Modern Germany Update Fall 2014

2014 MODERN | GERMANY | UPDATE 1

TOP TRANSATLANTICOUTREACH PROGRAM

THE OFFICIAL NEWSLETTER OF THE TRANSATLANTIC OUTREACH PROGRAM

EDUCATION.Discover fellow educator’s ideas on teaching modern Germany in the classroom.

DIALOGUE.New TOP Tools for Professional Development Workshop Leaders.

EXPERIENCE.Learn how to apply for study tours to Germany.

MODERN

UPDATEGERMANY FALL 2014

2 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 3

It is the morning of June 26, 2014. TOP Participant Allen Sylvester successfully defends the goal during recess at the Eichholzschule in Sindelfingen: a true display of German-American friendship only hours before the two national teams face off in a historic group-round match during the FIFA World Cup.


On the Web:www.goethe.de/top

By E-mail:[email protected]

By Phone:(202) 289-1200

By Postal Mail:TOPGoethe-Institut Washington812 7th Street NWWashington, DC 20001

/GoetheTOP

THE DC TOP TEAM

Program Coordinator:Sarah Yabroff

Program Administrator:Jenny Windell

Program Manager:Wood Powell

GREETINGS FROM THE TOP TEAM

Greetings from the offices of the Transatlantic Outreach Program in Washington, DC! It’s been a busy year for us

here at TOP and we’re so excited to share all of our recent projects and upcoming events in the latest edition of Mod-ern Germany Update.

TOP had to say goodbye to its Director, Mr. Klaus Brodersen, in June of 2014, after 5 wonderful years of leadership. As the new Regional Director of Languages for Europe at the Goethe-Institut in Brussels, Belgium, we wish him all the best in his new endeavor. TOP also has the honor of wel-coming a new staff member, Jenny Windell, who joined the team in May 2014 as the Program Administrator. In addition to other talents, Jenny has brought new energy to TOP’s Social Media Strategy (page 5). With a slightly larger team and continuing enthusiasm, TOP is looking forward to serv-ing educators in a larger capacity!

As the summer comes to a close and we reflect on recent study tours and adventures, we’re excited to present our Fall/Winter 2014 Newsletter full of engaging Fellow ar-ticles and some new features, all designed to help you explore current topics in Social Studies and modern Ger-man education. We invite you to check out Dr. Mark Pearcy’s article comparing German and American perspectives on

C O N TA C T T O P


COVER PHOTOThe inaugural TOP+STEM study tour visits the Advanced Training Center of the European Molecular Biology Laboratory (EMBL) near Heidelberg. The interior is shaped like the double-helix of a DNA strand; the bridges in-side (pictured) resemble DNA base pairs.

Social vs. Sozial, revel in Germany’s World Cup victory with Bill Wyss’ piece on Fussball Culture, and explore the new direction of TOP with Sarah Segal’s musings on STEM edu-cation in the Social Studies (and modern Germany!) class-room. Finally, TOP is pleased to announce the publication of its newest educator resource, The TOP Toolkit for Work-shop Leaders, a comprehensive guide on how to modify les-sons, navigate our materials and lead successful workshops for your target audience on modern Germany curriculum. Please visit our Author’s Introduction on pages 24-25 of this edition for further information on the Toolkit and how to get started.

As we begin to plan for 2015, the TOP Team looks forward to the prospect of new projects in Intercultural Communi-cation and Transatlantic Understanding, a continuation of the TOP+ Initiative exploring the potential of STEM in the Social Studies classroom, and a continued relationship with the Fellows who make this program all that it is. We invite you to read through this edition, like us on Facebook, and enjoy the resources the Transatlantic Outreach Program provides on modern Germany for your classroom and students. The TOP Team

If social media is the new frontier, then TOP has hitched up its wagon and is heading west. In 2014, TOP has been expanding its online pres-

ence through a variety of social media platforms, including Facebook, Twitter, Pinterest, YouTube, and Flickr! These new platforms provide our growing TOP “community” a place to connect, share, inform, remember, and discover. What’s more, social media makes it easier for you to share information about TOP with other educators in your social network by sharing a post, sending a pin, or retweeting.

“Like” TOP on Facebook and follow us on Twitter for updates about the program and our materials; information about workshops in your area; new opportunities to engage with TOP; news from Germany; and advice from former travelers about topics such as what to pack for your study tour. On Pinterest, we have collected hundreds of online resources to help you prepare lessons and teach your students about modern Ger-many. Our YouTube page features TOP promotional videos; playlists of videos that can be used in your lessons; and travel videos from previous TOP study tours. Flickr, a photo sharing site, allows study tour partici-pants to easily share pictures from their trip with other members of their group and to discuss memories of the TOP experience.

The purpose of our engagement on social media is to support you as educators in the important work that you do by providing information about the Transatlantic Outreach Program for your professional devel-opment and by sharing quality resources about modern Germany for use in your classroom. If you have a suggestion about what types of information you would like to see on our social media platforms, or if you have ideas about new ways to use our social media, we would love to hear from you!

CONNECT WITH TOP ON SOCIAL MEDIA!


ment study tour with the Transatlantic Outreach Program. The video shows what a typical study tour is like and offers interviews from members of the tour group about their experi-ence. A longer version of the video, which will be available in the coming months, also includes interviews with representatives of each of TOP’s spon-sors: the German Federal Foreign Of-fice, Goethe-Institut, Deutsche Bank, the Robert Bosch Foundation, and Siemens.

NAVIGATING THIS NEWSLETTER WITH QR CODES

The Quick Response Code is an advanced type of barcode that is being used in many places these days like on advertisements, on movie posters, in the new TOP instructional strategy guides and even in this newsletter.

Use your favorite smartphone app like QR Reader for iPhone or QR Droid for Android to see where the QR Codes in this newsletter can take you.

CONTENTS

The Transatlantic Outreach Pro-gram would like to announce the

launch of our new promotional video! Available on our website and YouTube channel, this new two-minute video introduces the Program and offers in-sight into the impact it can make in the professional development of teachers who take part. The video was filmed in the summer of 2013 and follows a group of North American social stud-ies teachers as they travel through Germany on a professional develop-

A N N O U N C I N G TO P ’S N E W P RO M OT I O N A L V I D E O

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TEACHER SUMMER TRAVEL By Todd Liu

STEM THEMED STUDY TOUR By Sarah Segal

“SOCIAL” vs. “SOZIAL” By Mark Pearcy

FUSSBALL CULTURE IN THE CLASSROOM By Bill Wyss

SOCIAL STUDIES TEACHERS AS GLOBAL CITIZENS By Laura A. Thompson

GREETINGS FROM THE TOP TEAM

CONNECT WITH TOP ON SOCIAL MEDIA

CULTURAL CORNER

TOP TOOLKIT

TOP MATERIALS FOR WORKSHOP LEADERS

TOP WORKSHOPS AND EVENTS

CULTURAL PROJECT

FREQUENTLY ASKED QUESTIONS

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One of the things I love most about being a teacher is that I am always learning. This past summer I had the incredible

opportunity to assume the role of a wide-eyed student by partici-pating in the Transatlantic Outreach Program (TOP)- a two-week study tour of Germany for teachers. I was inspired to immerse myself in German culture after teaching a German student in class last year and getting to know her delightful family.

