TOP Lessons Magazine: Teach Germany Fall 2020 by Transatlantic Outreach Program

TOP LESSONS MAGAZINE

TEACH GERMANY

FA L L 2 0 2 0

E L E M E N TA R Y

MIDDLE SCHOOL

HIGH SCHOOL

S C AV E N G E R H U N T

Cover Photo: TOP 5 2019 study tour group members pose with a Berlin Bear. Photo by Goethe Institut / Bernhard Ludewig

Greetings from the TOP Team

Dear Educator, Dear Friend of TOP,

Jenny Windell, Lisa Nicolaus, and I haven’t shared the same physical space since Monday, March 16. The calendars in the TOP office at the Goethe-Institut Washington still haven’t been flipped to April. Stacks of summer 2020 study tour applications remain sorted by status on Jenny’s and Lisa’s desks as if placed in a capsule and left in the “before times”. Washington, D.C. never reached its “phase 3” of reopening and Covid numbers are back on the rise. The good news is that just yesterday BioNTech and Pfizer reported their vaccine is achieving 90% efficacy. Talk about a truly awesome German-Turkish-American success story! It might seem trite but Googling the word “hero” results in a definition by the late Christopher Reeve, aka “Superman”, who said that “A hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles.” If that does not define a teacher in the year 2020, I don’t know what does. What you have achieved this year is unprecedented, and all of us at TOP hope you can take a moment, now before the page turns to 2021, to pat yourself on the back, take a deep breath, and take a moment to reflect on just how much you have accomplished this year. Looking back at our 2020, we took the unfortunate step of canceling our study tours. Already on Friday, March 6, as we saw the pandemic looming, we laid the groundwork for our virtual study tour, which consisted of 12 “stops” over six weeks between mid-June and late July. In total, we offered 24 hours of virtual transatlantic exchange for some 650 unique viewers on a variety of topics in a variety of formats. I truly felt that “TOP study tour magic” kick in while watching our viewers make humus together with Ghaith Hanki and Lotta Häfele from Über den Tellerrand in Berlin. Of course that magic would not have been possible without those like you who tuned-in to take part in our virtual study tour events. THANK YOU! What about summer 2021? Will the TOP study tours resume? Just like you, we at TOP are trying our best to prepare for multiple scenarios, the study tours being one of them. Our highest priority must remain the health and wellness of not only our educator-participants but also that of the families, hosts, professionals, and colleagues who make our study tours possible. We look forward to resuming our study tours as soon as all parties feel safe, ready and willing to open their homes, schools, restaurants, beer gardens, and other places of business. Despite all of us suffering from “screen fatigue”, Zoom and other platforms are opening all sorts of new doors for real-time, live transatlantic exchange in the classroom. Ask TOP Alumni like Kirstin Bullington, David Edelman, Oktay Ince, Amy Perkins, Emily Philpot, or Ellen Resnek: all of them have been working with us to facilitate virtual exchanges and even entire courses featuring German guest speakers for a truly global classroom experience.

C O N TA C T T O P Online: www.goethe.de/top By e-mail: top@goethe.de By phone: 202-847-4700 By postal mail: Transatlantic Outreach Program (TOP) Goethe-Institut Washington 1377 R Street NW, Suite 300 Washington, DC 20009

SOCIAL MEDIA @topteachgermany

THE TOP TEAM Dr. Anne Schönhagen Director Language Programs North America Deputy Executive Director Wood Powell Managing Director Jenny Windell Program Manager Lisa Nicolaus Program Officer

It is our hope that the lessons and contents of this TOP Magazine will inspire you and your classroom instruction in the year 2021. Perhaps these lessons will encourage you to open new virtual doors of your own. After all, we at TOP firmly believe it is still possible to be Wunderbar Together, Apart. From all of us at TOP: be well, stay strong, and take care. Wood Powell on behalf of the TOP Team, Anne, Jenny, and Lisa. Fall Newsletter | 2020 | 1

Table of Contents

TABLE OF CONTENTS ELEMENTARY SCHOOL INQUIRY LESSONS

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“How does food comfort us and connect us to our family and our community?” by Carrie Holloway.....................................................3 “Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb.........................................................................................................................9

MIDDLE SCHOOL INQUIRY LESSONS

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“What is Germany doing to address their impact on the environment?” by Jody Chamberlin................................................................... 16 “The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal................................................................................................................................................................................................................................ 22

HIGH SCHOOL INQUIRY LESSONS

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“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung....................................................................... 30 “What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston............................................................................... 38 “Whose stories should we tell?” by Jessica Ellison..................................................................................................................................................................... 43 “How can knowing our neighbors help promote social cohesion?” by Ronald Bravo....................................................................................... 49 “What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar................................................................ 56 “Rettet die Bienen!: What Germany Can Teach the World About Saving the Bees” by Andrea Overby................................................... 62 “Universal Circular Motion” by Cecilia Liang.................................................................................................................................................................................. 69

“THE GERMAN HISTORY SCAVENGER HUNT” FILM INQUIRY LESSONS

• • •

“The German History Scavenger Hunt” Film................................................................................................................................................................................. 74 “How can learning from history enable us to create a better world?” by Jacqueline Littlefield................................................................... 76 “In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace................................................................................... 82

TOP IN THE (VIRTUAL) CLASSROOM

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2020 TOP Virtual Study Tour.................................................................................................................................................................................................................... 88 Virtual Classroom Corner.......................................................................................................................................................................................................................... 93

TOP ALUMNI

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TOP Alumni News......................................................................................................................................................................................................................................... 96

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP

2 | Top Lessons | Teach Germany

“How does food comfort us and connect us to our family and our community?” by Carrie Holloway

Elementary School Inquiry Lessons

How does food comfort us and connect us to our family and our community? C3 Framework Indicators

D2.Civ.6.K-2. Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority. D2.Geo.2.K-2. Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them D2.Geo.7.K-2. Explain why and how people, goods, and ideas move from place to place D2.Geo.9.K-2. Describe the connections between the physical environment of a place and the economic activities found there. D2.Geo.12.K-2. Identify ways that a catastrophic disaster may affect people living in a place.

Staging the Compelling Question

Supporting Question 1

This inquiry introduces the concept of refugees and migrants to primary-aged elementary students and helps them understand that they most likely have refugees or migrants in their family history. A second goal is to help young children see the importance of food in providing comfort and connection to family and community. Supporting Question 2

Supporting Question 3

Supporting Question 4

Who are refugees and migrants?

Do I have refugees and migrants in my family?

What special foods or food traditions do I have in my family?

How is Über Den Tellerand (Beyond Your Plate) using food to help refugees in Berlin?

Formative Performance Task

The teacher will read the book, Refugees and Migrants by Roberts and Kai to the students.

Students will discuss concepts of family history and then research their own family history

Reading various books will help students understand that the food they eat is often related to where they live and what grows well in that part of the world.

Students will explore Über den Tellerrand, an organization that supports refugees and facilitates intercultural exchange in Germany and beyond.

Featured Sources

Featured Sources Source A: Refugees and Migrants (Roberts and Kai) Source B: What is a Refugee? (Gravel) Source C: “Kids, Refugees, Questions: ‘What’s it like to have no home?’“ (The Guardian)

Summative Performance Task

Source A: Family Tree and World Map Instructions (Handout 1) Source B: My Family Tree and World Map (Handout 2) Source C: National Geographic Kids Guide to Genealogy (Resler)

Featured Sources

Source A: A Family Food Tradition (Handout 3)

Source A: “Über den Tellerrand”

Source B: This Is How we do It: One day in the Lives of Seven Kids from around the World (Lamothe)

Source B: “Refugees Are Teaching Berliners How to Cook the Food of their Homeland“ (Nair)

Source C: Children Just Like Me: A New Celebration of Children Around the World (DK)

Argument: Students choose a family recipe to share, and write about why this recipe is special to them/their family. The recipes can be collected, copied, and shared so that the whole class has a recipe book. Extension: Students will create a poster sharing what food or food tradition from their home or community they would take with them if they went to a new place.

Taking Informed Action

Understand: With teacher’s help, research another organization that is helping refugees locally. Assess: Examine what this organization is doing. Act: Do extra chores at home to raise money for the organization.

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Elementary School Inquiry Lessons

“How does food comfort us and connect us to our family and our community?” by Carrie Holloway

COMPELLING QUESTION

•

How does food comfort us and connect us to our family and our community?

INQUIRY OVERVIEW This series of lessons introduces the concept of refugees and migrants to primary-aged elementary students and helps them understand that they most likely have refugees or migrants in their family history. A second goal is to help young children see the importance of food in providing comfort and connection to family and community. In working with young children it’s important to connect big issues to their own lives, and to not overwhelm them with too much “scary” information. Important consideration: In order to treat the topic of the family tree with sensitivity, it’s important to communicate ahead of time with parents in case there are considerations such as adoption that make the topic difficult for some families. Please see the letter to parents and guardians, entitled “Family Tree and World Map Instructions” (Handout 1).

TEACHER BACKGROUND Young students may hear about migrants and refugees in the news. In some communities they will have firsthand knowledge of people from other countries in their community and school. Many young children don’t realize that unless they are Native American, they all have relatives from other places around the world. Young students and their families have favorite foods that they eat at holidays or family traditions, such as special meals for the first day of school or birthdays. Some families will have recipes that have been passed down for generations. These food traditions are part of the family and community’s culture. Food traditions provide comfort and serve as connections between family members as well as the wider community. In the case of migrants, foods remind them of their homeland, while also helping them make connections in their new country. To gain background knowledge, you may want to read articles about food and culture such as this article in Freely Magazine, “What Food Tells us about Culture.” Germany is a country that has many refugees and migrants and is working to integrate these people. Through my trip to Germany with Transatlantic Outreach program in July 2019, I learned about a program in Berlin called Über Den Tellerrand (Beyond Your Plate). This organization, a community kitchen, allows Syrian refugees to share recipes from their homeland and make connections with fellow Berliners. You can learn about their mission by looking at their website (Über Den Tellerrand).

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Le, Chau B. “What Food Tells Us About Culture.” Freely Magazine, January 7, 2017, https://freelymagazine.com/2017/01/07/ what-food-tells-us-about-culture/

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“What We Do.“ Über den Tellerrand, 2020, https://ueberdentellerrand.org/start-englisch/

SUGGESTED TIME FRAME: 6-8 class sessions (30 – 45 minutes each)

INSTRUCTIONAL RESOURCES

• • • • • •

Family Tree and World Map Instructions (Handout 1) My Family Tree and World Map (Handout 2) A Family Food Tradition (Handout 3) Books about refugees, migrants, food, and genealogy (see lessons for specific titles). Internet access to show videos. Optional: Chromebooks or IPad to record Flipgrid videos

4 | Top Lessons | Teach Germany

All handouts can be found here https://tinyurl.com/y2kddwdr

“How does food comfort us and connect us to our family and our community?” by Carrie Holloway

Elementary School Inquiry Lessons

INTRODUCTORY QUESTION Discuss: What did you eat for breakfast this morning? What did you eat for breakfast last weekend? If they are different, why is that? Why did you eat these foods and how did it make you feel? Talk with your partner.

SUPPORTING QUESTION #1 Who are migrants and refugees? ➤ Formative Performance Task #1: The teacher will read the book, Refugees and Migrants by Roberts and Kai to the students. Alternatively, the teacher could share the book What is a Refugee? by Elise Gravel as read by Teacher Bando on YouTube. Students should also watch the YouTube video “Kids, Refugees, Questions: What’s it like to have no home?” Discussion should center around questions such as: 1. Who are refugees and migrants? 2. What are some reasons they leave their home country and travel to a new one? 3. How do you think they feel about their journey? Other books listed below could also be read to deepen their understanding of migrants and refugees and what their life is like. ➤ Featured Sources #1:

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Roberts, Ceri and Hanane Kai. Refugees and Migrants. Barron’s Educational Series, 2017.

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Gravel, Elise. What is a Refugee? Schwartz & Wade, 2019.

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“What is a Refugee?” read by Teacher Bando on YouTube, March 18, 2020 https://youtu.be/fVx5QiUylq0

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The Guardian. “Kids, Refugees, Questions: ‘What’s it like to have no home?’.” YouTube, Dec. 9, 2016, https://www.youtube.com/watch?time_continue=4&v=ctCaKH-2Wm8

➤ For further exploration/optional:

• • •

Rubion, Sarah. Far from Home: A Story of Loss, Refuge and Hope. Tyndale Books, 2019. Sanna, Francesca. The Journey. Flying Eye Books, 2016. Ruurs, Margriet. Stepping Stones: A Refugee Family’s Journey. Orca Books, 2016.

SUPPORTING QUESTION #2 Do I have migrants and/or refugees in my family? ➤ Formative Performance Task #2: Students need to understand that unless they are Native American, they have relatives or ancestors who came from another part of the world. The teacher should read aloud parts of the book, National Geographic Kids Guide to Genealogy by TJ Ressler. Students will discuss concepts of family history and then research their own family history with parent/guardian help. See Family Tree and World Map Instructions (Handout 1). They should fill in Handout 2 (My Family Tree and World Map) at home with parents’ help.

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Elementary School Inquiry Lessons

“How does food comfort us and connect us to our family and our community?” by Carrie Holloway

➤ Featured Sources #2:

• • •

Family Tree and World Map Instructions (Handout 1) My Family Tree and World Map (Handout 2) Resler, TJ. National Geographic Kids Guide to Genealogy. National Geographic Children‘s Books, 2018.

SUPPORTING QUESTION #3 What special foods or food traditions do I have in my family? ➤ Formative Performance Task #3: Earlier in the year, read the book Children Just Like Me: A New Celebration of Children Around the World by DK. Now refer to it, focusing on the part in each section that tells about what the children in different parts of the world eat. Help students understand that the food they eat is often related to where they live and what grows well in that part of the world. Also point out the parts about foods related to holidays and other special days. Next, read the book, This Is How we do It: One day in the Lives of Seven Kids from around the World by Matt Lamothe, focusing on the section about the foods that children in different parts of the world eat. Discuss, if you were in this book and were asked to tell about what you eat, what would it be? Next, move the discussion to food traditions in your family. This could be centered around holidays, or special days of the week, the seasons or any celebratory day (birthday, first day of school, etc.). Have students choose one recipe or meal to draw and describe. They should also tell why it’s special or meaningful. Finally, they should fill out Handout 3. ➤ Featured Sources #3:

• • •

A Family Food Tradition (Handout 3) Lamothe, Matt. This Is How we do It: One day in the Lives of Seven Kids from around the World. Chronicle Books, 2017. Saunders, Catherine, Priddy, Sam, and Lennon, Katy. Children Just Like Me: A New Celebration of Children Around the World. DK, 2016.

SUPPORTING QUESTION #4 How is Über Den Tellerrand (Beyond Your Plate) using food and cooking to help refugees in Berlin? ➤ Formative Performance Task #4: Über Den Tellerrand (Beyond Your Plate) is an organization that was started in Berlin to support refugees and facilitate intercultural exchange. They sell cookbooks and offer cooking classes taught by refugees. Their website says, “We bring people together from different cultures in culinary, creative and sporting events and promote sustainable friendship building. In doing so we actively promote the emergence of an open tolerant society.” Also, “In the kitchen hub we encourage face to face encounters between the local community and refugees. We cook, work, reflect and spend time together. In this shared space, cultural diversity is tangible; beyond prejudices and media images, the Kitchen Hub offers people the opportunity to learn from one another and discover new cultures.” While this is a difficult concept for young students to fully understand, through discussion they can begin to appreciate what this organization is doing to help both refugees and local people. The teacher can show the students Über Den Tellerrand’s website, and share the article about the organization, “Refuges Are Teaching Berliners How to Cook the Food of their Homeland”.

6 | Top Lessons | Teach Germany

“How does food comfort us and connect us to our family and our community?” by Carrie Holloway

Elementary School Inquiry Lessons

Questions such as these will help develop the understanding. 1. What do you think refugees miss about their homeland? (Focus in on special foods.) 2. How do you think the refugees feel about sharing with locals the cooking and foods from their homeland? 3. How do you think locals feel about learning from the refugees? 4. What is the benefit for refugees and for locals? ➤ Featured Sources #4:

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Über Den Tellerrand. (2020). Über Den Tellerrand. Retrieved from: https://ueberdentellerrand.org/start-englisch/

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Nair, Prathap: “Refugees Are Teaching Berliners How to Cook the Food of their Homeland”. Vice, June 7, 2016 https://www.vice.com/en_us/article/wnb77m/refugees-are-teaching-berlin-residents-how-to-cook-the-foodof-their-homelands

SUMMATIVE PERFORMANCE TASK Construct an argument, supported by evidence, which addresses the question: How does food comfort us, and connect us to our family and community? Students could choose a family recipe to share. They can write about why this recipe is special to them/their family. The recipes can be collected, copied, and shared so that the whole class has a recipe book. Students could also share their recipe on Flipgrid (if from home, they could share the visual of their completed recipe)

EXTENSION (OPTIONAL) TASK Students can imagine they are going to a new place—could be somewhere else in the world, or even outer space. What food or food tradition from their home or community would they take with them? Students can create a poster with a labeled diagram showing the food or meal. This task could be shared using Flipgrid.

TAKING INFORMED ACTION UNDERSTAND With teacher’s help, research another organization that is helping refugees locally. ASSESS Examine what this organization is doing. ACT Do extra chores at home to raise money for the organization.

MODIFICATIONS FOR DIFFERENTIATION

• • •

Depending on reading ability, older students could read more on their own. English Language Learners would need extra support with unfamiliar vocabulary. Consider: For students who are adopted—talk to parents ahead of time in order to approach this topic with sensitivity.

MODIFICATIONS FOR ONLINE LEARNING These lessons can easily be adapted for online/distance learning. The books can be shared with a document camera or the YouTube read-aloud option could be used. Since discussion is vital to these lessons, the teacher should facilitate discussion with video conferencing such as Zoom or Google Meet.

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Elementary School Inquiry Lessons

â&#x20AC;&#x153;How does food comfort us and connect us to our family and our community?â&#x20AC;? by Carrie Holloway

Carrie Holloway is a 2nd grade teacher at Blakey Elementary school in Bainbridge Island, Washington, USA.

8 | Top Lessons | Teach Germany

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

Elementary School Inquiry Lessons

Let’s Learn about Vauban, Germany’s Future City Next Generation Science Standards (NGSS)

5-ESS3. Earth and Human Activity

Materials needed

Chart paper

Ozobot code cards

Markers

Ozobots (*if not using Ozobots, students can use a small toy car as the “robot” to go over the code)

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Pencils & paper

Phenomenon Human activity causes pollution, which is harmful to the environment. Students will be learning about a city in Germany that has taken steps to combat pollution and create a more sustainable city. Engage

Using a set of nature pictures or a walk around your school campus, have students play the “Imagine that!“ game.

Explore

In table groups of 3-4, students will research cities in the United States, and will gather information to add to a class chart.

Explain

The class will research Vauban in Freiburg, Germany.

Create a Prototype

Students will create a map of Vauban drawn with markers on white construction paper. They will learn about the Ozobot codes and will incorporate the Ozobot codes into their map.

Elaborate

Understand: Students should create a T-chart listing „problems“ and „possible solutions“ about the environments in which they live. Assess: Students will research recycling in their community and see what actions they can take to improve conditions in their own neighborhoods. Act: Students can work to create posters to encourage recycling, or do an art project with recycled materials.

Evaluate

Students will test their maps with their Ozobots to make sure their codes perform the functions properly. Students will present their Ozobot maps of Vauban to the class and discuss what they chose to code with the Ozobot special moves as “most important” to them.

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Elementary School Inquiry Lessons

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

LET’S LEARN ABOUT VAUBAN, GERMANY’S FUTURE CITY INQUIRY OVERVIEW Students relate the cause/effect with the Ozobots to that which is happening in the environment. Students will investigate cities around the world and learn about problems that are plaguing our environment (noise pollution, air pollution, traffic, energy consumption, etc). Students will compare cities in the USA with the future city of Vauban, Freiburg, Germany. By learning about Vauban, students will create and code a map on construction paper using Ozobot codes.

TEACHER BACKGROUND If teachers have not had students work with Ozobots before, there is a lesson provided by Ozobot that covers initial understanding and training with Ozobot colors and codes. Lesson can be viewed by visiting: Ozobot EDU Basic Training Series. (2018). Color Codes. https://storage.googleapis.com/ozobot-lesson-library/3-5basic-training-color-codes/3-5-Basic-Training-Educator-Version-Color-Codes.pdf Ozobot color code cards can be found by visiting: OzoCodes Sheets. (n.d.). https://files.ozobot.com/stem-education/Ozobot-Color-Codes-Chart.pdf Vauban is a neighborhood to the south of the town center in Freiburg, Germany. It was built as “a sustainable model district” on the site of a former French military base named after Sébastien Le Prestre de Vauban, the 17th-century French Marshal who built fortifications in Freiburg while the region was under French rule. Construction began in 1998. In the year 2001 the first 2000 residents moved in. All houses are built to a low-energy consumption standard, with 100 units designed to the Passivhaus ultra-low energy building standard. Other buildings are heated by a combined heat and power station burning wood chips, while many of the buildings have solar collectors or photovoltaic cells. Perhaps the best example of sustainable building is the Solar Settlement in Vauban, a 59 PlusEnergy home housing community. It is the first housing community worldwide in which all the homes produce a positive energy balance. The solar energy surplus is then sold back into the city›s grid for a profit on every home. Within Vauban, transport is primarily by foot or bicycle. The development is connected to Freiburg city center by a tramway and is laid out linearly along the tracks, such that all homes are within easy walking distance from a tram stop. As of 2009, around 70% of the households had chosen to live without a private car. The level of car ownership has fallen over time. Cycling has been the main mode of transport for most trips and most activities, including commuting and shopping. The preference for walking and cycling can be partly attributed to the layout of the district. Most local streets are crescents and cul-de-sacs. While they are discontinuous for cars, they connect to a network of pedestrian and bike paths, which permeate the entire neighborhood. In addition, these paths go through or past open spaces, adding to the enjoyment of the trip. Most of Vauban’s residential streets are described as Stellplatzfrei – literally «free from parking spaces.” Vehicles are allowed down these streets at walking pace to pick up and deliver but not to park, although there are some infractions as the system depends essentially on social consensus – there are few official controls. Each year, households are required to sign a declaration stating either that they do not own a car, or that they do, in which case they must buy a space in one of the multi-story car parks on the periphery, at a one-off cost of €17,500 plus a monthly service fee (in 2006). The citywide car-sharing club has the greatest concentration of its 2,500 members in Vauban – at least ten of its cars are stationed around the district.

10 | Top Lessons | Teach Germany

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

Elementary School Inquiry Lessons

Dellekom.de, A. (n.d.). Passive House. Retrieved October 06, 2020, from http://www.passivhaus-vauban.de/idee.en.html

Melia, S. (n.d.). On the Road to Sustainability. Retrieved October 06, 2020, from http://www.stevemelia.co.uk/vauban.htm

Vauban, Freiburg. (2020, July 20). In Wikipedia. https://en.wikipedia.org/wiki/Vauban,_Freiburg

SUGGESTED TIME FRAME: 3 lesson periods of 45 minutes each (OPTIONAL: extra lesson to introduce or review Ozobot colors and codes)

MATERIALS NEEDED Chart paper, markers, pencils, paper, Ozobot code cards, Ozobots (*if not using Ozobots, students can use a small toy car as the “robot” to go over the code)

NEXT GENERATION SCIENCE STANDARDS (NGSS) 5-ESS3: Earth and Human Activity Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

KEY LITERACY CONNECTIONS CCR Speaking and Listening #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.9-12.5: “Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence…”

RELEVANT DOMAIN(S) OF DISCIPLINARY CORE IDEAS Physical Science ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1).

SCIENCE AND ENGINEERING PRACTICES Obtaining, Evaluating, and Communicating Information Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem (5-ESS3-1).

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Elementary School Inquiry Lessons

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

Students will evaluate the advantages of the German city of Vauban in their conservation efforts. They will obtain and evaluate information to add to their city maps. They will analyze the town’s resources and create special codes for their Ozobot to highlight meaningful finds in Vauban.

CROSSCUTTING CONCEPTS Systems and System Models A system can be described in terms of its components and their interactions. (5-ESS3-1) Natural resources such as coal, the sun, wind, and wood can be used for energy. Using these resources (cause) can damage the environment (effect). Students use Ozobots in a cause/effect relationship to create code within their city of Vauban.

PHENOMENON / MAIN PROBLEM Display the images of pollution found here Polluting Clouds of Exhaust Fumes Rise In The Air Photography. (n.d.). Getty Images. https://www.gettyimages.com/photos/pollution?sort=mostpopular&mediatype=photography& phrase=pollution Show one photo at a time and use the following questions to guide discussion: • What type of pollution is being shown in the photo? Is there more than one type? (for example, the car photo could be air pollution, noise pollution, etc). • What do you think caused the pollution? • What do you think are some effects of the pollution? • Is wildlife affected? If so, how? • Are humans affected? If so, how? • What do you think is a possible solution to this type of pollution? Tell students that they will be learning about a city in Germany that has taken steps to combat pollution and create a more sustainable city.

ENGAGE IMAGINE THAT! Using a set of nature pictures or a walk around your school campus, have students play the „Imagine that!“ game. This involves one student naming a man-made item such as a highway or building, and then the second student describing what the area would look like if that item were built there. Conduct this activity as a class and as time permits break into pairs with their journals to keep the activity going. Reflect on what might change, and which organisms might be affected if man-made structures were built there.

ANTICIPATED GUIDING QUESTIONS

• • • • •

What would happen to the natural landscape if something man-made was built there? What do you think would happen to the animals? Why do you think man-made things are built in nature? What problems could this create? How can these problems be solved?

12 | Top Lessons | Teach Germany

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

Elementary School Inquiry Lessons

EXPLORE - GATHERING INFORMATION In table groups of 3-4, students will research the following cities in the United States: New York, Los Angeles, Miami, Chicago, Dallas, Jacksonville, Philadelphia, and Phoenix. (You can also choose your own major cities to compare). Students will gather the following information to add to a class chart: 1. City location (state) 2. City population 3. Air pollution rank in US 4. How many cars in the city 5. EXTENSION: Find the residential energy consumption in 2018 for the city, county or state

EXPLAIN - IDENTIFY POSSIBLE SOLUTIONS The class will research Vauban in Freiburg, Germany. The class will start by watching this video about Vauban, Germany. They will compare information they learned with the information on the class chart about cities in the USA. ABC News. (2009, August 29). Germany’s City of the Future Built to be Green [Video]. YouTube. https://www.youtube.com/watch?v=6XeMHuO_6-0 Guiding questions: 1. What is “traffic” like in Vauban? 2. Why do people choose to live in Vauban? 3. What are some things you notice in Vauban without the added noise pollution of cars? 4. Why do you think Vauban is attracting the attention of people from around the world? Discuss answers in table groups or with partners. Share out answers with the class. Students will then watch this short video clip about “car reduced living” in Vauban: Eltis Mobility Portal. (2014, June 4). Car reduced living in Vauban, Freiburg, Germany [Video]. YouTube. https://www.youtube.com/watch?v=YBFCXsR2zVU Guiding questions: 1. What effect does the tram have on the city of Vauban? 2. Why do you think they are not allowed to park their cars in front of their houses? 3. What makes Vauban a “family friendly” city? Discuss answers in table groups or with partners. Share out answers with the class. Add Vauban to the chart created about US cities. Have students discuss how Vauban is different than the American cities listed. Guiding questions: 1. What are the major differences between Vauban and American cities? 2. Do you think it is possible to live without a car where you live? Why or why not? 3. What are the environmental benefits of sustainable living, like in Vauban? 4. Which city do you think is most “family friendly” from the chart? Why? 5. What does the creation of Vauban tell us about Germany’s efforts to help create a sustainable environment?

