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Integrating the Standards for Foreign Language Learning in the 21st Century

Lernort Architektur: Bauhaus Chicago. Integrating the Standards for Foreign Language Learning in the 21st Century. Council on Language Instruction March 2005 Ingrid Zeller Department of German. Ideas Starting Points. Interests and Goals.

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Integrating the Standards for Foreign Language Learning in the 21st Century

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  1. Lernort Architektur: Bauhaus Chicago Integrating the Standards for Foreign Language Learning in the 21st Century Council on Language Instruction March 2005 Ingrid Zeller Department of German

  2. Ideas Starting Points

  3. Interests and Goals • Wish to integrate culturally engaging and relevant material and to make it come alive for the students • Intersections between German and American art and culture - architecture! • Life in the metropolis • History of Weimar • Architecture as expression • Interdisciplinary approaches to learning • Alternative to classroom instruction - meaningful exploration and discovery of surroundings through excursions

  4. Intended Features • Production of Materials for Instructional Use • Production of Texts, Photographs, Interactive Exercises, Videos by Students • Integration of Interactive Videotour Northwestern Universität: Bauhaus in Chicago

  5. Bauhaus in Chicago A unit on the integration of architecture and culture in Chicago and Berlin

  6. Context of Unit: • University: • Northwestern University • Course Title: • Dimensions in Writing: Berlin - Scenes of a Century (3rd year Intermediate Grammar and Composition) • 1 quarter (9 weeks) • 3 times a week for 50 minutes • 15-25 students

  7. Reichstag in Berlin

  8. Goal ofCourse: • Composition writing • Develop fluency and proficiency and creativity in writing in German • Review of grammar and vocabulary • Understanding of different styles and genres of texts • Assignments: • 3-5 essays (+ rewrites) • 3-4 quizzes • weekly journals / additional homework / grammar exercises on Course Management System • 1 final exam or project

  9. Materials: • Reader • With new texts and personally designed activities and grammar exercises, but based on structure and approach of book Übergänge by Corl / Jurasek / Jurasek and the concept of “genre.” • Four units/topics (2-3 weeks each) • Handbuch zur deutschen Grammatik by Larry Wells and Jamie Rankin • Grammar exercises on Course Management System

  10. 4 Topics: Topic 1 • Berlin • Portraits of People • Film: Lola Rennt • Text: Portrait Franka Potente • Also Collage of short texts • Grammar: word order, cases, der/ein words • Writing assignment: • Collage and 2-page biography of famous personality

  11. 4 Topics: Topic 2 • Berlin • Portraits of Places • Texts: Poems on Potsdamer Platz (Erich Kästner / Sarah Kirsch) • Artikel on Berlin Mitte from Deutschland Nachrichten • Video excerpts from Himmel über Berlin; Turbo • Grammar: adjective endings, adjectival nouns, participles • Writing assignment: • Photograph and 2-page description of place

  12. 4 Topics: Topic 3 • Berlin • Third Reich • Narratives • Film: Comedian Harmonists • Texts: excerpts from Damals war es Friedrich and das Tagebuch der Anne Frank • Grammar: present and past tenses • Writing assignment: • 2-page story about an event in your life or something related to Third Reich

  13. 4 Topics: Topic 4 • Berlin and Chicago: Reports • Culture and architecture in the metropolis • Texts: articles on Bauhaus on web • Field trip • Grammar: passive voice • Writing assignment / final project: • 2-page article with photographs on a given topic related to architecture in Berlin or Chicago • Interactive exercise to be prepared in teams

  14. Architecture Unit: • Introduction 1: • Personal questions on living • With partner • Then discuss some points in class (advantages of living in a high rise etc.) • Picture of favorite building • Bring in and discuss in groups of four • Nominate particularly good one to be shared with class

  15. Architecture Unit: • Introduction 2: • Vocabulary brainstorming and association with city/country living • In groups • Share with class • How and why do big cities develop? • How and why does architecture change?

  16. Architecture Unit: • Introduction 3: • Pictures of buildings from architectural styles • Working in groups to answer questions about them • Share with class • Worksheets on pictures of Weimar, Dessau, Berlin

  17. Bauhaus Texts 1: Discuss answers to questions on texts on web, including: • History of Bauhaus • Individual choice of biography - mini-oral reports • Additional questions on transparency for students to be answered by other student groups

  18. Bauhaus Texts 2: • Draw strip of paper with two topics • one large one on historical topic (many students have same); one specific (individual) one on a workshop / biography • Research and work in groups to present results • Any additional information • Slides, pictures • Discussion questions • Lernspirale

  19. Grammar: Passive Voice • Introduction of passive voice: • Examples from Bauhaus texts • Explanation • Practice • Various exercises • A/B handouts: von wem wurde gebaut…? • Chicago history matching • Chicago trivia

  20. Bauhaus Chicago • Chicago architects • Mies van der Rohe - Lückentext • Explanation of vocabulary not yet covered • Skyscraper; inventions; columns on vocabulary list • Discuss questions for tour guide

  21. Field Trip Santa Fe Building Staircase

  22. Field Trip: • Architecture Tour (skyscraper) in German with Ingeborg Kohler (CAF) and lunch at German Restaurant • Students have questions prepared(2 per station) • Make notes on buildings (portrait of each with specific information) • Take pictures if possible • Answer questions on art work (handout) • Additional work sheets

  23. Ingeborg Kohler and Students In Santa Fe Building In Thompson Center

  24. The Search for the FBI Students on a Discovery Tour Federal Center Plaza

  25. After Field Trip • Discuss reactions - extremely positive! • Collect information together on samples of buildings • Reconstruct portrait of building with information - who has it? • exchange of information based on note cards (portraits) • Go over one from each style (international, Chicago, postmodern) • Show parts of Bauhaus and Beyond: An Interactive Architektour • Have students complete exercises • Continue as game (A/B): • Von wem wurde gebaut ….? Etc.

  26. Activities byStudents • Student produce interactive exercises in groups for class: • Powerpoint (Monadnock • Federal Center • Mies Quiz • Altes Museum • MCA • Millennium Park) • Baked Strudel • Matching games • Puzzles • Sketches • Interactive timeline • Videos • Rest of class rates them (peer assessment)

  27. Helmut Jahn • Interactive Timeline

  28. Articles by Students: • Texts: • Biographies • Texts on buildings in Chicago • Texts on buildings in Berlin • Guidelines: • If possible, include own • collages • photos • videos • Include interviews with people in or around the building • Grammar: include passive structures

  29. Reactions from Students: • The architecture tour was excellent! • The field trip was one of the most enjoyable parts of the class! • In four years here I have never gone on a field trip - this was great and so much fun! • I didn’t really know Chicago - those buildings and all the thought that went into creating them are amazing! • The trip opened up a new world for me!

  30. Benefits: • Great way to get the students out of the classroom - brings material to life! • Explore interesting German heritage in their area • Understand structure of society better or some aspects of it that they wouldn’t otherwise be discussing • Provide bonding experience through the field trip • Students speak German and love it!

  31. ACTFL Standards: Goals for Learning German • Standard 1: Communication Communicate in German • Engage in communication in class / with tour guide / with other students / with people from the community • Work with written and spoken language • Present information in interactive format as a final project

  32. Standard 2: Cultures Gain Knowledge and Understanding of the German-Speaking World • Understanding relationship among perspectives, practices, and products of German-speaking cultures • Emphasis on history of Bauhaus architecture • Shaped modern world • Products associated with socialism / fascism • Keychain / tea kettle / furniture / house

  33. Standard 3: Connections Connect with Other Disciplines and Acquire Information • Interdisciplinary Project - Culture and Architecture • Evaluate new information: • Ludwig Mies van der Rohe = Founder of International Style • History of Bauhaus

  34. Standard 4: Comparisons Develop Insight into the Nature of Language and Culture • Factual • Architectural Development in USA/Germany • Helmut Jahn Sony Center/Thompson Center • Market place concept • Comparison of Libraries • Sports Stadiums • Linguistic connections (Bauhaus; passive voice)

  35. Standard 5: Communities Participate in Multilingual Communities at Home and Around the World • Use German both within and beyond the school setting • Excursion ventures into community • Scavenger Hunt • Individual projects (interviews, videos, photos ….) • Show evidence of becoming life-long learners by using German for personal enjoyment and enrichment • Go to Berlin and other places and explore the corresponding places • Come to a new understanding and curiosity regarding how cities and houses are built, societies are constructed

  36. Bauhaus Chicago Northwestern Universität: Bauhaus in Chicago Bauhaus and Beyond: An Interactive ArchitekTour

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