By joining TOP, I was able to learn firsthand about life in modern Germany. I savored every bite of homemade apple strudel; biked around the historic town of Potsdam; wandered around the ruins of Heidelberg Castle. I was humbled passing by the stepping-stones embedded in the sidewalks of Berlin that commemorate Jewish individuals who lost their lives at concentration camps. I got to envision myself in Cold War Germany at Point Alpha, the U.S. observation post that separated East and West Germany near the Fulda Gap. I spoke with students about their experiences in voca-tional schools, a hallmark of the German education system, and with experts about the role of Germany in the European Union.

The most exciting part of my trip has been sharing the experi-ence with my students. I recently showed my class photographs of the Deutsche Bank Headquarters in Frankfurt, which is the first “green” skyscraper in the world, certified by the U.S. Green Build-ing Council. I showed them ways in which the archi-tect accomplished this environmental feat- windows

that open, no air conditioning, solar panels, rainwater used for plumbing. Then I asked the students to design their own “green” buildings, using this German skyscraper as a model. They sketched their own creations enthusiastically and articulated the importance of making things “green”.

This exercise was a great reminder for my students that we are indeed members of a global com-munity with certain responsibilities and that learning from other cultures is both vital and rewarding.

ALUMNI CONTRIBUTION

TEACHER SUMMER TRAVELBRINGS THE WORLD BACK TO STUDENTS

Todd Liu, Georgetown Day School, Washington, DC

Todd Liu (center) enjoys Sanssouci in Potsdam with Ruth King, Leslie Smallwood, Bill Gibson and Barbara Woody.

GERMANYIN FOCUS

A Model of Sustainability

LESSON TIE-IN


In J. Elke Ertle’s memoir, Walled-In: A West Berlin Girl’s Journey to Freedom,

readers travel back to Cold War Ger-many from the perspective of a young West-German girl and follow her path to understanding what it means to have her country divided.

IN M

EM

OR

IAM

CULTURAL | CORNER WHAT WE’VE BEEN READING, WATCHING AND ENJOYINGCheck in for TOP’s picks on what’s relevant in the modern Germany classroom today, what’s new in educational resources and what can’t be missed. TEXTSCREEN

Always a favorite for those inter-

ested in the occa-sionally comical side of East Germany, re-unification, and Os-talgie, Goodbye Lenin! (2004): German with English subtitles, rated

(R), tells the story of a young Eastern German youth (Alex) trying to transi-tion his proudly Socialist mother from Communism to Capitalism.

In a more serious look at the very dark side of the Stasi re-

gime, The Lives of Others: German with English subtitles, rated (R), captures the reality of the dan-gerous and deadly surveillance of East German citizens by mem-bers of their own communities. Winner of the Academy Award for Best Foreign Language Film in 2007, this film comes to us from German director Florian Henckel von Don-nersmarck.

Following the theme of East Ger-many during the Cold War, TOP rec-

ommends Sonnenallee (1999): German with English subtitles, a comical film following East German youths in the 1970’s as they navigate teenage years full of unnecessary restrictions and try to keep mainstream youth culture alive by sneaking those rock-n-roll re-cords past East German guards.

Goodbye Lenin!

Sonnenallee

93-year-old Margot Friedlander’s memoir, “Try to Make Your Life”

A Jewish Girl Hiding in Nazi Berlin tells a harrowing story of underground sur-vival in Nazi Germany as a young Jew-ish girl, Margot’s immigration to the United States after liberation from a concentration camp, and her return to Germany in 2010.

Two thumbs up for, Treasure Trove: An Educator’s Journal of Inspired

Moments, a thoughtful teacher’s jour-nal written by 2010 TOP Fellow, Jes-sica Stock, ‘packed full of encouraging prompts and heartwarming stories’ from educators including some of our very own TOP Fellows!

All of the above titles are available online at Amazon.com.Got a book or recommendation you think we should check out?

Let us know by email: [email protected]!

The Transatlantic Out-reach Program continues to reflect on the life and career of James “Drew” Wendt of Charleston, West Virginia who passed away on June 22nd, 2014. A 2009 TOP Fellow and consultant for TOP, his enthusiasm for Germany and passion for teach-ing was an inspiration to the entire TOP Team. Whether he was jump-ing in fountains in Berlin or making mix tapes for TOP staff, Drew’s excite-ment and charm radi-ated in whatever he did. We extend our sincerest condolences to his fam-ily, friends, and students. Memorial contributions may be made to Nitro High School, c/o James Andrew Wendt Memorial, Nitro, WV.

Margot Friedlander signs copies of her book for TOP Fellows (Berlin 2014).

ISBN-10: 1935034073, ISBN-13: 978-1935034070

ISBN-10: 0991240901, ISBN-13: 978-0991240906

ISBN-10: 098840611X, ISBN-13: 978-0988406117


GERMANY: ALREADY A STEM ROLE MODELI remember that early morning commute in November 2012, hearing on the radio for the first time that there are “Three million open jobs in the U.S., but who’s quali-fied?” Shocked, I grappled with how more than 10 million unemployed Americans lack the skills needed to fill these positions. However, employers overwhelmingly continue to report they can’t find qualified workers for jobs. A common buzz phrase, this phenomenon is now termed the “Skill Gap”.

In response, the Obama Administration is currently turning their attention to America’s job training programs, and the role of education in bridging this disparity. According to the recent NPR segment, “What Germans Know Could Help Bridge U.S. Workers’ Skill Gap” (March, 2014), Vice-President Joe Biden is reviewing America’s worker prepa-ration programs for bolstering student’s concrete acquisition of real-life skills, for application in today’s job force. Seeking international models, Germany’s apprentice-ship for trade workers has historically created centuries of skilled employees, and has resulted in the modern absence of a skill gap.

At the K-12 level in the United States, optimism for igniting interest in fields of ingenuity is formulating through the STEM Education initiatives. Integrating science, technology, mathematics, and engineering, STEM connects the design process in elementary, middle, and high school classrooms. Described in the 2009 National Academy of Engineering report to President Obama (Engineer-ing in K-12 Education), STEM ultimately

promotes learner’s engineering “habit of mind” through processes incorporating system thinking, creativity, advancing design, collaboration, communication, and attention to ethical consideration.

Observing Germany’s dual-training system first-hand, as a 2012 TOP participant, our educator cohort interacted with Robert Bosch GmbH’s Business United Power Tool interns at their apprentice workshop in Stuttgart, Germany. On that muggy July day, our TOP travel group was creatively challenged by trainees to a multi-step design process - employing power tools, mathematical intelligence, initiative, and ultimately teamwork. Each United States and Canadian teacher was matched with a dynamic German apprentice, of teenage to early twenty-something age, for a comical compe-tition to create personalized puppets. These jovial antics resulted in banter which transgressed beyond the afternoon to become standing inside jokes for the remain-

STEM We are proud to announce

that the first steps of the TOP+ Ini-tiative were taken to explore the cross-curricular potential of com-bining social studies and STEM education topics. After attending and exhibiting at a national STEM conference in New Orleans in May, TOP sent an inaugural study tour comprised of both social studies and STEM educators to Germany in June 2014. On both sides of the Atlantic, in-terest in STEM topics is high and enjoys strong support (Germans use the analogous “MINT” to de-scribe the same set of subjects), and both Germans and Americans see STEM education as an im-portant ingredient in preparing students for a modern workforce. While STEM (and MINT) subjects maintain a degree of popularity, there seems to be a broad inter-pretation as to how the subjects reinforce each other and integrate with other subjects in the class-room and therefore the STEM “roadmap” remains open to inter-pretation. TOP believes that opportunity ex-ists to integrate STEM subjects within the context of teaching modern Germany to the mutual benefit of both social studies and STEM educators and intends to build off of lessons submitted by its inaugural STEM study tour par-ticipants. Plans are in the works to offer another tour in 2015. Please visit the “Study Tours” section of the TOP website for more infor-mation on how Social Studies teachers and STEM educators can take part in the future!

ALUMNI CONTRIBUTION Sarah Segal, Hood River Middle School, Hood River, OR

g

Members of the inaugural TOP+STEM study tour, Tim, Scott and Amanda, work together on STEM-related lessons at the Bion-ik-Sigma Education group located at the University of Darmstadt


der of our tour. Although laughter defined our Bosch workshop visit, it became clear that in this apprenticeship setting our hosts were developing job-related inquiry, while engaging in logical reasoning within a setting specifically designed for evolving technical-trade talents. An intentional model already employing elements of STEM proposed objectives, these “Lehrlings” were advancing collaborative engineering skills necessary for successful application in the power tool development trade.

Generations of skilled laborers in varying fields including technical, agricultural, commercial and industrial business, public administration, along with health and social services have emerged from Germany’s dual-training programs. Today, on average, apprenticeships require three-years of worker preparation, incorporating 8-12 hours a week of occupational craft learning at vocational school, with the remainder of the work week at one’s assigned job. Workers are essentially trained in accordance to company’s desired need. Brilliance in creativity, the Business United Power Tools dual-training system has continually proven beneficial to both the worker and the business with the majority of these highly-skilled apprentices receiving full-time positions with Robert Bosch GmbH.

Varying examples and complexities of Germany’s engineering “habit of mind” were explored during our TOP travels. Berlin’s Innovation Center for Mobility & Social Change (InnoZ) campus brought to light the “intelligent city of the future” design. A living laboratory, InnoZ designs and develops systems integrating renewable energy, mobility networks, telecommunications, and perceptive infrastructure for modern cities. InnoZ’s foundation is rooted in the future of urban development. Tasked with conceptualizing urban layout based in social and economic sustainability, InnoZ provides a real-world model of STEM’s “application of the design process”.

Savoring adventure at every turn, our TOP teacher cohort reveled in the opportunity to zoom around the InnoZ campus behind the wheel of electric cars, test our in-dividual ability to generate racing-speed momentum propelling electric bikes, and gawk at the innovative transportation design proposals for Germany’s future. InnoZ is currently developing an interconnect mass transit system which will give Germans access to schedule and pre-pay for car-shares, fueling stations, train and boat tickets, and electric bikes - all from one’s mobile device. Planned to eventually span the entirety of Europe, our big, self-indulgent, question - can we, as foreigners, also access this convenience?

According to a 2009 National Academy of Engineering report, the Engineering Design Process is described as “combining knowledge and skills from a variety of fields with the application of values and understanding of societal needs to create systems, components, or processes to meet human needs”.

As a TOP participant, it became obvious that Germany’s conscious “engineering habit of mind” lifestyle permeates throughout the society. Strolling Berlin’s Turk-ish Market, alongside the Landwehr Canal, I noticed a family lei-surely floating the waterway aboard a solar-powered boat. Void of noise pollution and fuel stench, I expect the afternoon drift through the Kottbusser Tor neighborhood was exquisitely enhanced from the peaceful river perspective. Continuing my meander to the northwest, I was magically lured toward a green space occupying a corner of the Moritzplatz roundabout. I discovered an urban uto-pia in the form of a community garden. The Prinzessinnengarten welcomes the public to come together to relax, share, and grow. Prinzessinnengarten volunteers employ system-thinking practices, throughout Berlin, by transforming disused land including building sites, car parks, and roofs into sustainable organic urban vegetable gardens. Even at the national level, the German government has es-tablished environmentally responsible system ingenuity. With the 1999 Reichstag restoration, architectural engineers redesigned the building to reduced carbon dioxide emissions by 94%. The Reich-stag now uses renewably refined vegetable oil to power itself and surrounding government structures, retains consistent in-building climate through a system that regulates temperature by storing surplus heat as hot water 990 feet below the monument, in addition to numerous other green renovations.

Already an established global leader in what STEM refers to as “21st Century skills,” Germany’s national values based in social consciousness, economic sustainability, environmental viability, and preparing future generations for occupational contribution is a natural model for addressing the U.S. “Skill Gap”.

GERMANYIN FOCUS

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6.4Apprenticeship

Program

LESSON TIE-IN

The inaugural TOP+STEM study tour group enjoyed many notable visits, including the award-winning Solarhaus at the University of Darmstadt (top), the Taunusgymnasium/STEM-Excellence school (left, bottom left), and the Mathematikum museum in Gießen (bottom right).


In 2013, I had the opportunity to experience the personal and professional impact of overseas travel for the first time,

as part of the Transatlantic Outreach Program (TOP) and its mission “to promote education about Germany, to encour-age intercultural dialogue, and to provide the opportunity for North American social studies educators to experience Germany in person” (Transatlantic Outreach Program, 2014). When featured in a standard U.S. social studies classroom, Germany is hardly ever shown in a flattering light. Instead, it is represented as a major component (and often a cause) of some of the most horrific, unsettling experiences in mod-ern history—for instance, World War I, World War II, and the Cold War. These may be important parts of German history—maybe, defensibly, the most important parts—but it is hardly definitive of a nation. The manner in which Germany is often presented in social studies classrooms is not only reductive, it stands in contrast to the commitment to complex thinking and open-mindedness marked by a global perspective (Mer-ryfield, 1998). Germany is a country of 81 million, with the largest economy in Europe and the fifth largest in the world (“What Germany Offers the World,” 2012, April 14). It is also a nation that faces contemporary issues that are in many ways analogous to those faced in the U.S.—debates over climate change policy, the use of renewable energy, funding for edu-cation, and a burgeoning dilemma over immigration.

