<?page no="0"?> ISBN 978-3-8233-8062-7 Unterrichtseinheiten in der Arbeitssprache Englisch 19,4 Diese Einführung in die Besonderheiten des bilingualen Unterrichts präsentiert das Sachfach Politik und Wirtschaft. Im Kontinuum von fachlicher Instruktion und Sprachentwicklung findet sich eine Vielfalt von Textsorten, Projekten und authentischen Aufgaben (task-based). Die praxisorientierten Unterrichtseinheiten sind nach unterschiedlichen sprachlichen Anforderungen gestaffelt und auf die Kompetenzskalen A2 bis C1 des Gemeinsamen Europäischen Referenzrahmens für Sprachen bezogen. Sie sind für den bilingualen Zweig in Mittelschulen und Gymnasien geeignet, aber auch für einzelne Jahrgangsstufen verwendbar. Sie können für die eigene Unterrichtspraxis adaptiert werden, mit dem Ziel durch eigene Recherchen authentische CLIL-Aufgaben weiterzuentwickeln. www.praxisbücher.de www.narr.de Bernd Klewitz • Bilingualer Sachfachunterricht Politik und Wirtschaft Bernd Klewitz Bilingualer Sachfachunterricht Politik und Wirtschaft 18062_Umschlag.indd 1-3 07.12.2018 10: 53: 13 <?page no="1"?> Dr. Bernd Klewitz, Oberstudienrat a.D. und Berater für Schulentwicklung, lehrt Fremdsprachendidaktik an den Universitäten von Jena und Göttingen mit den Schwerpunkten Scaffolding und CLIL; der vorliegende Band entstand unter Mitwirkung von Marie C. Schaper, M.A. 18062_Umschlag.indd 4-6 07.12.2018 10: 53: 13 <?page no="3"?> Downloadmaterialien verfügbar unter: www.narr-praxisbuecher.de Zusätzliche Units: Unit 9: The European Union before Brexit (Sek 2: Jahrgangsstufe 11, 7. Lernjahr, B2/ B2+) Unit 10: The State and Us - Monetarism and Keynesian Economics (Sek 2: Jahrgangsstufe 12, 8. Lernjahr, B2/ B2+) <?page no="4"?> Bernd Klewitz Bilingualer Sachfachunterricht Politik und Wirtschaft Unterrichtseinheiten in der Arbeitssprache Englisch <?page no="5"?> © 2019 · Narr Francke Attempto Verlag GmbH + Co. KG Dischingerweg 5 · D-72 070 Tübingen Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Internet: www.narr-praxisbuecher.de E-Mail: info@narr.de CPI books GmbH, Leck ISSN 2509-5897 ISBN 978-3-8233-9062-6 Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http: / / dnb.dnb.de abrufbar. <?page no="6"?> 5 Inhalt Einführung narr praxisbücher - Fremdsprachenunterricht konkret 7 Einleitung CLIL im Kontext von content, cognition, communication und culture 15 Unit 1: Migration - Where I come from and where I go (Sek 1: Jahrgangsstufe 7/ 8, 3./ 4. Lernjahr, A2/ A2+) 37 Unit 2: Brand Awareness (Sek 1: Jahrgangsstufe 8, 4. Lernjahr, A2/ B1) 70 Unit 3: Fake News and the Media (author: Marie C. Schaper) (Sek 1: Jahrgangsstufe 9, 5. Lernjahr, A2/ B1) 110 Unit 4: Windparks and Energy (Sek 1: Jahrgangsstufe 10, 6. Lernjahr, B1/ B2) 140 Unit 5: Oil Sands and Fracking (Sek 2: Jahrgangsstufe 11, 7. Lernjahr, B2/ B2+) 176 Unit 6: Brexit and European Perspectives (Sek 2: Jahrgangsstufe 12, 8. Lernjahr, B2/ B2+) 204 Unit 7: Fairtrade and Sustainability (Sek 2: Jahrgangsstufe 12/ 13, 8./ 9. Lernjahr B2/ B2+) 235 Unit 8: Responsibility to Protect: Hotbeds of International Crises (Sek 2: Jahrgangsstufe 13, 9. Lernjahr, B2/ C1) 287 Glossary of teaching strategies and learning skills 326 <?page no="8"?> Einführung narr praxisbücher - Fremdsprachenunterricht konkret Zur Konzeption Im Mittelpunkt der Reihe narr praxisbücher - Fremdsprachenunterricht konkret, deren Herausgeberin ich bin, steht die Praxis des Lehrens und Lernens von Fremdsprachen an allgemeinbildenden Schulen. Zu einem großen Teil beziehen sich die Publikationen auf den Unterricht an Gymnasien, insbesondere wenn es um die Fremdsprachen Französisch, Spanisch und Italienisch geht. Geplant sind darüber hinaus auch Bände für Englisch an Haupt- und Regelschulen sowie für Englisch an beruflichen Schulen. Die Reihe narr praxisbücher - Fremdsprachenunterricht