned in their selection to their home group. Students should record the information in the appropriate column on Handout 1.5.1 and label each country on Handout 1.5.3.

As a class, discuss why people flee their countries and create a composite list of the reasons. ➤ Resources

• • •

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Refugee Worksheet (Handout 1.5.1) Top Refugee Countries (Handout 1.5.2) Regional Map (Handout 1.5.3)

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SUPPORTING QUESTION #2 What were the consequences of Germany “suspending” the Dublin Regulation in 2015? ➤ Formative Performance Task Ask students to meet in the same ‘home’ groups as those formed in task #1. Assign each group an article from the resource list.

Each group should read, individually or together, the article and determine at least three of the following:

• • • •

What was the significance of the open arms policy (also known as the suspension of the Dublin Regulation)?

What was the reaction of other European Union (EU) countries to the suspension (or open door policy)?

How did the German people feel about the change in policy?

How did the number of refugees coming to Germany change?

Each group should also include information from their assigned article that they feel responds to the supporting question and prepare to share their findings with the class.

Present each question and, as a class, discuss the answers as determined by each group. ➤ Resources

• • •

• •

Connolly, Kate. “Refugee crisis: Germany creaks under strain of open door policy.” The Guardian, 8 October 2015, https://www.theguardian.com/world/2015/oct/08/refugee-crisis-germany-creaks-under-strai n-of-open-door-policy.

Faiola, Anthony. “For Refugees it’s destination Germany.” The Washington Post, 5 September 2015, https://www. washingtonpost.com/world/europe/for-refugees-its-destination-germany/2015/09/05/ c5bac7aa-53f5-11e5-b225-90edbd49f362_story.html.

Hall, Allan and John Lichfield. “Germany opens its gates: Berlin says all Syrian asylum-seekers are welcome to remain, as Britain is urged to make a ‘similar statement.’” The Independent, 24 August 2015, https://www. independent.co.uk/news/world/europe/germany-opens-its-gates-berlin-says-all-syrian-asylum-seekers-are-we lcome-to-remain-as-britain-is-10470062.html.

Hockenos, Paul. “Nothing Can Take Down Angela Merkel—Except 800,000 Refugees.” Foreign Policy, 22 October 2015, https://foreignpolicy.com/2015/10/22/nothing-can-take-down-angela-merke l-except-800000-refugees-germany-cdu-pegida/.

“Merkel’s Refugee Policy Divides Europe.” Spiegel Online, 21 September 2015, http://www.spiegel.de/ international/germany/refugee-policy-of-chancellor-merkel-divides-europe-a-1053603.html.

SUPPORTING QUESTION #3 What are some pull factors that make Germany a destination for refugees and asylum seekers? ➤ Formative Performance Task As a class brainstorm the reasons why Germany is a desirable destination for refugees and asylum seekers (pull factors). Then brainstorm why Germany would welcome refugees (employment shortages, decline in birth rates, etc...).

Each student group should make a T-Chart with the following headers: “Why go to Germany” and “Benefits of Migration for Germany.” Assign each group one article from each of the two categories listed in the resources. Each group should read the assigned articles and determine the reasons why Germany is a refugee destination, and why this may be beneficial to Germany.

As a class, discuss and list the reasons, and compare to the brainstorming list.

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➤ Resources Why go to Germany:

• • • • •

“Basic Law Article 16a (Germany): Entitlement to Asylum.” Federal Office for Migration and Refugees, BAMF, 1 October 2016, http://www.bamf.de/EN/Fluechtlingsschutz/AblaufAsylv/Schutzformen/Asylberechtigung/ asylberechtigung-node.html.

“Germany: No Limit to Refugees We’ll Take In.” Sky News, 5 September 2015, https://news.sky.com/story/ germany-no-limit-to-refugees-well-take-in-10347281.

McHugh, Jess. “What’s driving Refugee Migration to Germany.” International Business Times, 5 September 2015, https://www.ibtimes.com/whats-driving-refugee-migration-germany-2084566.

McDonnell, Tim. “Here’s why so many of Europe’s migrants have their hearts set on Germany.” Mother Jones, 8 September 2015, https://www.motherjones.com/politics/2015/09/heres-why-all-european-migrants-wan t-go-germany/.

Yan, Holly. “Are countries obligated to take in refugees? In some cases, yes.” CNN, 29 December 2015, https:// www.cnn.com/2015/09/08/world/refugee-obligation/index.html.

Benefits of migration for Germany:

• • • • •

Clibbon, Jennifer. “Why Germany is taking in so many Refugees—the benefits and risks.” CBC, 14 September 2015, https://www.cbc.ca/news/world/why-germany-is-taking-in-so-many-refugees-the-benefi ts-and-risks-1.3226962.

Groden, Claire. “Here’s why Germany is welcoming migrants with open arms.” Fortune, 8 September 2015, http://fortune.com/2015/09/08/germany-migrant-crisis/.

Stone, John. “The refugee crisis will actually have a sizable positive economic impact on European countries.”

The Independent, 5 November 2015, https://www.independent.co.uk/news/world/europe/the-refugee-crisiswill-actually-have-a-sizable-positive-economic-impact-on-european-countries-eu-a6722396.html.

“There’s a very practical reason why Germany is taking in so many refugees.” Reuters, 10 September 2015, https://www.businessinsider.com/r-in-ageing-germany-refugees-seen-as-tomorrows-skilled-workers-2015-9.

Wolff, Guntram. “Germanys handling of immigration will shape the future of Europe.” Bruegel, 11 September 2015, http://bruegel.org/2015/09/germanys-handling-of-immigration-will-shape-the-future-of-europe/.

SUMMATIVE PERFORMANCE TASK Why did a majority of refugees seek asylum in Germany in 2015?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 Using Handout 1.5.4 and the links below students will investigate which countries host the most refugees. Were they surprised by their findings? Why or why not? What was the primary reason the top country had the most refugees?

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➤ Resources

• • •

Refugees by Hosting Countries, 2017 (Handout 1.5.4) Edmond, Charlotte. “84% of refugees live in developing countries.” World Economic Forum, 20 June 2017, https://www.weforum.org/agenda/2017/06/eighty-four-percent-of-refugees-live-in-developing-countries/.

Pariona, Amber. “Countries with the largest refugee population.” World Atlas, last updated 15 August 2018, https://www.worldatlas.com/articles/countries-hosting-the-largest-number-of-refugees-in-the-world.html.

EXTENSION (OPTIONAL) TASK #2 Using the information students have collected during this inquiry, they will write a short paragraph about what a mass flight, or diaspora, might mean for the home country. If most of the educated or professional people leave their home country, what are the ramifications for the country and its future? (Brain drain)

TAKING INFORMED ACTION UNDERSTAND For most people in both the United States and Canada, their ancestors emigrated from another country.

ASSESS Find the person in your family who is most familiar with your family history.

ACT With that specific family member, trace back your family history as far as you can to see if and from where your family immigrated.

This inquiry was adapted from the work of Dr. Barbara Crain, Associate Professor, Geography - Northern Virginia Community College

GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

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FOCUS 1

1.6 Germany and Immigration— Challenges Faced by Refugees

FOCUS 1 – Geography and Demographics

1.6 GERMANY AND IMMIGRATION— CHALLENGES FACED BY REFUGEES How do the challenges encountered on their journey to another country affect refugees?

C3 Framework Indicator

D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

D2.Geo.6.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

Staging the Compelling Question

Supporting Question 1 What are some of the travel risks faced by refugees when they travel to a host country such as Germany?

Formative Performance Task Each student in the group will read an article listed in the resources. They will return to this group after they have become an ‘expert’ on their assigned reading.

Featured Sources Source A: Refugee Travel Risks (Handout 1.6.1)

Students will explore the major challenges faced by refugees as a whole and as individuals, using articles and firsthand interviews of refugees in Erkrath, Germany, conducted in 2016 by Dr. Barbara Crain.

Supporting Question 2

Supporting Question 3

What are some specific challenges that “your” individual refugee faced during their trip and after their arrival in Germany?

What efforts have been made by Germany to make the integration process easier for refugees?

Formative Performance Task

Formative Performance Task

Student pairs will examine the interview of one refugee to determine what happened when “their” refugee traveled and arrived in Germany.

Student partners should read at least two of the articles listed in resources to determine what specific programs are offered in Germany to make integration for refugees easier.

Featured Sources

Featured Sources

Source A: Full Interviews with Refugees (Handout 1.6.2)

Source B: USAToday

Source A: Deutsche Welle Source B: The Financial Times Source C: Reuters

Source C: The Guardian

Source D: Official Website for Studying in Germany

Source C: Al Jazeera News Source D: The Independent Source E: Reuters Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Many children and minor refugees travel unaccompanied. In small groups, read the two articles listed to learn the dangers and challenges they face.

Taking Informed Action

Understand: The distribution of countries that take in refugees is very uneven globally.

Assess: Look at the sources provided by Global Citizen, the UNHCR, and the National Immigration Forum.

Act: Create a chart to compare and contrast the number of refugees that are taken in by the United States and/or Canada with other countries and discuss your findings in an essay.

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GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1 – Geography and Demographics

FOCUS 1

1.6 Germany and Immigration—Challenges Faced by Refugees

COMPELLING QUESTION

•

How do the challenges encountered on their journey to another country affect refugees?

INQUIRY OVERVIEW This inquiry focuses on the challenges that refugees face when leaving their homes. Students will explore the major challenges faced by refugees as a whole, and as individuals, using articles and firsthand interviews of refugees in Erkrath, Germany, conducted in 2016 by Dr. Barbara Crain.

TEACHER BACKGROUND Refugees face many challenges with each trip they are forced to undertake. It is not just the risks and heartbreak that come with leaving their homes behind, these are often overshadowed by the challenges refugees face on the journey itself. Some of the main issues faced by refugees while in transit are widespread and sophisticated human trafficking networks; a still thriving, though largely invisible, slave trade; filthy, inhospitable, and often dangerous detention centers; hard borders and physical walls even in purportedly border-free zones; and the very real possibility of drowning during transit on ill-equipped boats.

Refugees crossing the Mediterranean face especially dangerous circumstances. In 2015 alone, “one in every 270 people attempting to reach the EU died crossing the Mediterranean, with 3,770 people perishing.”1 Oftentimes the ships used to transfer refugees, usually organized by traffickers or smugglers, are in deplorable condition. Refugees are huddled together, always exceeding the maximum capacity of these unsafe boats, often for weeks at a time. Supplies run out, so that they have to go without water and food for days on end. Heartbreaking pictures of the bodies of adults and children being washed up on the shores of Greece and Italy have left the world outraged, and help to demonstrate the underlying tragic possibilities of the difficult decision faced by every refugee as they contemplate leaving their home.

Smuggling is also a concern, as refugees are swindled out of what little money they have for the journey following false promises made by smugglers. Often these smugglers not only fail to deliver on their promises to get the refugees to Europe, but instead sell the refugees off as slaves or into human sex trafficking rings. Unaccompanied minors are especially vulnerable to these types of atrocious operations (smuggling and human trafficking) and many minors disappear during their flight. There were 35,939 first-time asylum applications filed by unaccompanied minors in 2016 in Germany2 and as of 2017, over 8,400 of these were missing.3 In addition to the physical dangers that refugees face while in transit, there are also personal risks and logistical challenges they must take into consideration when deciding to flee. First, they are leaving their home – this is never an easy decision. They are required to apply for visas, and often do not have the finances or the certificates (e.g. birth certificate, marriage certificate, etc.) to apply. For those who do manage to locate their documentation, these certificates often get lost on the way to refugee camps, from where many make the decision to flee to another country. Often refugees do not even have the chance to take their personal documents/belongings along, as their houses have been completely destroyed by war.

Another risk lies in the unknown. What will their host country have in store for them? Are language courses offered? Do they know someone in another country who can help? Will they be able to support their family? Is their university degree accepted in another country? If they go ahead alone, what are their options to bring their families afterwards?

1 2 3

Smoke, Ben. “Hard borders are directly to blame for the deaths of 170 migrants at sea – and European leaders know it.” Independent, 21 January 2019, https://www.independent.co.uk/voices/migrant-deaths-mediterranean-sea-europe-hard-borders-refugees-asylum-sajid-javid-a8738386.html.

Tangermann, Julian and Paula Hoffmeyer-Zlotnick. “Unaccompanied Minors in Germany.” Federal Office for Migration and Refugees, 2018, https://www. bamf.de/SharedDocs/Anlagen/EN/Publikationen/EMN/Studien/wp80-unbegleitete-minderjaehrige.pdf?__blob=publicationFile. Working Paper.

Eisele, Ines. “Germany’s thousands of ‘missing’ refugee minors.” Deutsche Welle, 28 January 2019, https://www.dw.com/en/germanys-thousands-of-missing-refugee-minors/a-47270354.

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A Transatlantic Outreach Program Instructional text for secondary educators

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1.6 Germany and Immigration—Challenges Faced by Refugees

FOCUS 1 – Geography and Demographics

Some people in Germany have not supported the government’s decision to welcome refugees and have demonstrated or even acted violently against refugees. The German government and society as a whole, however, have worked proactively to support the integration process of refugees and help them adjust to their new lives. Children are quickly integrated into schools and supported with intensive German language classes. “Welcome” and language courses are available to help adult refugees orient themselves and navigate the steps they need to take for their asylum applications. There are even apps available to help refugees which, for example, bring together job seekers and employers. Many German companies have initiated special apprenticeship programs to help refugees gain skills and employment. There are many other programs that help refugees, such as social circles and partner programs (volunteers helping you adjust to your new home), as well as other initiatives that bring Germans and refugees together in everyday life.

TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • •

Refugees Asylum Seekers Internally Displaced People (IDPs) Hard borders

• • • •

Human trafficking Unaccompanied children (minors) European Union Schengen

• •

Home/ Source Country Host Country

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • •

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Refugee Travel Risks (Handout 1.6.1) Full Interviews with Refugees (Handout 1.6.2) All handouts Bierbach, Mara. “German Companies Start Refugee Programs.” Deutsche Welle, 18 November can be found at 2015, https://www.dw.com/en/german-companies-start-refugee-programs/g-18857047. www.goethe.de/ germanyinfocus Cepla, Zuzana. “Fact Sheet: US Refugee Resettlement.” National Immigration Forum, 25 January 2019, https://immigrationforum.org/article/fact-sheet-u-s-refugee-resettlement/.

Gelardi, Chris. “Here’s How Many Refugees the US Has Accepted in 2018.” Global Citizen, 26 April 2016, https://www.globalcitizen.org/en/content/us-accepted-refugees-2018/.

Hjelmgaard, Kim. “Trump isn’t the only one who wants to build a wall. These European nations already did.” USAToday, 24 May 2018, https://www.usatoday.com/story/news/world/2018/05/24/ donald-trump-europe-border-walls-migrants/532572002/.

Hovring, Roald. “Refugee Children: 10 Dangers.” Official website of Norwegian Refugee Council, 18 November 2016, https:// www.nrc.no/perspectives/2016/refugee-children-10-dangers/.

Jones, Claire. “Germany Helps Refugees Bridge Language Gap.” The Financial Times, 02 June 2016, https://www.ft.com/ content/116f6946-21ad-11e6-9d4d-c11776a5124d.

Kelly, Annie. “Survey finds 70% of migrants arriving in Europe by boat trafficked or exploited.” The Guardian, 18 October 2016, https://www.theguardian.com/global-development/2016/oct/18/70-of-migrants-to-europe-from-north-africatrafficked-or-exploited-un-united-nations-survey.

“Migrants for Sale: Slave Trade in Libya.” Al Jazeera News, 26 November 2017, https://www.aljazeera.com/programmes/ countingthecost/2017/11/migrants-sale-slave-trade-libya-171126063748575.html.

“More refugees find jobs in Germany, integration going ‘pretty well’.” Reuters, 21 August 2018, https:// www.reuters.com/article/us-germany-employment-refugees/more-refugees-find-jobs-in-german y-integration-going-pretty-well-idUSKCN1L60Y9.

“Poorer countries host most of the forcibly displaced, report shows.” UNHCR, 27 February 2017, https://www.unhcr.org/ news/latest/2017/2/58b001ab4/poorer-countries-host-forcibly-displaced-report-shows.html.

Sigona, N. “Why are thousands of unaccompanied refugee children disappearing.” Open Migration, 26 February, 2016, https://openmigration.org/en/analyses/why-are-thousands-of-unaccompanied-refugee-children-disappearing/.

GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1 – Geography and Demographics

• •

FOCUS 1

1.6 Germany and Immigration—Challenges Faced by Refugees

“Studying for Free in Germany as a Refugee.” Official website of Studying in Germany, https://www.studying-in-germany.org/ studying-for-free-in-germany-as-a-refugee/.

Taylor, Lyn and Valeria Cardi. “The Smuggling Game: Playing with life and death to reach Europe.” Reuters, 28 March 2017, https://www.reuters.com/article/us-europe-migrants-serbia-smuggling-idUSKBN16Z190.

INTRODUCTORY ACTIVITY Ask the students to imagine the following scenario: You just found out you have to leave your home abruptly. You must depart forever, as far as you know, to an unknown country tomorrow. As a class, make a chart on the board. Create three columns: “What I need to do,”“What I need to take,” and “What will I expect?”

In the first column list all the “things” you will need to accomplish before tomorrow. Think about tying up the most important loose ends—tell your family you have to leave, gather your most important belongings, documentation, register, get visas, etc.…

In the second column, list all the things that you need to take. Remember, you will probably only be able to take a small backpack with you. What are your most vital belongings? What can you not live without? Do you have younger siblings who would need extra items (i.e. hygiene, diapers, etc…)?

In the last column brainstorm what you might expect on your journey to your new home. Think about how you would travel (car, train, boat, plane, etc…), where would you go? Would you be welcome? Do you have any skills to offer to your new host country?

As a class discuss which items on the lists are the most challenging or difficult to accomplish; which would be the easiest; and which are the most emotional?

SUPPORTING QUESTION #1 What are some of the travel risks faced by refugees when they travel to a host country such as Germany? ➤ Formative Performance Task For this jigsaw activity, divide the class into ‘home’ groups of 5 students each. Assign each person in the group an article listed in the resources. They will return to this group after they have become an ‘expert’ on their assigned reading.

Ask students to get together with those assigned the same article. After reading the assigned article, either individually or as a group, the students record the topic of their article and what they learned on Handout 1.6.1.

Students rejoin with their home groups. Each student is responsible for teaching the information learned in their selection to their home group. Students should record the information on Handout 1.6.1.

As a class, discuss the general travel risks faced by refugees.

GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

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1.6 Germany and Immigration—Challenges Faced by Refugees

FOCUS 1 – Geography and Demographics

➤ Resources

• • • • • •

Refugee Travel Risks (Handout 1.6.1) Hjelmgaard, Kim. “Trump isn’t the only one who wants to build a wall. These European nations already did.” USAToday, 24 May 2018, https://www.usatoday.com/story/news/world/2018/05/24/ donald-trump-europe-border-walls-migrants/532572002/.

Kelly, Annie. “Survey finds 70% of migrants arriving in Europe by boat trafficked or exploited.” The Guardian, 18 October 2016, https://www.theguardian.com/global-development/2016/oct/18/70-of-mi grants-to-europe-from-north-africa-trafficked-or-exploited-un-united-nations-survey.

“Migrants for Sale: Slave Trade in Libya.” Al Jazeera News, 26 November 2017, https://www.aljazeera.com/ programmes/countingthecost/2017/11/migrants-sale-slave-trade-libya-171126063748575.html.

Smoke, Ben. “Hard borders are directly to blame for the deaths of 170 migrants at sea—and European leaders know it.” The Independent, 21 January 2019, https://www.independent.co.uk/voices/ migrant-deaths-mediterranean-sea-europe-hard-borders-refugees-asylum-sajid-javid-a8738386.html.

Taylor, Lyn and Valeria Cardi. “The Smuggling Game: Playing with life and death to reach Europe.” Reuters, 28 March 2017, https://www.reuters.com/article/us-europe-migrants-serbia-smuggling-idUSKBN16Z190.

SUPPORTING QUESTION #2 What are some specific challenges that “your” individual refugee faced during their trip and after their arrival in Germany? ➤ Formative Performance Task Ask students to pair up with a classmate and to examine the interview of one refugee to determine what happened when “their” refugee traveled to and arrived in Germany. What challenges, if any, did they face during their journey to Germany? Once they arrived, were they able to find housing? Did they find a job or go to school? Were there difficulties with documents? Did they have troubles communicating? How did they feel emotionally? Direct students to create a diagram that shows each aspect of the refugee’s life upon arrival in Germany.

As a class, discuss the students’ findings. Are there commonalities? What are the differences? Why might the differences exist? *Note: Handout 1.6.2 contains compiled interviews of 18 refugees by a researcher who conducted a survey in Germany in 2016 to document refugees’ routes and experiences. Confidential information, such as contact information, has been omitted. ➤ Resources

•

Full Interviews with Refugees (Handout 1.6.2)

SUPPORTING QUESTION #3 What efforts have been made by Germany to make the integration process easier for refugees? ➤ Formative Performance Task Student partners should read at least two of the articles listed in resources to determine what specific programs are offered in Germany to make integration for refugees easier.

As a class, create a list of the categories of programs found. (ex. Job training, language, schooling etc.) Hang large sheets of poster paper around the room with each category listed. Ask student pairs to record the specifics they found on the appropriate chart. A check should be placed next to an item if it is already recorded.

As a class discuss the programs offered. Are there any surprises? Any gaps in offerings?

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GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1 – Geography and Demographics

FOCUS 1

1.6 Germany and Immigration—Challenges Faced by Refugees

➤ Resources

• • • •

Bierbach, Mara. “German Companies Start Refugee Programs.” Deutsche Welle, 18 November 2015, https://www. dw.com/en/german-companies-start-refugee-programs/g-18857047.

Jones, Claire. “Germany Helps Refugees Bridge Language Gap.” The Financial Times, 02 June 2016, https://www. ft.com/content/116f6946-21ad-11e6-9d4d-c11776a5124d.

“More refugees find jobs in Germany, integration going ‘pretty well’.” Reuters, 21 August 2018, https://www. reuters.com/article/us-germany-employment-refugees/more-refugees-find-jobs-in-german y-integration-going-pretty-well-idUSKCN1L60Y9.

“Studying for Free in Germany as a Refugee.” Official website of Studying in Germany, https://www. studying-in-germany.org/studying-for-free-in-germany-as-a-refugee/.

SUMMATIVE PERFORMANCE TASK How do the challenges encountered on their journey to another country affect refugees?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Many children and minor refugees travel unaccompanied. In small groups, read the two articles listed to learn the dangers and challenges they face. Groups will present their findings to the class. ➤ Resources

• •

Hovring, Roald. “Refugee Children: 10 Dangers.” Official website of Norwegian Refugee Council, 18 November 2016, https://www.nrc.no/perspectives/2016/refugee-children-10-dangers/.

Sigona, N. “Why are thousands of unaccompanied refugee children disappearing.” Open Migration, 26 February, 2016, https://openmigration.org/en/analyses/why-are-thousands-of-unaccompanied-refuge e-children-disappearing/.

TAKING INFORMED ACTION UNDERSTAND The distribution of countries that take in refugees is very uneven. Turkey, Pakistan, and Lebanon host the highest number of refugees in the world (as of 2017).

ASSESS Look at the sources, on the next page, provided by Global Citizen, the UNHCR, and the National Immigration Forum.

ACT Using these sources, create a chart to compare and contrast the number of refugees that are taken in by the United States/Canada with other countries and discuss your findings in an essay.

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A Transatlantic Outreach Program Instructional text for secondary educators

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1.6 Germany and Immigration—Challenges Faced by Refugees

FOCUS 1 – Geography and Demographics

➤ Resources

• • •

Cepla, Zuzana. “Fact Sheet: US Refugee Resettlement.” National Immigration Forum, 25 January 2019, https:// immigrationforum.org/article/fact-sheet-u-s-refugee-resettlement/.

Gelardi, Chris. “Here’s How Many Refugees the US Has Accepted in 2018.” Global Citizen, 26 April 2016, https:// www.globalcitizen.org/en/content/us-accepted-refugees-2018/.

“Poorer countries host most of the forcibly displaced, report shows.” UNHCR, 27 February 2017, https://www. unhcr.org/news/latest/2017/2/58b001ab4/poorer-countries-host-forcibly-displaced-report-shows.html.

This inquiry was adapted from the work of Dr. Barbara Crain, Associate Professor, Geography - Northern Virginia Community College

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GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1

1.7 Germany and Immigration— The Risky Routes to Europe

FOCUS 1 – Geography and Demographics

1.7 GERMANY AND IMMIGRATION— THE RISKY ROUTES TO EUROPE How do refugees determine the routes they take to Europe?

C3 Framework Indicator

D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

D2.Geo.6.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

Staging the Compelling Question

Supporting Question 1 What are the main refugee routes to Europe from Africa and the Middle East?

Formative Performance Task Students will identify the countries through which refugees must pass when traveling on one of the main refugee routes, to reach their European host countries.

Featured Sources

Students will learn about the seven major refugee paths to Europe. They will trace the paths taken by refugees to reach their destination in Erkrath, Germany by reading firsthand interviews conducted in 2016 by Dr. Barbara Crain.

Supporting Question 2

Supporting Question 3

What are the routes individual refugees take to travel to Germany?

Formative Performance Task

Formative Performance Task

Students will determine which, if any, of the migrant main routes their assigned refugee followed.

Using the articles listed in the resources, each group should create a map (draw, use Google Maps, etc.) showing the new routes into Europe from Africa and the Middle East.

Featured Sources

Featured Sources

Source A: Major Refugee Paths to Europe (Handout 1.7.1)

Source A: Full Interviews with Refugees (Handout 1.7.2)

Source B: Business Insider

Source B: YouTube Source C: Create

Summative Performance Task

How have the refugee routes into Europe from Africa and the Middle East changed since the height of the refugee crisis in 2015?

Source A: SETA Source B: Pew Research Source C: Al Jazeera Source D: European Council in Foreign Relations

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension 1: Student will determine the required documentation needed to travel to bordering countries.

Extension 2: As a class discuss the term “hard borders”.

Taking Informed Action

Understand: Refugees take a huge risk when fleeing their countries.

Assess: Watch a segment of 60 Minutes “The Lost Boys”.

Act: Make a list of what seem to you like everyday realities, but that refugees may struggle with in their new life in their host countries.

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GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1 – Geography and Demographics

FOCUS 1

1.7 Germany and Immigration—The Risky Routes to Europe

COMPELLING QUESTION

•

How do refugees determine the routes they take to Europe?

INQUIRY OVERVIEW This inquiry explores the main routes taken by refugees fleeing violence in their home countries to reach Europe, and ultimately Germany. Students will learn about the seven major refugee paths to Europe. They will trace the paths taken by refugees to reach their destination in Erkrath, Germany by reading first-hand interviews conducted in 2016 by Dr. Barbara Crain.

TEACHER BACKGROUND There are many migration routes throughout the world. The main routes that lead to Europe are: The (Western) Balkan Route, Eastern Mediterranean Route, Central Mediterranean Route, Western Mediterranean Route, Albania to Greece, Black Sea Route, and the Western Africa Route. This inquiry will take a closer look at refugees that took the Balkan and Eastern Mediterranean Routes.

Prior to the 2015 refugee crisis, the most traveled route was the Central Mediterranean Route leading refugees from North Africa to Italy. In 2014, as the war in Syria raged on, the world saw a shift, with more and more refugees taking the Eastern Mediterranean Route to reach Greece, and then following the Balkan Route on to Northern Europe.

Until 2018, the busiest route for refugees seeking asylum in Northern Europe was the Eastern Mediterranean Route leading first to Greece and then on to the Balkan Route. However, in 2016 a deal was struck between Turkey and the European Union (EU) that aimed to limit the number of refugees seeking asylum in Europe. As host of the highest number of refugees, Turkey agreed that for every Syrian refugee they took back from Greece, the EU would, in return, find a home in Europe for one Syrian asylum-seeker currently in Turkey. The EU also promised Turkey a significant amount of financial aid to deal with the high number of refugees. These measures effectively limited the number of refugees seeking asylum in Europe.

The EU-Turkey agreement has caused significant changes of migrant routes in recent years. In addition, the danger of crossing the Mediterranean, especially on the Central Mediterranean Route, has gradually become more well-known, and more visible border patrol (e.g. Frontex) in the Mediterranean has increased. However, one must remember that “for each route the EU has blocked, migrant smugglers have found alternatives. Most of them have been even riskier.”1 New migrant routes are continually forming and there has been a significant influx of refugees using these, such as the Western Mediterranean - from Morocco to Spain.2

1 2

Faigle, Philip, et. al. “The new deadly paths to Europe.” Die Zeit Online, 26 April 2016, https://www.zeit.de/politik/ausland/2016-04/refugees-routes-europe-mediterranean-sea.

Goldberg, Mark Leon. “Migrant Routes to Europe.” UN Dispatch, 7 January 2019, https://www.undispatch.com/migrant-route-to-europe/.

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1.7 Germany and Immigration—The Risky Routes to Europe

FOCUS 1 – Geography and Demographics

The table below shows the number of people seeking asylum and travelling to Europe through the Mediterranean Sea, as well as fatalities that occurred in transit.

Arrivals via Mediterranean

Dead and Missing at Sea

2014

225,455

3,538

2015

1,032,408

3,771

2016

373,652

5,096

2017

185,139

3,139

2018

141,475

2,272

© UNHCR Operational Portal—Refugee Situations: https://data2.unhcr.org/en/situations/mediterranean

TIME: 2–3 45 minute periods

CONCEPTS LIST

• • • •

Refugees (Western) Balkan Route Eastern Mediterranean Route Central Mediterranean Route

• • • •

Western Mediterranean Route Albania to Greece Route Black Sea Route Western Africa Route

• • • •

European Union Frontex Schengen Hard borders

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • •

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Major Refugee Paths to Europe (Handout 1.7.1) Full Interviews with Refugees (Handout 1.7.2) All handouts Documentation Worksheet (Handout 1.7.3) can be found at Documentation Worksheet Answer Key (Handout 1.7.4) www.goethe.de/ germanyinfocus Backer, Meghan. “The Changing Refugee Routes into Europe.” SETA, 23 August 2018, https:// setadc.org/changing-refugee-routes-into-europe/.

Connor, Phillip. “The most common Mediterranean migration paths into Europe have changed since 2009.” Pew Research, 18 September 2018, http://www.pewresearch.org/fact-tank/2018/09/18/ the-most-common-mediterranean-migration-paths-into-europe-have-changed-since-2009/.

Smoke, Ben. “Hard borders are directly to blame for the deaths of 170 migrants at sea—and European leaders know it.” The Independent, https://www.independent.co.uk/voices/migrant-deaths-mediterranean-sea-europe-har d-borders-refugees-asylum-sajid-javid-a8738386.html.

“How to add markers and pins in Google maps.” YouTube, uploaded by Sagar S, 9 January 2017, https://www.youtube.com/ watch?v=zlsBDPKeKAs. “How to Pin Point Multiple Locations on Google Maps.” Create, https://www.create.net/support/ how-to-pin-point-multiple-locations-on-google-maps.

Nudelman, Mike and Barbara Tasch. “This map shows the routes of Europe’s refugee nightmare—and how it’s getting worse.” Business Insider, 15 September 2015, https://www.businessinsider.com/map-of-europe-refugee-crisis-2015-9.

Project Visa, https://www.projectvisa.com/.

Strickland, Patrick. “Europe: Moves to further limit refugee flow prompt concern.” Al Jazeera, 6 July 2018, https://www. aljazeera.com/news/2018/07/europe-moves-limit-refugee-flow-prompt-concern-180706091917846.html.

“The Lost Boys: 60 Minutes.” YouTube, uploaded by CBSNews, 31 March 2013, https://www.youtube.com/ watch?v=6-R5YNZxj2E. Torelli, Stefano M. “The Mediterranean and Migration: Postcards from a ‘Crisis’.” European Council on Foreign Relations, https:// www.ecfr.eu/specials/mapping_migration.

GERMANY IN FOCUS

A Transatlantic Outreach Program Instructional text for secondary educators

FOCUS 1 – Geography and Demographics

FOCUS 1

1.7 Germany and Immigration—The Risky Routes to Europe

INTRODUCTORY ACTIVITY Project a world map and ask students to locate Germany, Syria, Afghanistan, Iraq, Iran, and Eritrea. Ask students what routes they think refugees would take to get from their home country to Germany.

Project the map found in the Business Insider article found at https://www.businessinsider.com/map-of-europe-refugeecrisis-2015-9. Examine the routes taken from each country. Discuss any potential challenges. ➤ Resource

•

Nudelman, Mike and Barbara Tasch. “This map shows the routes of Europe’s refugee nightmare— and how it’s getting worse.” Business Insider, 15 September 2015, https://www.businessinsider.com/ map-of-europe-refugee-crisis-2015-9.

SUPPORTING QUESTION #1 What are the main refugee routes to Europe from Africa and the Middle East? ➤ Formative Performance Task Using the map provided in the Business Insider article, student partners will identify the main routes and countries refugees will cross when traveling to their European host country and record their answers on Handout 1.7.1. Students should note which countries are inside the European Union (place a * next to EU countries). Google Maps can be used to identify those countries that may not show up on the Business Insider map.

Discuss the Business Insider map and determine the main routes:

• • • •

Western Mediterranean: leading from Morocco and Algeria to Spain Central Mediterranean: leading from Libya and Tunisia to Italy Eastern Mediterranean: leading from the Middle East to Greece Balkan Route: leading from Greece, through The Republic of Macedonia (Northern Macedonia), through Serbia, to Hungary and beyond.

➤ Resources

• •

Major Refugee Paths to Europe (Handout 1.7.1) Nudelman, Mike and Barbara Tasch. “This map shows the routes of Europe’s refugee nightmare— and how it’s getting worse.” Business Insider, 15 September 2015, https://www.businessinsider.com/ map-of-europe-refugee-crisis-2015-9.

SUPPORTING QUESTION #2 What are the routes individual refugees take to travel to Germany? ➤ Formative Performance Task Assign student partners a refugee from the Erkrath interviews from Handout 1.7.2. (Suggestion: Provide link to handout for student access.) Using Google Maps, students should create a map of their assigned refugee’s travel route from his/her home country to Germany, and a timeline to show how long the journey took, as well as how the person traveled (by foot, car, bus etc.). They will determine which, if any, of the main migrant routes their assigned refugee followed (Balkan Route, Eastern Mediterranean Route, and Central Mediterranean Route, Western Mediterranean Route, etc.).

Ask student pairs to project their completed map and share their refugee’s route and specifics of the journey.

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1.7 Germany and Immigration—The Risky Routes to Europe

FOCUS 1 – Geography and Demographics

As a class, discuss what was the same, and what was different about each refugee’s route and journey. Discuss which main migrant routes individuals took. *Note: Handout 1.7.2 contains compiled interviews of 18 refugees by a researcher who conducted a survey in Germany in 2016 to document refugees’ routes and experiences. Confidential information, such as contact information, has been omitted. ➤ Resources

• • •

Full Interviews with Refugees (Handout 1.7.2) “How to add markers and pins in Google maps.” YouTube, uploaded by Sagar S, 9 January 2017, https://www. youtube.com/watch?v=zlsBDPKeKAs. “How to Pin Point Multiple Locations on Google Maps.” Create, https://www.create.net/support/ how-to-pin-point-multiple-locations-on-google-maps.

SUPPORTING QUESTION #3 How have the refugee routes into Europe from Africa and the Middle East changed since the height of the refugee crisis in 2015? ➤ Formative Performance Task Divide the class into five small groups. Using the articles listed in resources each group should create a map (draw, use Google Maps, etc.) showing the new routes into Europe from Africa and the Middle East. Each group should note how the route has changed and why.

Display or project the maps. As a class discuss the route changes and why the changes took place. ➤ Resources

• • • •

Backer, Meghan. “The Changing Refugee Routes into Europe.” SETA, 23 August 2018, https://setadc.org/ changing-refugee-routes-into-europe/.

Connor, Phillip. “The most common Mediterranean migration paths into Europe have changed since 2009.” Pew Research, 18 September 2018, http://www.pewresearch.org/fact-tank/2018/09/18/ the-most-common-mediterranean-migration-paths-into-europe-have-changed-since-2009/.

Strickland, Patrick. “Europe: Moves to further limit refugee flow prompt concern.” Al Jazeera, 6 July 2018, https:// www.aljazeera.com/news/2018/07/europe-moves-limit-refugee-flow-prompt-concern-180706091917846. html.

Torelli, Stefano M. “The Mediterranean and Migration: Postcards from a ‘Crisis’.” European Council on Foreign Relations, https://www.ecfr.eu/specials/mapping_migration.

SUMMATIVE PERFORMANCE TASK How do refugees determine the routes they take to Europe?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 The decision to flee is also a financial one. Divide the class into 5 groups. Assign each group one of the following countries: Syria, Afghanistan, Iraq, Iran, or Eritrea. Direct groups to locate the assigned country on Google Maps and record its bordering countries on Handout 1.7.3. For each bordering country the group should determine the required documentation to travel to

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1.7 Germany and Immigration—The Risky Routes to Europe

that country. They can use the Project Visa website to help with their research: https://www.projectvisa.com/. They should also note any expenses for passports or visas on the handout. (Answer key for teachers on Handout 1.7.4). ➤ Resources

• • •

Documentation Worksheet (Handout 1.7.3) Documentation Worksheet Answer Key (Handout 1.7.4) Project Visa, https://www.projectvisa.com/

EXTENSION (OPTIONAL) TASK #2 As a class discuss the term “hard borders”. Then project or read this quote to the class: “In 2015, one in every 270 people attempting to reach the EU died crossing the Mediterranean, with 3,770 people perishing…

There can be no mistake made, the blame for the spiraling death rates in the Mediterranean lies at the doors of leaders across Europe. The deaths are the logical conclusion of collective foreign policies that saw a rescue boat with 32 people on board, some in desperate need of medical attention, refused entry to ports for over two weeks in the middle of winter”.3 Discuss how hard borders have huge consequences for refugees, and determine how lawmakers should go about governing the issues of borders during a refugee crisis.

TAKING INFORMED ACTION UNDERSTAND Refugees take a huge risk when fleeing their countries. It is difficult enough to leave your home behind, but then to make the dangerous journey to a new home can be just as daunting.

ASSESS Watch the 60 Minutes segment “The Lost Boys” at https://www.youtube.com/watch?v=6-R5YNZxj2E (12:33).

ACT Make a list of what seem to you like everyday realities, but that refugees may struggle with in their new life in their host countries. Things like vacuum cleaners, escalators, potato chips, or fountains may be new to many refugees. From your list, decide if there are things you could help refugees with to make the integration process easier.

See if there are any refugees in your school who may need help, or research any volunteer opportunities at refugee organizations in your area.

This inquiry was adapted from the work of Dr. Barbara Crain, Associate Professor, Geography - Northern Virginia Community College

3

Smoke, Ben. “Hard borders are directly to blame for the deaths of 170 migrants at sea—and European leaders know it.” The Independent, https://www. independent.co.uk/voices/migrant-deaths-mediterranean-sea-europe-hard-borders-refugees-asylum-sajid-javid-a8738386.html.

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History

FOCUS 2

FOCUS 2 – History

Is it important to study our history?

It is quite literally the most important thing any German should do. The Holocaust remains the most important lesson that as Germans we are responsible for carrying forward and into the future, especially now that so few of the survivors of the Holocaust are still alive. My generation was of course not responsible for the crimes committed by the Nazi regime, but we are responsible for keeping the memory of what was done in the name of our nation alive and present in the minds of everyone in Germany—not only to ensure that this never happens again, but also because nobody else will do it for us. There are of course lots of other parts of German history that are fascinating, like the Thirty Years’ War and the Reformation, or the fact that Germany did not become a unified country until 1871. All of these parts of our history have shaped our present, and to fully understand the country that we live in we need to know our past.

—Torben

I believe that in general every country should be aware of its history. Only if a country understands its past, can it improve and move towards a more prosperous future. I believe, however, that Germany is in a somewhat unique position due to its problematic past. I think it is important for every German to be aware of our past and assume historical responsibility. Just because my generation was not yet born during the time of the Third Reich, does not mean there aren’t people alive today that have not been hurt or otherwise directly affected by this part of our history. It is important to acknowledge and respect this pain in order to make sure it never happens again.

—Annika In recent times, it seems that many human beings did not learn much from their past. Yet, I think it is crucial to know about German history. Especially, the dark times from 1910 to 1989.

—John

It is very essential to study our history in order to understand why certain things happened. In order to comprehend our world and our lives nowadays we have to know about the past.

—Melanie

It is always important to have an understanding of a country’s history. We can learn from our past mistakes. At the same time, there is an enhanced importance for us as Germans to make sure that our history will never repeat itself.

Yes, history is always imperative in order to learn from the past. Furthermore, everyone in Germany should understand where we came from to understand where we are heading.

—Benni

—Lenz

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FOCUS 2

2.1 Cold War Turning Points

FOCUS 2 – History

2.1 COLD WAR TURNING POINTS How do some moments in history signal change?

C3 Framework Indicator

D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances.

D2.His.2.9-12. Analyze change and continuity in historical eras.

D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

Staging the Compelling Question

Supporting Question 1 What makes an event a turning point in history?

This inquiry focuses on events in divided Germany and throughout Europe in the period following World War II until the reunification of Germany on October 3, 1990.

Supporting Question 2

Supporting Question 3

How might you be able to recognize a turning point in the moment that it happens?

Which 10 key events signaled change in Germany during the Cold War era?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Students will collaborate on a brief written justification for why they consider a chosen historical event to be a turning point in their country’s history (or the history of the world).

Students will read Winston Churchill’s speech.

They will then write a statement that describes how someone hearing Churchill’s speech might have been able to recognize it as a turning point in history.

Student triads should select 10 key events that they believe signaled change in Germany during the Cold War era.

Featured Sources

Featured Sources

Featured Sources

Source A: Board, markers/chalk, paper

Source A: Churchill’s “Iron Curtain” Speech (Handout 2.1.1)`

Source A: Germany and the Cold War Timeline (Handout 2.1.2)

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Have students look at the full “Germany and the Cold War Timeline” handout.

Using a highlighter or pencil, they should mark the events that involve the United States directly.

Taking Informed Action

Understand: Build on your knowledge of how to recognize and describe historical turning points by creating a chronological timeline of turning points that have occurred during the years that you, yourself, have been alive.

Assess: Which events do you personally remember that you believe have served as turning points in the history of your school, community, country, and/or the world?

Act: Write the date(s) of each historical event, list the basic facts of that event, and write about how you believe that event served as a turning point for you personally, for your school, your community, your country, and/or the world.

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COMPELLING QUESTION

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How do some moments in history signal change?

INQUIRY OVERVIEW This inquiry focuses on events in divided Germany and throughout Europe in the period following World War II until the reunification of Germany on October 3, 1990. Using a familiar example from their own country’s history, students will discuss the concept of a “turning point.” Students will read a speech by Winston Churchill and analyze how a single event can signify a major historical shift. Students will then review a chronology of the Cold War era with a focus on those events relevant to the German Democratic Republic (GDR, East Germany) and the Federal Republic of Germany (FRG, West Germany). Students will create a timeline and be able to describe 10 events that they believe signaled change in Germany during the Cold War era.

TEACHER BACKGROUND The conclusion of World War II in Europe saw the onset of what became known as the Cold War. As described in Winston Churchill’s 1946 Iron Curtain speech, Europe and the world became separated ideologically by the powers of the West, primarily the United States and its allies, and the East or the Communist Bloc, primarily the Soviet Union and its satellite states. Despite having joined forces to fight the Axis powers during WWII, the Soviet Union and the United States disagreed about political philosophy and the configuration of the post-war world while occupying most of Europe. The consolidation of the occupied areas of western Germany by the French, British, and the Americans resulted in the establishment of the Federal Republic of Germany (FRG), whereas the eastern zone, occupied by the Soviets, became the German Democratic Republic (GDR). The capital city of Germany—Berlin—was also divided into East and West. The particular location of the two Germanys in central Europe inevitably resulted in their pivotal roles during the Cold War. According to the National Standards for History, “Chronological thinking is at the heart of historical reasoning. Without a strong sense of chronology—of when events occurred and in what temporal order—it is impossible for students to examine relationships among those events or to explain historical causality. Chronology provides the mental scaffolding for organizing historical thought” 1.

TIME: 4–5 45 minute periods

1

Chronological Thinking: Public History Initiative: National Center for History in the Schools.” Public History Initiative | National Center for History in the Schools, phi.history.ucla.edu/nchs/historical-thinking-standards/1-chronological-thinking/.

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2.1 Cold War Turning Points

FOCUS 2 – History

CONCEPTS LIST

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German Democratic Republic (GDR) / East Germany Federal Republic of Germany (FRG) / West Germany Reunification Chronology

• • •

• • • • • •

Turning point Historical periodization Causation / Correlation Communist Bloc Cold War Axis

• • • •

Allies Winston Churchill United Nations (UN) Iron Curtain

INSTRUCTIONAL RESOURCES

• •

All handouts can be found at www.goethe.de/ germanyinfocus

Churchill and the Iron Curtain (Handout 2.1.1) Germany and the Cold War Timeline (Handout 2.1.2)

INTRODUCTORY QUESTION Discuss the following question: Why would it be difficult to understand history if it were not studied in chronological order? For example—what if you were to study about the fall of the Berlin Wall before learning about World War II? Following the class discussion, introduce the concept of historical periodization, the attempt by historians to categorize or divide time into discrete blocks for convenience of study. (Surhone, L. M., & Timpledon, M. T., & Marseken, S. F. (2010). Periodization.

Mauritius: Betascript Publishing.)

How does historical periodization help us understand the relationship between events and explain historical cause and effect?

SUPPORTING QUESTION #1 What makes an event a turning point in history? ➤ Formative Performance Introduce the concept of a ‘turning point.’

“A turning point is a specific, significant moment when something begins to change. Historians might say that Rosa Parks‘s bus protest was a turning point in the Civil Rights Movement.” (https://www.vocabulary.com/dictionary/turning point/) As a class, brainstorm a list of several turning points in the history of your own country (United States or Canada) and write the events on the board. In pairs, students choose one turning point from the class list and use their prior knowledge to describe that event’s importance in their country’s history.

Give pairs 5 minutes to collaborate on a brief written justification for why they consider that historical event to be a turning point in their country’s history (or the history of the world). Both partners contribute ideas, but only one partner writes the justification. (One partner is the writer, and the other partner will be the presenter.)

The writer now only listens, and the presenter shares with the class the turning point the two of them chose and their justification for why it marked a clear change. After all pairs have shared, the class discusses in general what makes an event a turning point.

Students turn in their written work with both names on their paper. ➤ Resources

•

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Board, markers/chalk, paper

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2.1 Cold War Turning Points

FOCUS 2 – History

SUPPORTING QUESTION #2 How might you be able to recognize a turning point in the moment that it happens? ➤ Formative Performance Read excerpts from Winston Churchill’s “Iron Curtain” speech. (This may be done individually, with a partner, or as a read-aloud as students follow along on their copies of the speech.)

While reading, have students underline words, phrases, or sentences that support the viewpoint that Churchill essentially declared the Cold War in that speech. Circle any sections which do not support or which go against that position. Finally, have students write a statement that describes how someone hearing Churchill’s speech might have been able to recognize it as a turning point in history. ➤ Resources

•

Churchill’s “Iron Curtain” Speech (Handout 2.1.1)

SUPPORTING QUESTION #3 Which 10 key events signaled change in Germany during the Cold War era? ➤ Formative Performance Using the “Germany and the Cold War Timeline” (Handout 2.1.2), student triads should select 10 key events that they believe signaled change in Germany during the Cold War era. The group must prepare to clearly explain why they selected each event and how the events could be interpreted as turning points.

Once their lists are complete, each triad joins with another triad to compare lists. Students name their 10 key events and why they chose each one. Students from the other triad ask questions for clarification and/or to challenge their selections. ➤ Resources

•

Germany and the Cold War Timeline (Handout 2.1.2)

SUMMATIVE PERFORMANCE TASK How do some moments in history signal change?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the given task using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Have students look at the full “Germany and the Cold War Timeline” handout. Using a highlighter or pencil, they should mark the events that involve the United States directly. Which of those events led to or were themselves turning points in the history of the United States? Students should describe their reasoning for each event marked.

TAKING INFORMED ACTION UNDERSTAND Build on your knowledge of how to recognize and describe historical turning points by creating a chronological timeline of turning points that have occurred during the years that you, yourself, have been alive.

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2.1 Cold War Turning Points

FOCUS 2 – History

ASSESS Which events do you personally remember that you believe have served as turning points in the history of your school, community, country, and/or the world?

ACT Write the date(s) of each historical event, list the basic facts of that event, and write about how you believe that event served as a turning point for you personally, for your school, your community, your country, and/or the world.

Start with the events that you remember clearly and use those events to start conversations with others, for example with trusted adults in a range of different age groups who may remember details about specific events that have occurred during your lifetime. From your conversations and further research, expand your list with events that you personally do not remember but which you believe served as critical turning points during your lifetime.

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2.2 Four American Presidents and the Berlin Wall

FOCUS 2 – History

2.2 FOUR AMERICAN PRESIDENTS AND THE BERLIN WALL How do walls, both physical and ideological, divide communities, nations, and the world?

C3 Framework Indicator

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place.

D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

Staging the Compelling Question

Supporting Question 1 How did Berlin’s physical location set the stage for it to be a ‘battleground’ of Cold War ideologies?

Students will learn about the visits of four American Presidents to the city of Berlin, and the speeches each gave about the symbolic role Berlin carried during the Cold War in the heart of Europe.

Supporting Question 2

Supporting Question 3

What messages about the Berlin Wall did U.S. presidents share on their visits to Berlin?

Formative Performance Task

Formative Performance Task

Students will highlight the events that they believe best indicate Berlin’s role in the Cold War prior to the building of the Berlin Wall in August 1961.

After reading one speech by one American President, students will determine which messages about the Berlin Wall were communicated at that time and why.

Featured Sources

Featured Sources

Source A: Timeline on the History of Berlin and the Berlin Wall (1945-1990) (Handout 2.2.1) Source B: Wikipedia Source C: Berlinmap360 Source D: dreamstime.com

What impact did the Berlin Wall have on families who were divided?

Formative Performance Task Students individually will read one of the articles below and write a paragraph summarizing how the Berlin Wall divided one family.