Yet in Germany, the policies taken as possible solutions to these issues enjoy remarkable consensus among the general population (with the possible exception of immigration). Most Germans agree on the need for renewable energy, for instance; in German schools, teachers enjoy great autonomy and control over curricula, and Germany as a whole ranks near the top of industrialized nations in educational attain-

perience, then, is a tremendous opportunity for social studies educators. For me, the chance to encounter Germany across a wide variety of experiences—in schools, historical landmarks and memorials, corporations and in private homes—also pro-vided insight into the elements of national character which seem to promote such remarkable unanimity among the population. It is derived from a unique and collective sense of the obligation of government and individual, one which is invested in national identity, governmental structure, and historical identity.

ALUMNI CONTRIBUTION Mark Pearcy, Ph.D., Ryder University, Lawrence Township, NJ

ment, outstripping the U.S. on the Programme of Internation-al Student Assessment (PISA) in reading, writing, and science (Programme for International Student Assessment, 2012).

A global perspective is one which enables us, among other things, to critically examine the impact of a nation’s character on the formation of national policy. Travel abroad, to experi-ence this firsthand, is patently beneficial for developing that perspective. Such travel is often difficult to manage for many teachers, however, given financial obstacles. The Transatlan-tic Outreach Program’s willingness to provide this sort of ex-

Throughout my experiences, I noticed a theme that wasn’t clear to me until, quite literally, my last day in Germany; one which, once uncovered, made the seemingly disparate ele-ments of German society I had seen more coherent, and thus the substance of a lesson we may learn in the United States. The German concept of sozial—a national commitment to collective memory, responsibility, and dignity, in its history—is derived from the recent German past and the national embrace of that past, positive and negative; and it provides examples for American educators, particularly in the social studies.

“SOCIAL” VS. SOZIAL:REFLECTIONS ON GERMAN SOCIETY

AND IMPLICATIONSFOR THE SOCIAL STUDIES

g

The TOP 2 participants get to know each other in the sunset shadows of the Comburg near Schwäbisch Hall.


the free exercise of rights, is joined with a concept of duty, which the individual owes the community.

Social studies teachers can help their students develop a global-minded perspective in part by fostering an under-standing of where essential elements of a nation’s character derive. Why, for instance, are historical memorials in the U.S. often more anthropomorphic and personal, like the Vietnam Soldiers’ Memorial in Washington, D.C., and less abstract, like the Memorial to the Murdered Jews of Europe? Why do Amer-ican schools rely more heavily on standardized assessments than their German counterparts? Why is apprenticeship and vocational training seen as somewhat demeaning among Americans, and not so in Germany? These questions, raised (and answered) during my experience overseas, can form the cornerstone of critical inquiry in the classroom, and contribute to the development of a global perspective.

Social studies teachers routinely bemoan the fact that students don’t take their subjects seriously, or understand it imperfectly. I’m sure that German teachers often say simi-lar things—but I also believe that the national commitment to historical memory and community mitigates this issue. I recently gave a presentation on my findings in Germany, after which an attendee came to me and said, “Now I’m think-ing of moving to Germany!” Though I emphasize with that view, I would suggest that, rather than imagining living in a place where a commitment to social justice, equanimity, and civic obligation are conventional beliefs, we should consider instead how to foster those beliefs here. In our ability to pro-mulgate a global perspective and the moral value of such understanding, social studies teachers are uniquely situated to lead in this effort.

Bibliographic References

Eberle, E.J. (2008). The German idea of Freedom. Oregon Review of International Law, 10, 1-76.

Germain, M. H. (1998). Worldly teachers: cultural learning and pedagogy. Westport, CN: Bergin & Garvey.

Merryfield, M.M. (1992). Preparing social studies teachers for the twenty-first century: Perspectives on program effectiveness from a study of six exem-plary teacher education programs in global education. Theory and Research in Social Education, 20 (1), 17-46.

Programme for International Student Assessment (2012). PISA 2012 results. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm

Transatlantic Outreach Program (2014). “About TOP.” Retrieved from http://www.goethe.de/ins/us/lp/prj/top/abt/enindex.htm

What Germany Offers the World. (2012, April 14). The Economist. Retrieved from http://www.economist.com/node/21552567

My experience in Germany highlighted the tremendous value they represent for teach-ers to improve their own sense of “global mindedness.” The impact of overseas travel, and the opportunity to interact with differ-ent cultures in an immersive setting, has enormous impact on not only the practical strategies adopted by a teacher, but also the perspective that he/she brings to the choices made about those strategies (Ger-main, 1998).

On the final day of the trip, I had a lengthy conversation with one of our guides, Stefan. I told him about my impressions of Ger-many—the commitment to collective secu-rity and national memory—and I asked him where he thought it came from. “In Germa-ny,” Stefan said, “the most important thing is dignity.” The German constitution, in fact, is anchored in this concept. The first lines of

the Grundgesetz, the “Basic Law,” read: “Die Würde des Men-schen ist unantastbar. Sie zu achten und zu schützen ist Verp-flichtung aller staatlichen Gewalt”—“The dignity of man shall be inviolable. To respect and protect it shall be the duty of all state authority” (cited in Eberle, 2008, p. 3). Stefan called it “sozial thinking,” similar to the English “social,” but with a deeper connotation of collective obligation. In America, the word “freedom” may be better conceived as liberty, “secured through a focus on governmental structure designed to…lim-it authority and thereby empower people to live their lives largely as they determine, free from governmental restraint” (Eberle, 2008, p. 2-3). The German concept of freedom, and

As a TOP study tour participant, I have benefitted in count-less ways through tours of multiple regions of Germany.

The cultural, economic, historical, political and sociological knowledge that I have gained has resulted in many specific classroom lessons, but more importantly in the development of a multicultural world view that has permeated every as-pect of my teaching. Since most of my students have not had the opportunity to travel extensively, I have utilized my TOP experiences to bring the world to my classroom. Whether I am teaching government, history, psychology, or world issues, I have been able to design effective German case studies that are both fun and educational.

Since the majority of my students have athletic interests, I have long utilized sports as a method of associative learn-ing. Clearly, combining modern German football culture with classroom activities is an obvious method to engage my students. Having had the opportunity to view the World Cup while in Germany this year, I observed a unique perspective. My groups experienced boisterous public viewings in cities such as Nuremburg, Stuttgart, Weimar, and –of course – Ber-lin. After two consecutive third place finishes, this year I was able to witness the fantastic 1-0 extra time German victory over Argentina! Along with TOP Fellows Kim Gilman and Scott Noet, I left my Alexanderplatz public viewing location to travel west on the Berlin U-Bahn to the Kurfurstendamm. We witnessed a spontaneous outpouring of joy that included fireworks, chants, and songs as we celebrated in the streets with tens of thousands of elated, but respectful fans. It is dif-ficult to put into words the positive energy that we felt that night and I asked myself whether our experience was even a little bit like the celebration on the very same streets during the fall of the Berlin Wall in 1989. My task now is to capture that Weltmeister energy and insert it into new and better les-sons bridging sports and academics in a method that weaves learning and entertainment into a cohesive whole.

I encourage other teachers to study the dynamics of German football culture and to fashion lesson plans that fuse sports and social studies. There is no need for fun and learning to be mutually exclusive entities. As I learned long ago “edutainment” has a place in the learning environment and as new state and national standards more rigorously empha-size academics, we must remember that our students are still young people. They must be approached with a balanced perspective that recognizes their level of cognitive develop-ment. Why not interject competition, excite-ment, and passion into the classroom? TOP has provided me the worldview to do so and I encourage others to follow along. Remember that Canada will host the Women’s World Cup in 2015! It’s time to add gender studies to the list of topics that tie to football culture.

ALUMNI CONTRIBUTION Bill Wyss, Louisville High School, Louisville, OH

FUSSBALL CULTURE IN THE CLASSROOM

GERMANYIN FOCUS

s

5.4Comparative Study of the

Political Systems in the US and Germany

LESSON TIE-IN

GERMANYIN FOCUS

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1.2Geography and FIFA

LESSON TIE-IN

Youth in Berlin celebrate Germany’s 2014 World Cup Victory. Photo Credit: Kerri Packwood.[This article is condensed from the original version, which appeared in the spring 2014 edition of The Ohio Social Studies Review, 51 (1), 31-43).]


Since the beginning of the 20th century, citizenship has been an important concept in social studies education

(Reid, Gill & Sears, 2010; Richardson, 2002). The purpose of social studies is to develop “good citizens” (Sears, 2004; Shields & Ramsay, 2004) and a culture of responsible and active citizenship that includes openness and recognition of diversity (Gérin-Lajoie, 2006; Peck, Thompson, Chareka, Joshee & Sears, 2010). According to the National Council for the Social Studies (2008), the ultimate goal of social studies programs is to “prepare students to identify, understand, and work to solve the challenges facing our diverse nation in an increasingly interdependent world.” Although education falls under provincial and territorial jurisdiction in Canada, the shared vision of citizenship education is to guide students, from kindergarten through grade twelve, in their develop-ment as citizens.

Indeed, fostering awareness of local, regional, national, and international perspectives in a democratic society is at the heart of various social studies programs in Canada. In East-ern Canada, for example, the Council of Atlantic Ministers of Education and Training (CAMET) believes that social studies must focus on developing both national and international citizenship: “The knowledge, skills, and attitudes developed through the Social Studies curriculum empower students to be informed, responsible citizens of Canada and the world and through participation in the democratic process to im-prove society” (CAMET, 1999, pp. 1-2). In Western Canada, Al-berta’s social studies program “promotes a sense of belong-ing and acceptance in students as they engage in active and responsible citizenship at the local, community, provincial, national and global level” (Alberta Ministry of Education, 2006, p. 1). In Ontario, responsible citizenship and pluralism

[This article has been reprinted with permission from the following publication: Thompson, L.A. (2013, Fall). Social Studies Teachers as Global Citizens: A Strategy for Promoting Cross-Cultural Dialogue. Revue d’éducation/Education Review, 3(2): 18-19. http://education.uottawa.ca/assets/revue_edu_en_fall_2013.pdf]

A STRATEGY FOR PROMOTING CROSS-CULTURAL DIALOGUE

ALUMNI CONTRIBUTION Laura A. Thompson, Acadia University, Wolfville, NS

SOCIAL STUDIES TEACHERS AS GLOBAL CITIZENS:

are at the core of the curriculum in social studies, history, and geography: “The proposed course of study encourages the development of a sense of citizenship so that the student may become a responsible citizen in a pluralistic and ever-changing society” (Ontario Ministry of Education, 2004, p. 3). Given our increasingly diversified society and classrooms, ed-ucators are being called upon to create new teaching meth-ods and curriculum initiatives to promote social cohesion, individual and collective identities, and a sense of belonging and citizenship in the world (Gérin-Lajoie, 2006; Merryfield & Subedi, 2006; Richardson, 2006). This raises the follow-ing question: What role does professional development play in enhancing teachers’ knowledge and skills with respect to awareness of global perspectives in the context of a plural-istic society?

It is appropriate to examine the complex nature of this glob-al outlook by focusing on cross-cultural dialogue and global citizenship through educational policies and professional development opportunities. One example of a professional development opportunity related to global citizenship and cross-cultural dialogue is the Transatlantic Outreach Program (TOP), which provides teachers with an engaging learning ex-

perience and gives them a chance to revitalize their social studies teaching practice. This program is organized by the Goethe-Institut (GI), which is “the Federal Repub-lic of Germany’s [leading] cultural institution operational world-wide” (Goethe-Institut, 2013).

Taking place in Germany every summer, the purpose of the Transatlantic Outreach Program’s study tours is to help teachers (from kindergarten to grade 12) better understand various current aspects of life in Germany from sociocultural, historical, political, and economic perspectives. It also aims to promote cross-cultural dialogue with an emphasis on instill-ing in students a sense of global citizenship and belonging in a democratic society. In short, the program is rich in learning opportunities and provides an overview of the range of na-tional and international perspectives on the interrelated (and contested) notions of citizenship, identity, and community.

During my trip to Germany in July 2010, I particularly enjoyed learning from the American teachers about their diverse

experiences and points of view. We share the same concern for public education, pedagogy, and intercultural issues. I was deeply impressed by their knowledge, dedication, and enthusiasm for promoting a genuine openness to diversity.1 Through this experi-ence, I not only re-examined my

own perceptions of American and German cultures and soci-eties, but I was also inspired by my American and European colleagues’ skills and wealth of knowledge. Engaging in such pedagogical and cross-cultural dialogue motivated me to re-flect upon my practice and to explore new teaching methods that could illustrate the complexity of global perspectives.2

As a Francophone teacher from Canada, I am very grateful for the opportunity I had to take part in the Transatlantic Out-reach Program, which offered a discovery-learning approach to social studies. Some highlights include our trip to Berlin and to schools (3) and non-government organizations, and our visit to the Internationale Jugendbibliothek München (the

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1 TOP offers six study tours every summer. Dur-ing ours, there were 16 participants, including me, and we were all social studies leaders in our own schools, school boards, and communities. Partici-pants came from such places as Chicago, New York, Miami, and Minneapolis. I was one of two teachers from Canada.

2 The themes discussed during our study tour in Germany included the environment, economic is-sues, history (including a visit to concentration camps), culture, religion, and immigration. Discus-sion centered on issues of common interest to the teachers and the German partners.

3 In the state of Bavaria, elementary and secondary students attend school until the end of July, so we were able to visit two schools outside Munich.

4 See the article “Building Bridges of Intercultur-alUnderstanding: The International Youth Library” http://www.toponline.org/news/top_newsletter_s11.pdf (Thompson, 2011).