Fall Newsletter | 2020 | 13

Elementary School Inquiry Lessons

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

CREATE A PROTOTYPE / INVESTIGATING SOLUTIONS Students will create a map of Vauban drawn with markers on white construction paper. They will learn about the Ozobot codes and will incorporate the Ozobot codes into their map. Students must work in teams to create their map, label it and include Ozobot codes in their map of Vauban. Their map must include: • Short super slow paced (snail paced) Ozobot code near homes and parks (because we need to be careful of the children!) • Cruise speed for other areas of Vauban • Use Ozobot code for left and right turns throughout the city • No Ozobot code placed in the car-free zones! • Choose one area of Vauban you particularly like or think is helpful to create a sustainable environment and make your Ozobot do one cool move (tornado, zigzag, spin, back walk). A reference map of Vauban can be found here: Welcome Quartier Vauban. (n.d.). Green City Frieburg. https://www.freiburg.de/pb/site/Freiburg/get/ params_E-1604864046/647919/Infotafeln_Vauban_en.pdf

EVALUATE - TEST, REFINE Students will test their maps with their Ozobots to make sure their codes perform the functions properly. If they do not work, students will be given whiteout or small pieces of index card to cover and/or refine their code and correct any errors.

EXPLAIN - SUMMATIVE PERFORMANCE TASK Students will present their Ozobot maps of Vauban to the class and discuss what they chose to code with the Ozobot special moves as “most important” to them. Students will discuss why they chose that and how they coded the Ozobot.

ELABORATE - TAKING INFORMED ACTION UNDERSTAND Students should create a T-chart listing “problems” and “possible solutions” about the environments in which they live. ASSESS Students will research recycling in their community and see what actions they can take to improve conditions in their own neighborhoods. ACT Students can work to create posters to encourage recycling, or do an art project with recycled materials.

VIRTUAL EXCHANGE This lesson lends itself very well to virtual exchanges anywhere in the world. The topic of trash, recycling and sustainability is something that every society faces as we collectively try to preserve and protect the Earth for future generations. Virtual pals could exchange information locally or globally about how their schools and homes deal with the issue of trash. Is it sorted? Is it collected? By whom? How often? Students can compare and contrast information about efforts being done to help sustainability efforts with each other and come up with solutions and possible new ideas to implement at their schools/homes.

14 | Top Lessons | Teach Germany

“Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb

Elementary School Inquiry Lessons

CAREER CONNECTION EXPLORATION A deeper dive into sanitation and recycling careers would benefit students as they learn about sustainability. It would also be beneficial to explore hazardous materials removal (HAZMAT) workers, recycling and reclamation workers, recycling coordinators, as well as delve into the work of politicians for getting policies passed to make sustainability laws. There are opportunities for teachers on the Microsoft Skype platform to arrange for virtual field trips and Skype connections with many professions – including farmers and engineers.

MODIFICATIONS FOR DIFFERENTIATION

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Language Learners: Students can draw pictures on their maps of Vauban instead of writing sentences Extension Possibility: Have students continue coding with the online coding platform Scratch. Students can create interactive presentations about Vauban, recycling, energy consumption or climate change. Students can code in Scratch and create a recycling game using various sprites to show how the trash can be recycled. If you do not have access to Ozobots, students can use toy cars/bikes and still follow the Ozobot codes written in marker Gifted and Talented (GATE) students: GATE students can create green screen promotional videos for their school about recycling. They can also create posters or Google Slides presentations showing the correct way to recycle at their school.

MODIFICATIONS FOR ONLINE LEARNING

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Teachers are able to share their screen with students to show videos about Vauban. Depending on video platform being used, teachers can create small breakout groups for students to do research on pollution in major cities before sharing out with the class. Students can collaborate on a Google Slides presentation to gather data to share with the class. Instead of using Ozobots, during online learning, teachers can show Ozo Code and students can draw with markers and use toy cars or small figures to represent the Ozobot. Students can use the online platform Scratch to create using block-based coding. Students can create animations about recycling, or create their own Vauban city. Students can use the online platform Seesaw to take a picture of their Vauban city drawn on paper with markers. They can use the microphone feature to explain how their city was drawn and explain the reasoning behind their city and the code.

Gina Whitcomb is a 5th grade teacher at Betsy Ross Elementary School in Anaheim, CA, USA.

Fall Newsletter | 2020 | 15

“What is Germany doing to address their impact on the environment?” by Jody Chamberlin

Middle School Inquiry Lessons

What is Germany doing to address their impact on the environment? C3 Framework Indicators

D1.2.6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources. D2.Civ.1.6-8. Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

Staging the Compelling Question

Supporting Question 1 What kind of changes is Youth Activism bringing to Germany? Formative Performance Task Students will use at least two of the featured sources to create slides answering the given questions. They may use the Graphic Notes Organizer. Featured Sources

Students will investigate how youth activists are fighting for change, how the community is taking action to get outside, and how the government is creating legislation to help protect long-term goals for the environment Supporting Question 2 What community Actions are being used to support the environment in Germany? Formative Performance Task Students will write an editorial for a newspaper/magazine. In the editorial they will explain what urban gardening is and the differences of urban gardening in places like Munich and Berlin.

What kind of legislation is the Administration creating to help protect the environment? Formative Performance Task Students will compare and contrast laws that Germany has put into place to protect the environment.

Featured Sources

Source A: German Youth Activists Graphic Organizer (Handout 2)

Source A: The Editorial Newspaper (Handout 4)

Source B: German Youth Activists Slides Template (Handout 3)

Source B: “About the Prinzessinnengarten“ (Prinzessinnengarten)

Source C: “Climate Protests: Germany‘s New Green Youth Movement Takes to the Streets“ (Cwienk)

Source C: “A Brief Guide to German Garden Colonies“ (Grenier)

Source D: Gruene Jugend

Supporting Question 3

Source D: OBZ Website

Featured Sources Source A: Evaluating Laws (Handout 5) Source B: “Germany‘s Climate Action Law Takes Shape“ (Clean Energy Wire) Source C: “The Environment“ (Time) Source D: “German Greens Want to Ban Domestic Flights by 2035“ (Florence) Source E: “Germany: Environmental Issues, Policies and Clean Technology“ (Smith)

Source E: Greta Thunberg (TED) Source F: Greta Thunberg (Facebook) Summative Performance Task

Argument: Students will create a presentation for their classmates, which answers the compelling question: “What is Germany doing to address their impact on the environment?” Students will focus on what Germany is doing to create change. The main focus of that change should be centered around the environment. Extension: Students will add a PSA to their presentation.

Taking Informed Action

Understand: Research the government plan to not allow Germans to fly within Germany by 2025. Assess: Make a list of pros and cons and then create a Venn diagram to compare and contrast both sides of the issue. Act: Write a letter to the Chancellor with your supported opinion.

16 | Top Lessons | Teach Germany

“What is Germany doing to address their impact on the environment?” by Jody Chamberlin

Middle School Inquiry Lessons

COMPELLING QUESTION

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What is Germany doing to address their impact on the environment?

INQUIRY OVERVIEW To understand how Germany interacts with its environment, students will investigate how youth activists are fighting for change, how the community is taking action to get outside, and how the government is creating legislation to help protect long-term goals for the environment. Students will create slides, write a newspaper editorial, evaluate laws, and design a presentation with the option of an added PSA.

TEACHER BACKGROUND This project is built to be a stand-alone so there is not much prior knowledge that you need. However, you may need a little background information on how the German government works to understand the laws that they are putting into place to help save the environment. Knowing this will help you in supporting the third question. Germany is a republic. The Germans elect their parliament with two different votes. One of the votes is for the specific people that they want to serve in parliament. The second vote is for the party they want to be in the Bundestag. They want equal representation of the parties (equal to the votes in the election) so sometimes there are extra seats added, which is called overhang. This helps make sure that what the people voted for is represented in the Parliament. These are the political parties in German: • Christian Democratic Union (CDU) • Christian Social Union (CSU) • Social Democratic Party (SPD) • The Green Party (Bündnis 90/Die Grünen) • The Left Party (Die Linke) • Alternative for Germany (AfD) • Free Democratic Party (FDP) Germany is split into 16 states and each state sends their representatives (they have local elections as well) to the Federal level in Berlin. The representatives work together to elect a President for the Bundestag. The president then nominates a Chancellor, which the Bundestag elects through a vote. The Chancellor is the one who puts forth policy guidelines, picks a cabinet, and picks the Bundesrat. This is the upper house of parliament and consists of representatives of the German states. Laws concerning state affairs or the constitution must be approved by parliament before they can be put into effect. Here are some useful resources for educators, not for the students:

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“Germany.“ DW, Deutsche Welle, 7 June 2019, www.dw.com/en/germanys-political-parties-cdu-csu-sp d-afd-fdp-left-party-greens-what-you-need-to-know/a-38085900. Accessed 30 Sept. 2019.

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“How the German Government Works.“ YouTube, uploaded by Bertelsmann Foundation, 6 Oct. 2016, www.youtube.com/watch?v=LqVqzE1utKw. Accessed 30 Sept. 2019.

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Luyken, Jörg. „German Politics - 10 Things You Need to Know.“ The Local, The Local Europe AB, 20 Feb. 2017, www.thelocal.de/20170220/10-things-you-need-to-know-about-german-politics-democracy. Accessed 30 Sept. 2019.

Fall Newsletter | 2020 | 17

Middle School Inquiry Lessons •

“What is Germany doing to address their impact on the environment?” by Jody Chamberlin

Schleunes, Karl A., and Patrick J. Geary. “Germany.“ Encyclopædia Britannica, Encyclopædia Britannica, inc., 25 Sept. 2019, www.britannica.com/place/Germany/Government-and-society. Accessed 30 Sept. 2019. SUGGESTED TIME FRAME: 10 school days

INSTRUCTIONAL RESOURCES

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KWL Germany and the Environment (Handout 1) German Youth Activists Graphic Organizer (Handout 2) German Youth Activists Slides Template (Handout 3) The Editorial Newspaper (Handout 4) Evaluating Laws (Handout 5) Public Service Announcement: Extension (Handout 6) Computers Copies of Articles Copies of Handouts Pen/Pencil Video Camera (way to record PSA)

All handouts can be found here https://tinyurl.com/y6g4pudq

INTRODUCTORY ACTIVITY Using a KWL (Handout 1), students should work for about 3-5 minutes to list what they know. Then they should have 5 minutes to work with a pair or groups of three to discuss what they know and start writing out what they want to learn. Next as a class you should do the K and W together. As the discussion happens, kids can write down what they are learning. They will be able to use the KWL throughout the unit to help guide their supporting questions.

SUPPORTING QUESTION #1 What kind of changes is Youth Activism bringing to Germany? ➤ Formative Performance Task #1: Students will use at least two of the following featured sources below to create slides (Handout 3) answering the following questions and concepts. They may use the graphic notes organizer (Handout 2) to help support them in taking notes and organizing their thinking before making the slides. They can set the slides up in any way that shows their learning. The example here is an outline for students who need support. • Who is Greta Thunberg? • What is Fridays for Future? • Who are the Green Youth? • What is the mission for these organizations? • Compare and Contrast Fridays for Future and the Green Youth ➤ Featured Sources #1:

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German Youth Activists Graphic Organizer (Handout 2) German Youth Activists Slides Template (Handout 3) Cwienk, Jeannette. “Climate Protests: Germany‘s New Green Youth Movement Takes to the Streets.“ DW, Deutsche Welle, 21 Jan. 2019, www.dw.com/en/climate-protests-germanys-new-green-youth-movementtakes-to-the-streets/a-47166873. Accessed 30 Sept. 2019.

18 | Top Lessons | Teach Germany

“What is Germany doing to address their impact on the environment?” by Jody Chamberlin

Middle School Inquiry Lessons

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Gruene Jugend - Information. Gruene Jugend, https:gruene-jugend.de/. Accessed 30 Sept. 2019.

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Thunberg, Greta. “Greta Thunberg.“ TED, TED Conferences, LLC., Jan. 2019, www.ted.com/speakers/greta_thunberg. Accessed 30 Sept. 2019.

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Thunberg, Greta. “Greta Thunberg @gretathunbergsweden.“ Facebook, 2 Feb. 2019, www.facebook.com/gretathunbergsweden/posts/767646880269801. Accessed 30 Sept. 2019.

SUPPORTING QUESTION #2 What community Actions are being used to support the environment in Germany? ➤ Formative Performance Task #2: Students will write an editorial for a newspaper/magazine. In the editorial they will explain what urban gardening is and the differences of urban gardening in places like Munich and Berlin. They will use the three featured sources below to complete their research and to help prepare them for writing their editorial. They will share the pros and cons and introduce their opinion (which must be backed up with facts). Handout 4 includes a graphic organizer and the final layout for the editorial to help students take notes and facilitate their writing. ➤ Featured Sources #2:

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The Editorial Newspaper (Handout 4)

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“About the Prinzessinnengarten.“ Prinzessinnengarten, prinzessinnengarten.net/wir/. Accessed 30 Sept. 2019.

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Grenier, Elizabeth. “A Brief Guide to German Garden Colonies.“ DW, Deutsche Welle, 30 May 2018, www.dw.com/en/a-brief-guide-to-german-garden-colonies/a-39133787. Accessed 30 Sept. 2019.

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“Welcome to the Website of ÖBZ München!“ OBZ, Ecological Education Center Munich, www.oebz.de/. Accessed 30 Sept. 2019.

SUPPORTING QUESTION #3 What kind of legislation is the Administration creating to help protect the environment? ➤ Formative Performance Task #3: Students will compare and contrast laws that Germany has put into place to protect the environment. They will use the four articles listed in the featured sources below to help students fill out the graphic organizer (Handout 5). They will then use this graphic organizer to help them write their paper. This paper will include the following components: 1. Paragraph introducing the laws 2. Paragraph comparing the laws 3. Paragraph contrasting the laws 4. Paragraph(s) evaluating two laws they have chosen 5. Paragraph recommending which one they think is better for Germany ** For students who need modifications with their writing you could combine paragraph 2/3 and 4/5.

Fall Newsletter | 2020 | 19

Middle School Inquiry Lessons

“What is Germany doing to address their impact on the environment?” by Jody Chamberlin

➤ Featured Sources #3:

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Evaluating Laws (Handout 5)

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Appunn, Kerstine and Julian Wettengel. „Germany‘s Climate Action Law Takes Shape.“ Clean Energy Wire, Clean Energy Wire CLEW, 12 August 2020, www.cleanenergywire.org/factsheets/ germanys-climate-action-law-begins-take-shape. Accessed 30 Sept. 2020.

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Blue, Laura. “The Environment: Lessons from Germany.“ Time, TIME USA, LLC., 17 Apr. 2008, content.time.com/time/specials/2007/article/0,28804,1730759_1734222_1734213,00.html. Accessed 30 Sept. 2019.

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Schulz, Florence. “German Greens Want to Ban Domestic Flights by 2035.“ Euractiv, Euractiv Network, 24 July 2019, www.euractiv.com/section/aviation/news/german-greens-want-to-ban-domestic-flights-by2035/. Accessed 30 Sept. 2019

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Smith, Brett. “Germany: Environmental Issues, Policies and Clean Technology.“ AZO Cleantech, AZONetwork, 30 June 2015, www.azocleantech.com/article.aspx?ArticleID=549. Accessed 30 Sept. 2019.

 SUMMATIVE PERFORMANCE TASK Students will create a presentation for their classmates, which answers the compelling question: “What is Germany doing to address their impact on the environment?” Students will focus on what Germany is doing to create change. The main focus of that change should be centered around the environment. Since Germany is doing so many things for the environment students should put their own spin (perspective and ideas) on this presentation. They are arguing what Germany is doing well, what Germany should improve on, and they should make connections to their own country.

EXTENSION (OPTIONAL) TASK

Students will add a PSA to their presentation (Handout 6). This visual will be created with the purpose of grabbing the attention of the listener. The goal of the PSA is to convince people that your environmental suggestions are the best ideas that the government could implement. You are selling your ideas.

TAKING INFORMED ACTION UNDERSTAND Research the government plan to not allow Germans to fly within Germany by 2025. ASSESS Make a list of pros and cons and then create a Venn diagram to compare and contrast both sides of the issue. ACT Write a letter to the Chancellor with your supported opinion.

MODIFICATIONS FOR DIFFERENTIATION

There are graphic organizers to help support students in preparing for the projects. There are a number of ways for students to express themselves in these formative and summative projects. Another suggestion would be to have a word wall for this project and as students encounter words they do not know, you can add them, with a definition and an image to help students understand them.

20 | Top Lessons | Teach Germany

“What is Germany doing to address their impact on the environment?” by Jody Chamberlin

Middle School Inquiry Lessons

MODIFICATIONS FOR ONLINE LEARNING

With many schools moving to online learning in and out of the classroom, there are a number of ways that you can modify these assignments. KWL - There is a website, Mentimeter, that allows you to add interactive pieces to a presentation. You could create a word cloud interactive to collect their ideas for what they know or what they want to learn. Then you can share your screen to a Google Meet or Zoom meeting to show the students what they want to learn as they are thinking about it. Articles - Since many students are now online, they would not need paper copies of the articles and they could access the reading and assignments online. Many computers have a read function so this would help provide read-aloud services to students who need it. Formative #1 - With the slides you could have students get in small groups (breakout rooms in Zoom) and share their slides with their peers. It would be a good way to practice presentation skills in a smaller group. Formative #2 - To share out their editorials you could create a website (Google Sites) and add the students‘ articles to a website. For fun they could find a picture that goes with their article and that could go on the website as well. Then, as a class. the students could get time to read the online “news” that was created by their peers. Formative #3 - The papers will already be written on the computer in most cases, so there is not an extra support of technology for this assessment. Summative - Presentations could be recorded at home on FlipGrid. This source allows you to stop and start so they can record in small bits to make a video of their presentation. Then all the videos can be shared with their peers. Next peers could be responsible for watching three videos and leaving comments. This would make the assignment interactive and would allow students to still do presentations if they are learning from home. This approach would also enable students to practice for their presentations. They could share with a small group and get feedback from each other before they present to the class as a whole. Summative Extension - WeVideo has a lot of great sounds and resources to use to help create videos and you can use it to create PSAs. WeVideo has free access if you do not have full access. You could also create the PSAs on Google Slides or a PowerPoint and add the audio and messaging. The students can then publish it to the web and they could watch each other‘s PSAs.

Jody Chamberlin is a 6th and 7th grade Social Studies teacher at Williamstown Middle High School in Williamstown, VT, United States.

Fall Newsletter | 2020 | 21

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

Middle School Inquiry Lessons

The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics Next Generation Science Standards (NGSS)

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Materials needed

Student computer access Digital or hardcopies of articles (listed under Explore – Gathering Information in lesson) Materials to make milk-casein bioplastic and/or corn starch bioplastic foil (see in lesson) Phenomenon

Plastic is ending up in water sources and harming living things all over the world! Engage

Watch the listed videos of plastic affecting the environment.

Explore

Student‘s jigsaw - read (1) articles in groups about Germany’s plastic use and its recycling program. Students conduct computer research to improve their school’s recycling program to reduce plastic waste.

Explain

Students will be solving 2 problems: Improving recycling systems at their school and replacing petroleum-based plastics with bioplastics. Students write persuasive letters, based on their research and projects to German and American governments.

Create a Prototype

Students can choose which type of bioplastic they would like to make. They can make both milkcasein plastic and starch plastic foil, if time allows.

Elaborate

Understand: Students will be working to reduce the amount of plastic that ends up in landfills from their schools. Assess: Students assess the amount of plastic that ends up in landfills from their schools, and make a plan to reduce the amount of plastic used at their schools. Act: They should document their work to share with their community, encouraging families to follow their plans at home. Students can meet with local politicians, like the city council, to make reducing plastic use a city-wide movement.

Evaluate

22 | Top Lessons | Teach Germany

Students work in groups to create a final project of their choice to share with the public.

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

Middle School Inquiry Lessons

THE PLASTIC PROBLEM: LEARNING FROM GERMANY’S RECYCLING SUCCESS & ADDRESSING CHALLENGES WITH BIOPLASTICS INQUIRY OVERVIEW

Students will explore the environmental impacts of single-use plastics and ways to reduce the amount of plastic ending up in landfills and oceans worldwide. Students will research what Germany does to be the top recycler in the world, and will implement better recycling procedures at their school, based on German systems. They will research why, despite its top recycling status, Germany needs to do a better job reducing its plastic use. Students will engineer bioplastics using milk, corn, and other plant sources, and will test the compostability of their products. They will make recommendations to German and American governments about reducing plastic use and replacing traditional petroleum-based plastics with compostable bioplastics.

TEACHER BACKGROUND Plastic waste ends up in the environment as whole pieces that pollute our parks and harm animals, chemicals that seep into water supplies, and microplastics that we consume without even realizing it. Plastic can take 1000 years to biodegrade, so we need to take action to stop plastic from entering landfills in the first place. Some plastic can be recycled, and we can look to countries who recycle most of their plastic waste, like Germany, as models of good recycling systems. However, recently, much of the recycling that is being sent to recycling plants in other countries is not being recycled at all, but is instead being dumped into landfills. Germany has been slow to reduce its plastic use, despite its status as the world’s top recycler. Therefore, Germany, and all countries of the world, need to stop making new plastics. Bioplastics can be used to replace many traditional petroleum-based plastics, and, if disposed of properly as compost waste, they can decompose in a matter of months. Some bioplastics can be made of readily available, plant-based materials in the classroom. It is important to note that while bioplastics can decompose quickly, their production creates other environmental impacts and bioplastics can still injure animals if they get into the environment. SUGGESTED TIME FRAME: 7-10 50-minute class sessions (students will want to periodically check on projects over the next few months)

MATERIALS NEEDED Student computer access Digital or hardcopies of articles (listed under Explore – Gathering Information) Milk casein bioplastic: • Beaker • Milk • Microwave or hotplate • Graduated cylinder • White vinegar • Paper towels • Spoon • Cookie-cutters, glitter, food coloring, markers (all optional)

Corn starch bioplastic foil: • Graduated cylinder • Cornstarch • Vinegar • Vegetable glycerine • Water • Hotplate • Pot • Small spatula

Fall Newsletter | 2020 | 23

Middle School Inquiry Lessons

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

NEXT GENERATION SCIENCE STANDARDS (NGSS) MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

RELEVANT DOMAIN(S) OF DISCIPLINARY CORE IDEAS Physical Sciences PS1: Matter and its interactions Life Sciences LS2: Ecosystems: Interactions, energy, and dynamics Earth and Space Sciences ESS3: Earth and human activity Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society

SCIENCE AND ENGINEERING PRACTICES 1. 2. 3. 4. 5.

Planning and carrying out investigations Analyzing and interpreting data Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

CROSSCUTTING CONCEPTS 1. Cause and effect: Mechanism and explanation 2. Scale, proportion, and quantity

24 | Top Lessons | Teach Germany

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

Middle School Inquiry Lessons

3. Structure and function 4. Stability and change

PHENOMENON Plastic is ending up in water sources and harming living things all over the world!

ENGAGE - INTRODUCTORY ACTIVITY/HOOK 1. Watch videos of plastic affecting the environment: • United Nations. (2017, May 4). Plastic Ocean [video]. YouTube. https://www.youtube.com/watch?v=ju_2NuK5O-E.

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Kurzgesagt – In a Nutshell. (2018, July 1). Plastic Pollution: How Humans are Turning the World into Plastic [video]. YouTube. https://www.youtube.com/watch?v=RS7IzU2VJIQ.

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TED-ed. (2015, April 21). What really happens to the plastic you throw away - Emma Bryce [video]. YouTube. https://www.youtube.com/watch?v=_6xlNyWPpB8.

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VICE News. (2018, August 31). China’s Waste Ban Is Causing A Trash Crisis In The U.S. (HBO) [video]. YouTube. https://www.youtube.com/watch?v=NK20t11He14.

2. Students research the environmental impacts of plastics. Share findings and create a class list of the reasons we need to reduce new plastic use. 3. Ask students to connect the plastic problem to the United Nations Sustainable Development Goals. • United Nations Sustainable Development. (n.d.). Take Action for the Sustainable Development Goals. https://www.un.org/sustainabledevelopment/sustainable-development-goals/.

ANTICIPATED GUIDING QUESTIONS

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If we do not see much plastic trash in our city’s parks, is plastic waste still a problem? Which SDGs (Sustainable Development Goals) are related to the effects of plastic waste problems? Is it better to reduce, reuse, or recycle? Is it enough to be really good at recycling and use as much plastic as we want? Is replacing petroleum-based plastic with bioplastic a perfect solution? What more could we do? What do you see happening to plastic waste at your school? In your city?

EXPLORE - GATHERING INFORMATION 1. Tell students that Germany is known for being the best at recycling in the world. However, they still have a lot of work to do to stop plastics from ending up in the environment. Students jigsaw-read (1) articles in groups about Germany’s plastic use and its recycling program. Students summarize the main idea of their article to present to the class.

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Germany good at recycling: Eddy, M. (2016, November 28). Germany Gleefully Leads List of World’s Top Recyclers. New York Times. https://www.nytimes.com/2016/11/28/world/what-in-the-world/germany-gleefully-leads-list-ofworlds-top-recyclers.html.

Fall Newsletter | 2020 | 25

Middle School Inquiry Lessons

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

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Recycling is not enough: Koschyk, M. (2018, May 28). Germany’s waste problem: Recycling isn’t enough. DW. https://www.dw.com/en/germanys-waste-problem-recycling-isnt-enough/a-43967997.

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Recyclables not actually being recycled: Dobush, G. (2019, July 19). The Brutal Reality Of Being The World’s ‘Best’ Recycler. Huffington Post. https://www.huffpost.com/entry/germany-recycling-reality_n_5d30fccbe4b004b6adad52f8.

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Germany slow to reduce plastics: Smee, J. (2018, January 30). Germans slow to bin plastics habit. DW. https://www.dw.com/en/ germans-slow-to-bin-plastics-habit/a-42355554.

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Germany’s plan to reduce plastic waste: Deutsche Welle. (2018, November 26). Germany unveils 5-point plan to reduce plastic waste. https://www.dw.com/en/germany-unveils-5-point-plan-to-reduce-plastic-waste/a-46455503.

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Pros & Cons of bioplastics: Therre, D. (2018, November 14). Bioplastics: Great green hope or a false promise? DW. https://www.dw.com/en/bioplastics-great-green-hope-or-a-false-promise/a-46199201.

(1) Reading Rockets. (2020, March 13). Jigsaw: Classroom Strategy. Retrieved October 19, 2020, from https://www.readingrockets.org/strategies/jigsaw. 2. Students conduct computer research to improve their school’s recycling program to reduce plastic waste. They should research what Germany does to recycle so successfully, listing their ideas to share with the class. Students can research what other successful countries around the world are doing to reduce their plastic waste. Invite a building manager to class to discuss the school’s current recycling program, and what changes could be implemented.

EXPLAIN - IDENTIFY POSSIBLE SOLUTIONS Students will be solving 2 problems: Improving recycling systems at their school and replacing petroleum-based plastics with bioplastics. Depending on time constraints, all students can work on both problems, or students can split into groups to work on different problems, sharing their work with the rest of the class as they make progress. Improve Recycling: Students vote on ideas and create plans for their school to recycle better. This might include: color-coded bins, informational talks with classes, reminder posters, schoolwide reward systems, collecting bottles to reclaim deposits, etc. Create Bioplastics: Students research bioplastics, in order to determine how they work and if they are a safe alternative to traditional petroleum-based plastics. Students can research recipes for milk-based and starch-based plastics that could be made in class.