Featured Sources

Source A: Ich bin ein Berliner! President Kennedy Speech (Handout 2.2.2)

Source A: The Guardian Source B: NPR

Source B: Tear Down This Wall! President Reagan Speech (Handout 2.2.3) Source C: Berlin is Free! President Clinton Speech (Handout 2.2.4) Source D: Candidate Obama Speech 2008 (Handout 2.2.5) Source E: President Obama Speech 2013 (Handout 2.2.6) Source F: U.S. Presidential Speeches in Berlin—Excerpts (Handout 2.2.7) Source G: Speech Analysis Worksheet (Handout 2.2.8)

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students will scan the East Side Gallery murals, and select one mural that they believe visually communicates the concept of ideological differences.

Taking Informed Action

Understand: Consider which misconceptions you had about Berlin and the Berlin Wall before.

Assess: Determine the top 10 misconceptions you have about the Berlin Wall.

Act: Create a bulletin board or a series of 10 posters that clarify and set the record straight.

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2.2 Four American Presidents and the Berlin Wall

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COMPELLING QUESTION

•

How do walls, both physical and ideological, divide communities, nations, and the world?

INQUIRY OVERVIEW This inquiry focuses on the visits of American Presidents Kennedy, Reagan, and Clinton, as well as Barack Obama as a Presidential candidate (2008) and as President (2013) to the city of Berlin, and the speeches each gave about the symbolic role Berlin carried during the Cold War in the heart of Europe. The Berlin Wall can be viewed both as the physical representation of a divided Europe (and world) into the democratic West and the communist East, and also the symbol of divisive ideologies. Students will explore the role that Berlin played as the ‘battleground’ of Cold War ideologies—as a geographical location, as well as the stage on which tumultuous events unfolded.

TEACHER BACKGROUND Students should be familiar with the division of Europe following World War II, as well as the division of Berlin into four sectors.

The building of the Berlin Wall served as a physical representation of the so-called “Iron Curtain”—the ideological divide between the Western Bloc and the Eastern Bloc. Following the end of World War II, Berlin was divided into four sectors.

Travel between the different parts of Berlin was permitted.

A communist administration was formed in East Germany in 1946. General discontent grew there as the East German regime tightened control over its citizens. Throughout the 1950s and into the early 1960s, thousands of people from East Germany traveled to West Berlin to reunite with their families and to move via West Berlin to West Germany. In 1961, the government of East Germany made a surprise move to stop the flow of people from east to west. During the night of August 12th to 13th, East German soldiers completely encircled West Berlin with barbed wire fencing (which over time became more fortified) and armed guards. East Germans could no longer travel to West Berlin, and anyone who happened to be on the other side of the city that night suddenly faced a new reality.

Following the collapse of the Eastern Bloc in 1989, the Berlin Wall was torn down. Because of the wall’s significance and symbolism during the Cold War, fragments of the wall were shipped all over the world, with remnants found in museums and other places of interest. Because it was heavily guarded, the eastern side of the Berlin wall did not have any graffiti on it—no East Berliners were allowed to get that close to the wall. Parts of the Berlin Wall that had original graffiti were on the inner circle facing West Berlin.

The East Side Gallery is an open-air gallery in Berlin. It consists of a series of murals painted by artists in 1990 on a 1316-meter-long remnant of the Berlin Wall. The gallery has official status as a Denkmal, or heritage-protected landmark. According to the Künstlerinitiative East Side Gallery e.V., an association of the artists involved in the project, “The East Side Gallery is understood as a

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© Wood Powell

In order to fully appreciate the role of U.S. Presidential addresses related to Berlin, the Cold War, and the foreign policy of the United States, students need to become familiar with the division of Europe after World War II, the importance of Berlin as an ‘island’ in the heart of East Germany, as well as its role as a ‘battleground’ of Cold War ideologies.

FOCUS 2

2.2 Four American Presidents and the Berlin Wall

FOCUS 2 – History

monument to the fall of the Berlin Wall and the peaceful negotiation of borders and conventions between societies and people,” and has more than three million visitors per year.1 ➤ Further background information

•

“The building of the Berlin Wall.” YouTube, uploaded by Mr Allsop History, 17 May 2015, https://www.youtube. com/watch?v=IZvP5BxqZsw. “Walled In!—The inner German border.” YouTube, uploaded by DW News, 30 June 2009, http://www.youtube. com/watch?v=OwQsTzGkbiY. (For 28 years, a barrier kept people from fleeing East Germany. But then, the dramatic night of November 9, 1989, saw the fall of the Wall that divided Germany. This realistic computer animation reveals the vast security system of Germany’s inner border and the Berlin Wall, both of which were recreated virtually in great detail.)

Timeline on the History of Berlin and the Berlin Wall (1945-1990) (Handout 2.2.1) “Berlin Airlift.” History.com, 9 March 2011, https://www.history.com/topics/cold-war/berlin-airlift.

Field Trip to Berlin DVD (24 min.) Available for teachers at no cost from the Transatlantic Outreach Program: http://www.goethe.de/top

•

• • •

TIME: 4–5 45 minute classes

CONCEPTS LIST

• • •

Cold War Iron Curtain Ideology

• • •

Brandenburg Gate Western Bloc Eastern Bloc / Soviet Bloc

•

Berlin Wall / die Berliner Mauer

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • • • • • • 1

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Timeline on the History of Berlin and the Berlin Wall (1945-1990) (Handout 2.2.1) Ich bin ein Berliner! President Kennedy Speech (Handout 2.2.2) All handouts Tear Down This Wall! President Reagan Speech (Handout 2.2.3) can be found at Berlin is Free! President Clinton Speech (Handout 2.2.4) www.goethe.de/ germanyinfocus Candidate Obama Speech 2008 (Handout 2.2.5) President Obama Speech 2013 (Handout 2.2.6) U.S. Presidential Speeches in Berlin—Excerpts (Handout 2.2.7) Speech Analysis Worksheet (Handout 2.2.8) East Side Gallery Mural Analysis (Handout 2.2.9) Field Trip to Berlin DVD (24 min.) Available for teachers at no cost from the Transatlantic Outreach Program: http://www. goethe.de/top “Berlin Airlift.” History.com, 9 March 2011, https://www.history.com/topics/cold-war/berlin-airlift.

Corner, Lena. “The Berlin Wall kept me apart from my baby son.” The Guardian, 6 November 2009, https://www.theguardian. com/lifeandstyle/2009/nov/07/berlin-wall-sigrid-paul.

Divided Berlin, https://www.dreamstime.com/stock-image-divided-berlin-image18070951.

“East Side Gallery.” Google Arts and Culture, https://artsandculture.google.com/exhibit/gQAJocMp. “East Side Gallery.” Official website of the East Side Gallery, E.V., http://www.eastsidegallery-berlin.de/data/eng/index-eng.htm.

“Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index.php/tool/ jigsaw.

Map of Allied-occupied Germany, https://en.wikipedia.org/wiki/Allied-occupied_Germany.

Map of Berlin Wall with Gates, https://berlinmap360.com/berlin-wall-map#.XIFMUn9Ya70.

East Side Gallery, http://www.eastsidegallery-berlin.de/data/eng/index-eng.htm

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2.2 Four American Presidents and the Berlin Wall

FOCUS 2 – History

Nielsen, Jennifer A. A Night Divided. Scholastic Press, 2015.

Sarhaddi-Nelson, Soraya. “Berlin‘s Palace Of Tears,‘ A Reminder Of Divided Families, Despair.” NPR.org, 10 November 2014, https://www.npr.org/sections/parallels/2014/11/10/362294465/near-old-border-of-east-germany-a-reminder-of-despair.

“The building of the Berlin Wall.” YouTube, uploaded by Mr Allsop History, 17 May 2015, https://www.youtube.com/ watch?v=IZvP5BxqZsw. “Walled In!—The inner German border.” YouTube, uploaded by DW News, 30 June 2009, http://www.youtube.com/ watch?v=OwQsTzGkbiY.

INTRODUCTORY DISCUSSION Throughout history walls have been built to keep people in and to keep people out. As a class, brainstorm the types of walls that exist, both physical and ideological. Discuss the reasons walls exist.

SUPPORTING QUESTION #1 How did Berlin’s physical location set the stage for it to be a ‘battleground’ of Cold War ideologies? ➤ Formative Performance Task Ask students to examine a current map of Europe and locate Germany. Then, using an historical map, they should identify the occupied zones of Germany after WWII. As a class, discuss the location of Berlin in the center of the Soviet zone. Then explore an historical map of Berlin divided into four sectors. Use Handout 2.2.1 “Timeline on the History of Berlin and the Berlin Wall” (1945-1990) and highlight the events that they believe best indicate Berlin’s role in the Cold War prior to the building of the Berlin Wall in August 1961.

Project a map of the division of Germany, and also show a map of Berlin for students to see the various sectors, and the wall that isolated West Berlin (see resources). ➤ Resources

• • • •

Timeline on the History of Berlin and the Berlin Wall (1945-1990) (Handout 2.2.1) Map of Allied-occupied Germany, https://en.wikipedia.org/wiki/Allied-occupied_Germany.

Map of Berlin Wall with Gates, https://berlinmap360.com/berlin-wall-map#.XIFMUn9Ya70.

Divided Berlin, https://www.dreamstime.com/stock-image-divided-berlin-image18070951.

SUPPORTING QUESTION #2 What messages about the Berlin Wall did U.S. presidents share on their visits to Berlin? ➤ Formative Performance Task Students read one of the speeches given in Berlin by a U.S. President. They will then determine which messages about the Berlin Wall were communicated at that time and why. Students respond to the prompts on Handout 2.2.8 “Speech Analysis Worksheet”. Discuss answers to the question above.

For this jigsaw activity assign each student one of the speeches listed in resources. Next, divide the class into 5 groups. These will be the ‘home groups.’

Have students with the same assigned reading either read the speech silently to themselves or together as a group, then discuss it as a group. After the reading and discussion, each student should complete the Handout 2.2.8 “Speech Analysis Worksheet”.

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Students then regroup into their home groups. Each student teaches what they learned about their assigned speech to their home group.

As a class, discuss evidence from the speeches that answers the question posed in supporting question #2.

Options:

• •

Read Handout 2.2.2 “Ich bin ein Berliner! President Kennedy Speech” as a class and complete the Handout 2.2.8 “Speech Analysis Worksheet” together. Then assign the other 4 speeches and continue the jigsaw activity.

Using Handout 2.2.7 “U.S. Presidential Speeches in Berlin—Excerpts”, assign each student a speech excerpt and continue the jigsaw activity.

*Note: “Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index. php/tool/jigsaw. ➤ Resources

• • • • • • •

Ich bin ein Berliner! President Kennedy Speech (Handout 2.2.2) Tear Down This Wall! President Reagan Speech (Handout 2.2.3) Berlin is Free! President Clinton Speech (Handout 2.2.4) Candidate Obama Speech 2008 (Handout 2.2.5) President Obama Speech 2013 (Handout 2.2.6) U.S. Presidential Speeches in Berlin—Excerpts (Handout 2.2.7) Speech Analysis Worksheet (Handout 2.2.8)

SUPPORTING QUESTION #3 What impact did the Berlin Wall have on families who were divided? ➤ Formative Performance Task Students individually will read one of the articles below and write a paragraph summarizing how the Berlin Wall divided one family. ➤ Resources

• •

Corner, Lena. “The Berlin Wall kept me apart from my baby son.” The Guardian, 6 November 2009, https://www. theguardian.com/lifeandstyle/2009/nov/07/berlin-wall-sigrid-paul.

Sarhaddi-Nelson, Soraya. “Berlin‘s Palace Of Tears,‘ A Reminder Of Divided Families, Despair.” NPR. org, 10 November 2014, https://www.npr.org/sections/parallels/2014/11/10/362294465/ near-old-border-of-east-germany-a-reminder-of-despair.

SUMMATIVE PERFORMANCE TASK How do walls, both physical and ideological, divide communities, nations, and the world?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

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EXTENSION (OPTIONAL) TASK Students should scan the East Side Gallery murals that artists painted on the Berlin Wall in 1990, and select one mural that they believe visually communicates the concept of ideological differences. They will then present the images they selected and describe what they believe the images depict.

Provide students with a background on the East Side Gallery. Students will access images of the gallery at https://artsandculture. google.com/exhibit/gQAJocMp and examine the images of the gallery artwork. ➤ Resources

• •

East Side Gallery Mural Analysis (Handout 2.2.9) Google Arts and Culture, East Side Gallery, https://artsandculture.google.com/exhibit/gQAJocMp

*Note: Preview all of these images in advance. You may find some artwork inappropriate for use with your students.

TAKING INFORMED ACTION UNDERSTAND Consider which misconceptions you had about Berlin and the Berlin Wall before (geographical location, construction, perimeter/shape, guard towers, where graffiti was, etc.). Create a list of common misunderstandings you believe (young) people have about this topic.

ASSESS Work as a class to determine the top 10 misconceptions you believe your fellow students have about Berlin and the Berlin Wall.

ACT Create a bulletin board or a series of 10 posters that clarify and set the record straight about the Berlin Wall. Invite feedback using a QR code and a survey for other students to engage in dialogue with you about the Berlin Wall.

➤ Modification While your students are studying the Berlin Wall, collaborate with their English Language Arts teachers as they read A Night Divided by Jennifer A. Nielsen, a “stunning thriller about a girl who must escape to freedom after the Berlin Wall divides her family between East and West.” ➤ Resources

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Nielsen, Jennifer A. A Night Divided. Scholastic Press, 2015.

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2.3 “WE ARE THE PEOPLE”— PEACEFUL REVOLUTION IN 1989 How did citizens’ peaceful protests contribute to the collapse of East Germany?

C3 Framework Indicator

D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

Staging the Compelling Question Supporting Question 1 What is civil disobedience?

Students will identify the various ways that people in East Germany took action and demonstrated solidarity.

Supporting Question 2

Supporting Question 3

What were East German citizens doing to make their opinions known to their government in 1989, despite the fact that activism against their government was forbidden?

Formative Performance Task

Formative Performance Task

After selecting an event in history, students will write a brief statement describing whether that event is or is not an example of civil disobedience and why.

Using information from a short video on the Peaceful Revolution and the “Chronicle of the Leipzig Monday Demonstrations” timeline, students should list the different ways that East German citizens were expressing their opinions to their government.

Featured Sources

Featured Sources

Source A: Internet access

What actions by or in other countries were influencing the decisions of the East German government?

Formative Performance Task Students will summarize which other countries took action that had an impact on the developments in East Germany in 1989.

Featured Sources

Source A: YouTube

Source A: UMass.edu

Source B: YouTube Source C: UMass.edu Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Discuss a quote about civil disobedience from Martin Luther King, Jr.

Taking Informed Action

Understand: Consider what East Germans risked by joining the demonstrations against their government, which was illegal.

Assess: Write a list of possible consequences you anticipate they might have faced, and compare this to a person in your community who has protested against an issue or marched in support of a cause.

Act: Interview that person. What is their story?

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COMPELLING QUESTION

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How did citizens’ peaceful protests contribute to the collapse of East Germany?

INQUIRY OVERVIEW Students will research how East German citizens took to the streets in 1989, risking personal safety to express a desire for change although political activism against the government was forbidden. Students will identify the various ways that people in East Germany took action and demonstrated solidarity. Students will also explore which other countries’ actions had an impact on the developments that led to the fall of the Berlin Wall.

TEACHER BACKGROUND The German Democratic Republic (GDR or East Germany) was officially formed on October 7, 1949. Made up of the Soviet-occupied zone of post-World War II Germany, it became a satellite state of the Union of Soviet Socialist Republics (USSR).

Many Germans were dissatisfied with the division of their country. Shortly thereafter, many East Germans flocked to West Germany, resulting in the East German government hastily constructing the Berlin Wall starting the night of August 13, 1961. The Berlin Wall became the preeminent symbol of the political and ideological separation of East and West Germany.

Leipzig was the second largest city in East Germany (after East Berlin). Beginning in 1982, people had been gathering at the St. Nicholas Church (Nikolaikirche) in downtown Leipzig every Monday evening to pray for peace, as well as for personal and political freedom. Over time, this practice spread to other churches in East Germany, and the tone of these prayer circles became increasingly political. It was during these Monday prayer sessions that people began to also propose solutions and possible courses of action.

During the mid-1980s, Mikhail Gorbachev, leader of the Soviet Union (1985-1991), introduced the policies of glasnost and perestroika (“openness” and “restructuring”), which resulted in significant improvements in the totalitarian Soviet Union. This shift signaled new hope for satellite nations such as Poland, which had attempted to create more openness through the actions of its trade union federation called Solidarity. The ensuing increased liberalization resulted in free elections in Poland in 1989, based on the hope that the Soviet regime would not challenge the results. During the summer of 1989, the border between the neutral, independent state of Austria and the satellite state of Hungary was opened as well.

In the satellite nation of East Germany, grassroots organizations had formed in opposition to the state, even though they were against the law. However, once organized, activists felt emboldened by the number of participants and solidarity among the people. Eventually, East German citizens from all walks of life were regularly attending the Monday meetings at Nikolaikirche, leaving the services holding lit candles and walking peacefully through the streets. The Montagsdemonstrationen (Monday Demonstrations) quickly grew from just hundreds of people to hundreds of thousands over the course of the subsequent autumn—now known as the Leipziger Herbst (or “Leipzig Fall”). Protesters insisted on freedom of travel and changes to their government, though citizens expressed widely differing views on how the East German government might change to meet

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Political activism against the government and meetings of such nature (including religious gatherings) were strictly forbidden in East Germany. However, churches had an agreement with the state whereby, at least in theory, they were allowed to continue practicing their faith unhindered. The regime nevertheless tried to minimize the churches’ influence, and those efforts succeeded in many ways. All the while, internal public opposition strengthened and grew in the GDR.

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these demands. In fact, a December 1989 poll by Spiegel magazine in East Germany showed that 71 percent of respondents had wanted East Germany to remain a sovereign state, and only 27 percent said they had favored unity with West Germany1.

The prospect of East Germany collapsing entirely and the inner-German border opening up (including the fall of the Berlin Wall) was unimaginable to most people marching for change. October 7, 1989, marked the official commemoration of the 40th anniversary of the GDR. Two days later, the people of Leipzig turned out in masses and initiated the so-called Peaceful Revolution of 1989. Similar protests in Berlin had been met with violent repression from the East German police, so it was not clear how things would turn out in Leipzig. Despite the efforts of the Stasi (Ministerium für Staatssicherheit or Ministry for State Security) and the East German police to stop the march in Leipzig on October 9th, the decision not to open fire at the 70,000 peaceful demonstrators seemed to be spontaneous. Emboldened by that march, demonstrations in other cities grew. The Socialist Unity Party (SED) regime also made several other unsuccessful attempts to suppress the mounting desire for change. Within one month, the Berlin Wall collapsed and with it the German Democratic Republic. ➤ Further background information

•

Leipzig in the Fall. Directed by Gerd Kroske and Andreas Voigt, 1989. Retrieved from DEFA Film Library at the University of Massachusetts Amherst: [East] German Cinema & Beyond since 1993, https://ecommerce.umass.edu/defa/film/3583.

“Chronicle of the Leipzig Monday Demonstrations.” Official website of DEFA Film Library at the University of Massachusetts Amherst, from the 2009 DVD release of Leipzig in the Fall, https://ecommerce.umass.edu/defa/sites/default/files/ Chronicle%20of%20the%20Leipzig%20Monday%20Demonstrations.pdf.

Curry, Andrew. “‘We Are the People:’ A Peaceful Revolution in Leipzig.” Spiegel Online, 9 October 2009, http://www.spiegel.de/ international/germany/we-are-the-people-a-peaceful-revolution-in-leipzig-a-654137.html.

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TIME: 1–2 45 minute class periods

CONCEPTS LIST

• • • • • • • • •

Leipzig St. Nicholas Church (Nikolaikirche) Glasnost Perestroika Solidarity Stasi GDR—German Democratic Republic East Germany SED—Socialist Unity Party

• • • • • • • • •

Regime Non-violent protest Erich Honecker Mikhail Gorbachev Mahatma Gandhi Martin Luther King, Jr. Tiananmen Square Dissidents Satellite nation

• • • • •

Liberalization Monday Demonstrations (Montagsdemonstrationen) Civil disobedience USSR—Union of Soviet Socialist Republics Leipzig Fall (Leipziger Herbst)

INSTRUCTIONAL RESOURCES

• • •

1

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“Civil Disobedience.” Official website of the Bill of Rights Institute, 2019, https://billofrightsinstitute.org/educate/ educator-resources/civil-disobedience/.

“Chronicle of the Leipzig Monday Demonstrations.” Official website of DEFA Film Library at the University of Massachusetts Amherst, from the 2009 DVD release of Leipzig in the Fall, https://ecommerce.umass.edu/defa/sites/default/files/ Chronicle%20of%20the%20Leipzig%20Monday%20Demonstrations.pdf.

Curry, Andrew. “‘We Are the People:’ A Peaceful Revolution in Leipzig.” Spiegel Online, 9 October 2009, http://www.spiegel.de/ international/germany/we-are-the-people-a-peaceful-revolution-in-leipzig-a-654137.html.

Schmemann, S. (1989, December 19). Upheaval in the East; Leipzig Marchers Tiptoe Around Reunification. New York Times. Retrieved from: http://www. nytimes.com/1989/12/19/world/upheaval-in-the-east-leipzig-marchers-tiptoe-around-reunification.

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Leipzig in the Fall. Directed by Gerd Kroske and Andreas Voigt, 1989. Retrieved from DEFA Film Library at the University of Massachusetts Amherst: [East] German Cinema & Beyond since 1993, https://ecommerce.umass.edu/defa/film/3583.

Luebering, J.E. “Civil disobedience.” Encyclopaedia Britannica, last updated 2 December 2011, https://www.britannica.com/ topic/civil-disobedience.

“The peaceful revolution | 20 years after the fall of the wall.” YouTube, uploaded by DW News, 18 November 2009, https:// www.youtube.com/watch?v=Np9L3Z9e5X4. “‘We are the people’: Peaceful Revolution in the GDR 1989.” YouTube, uploaded by Moments of History, 21 March 2018, https://www.youtube.com/watch?v=vVf8_ZxYLvU.

INTRODUCTORY ACTIVITY As a class, skim the timeline “Chronicle of the Leipzig Monday Demonstrations” and highlight each point that describes East German citizens taking action against their government. ➤ Resources

•

“Chronicle of the Leipzig Monday Demonstrations.” Official website of DEFA Film Library at the University of Massachusetts Amherst, from the 2009 DVD release of Leipzig in the Fall, https://ecommerce.umass.edu/defa/ sites/default/files/Chronicle%20of%20the%20Leipzig%20Monday%20Demonstrations.pdf.

SUPPORTING QUESTION #1 What is civil disobedience? ➤ Formative Performance Task Students will select one historic event from the list below. Using the definition of civil disobedience, they should write a brief statement describing whether that event is or is not an example of civil disobedience and why.

“Civil disobedience, also called passive resistance, is the refusal to obey the demands or commands of a government or occupying power, without resorting to violence or active measures of opposition; its usual purpose is to force concessions from the government or occupying power.” (https://www.britannica.com/topic/civil-disobedience) List or display the following on the board (if your students need prompts):

• • • • •

Boston Tea Party, 1773 Mahatma Gandhi—Salt March in India, 1930 Dietrich Bonhoeffer—Nazi Germany, 1942-1943 Montgomery Bus Boycott, 1955 Martin Luther King, Jr. and the Civil Rights Movement, 1954-68

• • • • •

Cape Town Peace March, 1989 Tiananmen Square Protest in China, 1989 Poll Tax Revolts in England, 1990 Protest in Tibet - Tibetan Monks Protest (1950—present) Keystone XL Pipeline (2011 - present)

➤ Resources

•

Internet access, devices

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SUPPORTING QUESTION #2 What were East German citizens doing to make their opinions known to their government in 1989, despite the fact that activism against their government was forbidden? ➤ Formative Performance Task Many people remember that U.S. President Reagan said in Berlin, “Mr. Gorbachev, tear down this wall!” However, the events that culminated in the fall of the Berlin Wall were much more complex, and the civil disobedience by the people of East Germany played a major role in the changes that unfolded.

Using information from a short video on the Peaceful Revolution and the “Chronicle of the Leipzig Monday Demonstrations” timeline students read at the start of this inquiry, they should list the different ways that East German citizens were expressing their opinions to their government. *Note: Make sure students recognize the event that set the opening of the Berlin Wall in motion on November 9, 1989. They may not initially understand it from the subtle description on the “Chronicle of the Leipzig Monday Demonstrations” document. ➤ Resources

• • •

“The peaceful revolution | 20 years after the fall of the wall.” YouTube, uploaded by DW News, 18 November 2009, https://www.youtube.com/watch?v=Np9L3Z9e5X4. “‘We are the people’: Peaceful Revolution in the GDR 1989.” YouTube, uploaded by Moments of History, 21 March 2018, https://www.youtube.com/watch?v=vVf8_ZxYLvU. “Chronicle of the Leipzig Monday Demonstrations.” Official website of DEFA Film Library at the University of Massachusetts Amherst, from the 2009 DVD release of Leipzig in the Fall, https://ecommerce.umass.edu/defa/ sites/default/files/Chronicle%20of%20the%20Leipzig%20Monday%20Demonstrations.pdf.

SUPPORTING QUESTION #3 What actions by or in other countries were influencing the decisions of the East German government? ➤ Formative Performance Task Students should use the “Chronicle of the Leipzig Monday Demonstrations” and other sources to identify examples of how events in other countries were influencing the East German government. They will summarize which other countries took action that had an impact on the developments in East Germany in 1989. ➤ Resources

• •

“Chronicle of the Leipzig Monday Demonstrations.” Official website of DEFA Film Library at the University of Massachusetts Amherst, from the 2009 DVD release of Leipzig in the Fall, https://ecommerce.umass.edu/defa/ sites/default/files/Chronicle%20of%20the%20Leipzig%20Monday%20Demonstrations.pdf.

Internet access

SUMMATIVE PERFORMANCE TASK How did citizens’ peaceful protests contribute to the collapse of East Germany?

Construct an argument (e.g., detailed outline, poster, essay, etc.) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

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EXTENSION (OPTIONAL) TASK Consider the following quote from Martin Luther King, Jr.: “An individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.”2 Do students agree or disagree with this statement? Debate this topic with as a class, and discuss how it might apply to the actions of East German citizens in 1989.

TAKING INFORMED ACTION UNDERSTAND Consider what East Germans risked by joining the demonstrations against their government, which was illegal.

ASSESS Write a list of possible consequences you anticipate they might have faced. Compare those with the lived experiences of someone in your community who has protested against an issue or marched in support of a cause in a democracy where freedom of speech and freedom of assembly are guaranteed.

ACT Interview that person. What were the actions that person took, and which actions did they consider but not carry out? Ask whether the person had prepared backup plans in case of violence or arrest. Find out whether that person believes that their participation made a difference, and if so, how. Request permission to share that person’s story with the class (perhaps anonymously). If the person you interviewed agrees that you may share their story, be ready to retell their story to a small group of classmates. (If you need help finding someone to interview, ask your teacher.)

This inquiry has been adapted from lessons by TOP Fellows Barbara Hairfield (2005) and Sigrid Ann Olsen (2007).

2

“Civil Disobedience.” Official website of the Bill of Rights Institute, 2019, https://billofrightsinstitute.org/educate/educator-resources/civil-disobedience/.

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2.4 TWO GERMANYS BECOME ONE What are some challenges a divided country faces in becoming one country?

C3 Framework Indicator

D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.

D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

Staging the Compelling Question

Supporting Question 1

Students will review the chronology of political, social, economic, cultural, and international events with regard to the so-called reunification of Germany: the dismantling of the German Democratic Republic (GDR or East Germany), and its “absorption” into the Federal Republic of Germany (FRG or West Germany).

Supporting Question 2

Supporting Question 3

Although Germany has been one country since 1990, what differences are there between the states of the former east and those in the former west?

What were the impacts of reunification on individuals?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Within a small group, students will brainstorm which steps had to be taken for reunification to happen in the topic area their group is considering.

In their groups students will examine the current differences in Germany between the former east and the former west using the links listed in the resources.

Featured Sources

Featured Sources

What were the concrete tasks that had to be completed for East Germany to join West Germany?

Students will investigate how the lives of individuals changed due to reunification.

Featured Sources

Source A: World History Project

Source A: The Guardian

Source A: Deutsche Welle

Source B: FES

Source B: The Washington Post

Source B: The New York Times

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: What difficulties arose when the people and area of the Confederacy joined into the Union following the end of the American Civil War?

Taking Informed Action

Understand: There are many countries and regions that are currently divided by political, physical and/or ideological barriers.

Assess: Research one country or region that is divided and learn the history behind that division.

Act: Locate two news articles that are published in your language from the divided region (one from each side of the conflict). Read the news and jot down notes of what surprises you and which perspectives you encounter that are different from the perspectives portrayed in your country’s media.

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COMPELLING QUESTION

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What are some challenges a divided country faces in becoming one country?

INQUIRY OVERVIEW This inquiry focuses on events that have shaped Germany from before the fall of the Berlin Wall in 1989 to long after the official joining of the government in 1990 (known in Germany as “die Wende,” which means the pivot or turning point). Students will review the chronology of political, social, economic, cultural, and international events with regard to the so-called reunification of Germany: the dismantling of the German Democratic Republic (GDR or East Germany), and its “absorption” into the Federal Republic of Germany (FRG or West Germany). Students will investigate differences that still exist between the eastern and western parts of Germany.

TEACHER BACKGROUND Germany was divided by the Allied Powers after World War II, and the different zones were eventually split into two nations.

The German government has been reunited since October 3, 1990, and has confronted many challenges. The joining of the two Germanys cannot be described as a merger or even a true reunification. Rather, the East German states were absorbed into West Germany. October 3rd saw the end of the GDR (East Germany), and in accordance with Article 23 of the German Basic Law, each of the five eastern states or Länder had to vote to join the Federal Republic of Germany (FRG). This process was chosen in preference over the option of an official union of the two nations, since a speedy unification was seen as vital during an economically unstable time.

During the reunification process, and even today, many decades later, Germany has faced economic, political, and social challenges. In 1990, significant measures were taken to absorb East Germany into the Federal Republic of Germany. A lot had to be done on the political side. The German Reunification Treaty had to be signed, tax reforms had to be outlined, and a constitutional merger had to be implemented.

The nation’s economy faced many hurdles. The East German monetary system had to be integrated into the West German monetary system. People in East Germany began using the “West Mark” as their currency. Almost all East German companies were state-owned at that time. Therefore, an entity had to be established to take the helm in the monumental task of privatizing state-run firms. This agency was called the Treuhandanstalt. That task was no small feat, and there is much criticism over how the work of privatization was conducted.

Over half of the four million people who worked in East German state-run companies lost their jobs in the process, and many East German companies were taken over by West German corporations. Going from a regulated market system to a free market was another obstacle that East Germans faced during reunification. (See Inquiry 5.1 to learn more about the transition from a command economy to a market economy.)

With the revelation of the disastrous economic and ecological legacy left behind by the GDR regime, work quickly began to rebuild the East German infrastructure and economy. Although billions of Euro were spent on rebuilding the East (Aufbau Ost) inequilities still remain until today. Political issues like immigration laws, xenophobia, and the definition of citizenship are deeply tied to a sense of national identity. Fighting unemployment in former East Germany (in 2016 it was 8.5 %, as opposed to 5.6 % in the West) remains one of the main challenges dividing the country today. Nonetheless, there is a lot of progress testifying to

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the potential of former East Germany, such as Germany’s eighth chancellor, Angela Merkel, and the eleventh president (since reunification), Joachim Gauck, who grew up in East Germany. In addition, former East Germans peacefully brought about the end of a dictatorship (friedliche Revolution / Peaceful Revolution), the only example of a successful democratic revolution to take place in German history. (See Inquiry 2.3 for a lesson on the “Peaceful Revolution”).

The initial positive outlook many East Germans expressed early on in the reunification process had to do with the hope of obtaining a higher standard of living after becoming part of the Federal Republic of Germany. Many East Germans were excited about the prospect of more choices in their everyday lives (a larger selection of products and services available), as well as the freedom of travel, among other things. However, some East Germans have expressed that they were disillusioned by the promises made by West German politicians. Many insist that inequality between the former East and the former West persists even today in various parts of life. ➤ Further background information

•

“‘2+4’ Talks and the Reunification of Germany.” Official website of the US Department of State, Archive, 20 January 2001-2009, https://2001-2009.state.gov/r/pa/ho/time/pcw/108224.htm.

“German Reunification.” Official website of the North Atlantic Treaty Organization, 1 January 1990, https://www.nato.int/cps/ su/natohq/declassified_136311.htm.

“German reunification—a short history.” YouTube, uploaded by DW Documentary, 13 January 2017, https://www.youtube. com/watch?v=iNAxfWCwDsw. Nees, G. Germany: Unraveling an Enigma. Boston, Intercultural Press, Inc., 2000.

• • •

TIME: 4–5 45 minute periods

CONCEPTS LIST

• • • •

Division Reunification German Democratic Republic (GDR) Federal Republic of Germany (FRG)

• • • •

Berlin Wall Dissolution Bundesländer Accession

• • •

Treaties Dialogue Reconstruction

INSTRUCTIONAL RESOURCES

• • • • • • • •

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“‘2+4’ Talks and the Reunification of Germany.” Official website of the US Department of State, Archive, 20 January 2001-2009, https://2001-2009.state.gov/r/pa/ho/time/pcw/108224.htm.

Connolly, Kate. “German reunification 25 years on: how different are east and west really.” The Guardian, 2 October 2015, https://www.theguardian.com/world/2015/oct/02/german-reunification-25-years-on-ho w-different-are-east-and-west-really.

“German Unification - A Nation Divided.” Zeit Online, October-November 2014, https://www.zeit.de/feature/ german-unification-a-nation-divided.

“German Reunification.” Official website of the North Atlantic Treaty Organization, 1 January 1990, https://www.nato.int/cps/ su/natohq/declassified_136311.htm.

“German reunification—a short history.” YouTube, uploaded by DW Documentary, 13 January 2017, https://www.youtube. com/watch?v=iNAxfWCwDsw. Hamann, Greta. “Being a German born in 1989.” Deutsche Welle, 7 November 2014, https://www.dw.com/en/ being-a-german-born-in-1989/a-18023201.

Nees, G. Germany: Unraveling an Enigma. Boston, Intercultural Press, Inc., 2000.

Noack, Rick. “Germany reunited 26 years ago, but some divisions are still strong.” The Washington Post, 3 October 2016, https://www.washingtonpost.com/news/worldviews/wp/2016/10/03/germany-reunified-26-years-ago-bu t-some-divisions-are-still-strong/?utm_term=.b9583937abe1.

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“Reunification of Germany.” World History Project, 3 October 1990, https://worldhistoryproject.org/1990/10/3/ reunification-of-germany.

Sielaff, Ruediger. “Germany: Impact of Unification on Political and Economic Structures.” FES, Korea-Deutsche Society of Economics and Management, 31 May 1991, http://www.fes-korea.org/media/German%20Unification/Germany_ Impact%20of%20Unification%20on%20Political%20and%20Economic%20Shellip.pdf. PDF download.

Smale, Alison. “In a United Germany the Scars of the East-West Divide Have Faded.” The New York Times, 2 October 2015, https://www.nytimes.com/interactive/2015/10/02/world/europe/germany-unification-anniversary.html.

“The Fall of the Wall and German Reunification.” Deutschland.de, 13 August 2012, https://www.deutschland.de/en/topic/ politics/germany-europe/the-fall-of-the-wall-and-german-reunification.

INTRODUCTORY ACTIVITY Imagine that your school is to be consolidated with another school. List what changes would allow for a successful school merger (for example: faculty, sports teams, mascots, course offerings). Discuss which areas students believe would be the easiest to combine and those that might cause difficulties, providing reasons for these. Next, consider how this process might be different if the two schools had unequal access to resources.

End this task by projecting the image of Berlin taken from the International Space Station found at Zeit Online, https://www.zeit.de/feature/german-unification-a-nation-divided. Ask students to examine the picture and discuss what they see and what this image says about the reunification of Germany.

SUPPORTING QUESTION #1 What were the concrete tasks that had to be completed for East Germany to join West Germany? ➤ Formative Performance Task Consider the various realms that were involved when East Germany became part of the Federal Republic of Germany. Within a small group, students will brainstorm which steps had to be taken for reunification to happen in the topic area their group is considering (federal states, economics, politics, healthcare, education, social services, state-run companies, cultural organizations, postal service, transportation, military, etc.). Use the resources below to verify and expand their task lists. ➤ Resources

• •

“Reunification of Germany.” World History Project, 3 October 1990, https://worldhistoryproject.org/1990/10/3/ reunification-of-germany.

Sielaff, Ruediger. “Germany: Impact of Unification on Political and Economic Structures.” FES, Korea-Deutsche Society of Economics and Management, 31 May 1991, http://www.fes-korea.org/media/German%20 Unification/Germany_Impact%20of%20Unification%20on%20Political%20and%20Economic%20Shellip.pdf.

PDF download.

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SUPPORTING QUESTION #2 Although Germany has been one country since 1990, what differences are there between the states of the former east and those in the former West? ➤ Formative Performance Task In their groups students will examine the current differences in Germany between the former East and the former West using the links listed in the resources. Groups should choose 4 or 5 categories from the list below so that answers are varied. Groups should create visual representations that illustrate the commonalities and lingering differences between East and West for each category. Students should be ready to share their findings with the class with evidentiary support for their observations.

• • • • • •

demographics income disposable income political climate language flu vaccination

• • • • • •

childcare unemployment rate anti-refugee violence migration trash production size of farms

• • • • • •

recreational vehicles gun ownership household appliances vacation destinations number of children per woman sports/soccer clubs

*Note: Be sure to consider that there has been quite a lot of movement throughout Germany since the fall of the Wall. You might initially think that East Germans were abandoning their home states for a life in the West, but actually many (opportunistic) westerners made their way east and found affordable real estate and leadership roles in companies and universities in the “new” German states. ➤ Resources

• •

Connolly, Kate. “German reunification 25 years on: how different are east and west really.” The Guardian, 2 October 2015, https://www.theguardian.com/world/2015/oct/02/german-reunification-25-years-on-ho w-different-are-east-and-west-really.

Noack, Rick. “Germany reunited 26 years ago, but some divisions are still strong.” The Washington Post, 3 October 2016, https://www.washingtonpost.com/news/worldviews/wp/2016/10/03/ germany-reunified-26-years-ago-but-some-divisions-are-still-strong/?utm_term=.b9583937abe1.

SUPPORTING QUESTION #3 What were the impacts of reunification on individuals? ➤ Formative Performance Task Now that each group has considered the economic, social, and political impacts of Germany’s reunification, they should take a look at some personal stories. They will investigate how the lives of individuals changed due to reunification. They should use the resources below, or find their own interviews, to write a paragraph about how reunification impacted one person. Tell students to take into consideration the individuals age, where they grew up, and their work. ➤ Resources

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Hamann, Greta. “Being a German born in 1989.” Deutsche Welle, 7 November 2014, https://www.dw.com/en/ being-a-german-born-in-1989/a-18023201.

Smale, Alison. “In a United Germany the Scars of the East-West Divide Have Faded.” The New York Times, 2 October 2015, https://www.nytimes.com/interactive/2015/10/02/world/europe/ germany-unification-anniversary.html.

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SUMMATIVE PERFORMANCE TASK What are some challenges a divided country faces in becoming one country?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Examine the post-Civil War Reconstruction period in the United States (1865-1877). What difficulties arose when the people and area of the Confederacy joined into the Union following the end of the war? How do these circumstances compare with those experienced during the reunification of Germany?

TAKING INFORMED ACTION UNDERSTAND There are many countries and regions that are currently divided by political, physical and/or ideological barriers. Examples include: Ireland and Northern Ireland, Western Sahara, North Korea and South Korea, Israel and Palestine, etc.

ASSESS Research one country or region that is divided and learn the history behind that division.

ACT Locate two news articles, one from each side of the divided region/country, that are published in a language you understand. Read the news and jot down notes of what surprises you and which perspectives you encounter that are different from the perspectives portrayed in the media you usually access. Share your insights with your classmates, particularly if what you learned is related to the division and/or potential for future reunification.

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2.5 THE STASI FILES How does a totalitarian regime control its people?

C3 Framework Indicator

D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

Staging the Compelling Question Supporting Question 1 What was the Stasi?

Formative Performance Task Ask students to read the article Stasi Tactics—Zersetzung to answer the questions in the inquiry.

Featured Sources Source A: Max Hertzberg

Students will study the effects of the Stasi on the lives of ordinary people living in the German Democratic Republic and examine the effects on people’s lives today.

Supporting Question 2

Supporting Question 3 What are the Stasi Files and why are they so significant to east Germans?

Who were East Germany’s ‘unofficial informants’ and what did they do?

Formative Performance Task

Formative Performance Task

After reading the listed article, discuss who these ‘unofficial informants’ were, whom they betrayed, and the reasons why they might have done so.

Featured Sources Source A: Spiegel Online

Source B: YouTube

In groups, students should write a short paragraph describing what the Stasi files are, also explaining why East Germans are still interested in reading their files.

Featured Sources Source A: BBC.com Source B: CBSNews.com Source C: Pacific Standard Source D: DW News YouTube

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Watch the listed video, and discuss the question: “What is the most effective way to solve the puzzle of The Stasi Project?”

Taking Informed Action

Understand: In today’s digital world, our every search and website visit is being tracked.

Assess: Learn more about how companies and governments know what you are doing and saying on the web, and what you can do to limit the amount of information about you available online.

Act: Research and implement ways to enhance your privacy settings and limit the amount of personal information that is available about you and/or your family online.

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COMPELLING QUESTION

•

How does a totalitarian regime control its people?

INQUIRY OVERVIEW Students who grow up in a democratic society may not be aware of how their lives would be scrutinized and restricted under a totalitarian regime. In this inquiry students will learn about the Stasi and its role as an East German surveillance force, study the effects of the Stasi on the lives and everyday people living in the German Democratic Republic, and examine the effects on people’s lives today.

TEACHER BACKGROUND The German Democratic Republic (GDR) was among the most closed and repressive of the Soviet Bloc countries. The Stasi (Ministerium für Staatssicherheit—Ministry of State Security) was the domestic and foreign intelligence body, secret police, and official investigation organization of the GDR. It was founded by the Communist Party on February 8, 1950, in order to protect and enforce the interests of the party. The main function of the Stasi was to eliminate political beliefs that opposed communist ideology and to detect politically unacceptable behavior among its citizens. In order to get as much information as possible, and to expose people who had thoughts and opinions critical of the regime, the Stasi spied on people and many homes were bugged. The Stasi also used heavy-handed methods such as intimidation and blackmail in order to demonstrate power and to make it clear that an adversarial attitude against the GDR would result in serious consequences. Political opponents were quickly imprisoned. From the West German perspective, the most obvious sign of the GDR’s repressive system was its control of the freedom of movement. Even before the Berlin Wall was constructed in 1961, people who tried to cross the barbed-wire fence that ran the length of the country to get into West Germany were shot at.

With the fall of the GDR, the Stasi was dissolved, and Stasi employees began to destroy the extensive files and documents they held, by hand, fire, and with the use of shredders. When this became known, protestors surrounded Stasi headquarters and demanded access to the files. With little time left to destroy the material, employees started tearing pages by hand and putting them into bags to destroy later. However, there were nearly 16,000 bags left untouched.

In 1991, after heated debate as to whether the Stasi files should be made accessible to those affected by them, the Bundestag passed the Stasi Records Law, which stated that both citizens of the former East Germany as well as foreigners had the right to view their files. Thousands were horrified to find proof that they had been spied on by friends, family members, and lovers.

By the end of the period of communist rule, it is estimated that the Stasi had nearly 100,000 employees, and as many as two million collaborators. ➤ Further Background

• •

“The Lives of Others (2006).” DW News. YouTube, 2010, https://www.youtube.com/watch?v=ha1jM9HAs6c (9:17).

“Rule of Law: Country Studies—Germany.” Democracy Web: Comparative Studies in Freedom, 2011, http://www. democracyweb.org/rule/germany.php.

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TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • •

Zersetzung Volkspolizei German Democratic Republic (GDR) Surveillance

• • • •

•

Bundestag Stasi Collaborators Dissidents

• •

Socialist Unity Party of Germany (SED) Communist Party of Germany (KPD) Espionage

INSTRUCTIONAL RESOURCES

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Bowlby, Chris. “Stasi Files: The world’s biggest jigsaw puzzle.” BBC.com, BBC Radio 4, 14 September 2012, https://www.bbc. com/news/magazine-19344978.

Hertzberg, Max. “Stasi Tactics—Zersetzung.” Max Hertzberg—Crime and Utopia, 22 November 2016, http://www. maxhertzberg.co.uk/background/politics/stasi-tactics/.

Lagorio, Christine. “Inside the Stasi Files.” CBSNews.com, 19 September 2007, https://www.cbsnews.com/news/ inside-the-stasi-files/.

“Rule of Law: Country Studies—Germany.” Democracy Web: Comparative Studies in Freedom, 2011, http://www. democracyweb.org/rule/germany.php.

“Secret Files: How shredded Stasi Files are reconstructed.” DW News. YouTube. 2012, https://www.youtube.com/ watch?v=GHDX0VJq37s.

“Stasi Training Video: Clandestine Apartment Search.” YouTube, uploaded by Act Natural, 4 August 2015, https://www. youtube.com/watch?v=Bba3tryTJbs. Tatke, Sukhada. “The Minds Solving the Giant Puzzle the Stasi Left Behind.” Pacific Standard, 7 August 2017, https://psmag. com/social-justice/the-giant-puzzle-the-stasi-left-behind.

“The Lives of Others (2006).” DW News. YouTube, 2010, https://www.youtube.com/watch?v=ha1jM9HAs6c (9:17).

Wensierski, Peter. “East German Snitching went Far Beyond the Stasi.” Spiegel Online, 10 July 2015, http://www.spiegel.de/ international/germany/east-german-domestic-surveillance-went-far-beyond-the-stasi-a-1042883.html.

• • • • • • • •

INTRODUCTORY QUESTION Display the image of the poster ‘Big Brother is Watching You’ from George Orwell’s fictional novel Nineteen Eighty Four, about a fictional dictatorship, that can be found on the internet. Ask students what it means to them today. Do they feel ‘Big Brother’ is watching them? In what ways? Why? In contemporary culture, the term is used to describe an abuse of government powers, particularly in respect to civil liberties, often specifically related to mass surveillance.

SUPPORTING QUESTION #1 What was the Stasi? ➤ Formative Performance Task Ask students to read the article Stasi Tactics—Zersetzung to determine the following:

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What was the Stasi and what was their function?

What harassment tactics did they use?

Who were informants and how were they recruited?

What are the stages of Zersetzung?

• •

How effective was the Stasi in: paralyzing individuals and groups; gathering and using intelligence?

How did people resist the Zersetzung?

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*Note: Due to the length of the article, teachers may want to break it into sections, assigning sections to small groups to read. Each group would then report back to the class what they learned and the answers to any questions found in that section.

Teachers may also want to show the Stasi training video listed in the resources. ➤ Resources

• •

Hertzberg, Max. “Stasi Tactics—Zersetzung.” Max Hertzberg—Crime and Utopia, 22 November 2016, http://www. maxhertzberg.co.uk/background/politics/stasi-tactics/.

“Stasi Training Video: Clandestine Apartment Search.” YouTube, uploaded by Act Natural, 4 August 2015, https:// www.youtube.com/watch?v=Bba3tryTJbs.

SUPPORTING QUESTION #2 Who were East Germany’s ‘unofficial informants’ and what did they do? ➤ Formative Performance Task By 1989, when the Berlin Wall collapsed and communism in East Germany came to an end. It is estimated that the Stasi had 97,000 official employees as well as approximately 173,000 unofficial informers. Roughly this translated as a ratio of one agent per every 63 people in the population, a position far in advance of the Soviet Union’s KGB, that even at its height could only manage one agent per 5830 people (Figures taken from Stasiland).1 Read the article “East German Snitching Went Far Beyond the Stasi” as a class.

After reading the article, discuss who these ‘unofficial informants’ were, whom they betrayed, and the reasons why they might have done so. Ask, “What does this tell you about the climate of East Germany?” ➤ Resources

•

Wensierski, Peter. “East German Snitching went Far Beyond the Stasi.” Spiegel Online, 10 July 2015, http://www. spiegel.de/international/germany/east-german-domestic-surveillance-went-far-beyond-the-stasi-a-1042883. html.

SUPPORTING QUESTION #3 What are the Stasi Files and why are they so significant to East Germans? ➤ Formative Performance Task Break the class into small groups and have each group read one of the articles from the resource list. As a group, they should write a short paragraph describing what the Stasi files are, also explaining why East Germans are still interested in reading their files (what might their personal motive be?).

As a class, you can also watch the clip “The Lives of Others” to better understand the details of the Stasi files. ➤ Resources

• •

1

Bowlby, Chris. “Stasi Files: The world’s biggest jigsaw puzzle.” BBC.com, BBC Radio 4, 14 September 2012, https:// www.bbc.com/news/magazine-19344978.

Lagorio, Christine. “Inside the Stasi Files.” CBSNews.com, 19 September 2007, https://www.cbsnews.com/news/ inside-the-stasi-files/.

Funder, A. (2003). Stasiland: Stories from Behind the Wall. London: Granta Books.

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Tatke, Sukhada. “The Minds Solving the Giant Puzzle the Stasi Left Behind.” Pacific Standard, 7 August 2017, https://psmag.com/social-justice/the-giant-puzzle-the-stasi-left-behind.

“The Lives of Others (2006).” DW News. YouTube. 2010, https://www.youtube.com/watch?v=ha1jM9HAs6c (9:17).

SUMMATIVE PERFORMANCE TASK How does a totalitarian regime control its people?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK As a class, view the video by DW News. After viewing discuss the following:

• • • •

What is the project and its purpose?

Is the end result worth the effort to complete the task?

Who benefits from the project?

Can you think of examples where this process/technology could be useful in the future (e.g. organizations and/or governments)?

If teachers prefer, students may read article “The Minds Solving the Giant Puzzle the Stasi Left Behind” instead of viewing the video. ➤ Resources

•

Tatke, Sukhada. “The Minds Solving the Giant Puzzle the Stasi Left Behind.” Pacific Standard, 7 August 2017, https://psmag.com/social-justice/the-giant-puzzle-the-stasi-left-behind.