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Bibliographic References

Alberta Ministry of Education. Curriculum Branch. (2006). Études socia-les: de la maternelle à la douzième année. Retrieved from http://educa-tion. alberta.ca/media/606353/sixieme.pdf

Council of Atlantic Ministers of Education and Training (CAMET) (1999). Foundation for the Atlantic Canada Social Studies Curriculum. Retrieved from http://www.gnb.ca/0000/publications/curric/social.pdf

Gérin-Lajoie, D. (2006). La contribution de l’école au processus de con-struction identitaire des élèves dans une société pluraliste. Éducation et francophonie, 34(1), 1-7. Retrieved fromhttp://www. acelf .ca/c/revue/pdf/ACELF_XXXIV_1.Pdf

Goethe-Institut (2013). About us. Goethe-Institut. Retrieved from http://www.goethe.de /uun/enindex.htmInternational Youth Library (2013). Internationale Jugenbibliotek München History. Retrieved from: http://www.ijb. de/files/english/HMe_1/Page03.htm

Merryfield, M.M. & Subedi, B. (2006). Decolonizing the mind for world-centered global education. In E.W. Ross (Ed.), The Social Studies Curriculum: Purposes, Problems, and Possibili-ties (pp. 283-295). New York, NY: State University of New York.

National Council for the Social Studies (NCSS) (2008). A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy. Retrieved from http://www.socialstudies.org/positions/powerful

Ontario Ministry of Education (2004). Le curriculum de l’Ontario – Études sociales, de la 1re à la 6e année – Histoire et géographie, 7e et 8e année, édition révisée, 2004. Retrieved from http://www.edu. gov.on.ca/fre/cur-riculum/elementary/sstudies18curr.pdf

Peck, C.L., Thompson, L.A., Chareka, O., Joshee, R., & Sears, A. (2010). From Getting Along to Democratic Engagement: Moving toward Deep Diversity in Citizenship Education. Citizenship Teaching and Learning, 6(1), 61-75.

Reid, A., Gill, J., & Sears, A. (2010). Introduction: The forming of citizens in a globalized world. In A. Reid, J. Gill & A. Sears (Eds.), Globalization, the nation-state and the citizen: Dilemmas and directions for civics and citizenship education (pp. 3-18). New York, NY: Routledge.

Richardson, G. (2002). The death of the good Canadian: Teachers, nation-al identities, and the social studies curriculum. New York, NY: Peter Lang.

Richardson, G. (2006). Singular nation, plural possibilities: Reimagining curriculum as third space. In Y. Kanu (Ed.), Curriculum as cultural practice: Postcolonial imaginations (pp. 283-301). Toronto, Canada: University of Toronto Press.

Sears, A. (2004). In search of good citizens: Citizenship education and social studies in Canada. In A. Sears & I. Wright (Eds.), Challenges and prospects for Canadian social studies (pp. 90-106). Vancouver, Canada: Pacific Educational Press.

Shields, P. & Ramsay, D. (2004). Social studies across English Canada. In A. Sears & I. Wright (Eds.), Challenges and prospects for Canadian social studies (pp. 38-54). Vancouver, Canada: Pacific Educational Press.

Thompson, L.A. (2011, fall/winter). Building bridges of intercultural understanding: The international youth library. Modern Germany Update (pp. 12-13). Washington, DC: Goethe-Institut. http://www.top online.org/news/top_newsletter_s11.pd

International Youth Library in Munich). I was deeply touched by the vision of Jella Lepman, who founded the International Youth Library after the end of World War II “to awaken a new understanding for other people and nations” (International Youth Library, 2013) through children’s literature and to cre-ate a safe space for cross-cultural dialogue. Upon my return, I created the course “Teaching Social Studies with Children’s Literature” to support the political, pedagogical, and cultural endeavor that Lepman began and to better understand and communicate the multiple ways of looking at the world by providing ample opportunity for listening and discussion.

The TOP study tour in Germany offers participants the op-portunity to develop multiple ways of understanding the world. Such professional development experiences, I suggest, can help teachers contribute to their society and profession by becoming better-informed, more critically aware and en-gaged citizens. When it comes to increasing global aware-ness among social studies teachers, I believe there is no bet-ter experience than a summer study tour in Germany through the Transatlantic Outreach Program.

Laura A. Thompson is a Franco-Ontarian from Sudbury with Nova Scotia Acadian roots. She has been a professor of citizenship education at Acadia University since 2008. An expert in Francophone education in minority settings and in curriculum theory, she is conducting several research projects on questions of inter-culturality, identity, and citizenship in Canada. [email protected]

What the youth of one Dresden suburb come to watch on a Friday night: break dancing for youth engagement in the arts and social justice. For over 100 years the Hellerau European Center for the Arts in Dresden has earned its reputation as the “Laboratory of the Modern Age”. (http://www.hellerau.org/english/)


W H O W I L L F A C I L I TAT E TO P W O R k S H O P S?

Educators who: l Plan to apply for a TOP Study Tour, l Have participated in a TOP Study Tour, l Have attended a TOP Workshop, l Have reviewed either of the Instructional Guides.

The Toolkit is available for educators who will facilitate workshops to: l Share information about TOP curriculum programs and resources, l Engage participants with innovative standards-based instructional strategies, l Inform audiences about an application process for all expenses-paid Study Tours to Germany, l Promote other TOP professional development opportunities.

TOP encourages social studies educators to take leadership roles and become involved. We are confident that you will find the tools useful for planning and facilitating workshops with various audiences, including: l Social Studies Educators in School Districts l Regional Social Studies Events l State-Wide or National Social Studies Conferences l Other Venues for Professional Development

H O W I S T H E TO P TO O L k I T S T R U CT U R E D?

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

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

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

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

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

S E CT I O N 1 Agendas - Samples Agendas, Agenda Components, and a sample Agenda Template. Overviews - Overview documents to use for workshops: Please refer to Tools for Navigating Top Curriculum Program.

S E CT I O N 2 Standards - Indexes, Abbreviated and Extended Codes, and Strategies for Aligning Standards, including: National Council for Social Studies Standards, Common Core Standards for Literacy in History/Social Studies, plus other state or local standards.

S E CT I O N 3 Short Strategies and Icebreakers - Variety of strategies to actively engage participants during the opening or other segments of a workshop. They vary in length and may be adapted for content or procedures. Modified Lesson Strategies - Samples of interactive strategies that have been adapted for workshop participants. The strategies model standards-based learning with: individual and collaborative tasks; differentiated instruction; literacy, complex thinking, and presentation skills. Each of the samples includes Purposes, Directions, and supporting resources. This is a flexible Drawer. It allows facilitators opportunities to choose a Lesson, explore the Procedures and Instructional Resource Disc and then design a Modified Lesson Strategy that matches professional interests with a particular audience. Depending on the time frame or audience for a workshop, facilitators may include more than one strategy for an agenda.