konkret stellt folglich in regelmäßiger Folge ausgearbeitete wissenschaftsorientierte Unterrichtseinheiten für den Fremdsprachenunterricht verschiedener Schulformen und Jahrgangsstufen bereit. Im Gegensatz zu einem in sich geschlossenen Modul sind Unterrichtseinheiten von der Lehrperson in Kenntnis des Kontextes konzipierte Lernangebote zu einem umfänglichen fachbezogenen Themenkomplex. Sie vereinigen Lehr- und Lernaktivitäten, die über oberflächliches Wissen hinaus konzeptuelles und vernetztes Lernen ermöglichen (vgl. Petrina 2007). In den vergangenen Jahren ist es - nicht zuletzt wegen der gestiegenen Arbeitsbelastung - für Lehrpersonen immer schwieriger geworden, sich einen Überblick über die verschiedenen politischen Zielsetzungen und die vielfältigen Forschungsergebnisse zu verschaffen. Aufgrund des teils unzureichenden Praxisbezugs der Curricula einzelner Bundesländer ist es höchst aufwändig für Lehrerinnen und Lehrer, die politischen Vorgaben im Unterricht umzusetzen. Eine weitere Schwierigkeit besteht darin, wissenschaftliche Erkenntnisse hinreichend zu berücksichtigen. Die einzelnen Unterrichtseinheiten der Reihe sind mit kurzen didaktisch-methodischen Hinweisen versehen. Vor jeder Unterrichtseinheit finden Sie: Angaben zu den anvisierten Zielen und (Teil-)Kompetenzen (mit Hinweisen bzw. kurzen Auszügen aus dem GeR und den KMK-Bildungsstandards); Hinweise zu Themen und Inhalten (mit kurzen Begründungen); Informationen zur Spracharbeit (Wortschatz und Grammatik); Unterrichtsstrategien und -techniken für Lehrende und Lernende; Vorgaben für den Einsatz unterschiedlicher, insbesondere digitaler, Medien; Erläuterungen zu Aktivitäten und Tests für formatives und summatives Feedback. Alle Materialien für die Hand der Schülerinnen und Schüler sowie Zusatzinformationen für die Lehrperson sind über einen umfänglichen Download zugänglich. Durch den ausgewiesenen Praxisbezug können die vorliegenden Unterrichtseinheiten die tägliche Arbeit von Fremdsprachenlehrerinnen und -lehrern beträchtlich erleichtern. Dabei spielt es zunächst eine untergeordnete Rolle, ob die Lehrenden und ihre Schülerinnen und Schüler die Einheiten in der vorgegebenen Form erproben, sie stärker an ihren Lernkontext anpassen oder sie lediglich als Anregung verstehen. <?page no="9"?> Im Vergleich zu Unterrichtsvorschlägen, wie sie in großer Zahl in der Ratgeberliteratur zu finden sind, berücksichtigen die Unterrichtseinheiten der narr praxisbücher gebührend die neueren bildungspolitischen Vorgaben wie die KMK-Bildungsstandards (vgl. KMK 2004; 2005; 2012; zu den Abiturstandards vgl. De Florio-Hansen 2015: 173 ff.) und den Gemeinsamen europäischen Referenzrahmen für Sprachen (Europarat 2001). Während bei vielen Unterrichtsideen in den Fachzeitschriften die Ziele gar nicht angegeben werden, benennen wir - wie soeben ausgeführt - eindeutig Grob- und Feinziele sowie längerfristig anzustrebende Kompetenzen. Vor allem aber werden in den Einheiten einschlägige wissenschaftliche Erkenntnisse, insbesondere Ergebnisse der neueren Hirnforschung, konsequent umgesetzt (vgl. De Florio-Hansen 2014 a; 2014 b; 2015; 2016; vgl. auch Bansford et al. 2000; Sousa 4 2011). Die Vorschläge in Fachzeitschriften, Ratgebern und Didaktiken stellen höchst unterschiedliche Bereiche des Fremdsprachenunterrichts in den Fokus, z. B. einzelne Fertigkeiten und Fähigkeiten, Wortschatz und Grammatik, interkulturelles Lernen oder Literatur. Oft gehen sie von einer Idee oder dem Material selbst aus. Zur Auflockerung des Unterrichts mögen solche Aktivitäten anregend sein, nachhaltiges Lernen bewirken sie jedoch nur in Ausnahmefällen. Im Gegensatz dazu orientieren sich alle Unterrichtseinheiten der Reihe narr praxisbücher an den wesentlichen Grundlagen eines innovativen Unterrichts. In den Einheiten bemühen wir uns um eine