TAKING INFORMED ACTION UNDERSTAND In today’s digital world, our every search and website visit is being tracked.

ASSESS Learn more about how companies and governments know what you are doing and saying on the web, and what you can do to limit the amount of information about you available online.

ACT Research and implement ways to enhance your privacy settings and limit the amount of personal information that is available about you and/or your family online.

This inquiry is based on a lesson from the 2009 TOP Fellow Jeanne Scheppach.

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2.6 OSTALGIE—ROMANTICIZING EAST GERMANY How does nostalgia help people cope?

C3 Framework Indicator

D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

D2.Psy.2.9-12. Investigate human behavior from biological, cognitive, behavioral, and sociocultural perspectives.

D2.Psy.12.9-12. Explain how social, cultural, gender, and economic factors influence behavior and human interactions in societies around the world.

D2.Soc.14.9-12. Explain how in-group and out-group membership influences the life chances of individuals and shapes societal norms and values.

Staging the Compelling Question Supporting Question 1 What is Ostalgie?

Students will study the current wave of Ostalgie (a combination of the German words for “east” and “nostalgia” referring to a cultural phenomenon present in the former GDR).

Supporting Question 2

Supporting Question 3

Why do some products, symbols, smells, etc. trigger nostalgia?

Formative Performance Task

Formative Performance Task

As a class, watch the listed video, and have students determine a definition of Ostalgie in their own words.

Pairs should research a GDR product/ symbol and create a PowerPoint slideshow of 3-4 slides maximum, using the criteria found on the handout.

Featured Sources

Featured Sources

Source A: BuzzFeed Source B: Al Jazeera

Why did the reunification of East and West Germany cause nostalgia for the ‘way things used to be’?

Formative Performance Task Student will watch a video, and briefly note some reasons former East Germans remember their past positively.

Featured Sources

Source A: Ostalgie PowerPoint Directions (Handout 2.6.1)

Source A: Us Europeans.com Source B: Reuters.com Source C: DW News YouTube Source D: Website of the Ohio State University

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students can visit a local senior citizen facility and ask the residents what items or products they remember from their childhood that bring back pleasant memories and why.

Taking Informed Action

Understand: Think about something from your childhood that instills a sense of nostalgia in you and your classmates. Is that product still available now?

Assess: With a partner, discuss the different associations you have with that product.

Act: Design a poster intended to awaken that same sense of nostalgia for other people in your school.

Reflect: Consider how you would feel if not a single one of those products were available for purchase now.

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COMPELLING QUESTION

•

How does nostalgia help people cope?

INQUIRY OVERVIEW This inquiry explores nostalgia—its meaning and effects. Students will study the current wave of Ostalgie (a combination of the German words for “East” and “nostalgia” referring to a cultural phenomenon present in the former GDR). After reading several articles discussing the reunification of East and West Germany, students will list off the reasons for this nostalgia and its dangers.

By the end of this inquiry, students should be able to understand the difficulties that Germany has faced in reuniting two similar—yet distinctly different—countries and the need for people to reminisce about the past, even if many aspects of it were marked by hardship.

TEACHER BACKGROUND Commonly referred to as die Wende or “the turning point”, the world witnessed the euphoria of the West and East German people atop the Berlin Wall on November 9, 1989, celebrating the collapse of the structure that had been the best-known symbol of the Cold War. This event marked the end of the East German communist dictatorship (GDR). “What belongs together, will now grow together,” said former German Chancellor Willy Brandt on November 10, 1989.

It is estimated that 4.3 million people visited West Germany in the first four days after the Mauerfall (fall of the Wall). “Wir sind ein Volk” (“We are one people”) was heard throughout Germany. On October 3, 1990, Germany was officially reunified.

However, the jubilation was soon overshadowed by uncertainty about how the reunification would be implemented, which side would benefit and which would be disadvantaged. Decades-held values and ideologies on both sides took time to evolve and change. Equal parties did not form the reunification through cooperation; instead the West German government simply arranged for East Germany to be absorbed under West Germany’s existing constitution. Moreover, an almost exclusively “West-to-East” transfer of currency, ideology, regulations, and institutions occurred. Thus, the process of integration has been significantly more challenging for East Germans. The whole process of reunification left no political room to keep any positive aspects of life in East Germany, even though there are arguments that can be made in favor of East Germany’s accommodating childcare systems and its fostering of gender equality.

Despite high expectations after the reunification, Germany still remains somewhat culturally divided. Especially during the 1990s, East Germans were often derogatorily referred to as Ossis (“Easties”) accusing them of being provincial, unintelligent, and lazy, while West Germans were referred to as Wessis (“Westies”) stereotyping them as arrogant, selfish, and obsessed with materialism.

While disturbing and potentially shameful aspects of the GDR, such as the role of the Stasi, continue to be examined (refer to Inquiry 2.5), one can identify a perceptible shift in the last decade toward a decidedly nostalgic view of the East German past.

The release of Wolfgang Becker’s 2003 film Goodbye Lenin! coincided with an Ostalgie craze in Germany which is still apparent today. The establishment of the GDR Museum in Berlin, the prevalence of certain former East German symbols, such as the Ampelmann (traffic light man) and Sandmännchen (little sandman), as well as the reappearance of certain food products, such as Spreewälder Gurken (pickled cucumbers) are examples of the phenomenon of Ostalgie. Long the object of affection as well as frustration in East Germany, the Trabi (or Trabant), a small boxy car made of fiberglass and pressed cotton, quickly became a

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key symbol, not only of the German Democratic Republic, but also of socialist inefficiency and backwardness. In the mid-1990s, however, the Trabi reemerged as an evocative symbol of East German distinctiveness and post-socialist nostalgia.

TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • • •

Nostalgia Reunification Ostalgie Reminisce Mauerfall

• • • • •

• • • •

Ideologies Ossis Wessis Aufbau Ost Stasi

Ampelmännchen Sandmännchen Spreewälder Gurken Trabi /Trabant

INSTRUCTIONAL RESOURCES

• • • • • • • • • •

Ostalgie PowerPoint Directions (Handout 2.6.1) “11 Items that Will Give You a Taste of Ostalgie.” BuzzFeed, 21 November 2014, https://www.

All handouts buzzfeed.com/germanyinusa/11-items-that-will-give-you-a-taste-of-ostalgie-fr91. can be found at www.goethe.de/ “Berlin gripped by ‘Ostalgia‘ for communist past.” YouTube, uploaded by Al Jazeera English, 28 germanyinfocus April 2012, https://www.youtube.com/watch?v=D4-x0WMyYlI. Grieve, Martin. “We have to expect prosperity differences.” Die Welt, 5 May 2014, https://www.welt.de/politik/deutschland/article127588072/ Wir-muessen-Wohlstandsunterschiede-hinnehmen.html.

“Growing up in the DDR.” Us Europeans.com, http://www.photologix.nl/useuropeans/index.php?post=338.

Kirschbaum, Eric. “The Dark Side of German Reunification.” Reuters.com, Global News Journal, 29 September 2010, http:// blogs.reuters.com/global/2010/09/29/the-dark-side-of-german-reunification/.

“Ostalgie: Many Eastern Germans Still Mourn the Demise of Communist East Germany.” YouTube, uploaded by DW News, 13 July 2009, https://www.youtube.com/watch?v=BTG4RKcUix0.

Porter, Tiffany and David Maldonado. “Effects of Reunification of Germany: Effects on the Citizens.” Website of the Ohio State University: Fisher College of Business, https://u.osu.edu/eng4400portermaldonado/psychological-effects-on-citizens/.

“Why do we feel nostalgia?” YouTube, uploaded by Clay Routledge, 21 November 2016, https://www.youtube.com/ watch?v=WiTgn5QH_HU. Wolfgang, Dick. “Ostalgie: Romanticizing the GDR.” Deutsche Welle, 3 October 2014, https://www.dw.com/en/ ostalgia-romanticizing-the-gdr/a-17959366.

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INTRODUCTORY ACTIVITY Post the word ‘nostalgia’ on the board and ask students for their understanding of what it means. As a class view the TED-Ed YouTube video “Why do we feel nostalgia?” https://www.youtube.com/watch?v=WiTgn5QH_HU (4:09) and discuss the reasons why people sometimes feel nostalgic.

Briefly discuss the following quote from the video, “Instead of being a cause of mental distress, nostalgia can be a restorative way of coping with it.”

SUPPORTING QUESTION #1 What is Ostalgie? ➤ Formative Performance Task Their country no longer existed. The products they bought were no longer sold. There was no going back to visit. Everything they had known suddenly was part of West Germany.

View the video clip “Berlin gripped by ‚Ostalgia‘ for communist past” as a class and have students determine a definition of Ostalgie in their own words.

Use the buzzfeed.com website to examine examples of Ostalgie. ➤ Resources

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“11 Items that Will Give You a Taste of Ostalgie.” BuzzFeed, 21 November 2014, https://www.buzzfeed.com/germ anyinusa/11-items-that-will-give-you-a-taste-of-ostalgie-fr91.

“Berlin gripped by ‚Ostalgia‘ for communist past.” YouTube, uploaded by Al Jazeera English, 28 April 2012, https://www.youtube.com/watch?v=D4-x0WMyYlI.

SUPPORTING QUESTION #2 Why do some products, symbols, smells, etc. trigger nostalgia? ➤ Formative Performance Task Assign student pairs a GDR product or symbol from the list on Handout 2.6.1. Pairs should research the product/symbol and create a PowerPoint slideshow of 3-4 slides maximum, using the criteria found on the handout. If possible, assign all the GDR products/items on the list.

Combine the individual PowerPoints into one. Share with the class discussing what the GDR product/item is and why it inspires Ostalgie. ➤ Resources

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Ostalgie PowerPoint Directions (Handout 2.6.1)

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SUPPORTING QUESTION #3 Why did the reunification of East and West Germany cause nostalgia for the ‘way things used to be’? ➤ Formative Performance Task As a class view the YouTube video Ostalgie: Many East Germans Still Mourn the Demise of Communist East Germany (listed below in resources). After watching, ask students to take a few minutes and briefly note some reasons former East Germans remember their past positively.

Divide the class into 4 groups assigning one article (from the resources below) to each group. Students should read the assigned articles individually, noting what former East Germans consider the negative side of reunification. Students should then meet in assigned groups, discuss what they have read, and compile a composite list of reasons why they may remember their past positively.

As a class discuss the reasons East Germans are nostalgic for the past. Are there dangers to this kind of nostalgia? ➤ Resources

• • • • •

“Growing up in the DDR.” Us Europeans.com, http://www.photologix.nl/useuropeans/index.php?post=338.

Kirschbaum, Eric. “The Dark Side of German Reunification.” Reuters.com, Global News Journal, 29 September 2010, http://blogs.reuters.com/global/2010/09/29/the-dark-side-of-german-reunification/.

“Ostalgie: Many Eastern Germans Still Mourn the Demise of Communist East Germany.” YouTube, uploaded by DW News, 13 July 2009, https://www.youtube.com/watch?v=BTG4RKcUix0.

Porter, Tiffany and David Maldonado. “Effects of Reunification of Germany: Effects on the Citizens.” Website of the Ohio State University: Fisher College of Business, https://u.osu.edu/eng4400portermaldonado/ psychological-effects-on-citizens/.

Wolfgang, Dick. “Ostalgie: Romanticizing the GDR.” Deutsche Welle, 3 October 2014, https://www.dw.com/en/ ostalgia-romanticizing-the-gdr/a-17959366.

SUMMATIVE PERFORMANCE TASK How does nostalgia help people cope?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Students can visit a local senior citizen facility and ask the residents what items or products they remember from their childhood that bring back pleasant memories and why. They may share their findings with their classmates.

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TAKING INFORMED ACTION UNDERSTAND Think about something from your childhood that instills a sense of nostalgia in you and your classmates. Is that product still available now? Consider what it is (music, the taste of a certain breakfast cereal, a whiff of someone’s perfume, a quirky fashion trend you embraced wholeheartedly).

ASSESS With a partner, discuss the different associations you have with that product. How do you feel when you are reminiscing about that item? Does it make you laugh, or do you feel sad about it?

ACT Design a poster intended to awaken that same sense of nostalgia for other people in your school. Was there a song connected to it? Was there a slogan? Find images of that item and use your poster to try to compel your audience to embrace that product once again.

REFLECT As you admire your classmates’ work, consider how you would feel if not a single one of those products were available for purchase now. What if you could never taste that taste again, hear that song, or smell that perfume ever again? Write about how this experience would make you feel, and compare your feelings with the Ostalgie experienced by people who lived in East Germany.

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2.7 A SYMBOL OF GERMANY: THE BRANDENBURG GATE How are landmarks symbols of a nation?

C3 Framework Indicator

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.

D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.

D2.His.16.9-12 Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Staging the Compelling Question Supporting Question 1 What are some well-known landmarks in Berlin?

Formative Performance Task Through an interactive game, students will become familiar with the landmarks of Berlin.

Featured Sources Source A: Berlin Landmarks Game (PowerPoint 2.7.1)

Students will familiarize themselves with landmarks as symbols of a nation. They will explore the significance of the Brandenburg Gate in Berlin.

Supporting Question 2

Supporting Question 3

What events in German history are connected to the Brandenburg Gate?

How is the Brandenburg Gate a symbol of contemporary Germany?

Formative Performance Task

Formative Performance Task

Students will make a brief timeline of what they believe the most important events in history were that were connected to the Brandenburg Gate.

Featured Sources

Students should use the resources listed, and write a brief statement of what role they think the Brandenburg Gate plays in Germany today.

Featured Sources

Source A: Brandenburg Gate as Witness to History (PowerPoint 2.7.2)

Source A: Berlin.de Website Source B: Brandenburger Tor

Source B: YouTube Source C: Deutsche Welle Source D: Wikipedia Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: The most visited landmark in Germany, after the Cologne Cathedral, is the Reichstag. Using the handout students will learn how the German Reichstag building reflects the values of the modern German government.

Taking Informed Action

Understand: Consider the roles the Brandenburg Gate and the Reichstag have played over the years for Berlin and beyond.

Assess: What landmark in your town or state might have similar significance for your region due to historical events that have happened there or nearby?

Act: Visit that building/landmark and create a video that you will share with your classmates.

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COMPELLING QUESTION

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How are landmarks symbols of a nation?

INQUIRY OVERVIEW Students will familiarize themselves with landmarks as symbols of a nation. Then they will determine which historical and contemporary events in Germany have involved the Brandenburg Gate. Based on their research, students will construct an argument outlining how the values of a city/ nation are reflected in its landmarks, and they will justify their reasoning with evidence.

The extension in this lesson will focus on another important German landmark, the Reichstag.

TEACHER BACKGROUND There are many landmarks that are globally recognized such as Stonehenge in England, the Colosseum in Rome, the Taj Mahal in India, the Great Pyramids of Egypt, the Opera House in Sydney, the Statue of Liberty in the U.S., and the CN Tower in Canada. These landmarks were built to mark change, as memorials, as religious monuments, or even just as great feats of architecture. However, as landmarks stand witness to history, their purpose and meaning often evolve. One of the most famous examples of a building that’s significance has evolved through history is the Hagia Sophia in Istanbul, Turkey. When modern-day Turkey was part of the Holy Roman Empire, the Hagia Sophia was built as a cathedral. However, over time, as Turkey became part of the Ottoman Empire, it was turned into a mosque. Today, both Christian and Islamic art is prevalent in the landmark, which now serves as one of the city’s most important museums. Can you think of a prime example in the U.S. or Canada where a building has physically stood witness to history?

German landmarks were especially influenced by many historical events. Though there are countless landmarks that could be a symbol of Germany today, this lesson will take a closer look at the events to which the Brandenburg Gate has stood witness, and how the significance of this landmark has evolved over time.

Brandenburg Gate: Designed by Carl Gotthard Langhans, the Brandenburg Gate was built between 1788 and 1791 at the request of the Prussian King Friedrich Wilhelm II. Although it is now situated in the center of Berlin, it was originally one of several gateways through the city’s custom wall. A statue called the Quadriga, or four horse-drawn chariot, designed by sculptor Johann Gottfried Schadow was added in 1793. Steering the Quadriga is Victoria, goddess of victory. Napoleon took the statuary to France after his army defeated the Prussians in 1806, and then in the aftermath of the Wars of Liberation, the Quadriga was returned to Berlin in 1814.

At this time, an iron cross, surrounded by an oak wreath and decorated with a Prussian eagle, was added to the sculpture. After the defeat of Napoleon and the Quadriga’s reinstallation, the square in front of the Brandenburg Gate was renamed Pariser Platz.

In 1933 the National Socialists marched through the gate in a military torch parade, introducing a totalitarian chapter of German history that ultimately left the city destroyed and the country divided. By 1945, the gate was in poor repair and the Quadriga lay in ruins. Located in the border strip between East and West Berlin from 1961 to 1989, the Brandenburg Gate represented a divided Germany. Since reunification, the gate has been restored to its landmark status. *Note: It is suggested that students view the “Field Trip to Berlin” DVD from the Transatlantic Outreach Program for background information on the city of Berlin. Available at www.goethe.de/top.

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TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • • • •

Landmark Brandenburg Gate Quadriga Reichstag Bundestag Reich

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • •

Berlin Landmarks Game (PowerPoint 2.7.1) Brandenburg Gate as Witness to History (PowerPoint 2.7.2) All handouts How does the German Reichstag building reflect the values of the modern German can be found at www.goethe.de/ government? (Handout 2.7.3) germanyinfocus “Ancient City Walls: From City Wall to Excise Wall.” VisitBerlin, 2019, https://www.visitberlin.de/ en/ancient-city-walls.

“Around the Reichstag in Berlin.” YouTube. Uploaded by DW News, 26 September 2017, https://www.youtube.com/watch?v=yZ866HxCyHo&t=36s (8:35).

“Berlin in Motion Timelapse.” Vimeo, uploaded by photohod on 12 January 2012, https://vimeo.com/35082497.

“Brandenburg Gate.” Berlin.de Website. Updated 1 April 2019, https://www.berlin.de/en/attractions-and-sight s/3560266-3104052-brandenburg-gate.en.html.

“Brandenburg Gate: History.” YouTube, uploaded by Panorama-b Sightseeing Berlin on 20 May 2016, https://www.youtube. com/watch?v=XtGomgy0m7s.

“From the Reichstag to the Bundestag.” Official website of the Exhibition by the German Bundestag, https://www.bundestag. de/resource/blob/480634/c1666d24783777d8859472d41dfff83d/exhibition_dome-data.pdf.

Grenier, Elizabeth. “The Brandenburg Gate, Berlin Landmark.” Deutsche Welle, 23 February 2018, https://www.dw.com/en/ the-brandenburg-gate-berlin-landmark/g-19427048.

“Image: Map of the Berlin Customs Wall with its eighteen gates.” Wikipedia, 22 January 2006, https://en.wikipedia.org/wiki/ Brandenburg_Gate#/media/File:Karte_berlin_akzisemauer.png.

Ouroussoff, Nicolai. “Holding History and Hope Up to the Light.” LA Times, 20 April 1999, https://www.latimes.com/archives/ la-xpm-1999-apr-20-ca-29056-story.html.

“The Brandenburg Gate.” Brandenburger Tor, 2014, http://www.brandenburg-gate.de/eng/history/.

INTRODUCTORY QUESTION What is a landmark that represents your country as it is today? Students will discuss and explain their reasoning. Has this landmark’s significance changed over time?

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SUPPORTING QUESTION #1 What are some well-known landmarks in Berlin? ➤ Formative Performance Task Play an interactive game to familiarize your students with the landmarks of Berlin. Then ask the students to write a brief summary of what they learned about the two landmarks they got to know during the game and one question they have about each one.

Berlin Game (10-15 min.)

Have students compete at finding “their” landmark in Berlin with the time-lapse video “Berlin in Motion.” It helps build excitement and interest in all of the places and things there: https://vimeo.com/35082497. Use the Berlin Game Cards (PowerPoint 2.7.1. Berlin Landmarks Game) for this activity.

Hand out the landmark cards so that each person has one. If there is time, have students get to know their landmark (study the image, practice pronouncing the word in their best German accent, make sure they can recognize the landmark when they see it) before showing the video for the first time. If your students have access to devices, you can also give them a few minutes to research the word/landmark and learn about it. First round: begin playing the “Berlin in Motion” video and when you see your landmark, stand up and say the name, then sit back down. If it appears several times in the video, you have to stand up and say it each time (this can be fun with “der Bus”!). After the first screening, trade cards and each person teaches the new owner about that landmark. For the second round: Stand up and say your original landmark (competing with the person who has it now—who can say it first?) and your second landmark (also competing with the first person who had that). Lots of movement and noise. By the end, students often feel like a part of Berlin is their very own.

Follow-up for students: Write a brief summary of what you learned about the two landmarks you got to know during the game and write one question you have about each one. ➤ Resources

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Berlin Landmarks Game (PowerPoint 2.7.1) “Berlin in Motion Timelapse.” Vimeo, uploaded by photohod on 12 January 2012, https://vimeo.com/35082497.

SUPPORTING QUESTION #2 What events in German history are connected to the Brandenburg Gate? ➤ Formative Performance Task Using the resources listed below, ask students to list the major events or historical contexts that have involved the Brandenburg Gate, from its original construction through today. Then ask them to make a brief timeline of what they believe the most important events in history were that were connected to the Brandenburg Gate.

As a class watch the YouTube video “Brandenburg Gate: History” to get an overview of the gate’s construction and history.

Students should take notes on events and historical context as they watch. Then, as a class, discuss the original purpose of the gate and how this changed. Next, students should explore the map of the Berlin Customs Wall to better understand the gate’s original purpose. *Note: Project PowerPoint 2.7.2 to discuss important events to which the Brandenburg Gate stood witness. Students can also, individually or in small groups, use this resource to get ideas and research events that took place at the Brandenburg Gate.

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➤ Resources

• • • •

Brandenburg Gate as Witness to History (PowerPoint 2.7.2) “Brandenburg Gate: History.” YouTube, uploaded by Panorama-b Sightseeing Berlin on 20 May 2016, https:// www.youtube.com/watch?v=XtGomgy0m7s.

Grenier, Elizabeth. “The Brandenburg Gate, Berlin Landmark.” Deutsche Welle, 23 February 2018, https://www. dw.com/en/the-brandenburg-gate-berlin-landmark/g-19427048.

“Image: Map of the Berlin Customs Wall with its eighteen gates.” Wikipedia, 22 January 2006, https:// en.wikipedia.org/wiki/Brandenburg_Gate#/media/File:Karte_berlin_akzisemauer.png.

SUPPORTING QUESTION #3 How is the Brandenburg Gate a symbol of contemporary Germany? ➤ Formative Performance Task Students should use the resources listed below, and write a brief statement of what role they think the Brandenburg Gate plays in Germany today. ➤ Resources

• •

“Brandenburg Gate.” Berlin.de Website. Updated 1 April 2019, https://www.berlin.de/en/attractions-and-sight s/3560266-3104052-brandenburg-gate.en.html.

“The Brandenburg Gate.” Brandenburger Tor, 2014, http://www.brandenburg-gate.de/eng/history/.

SUMMATIVE PERFORMANCE TASK How are landmarks symbols of a nation?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK The most visited landmark in Germany, after the Cologne Cathedral, is the Reichstag. It was originally built in 1884-1894 to house the German Diet (or Assembly) in Berlin. It symbolized the short lived democratic period during the Weimar Republic before it was set on fire in 1933. It was only fully restored in 1999, eight years after reunification. It now again houses the German Parliament, the Bundestag.

How does the German Reichstag building reflect the values of the modern German government?

Divide students into small groups and have them answer the question by filling out Handout 2.7.3. *Note: Students may only need to watch the first 4:35 of the YouTube video, as that is when the discussion about the Reichstag concludes.

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➤ Resources

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How does the German Reichstag building reflect the values of the modern German government? (Handout 2.7.3) “Around the Reichstag in Berlin.” YouTube. Uploaded by DW News, 26 September 2017, https://www.youtube. com/watch?v=yZ866HxCyHo&t=36s (8:35).

“From the Reichstag to the Bundestag.” Official website of the Exhibition by the German Bundestag, https://www. bundestag.de/resource/blob/480634/c1666d24783777d8859472d41dfff83d/exhibition_dome-data.pdf.

Ouroussoff, Nicolai. “Holding History and Hope Up to the Light.” LA Times, 20 April 1999, https://www.latimes. com/archives/la-xpm-1999-apr-20-ca-29056-story.html.

TAKING INFORMED ACTION UNDERSTAND Consider the roles the Brandenburg Gate and the Reichstag have played over the years for Berlin and beyond.

ASSESS What landmark in your town or state might have similar significance for your region due to historical events that have happened there or nearby? Research the history of that landmark, then prepare a short explanatory text in your own words to summarize what happened there and why you believe that was important.

ACT Visit that building/landmark and create a video that you will share with your classmates. Narrate the video as if you are a local tour guide responsible for explaining the importance of that location with people who are unfamiliar with your region’s history. Share your video with the class. Provide feedback on your peers’ work. (Use a password-protected platform such as Flipgrid to share and comment on videos.)

The extension section of this inquiry is part of a lesson from 2018 TOP Fellow Cheryl Healy.

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2.8 ZEITGEIST—PEOPLE IN GERMANY WHO HAVE CONTRIBUTED TO WORLD CIVILIZATION Why do some individuals transcend time and become major contributors to world civilization?

C3 Framework Indicator

D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.Soc.7.9-12. Cite examples of how culture influences the individuals in it.

D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Staging the Compelling Question Supporting Question 1 What leading personalities represent the zeitgeist of their era in art, music, science, literature, and politics?

Formative Performance Task Students should choose a name they do not know from the provided handout.

They should do a quick search and write a brief summary of why they believe that person is remembered for their work.

Featured Sources Source A: Influential People in Germany Throughout History (Handout 2.8.1.)

Students will examine the lives of individuals who have made significant contributions to society and culture in Germany and beyond.

Supporting Question 2

Supporting Question 3

How do the times in which people live shape their work?

In what way do individuals represent their respective zeitgeist?

Formative Performance Task

Formative Performance Task

Students will design a trading card for the person they chose using the provided handout.

Featured Sources

Students should write an essay in which they describe how the work of three influential people in Germany reflected their zeitgeist, or how the zeitgeist of their time influenced their work.

Featured Sources

Source A: Influential People in Germany Throughout History (Handout 2.8.1)

Source A: Paper and pencils/pens or devices for essay writing

Source B: Trading Card Template (Handout 2.8.2) Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension 1: Each students should select one of the starred (*) individuals on the list. Ask them to write a short paragraph summarizing and explaining the individual’s significance.

Extension 2: In small groups, ask students to brainstorm a list of individuals who are widely recognized for their achievements.

Taking Informed Action

Understand: Reflect on the ways you influence the people in your life.

Assess: Brainstorm several different ways you could contribute or reach more people with what you do.

Act: Write a letter to your future self.

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COMPELLING QUESTION

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Why do some individuals transcend time and become major contributors to world civilization?

INQUIRY OVERVIEW Students will examine the lives of individuals who have made significant contributions to society and culture in Germany and beyond. Students will then use what they learn to create trading cards (modeled after baseball cards) highlighting important details of that person’s life, including their specific achievements. Students will then reflect on the concept of zeitgeist for these change-makers and in their own lives.

TEACHER BACKGROUND Throughout history, some people in Germany have not only contributed to German society and culture, but they have also had a far-reaching impact on the fields of art, philosophy, music, literature, science, and politics worldwide. For example, Kollwitz, Marx, Beethoven, Wolf, Einstein, and Merkel stand out in their respective fields.

TIME: 1–2 45 minute class periods

CONCEPTS LIST

• • • • •

Zeitgeist Cultural Intellectual Moral Era

INSTRUCTIONAL RESOURCES

• • • • •

Influential People in Germany Throughout History (Handout 2.8.1) Trading Card Template (Handout 2.8.2) Zeitgeist: Contemporary Representatives of My Era (Handout 2.8.3) Reference works Internet access

All handouts can be found at www.goethe.de/ germanyinfocus

INTRODUCTORY ACTIVITY Introduce the concept of zeitgeist: “the general intellectual, moral, and cultural climate of an era“ (Merriam-Webster Dictionary).

“Scholars have long maintained that each era has a unique spirit, a nature or climate that sets it apart from all other epochs. In German, such a spirit is known as “Zeitgeist”, from the German words Zeit, meaning “time,” and Geist, meaning “spirit” or “ghost.”

Some writers and artists assert that the true zeitgeist of an era cannot be known until it is over, and several have declared that only artists or philosophers can adequately explain it.

Explain how the characteristics of a cultural generation can be described as capturing the zeitgeist of their era.

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SUPPORTING QUESTION #1 What leading personalities represent the zeitgeist of their era in art, music, science, literature, and politics? ➤ Formative Performance Task Students should choose a name they do not know from Handout 2.8.1. “Influential People in Germany Throughout History”.

They should do a quick search and write a brief summary of why they believe that person is remembered for their work.

Come together as a class and compare what your students believe are the reasons why those people are remembered for their work. ➤ Resources

•

Influential People in Germany Throughout History (Handout 2.8.1.)

SUPPORTING QUESTION #2 How do the times in which people live shape their work? ➤ Formative Performance Task Students will design a trading card for the person they chose using the “Trading Card Template” (Handout 2.8.2). Include: name of the series; name of the person; an image of the person; details about the person’s biography and accomplishments; the years that person lived; and other major historical events that happened or trends that evolved during their lifetime.

Print out three copies of their trading card. Students should keep one for themselves and swap four (4) of the cards with different classmates. (Digital files could also be exchanged to save paper.) ➤ Resources

• • •

Influential People in Germany Throughout History (Handout 2.8.1) Trading Card Template (Handout 2.8.2) Access to reference works or internet

SUPPORTING QUESTION #3 In what way do individuals represent their respective zeitgeist? ➤ Formative Performance Task Students should write an essay in which they describe how the work of three influential people in Germany reflected (or did not reflect) their zeitgeist, or how the zeitgeist of their time influenced their work (or did not).

To complete this task, students will carefully read the three (3) cards they now have in their collection of influential people in German history. They should consider the different times in which these people lived and the zeitgeist (spirit of the times) of each person’s era. When students come up with questions about a person, they should first consult the classmate who created that person’s trading card to find out more from what their research revealed. ➤ Resources

• •

Paper and pencils/pens or devices for essay writing Reference works and/or historical timeline(s) for context

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SUMMATIVE PERFORMANCE TASK Why do some individuals transcend time and become major contributors to world civilization?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 Each student should select one of the starred (*) individuals from Handout 2.8.1. Ask them to write a paragraph summarizing and explaining the individual’s significance, including answers to the following questions specific to the individual.

• • • • • •

Immanuel Kant—He never left his hometown, and yet he is known as one of the greatest philosophers in the world. How is it that he never left and still had such influence all over the world?

Ludwig van Beethoven—Did he compose after he lost his hearing, and was he as successful?

Hildegard von Bingen—She would fit in more than one category. Which ones and why?

August Heinrich Hoffmann von Fallersleben - Why did he write the ‘Song of the Germans’? Why do Germans only use the second verse as part of their anthem?

Paul Klee - What is the Blue Rider, and what is its significance?

Angela Merkel - What do you think the significance is of the first female in the highest office in a country? Does her background surprise you? Why or why not?

EXTENSION (OPTIONAL) TASK #2 Zeitgeist: “Contemporary Representatives of My Era” (Handout 2.8.3) In small groups, ask students to brainstorm a list of (living or recently deceased) individuals who are widely recognized for their achievements in each of these areas: art, philosophy, music, literature, science, and politics. For each person, students will discuss why they believe that that person reflects the contemporary zeitgeist.

Gallery Walk: Once the group lists are complete, students should hang up the lists on the walls of the classroom. Students now use Handout 2.8.3 to work individually, walking around to read the other groups’ nominations. Each student will ultimately select only one person per category whom they believe represents the contemporary zeitgeist, complete with their reasoning.

(A student may take ideas from other groups’ lists or come up with a person not yet on any list.) Students hand in their personal list of Zeitgeist nominees, along with a justification for each of their choices.

TAKING INFORMED ACTION UNDERSTAND Reflect on the ways you influence the people in your life—at home, at school, on a team, etc. In what ways are you an influence?

ASSESS How could you become an influence in someone’s life or contribute to your school or community in a positive way? Brainstorm several different ways you could contribute or reach more people with what you do.

ACT Write a letter to your future self. Describe your current goals for positively influencing those around you. Give it to your teacher with a self-addressed, stamped envelope (use an address you believe will be valid for several years and affix one “Forever” stamp). One day when you least expect it, your letter will be returned to you.

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Are you proud to be German?

I am absolutely proud of my country and heritage.

Germans have made significant contributions to the world of science and technology, and German composers and artists have influenced the world for centuries. That being said, it is not very common for Germans to show their pride of their country, because they are worried it might come across as nationalism. Hopefully our future generations will find a healthy way to express their identity.

—Veronika

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I feel neither proud nor ashamed to be German.

I didn’t choose my nationality. I believe that my task as a German citizen is to learn from the past (inspiration as well as flaws) and contribute to contemporary history in a positive way according to my possibilities.

—Anne I hold two passports - my children three. Swiss, German, and New Zealand. I find it interesting how people react differently when you tell them you are one or the other. I know that there are only three other passports that enable you to travel as easy and without a visa as the German passport. When I was younger I was not proud. In France and Scotland I had to explain the German deeds during the war - hopelessly lost (knowing that my father was a soldier), and on top of it in another language—I was only 13-14 years. I got my first German flag in 2000 for my son. Because of soccer, my son loved it.

—Annemarie

I always thought it was a weird notion to be proud of the country you just happen to be born in. It is not an achievement to be born in a country. I could have just as easily been born in a country in the Middle East, or Asia, or the United States.

It really was not up to me. So no, I am not proud to be German but I am happy to be German. I appreciate our health care system, our education system, our basic rights, and our democracy, and I believe it is our duty as German citizens to make sure we keep these privileges and hold our politicians accountable when they threaten these things.

—Annika I am very aware of the privileges of being German, and I am also proud to be one but I am also aware of nationalistic tendencies which are connected to this “pride”. Being very proud of something just because you were born into it is a lousy excuse for people who did not achieve anything in life on their own.

—John

I love living in Germany because it is a wonderful country. I feel very comfortable here and this is my home. I think it is difficult to say that you are proud to be of any nationality because to me I can only be proud of something that I personally achieved. But I think it is great to see what Germany has achieved, and what important role it has in the EU and worldwide.

I do not think I am privilege just because I was born here, or because I am German. I mostly don’t connect my identity to my nationality, if anything I identify more with the region from Germany where I am from. It does fill me with pride however, to commit to and stand up for the common values of Germany and the European Union.

—Melanie

—Benni

I have always been rather proud to be German. We are a leading country in various fields, with a high standard of living. I’m especially proud of how we handle our past. Germany is the only country that admits its atrocities. Countries like Turkey, the United Kindgom, and the U.S. do not talk as openly as we do about our past.

—Lenz

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3.1 YOUNG PEOPLE IN GERMANY What is life like for a German teenager?

C3 Framework Indicator

D1.1.9-12. Explain how a question reflects an enduring issue in the field.

D2.Civ.10.9-12. Analyze the impact and roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional, and human rights.

D2.Geo.4.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

Staging the Compelling Question

Supporting Question 1 What is it like to be a teenager in Germany?

Students will read authentic responses from German students and learn about their interests and perspectives, as well as their attitudes toward family, friends, and relationships.

Supporting Question 2

Supporting Question 3

What are some topics that are important to young people in Germany?

How do students’ responses from task #2 compare with the results of larger studies of young people in Germany?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Students will read a series of answers given by one student in Germany.

Students will write a paragraph describing the common topics they recognize as being important to young people in Germany, based on evidence from the surveys.

Students should compare the trends they observed with the results of the Shell Youth Study 2015 in Germany.

Featured Sources

Featured Sources

Featured Sources

Source A: Survey Responses from Individual Students in Germany (Handout 3.1.2)

Source A: Students’ Answers Sorted by Question (Handout 3.1.3)

Source A: Shell Deutschland Source B: TUI Stiftung Source C: If It Were My Home.com

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension 1: Students will write and deliver a speech to the class in which they share what they personally have in common with a young person in Germany.

Extension 2: Students will create a bullet point list of what they understand German young people hope for their futures.

Taking Informed Action

Understand: Make a list of similarities and differences you recognize between the students in Germany whose answers you read and yourself.

Assess: Determine which of the similarities and differences you believe are personal preferences/characteristics and which ones may represent cultural influences.

Act: Create your own survey. Embark on a virtual exchange project with a German partner school and communicate directly with your peers in Germany.

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COMPELLING QUESTION

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What is life like for a German teenager?

INQUIRY OVERVIEW Students will read authentic responses from German students and learn about their interests and perspectives, as well as their attitudes toward family, friends, and relationships.

TEACHER BACKGROUND Contemporary youth culture can be unique in many ways to its nation or region, as well as universal in other ways across borders.

For an in-depth look into youth culture in Germany, refer to the Shell Youth Study 2015 Summary (or a summary of a more recent one, if available):

•

Albert, Mathias, Klaus Hurrelmann and Gudrun Quenzel. “17th Shell Youth Study: Youth 2015.”

Shell Deutschland, October 2015, https://www. shell.de/ueber-uns/die-shell-jugendstudie/ multimediale-inhalte/_jcr_content/par/ expandablelist_643445253/expandablesection. stream/1456210163885/397631785751b8d8d03471190f48d04494eb1dd7/ flyer-zur-shell-jugendstudie-2015-auf-englisch.pdf.

Further, we encourage you to read the authentic survey responses from students in Germany before facilitating this inquiry (Handout 3.1.2 “Answers from Students in Germany—Sorted by Question/Topic”).

TIME: 2–3 45 minute periods

CONCEPTS LIST

• •

• •

Youth culture Adolescents

Norms Contemporary

• •

Integration Immigration

INSTRUCTIONAL RESOURCES

• • • •

Survey for Young People (Handout 3.1.1) Answers from Individual Students in Germany (Handout 3.1.2) Answers from Students in Germany—Sorted by Question/Topic (Handout 3.1.3) Albert, Mathias, Klaus Hurrelmann and Gudrun Quenzel. “17th Shell Youth Study: Youth 2015.”

Shell Deutschland, October 2015, https://www.shell.de/ueber-uns/die-shell-jugendstudie/ multimediale-inhalte/_jcr_content/par/expandablelist_643445253/expandablesection. stream/1456210163885/397631785751b8d8d03471190f48d04494eb1dd7/ flyer-zur-shell-jugendstudie-2015-auf-englisch.pdf.

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“Compare Germany to the United States.” If It Were My Home.com, 2019, https://www.ifitweremyhome.com/compare/DE/ US. European Youth Forum. Brussels, Belgium, last updated 20 February 2019, https://www.youthforum.org/.

“German for Hire.” Goethe Institute, 2019, https://www.goethe.de/germanforhire.

“The Young European Collective.” Official website of Who, If Not Us?, last updated 2015, http://www.whoifnotus.eu.

“Transatlantic Outreach Program.” Goethe Institute, 2019, http:www.goethe.de/top/.

“Young Europe 2017—The Youth Study of TUI Foundation.” TUI Stiftung, 4 May 2017, https://www.tui-stiftung.de/en/media/ young-europe-2017-the-youth-study-of-tui-foundation/.

“Youth Delegates to the UN.” Official website of the United Nations Association of Germany, last updated 2018, https:// en.jugenddelegierte.de/.

INTRODUCTORY ACTIVITY Students should complete a short survey that is similar to what German teens have answered. (Sample questions: Who are your heroes? What kinds of music do you enjoy? What are your hobbies? Are you proud of your nationality? What comes to mind first when you think about Germany?)

In extension task one, students can use their own compelete survey to compare their answers to those of their German peers. ➤ Resources

•

Survey for Young People (Handout 3.1.1)

SUPPORTING QUESTION #1 What is it like to be a teenager in Germany? ➤ Formative Performance Task Have students read a series of answers given by one student in Germany. Using their own survey answers, students will make a list of what they have in common with that person, and which perspectives the German student wrote that do not match their own responses.

Students will meet with a partner and describe the perspectives of the person whose responses they read. Then they will listen to their partner’s descriptions of their student’s responses. *Note: Let your students know in advance that Germans tend to be more direct than North Americans. If they read a negative comment, they should not be offended or take the comment personally. Some of their answers are based on stereotypes and generalizations that some people in other countries believe about the United States and/or Canada. Remember, there are some stereotypes North Americans have about Germans too (e.g. Lederhosen, beer, and pretzels). ➤ Resources

•

Survey Responses from Individual Students in Germany (Handout 3.1.2)

SUPPORTING QUESTION #2 What are some topics that are important to young people in Germany? ➤ Formative Performance Task Students will read one series of German students’ answers to the questions. They will then write a paragraph describing the common topics they recognize as being important to young people in Germany, based on evidence from the surveys.

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➤ Resources

•

Students’ Answers Sorted by Question (Handout 3.1.3)

SUPPORTING QUESTION #3 How do students’ responses from task #2 compare with the results of larger studies of young people in Germany? ➤ Formative Performance Task After evaluating German students’ survey responses, students should compare the trends they observed with the results of one of the resources listed below. They should write down which perspectives they believe may be related to German culture, and which ones may be personal characteristics of the students who completed the survey. They will then write down any new questions they have about Germany or young people in Germany. ➤ Resources A more in-depth summary of the responses of German young people in the Shell Youth Study 2015 can be found here: • Albert, Mathias, Klaus Hurrelmann and Gudrun Quenzel. “17th Shell Youth Study: Youth 2015.”

Shell Deutschland, October 2015, https://www.shell.de/ueber-uns/die-shell-jugendstudie/ multimediale-inhalte/_jcr_content/par/expandablelist_643445253/expandablesection. stream/1456210163885/397631785751b8d8d03471190f48d04494eb1dd7/ flyer-zur-shell-jugendstudie-2015-auf-englisch.pdf.

• “Young Europe 2017—The Youth Study of TUI Foundation.” TUI Stiftung, 4 May 2017, https://www.tui-stiftung. de/en/media/young-europe-2017-the-youth-study-of-tui-foundation/.

• “Compare Germany to the United States.” If It Were My Home.com, 2019, https://www.ifitweremyhome.com/ compare/DE/US.

SUMMATIVE PERFORMANCE TASK What is life like for a German teenager?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 Students will write and deliver a speech to the class in which they share what they personally have in common with a young person in Germany, based on evidence from the sources and by comparing their own survey answers (from the introdtuctory activity) to those of their German peers. If there are things that they believe differentiate themselves from someone living, and in Germany, share those points as well.

EXTENSION (OPTIONAL) TASK #2 Students should evaluate information shared by young people involved in German and European politics. They will create a bullet point list of what they understand German young people hope for their futures.

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➤ Resources

• • •

“Youth Delegates to the UN.” Official website of the United Nations Association of Germany, last updated 2018, https://en.jugenddelegierte.de/.

“The Young European Collective.” Official website of Who, If Not Us?, last updated 2015, http://www.whoifnotus.eu.

European Youth Forum. Brussels, Belgium, last updated 20 February 2019, https://www.youthforum.org/.

TAKING INFORMED ACTION UNDERSTAND Make a list of similarities and differences you recognize between the students in Germany whose answers you read and yourself.

ASSESS Determine which of the similarities and differences you believe are personal preferences/characteristics and which ones may represent cultural influences.

ACT Create a survey with new questions you have for young people in Germany. Embark on a virtual exchange project with a German partner school and communicate directly with your peers in Germany. Determine creative ways you could share with each other about your lives and communities. Depending on time differences, making short video clips and sharing them on a platform like Flipgrid could be a convenient option.

For help connecting with a school in Germany, contact the Transatlantic Outreach Program (TOP) office in Washington, DC: http:www.goethe.de/top/. ➤ Modification Invite a German exchange student to your class to share their reflections on the similarities and differences in youth culture in Germany and the United States or Canada.

The Goethe-Institut offers a free program that arranges for a young person from Germany to visit your classroom and speak with your students. To request a visit from a young ambassador at no cost to you, contact your local Goethe-Institut or submit your request here: https://www.goethe.de/germanforhire.

‘German for Hire’ gives teachers the opportunity to invite German university students into their classrooms to give youth-oriented presentations on different topics in modern German life and culture. These young ambassadors will provide an authentic and interactive classroom session in German language, history, or social studies classes. Students will be able to discuss current events and experience German history first-hand through a personal encounter. They can connect with their German guests through their shared excitement for films, music, and sports. Any school in the United States is eligible to participate—all you need to do is contact us, and we will try to match you up with an ambassador near you.

A special thank you to all the teachers and students that helped put together and answer the survey questions. Thank you to the teachers and students of the Tagore-Gymnasium in Berlin, Wilhelm-Gymnasium in Braunschweig, the Staatliche Realschule für Mädchen in Neumarkt, the Freie Waldorfschule Schwerin, and the Jakob-Stoll-Schule in Würzburg.

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3.2 GENDER IN CONTEMPORARY GERMANY Is it possible to achieve gender equality?

C3 Framework Indicator

D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.

D2.His.2.9-12. Analyze change and continuity in historical eras.

D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

Staging the Compelling Question

Using the Global Gender Gap Report (2017) students will examine gender equality in Germany, the United States, Canada, and other parts of the world.

Supporting Question 1

Supporting Question 2

Supporting Question 3

What is the current state of gender equality in your country?

What is the current state of gender equality in Germany?

What is the current state of gender equality elsewhere in the world?

Formative Performance Task

Formative Performance Task

Students will consider where their country stands in the most recent Gender Equality Gap Report.

Students should write a paragraph about one specific gender equality issue that Germany faces, and how this has improved or deteriorated in the past years.

Featured Sources

Featured Sources

Source A: World Economic Forum

Formative Performance Task Students should choose two countries (high and low end) and discuss what economic factors make these two countries so different in their rankings.

Featured Sources

Source A: World Economic Forum

Source A: World Economic Forum

Source B: European Institute for Gender Equality Source C: Global Handelsblatt Source D: The German Federal Government Source E: Deutsche Welle Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Discuss Christoph Wetzel’s painting An Everyday Story.

Taking Informed Action

Understand: Gender is a construct that is shaped by the society and culture in which we live.

Assess: Speak with an adult in your life about opportunities that they have or have not had due to their gender and/or privilege.

Act: Discuss with your classmates different ways that you can be proactive about supporting other people.

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COMPELLING QUESTION

•

Is it possible to achieve gender equality?

INQUIRY OVERVIEW This inquiry focuses on the concept of gender equality. Students will reflect on how policy can affect gender equality. Students will also compare statistics, and consider how policies and attitudes towards gender equality in their country compare to those found in Germany. Using the Global Gender Gap Report (2017) students will also examine gender equality in Germany, the United States, Canada, and other parts of the world.

TEACHER BACKGROUND In West Germany, the Basic Law of 1949 (Article 3.2) states that “Men and women shall have equal rights,” but it was not until 1957 that the civil code was amended to conform to this statement. After World War II, despite the severe shortage of young men that made marriage impossible for many women, traditional marriage once again became society’s ideal. Employment and social welfare programs were based on the male breadwinner model. Even in the early 1950s, women could lose their jobs in the civil service when they married.

Most women in West Germany took on the traditional role of homemakers and mothers, and largely withdrew from employment outside the home. West Germany relied on “guest workers” brought in from other countries and refugees from East Germany (the GDR/German Democratic Republic) to fill the ranks of needed employees. Meanwhile, in East Germany the Soviet-style system mandated women’s participation in the economy. The GDR implemented this key objective by opening up educational and vocational opportunities to women. To enable women to be both mothers and workers, the East German government provided an extensive system of social support, such as a highly developed daycare system for children.

After several decades of conforming to traditional social norms, West German women began to demand changes. Following patterns in Europe and the United States, emancipation in the Federal Republic was a grassroots effort of women themselves.

In the 1970s, the women‘s movement gathered momentum, having emerged as an outgrowth of student protests in the late 1960s. Rallying around the causes of equal rights, the movement succeeded in having legislation passed in 1977 that granted a woman equal rights in marriage. A woman could now work outside the home or file for divorce without her husband‘s permission. Divorce was possible if the relationship between the spouses could no longer be reconciled.1 The law stated that both parents have equal rights in decisions regarding parenthood.

In the late 20th and early 21st centuries, Germany has made progress regarding equal rights for women. At grammar schools females account for 56 percent of graduates; the share of young women embarking on higher education totals almost 50 percent, and 42 percent of doctorates are currently awarded to women. More women are embarking on careers, but the glass ceiling remains regarding salaries and women in executive positions. The General Equal Treatment Act was passed in August 2006 to comply with European Union (EU) guidelines; the law includes pledges to make it easier to more effectively prosecute discrimination against women in the workplace. The EU has called on Germany to adopt such legislation for years.

One outcome of the reunification of Germany in 1990 was an increased desire overall for women to enter the labor force, but one of the major impediments has been the scarcity of childcare facilities and kindergartens for young children. Furthermore, 1

Women in German Society. (n.d.). Retrieved July 2011, from German Culture, http://www.germanculture.com.ua/library/facts/bl_women.htm.

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the length of the primary school day needs to be adjusted to meet the increase in working parents, and/or additional afterschool programs need to grow. Since 2007 there has been a government-sponsored parental support program, and mostly women have used the program, although it applies to both parents. One aspect of this program is monetary help from the government. Parents are granted a stipend from the government for every child. In 2019, the euro amount for the first and second child was 204 euro per month. For a third and fourth child, parents would receive 210 euro and 235 euro respectively.2 Another part of this program guarantees, as a legal right, that every child in Germany over the age of three must receive a spot in a German kindergarten. However, despite this “legal right,” many parents find there are not enough kindergarten spots in their local schools.

In addition to school policies and placement availability, parental leave policies also have an important impact on gender equality. German law allows employees to go on paid parental leave in specific circumstances, in addition to mandatory paid maternity leave after childbirth. Until now, the German Parental Allowance and Parental Leave Act (Bundeselterngeld- und Elternzeitgesetz, BEEG) provided for a parental allowance for a maximum duration of 12 months of paid parental leave (14 months if the secondary-caregiver parent decides to go on parental leave as well). The allowance is paid by the state and ranges from 300 euro to up to 1800 euro a month, depending on the employee’s prior income.

Following reforms, an additional option dubbed “Parental Allowance Plus” is now available for parents of children born on and after 1 July 2015. Under the new rules, employees have a right to request up to 24 months of paid parental leave (instead of 12 months) or, if both parents decide to go on parental leave, they are entitled to 28 months of paid parental leave (instead of 14 months) to be shared between the parents. While the duration of paid parental leave doubles, the amounts paid will remain the same, i.e. payments will merely be stretched out over a longer period of time.3 A further measure of a country’s gender equality can be seen reflected in women’s roles (or lack thereof ) in the upper echelons of both business and politics. Women are far more strongly established in politics in present-day Germany than in the top echelons of business. The rise in the proportion of women in the Bundestag has grown significantly: in 1980 women comprised only eight percent of all members of parliament, the figure in 2017 was 31%. The number quadrupled in roughly 4 decades.

In addition, Angela Merkel was elected the first female German Chancellor in 2005 and was reelected in 2009, 2013, and 2017.

In business, however, German women continue to struggle, dispite the fact that in 2016 Germany passed a law that requires some of Europe’s biggest companies to fill 30% of their supervisory/board seats with women.

The World Economic Forum’s Global Gender Gap Report, published since 2006, measures the gender disparity of 144 economies. The gender equality of each economy is measured in four key economic areas: Economic Participation & Opportunity, Educational Attainment, Health & Survival, as well as Political Empowerment. The report features four sub-indexes, one for each aforementioned economic area, along with an overall index, where each of the four economic frameworks are taken into consideration. The highest possible score is 1 and the lowest is 0. The Global Gender Gap Report is a great academic resource to learn about gender equality all around the world. It may surprise students to see where Germany, the United States, and Canada fall in this report.

TIME: 4–5 45-minute class periods

CONCEPTS LIST

• • •

German Democratic Republic (GDR) Federal Republic of Germany (FRG) Basic Law of 1949

2 3

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Birth rate Social norms Parental leave

• • •

Social welfare Traditional Mandated

“Kindergeld Ratgeber 2019.” Kindergeld.org, 2019, https://www.kindergeld.org/.

Employment Germany Blog, https://blogs.dlapiper.com/employmentgermany/2014/12/01/reform-of-the-german-parental-allowance-and-parentalleave-act-2/.

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• • •

Glass ceiling European Union (EU) Pledge

• • •

Impediments Gender equality Gender gap

•

Bundestag

INSTRUCTIONAL RESOURCES

• • • • • • •

“Analyze a Photograph.” National Archives, 18 December 2018, PDF download Worksheet, https://www.archives.gov/ education/lessons/worksheets/photo.html.

“Equal opportunity and diversity in the Science program.” The German Federal Government—Federal Ministry of Education and Research, 2019, https://www.bmbf.de/de/das-professorinnenprogramm-236.html.

“Gender equality: Germany below European average.” Deutsche Welle, 11 November 2017, https://www.dw.com/en/ gender-equality-germany-below-european-average/a-40911232.

“Gender Equality Index 2017—Knowledge, Germany.” European Institute for Gender Equality, 2017, https://eige.europa.eu/ gender-equality-index/2015/domain/knowledge/DE. “Gender Equality Index 2017—Money, Germany.” European Institute for Gender Equality, 2017, https://eige.europa.eu/ gender-equality-index/2015/domain/work/DE. Neuemer, Dietmar and Dana Heide. “Women still shut out of German boards.” Global Handelsblatt, 1 October 2018, https:// global.handelsblatt.com/companies/women-still-shut-out-of-german-boards-872971.

“The Global Gender Gap Report 2017.” World Economic Forum, 2017, https://www.weforum.org/reports/ the-global-gender-gap-report-2017.

INTRODUCTORY ACTIVITY As a class brainstorm the meaning of ‘gender equality’.

Provide students with this definition of gender equality: “Gender equality is achieved when women and men enjoy the same rights and opportunities across all sectors of society, including economic participation and decision-making, and when the different behaviors, aspirations and needs of women and men are equally valued and favored.”4

SUPPORTING QUESTION #1 What is the current state of gender equality in your country? ➤ Formative Performance Task Students should consider where their country stands in the most recent Gender Equality Gap Report. They should look at the sub-indexes and determine in which economic thematic dimension their country could improve in terms of gender parity (economic participation, educational attainment, health and survival, and political empowerment). Have students write a short paragraph on how they would tackle one issue of inequality in their country. ➤ Resources

•

“The Global Gender Gap Report 2017.” World Economic Forum, 2017, https://www.weforum.org/reports/ the-global-gender-gap-report-2017.

4

“What is Gender Equality?” Gender Equality in Ireland, http://genderequality.ie/en/GE/Pages/WhatisGE.

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SUPPORTING QUESTION #2 What is the current state of gender equality in Germany? ➤ Formative Performance Task Students should consider where Germany stands in the most recent Gender Equality Gap Report. Students should then write a paragraph about one specific gender equality issue that Germany faces, and how this has improved or deteriorated in the past years.

For example: Students can investigate how legislation has affected the chances of women for senior management positions in Germany.

Are there measurable differences between 2016 and 2019 of German women in senior management positions? Has any other legislation been passed to address this gap?

Students can explore why Germany is ranked low in educational attainment, especially when taking into consideration that education is free throughout Germany. ➤ Resources

• • • • • •

“Equal opportunity and diversity in the Science program.” The German Federal Government—Federal Ministry of Education and Research, 2019, https://www.bmbf.de/de/das-professorinnenprogramm-236.html.

“Gender equality: Germany below European average.” Deutsche Welle, 11 November 2017, https://www. dw.com/en/gender-equality-germany-below-european-average/a-40911232.

“Gender Equality Index 2017—Knowledge, Germany.” European Institute for Gender Equality, 2017, https://eige. europa.eu/gender-equality-index/2015/domain/knowledge/DE. “Gender Equality Index 2017—Money, Germany.” European Institute for Gender Equality, 2017, https://eige. europa.eu/gender-equality-index/2015/domain/work/DE. Neuemer, Dietmar and Dana Heide. “Women still shut out of German boards.” Global Handelsblatt, 1 October 2018, https://global.handelsblatt.com/companies/women-still-shut-out-of-german-boards-872971.

“The Global Gender Gap Report 2017.” World Economic Forum, 2017, https://www.weforum.org/reports/ the-global-gender-gap-report-2017.

SUPPORTING QUESTION #3 What is the current state of gender equality elsewhere in the world? ➤ Formative Performance Task Students should pick two countries on the index whose rankings surprised them (one on the lower end and one on the higher end of the spectrum). They should discuss what economic factors make these two countries so different in their rankings.

They should look further into what has been done for (or what has not been done for) gender equality. In the case of countries where there is more gender equality, students should investigate what steps were taken by the government, consider the culture of the country (is it a matriarchal society?), and the geographic location to understand why the country is ranked where it is. ➤ Resources

•

“The Global Gender Gap Report 2017.” World Economic Forum, 2017, https://www.weforum.org/reports/ the-global-gender-gap-report-2017.

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SUMMATIVE PERFORMANCE TASK Is it possible to achieve gender equality?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Project Christoph Wetzel’s painting An Everyday Story for the class to view. (PowerPoint 3.2.1) Important: Do not provide any information about the painting at this time. Divide the class into small groups and ask each group to analyze the painting using the photograph analysis worksheet steps developed by the National Archives.

Step 1: Observation—Study the artwork for 2 minutes. Form an overall impression and then examine individual items. Next, divide the piece into quadrants and study each section to see what new details become apparent. Then, list people, objects, and activities in the scene.

Step 2: Inference—Based on what you have observed above, list three things you might infer from this visual.

Step 3: Questions—What questions does this visual raise in your mind? Where could you find answers to them?

After the students study the painting in groups, discuss their observations as a class. Next, ask the students what the painting says about a woman’s roles. List the roles/jobs a woman may have, e.g. homemaker, mother, soldier, employed in the labor market, etc.

After a brief discussion share the following information and interpretation of the painting.

In Christoph Wetzel’s 1988 painting An Everyday Story, the divided canvas proudly depicts women’s accomplishments in the German Democratic Republic. On one side, a woman operates a large piece of heavy machinery in a rolling mill, cool and competent behind the enormous mass of metal and gears. On the other side, the same woman helps her two children prepare for school in the morning. In the act of combing her daughter’s hair, she looks out directly at the viewer, her expression asking: “And why are you surprised?” This painting, displayed as part of a 1995 exposition on art commissioned by government agencies in the GDR, graphically displays that government’s ideological commitment to women’s paid labor, especially in jobs that, in capitalist societies, are often thought to be inappropriate for women.5 ➤ Resources

•

5

“Analyze a Photograph.” National Archives, 18 December 2018, PDF download Worksheet, https://www.archives. gov/education/lessons/worksheets/photo.html.

Elizabeth H. Tobin and Jennifer Gibson, “The Meanings of Labor: East German Women’s Work in the Transition from Nazism to Communism”, Central European History, Vol. 28, No. 3 (1995), pg. 301.

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TAKING INFORMED ACTION UNDERSTAND Gender is a construct that is shaped by the society and culture in which we live.

ASSESS Speak with an adult in your life about opportunities that they have or have not had due to their gender and/ or privilege. Which jobs did they not get? Have they experienced salary discrepancies between genders at their workplace? Could they work? Was childcare an issue?

ACT Discuss with your classmates different ways that you can be proactive about supporting other people. For example, if there is someone who does not often speak up but who voices a good idea, support that person and restate what you understood, acknowledging their contribution. Consider how you can make space for voices that may not otherwise be heard. How can you use your power or privilege to amplify those voices?

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3.3 RELIGION IN A PLURALISTIC SOCIETY How can minority religious groups preserve their cultures in a pluralistic society?

C3 Framework Indicator

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

D2.Rel.5.9-12. Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.

D2.Soc.10.9-12. Analyze how social structures and cultures change.

Staging the Compelling Question

Supporting Question 1 As a pluralistic society, how does German Law establish religious rights?

Formative Performance Task Students will write a one paragraph summary of what they understand the Basic Law ensure in terms of religious protection in Germany.

After reviewing the provisions of the Basic Law regarding religion, students will research what life is like in Germany for people who practice Islam, Judaism, and other religions in Germany.

Supporting Question 2

Supporting Question 3

Which religions do people in Germany practice?

What challenges do individuals describe that they face in Germany as they practice minority religious traditions, and how do they meet those challenges?

Formative Performance Task

Formative Performance Task

Students should research which religions are practiced by people living in Germany and the percentage of the population each faith represents.

Featured Sources

Featured Sources

Source A: German Basic Law and Religion (Handout 3.3.1)

Source A: German Basic Law and Religion (Handout 3.3.1)

Source B: Springfield Technical Community College

Source B: Religion in Germany (Handout 3.3.2)

Students will watch a video featuring a young person in Germany who is Muslim noting any difficulties described by the person being interviewed.

Featured Sources Source A: Goethe Institut

Source C: Islam in Germany (Handout 3.3.3) Source D: Judaism in Germany (Handout 3.3.4) Source E: Transcript—Video of Prof. Heins (Handout 3.3.5) Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students will design a project about their community that traces its development over time, and compares the experiences and contributions of diverse groups which contributed to their community’s pluralism.

Taking Informed Action

Understand: Not all communities are welcoming of people who practice religions that are not widely understood.

Assess: What different ethnic groups, languages, community customs, religious beliefs, and cultural practices are there in your community?

Act: Consider attending an event at a venue frequented by members of a minority culture.

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COMPELLING QUESTION

•

How can minority religious groups preserve their cultures in a pluralistic society?

INQUIRY OVERVIEW This inquiry will focus on religion in Germany today. After reviewing the provisions of the Basic Law regarding religion, students will research what life is like in Germany for people who practice Islam, Judaism, and other religions in Germany. Students will discuss the impact of pluralism on religion in German society. Students will have the opportunity to do research about minority cultures found in their own communities. *Note: The topic of religion can be controversial in many schools. The purpose of this lesson is to teach about religions that exist in contemporary German society, not any religious doctrine.

TEACHER BACKGROUND Article 4 of the German Basic Law protects freedom of religion.

It reads: “Freedom of faith and of conscience, and freedom to profess a religious or philosophical creed, shall be inviolable.

The undisturbed practice of religion shall be guaranteed.”

Religion has always played a major role in German history.

The actions of Martin Luther, a Roman Catholic monk from Wittenberg, resulted in the Protestant Reformation of the sixteenth century and splintered powerful Christianity in Europe. Today over half of Germany’s population claims affiliation with either Roman Catholic or the Protestant Church1.

In 2005 the Conclave of Cardinals elected Cardinal Joseph Ratzinger, a German, as head of the Roman Catholic Church for the first time in 482 years as Pope Benedict XVI. Islam is the largest minority religion in Germany with approximately 4.5 million Muslims2. It has gained importance through migration. The large majority of Muslims in Germany are of Turkish origin, followed by smaller groups from southeast Europe, the Middle East, and Central Asia. Although there has been a Muslim population there since the 18th century, the major influx resulted from the “guest worker” program of the late 1950s and early 1960s. Before World War II, over one-half million Jewish people lived in Germany. Following the Holocaust only a few thousand Jewish people remained or returned. Since the fall of the Soviet Union and its satellites in the 1990s, Jewish immigration has resulted in growing numbers, ranging from ultra-orthodox to reform congregations. While statistics vary on the exact number of Jewish people who currently live in Germany, in 2015 the Ministry of the Interior of Germany reported that 215,000 people were members of Jewish communities in Germany.

Growing pluralism and increasing secularization typify the religious landscape in contemporary Germany.

1 2

“Gezählt 2017.” Evangelische Kirche in Deutschland, 2017, http://archiv.ekd.de/download/broschuere_2017_internet.pdf.

“Islam in Deutschland.” Bundesministerium des Innern, für Bau und Heimat, https://www.bmi.bund.de/DE/themen/heimat-integration/staat-und-religion/islam-in-deutschland/islam-in-deutschland-node.html.

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➤ Further background information

• •

“Freedom of Religious Worship.” Facts About Germany, 2018, https://www.tatsachen-ueber-deutschland.de/en/chapter/ society/freedom-religious-worship.

Germany 2017 International Religious Freedom Report. US State Department, Bureau of Democracy, Human Rights and Labor, 2017, https://www.state.gov/documents/organization/281154.pdf.

TIME: 4–5 45-minute classes

CONCEPTS LIST

• • • • • • • •

Minorities Separation of church and state Church tax Immigration Protestant Reformation Culture Religion Islam

• • • • • • • •

Christianity Judaism Protestant Catholic German Basic Law Pluralism Martin Luther Secularization

• • • • • •

Migration Guest worker Ultra-orthodox German Democratic Republic (GDR) Inviolable Denominational

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • • •

German Basic Law and Religion (Handout 3.3.1) Religion in Germany (Handout 3.3.2) All handouts Islam in Germany (Handout 3.3.3) can be found at www.goethe.de/ Judaism in Germany (Handout 3.3.4) germanyinfocus Transcript—Video of Prof. Heins (Handout 3.3.5) “Freedom of Religious Worship.” Facts About Germany, 2018, https://www. tatsachen-ueber-deutschland.de/en/chapter/society/freedom-religious-worship.

Germany 2017 International Religious Freedom Report. US State Department, Bureau of Democracy, Human Rights and Labor, 2017, https://www.state.gov/documents/organization/281154.pdf. PDF Download.

“Gezählt 2017” Evangelische Kirche in Deutschland, 2017, http://archiv.ekd.de/download/broschuere_2017_internet.pdf.

Hamilton, Marci A. and Michael McConnell. “Common Interpretation: The Establishment Clause.” Official Website of the National Constitution Center, https://constitutioncenter.org/interactive-constitution/amendments/amendment-i/ the-establishment-clause-hamilton-and-mcconnell/interp/31.

“Islam in Deutschland.” Bundesministerium des Innern für Bau und Heimat, 2018, https://www.bmi.bund.de/DE/themen/ heimat-integration/staat-und-religion/islam-in-deutschland/islam-in-deutschland-node.html.

“Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index.php/tool/ jigsaw.

“Muslims in Germany.” Goethe-Institut, 2019, https://www.goethe.de/ins/id/en/kul/dos/mid.html.

Norman, Richard. “The Idea of Pluralism in the United States.” Springfield Technical Community College, 2018, http:// ourpluralhistory.stcc.edu/resources/Curriculum/TheIdeaofPluralism.pdf.

“The rights and freedoms the Charter protects.” Department of Justice. Government of Canada, Updated 13 September 2018, https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/rfcp-cdlp.html.

“Volker Heins on the future of Germany as a pluralistic society.” Bertellsman-Stiftung.com, 2018, https://www. bertelsmann-stiftung.de/en/media-center/media/mid/volker-heins-on-the-future-of-germany-as-a-pluralistic-society/.

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INTRODUCTORY QUESTION USA: What rights does the U.S. Constitution guarantee regarding religion?

Canada: What rights regarding religion are protected under the Canadian Charter?

Explore the primary sources that define those protections. ➤ Resources

• •

Hamilton, Marci A. and Michael McConnell. “Common Interpretation: The Establishment Clause.” Official Website of the National Constitution Center, https://constitutioncenter.org/interactive-constitution/amendments/ amendment-i/the-establishment-clause-hamilton-and-mcconnell/interp/31.

“The rights and freedoms the Charter protects.” Department of Justice. Government of Canada, Updated 13 September 2018, https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/rfcp-cdlp.html.

SUPPORTING QUESTION #1 As a pluralistic society, how does German Law establish religious rights? ➤ Formative Performance Task Using the resources below, students will write a one paragraph summary of what they understand the Basic Law ensures in terms of religious protection in Germany. ➤ Resources

• •

German Basic Law and Religion (Handout 3.3.1) Norman, Richard. “The Idea of Pluralism in the United States.” Springfield Technical Community College, 2018, http://ourpluralhistory.stcc.edu/resources/Curriculum/TheIdeaofPluralism.pdf.

SUPPORTING QUESTION #2 Which religions do people in Germany practice? ➤ Formative Performance Task Students should research which religions are practiced by people living in Germany and the percentage of the population each faith represents. Which religions would be described as minority religions according to current statistics?

Handouts 3.3.2, 3.3.3, and 3.3.4 will be used for this jigsaw activity. Divide the class into groups of 4. Each student within a group is responsible for a different segment of the reading. Suggested segments for the readings are: segment 1, Handout 3.3.2 first three sections; segment 2, section on Church Tax; segment 3, Handout 3.3.3, “Islam in Germany”; and segment 4, Handout 3.3.4, Judaism in Germany.

Give each student time to read and process the information in their assigned segment. Next, put students with the same segment together to talk about and process the details of their segment. Then the students return to their original groups and take turns sharing the segments they have become experts on.

Teachers may want students to view the video of Volker Heins on the future of Germany in a pluralistic society. A transcript of the video is available on Handout 3.3.5. *Note: “Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/ index.php/tool/jigsaw.

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➤ Resources

• • • • •

Religion in Germany (Handout 3.3.2) Islam in Germany (Handout 3.3.3) Judaism in Germany (Handout 3.3.4) Transcript—Video of Prof. Heins (Handout 3.3.5) “Volker Heins on the future of Germany as a pluralistic society.” Bertelsman-Stiftung.com, 2018, https://www.bertelsmann-stiftung.de/en/media-center/media/mid/volker-heins-on-the-future-o f-germany-as-a-pluralistic-society/.

SUPPORTING QUESTION #3 What challenges do individuals describe that they face in Germany as they practice minority religious traditions, and how do they meet those challenges? ➤ Formative Performance Task Watch a video featuring a young person in Germany who is Muslim. Take notes of any difficulties described by the person being interviewed. Compare those notes with the ideas shared in other sources by people of minority faiths who live in Germany.

Summarize what you understood about how that person faces and meets related challenges. ➤ Resources

•

“Muslims in Germany.” Goethe-Institut, 2019, https://www.goethe.de/ins/id/en/kul/dos/mid.html.

(Features articles, video interviews, and photo stories of Muslims who live in Germany).

SUMMATIVE PERFORMANCE TASK How can minority religious groups preserve their cultures in a pluralistic society?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Students will design a project about their community that traces its development over time, and compares the experiences and contributions of diverse groups which contributed to their community’s pluralism.

The “Our Plural History,” a project of Springfield (MA) Technical Community College, is an examination of the idea of pluralism in the United States. Their website (http://ourpluralhistory.stcc.edu/index.html) focuses on immigrant and ethnic groups in the Connecticut River Valley of western Massachusetts. A “How To Guide” for designing an oral history project can be found at: http://ourpluralhistory.stcc.edu/resources/Curriculum/HowToGuide.pdf.

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TAKING INFORMED ACTION UNDERSTAND Although freedom to practice the religion of your choice may be guaranteed by law, not all communities are welcoming of people who practice religions that are different from theirs.

ASSESS What different ethnic groups, languages, community customs, religious beliefs, and cultural practices exist in your community?

ACT Consider attending an event at a venue frequented by members of a minority culture (for example: a festival, a concert, a youth group meeting, etc.). Call ahead and arrange to be introduced to another young person from that community who can show you around. If you feel comfortable asking questions of your new acquaintances, speak with members of that group about what they do to keep their cultural heritage alive.

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3.4 GERMANY’S EDUCATION SYSTEM How are schools organized to meet the needs of a society?

C3 Framework Indicator

D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

Staging the Compelling Question

Students will analyze the structure of Germany’s education system and consider the different educational paths that students may follow.

Supporting Question 1 How is the German school system structured?

Formative Performance Task Student pairs should research the various levels of the German school system providing a brief description of each.

Featured Sources Source A: German School System Chart (Handout 3.4.1)

Supporting Question 2

Supporting Question 3

How do German students and their families decide which secondary school they will attend?

Formative Performance Task

How have the school reforms, which took place in Germany after scoring poorly on the 2000 PISA test, changed the structure of the German school system?

Formative Performance Task

Students will imagine a real-life German scenario of being in 4th grade, and having to decide, with their parents, which school to attend when the year ends.

Featured Sources

In small groups, students will read the resources and write a paragraph answering how the school reforms have changed the structure of the German school system.

Featured Sources

Source A: German School System Chart, (Handout 3.4.1)

Source A: Journal of International Special Needs Education

Source B: Germany’s Education System (Handout 3.4.2)

Source B: Database of Institutional Comparison in Europe

Source C: YouTube: “German Education System Super Simplified”

Source C: IZA Newsroom Source D: The Guardian

Source D: How to Germany Source E: YouTube Source F: The German Way & More Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension 1: Doing their own research, students should write a short paragraph summarizing what they understand the Bologna Process to be.

Extension 2: Students should answer the listed questions to see what their day in a German school would be like.

Taking Informed Action

Understand: Germany offers a dual education or apprenticeship program.

Assess: Research to determine if dual apprenticeship programs are offered in your community or state.

Act: Speak with a school administrator about the possibility of implementing a dual education program in your community.

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COMPELLING QUESTION

•

How are schools organized to meet the needs of a society?

INQUIRY OVERVIEW This inquiry is focused on Germany’s education system and how schools are structured to meet the needs of society. Students will compare their schooling experiences with those of their peers in Germany. Students will analyze the challenges that students in Germany face in their schools and consider the different educational paths that students may follow, culminating in attending a university, choosing a vocational school, or preparing for a career through an apprenticeship program.

TEACHER BACKGROUND Education in Germany is compulsory and students must attend school starting at age 6. The education system in Germany is decentralized, and the 16 Länder (federal states) are responsible for educational policy in their region.3 Many children begin their education by attending kindergarten from age 3–6. In the traditional model, German students all attend a Grundschule (primary school) from the first to fourth grades (ages 6–10). At the end of fourth grade, students are then tracked into one of three secondary school types, based on their skills and performance in the Grundschule. Teachers give a recommendation as to which school type they believe will be best for the students, but it is ultimately up to the students’ parents to decide which school their child will attend.

Traditionally there have been three secondary school types for students and their parents to choose from:

• • •

Hauptschule (secondary general school, grades 5-9) - general education preparing students for practical vocational training.

Realschule (secondary intermediate school, grades 5-10) - general education preparing students for training in all types of medium level occupations or further secondary education at another school type.

Gymnasium (secondary high school, grades 5-12/13) – general education preparing students for university education.

Experts have criticized the German education system and the fact that students and their parents—along with specific recommendations from primary school teachers—must decide which of the secondary schools the student will attend as early as in the 4th grade (at around 10 years old). In many cases, this choice will determine which career options will be available to that student in the future. Poor performance on the PISA examinations in 2000 (the fallout of which is known as the “PISA shock” in Germany), prompted many successful changes and reforms to the education system since then. Some Länder pushed back the age for tracking to later grades; some phased out the Hauptschule entirely; others created Gesamtschulen (Comprehensive schools) or Gemeinschaftsschulen (Collective Schools), which combine all three secondary school types under one roof with different methods of tracking each type within the school.

The most unique aspect of Germany’s education system is the dual vocational education and training (VET) programs available

3

“Germany Overview.” National Center on Education and The Economy, accessed 28 August 2019, http://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-countries/germany-overview/.

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to students in higher education. While in the United States the majority of students seek higher education at a university, over 50% of Germans enter dual VET programs after completing secondary school, when they are around 15-16 years old.

More detailed information on the German education system can be found on Handout 3.4.2 “Germany’s Education System”.

For more information on Germany’s dual education or apprenticeship system see Inquiry 5.3 “Learning Day by Day – The German Apprenticeship Program”.

TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • • •

Pluralism Vocational Apprenticeship Egalitarianism Gymnasium

• • • • •

• • •

Hauptschule Realschule Abitur Kindergarten Grundschule

Gesamtschule Integrierte Gesamtschule Förderschulen

INSTRUCTIONAL RESOURCES

• • • • • • • • • • •

German School System Structure (Handout 3.4.1) Germany’s Education System (Handout 3.4.2) All handouts German Classes and Schedules (Handout 3.4.3) can be found at www.goethe.de/ Ahrbeck, Bernd, Marion Felders and Katrin Schneider. “Lessons from Educational Reform germanyinfocus in Germany: One School May Not Fit All.” Journal of International Special Needs Education, December 2018, Vol. 21, No. 2, pp. 23-33, https://jisne.org/doi/abs/10.9782/17-00036.

“DICE Reports—Results of PISA 2000: The Case of Germany.” Database of Institutional Comparison in Europe, March 2002, https://www.cesifo-group.de/DocDL/Forum302-dice.pdf.

“German Education System Super Simplified.” YouTube, uploaded by EURO24, 26 February 2017, https://www.youtube. com/watch?v=Tdmlvn8nFNE (4:36).

“German School System.” Official website of How to Germany, 2019, https://www.howtogermany.com/pages/germanschools. html.

“Learn German/The German School System /Deutsch für Euch 20. “YouTube, uploaded by Learn German/ Deutsch für Euch, 16 July 2013, https://www.youtube.com/watch?v=QJ-Hk54azFs (3:27).

“School reforms and socioeconomic inequality in Germany: 15 years after the PISA shock.” IZA Newsroom, 17 September 2018, https://newsroom.iza.org/en/archive/research/school-reforms-and-socioeconomic-inequality-in-germany/.

“The German School System.” Official website of The German Way & More: Language and Culture in Austria, Germany and Switzerland, 2019, https://www.german-way.com/history-and-culture/education/the-german-school-system/.

Young, Holly. “What can we learn from the great German school turnaround?” The Guardian, 25 November 2015, https:// www.theguardian.com/teacher-network/2015/nov/25/what-can-we-learn-from-the-great-german-school-turnaround.

INTRODUCTORY ACTIVITY As a class, view the YouTube video German Education System (Super Simplified) for an overview of the German education system ➤ Resources

•

“German Education System Super Simplified.” YouTube, uploaded by EURO24, 26 February 2017, https://www. youtube.com/watch?v=Tdmlvn8nFNE (4:36).

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SUPPORTING QUESTION #1 How is the German school system structured? ➤ Formative Performance Task Distribute Handout 3.4.1, “German School System Chart,” to student pairs. Student pairs should research the various levels of the German school system providing a brief description of each. Use the resources below or conduct your own research.

If possible, project the German Education system chart and discuss the levels. Clarify or add additional information, as needed, using Handout 3.4.2 “German Educational System”. ➤ Resources

• • • • • •

German School System Chart (Handout 3.4.1) Germany’s Education System (Handout 3.4.2) “German Education System Super Simplified.” YouTube, uploaded by EURO24, 26 February 2017, https://www. youtube.com/watch?v=Tdmlvn8nFNE (4:36).

“German School System.” Official website of How to Germany, 2019, https://www.howtogermany.com/pages/ germanschools.html.

“Learn German/The German School System /Deutsch für Euch 20.” YouTube, uploaded by Learn German/ Deutsch für Euch, 16 July 2013, https://www.youtube.com/watch?v=QJ-Hk54azFs (3:27).

“The German School System.” Official website of The German Way & More: Language and Culture in Austria, Germany and Switzerland, 2019, https://www.german-way.com/history-and-culture/education/ the-german-school-system/.

SUPPORTING QUESTION #2 How do German students and their families decide which secondary school they will attend? ➤ Formative Performance Task Tell students that around age nine German students and their families have to make a major decision for the children’s future.

Ask students to refer to the “German School System Chart” (Handout 3.4.1) as they complete this activity.

Imagine this scenario: You are in 4th grade (9 years old), and you and your family must already decide which secondary school you will attend: a general school which would lead to practical vocational training; an intermediate school which would provide extended general education and training for many types of mid-level occupations; or an academic high school that would prepare you for university. Your family will take your elementary school teacher’s recommendation into account, but ultimately your family makes the decision.

In groups of 3, students share what they think about this situation and how they would make a decision. The students alternate roles each time:

• • •

Student A shares what they would do in that situation.

Student B (politely) suggests to Student A how they might benefit from choosing a different option for their secondary schooling.

Student C takes notes of both sides of the conversation.

Students switch roles until every person has played each role. (For more structured group work, display a countdown timer to encourage students to work efficiently and stay on task.)

As a class, discuss the decisions made in the small groups and the possible options given for choosing a different option. Ask: “Do you feel American/Canadian students would benefit from such a decision-making process? Why or why not?

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➤ Resources

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German School System Chart, (Handout 3.4.1)

SUPPORTING QUESTION #3 How have the school reforms, which took place in Germany after scoring poorly on the 2000 PISA test, changed the structure of the German school system? ➤ Formative Performance Task In small groups, students will read the three articles in the resources and write a paragraph, as a group, answering how the school reforms have changed the structure of the German school system.

(Information on the PISA 2000 results for Germany can be found at https://www.cesifo-group.de/DocDL/Forum302-dice.pdf.). ➤ Resources

• • • •

Ahrbeck, Bernd, Marion Felders and Katrin Schneider. “Lessons from Educational Reform in Germany: One School May Not Fit All.” Journal of International Special Needs Education, December 2018, Vol. 21, No. 2, pp. 23-33, https://jisne.org/doi/abs/10.9782/17-00036.

“DICE Reports—Results of PISA 2000: The Case of Germany.” Database of Institutional Comparison in Europe, March 2002, https://www.cesifo-group.de/DocDL/Forum302-dice.pdf.

“School reforms and socioeconomic inequality in Germany: 15 years after the PISA shock.” IZA Newsroom, 17 September 2018, https://newsroom.iza.org/en/archive/research/ school-reforms-and-socioeconomic-inequality-in-germany/.

Young, Holly. “What can we learn from the great German school turnaround?” The Guardian, 25 November 2015, https://www.theguardian.com/teacher-network/2015/nov/25/what-can-we-learn-from-th e-great-german-school-turnaround.

SUMMATIVE PERFORMANCE TASK How are schools organized to meet the needs of a society?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 As a member of the European Union (EU), Germany is required to alter its educational program to meet EU criteria. The cooperation of 48 European countries in the higher field of education is known as the Bologna Process. The main foci are the implementation of bachelor/master/doctorate degrees, strengthening quality assurance, and an easy recognition of qualifications within the member countries (as well as other countries that are part of the process).

Doing their own research, students should write a short paragraph summarizing what they understand the Bologna Process to be, and what requirements EU member states need to implement. Students should also select 5 countries that are not part of the EU, that are also using the Bologna Process as a guide for high education. They should explain why these countries may also be part of the Bologna Process.

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EXTENSION (OPTIONAL) TASK #2 Ask the class: “What would your school day be like if you attended a certain type of German school?”

Using Handout 3.4.3 students should answer the following questions to see what their day in a German school would be like.

• • • • • • • • •

What grade are you in (according to the schedule)?

When does school begin for you?

When does the school day end for you?

How many subjects are you studying?

Which subjects are you studying?

What clubs are there at your school?

What sports are there at your school?

Which career paths would be open to you when you finish this school?

How many days a week do you work (an apprenticeship) at a company?

➤ Resources

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German Classes and Schedules (Handout 3.4.3)

TAKING INFORMED ACTION UNDERSTAND Germany offers a dual education or apprenticeship program where students go to school to learn a trade and work for a business using what they have learned.

ASSESS Research to determine if dual apprenticeship programs are offered in your community or state. Find an active program in your country and consider how such opportunities would benefit both students and companies in a community.

ACT Speak with a school administrator about the possibility of implementing a dual education program in your community. If a full program like those you researched is not possible, connect with a business leader (perhaps a parent of a classmate?) to explore which types of opportunities they might consider to help young people prepare for future careers with them.

For fun, use your favorite virtual reality (VR) platform to explore what vocational training in Germany looks like by visiting https://www.deinerstertag.de/en/

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3.5 TEACHING THE HOLOCAUST IN GERMANY How do countries confront chapters of their history that contain prejudice, discrimination, persecution, and genocide?

C3 Framework Indicator

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past.

D4.1.9-12. Construct arguments using precise and knowledgeable claims.

Staging the Compelling Question Supporting Question 1 Why is it important to remember the Holocaust?

Formative Performance Task Students will read remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp Memorial Site and focus on each speaker’s perspective of the Holocaust and their relationship to the Holocaust.

Students will learn how both the German government and the people in Germany deal with the topic of the Holocaust in contemporary society.

Supporting Question 2

Supporting Question 3

How is the Holocaust remembered in Berlin, Germany’s capital?

How is the Holocaust taught in German schools?

Formative Performance Task

Formative Performance Task

Students will identify the Memorial to the Murdered Jews of Europe, and discuss what it says about Germany’s willingness to remember the Holocaust.

Featured Sources

Featured Sources

Source A: “Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp,” a transcript of three speeches given June 5, 2009 (Handout 3.5.1)

Source A: Holocaust Memorial PowerPoint (PowerPoint 3.5.3) Source B: YouTube

Featured Sources Source A: Holocaust Education in Task Force Member Countries Germany (International Holocaust Remembrance Alliance) (Handout 3.5.4) Source B: German Secondary Students’ Reflections on a School Visit to Auschwitz (Handout 3.5.5)

Source B: Excerpts of Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp (Handout 3.5.2) Summative Performance Task

Students will learn how the Holocaust is taught in German schools by reading the listed resources.

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Interpret a quote by the Education Director at the Buchenwald Concentration Camp Memorial Site.

Taking Informed Action

Understand: In the United States, Holocaust education is currently required by law in only 17 states.

Assess: Investigate to determine if your state/province is one of them.

Act: Contact your state legislators and discuss how you could work to make it a mandate in your state.

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COMPELLING QUESTION

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How do countries confront chapters of their history that contain prejudice, discrimination, persecution, and genocide?

INQUIRY OVERVIEW Students will learn how both the German government and the people in Germany deal with the topic of the Holocaust in contemporary society. Students will be asked to respond to speeches given by Angela Merkel, Barack Obama, and Elie Wiesel at the Buchenwald Memorial; research a Holocaust memorial located in Berlin; and find out how students in German schools learn about the Holocaust. This inquiry helps students understand how people in contemporary Germany learn about and commemorate the atrocities of the Holocaust.

TEACHER BACKGROUND Holocaust denial and the promotion of Nazi ideology are against the law in Germany. Holocaust education is a mandate in all German Länder [federal states]. Throughout Germany many memorials exist that commemorate the victims and events of the Holocaust. Holocaust memorial museums exist at the sites of former concentration camps, among other places.

Before facilitating this inquiry, it is strongly recommended that you familiarize yourself with Holocaust education in Germany by reading “Holocaust Education in Task Force Member Countries Germany” (International Holocaust Remembrance Alliance) (Handout 3.5.4).

This inquiry assumes that students are already familiar with the events of the Holocaust. Prior to starting this lesson, teachers may want their students to view the animated map on the Holocaust located on the United States Holocaust Memorial Museum website: https://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005143&MediaId=3372. ➤ Additional reading on Holocaust Remembrance in Germany

•

https://www.holocaustremembranceproject.com/Countries/Germany?fbclid=IwAR3bfA1qo MTFh75PhLvtzqTGA6wsdWKeKC5cEjW_7DFNI-j08wGe7eHK0CY TIME: 4–5 45 minute class periods

CONCEPTS LIST

• • • • •

Holocaust Concentration camp Chancellor Auschwitz Buchenwald

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Memorial Prejudice Discrimination Persecution

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Genocide National Socialism

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INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • •

“Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp,” a transcript of three speeches given June 5, 2009, (Handout 3.5.1) All handouts Excerpts of Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at can be found at www.goethe.de/ Buchenwald Concentration Camp (Handout 3.5.2) germanyinfocus Holocaust Memorial PowerPoint (PowerPoint 3.5.3) Holocaust Education in Task Force Member Countries Germany (International Holocaust Remembrance Alliance) (Handout 3.5.4) German Secondary Students’ Reflections on a School Visit to Auschwitz, (Handout 3.5.5) Bennhold, Katrin. “German schools tour Nazi concentration camps to combat antisemitism.” The Independent, 14 March 2018, https://www.independent.co.uk/news/long_reads/nazi-concentration-camps-german-school-tour s-antisemitism-auschwitz-sachsenhausen-holocaust-a8252411.html.

“Buchenwald.” Holocaust Encyclopedia. United States Holocaust Memorial Museum, https://encyclopedia.ushmm.org/ content/en/article/buchenwald.

Epstein, Jeremy, Haeg, Nicholas. “Germany.” Holocaust Remembrance Project, https://www.holocaustremembranceproject. com/Countries/Germany?fbclid=IwAR3bfA1qoMTFh75PhLvtzqTGA6wsdWKeKC5cEjW_7DFNI-j08wGe7eHK0CY. “Chancellor Merkel.” Encyclopedia Britannica Online. Encyclopedia Britannica Inc., https://www.britannica.com/biography/ Angela-Merkel.

“Elie Wiesel Biography.” Bibliography.com Editors. The Biography.com Website. A&E Television Networks, Updated 2019, https://biography.com/people/elie-wiesel-9530714.

“Holocaust Education in Task Force Member Countries Germany.” International Holocaust Remembrance Alliance, http://www.holocausttaskforce.org/images/itf_data/documents/02_education/holocaust_education_reports/ holocaust_education_report-germany.pdf.

“The Holocaust—Animated Map.” Holocaust Encyclopedia. United States Holocaust memorial Museum, https://www. ushmm.org/wlc/en/media_nm.php?ModuleId=10005143&MediaId=3372.

“The Memorial to the Murdered Jews of Europe (The Holocaust Memorial), Berlin.” YouTube, uploaded by Trogain, 29 June 2015, https://www.youtube.com/watch?v=JTwcpeb7C1E. “President Obama.” White House, https://www.whitehouse.gov/about-the-white-house/presidents/barack-obama/.

INTRODUCTORY ACTIVITY As a class, brainstorm a list of events in your country’s history where discrimination or persecution of certain groups took place.

Identify how those events are viewed and commemorated today.

SUPPORTING QUESTION #1 Why is it important to remember the Holocaust? ➤ Formative Performance Task For this close reading activity ask students to read “Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp” (Handout 3.5.1), and to focus on each speaker’s perspective of the Holocaust and their relationship to the Holocaust. This reading may be done independently, as a read-aloud, or as a shared reading.

Have students Think-Pair-Share to determine what they have learned from the text. Discuss any questions students may have.

Next, ask students to read the speech excerpts (Handout 3.5.2) with a partner to examine how each speaker views Holocaust remembrance.

Discuss as a class.

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➤ Resources

• •

“Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp,” a transcript of three speeches given June 5, 2009 (Handout 3.5.1) The remarks can also be found online at https://encyclopedia.ushmm.org/content/en/article/president-obamas-remarks-at-buchenwald.

Excerpts of Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at Buchenwald Concentration Camp (Handout 3.5.2)

Background information:

• • • •

President Obama - https://www.whitehouse.gov/about-the-white-house/presidents/barack-obama/ Chancellor Merkel - https://www.britannica.com/biography/Angela-Merkel Elie Wiesel—https://biography.com/people/elie-wiesel-9530714 Buchenwald - https://encyclopedia.ushmm.org/content/en/article/buchenwald

SUPPORTING QUESTION #2 How is the Holocaust remembered in Berlin, Germany’s capital? ➤ Formative Performance Task As a class view the short YouTube video, “The Memorial to the Murdered Jews of Europe (The Holocaust Memorial), Berlin,” https://www.youtube.com/watch?v=JTwcpeb7C1E (2:04 min). Located in the center of Berlin near the Brandenburg Gate, this memorial contains 2,700 concrete slabs covering 19,000 meters. What does this memorial say about Germany’s willingness to remember the Holocaust?

View the Berlin Holocaust Memorial’s PowerPoint (PowerPoint 3.5.3). Ask student pairs to choose a memorial and to research the event or the subject it commemorates by focusing on the following:

• • • • •

What event or subject is memorialized, and what is its history?

Where is the memorial located, and what is the relationship of the site to the event or subject?

What is the purpose of the memorial?

What feeling(s) does the memorial evoke in visitors?

How effective is the memorial in conveying the memory of the event or people memorialized? Explain why you feel this way.

Using what they have learned students will design a presentation to share with their classmates. (PowerPoint, exhibit board etc.) ➤ Resources

• •

Holocaust Memorial PowerPoint (PowerPoint 3.5.3) “The Memorial to the Murdered Jews of Europe (The Holocaust Memorial), Berlin.” YouTube, uploaded by Trogain, 29 June 2015, https://www.youtube.com/watch?v=JTwcpeb7C1E.

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SUPPORTING QUESTION #3 How is the Holocaust taught in German schools? ➤ Formative Performance Task Share the following overview of Holocaust education in Germany with students. (For more detailed information use “Holocaust Education in Task Force Member Countries Germany” (Handout 3.5.4)

•

• • • •

In all 16 Länder [federal states] the Holocaust is mandatory as part of history and civics lessons. History lessons deal with the major topic of German and European history in the 20th century. In civics, students study the political, ideological, and psycho-social conditions which led to the Holocaust and the carrying out of genocide possible. How Germany has dealt with and deals with this part of history is also addressed.

The Holocaust is also taught in classes on German literature and religion, or ethics, as well as in classes on biology (race-based theories), art (pieces of art produced during the Holocaust period or by artists dealing with the topic afterwards), and music (e.g. music composed at the concentration camp in Theresienstadt/Terezín).

Students who are 14-15 years old study and learn the history of the 20th century and the period of National Socialism.

The events of this time period are addressed and studied again by older students (18 years old) at the college-preparatory Gymnasium school before they take the Abitur exam.

It is recommended that classes visit a Holocaust memorial or a museum at the site of a former concentration camp.

Prior to students completing the following activity, have them watch the animated map on Auschwitz from the United States Holocaust Memorial Museum website: https://www.ushmm.org/wlc/en/media_nm.php?ModuleId=0&MediaId=3371.

For this Think-Pair-Share activity ask students to read the “German Secondary Students’ Reflections on a School Visit to Auschwitz” (Handout 3.5.5) and record what part of the reflections made the biggest impression on them. Tell students to pair up and share their responses. Reconvene the class and ask pairs to report back on their conversations. ➤ Resources

• •

Holocaust Education in Task Force Member Countries Germany (International Holocaust Remembrance Alliance) (Handout 3.5.4) German Secondary Students’ Reflections on a School Visit to Auschwitz (Handout 3.5.5)

SUMMATIVE PERFORMANCE TASK How do countries confront chapters of their history that contain prejudice, discrimination, persecution, and genocide?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Daniel Gaede, the Education Director at the Buchenwald Concentration Camp Memorial, stated the following during an interview about teaching the Holocaust at Buchenwald.

“I’m not sure it would be good to get away from the stigma (Germany and the Holocaust)…a stigma is a chance to refer to your own history and to reflect on it carefully.”

Ask students to select an event in their country’s history where prejudice, discrimination, persecution, or genocide took place.

Does Mr. Gaede’s statement pertain to this event? Explain why or why not.

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TAKING INFORMED ACTION UNDERSTAND In the United States, Holocaust education is currently required by law in only 17 states. In Canada, it is part of mandatory courses (social studies and/or history curriculum, and sometimes English language arts) ASSESS Investigate to determine if your state/province is one of them. If yes, what is the mandate and are schools abiding by it? If not, why is there no mandate?

ACT Contact your state legislators and discuss how you could work to make it a mandate in your state.

Portions of this inquiry have been included and adapted from the work of 2010 TOP Fellow Jessica Stock and 2008 TOP Fellow Jacqueline Littlefield.

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3.6 COLLECTIVE MEMORY: MEMORIALS AND MONUMENTS How do memorials and monuments reflect a society’s values and history?

C3 Framework Indicator

D1.5.9-12. Determine kinds of sources.

D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past.

D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

D3.1.9-12. Gather relevant information from multiple sources D4.1.9-12. Construct arguments.

Staging the Compelling Question

Students will learn the ways in which memorials and monuments reflect a society’s values and history.

Supporting Question 1

Supporting Question 2

Supporting Question 3

How do the memorials in our capital show which parts of history we value?

How do the memorials and monuments in Berlin reflect ways that people in Germany acknowledge and remember their country’s past?

How does a memorial reflect the memorial designer’s own time and place or zeitgeist?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Each student will select one memorials or monuments and research specific listed elements.

Featured Sources Source A: WorldWeb.com Source B: Veterans Affairs Canada

Ask student pairs to choose a memorial and to research the event or subject it commemorates focusing on the listed questions.

Featured Sources Source A: Berlin Memorials and Monuments PowerPoint (PowerPoint 3.6.1)

Distribute the Call for Submissions.

Students will design their own German Reunification Memorial.

Featured Sources Source A: Call for Submissions: German Reunification Monument Project (Handout 3.6.2)

Source C: Destination DC Source D: NPS.gov Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students will create a chart listing the pros and cons of removing Confederate Memorials and placing them in ‘Memory Parks.”

Taking Informed Action

Understand: Memorials and monuments are a great way to commemorate our past.

Assess: Investigate the memorials and monuments that exist in your community or state.

Act: Write to your local legislators to share your ideas with them.

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COMPELLING QUESTION

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How do memorials and monuments reflect a society’s values and history?

INQUIRY OVERVIEW This inquiry examines the ways in which memorials and monuments reflect a society’s values and history. Students will select an existing memorial or monument and research the event or subject it commemorates and its design. After researching the history of German Reunification, students will have an opportunity to design their own memorial to commemorate one aspect of this event.

TEACHER BACKGROUND One way people remember the past is by building memorials or monuments that act as bridges to the past, reflecting a society’s collective memory—a memory or memories shared or recollected by a group, as a community or culture. We must understand that cultures are not stagnant, and that they are constantly reevaluating and remaking themselves and the stories told about their pasts. Monuments are intentional and purposeful creations designed to provide a bridge to the past, to lives, and to events.

Throughout Germany there are many memorials and monuments that reflect the collective memory of people in Germany. Some are buildings, such as Sans Souci, the Palace of Frederick the Great, located in Potsdam (near Berlin). Others are as simple as the rose-colored Litfaß column (advertising column) on Rosenstraße dedicated to the demonstration of German women protesting the arrest of their Jewish husbands, or the bust of Sophie Scholl in the classroom building at the University of Munich, where a white rose is placed in a vase each day as a memorial to the White Rose Resistance Movement during World War II. A memorial prompts people to contemplate the significance of an event or person. The creation of a memorial often stimulates public debate because individuals and groups have different views of the events, people, or ideas to be memorialized. Memorials may take the form of concrete monuments, historic buildings, and even locations. Memorial design reflects the point of view, values and perspectives of the artist, as well as a society’s collective memory.

Traditional monuments focus on courage in war or battle or on an individual who made a difference in society. Since memorials reflect the memorial designer’s own time and place, or zeitgeist, they have become more abstract over the past few decades.

If the purpose of a monument or memorial is to keep memories alive, does the type of public art used, realistic vs. abstract, matter? *Note: Throughout this inquiry the terms memorial and monument are used more or less interchangeably.

TIME: 4–5 45 minute class periods

CONCEPTS LIST

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Monument Memorial

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INSTRUCTIONAL RESOURCES

• • •

• • • •

Berlin Memorials and Monuments PowerPoint (PowerPoint 3.6.1) Call for Submissions: German Reunification Project (Handout 3.6.2) All handouts Balko, Radley. “We should treat Confederate monuments the way Moscow can be found at www.goethe.de/ and Budapest have treated communist statues.” The Washington Post, 26 June germanyinfocus 2017, https://www.washingtonpost.com/news/the-watch/wp/2017/06/26/ we-should-treat-confederate-monuments-the-way-moscow-and-budapest-have-treated-c ommunist-statutes/?noredirect=on&utm_term=.d027abd3bcc1.

“Memorials in Canada.” Veterans Affairs Canada, 14 February 2019, http://www.veterans.gc.ca/eng/remembrance/ memorials/canada/.

“Monuments and Memorials.” Destination DC, 2019, http://Washington.org/find-dc-listings/monuments-memorials/.

“National Mall and Memorial Parks.” NPS.gov, http://www.nps.gov/nama/index.htm/.

“Ottawa Memorials and Monuments.” WorldWeb.com, 2017, http://www.ottawa.worldweb.com/SightsAttractions/ MemorialsMonuments/.

INTRODUCTORY ACTIVITY What is a memorial or monument? Develop a working definition as a class. Then create a list of memorials and monuments in your country’s capital.

SUPPORTING QUESTION #1 How do the memorials in our capital show which parts of history we value? ➤ Formative Performance Task

•

•

Ask each student to select one of the memorials or monuments listed in the Introductory Activity and research: who designed it, when it was built (and the relevant historical context), why it was built, and who the target audience was. They should consider how that memorial has shaped people’s understanding of the past and write one paragraph describing how that memorial reflects or shapes our collective memory about that particular topic.

Next, divide the class into triads. Each student will exchange information about his/her research and results with triad members. The triad should discuss what the memorials researched might indicate about the parts of your country’s history that is valued.