S E CT I O N 4 TOP Study Tours- Application Procedures, Frequently Asked Questions, Graduate Credits, Photo Collages, and links for specific information are provided. Reflections and Evaluations - Various resources for Workshop Reflections and Evaluations; Facilitator Evaluations; Lesson Evaluations; and Workshop Participant’s Information Forms.

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

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

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

The Drawers Are Open!

Sincerely,

Connie Manter and Jackie Littlefield TOP Toolkit Authorship Team

TOP TOOLkIT FOR PROFESSIONAL DEVELOPMENT TOP TOOLkIT FOR PROFESSIONAL DEVELOPMENT TOP TOOLkIT FOR PROFESSIONAL DEVELOPMENT TOP TOOLkIT FOR PROFESSIONAL DEVELOPMENT

The Transatlantic Outreach Program is proud to announce the publication of the TOP Toolkit for Professional Development, designed to support facilitators with various tools, resources, and strategies to promote and enhance TOP Instructional Guides: Let’s Explore Modern Germany and Germany In Focus!

Photo: Dollarphotoclub.com


In recent Workshop Lead-ership, Dr. Paul Dickler

conducted three “Trainer Network” workshops in spring of 2014 in Norman, Oklahoma, on the campus of The University of Oklaho-ma and in the Norman Pub-lic Schools. Dr. Dickler’s all day workshop was primarily based on the new book Ger-many in Focus. It featured lessons on the Berlin Wall and the American Presiden-cy, and German and Ameri-can Immigration. Partici-pant teachers modeled the lessons and demonstrated the relevance and liveliness

of the content. German and World Geography were also addressed. In addition, teachers were shown a

range of other teaching materials and supplied with the information to ap-ply for the summer TOP study tours in Germany. The two other workshops were held at the OKAGE State Geography Conference and had an emphasis on German geography. For elementary participants the emphasis was Let’s Explore Modern Germany and its geography components. For secondary teachers Germany in Focus was used and geography was emphasized. The Oklahoma teach-ers were an amaz-ing group to work with. They were energized and ex-cited to share their knowledge and experiences, and to learn from the workshop.

TOP WORKSHOPS & EVENTSTOP MATERIALS FOR WORKSHOP LEADERS

The Transatlantic Outreach Program provides its instruc-tional strategy guides, student workbooks, wall maps, the

Field Trip to Berlin DVD, and more to in-service workshop leaders.

Whether you are an experienced teacher-trainer or want to con-duct an in-service workshop for the first time, there are many reasons to lead a “modern Germany” workshop with TOP teaching materials. If you are already familiar with our teaching materials, then leading a workshop is the easiest way to obtain copies for your colleagues. Becoming an active workshop leader within your school or district is one way to advance your career as an educa-tor beyond the classroom. Workshop leaders can also gain exposure on the state, regional, and national levels through various educator conferences. Finally, becoming a workshop leader will enhance your application should you apply for a TOP study tour to Germany.

To order materials, visit the TOP website:

www.goethe.de/topPaul Dickler promotes Germany In Focus in New Mexico (left) and participants of the workshop collaborate (bottom right).c Want to hold

or host an all-day

Trainer Workshop

in your area? TOP wants YOU

to become a multiplier!

If interested, please contact

Sarah Yabroff [email protected]

for further information

on how you can hold a

grassroots workshop for

your community or have a

TOP Trainer present

in your area!


In July of 2014 TOP had the unique oppor-tunity of facilitating a Research Project in

Germany on the subject of Cross Cultural Understanding and viewing modern Ger-man culture through the cross-cultural lens. 10 participants from all over North America were selected for further research and study in Germany after having completed initial tours in previous years. The result of the project, comparative studies of immigration, sports, reunification, economy, labor unions, education systems and youth culture through cultural lenses, will be published in fall 2014 and available for distribution.

‘We have moved past the survey course of the initial tour and on to the upper level where we apply the knowledge and skills we have acquired. I had the difficult task of thinking about not only investigating what it means to be German for kids of various ancestry, but also how we can work to trans-fer those thoughts and discoveries to our own increasingly diverse classrooms and what it means to be American to our students. This has brought up some interesting entry points for teachers to talk about identity, immigration, assimilation, diversity etc.’

- Research Project Participant

Come check out the workshops of the Transatlantic Outreach Program at a conference near you! Stay involved on our Facebook page or check the listings below for when TOP comes to town:

TOP WORKSHOPS & EVENTS

i

© 2014 Michael Jon Littman

CULTURAL PROJECT

CALLING ALL TOP FELLOWS AND ALUMNI! The Transatlantic Outreach Program is proud to announce the kick-off of a stronger Alumni Network and Association by announcing future projects, events and competitions for Alumni and prospective Fellows. Check out the list be-low for opportunities to stay involved in TOP and continue the promotion of studying modern Germany!

RECEPTIONS: Come and visit TOP at Alumni Events and Receptions in fall 2014! Join us at the Virginia Council for the Social Studies Conference from October 24-25 in Arlington, VA for a DC / Virginia / Maryland TOP Reunion and Alumni Reception and at the National Council for the Social Studies Annual Conference November 21st in Boston, MA. Eat and drink with us and enter yourself in our free raffle with travel prizes! More details coming soon.

COMPETITIONS: Calling all bloggers and photogs! TOP is looking for the best travel blog and best Germany photograph to be featured on its website. Please send all submissions (either photo or blog, or both!) to Sarah Yabroff at [email protected] by December 1st for this season’s competitions. Photo submissions should be unaltered; simply send your photo directly from your camera’s (or phone’s) memory chip. In addition to being featured on TOP’s website, win-ners will receive a prize!

For more information on how you can get involved

in further research in Germany, please visit the TOP website

and 2015 Study Tour Application Form, available online

in fall 2014.

ALUMNI NETWORK: STAY INVOLVED!

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October 4 Oregon Council for the Social Studies Annual Conference in Portland, OR

October 9-11 Financial Literacy and Economic Education Conference in Dallas, TX

October 16-17 Pennsylvania Council for the Social Studies Conference in Johnstown, PA

October 18 German American Heritage Center in Davenport, IA

October 24-25 S P E C I A L E V E N T ! Virginia Council for the Social Studies Conference in Arlington, VA

October 25 Arizona Council for the Social Studies Conference in Mesa, AZ

November 14-15 Ontario History and Social Sciences Teachers’ Association Annual Conference in Toronto, ON

November 20-22 S P E C I A L E V E N T ! National Council for the Social Studies in Boston, MA

March 6-8 California Council for the Social Studies Conference in Oakland, CA


FREQUENTLY ASKED QUESTIONS

APPLY ONLINE!

u1. AM I ELIGIBLE TO APPLY?Eligible applicants include the following from the United States and Canada: So-cial Studies teachers (grades K-12), Social Studies methods professors, curriculum co-ordinators, principals/assistant principals and applicable States’ Department of Edu-cation employees. Currently, TOP is accept-ing applications from STEM educators who have the ability to integrate Social Studies topics into their curriculum. (Instructional coaches and librarians are not eligible for any study tours.)

u2. HOW DO I APPLY?Follow the instructions on the TOP web-site: download the application form and use the latest Adobe Acrobat Reader soft-ware to open and complete the form.

u3. WHEN IS THE APPLICATION DEADLINE? HOW LONG MUST I WAIT TO BE NOTIFIED? The 2015 application deadline is February 2, 2015. The application packets must be postmarked on or before this date. Notifi-cation letters will be mailed by April 1 at the latest.

u4. HOW MUCH DOES THE STUDY TOUR COST?TOP pays for most expenses through the support of its sponsors. TOP pays for most domestic and international transportation fees, hotel accommodation, two meals per day while abroad (usually breakfast and dinner), and any mandatory study tour re-lated fees, such as museum entry etc.