Integration und Kombination möglichst vieler Faktoren des Lehrens und Lernens von Fremdsprachen. Trotz des einheitlichen Aufbaus fehlen Differenzierungsvorschläge, Alternativen und Hinweise auf Transfermöglichkeiten selbstverständlich nicht. Ausgangspunkt der Unterrichtsplanung und der pädagogisch-didaktischen Gestaltung aller Unterrichtseinheiten der narr praxisbücher ist das backward design. Während traditionelle Ansätze der Unterrichtsplanung in der Regel von inhaltlichen Lehrplanvorgaben ausgehen und darüber die Lernziele häufig aus den Augen verlieren, fokussiert das backward design auf die erwünschten Lernleistungen, also die zu erreichenden Ziele und Kompetenzen. Bereits bei der Planung wird festgelegt, was die Lernenden am Ende der Unterrichtsstunde bzw. der Einheit tatsächlich wissen und können (sollen) und welche Einstellungen bei der Kompetenzorientierung zumindest angebahnt werden (vgl. Weinert 1999; zu Kompetenzen mit Blick auf fremdsprachliche Bildung vgl. De Florio-Hansen 2015: 73 ff.). Um sicherzustellen, dass die angestrebten Lernergebnisse auch tatsächlich von möglichst vielen Schülerinnen und Schülern erreicht werden, finden im Verlauf des Unterrichts zahlreiche kurze Evaluationen statt. Dieses formative Feedback hat nichts mit Testungen in Form von Klassenarbeiten/ Klausuren oder offiziellen Vergleichsarbeiten, dem sogenannten summativen Feedback, zu tun. Vielmehr handelt es sich um Formen der Rückmeldung, durch die Lehrpersonen in Erfahrung bringen können, inwieweit die überwiegende Mehrheit der Schülerinnen und Schüler tatsächlich vom Unterrichtsangebot profitiert oder ob Umstrukturierungen bzw. Wiederholungen einzelner Teile notwendig sind (vgl. De Florio-Hansen 2014 a: 149 ff., 165 f.). Der Unterschied zwischen diesen formativen Evaluationen und den abschließenden Testungen wird in den Unterrichtseinheiten durch entsprechende Beispiele verdeutlicht: Alle Unterrichtseinheiten enthalten kurze Feedback-Phasen, mit deren Hilfe die Lehrperson sich über die Fortschritte einzelner Lernender im Verlauf des Unterrichts Rechenschaft ablegen kann. Am Ende ausgewählter Unterrichtseinheiten gibt es darüber hinaus Vornarr praxisbücher - Fremdsprachenunterricht konkret 8 8 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="10"?> schläge für das summative Feedback in Form von benoteten Ausarbeitungen oder Klassenarbeiten. Unterrichtsplanung auf der Grundlage des MET (Model of Effective Teaching) Bei der Gestaltung von Unterricht geht es vorrangig um das Was (curriculum design) und das Wie (instructional design) (vgl. Petrina 2007). Dabei sind die Interessen und Bedürfnisse der Lernenden, ihr weiteres Umfeld und der spezielle Lernkontext von herausragender Bedeutung. Hat die Lehrperson in Kenntnis ihrer Schülerinnen und Schüler sowie des Lernumfelds eine angemessene Auswahl der Lerninhalte getroffen und sie mit zielführenden Methoden und Medien verbunden, stellt sich die Frage nach der Abfolge der Schritte im Unterricht (lesson design). Mit dem MET, einem Modell für effektives Lehren und erfolgreiches Lernen, habe ich ein übergreifendes Unterrichtsmodell vorgelegt, welches die soeben genannten Gesichtspunkte berücksichtigt (nähere Erläuterungen vgl. De Florio-Hansen 2014 a: 68, 70 f.; 2016: 110 ff.). MET (Model of Effective Teaching) Planung 1. Auswahl von curricularen Kompetenzzielen, die an das bisher Gelernte anschließen, motivierend sind und einen Lebensbezug haben; 2. explizites Anknüpfen an das didaktische und lebensweltliche Vorwissen der Lernenden; 3. gegebenenfalls Unterteilung der angestrebten Teilkompetenzen in Teilkomponenten; 4. sorgfältige Planung von Darbietungs- und Übungsschritten; 5. Erarbeitung alternativer Präsentationsformen und Übungsformate. Einstieg 6. Erläuterung der Ziele, der Lernintentionen und der Erfolgskriterien; 