Submitted by Marcie Zachmeier-Ruh

Objectives:

Content:
Students will:
Project A)

· identify the historical events commemorated by chosen sights in Berlin
· organize chosen sights chronologically according to the events they represent

Cultural:
Students will: Project A) · recognize similarities and differences between the views of Germans and Americans regarding what constitutes a "Sehenswürdigkeit"

Language: Content Obligatory
Students will: Project A) · understand terms pertaining to sightseeing, such as: Sehenswürdigkeiten, Lage, Bezirk, Straße, U-Bahn, Öffnungszeiten, Eintritt

Language: Content Compatible
Students will:

Learning Strategies / Social and Skills Development:

Time Frame:

3 days, 50 minute periods

Materials Needed:

Description of Assessment (Performance Project):

NOTE: The entire project requires four class periods of computer lab time, with access to the Internet. Some of the information is available in English, some is only in German. When students browse the web, they will be expected to fill out worksheets specially designed for each activity. Homework is also indicated on many of the days.

Day 1 - Projekt A - Sehenswürdigkeiten:

Task set-up:
The class should be divided into approximately 7 groups, with 3-5 students per group. For Internet research, students will work individually to gather information which they will share with their group. In many cases, the group must make choices based on the information shared by its members.

During-task:
(in computer lab) The teacher circulates among the groups, checking their progress and offering guidance and linguistic or technical assistance where necessary.

Students log onto http://www.berlin.de, click "English" at the top of the page, and scroll down to "Tourist Center" and choose one of the following:
o "Virtual Berlin Tour" (27 different 360-degree images)
(must have or be able to download Quicktime 3.0)
o "Berlin-City on the Water" (18 stations with panoramic view)
Students each choose 4 sights that they would like to visit and complete a "Sehenswürdigkeiten" worksheet for each sight, listing as much of the information as possible.

Homework: - Students do additional research on their selected sites, if desired.

Day 2: - Projekt A) Sehenswürdigkeiten: (cont.) Students meet in their small groups; individuals report (in English) on their sight choices, explaining all pertinent information. Each group selects 3 sights to visit. Three representatives are selected; each will explain one of the chosen sights to the class.

Each group constructs a preliminary time line including the names and con Èstruction dates of ALL individual sights, arranged in chronological order; the 3 sights selected by the group should be highlighted.

Time lines are collected and dates coordinated chronologically. A large class time line is constructed, with all dates included in the group time lines (but no additional information yet).

HOMEWORK: - Projekt A) Sehenswürdigkeiten: -Representatives each write a short ( 1 minute) rationale statement (in English) explaining why their sight was chosen. The statement should include the date of the event which is commemorated, and its importance to Berlin.

-Representatives must also find or draw 2 small pictures (3 x 3")of their selected sight for the Berlin map.

Day 3: - Projekt A) Sehenswürdigkeiten: (cont.) The 3 sights chosen by the groups are presented chronologically in class (in English). After each presentation, the representative attaches a picture of the sight at the appropriate location on the Berlin map.

A class time line is constructed, with ALL sights from the group time lines labeled at the appropriate date. Each group should again highlight their 3 selected sights, write the names of the events commemorated by these sights on the time line, and attach pictures of the 3 selected sights to the time line.

During the presentations, students should take notes about the important events and their dates. After all pr ?esentations are finished, the whole class discusses the connections between the events represented by the chosen sights. The teacher also encourages students to reflect on the similarities and differences between the views of Germans and those of Americans regarding what constitutes a "Sehenswürdigkeit".

HOMEWORK: - Projekt A) Sehenswürdigkeiten: - Review for quiz on the events discussed in class. - Interested students could read more about the history of Berlin on the web site "www.Berlin.de", click "English", scroll down to "Berlin the Capital" and click "History".

Assessment:

Projekt A) - Group time line, with sights organized chronologically according to the events they commemorate - Quiz on important historical events in Berlin and the sights which commemorate them. Due to the fluctuating nature of the sights which the students will choose, this quiz will be different for every class. The intended quiz would contain the following: - matching the monuments in Berlin (name with picture) - matching important historical events to the monuments - organizing the historical events chronologically - describing the significance of ONE event to Berlin’s history (short essay)

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota