- Die Bildung A
- Learning Objectives
- Scenarios
- Tools
- Vocabulary
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
- Die Bildung B
- Learning Objectives
- Scenarios
- Tools
- Vocabulary
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
- Die Bildung C
- Learning Objectives
- Scenarios
- Tools
- Vocabulary
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information - Rollenspiel
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
- Die Bildung D
- Learning Objectives
- Scenarios
- Tools
- Vocabulary
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
Die Bildung A
Learning Objectives
In these activities, you show that you can:
- distinguish between the German and American education system and specifically how high school and university in Germany today are different from the US institutions
- compare and contrast your preferences using the grammatical structures of comparative and superlative
- interpret short texts and videos and identify relevant information about student life in Germany
- communicate with others in spoken conversation on topics related to education, using a variety of practiced or memorized words, phrases, simple sentences, and questions
Scenarios
You are making plans to study abroad in a German-speaking country and lean on others to guide you.
- You introduce yourselves to each other by name, and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- You share about your interests, likes/dislikes, habits, interests and preferences related to your studies using high-frequency words.
- You prepare by reviewing information on the German educational system and compare it with your own institution - using German.
- Show interest and enthusiasm / empathy and exchange contact information asking about social media, phone number etc.
- You say goodbye depending on whether you’ll see each other again; note: “Bis später” only works if you really will see each other again. If you use it, the other person will likely say “Ach ja? Wann?”
Tools
Vocabulary
- die Hochschule – das Studium – die Wissenschaft – das Fach – der Unterricht
- ab*schließen – auf*nehmen – empfehlen – hoffen – unterscheiden – wechseln
- das System – die Ausbildung – die Zukunft
- ebenso – etwa – meist- genauso… wie – lieber als
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
Comparative (add -er) vs.Superlative (add -sten)w/ adverbs: | Ein Semester im Ausland ist lang.
Ein Jahr im Ausland ist länger.
Ein Studium im Ausland ist am längsten.
Ein Semester im Ausland ist gut.
Ein Jahr im Ausland ist besser.
Ein Studium im Ausland ist am besten. |
Contrasting extremes | Die meisten Leute, aber die wenigsten Studenten finden Studiengebühren (tuition) gut. |
Comparing differences andsimilarities/sameness | Sie lernt schneller als er. Du lernst am schnellsten.
Er lernt nicht so schnell wie sie.
Sie lernt zweimal so/fast so/etwa so schnell wie du.
Er versteht genauso/ebenso/so gut wie du. |
Progression andconditional sequence | Wir werden immer besser in Deutsch.
Je mehr wir üben, desto besser sind unsere Noten. |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
The educational system in Germany | Given that the states control much of the educational system in Germany, there are also differences in terms of requirements, content delivery, and even holidays |
Different schools for different purposes | While there are some private schools that charge tuition, most Germans attend public schools. Although Germany is an ethnically diverse country, universities are still attended mostly by native German speakers and international students, with far fewer enrollees from migrant backgrounds. However, vocational schools and Ausbildung have been attractive alternatives even for students who completed the Abitur. |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming oral parts, please review the following videos. Please note words and concepts that communicate pertinent information about the German educational system:Das Ausbildungssystem in Germany, DL-Labor: Schule, the duale Ausbildung, Azubi Johannes, Ausbildung für alle
If the information is still confusing, consult this website for an infographic: Das Ausbildungssystem in Deutschland and Verdienst-Treppe (once you access the sites you need to scroll down for the infographics; in the latter website, it’s on the lower right-hand site and titled Verdienst-Treppe (salary increases)).
- Interpreting Information
Please respond to the following prompts:Comparing the German and US educational systems, where do you see more options for youths who may not know what they want to be when they grow up? Please note at least three arguments based on your review of these videos: Das Ausbildungssystem and DL-Labor: Schule and these infographics: Das Ausbildungssystem in Deutschland, Bildung in Deutschland and Verdienst-Treppe
The videos duale Ausbildung, Azubi Johannes, and Ausbildung für alle explain the German system further. Note how many professions participate in the system, how much money an Azubi makes while completing the Ausbildung, and whether such a career track might also be available to someone like you.
Activity 2: Presenting Information
Present pertinent information about yourself.
Using your notes from the previous activity, please share what observations you have made about the German educational system. Please share what pros and cons you identified and how the German system compares to the US system in your opinion.
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with partners covering the following topics:
- Greet your partners and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Imagine that you are thinking about a short-term study abroad experience at a German university or applying for an entire Ausbildung in Germany. Your friends and family question that this makes sense. Based on your notes and observations, give your arguments and counter-arguments.
- Take turns sharing the pros and cons, opportunities and challenges.
These activities should take you 3-5 minutes to prepare and your presentation and conversation should last about 1-2 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question.
Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
Research more about a profession of interest to you and see if you could do a study abroad or an Ausbildung in Germany.
Formulate your opinion about what you found out – do you like / dislike what the Germans do?
Why might they have had the concept of Ausbildung since the 12th century? Why don’t we have it in the US to a similar extent? What would your parents have said if you had decided against going to college? Why might it make sense in Germany?
Have you heard about a UNESCO-Projektschule? In this video about the Scharnhorst Gesamtschule in Dortmund, you hear a brief description about some of the relevant issues a school with such a designation advocates for. Also, you get a look inside a German Gesamtschule, and meet some of the school’s students, faculty, and staff: Easy German Scharnhorst Gesamtschule Dortmund Which issues do you find most interesting and relevant?
You can find a list of and more information about UNESCO-Projektschulen here: UNESCO-Projektschulen. Is such a school close to where you live or in the country of your origin?
An introduction to studying in Germany: Easy German 170 Studying in Germany Which subject do students study in Germany according to the video? Why? Is it more expensive to study in Germany than in the US? Is there any financial aid available?
Die Bildung B
Learning Objectives
In these activities, you show that you can:
- Compare and contrast with additional details - using adjectives in German
- identify similarities and differences between German and American cultural events and activities
- interpret short texts and videos and identify relevant information about what Germans do when it comes to cultural events and activities
- communicate with others in spoken conversation on topics related to being educated, using a variety of practiced or memorized words, phrases, simple sentences, and questions
Scenarios
You are making plans for the weekend and include someone from a German speaking country.
- You introduce yourselves to each other by name, and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- You share about your likes/dislikes, preferences, and habits related to similarities and differences between Germans’ and Americans’ cultural events and activities (going to a museum, play, concert, dance performance, lecture, spoken word, movie), using high-frequency words.
- Show interest and enthusiasm / empathy and exchange contact information asking about social media, phone number etc.
- You say goodbye depending on whether you’ll see each other again; note: “Bis später” only works if you really will see each other again. If you use it, the other person will likely say “Ach ja? Wann?”
Tools
Vocabulary
- behaupten – berichten – sorgen
- die Bibliothek – der Doktor – die Information – die Kritik – die Literatur – die Leistung – das Publikum – die Rede – das Theater
- längst – schlimm – zwar
- der Bürger/die Bürgerin – der Künstler/die Künstlerin – der Professor/die Professorin
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
Comparisons of adjectives endingin -t, -z, -s, or -eu: add “e” for superlativein -el or -er: drop “e” for comparative | leicht, leichter, am leichtesten – kurz, kürzer, am kürzesten krass, krasser, am krassesten – neu, neuer, am neuesten
dunkel, dunkler, am dunkelsten – teuer, teurer, am teuersten |
Many one-syllable words with a,o,u, add Umlaut to comparative and superlative | lang, länger, am längsten – oft, öfter, am öftesten
jung, jünger, am jüngsten |
Comparisons with adjectives and der- words in nominative, accusative,dative, and genitive cases | der große Garten, durch den größeren Garten, im größeren Garten, des größten Gartens
die laute Musik, durch die lautere Musik, mit der lauteren Musik, der lautesten Musik
das alte Buch, durch das ältere Buch, im älteren Buch, des ältesten Buches
die heißen Tage, durch die heißeren Tage, an den heißeren Tagen, der heißesten Tage |
comparisons with adjectives and ein- words in nominative, accusative,dative, and genitive cases | ein großer Garten, durch einen größeren Garten, in einem größeren Garten, eines größten Gartens
eine laute Musik, durch eine lautere Musik, mit einer lauteren Musik, einer lautesten Musik
ein altes Buch, durch ein älteres Buch, in einem älteren Buch, eines ältesten Buches
keine heißen Tage, durch keine heißeren Tage, an keinen heißeren Tagen, keiner heißesten Tage |
comparisons with adjectives without article in nominative, accusative,dative, and genitive cases | großer Garten, größeren Garten, größerem Garten, größten Gartens
laute Musik, lautere Musik, lauterer Musik, lautester Musik
altes Buch, älteres Buch, älterem Buch, ältesten Buches
heiße Tage, durch heißere Tage, an heißeren Tagen, heißester Tage |
preferencesfrequencyvolume | gern, lieber, am liebsten
oft, öfter/häufiger, am häufigsten
viel, mehr, am meisten |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
Bildungsbürger and Kultur haben | A concept going back to 18th century Enlightenment ideas in which the non-aristocratic segment of society attained access to and appreciation for education and life-long learning |
Cultural events and activities tend to be more affordable in German-speaking countries | People tend to attend events more regularly and expect government support of cultural institutions |
Kultur and Sport | Typically, there is federal funding for the arts, and there are commercial sponsorships for the sports in Germany. While sponsorships in the arts have increased, they considerably lag behind those for sports. The most popular in Germany is Fußball, and watching a soccer game would not typically be considered indicative of Kultur haben. |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming activities, please review these websites and take written notes using the questions below:Kultur in Deutschland (once you’re at the site click on any of the links to get more details that are of interest to you; what can you observe about what counts as Kultur? Which parts of culture affect the most people, which are the most money-intensive? How does this compare to the US / your experience? Next, take a look at this website on what German culture is about and note what is noted – and what is perhaps missing? How would the list look for US-GA culture?
Also, please view this video: DL-Labor: Kunst and DL-Labor: Musik
- Interpreting Information
Please write down notes to the following prompts:Based on the websites, note some of the information you understood about the role of Kultur in Germany. What event venues count under the heading of Kultur? Which bring in most money and the largest audiences?
Based on the videos, note some of the information you understood about the role of Kunst and Musik in Germany. What topics do the videos introduce? And how do they compare to the US?
How does the information in the websites and videos compare to your own practices or experiences related to Kultur, Kunst, and Musik?
These notes will naturally lead you to do the following speaking activities. Use the vocabulary, grammar and structures, and cultural knowledge to talk about yourself and to engage with your partners.
Activity 2: Presenting Information
Present pertinent information about yourself.
Using your notes from the previous activity, please record yourself giving pertinent information about your real (or imagined) practices and experiences related to Kultur, Kunst, and Musik.
Please use high-frequency words and provide as much detail as you can by comparing and contrasting using the structures practiced.
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activity as a guide, engage in a brief conversation with a partner covering the following topics:
- Greet your partners and introduce yourselves, sharing information on name, origin, what you do, like / dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Imagine that you are talking about plans for the weekend and spending time together. Talk about your real or imagined likes / dislikes, preferences, habits, and experiences related to cultural events and activities (going to a museum, play, concert, dance performance, lecture, spoken word, movie), using high-frequency words. Take turns pretending to be a person from a German-speaking country sharing what you do, do more often, and do most frequently, or what you do less, seldom, or rarely.
- Share your own opinion (likes / dislikes / preferences) about these cultural conventions in Germany.
These activities should take you 3-5 minutes to prepare and your presentation and conversation should last about 1-2 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question.
Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- Research and note additional things that you would want to explore as part of your plans for the weekend and if you were to have no concerns about time or money.
- Research more about cultural events and activities and the kind of audience in attendance. Formulate your opinion about what you find out: Do all of the events/activities “count” as Kultur? Why (not)? Would you like / dislike attending some of these events/activities (which ones?) because of the people they attract?
- Immanuel Kant (1724-1804) was a German representative of the era of enlightenment (die Aufklärung). Here is one of his quotes, also know as Der kategorische Imperativ (1785): „Handle so, dass die Maxime deines Willens jederzeit zugleich als Prinzip einer allgemeinen Gesetzgebung gelten könne.“ Research this quote. Do you think this quote is still relevant today?
Die Bildung C
Learning Objectives
In these activities, you show that you can:
- interpret short texts and videos and identify relevant information for making an argument
- give information about yourself and your real or ideal activities and experiences related to Bildung and Bücher - in German
- make comparisons between products and practices in your own and other cultures
- describe high-frequency practices and experiences related to by comparing and contrasting and by making recommendations and suggestions - in German
- make suggestions and recommendations using the Imperativ - in German
- communicate information, make presentations, and express your thoughts about familiar topics, using sentences and series of sentences through spoken language, by addressing an audience and by interacting with others in spontaneous spoken conversation
Scenarios
You are meeting someone from a German speaking country in a context that is not clearly informal, e.g. a school event, a study abroad fair, a post-lecture networking event, or where there is a significant age or status difference between you and the other person.