CREATE A PROTOTYPE / INVESTIGATING SOLUTIONS Improve Recycling: Students create a recycling protocol for the school to follow. They should talk to classes and post flyers regarding the changes. Students should measure the amount of plastic recycled before and after implementing their changes. They can also conduct before and after surveys to understand student recycling attitudes and how much students say they recycle. Create Bioplastics: Students can choose which type of bioplastic they want to make. They can make both milk-casein plastic and starch plastic foil, if time allows. 26 | Top Lessons | Teach Germany

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

Middle School Inquiry Lessons

1. All students should research the pros and cons of bioplastics, including the environmental impacts of different crops used in its production. Students should understand that, while bioplastics can help the plastic problem, it is best practice to reduce our reliance on “disposable” products or reuse what we have already produced. 2. Advanced groups can research (1) what polymers are, why they are used for making plastic, and their pros and cons as a material. They can (2) make a virtual polymer to see how the molecules form long chains. 3. Milk casein products (3) (Shapes: buttons, ornament, magnet, jewelry) 4. Starch plastic foil (4) (Shapes: cups, wrap)

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Polymer Science Learning Center (n.d.). Polymer Basics. https://www.pslc.ws/macrog/kidsmac/wiap.htm.

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Polymer Science Learning Center (n.d.). Let’s Make a Polymer! https://www.pslc.ws/macrog/kidsmac/wiap.htm.

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Science Buddies. (2012, September 13). Sculpted Science: Turn Milk into Plastic! Scientific American. https://www.scientificamerican.com/article/bring-science-home-milk-plastic/.

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Stark, J. (2017, October 08). DIY Bio-plastics. Instructables Workshop. https://www.instructables.com/DIY-Bio-plastics/.

EVALUATE - TEST, REFINE Improve Recycling: After a predetermined amount of time, students should compare the amount of plastic being recycled before and after their improved recycling protocol is implemented. • Students create data tables and graphs to show changes at the school. • Students can conduct surveys to see what parts of the system are working and what ideas others have for improving recycling. • They can implement new ideas, comparing data again after implementing further changes. Create Bioplastics: After successfully making bioplastics, students can try decomposing them next to traditional petroleum-based plastics by putting pieces in a compost bin and comparing what happens to each type of plastic over time. Help students to improve their bioplastic recipes by asking them the following questions (from the milk casein lab): • How does the amount of vinegar used affect the yield of casein plastic? • Do any common acids (lemon juice, orange juice, soda and tomato juice) work better than others for making casein plastic? • How does the temperature of the milk affect how much casein plastic you can produce?

EXPLAIN - SUMMATIVE PERFORMANCE TASK Students write persuasive letters, based on their research and projects, to German and American governments. Students will make recommendations about ways countries can reduce the amount of plastic waste that ends up in landfills and the environment.

Fall Newsletter | 2020 | 27

Middle School Inquiry Lessons

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

Students work in groups to create a final project of their choice to share with the public. They should include their work through the engineering design process, show off their current product (a recycling protocol or a bioplastic recipe or both), and explain how they could further improve their design. Students may choose from the following project ideas, or suggest their own:

• • • • • •

Slides presentation Book Poster Brochure Play Comic

• • • • •

Art display Video Website Game Teach a lesson/workshop

ELABORATE - TAKING INFORMED ACTION UNDERSTAND Students will be working to reduce the amount of plastic that ends up in landfills from their schools. ASSESS Students assess the amount of plastic that ends up in landfills from their schools, and make a plan to reduce the amount of plastic used at their schools. ACT They should document their work to share with their community, encouraging families to follow their plans at home. Students can meet with local politicians, like the city council, to make reducing plastic use a city-wide movement.

VIRTUAL EXCHANGE Students can connect with a class in Germany to share their findings and recommendations about plastic waste and update each other on changes made at their schools. Working with a class across the world will give students new perspectives and show them that our actions, for better or for worse, affect the entire planet.

CAREER CONNECTION EXPLORATION Ask students to research the following occupations, think about how their work might be affected by the plastic waste problem, and present their findings to the class. • Material engineers • Veterinarians • Department of Public Works (waste management) • Fisheries • Food/drink manufacturers • Politicians • Marine biologist

28 | Top Lessons | Teach Germany

“The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

• • • • •

Middle School Inquiry Lessons

MODIFICATIONS FOR DIFFERENTIATION - Articles may be read online, so students can use read-aloud extensions - The number of facts to share when researching can be changed based on ability and sentence starters may be provided - Data tables and graphs can be provided for students to fill in - Advanced students should learn about polymer molecular structure (see lesson above) - The amount of information included in the final project can be changed based on ability and templates may be provided

MODIFICATIONS FOR ONLINE LEARNING

Teachers can use an online learning platform, like Nearpod, to share videos and readings with students, and to encourage active participation and collaboration. • If they will not be at school, students can improve their home recycling systems instead. • The bioplastic engineering can be done at home with household supplies, with parent supervision for safety. If this is not possible, students can research different bioplastic production methods, and the class can watch time-lapse videos of different types of plastics decomposing. • Students can use Canva to inform others about their work and recommendations virtually.

Christina Rosenthal is a middle-school science teacher at the Linden STEAM Academy in Malden, MA, USA.

Fall Newsletter | 2020 | 29

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

High School Inquiry Lessons

To what extent has Germany addressed its history of imperialism in Africa? C3 Framework Indicators

D1.2.9-12., D1.5.9-12., D2.Civ.5.9-12., D2.Geo.6.9-12., D2.His.3.9-12., D2.His.7.9-12., D2.His.6.9-12., D2.His.16.9-12., D3.3.9-12., D4.1.9-12., D4.6.9-12.

Staging the Compelling Question

In this unit students will examine the extent to which contemporary Germany has addressed its history of imperialism. Students will first compare the division of East and West Germany with the division of Africa under the Berlin Conference. Next, students will examine images produced by Germans and other Europeans to understand arguments used by Germans to justify imperialism in Africa. Finally, students will research significant people and events crucial toward understanding the history of German imperialism in Africa.

Supporting Question 1 What impact did German imperialism have on Africa?

Supporting Question 2 How did Germany justify its colonial empire in Africa?

Supporting Question 3 How has Germany attempted to address the injustices of its colonial past?

Formative Performance Task

Students will learn about the consequences of the Berlin Conference, they will study colonial maps of Africa, and learn more about the exploitation of Africa to answer the first supporting question.

Students will continue to draw conclusions about the impact colonial boundaries have on the political, economic, and cultural lives of Africans. They will go over the idea of social Darwinism, which was used to justify imperialism, by exploring media images of Africans taken by Germans and other Europeans.

Students will discuss why people choose to memorialize certain types of people in memorials/monuments. They will be making a group timeline of key events in the history of German imperialism in Africa. Students will learn about the debate over how to commemorate the legacy of imperialism is currently playing out in Berlin’s African Quarter.

Featured Sources

Source A: ”Scramble for Africa“ (Wikipedia Maps)

Source A: Educational Technology Clearinghouse (Florida Center for Instructional Technology)

Source B: University of Texas in Austin

Source B: “IlissAfrica - Welcome” (Universitätsbibliothek Johann Christian Senckenberg)

Source C: “Letter from Africa: Lingering Cultural Colonialism” (Ohene)

Source C: Image (Jeffery Green Historian) Source D: “Image Analysis Worksheet“ (Wisconsin Historical Society) Source E: ”Le Togo et la Photographie Coloniale Allemande“ (Photos Coloniales) Source F: ”Image Database“ (Frobenius Institute for Cultural Archaeology)

Source A: “Statue of Kaiser Wilhelm“ (Wikipedia) Source B: “Avoiding the Pathos“ (Goethe-Institut) Source C: “The Big Hole in Germany‘s Nazi Reckoning? Its Colonial History” (Eligon, J.) Source D: “Germany‘s Other Brutal History: Should Berlin‘s ‚African Quarter‘ Be Renamed?” (Sousa, A.) Source E: Website of Berlin Postkolonial Source F: ”Lern- Und Erinnerungsort Afrikanisches Viertel“ (Office for Further Education and Culture of the District Center of Berlin)

Source G: ”The White Man‘s Burden“ (Rudyard Kipling)

Summative Performance Task

Argument: Students will write a 500-word essay answering the compelling question. Extension: Students will use Google Tour Builder to post their answers on a class Google Maps. The goal is for the class to create their own English-language virtual “tour” of the African Quarter.

Taking Informed Action

Understand: Students could research issues facing German Africans today and contact organizations in Germany such as Berlin Postcolonial that are addressing these issues. Assess: Students could research debates around controversial memorials, statues, and monuments in their neighborhood (e.g. Confederate memorials) and compare and contrast these debates with those concerning German monuments to imperialism. Act: Students could design memorials that address the impact of imperialism on Germans. Students could then write a letter to their newspaper proposing solutions to the debates they have researched.

30 | Top Lessons | Teach Germany

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

High School Inquiry Lessons

COMPELLING QUESTION

•

To what extent has Germany addressed its history of imperialism in Africa?

INQUIRY OVERVIEW 2019 is the 100th anniversary of the end of Germany’s colonial empire. In this unit students will examine the extent to which contemporary Germany has addressed its history of imperialism. Students will first compare the division of East and West Germany with the division of Africa under the Berlin Conference. Next, students will examine images produced by Germans and other Europeans to understand arguments used by Germans to justify imperialism in Africa. Then, students will research significant people and events crucial toward understanding the history of German imperialism in Africa. Finally, students will examine how Germany is grappling with its imperialist history by researching a controversy regarding the renaming of streets in Berlin’s African Quarter and writing an essay arguing how best to resolve the controversy.

TEACHER BACKGROUND Students will probably lack knowledge about the unification of Germany and how it led Germany to participate in the “scramble for Africa” (1884-1914), a race by many European nations to acquire African colonies for economic gain and prestige. To provide context, students should already have a basic understanding of the definition of imperialism and the causes and effects of European imperialism in the 19th century from the perspectives of both Europeans and colonized peoples. The teacher may also want to spend time focusing on the geography of Africa to identify the location of German colonies and their current status as independent nations. Finally, the teacher may want to explain how many Germans are currently reevaluating how they study and remember other difficult periods in their history, such as World War II and the Holocaust. SUGGESTED TIME FRAME: 1 week

INSTRUCTIONAL RESOURCES

• •

Internet Access (featured articles and maps) Google Tour Builder (optional extension)

INTRODUCTORY ACTIVITY Project a map that shows how Germany was divided during the Cold War (see link below). Explain to students that Germany became a united country in 1871 but then became divided into East and West Germany at the end of World War II. Give students background on the causes of this division (e.g. division of Germany at the Potsdam Conference, building of the Berlin Wall in 1961). Ask students what impact this might have had on the political, economic, and cultural development of Germany, as well as on the everyday lives of Germans. For context, students may want to watch the set of YouTube videos by The Guardian on the lives of East and West Germans after the building of the Berlin Wall below. Explain to students that 2019 marks the 30th anniversary of the fall of the Berlin Wall and the end of the division of Germany. However, as Germany is commemorating this anniversary, there is another 100-year anniversary that is not getting as much attention. 2019 marks the 100th anniversary of the end of the German colonial empire.

SOURCES Maps of Germany during the Cold War: • “Inner German Border.” Wikipedia, https://en.wikipedia.org/wiki/Inner_German_border#/media/File: Germany_occupation_zones_with_border.jpg.

Fall Newsletter | 2020 | 31

High School Inquiry Lessons

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

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Pike, John. “Military.” Germany, Zones of Occupation, 1946, www.globalsecurity.org/military/ library/report/other/us-army_germany_1944-46_map3.htm.

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Guardian, The. “Life on Both Sides of the Berlin Wall.” YouTube, 12 Nov. 2009, www.youtube.com/ watch?v=nt7AA_JaDeM.

SUPPORTING QUESTION #1

What impact did German imperialism have on Africa? ➤ Formative Performance #1: Many students may know of Hitler’s attempt to create an empire during World War II (the Third Reich). Explain that Germany’s attempts to create an empire occurred long before the rise of Hitler. Have students define imperialism. Explain that in the 19th century, Germany was an imperialist power that successfully obtained a colonial empire in Asia and Africa. Project the maps of Africa in 1790, 1880 and 1913 (first two sources below). Explain that in 1885, Germany organized the Berlin Conference, where European powers met to drew up a plan to divide the continent of Africa. At the time, Germany was a newly formed nation seeking to make its mark on the world stage. Like many industrialized nations, Germany sought colonies as a way to develop its economy and enhance its prestige. Led by Otto von Bismarck, the Chancellor of Germany, the imperialist powers of Europe drew up a set of agreements that led to the partitioning of Africa. No Africans played a significant role in these agreements. Why did they do this? Explain that one of the major reasons was the exploitation of Africa for its raw materials (e.g. rubber to make tires in industrialized nations). Teachers may want to review the long history of the exploitation of Africa (e.g. the Atlantic slave trade). Ask students to look at the maps of Africa in 1880 and 1913. Notice that the boundaries created by the Europeans after the Berlin Conference did not reflect the boundaries of African kingdoms in 1790 and 1880. Ask students to brainstorm the impact (similar to the partition of Germany after World War II) that this might have had on the political, economic, and cultural lives of the peoples of Africa. Consider that the maps of Africa in 2019 follow the borders set by the Berlin Conference. What impact might this have today? Distribute the CNN article: “Letter from Africa: Lingering Cultural Colonialism” by Elizabeth Ohene. Have students read the article and make a list of all the different effects that German, British, and French imperialism have had in Togo and Ghana since the Berlin Conference. ➤ Featured Sources #1: Maps of Africa before and after the Berlin Conference:

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“Scramble for Africa.” Wikipedia, Wikimedia Foundation, 30 June 2019, https://upload.wikimedia.org/wikipedia/commons/a/a8/Scramble-for-Africa-1880-1913.png.

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University of Texas at Austin. “Historical Map of Africa in the 17th and 18th Centuries.” From the Cambridge Modern History Atlas, 1912. http://www.emersonkent.com/map_archive/africa_17_18_century.htm.

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Ohene, Elizabeth. “Letter from Africa: Lingering Cultural Colonialism.” BBC News, BBC, 3 Nov. 2017, www.bbc.com/news/world-africa-41817290.

32 | Top Lessons | Teach Germany

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

High School Inquiry Lessons

SUPPORTING QUESTION #2 How did Germany justify its colonial empire in Africa? ➤ Formative Performance Task #2: 1. Show students a map of German Colonies. Explain that Germany’s colonies included German Togoland (now Ghana and Togo), Cameroon, German East Africa (now Rwanda Burundi, Tanzania), and German South-West Africa (now Namibia). The teacher may want to hand out a map of Africa in 2019 and have students trace the boundaries of the German colonies over the existing boundaries of the countries today. If so, they should continue to draw conclusions about the impact these boundaries have on the political, economic, and cultural lives of Africans. 2. Explain that during the 19th and 20th centuries, Germany, like many European imperialist powers, had to justify its colonial empire. One way this was done was through the belief of social Darwinism. Go over social Darwinism—an application of Charles Darwin’s “survival of the fittest” theories to groups of humans. Explain that the late 19th century was a time period in European and American history when ideas of nationalism and modernism became even more intertwined with ideas of imperialism, racism and Social Darwinism (students may need more background on this history). This led to ideas that Africans, African Americans, and other people of color were biologically inferior races that needed to be civilized. Social Darwinism was also used to support arguments about what types of people or countries were considered “modern” (i.e. Europeans), which was then used to justify the idea that it was the obligation of European imperialists to civilize the peoples of their colonies. Students may want to read Kipling’s “White Man’s Burden” a famous poem that was often used to justify this sentiment. 3. Explain to students that one way the idea of social Darwinism was used to justify imperialism was through media images of Africans taken by Germans and other Europeans. Project Image #1 (a photo of an exchange between a European and an African) taken from the Internet Library of Sub-Saharan Africa, a database of scholarly articles and images on sub-Saharan Africa. Have students analyze the image to determine how it could be used to support ideas of social Darwinism using the Image Analysis Worksheet put together by the Wisconsin Historical Society. 4. Having analyzed the image using the worksheet, ask students to answer the following: a. To what extent does the image seem to support social Darwinism? Explain. b. Overall, how could the image be used by Germans to justify imperialism? To what extent are the ideas of social Darwinism used specifically for this purpose? Explain. 5. Project the second image taken from the archives of historian Jeffery Green. Ask the students to answer questions in steps #3 and #4 using the Image Analysis Worksheet. Extension: 6. Divide students into groups of two or three and have them go to one of the image databases listed below and repeat steps #3-5. ➤ Featured Sources #2 Map of German colonies:

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Florida Center for Instructional Technology. Educational Technology Clearinghouse, https://etc.usf.edu/maps/pages/11700/11761/11761.htm.

Image #1:

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“IlissAfrica - Welcome.” DE, Universitätsbibliothek Johann Christian Senckenberg, Frankfurt Am Main, 20 Apr. 2018, www.ilissafrica.de/en/. https://ilissafrica.files.wordpress.com/2011/12/a_0ii_6874.jpg.

Image #2:

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Jeffery Green Historian, 5 July 2019, 7:32 PM, https://jeffreygreen.co.uk/095-a-german-view-of-imperialism-in-africa-1904/.

Fall Newsletter | 2020 | 33

High School Inquiry Lessons

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

Image Analysis Worksheet:

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”Wisconsin Historical Society. https://www.wisconsinhistory.org/turningpoints/pdfs/ imageanalysisworksheet.pdf. Accessed 07 October 2020.

Databases with imperialist images of Africa:

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“LE TOGO ET LA PHOTOGRAPHIE COLONIALE ALLEMANDE.” Photos Coloniales, June 17, 2013, http://kolonialfotografie.com/photos.html.

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Frobenius Institute for Cultural Archaeology. “Image Database.” Frobenius, https://www.frobenius-institut.de/en/datenbanken/online-bildarchiv/how-to-use-the-database.

White Man’s Burden by Rudyard Kipling:

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Kipling, Rudyard. “The White Man’s Burden.” Bartleby.com, www.bartleby.com/364/169.html.

SUPPORTING QUESTION #3 How has Germany attempted to address the injustices of its colonial past? ➤ Formative Performance Task #3: 1. Ask students to think of famous monuments and statues (e.g. Washington Monument, Lincoln Memorial). Ask students what it means to “memorialize” a person through a monument or statue. Have students discuss why people choose to memorialize certain types of people (e.g. race, gender, profession) Why? 2. Project the image of the Kaiser Wilhelm II Equestrian statue. Before revealing the name of the person, ask students to use adjectives to describe the man on the statue. What was the sculptor trying to say about the person? Explain that this is a statue of Kaiser Wilhelm II, who was the emperor of Germany during the Berlin Conference. He is also remembered as the German leader who foolishly led the country into World War I. Have students go back and look at some of the monuments they brainstormed. What are some characteristics of these statues or monuments and why do so many statues and monuments have them (e.g. someone marching into battle)? From what they know, are these people worthy of being memorialized in this way? 3. Divide students into groups of six and give each group a sheet of newsprint. Explain to students that they will be making a group timeline of key events in the history of German imperialism in Africa. Each student will be responsible for researching one of the following people/events and posting the information on the timeline: a. Who is this person?/What is this event? b. What is the significance of this person/event to the history of German imperialism in Africa? c. Give three specific pieces of evidence that support your answer. Also include any dates that may be relevant to the evidence. d. How is this person/event memorialized in German or European history? To do so, have students do a quick Google Image search of monuments and memorials that are associated with the person or event. 1. Otto von Bismarck 2. Berlin Conference 3. Herero Wars and Lothar von Trotha 4. Maji Maji Revolution 5. Shark Island Concentration Camp 6. Treaty of Versailles 4. After students conduct their research and post the information on the timeline, have students answer the following: a. Based on your research, what significance did each person/event have in the history of German imperialism?

34 | Top Lessons | Teach Germany

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

High School Inquiry Lessons

b. Overall, what effects did German imperialism in Africa have on Germans? Africans? c. Based on your research, how is this person/event remembered? To what extent do monuments and memorials fairly depict this person/event and its relation to German imperialism? 5. Ask students to read the article: “Avoiding the Pathos” by the Goethe Institute. a. According to the article, what significance have memorials played historically in Germany? b. How has this changed over time? c. In what ways could this new understanding of the role of memorials be used to commemorate the impact of German imperialism?

For more background, students may also wish to read the New York Times article: “The Big Hole in Germany’s Nazi Reckoning? Its Colonial History.”

6. Explain to students that the debate over how to commemorate the legacy of imperialism is currently playing out in Berlin’s African Quarter. When the neighborhood was built, streets were named after Germans who colonized Africa. The neighborhood is now home to many migrants from those former African colonies, some of whom find the street names offensive. As a result, there has been a movement to change the names of streets to honor antiimperialist activists.

To understand this, have students read “Germany’s Other Brutal History” (The Guardian, 4/4/17) for homework and identify arguments for/against the renaming of streets in Berlin.

7. After going over the homework, divide students into groups of four and assign cooperative learning roles (e.g. facilitator, note-taker, spokesperson, cheerleader).

Assign each group a street in the African Quarter. Students will be assigned to research either the historical figure the street was originally named after or an anti-imperialist activist that supporters of renaming want to honor instead.

OLD NAME

PROPOSED NAME

Luderitzstrasse 1. Adolf Luderitz

2. Cornell Fredericks

Nachtigalplatz 3. Gustav Nachtigal

4. King Rudolf Magna Bell

Petersallee 5. Karl Peters

6. Anna Mungunda, Maji-Maji-Allee

Students will research the historical figure and write three reasons why the street should be named after the historical figure and three reasons why it shouldn’t. Students may conduct research by using the website of Berlin Postcolonial, which includes articles on the history of the African Quarter and German imperialism. Additional groups can research the origins of other streets in the African Quarter such as Zanzibar Street and Congo Street, as well as the history of Carl Hagenback, who built the neighborhood with the intention of including a zoo honoring German imperialism. To enhance their research, students may wish to visit the website of the project “Lern- und Erinnerungsort Afrikanisches Viertel” sponsored by the Office for Further Education and Culture of the district center of Berlin. The website includes an interactive tour of significant sites in the African Quarter. Unfortunately, the website is in German; students can translate it by cutting and pasting blocks of text into Google Translate. 8. Conduct a solution (e.g. Socratic Seminar, debate) where students answer the question: To what extent should Berlin’s African Quarter rename its streets? In doing so, they should consider: who should name a street (e.g. residents of the community, people of a certain racial or ethnic group, city leaders) and what impact naming a street has on understanding the history of a neighborhood. Fall Newsletter | 2020 | 35

High School Inquiry Lessons

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

➤ Featured Sources #3: Statue of Kaiser Wilhelm: • “Wilhelm II Statue.” Image. Wikimedia Commons, 18 Mar. 2019, https://upload.wikimedia.org/wikipedia/ commons/e/e6/Wilhelm_II._-_Statue_an_der_Hohenzollernbrücke_Köln_(2007).jpg. Relevant articles: • Eligon, John. “The Big Hole in Germany’s Nazi Reckoning? Its Colonial History.” The New York Times, 11 Sept. 2018, www.nytimes.com/2018/09/11/world/europe/germany-colonial-history-africa-nazi.html.

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Jaeger, Falk. “Avoiding the Pathos.” Goethe Institut, @GI_weltweit, October 2017, www.goethe.de/en/kul/arc/20979492.html.

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Sousa, Ana Naomi de. “Germany’s Other Brutal History: Should Berlin’s ‘African Quarter’ Be Renamed?” The Guardian, 4 Apr. 2017, www.theguardian.com/cities/2017/apr/04/germanys-other-brutal-historyshould-berlins-african-quarter-be-renamed.

Website of Berlin Postkolonial: • http://www.berlin-postkolonial.de/. Interactive tour of African Quarter (In German only.): • “Lern- Und Erinnerungsort Afrikanisches Viertel.“ Office for Further Education and Culture of the District Center of Berlin, 5 July 2019, 8:13 PM, www.3plusx.de/leo-site/.

 SUMMATIVE PERFORMANCE TASK Students will write a 500-word essay answering the question: To what extent has Germany addressed its history of imperialism in Africa? In doing so, students may wish to incorporate the research they have conducted in Performance Task #3.

EXTENSION (OPTIONAL) TASK

Students will use Google Tour Builder to post their answers on a class Google Maps. The goal is for the class to create their own English-language virtual “tour” of the African Quarter. Students will be able to explore each street using Google Street View while reading arguments supporting/opposing the renaming of each street. The site will also include background on the historical figure each street is named after and the anti-imperialist activist some want to honor instead.

TAKING INFORMED ACTION UNDERSTAND Students could research issues facing German Africans today and contact organizations in Germany such as Berlin Postcolonial that are addressing these issues. In doing so, students could research the positions that German Africans have regarding German monuments to imperialism. ASSESS Students could research debates around controversial memorials, statues, and monuments in their neighborhood (e.g. Confederate memorials) and compare and contrast these debates with those concerning German monuments to imperialism. ACT Students could design memorials that address the impact of imperialism on Germans Students could then write a letter to their newspaper proposing solutions to the debates they have researched.

36 | Top Lessons | Teach Germany

“To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

High School Inquiry Lessons

MODIFICATIONS FOR DIFFERENTIATION

Teachers of students who are English language learners may want to have their students just focus on understanding the topic by reading the New York Times article: “The Big Hole in Germany’s Nazi Reckoning? Its Colonial History.” The teacher should break the article into paragraphs and assign pairs of students a paragraph each in order to understand the main idea. The teacher should take care to break down important vocabulary words such as “reparations,” “reckoning” and “legacy.”

MODIFICATIONS FOR ONLINE LEARNING

Students may present the results of their group work using Google Slides or Padlet. Any individual work could be turned in electronically using Google Docs or as entries in a Reflective Journal.

Ken Hung is a high school social studies teacher at Central High School in Philadelphia, PA, USA.

Fall Newsletter | 2020 | 37

“What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston

High School Inquiry Lessons

What factors are necessary for a peaceful protest to be successful? C3 Framework Indicators

D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument. D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place.

Staging the Compelling Question

Supporting Question 1 What were the motivations and goals of the Leipzig protestors?

Students will lead themselves through a visual tour of prominent locations from the Peaceful Revolution protests in Leipzig (GDR) in the fall of 1989. Based on provided information, it is up to students to decide what factors contribute to a successful protest. Supporting Question 2 What factors affected the government’s decisions?

Formative Performance Task

Students lead themselves through the Google 360 tour of the Peaceful Revolution protest. They will use the information they find to complete the “Peaceful Revolution Outline“ (Handout 1).

Students will work with their table groups to complete the „Erich Honecker Leadership Face Map“ (Handout 2). This will help them understand the relationship between the protestors’ actions and the government’s response.

Featured Sources

Source A: Peaceful Revolution Outline (Handout 1) Source B: “Peaceful Revolution“ (Reiff) Summative Performance Task

Source A: Erich Honecker Leadership Face Map (Handout 2)

Supporting Question 3 What, if anything, can future protestors learn from the Peaceful Revolution in Leipzig? Formative Performance Task Students should complete a partner reading of the Local article “Over 200 ‘Fridays for Future’ climate demos taking place in Germany.”

Featured Sources Source A: “Over 200 ‘Fridays for Future’ climate demos taking place in Germany“ (The Local)

Argument: Students will construct a written, essay-style argument, or create a digital PowerPoint-style presentation that addresses the compelling question. Extension: Students will complete a “Letter of Advice“ (Handout 3) from the perspective of a German citizen to an American citizen.

Taking Informed Action

Understand: Students will research a recent protest movement in their city, state, or country. Assess: Students will determine which strategies their researched movement has used for their protest, what the government’s response has been, and whether or not they think the protest was/is successful. Act: Students will write a letter to the leaders of the protest offering ideas for success or to the government offering their opinion about the government’s reaction to this protest.

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“What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston

High School Inquiry Lessons

COMPELLING QUESTION

•

What factors are necessary for a peaceful protest to be successful?

INQUIRY OVERVIEW Students will lead themselves through a visual tour of prominent locations from the Peaceful Revolution protests in Leipzig (GDR) in the fall of 1989. The government debated using force to quell the protests, but ultimately decided not to. The success of the peaceful protestors helped contribute to the reunification of Germany. Based on provided information, it is up to students to decide what factors contribute to a successful protest. Students will also write a letter, from the perspective of a GDR citizen to an American citizen, suggesting best practices and hopes for achieving a peaceful outcome when using a peaceful protest.

TEACHER BACKGROUND This lesson is primarily aimed at learning new information about the Peaceful Revolution of 1989, while using modern events as a means to apply that knowledge. To accomplish this goal, teachers should have a basic working knowledge of the Peaceful Revolution in Leipzig. They should be aware that this was at the end of the GDR and the USSR more broadly. Teachers should also consider (for the purposes of comparison) the general policies in the USSR of glasnost and perestroika. This is a signal (from our historical point of view) that the USSR was weakening and recognized a need for change, but ultimately would not be enough to satiate an increasingly troubled and outspoken populace. Teachers should be acutely aware of the intent of the protesters – namely non-violence and internal government reform. In the minds of the protesters this was not an effort to topple leadership – simply to force them to reform the structure and soften treatment of the people. Finally, educators should take note that these protests took place very shortly before the formal collapse of the GDR and the USSR. Peaceful Revolution Protests took place in Mid-October 1989, the Berlin Wall fell about a month later, and Germany was officially reunified by the end of November 1990. SUGGESTED TIME FRAME: two to three class periods

INSTRUCTIONAL RESOURCES

• • •

Peaceful Revolution Outline (Handout 1) Erich Honecker Leadership Face Map (Handout 2) Letter of Advice (Handout 3)

Google 360 equipped computer SMARTboard/Promethean board projector (VR goggles would also be acceptable if there are enough for multiple students)

All handouts can be found here https://tinyurl.com/y24cmebn

INTRODUCTORY ACTIVITY

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To students: “You have decided Mr. B. (the teacher) is not doing the best he can for you anymore. You believe he is too strict, his timelines too short, his punishments unfair, and worst of all – he does not help students better themselves. As a class, it is decided that Mr. B. must dramatically change his ways. However, Mr. B. is resistant to change and will not change easily. With your table group, brainstorm at least five strategies (large or small) that you could use to help show your displeasure and enact change.”

Students will be given 5 minutes to come up with ideas. Another 5 minutes will be allocated to asking student volunteers from each table group to share ideas and discuss options with the large group.

Fall Newsletter | 2020 | 39

High School Inquiry Lessons •

“What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston

Final Question to students: “Which strategy/strategies seem most likely to work? Which might cause more problems for you even IF they succeed? Why?”

Allow another 2-3 minutes to discuss this as well. Students should be nudged in the direction of peaceful solutions leading towards long-term success (Mr. B. will still be your teacher, after all) and away from things like “frame Mr. B. for murder, etc.” Students should be pushed to defend the ideas and they should (hopefully) arrive at the conclusion that while violence can be an effective short-term solution, it does not always set up success in the future. This is an ideal place to jump off to begin discussion of nonviolent protest movements and government response to them.

SUPPORTING QUESTION #1 What were the motivations and goals of the Leipzig protests? ➤ Formative Performance Task #1: Students will lead themselves through the Google 360 tour of the Peaceful Revolution protest. The virtual tour on the board will guide students through the sites and major events of the Peaceful Revolution. This tour will give an overview of the catalyzing events of the protests, the major organizers and government officials, and conclude with information about the Stasi and their famous inaction at the conclusion of the protests. During this presentation students will be asked to come up to the board and move the camera around the location and click on informational panels. They will use the information they find, in addition to the teacher answering student questions, to complete the “Peaceful Revolution Outline” (Handout 1). ➤ Featured Sources #1:

• •

Peaceful Revolution Outline (Handout 1) Reiff, Amanda. Peaceful Revolution. 1 August 2019, https://poly.google.com/view/5Yqa15NKTue

SUPPORTING QUESTION #2 What factors affected the government’s decisions? ➤ Formative Performance Task #2: Students will work with their table groups to complete the “Erich Honecker Leadership Face Map” (Handout 2). This requires students to label Erich Honecker with any information they know about him individually or the situation the government was in at the moment. Information provided in the Google 360 presentation, teacher comments, and individual research will allow students to complete the worksheet. At the bottom of the page students will complete a 1-10 ranking of the government’s power at the moment of the protests – based on the students’ own assumptions and analysis. This should help them to understand the relationship between the protestors’ actions and the government’s response. ➤ Featured Sources #2:

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Erich Honecker Leadership Face Map” (Handout 2)

40 | Top Lessons | Teach Germany

“What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston

High School Inquiry Lessons

SUPPORTING QUESTION #3 What, if anything, can future protestors learn from the Peaceful Revolution in Leipzig? ➤ Formative Performance Task #3: Students should complete a partner reading of the Local article “Over 200 ‘Fridays for Future’ climate demos taking place in Germany.” Upon completing the reading, the partners should discuss two things. 1. The importance of peaceful protests to the success of the Fridays for Future movement (or any social movement) 2. How using nonviolence as a strategy might affect the perception of a movement to casual observers on the outside. ➤ Featured Sources #3:

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“Over 200 ‘Fridays for Future’ climate demos taking place in Germany.” The Local, Oct 15, 2020, https://www.thelocal.de/20190315/200-fridays-for-future.

 SUMMATIVE PERFORMANCE TASK Students will construct a written, essay-style argument, or create a digital PowerPoint-style presentation that addresses the compelling question: “What factors are necessary for a peaceful protest to be successful?” Students will be expected to include: • Specific evidence from the Peaceful Revolution example • Ideas on the success of nonviolent protests generally • A brief discussion on the possible shortcomings/consequences of a violent movement (addressing an opposing view) • Students may also include evidence from sources outside of the lesson

EXTENSION (OPTIONAL) TASK

Students will complete a “Letter of Advice” (Handout 3) from the perspective of a German citizen to an American citizen. In their letter they will include: • Brief summary of the events of the protest and its result. • At least three reasons why they believe their revolution was successful. • Suggestions on what American organizers could aim to do to find success and a lack of violence (from protestors or government) in future demonstrations.

TAKING INFORMED ACTION UNDERSTAND Students will research a recent protest movement in their city, state, or country. ASSESS Students will determine which strategies their researched movement has used for their protest, what the government’s response has been, and whether or not they think the protest was/is successful. ACT Students will write a letter to the leaders of the protest offering ideas for success or to the government offering their opinion about the government’s reaction to this protest.

• •

MODIFICATIONS FOR DIFFERENTIATION For students who have difficulty seeing/copying notes - copies of the information slides from the Google 360 tour will be printed. For students who have difficulty writing - computers for typing letters and notes will be provided with the requisite paperwork available for them on a Google classroom.

Fall Newsletter | 2020 | 41

High School Inquiry Lessons •

“What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston

Students will have previously been grouped with others they can both work well with and who are differentiated for level – allowing for a more mixed classroom.

MODIFICATIONS FOR ONLINE LEARNING

Materials: • Supply students with all necessary links through the digital platform your school uses. • Combine the documents into a pdf so students can download/print and complete the paperwork. • Load the documents into a Google Word file that students can access and complete digitally on a cellphone or computer. • Articles could also be saved as a pdf and sent to students as a document if they require a hardcopy/printable copy. Interaction: • Interactive portions of the lesson could be saved for a Zoom/video chat session. Students could be prompted on discussion topics with the teacher and then assigned a digital “breakout room” to talk. • Students could be instructed to record their questions and thoughts as they progress through the lesson on their own time. When they come into a Zoom/video lesson there could be a designated time for answering and discussing questions that would otherwise be handled by the teacher in the classroom during the original lesson.

Kyle Blackiston is currently an ESOL instructor at International School Canada in Busan, South Korea. He was formerly a Government and World History teacher at Glen Burnie High School, Glen Burnie, MD and an AP Government teacher at Great Mills High School, Great Mills, MD, USA.

42 | Top Lessons | Teach Germany

High School Inquiry Lessons

“Whose stories should we tell?” by Jessica Ellison

Whose stories should we tell? C3 Framework Indicators

D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past. D2.His.8.9-12. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.

Staging the Compelling Question

Supporting Question 1 How do we identify the perspective of a historical narrative?

In this inquiry students will consider the inclusion and exclusion of perspectives in historical narratives. Using examples of memorials in Germany and a historical fort in Minnesota, students will learn to identify perspectives present and missing in complex historical narratives and discuss the factors that determine whose stories are told. After this lesson, students will more thoughtfully examine historical narratives they see in educational and public spaces.

Supporting Question 2 How do we figure out which perspectives are missing and why?

Supporting Question 3 How do we decide which stories to include?

Formative Performance Task

In small groups, the students will read the description of Fort Snelling, from three different captures from the Wayback Machine, and will highlight words that give clues about the stories being told at the historic site. Based on the clues identified, the group will consider the perspective of the historical narrative in their given year.

Divide students into two groups. One group will explore German memorials, and the other group will dig deeper into the captures from the Minnesota Historical Society‘s Wayback Machine.

Share the two recent articles linked below. What do these articles reveal about public reaction to the inclusion of different stories? In a journal or notebook, students reflect on whom they believe should decide whose stories are told.

Featured Sources

Source A: “Historic Fort Snelling - Wayback Machine“ (Minnesota Historical Society)

Source A: Recent German Memorials Slideshow (Handout 1)

Source A: “Monument Seeks to End Silence on Killings of the Disabled by the Nazis” (Eddy, M.)

Source B: “Identification for prisoners in concentration camps“ (Wikimedia Commons)

Source B: “’Fort Snelling at Bdote?’ Senate passes GOP measure cutting Historical Society funds over ‘revisionist history’” (Salisbury, B.)

Source C: “Projectile point“ (Minnesota Historical Society) Source D: “List of slaves owned by Lawrence Taliaferro (1839-43)“ (Minnesota Historical Society) Source E: “Dakota Internment Camp at Fort Snelling“ (Minnesota Historical Society)

Summative Performance Task

Argument: Construct an argument addressing the compelling question: “Whose stories should we tell?” Use evidence from Historic Fort Snelling and German memorials, as well as other relevant sources, to make a case for the perspectives that should be included when addressing histories in public spaces. Extension: Students imagine they work at a museum or historic site and are charged with creating a new exhibit. They need to choose a topic in history that is usually taught in American high schools and tell that story. It is up to them to choose which stories to include, but they will need to justify their choices.

Taking Informed Action

Understand: Are there historic sites, historical markers, exhibits or other public historical narratives in your community? Assess: If so, do any of them need updating? Consider the stories being told in your public spaces: the words used, the people included and excluded, the dominant narrative shared. Act: If you identify a public narrative that you feel needs revision, identify the person or organization responsible for that narrative. It could be a local historical society, a local or state government, or a private organization. Contact them with your thoughts about why and how it should be revised.

Fall Newsletter | 2020 | 43

High School Inquiry Lessons

“Whose stories should we tell?” by Jessica Ellison

COMPELLING QUESTION

•

Whose stories should we tell?

INQUIRY OVERVIEW In this lesson, students will consider the inclusion and exclusion of perspectives in historical narratives. Using examples of memorials in Germany and a historical fort in Minnesota, students will learn to identify perspectives present and missing in complex historical narratives and discuss the factors that determine whose stories are told. Students will examine elements of both public historical spaces and current articles about changing names, images, representations, and narratives. After this lesson, students will more thoughtfully examine historical narratives they see in educational and public spaces.

TEACHER BACKGROUND Historical narratives are consistently shifting as we challenge the status quo and act intentionally to include more perspectives. Often this is labeled as “revisionist” history. But for decades, the stories of women, African Americans, Native Americans, LGBTQ, disabled people, and other groups have been left out of traditional historical narratives, and historians and educators are working to remedy those omissions. Our public history is often a reflection of these narratives and of our values as a community and nation. The way we memorialize the past is deliberate and is revised as additional stories are included. Historic Fort Snelling at Bdote (the Dakota name for landscape around the confluence of the Minnesota and Mississippi rivers), is a historic site in St. Paul, managed by the Minnesota Historical Society. The buildings on the land are from various eras of the US military fort, which was constructed at the confluence of the Mississippi and Minnesota Rivers in 1819. Indigenous people have lived on this land for thousands of years. It has been a meeting place and sacred site for Native people. The fort was also home to Dred and Harriet Scott, whose presence in this free territory led them to sue for their freedom in the 1850s. Other enslaved people lived and worked at the fort in the years before the Civil War. After the US-Dakota War of 1862, grounds near the fort housed a concentration camp for Dakota people. Hundreds of soldiers have trained at Fort Snelling, and during World War II, people of Japanese descent worked at the Military Intelligence Service Language School here. It is a place with many stories, yet for decades, the military story was the dominant narrative. With collaboration from the community and Native nations, MNHS is expanding the stories told. These efforts have met with pushback from community members who feel that MNHS is changing history and pushing aside the stories of the soldiers. Germany has been acknowledging the crimes of National Socialism in various ways since shortly after World War II. The type of memorial, locations, language used, and stories included have evolved over 70 years. Currently, three former concentration camps in Germany are preserved as museums: Buchenwald, Dachau, and Sachsenhausen. Others have monuments or memorials at the sites. Various cities across Germany have built memorials, with varying levels of support from the community. In the last 20 years, new memorials have expanded the narrative of National Socialism to include diverse stories, as Germany continues to grapple with the context and impact of this period in its history. Some of these efforts have met with complex reactions from the public. SUGGESTED TIME FRAME: Two 50-minute class periods

INSTRUCTIONAL RESOURCES

• • • •

Recent German Memorials Slideshow (Handout 1) 10 copies each of Featured Sources #1 1 copy each of Featured Sources #2 Computer and projector

44 | Top Lessons | Teach Germany

All handouts can be found here https://tinyurl.com/y23bl2gy

“Whose stories should we tell?” by Jessica Ellison

High School Inquiry Lessons

INTRODUCTORY ACTIVITY Ask students to write down a description of the room that they’re sitting in. After a few minutes, ask a few of them to read their descriptions out loud. Point out that no one’s description is exactly the same, even though everyone is sitting in the same room at the same time. Explain that history is like this; even when people experience the same thing, they have different perspectives and would describe experiences in different ways. Then, randomly choose descriptions written by two students. Tell the class that these descriptions will be the ones used to share with future students about history classes in 21st-century America. The rest will be recycled. Explain that historical narratives are like this; often, when a history is told, it is from the perspective of a select few. Other perspectives are either lost to history or difficult to find.

SUPPORTING QUESTION #1 How do we identify the perspective of a historical narrative? ➤ Formative Performance Task #1: Split students into groups of three. Each group will receive copies of, or links to, one of three website captures from the Wayback Machine. These captures, from the Minnesota Historical Society’s Fort Snelling page, are from 1999, 2009, and 2019. In their small group, the students will read the description of Fort Snelling, and highlight or circle words that give clues about the stories being told at the historic site. Based on the clues identified, the group will consider the perspective of the historical narrative in their given year. Students will then jigsaw into new groups of three, where each person has a different website capture. Each student will share their capture’s perspective and the clues that their former group identified. In these jigsawed groups, students will track their findings in the attached graphic organizer and discuss this follow-up question: How has the historical perspective of Fort Snelling changed in 20 years? ➤ Formative Performance Task #1a: Reconvene as a full class. Solicit answers to the follow-up question that the small groups just discussed. Explain that the class will now examine another example of changing perspectives, this time from another country grappling with a difficult past. Show the PowerPoint of memorials – on the impact of National Socialism -- that have been built in Germany since Reunification. Note the date built, location of the memorial, the group memorialized, and the language or symbolism of the memorial. Based on the students’ understanding of changing historical perspectives, put this question to the class: How has the historical perspective of German memorials changed in 30 years? ➤ Featured Sources #1:

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Minnesota Historical Society. Historic Fort Snelling. Website capture, Wayback Machine, Internet Archive. 20 April 1999. https://web.archive.org/web/19990420132737/http://www.mnhs.org/places/sites/hfs/index.html

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Minnesota Historical Society. Historic Fort Snelling. Website capture, Wayback Machine, Internet Archive. 21 March 2009. https://web.archive.org/web/20090321105004/http://www.mnhs.org/places/sites/hfs/ history.html

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Minnesota Historical Society. Historic Fort Snelling: Learn. Website capture, Wayback Machine, Internet Archive. 2 May 2019. https://web.archive.org/web/20190502144024/https://www.mnhs.org/fortsnelling/learn

Fall Newsletter | 2020 | 45

High School Inquiry Lessons

“Whose stories should we tell?” by Jessica Ellison

SUPPORTING QUESTION #2

How do we figure out which perspectives are missing and why? ➤ Formative Performance Task #2: Divide the class into two groups. One will focus on Fort Snelling and the other on German memorials. (You can also further divide each group if your students work better in smaller groups. You will need more copies of the sources). Give the Germany group access to Handout 1, which shows recent German memorials. Have them consider these questions: Do these memorials represent all relevant perspectives? What additional information do we need to determine if perspectives are missing? Give the Fort Snelling group the three website captures from Featured Sources #1. Have them note the perspectives that appear in 2019 but don’t in 2009 or 1999. Have them consider these questions: What information did historians need to broaden the stories told? How do we know if perspectives are still missing? After about 5-10 minutes of discussion, give the groups the additional sources listed in Featured Sources #2 below. Groups should then discuss: How does this new information help you answer the questions? Both groups choose a representative to briefly share out their questions and conclusions to the full class. ➤ Featured Sources #2:

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Recent German Memorials Slideshow (Handout 1)

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For Germany group: “Identification for prisoners in concentration camps.” Wikimedia Commons. https://de.wikipedia.org/ wiki/Datei:Kennzeichen_f%C3%BCr_Schutzh%C3%A4ftlinge_in_den_Konzentrationslagern.jpg.

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For Fort Snelling group: “Dakota Internment Camp at Fort Snelling. 1862-1863.” Minnesota Historical Society, http://collections.mnhs.org/cms/display.php?irn=10615904. “List of slaves owned by Lawrence Taliaferro (1839-43).” Minnesota Historical Society, Page 2, Fort Snelling, http://collections.mnhs.org/cms/display.php?irn=10614503. “Projectile point. Circa 6000-800 BCE.” Minnesota Historical Society, Found 1973-1974 at Fort Snelling, http://collections.mnhs.org/cms/display.php?irn=11356653.

SUPPORTING QUESTION #3

How do we decide which stories to include? ➤ Formative Performance Task #3: Share the two recent articles linked below. You may want to project them and highlight the sections where people are commenting on the shift in narratives, at Fort Snelling and in Germany. What do these articles reveal about public reaction to the inclusion of different stories? Private reflection: In a journal or notebook, students reflect on who they believe should decide whose stories are told. They should consider all the evidence presented from the recent history of Historic Fort Snelling and German memorials, and the recent public reactions. A possible sentence stem: When historical events are told in public spaces, I believe decisions should be made by…

46 | Top Lessons | Teach Germany

“Whose stories should we tell?” by Jessica Ellison

High School Inquiry Lessons

➤ Featured Sources #3:

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Eddy, Melissa. “Monument Seeks to End Silence on Killings of the Disabled by the Nazis.” New York Times, 2 September 2014. https://www.nytimes.com/2014/09/03/world/europe/monument-seeks-to-end-silence-o n-killings-of-the-disabled-by-the-nazis.html

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Salisbury, Bill. “’Fort Snelling at Bdote?’ Senate passes GOP measure cutting Historical Society funds over ‘revisionist history’.” Pioneer Press, 25 April 2019. https://www.twincities.com/2019/04/25/ fort-snelling-at-bdote-republican-senators-threaten-minnesota-historical-society-f unds-over-alleged-revisionist-history

 SUMMATIVE PERFORMANCE TASK Construct an argument addressing the compelling question: “Whose stories should we tell?” Use evidence from Historic Fort Snelling and German memorials, as well as other relevant sources, to make a case for the perspectives that should be included when addressing histories in public spaces. Use the supporting questions to help structure your argument into a persuasive essay. You might consider including the interpretation of perspectives of a local historic site or memorial as part of your argument.

EXTENSION (OPTIONAL) TASK

You work at a museum or historic site and are charged with creating a new exhibit. You are given a maximum of 400 words and eight images. You cannot use objects. You have a very limited budget so you cannot create multimedia or interactives. You need to choose a topic in history that is usually taught in American high schools (reference your classes, your textbook, your teacher’s perspective) and tell that story. It is up to you to choose which stories to include, but you will need to justify your choices. Choose a topic. Research the topic. Find it in a textbook, if possible. Consider the stories being told. Decide how you want to tell the story. Write exhibit panels and headlines (not to exceed 400 words), and choose up to eight images (photographs, maps, newspapers, documents, posters, etc.) to support the historical story you are telling. Assemble the text and images on paper, poster board, or Google Slides. Write an additional 100-word reflection about why you chose to tell the story in the way you did and how you feel that your historical narrative would be received by your community. Possible extension: Students build an actual exhibit and share it with others in their community, perhaps at a library, community center, historical society, or another school in their district.

TAKING INFORMED ACTION UNDERSTAND Are there historic sites, historical markers, exhibits or other public historical narratives in your community? ASSESS If so, do any of them need updating? Consider the stories being told in your public spaces: the words used, the people included and excluded, the dominant narrative shared. ACT If you identify a public narrative that you feel needs revision, identify the person or organization responsible for that narrative. It could be a local historical society, a local or state government, or a private organization. Contact them with your thoughts about why and how it should be revised.

Fall Newsletter | 2020 | 47

High School Inquiry Lessons

“Whose stories should we tell?” by Jessica Ellison

MODIFICATIONS FOR DIFFERENTIATION

Possible topics for research: If students struggle to identify public history to research further, provide a list of examples to get them started. Such a list can include: historic sites connected to national figures (Mount Vernon, Monticello, Ford’s Theatre); statues depicting individuals, actual or composite (statues representing a group of people, such as soldiers, but not representing one particular person); historical markers or plaques noting a past event or location; commemorative spaces (Gettysburg, Yorktown, Historic Jamestowne); memorials to people or events (National Memorial for Peace and Justice, Vietnam Veterans Memorial).

MODIFICATIONS FOR ONLINE LEARNING

This lesson can be modified for distance learning. In Formative Performance Task #1, create virtual breakout rooms for the jigsaw activity. For Formative Performance Task #2, create a space in Padlet or Google Jamboard for students to comment on the supporting sources. In Formative Performance Task #3, use an Annotate or Draw tool to allow students to identify key points in the articles. The Private Reflection included in Task #3 can be extended throughout the lesson, allowing students to note their thoughts and wonderings as they consider the compelling and supporting questions.

Jessica Ellison is a teacher educator at the Minnesota Historical Society in St. Paul, MN, USA.

48 | Top Lessons | Teach Germany

“How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

High School Inquiry Lessons

How can knowing our neighbors help promote social cohesion? C3 Framework Indicators

D2.Civ.2.9-12., D2.Civ.5.9-12., D2.Civ.7.9-12., D2.Civ.10.9-12., D2.Civ.14.9-12., D2.Geo.4.9-12., D2.Geo.6.9-12., D3.1.9-12., D4.6.9-12., D4.7.9-12., D4.8.9-12.

Staging the Compelling Question

In this inquiry students will explore immigration, citizenship, and cohabitation by comparing Germany and the United States. Both countries offer pull factors to refugees and worldwide immigrants. Germany and the United States take different approaches in preparing their immigrants and refugees for success.

Supporting Question 1 Why do people migrate?

Supporting Question 2 Why is citizenship important and how does one become a citizen?

Formative Performance Task

For the warm-up, students will be instructed to take out their Chromebook and go to the „If It Were My Home“ website. Once students are there, they will be tasked with comparing the United States to a country that starts with the same letter as the first letter in their first name. Students will watch a short video on push and pull factors.

Students will be asked to take a part of the US Citizenship and Naturalization Test and will review the answers and have a brief classroom discussion. Students will go back to the country they selected for the “If it Were My Home” activity and take notes on various ways one could become a citizen. They will use Lucidpress and create a brochure on the country they chose, identifying steps one needs to take to obtain citizenship.

Featured Sources

Supporting Question 3 How can we incorporate and/or assimilate different cultures into society to get along? Formative Performance Task Students will be grouped in random groups of 6. Students will be given directions to create an organization/event that exposes others to another culture. Students will participate in a gallery walk. Students will display their public awareness campaign posters.

Featured Sources

Source A: Why do People Migrate? Poster Rubric (Handout 1)

Source A: How Does One Obtain Citizenship Rubric (Handout 2)

Source A: Public Awareness Campaign Rubric (Handout 3)

Source B: “Germany and Immigration: The Changing Face of the Country”(Bartsch, M. Et al.)

Source B: “100 Civics Questions and Answers with MP3 Audio“ (USCIS)

Source B: Camden Market London (YouTube)

Source C: Becoming a U.S. citizen: What you need to know (YouTube)

Source C: Smorgasburg LA: The Best Food Market in Los Angeles (YouTube)

Source D: “If It Were My Home“

Source D: “Über den Tellerrand“ (Webpage)

Source C: “Germany: 20.8 Million People with Immigrant Background” (Deutsche Welle) Source D: “If It Were My Home“ Source E: “Key Facts about Refugees to the U.S.” (Krogstad, J.)

Source E: Lucid Press Source F: The Hardest Countries to Gain Citizenship (YouTube)

Source E: 5 years and counting to make #theworldabetterplate (YouTube)

Source F: “Statistics – Germany“ (Asylum Information Database) Source G: Why Do People Migrate (YouTube) Summative Performance Task

Argument: Students can create a presentation using Google Slides, answering the compelling question. Extension: Students will make contact with one or more individuals in their community by interviewing an immigrant/refugee or conducting a small survey of their “neighbors.”

Taking Informed Action

Understand: Understand different cultures that live in your community. Assess: Assess how your community feels about immigrants and refugees. Act: Use what you have learned and take action.

Fall Newsletter | 2020 | 49

High School Inquiry Lessons

“How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

COMPELLING QUESTION

•

How can knowing our neighbors help promote social cohesion?

INQUIRY OVERVIEW In this lesson, students will engage in reading, writing, and discussion to answer the compelling question. This lesson is a three-day lesson and will make students rethink who populates society, citizenship, migration, and cohabitating in a multicultural society.

TEACHER BACKGROUND In this lesson, students will explore immigration, citizenship, and cohabitation by comparing Germany and the United States. Both countries offer pull factors to refugees and worldwide immigrants. Germany and the United States take different approaches in preparing their immigrants and refugees for success. This lesson will compare and contrast the road to citizenship and lead students to create action plans to assimilate different cultures into society. SUGGESTED TIME FRAME: one 35-minute block, three 90-minute blocks

INSTRUCTIONAL RESOURCES

• • • • • • • • • • •

Why do people migrate? Poster Rubric (Handout 1) How Does One Obtain Citizenship? Rubric (Handout 2) Public Awareness Campaign Rubric (Handout 3) Student Chromebooks Internet Projector Laptop Speakers Large Poster Paper Makers/Poster Markers Reading Materials (articles)

All handouts can be found here https://tinyurl.com/y23bl2gy

INTRODUCTORY ACTIVITY First, students will participate in a silent walk collaboration activity. A large poster board will be posted in the middle of the classroom with two questions: 1) Who makes up the nation? 2) What is a citizen? The poster will be divided in two to prevent confusion. Students will answer each question, observe, and respond to another student or write their answer to the question. This introductory activity will take 15 minutes. Next, we will review the poster and have a classroom discussion on what was written on the posters. This will take 5-10 minutes. Finally, students will be asked to take out a sheet of paper and fold it into three. In the first column, they will write any statements from the poster related to immigration. In the second column they will write whether they agree or disagree with the statement. This is a short survey before the unit starts. The final column will be left blank until the end of the unit.