➤ Resources Canada:

• •

“Ottawa Memorials and Monuments.” WorldWeb.com, 2017, http://www.ottawa.worldweb.com/ SightsAttractions/MemorialsMonuments/.

“Memorials in Canada.” Veterans Affairs Canada, 14 February 2019, http://www.veterans.gc.ca/eng/ remembrance/memorials/canada/.

United States:

• •

“Monuments and Memorials.” Destination DC, 2019, http://Washington.org/find-dc-listings/ monuments-memorials/.

“National Mall and Memorial Parks.” NPS.gov, http://www.nps.gov/nama/index.htm/.

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SUPPORTING QUESTION #2 How do the memorials and monuments in Berlin reflect ways that people in Germany acknowledge and remember their country’s past? ➤ Formative Performance Task Show the “Berlin Memorials and Monuments” PowerPoint 3.6.1. Ask student triads to choose a memorial and to research the event or subject it commemorates focusing on the following:

• • • • • • •

What event or subject is memorialized, and what is its history?

What is the memorial’s design? Is it realistic or abstract? Describe it.

When was the memorial built and was there any controversy surrounding it?

Where is the memorial located, and what is the relationship of the site to the event or subject?

What is the purpose of the memorial?

What feeling(s) might the memorial evoke in visitors?

How effective is the memorial in conveying the memory of the event or people memorialized? Explain why you feel this way.

Using what they have learned students will design a presentation to share with your class. (PowerPoint, exhibit board etc.) ➤ Resources

• •

Berlin Memorials and Monuments PowerPoint (PowerPoint 3.6.1) Access to the Internet.

SUPPORTING QUESTION #3 How does a memorial reflect the memorial designer’s own time and place or zeitgeist? ➤ Formative Performance Task Distribute the Call for Submissions: (Handout 3.6.2) German Reunification Memorial. Ask students to stay in triads. Each group should complete the assignment and create their own German Reunification Memorial. Once groups have finished they will present their models to the class. As classmates listen to a presentation they should consider the following questions:

• • •

What are your feelings when you view the memorial?

How effective is the memorial in conveying German reunification?

How does the memorial reflect the zeitgeist of its designers?

As a class discuss how each triad’s perception of the memorialized event is similar and how they are different. ➤ Resources

• •

Call for Submissions: German Reunification Monument Project (Handout 3.6.2) Access to the Internet.

SUMMATIVE PERFORMANCE TASK How do memorials and monuments reflect a society’s values and history?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

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EXTENSION (OPTIONAL) TASK After reading The Washington Post article “We should treat Confederate monuments the way Moscow and Budapest have treated communist statues,” students will create a chart listing the pros and cons of removing Confederate Memorials and placing them in “Memory Parks.” ➤ Resources

•

Balko, Radley. “We should treat Confederate monuments the way Moscow and Budapest have treated communist statues.” The Washington Post, 26 June 2017, https://www.washingtonpost.com/news/the-watch/ wp/2017/06/26/we-should-treat-confederate-monuments-the-way-moscow-and-budapest-have-treated-c ommunist-statutes/?noredirect=on&utm_term=.d027abd3bcc1.

TAKING INFORMED ACTION UNDERSTAND Memorials and monuments are a great way to commemorate our past. However, not all groups remember the past or associate the present in the same way.

ASSESS Investigate the memorials and monuments that exist in your community or state. What do they say about your society’s collective memory? Are these memorials still relevant today? Are there any figures in your community who should be commemorated but are not?

ACT Write to your local legislators to share your ideas with them.

This lesson was adapted from the work of 2008 TOP Fellow Jacqueline Littlefield.

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3.7 EXIT RIGHT—CONFRONTING DISCRIMINATION How does Germany deal with xenophobia: the fear and hatred of strangers or foreigners?

C3 Framework Indicator

D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

Staging the Compelling Question

This inquiry focuses on discrimination and how individuals, groups, and governments respond.

Supporting Question 1 Why do some people stand up for victims of discrimination, whereas others do not?

Formative Performance Task Students will view the short video Exit Right and answer the listed questions.

Featured Sources Source A: Film Transcript (Handout 3.7.1) Source B: YouTube

Supporting Question 2

Supporting Question 3

What German law protects against discrimination?

What ‘grassroots’ efforts against discrimination are happening in Germany?

Formative Performance Task

Formative Performance Task

Student pairs should read the German Federal Anti-Discrimination brochure found at the link in resources and answer the questions in the task.

After doing the assigned readings, students will identify the efforts against discrimination happening in Germany.

Featured Sources

Featured Sources

Source A: German Federal AntiDiscrimination Agency

Source A: United Against Racism.org Source B: Deutsche Welle Source C: France24

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Watch the short film that inspired “Exit Right”, “Schwarzfahrer” (a film by German director Pepe Danquart).

Taking Informed Action

Understand: There is no place for racism.

Assess: Look at the initiative “Schools without Racism”.

Act: Talk with other students, your teachers, and administrators about the “Schools without Racism—Schools with Courage” project.

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COMPELLING QUESTION

•

How does Germany deal with xenophobia: the fear and hatred of strangers or foreigners?

INQUIRY OVERVIEW This inquiry focuses on discrimination and how individuals, groups, and governments respond. Germany’s increasingly pluralistic society has resulted in the need for greater sensitivity in accepting cultural and racial differences. As a starting point in examining attitudes toward minorities, students will view the short film “Exit Right.” This film allows for open discussion and should serve as a vehicle for the examination of biases and their outcomes in our own society. Students will use the current German legislation, General Equal Treatment Act (Allgemeines Gleichbehandlungsgesetz—AGG), to determine the legal definition of discrimination and the protections the act provides. Two ‘grassroots’ responses to discrimination will also be considered.

TEACHER BACKGROUND Germany has an estimated population of 82 million people.

Before 1950, ethnic Germans mainly occupied Germany with very few ethnic minorities. In the mid-1950s, many foreigners immigrated into Germany as guest workers. Most of these immigrants were of Turkish ancestry. Over time, many more immigrants moved to Germany seeking asylum, economic opportunities, education, and better living standards. Currently, ethnic Germans still make up the largest ethnic group, 76.4% of the population. Ethnic minorities in the country include Turks, Poles, Syrians, Italians, and Russians, with Turks being the largest minority. Germans with Turkish roots make up around 1.8% of the German population.1 (See Inquiry 1.4 on the demographic profile of Germany).

Bundesarchiv, Bild 183-1990-1003-400 / Grimm, Peer / CC-BY-SA 3.0, CC BY-SA 3.0 de, https://commons.wikimedia.org/w/index. php?curid=5425931

Since the summer of 2015, Germany has witnessed an influx of refugees, mostly from Syria, Iraq, and Afghanistan, seeking asylum. A 2016 survey by the University of Leipzig revealed that Germany is becoming increasingly xenophobic with more than 40% of the public thinking Muslims should be prevented from migrating to Germany. Respondents also displayed hostility toward other minority groups, including homosexuals and Romani people (derogatorily referred to as Gypsies).2 “Ausstieg Rechts/Exit Right” (2015) is a thought-provoking short film about xenophobia by Austrian directors Rupert Höller and Bernhard Wenger. It is based on the successful German short film “Schwarzfahrer” (1993). Through a simple everyday scene—a morning bus commute—we are introduced to the complex themes of diversity and racism. The major exponent of racial prejudice is a middle-aged white man who complains out loud and at length about a black passenger whom he thinks is fare-dodging. There is only one person willing to speak up against the racist remarks. The middle-aged man wants to pick a fight with the person who intervened. Instead of stepping out of the bus with the exponent of racial prejudice, the man who intervened simply asks the driver to close the door and leave the man stranded.

The title “Exit Right” is an intended pun. The movie highlights racism that minorities have to face daily. With an increase in xenophobia and a rise in far-right tendencies, “Exit Right” plays off of this.

1 2

“Population with Migration background.” Ministry of Statistics, 2019, https://www.destatis.de/DE/Publikationen/Thematisch/Bevoelkerung/MigrationIntegration/Migrationshintergrund2010220177004.pdf?__blob=publicationFile.

“Germans becoming increasingly xenophobic, study finds.” Deutsche Welle, 15 June 2016, https://www.dw.com/en/germans-becoming-increasingly-xenophobic-study-finds/a-19332024.

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TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • • •

Xenophobia “Exit Right” Diversity Racism Minorities

• • •

Pluralistic society Multicultural General Equal Treatment Act (Allgemeines Gleichbehandlungsgesetz—AGG)

• • •

“Schwarzfahrer” Protection against Discrimination in Germany Schools without Racism—Schools with Courage

INSTRUCTIONAL RESOURCES

• • •

• • • • • • •

Film Transcript (Handout 3.7.1) “A Choice for the Future? From A School without Racism to A World Without Racism.” United All handouts Against Racism.org, http://www.unitedagainstracism.org/publications/choice/. can be found at www.goethe.de/ Bleiker, Carla. “How did a member of ‘Schools without Racism’ experience germanyinfocus anti-Semitic bullying?” Deutsche Welle, 4 April 2017, https://www. dw.com/en/how-did-a-member-of-schools-without-racism-experienc e-anti-semitic-bullying/a-38293581.

“Ausstieg Rechts (Exit Right).” Vimeo, uploaded by hoellerwenger, 2015, https://vimeo.com/114343978.

“Germans becoming increasingly xenophobic, study finds.” Deutsche Welle, 15 June 2016, https://www.dw.com/en/ germans-becoming-increasingly-xenophobic-study-finds/a-19332024.

“In Germany, #MeTwo takes off as minorities unite against racism.” France24, 31 July 2018, https://www.france24.com/ en/20180731-after-metoo-comes-metwo.

Nicholson, Esme. “Minorities in Germany are Sounding Off Against Racism with #MeTwo Hashtag.” NPR.org, 20 August 2018, https://www.npr.org/2018/08/20/640141245/germans-with-migrant-backgrounds-take-to-twitter-to-share-stories.

“Population with Migration background.” Ministry of Statistics, 2019, https://www.destatis.de/DE/Publikationen/Thematisch/ Bevoelkerung/MigrationIntegration/Migrationshintergrund2010220177004.pdf?__blob=publicationFile.

“Protection against Discrimination in Germany: A Guide for Refugees and New Immigrants.” German Federal Anti-Discrimination Agency, March 2018, PDF download, https://www.antidiskriminierungsstelle.de/SharedDocs/ Downloads/DE/publikationen/Refugees/Fluechtlingsbroschuere_englisch.pdf?__blob=publicationFile&v=13.

“Schwarzfahrer (with English subtitles). “YouTube, uploaded by PineTreePictures, 21 February 2007, https://www.youtube. com/watch?v=XFQXcv1k9OM.

INTRODUCTORY QUESTION Ask: “Have you, a friend, or a relative ever been the victim of discrimination? If other people saw what happened, what did they say or do?” Briefly discuss.

Quietly consider: “Have you ever prejudged another person based on that person’s race, religion, or ethnic group?” Ask for volunteers to respond.

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SUPPORTING QUESTION #1 Why do some people stand up for victims of discrimination, whereas others do not? ➤ Formative Performance Task Using the link in resources, view the short film Exit Right two times. The first time students should watch the film to get an overall impression. For the second viewing ask students to focus on the following:

• • •

What do other passengers do to stop what is happening?

Do you think what you are seeing is illegal? (Is discrimination legal in Germany?)

Think about the film—which character’s response is closest to what you believe you would do and why?

Teachers may wish to share Handout 3.7.1, a transcript of the short film, especially if students have difficulty reading the subtitles. ➤ Resources

• •

Film Transcript (Handout 3.7.1) “Ausstieg Rechts (Exit Right).” Vimeo, uploaded by hoellerwenger, 2015, https://vimeo.com/114343978.

SUPPORTING QUESTION #2 What German law protects against discrimination? ➤ Formative Performance Task Student pairs should read the German Federal Anti-Discrimination brochure found at the link in resources and answer the following questions:

• • • • •

What is the name of the German law that prohibits discrimination?

What is legally an act of discrimination?

When does the protection against discrimination apply?

Are there any exceptions? If yes, what are they?

Where can discrimination take place? Give at least one example for each.

When done, student pairs should meet with another pair and discuss the answers to the questions and any questions they have. Finally, meet as a class to discuss what students have learned about this German law. ➤ Resources

•

“Protection against Discrimination in Germany: A Guide for Refugees and New Immigrants.” German Federal Anti-Discrimination Agency, March 2018, PDF download, https://www.antidiskriminierungsstelle. de/SharedDocs/Downloads/DE/publikationen/Refugees/Fluechtlingsbroschuere_englisch. pdf?__blob=publicationFile&v=13.

SUPPORTING QUESTION #3 What ‘grassroots’ efforts against discrimination are happening in Germany? ➤ Formative Performance Task Divide the class into four groups, assigning each group an article from the list in resources. After group members have read the assigned article individually, the group should meet together, discuss the article and its main points.

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Next, the two groups reading the articles on the common topic (either Schools without Racism or #MeTwo) should meet and share what each group learned from their respective article.

Finally, each of the larger topic groups should present what they have learned to the other half of the class and answer questions. ➤ Resources

• • • •

“A Choice for the Future? From A School without Racism to A World Without Racism.” United Against Racism.org, http://www.unitedagainstracism.org/publications/choice/.

Bleiker, Carla. “How did a member of ‘Schools without Racism’ experience anti-Semitic bullying?” Deutsche Welle, 4 April 2017, https://www.dw.com/en/how-did-a-member-of-schools-without-racism-experienc e-anti-semitic-bullying/a-38293581.

“In Germany, #MeTwo takes off as minorities unite against racism.” France24, 31 July 2018, https://www. france24.com/en/20180731-after-metoo-comes-metwo.

Nicholson, Esme. “Minorities in Germany are Sounding Off Against Racism with #MeTwo Hashtag.” NPR.org, 20 August 2018, https://www.npr.org/2018/08/20/640141245/germans-with-migrant-backgrounds-take-t o-twitter-to-share-stories.

SUMMATIVE PERFORMANCE TASK How does Germany deal with xenophobia: the fear and hatred of strangers or foreigners?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK “Schwarzfahrer” (1993) is a thought-provoking short film about xenophobia by German director Pepe Danquart. It won several awards at film festivals, along with the Academy Award for Best Short Film (Live Action) in 1994. Through a simple everyday scene—a group of people riding a tram in Berlin—we are introduced to the complex themes of diversity and racism. The major exponent of racial prejudice is an elderly woman who complains out loud and at length about a black passenger who has taken the seat beside her. The silence of the other passengers leaves her opinions uncontested. When a conductor boards the tram to check passengers’ tickets, the black man grabs the elderly woman’s ticket and eats it. The woman must then get off the tram with the conductor, who issues her a fine.

In German, the word ‘Schwarzfahrer’ refers to a fare-dodger, or someone who travels by public transportation without a ticket.

Literally, ‘Schwarzfahrer’ also means ‘black rider,’ and hence the title forms a pun that deepens the film’s theme.

As a class, watch “Schwarzfahrer” and make a list of any differences the students notice between this short film and the previous short film, “Exit Right.” Discuss why they think someone stepped un in “Exit Right,” but did not do so in “Schwarzfahrer.”

Caution: The elderly woman’s monologue is derogatory and contains offensive language including the n-word (profanity used at minute: 6:30-6:33 and 8:40-8:44). The Turkish children also make some derogatory remarks towards the old woman in Turkish. ➤ Resources

•

“Schwarzfahrer (with English subtitles). “YouTube, uploaded by PineTreePictures, 21 February 2007, https://www. youtube.com/watch?v=XFQXcv1k9OM.

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TAKING INFORMED ACTION UNDERSTAND It is up to all people in a school (students, teachers, parents…) to build a healthy environment for everyone. There is no place for racism.

ASSESS Look at the initiative “Schools without Racism—Schools with Courage” project at: https://meetolerance.eu/2018/09/21/school-without-racism-school-with-courage/.

ACT Talk with other students, your teachers, and administrators about the “Schools without Racism— Schools with Courage” project. Is it something your school should try?

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3.8 Traces of Germany in Your Culture

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3.8 TRACES OF GERMANY IN YOUR CULTURE What influences from Germany are reflected in your culture?

C3 Framework Indicator

D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

D2.Soc.10.9-12. Analyze how social structures and cultures change.

Staging the Compelling Question Supporting Question 1 What is cultural diffusion?

Formative Performance Task Each student should develop a definition of cultural diffusion in their own words.

Featured Sources Source A: Cultural Diffusion (Handout 3.8.1)

Students will examine words in the English language that derive from German loanwords.

Supporting Question 2 What are some loanwords from German that we use in English?

Formative Performance Task

Featured Sources Source A: Loanwords from German (Handout 3.8.2)

Which German practices, products, and perspectives are part of your everyday life?

Formative Performance Task

As a class, discuss the list of English and German words on the corresponding handout.

Source B: YouTube

Using what they have learned about cultural diffusion, students will complete the “Cultural Diffusion from Germany” chart.

Featured Sources Source A: Cultural Diffusion from Germany (Handout 3.8.3a or Handout 3.8.3b) Source B: Standards for foreign language learning in the 21st century

Source C: Historyplex Summative Performance Task

Supporting Question 3

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: As a class explore whether the use of loanwords from English endangers or enhances the German language.

Taking Informed Action

Understand: Young people often play with language and introduce new words or new ways to use parts of language.

Assess: How are young people currently changing English?

Act: Advocate that a new meaning or use of a word be included in the Merriam-Webster dictionary.

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COMPELLING QUESTION

•

What influences from Germany are reflected in your culture?

INQUIRY OVERVIEW In order to understand the concept of cultural diffusion, students will examine words in the English language that derive from German loanwords. They will consider the pros and cons of cultural diffusion, and consider which elements of German culture have found a way into their everyday lives.

TEACHER BACKGROUND Language, like many aspects of culture, is not static; it does not consist of a finite collection of words. In fact, new words and expressions continuously come into use as a result of interpersonal interactions. In the eighteenth century, German author Johann Wolfgang von Goethe said, “He who does not know foreign languages does not know anything about his own.” („Wer fremde Sprachen nicht kennt, weiß nichts von seiner eigenen.“) If you explore the etymology (the origin and history of words) of the English language, you may discover that there are many English words that are loanwords, that is, words that are taken from other languages, including German. These words have become a natural part of everyday English vocabulary.

Here are a few examples of loanwords from German. Young children attend Kindergarten (“children’s garden”). When a person sneezes and you say, “Gesundheit” you are wishing that person (good) “health.” When something is broken, it is kaputt (kaput).

Psychologists speak of angst (“fear or anxiety”). Musical works can have a leitmotif (“a dominant recurring theme “) that reappears throughout a piece. Zeitgeist refers to the “spirit of the times.” Something that appeals to popular taste and may be of poor quality is referred to as kitsch. The addition of the German prefix über (meaning over, above, or beyond) to English words, such as ubercool or ubercharming, often denotes a tone of sarcasm. Sometimes words such as Schadenfreude (“harm-joy,” meaning taking pleasure or joy in someone else’s troubles) are used to describe a concept for which there is no real English equivalent.

TIME: 2–3 45 minute periods

CONCEPTS LIST

• •

Cultural diffusion Loanwords

INSTRUCTIONAL RESOURCES

• • •

Cultural Diffusion (Handout 3.8.1) Loanwords from Germany (Handout 3.8.2) Cultural Diffusion from Germany (Handout 3.8.3a or Handout 3.8.3b) *Note: there are two versions of this handout for differentiation according to the level of your students’ prior knowledge about German culture.

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• • • • • • •

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“GERMAN WORDS That Also Exist in ENGLISH.” YouTube, uploaded by DontTrustTheRabbit, 7 May 2017, www.youtube.com/ watch?v=yjveW5-hv4A. “Cultural Diffusion.” YouTube, uploaded by Loren Klein, 1 Mar 2017, www.youtube.com/watch?v=KXPP7l5KS3Y. (introduction/summary: 5:20, extended lesson is 14:12).

Choudhury, Samarpita “Cultural Diffusion: Meaning, Types and Examples.” Historyplex, 11 May 2018, historyplex.com/ cultural-diffusion-meaning-types-examples.

“Cultural Practices, Products, and Perspectives” from National Standards for Foreign Language Education Project. Standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press, Inc., 1999, carla.umn.edu/cobaltt/modules/ curriculum/textanalysis/Practices_Products_Perspectives_Examples.pdf.

“English Words Are Most Borrowed By And Lended From Other Languages.” YouTube, uploaded by GeoBeats News, 9 Jul 2014, www.youtube.com/watch?v=wuIJYMb42Fg. “The English words in the German language.” Learn German Coach, 2010, learngermancoach.com/ the-english-words-in-the-german-language/.

“German minister says too many people are speaking English in Berlin.” BBC News, 14 Aug 2017, www.bbc.co.uk/newsbeat/ article/40922739/german-minister-says-too-many-people-are-speaking-english-in-berlin.

INTRODUCTORY ACTIVITY Watch a short video on ‘loanwords’—words that are taken from another language and incorporated into a different language.

Watch “GERMAN WORDS That Also Exist in ENGLISH” https://www.youtube.com/watch?v=yjveW5-hv4A (12:48) *Note: Preview this video and use at your discretion. Since a curse word is used at 0:38 and the video is lengthy, perhaps start at 1:00 and go until 10:00 (or 10:40 if you want the review of all words at the end).

SUPPORTING QUESTION #1 What is cultural diffusion? ➤ Formative Performance Task Each student should develop a definition of cultural diffusion in their own words. They will demonstrate their understanding of the ways cultural diffusion can happen by completing Handout 3.8.1 “Cultural Diffusion”.

Students should view the introduction of the “Cultural Diffusion” video listed below (5:20). Then they will discuss with a partner what they understood from the video. Working as pairs, they will come up with one question they have about cultural diffusion.

After reading the article “Cultural Diffusion: Meaning, Types and Examples” students should adjust their definition of cultural diffusion if needed, and consider the various ways cultural diffusion can happen and its consequences.

As a class, compare their definitions of cultural diffusion and develop a chart of possible consequences (which may be positive, negative, or neutral). ➤ Resources

• • •

Cultural Diffusion (Handout 3.8.1) “Cultural Diffusion.” YouTube, uploaded by Loren Klein, 1 Mar 2017, www.youtube.com/watch?v=KXPP7l5KS3Y. (introduction/summary: 5:20, extended lesson is 14:12).

Choudhury, Samarpita “Cultural Diffusion: Meaning, Types and Examples.” Historyplex, 11 May 2018, historyplex. com/cultural-diffusion-meaning-types-examples.

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SUPPORTING QUESTION #2 What are some loanwords from German that we use in English? ➤ Formative Performance Task Explore which loanwords from German are now part of the English language with the examples on Handout 3.8.2 “Loanwords from German”. Students should complete the activity to demonstrate their mastery.

As a class, discuss the list of English and German words. Are there differences in spelling? Do students use any of the listed words?

Teachers might want to challenge students to write sentences that define words such as those used in the loanword exercise for the following words:

• • •

Sauerkraut: A German dish of chopped pickled cabbage Pretzel: A crisp biscuit baked in the form of a knot or stick and flavored with salt Delicatessen: A shop selling cooked meats, cheeses, and unusual or foreign prepared foods

➤ Resources

•

Loanwords from German (Handout 3.8.2)

SUPPORTING QUESTION #3 Which German practices, products, and perspectives are part of your everyday life? ➤ Formative Performance Task Using what they have learned about cultural diffusion, students will complete the “Cultural Diffusion from Germany” chart (Handout 3.8.3a or Handout 3.8.3b) with examples of German practices, products, and perspectives that have become part of their culture.

As they work, they may want to consider the definitions and examples in: “Cultural Practices, Products, and Perspectives” from National Standards for Foreign Language Education Project. ➤ Resources

•

Cultural Diffusion from Germany (Handout 3.8.3a or Handout 3.8.3b) *Note: there are two versions of this handout for differentiation according to the level of your students’ prior knowledge about German culture.

•

“Cultural Practices, Products, and Perspectives” from National Standards for Foreign Language Education Project. Standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press, Inc., 1999, carla. umn.edu/cobaltt/modules/curriculum/textanalysis/Practices_Products_Perspectives_Examples.pdf.

SUMMATIVE PERFORMANCE TASK What influences from Germany are reflected in your culture?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

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EXTENSION (OPTIONAL) TASK As a class explore whether the use of loanwords from English endangers or enhances the German language. Develop a claim with evidentiary support and write a position statement on this issue. ➤ Resources

• •

“The English words in the German language.” Learn German Coach, 2010, learngermancoach.com/ the-english-words-in-the-german-language/.

“German minister says too many people are speaking English in Berlin.” BBC News, 14 Aug 2017, www.bbc. co.uk/newsbeat/article/40922739/german-minister-says-too-many-people-are-speaking-english-in-berlin.

TAKING INFORMED ACTION UNDERSTAND Young people often play with language and introduce new words or new ways to use parts of language.

ASSESS How are young people currently changing English? What roles do technology and cultural diffusion play in those developments? Take a poll among your classmates of changes and trends you recognize.

ACT Advocate that a new meaning or use of a word be included in the Merriam-Webster dictionary. Use their online contact form to submit your suggestion.

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Civics and Government

What are the responsibilities of being a citizen in the Federal Republic of Germany?

We need to understand and remember our history. But we also need to realize that none of the liberties and the wealth that we enjoy today can be taken for granted. They were fought for by countless people that came before us, and it is our responsibility to understand that this is a struggle that continues, and that we need to be a part of that. We can do our part by voting, by engaging in our community, by volunteering in organizations that help the less fortunate, and by always making sure that we broaden our horizons by interacting with people from around the world.

—Torben

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FOCUS 4 – Civics and Government

Going to the polls, first of all. Being a positive role model for your children. In my personal case as teacher and mom: Educating children to be responsible and critical individuals. Helping out where help is needed, and speaking up against injustice (might be your neighbor’s fence on your territory, or the crime you witnessed the other day). Finding a balance between welcoming immigrants with open arms and protecting what’s yours by law. Respecting the Constitution and Human Rights.

—Anne Being a German citizen means living by German laws, rules, and regulations. In Germany the traditional values play a decisive role. Therefore the Sunday is still to this day considered a quiet day you are ought to spend with family or friends focusing on essential core values. Due to that reason, stores are closed on Sundays and you are not allowed to mow your lawn. Being German also means living with important traditions that are implied in our cultural lives throughout the year (Maibaum, Fasching, Allerheiligen, Weihnachten, Ostern etc.)

Our country believes in our social security system which is funded by our tax payers. It is designed to support the citizens that are not as well-off or currently unemployed.

On a global level it is our responsibility to act as a role model for example concerning the use of alternative sustainable energies.

—Veronika I think one of the most important things is to make sure that something like the third Reich never happens again. That means, remembering and learning from our past, paying attention to what happens in politics, and speaking up when our basic rights are being questioned by those we have elected to protect them. In connection to this, I believe one of our most important duties is to go out and vote in every election. Democracy is a privilege. It is something people in other parts of the world (especially women) are still fighting for.

Democracy and the right to vote is not something that is a given. Just ask people who still remember the third Reich or who are from East Germany.

—Annika

—Melanie The most important responsibility is the preservation of our democracy: to accept different opinions, to discuss and analyze different points of view, to form an opinion on matters of importance, to go and vote. Besides this, I also understand it as my responsibility as a German to not tolerate or accept the new rise of National Socialism in my country, and to be aware of these new concerning trends in the first place.

—Benni

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4.1 Comparing Rights Guaranteed Under Germany’s Basic Law

FOCUS 4 – Civics and Government

4.1 COMPARING RIGHTS GUARANTEED UNDER GERMANY’S BASIC LAW Where are your rights better protected: in your home country or in Germany?

C3 Framework Indicator

D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.

D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

Staging the Compelling Question Supporting Question 1 USA: Which rights are people in the United States guaranteed under the Bill of Rights?

Canada: Which rights are people in Canada guaranteed under the Charter of Rights and Freedoms?

This inquiry guides students to compare their own country’s guaranteed rights to the rights ensured to people in Germany under the Basic Law. Supporting Question 2

Supporting Question 3

How do the rights in your home country compare to the rights granted by Germany’s Basic Law?

USA: Which rights are in Germany’s Basic Law that are not in the U.S. Bill of Rights, and why do you believe people in Germany put value on those rights?

Canada: Which rights are in Germany’s Basic Law that are not in the Charter of Rights and Freedoms, and why do you believe people in Germany put value on those rights?

Formative Performance Task

Formative Performance Task

Students will review the rights guaranteed under their country’s laws.

Students will use the provided posters to examine how the rights in their country compare to the rights granted by Germany’s Basic Law.

Featured Sources

Featured Sources

Featured Sources

Source A: U.S. Bill of Rights plus “other important amendments” (Handout 4.1.1)

Source A: Matching U.S. Bill of Rights with Germany’s Basic Law (Handout 4.1.2)

Source A: Matching U.S. Bill of Rights with Germany’s Basic Law (Handout 4.1.2)

Source B: Government of Canada

Source B: Matching Canada’s Charter of Rights and Freedoms to Germany’s Basic Law (Handout 4.1.3)

Source B: Matching Canada’s Charter of Rights and Freedoms to Germany’s Basic Law (Handout 4.1.3)

Source C: Bundeszentrale für Politische Bildung

Source C: Bundeszentrale für Politische Bildung

Summative Performance Task

Formative Performance Task Students will create a list of the German rights for which they did not find an equivalent in their country’s document.

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Watch the assigned video as a class and discuss if such a law exists in your country.

Taking Informed Action

Understand: Consider which elements of the Basic Law might be interesting for your country to adopt into its constitution.

Assess: What does it take to amend the constitution in your country?

Act: Share the results of your research with your class.

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COMPELLING QUESTION

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Where are your rights better protected: in your home country or in Germany?

INQUIRY OVERVIEW This inquiry guides students to compare their own country’s guaranteed rights to the rights ensured to people in Germany under the Basic Law.

TEACHER BACKGROUND All societies need governance. As a society develops, it organizes itself into a polity to meet its needs for governance.

Those needs include not only self-preservation but also the protection of freedom and the promotion of a better life.

Government is the societal institution that has the authority to make and enforce collective decisions binding for all members of society. In theoretical terms, the “legal constitution” of a polity is the framework of its governmental institutions and fundamental laws. These include constitutions, bills of rights, legal codes, and important judicial decisions.

Although the idea of representative democracy was experienced briefly by the German people during the period of the Revolutions of 1848 (the Frankfurt Assembly or Parliament), the first real attempt at the establishment of a democratic system of government did not take place until after the end of World War I, with the establishment of the Weimar Republic (1919-1933). Unfortunately the economic climate and world-wide political turmoil of these post-war years put the fledgling democratic government under incredible strain, and many believe that it was doomed to failure from the outset. The Weimar Republic suffered greatly from the financial burden of post-war reparations payments, often violent attacks from revolutionary right- and left-wing extremists, a deeply fractioned multi-party parliament, and eventually a severe financial crisis starting in 1929. It was under these circumstances that the National Socialists were able to take control of the country, exploiting the weaknesses of the young Republic to ascend to power in 1933.

After Germany’s defeat in World War II, both the occupying western allied powers and West German politicians drew upon the lessons of the Weimar Republic as they established a new democratic government. The Federal Republic of Germany (FRG, West Germany) and its founding document – the Basic Law (Grundgesetz, or Constitution) were established on May 23, 1949 in the western city of Bonn. Important basic rights which had been abused by the Nazi regime were enshrined in the new constitution and government institutions were designed to avoid the pitfalls of the Weimar Republic by, for example, limiting the number of parties in parliament, ensuring strong federalism, and limiting the powers of the president. Initiatives like the Marshall Plan were established by the western allies to ensure that the new democratic government would not be weakened by economic crisis.

When West and East Germany reunified on October 3, 1990, the now 40 year old structures of the West German government were expanded to cover former East Germany. Berlin become the capital of reunified Germany in 1999. ➤ Further background information

• •

“Germany’s most important book.” Deutschland.de, 23 May 2018, https://www.deutschland.de/en/topic/politics/ german-basic-law-the-key-facts.

Kaschel, Helena. “What is Germany’s constitution, the ‘Basic Law’?” Deutsche Welle, 23 May 2017, https://www.dw.com/en/ what-is-germanys-constitution-the-basic-law/a-38942509.

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Vosskuhle, Andreas. “Germany‘s Basic Law is a flexible yet stable constitution.” Deutsche Welle, 22 May 2017. https://www. dw.com/en/germanys-basic-law-is-a-flexible-yet-stable-constitution/a-38942557.

TIME: 2–3 45 minute periods

CONCEPTS LIST

• • •

Federal government Länder / states Basic Law

• • •

•

Grundgesetz Constitution Governance

Weimar Republic

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • •

U.S. Bill of Rights plus “other important amendments” (Handout 4.1.1) Poster Stations German Basic Law (Handout 4.1.2) All handouts Matching U.S. Bill of Rights with Germany’s Basic Law (Handout 4.1.3) can be found at Matching Canada‘s Charter of Rights and Freedoms to Germany’s Basic Law (Handout www.goethe.de/ germanyinfocus 4.1.4) “A 3-minute guide to the Bill of Rights.” TEDEd, uploaded by Belinda Stutzman, https://ed.ted. com/lessons/a-3-minute-guide-to-the-bill-of-rights-belinda-stutzman.

“Are men and women equal in Germany? | Easy German 239.” YouTube, uploaded by Carina Schmid, 8 April 2018, https:// www.youtube.com/watch?v=FzI2Dfjtc-k.

“Basic Rights Extract from the Basic Law for the Federal Republic of Germany (Articles 1–19 BL and Article 20 BL) in German & English.” Official website of Bundeszentrale für Politische Bildung, http://www.bpb.de/shop/lernen/falter/217202/ grundrechte-deutsch-arabisch-deutsch-englisch (Select PDF deutsch-englisch).

“Canadian Charter of Rights and Freedoms.” Official website of the Government of Canada, last modified 26 February 2019, http://publications.gc.ca/collections/Collection/CH37-4-3-2002E.pdf.

“Germany’s most important book.” Deutschland.de, 23 May 2018, https://www.deutschland.de/en/topic/politics/ german-basic-law-the-key-facts.

Kaschel, Helena. “What is Germany’s constitution, the ‘Basic Law’?” Deutsche Welle, 23 May 2017, https://www.dw.com/en/ what-is-germanys-constitution-the-basic-law/a-38942509.

“The Charter of Rights and Freedoms—Canada.” TVO, 8 February 2016, https://www.tvo.org/video/programs/ civics-101-animations/the-charter-of-rights-and-freedoms.

Vosskuhle, Andreas. “Germany‘s Basic Law is a flexible yet stable constitution.” Deutsche Welle, 22 May 2017, https://www. dw.com/en/germanys-basic-law-is-a-flexible-yet-stable-constitution/a-38942557.

INTRODUCTORY ACTIVITY USA: For the U.S. Bill of Rights, watch Belinda Stutzman’s “3-minute guide to the Bill of Rights” from TEDEd. Canada: For Canada’s Charter of Rights and Freedoms, watch TVO’s “Civics 101” Animation video. ➤ Resources

• •

“A 3-minute guide to the Bill of Rights.” TEDEd, uploaded by Belinda Stutzman, https://ed.ted.com/lesson s/a-3-minute-guide-to-the-bill-of-rights-belinda-stutzman.

“The Charter of Rights and Freedoms—Canada.” TVO, 8 February 2016, https://www.tvo.org/video/programs/ civics-101-animations/the-charter-of-rights-and-freedoms.

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SUPPORTING QUESTION #1 USA: Which rights are people in the United States guaranteed under the Bill of Rights?

Canada: Which rights are people in Canada guaranteed under the Charter of Rights and Freedoms? ➤ Formative Performance Task USA: Review the rights that people in the United States are guaranteed under the Bill of Rights. Students should summarize the amendments and give each summary a simple title to demonstrate understanding.

Canada: Review the rights that people in Canada are guaranteed under the Charter of Rights and Freedoms. Students should summarize the sections and give each summary a simple title to demonstrate understanding. ➤ Resources

• •

U.S. Bill of Rights plus “other important amendments” (Handout 4.1.1) “Canadian Charter of Rights and Freedoms.” Official website of the Government of Canada, last modified 26 February 2019, http://publications.gc.ca/collections/Collection/CH37-4-3-2002E.pdf.

SUPPORTING QUESTION #2 How do the rights in your home country compare to the rights granted by Germany’s Basic Law? ➤ Formative Performance Task Using Handout 4.1.2 (Poster Stations German Basic Law) prepare a station for each of the 12 Basic Law posters.

USA: Students will visit each of the 12 poster stations and determine which amendments of the U.S. Bill of Rights correspond to which of the 13 rights from Germany’s Basic Law. In each case, they should explain why they believe they are a match.

Canada: Students will visit each of the 12 poster stations and determine which sections of the Canadian Charter of Rights and Freedoms correspond to which of the 13 rights from Germany’s Basic Law. In each case, they should explain why they believe they are a match. ➤ Resources

• • • •

Poster Stations German Basic Law (Handout 4.1.2) Matching U.S. Bill of Rights with Germany’s Basic Law (Handout 4.1.3) Matching Canada‘s Charter of Rights and Freedoms to Germany’s Basic Law (Handout 4.1.4) “Basic Rights Extract from the Basic Law for the Federal Republic of Germany (Articles 1–19 BL and Article 20 BL) in German & English.” Official website of Bundeszentrale für Politische Bildung, http://www.bpb.de/shop/ lernen/falter/217202/grundrechte-deutsch-arabisch-deutsch-englisch (Select PDF deutsch-englisch).

SUPPORTING QUESTION #3 USA: Which rights are in Germany’s Basic Law that are not in the U.S. Bill of Rights, and why do you believe people in Germany put value on those rights?

Canada: Which rights are in Germany’s Basic Law that are not in the Charter of Rights and Freedoms, and why do you believe people in Germany put value on those rights? ➤ Formative Performance Task Students will create a list of the German rights for which they did not find an equivalent in their country’s document. For each one without a match, they should write why they believe people in Germany put value on that right.

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➤ Resources

• • •

Matching U.S. Bill of Rights with Germany’s Basic Law (Handout 4.1.3) Matching Canada‘s Charter of Rights and Freedoms to Germany’s Basic Law (Handout 4.1.4) “Basic Rights Extract from the Basic Law for the Federal Republic of Germany (Articles 1–19 BL and Article 20 BL) in German & English.” Official website of Bundeszentrale für Politische Bildung, http://www.bpb.de/shop/ lernen/falter/217202/grundrechte-deutsch-arabisch-deutsch-englisch (Select PDF deutsch-englisch).

SUMMATIVE PERFORMANCE TASK Where are your rights better protected: in your home country or in Germany?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK The website “What is Germany’s constitution, the ‘Basic Law’?” contains short videos addressing various aspects of the Basic Law. Watch the first video as a class: “Article 1 Human Dignity.” Together, determine if such a law exists in the U.S. Bill of Rights or the Canadian Charter of Rights and Freedoms. Students should describe their understanding of the term “inviolable.” What does Article 1 tell us about the people of Germany? Research which realms of contemporary Germany are affected by Article 1, and what that means for life in Germany. ➤ Resources

•

Kaschel, Helena. “What is Germany’s constitution, the ‘Basic Law’?” Deutsche Welle, 23 May 2017, https://www. dw.com/en/what-is-germanys-constitution-the-basic-law/a-38942509.

TAKING INFORMED ACTION UNDERSTAND Now that you are familiar with Germany’s Basic Law, consider which elements of that document might be interesting for your country to adopt into its constitution. If there are not any from Germany’s Basic Law that you would propose including in your country’s constitution, evaluate similar texts from other countries’ or states’ constitutions, and determine which element from one of those texts you would like your country to adopt. If after considering several you still have not come up with a proposed change, write your own.

ASSESS What does it take to amend the constitution in your country? How might you go about advocating for a change to a constitutional amendment?

ACT For the country that has a certain element in its constitution (Germany, for example), research how having that statement in the constitution affects people’s everyday lives in that country. What might be different in your country if it were to adopt the change you suggest? Which institutions might be affected by that change? Share the results of your research with your class.

This inquiry has been adapted from a lesson by 2017 TOP Fellow Kori Green, and a lesson designed by 2005 TOP Fellow Faith Vautour.

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4.2 ‘THE MORE, THE MERRIER’—GERMANY’S MULTIPARTY POLITICAL SYSTEM What is a multiparty political system and how does it work?

C3 Framework Indicator

D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to the various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.

D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

Staging the Compelling Question Supporting Question 1 What are the political parties currently represented in the German Bundestag?

Students will understand the multiparty political system of the Federal Republic of Germany.

Supporting Question 2

Supporting Question 3

What is a political coalition/political alliance?

What coalitions are currently in place in the German Bundestag?

Formative Performance Task

Formative Performance Task

Students will become experts on parties currently represented in the Bundestag, by reading the listed resources.

As a class define “coalition”. Then each “political party” should determine which party or parties they might be able to form a coalition with and why.

Featured Sources

Featured Sources

Source A: German political party (Handout 4.2.1) Source B: German Political Parties Jigsaw Activity (Handout 4.2.2)

Formative Performance Task In small groups students access information on the current German government and to briefly outline any coalition(s) in place.

Featured Sources

Source A: The National Democratic Institute & The Oslo Center for Peace and Human Rights

Source A: Internet Access

Source C: The Guardian Source D: Deutscher Bundestag Source E: The Financial Times Source F: Handbook Germany Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Using their understanding of the German political parties, students will determine how Germany’s political landscape changed during the most recent election, and the possible reasons for this change.

Taking Informed Action

Understand: Many young Germans are involved in politics, and they often follow a political youth party.

Assess: Look at some of the political youth organizations in Germany, and explore how they are empowering young people to take part in politics Act: Become an active citizen.

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COMPELLING QUESTION

•

What is a multiparty political system and how does it work?

INQUIRY OVERVIEW This inquiry is designed to give students an understanding of the multiparty political system of the Federal Republic of Germany. Using the most recent election results, students will learn about the different parties currently represented in the German Bundestag (national parliament of the Federal Republic of Germany). Students will also study the significance of a political coalition within the Bundestag. Then they will consider which parties would most likely want to form a coalition together.

TEACHER BACKGROUND The Federal Republic of Germany is a democratic, federal, and constitutional country composed of 16 Bundesländer (federal states). It has a bicameral legislature composed of the Bundesrat and the Bundestag. The Bundesrat, the legislative body that represents all 16 states at the federal level, is comprised of 69 members who are not elected directly but are delegates of their respective state governments. The Bundestag is directly elected by the German people every four years. Effective with the 2017 elections, there are 709 members of the Bundestag.

The Bundestag has three main responsibilities: legislation, election of the federal chancellor, and control of the government. It is important for students to understand that the chancellor is a member of the Bundestag and not elected by the general public (as is the case with the U.S. President, via the Electoral College). The Chancellor is the nation‘s leading political figure and de facto chief executive. Therefore, the executive and legislative branches of the German system are not as fully separated as they are in the United States. The German President is elected by committee and has little influence on day-to-day politics.

Germany has a multiparty system with six major political parties currently represented in the federal government. (There are actually more than six political parties currently active in Germany, but a party has to earn a certain percentage of votes to make its way officially into the federal government.) Each party is represented by a color (e.g. the SPD is red, CDU is black). This is similar to the U.S. where the two parties are represented by either red or blue in election results. The German system generally results in no single party having a clear majority of the votes in a legislative election. Multiparty systems, like the German one, usually result in coalition governments, formed by more than one party. As of the 2017 election, the parties in the Bundestag are the Christian Democratic Union/Christian Social Union (CDU/CSU), the Social Democratic Party (SPD), the Free Democratic Party (FDP), The Left (Die Linke), The Greens (Die Grünen), and the Alternative for Germany (AfD).

During elections for the Bundestag, every citizen age 18 and over gets two votes. The first vote lets you vote for a specific candidate running for election to represent their constituency. These direct candidates compete with each other in the 299 German constituencies. Direct candidates do not need to belong to a party, and they can run as “independents,” although many candidates are directly nominated by their parties. Every German citizen who is 18 or older can run for this office. Candidates who receive the most votes in each constituency win what is known as a Direktmandat (direct mandate) and automatically become members of parliament. These representatives make up 50% of the Bundestag.

A second vote is used to vote for a particular party. The proportion of the total vote each party receives determines the total number of seats that each party will hold in the Bundestag. The second vote therefore determines a party’s “proportional representation” in parliament. Not every party will make it into the parliament—they need at least 5% of the second vote nationwide,

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or they need to win at least three constituencies as direct mandates to sit in parliament. Representatives elected from votes for parties make up the other 50% of the Bundestag.

Before elections are held, each party in every state prepares a “state list” (Landesliste) with the names of candidates the party would like to nominate as members of the Bundestag. These are the people who would represent their party in the Bundestag as a result of the second vote. Direct mandate winners automatically get a seat; the remaining 50% of seats are then assigned for each party in the order of names listed on that party’s state list.

If candidates running under a specific party receive more votes with the first vote than their party did with the second vote—for example they get 55 direct mandates, but only 50 party seats in the parliament according to the second vote, the extra 5 direct mandates still automatically go to the Bundestag as “overhang seats” (Überhangsmandate). The other parties must not be at a disadvantage, so they then receive “leveling seats” (Ausgleichsmandate). This increases the number of parliament representatives for all other parties on a percentage basis (in the example above they would receive an extra 10% of their election results, since 5 extra out of 50 is 10%). This restores the balance to the share of seats relative to the overall results of the second vote.

(This concept also explains why the total number of Bundestag members varies from election to election.)

Once seats have been assigned to the different parties, the parliament then needs to form a government. More than half (50%+) of the seats are needed to form a majority government. It is very unlikely for one party to earn that many seats during an election, so this is where coalitions come into play. Parties are usually only able to achieve the 50% needed by forming a coalition with other parties. Since 1945, there has only been one time (1957) that one party alone won the majority. Forming coalitions can take time, as parties need to agree on their objectives and priorities, and each party has to make compromises. The agreed-upon terms are defined in a coalition agreement that all involved parties must approve. To simplify these coalition pairings for the man-on-the-street, nicknames based on the parties’ color combinations are often used by politicians and the press.

For example, the Jamaica coalition, referring to the colors of the Jamaican flag (black for CDU/CSU, yellow for FDP, and green for the Greens), the Traffic Light coalition (red for SPD, yellow for FDP, and green for the Greens), and the Christmas coalition (red for SPD and green for the Greens) are all common nicknames recognized by most Germans. Another coalition possibility is the Grand Coalition, which consists of the two major parties, whichever two those happen to be at that time. Typically, a coalition consists of one major party and one smaller party.

Once a majority government has been formed, the chancellor can then be elected by the government. ➤ Resources

• •

Korte, Karl-Rudolf. “Das Personalisierte Verhältniswahlrecht: Bpb.” Bpb.de, Bundeszentrale Für Politische Bildung, 19 May 2009, www.bpb.de/politik/wahlen/bundestagswahlen/62524/personalisierte-verhaeltniswahl?p=all.

Mendelson, Marc., Rauer, Georgia. “Wie wird der Bundestag gewählt?” Deutscher Bundestag, Referate Öffentlichkeitsarbeit, Druckhaus Waiblingen Remstal-Bote GmbH, Aug. 2016, https://www.btg-bestellservice.de/pdf/70129500.pdf.

➤ Further background information

• • •

“How do German elections work?” YouTube, uploaded by CNBC International, 14 September 2017, https://www.youtube. com/watch?v=gn45xqlK0uA. “How the German Government Works.” YouTube, uploaded by Bertelsmann Foundation, 16 October 2016, https://www. youtube.com/watch?v=LqVqzE1utKw/.

“The German election system.” YouTube, uploaded by explainitychannel, 19 January 2017, https://www.youtube.com/ watch?v=xnvPoRethYI.

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TIME: 2–3 45minute periods

CONCEPTS LIST

• • • • • • •

Federal Republic of Germany Parliament Bundestag Bundesland / Bundesländer Bundesrat Christian Democratic Union/Christian Social Union (CDU/CSU, Christlich Demokratische Union Deutschlands/ Christlich-Soziale Union) Social Democratic Party (SPD, Sozialdemokratische Partei Deutschlands)

• • • • • • • • •

Free Democratic Party (FDP, Freie Demokratische Partei) The Left (Die Linke) The Greens (Bündnis 90/Die Grünen) Alternative for Germany (AfD, Alternative für Deutschland) Democratic Federal Constitutional Coalition Proportional representation

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • •

Political Parties in Germany (Handout 4.2.1) German Political Parties Jigsaw Activity (Handout 4.2.2) All handouts can be found at Clarke, Sean. “German elections 2017: full results.” The Guardian, 25 September www.goethe.de/ 2017, https://www.theguardian.com/world/ng-interactive/2017/sep/24/ germanyinfocus german-elections-2017-latest-results-live-merkel-bundestag-afd.

“Definition Coalition.” Coalitions: A Guide for Political Parties, First edition, The National Democratic Institute & The Oslo Center for Peace and Human Rights, 2015, Washington, DC, (p. 13), https://www.ndi.org/sites/default/files/Coalitions_A%20Guide%20for%20Political%20Parties%20%281%29.pdf.

“Distribution of seats in the German Bundestag 2019.” Official website of Deutscher Bundestag, last updated January 2019, https://www.bundestag.de/en/parliament/plenary/distributionofseats.

“Figure 1: Advantages and Disadvantages of Coalition Building.” Coalitions: A Guide for Political Parties, First edition, The National Democratic Institute & The Oslo Center for Peace and Human Rights, 2015, Washington, DC, (p. 21), https://www. ndi.org/sites/default/files/Flyer%2010.22_0.pdf.

“German Political Parties.” Handbook Germany, 2018, https://handbookgermany.de/en/rights-laws/political-parties.html.

“Germany’s election results in charts and maps.” The Financial Times, https://www.ft.com/content/ e7c7d918-a17e-11e7-b797-b61809486fe2.

“Germany’s Voting System Explained.” Spiegel Online, 19 September 2013, http://www.spiegel.de/international/germany/ german-election-system-explained-a-923243.html.

“How do German elections work?” YouTube, uploaded by CNBC International, 14 September 2017, https://www.youtube. com/watch?v=gn45xqlK0uA. “How the German Government Works.” YouTube, uploaded by Bertelsmann Foundation, 16 October 2016, https://www. youtube.com/watch?v=LqVqzE1utKw/.

“Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index.php/tool/ jigsaw.

Staudenmeier, Rebecca. “How does the German general election work?” Deutsche Welle, 24 September 2017, https://www. dw.com/en/how-does-the-german-general-election-work/a-37805756/.