- You introduce yourselves to each other by name, and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Share about your real or ideal routines and experiences related to literature and reading and what you know about cultural differences in connection with those topics between people in the US and German-speaking countries. Use high-frequency words in German and giving as much detail as possible.
- Engage in a simulated exchange at a book store from exploring interests to paying, using high-frequency words to express as much detail as possible.
Tools
Vocabulary
- die Forschung – das Gebiet – die Kenntnis
- drehen – erscheinen
- irgendein- – irgendwelch-
- bitte
der Roman – das Kapitel – der Absatz
der Text – der Titel
die Methode – der Zweck
fassen – greifen
schaden
irgendwie – irgendwann
Grammar and Structures
These grammatical structures can help you in this conversation.
| Structure | Usage |
|---|---|
Imperatives for Sie: [infinitive] + SieImperatives for du: verb-stem:Stem-changing verbs e i/ie use the du-form w/out -stVerb-stem ending in -d or -t add -e | sagen: Sagen Sie! – singen: Singen Sie! – tun: Tun Sie!
spielen: Spiel…! – hören: Hör…! – tanzen: Tanz…!
nehmen: Nimm…! – lesen: Lies…! – essen: Iss…!
finden: Finde…! – werden: Werde…! – texten: Texte….! |
Imperatives with separable prefix verbs | auf*stehen: Stehen Sie…. auf! / Steh… auf!
auf*geben: Geben Sie…. auf! / Gib… auf!
ein*laden: Laden Sie…. ein! / Lade… ein! |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
Krimis and Thriller | Germans love their suspense in detective novels and psychological dramas – not only on TV but also in books! |
Books in German culture | In many polls and studies you find evidence that especially younger people are not reading conventional books anymore. Classics are also not read in schools as much anymore. Some people consider this a deplorable trend |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming activities, please review these websites and take written notes using the questions below:Also, please view this video: DL-Labor: Literatur
- Interpreting Information
Please write down notes to the following prompts:In the websites and video, you learn about trends and developments related to Germans’ habits and preferences around reading and literature. Please take written notes about the Germans’ likes / dislikes, past and present behaviors, and demographic differences among people in Germany as they relate to reading and literature.
Activity 2: Presenting Information
Present pertinent information about yourself.
Please record yourself summarizing the information and giving your real or imagined opinion about the Germans’ attitudes and practices regarding reading and literature, paying particular attention to changes over time or for certain segments in the population. Comment on three similarities and differences between Germany and the US and between the information you learned and your own (real or imagined) practices and experiences. Please use high-frequency words and as much detail as possible.
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information - Rollenspiel
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with a partner covering the following topics:
- Greet your partner(s) and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Show interest and enthusiasm / empathy / sincerity by responding with details and contrasts to discuss the following topics:
- Share about what you gleaned from the videos and website, using high-frequency words and as much detail as possible by asking and answering each other’s questions
- Assign to each other the roles of sales staff and customer in a book store. Using pertinent structures from greeting, to asking for and offering advice (using comparisons and imperatives!), and to paying and leaving, complete a role-play that allows you to leave with not only the titles but also the medium (e-book, audio book, or a “real” book) that you may enjoy most.
This activity should take you 3-5 minutes to prepare and your presentation and conversation should last about 2-3 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner
| Repeat the word you don’t understand and inflect at the end to indicate it’s a question.Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- How about you? Do you enjoy reading? What is your favorite genre and your favorite book? For inspiration (and comparison purposes), watch this Easy German video: Easy German 214 What are you reading
- Research more information on the role of literature in Germany and the US, or Bestseller in German-speaking countries. Do you recognize any book titles as translations from US authors?
What are the most popular media via which US Americans consume literature?
Begin to formulate your own opinion about the cultural similarities and differences between Germany and the US as they relate to cultural conventions and practices around reading and literature – and their future.
Die Bildung D
Learning Objectives
In these activities, you show that you can:
- interpret short texts and videos and identify relevant information on the concept of Bildungskanon in the US and in Germany
- give information about yourself and your real or ideal activities and experiences related to Bildungskanon - in German
- make comparisons between products and practices in your own and other cultures
- describe high-frequency experiences with high-frequency structures to compare/contrast and to make suggestions/recommendations
- communicate information, make presentations, and express your thoughts about familiar topics, using sentences and series of sentences through spoken language, by addressing an audience and by interacting with others in spontaneous spoken conversation
Scenarios
You are meeting someone from a German speaking country in a context that is not clearly informal, e.g. a school event, a study abroad fair, a post-lecture networking event, or where there is a significant age or status difference between you and the other person.