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“How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

High School Inquiry Lessons

SUPPORTING QUESTION #1

Why do people migrate? ➤ Formative Performance Task #1: 1. Anticipatory Set: For the warm-up, students will be instructed to take out their Chromebooks and go to the “If It Were My Home” website. Once students are there, they will be tasked with comparing the United States to a country that starts with the same letter as the first letter in their first name. Students will be given about 5-10 minutes to analyze the information they gathered and share it with an elbow partner. 2. Debrief: The teacher will prepare discussion questions for the students to answer related to their “If it were my home” research. They will participate in a write/pair/share activity with a different elbow partner. Students will be called on randomly to share what they learned and their answer to the question. This should take about 5 minutes. 3. Video on Push v. Pull Factors: Students will watch a short video on push and pull factors, Why Do People Migrate, on YouTube. This video will provide them with basic information on migration. 4. Individual Reading Activity: Students will read one article each and take notes in a graphic organizer about why people migrate. Each student will be given article A or article B. Students will be given 10-15 minutes to read, annotate, and summarize their assigned article. • Article A: “Germany and Immigration: The Changing Face of the Country” • Article B: “Germany: 20.8 Million People with Immigrant Background” 5. Collaborative Work: Students will be grouped with an elbow partner. One student will share with their partner the findings from their assigned article and the other student will write the information in their graphic organizer. Once one person shares, the other will follow and exchange information. Both students should have the graphic organizer filled out. This should take (5-10 minutes) 6. Performance Task: Students will be tasked with creating a poster on push and pull factors. The poster and markers will be provided to students. Students must go into detail and research potential push or pull factors that fit into each category using the articles listed in the featured sources below. The class will be divided into 8 groups of 4. Each group will be assigned a push and pull factor. Students will also have to cite which credit website they used to create their poster. This should take about 25-30 minutes. Here are the 8 potential groups: Push Factors

Pull Factors

Economic

Social

Political

Environment

7. Exit Ticket: Each student will answer the supporting question: “Why do people migrate?” on an index card and submit it on their way out the door. This should take 2-3 minutes. The “Why do people migrate? Poster Rubric” (Handout 1) will be used to assess this performance task. ➤ Featured Sources #1:

• •

Why do People Migrate? Poster Rubric (Handout 1)

•

Deutsche Welle. “Germany: 20.8 Million People with Immigrant Background.” W.COM, August 21, 2018, https://www.dw.com/en/germany-208-million-people-with-immigrant-background/a-50108141.

Bartsch, Matthias, Annette Bruhns, Anna Clau, Lukas Eberle, Katrin Elger, Laffert, Cordula Meyer, and Katja Thimm. “Germany and Immigration: The Changing Face of the Country - SPIEGEL ONLINE - International.” SPIEGEL ONLINE, 19 Apr. 2018, Date of access Oct. 1, 2019, https://www.spiegel.de/international/germany/ germany-and-immigration-the-changing-face-of-the-country-a-1203143.html.

Fall Newsletter | 2020 | 51

High School Inquiry Lessons

“How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

•

Krogstad, Jens Manuel. “Key Facts about Refugees to the U.S.” Pew Research Center, October 7, 2019, https://www.pewresearch.org/fact-tank/2019/09/27/key-facts-about-refugees-to-the-u-s/.

•

Lintner, Andy and Annette Calabrese. “If It Were My Home.” Ifitweremyhome.com, 2020, https://www.ifitweremyhome.com/.

•

Mr. Sinn. “Why Do People Migrate,” YouTube, August 26 2019, https://youtube/4QrUegs-kUs.

•

“Statistics.” Statistics - Germany | Asylum Information Database, https://www.asylumineurope.org/ reports/country/germany/statistics.

SUPPORTING QUESTION #2

Why is citizenship important and how does one become a citizen? ➤ Formative Performance Task #2: 1. Anticipatory Set: Students will be asked to take a part of the US Citizenship and Naturalization Test (listed as the second source in the Featured Source below). Students will be given 10 random questions to answer and they will be given 10 minutes for this practice quiz. Once they take the quiz, we will review the answers and have a brief classroom discussion led by discussion questions. This will take an additional 5-10 minutes. 2. Instruction: Students will be instructed to watch two videos on YouTube: (a) The Hardest Countries to Gain Citizenship and, (b) Becoming a U.S. citizen: What you need to know. 3. Individual Activity: Students will go back to the country they selected for the “If it Were My Home” activity in Performance Task 1, and research how one becomes a citizen in that country. Students will take notes on various ways one could become a citizen in that country (minimum 3). This part of the lesson will take about 30 minutes. 4. Performance Task: Students will use their Chromebooks to complete the performance task. They will use Lucidpress, which is free through their Google accounts, to create a brochure on the country they chose and identify steps one needs to take to obtain citizenship. This brochure will have three different methods one could use to obtain citizenship in that country, images, and a cover page. Students will be given a rubric to provide clarity and expectations for the brochure. Students will also attach a QR code linking the brochure to the document they used to obtain their research. This will take about 25 minutes. 5. Closure: Students will participate in a gallery walk. Students will display their brochure on their desk and walk around the classroom and view other brochures. As an exit ticket, they will write one way a person can obtain citizenship in a country different from the one they researched, the US, and Germany. The “How Does One Obtain Citizenship Rubric” (Handout 2) will be used to assess this performance task. ➤ Featured Sources #2:

• •

How Does One Obtain Citizenship Rubric (Handout 2) “100 Civics Questions and Answers with MP3 Audio (English version).” USCIS, Sept. 29, 2019, (Citizen/Naturalization test), https://www.uscis.gov/citizenship/learners/study-test/study-materials-civics-tes t/100-civics-questions-and-answers-mp3-audio-english-version.

•

Lintner, Andy and Annette Calabrese. “If It Were My Home.” Ifitweremyhome.com, 2020, https://www.ifitweremyhome.com/.

52 | Top Lessons | Teach Germany

“How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

High School Inquiry Lessons

•

Lucid Press. (n.d.). Lucid Press Homepage. https://www.lucidpress.com/.

•

NowThis World. “The Hardest Countries to Gain Citizenship.” YouTube, October 1, 2016, https://www.youtube.com/watch?v=yPW9Kg4TVeU.

•

USAgov/archive. “Becoming a U.S. citizen: What you need to know.” YouTube, February 15, 2015, https://www.youtube.com/watch?v=MTyOtN66xfY.

SUPPORTING QUESTION #3

How can we incorporate/assimilate different cultures into society and get along? ➤ Formative Performance Task #3: Students will be grouped in random groups of 6. Students will be given directions to create an organization/event that exposes others to another culture. 1. Anticipatory Set: Students will answer the following question: If we had a potluck, which cultural dish would you bring? Why? Students will be given 3-5 minutes to answer this question. Next, we will form a large community circle and share the dishes we would bring to the potluck. 2. Instruction: Students will not take notes during instruction. They will view clips from three different YouTube videos showing how food and large markets are used for cultural diffusion, to spread awareness, and to bring communities together: (a) Über den Tellerrand e.V (based in Berlin), (b) Camden Market (in London), and (c) Smorgasburg (in Los Angeles & New York). 3. Performance Task: Students will be grouped in random groups of 6. Students will be given directions to create an organization/event that exposes others to another culture. Students will have about 60-70 minutes to create this project. Students will then create a “Public Awareness Campaign” poster to “advertise” their organization/event. 4. Gallery Walk: Students will participate in a gallery walk. Students will display their public awareness campaign posters. The “Public Awareness Campaign Rubric” (Handout 3) will be used to assess this performance task. ➤ Featured Sources #3:

• •

Public Awareness Campaign Rubric (Handout 3) Yellow Productions. “Camden Market London Travel Guide.” YouTube, June 22, 2018, https://www.youtube.com/watch?v=efHdgV1slqU.

•

Über den Tellerrand (Webpage): https://ueberdentellerrand.org/start-englisch/.

•

Über den Tellerrand. “5 years and counting to #maketheworldabetterplate.” YouTube, June 11, 2019, https://www.youtube.com/watch?v=HnoAbSWj0ag

•

Yellow Productions. “Smorgasburg LA: The Best Food Market in Los Angeles.” YouTube, February 1, 2019, https://www.youtube.com/watch?v=fJQ2x6Pvs6I

Fall Newsletter | 2020 | 53

High School Inquiry Lessons

“How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

 SUMMATIVE PERFORMANCE TASK Students can create a presentation answering the compelling question: „How can knowing our neighbors help promote social cohesion?“ This presentation will be created using Google Slides.

EXTENSION (OPTIONAL) TASK

As a summative performance task, students will have the option of how they want to address and answer the compelling question. The compelling question is - How can knowing our neighbors help promote social cohesion? This question requires students observe and analyze their community to see what type of cultures live in it. They will also have options on how they would like to share the information they learned. This performance task will require them to make contact with one or more individuals in their community by interviewing an immigrant/refugee or conducting a small survey of their “neighbors.” Option 1: Students conducting the interview must prepare 10 questions to discuss. These are questions that should guide the discussion. In addition, they will type a one-page report sharing what they learned about the person they interviewed. The other option is to write a short biography on this individual’s life. Option 2: Students conducting the survey must obtain information from members in their community. The survey must be at least 10 questions and must be completed by a minimum of 25 people. Students will use survey results to create a graph, collage, or illustration reflecting the information they gathered about their community.

TAKING INFORMED ACTION

Students will apply what they learned about push/pull factors, the road to citizenship, and cultural exposure to educate their community. UNDERSTAND Understand different cultures that live in your community. • Are there people constantly migrating to your community? • Are any of these migrants also refugees? If so, from where? What journey did they embark on to get here? • Do they have access to any resources or agencies willing to help? • Are they constantly living in fear of being deported? ASSESS Assess how your community feels about immigrants and refugees. What are the pros and cons of refugees or immigrants entering your community? Is there a rise in xenophobia or does the community embrace and offer support? What have refugees and immigrants gone through? Interview an immigrant/refugee and learn their story. ACT Use what you have learned and take action. • You can help organize an event where locals come together and help provide resources for the immigrant/ refugee families. • You can reach out to organizations that educate immigrants/refugees on rights they have and the road to citizenship. • You can contact organizations and create a fair that educates the population and offers resources. • Start a fundraiser to help those in need. • Start and promote an event that allows those immigrants/refugees to share their culture.

54 | Top Lessons | Teach Germany

â&#x20AC;&#x153;How can knowing our neighbors help promote social cohesion?â&#x20AC;? by Ronald Bravo

High School Inquiry Lessons

MODIFICATIONS FOR DIFFERENTIATION

Student Grouping: Students can be placed in mixed ability groups for reading and discussing activities. Summative Performance Task: The performance task is differentiated for students from different levels and skills. They can answer the compelling questions in various ways, based on their academic strengths.

MODIFICATIONS FOR ONLINE LEARNING 1 Peardeck: This can be used when delivering instructions, videos, transitioning from one activity to the next, and checking for understanding. This is a way to make presentations more interactive. 2. Padlet: Padlet can be used for anticipatory sets and exit tickets. This allows students to answer prompts/questions and keeps a record of it. Students can also respond to each other and it keeps a record of those who participated. 3. Student Randomizer: A tool used to hold students accountable for participation and be equitable. 4. Edpuzzle: This tool can be used to make YouTube videos interactive and questions can be inserted to check for understanding.

Ronald Bravo is a social studies teacher at Leuzinger High School in Lawndale, CA, USA.

Fall Newsletter | 2020 | 55

“What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

High School Inquiry Lessons

What can we learn from Germany’s Sustainable Development Experience? 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.3.9-12. Analyze the ways in which incentives influence what is produced and distributed in a market system 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

Students will be able to explain the concept of sustainability, the UN’s Global Goals for Sustainable Development, and describe some of Germany’s strategies and experiences in that area. Students will use these concepts to research and analyze the scope and effectiveness of the United States sustainability goals and practices, as well as lessons that we can draw from Germany’s experiences.

Supporting Question 1 How can societies reconcile or prioritize conflicting economic and social goals?

Supporting Question 2 What is sustainability and why should it be one of our goals?

Supporting Question 3 How is Germany implementing its sustainable development strategy?

Formative Performance Task

Students will learn about the economic goals of society, the potential for conflict among goals, and the need to reconcile and prioritize goals according to society’s needs and values. Students will complete the accompanying note-taking guide as they work on this task.

Students will explore the concept of sustainability and the UN’s goals for sustainable development. Students should understand how other goals have been prioritized in the past to the detriment of sustainability, and how sustainable development has become a global priority.

Students will explore some examples of Germany’s commitment to sustainable development, as well as examine a number of videos detailing some successful experiences.

Featured Sources

Source A: Sustainability Goals Presentation (Handout 1) Source B: Sustainability Goals Note-Taking Guide (Handout 2) Source C: “Germany recycles more than any other country“ (World Economic Forum) Source D: Recycling in Germany (YouTube) Source E: “Prentice Hall Economics, Florida“ (O‘Sullivan, A., et al)

Source A: Sustainability Goals Presentation (Handout 1) Source B: Sustainability Goals Note-Taking Guide (Handout 2) Source C: “Sustainable Development Goals“ (United Nations) Source D: Understanding Sustainable Development (YouTube) Source E: “17 goals for a better world“ (Deutschland.de) Source F: “Prentice Hall Economics, Florida“ (O‘Sullivan, A., et al)

Source A: Sustainability Goals Presentation (Handout 1) Source B: Sustainability Goals Note-Taking Guide (Handout 2) Source C: Black Forest: Sustainable Tourism (YouTube) Source D: Eco-city Hamburg (YouTube) Source E: Environmental Protection and Sustainability (YouTube) Source F: “German renewables deliver more electricity than coal and nuclear power for the first time“ (Miebac, E.) Source G: “National Accounts“ (Statistisches Bundesamt) Source H: Renewal Energy – The pioneer (YouTube) Source I: Sharing Economy (YouTube) Source J: Sustainable Development“ The UN‘S New Goals (YouTube) Source K: What we do: The German Sustainable Development Strategy (YouTube)

Summative Performance Task

Argument: Students will choose between writing an editorial or persuasive essay arguing for more sustainability efforts, or a video explaining the need for sustainability. Both choices should mention the UN’s goals and use Germany’s experiences as evidence. Extension: Students will create a poster calling for sustainable development actions in school and among their peers by using the UN’s Global Goals and the German experiences, as well as any additional research on this topic.

Taking Informed Action

Understand: Societies set different economic goals based on their needs, values, or traditions. Many of these goals were not sustainable in the long-run and societies are currently striving to adjust their economic goals and embrace sustainable development practices. Assess: Research how countries are committing to proposed sustainable development goals and how Germany’s experiences could serve as model to embrace more sustainable production or consumption practices around the world. Act: Research the efforts for sustainable development taking place in the United States. Inform others about these efforts, as well as actions that we can take to make our societies more sustainable.

56 | Top Lessons | Teach Germany

“What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

High School Inquiry Lessons

COMPELLING QUESTION

•

What can we learn from Germany’s Sustainable Development Experience?

INQUIRY OVERVIEW Students will explore how societies prioritize or reconcile conflicting economic goals, recognizing the concept of sustainability as an encompassing socioeconomic and environmental goal for the world. We will survey Germany’s experience with sustainable economic growth, and especially their implementation of the United Nations’ Sustainable Development Goals (SDGs).

TEACHER BACKGROUND This lesson should be taught in conjunction with economic problems and economic goals. The instructor should be familiar with the UN’s Agenda 2030 and its seventeen Sustainable Development Goals, which can be found on the UN’s website: https://www.un.org/sustainabledevelopment/sustainable-development-goals/ In addition, the instructor should be familiar with the German economy and its predominant sustainability trends. Over the last decades, Germany has demonstrated a strong commitment to sustainability involving the Federal Government, the state and local governments, the private sector, multiple organizations, and German citizens. Germany’s production of green technologies has sharply increased over the last decades, accounting today for 14% of the global market and becoming a reference around the world in terms of quality and innovation. On that note, Germany has heavily invested in renewable energy, significantly reducing carbon emissions. Even though there is always room for improvement, when it comes to recycling and re-claiming materials, Germany is number one. Such strategies have been widely successful; the Federal Republic of Germany is a team player in global affairs, generously dedicating resources to international cooperation and transferring its valuable experiences in sustainable development. SUGGESTED TIME FRAME: 90-120 minutes; 2 class periods

INSTRUCTIONAL RESOURCES

• •

Sustainability Goals Presentation (Handout 1) Sustainability Goals Note-Taking Guide (Handout 2)

All handouts can be found here https://tinyurl.com/yyvn7ls9

INTRODUCTORY QUESTION Students will watch the video “Recycling in Germany“: https://www.youtube.com/watch?v=txqWuVsvRrs After watching the video, students will complete a „Think, Pair, Share“ activity. Students will then reflect on questions such as: How does recycling benefit the environment and the economy? | What are the obstacles that prevent us from recycling more? | Do you recycle? Is it difficult? Why? | Why does Germany recycle more than the U.S.? What factors account for that difference? These guiding questions can be found on slide 2 of the “Sustainability Goals Presentation“ (Handout 1)

Fall Newsletter | 2020 | 57

High School Inquiry Lessons

“What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

The video lasts about a minute, allow 7-10 minutes for the activity; allow some of the students to share their answers and experiences with the rest of the class.

SUPPORTING QUESTION #1

How can societies reconcile or prioritize conflicting economic and social goals? ➤ Formative Performance Task #1: Students will read out loud slides 3-5 of the “Sustainability Goals Presentation“ (Handout 1) and learn about the major economic goals in society. As they read, ask them about the importance of each goal for them, and for their society/country. Subsequently, have the students complete the “Sustainability Goals Note-Taking Guide“ (Handout 2), which will serve as a reference sheet for further discussion. Once students have completed their notes, ask them to look at all the economic goals and reflect on whether all the goals can be accomplished at the same time. Next, turn to slide 6; there you will find the following prompt for discussion: Economic goals often come into conflict with each other. Can you think of some examples? How do societies deal with these conflicts? How do countries reconcile or prioritize economic goals? Be ready to liven the discussion with your own prompt questions and examples. This step should take no longer than 20 minutes. ➤ Featured Sources #1:

•

Sustainability Goals Presentation (Handout 1)

• •

Sustainability Goals Note-Taking Guide (Handout 2)

•

O’Sullivan, Arthur, et al. Prentice Hall Economics, Florida. Pearson Learning Solutions, 2013.

•

“Recycling in Germany.” DEUTSCHLAND.de. YouTube, 30 Oct. 2018, https://www.youtube.com/watch?v=txqWuVsvRrs, Accessed 14 Sept. 2019.

Gray, Alex. “Germany recycles more than any other country.” World Economic Forum, 18 Dec. 2017, https://www.weforum.org/agenda/2017/12/germany-recycles-more-than-any-other-country/, Accessed 14 Sept. 2019.

SUPPORTING QUESTION #2

What is sustainability and why should it be a global economic and social goal? ➤ Formative Performance Task #2: Review basic economic concepts; remind students about the purpose of the economy (satisfying the community’s needs and wants) and the economic problem (What to produce? How to produce? And for whom to produce?). You may use the findings from the previous discussion on conflicting goals to show students why sustainability is necessary. Subsequently, ask students to look at the Venn diagram, item 2 of the „Sustainability Goals Note-Taking Guide“ (Handout 2), and then to arrange the main goals of society into one of the three spheres (social, economic and environmental); students may add any additional goals or issues not discussed in class on the diagram. Next, go through slides 7 and 8 on the “Sustainability Goals Presentation“ (Handout 1). First ask students if they know what sustainability is; student responses may vary. Present the students with the UN definition of sustainability and the Venn Diagram figure on slide 8; ask students to come up with their own definition of sustainability, which they can write down on item 2 of the “Sustainability Goals Note-Taking Guide“ (Handout 2). Ask the students to draft a list of social and economic goals for the planet. Once they finish, ask students if they know about

58 | Top Lessons | Teach Germany

“What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

High School Inquiry Lessons

the 17 Global Sustainable Development Goals. Next, introduce the seventeen goals one by one and let the students compare the goals they drafted with the 2030 UN Agenda goals. Students should write down the goals on their “Sustainability Goals Note-Taking Guide“ (Handout 2). If time allows or further explanation is needed, play the video “Understanding the Dimensions of Sustainable Development” ➤ Featured Sources #2:

• • • •

Sustainability Goals Presentation (Handout 1)

•

“Understanding the Dimensions of Sustainable Development.” Simpleshow, YouTube, 22 Aug 2017, https://www.youtube.com/watch?v=pgNLonYOc9s&,, Accessed 14 Sept. 2019.

•

Zech, Tanja. “17 goals for a better world.” DEUTSCHLAND.de, 05 Jul. 2019, https://www.deutschland.de/en/topic/environment/germanys-sustainable-development-strategy-nationaland-global-goals, Accessed 14 Sept. 2019.

Sustainability Goals Note-Taking Guide (Handout 2) O‘Sullivan, Arthur, et al. Prentice Hall Economics, Florida. Pearson Learning Solutions, 2013. Sustainable Development Goals. Knowledge Platform. United Nations. https://sustainabledevelopment.un.org/sdgs, Accessed 14 Sept. 2019

SUPPORTING QUESTION #3

How is Germany implementing its sustainable development strategy? ➤ Formative Performance Task #3: Provide the students some background information about Germany. On slide 11 of the “Sustainability Goals Presentation“ (Handout 1), you will find basic statistics. Proceed to play the video “Sustainable Development: The UN‘s New Goals | Made in Germany,” which is an introduction to Germany’s sustainable development strategy. Next, students will be assigned into groups to watch videos about some successful sustainable economic practices in Germany. Depending on the time and availability of technology, you may want to assign these videos for homework the day before and then complete the task in class or allow enough time for students to complete both tasks during class. Group together students with varying degrees of ability to provide the opportunity for cooperation; the number of students in a group will vary according to your class size. Allow time for students to discuss the information on the video and draw their own conclusions. Consequently, students will share the information they gathered from the video with the rest of the class. As students are presenting, the rest of the students should use their “Sustainability Goals Note-Taking Guide“ (Handout 2) to record some of the experiences shared by the other students/groups. ➤ Featured Sources #3:

• • •

Sustainability Goals Presentation (Handout 1)

•

“Eco-city Hamburg | Global Ideas.” DW News, YouTube, 19 Oct. 2010, https://www.youtube.com/watch?v=GHQgzk6ZrjQ, Accessed 14 Sept. 2019.

Sustainability Goals Note-Taking Guide (Handout 2) “Black Forest - Sustainable Tourism | Discover Germany.” DW News. YouTube, YouTube, 19 Oct. 2013, https://www.youtube.com/watch?v=N-3qyTIjo6o&feature=youtu.be, Accessed 14 Sept. 2019.

Fall Newsletter | 2020 | 59

High School Inquiry Lessons

“What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

•

“Environmental Protection via Ecological Sustainability| Made in Germany.” DW News. YouTube, 2 Dec. 2009, https://www.youtube.com/watch?v=MCoYa-QzEP8&feature=youtu.be, Accessed 14 Sept. 2019.

•

Miebac, Elisa. “German renewables deliver more electricity than coal and nuclear power for the first time.” DW News, 16 Jul. 2019, https://www.dw.com/en/german-renewables-deliver-more-electricity-tha n-coal-and-nuclear-power-for-the-first-time/a-49606644, Accessed 14 Sept. 2019.

•

“National Accounts.” Destatis.de. Statistisches Bundesamt, 27 Aug 2019. https://www.destatis.de/EN/Themes/Economy/National-Accounts-Domestic-Product/Tables/ domestic-product-important-economic-indicators.html, Accessed 14 Sept. 2019.

•

“Renewable energy – The pioneer| Made in Germany.” DW News, YouTube, 6 Mar. 2016, https://www.youtube.com/watch?v=cgevsc_QGfg, Accessed 14 Sept. 2019.

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“Sharing Economy: Sustainable Alternative? | Made in Germany.” DW News. YouTube, 3 Jan. 2017, https://www.youtube.com/watch?v=pjV575LdTxk&t=58s, Accessed 14 Sept. 2019.

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“Sustainable Development: The UN‘s New Goals | Made in Germany.” DW News, YouTube, 23 Sept. 2015, https://www.youtube.com/watch?v=JZBjLCbo1Jg, Accessed 14 Sept. 2019.

•

“What we do: The German Sustainable Development Strategy.” DEUTSCHLAND.de. YouTube, 3 Dec. 2017, https://www.youtube.com/watch?v=pmGm_YVtULQ&t=27s, Accessed 14 Sept. 2019.

 SUMMATIVE PERFORMANCE TASK Students will then reflect on Sustainability and complete the short essay question on item 6 of the “Sustainability Goals NoteTaking Guide“ (Handout 2). After completing the question, students will have two options to present a final product for this lesson. Essay: Students will use all the information, concepts and evidence gathered in their “Sustainability Goals Note-Taking Guide“ (Handout 2) to write an editorial or persuasive essay calling for action to set more ambitious sustainability goals, adopt or improve our current plans and efforts, as well as inform fellow citizens of actions that they can take as individuals. Presentation: Students will use all the information, concepts and evidence gathered in their “Sustainability Goals Note-Taking Guide“ (Handout 2) to create a 3 to 5-minute video briefly explaining the concept of sustainability, the UN’s sustainable development goals and Germany’s experience with sustainable development. The video should also contain specific actions or goals that we can adopt to make our society more economically sustainable.

EXTENSION (OPTIONAL) TASK

Students will create a poster calling for sustainable development actions in school and among their peers by using the UN’s Global Goals and the German experiences, as well as any additional research on this topic.

60 | Top Lessons | Teach Germany

“What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

High School Inquiry Lessons

TAKING INFORMED ACTION UNDERSTAND Societies set different economic goals based on their needs, values, or traditions. Many of our current actions are not sustainable in the long-run and societies are currently striving to adjust their economic goals and embrace sustainable development practices. ASSESS Research how countries are committing to proposed sustainable development goals; assess how Germany’s experiences could serve as a model to embrace more sustainable production or consumption practices around the world. ACT Research the efforts for sustainable development taking place in the United States. Inform others about these efforts, as well as actions that we can take to make our societies more sustainable.

MODIFICATIONS FOR DIFFERENTIATION

ELL: Pre-tech vocabulary, use peer mentoring, gesturing and use of visual content to match audio. ESE: Use repeated eye contact, re-direction of student to stay on task, and if appropriate provide opportunities for movement.

MODIFICATIONS FOR ONLINE LEARNING

This lesson can be modified by adapting the materials to be posted on an online notebook. Create a OneNote or pdf file of the Sustainability Goals PowerPoint Presentation to share with your students as reference. Open a folder in the online platform of your choice, to post all the video links in the order they will be used. Adapt the Sustainability Goals Note-taking Guide to allow students to complete it, then post as an assignment in your online platform. If possible, hold the discussion in a video-conference platform and use break-out groups to allow students to work cooperatively. If discussions are not fluid, try using Flipgrid, where students can record and share short video responses or allow students to edit a live document where students can all add information as you share it on the screen. Allow time for students to share their production, opinions and questions.

Jorge Aguilar teaches 11th grade U.S. History and 12th grade U.S. Government and Economics with Financial Literature at Ronald Reagan-Doral Senior High in Doral, FL, USA.

Fall Newsletter | 2020 | 61

High School Inquiry Lessons

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees. Next Generation Science Standards (NGSS)

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Materials needed

• • • • •

Access to recommended texts and websites included in the “Teacher Background” section of this lesson Access to the internet/computers/printers for some activities and assignments “Save The Bees“ Graphic Organizer (Handout 1) Rettet Die Bienen (Save the Bees) Letter-Writing Campaign (Handout 2) Rubric for “Save the Bees” Letter-Writing Campaign (Handout 3) Phenomenon

In the mid-2000s, the world was alerted to declining bee populations. Until recently, this problem had not gained much global attention, despite the importance of bees in maintaining ecosystems, biodiversity and human food sources. Germany serves as an example of a progressive, forward-thinking nation that addresses many environmental issues including the plight of the bees. How can other nations, such as Canada and the United States, emulate the German efforts to “Rettet die Bienen” (Save the Bees)? What can highschool students do to not only bring awareness to others of the plight of the bees, but also actively work to encourage the growth of bee populations? Engage

Introduce the topic by generating a discussion of the importance of bees. Ask students to reflect on the role bees play in maintaining ecosystems and our global food supply. It should be emphasized to the students that bees play an important role in ecosystems and their removal may cause ecosystem collapse. As a class, brainstorm reasons why bee populations may be declining.