“The German election system.” YouTube, uploaded by explainitychannel, 19 January 2017, https://www.youtube.com/ watch?v=xnvPoRethYI.

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INTRODUCTORY ACTIVITY View the video, “How do German elections work?” https://www.youtube.com/watch?v=gn45xqlK0uA for an overview of how German elections work.

SUPPORTING QUESTION #1 What are the political parties currently represented in the German Bundestag? ➤ Formative Performance Task Divide students into groups of 6. This will be their ‘home group.’ They will be responsible for teaching their assigned reading selection to the members of this group.

Next using Handout 4.2.1, assign one of the German political parties that currently have seats in the Bundestag to one individual student in each ‘home group.’ Now, separate the students again, calling them out by which political party they have been assigned. This group forms their ‘expert group.’ (The number of students in each ‘expert group’ will depend on the total in the class.)

Each expert group should read the assigned selection together, discuss the information, complete the corresponding section on Handout 4.2.2, and determine how best to present their information to their home groups. To distinguish themselves by party when they get back to their home groups, you might even ask them to make nametags in the color of their assigned party.

Students now regroup with their home groups. Each student is responsible for teaching the students in their home group about their assigned party. Members of the home group complete the corresponding section of Handout 4.2.2 as information on each political party is shared.

After they have information about each party listed on Handout 4.2.2, prompt the students to demonstrate their understanding individually, using the political view scale on Handout 4.2.2, and arrange the German parties from left to right, with the left having the most liberal views and the right having the most conservative views. *Note: “Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index. php/tool/jigsaw. ➤ Resources

• • • • • •

Information on one (1) German political party cut out from: Political Parties in Germany (Handout 4.2.1) German Political Parties Jigsaw Activity (Handout 4.2.2).

Clarke, Sean. “German elections 2017: full results.” The Guardian, 25 September 2017, https://www.theguardian. com/world/ng-interactive/2017/sep/24/german-elections-2017-latest-results-live-merkel-bundestag-afd.

“Distribution of seats in the German Bundestag 2019.” Official website of Deutscher Bundestag, last updated January 2019, https://www.bundestag.de/en/parliament/plenary/distributionofseats.

“Germany’s election results in charts and maps.” The Financial Times, https://www.ft.com/content/ e7c7d918-a17e-11e7-b797-b61809486fe2.

“German Political Parties.” Handbook Germany, 2018, https://handbookgermany.de/en/rights-laws/ political-parties.html.

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4.2 ‘The More, The Merrier’—Germany’s Multiparty Political System

SUPPORTING QUESTION #2 What is a political coalition/political alliance? ➤ Formative Performance Task As a class, brainstorm the definition of a coalition then share the following definition: A coalition is usually a temporary pact or partnership between two or more political parties, for the purpose of gaining more influence or power than the individual groups or parties can hope to achieve on their own. (Coalitions: A Guide for Political Parties p. 13.)

Working in the same political party groups from task #1, each group should determine the advantages and disadvantages for their political party in forming a coalition using “Figure 1: Advantages and Disadvantages of Coalition Building” listed in the resources, as a guide.

Using the information about each political party from task #1, each political party should then determine which party or parties they might be able to form a coalition with and why. ➤ Resources

• •

“Definition Coalition.” Coalitions: A Guide for Political Parties, First edition, The National Democratic Institute & The Oslo Center for Peace and Human Rights, 2015, Washington, DC, (p. 13), https://www.ndi.org/sites/default/ files/Flyer%2010.22_0.pdf.

“Figure 1: Advantages and Disadvantages of Coalition Building.” Coalitions: A Guide for Political Parties, First edition, The National Democratic Institute & The Oslo Center for Peace and Human Rights, 2015, Washington, DC, (p. 21), https://www.ndi.org/sites/default/files/Flyer%2010.22_0.pdf.

SUPPORTING QUESTION #3 What coalitions are currently in place in the German Bundestag? ➤ Formative Performance Task In small groups ask students to access information on the current German government and to briefly outline any coalition(s) in place. Which issues have those parties agreed to pursue together? Which barriers do they recognize as possibly preventing any of those parties from achieving their objectives as a result of this coalition?

As a class discuss the findings. Based on their understanding of Germany’s political parties, were there any surprises? ➤ Resources

•

Internet Access

SUMMATIVE PERFORMANCE TASK What is a multiparty political system and how does it work?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical and contemporary sources while acknowledging competing views.

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EXTENSION (OPTIONAL) TASK Using their understanding of the German political parties, students will determine how Germany’s political landscape changed during the most recent election, and the possible reasons for this change. Analyze the results of the most recent German election results you can find online.

TAKING INFORMED ACTION UNDERSTAND Many young Germans are involved in politics, and they often follow a political youth party.

ASSESS Look at some of the political youth organizations in Germany, and explore how they are empowering young people to take part in politics: Junge Union (Youth Union), Jungsozialisten/innen (Young Socialists), Junge Liberale (Young Liberals), Linksjugend (Left Youth), Die Grüne Jugend (Green Youth). Which youth organizations for political parties are there in your country?

ACT Become an active citizen. Attend school board meetings to learn about current issues that may affect students in your district; attend town or city council meetings to hear the plans and problems being addressed; keep current with news about your state government and legislation being considered.

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4.3 THE GERMAN ELECTORAL SYSTEM How does the German electoral system work?

C3 Framework Indicator

D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

Staging the Compelling Question

Supporting Question 1 Every eligible voter in Germany can cast two votes for the Bundestag. What is the first vote cast for?

Formative Performance Task Students will create a flow chart showing the election process including the concepts of direct mandate, overhang, and balance seats.

Featured Sources Source A: YouTube

Students will analyze the significance of the two different votes granted to every citizen in the election of the Bundestag. They will also examine how Germans elect their chief executive, the German Chancellor.

Supporting Question 2

Supporting Question 3

What is the significance of the second vote or Zweitstimme?

Formative Performance Task

How is the German Chancellor elected?

Formative Performance Task

Students should read the articles in the resources list, and create a chart showing the election process and determine the significance of the second vote as indicated in the assigned article.

Featured Sources

Students will research how Germans select their chancellor, and complete one section of the handout with that information.

Featured Sources

Source A: The German electoral system (Handout 4.3.1)

Source A: Election of the Chancellor of Germany—Comparison (Handout 4.3.2)

Source B: German Bundestag

Source B: Official Website of the Federal Chancellor

Source C: Spiegel Online Source D: Deutsche Welle Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Have students explore the term limits (if any) of a chief executive of another country, and list the advantages and disadvantages of these limits.

Taking Informed Action

Understand: In Germany, every citizen is automatically registered to vote when they register their residence. In 2017, voter turnout was at 76.2% of eligible voters in Germany.

Assess: In your state or province, how do you register to vote?

Act: Brainstorm ways to take action to help more people in your state or province register to vote.

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COMPELLING QUESTION

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How does the German electoral system work?

INQUIRY OVERVIEW This inquiry is designed to give students an understanding of the German electoral system. Students will learn about the structure of the German Bundestag, which is the direct representative body of the government, elected by the people. Students will analyze the significance of the two different votes granted to every citizen in the election of the Bundestag. They will also examine how Germans elect their chief executive, the German Chancellor.

TEACHER BACKGROUND The German Basic Law (and so the electoral system) emerged as a direct outcome of the demise of the Weimar Republic.

Due to the chaos and fragmentation of parties, such as the Communists and National Socialists, the Weimar government failed when it voted solely in a proportional representation system. Therefore, the framers of the Basic Law, who wanted to bring back the proportional party representation system following the harrowing dictatorship of the National Socialists, decided to add single-member districts, where one candidate is elected in each constituency/district. This would ensure greater accountability of representatives to their electoral districts. The framers of the law believed that this hybrid system would prevent splinter parties from entering the Bundestag.

An additional measure they took was to put in place a 5% threshold that parties need to attain in order to enter the Bundestag.

Though the German government has three distinct branches (judicial, executive, and legislative), like in the United States, this inquiry will focus only on one portion of the legislative branch—the Bundestag. The Bundestag, which is the German federal parliament, is the only body directly voted for by the German people (think of it as being similar to the U.S. House of Representatives). There is a constitutional minimum of 598 seats to be filled in the Bundestag. Currently, however, there are 709 seats in the Bundestag due to overhang seats and leveling seats (see more information below).

During elections for the Bundestag, every citizen age 18 and over gets two votes. The first vote is the “personalized proportional representation.” This vote is for a candidate standing for election in his/her constituency. There are exactly 299 German constituencies, and therefore 299 seats in the Bundestag to be won in the first vote. These candidates do not need to belong to a party, and can stand as independents, although many candidates are directly nominated by their parties. Every German, 18 years of age and over, can run for this office. Candidates who receive the most votes in each constituency win what is known as a Direktmandat (direct mandate), and automatically win a seat and become members of the parliament. These 299 seats make up 50% of the Bundestag minimum seats. Refer to the diagram on Handout 4.3.1 for a visual representation of this.

The other 50% of the seats of the Bundestag are filled with the winners of the second vote. The second vote is a proportional vote cast for a particular party. It decides on the total number of seats that each party will receive in the Bundestag and therefore, each party’s “proportional representation” in parliament. Not every party will make it to the Bundestag - they will need at least 5% of the second vote nationwide to sit in parliament. Before elections are held each party, in each state, prepares a “state list” (Landesliste) with the names of candidates the party would like to nominate as members of the Bundestag. These are the people who will go to the Bundestag for their party in the second vote.

If candidates who are running under a specific party received more votes with the first vote than their party did with the second

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vote—for example they get 55 direct mandates, but only 50 party seats in the parliament, the extra 5 direct mandates still automatically go to the Bundestag as “overhang seats” (Überhangsmandate). The other parties must not be at a disadvantage so they will receive “leveling seats” (Ausgleichsmandate). This increases the number of parliamentary representatives for all other parties on a percentage basis (in the example above they would receive an extra 10% of their election results—5 extra out of 50 is 10%). This restores the balance to the share of seats relative to the overall results of the second vote. Due to the probability of these “extra seats” in each election cycle, the Bundestag often exceeds its minimum 598 seats/representatives.

Once a majority government has been formed, the chancellor can then be elected by the parliament. ➤ Resources

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Korte, Karl-Rudolf. “Das Personalisierte Verhältniswahlrecht: Bpb.” Bpb.de, Bundeszentrale Für Politische Bildung, 19 May 2009, www.bpb.de/politik/wahlen/bundestagswahlen/62524/personalisierte-verhaeltniswahl?p=all.

TIME: 4–5 45 minute periods

CONCEPTS LIST

• • • • •

Coalition Federal Republic of Germany Parliament Bundestag Bundesländer

• • • • •

Bundesrat Bundespräsident Bundesregierung Constitutional Democratic

• • • • •

Federal Proportional representation Winner-takes-all Zweitstimme Direct Mandate

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • •

The German Electoral System (Handout 4.3.1) Election of the Chancellor of Germany—Comparison (Handout 4.3.2) All handouts “Election of members of the German Bundestag.” Official website of the German Bundestag, can be found at www.goethe.de/ last updated 8 October 2013, https://www.bundestag.de/en/parliament/elections/ germanyinfocus electionresults/election_mp/245694/.

“Election of the federal President.” Official website of Deutscher Bundestag, 2019, https://www. bundestag.de/en/parliament/function/federal_convention. “first-past-the-post-system.” Collins Dictionary.com. Harper Collins Publishers, 2012. Web. “Germany’s Voting System Explained.” Spiegel Online, 19 September 2013, http://www.spiegel.de/international/germany/ german-election-system-explained-a-923243.html.

“German election system.” YouTube, uploaded by explainitychannel, 19 January 2017, https://www.youtube.com/ watch?v=xnvPoRethYI. “How do German elections work?” YouTube, uploaded by CNBC International, 14 September 2017, https://www.youtube. com/watch?v=gn45xqlK0uA. “Post-Election 2016 Recap & Resources: Voter Turnout.” Official website of PennState University Libraries, last updated 24 August 2018, https://guides.libraries.psu.edu/post-election-2016/voter-turnout. “proportional representation.” Merriam-Webster.com. Merriam-Webster Dictionary, 2011. Web. Staudenmaier, Rebecca. “How does the German general election work?” Deutsche Welle, 24 September 2017, https://www. dw.com/en/how-does-the-german-general-election-work/a-37805756/.

“The Election of the Federal Chancellor.” Official website of the Federal Chancellor, 2019, https://www.bundeskanzlerin.de/ bkin-en/chancellery/the-election-of-the-federal-chancellor.

“Voter turnout at general elections in Germany from 1949 to 2017.” Statista, 2019, https://www.statista.com/ statistics/753732/german-elections-voter-turnout/.

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“Voter Turnout at Federal Elections and Referendums.” Official website of Elections Canada, last updated 27 August 2018, http://www.elections.ca/content.aspx?section=ele&dir=turn&document=index&lang=e.

INTRODUCTORY ACTIVITY Review the two following concepts with the class:

• •

First-Past-the-Post-System (Winner-Take-All System): “a voting system in which a candidate may be elected by a simple majority rather than an absolute majority” “first-past-the-post-system.” Collins Dictionary.com. Harper Collins Publishers, 2012. Web. Proportional Representation: “an electoral system in which the number of seats held by a political group or party in a legislative body is determined by the number of popular votes received” “proportional representation.” Merriam-Webster. com. Merriam-Webster Dictionary, 2011. Web.

Which system do students believe is used in your country, and why?

SUPPORTING QUESTION #1 Every eligible voter in Germany can cast two votes for the Bundestag. What is the first vote cast for? ➤ Formative Performance Task As a class, watch the “How do German elections work” video. Ask students to take notes on the significance of the first of the two votes. They should create a flow chart showing the election process including the concepts of direct mandate, overhang, and balance seats.

Check for students’ understanding of the concepts of direct mandate, overhang, and balance seats. You may want students to work in small groups. ➤ Resources

•

“How do German elections work?” YouTube, uploaded by CNBC International, 14 September 2017, https:// www.youtube.com/watch?v=gn45xqlK0uA.

SUPPORTING QUESTION #2 What is the significance of the second vote or Zweitstimme? ➤ Formative Performance Task Assign students one of the articles listed in the resources. Students with the same article should read the article (together) and create a second chart showing the election process and determine the significance of the second vote as indicated in the assigned article.

Discuss: How does this election process differ from the system used in your country?

Once students have completed task one and two, project Handout 4.3.1 so students can compare their charts to the image. ➤ Resources

• • •

The German electoral system (Handout 4.3.1) “Election of members of the German Bundestag.” Official website of the German Bundestag, last updated 8 October 2013, https://www.bundestag.de/en/parliament/elections/electionresults/election_mp/245694/.

“Germany’s Voting System Explained.” Spiegel Online, 19 September 2013, http://www.spiegel.de/international/ germany/german-election-system-explained-a-923243.html.

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Staudenmaier, Rebecca. “How does the German general election work?” Deutsche Welle, 24 September 2017, https://www. dw.com/en/how-does-the-german-general-election-work/a-37805756/.

SUPPORTING QUESTION #3 How is the German Chancellor elected? ➤ Formative Performance Task Ask students to research how Germans select their chancellor, and complete one section of Handout 4.3.2 with that information. Next, they should consider/research how the leader of their country is selected and complete the second section of Handout 4.3.2. For any processes that are similar, have students list those in the overlapping sections of the diagram.

As a class, discuss the differences between the two election processes, as well as the advantages and disadvantages of each.

You may want students to work with partners to complete this task, making sure that each student submits their written work to confirm understanding. ➤ Resources

• •

Election of the Chancellor of Germany—Comparison (Handout 4.3.2) “The Election of the Federal Chancellor.” Official website of the Federal Chancellor, 2019, https://www. bundeskanzlerin.de/bkin-en/chancellery/the-election-of-the-federal-chancellor.

SUMMATIVE PERFORMANCE TASK How does the German electoral system work?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Have students explore the term limits (if any) of a chief executive of another country. They will investigate the advantages and disadvantages of the head of state having term limits, as opposed to serving their whole life. *Note: Some countries of interest may be: Libya, Lesotho, Venezuela, India, Malaysia, Thailand, Denmark, or Italy.

TAKING INFORMED ACTION UNDERSTAND Every citizen in Germany is automatically registered to vote when they register their residence with the local authorities (which is mandatory for all people living in Germany). In 2017, voter turnout was at 76.2% of eligible voters in Germany. In comparison, in the United States 58.1% of the voting-eligible population participated in the 2016 presidential election. In Canada, 68.3% of eligible electors cast a vote in 2015.

ASSESS In your state or province, how do you register to vote? What challenges are there that make voter registration in your state or province more difficult for certain members of the community?

ACT Brainstorm ways to take action to help more people in your state or province register to vote. Consider what would increase voter participation among young voters and become an advocate for voter registration.

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4.4 GERMANY’S FEDERAL GOVERNMENT How does the German federal government compare with my country’s government?

C3 Framework Indicator

D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

Staging the Compelling Question Supporting Question 1 What is the structure of the German government?

Formative Performance Task Students will become experts of specific German political institutions by reading the provided articles.

Featured Sources Source A: Government Structure in Germany (Handout 4.4.1)

This inquiry is designed to help students understand the structure of the government of the Federal Republic of Germany and its multiparty system.

Supporting Question 2

Supporting Question 3

What is the process to pass legislation in Germany?

What are the differences between the roles of the German Chancellor and the German President?

Formative Performance Task

Formative Performance Task

Each group should research the formation of legislation using the websites provided and complete the handout.

Students will enter specific duties for the German Chancellor and German President on the provided handout.

Featured Sources

Featured Sources

Source A: Passage of Legislation Worksheet (Handout 4.4.2) Source B: Deutscher Bundestag Source C: United States House of Representatives Source D: Queens University Library

Source A: Comparison: Roles of the German Chancellor and the German President (Handout 4.4.3) Source B: Official website of Der Bundespräsident Source C: Official website of the Federal Chancellery Source D: Official website of the White House Source E: Our Commons Official website of House of Commons Canada

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: During the Weimar Republic the German President held more power than today. What were the consequences of this and what changes were instituted to this role when a new government was formed after World War II?

Taking Informed Action

Understand: Laws exist at the local, state, and national level to protect our general safety, and ensure our rights as citizens against abuses by other people, by organizations, and by the government itself.

Assess: What is the process for the introduction of a law and its passage at the local or state level in your community?

Act: Meet with your local or state representative to learn more about how laws are created.

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4.4 Germany’s Federal Government

COMPELLING QUESTION

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How does the German federal government compare with my country’s government?

INQUIRY OVERVIEW This inquiry is designed to help students understand the structure of the government of the Federal Republic of Germany and its multiparty system. Students will learn about the three government branches (judicial, executive, and legislative) and the functions of each.

TEACHER BACKGROUND The Federal Republic of Germany is a democratic, federal, and constitutional country composed of 16 Bundesländer (federal states). It has a bicameral legislature composed of the Bundesrat and the Bundestag. The Bundesrat, the legislative body that represents all 16 states at the federal level, is comprised of 69 members who are not elected directly but are delegates of their respective state governments1. The Bundestag is elected every four years. Effective with the 2017 elections, there are 709 members of the Bundestag. The Bundestag has three main responsibilities: legislation, election of the federal chancellor, and control of the government. It is important for students to understand that the chancellor is a member of the Bundestag and not elected by the general public (as is the case with the U.S. President, via the Electoral College). The Chancellor is the nation‘s leading political figure and de facto chief executive.

Therefore, the executive and legislative branches of the German system are not as fully separated as they are in the United States. The German President is elected by committee and represents Germany on the national and international level. The President signs bills into law and officially appoints the chancellor, but otherwise is separate from politics and the day-to-day running of the government.2 Germany has a multiparty system with, currently, six major political parties represented in the federal government. See Inquiry 4.2 for information on Germany’s multiparty system (“The More the Merrier”), and Inquiry 4.3 (“The German Electoral System”) for information on the electoral system in Germany. ➤ Further background information

•

1 2

“How the German Government Works.” YouTube, uploaded by Bertelsmann Foundation, 16 October 2016, https://www. youtube.com/watch?v=LqVqzE1utKw/.

The Bundesrat. “Organization.” The Bundesrat, 2019, https://www.bundesrat.de/EN/organisation-en/organisation-en-node.html.

Deutscher Bundestag. “Wahl des Bundeskanzlers/der Bundeskanzerlin.” Deutscher Bundestag, 2019, https://www.bundestag.de/parlament/aufgaben/ kanzlerwahl.

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TIME: 3–4 45 minute periods

CONCEPTS LIST

• • •

Federal Republic of Germany Parliament Bundestag

• • •

Bundesland / Bundesländer Bundesrat Bundeskanzler*in

• • •

Bundespräsident Bundesregierung Bicameral

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • •

Government Structure in Germany (Handout 4.4.1) Passage of Legislation Worksheet (Handout 4.4.2) All handouts Comparison: Roles of the German Chancellor and the German President (Handout 4.4.3) can be found at “Branches of the US Government.” Official website of the United States Government, last www.goethe.de/ germanyinfocus updated 9 November 2018, https://www.usa.gov/branches-of-government.

“Executive Branch in Canada.” Our Commons Official website of House of Commons Canada, https://www.ourcommons.ca/About/Compendium/ ParliamentaryFramework/c_d_executivebranchgovernmentcanada-e.htm .

“How a government bill becomes law—Canada.” Official website of Queens University Library, last updated 21 February 2019, https://guides.library.queensu.ca/gov/canada/federal/how-a-bill-becomes-a-law.

“Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index.php/tool/ jigsaw.

“Legislative Process.” Official website of the United States House of Representatives, 2019, https://www.house.gov/ the-house-explained/the-legislative-process.

“Passage of Legislation.” Official website of Deutscher Bundestag, last updated January 2019, https://www.bundestag.de/en/ parliament/function/legislation/passage-245704.

“Role and Functions of Federal President.” Official website of Der Bundespräsident, 2019, http://www.bundespraesident.de/ EN/Role-and-Functions/ConstitutionalBasis/ConstitutionalBasis-node.html.

“Structure of Government.” Official website of the Government of Canada, last updated 1 February 2018, https://www.canada. ca/en/government/system/structure.html.

“Tasks of the Federal Chancellor.” Official website of the Federal Chancellery, 2019, https://www.bundeskanzlerin.de/bkin-en/ chancellery/tasks-of-the-chancellor.

“United States Executive Branch.” Official website of the White House, 2019, https://www.whitehouse.gov/ about-the-white-house/the-executive-branch/.

INTRODUCTORY ACTIVITY Discuss the structure of the United States or Canadian government and the functions of each branch of government.

Access the websites below for information on the United States or Canadian government. ➤ Resources

• •

“Branches of the US Government.” Official website of the United States Government, last updated 9 November 2018, https://www.usa.gov/branches-of-government.

“Structure of Government.” Official website of the Government of Canada, last updated 1 February 2018, https://www.canada.ca/en/government/system/structure.html.

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4.4 Germany’s Federal Government

SUPPORTING QUESTION #1 What is the structure of the German government? ➤ Formative Performance Task For this jigsaw activity, divide the class into ‘home groups’ of 4 students each. Assign each person in the group a German political institution as listed on Handout 4.4.1 “Government Structure in Germany”. If you like, cut the handout into 4 sections—one section for each institution. They will return to this group after they have become an ‘expert’ on the assigned reading.

Have students form a new ‘expert group’ with the others who were assigned that same article/institution. After reading the assigned selection either individually or as a group, answer the following questions:

• • •

What is the institution’s job or function?

How are members selected (i.e. elections)?

What is the length of an individual’s term?

Students return to their home groups. Each student presents the information they learned in their ‘expert’ group to their home group. All students take notes on the material and ask follow-up questions. ➤ Resources

• •

Government Structure in Germany (Handout 4.4.1) “Jigsaw instructions.” The Teacher Toolkit, last updated January 2018, http://www.theteachertoolkit.com/index. php/tool/jigsaw.

SUPPORTING QUESTION #2 What is the process to pass legislation in Germany? ➤ Formative Performance Task Return the class into their ‘home groups’ of 4. Each group should research the formation of legislation using the provided websites and complete the Handout 4.4.2 “Passage of Legislation Worksheet”.

As a class, review the process for legislation in either the United States or Canada using the appropriate website listed in resources. Compare with the process for the formation of legislation in Germany. How are they the same? How are they different? ➤ Resources

• • • •

Passage of Legislation Worksheet (Handout 4.4.2) “How a government bill becomes law—Canada.” Official website of Queens University Library, last updated 21 February 2019, https://guides.library.queensu.ca/gov/canada/federal/how-a-bill-becomes-a-law.

“Legislative Process.” Official website of the United States House of Representatives, 2019, https://www.house.gov/ the-house-explained/the-legislative-process.

“Passage of Legislation.” Official website of Deutscher Bundestag, last updated January 2019, https://www. bundestag.de/en/parliament/function/legislation/passage-245704.

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SUPPORTING QUESTION #3 What are the differences between the roles of the German Chancellor and the German President? ➤ Formative Performance Task Have students research the roles of the German Chancellor and the German President with a partner using the links found in resources. Students will then enter specific duties for each on Handout 4.4.3. Using the link for their own country’s executive branch, student pairs should indicate which roles listed for the Chancellor and President are the responsibility of their own country’s chief executive officer. ➤ Resources

• • • • •

Comparison: Roles of the German Chancellor and the German President (Handout 4.4.3) “Executive Branch in Canada.” Our Commons Official website of House of Commons Canada, https://www. ourcommons.ca/About/Compendium/ParliamentaryFramework/c_d_executivebranchgovernmentcanada-e. htm.

“Role and Functions of Federal President.” Official website of Der Bundespräsident, 2019, http://www. bundespraesident.de/EN/Role-and-Functions/ConstitutionalBasis/ConstitutionalBasis-node.html.

“Tasks of the Federal Chancellor.” Official website of the Federal Chancellery, 2019, https://www.bundeskanzlerin. de/bkin-en/chancellery/tasks-of-the-chancellor.

“United States Executive Branch.” Official website of the White House, 2019, https://www.whitehouse.gov/ about-the-white-house/the-executive-branch/.

SUMMATIVE PERFORMANCE TASK How does the German federal government compare with my country’s government?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK During the Weimar Republic the German President held more power than today. What were the consequences of this and what changes were instituted to this role when a new government was formed after World War II? Why did Germans believe these were important measures to take?

TAKING INFORMED ACTION UNDERSTAND Laws exist at the local, state, and national level to protect our general safety, and ensure our rights as citizens against abuses by other people, by organizations, and by the government itself.

ASSESS What is the process for the introduction of a law and its passage at the local or state level in your community?

ACT Meet with your local or state representative to learn more about how laws are created. If possible, visit your local or state government to observe the process.

This inquiry was written by 2008 TOP Fellow Jacqueline Littlefield.

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4.5 TAG DER DEUTSCHEN EINHEIT—THE DAY OF GERMANY UNITY How do many national holidays mark change?

C3 Framework Indicator

D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in sources, the types of sources available, and the potential uses of the sources.

D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.

D2.Civ.12.9-12. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

Staging the Compelling Question Supporting Question 1 What is the origin of your home country’s national holiday?

Formative Performance Task Students will research the origin of their country’s national holiday.

Featured Sources Source A: Vox: “MAP: How every country in the world celebrates its version of July 4th” Source B: Central Intelligence Agency Publication

Students will research the reason October 3rd was selected as the day of German Unity, how this holiday is celebrated each year, and why.

Supporting Question 2

Supporting Question 3

What is the Day of German Unity, when is it, and how is it celebrated?

Why was October 3rd selected as the Day of German Unity instead of November 9th, the day the Berlin Wall fell?

Formative Performance Task

Formative Performance Task

Students will research the Day of German Unity—why it is a national holiday, when it is, and how it is celebrated.

As a class debate the reasons for the selection of October 3rd rather than November 9th as the Day of German Unity.

Featured Sources

Featured Sources

Source A: The Culture Trip Source B: Zipfel Bund Source C: The German Way Source D: YouTube Source E: YouTube

Source A: November 9 in German History (Handout 4.5.1) Source B: Deutsche Welle Source C: DuelAmical.EU Source D: The Happy Hermit

Source F: Learn German Coach Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Ask students to research the Zipfelbund, and explain its relation to the Day of German Unity.

Taking Informed Action

Understand: As with the Day of German Unity, there are certain ways that your country’s holiday is traditionally celebrated.

Assess: Explore the needs of your community and look into possible projects you could do on that day.

Act: Invite members of your school or local community to join you in a hands-on service project to commemorate your country’s holiday.

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COMPELLING QUESTION

•

How do many national holidays mark change?

INQUIRY OVERVIEW This inquiry focuses on Tag der Deutschen Einheit—the Day of German Unity. Students will research the reason October 3rd was selected, how this holiday is celebrated each year, and why. Students will also explore how national holidays around the world mark change.

TEACHER BACKGROUND On October 3, 1990, the German Democratic Republic (GDR/East Germany) officially joined the Federal Republic of Germany (FDR/West Germany), and the country of Germany was reunified after almost five decades of separation. October 3rd is celebrated annually as is the Day of German Unity, Tag der Deutschen Einheit.

The fall of the Berlin Wall on November 9, 1989, paved the way towards this national day. Historically, November 9th has been a day of remembrance rather than celebration, as four major events in modern German history occurred © Bundesarchiv, Bild 183-1990-1003-400 / Grimm, Peer / CC-BY-SA 3.0, CC BY-SA on this day: 1) the abdication of Kaiser Wilhelm II and es3.0 de, https://commons.wikimedia.org/w/index.php?curid=5425931 tablishment of the Weimar Republic in 1918; 2) Adolf Hitler’s unsuccessful Beer Hall Putsch in Munich in 1923; 3) the violence against Jewish people in the pogroms of Kristallnacht (the “Night of Broken Glass”) in 1938; and 4) the fall of the Berlin Wall in 1989. Due to these disparate associations, November 9th was not considered an appropriate date for celebrating the unity of Germany.

The Day of German Unity is commemorated annually with official celebrations usually taking place in the capital of whichever state is presiding over the Bundesrat (Germany’s upper house of parliament).

TIME: 2–3 45 minute periods

CONCEPTS LIST

• • •

Tag der Deutschen Einheit Day of German Unity Kristallnacht

• • •

Pogrom Weimar Republic Reichstag

•

Reunification

INSTRUCTIONAL RESOURCES

• • • •

November 9 in German History (Handout 4.5.1) Christ, Carla. “How Germans celebrate their national holiday.” Deutsche Welle, 3 October 2014, https://www.dw.com/en/how-germans-celebrate-their-national-holiday/a-17973087.

Cichanowicz, Lily. “A Brief History of German Unity Day.” The Culture Trip, 26 October 2016, https://theculturetrip.com/europe/germany/articles/a-brief-history-of-german-unity-day/.

“Day of German Unity.” Zipfelbund, http://www.zipfelbund.de/tag-deutschen-einheit.html.

GERMANY IN FOCUS

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All handouts can be found at www.goethe.de/ germanyinfocus

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• • • • • • • •

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Fisher, Max. “MAP: How every country in the world celebrates its version of July 4th,” Vox, 3 July 2014, https://www.vox. com/2014/7/3/5867599/heres-a-map-of-other-countries-versions-of-4th-of-july.

“German National Holiday—November 9th or October 3rd?” DuelAmical.EU, 1 January 2013, http://duelamical.eu/en/ articles/german-national-holiday-november-9th-or-october-3rd.

“German Unity Day.” The German Way & More: Language and Culture in Austria, Germany and Switzerland, https://www. german-way.com/history-and-culture/holidays-and-celebrations/german-unity-day/.

“German unity: What’s so special about 3rd October?” YouTube, uploaded by rewboss, 28 September 2013, https://www. youtube.com/watch?v=OTGMn-wlWEA. “LIFE IN GERMANY: All about our national holiday, the German Unification Day (October 3rd).” YouTube, uploaded by VlogDave, 3 October 2016, https://www.youtube.com/watch?v=gfbIohtHFYU (3:17).

Moser, Andreas. “Why is German reunification celebrated on 3 October?” The Happy Hermit, 3 October 2013, https:// andreasmoser.blog/2015/10/03/3october/.

“The World Factbook 2016-17.” Central Intelligence Agency Publication, https://www.cia.gov/library/publications/resources/ the-world-factbook/index.html.

“What’s So Special About the German Unity Day?” Learn German Coach, 27 August 2014, https://learngermancoach.com/ german-unity-day/.

INTRODUCTORY ACTIVITY As a class discuss the difference between a public holiday and a national holiday. Does the United States have a national holiday? Does Canada have a national holiday?

National Holiday (www.merriam-webster.com) 1: a holiday celebrated throughout a nation especially one commemorating the birth or independence of a nation.

2: a legal holiday established by the central government of a nation rather than by state or local authorities - there are no annual legal national holidays in the United States .

The difference between a federal and national holiday and a list of federal holidays can be found at http://wrrv. com/difference-between-national-federal-holiday-whats-open/. *Note: The United States does not have an official national holiday—the closest is the Fourth of July (Independence Day). Canada Day is the national holiday of Canada and is celebrated on July 1st.

SUPPORTING QUESTION #1 What is the origin of your home country’s national holiday? ➤ Formative Performance Task Students will research the origin of their country’s national holiday. They should briefly summarize how the date was selected and why they believe that holiday is celebrated today. ➤ Resources

• •

Fisher, Max. “MAP: How every country in the world celebrates its version of July 4th.” Vox, 3 July 2014, https:// www.vox.com/2014/7/3/5867599/heres-a-map-of-other-countries-versions-of-4th-of-july.

“The World Factbook 2016-17.” Central Intelligence Agency Publication, https://www.cia.gov/library/publications/ resources/the-world-factbook/index.html.

*Note: Your students may want to explore what people in Germany think about patriotism and national identity with Inquiry 4.6 “National Pride and National Identity in Germany”, depending on the instructional time you have available.

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SUPPORTING QUESTION #2 What is the Day of German Unity, when is it, and how is it celebrated? ➤ Formative Performance Task Beginning with the links listed in the resources, students should research the Day of German Unity—why it is a national holiday, when it is, and how it is celebrated? Ask them to create a poster advertising the holiday with information sharing what they know. The poster must contain the following:

• • • • •

Reason why the day is celebrated German city where the festivities will be next (assign year lesson taught) The motto for the assigned year (actual or imaginary) Images significant to the day Special details you have read about that might attract crowds

The poster should be creative, colorful, inviting, and show their understanding of the holiday and its significance in Germany. ➤ Resources

• • • • • •

Cichanowicz, Lily. “A Brief History of German Unity Day.” The Culture Trip, 26 October 2016, https://theculturetrip. com/europe/germany/articles/a-brief-history-of-german-unity-day/.

“Day of German Unity.” Zipfelbund, http://www.zipfelbund.de/tag-deutschen-einheit.html.

“German Unity Day.” The German Way & More: Language and Culture in Austria, Germany and Switzerland, https:// www.german-way.com/history-and-culture/holidays-and-celebrations/german-unity-day/.

“German unity: What’s so special about 3rd October?” YouTube, uploaded by rewboss, 28 September 2013, https://www.youtube.com/watch?v=OTGMn-wlWEA. “LIFE IN GERMANY: All about our national holiday, the German Unification Day (October 3rd).” YouTube, uploaded by VlogDave, 3 October 2016, https://www.youtube.com/watch?v=gfbIohtHFYU (3:17).

“What’s So Special About the German Unity Day?” Learn German Coach, 27 August 2014, https:// learngermancoach.com/german-unity-day/.

SUPPORTING QUESTION #3 Why was October 3rd selected as the Day of German Unity instead of November 9th, the day the Berlin Wall fell? ➤ Formative Performance Task As a class debate the reasons for the selection of October 3rd rather than November 9th as the Day of German Unity. Students should prepare for the debate by reading articles presenting reasons for both days, and craft arguments that contradict those claims.

Class Debate: Form two groups—one for October 3rd and one for November 9th. In their groups they will discuss the reasons their date should be selected for Day of German Unity with supporting evidence from the resources listed. Select 4 members to be the group’s spokespersons.

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The spokespersons for each group present the group’s reasoning for selecting a particular date. Students who are not spokespersons play the role of the ‘public.’ They may ask the spokespersons questions for clarification. Following the two presentations, the ‘public’ votes by secret ballot as to which day they believe is best for the Day of German Unity, taking all of the arguments presented into consideration.

One-on-One Debate Option: Individually students read the two perspectives in the article “German National Holiday—November 9th or October 3rd?” Assign students to the side they will represent for a timed, one-on-one debate (students may not personally agree with their assigned side). For three minutes, the November 9th representative advocates for that choice. While that person is presenting, their partner listens and take notes (and does not speak or respond at all). Then, for exactly three minutes the October 3rd representative replies, and the November 9th person listens silently and takes notes. Each partner follows up with a one minute response.

Self-evaluate: which side argued their case most effectively? Share results with the class and tally up total results for the class. ➤ Resources

• • • •

November 9 in German History (Handout 4.5.1) Christ, Carla. “How Germans celebrate their national holiday.” Deutsche Welle, 3 October 2014, https://www. dw.com/en/how-germans-celebrate-their-national-holiday/a-17973087.

“German National Holiday—November 9th or October 3rd?” DuelAmical.EU, 1 January 2013, http://duelamical. eu/en/articles/german-national-holiday-november-9th-or-october-3rd.

Moser, Andreas. “Why is German reunification celebrated on 3 October?” The Happy Hermit, 3 October 2013, https://andreasmoser.blog/2015/10/03/3october/.

SUMMATIVE PERFORMANCE TASK How do many national holidays mark change?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Ask students to research the Zipfelbund, and explain its relation to the Day of German Unity. ➤ Resources

•

“Day of German Unity.” Zipfelbund, http://www.zipfelbund.de/tag-deutschen-einheit.html.

TAKING INFORMED ACTION UNDERSTAND As with the Day of German Unity, there are certain ways that your country’s holiday is traditionally celebrated.

ASSESS How could you enhance the way you celebrate that day to include a service project? Explore the needs of your community and look into possible projects you could do on that day.

ACT Invite members of your school or local community to join you in a hands-on service project to commemorate your country’s holiday.

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4.6 National Pride and National Identity in Germany

FOCUS 4 – Civics and Government

4.6 NATIONAL PRIDE AND NATIONAL IDENTITY IN GERMANY Are people in Germany today patriotic?

C3 Framework Indicator

D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

D2.Soc.13.9-12. Identify characteristics of groups, as well as the effects groups have on individuals and society, and the effects of individuals and societies on groups.

Staging the Compelling Question Supporting Question 1 What is the difference between patriotism and nationalism?

Formative Performance Task Using their own words, students should define “patriotism” and “nationalism.”

Featured Sources Source A: Defining Patriotism (Handout 4.6.1)

Students will define “patriotism” and “nationalism”, as well as discuss the complex challenges associated with expressing such emotions in contemporary Germany.

Supporting Question 2 How do Germans describe how it feels to be German today?

Formative Performance Task

Featured Sources

How is the display of patriotism in Germany evolving?

Formative Performance Task

As a class, watch the “Easy German” video.

Students should summarize the trends they recognize among the respondents.

Students will read the listed resources, and make note of the topics listed in the inquiry.

Featured Sources

Source A: YouTube

Source A: Handelsblatt Today

Source B: Zeit Online

Source B: The Washington Post

Source B: Vox

Source C: Spiegel Online

Source C: The Conversation Summative Performance Task

Supporting Question 3

Source D: The Washington Post Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Students will explore Europe’s most anticipated, yearly televised event: The Eurovision Song Contest.

Taking Informed Action

Understand: German schools do not usually have mascots, or competitive sports teams for that matter.

Assess: Research the origin of your school’s symbol and its meaning. Does it respect the cultures of all people?

Act: Consider the different arguments for keeping the school’s symbol and for changing the symbol.

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4.6 National Pride and National Identity in Germany

COMPELLING QUESTION

•

Are people in Germany today patriotic?

INQUIRY OVERVIEW This inquiry investigates the concepts of patriotism and nationalism and the ways in which people in Germany approach these concepts today. Students will define “patriotism” and “nationalism”, as well as discuss the complex challenges associated with expressing such emotions in contemporary Germany.

TEACHER BACKGROUND “German nationalism” or “German patriotism” might evoke an uneasy feeling in some people because these words are still associated with both World Wars and the Nazi Regime.

A positive sense of national pride surfaced for the first time in post-World War II Germany with West Germany’s participation in the original Eurovision Song Contest, held in 1956.

Although German contestants have performed their songs with varied success in the ensuing years, general public interest remains consistently high, and every year the contest is one of the most watched events on television in the world.

The song contest attracted over 200 million viewers in 2016, compared to the 111 million viewers of the Super Bowl (50) in the same year.

Display of the German flag stirs up similarly mixed feelings and, as a consequence, has been uncommon since the end of World War II. At the 2006 and 2010 FIFA Men’s Soccer World Cup and in 2011 during the FIFA Women’s Soccer World Cup, Germans proudly waved the German national flag. After the World Cup festivities, the German flags disappeared again, only to be seen flying atop government buildings such as the Reichstag building in Berlin. It is still rare to see German flags flying at private homes unless international soccer matches are involved.

Contemporary Germany has made headlines for its welcoming response to the desperate situation of migrants fleeing war zones such as Syria. This inquiry delves into the conflicting emotions expressed by people in Germany today when asked whether they are proud to be German.

TIME: 3–4 45 minute periods

CONCEPTS LIST

• • •

Nationalism Patriotism Reichstag

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INSTRUCTIONAL RESOURCES

• • • •

• • • • • • • •

Defining Patriotism (Handout 4.6.1) “Analyze a Cartoon.” National Archives, https://www.archives.gov/files/education/lessons/ All handouts worksheets/cartoon_analysis_worksheet.pdf. can be found at “Are you proud to be German? Easy German 233.” YouTube, uploaded by Carina Schmid, 25 www.goethe.de/ February 2018, https://www.youtube.com/watch?v=8erR5aYGa-A. germanyinfocus Armianu, Irina. “Eurovision: A Music Festival of National Identity in Twenty and Twenty-first Century Divided Europe.” TRACES: Transmitting Contentious Cultural Heritages with the Arts, 11 May 2017, http://www.traces.polimi.it/2017/05/11/eurovision-a-music-festival-of-nationa l-identity-in-twenty-and-twenty-first-century-divided-europe/.

Beauchamp, Zach. “Where people really love their country and where they kinda don’t.” Vox, 18 May 2014, https://www.vox. com/2014/5/18/5724552/patriotism-pride-global-world.

Devins, Sabine. “Why Germans Struggle with Patriotism.” Handelsblatt Today, 7 April 2017, https://global.handelsblatt.com/ politics/why-germans-struggle-with-patriotism-791840.

Eurovision Song Contest Tel Aviv 2019. Official website of the Eurovision Song Contest, 2019, https://eurovision.tv/.

Faiola, Anthony and Anne Hull. “A Score for Germany Patriotism.” The Washington Post, 13 July 2014, https://www. washingtonpost.com/world/a-score-for-germany-patriotism/2014/07/13/0d2d2618-666a-4919-9b3b-1bbeec1d8645_ story.html?utm_term=.471484523508.

“Germany’s Patriotism Problem: Just Don’t Fly the Flag.” Spiegel Online, 21 April 2006, http://www.spiegel.de/international/ germany-s-patriotism-problem-just-don-t-fly-the-flag-a-411948.html.

Heineman, Elizabeth. “Merkel’s challenge: Governing Germany in an age of rising nationalism.” The Conversation, 28 September 2017, https://theconversation.com/merkels-challenge-governing-germany-in-a n-age-of-rising-nationalism-84577.

Stanley-Becker, Isaac. “Germans are learning to love Germany again, and Merkel takes note.” The Washington Post, 22 July 2017, https://www.washingtonpost.com/world/europe/germans-are-learning-to-love-germany-again-and-merkel-takesnote/2017/07/20/28951bbe-68a8-11e7-94ab-5b1f0ff459df_story.html?utm_term=.2ae38a2b99a.

“Zeit Online Survey: Are you proud to be German?” Zeit Online, https://www.zeit.de/gesellschaft/germany-east-west-surveys. html?slide=16.

INTRODUCTORY TASK Display the political cartoon found on Handout 4.6.1 “Defining Patriotism” and discuss. Analyze the cartoon with this guide: https://www.archives.gov/files/education/lessons/worksheets/cartoon_analysis_worksheet.pdf.

SUPPORTING QUESTION #1 What is the difference between patriotism and nationalism? ➤ Formative Performance Task Using their own words, students should define “patriotism” and “nationalism.” They should describe how the two words are similar and how they are different. Are there negative aspects to either? If so, what are they?

Definition of patriotism: love for or devotion to one‘s country Definition of nationalism: loyalty and devotion to a nation

•

Patriotism is similar to nationalism insofar as it emphasizes strong feelings for one’s country, but it does not necessarily imply an attitude of superiority. (www.merriam-webster.com)

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4.6 National Pride and National Identity in Germany

➤ Resources

• • •

Defining Patriotism (Handout 4.6.1) Beauchamp, Zach. “Where people really love their country and where they kinda don’t.” Vox, 18 May 2014, https://www.vox.com/2014/5/18/5724552/patriotism-pride-global-world.

Heineman, Elizabeth. “Merkel’s challenge: Governing Germany in an age of rising nationalism.” The Conversation, 28 September 2017, https://theconversation.com/merkels-challenge-governing-germany-in-an-age-of-rising-nationalism-84577.

SUPPORTING QUESTION #2 How do Germans describe how it feels to be German today? ➤ Formative Performance Task Watch the “Easy German” episode that features people interviewed on the street in Germany giving a variety of responses to the question “Are you proud to be German?” (subtitled in both German and English). Students should summarize the trends they recognize among the respondents. Then they should compare their answers with the results of the Zeit Online Survey: “Are you proud to be German?” ➤ Resources

• •

“Are you proud to be German?/Easy German 233.” YouTube, uploaded by Carina Schmid, 25 February 2018, https://www.youtube.com/watch?v=8erR5aYGa-A. “Zeit Online Survey: Are you proud to be German?” https://www.zeit.de/gesellschaft/ germany-east-west-surveys.html?slide=16

*Note: This interactive chart allows you to see results for particular demographics. The Education category ranges from the practical, vocational “Hauptschule,” to the mid-level school completion Mittlere Reife (“Realschule”), and ending with the academic track Abitur for (“Gymnasium”) students who plan to attend college.

SUPPORTING QUESTION #3 How is the display of patriotism in Germany evolving? ➤ Formative Performance Task Have students read one of the articles listed in resources. They should note the following:

• • • •

the date of the article and its relevance today examples of displays of patriotism and reactions to them why some Germans may be reluctant to show patriotism how that reluctance is changing

Students should form groups with students who selected other articles. As a group, they should share what they learned and discuss the different perspectives. ➤ Resources

• •

Devins, Sabine. “Why Germans Struggle with Patriotism.” Handelsblatt Today, 7 April 2017, https://global. handelsblatt.com/politics/why-germans-struggle-with-patriotism-791840.

Faiola, Anthony and Anne Hull. “A Score for Germany Patriotism.” The Washington Post, 13 July 2014, https:// www.washingtonpost.com/world/a-score-for-germany-patriotism/2014/07/13/0d2d2618-666a-4919-9b3b1bbeec1d8645_story.html?utm_term=.471484523508.

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• •

FOCUS 4 – Civics and Government

“Germany’s Patriotism Problem: Just Don’t Fly the Flag.” Spiegel Online, 21 April 2006, http://www.spiegel.de/ international/germany-s-patriotism-problem-just-don-t-fly-the-flag-a-411948.html.

Stanley-Becker, Isaac. “Germans are learning to love Germany again, and Merkel takes note.” The Washington Post, 22 July 2017, https://www.washingtonpost.com/world/europe/germans-are-learning-to-love-german y-again-and-merkel-takes-note/2017/07/20/28951bbe-68a8-11e7-94ab-5b1f0ff459df_story. html?utm_term=.2ae38a2b99a.

SUMMATIVE PERFORMANCE TASK Are people in Germany today patriotic?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK While many people cheer for their national team during international sporting events, European countries have a special event that allows them to express support for their own: the Eurovision Song Contest. Ask students to research the history of this pop culture phenomenon that has kept people glued to the edge of their seats since 1956. After learning about the Eurovision contest, its rules, and its popularity, students will write a description of what they understand about this event, and the role it has played in enabling people across Europe to cheer for their own country while simultaneously celebrating Europe as a whole. ➤ Resources:

•

•

Armianu, Irina “Eurovision: A Music Festival of National Identity in Twenty and Twenty-first Century Divided Europe.” TRACES: Transmitting Contentious Cultural Heritages with the Arts, 11 May 2017, http://www. traces.polimi.it/2017/05/11/eurovision-a-music-festival-of-national-identity-in-twenty-and-twenty-firstcentury-divided-europe/.

Eurovision Song Contest Tel Aviv 2019. Official website of the Eurovision Song Contest, 2019, https://eurovision. tv/.

TAKING INFORMED ACTION UNDERSTAND Similar to the symbols used to represent a country, many schools have mascots or symbols that are used to identify the school. German schools do not usually have mascots, or competitive sports teams for that matter.

ASSESS Research the origin of your school’s symbol and its meaning. Does it respect the cultures of all people?

ACT Consider the different arguments for keeping the school’s symbol (tradition, heritage, etc.) and for changing the symbol. Discuss the process of a symbol change—who would need to approve a change for it to go into effect? (Modification: consider professional sports teams’ names and look into the naming process. Are they open to suggestions for change? Which stakeholders would be involved?)

Sections of this inquiry have been adapted from a lesson designed by 2010 TOP Fellow Michael Robinson.

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Economics

What is the economic role of Germany in the EU today?

Germany is of the strongest import and export countries within the European Union.

The country’s strong position as one of the biggest export nations within the EU has led to a significant trade surplus. I believe it would be important to reduce this surplus and work towards a more balanced balance sheet.

—Benni

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FOCUS 5 – Economics

Germany’s role in the EU is very important.

Germany is the heart of the EU, known for its loyalty to other nations, its stable economy, and its ability to negotiate.

—Melanie Germany is one of the most important members of the EU due to both a thriving economy and a high quality of life for its residents. Driven by its highly skilled labor force, Germany has been Europe’s strongest economy for years.

Germany is one of the biggest economic players in the EU. This gives the country a lot of power, but also a lot of responsibility. One of the advantages of the EU is that people within the borders can work wherever they want to. I believe that to be a good thing because it leads to professionals exchanging ideas and points of view. In the end, knowledge that is produced through the exchange between nations, professionals and workers from different countries and walks of life is more valuable, more diverse, and more adaptable.