- You introduce yourselves to each other by name and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Share about your real or ideal practices and experiences related to national literatures and what you know about cultural differences in connection with the topic between people in the US and German-speaking countries. Use high-frequency words in German and giving as much detail as possible.
- Engage in a simulated debate as part of a mock-TV show and complete a roleplay in which you argue your side of the issue using high-frequency words and as much detail as possible.
Tools
Vocabulary
- Der Autor/die Autorin
- drohen – sterben
- der Beginn – die Grundlage
- deswegen – jeweils
die Reihe – die Stelle
der Stoff – die Theorie
die Voraussetzung – der Zusammenhang
tot – der Tod
erforderlich – nötig
klassisch
Grammar and Structures
These grammatical structures can help you in this conversation.
| Structure | Usage |
|---|---|
Imperatives for wir: [infinitive] + wirImperatives for ihr: [ihr- form] | sagen: Sagen wir! – singen: Singen wir! – tun: Tun wir!
spielen: Spielt…! – hören: Hört…! – tanzen: Tanzt…!
nehmen: Nehmt…! – lesen: Lest…! – essen: Esst…!
finden: Findet…! – werden: Werdet…! – texten: Textet….! |
Imperatives with sein for Sie, wir, du, ihr: | Sein: Seien Sie…! – Seien wir…! – Sei…! – Seid…! |
Infinitival imperatives: [x] + infinitive | Bitte leise lesen! – Rechts halten! – Hier parken! |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
Bildungskanon | The Bildungskanon is defined as the “must knows” in society – from ancient Greece up to today. As in many countries around the world, the German Bildungskanon has also been criticized for its focus on “dead white males” and lack of inclusion of under-represented voices. |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
Please see this website with the poem by Goethe: ErlkönigView this website for contemporary illustrations by an artist in Münster, Jens Thiele.
For a recent visual depiction of what the German Bildungskanon looks like, please see this Berlin monument and check out the full names of the authors (once you access the website, scroll down to see the list of names).
Also, please view these videos: Maybebop-Erlkönig and Erlkönig-Lied
- Interpreting Information
Please write down notes in response to the following prompts:In the websites and videos, you learn about the classic poem by Goethe and its long-lasting impact, even in contemporary German culture. What, in your opinion, accounts for such longevity? Is it important to read and study the “classics” of a Bildungskanon? Why (not)? What might make you more inclined to read these works? Has there been a US Bildungskanon that you studied during your educational journey? Who determines such a list? Who is likely to be left off? Why might this be problematic? Give at least three reasons, and share your likes/dislikes and recommendations/suggestions.
In looking at the 2006 Berlin monument and the names of the authors, identify how many women authors are represented here. Does this surprise you? What do you think about the monument in terms of whose names are included, and the order and size of the books? Do any of the names surprise you? Might you have any recommendations/suggestions?
Activity 2: Presenting Information
Present pertinent information about yourself.
Please record yourself summarizing your notes and giving your real or imagined opinion on the concept of Bildungskanon, the merits of studying the “classics” of literature, and the monument commemorating the contributions by German authors. Comment also on similarities and differences between Germany and the US regarding the concept of a Bildungskanon and between the information you learned and your own (real or imagined) practices and experiences with the Bildungskanon. Please use high-frequency words and as much detail as possible.
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with a partner covering the following topics:
- Greet your partner(s) and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Show interest and enthusiasm / empathy / sincerity by responding with details and contrasts to discuss the topics of fast food:
- Using your notes in response to the prompts, share about what you gleaned from the videos and website, using high-frequency words and as much detail as possible by asking and answering each other’s questions. Include comparisons and imperatives wherever you can.
- Assign to each other the roles of defender and critic in a mock TV-debate on the merits of a Bildungskanon. Using the information you shared, complete the roleplay in which you argue your side of the issue.
This activity should take you 3-5 minutes to prepare and your presentation and conversation should last about 2-3 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner
| Repeat the word you don’t understand and inflect at the end to indicate it’s a question.Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- Research more information on the role of Bildungskanon in Germany and the US and its opportunity and challenges historically, now, and in the future. Begin to formulate your own opinion about the cultural similarities and differences between Germany and the US as they relate to cultural conventions and practices around Bildung and Bildungskanon.
- Schoolbooks play a significant role in what we learn about and how we see our world. Do you think there are times in a country’s history when schoolbooks should be critically reviewed and possibly revised?