1. 2014 MODERN | GERMANY | UPDATE 1
TOP TRANSATLANTIC
OUTREACH 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
UPDATE
GERMANYFALL 2014
2. 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.
3. 4 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 5
On the Web:
www.goethe.de/top
By E-mail:
top@washington.goethe.org
By Phone:
(202) 289-1200
By Postal Mail:
TOP
Goethe-Institut Washington
812 7th Street NW
Washington, 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
TOP TRANSATLANTIC
OUTREACH PROGRAM
COVER PHOTO
The 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 Germanyfor 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!
4. 6 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 7
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 nnouncing TO P’s N ew P romotional V ideo
8
12
16
19
20
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
4
5
10-11
24-25
26
27-28
29
30
8 12
16
20
19
5. 8 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 9
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 TRAVEL
BRINGS 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.
GERMANY
IN FOCUS
A Model of
Sustainability
LESSON
TIE-IN
6. 10 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 11
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.
INMEMORIAM
CULTURAL | CORNER WHAT WE’VE BEEN READING, WATCHING AND ENJOYING
Check 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.
TEXT
SCREEN
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:
top@washington.goethe.org!
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
7. 12 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 13
GERMANY: ALREADY
A STEM ROLE MODEL
I 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-
STEMWe 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
8. 14 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 15
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”.
GERMANY
IN FOCUS
s
6.4
Apprenticeship
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).
9. 16 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 17
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 IMPLICATIONS
FOR THE SOCIAL STUDIES
g
The TOP 2 participants get to
know each other in the sunset
shadows of the Comburg near
Schwäbisch Hall.
10. 18 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 19
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
GERMANY
IN FOCUS
s
5.4
Comparative
Study of the
Political
Systems in
the US and
Germany
LESSON
TIE-IN
GERMANY
IN FOCUS
s
1.2
Geography
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).]
11. 20 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 21
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
g
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).
Photo:Dollarphotoclub.com
12. 22 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 23
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.htm
International 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.
laura.thompson@acadiau.ca
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/)
13. 24 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 25
W ho W ill F acilitate TO P Wor k shops?
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 ow is the TO P Tool k it S tructured?
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 ection 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 ection 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 ection 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 ection 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 TOOL
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
14. 26 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 27
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/top
Paul 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
syabroff@washington.goethe.org
for further information
on how you can hold a
grassroots workshop for
your community or have a
TOP Trainer present
in your area!
16. 30 MODERN | GERMANY | UPDATE 2014 2014 MODERN | GERMANY | UPDATE 31
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,manyAmericans 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:
TOP
Goethe-Institut Washington
812 7th Street NW
Washington, DC 20001
Primary Contact Information:
www.goethe.de/top
top@washington.goethe.org
(202) 289-1200
Private Partners:
Deutsche Bank
Robert Bosch Stiftung
SIEMENS Corporation
Public Partners:
Federal Foreign Office of Germany
Goethe-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
17. 32 MODERN | GERMANY | UPDATE 2014
TRANSATLANTIC OUTREACH PROGRAM
GOETHE-INSTITUT WASHINGTON
812 7th STREET NW
WASHINGTON, DC 20001
WWW.GOETHE.DE/TOP
TOP@WASHINGTON.GOETHE.ORG
(202) 289-1200
THE TRANSATLANTIC OUTREACH PROGRAM IS A PUBLIC / PRIVATE PARTNERSHIP
TOP TRANSATLANTIC
OUTREACH PROGRAM