Explore

Inform students that Germany has a long history of being a leader in environmental practices and policies. Use examples such as the sustainable neighborhood of Vauban in Freiburg; the prevalence of the use of solar and wind power; and the interactive ecostation in Freiburg.

Explain

Students will investigate what their local region (town/city/province/state/country) is doing to address declining bee populations. Students will undertake a letter-writing campaign to lobby local governments to follow the example of Germany and create laws that aid bee populations.

Create a Prototype

Teachers may want to find and show examples of letter-writing campaigns and public service announcements to help students understand the task(s) they are undertaking.

Elaborate

Understand: Globally, the population of bees has been declining. Assess: See what actions have been taken in your community to protect the bee population. Act: Students can further apply the knowledge they have gained throughout this lesson by creating a public service announcement to inform others about the plight of the bees, and call for action in their local area.

Evaluate

62 | Top Lessons | Teach Germany

Rubric for the letter-writing campaign (as a summative performance task) is included in the handouts section.

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

High School Inquiry Lessons

RETTET DIE BIENEN! (SAVE THE BEES!): WHAT GERMANY CAN TEACH THE WORLD ABOUT SAVING THE BEES. INQUIRY OVERVIEW For many decades Germany has been an environmentally focused nation. A recent referendum in Bavaria, centered around saving the bees, has put Germany in the world’s spotlight as a leader in species conservation and climate change endeavors. This lesson highlights the current plight of the bees: examining why their populations are diminishing, their importance to ecosystems and the human food supply, and Germany’s efforts to aid their survival. Students will have opportunities to conduct research on environmental issues and potential solutions (using Germany’s efforts as an exemplar), interact with others to gather ideas, and learn and apply skills for letter-writing campaigns centered around the theme of “Rettet die Bienen (Save the Bees)“.

TEACHER BACKGROUND Globally, the population of bees has been declining. Bees play an important role in pollinating the world’s food crops. Nearly 70 percent of the major food crops human beings rely on are pollinated by bees (Nichols, 2016). Without bees to pollinate food crops, our global food supply would greatly change. This change to the global food supply would limit choices in available foods and may ultimately lead to nutritional deficiencies and food insecurity. Extinction of bees would alter biodiversity and lead to changes in ecosystems that may include effects such as ecosystem collapse, extinction of other organisms, loss of plant life that could be used for nutraceuticals, etc. The decline in bee populations worldwide has been attributed to a combination of several factors including use of neonicotinoids (pesticides that are detrimental to bee health), habitat loss, climate change, and diseases/parasites. A recent movement in the Bavaria region of Germany, colloquially known as “Rettet die Bienen” (in English: “Save the Bees”), garnered nearly two million signatures on a petition calling for a referendum in support of environmental protection for bees and other native pollinators. This movement was so powerful that it influenced the Christian Social Union, the governing party of Bavaria, to vote the petition’s contents into law. The law commits the government to preserve the environment, protect clean water, increase the number of natural habitats for bees, support organic farming, prevent further losses to biodiversity, limit pesticide use, and work to protect other organisms like amphibians and birds. More in-depth information regarding bees, pollination, and efforts to help the bees can be gathered by accessing information found in the following sources (these may also be helpful for student research):

•

10 things Germany is doing for the environment. (2018, May 22). Deutschland.de. https://www.deutschland.de/en/topic/environment/10-things-germany-is-doing-for-the-environment.

•

Bees in decline: A review of factors that put pollinators and agriculture in Europe at risk. (2013, April 9). Greenpeace International. https://www.greenpeace.org/international/publication/6839/bees-in-decline/

•

Benjamin, A. & McCallum, B. (2009). A world without bees. Pegasus Books.

•

Collective Eye Production (n.d.). Ten things you can do to help the bees. Queen of the Sun: What Are the Bees Telling Us? www.queenofthesun.com/get-involved/10-things-you-can-do-to-help-bees/.

Fall Newsletter | 2020 | 63

High School Inquiry Lessons

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

•

Evenson, Jane, Melinda Schaefer Zarske & Denise Carlson. (2004). Hands on activity: What’s a kid to do: Environmental Letter Campaign. Teach Engineering: STEM Curriculum for K-12. University of Colorado Engineering. https://www.teachengineering.org/activities/view/cub_air_lesson10_activity5

•

Formisani, L. (n.d.). Save the bees, save the world. Overture. https://www.overtureglobal.io/story/save-the-bees-save-the-world.

•

Grossman, Elizabeth. (2013, April 30). Declining bee populations pose a threat to global agriculture. YaleEnvironment360. https://e360.yale.edu/features/declining_bee_populations_pose_a_threat_to_ global_agriculture

•

Nichols, Megan. (2016, April 4). Why declining bee populations are a threat to global health. GreenTumble. https://greentumble.com/why-declining-bee-populations-are-a-threat-to-global-health/

•

Peddie, Susy. (n.d.). 5 great green initiatives in Germany. Green Global Travel. https://greenglobaltravel.com/5-great-green-initiatives-germany/

•

Ten ways to save the bees. (n.d.). Honeybee Conservancy. https://thehoneybeeconservancy.org/how-to-save-the-bees/

•

What are the causes of bee decline? (2017, July 25). Friends of the Earth. https://friendsoftheearth.uk/bees/what-are-causes-bee-decline.

•

What is a bee? (2020). Canadian Agriculture and Food Museum. https://bees.techno-science.ca/english/bees/what-is-a-bee/default.php

•

What is a letter writing campaign? (n.d.). Wonderopolis. https://www.wonderopolis.org/wonder/what-is-a-letter-writing-campaign

SUGGESTED TIME FRAME: Multi-period lesson – at minimum, two 60-minute periods.

MATERIALS NEEDED Background and Supplementary Information: Access to recommended texts and websites included in the “Teacher Background” section of this lesson. • Access to the internet/computers/printers for some activities and assignments. All handouts • “Save The Bees” Graphic Organizer (Handout 1) can be • Rettet Die Bienen (Save the Bees) Letter-Writing Campaign (Handout 2) found here • Rubric for “Save the Bees” Letter-Writing Campaign (Handout 3) https://tinyurl.com/yyxsw5ou

64 | Top Lessons | Teach Germany

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

High School Inquiry Lessons

NEXT GENERATION SCIENCE STANDARDS (NGSS) HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

KEY LITERACY CONNECTIONS CCR Reading Anchor #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCR Writing Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating an understanding of the subject under investigation. CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCR Writing Anchor #8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

RELEVANT DOMAIN(S) OF DISCIPLINARY CORE IDEAS Life Sciences LS2.C: Ecosystem Dynamics, Functions and Resilience LS4.D: Biodiversity and Humans

SCIENCE AND ENGINEERING PRACTICES Constructing Explanations and Designing Solutions: • Construct an explanation of observed relationships. • Use evidence to construct or support an explanation Analyzing and Interpreting Data: • Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics and computation. • Analyze and interpret data to provide evidence of phenomena.

CROSSCUTTING CONCEPTS Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects (HS-LS2-8) Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable (HS-LS2-7)

Fall Newsletter | 2020 | 65

High School Inquiry Lessons

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

PHENOMENON / MAIN PROBLEM In the mid-2000s, the world was alerted to declining bee populations. Until recently, this problem had not gained much global attention, despite the importance of bees in maintaining ecosystems, biodiversity and human food sources. Germany serves as an example of a progressive, forward-thinking nation that addresses many environmental issues including the plight of the bees. How can other nations, such as Canada and the United States, emulate the German efforts to “Rettet die Bienen” (Save the Bees)? What can high-school students do to not only bring awareness to others of the plight of the bees, but also actively work to encourage the growth of bee populations?

ENGAGE - INTRODUCTORY ACTIVITY/HOOK Introduce the topic by generating a discussion of the importance of bees. Ask students to reflect on the role bees play in maintaining ecosystems and our global food supply. A brief overview of pollination and its effects on a diversified food system, biodiversity and food chains may be required. It should be emphasized to the students that bees play an important role in ecosystems and their removal may cause ecosystem collapse. Students should also understand that bees play an important part in a diversified human diet, and that loss of pollinators such as bees may result in decreased food options subsequently leading to potential nutritional deficiencies and food insecurity (additional reading and research on the part of the teacher may be required to explain this to students - many resources to aid in this are listed in the “Teacher Background” section). As a class, brainstorm reasons why bee populations may be declining. Several articles are listed in the “Teacher Background” section and may provide additional background information for the teacher to facilitate this discussion. Read aloud to the students, the opinion piece: “Without Bees, We Are In Trouble” by Marvin Lazerson to students. Lazerson, Marvin. (2019, August 21). Without bees, we are in trouble. New York Times. https://www.nytimes.com/2019/08/21/opinion/bees-germany.html

ANTICIPATED GUIDING QUESTIONS After reading the article aloud, ask students to summarize what Germany will do to help save the bees. (You should get responses such as: work to preserve the environment, help support organic farmers, increase the amount of natural habitat, work towards preventing further loss of biodiversity, limit pesticide use, and protect water sources). Ask students if these efforts are being done by the governments of their own countries (Canada/United States)? If they are being done, to what extent? If they aren’t being done, why not?

EXPLORE - GATHERING INFORMATION Inform students that Germany has a long history of being a leader in environmental practices and policies. Use examples such as the sustainable neighborhood of Vauban in Freiburg, the prevalence of the use of solar and wind power, the interactive ecostation in Freiburg (Okostation), the “Energiewende” (the planned transition by Germany to a low carbon, environmentally sound energy supply), prevalence of green roofs on many German buildings, use of light-rail train systems for public transportation, the Pfand system (recycling initiative - consumers are rewarded for recycling), the popularity of car-sharing and bike renting, and efficient and green urban planning. (You may want to do some of your own research on these initiatives to enhance your understanding). Emphasize that environmental thinking and enjoying nature are at the forefront of many Germans’ daily lives and experiences.

66 | Top Lessons | Teach Germany

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

High School Inquiry Lessons

EXPLAIN - IDENTIFY POSSIBLE SOLUTIONS As students complete this section, they will need to use the graphic organizer found in Handout 1. Students will investigate what their local region (town/city/province/state/country) is doing to address declining bee populations. This activity asks them also to reflect upon what they are doing at home and at school to help the bees, so as to create a sense of autonomy and empowerment with aiding the bees. (Students will require time to investigate what they themselves can do in their homes and at school to help the bees. Ideas and information about this can be acquired through brainstorming and through internet/book research/interviews. Some suggested sites and books are listed in the “Teacher Background” for this lesson). They will then re-examine how Germany is addressing the problem of declining bee populations and compare this to local efforts. (This can be done as a group activity [reflection conversation] after they complete the graphic organizer).

CREATE A PROTOTYPE / INVESTIGATING SOLUTIONS Teachers may want to find and show examples of letter-writing campaigns and public service announcements to help students understand the task(s) they are undertaking.

EVALUATE - TEST, REFINE Rubric for “Save the Bees” letter-writing campaign (as a summative performance task) is included in Handout 3.

 EXPLAIN - SUMMATIVE PERFORMANCE TASK Students will undertake a letter-writing campaign to lobby local governments to follow the example of Germany and create laws that aid bee populations. Students will require copies of Handout 2 and Handout 3 for this task. Suggested websites about letter-writing campaigns are included in the “Teacher Background” section. **Consider discussing this activity with your school administration, to set parameters and get their approval if you intend to have the students send these letters. Organize computer access for students to draft and write letters. If you will be sending actual paper letters to law makers/government officials, you will need to get supplies like stamps and envelopes.

ELABORATE - TAKING INFORMED ACTION UNDERSTAND Globally, the population of bees has been declining. ASSESS See what actions have been taken in your community to protect the bee population. ACT Students can further apply the knowledge they have gained throughout this lesson by creating a public service announcement to inform others about the plight of the bees and call for action in their local area.

https://www.storyboardthat.com/articles/e/public-service-announcements (Provides ideas on what a PSA is and how to begin planning.) https://cleanet.org/cced_media/your_classroom/activities/75638.html (Uses the example of creating a climate change PSA but has many good resources that can be adapted as necessary.)

Fall Newsletter | 2020 | 67

High School Inquiry Lessons

“Rettet die Bienen! (Save the Bees!): What Germany Can Teach the World About Saving the Bees.” by Andrea Overby

VIRTUAL EXCHANGE To extend or adapt this lesson, teachers can partner with another STEM (MINT) class in Germany. Instead of the teacher telling the students about Germany’s efforts to save the bees (and the environmental mindset of Germans in general), a video conference could be arranged to exchange information.

CAREER CONNECTION EXPLORATION As students are completing the activities in this lesson, discussions about potential careers associated with these topics and activities could be discussed. If the teacher so desires, the lesson can be expanded to include a more formal exploration of related careers, such as by researching careers and by interviewing people who work in related fields.

MODIFICATIONS FOR DIFFERENTIATION

Extension: Involve the broader school community in the letter-writing campaign. Host an information session and foster interest in the letter-writing campaign amongst peers (and others) that are not in this class. Research extension activities include investigating plant foods that may cease to exist if bee pollination is not possible and the resultant nutritional deficiencies that may manifest. Modifications: Some terminology may have to be explained in simpler terms. Some tasks may require extra time, scaffolding or more frequent checks for understanding.

MODIFICATIONS FOR ONLINE LEARNING

Most of the information and tasks for this lesson can be adapted for online/remote learning. By posting links to online articles, examples, and samples on the remote learning platform, teachers will be able to share necessary content with the students. Online meeting platforms (ex: Zoom, Skype, Teams, etc.) provide opportunities for teachers and students to have discussions when in-person learning is not possible.

Andrea Overby is a grade 9-12 STEM educator at Westwood Collegiate in Winnipeg, Manitoba, Canada.

68 | Top Lessons | Teach Germany

High School Inquiry Lessons

“Universal Circular Motion” by Cecilia Liang

Universal Circular Motion Next Generation Science Standards (NGSS)

HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Materials needed

• • • • • •

Doc cam Laptop Guided notes Key Points: Uniform Circular Motion (Handout 1) Practice: Uniform Circular Motion (Handout 2) Exit Ticket: Uniform Circular Motion (Handout 3) Phenomenon

Wind turbines pose a unique and appropriate way to teach circular motion. We will investigate centripetal acceleration and tangential velocity with them. In Germany, wildlife conservation organizations say turbines pose a threat to birds and bats with their rotating blades. This conflict between the development of renewable energy sources and the conservation of endangered species is a “greengreen dilemma” that is much discussed. Engage

Students will watch a short introduction video about what wind power is and how it works.

Explore

Students will come up with examples of objects which move in circles, then discuss them as a class.

Explain

Teacher will review the key points and formulas associated with uniform circular motion, including those for centripetal acceleration and tangential velocity. Students will explain how their examples show the formulas in action, while solving and checking their answers.

Elaborate

Understand: The conflict between the development of renewable energy sources, such as wind turbines, that may pose a threat to birds and bats with their rotating blades and the conservation of endangered species is a “green-green dilemma.” Assess: Students will research a green-green dilemma in their community/city/state. Act: Students will create a poster paralleling Germany‘s green-green dilemma they learned about in class, with a dilemma (green-green or not) that they explored within their community. Students will present their poster in class to their classmates, the whole school, and/or community representatives.

Evaluate

Students will assess understanding with an exit ticket.

Fall Newsletter | 2020 | 69

High School Inquiry Lessons

“Universal Circular Motion” by Cecilia Liang

UNIVERSAL CIRCULAR MOTION INQUIRY OVERVIEW The main focus of this lesson will be to introduce students to the concept of centripetal motion by using the example of wind turbines. In addition, students will understand wind energy construction in contemporary Germany and the country’s goal of increasing its usage, whilst further considering the locations of new installations as it relates to wildlife conservation. At the end of the lesson, students will be able to describe the benefits of sustainable forms of energy, such as wind energy.

TEACHER BACKGROUND Germany is the third largest producer of wind power in the world by installations, behind China and the USA. Although the wind power industry mostly has popular support, there are groups that oppose the free building of wind farms. Among these groups are wildlife conservation organizations that say turbines pose a threat to birds and bats with their rotating blades. This conflict between the development of renewable energy sources and the conservation of endangered species is a “green-green dilemma” that is much discussed and, at times, tied to political debate. Modern Germany, just like the rest of the world, is continuously finding ways to best innovate sustainably while balancing the opinions of all stakeholders. Students will need prerequisite knowledge about velocity and acceleration, which will have been covered in the first semester. From there, using the concept of wind turbines is an appropriate introduction to tangential velocity and centripetal acceleration. Common mistakes that might be made on this first day include confusing the directions for tangential velocity (on the edge of the circle), and centripetal acceleration (pointing towards the center of the circle). SUGGESTED TIME FRAME: 2 Lessons (93 minutes each)

MATERIALS NEEDED

• • •

Doc cam Laptop Guided notes

KEY POINTS

• • •

Uniform Circular Motion (Handout 1) Practice: Uniform Circular Motion (Handout 2) Exit Ticket: Uniform Circular Motion (Handout 3)

All handouts can be found here https://tinyurl.com/yyvn7ls9

NEXT GENERATION SCIENCE STANDARDS (NGSS) HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

70 | Top Lessons | Teach Germany

“Universal Circular Motion” by Cecilia Liang

High School Inquiry Lessons

KEY LITERACY CONNECTIONS CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • SL.8.1: “…Pose…specific questions by making comments that contribute to the discussion…” • SL.9-10.1: “... posing and responding to questions that relate the current discussion to broader themes or larger ideas…” • SL.11-12.1: “…posing and responding to questions that probe reasoning and evidence…”

RELEVANT DOMAIN(S) OF DISCIPLINARY CORE IDEAS Physical Sciences, Technology and Applications of Science

SCIENCE AND ENGINEERING PRACTICES Students will mainly tackle the idea of different tangential speeds at different points in the blade of a wind turbine. They will discuss how they know why certain places on the blade are more “dangerous” if it hits an animal while rotating.

CROSSCUTTING CONCEPTS

• •

Structure and function Systems and system models

PHENOMENON / MAIN PROBLEM Wind turbines pose a unique and appropriate way to teach circular motion. We will investigate centripetal acceleration and tangential velocity with them. In Germany, some wildlife conservation organizations say turbines pose a threat to birds and bats with their rotating blades. This conflict between the development of renewable energy sources and the conservation of endangered species is a “green-green dilemma” that is much discussed. Students will read the article titled “Limits to growth: Resistance against wind power in Germany”:

•

Wehrmann, B. (2019, March 27). Limits to growth: Resistance against wind power in Germany. Clean Energy Wire. https://www.cleanenergywire.org/factsheets/fighting-windmills-when-growth-hits-resistance

Our physics problems will investigate basic scenarios that could arise from animals/objects being caught in the blades.

ENGAGE - INTRODUCTORY ACTIVITY/HOOK Students will watch a YouTube video on how wind turbines work:

•

Energynownews. (2011, December 16). Energy 101: Wind Power [Video]. YouTube. https://www.youtube.com/watch?v=niZ_cvu9Fts.

ANTICIPATED GUIDING QUESTIONS

• •

How does an object “caught” in circular motion move? Will an object move faster or slower depending on where on the circular path it is located?

Fall Newsletter | 2020 | 71

High School Inquiry Lessons

“Universal Circular Motion” by Cecilia Liang

EXPLORE - GATHERING INFORMATION Students will take 3 different lengths of string tied to metal washers and attempt to spin them at the same speed. Students will discuss which length of string was “harder” to keep spinning. The idea is that the shorter lengths of string would invariably spin faster because objects with a smaller circular path radius travel with a higher velocity.

EXPLAIN - IDENTIFY POSSIBLE SOLUTIONS Students will pull prior knowledge about what they know about directly proportional relationships vs inversely proportional relationships. They will be given some time to provide what they think could be possible formulas to calculate centripetal acceleration and tangential velocity.

EXPLAIN Teacher will write the Key Points (KP) from the “Key Points: Uniform Circular Motion” (Handout 1) on the board. Students will use the “Practice: Uniform Circular Motion” (Handout 2) to answer questions about the key points presented. Teacher Actions (Handout 1)

Student Actions (Handout 2)

Key Point #1:

Key Point #1: (questions #1-2)

• •

•

Teacher will review and explain KP #1. Teacher will allow students to complete questions #1-2 on with a partner. (4 min)

•

Students will copy KP #1 as the teacher is modeling it on the board. Students will take 4 min to complete questions #1-2. (4 min)

Key Point #2:

Key Point #2: (questions #3-10)

• • •

•

Teacher will review and explain KP #2 with students. Teacher will model and explain question #3. Teacher will assign questions #4-10 for group work, circulate, and pull a small group if needed. (20 min)

• •

Students will copy KP #2 as the teacher is modeling it on the board. Student will complete question #3 with teacher guidance and ask questions if needed. Students will work with their table on questions #4-10, pushing to use academic vocabulary and talk through problems. (20 min)

Key Point #3:

Key Point #3: (questions #11-16)

• •

•

• •

Teacher will review and explain KP #3. Teacher will model and explain question #11, emphasizing steps needed to calculate the period first, before finding tangential velocity. Teacher will assign questions #12-13 for students to complete with their table group. Teacher will circulate to look for correct problem set up. (7 min) Teacher will half-model question #14 to connect to Newton’s 2nd Law, which indicates that mass times acceleration (in this case, centripetal acceleration), will give centripetal force. Teacher will assign questions #14-16 for group work. (15 min)

72 | Top Lessons | Teach Germany

• • •

Students will copy KP #3 as the teacher is modeling it on the board. Student will complete question #11 with teacher guidance and ask questions if needed. Students will work with their table on questions #12-13, pushing to use academic vocabulary and talk through problems. (7 min) Students will complete questions #14-16, internalizing the connection between Newton’s 2nd Law and circular motion learned today. (15 min)

“Universal Circular Motion” by Cecilia Liang

High School Inquiry Lessons

ELABORATE - TAKING INFORMED ACTION UNDERSTAND The conflict between the development of renewable energy sources, such as wind turbines, that may pose a threat to birds and bats with their rotating blades and the conservation of endangered species is a “green-green dilemma.” ASSESS Students will research a green-green dilemma in their community/city/state. ACT Students will create a poster paralleling Germany‘s green-green dilemma they learned about in class, with a dilemma (green-green or not) they explored that their community faces. Students will present their poster in class to their classmates, whole school, and/or community representatives. EVALUATE Students will complete “Exit Ticket: Uniform Circular Motion” (Handout 3) to assess understanding. The exit ticket will contain two problems, the completion of which will assess student proficiency in conceptually understanding the formulas for centripetal acceleration and tangential velocity.

VIRTUAL EXCHANGE A few lesson extensions could investigate the number of actual animal casualties resulting from wind turbines. Students both here and in Germany could gather recent data from their own city on these figures and make an educated proposal about whether or not the issue of environmental conservatism is relevant to a particular area.

CAREER CONNECTION EXPLORATION Students may have the opportunity to hear from mechanical engineering majors from the local university to hear about what physics classes they have taken and how the topic of circular motion has been touched on. At the end of the potential talk, students will consolidate what they have learned into a KWL chart.

MODIFICATIONS FOR DIFFERENTIATION

Students with IEPs and English language learners will receive accommodated notes with fast-mapped words and bolding and underlining. *SpEd/ELL students will be provided with student notes that include fast mapping to aid them in experiencing all parts of the lesson smoothly and strengthening their vocabulary. Students will also receive in-class one-on-one support and teacher will have frequent check-ins with students.

Cecilia Liang is an 11th grade STEM teacher at YES Prep Gulfton in Houston, Texas, USA.

Fall Newsletter | 2020 | 73

“The German History Scavenger Hunt” Film Join 10th-grade students of the John Lennon School, Berlin, as they embark on “The German History Scavenger Hunt” exploring Germany’s past, present, and future. Students will compete in two groups as they answer the questions: How can people learn from history? How can people make a difference? “The German History Scavenger Hunt” film is intended to be a successor of our popular “Field Trip to Berlin” DVD. The film features stories told through the experiences and words of German school students themselves. Which team will win? Will it be team “Blue Bears” or team “Yellow Submarine”? “The German History Scavenger Hunt” film is flexible for the needs of educators. The film may be viewed in three consecutive parts, each with approximately 10 minutes duration, or in its entirety of approximately 30 minutes. Social Studies, STEM, and even German language educators decide what is best for their high school classrooms. TOP always recommends that educators view the films before using with students. Auto closed-captioning on YouTube and German-language subtitles available. This film was developed for and supported by the Wunderbar Together Year of German-American Friendship. #WunderbarTogether

74 | Top Lessons | Teach Germany

PART 1 In Part 1, the teams explore Germany’s remembrance culture (Erinnerungskultur). Watch as the students find the courage to interview the remarkable Holocaust survivor, Margot Friedlander, and walk in the final steps of Holocaust victim, Alfred Israel Berger. What can we learn from the darkest chapters of history? (Part 1 duration: 11:25)

PART 2 In Part 2, team “Blue Bears” becomes surprise guests of honor of a Cold War hero at the famous Tempelhof airport while team “Yellow Submarine” meets a former border guard and Berlin Wall escapee. Both teams are faced with the question: Can one person change the course of history? (Part 2 duration: 11:14)

PART 3 In Part 3, join the teams as they explore how Germany’s youth is shaping the country’s future. One team leaves Berlin to experience new technologies at the heart of Germany’s most important industry while another team discovers how Fridays have become more than just another day of the school week. Which team will win “The German History Scavenger Hunt”? (Part 3 duration: 8:16)

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“How can learning from history enable us to create a better world?” by Jacqueline Littlefield

Scavenger Hunt Inquiry Lessons

How can learning from history enable us to create a better world? C3 Framework Indicators

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. D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. 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.

Staging the Compelling Question

Supporting Question 1 What can we learn from the darkest chapters of history?

This inquiry offers students an opportunity to learn more about places, people and topics introduced in the Transatlantic Outreach Program’s (TOP) film “The German History Scavenger Hunt”. Supporting Question 2 Can one person change the course of history?

Supporting Question 3 How is Germany’s youth reshaping the country’s future?

Formative Performance Task

Small groups will research topics viewed or discussed in Part 1 of the TOP video “The German History Scavenger Hunt.”

Small groups will research topics viewed or discussed in Part 2 of the TOP video “The German History Scavenger Hunt.”

Through a jigsaw activity, students will learn more about topics viewed or discussed in Part 3 of the TOP video “The German History Scavenger Hunt.”

Featured Sources

Source A: Remembering the Darkest Chapter (Handout 1)

Source A: Germany and the Cold War (Handout 2)

Source A: Shaping Germany’s Future (Handout 3)

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: Option 1: Investigate why and how East Germans attempted to escape to the West. Option 2: Design a history scavenger hunt for your community or state/province.

Taking Informed Action

Understand: Fridays for Future movement is a global call for action on the climate crisis. Assess: Discover if organizations exist in your school, community or state that focus on the climate crisis. Act: Investigate how you can participate if an organization exists or work to create one.

76 | Top Lessons | Teach Germany

“How can learning from history enable us to create a better world?” by Jacqueline Littlefield

Scavenger Hunt Inquiry Lessons

COMPELLING QUESTION

•

How can learning from history enable us to create a better world?

INQUIRY OVERVIEW This inquiry offers students an opportunity to learn more about places, people, and topics introduced in the Transatlantic Outreach Program’s (TOP) film “The German History Scavenger Hunt” and to consider how learning from history might enable us to create a better world.