—Annika

—Veronika Germany is the economic powerhouse of the EU. If the German economy slows down, the European economy will slow down. Germany is every Europeans country’s biggest trading partner.

—Lenz

Being rich means that our neighbors have higher expectations. Germany has had a long and stable time with Angela Merkel, and now we should think of how to cooperate more with France without offending the other countries, and being aware that China will develop rapidly, and not relax too much on our achievements.

The key lesson of the 20th century is that the EU is the greatest thing Europeans have ever invented.

After centuries of killing each other, we have stopped doing so. That in itself is remarkable, although we tend to forget about that fact most of the time. Germany will only continue to strive if we remember that our country does well when the EU does well. We may sometimes consider ourselves the biggest player in the club, but it is in our own self-interest to always keep in mind that we will only succeed if we continue to work with our neighbors within the EU, not outside of it.

—Annemarie

—Torben

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5.1 Transitioning from a Command to a Market Economy: Trabi vs. VW

FOCUS 5 – Economics

5.1 TRANSITIONING FROM A COMMAND TO A MARKET ECONOMY: TRABI VS. VW After the fall of the Berlin Wall, why were East German companies unable to compete with West German companies?

C3 Framework Indicator

D2.Eco.5.9-12. Describe the consequences of competition in specific markets.

Staging the Compelling Question

Students will investigate the plight of the East German-produced Trabant automobile, and discover reasons why that company could not compete with western-produced automobiles after the fall of the Berlin Wall.

Supporting Question 1 What were the positive and negative aspects of acquiring and owning a Trabant car in East Germany?

Supporting Question 2

Supporting Question 3

Compared to the high demand for the vehicles in East Germany, why were so few Trabants produced, and how is that low supply connected to key production concepts of a command economy?

Once East Germany became part of the Federal Republic of Germany, what happened to East German companies (almost all of which were state-run) and workers?

Formative Performance Task

Formative Performance Task

Formative Performance Task

Students compile a list of pros and cons of owning a Trabant.

Students will write a paragraph with evidentiary support about how Trabant production and allocation in East Germany was or was not representative of common practices in a command economy.

Students will create a briefing that describes what companies and workers in former East Germany went through after German reunification.

Featured Sources

Featured Sources

Featured Sources

Source A: ThoughtCo

Source A: YouTube

Source A: The Telegraph

Source B: Deutsche Welle

Source B: Deutsche Welle

Source B: Deutsche Welle

Source C: YouTube

Source C: The New Yorker Source D: GermanCulture Source E: Deutsche Welle

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Have students look into the economic factors that have led to Volkswagen‘s success.

Taking Informed Action

Understand: There is a company that originated in a command market that is still thriving today: LADA Russia.

Assess: What did LADA do differently from Trabant in order to stay profitable?

Act: Consider whether you believe LADA could be profitable in North America.

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5.1 Transitioning from a Command to a Market Economy: Trabi vs. VW

FOCUS 5 – Economics

COMPELLING QUESTION

•

After the fall of the Berlin Wall, why were East German companies unable to compete with West German companies?

INQUIRY OVERVIEW Students will investigate the plight of the East German-produced Trabant automobile, and discover reasons why that company could not compete with western-produced automobile manufacturers like Volkswagen after the fall of the Berlin Wall.

TEACHER BACKGROUND The Trabant was an automobile produced from 1957 to 1991 by former East German car manufacturer VEB Sachsenring Automobilwerke Zwickau. During that 35 year span, roughly 3,700,000 Trabants were produced with very few modifications in overall design from year to year.

Consumer demand for a new Trabant far exceeded supply and it took approximately ten years to acquire a new Trabant. Trabants were loud, slow, poorly designed, and badly manufactured. The 1980s model lacked tachometers, turn signal indicators, fuel gauges, rear seat belts, external fuel doors, and drivers had to pour a mix of gasoline and oil directly under the hood.

German reunification spelled doom for the Trabant as consumers from the East and West preferred higher quality, western-made vehicles. Trabant ceased production in 1991, and the Zwickau factory in Mosel, where Trabants were manufactured, was sold to Volkswagen.

TIME: 55 minutes

CONCEPTS LIST

• • •

Command economy Market economy Production

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Consumption Circular flow

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Currency exchange Unemployment

INSTRUCTIONAL RESOURCES

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Hamer, Tony and Michele Hamer. “History of the Trabant Classic German Automobile.” ThoughtCo, updated 19 April 2018, www.thoughtco.com/trabant-built-of-plastic-and-socialism-726030.

“How did Lada Survive?” Drive, 4 June 2010, https://www.drive.com.au/motor-news/how-did-lada-survive-20100603-x1kp.

Khan, Mehreen. “Seven Charts That Show Why Germany Still Isn’t a Unified Country.” The Telegraph, 9 November 2015, www.telegraph.co.uk/news/worldnews/europe/germany/11215784/The-seven-charts-that-show-wh y-Germany-is-still-not-a-unified-country.html.

LADA, www.lada.ru/en/ Martin, David. “Germany: The gap between east and west is narrowing, but not fast enough.” Deutsche Welle, 26 September 2018, www.dw.com/en/germany-the-gap-between-east-and-west-is-narrowing-but-not-fast-enough/a-45643757.

Mauk, Ben. “Did Eastern Germany Experience an Economic Miracle?” The New Yorker, 6 November 2014, www.newyorker. com/business/currency/eastern-germany-experience-economic-miracle.

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5.1 Transitioning from a Command to a Market Economy: Trabi vs. VW

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FOCUS 5 – Economics

Solsten, Eric (1999). “The Reunification of Germany and Its Aftermath, in Germany: A Country Study.” DIANE Publishing. (pp.

258-264), germanculture.com.ua/germany-history/the-reunification-of-germany-and-its-aftermath/.

“Test-Driving The ‘Trabi.’” YouTube, uploaded by Radio Free Europe/Radio Liberty on 7 November 2017, www.youtube.com/ watch?v=AcBIn7bJOgw. “The Trabant, the iconic East German car, turns 60.” Deutsche Welle, 7 November 2017, www.dw.com/en/ the-trabant-the-iconic-east-german-car-turns-60/a-41251024.

“Trabant Production.” YouTube, uploaded by VWTouranPoland, 29 September 2016, www.youtube.com/ watch?v=bY6DrM_7kaU. Volkswagen, www.vw.com Wiederwald, Rupert. “Treuhand took the heat for privatization of East German economy.” Deutsche Welle, 20 September 2010, www.dw.com/en/treuhand-took-the-heat-for-privatization-of-east-german-economy/a-5985015.

INTRODUCTORY ACTIVITY Ask students to visit www.vw.com where they will select and “build” a Volkswagen vehicle of their choice. Once all students have completed this task, each student names the model they built, why they selected this model, and how much their completed model would cost if they were really going to make the purchase.

Follow up by asking students how long it would take before they could expect to actually pick up their vehicles after placing an order. (In most instances they would be able to take possession in less than a week.)

Now ask students if they would be willing to wait ten years to receive the Volkswagen they just “ordered.” For those students who answer “no”, ask them what they would do if Volkswagen told them their car order would take ten years.

SUPPORTING QUESTION #1 What were the positive and negative aspects of acquiring and owning a Trabant car in East Germany? ➤ Formative Performance Task Have students compile a list of pros and cons of owning a Trabant, one of the only cars available for purchase in East Germany for over 30 years. Consider: wait time, craftsmanship, methods of workers, maintenance, cost, safety, innovation, reliability, etc.

Have students report what they listed on the “pros” side of their lists (examples: last a very long time, easy to maintain and repair, affordable, safe in crash tests), and what they listed on the “cons” side of their lists (examples: ten year wait list, dirty, noisy, slow, weak engines, had to open hood to refuel, made of plastic, no innovation from year to year, not reliable). ➤ Resources

• • •

Hamer, Tony & Michele. “History of the Trabant Classic German Automobile.” ThoughtCo, updated 19 April 2018, www.thoughtco.com/trabant-built-of-plastic-and-socialism-726030.

“The Trabant, the iconic East German car, turns 60.” Deutsche Welle, 7 November 2017, www.dw.com/en/ the-trabant-the-iconic-east-german-car-turns-60/a-41251024 (4:03).

“Test-Driving The ‘Trabi.’” YouTube, uploaded by Radio Free Europe/Radio Liberty on 7 November 2017, www. youtube.com/watch?v=AcBIn7bJOgw (4:07).

SUPPORTING QUESTION #2 Compared to the high demand for the vehicles in East Germany, why were so few Trabants produced, and how is that low supply connected to key production concepts of a command economy?

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5.1 Transitioning from a Command to a Market Economy: Trabi vs. VW

FOCUS 5 – Economics

➤ Formative Performance Task Ask students to write a paragraph with evidentiary support about how Trabant production and allocation in East Germany was or was not representative of common practices in a command economy. Be sure students consider consumer demand, competition, innovation and productivity, profit motive, and government agency set quotas. ➤ Resources

• •

“Trabant Production.” YouTube, uploaded by VWTouranPoland, 29 September 2016, www.youtube.com/ watch?v=bY6DrM_7kaU. “The Trabant, the iconic East German car, turns 60.” Deutsche Welle, 7 November 2017, www.dw.com/en/ the-trabant-the-iconic-east-german-car-turns-60/a-41251024.

SUPPORTING QUESTION #3 Once East Germany became part of the Federal Republic of Germany, what happened to East German companies (almost all of which were state-run) and workers? ➤ Formative Performance Task Students will create a briefing that describes what companies and workers in former East Germany went through after German reunification. Be sure students consider unemployment rates, productivity, gross domestic product, and migration in eastern and western parts of Germany. *Note: A briefing example can be found at: https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-21. pdf. ➤ Resources

• • • • •

Khan, Mehreen. “Seven Charts That Show Why Germany Still Isn’t a Unified Country.” The Telegraph, 9 November 2015, www.telegraph.co.uk/news/worldnews/europe/germany/11215784/The-seven-charts-that-show-wh y-Germany-is-still-not-a-unified-country.html.

Martin, David. “Germany: The gap between east and west is narrowing, but not fast enough.” Deutsche Welle, 26 September 2018, www.dw.com/en/germany-the-gap-between-east-an d-west-is-narrowing-but-not-fast-enough/a-45643757.

Mauk, Ben. “Did Eastern Germany Experience an Economic Miracle?” The New Yorker, 6 November 2014,www. newyorker.com/business/currency/eastern-germany-experience-economic-miracle.

Solsten, Eric (1999). “The Reunification of Germany and Its Aftermath, in Germany: A Country Study.” DIANE Publishing. (pp. 258-264), germanculture.com.ua/germany-history/ the-reunification-of-germany-and-its-aftermath/.

Wiederwald, Rupert. “Treuhand took the heat for privatization of East German economy.” Deutsche Welle, 20 September 2010,www.dw.com/en/treuhand-took-the-heat-for-privatizatio n-of-east-german-economy/a-5985015.

SUMMATIVE PERFORMANCE TASK After the fall of the Berlin Wall, why were East German companies unable to compete with West German companies?

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5.1 Transitioning from a Command to a Market Economy: Trabi vs. VW

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Construct an argument (e.g., detailed outline, poster, essay) that addresses the given task using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views. Explain the challenges companies and workers in the former East Germany faced as their economy transitioned from command to market with the reunification of Germany.

EXTENSION (OPTIONAL) TASK Volkswagen is the largest carmaker in Europe. Have students look into the economic factors that have led to Volkswagen‘s success. Task them with identifying the factors that were not present within the command economy market system that Trabant was operating in prior to the fall of the Berlin Wall.

TAKING INFORMED ACTION UNDERSTAND There is a company that originated in a command market that is still thriving today: LADA Russia.

ASSESS What did LADA do differently from Trabant in order to stay profitable?

ACT Consider whether you believe LADA could be profitable in North America. Discuss with your classmates your reasons for why you do or do not believe Lada could make it here.

➤ Resources

• •

LADA https://www.lada.ru/en/ “How did Lada Survive?” Drive, 4 June 2010, https://www.drive.com.au/motor-news/ how-did-lada-survive-20100603-x1kp

This inquiry has been adapted from a lesson by 2013 TOP Fellow Martha Rush, and work of 2007 TOP Fellow Mike Raymer.

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5.2 Made in Germany—German Products and International Trade

FOCUS 5 – Economics

5.2 MADE IN GERMANY—GERMAN PRODUCTS AND INTERNATIONAL TRADE What is the significance of Germany’s trade relationships with the United States or Canada?

C3 Framework Indicator

D2.Eco.14.9-12. Analyze the role of comparative advantage in international trade of goods and services.

D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

Staging the Compelling Question Supporting Question 1 Which goods and services does Germany export to the United States or to Canada?

This inquiry focuses on the interdependence of trade between the United States or Canada and Germany.

Supporting Question 2

Supporting Question 3

Why do countries, such as the United States and/or Canada, import goods and services from other countries, such as Germany?

Formative Performance Task

Formative Performance Task

Students will compare their predictions with actual trade data between the United States and Germany, or Canada and Germany.

In this classroom trading simulation, students will receive goods and rate their total satisfaction with the product. After trading with their neighbor, a larger group, and eventually the whole class, students will see whether their satisfaction ratings have increased or decreased.

Featured Sources

Featured Sources

What specific bilateral trade agreements, if any, make trade easier between Germany and the United States, or Germany and Canada?

Formative Performance Task Students will research specific trade agreements between Germany and their home country.

Featured Sources

Source A: Observatory of Economic Complexity

Small items for classroom trading simulation or index cards.

Source A: Government of Canada

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Taking Informed Action

Extention: Research the North American Free Trade Agreement, and find out if it has been replaced with a new trade agreement.

Source B: Office of the United States Trade Representative

Understand: Many regions of the United States and Canada have products that symbolize that area.

Assess: Research products produced in your region of the United States or Canada that are unique.

Act: Connect with a class in Germany and send them a video introducing your product.

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5.2 Made in Germany—German Products and International Trade

FOCUS 5 – Economics

COMPELLING QUESTION

•

What is the significance of Germany’s trade relationships with the United States or Canada?

INQUIRY OVERVIEW This inquiry focuses on the interdependence of trade between the United States or Canada and Germany. Upon completion of their work and playing the interactive classroom trading game, students have an understanding of basic economic principles, such as competitive advantage and opportunity cost. They will also research current trade barriers and agreements that may affect international trade relations.

TEACHER BACKGROUND The United States Census Bureau reports that Germany was the fifth largest trading partner of the U.S. in 2019, after Mexico, Canada, China, and Japan. In 2019, Germany’s exports to the United States were valued at roughly $111 billion. Germany’s imports from the U.S. amounted to roughly $61.6 billion worth of goods. That’s a lot of trade; Americans are clearly interested in products that are “Made in Germany.”

German manufactured goods, the products of its long tradition of engineering and high-tech skill, have an excellent reputation worldwide. The country’s economy is heavily oriented towards exports, and Germans are understandably proud that the words “Made in Germany” are understood as a symbol of quality. Although Americans will likely recognize the names of many of the larger global firms with German roots (e.g., Daimler-Benz, Siemens, BMW, Audi, Deutsche Bank, Bosch, SAP, and others), Germany’s numerous small and mid-sized firms, often producing precision products of high quality for specialized use, are more typical of the country’s economy.

Such companies benefit from good economic conditions and a well-trained workforce. Many of the country’s best-known exports are related to engineering, especially in automobiles, machinery, metals, and chemical goods.

After the U.S., China, and Japan, Germany has the world’s fourth largest national economy. With a population of over 82 million people, it is the largest and most important market in the European Union (EU).

“Germany is the 2nd largest export economy in the world and the 3rd most complex economy according to the Economic Complexity Index (ECI). In 2017, Germany exported $1.33T and imported $1.08T, resulting in a positive trade balance of $251B. In 2017 the GDP of Germany was $3.68T and its GDP per capita was $50.6k.

The top exports of Germany are Cars ($158B), Vehicle Parts ($64.1B), Packaged Medicaments ($50.6B), Planes, Helicopters, and/ or Spacecraft ($27.2B) and Human or Animal Blood ($23.7B), using the 1992 revision of the HS (Harmonized System) classification. Its top imports are Cars ($60B), Vehicle Parts ($42.1B), Crude Petroleum ($30.1B), Packages Medicaments ($25.8B) and Human or Animal Blood ($22.1B).

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The top export destinations of Germany are the United States ($111B), France ($103B), China ($95B), the United Kingdom ($90.3B) and the Netherlands ($84.5B). The top import origins are China ($109B), the Netherlands ($89.9B), France ($69.1B), the United States ($61.6B) and Italy ($58.5B).1” According to the Fortune Global 500 for 2019, of the world’s 500 largest stock market listed companies measured by revenue, 29 are headquartered in Germany and 121 in the United States. In 2019, the ten largest companies in Germany were Volkswagen, Daimler, Allianz, BMW Group, Siemens, Bosch Group, Uniper, Deutsche Telekom, BASF, and Deutsche Post DHL Group.

TIME: 3–4 45 minute classes

CONCEPTS LIST

• • •

Imports Exports Global trade / International Trade

• • •

Supply and demand Trade surplus Trade deficit

• • •

Globalization Gross Domestic Product (GDP) Gross National Income (GNI)

INSTRUCTIONAL RESOURCES

• • • • • •

Internet access “Canada - OEC data.”Observatory of Economic Complexity, https://oec.world/en/profile/country/can/ “Germany—OEC data.” Observatory of Economic Complexity, https://atlas.media.mit.edu/en/profile/country/deu/.

“United States—OEC data.” Observatory of Economic Complexity, https://atlas.media.mit.edu/en/profile/country/usa/.

“Trade and Investment Agreements.” Government of Canada, 3 January 2019, https://www.international.gc.ca/ trade-commerce/trade-agreements-accords-commerciaux/agr-acc/index.aspx?lang=eng.

“Trade Agreements.” Office of the United States Trade Representative, https://ustr.gov/trade-agreements.

INTRODUCTORY QUESTION What Germany brands do you know?

What do you think are the main exports from Germany to the U.S.?

Student responses will vary, but may include: Mercedes-Benz, BMW, Audi, Porsche, Volkswagen, Adidas, Continental Tire, Nivea, Puma, Hugo Boss, SAP, Aldi, Lufthansa, DHL, Haribo, T-Mobile, Braun, Henkel, Miele, Bayer, Recaro, Stihl, Montblanc, Schwarzkopf, and Dr. Oetker.

SUPPORTING QUESTION #1 Which goods and services does Germany export to the United States or to Canada? ➤ Formative Performance Task Ask students to examine this list of goods exported from Germany to the United States , or from Germany to Canada. They should make a list (numerical order) of the products/services they believe account for the highest exports.

• • • •

Animal products Arts and antiques Chemical products Food stuffs

1

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• • • •

Medical instruments Machines Metals Paper goods

• • • •

Plastics Precious metals Textiles Cars

“Germany.” OEC, 2019, https://atlas.media.mit.edu/en/profile/country/deu/.

GERMANY IN FOCUS

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5.2 Made in Germany—German Products and International Trade

FOCUS 5 – Economics

Compare predictions with actual trade data from this site: https://atlas.media.mit.edu/en/profile/country/deu/ (Click on Visualizations, then choose Germany with partner United States—Bilateral—Exports to Destination / Tree Map.).

What surprised them about the results of their comparison? ➤ Resources

•

“Germany—OEC data.” Observatory of Economic Complexity, https://atlas.media.mit.edu/en/profile/country/ deu/.

SUPPORTING QUESTION #2 Why do countries, such as the United States and/or Canada, import goods and services from other countries, such as Germany? ➤ Formative Performance Task Classroom Trading Game: For this game pack a brown paper bag with good(s) for each student. Make sure there is a wide range of goods between the bags. Think about small items from the dollar store e.g. stickers, chalk, pens, post-its, shampoo, candy, sponges, glue stick, mac and cheese, or even beans. Pass out one bag to each student, and have them (privately) examine their goods. Ask students to rank their total satisfaction with the goods on a scale from 0 – 10 (zero being extremely unsatisfied and 10 being extremely satisfied). Record the individual answers on the board.

Now ask students to do a “local trade” with just their neighbor. Let students know that they do not have to trade if they wish not to do so. After the local trade, asks students again for their individual scores of satisfaction, and record the answers on the board.

In the second round, student will simulate a “regional trade”. Divide students into four groups to trade. Remind students they do not have to trade if they wish not to. After the regional trade, ask students again for their scores of satisfaction, and record the answers on the board.

For the final round, the students will simulate “international trade” as a whole class. Remind students they do not have to trade if they wish not to do so. After the international trade round, ask students to rank their satisfaction one last time, and record the answers on the board.

Ask students what conclusions they can make regarding the satisfaction of trading with multiple partners. Why do they think this is so? Depending on how much the class knows about economic theories, discuss these with students as you see fit (opportunity cost, comparative advantage, competitive advantage, etc.…). *Note: To keep this game budget friendly, you can hand out index cards with the name of an item on each card instead of purchasing the items.

SUPPORTING QUESTION #3 What specific bilateral trade agreements, if any, make trade easier between Germany and the United States, or Germany and Canada? ➤ Formative Performance Task As individuals or as groups, students should research specific trade agreements between Germany and their home country.

They should also research specific EU trade agreements that may make international trade between the two countries they are examining easier.

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➤ Resources

• •

“Trade and Investment Agreements.” Government of Canada, 3 January 2019, https://www.international. gc.ca/trade-commerce/trade-agreements-accords-commerciaux/agr-acc/index.aspx?lang=eng.

“Trade Agreements.” Office of the United States Trade Representative, https://ustr.gov/trade-agreements.

SUMMATIVE PERFORMANCE TASK What is the significance of Germany’s trade relationships with the United States or Canada?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Implemented on January 1, 1994, the North American Free Trade Agreement (NAFTA) is an agreement between the United States, Canada, and Mexico. It was designed to remove tariff barriers between the three countries. NAFTA was intended to boost trade and ensure that North American producers received priority over goods not originating from the United States, Canada, or Mexico. Since 2017, President Donald Trump has been working on reaching a new trade agreement with Canada and Mexico to replace NAFTA. Research the current status of NAFTA, as well as whether a new trade agreement between the three nations has been adopted.

TAKING INFORMED ACTION UNDERSTAND Many regions of the United States and Canada have products that symbolize that area.

ASSESS Research products produced in your region of the United States or Canada that are recognized as distinctive to the region and determine what makes them unique.

ACT Connect with a class in Germany and send them a video introducing the product that is unique to your region.

Ask the German students to do the same, so that you can get to know the specialties of their area. The Transatlantic Outreach Program can help connect you with a class in Germany.

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5.3 Learning Day by Day—The German Apprenticeship Model

FOCUS 5 – Economics

5.3 LEARNING DAY BY DAY—THE GERMAN APPRENTICESHIP MODEL How can a society prepare its youth to join the workforce?

C3 Framework Indicator

D2.Civ.6.9-12. Critique relationships among governments, civil societies, and economic markets.

D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.

D2.Geo.7.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.

Staging the Compelling Question Supporting Question 1 What is the German Dual Vocational Education and Training (VET) Program?

Formative Performance Task Students will watch the video “Dual VET - Vocational Education and Training in Germany”, and then record the responses to their assigned questions on the provided handout.

Students will learn about Germany’s unique vocational training system by reading interviews with supervisors and apprentices in two major German corporations.

Supporting Question 2

Supporting Question 3

What are considered to be the benefits and drawbacks of the dual VET system?

Formative Performance Task

What obstacles would need to be overcome for an apprenticeship program, such as the one in Germany, to be successful in the United States?

Formative Performance Task

After reading interviews by apprentices at Bosch and Deutsche Bank, students will create a list of the advantages and challenges discussed in those interview.

Students will read two articles focusing on the obstacles that must be overcome for a German-style apprenticeship program to be successful in the United States.

Featured Sources

Featured Sources

Featured Sources

Source A: Dual VET - Vocational Education and Training in Germany (Handout 5.3.2) (includes answer key)

Source A: Interviews with Supervisors and Apprentices at Deutsche Bank and Bosch (Handout 5.3.3)

Source B: YouTube

Source B: HowToGermany

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Source A: TheAtlantic.com Source B: World Education News+Reviews

Extension: Students should research the vocational training programs available at community or technical colleges in their area.

Taking Informed Action

Understand: The German apprenticeship model is one way to train toward a career with a German company in North America as well.

Assess: Research German companies that have factories or locations in North America.

Act: Research long-term career prospects with that company or within that specific trade.

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5.3 Learning Day by Day—The German Apprenticeship Model

FOCUS 5 – Economics

COMPELLING QUESTION

•

How can a society prepare its youth to join the workforce?

INQUIRY OVERVIEW Students will learn about Germany’s unique vocational educational and training system by reading interviews with supervisors and apprentices in two major German corporations. Students will also examine the pros and cons of establishing such a program in the United States.

TEACHER BACKGROUND Vocational education and hands-on learning experiences are firmly established in the German education system.

This model combines theory and training embedded in a real-life work environment. Over 50% of Germans enter dual vocational and educational training (VET) programs as a route into employment. Applicants can seek training with 22% of German companies, 90% of which are large companies. They can currently choose from 326 professional trades such as infrastructure system electrician, ranger, plant technician, and even ice cream specialist/technician. Usually the age for students to start dual vocational school is around 15-16 years old.

Education in Germany is the responsibility of each of the 16 federal states (Länder), with federal coordination of issues of national interest—such as vocational education. Germany provides extensive opportunities for vocational education at the upper secondary level. Interested students can enroll full-time in vocational schools, or be part of the two-track or “dual system” that combines classroom learning with trade-specific apprenticeship training in companies. The emphasis on vocational education provides employers with well-trained workers whose skills match their needs. An added benefit is a low national youth unemployment rate as apprentices are counted as part of the labor force.

In the dual system, public schools are responsible for the classroom component with curriculum set by the individual states.

According to Germany’s Federal Institute for Vocational Education and Training (BIBB), there are currently 326 officially recognized training profiles, or Ausbildungsberufe, in which students can seek training in the dual system. This system contrasts with that in the United States where vocational training is largely the domain of post-secondary schools. Once accepted into an apprenticeship program, students divide their time into practical training in the workplace (3-4 days per week) and theoretical classroom training, often in a nearby vocational school. Depending on the field, training can last between 2 and 3.5 years. Companies provide the financing for the practical training while the state is responsible for the classroom instruction. The training concludes with a series of theoretical and practical exams or projects culminating in certification by the Chamber of Commerce or Chamber of Crafts, which is transferable to any company offering a position requiring such certification.

“In 2017 around 523,300 newly-concluded apprenticeship contracts have been registered, which is a small rise compared to 2016 (+0.6%). The rise is due to more young men starting an apprenticeship—the number of young women has been decreasing for the last 9 years. The number of vacant training positions as of 30th September 2017 was the highest since 1994.”1

1

“Recent Developments.” Apprenticeship Toolbox, last updated on 1 August 2018, https://www.apprenticeship-toolbox.eu/germany/recent-developments-in-germany.

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5.3 Learning Day by Day—The German Apprenticeship Model

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TIME: 3–4 45 minute periods

CONCEPTS LIST

• • • • • •

Vocational Education and Training System (VET) Dual System Youth unemployment Vocational schools Realschule Hauptschule

• • • • • • •

Abitur Länder Vocational Education Apprenticeship Deutsche Bank Bosch Training profiles

• • • • • •

Domain Apprentice Contract Training certificate Social partners Chamber of Commerce

INSTRUCTIONAL RESOURCES

• • • • • • • • •

German Vocations (Handout 5.3.1) Dual VET - Vocational Education and Training in Germany (Handout 5.3.2) All handouts Interviews with Supervisors and Apprentices at Deutsche Bank and Bosch (Handout 5.3.3) can be found at “An Introduction to the Dual VET System: The secret behind the success of Germany and www.goethe.de/ Austria.” European Union: Lifelong Learning Programme, PDF download, http://www.dualvet. germanyinfocus eu/docs/productos/1_The Dual VET system.pdf.

“Dual Vocational Training—Germany’s Successful System.” YouTube, uploaded by DW News, 7 January 2015, https://www.youtube.com/watch?v=fzNM2BqKsxs.

“German School System.” How To Germany, 2019, https://www.howtogermany.com/pages/germanschools.html.

Jacoby, Tamar. “Why Germany is so Much Better at Training Its Workers.” TheAtlantic.com, 16 October 2014, https://www. theatlantic.com/business/archive/2014/10/why-germany-is-so-much-better-at-training-its-workers/381550/.

“Recent Developments.” Apprenticeship Toolbox, Erasmus Program of the European Union, 1 August 2018, https://www. apprenticeship-toolbox.eu/germany/recent-developments-in-germany.

Spees, Ann-Cathrin. “Could Germany’s Vocational Education and Training System Be a Model for the U.S.?” World Education News+Reviews, 12 June 2018, https://wenr.wes.org/2018/06/could-germanys-vocational-education-and-trainin g-system-be-a-model-for-the-u-s.

INTRODUCTORY ACTIVITY What types of jobs are available for students in your grade in your area?

Have your class discuss what types of jobs are available to them at the moment (most will mention summer jobs). Use Handout 5.3.1 “German Vocations” to show your students examples of vocations that are available for students in Germany who are on the dual VET track. There are 326 jobs, these are just a few examples of available vocations.

SUPPORTING QUESTION #1 What is the German Dual Vocational Education and Training (VET) Program? ➤ Formative Performance Task Divide the class into small groups. Students should read the questions on Handout 5.3.2 and divide them up among the members of their small group. They will watch the video “Dual VET - Vocational Education and Training in Germany.” Students will record the responses to their assigned questions, and discuss what they learned from the video with the other members of their group.

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*Note: For more information on the design of the Dual VET program students should access: An Introduction to the Dual VET System: The secret behind the success of Germany and Austria, http://www.dualvet.eu/docs/productos/1_ The Dual VET system.pdf. ➤ Resources

• •

Dual VET - Vocational Education and Training in Germany (Handout 5.3.2) (includes answer key) “Dual Vocational Training—Germany’s Successful System.” YouTube, uploaded by DWNews, 7 January 2015, https://www.youtube.com/watch?v=fzNM2BqKsxs.

SUPPORTING QUESTION #2 What are considered to be the benefits and drawbacks of the dual VET system? ➤ Formative Performance Task Each student will read one interview from Handout 5.3.3 “Interviews with Supervisors and Apprentices at Deutsche Bank and Bosch”. Then, they should create a list of the advantages and challenges discussed in that interview. They will compare their list with three classmates who read different interviews. Which perspectives are represented?

(Refer to the German School System chart found in the resources below to gain a better understanding of the schooling levels referred to in the interviews.) ➤ Resources

• •

Interviews with Supervisors and Apprentices at Deutsche Bank and Bosch (Handout 5.3.3) “German School System.” How To Germany, 2019, https://www.howtogermany.com/pages/germanschools. html.

SUPPORTING QUESTION #3 What obstacles would need to be overcome for an apprenticeship program, such as the one in Germany, to be successful in the United States? ➤ Formative Performance Task Assign students to read the two articles listed in resources focusing on the obstacles that must be overcome for a German-style apprenticeship program to be successful in the United States. The reasons these obstacles exist should be noted.

As a class discuss the obstacles to a successful apprenticeship program in the United States. Do students feel a dual apprenticeship program is ‘the way to go’? ➤ Resources

• •

Jacoby, Tamar. “Why Germany is so Much Better at Training Its Workers.” TheAtlantic.com, 16 October 2014, https://www.theatlantic.com/business/archive/2014/10/why-germany-is-so-much-bette r-at-training-its-workers/381550/.

Spees, Ann-Cathrin. “Could Germany’s Vocational Education and Training System Be a Model for the U.S.?”

World Education News+Reviews, 12 June 2018, https://wenr.wes.org/2018/06/ could-germanys-vocational-education-and-training-system-be-a-model-for-the-u-s.

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SUMMATIVE PERFORMANCE TASK How can a society prepare its youth to join the workforce?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Students should research the vocational training programs available at community or technical colleges in their area. Do they offer apprenticeship programs? If so, for which fields? How do they compare to the German dual VET program?

TAKING INFORMED ACTION UNDERSTAND The German apprenticeship model is one way to train toward a career with a German company in North America as well.

ASSESS Research German companies that have factories or locations in North America. The regional German American Chambers of Commerce are one way to find out which German companies are located near you (for example: http://www.gaccny.com/en/). Explore the career pages of the different companies’ websites to find out whether they offer apprenticeships to students here, too. Which qualifications are required for students who would like to pursue training with those companies?

ACT When you find an interesting apprenticeship or training opportunity, think about whether you or one of your friends might be a good match for that position. Research long-term career prospects with that company or within that specific trade.

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5.4 EUROZONE Does a unified currency benefit individual nations?

C3 Framework Indicator

D2.Civ.6.9-12. Critique relationships among governments, civil societies, and economic markets.

D2.Eco.12.9-12. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions.

D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

Staging the Compelling Question

Supporting Question 1 What is the euro (€) and where is it used?

Formative Performance Task Students will read What is the difference between the European Union and the Eurozone?, and complete the handout in the resources.

Featured Sources Source A: Questions on A short guide to the euro (Handout 5.4.1) Source B: YouTube

Students will gain a greater understanding of the adoption of the euro (€), the meaning of a single currency for the European Union (EU), and Germany’s role as a member of the Eurozone.

Supporting Question 2

Supporting Question 3

What are the advantages and disadvantages of a single currency union?

Formative Performance Task

Formative Performance Task

Students will brainstorm, then create a list of the pros and cons of being part of a single currency zone.

Featured Sources Source A: Currency Solutions Source B: BBCNews.com

What are the major functions of the European Central Bank?

Students will summarize the functions of the European Central Bank (ECB).

Featured Sources Source A: The Official Website of the European Union

Source C: Triple a Learning

Source C: European Commission Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Why do some countries who are part of the European Union, like Denmark, not use the euro?

Taking Informed Action

Understand: Due to factors such as the European debt crisis and immigration, some member states are thinking about exiting the European Union.

Assess: Look up one country that is currently thinking about, or in the stages of, leaving the European Union. Contemplate the reason(s) the country may want to leave.

Act: Draft a letter to the ambassador of that country and explain why you think this would be a good step forward or a loss to the country.

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COMPELLING QUESTION

•

Does a unified currency benefit individual nations?

INQUIRY OVERVIEW This inquiry focuses on the establishment of the Eurozone as a component of the European Union (EU). The euro area, also called the Eurozone, consists of European Union member states who have adopted the euro. Students will gain a greater understanding of the adoption of the euro (€), the meaning of a single currency for the EU, and Germany’s role as a member of the Eurozone. Further, students will explore the major functions of the European Central Bank (ECB).

TEACHER BACKGROUND Prior to this inquiry, students should have background knowledge on the formation of the European Union, an understanding of the Copenhagen Criteria, and Germany’s role in the overall organization of the EU. The teacher may refer to Inquiry 1.2 “Germany in the European Union” for additional information.

Provisions of the 1992 Maastricht Treaty established the euro.

For companies, as for individuals, one obvious advantage of a single currency across national boundaries is the enhancement of trade through the elimination of the cost of exchanging currency. The treaty established that member states must meet strict criteria in order to participate in the euro and that all states should adopt the currency within a reasonable timeframe.

The euro is the single currency of the European Union. EU member countries can become part of the euro area by proving the economic, fiscal, and monetary stability necessary to fulfil the economic standards of the “Masstricht criteria”. All EU member states are expected to join the Eurozone after meeting the Maastrict criteria including interest rates, national debt and deficit, exchange rate and price stability. Denmark and the United Kingdom (before the dawn of Brexit) were exempt from joining the euro area after negotiating “opt-out” clauses. As of 2019, 19 out of the 28 EU member states use the euro as their official currency: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, and the United Kingdom.

There are countries where the euro has not yet been adopted, but who plan to join the Eurozone once they have met the necessary conditions.

The Eurosystem, made up of the independent European Central Bank (ECB) and the national central banks of the EU Member States using the euro, is responsible for safeguarding price stability in the euro area. The Eurosystem also supports the EU’s general economic policy objectives, including sustainable economic growth and a high level of employment.

The Copenhagen Criteria, established in 1993, are the basis by which countries can become members of the EU. The criteria are: Any European country may apply for membership provided that it respects liberty, democracy, human rights and fundamental freedoms, and the rule of law, principles common to EU Member States.

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Applicant countries must fulfill the following specific conditions for EU membership:

• • • •

Stable institutions guaranteeing democracy, the rule of law, human rights, and protection of minorities.

Functioning market economy and the capacity to cope with competition and market forces in the EU. Capacity to take on the obligations of membership, including adherence to the objectives of political, economic and monetary union.

Adoption of the acquis communautaire (the full body of EU law and policies) and its effective implementation through appropriate administrative and judicial structures.

The European Central Bank provides this in terms of background1: “The euro was launched on 1 January 1999, when it became the currency of more than 300 million people in Europe.

For the first three years it was an invisible currency, only used for accounting purposes, e.g. in electronic payments.

Euro cash was not introduced until 1 January 2002, when it replaced, at fixed conversion rates, the banknotes and coins of the national currencies like the Belgian franc and the German Deutsche Mark. Today, euro banknotes and coins are legal tender in 18 of the 28 Member States of the European Union, including the overseas departments, territories and islands which are either part of, or associated with, euro-area countries. These countries form the euro-area.

The micro-states of Monaco, San Marino and Vatican City also use the euro, on the basis of a formal arrangement with the European Community. Andorra, Montenegro and Kosovo likewise use the euro, but without a formal arrangement.

“The benefits of the euro system to member states and their citizens are many: simplification of cross-border trade, stability of currencies, lower interest rates, and the elimination of uncertainties about foreign exchange rates within Europe. Of course, for travelers, the advent of the euro has made international travel easier and less expensive. Weak economies in some member states of the EU have led, however, to ongoing uncertainty as these states struggle to find ways to keep their sovereign debt in control when they no longer have the option of devaluing a national currency. All EU economies are tied together in the euro system.”

The European Commission provides the following information: “Since the introduction of euro notes and coins in 2002, 19 EU countries have joined the euro area. 340 million Europeans use the euro every day—it is the second most-used currency worldwide. While the UK decided to leave the EU, all EU-27 Member States are legally committed to joining the euro at some stage, with the exception of Denmark. The Danish krone, however, participates since 1999 in the Exchange Rate Mechanism II, where its central exchange rate to the euro is fixed and fluctuates only within a narrow band. The Bulgarian lev is pegged to the euro at a constant rate. Croatia also targets a stable nominal exchange rate with the euro. This is why it is essential to frame specific euro area questions within the broader framework of the European Union, to maximize synergies with existing and future instruments and frameworks.”2 ➤ Further background information

• • •

“EU & Me.” The Official Website of the Publications Office of the European Union, 2019, https://publications.europa.eu/en/ publication-detail/-/publication/6fcdb304-b542-11e7-837e-01aa75ed71a1/language-en/format-PDF/source-50252916.

The Official Website of the European Union, 2019, http://europa.eu/index_en.htm.

“Resources for Teachers.” The Official Website of the European Union, 2019, https://europa.eu/european-union/ documents-publications/teachers_en.

TIME: 3–4 45 minute periods

1 2

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“Use of the Euro”. European Central Bank, 2019, https://www.ecb.europa.eu/euro/intro/html/index.en.html.

“The history of the euro.” European Commission, 2019, https://ec.europa.eu/info/about-european-commission/euro/history-euro/history-euro_en.

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CONCEPTS LIST

• • • •

Eurozone European Union (EU) Euro (€) European Central Bank (ECB)

• • • •

Single currency union / area Maastricht criteria Eurosystem Copenhagen criteria

• •

Debt crisis Edinburgh Agreement 1992

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • •

Questions on A short guide to the euro (Handout 5.4.1) “A short guide to the euro.” The Official Website of the Publications Office of the European All handouts Union, 2019, https://publications.europa.eu/en/publication-detail/-/publicatio can be found at n/2b788b39-70d1-48dd-a1fe-fe8b363bd7d5. www.goethe.de/ “Advantages and disadvantages of single currencies.” Triple a Learning, http://www. germanyinfocus sanandres.esc.edu.ar/secondary/economics%20packs/international_economics/page_61. htm.

“EU & Me.” The Official Website of the Publications Office of the European Union, 2019, https://publications.europa.eu/en/ publication-detail/-/publication/6fcdb304-b542-11e7-837e-01aa75ed71a1/language-en/format-PDF/source-50252916.

“European Central Bank (ECB).” The Official Website of the European Union, 2019, https://www.ecb.europa.eu/ecb/tasks/html/ index.en.html.

Geoghegan, Steven. “The Euro: The Advantages and Disadvantages of a Single Currency.” Currency Solutions, 17 September 2014, https://www.currencysolutions.co.uk/news/daily/the-euro-advantages-and-disadvantages-of-a-single-currency.

“History of the Euro Currency and the Eurozone.” YouTube, uploaded by WatchMojo.com, 5 January 2012, https://www. youtube.com/watch?v=PdLr3lTSyns.

“Resources for Teachers.” The Official Website of the European Union, 2019, https://europa.eu/european-union/ documents-publications/teachers_en.

Seth, Shobith. “Why These European Union Countries Don’t Use the Euro.” Investopedia, 11 May 2017, https://www. investopedia.com/articles/investing/050515/why-these-european-countries-dont-use-euro.asp.

“Special Report: Pros and Cons.” BBCNews.com, 21 November 1997, http://news.bbc.co.uk/2/hi/special_report/single_ currency/25081.stm.

“The history of the euro.” European Commission, 2019, https://ec.europa.eu/info/about-european-commission/euro/ history-euro/history-euro_en.

The Official Website of the European Union, 2019, http://europa.eu/index_en.htm.

“What is the euro area?” European Commission, https://ec.europa.eu/info/business-economy-euro/euro-area/ what-euro-area_en.

INTRODUCTORY DISCUSSION How would it affect daily life in your country if each U.S. state or Canadian province had a different currency?

Discuss the advantages of having a common currency—trade, travel, tourism, shopping etc.

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SUPPORTING QUESTION #1 What is the euro (€) and where is it used? ➤ Formative Performance Task Students can download the digital publication A short guide to the euro (note: click on EN in the center to initiate the download).

Ask them to complete Handout 5.4.1 Questions on A short guide to the Euro. As a class, discuss your answers. *Note: Teachers may also want students to view the “History of the Euro Currency and the Eurozone” (4:36). ➤ Resources

• • •

Questions on A short guide to the euro (Handout 5.4.1) “History of the Euro Currency and the Eurozone.” YouTube, uploaded by WatchMojo.com, 5 January 2012, https://www.youtube.com/watch?v=PdLr3lTSyns.

Directorate – General for Economic and Financial Affairs. European Commission. May 24 2019, https:// publications.europa.eu/en/publication-detail/-/publication/2b788b39-70d1-48dd-a1fe-fe8b363bd7d5.

SUPPORTING QUESTION #2 What are the advantages and disadvantages of a single currency union? ➤ Formative Performance Task Ask students to brainstorm, then create a list of the pros and cons of being part of a single currency zone. They can use the resources linked below, and they should think about their discussion during the introductory activity as they come up with ideas. ➤ Resources

• • •

Geoghegan, Steven. “The Euro: The Advantages and Disadvantages of a Single Currency.” Currency Solutions, 17 September 2014, https://www.currencysolutions.co.uk/news/daily/the-euro-advantages-and-disadvantages-o f-a-single-currency.

“Special Report: Pros and Cons.” BBCNews.com, 21 November 1997, http://news.bbc.co.uk/2/hi/special_report/ single_currency/25081.stm.

“Advantages and disadvantages of single currencies.” Triple A Learning, http://www.sanandres.esc.edu.ar/ secondary/economics%20packs/international_economics/page_61.htm.

SUPPORTING QUESTION #3 What are the major functions of the European Central Bank? ➤ Formative Performance Task Students should summarize the functions of the European Central Bank (ECB). They should describe their understanding of its role for EU member states. ➤ Resources

•

“European Central Bank (ECB).” The Official Website of the European Union, 2019, https://www.ecb.europa.eu/ ecb/tasks/html/index.en.html.

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SUMMATIVE PERFORMANCE TASK Does a unified currency benefit individual nations?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK Why do some countries who are part of the European Union, like Denmark, not use the euro? Ask students to make a list of reasons why Denmark has not joined the Eurozone, and why it will likely never join. (Hint: take a look at the Edinburgh Agreement, 1992). ➤ Resources

•

Seth, Shobith. “Why These European Union Countries Don’t Use the Euro.” Investopedia, 11 May 2017, https:// www.investopedia.com/articles/investing/050515/why-these-european-countries-dont-use-euro.asp.

TAKING INFORMED ACTION UNDERSTAND Due to factors such as the European debt crisis and immigration, some member states are thinking about exiting the European Union.

ASSESS Look up one country that is currently thinking about, or in the stages of, leaving the European Union. Contemplate the reason(s) the country may want to leave.

ACT Draft a letter to the ambassador of that country and explain why you think this would be a good step forward or a loss to the country.

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5.5 BMW in South Carolina—A Case Study

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5.5 BMW IN SOUTH CAROLINA—A CASE STUDY Why would a foreign company, such as BMW of Germany, decide to invest billions in a manufacturing facility in the United States?

C3 Framework Indicator

D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.

D2.Eco.8.9-12. Describe the possible consequences, both intended and unintended of government policies to improve market outcomes.

D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

Staging the Compelling Question

Students will consider factors that led BMW to invest in a facility in South Carolina.

Students will examine how aluminum and steel tariffs threaten BMW’s ability to remain competitive in its South Carolina location.

Supporting Question 1

Supporting Question 2

What economic factors led BMW to select Greer, SC, for their manufacturing facility?

What are the economic benefits for South Carolina as a result of BMW’s decision to invest in Plant Spartanburg?

Formative Performance Task

Formative Performance Task

Students will use known background information to rank the factors listed in order of importance to BMW in their decision-making process for a new location.

Featured Sources

Supporting Question 3

Formative Performance Task

Students will create a chart listing the current and future benefits of BMW Plant Spartanburg.

Featured Sources

How will the proposed steel and aluminum tariffs affect BMW’s ability to produce vehicles in South Carolina?

Students should determine the impact of the proposed tariffs, and then create a web graphic organizer to show the potential impact on the livelihood of people in Spartanburg and on the economy of South Carolina.

Featured Sources

Source A: Location and Economic Requirements (Handout 5.5.1)

Source A: University of South Carolina

Source A: The New York Times

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Source B: Merriam-Webster

Extension: Students will consider the scenarios on the handout, and predict the outcome in each case.

Taking Informed Action

Understand: Foreign corporations have opened facilities in communities across the United States and Canada.

Assess: Which foreign country has invested the most in your state/province?

Act: Assess the impact those facilities have on your community, or on your state’s, or province’s economy.

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COMPELLING QUESTION

•

Why would a foreign company, such as BMW of Germany, decide to invest billions in a manufacturing facility in the United States?

INQUIRY OVERVIEW Students will consider factors that led BMW, a leading German luxury vehicle manufacturer, to invest in a facility in South Carolina. Students will also examine how recently implemented aluminum and steel tariffs threaten BMW’s ability to remain competitive in its South Carolina location. Students will analyze whether these issues might disrupt the manufacturing process and supply-chain network.

After completing this inquiry, students will be able to list factors that led BMW to build a plant in South Carolina, share how foreign direct investment affects American workers, and explain tariffs’ potential impact on free trade.

TEACHER BACKGROUND In September 1994, BMW manufactured its first vehicle at the newly opened Plant Spartanburg facility in Greer, South Carolina. The Greer facility was BMW’s first manufacturing facility outside of Germany and was the result of a global search to find a location that would be most beneficial for the company’s plan to expand production and capitalize on favorable incentives that would enhance profitability. BMW’s investment has been directly and indirectly responsible for creating thousands of highly-skilled jobs in and around South Carolina while boosting the economic fortunes of many thousands of U.S. workers.

Plant Spartanburg has now expanded to more than 7 million square feet and represents a $10 billion direct investment by the German automaker. With a daily average output of around 1,400 vehicles, this facility has seen more than 4 million cars and SUVs produced since 1994. More than 11,000 people are currently employed at Plant Spartanburg, and the facility is serviced by more than 300 U.S.-based suppliers, including 40 from South Carolina alone1.

BMW’s decision to locate a manufacturing facility in Greer, South Carolina, was based on numerous factors that include a skilled and flexible labor pool, access to quality transportation and logistics infrastructure, an existing market for its products, and a pro-business fiscal environment.

1

“Production Overview.” BMW Group Plant Spartanburg, 2019, https://www.bmwusfactory.com/manufacturing/production-overview/?r=1567110880621#stats

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TIME: 2–3 45 minute periods

CONCEPTS LIST

• • • •

Tariffs Foreign Direct Investment International Trade Workforce Readiness

• • • •

Existing Markets Cost of Labor Cost of Land Access to Suppliers

• •

Skilled/Flexible Workforce Logistics/Transportation Infrastructure

INSTRUCTIONAL RESOURCES

• • • • • • •

Location and Economic Requirements (Handout 5.5.1) Tariff Winners and Losers (Handout 5.5.2) All handouts “Perfect Sense.” YouTube, Uploaded by BMW USA, 26 June 2017, https://www.youtube.com/ can be found at watch?v=Xy_BeToW840. www.goethe.de/ “BMW’s Impact in South Carolina: Two Decades of Economic Development.” University of germanyinfocus South Carolina, Darla Moore School of Business, PDF download, December 2014, https:// sc.edu/study/colleges_schools/moore/documents/division_of_research/bmw.pdf.

Kitroeff, Natalie. “Tariffs Imperil a Hometown Business in South Carolina: BMW.” The New York Times, 19 July 2018, https:// www.nytimes.com/2018/07/19/business/economy/tariffs-south-carolina-bmw.html.

“Tariff.” Merriam-Webster, 2019, https://www.merriam-webster.com/dictionary/tariff.

World Map

INTRODUCTORY ACTIVITY What do your students know about BMW? Do they know where BMW’s largest manufacturing facility in the world is? As a class watch the “Perfect Sense” video, then locate Munich, Germany, and Greer, SC, on a map.

Most students will know they make luxury cars, but they may not know BMW is a German company. Explain that BMW was founded in 1916 in Munich, Germany, and is one of the world’s leading luxury automakers. BMW’s largest manufacturing facility in the world is Plant Spartanburg in Greer, South Carolina.