• TOP pays neither for domestic nor for international airline baggage fees when incurred.• TOP does not pay for passport/visa renewal fees.• TOP does not pay for incidental hotel costs, including but not limited to long-distance telephone service, Inter net service (Wi-Fi), laundry service, mini bar etc.

Each participant will have his or her own hotel room.

A refundable deposit is required upon ac-ceptance. The deposit amount for 2015

participants is $350.00 USD. Deposit re-fund depends on the successful comple-tion of the items listen in question 8 of this FAQ.

u5. WHEN DO THE STUDY TOURS TAkE PLACE?The study tours are two weeks in length and take place during the summer months. The specific tour dates are listed at the top of the application form. Applicants are en-couraged to select as many of the appli-cable dates as possible.

u6. IS kNOWLEDGE OF THE GERMAN LANGUAGE A REQUIREMENT?Since TOP caters to American and Canadi-an educators of social studies, knowledge of the German language is NOT a require-ment. German language educators want-ing to travel to Germany are encouraged to contact their nearest Goethe-Institut for scholarship opportunities.

u7. HOW CAN I IMPROVE MY CHANCES OF BEING SELECTED?Your application can be enhanced with the inclusion of a completed TOP Lesson Eval-uation Form after teaching at least one lesson from either the Let’s Explore Modern Germany or Germany in Focus instructional strategy guides.

We ask that applicants document the workshops they have led on the resume (CV) portion of their application form. One way to gain workshop leadership experi-ence is by leading a TOP workshop.

u8. WHAT IS THE CATCH?This is a study tour. In fact, there is not much free time during the two weeks abroad. We ask that all participants come willing to engage, to learn, and to be able to absorb a lot of information during a fun, yet mentally and sometimes physically in-tense two weeks in Germany.

Upon returning from Germany, every par-ticipant is required to 1) write ‘something new’ such as a ‘unit of learning’ consisting

of one or more lessons and 2) conduct one TOP workshop at the local district, state, regional, or national level by May 1, 2016. The ‘unit’ may consist of any ‘Germany-re-lated’ lessons of your choosing.

u9. JUST HOW ‘PHYSICALLY INTENSE’ ARE THE STUDY TOURS?While groups travel long distances by plane, train, or bus, participants must sometimes walk distances of several miles per day. Punctuality is paramount, so walk-ing briskly is sometimes necessary.

Participants are also responsible for their luggage at all times. This can be especially challenging when embarking/disembark-ing trains. Elevators and escalators are also not omnipresent, so navigating stairways with luggage can be problematic for even the most experienced travelers. In addition to walking, groups may take one (optional) bicycle tour. Alternative arrangements will be made for participants with disabilities.

The nature of summer weather in Germany, from hot to cold temperatures to frequent rain can sometimes pose unique challeng-es to some travelers.

u10. WHAT WILL THE ITINERARY LOOk LIkE?The emphasis will be on modern German issues relating especially to the political system, economy, culture, education, and environmental sustainability. Additional themes of note include the legacy of the Holocaust, German unification, and Euro-pean integration. These study tours are designed to provide a comprehensive per-spective of modern Germany.

? ABOUT TOP

Dear Social Studies Educator,

We would like to thank you for taking interest in the Transatlantic Outreach Pro-gram. We know your time is precious and we hope you have enjoyed the latest edi-tion of our newsletter.

Whether you are one of our experienced Fellows or learning about us for the first time, we hope you have found something in this newsletter that will encourage you to build a professional relationship with TOP. The articles contained herein were written by educators just like you, who only a short time ago had never heard about the opportunities available to them through our program. Should you decide that your classroom is ready to “span continents,” be it through the use of specific teach-ing materials, leading workshops, going on a study tour, or engaging in any type of student exchange with teddy bears, video conferencing, or otherwise, then we hope you will strongly consider the Transatlantic Outreach Program as a partner on your Journey.

The Transatlantic Outreach Program (TOP) - a non-profit, public/private partnership between the Federal Foreign Office of Germany, the Goethe-Institut, Deutsche Bank, the Robert Bosch Stiftung, and the Siemens Corporation - was founded in 2002.

To promote education about Germany, To encourage intercultural dialogue, To provide educators the opportunity to experience Germany in person.

TOP promotes awareness of Germany within the context of its education and politi-cal systems, vocational training, corporate social responsibility, environmental sus-tainability, culture, history, geography and more.

One of the first questions many people ask us is, Why Germany?

Well, for one, many Americans have German ancestry. Germany is home to one of the world’s largest economies by GDP and is one of the world’s leading exporters. Ger-many is a prime mover in European integration and was a founding member of the European Union. Germany is an immigrant nation, bordered by more countries than any other in Europe. Germany is a global leader in environmental protection and “green” technologies. Germany and the USA are important international partners that share common problems and must work together to find common solutions. Finally, promoting dialogue between countries and cultures is the cornerstone of German foreign educational and cultural policy. It is about actively building bridges between peoples in an effort to foster greater understanding and enable nations to be viewed in their cultural and historical contexts.

If you are ready to learn more about what TOP has to offer you and your students, then we invite you to visit our website, send us an e-mail, or even “like” us on Facebook!

Thanks for reading!

The TOP Team

Main Office Address:TOPGoethe-Institut Washington812 7th Street NWWashington, DC 20001

Primary Contact Information:www.goethe.de/[email protected](202) 289-1200

Private Partners:Deutsche BankRobert Bosch StiftungSIEMENS Corporation

Public Partners:Federal Foreign Office of GermanyGoethe-Institut

President of the TOP Board:German Ambassador Peter Wittig

Teaching Materials Distributed:29,306 (2013 only)

Workshops Sponsored:248 / 2,976 attendees (2013 only)

Number of TOP Fellows 2013: 101

Number of TOP Fellows to Date:1067

AT A GLANCE

32 MODERN | GERMANY | UPDATE 2014

TRANSATLANTIC OUTREACH PROGRAMGOETHE-INSTITUT WASHINGTON812 7th STREET NWWASHINGTON, DC 20001

WWW.GOETHE.DE/[email protected](202) 289-1200

THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP


Modern Germany Update Fall 2014

Documents

Transcript of Modern Germany Update Fall 2014