TEACHER BACKGROUND The Transatlantic Outreach Program’s (TOP) “The German History Scavenger Hunt” film features stories told through the experiences and words of German school students themselves as they explore their country’s past, present, and future and compete to answer the questions: How can people learn from history? How can people make a difference? In Part 1 of this three-part educational video, “Remembering Germany’s Darkest Chapter”, students from the John Lennon School Berlin explore Germany’s remembrance culture (Erinnerungskultur). Students interview Holocaust survivor, Margot (Bendheim) Friedlander, and walk in the final steps of Holocaust victim, Alfred Israel Berger. In Part 2 team “Blue Bears” meets international Cold War hero Colonel Gail Halverson at the famous Berlin Tempelhof airport while team “Yellow Submarine” meets a former border guard and Berlin Wall escapee. Both teams are faced with the question, can one person change the course of history? In Part 3, the teams explore how Germany’s youth is shaping the country’s future. One team leaves Berlin to experience new technologies at the heart of Germany’s most important industry, while another team discovers how Fridays have become more than just another day of the school week. This resource is most appropriate for middle and high school level social studies, STEM, and German classes. TOP recommends that educators view the films before using them with students. This film was developed for and supported by the Wunderbar Together Year of German-American Friendship. SUGGESTED TIME FRAME: 5-6 45-minute class periods

CONCEPTS LIST

• • • • • •

Erinnerungskultur Stolpersteine Über den Tellerand Gleis Berlin Tempelhof Berlin Wall

• • • • • •

Western Allies Operation Vittles Operation Little Vittles Apprenticeship Berlin Blockade Theresienstadt

• • • •

West Germany Soviet Union Climate change East Germany

INSTRUCTIONAL RESOURCES

•

Remembering the Darkest Chapter (Handout 1)

•

Germany and the Cold War (Handout 2)

•

Shaping Germany’s Future (Handout 3)

•

Computer and internet access

All handouts can be found here https://tinyurl.com/y6oaylxq

Fall Newsletter | 2020 | 77

Scavenger Hunt Inquiry Lessons

“How can learning from history enable us to create a better world?” by Jacqueline Littlefield

•

Digital or hardcopies of Featured Sources

•

Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Parts 1-3 [Video]. YouTube. www.youtube.com/watch?v=Ut2PTQptXpg. (30:38)

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Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Part 1 [Video]. YouTube. www.youtube.com/watch?v=lAuP-166ezQ. (11:24)

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Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Part 2 [Video]. YouTube. www.youtube.com/watch?v=hzqRBNsu9Ck. (11:13)

•

Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Part 3 [Video]. YouTube. www.youtube.com/watch?v=jBNEuqoWv8s. (8:16)

INTRODUCTORY QUESTION As a class, list the characteristics of a scavenger hunt. What is the purpose of a scavenger hunt? Can a scavenger hunt be ‘serious’?

SUPPORTING QUESTION #1 What can we learn from the darkest chapters of history? ➤ Formative Performance Task #1: As a class, view Part 1 of the TOP “The German History Scavenger Hunt” (11:25). In Part 1, the teams explore Germany’s remembrance culture (Erinnerungskultur). Divide the class into 3 groups. Assign each group a topic viewed or discussed in the video from the following list: • Memorials and Remembrance • Holocaust survivor Margot (Bendheim) Friedlander • Theresienstadt ‘Model’ Ghetto Using Handout 1 as a guide, each group should research the assigned topic(s) and prepare a presentation to share with the rest of the class. Each group should be prepared to answer questions. The handout provides an overview of each topic and suggested resources. Following the presentations, as a class discuss the supporting question: “What can we learn from the darkest chapters of history?” ➤ Featured Sources #1:

•

Remembering the Darkest Chapter (Handout 1)

•

Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Part 1 [Video]. YouTube. www.youtube.com/watch?v=lAuP-166ezQ. (11:24)

SUPPORTING QUESTION #2 Can one person change the course of history?

78 | Top Lessons | Teach Germany

“How can learning from history enable us to create a better world?” by Jacqueline Littlefield

Scavenger Hunt Inquiry Lessons

➤ Formative Performance Task #2: As a class, view Part 2 of the TOP video “The German History Scavenger Hunt” (11:13) which focuses on Germany and the Cold War. Working in the same groups from Task #1, assign each group a topic to research and share with classmates. Each group must use a different presentation format from task #1. • The Berlin Wall • Berlin Blockade and Operation Vittles • Gail Halverson and Operation Little Vittles Handout 2 provides an overview of each topic and suggested resources. Following the presentations, discuss the supporting question, “Can one person change the course of history?” ➤ Featured Sources #2:

•

Germany and the Cold War (Handout 2)

•

Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Part 2 [Video]. YouTube. www.youtube.com/watch?v=hzqRBNsu9Ck. (11:13)

SUPPORTING QUESTION #3 How is Germany’s youth reshaping the country’s future? ➤ Formative Performance Task #3: As a class, view Part 3 of the TOP video “The German History Scavenger Hunt” (8:16). For this Jigsaw activity, divide the class into ‘home groups’ of 4 students each. Assign each person in the group one of the topics listed below. Students 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 that are assigned the same topic. Each expert group should research the assigned topic, focusing on the questions on Handout 3. The handout provides an overview of each topic and suggested resources. Students return to their home groups. Each student presents the information they learned in their ‘expert’ group to their home group. All students should take notes and ask follow-up questions. ➤ Research topics:

• • • •

Cars of the Future Germany’s Dual Education Program Fridays for Future Movement Über den Tellerand* (*Although introduced at the end of video #2, this is an aspect of Germany’s future.)

Following the presentations, as a class discuss the supporting question: How is Germany’s youth reshaping the country’s future? ➤ Featured Sources #3:

•

Shaping Germany’s Future (Handout 3)

•

Transatlantic Outreach Program. [TOP.] (2020, April, 21). The German History Scavenger Hunt, Part 3 [Video]. YouTube. www.youtube.com/watch?v=jBNEuqoWv8s. (8:16)

Fall Newsletter | 2020 | 79

Scavenger Hunt Inquiry Lessons

“How can learning from history enable us to create a better world?” by Jacqueline Littlefield

 SUMMATIVE PERFORMANCE TASK How can learning from history enable us to create a better world? 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 Option 1: Rudi Thurow, a border guard in East Germany, escaped to West Germany where he joined a group of activists who were digging tunnels to help others escape from East to West. Investigate why and how East Germans attempted to escape to the West. Option 2: Working with your classmates, design a history scavenger hunt for your community or state/province to be completed by teams in your school or area schools.

TAKING INFORMED ACTION UNDERSTAND The “Fridays for Future“ movement is a global call for action on the climate crisis. ASSESS Discover if organizations exist in your school, community, or state/province that focus on the climate crisis ACT If an organization exists, consider how you can participate with its efforts. If one does not exist, work with teachers and other students in your school to raise awareness of the current climate crisis.

Jacqueline Littlefield (TOP 2008) was named the 2016 TOP Fellow of the Year and co-authored the TOP instructional resources Germany in Focus: Inquiry Edition and the TOP Toolkit for Professional Development.

80 | Top Lessons | Teach Germany

Your direct path to studying in Germany

WHAT IS YOUR TYPE? THE POSSIBILITIES ARE ALMOST UNLIMITED. Highly-qualiﬁed US high school students in the tenth grade interested in STEM subjects are encouraged to apply. Application deadline: 28 February 2021. To ﬁnd out more and to register for an online virtual open house, please visit us online: goethe.de/usa/studybridge

Engineering?

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“In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace

Scavenger Hunt Inquiry Lessons

In what ways did the Berlin Airlift affect relationships in the Cold War? C3 Framework Indicators

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.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.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past. D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.

Staging the Compelling Question

Supporting Question 1 Why did the United States invest heavy resources in the Berlin Airlift? Formative Performance Task

In this inquiry students will explore the first major crisis of the Cold War, as well as both former Allied and Soviet values regarding the pivotal city of Berlin. They will define terms significant to the Cold War and begin to understand subsequent events leading to the end of the conflict in 1991. Supporting Question 2 How did the Berlin Airlift affect subsequent events in the Cold War? Formative Performance Task

Small groups will present their findings after In small groups students will form an reading one of two articles. argument why they believe certain events affected the outcome of the Berlin Airlift. Featured Sources Source A: “Berlin Blockade“ (History.com) Source B: “The Berlin Airlift“ (Defense.gov)

Featured Sources Source A: “Cold War Timeline“ (Truman Library)

Supporting Question 3 How did the German and Allied countries see their role in challenging Stalin’s blockade? Formative Performance Task Show each group one of the cartoons. Give them five minutes to discuss and analyze and five minutes to present to the class. Featured Sources Source A: “Cartoon on the Berlin Blockade (July 1948)” (CVCE.eu) Source B: “Cartoon by Shepard on the Western Allies’ position regarding the Berlin Blockade (28 July 1948)” (CVCE.eu)

Summative Performance Task

Argument: Provide students a printed copy of the Map of Post-War Occupied Germany. Students will choose details of the Airlift or Cold War events that they think are significant, and label them on their provided maps. They will defend their choices by writing an argument. Extension: Option 1: Learn about the “Candy Bomber.“ Option 2: Connect the fate of the Berlin Airlift Airport to the immigration issues prevalent in Germany today.

Taking Informed Action

Understand: The 75th anniversary of the Berlin Airlift is an opportunity for celebration in 2024. Assess: Students should research anniversary celebrations connected to the Berlin Airlift, and draw up a plan for appropriate festivities. Act: As a class, write a letter to your local representative (or the German Ambassador) outlining appropriate celebrations for the 75th anniversary of the Airlift in 2024.

82 | Top Lessons | Teach Germany

“In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace

Scavenger Hunt Inquiry Lessons

COMPELLING QUESTION

•

In what ways did the Berlin Airlift affect relationships in the Cold War?

INQUIRY OVERVIEW Students will learn about the first major crisis of the Cold War and explore both former Allied and Soviet values regarding the pivotal city of Berlin. They will define terms significant to the Cold War and begin to understand subsequent events leading to the end of the conflict in 1991.

TEACHER BACKGROUND The history of Germany is linked to the history of Europe and to the history of twentieth-century democracy. By blockading Berlin, the Soviets gambled that the Allies would not be willing to protect Berlin’s island of democracy within the newly formed zones of occupation. The Soviets cut off all roads into West Berlin and left the US to make a difficult decision: leave Berlin to the Soviets or move supplies into Berlin by air. Pre-Assessment: Have students watch as homework before class, “The Germany History Scavenger Hunt, Part 2, Germany and the Cold War.” Transatlantic Outreach Program (TOP). (2020, April 9). The German History Scavenger Hunt: Part 2 (Germany and the Cold War) [Video]. YouTube. https://www.youtube.com/watch?v=hzqRBNsu9Ck&feature=youtu.be. SUGGESTED TIME FRAME: 1 60-minute class period with optional extensions

CONCEPTS LIST

• • •

Allied Forces Berlin Airlift Berlin Blockade

• • •

Berlin Wall Cold War East Germany

• • •

Soviet Union West Germany GDR

INSTRUCTIONAL RESOURCES

• • • •

Digital or hardcopies of Featured Sources #1 Digital or hardcopy of Featured Source #2 Internet access Computer and projector

INTRODUCTORY QUESTION Individually or with partners, have students take five minutes to look at the Map of Post-War Occupied Germany, and answer the following questions. At the end of five minutes, ask students to verbally share their answers. 1. What do you notice? 2. What would you guess were Allied intentions based on the map? 3. What problems do you think would occur based on geography? 4. What guesses can you make as to Soviet intentions? 5. What kinds of relationships were critical to maintain? Map of Post-War Occupied Germany: https://bit.ly/3cOrHHe

Fall Newsletter | 2020 | 83

Scavenger Hunt Inquiry Lessons

“In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace

SUPPORTING QUESTION #1 Why did the United States invest heavy resources in the Berlin Airlift? ➤ Formative Performance Task #1: Divide the class into groups, with each group reading one of the following two articles: Each group should answer: 1. What is the major element and/or central idea of your article? 2. Summarize in four sentences the central idea of your article. 3. Summarize in two sentences the central idea of your article. 4. How does your article answer the Supporting Question – Why did the US invest in the Berlin Airlift? Ask students to share with the class their short summaries. Group 1: “Berlin Blockade” (https://www.history.com) Group 2: “The Berlin Airlift“ (U.S. Department of Defense) ➤ Featured Sources #1:

•

Map of Post-War Occupied Germany. Start of the Cold War - The Berlin airlift and the creation of NATO. (n.d.). Khan Academy. https://bit.ly/3cOrHHe

•

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

•

Lange, Katie. (2018, June 25). Berlin Airlift: What It Was, Its Importance in the Cold War. U.S. Department of Defense. www.defense.gov/Explore/Inside-DOD/Blog/Article/2062719/the-berlin-airlift-what-it-wa s-its-importance-in-the-cold-war/

SUPPORTING QUESTION #2 How did the Berlin Airlift affect subsequent events in the Cold War? ➤ Formative Performance Task #2: Break into groups, send students the „Cold War Timeline“ list and ask them to highlight and form an argument for which events on the timeline they think were affected by the outcome of the Berlin Airlift. All highlighted events must have a clear link to the Airlift and a clear argument for the connection. ➤ Featured Source #2:

•

Cold War Timeline [PDF file]. (n.d.). Harry S. Truman Library Museum. https://www.trumanlibrary.gov/public/TrumanCIA_Timeline.pdf

SUPPORTING QUESTION #3 How did the German and Allied countries see their role in challenging Stalin’s blockade? ➤ Formative Performance Task #3: Divide the class into two groups and show each group one of the following cartoons. Give them five minutes to discuss and analyze their cartoons, and five minutes to present to the class:

84 | Top Lessons | Teach Germany

“In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace

Scavenger Hunt Inquiry Lessons

Group 1: “Cartoon on the Berlin Blockade (July 1948)” 1. Who does each person represent? 2. What famous Berlin monument is depicted and why? 3. Why is one person bigger than the others? 4. What is the edifice and why is it damaged? 5. What do the birds and the packages represent? 6. Why is money falling? Group 2: “Cartoon by Shepard on the Western Allies’ position regarding the Berlin Blockade“ 1. What symbols do you see? 2. Why are there only two flags? 3. What does the artist depict and shadow and why do you think he chose shadow? 4. Why Roman allusions? 5. What does the caption mean? ➤ Featured Sources #3:

•

Cartoon on the Berlin Blockade. (July 1948). (n.d.). CVCE.eu. https://www.cvce.eu/en/education/unit-content/-/ unit/55c09dcc-a9f2-45e9-b240-eaef64452cae/bdcccacc-734a-4742-96d8-9775a0e94bdb/Resource s#e03bba72-03c4-4faf-9a2a-afa1e87fdfd7_en&overlay

•

Cartoon by Shepard on the Western Allies’ position regarding the Berlin Blockade (28 July 1948). (n.d.). CVCE. eu. https://www.cvce.eu/en/education/unit-content/-/unit/55c09dcc-a9f2-45e9-b240-eaef64452cae/ bdcccacc-734a-4742-96d8-9775a0e94bdb/Resources#f4040117-94e2-4784-bfdf-e99a7e3d45f3_en&overlay

 SUMMATIVE PERFORMANCE TASK Provide students (either individually, with partners, or in small groups) a printed copy of the Map of Post-War Occupied Germany: https://bit.ly/3cOrHHe 1. Choose at least four to six details of the Airlift or subsequent Cold War events that you think are significant to represent on your map. 2. Either draw in your details or label them accordingly on the map in the appropriate location. Consider the use of captions, legends, or some indicator of scale. 3. In a separate document, write one to three paragraphs defending your choices, using at least two to three sentences per event to justify your choices.

EXTENSION (OPTIONAL) TASK Option 1: An additional option for an extra class period would be to show the PBS documentary “The Candy Bomber,” the story of Gail Halvorsen, featured in TOP’s Scavenger Hunt video #2. Below is a link to the full forty-one minute documentary and a shorter five-minute preview for classes with time constraints.

•

Korno Sente. (2015, August 8). Utah History: The Candy Bomber [Video]. PBS Documentary. YouTube. https://www.youtube.com/watch?v=1bzfsq2XCA0. (Duration: 41:09)

•

PBS. (2014, October 14). Utah History: The Candy Bomber [Video]. YouTube. https://www.youtube.com/ watch?v=OmanS-4nc4Y. (Duration: 5:01)

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Scavenger Hunt Inquiry Lessons

“In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace

Option 2: Alternatively, assign students the following article from NPR on the fate of the Berlin Airlift Airport, and ask them to connect it to the immigration issues prevalent in Germany today.

•

Kaste, Martin. (2018, August 11). The Site of the Berlin Airlift Now Serves as Refugee Shelter and Big Open Park. NPR. www.npr.org/2018/08/11/634394533/the-site-of-the-berlin-airlift-now-serves-as-refugee-shelter-andbig-open-park

TAKING INFORMED ACTION UNDERSTAND The 75th anniversary of the Berlin Airlift is an opportunity for celebration in 2024. ASSESS Students should research anniversary celebrations connected to the Berlin Airlift and draw up a plan for appropriate festivities. ACT As a class, write a letter to your local representative (or the German Ambassador) outlining appropriate celebrations for the 75th anniversary of the Airlift in 2024.

Julie Pace (TOP 2019) is a History Teacher at the Westminster Schools in Atlanta, GA. She teaches History of the Modern World, Intro to History, Art History, and she runs the German club.

86 | Top Lessons | Teach Germany

G AV E

GERMAN AMERICAN VIRTUAL EXCHANGE

Teachers: Start a G AV E program with your class! G A V E is a digital exchange program that offers secondary schools a cultural exchange with a partner school in Germany.

goethe.de/gave

ADVANTAGES OF G AV E • • •

Program and accompanying materials available free of charge Student-centered topics School technology grants for up to $500

• •

Support from the GAPP team (including assistance in ﬁnding a partner school) Webinars for interested educators and school/district leaders

TOP in the (Virtual) Classroom

TOP 2020 Virtual Study Tour

TOP 2020 Virtual Study Tour Germany Today: Managing the Corona Crisis with Professor Wagner The first event of our 2020 virtual study tour: What role do historical, social, and cultural differences between Germany and the U.S. play in managing the COVID-19 crisis? How will Germany and the EU attempt to overcome the economic and social consequences? TOP and the Goethe-Institut Visitors Programme invited educators to a “Germany Today” presentation and Q&A with Professor Dr. Wolf Wagner. Born in 1944 in Tübingen, near Stuttgart, Professor Wagner first traveled to the U.S. on a 1960/61 AFS scholarship to Clark, South Dakota. From 1963-1969, he studied political science; achieved his PhD in Political Science in 1976, and was a professor of political science at the University of Erfurt, Germany from 1992-2009. Professor Wagner enjoys his retired life with his wife and cat in Berlin.

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https://vimeo.com/431920238 | Password: topwagner_june23

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Preview Video - Professor Wagner’s Neighborhood: https://vimeo.com/430728093 | Password: topwagner_june23

Cooking Up Ideas with Über den Tellerand Educators joined TOP to cook with Ghaith Hanki and Lotta Häfele as they shared their stories, discussed the Über den Tellerrand intercultural cooking project. “Über den Tellerrand” is an important phrase in the German language. It literally means “beyond the edge of the plate,” equivalent to the English idiom, “outside the box.” Über den Tellerrand was founded in Berlin in 2013 to bring together people as equals, creating opportunities for personal exchange and friendship between those with refugee experience and those without. Über den Tellerrand now brings people together in some 35 cities throughout Germany and around the world through its diverse activities, mentoring programs, cookbooks, and cooking courses. Their mission? To foster a society based on social cohesion, mutual respect, and inclusiveness, in which all people are treated as equals.

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https://vimeo.com/432597184 | Password: topubt_june25

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Shopping List: http://toponline.org/sr/virtual/june_25/ubt_shopping_list_recipe.pdf

88 | Top Lessons | Teach Germany

TOP 2020 Virtual Study Tour

TOP in the (Virtual) Classroom

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Über den Tellerrand Website: https://ueberdentellerrand.org/start-englisch/

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Presentation by Über den Tellerrand: http://www.toponline.org/sr/virtual/june_25/ueber_den_tellerrand.pdf

A Transatlantic Discussion Between Educators TOP hosted a panel discussion with educators from both sides of the Atlantic exchanging commentary on recent developments, challenges, and opportunities for educators in Germany and the USA. Panelists included TOP Alumni, as well as educators from Würzburg and the lower Franconia region of Bavaria. Attendees heard how schools responded to the COVID-19 pandemic; best practice examples for working with students in an online learning setting; how educators discussed recent protests and the topic of social justice with their students; and the experiences of these educators during these challenging and rapidly changing times for their profession and society.

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https://vimeo.com/434107598 | Password: topexchange_june30

Exploring Remembrance Culture in Germany TOP and the Goethe-Institut Visitors Programme invited educators to a discussion about the presence of the past. We discussed two approaches of remembrance culture: one European project, artwork, and monument named Stolpersteine by artist Gunter Demnig, and one state-operated project, the Foundation Memorial to the Murdered Jews of Europe. The discussion was led by representatives of the two projects: Anna Warda and Adam Kerpel-Fronius, respectively.

•

https://vimeo.com/435738013 | Password: topremembrance_july02

Fall Newsletter | 2020 | 89

TOP in the (Virtual) Classroom

TOP 2020 Virtual Study Tour

Flatten the Curve! – Climate Change Communication in Times of Crisis The Klimahaus Bremerhaven 8° Ost is more than a museum; it is a mixture between a science center and theme park. It is a unique world of weather, climate, and climate-change knowledge and experience. On an exhibition space of 124,000 sq-ft, guests can visit the different climate zones along the eighth longitude east, experience the connection between weather and climate, and investigate the causes of climate change. In an exciting and impressive way, the Klimahaus in Bremerhaven demonstrates how each individual can contribute to climate protection. TOP hosted a presentation and discussion with Annika Brieber, a meteorologist on staff at the museum on Climate Change and Covid-19. They focused on topics that dominate the public discourse of our time. What effect has the pandemic had on global warming, national climate politics, and local climate activism? How does Covid-19 influence the educational work of Germany’s biggest climate museum?

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https://vimeo.com/436861806 | Password: topklima_july09

Apprenticeship with Dr. Falk Hartmann The Transatlantic Outreach Program (TOP) and the Goethe-Institut Visitors Programme invited educators to a presentation and discussion with Dr. Falk Hartmann who is the Head of Vocational Training at the Carl Benz School in Gaggenau. The Carl Benz School offers learners, often as young as 16 or 17, both initial vocational training in metalworking, mechatronics, and automotive engineering, as well as the possibility of attaining advanced degrees. This training entitles the graduates to continue to a university of applied sciences or to qualify as a state-certified technician. Dr. Falk Hartmann discussed the apprenticeship model in the state of Baden-Württemberg, how it works, how it is adapting to COVID-19, and how it is preparing Germany for the future of “Industry 4.0” manufacturing beyond the pandemic.

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https://vimeo.com/439071421 | Password: topapprentice_july14

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TOP 2020 Virtual Study Tour

TOP in the (Virtual) Classroom

Black Lives Matter in the German Context The Transatlantic Outreach Program (TOP) and the Goethe-Institut Visitors Programme invited educators to a panel discussion with representatives from the United States and Germany to discuss such questions as: What are the historical backgrounds of Black people in Germany? In what ways have they been accepted or not into German society? What are the historical backgrounds of racism in Germany and of racism towards Black people in particular? What efforts have been made in Germany, both from the side of the government and society at large, to discuss the issues of racism, discrimination, and decolonization? What are the similarities and differences between anti-racism movements in Germany and those in the U.S.? What does the future of the “Black Lives Matter” movement look like in Germany? The panelists included Diana Arce, Melanie Bey, F. Angelo Camufingo, Dr. Tiffany Florvil, and Anna Yeboah. The discussion was moderated by Boris Abel, supported by Sophie Eliot, both Goethe-Institut colleagues.

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https://vimeo.com/439989110 | Password: topblm_july16

Conspiracy Theories with Dr. Johannes Kiess Johannes is a political sociologist at the University of Siegen and holds a PhD in sociology (Siegen) as well as an M.A. in political science from Leipzig University. In his research he focuses on a variety of issues including right-wing extremism, political mobilization, civic education, Europeanization, and trade unions. The common denominator of his work is to ask how people make sense of the world out there.

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https://vimeo.com/441101520 | Password: toptheory_july23

The European Union and the COVID-19 Pandemic During this online workshop we discussed the core values and ideas that have shaped the E.U. and examined how the COVID-19 pandemic continues to influence these values. Workshop presenters Caroline Heil and Bettina Schmidt joined the workshop from Berlin and posed the question: How resilient is the grand “European idea” when it comes to a crisis and global pandemic?

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https://vimeo.com/442528818 | Password: topeu_july28

Fall Newsletter | 2020 | 91

TOP in the (Virtual) Classroom

Virtual Classroom Corner

Return to a Place You Love <3 The Transatlantic Outreach Program and the Visitors Programme of the Goethe-Institut embarked on an ambitious journey, a new virtual study tour. No TOP study tour, real or virtual, would have been complete without a grand finale! For our final event, we took our educators back to a place that they love, Geisa!

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https://vimeo.com/444232377 | Password: topgeisa_july30

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Video Interview with Ms. Melber, Point Alpha Stiftung: https://vimeo.com/441004876

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Video Interview with Ms. Uhlig, Biergarten: https://vimeo.com/441012404

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Video Interview with Ms. Schneider, Bakery: https://vimeo.com/441006657

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Video of Ms. Schneider’s Cookie Recipe: https://vimeo.com/443489134

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Ms. Schneider’s Cookie Recipe: http://toponline.org/sr/virtual/july_30/short_crust_cookies.pdf

Four Unique Reflections on German Reunification Nearly a year after the Berlin Wall fell on November 9, 1989, East and West Germany reunified at the stroke of midnight on October 3, 1990. Both sides of Germany, which had been divided since the end of World War II, embarked on the unprecedented task of bringing the nation together to form the Federal Republic of Germany. Now, thirty years later, what is the legacy of German reunification? Educators and students joined TOP and the Visitors Program of the Goethe-Institut for a unique panel discussion about the legacy of German reunification. We assembled four distinct, yet equally wonderful perspectives representing different generations from both East and West: Yekta Arman, Gisela Kallenbach, Klaus Magnus, and Andrea Schubert.

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https://vimeo.com/469048018 | PW: topunity_101620

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TOP in the (Virtual) Classroom

Virtual Classroom Corner

Virtual Classroom Corner Deutsche Welle Deutsche Welle “#DailyDrone“: • Get your daily Germany fix by viewing drone footage from incredible places around this spectacular country. | https://tinyurl.com/y2n9fu5k Deutsche Welle “Play the 360° app and experience German World Heritage Sites” (by Elisabeth Yorck von Wartenburg) • Exploring the Wadden Sea, discovering the Zwinger and Semperoper in Dresden, or hiking through the vineyards of the Moselle Valley is now all possible from your home and just a click away. Use your computer or smartphone to discover Germany through the app provided by Deutsche Welle. | https://tinyurl.com/y4cdu9t7

Google Arts and Culture (https://artsandculture.google.com)

Google’s “Google Arts and Culture” platform allows users to browse various museums, collections, stories, and galleries all over the world. We have found some great virtual tours in Germany that we love and want to share. Wander the halls of five spectacular museums in Berlin, including the Neues Museum and the Pergamonmuseum, while zooming into details of specific masterpieces, unearthing mysteries, and learning about the history and architecture of the buildings on Museum Island Berlin. Go behind the scenes at the Museum Island Berlin and learn more about the project “Refugees as Guides in Berlin Museums.” Explore five stories, including “Does anybody have information…?” or “May he rot forever,” and look through various artifacts at the Jewish Museum Berlin.