Project a world map or use Google Maps to show the distance between the BMW headquarters in Munich, Germany, and Greer, South Carolina, where BMW has its largest manufacturing facility. (approximately 4,600 miles) ➤ Resources

•

“Perfect Sense,” YouTube, Uploaded by BMW USA, 26 June 2017, https://www.youtube.com/ watch?v=Xy_BeToW840.

SUPPORTING QUESTION #1 What economic factors led BMW to select Greer, SC, for their manufacturing facility? ➤ Formative Performance Task Students should consider the factors listed on Handout 5.5.1 “Location and Economic Requirements”. They will use any background information they know to rank the factors listed in order of importance to BMW in their decision-making process for a new location. Compare and discuss rankings and justifications as a class.

Share with students that each of the seven factors listed were critically important to BMW executives in the early 1990s when

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they were deciding where to build a manufacturing facility. Explain that we often assume that manufacturers look for the lowest wages, but that is just one factor in the decision.

BMW’s decision to invest in a manufacturing facility in South Carolina is an example of “foreign direct investment,” which is an investment made by a firm or individual in one country into business interests located in another country. Prompt students to share examples of other well-known companies that engage in “foreign direct investment.” (Examples: Volkswagen built a facility in Chattanooga, Tennessee; UK-based company BP has its U.S. headquarters in Houston, Texas, Coca-Cola has a bottling plant in Bucharest, Romania; Adidas runs a retail store in Kyoto, Japan.) ➤ Resources

•

Location and Economic Requirements (Handout 5.5.1)

SUPPORTING QUESTION #2 What are the economic benefits for South Carolina as a result of BMW’s decision to invest in Plant Spartanburg? ➤ Formative Performance Task Ask students to create a chart listing the current and future benefits of BMW Plant Spartanburg using the Executive Summary section of the University of South Carolina report. Then discuss how an increase in workers in an area affects the demand for other goods and services in a community.

Discuss benefits South Carolina has received, jobs created in South Carolina, and other benefits students suggest. With an increase in workers, demand may increase for restaurant workers, supplier companies for the plant, construction workers, etc.) ➤ Resources

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“BMW’s Impact in South Carolina: Two Decades of Economic Development.” University of South Carolina, Darla Moore School of Business, PDF download, December 2014, https://sc.edu/study/colleges_schools/moore/ documents/division_of_research/bmw.pdf.

SUPPORTING QUESTION #3 How will the proposed steel and aluminum tariffs affect BMW’s ability to produce vehicles in South Carolina? ➤ Formative Performance Task Discuss the meaning of the word “tariff.” In small groups, students will glean information from the New York Times article below.

They should determine the impact of the proposed tariffs, and then create a web graphic organizer to show the potential impact on the livelihood of people in Spartanburg and on the economy of South Carolina.

Merriam-Webster definition: “a schedule of duties (taxes) imposed by a government on imported or in some countries exported goods” ➤ Resources

• •

Kitroeff, Natalie. “Tariffs Imperil a Hometown Business in South Carolina: BMW.” The New York Times, 19 July 2018, https://www.nytimes.com/2018/07/19/business/economy/tariffs-south-carolina-bmw.html.

“Tariff.” Merriam-Webster, 2019, https://www.merriam-webster.com/dictionary/tariff.

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5.5 BMW in South Carolina—A Case Study

FOCUS 5 – Economics

SUMMATIVE PERFORMANCE TASK Why would a foreign company, such as BMW of Germany, decide to invest billions in a manufacturing facility in the United States?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK People and businesses will be affected in different ways by tariffs on steel and aluminum. Consider the scenarios on Handout 5.5.2 “Tariff Winners and Losers—Assignment”. Students should predict the outcome in each case, and explain why they believe that person or business will “win” or “lose.” ➤ Modification Identify one side of the room as “Winners from Tariffs” and the other side as “Losers from Tariffs.” Have students start out in the middle. Read each scenario on Handout 5.5.2 “Tariff Winners and Losers—Activity”, and have students move to the side of the room they believe best represents the result of each scenario. Have students on both sides explain their thinking, then share the impact as noted on the handout. ➤ Resources

•

Tariff Winners and Losers (Assignment and Activity) (Handout 5.5.2)

TAKING INFORMED ACTION UNDERSTAND Foreign corporations have opened facilities in communities across the United States and Canada.

ASSESS Research companies in your community or state/province to find out which ones are owned by a foreign company. Which foreign country has invested the most in your state/province?

ACT Assess the impact those facilities have on your community, or on your state’s, or province’s economy.

This inquiry is based on a lesson by 2007 TOP Fellow Mike Raymer.

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Sustainability

© Bernhard Ludewig

In what ways do you consider yourself environmentally conscious?

Yes, I cycle to work with my E-Bike 120, my son does too. I love to travel, so not flying is difficult for me as my children are spread out on three different continents. I do it now only every two years.

I eat meat only twice a week. I eat more veggies.

I don’t shop as a hobby. I live in a very well insulated house. As everyone else I know, I also separate my rubbish, and buy local food.

—Annemarie

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I definitely do consider myself environmentally conscious even though I could and probably should do a lot more. I separate my trash on a daily basis (every German household has 4 different trash cans). I collect water in my yard which I use to water the plants in my garden.

Furthermore I try to avoid plastic as much as possible and I turn the heater down before I open the windows to air out my house, etc.

—Melanie Most Germans recycle efficiently and many try to buy locally produced organic products.

To reduce plastic waste companies have been successfully selling drink carbonators for people’s homes. German tap water is filtered and is rated among the cleanest in the world.

I try to eat as little meat as possible. I bike everywhere. Recycling of course. I try to avoid single use packaging (which is hard). I do not fly, when I can I also take the bus or train.

—John There are many different facets that come together here. I do not own a car, when I vacation I almost exclusively use the train to reach my destination, I use public transport or my bike to get from point A to B every day, I rarely turn on the heat, I try to avoid producing plastic waste, I recycle whenever possible. I ought to do more though: make sure that what I consume is produced under fair conditions for the people that work in production, as well as the environment, eat less meat, buy more organic products, or products without packaging.

Germany is well known for its system of public transportation and many Germans love riding their bike anywhere - even in winter!

—Benni

—Veronika I absolutely consider myself environmentally conscious. I grew up with a vegetarian mother who rarely ever cooked meat for us. I also only ever eat meat when I am going out to eat or when I order take out, which comes down to about four times a month. I try to limit the amount of plastic I use, I ride my bike instead of taking a car or bus as often as possible, and I just generally try to be aware of the effects my everyday actions might have on our planet.

—Annika

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6.1 Germany—A Model of Sustainable Progress

FOCUS 6 – Sustainability

6.1 GERMANY—A MODEL OF SUSTAINABLE PROGRESS In Germany, how do the collective efforts of individuals, companies, and the government help to protect the environment?

C3 Framework Indicator

D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

D2.Geo.11.9-12. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

Staging the Compelling Question Supporting Question 1 What do individual people living in Germany do on a daily basis to live more sustainably?

Formative Performance Task Students will write a list of what they do regularly to conserve resources and help protect the environment.

Featured Sources

Students will examine Germany’s successful efforts to work toward a sustainable environment.

Supporting Question 2

Supporting Question 3

What do companies in Germany do to ensure that their facilities and work activities are sustainable for the environment?

What has the German government done to hold individuals, companies, and government accountable for adhering to the environmental regulations?

Formative Performance Task

Formative Performance Task

Each student will select a German company that they will research for its commitment to sustainability.

Students will read one of the articles listed in the resources and record two or three points for each of the topics listed in the inquiry.

Featured Sources

Featured Sources

Source A: Sustainability Individual Reflection (Handout 6.1.1)

Source A: Elevator Speech Activity Sheet (Handout 6.1.2)

Source B: HowToGermany

Source B: Germany Company Websites Listed in Resources

Source C: World Economic Forum Source D: LivingInGermany Summative Performance Task

Source A: Deutschland.de Source B: Solutions Source C: The Federal Government of Germany Source D: Heinrich Böll Foundation

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension 1: What is the ecological footprint of your students?

Extension 2:Students should research their sustainability topic in Germany using the links provided on Handout 6.1.3 “Sustainability in Germany”.

Extension 3: If there were 316 million people in the US in 2013, how many pounds of waste were generated in a day?

Taking Informed Action

Understand: Investigate your school’s policies on recycling, waste management, green space, use of green energy, etc.

Assess: Does your school foster a sustainable environment?

Act: Develop a plan for how you can encourage all members at your school to start implementing small changes that will eventually add up to big differences.

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COMPELLING QUESTION

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In Germany, how do the collective efforts of individuals, companies, and the government help to protect the environment?

INQUIRY OVERVIEW Students will examine Germany’s successful efforts to work toward a sustainable environment. They will develop an understanding of the concept of sustainability and how its three pillars—environmental, social, and economic—must be incorporated for successful implementation. Students will research various German companies’ sustainability efforts such as recycling, waste management, and solar energy to come up with an effective elevator speech and share information about sustainability efforts with their classmates.

TEACHER BACKGROUND Germany adopted its first sustainable development strategy in 2002. Since then it has been updated at regular intervals.

The most recent strategy determines the course of sustainable development in Germany.

The United Nations Brundtland Commission defined sustainability in 1987 as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.1 Everyone’s input is important when it comes to sustainability.

Decisions on sustainability affect those who invest, manufacture, and consume. It is not only a question of the ethics of making do with less. Imagination, creativity, and technical expertise are called for in order to forge ahead with environmentally sound production and consumption that makes economical use of natural resources. If this is to work, everybody—the workforce and businesses, trade unions and business federations, universities and research facilities, must do their part to actively shape structural change.

The guiding principles on which the National Sustainability Strategy are based are inter-generational equity, quality of life, social cohesion, and global responsibility. Indicators are laid out in the strategy with medium- and long-term objectives to be achieved.

For example, emissions of greenhouse gases are to be cut by 40 per cent by 2020. By 2050 renewables are to account for 60 per cent of the energy mix, while organic farming is to account for one-fifth of all agricultural activity in the coming years.

Germany is making a concious effort to achieve sustainability. They already generate one third of their electricity from renewables. That significantly reduces emissions of greenhouse gases. Between 1990 and 2014 emissions were reduced by 27.7%.2

1 2

United Nations. “Academic Impact: Sustainability”, 2019, https://academicimpact.un.org/content/sustainability.

“Germany’s National Sustainable Development Strategy.” Bundesregierung, updated 2019, https://www.bundesregierung.de/breg-en/issues/sustainability/germany-s-national-sustainable-development-strategy-354566.

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TIME: 2–3 45 minute periods

CONCEPTS LIST

• • • • • •

Sustainability Recycling Waste Management Upcycling Green Spaces Urban Planning

• • • • • •

Green Technology der Grüne Punkt, the green dot Green Structures Solar Energy Wind Energy Renewable Energy

• • • •

Environmental Economic Social Ecological Footprint

INSTRUCTIONAL RESOURCES

• • • • • • • • • • • • • • • • • • • • • • •

Sustainability Individual Reflection (Handout 6.1.1) Elevator Speech Activity Sheet (Handout 6.1.2) All handouts Sustainability in Germany (Handout 6.1.3) can be found at “10 Sustainability Targets.” Puma, https://about.puma.com/en/sustainability. www.goethe.de/ germanyinfocus “10 Things Germany is doing for the environment.” Deutschland.de, 22 May 2018, https://www.deutschland.de/en/topic/environment/10-things-germanyis-doing-for-the-environment.

“All About Recycling in Germany.” How To Germany, 2019, https://www.howtogermany.com/pages/recycling.html.

“Connected for more sustainability.” Bosch, https://www.bosch.com/our-company/sustainability/.

“Ecology and Sustainability.” Ritter Sport, https://www.ritter-sport.de/en/Family-business-values/.

“Germany’s National Sustainable Development Strategy.” The Federal Government of Germany, 2016, https://www. bundesregierung.de/breg-en/issues/sustainability/germany-s-national-sustainable-development-strategy-354566.

“Glossary.” Official website of the Global Footprint Network, 2019, https://www.footprintnetwork.org/resources/glossary/.

Gray, Alex. “Germany recycles more than any other country.” World Economic Forum, 18 December 2017, https://www. weforum.org/agenda/2017/12/germany-recycles-more-than-any-other-country/.

“How Germany Became Europe’s Green Leader: A Look at Four Decades of Sustainable Policymaking.” Solutions, vol. 2, issue 5, September 2011, pp. 51-63, https://www.thesolutionsjournal.com/article/how-germany-became-europes-green-leade r-a-look-at-four-decades-of-sustainable-policymaking/.

“Municipal Solid Waste.” US Environmental Protection Agency, 29 March 2016, https://archive.epa.gov/epawaste/nonhaz/ municipal/web/html/.

“On the way towards a 100% sustainable business.” Tchibo, https://www.tchibo.com/servlet/content/893154/-/en/ corporate-responsibility.html.

“Recycling.” LivingInGermany.com, http://www.living-in-germany.net/must-knows/recycling/.

“Responsible business.” Deutsche Bank, https://www.db.com/cr/en/responsible-business/index.htm.

“Sustainability—An Investment in the Future.” BMW, https://www.bmwgroup.com/en/responsibility/ sustainability-at-the-bmw-group.html.

“Sustainability at Aldi North.” Aldi, https://www.craldinord.com/2017/sustainability-report/.

“Sustainability at Porsche.” Porsche, https://newsroom.porsche.com/en/sustainability.

“Sustainability follows our company values: responsible, excellent and innovative.” Siemens, https://www.siemens.com/ global/en/home/company/sustainability.html.

“What is sustainability?” YouTube, uploaded by Christian Weisser, 20 December 2014, https://www.youtube.com/ watch?v=rmQby7adocM. “What Is Your Ecological Footprint?” Official website of the Global Footprint Network, 2019, http://www.footprintcalculator.org/.

“Why the Energiewende?” Energy Transition the Global Energiewende Wiki, Heinrich Böll Foundation. 2019, http://wiki. energytransition.org/the-book/1-why-the-energiewende/.

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INTRODUCTORY ACTIVITY In small groups (numbered 1-5), have students collaborate to write their best definition of what “sustainability” means. Students read their results to the class, and Team A, made up of three students from different groups, works together at the front of the class to choose one definition that they believe is best. Have the students speak through their decision-making process so that everyone in the room understands why they are making their choices. After one definition has been chosen, read that definition aloud again and post it on the board.

•

View the first part of the video “What is sustainability?” (through 5:21). While watching, listen for an answer to this question: “At what point does an activity or enterprise become sustainable?”

Team A returns to their definition and debates how they compare their definition with the one given in the video. They then join their original groups again.

Groups 1-5 (minus the Team A members) discuss what they learned:

• •

What are the three pillars of sustainability? Describe them in your own words.

Each group must summarize the most important information about sustainability with a sample post to social media. How can they get the necessary information across to their target audience (their peers) with a powerful image (which one?) and a short, compelling text?

Team A reports back to the class, as does each of the numbered groups. Ideally, by this time the numbered groups should be able to show the class their sample post to social media that communicates what is most important about sustainability to their peers. ➤ Resources

•

“What is sustainability?” YouTube, uploaded by Christian Weisser, 20 December 2014, https://www.youtube. com/watch?v=rmQby7adocM (use the first 5:21, full video is 9:43 in length)

SUPPORTING QUESTION #1 What do individual people living in Germany do on a daily basis to live more sustainably? ➤ Formative Performance Task Students should consider how they are working to live more sustainably in their daily lives. Using Handout 6.1.1, ask students to write a list of what they do regularly to conserve resources and help protect the environment. Then they should refer to the “All About Recycling in Germany” article for evidence of what people in Germany do. If they recognize that there are some things people in Germany do that are not usually done in their country, they should note those activities in the center column: “Practices people in your country could adopt to protect the environment more.” ➤ Resources

• • • •

Sustainability Individual Reflection (Handout 6.1.1) “All About Recycling in Germany.” How To Germany, 2019, https://www.howtogermany.com/pages/recycling. html.

Gray, Alex. “Germany recycles more than any other country.” World Economic Forum, 18 December 2017, https:// www.weforum.org/agenda/2017/12/germany-recycles-more-than-any-other-country/.

“Recycling.” LivingInGermany.com, http://www.living-in-germany.net/must-knows/recycling/.

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SUPPORTING QUESTION #2 What do companies in Germany do to ensure that their facilities and work activities are sustainable for the environment? ➤ Formative Performance Task 1. Each student will select a German company that they will research for its commitment to sustainability.

• • • • • • • • •

Aldi BMW Bosch Deutsche Bank Puma Porsche Ritter Sport Siemens Tchibo

2. As they proceed with their research, they may find that these German companies are engaged in work related to recycling, waste management, upcycling, green spaces, and urban planning, green structures, solar energy, wind energy, and renewable energy, among other projects. They should learn about their company’s plans for sustainability, and be ready to answer questions from their classmates about that company’s work.

3. After they have researched their company, ask them to prepare a 90-second “Elevator Speech” that summarizes the highlights of that company’s commitment to the environment.

4. They will now speak individually with three people from different company groups. They will have 60 seconds to present their “Elevator Speech” and their partner will have the same amount of time. When one has spoken with three (3) different people, they should return to their seats and write their Exit Tickets.

5. Exit Ticket Which German company’s sustainability efforts made the strongest impression on them, and why? Which practice(s) do students believe companies in their country could also incorporate into its own sustainability efforts? ➤ Resources

• • • • • • • • • •

Elevator Speech Activity Sheet (Handout 6.1.2) Aldi—“Sustainability at Aldi North” https://www.cr-aldinord.com/2017/sustainability-report/ BMW—“Sustainability—An Investment in the Future” https://www.bmwgroup.com/en/responsibility/ sustainability-at-the-bmw-group.html Bosch—“Connected for more sustainability” https://www.bosch.com/our-company/sustainability/ Deutsche Bank “Responsible business” https://www.db.com/cr/en/responsible-business/index.htm Puma—“10 Sustainability Targets” https://about.puma.com/en/sustainability Porsche—“Sustainability at Porsche” https://newsroom.porsche.com/en/sustainability Ritter Sport—“Ecology and Sustainability” https://www.ritter-sport.de/en/Family-business-values/ Siemens—“Sustainability follows our company values: responsible, excellent and innovative” https://www. siemens.com/global/en/home/company/sustainability.html Tchibo—“on the way towards a 100% sustainable business” https://www.tchibo.com/servlet/ content/893154/-/en/corporate-responsibility.html

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SUPPORTING QUESTION #3 What has the German government done to hold individuals, companies, and government accountable for adhering to the environmental regulations? ➤ Formative Performance Task Ask students to read one of the articles listed in the resources. As they read, they will record two or three points for each of the following topics—energy taxation, renewable energy promotion, social support for renewables, green infrastructure, and sustainable transportation—and some lessons their country could learn from Germany’s experiences.

Divide the class into small groups. Within their small groups, students should discuss the answers they found, and then develop a composite list together. As a class, compare the composite lists and identify the challenges faced by the United States as it attempts to become more sustainable. ➤ Resources

• • • •

“10 Things Germany is doing for the environment.” Deutschland.de, 22 May 2018, https://www.deutschland.de/ en/topic/environment/10-things-germany-is-doing-for-the-environment.

“How Germany Became Europe’s Green Leader: A Look at Four Decades of Sustainable Policymaking.” Solutions, vol. 2, issue 5, September 2011, pp. 51-63, https://www.thesolutionsjournal.com/article/ how-germany-became-europes-green-leader-a-look-at-four-decades-of-sustainable-policymaking/.

“Germany’s National Sustainable Development Strategy.” The Federal Government of Germany, 2016, https:// www.bundesregierung.de/breg-en/issues/sustainability/germany-s-national-sustainabledevelopment-strategy-354566.

“Why the Energiewende?” Energy Transition the Global Energiewende Wiki, Heinrich Böll Foundation. 2019, http://wiki.energytransition.org/the-book/1-why-the-energiewende/.

SUMMATIVE PERFORMANCE TASK In Germany, how do the collective efforts of individuals, companies, and the government help to protect the environment?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 Our ecological footprint is: A measure of how much area of biologically productive land and water an individual, population or activity requires to produce all the resources it consumes and to absorb the waste it generates, using prevailing technology and resource management practices. (Global Footwork Network, https://www.footprintnetwork.org/resources/glossary/) What is the ecological footprint of your students? Ask them to use an online ecological footprint calculator, such as the one found at http://www.footprintcalculator.org/, to calculate their personal ecological footprint. What could they do to reduce their impact?

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EXTENSION (OPTIONAL) TASK #2 Students should research a sustainability topic in Germany using the links provided on Handout 6.1.3 “Sustainability in Germany” as a starting point. They will design a presentation for their topic e.g. tri-board, poster, PowerPoint, to share with their classmates. They should be creative, and be prepared to answer questions.

Your presentation may address the following:

• • • • •

A general description—what is your sustainability topic?

A brief history of this topic and Germany’s goals Public policy issues Influence of government policies Why it is regarded as sustainable

EXTENSION (OPTIONAL) TASK #3 Ask students: “In 2013 the United States produced 254 million tons of what?” After a brief discussion share the following: The United States generated a total of 262.4 million tons of municipal solid waste (MSW) in 2015. That makes about 4.48 pounds per person per day of MSW.3 Where does all this waste end up? Is it different according to where you live? What environmental issues result from this?

TAKING INFORMED ACTION UNDERSTAND Investigate your school’s policies on recycling, waste management, green space, use of green energy, etc.

ASSESS Does your school foster a sustainable environment? Do students and staff follow existing policies? Why or why not?

ACT Develop a strategic plan for how you can encourage students, teachers, and staff members at your school to start implementing small changes that will eventually add up to big differences. Share your strategic plan with your administrators and district school board. With their feedback and guidance, carry out your school sustainability improvement project.

3

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U.S. Environmental Protection Agency. “National Overview: Facts and Figures on Materials, Wastes and Recycling.” EPA, 2019, https://www.epa.gov/factsand-figures-about-materials-waste-and-recycling/national-overview-facts-and-figures-materials.

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6.2 Sustainable Development Goals— A Roadmap for the Future

FOCUS 6 – Sustainability

6.2 SUSTAINABLE DEVELOPMENT GOALS— A ROADMAP FOR THE FUTURE How do the United Nations Sustainable Development Goals impact our individual and global responsibilities to lead more sustainable lives?

C3 Framework Indicator

D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

Staging the Compelling Question Supporting Question 1 What is one of the 17 Sustainable Development Goals (SDGs) set by the United Nations in 2016?

Formative Performance Task Students will research one of the 17 United Nations Sustainable Development Goals according to the number they are assigned.

Featured Sources Source A: Official website of the United Nations.org Source B: YouTube

Students will learn about the United National Sustainable Development Goals (SDG), and how each country is responsible for making those goals a reality.

Supporting Question 2

Supporting Question 3

How is Germany addressing the UN’s Sustainable Development Goals?

How are Canada or the United States addressing the UN’s Sustainable Development Goals?

Formative Performance Task

Formative Performance Task

After watching a video as a class, students will identify and summarize: Germany’s actions toward solving national challenges, global responsibilities, and their support for other nations.

Groups will examine the statistics reported for the country their group chose, and draw conclusions regarding the indicated data.

Featured Sources

Featured Sources

Source A: YouTube Source B: Official website of the German Federal Government

Source A: Official website of the United Nations.org Source B: Sustainable Development Goals Source C: Official website of the USAID

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension: Each students picks a SDG, and writes a plan for what they could do to initiate changes with regard to that indicator.

Taking Informed Action

Understand: We all have an impact on our world, and we can each make a difference.

Assess: Access the SDGs in Action App and get inspired.

Act: Encourage your classmates to join you in making a small difference in your daily routines with the goal of making a larger impact together.

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COMPELLING QUESTION

•

How do the United Nations Sustainable Development Goals impact our individual and global responsibilities to lead more sustainable lives?

INQUIRY OVERVIEW Students will research the United Nations Sustainable Development Goals (SDGs) to develop an understanding of the SDGs and how all countries of the world, including the United States, Canada, and Germany, must accept responsibility for making these goals a reality.

TEACHER BACKGROUND

© United Nations

“On 1 January 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development—adopted by world leaders in September 2015 at an historic United Nations (UN) Summit—officially came into force. Over the next fifteen years, with these new Goals that universally apply to all, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind.

The SDGs build on the success of the Millennium Development Goals (MDGs) and aim to go further to end all forms of poverty. The new Goals are unique in that they call for The Transatlantic Outreach Program supports the Sustainable Development Goals action by all countries, poor, rich and middle-income to promote prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and that address a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection.

• • • •

Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

Sustainable development calls for concerted efforts towards building an inclusive, sustainable and resilient future for people and planet.

For sustainable development to be achieved, it is crucial to harmonize three core elements: economic growth, social inclusion and environmental protection. These elements are interconnected and all are crucial for the well-being of individuals and societies.

Eradicating poverty in all its forms and dimensions is an indispensable requirement for sustainable development. To this end, there must be promotion of sustainable, inclusive, and equitable economic growth, creating greater opportunities for all, reducing inequalities, raising basic standards of living, fostering equitable social development and inclusion, and promoting integrated and sustainable management of natural resources and ecosystems.”1

“Germany’s 2016 National Sustainable Development Strategy is aligned with the UN’s 17 sustainable development goals and focuses more on global responsibility. The Cabinet adopted the new strategy on 11 January 2017.

1

“Sustainable Development Goals.” Official website of the United Nations.org, 2019, https://www.un.org/sustainabledevelopment/sustainable-development-goals/.

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With the 2030 Agenda, the world acknowledged its interdependence. Worldwide sustainable development can only be achieved if every state takes steps that benefit not only its own nation, but the entire global community. It calls for measures to be taken worldwide at the national level that advance the global public good and structural frameworks for sustainable development. An extensive transformation will be needed in all aspects of life if the 2030 Agenda is to be implemented.

The 2016 edition of Germany’s National Sustainable Development Strategy pays more attention to the impacts of our actions beyond national borders. This applies, for instance, to activities to fight poverty and hunger, as well as efforts to protect the global environment and climate, German entrepreneurial activities, respect for and realization of internationally accepted human rights standards (especially in global value and supply chains), worldwide efforts to combat illegal financial flows and money laundering, and activities to promote transparent and independent certification systems.”2 TIME: 2–3 45 minute classes

CONCEPTS LIST

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United Nations Sustainable Development Goals Sustainability

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Millennium Development Goals National Sustainability Development Strategy

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Environmental Threats Environmental Impact

INSTRUCTIONAL RESOURCES

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“Canada’s Voluntary National Review 2018.” Sustainable Goals Knowledge Platform on the Official website of the United Nations.org, 2019, https://sustainabledevelopment.un.org/memberstates/canada.

De Heer, Margreet. “A To Do List for the Planet.” Official website of the Sustainable Development Goals, 2019, https:// globaldimension.org.uk/wp-content/uploads/old//documents/Goal-00-Intro.pdf. ”Report of the German Federal Government to the High Level Political Forum on Sustainable Development 2016.” Official website of the German Federal Government, 12 July 2016, https://www.bmz.de/en/zentrales_downloadarchiv/Presse/ HLPF-Bericht_final_EN.pdf.

SDGs in Action app, https://sdgsinaction.com/.

“Sustainable Development Goals.” Official website of the United Nations.org, 2019, https://www.un.org/ sustainabledevelopment/sustainable-development-goals/.

“The Lazy Person’s Guide to Saving the World.” Official website of the United Nations.org, 2019, https://www.un.org/ sustainabledevelopment/wp-content/uploads/2018/10/LazyPersonGuide.pdf.

“Understanding the Dimensions of Sustainable Development.” YouTube, uploaded by simpleshow, 22 August 2017, https:// www.youtube.com/watch?v=pgNLonYOc9s.

“USAID from the American People Interactive Story Map.” Official website of the USAID, https://stories.usaid.gov/usaidmap/.

“U.S. National Statistics for the UN Sustainable Development Goals.” Sustainable Development Goals, https://sdg.data.gov/.

“What we do: The German Sustainable Development Strategy.” YouTube, uploaded by Deutschland.de, 3 December 2017, https://www.youtube.com/watch?v=pmGm_YVtULQ.

INTRODUCTORY DISCUSSION Discuss the political cartoon “A To Do List for the Planet.” Each students should choose one item that is important to them and share with a classmate why they believe it is the most urgent. They will listen to their perspectives and consider the issues that their classmates suggest.

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“Report of the German Federal Government to the High Level Political Forum on Sustainable Development 2016.” Official website of the German Federal Government, 12 July 2016, https://www.bmz.de/en/zentrales_downloadarchiv/Presse/HLPF-Bericht_final_EN.pdf.

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➤ Resources

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De Heer, Margreet. “A To Do List for the Planet.” Official website of the Sustainable Development Goals, 2019, https://globaldimension.org.uk/wp-content/uploads/old//documents/Goal-00-Intro.pdf.

SUPPORTING QUESTION #1 What is one of the 17 Sustainable Development Goals (SDGs) set by the United Nations in 2016? ➤ Formative Performance Task Using the official website in resources below, students will research one of the 17 United Nations Sustainable Development Goals according to the number they are assigned. Students who have that same number should work together and research the goal together. They will collaborate on a visual (poster, etc.) that summarizes important facts, figures, and targets for that SDG. Include the SDG’s number, title, and symbol on their visual.

Have students present their visuals to the class. If possible, display them on the wall for easy reference as you continue this inquiry. You might want to do a follow-up Kahoot game or interactive quiz that helps students retain the information they are learning.

Optional: show the video “Understanding the Dimensions of Sustainable Development” to help students grasp the overarching concepts that will determine feasibility of achieving these goals. ➤ Resources

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“Sustainable Development Goals.” Official website of the United Nations.org, 2019, https://www.un.org/ sustainabledevelopment/sustainable-development-goals/.

“Understanding the Dimensions of Sustainable Development.” YouTube, uploaded by simpleshow, 22 August 2017, https://www.youtube.com/watch?v=pgNLonYOc9s.

SUPPORTING QUESTION #2 How is Germany addressing the UN’s Sustainable Development Goals? ➤ Formative Performance Task As a class view the video What we do: The German Sustainability Development Strategy.

Within their small groups, students will discuss the impact of each SDG on the global community. They should consider how Germany is addressing the SDGs using pages 19-57 of the Report of the German Federal Government document found in resources. Ask them to identify and summarize: Germany’s actions toward solving national challenges, global responsibilities, and their support for other nations. ➤ Resources

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“What we do: The German Sustainable Development Strategy.” YouTube, uploaded by Deutschland.de, 3 December 2017, https://www.youtube.com/watch?v=pmGm_YVtULQ. *Note: Be sure to turn on the closed-captioning option to help your students better understand all of the speakers.

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”Report of the German Federal Government to the High Level Political Forum on Sustainable Development 2016.” Official website of the German Federal Government, 12 July 2016, https://www.bmz.de/en/zentrales_ downloadarchiv/Presse/HLPF-Bericht_final_EN.pdf.

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SUPPORTING QUESTION #3 How are Canada or the United States addressing the UN’s Sustainable Development Goals? ➤ Formative Performance Task Within the same groups, students can access the statistics for the UN Sustainable Development Goals for either Canada or the United States in the resources below. Ask groups to examine the statistics reported for the country their group chose, and to draw conclusions regarding the indicated data.

Students may be interested in learning more about how Canadian companies and organizations are collaborating to contribute to the Sustainable Development Goals. Students looking into the United States statistics may investigate specific international projects conducted by using the interactive story map listed in resources. ➤ Resources Canada:

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“Canada’s Voluntary National Review 2018.” Sustainable Goals Knowledge Platform on the Official website of the United Nations.org, 2019, https://sustainabledevelopment.un.org/memberstates/canada.

United States:

• •

“U.S. National Statistics for the UN Sustainable Development Goals.” Sustainable Development Goals, https://sdg. data.gov/.

“USAID from the American People Interactive Story Map.” Official website of the USAID, https://stories.usaid. gov/usaidmap/.

SUMMATIVE PERFORMANCE TASK How do the United Nations Sustainable Development Goals impact our individual and global responsibilities to lead more sustainable lives?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK From among the 17 Sustainable Development Goals, students should choose one that is important to them. They will research their chosen goal to find the progress targets for that realm. Assign them to write a plan for what they, personally or as a group/ class, could do to initiate changes with regard to that indicator. They should describe in detail what they plan to do, how they will do it, what funding they will need, and any additional expertise or resources they will need to carry out your project. Consider adding their project to the SDGs in Action app database (described below) to encourage others to join in their efforts.

Students can use the United Nation’s “Lazy Person’s Guide to Saving the World” in the resources below, to help them write their plan of action. ➤ Resources

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“The Lazy Person’s Guide to Saving the World.” Official website of the United Nations.org, 2019, https://www. un.org/sustainabledevelopment/wp-content/uploads/2018/10/LazyPersonGuide.pdf.

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TAKING INFORMED ACTION UNDERSTAND We all have an impact on our world, and we can each make a difference.

ASSESS Access the SDGs in Action App and get inspired by the small, everyday changes you can make that can have a real impact for your community and the world.

ACT Encourage your classmates to join you in making a small difference in your daily routines with the goal of making a larger impact together.

SDGs in Action App The SDGs in Action app (https://sdgsinaction.com/) was developed to highlight the Sustainable Development Goals - the world’s to-do list to end poverty, reduce inequalities, and tackle climate change. It is presented by the GSMA, which represents the interests of nearly 800 mobile operators worldwide, and Project Everyone, a non-profit global campaign to spread the messaging of the SDGs. *Note: In the interest of your students’ safety, do not have them submit information to the app that could divulge their personal contact information or where they will be at a certain time. The app’s project examples can be inspirational, but it’s best to leave it up to the students’ parent(s) or guardian(s) to decide whether your students should actually post or interact with others on the app.

A special thank you to the United Nations for giving TOP permission to use their information on the SDG as part of the teacher background for this lesson.

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6.3 THE CARBON CYCLE AND OUR CARBON FOOTPRINT How is the global community addressing their carbon footprint?

C3 Framework Indicator

D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

Staging the Compelling Question

After learning about the original carbon cycle, students will examine how humans have changed the system, and what impact our involvement in the system has on the environment.

Supporting Question 1 What are some communities doing to become carbon-neutral?

Supporting Question 2

Supporting Question 3

What policies can federal governments introduce to help reduce carbon outputs?

Formative Performance Task

Formative Performance Task

Students will pick a city from the resources and explore which strategies that city is using to achieve its sustainability goals, and write a short summary of those endeavors.

As a class watch the video “What is the German Energiewende?” as an introduction to the concept of a national environmental plan. Students will answer the provided questions.

Featured Sources

Featured Sources

Source A: Official website of the Carbon Neutral Cities Alliance

Source A: YouTube

How is the German private sector responding to climate change?

Formative Performance Task As a case study, look into what Siemens is doing to help achieve the United Nations Sustainable Development Goals.

Featured Sources Source A: Sustainable Business Models (Handout 6.3.1) Source B: Siemens

Summative Performance Task

Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

Extension 1: Students will investigate sustainability efforts that are happening in their community.

Extension 2: Ask students to complete the “How Big is your Environmental Footprint?” questionnaire.

Extension 3: Use Handout 6.3.2 “Global Efforts to Reduce Carbon Outputs” to complete two case studies of what cities around the world are doing to reduce their carbon outputs.

Taking Informed Action

Understand: As consumers we have choices, these choices drive businesses and the way they handle their sustainability efforts.

Assess: Look deeper into the sustainability efforts of the company you researched in performance task #3.

Act: Write a business letter to the company you researched commending the company on their current plan and making recommendations for further improvement.

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COMPELLING QUESTION

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How is the global community addressing their carbon footprint?

INQUIRY OVERVIEW This inquiry focuses on understanding the carbon cycle and its impact on the global environment and economy. After learning about the original carbon cycle, students will examine how humans have changed the system, and what impact our involvement in the system has on the environment. Using the city of Freiburg, Germany, as a sustainability model, students will research other communities and their sustainability efforts.

Students will use the sustainability business model of Siemens as a case study as they learn about Germany’s energy plan, Energiewende, and then research other companies’ sustainability efforts. Finally, students will determine their own carbon footprint and ways they can reduce it.

Teachers may wish to provide students with an example of certain handouts instead of printing copies thus highlighting how to reduce carbon emissions by reducing paper.

TEACHER BACKGROUND

Germany is in the midst of transforming itself from a fossil fuel-dependent, greenhouse gas producer to an international sustainability pioneer by decarbonizing its energy supplies. The term used by Germans for this process is Energiewende (Energy Transition) and has become synonymous with the current push for low carbon renewable energy sources throughout Germany. The speed at which this transition has taken place is demonstrated through the following comparison: at the turn of the 21st century the United States actually generated more of its electricity from renewables than Germany, 8% versus 6% respectively. By 2017 Germany had leap-frogged the United States’ 14.3% share, generating a robust 36.1% of its energy from renewable resources.1 Most experts point to the Renewable Energy Act of 2000 (Erneuerbare-Energien-Gesetz, EEG) as the catalyst that led to the latest series of energy transition efforts in Germany. Despite initial opposition from conservative officials, the aspects of the law that protect private investments, including the guaranteed feed-in tariffs and grid connection requirement, caused farmers and private citizens to back the bill and thus in the end, convinced conservative members in the Bundestag to throw their support behind it. That is, once farmers realized that the law allowed them to produce and sell their own power at a guaranteed price-point with a cheaper buy-back rate, they exercised additional pressure on their elected representatives. Thus, the Energiewende has signaled a paradigm shift in both the citizenry, who now expects to have a say and take an active role in

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Amelang, Soren. “Renewables cover about 100% of German power use for the first time ever.” Clean Energy Wire, 5 January 2018, https://www.cleanenergywire.org/news/renewables-cover-about-100-german-power-use-first-time-ever .

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© Bernhard Ludewig

*Note: Prior to engaging in this inquiry, students should have a solid grasp of the following concepts: global warming, climate change, and sustainability. Definitions of these terms and others can be found at Boston University Sustainability: Glossary of Terms, http://www.bu.edu/ sustainability/reference/glossary-of-terms/.

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energy production, and in the new corporate approach that moves from the “take, make, waste” model toward a renewable, cyclical, waste-free, and benign system based on resource productivity, in which fewer emissions and waste equals more profit.

Moreover, data collected in Germany over a ten-year-period points to the overall initial success of the Energiewende, specifically in that period from 1990 to 2017 Germany’s greenhouse gas emissions dropped 28%.2 In all, the fact that Germany, a highly developed democratic industrial power, has managed to shrink its carbon footprint while simultaneously increasing its GDP not only reinforces the overall efficacy of the policy on the domestic front, but it also serves as an example for other developed nations across the globe that are ripe for an energy transition of their own.

TIME: 2–3 45 minute periods

CONCEPTS LIST

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Carbon cycle Energiewende Renewable energy Sustainability Low carbon economy Hydro power Biomass

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Geothermal energy Wind power Municipal waste Nuclear energy Natural gas Hard coal Lignite

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Ethanol Decarbonizing Greenhouse gas emissions Carbon footprint High-carbon process Low-carbon process

INSTRUCTIONAL RESOURCES

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Sustainable Business Models (Handout 6.3.1) Global Efforts to Reduce Carbon Outputs (Handout 6.3.2) All handouts “What’s the Deal with Carbon?” Exit Ticket (Handout 6.3.3) can be found at Amelang, Soren. “Renewables cover about 100% of German power use for the first www.goethe.de/ time ever.” Clean Energy Wire, 5 January 2018, https://www.cleanenergywire.org/news/ germanyinfocus renewables-cover-about-100-german-power-use-first-time-ever .

Appunn, Kerstin and Julia Wettengel. “Germany’s Greenhouse Gas Emissions and Climate Targets.” Clean Energy Wire, 21 March 2019, https://www.cleanenergywire.org/factsheets/ germanys-greenhouse-gas-emissions-and-climate-targets.

“Basic Business Letters.“ The Purdue OWL and Family of Sites, The Writing Lab and OWL at Purdue and Purdue U, 2008, https:// owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic_business_letters/index.html. “carbon-neutral.” Merriam-Webster.com. Merriam-Webster Dictionary Web., 2019, https://www.merriam-webster.com/ dictionary/carbon-neutral.

“Concrete Things You Can Do to Help Our Living Planet.” Official website of the World Wildlife Fund: For Your World, https:// wwf.panda.org/get_involved/live_green/.

“Global Cities Cutting Emissions by 80-100% by 2050 or Sooner.” Official website of the Carbon Neutral Cities Alliance (CNCA), https://carbonneutralcities.org/cities/.

“Glossary of Terms.” Official website of Boston University Sustainability, 2010, http://www.bu.edu/sustainability/reference/ glossary-of-terms/.

Gregory, Regina. “Germany—Freiburg—Green City.” Offical website of The EcoTipping Points Project, January 2011, http:// www.ecotippingpoints.org/our-stories/indepth/germany-freiburg-sustainability-transportation-energy-green-economy. html.

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Appunn, Kerstin and Julia Wettengel. “Germany’s Greenhouse Gas Emissions and Climate Targets.” Clean Energy Wire, 21 March 2019, https://www. cleanenergywire.org/factsheets/germanys-greenhouse-gas-emissions-and-climate-targets.

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“How Big is your Environmental Footprint?” Official website of the World Wildlife Fund: For Your World, https://footprint.wwf. org.uk/.

Siemens. “Sustainability follows our company values.” Siemens, 2019, https://new.siemens.com/global/en/company/ sustainability.html.

“Spongebob Square Pants in The Endless Summer.” YouTube, uploaded by NRDCflix, 15 December 2008, http://www. youtube.com/watch?v=xlkprv-Upco.

“Sustainable Development Goals.” Official website of the United Nations Development Programme, 2019, http://www.undp. org/content/undp/en/home/sustainable-development-goals/.

“What is the German Energiewende?” YouTube, uploaded by Heinrich-Böll-Stiftung, 4 February 2013, http://www.youtube. com/watch?v=NBx493I0W7k.

“What’s the Deal with Carbon?” YouTube, uploaded by BellMuseum, 12 November 2010, http://www.youtube.com/ watch?v=2Jp1D1dzxj8.

World Wildlife Fund. “How big is your environmental footprint?” WWF, 2019, https://footprint.wwf.org.uk.

INTRODUCTORY ACTIVITY Watch the “Spongebob Squarepants in The Endless Summer” clip and discuss the following as a class:

• • • •

Describe the business model used by Mr. Krabs.

What are the environmental and human impacts of this model?

Is this model being practiced outside of this video clip?

Is it sustainable?

➤ Resources

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“Spongebob Square Pants in The Endless Summer.” YouTube, uploaded by NRDCflix, 15 December 2008, http:// www.youtube.com/watch?v=xlkprv-Upco.

SUPPORTING QUESTION #1 What are some communities doing to become carbon-neutral? ➤ Formative Performance Task Ask students to write a definition in their own words of what “carbon-neutral” means. Students will then choose one city that is a member of the Carbon Neutral Cities Alliance (CNCA). They should explore which strategies that city is using to achieve its sustainability goals, and write a short summary of those endeavors.

(Merriam-Webster.com, carbon-neutral: “having or resulting in no net addition of carbon dioxide to the atmosphere”) ➤ Resources

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“Global Cities Cutting Emissions by 80-100% by 2050 or Sooner.” Official website of the Carbon Neutral Cities Alliance (CNCA), https://carbonneutralcities.org/cities/. “carbon-neutral.” Merriam-Webster.com, Merriam-Webster Dictionary, 2019. Web, https://www.merriam-webster. com/dictionary/carbon-neutral.

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SUPPORTING QUESTION #2 What policies can federal governments introduce to help reduce carbon outputs? ➤ Formative Performance Task As a class watch the video “What is the German Energiewende?” as an introduction to the concept of a national environmental plan. Students should write their answers to the following three questions to demonstrate their understanding.

1. What is significant about Germany’s energy plan?

2. How does the plan incorporate the efforts of individuals?

3. What incentives are there for individuals to participate? ➤ Resources “What is the German Energiewende?” YouTube, uploaded by Heinrich-Böll-Stiftung, 4 February 2013, http://www. youtube.com/watch?v=NBx493I0W7k.

SUPPORTING QUESTION #3 How is the German private sector responding to climate change? ➤ Formative Performance Task Unlike the business model of Mr. Krabs in “Spongebob,” many companies are working to minimize their footprint. As a case study, look into what Siemens is doing to help achieve the United Nations Sustainable Development Goals: https://new.siemens.com/global/en/company/sustainability.html. Students should use Handout 6.3.1 “Sustainable Business Models” to take notes on what they learn from Siemens. Then they will continue their research with a second company and compare. ➤ Resources

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Sustainable Business Models (Handout 6.3.1) Siemens. “Sustainability follows our company values.” Siemens, 2019, https://new.siemens.com/global/en/ company/sustainability.html.

SUMMATIVE PERFORMANCE TASK How is the global community addressing their carbon footprint?

Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical or contemporary sources while acknowledging competing views.

EXTENSION (OPTIONAL) TASK #1 Students will investigate sustainability efforts that are happening in their community. Does the community have a sustainability plan? What efforts are made by the local government and community members to reduce their carbon footprint?

EXTENSION (OPTIONAL) TASK #2 Ask students to complete the “How Big is your Environmental Footprint?” questionnaire at https://footprint.wwf.org.uk/.

Then they will brainstorm ways they could reduce their personal carbon footprint. They should compare their group’s ideas with the ones proposed by the World Wide Fund For Nature at https://wwf.panda.org/get_involved/ live_green/.

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➤ Resources

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“Concrete Things You Can Do to Help Our Living Planet.” Official website of the World Wildlife Fund: For Your World, https://wwf.panda.org/get_involved/live_green/.

EXTENSION (OPTIONAL) TASK #3 Use Handout 6.3.2 “Global Efforts to Reduce Carbon Outputs” to complete two case studies of what cities around the world are doing to reduce their carbon outputs.

First, students will read about efforts in the city of Freiburg to create a green economy and promote environmental progress. As students find out what has been done there, students should take notes on their sustainability goals, their action plan, and the possible obstacles that may have increased their challenges.

Then they should choose a second city anywhere in the world. They will research that city’s sustainability goals, action plan, and any possible obstacles that they or those involved anticipate. They may want to start their research at the United Nations Development Programme website in the resources below.

Once students’ charts are complete, discuss the different plans, and create a master list of sustainability goals and possible obstacles. ➤ Resources

• • •

Global Efforts to Reduce Carbon Outputs (Handout 6.3.2) Gregory, Regina. “Germany—Freiburg—Green City.” Offical website of The EcoTipping Points Project, January 2011, http://www.ecotippingpoints.org/our-stories/indepth/ germany-freiburg-sustainability-transportation-energy-green-economy.html.

“Sustainable Development Goals.” Official website of the United Nations Development Programme, 2019, http:// www.undp.org/content/undp/en/home/sustainable-development-goals/.

TAKING INFORMED ACTION UNDERSTAND: As consumers we have choices, these choices drive businesses and the way they handle their sustainability efforts.

ASSESS: Look deeper into the sustainability efforts of the company you researched in performance task #3.

ACT: Write a business letter to the company you researched in performance task #3 commending the company on their current plan and making recommendations for further improvement.

For details on how to write a basic business letter, please refer to:

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“Basic Business Letters.“ The Purdue OWL and Family of Sites, The Writing Lab and OWL at Purdue and Purdue U, 2008, https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic_business_ letters/index.html.

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➤ Modification For students with limited background knowledge of this topic: Supporting Question: What is the carbon cycle?

Formative Performance Task: Watch the video “What’s the Deal with Carbon?” Discuss with the class what the original carbon cycle system was and how humans have changed that system. Complete Handout 6.3.3 “What’s the Deal with Carbon?” Exit Ticket to demonstrate your mastery of this content. ➤ Resources

• •

“What’s the Deal With Carbon?” Exit Ticket (Handout 6.3.3) “What’s the Deal with Carbon?” YouTube, uploaded by BellMuseum, 12 November 2010, http://www.youtube. com/watch?v=2Jp1D1dzxj8.

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PHOTO CREDITS Cover: lunamarina - Shutterstock Focus 1: Naruedom Yaempongsa - Shutterstock © Rainer Lesniewski - Shutterstock © Mikhail Mishchenko - Shutterstock © Peter Etchells - Shutterstock © Robert Kneschke - Shutterstock © Chris Ippolito © ii-graphics - Shutterstock Focus 2: Everett Historical - Shutterstock 2.1 © Everett Historical - Shutterstock 2.2 © Wood Powell 2.3 © Jenny Windell 2.4 © Benny Thaibert - Shutterstock 2.5 © Bernhard Richter - Shutterstock 2.6 © RossHelen - Shutterstock 2.7 © Noppasin Wongchum - Shutterstock 2.8 © Unknown – Wikipedia Commons Focus 3: Zanna Karelina - Shutterstock 3.1 © Rawpixel.com - Shutterstock 3.2 © itakdalee - Shutterstock 3.3 © Digital signal - Shutterstock 3.4 © 3D_creation - Shutterstock 3.5 © Fabrizio Baz - Shutterstock 3.6 © s4svisuals - Shutterstock 3.7 © Lucky Business - Shutterstock 3.8 © chrupka - Shutterstock Focus 4: frank_peters - Shutterstock 4.1 © ErenMotion - Shutterstock 4.2 © seewhatmitchsee- Shutterstock 4.3 © Maximilian Martin - Shutterstock 4.4 © Patrick Daxenbichler - Shutterstock 4.5 © Bundesarchiv, Bild 183-1990-1003-400 / Grimm, Peer / CC-BY-SA 3.0, CC BY- SA 3.0 de, https://commons.wikimedia. org/w/index.php?curid=5425931 4.6 © mangostock - Shutterstock Focus 5: Pigprox - Shutterstock 5.1 © Michal Durinik - Shutterstock 5.2 © DinoZ - Shutterstock 5.3 © goodluz - Shutterstock 5.4 © Abrym - Shutterstock 5.5 © Denis Makulov - Shutterstock Focus 6: © Bernhard Ludewig 6.1 © Michael von Aichberger - Shutterstock 6.2 © United Nations - The Transatlantic Outreach Program supports the Sustainable Development Goals 6.3 © Bernhard Ludewig

INQUIRY EDITION Instructional Strategies for Secondary Educators

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First Edition Authors: Steven A. Goldberg / Gerrit C. Book / Kim D. O’Neil Inquiry Edition by: Jacqueline Littlefield / Lisa Nicolaus / Jan Marie Steele Featuring contributions from social studies educators within the TOP Fellow network