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Museum Island Berlin: https://tinyurl.com/w7lsle3

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Refugees as Guides in Berlin Museums: https://tinyurl.com/y384rwm8

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Jewish Museum Berlin: https://tinyurl.com/y3nvvn4l

Fall Newsletter | 2020 | 93

TOP in the (Virtual) Classroom Goethe-Institut Big Pond: • In collaboration with radio producers and broadcasters from the US and Germany, the Goethe-Institut Washington produced 52 episodes for the podcast The Big Pond. This series takes on pretzels, beer, and the Berlin Wall, each piece offering a fresh perspective on just how much the US and Germany share. | https://tinyurl.com/y32ymvhs Binge Fever • Television “Made in Germany” is having a golden moment with the rise of international streaming services. German series that appeal to global audiences through smart and original writing, diverse themes, talented lineups, and opulent productions have never received so much attention. In this dossier, we’ll highlight binge-worthy German serials and fill you in on where to watch them in the USA. | https://tinyurl.com/y3za5qqg Digital Kinderuniversity (“Kinderuni“) • The Goethe-Institut’s Digital Kinderuniversity (“Kinderuni”) is a free online platform which provides information and education for children aged eight to twelve. It gives young scientists the chance to find out the answers to questions for themselves, while at the same time learning their first words in German. | https://kinderuni.goethe.de

3D Germany Tours (https://tinyurl.com/y2duezah)

Amanda Hornick, who traveled with TOP in 2019, has created a bank of ten 360º guided tours that teachers can access with students on a computer or through the app “Google Expeditions.” The nice feature of using “Google Expeditions” in a classroom setting is that it allows the teacher to control what their students see. Not only can teachers start and stop a VR tour, but they can read the provided VR scripts to students, pause a tour if students are needing a redirect, and point out preselected features of a specific location. Use Amanda’s 360º guided tours to help your students explore places in Germany like the Friedland Refugees Camp/Museum, the city of Göttingen, Point Alpha, Berlin, and Potsdam.

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Instructions on how to access and use the VR tours can be found here. Access the tours by scanning the QR code.

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TOP in the (Virtual) Classroom

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

{ CRITERIA }

{ APPLICATION PROCESS }

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

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

{ ELIGIBILITY }

{ DEADLINES AND PROJECT PERIOD } Proposals will be accepted on a rolling basis. Projects should be completed within the same calendar year in which the grant is distributed.

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

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

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TOP Alumni News 2019 TOP Fellow of the Year Amy Perkins (second from left) is congratulated by former TOP Fellows of the year (from left to right) Ellen Resnek (2018), Jackie Littlefield (2016), Scott Noet (2009), and Mary T. McCullagh (2012).

TOP Alumni News 2004 Joshua Fradel retired as a Coordinator of Instruction from Worcester County Public School in Md. Moved to Florida and is currently working as a Policy Specialist for Worcester Public Schools. He has also started Cainewood Enterprises, specializing in online sales of unusual used books. (Clermont, FL) Jennifer Jolley was named the Florida History Teacher of the Year (2020) by the Gilder Lehrman Institute of American History. She is a member of the Harvard Case Method 2020 teacher cohort, a 2020-2021 National Humanities Center Teacher Advisory Council member, a 2020-2021 Bill of Rights Institute Teacher Council member, as well as a 2020-2021 National Council for History Education Teacher Advisory Group member. (Palm Bay Magnet High School, Melbourne, FL)

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Harris Payne retired from a 32+ year career with Omaha Public Schools for six days in 2012 and became the Director of Social Studies for the Nebraska Department of Education. His work at the department centered around the state social studies standards and led the team to produce updated standards in 2019. He retired for a second time from the department at the end of May 2020. He is currently doing social studies education consulting and plans to teach some college-level geography courses in the spring. (Omaha, NE)

TOP Alumni News

2005 John Barney retired from Augusta University in 2016, and is now preparing to publish a book about Princess Augusta Saxe-Gotha-Altenburg. Augusta, Georgia is named for her. In 2005, he began some research on her then decided to write her biography in 2012. He had traveled with the Goethe-Institut in 2005 and on his own to Gotha, the last visit in 2018, her birthplace. The book will be published November 2020. (Augusta University, Martinez, GA) John Gunnell is currently working as a Behavior Specialist/ Coach at Gordon L. Willson Elementary School. He recently earned a Trauma Practitioner Certification (2019), and is working to obtain certification in ESL. (Baraboo, WI) Laura Lay began supervising student teachers in secondary social studies at Virginia Commonwealth University in Richmond, Virginia in 2008. In recent years, she also served

as an instructional coach for the Urban Educator Collaborative Grant at Petersburg High School in Petersburg, Virginia. This innovative grant program, led by VCU, provides a collaborative approach to improving pedagogy, content mastery, professionalism, and cultural competency in urban school settings. (Richmond, VA) Tannille Winston-McCrary just finished her 20th year in education during the 2019/2020 school year, and married her husband Marshell McCrary in July of 2020. It’s been a big year! All 20 years were served at the same school in various capacities: Social Studies teacher, Social Studies Department Chair, Social Studies Curriculum Lead, School Counselor, and Summer School Director. She will continue to work at Oak Park High School as a school counselor as she begins her 21st year in education. (Oak Park, MI)

2006 Keith Chu continues to serve as history department chair at New Jersey’s largest community college where he promotes the teaching of German history and culture. In 2019, he was appointed by the Bergen County Executive & the Freeholders to serve on his county’s Historical Preservation Advisory Board. When this crisis is over, Keith plans to take his family for a vacation in Germany! (Bergen Community College, Paramus, NJ) Shane Gower and German teacher, Justin Fecteau, led 24 students on a GAPP exchange to Germany in March 2019. Their exchange was with the Erasmus Von Rotterdam Gymnasium in Viersen with teachers Nicole Terhorst and Petra Hoffman. On the trip they toured Salzburg in Austria as well as Munich, Dachau, Cologne, and Amsterdam in the Netherlands. Their German counterparts came and stayed with

them last Fall. They received a grant from the Goethe Institut, and hope to continue GAPP with new students in March 2021. (Maranacook Community High School, Readfield, ME) Virginia Ann Kennedy can’t wait to get life back to normal. (Southeast High School, Oklahoma City, OK) Jeannie (Wilma Jean) Wilson retired from MS schools in 2008 and moved to Temple, Texas, where she tutored and mentored. She also worked at the Grand Canyon for a corporate group, served on hospital boards that helped build Roney Bone and Joint Institute and McLane Children’s Hospital, and volunteered at Baylor and Bell County Museums, Symphony Alliance Board, and Cultural Activities Center fundraiser chair and board. Back in north MS just now- EMPTY NEST, except for my pet lab! Hope to catch up with my group! (Hernando, MS)

2007 Ellen Bartling earned her PhD in 2013 and became the National Director of Content and Operations for The Character

Formation Project. They create character education curricular products and teacher training modules. (Waukesha, WI)

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TOP Alumni News

2008 Paul Dickler completed his 95th workshop for TOP in August, averaging more than 7 per year until 2020. (Dodgeville, WI) Tom Glaser has been blissfully retired since 2018, and just in time! (New Braunfels, TX) Wendy E. Lockard was recognized as a Museum Teacher Fellow at the United States Holocaust Memorial Museum in 2019. After 39 years of service, Wendy retired from Catholic education in June 2020. (Davie, FL) Melinda Odom Staubs was appointed as Interim Department Head for Curriculum & Instruction at Jacksonville State

University (JSU) the summer of 2018. Since then, she has been hired as the Department Head and has also been promoted to Professor in the School of Education. On a personal note, she and her husband recently adopted their three-year-old foster son. (Jacksonville, AL) Lynn Wilczewski, participated in the Qatar Foundation International’s teacher study tour to Oman, March of 2020. In the summer of 2019 she was selected for the Fulbright Hays summer seminar in the Czech Republic and Slovak Republic. It was a great experience with amazing fellow educators, and she learned a lot! (Monacan High School, Richmond, VA)

2009 Nate Larsen is currently 1 of 15 athletic directors from across the country selected to take part in the National Interscholastic Athletic Administrators Association Executive Leadership Cohort. He will also be presenting, unfortunately remotely, a session at the virtual National Athletic Directors Conference in December of 2020 in addition to teaching multiple

leadership training courses at the Nebraska state conference. (Logan View, Hooper, NE) Rhonda Leduc has recently been appointed Vice Principal at Tillicum Community School in the Greater Victoria School District in Victoria, BC. (Canada)

2010 Matthew Bundy was selected as the Idaho and National winner of the Veterans of Foreign Wars (VFW) National High School Civics Teacher of the Year Award for 2019-2020. Items highlighted by the VFW in the award are his candidate election forums, involvement with a German/American exchange program, and student trips to state capital. He has also sponsored many students to be interns in the state legislature and in the US Congress. He is also a member of the local city city council. (Mountain Home High School, Mountain Home, ID) Thomas Sorosiak was awarded the “Cross of the Order of Merit” (Bundesverdienstkreuz) by the President of Germany for his efforts to build relationships between the U.S. and Germany. Thomas was also inducted in the Otsego Hall of Fame

on January 24, 2020 at Otsego High School. The Hall of Fame recognizes individuals, like Thomas, who have made significant contributions to the students, school, and the community. (Grand Rapids, OH) Lynne Lawson, who traveled with TOP in 2010, has since earned an Ed.D. in Curriculum, Instruction, and Assessment and her dissertation was on European preschool philosophies with regard to emergent literacy skills. She conducted her research at four sites: Two Waldorf schools and two Reggio Emilia-inspired schools, all in Ohio. (Strongsville City School District, Strongsville, OH)

2011 Jim D’Acosta says TOP continues to be the most common professional development activity among teachers selected for advanced study opportunities he has been able to join. He noticed this on Landmarks of American History summer study programs funded by The National Endowment for the

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Humanities in 2015 studying the Hopewell in Ohio, and in 2017 in Rochester, NY studying Women’s Rights. This was true again most recently in The National World War II Museum’s 2018-2019 Summer Institute. TOP is a great credential. (Fairfield Warde High School, Fairfield, CT)

TOP Alumni News Bruce Damasio says 2020 was an interesting year as he finished his first year teaching Economics at Harford Community College and then started as well at Howard Community College with Economics classes. It was a change from student-teacher development previously at Towson, but a great pleasure and good students to work with. Moving ahead into 2021, he is looking forward to his wife’s retirement (Katherine Case, TOP alum from 2012) from teaching, and also looking forward to becoming grandparents in May. (Bel Air and Columbia, MD) Joy Hatcher left the classroom in 2013 to become a district-level professional learning facilitator for K-12 in DeKalb County, Georgia. Her passion has always been social studies so when the Georgia Department of Education had an opening for a social studies specialist she applied and was hired in 2015. In 2016, she was promoted to social studies program manager at GaDOE and joined the Council of State Social Studies Specialists (CS4). In 2019, she was elected

Vice President of CS4. (Georgia Department of Education, Atlanta, GA) Ellen Resnek is a Member of the Teacher Advisory Board for the National Constitution Center, the Teacher Advisory Group for the National Council for History Education, and is on the Scholarship Board for Walden Woods Project Live Deliberately Essay Contest. This summer, in addition to attending 7 Virtual Teacher Institutes, Ellen served as Master Teacher for NCHE summer seminar on “Preserving and Redefining a Nation 1789-1877,” and she served as one of the Teacher Facilitators for The George Washington Teacher Institute. She is currently working with the International Teachers and Educators Program through the Pilecki Institute, Warsaw, PL, as one of four teachers from the US alongside 20 other teachers from across Europe and Israel, in a year-long collaboration on Resistance to Totalitarianism. Her 12th-grade Government classes are currently working with the US Embassy Election 2020 project with the Markgräfler Gymnasium Müllheim, Baden Würtemberg, Germany. (Mograntown, PA)

2012 Ivy Schamis In February 2018, Ivy’s History of the Holocaust Class was ambushed by a former student at her school, with an AR-15. He murdered 17, including two precious students inside her classroom, Nicholas & Helena. She had been teaching there almost two decades and continued to teach until the students from that class graduated. She came to The March For Our Lives in Washington, DC, a month after the

shooting and decided it would be a cool place to live. This past winter, her family made that assumption a reality. (Milton Gottesman Jewish Day School of the Nation’s Capital, Washington, DC) Michael Pierce is currently the Director of Admissions at Bishop Blanchet High School. (Seattle, WA)

2013 Floyd Jolley has been working as the Executive Director of Teaching and Learning for the Bibb County school district. He is overseeing curriculum and instruction of K-12 for the district. He says it has been an amazing opportunity and he works with some excellent people and schools. (Macon, GA)

Anne Roycroft just finished her first year as Accreditation Manager for the College of Education at Purdue University. She also enjoys teaching social studies methods as an adjunct faculty member on occasion. Her work brings her in touch with many educators and school leaders as they work together to improve teacher education. (West Lafayette, IN)

2014 Ashlee Beckett was selected as a 2019 Grosvenor Teacher Fellow with National Geographic and Lindblad Expeditions. In November of 2019 she traveled to the Galapagos Islands to explore the environment and learn about the conservation efforts, and she even visited a school in that unique

and remote part of the world. (Jefferson Middle School, Pittsburgh, PA) Beth Hudson left Austin ISD to teach Social Studies Methods at Texas State University before embarking this fall on a graduate program in Holocaust and Genocide Studies at

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TOP Alumni News Gratz College in Pennsylvania, and nearing completion on a manuscript inspired by the life of a Holocaust survivor. Last year she was awarded the Genocide Education Award from the Armenian National Committee of America for her efforts on genocide education in Texas. (Austin, TX)

Amanda Peretich is still teaching, but in a little different setting! She opened her own fitness facility in southern Maryland, a2o Fit: Home of CrossFit Panthera. She misses teaching high school, but also has an active adult and kids program that she loves. (Prince Frederick, MD)

Don Jenkins’ classes are doing an exchange with German classes involving the Presidential election. He will be presenting with TOP at the 2020 and 2021 NCSS conference at a session called “Confronting Discrimination: Exploring Germany Using the Inquiry Design Model.” He was scheduled to go to Peru with other teachers for the NEA Global Leadership Fellowship, but it was postponed until 2021. Instead, he served as Technology Mentor for a Project Citizen virtual institute for Midwest teachers. (North Whidbey Middle School, Oak Harbor, WA)

Allen Sylvester, Like for most of you, the TOP Study Tour was an extremely social experience. It was amazing how much a Fellow was able to connect with the members of the group, the presenters, the TOP team, and the German people. Pursuits lately have been more inward and I share them because I like being part of this community. Here are new things that I am currently enjoying: nose breathing, journaling, and starting each class with a themed song for students to listen to as they submit attendance. (St. Georges Technical High School, Middletown, DE)

2015 Katherine Mangum received the Virginia Association of Science Teachers Donna Sterling Exemplary Teaching Award, a stipend awarded to travel to Iceland to learn about geothermal energy. However, travel was postponed due to COVID but she is ever hopeful that restrictions will eventually be

lifted. She is serving on the Advisory Board (2020-2023) of the ODU Ed+gineering Partnerships (NSF Project), a project that addresses the need to integrate engineering into elementary education. She is also celebrating #30 years at St. Catherine’s! (Richmond, VA)

2016 Tracy Dawson-Greene just earned her MA in Creative Nonfiction from Southern New Hampshire University (SNHU). She used the article she wrote about her TOP Tour to Germany as a writing sample when she applied three years ago. (John F. Kennedy Middle School, Florence, MA) Kathleen Fox started the Remick Leadership Program through the University of Notre Dame this summer. Through this program, she will earn a Masters in Administration and school administrator licensure. (St. Ann, Chicago, IL) Derek Frieling was chosen as Teacher of the Year by the senior Honor Society at Lafayette High School for the 2019-20 school year. (St. Joseph, MO) At the end of the 2019-2020 school year, Megan Kirts transitioned out of the classroom and took a full-time position directing the University of Arizona Office of Economic Education and PD programs for the Thomas R. Brown Foundation. In May 2021 she will finish her MA in Economics and Entrepreneurship for Educators at the University of Delaware. (Tucson, AZ)

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Tracey Salamondra is currently enrolled in Brandon University, working on her Masters of Education in the field of Curriculum and Pedagogy. In 2019, she traveled to Ethiopia with the Canadian Foodgrains Bank to study food security, sustainable agriculture, and the role of NGOs. She just completed a two-year term as a member of the Canadian Museum of History’s National Teacher Advisory Group charged with assisting the museum as they developed a collection of digital resources for teachers. (Hartney School, Hartney, MB) Lisa Smith received the James Madison Fellowship in 2016, the same year she traveled to Germany with TOP, and spent 3 years attending Ashland University. She graduated in 2019 with her Master of Arts in American History and Government. She enjoys teaching her students the similarities and differences between the government of the United States and the German government. (Cross Timbers Middle School, Grapevine, TX) Dan St. Laurent is beginning his second year as a member of the Teacher Advisory Group for the Michigan Holocaust Memorial Museum. (Lake Shore High School, Macomb, MI)

TOP Alumni News

2017 Randy Bertolas was inducted into the Hall of Fame of Pi Gamma Mu, the international honor society in the social sciences in 2017. In 2018, the Nebraska State College System presented him with their statewide Teaching Excellence Award. Later in 2018, the National Council for Geographic Education honored Randy with both their Distinguished Mentor Award and the Excellence in Media Award for publication of his Student Atlas of Nebraska. Randy is entering his 26th year of training social studies teachers. (Wayne State College, Wayne, NE) Loris Chen received the 2020 Paul DeHart Hurd Award from the National Middle Level Science Teachers Association for outstanding middle level science teaching. In June 2020, she retired from classroom teaching. Currently, she is keeping busy supporting teachers through the NJ Science Teachers Association, the NJ Association of Middle Level Educators, and the National Middle Level Science Teachers Association. (Fair Lawn, NJ) Kelsey Clinton got the National Board certification! (Cashmere Middle School, Cashmere, WA) Jill Cross recently took a job as Director of Curriculum & Instruction at Bornblum Jewish Community School in Memphis, TN. Keep an eye out for a book she collaborated on, Living History in the Classroom: Performance and Pedagogy, which will be published in November 2020. (Bornblum Jewish Community School, Memphis, TN) David Edelman and his students at Union Square Academy for Health Sciences created an online walking tour of sites in NYC with connections to slavery. It was published by the NY Almanac and was the focus of a recent episode of the Ethical Schools Podcast. This project was inspired by his participation in a walking tour on German colonization during TOP. Davidâ&#x20AC;&#x2122;s commitment to student-led activism led his students to nominate him and to his selection by the FLAG Award for Teaching Excellence. (New York, NY) Dr. Jermaine Ellerbe was selected for the 2020-2021 Fulbright Teachers for Global Classrooms (Fulbright TGC) Program, a program sponsored by the U.S. Department of State with funding provided by the U.S. Government and administered by IREX. Dr. Ellerbe will be assigned to either one of three countries in either Latin America, Africa, or Asia. He previously was awarded a Fulbright-Hayes to China. (Eastern Middle School, Windsor Mill, MD)

Guillaume Laroche recently accepted a new job in Brunssum, Netherlands teaching at a school for the children of NATO personnel stationed at the nearby NATO bases at Brunssum, Netherlands and Geilenkirchen, Germany. (AFNORTH International School, Brunssum, Netherlands) Holly Miller received the Presidential Award for Excellence in Math and Science 2018 and National STEM Scholar 2019. (Riverside Intermediate, Fishers, IN) Amber Moore earned her National Board Certification in Middle Child Generalist (2018), was awarded a Fulbright Teachers for Global Classrooms Fellowship to Columbia (2019), and was awarded a Fund for Teachers Fellowship to Italy (2020); she will travel (hopefully) in Summer 2021. (New Market School, New Market, AL) Julianne Polito joined the Adolescent generation, now teaching at Middle School and moving around through Civics, World History, Holocaust Studies, and U.S. History. She has been part of her districtâ&#x20AC;&#x2122;s Holocaust Studies, Teachers Council for a couple of years. Julianne was just awarded a grant for a local history/civic engagement project. Students will have the opportunity to work with Community-Based Organizations, local government, and college professors - in addition to a team of teachers, of course! (Palm Beach County Schools, Delray Beach, FL) Melinda Reay won the Gilder-Lehrman Utah History Teacher of the Year (2019). (Skyline High School, Salt Lake City, UT) John Scimeca and his wife welcomed their daughter Lucia in January, and he was named Assistant Principal at his high school. (St. Michael Catholic H.S., Fairhope, AL) This year Adrian Sperduto moved into the role of instructional coach for his building. It has been an interesting and challenging learning experience but he has been enjoying working with teachers to navigate the world of virtual learning! (Townsend Elementary School, Florissant, MO) In the fall of 2019, Melissa Zeitz was awarded the Presidential Teacher Award of Excellence in the field of Science. Her passion is to bring Computer Science to all students in grades K-5. She says she is very fortunate to work with a group of teachers, administrators, and professors on an amazing CSforAll grant to write Computer Science curriculum that will be integrated into 33 elementary schools in Springfield, MA. (Springfield, MA)

Kori Green is the Co-Department chair after one year at her school. She is going to miss seeing everyone at NCSS this year. (Wichita High School East, Wichita, KS)

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TOP Alumni News

2018 Kathy Bosiak finished her National Geographic Educator Certification, became a North Carolina Science Leaders Fellow (a two-year committment to develop leadership in science educators), and a Mentor for Fund for Teachers Fellows. She also started coaching Girl’s Soccer again at LHS and is a student Mentor for AEOP. She was selected to be a part of the Qatar Foundation Educator experience to Qatar and Oman, as well as being chosen for the Educators of Excellence program to the Peruvian Amazon. (Lincolnton High School, Lincolnton, NC) Kirstin Bullington’s Clean Energy Systems students are excited to be working with a physics class at Wilhelm-Gymnasium in Braunschweig this fall to share lessons about solar energy with each other and to learn collaboratively! More importantly, the exchange of ideas is anticipated to move beyond photovoltaic and semiconductor theory, and will give students in both schools the opportunity to learn a little about the other’s educational system and culture. (Richland Two Institute of Innovation, Columbia, SC) Faye Cassell was selected as a 2020 NEA Foundation Global Learning Fellow. The NEA Foundation Global Learning Fellowship provides public school educators the opportunity to develop the skills needed to integrate global competency into the daily curriculum. (Newton South High School, Newton, MA) Elizabeth Gonzalez is in her 12th year in education and now serves as department head of her social studies team on her campus. She purchased her first home in 2019 and her 17-year-old son is learning from home remotely in his junior year of high school. Elizabeth’s husband continues to coach football and teach geometry. They have also just adopted their first dog, a special-needs pup with limited vision but so full of energy. Her hope is to one day enjoy Tanzelfest with her host family in Kaufbeuren as soon as it is safe to do so. (C. Douglas Killough High School, Lewisville, TX) Glen Gurner was the recipient of a Brookline Education Foundation grant to study guitar building at Vermont Instruments in Thetford, VT this past summer. (Brookline High School, Brookline, MA) Tammy Guthrie is teaching 7th Grade Accel Math this year. She was published last year in the National Council of Teachers of Mathematics magazine. The article was called “Stop

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the Silence! Making Math Social.” Check it out. This year she has partnered with Middle Tennessee State University on a grant involving statistical inference. The grant enabled them to build a wild space for observation and data. (Hellstern Middle School, Springdale, AR) Meredith McGovern accepted a position with the Louisiana Department of Education in January, 2020, as the Executive Director of Pathway Initiatives and Readiness Support in the Office of Career and College Readiness. In this role, she manages college readiness opportunities and policy development and implementation for students in Louisiana, including Advanced Placement, Dual Enrollment, IB and CLEP testing. She is also the team lead for Strong Start School Reopening Guidance during COVID19 Pandemic. (Bossier City, LA) Kristin Strobel’s 10th-Grade World History students participated in “Meet a German Day.” They had a great exchange with Oswald von Nell-Breuning Schule in Rödermark (South of Frankfurt). Before her class spoke with the school, the students learned about the Fulbright Program and developed questions that they had about Germany today. Their conversation centered around differences and similarities between their respective school systems, government responses to Covid-19, and the German apprenticeship tradition. (Lexington High School, Chelmsford, MA) Valerie Sweet got married (9/4/2020)! She is not changing her name... because it’s so SWEET.  She is participating in the US Election Project through Teach About U.S. She is also partnered with a school in Meine, Germany. Valerie is really excited to foster trans-Atlantic collaboration even though her students attend school virtually for now. (Monacan High School, North Chesterfield, VA) Kulsum Vakharia has been working with teachers all over the country, helping transition to remote and hybrid learning! She is working with EdConnective, which offers workshops and one-on-one and small-group coaching for teachers to improve their practice. It has been amazing to work with teachers and see the impact, although, she says, she really misses her kids!

TOP Alumni News

2019 Sarah Bousquet was accepted in Yale School of Public Health’s Climate Change and Public Health Certificate Program. Participants are professionals from around the world who are working to increase their communities’ resilience to the adverse health impacts of climate change and to communicate effectively about health effects of climate change to the public and policymakers. She recently started in a new position as a psychology professor in the early college program at Quinsigamond Community College. (Tantasqua Regional High School, South Hadley, MA) Veronica Carlson has been asked to present “Using Pictures to Expand Students’ Awareness of the World” as a Texas Instruments - T3 Webinar on Tuesday, November 17, 2020. In her presentation, she will be using her TOP Lesson Plan that she created based on her TOP STEM tour. She is excited and proud to be able to share information regarding how to use digital images with graphing technology as well as share information about her TOP experience! (Glendale, AZ) Tyler Daughtry will be going to Uganda with an organization called Limited Resource Teacher Training in June of 2021. There he will train teachers in low socioeconomic and high poverty areas in classroom needs. In 2020, he presented at the North Carolina and the National Social Studies conferences. In 2021, he is set to present at the Association of Middle-Level Education Conference. (Archer Lodge Middle School, Wendell, NC)

Matthew Kim recently received the Fulbright Teachers for Global Classroom award for 2020-2021. He’s excited to travel abroad when this pandemic is over. He has also been slowly taking classes at the University of Edinburgh’s MSc in History program. (Governor Wallace Rider Farrington High School, Honolulu, HI) Hanadi Shatara received her doctorate degree in May 2020 from Teachers College, Columbia University. She has been promoted to Assistant Professor at the University of Wisconsin-La Crosse. She is so thankful for the TOP community! (University of Wisconsin-La Crosse, La Crosse, WI) Sharolyn Stauffer went on a teacher leadership trip to Oman and Qatar over Christmas Break in 2019-20. There she learned more about Islamic and other regional cultures, and challenges in the region today. The trip was sponsored by Qatar Foundation International, of which Sharolyn was on the initial teacher leadership council. (Star Valley High School, Afton, WY) Christina Varela received an Educator of the Year award (2019) from the Palos Verdes Peninsula Rotary Club. (Palos Verdes High School, Palos Verdes Estates, CA)

Dale Glass recently co-authored an article published in the NSTA Science and Children journal about an engineering project he and his colleague do with their 1st-graders. Here’s the link: https://www.nsta.org/science-and-children/ science-and-children-aprilmay-2020/and-box. (Potomac, MD)

Fall Newsletter | 2020 | 103

TOP Alumni News The TOP 7 2019 study tour group cooks a meal with Syrian chefs at Ă&#x153;ber den Tellerrand in Berlin. Photo by Jenny Windell.

104 | Top Lessons | Teach Germany

TOP Alumni News

Fall Newsletter | 2020 | 105

TRANSATLANTIC OUTREACH PROGRAM (TOP) Goethe-Institut Washington 1377 R Street NW, Suite 300 Washington, DCÂ 20009 www.goethe.de/top top@goethe.de 202-847-4700

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP

TOP Lessons Magazine: Teach Germany Fall 2020

Articles inside

TOP ALUMNI

Virtual Classroom Corner

In what ways did the Berlin Airlift affect relationships in the Cold War?” by Julie Pace

How can learning from history enable us to create a better world?” by Jacqueline Littlefield

The German History Scavenger Hunt” Film

Universal Circular Motion” by Cecilia Liang

Rettet die Bienen!: What Germany Can Teach the World About Saving the Bees” by Andrea Overby

What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar

How can knowing our neighbors help promote social cohesion?” by Ronald Bravo

Whose stories should we tell?” by Jessica Ellison

What factors are necessary for a peaceful protest to be successful?” by Kyle Blackiston

To what extent has Germany addressed its history of imperialism in Africa?” by Ken Hung

The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal

How does food comfort us and connect us to our family and our community?” by Carrie Holloway

What is Germany doing to address their impact on the environment?” by Jody Chamberlin

Let’s Learn about Vauban, Germany’s Future City” by Gina Whitcomb