7. Darstellung des Werts der angestrebten Kompetenz bzw. der Teilkompetenzen; 8. Bestärkung der Schülerinnen und Schüler hinsichtlich der Erreichbarkeit der Ziele; 9. Förderung von Leistungsbereitschaft und Engagement durch einen motivierenden Aufhänger oder sonstige Hinweise. Darbietung 10. Verständliche Erläuterung bzw. Demonstration der Lerninhalte durch die Lehrperson; 11. redundante Erklärungen, d. h. mehrmalige Erklärung desselben Inhalts oder Sachverhalts mit Hilfe variierender Formulierungen; 12. erhellende, schülernahe Beispiele; 13. Veranschaulichung der Lerninhalte durch Bilder, Graphiken, Tabellen sowie digitale Medien; 14. Präsentation der einzelnen Lösungsschritte anhand ausgearbeiteter Beispiele. narr praxisbücher - Fremdsprachenunterricht konkret 9 9 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="11"?> Fragen und Antworten 15. Rückversichernde Fragen der Lehrperson zur Überprüfung, ob und was die Lernenden (bisher) verstanden haben; 16. Eingehen auf Fragen der Schülerinnen und Schüler; 17. positive Haltung gegenüber Fehlern; 18. Fragen zum dargebotenen Lerninhalt, die allen Lernenden eine Beteiligung am Unterricht ermöglichen; 19. Wiederholung der Darbietung ganz oder in Teilen bei unzureichenden Lernergebnissen. Angeleitetes Üben 20. Gestufte Übungsformate mit kurzen Selbsttests, die allen Lernenden eine Überprüfung der eigenen Lernergebnisse gestatten; 21. ausgearbeitete Beispiele mit Erläuterung der Lösungsschritte; 22. Festlegung der Sozialform (Einzelarbeit; Partnerarbeit; Kleingruppenarbeit); 23. gezieltes formatives Feedback für einzelne Schülerinnen und Schüler durch die Lehrperson; 24. kurze Erläuterungen für einzelne Lernende bei unzureichenden Lernergebnissen. Selbstständiges Üben 25. Variationsreiche, wohldurchdachte Aufgabenformate für Vertiefung und Transfer; 26. De-Kontextualisierung: Variation der Kontexte für einen Transfer auf (neue) relevante Situationen; 27. Festlegung der Sozialform (Einzelarbeit; Partnerarbeit; Kleingruppenarbeit; gegebenenfalls als Hausaufgabe); 28. Feedback durch die Lehrperson oder durch Peers; 29. formative Evaluation durch Tests. 30. Überleitung bzw. Zusammenfassung (an unterschiedlichen Stellen je nach Unterrichtsphase). Um die Lerninhalte dauerhaft zu sichern, ist - über die 30 Schritte des MET hinaus - ein ‚Überlernen‘ in größer werdenden zeitlichen Abständen unerlässlich. Für die Verankerung im Langzeitgedächtnis eignen sich kooperative und handlungsorientierte Lernformen, z. B. Projektarbeit, besonders gut (vgl. De Florio-Hansen 2014 a: 126 ff.). Das MET basiert auf der Konzeption des Interaktiven Klassenunterrichts (Interactive Whole-Class Teaching), den viele Erziehungswissenschaftler, u. a. Rosenshine (1979), Marzano (1998), Wellenreuther (2004, 8 2015) und Hattie (2009; 2012), als Direkte Instruktion (direct instruction) bezeichnen. Dieser Begriff wird im deutschsprachigen Raum oft missverstanden. Lediglich ein sehr geringer Teil der Direkten Instruktion, nämlich die erste Darbietung eines bis dahin unbekannten Lerninhalts, wird explizit vom Lehrer gestaltet. Bei der genauen Durchsicht des MET kann man leicht feststellen, dass Interaktiver Klassenunterricht keineswegs mit Frontalunterricht (didactic teaching) gleichzusetzen ist, sondern ein breites Spektrum schülerorientierter bzw. lernerzentrierter Aktivitäten umfasst. Außerdem ist selbstständiges Lernen nur auf der Grundlage von Wissen und Können möglich. narr praxisbücher - Fremdsprachenunterricht konkret 10 10 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="12"?> Das MET knüpft an das lesson design von Madeline Cheek Hunter aus den 1970er Jahren an (vgl. u. a. Hunter 1984). Ursprünglich war es auf acht Schritte ausgelegt, die sich in abgewandelter und erweiterter Form bis heute in den meisten einschlägigen und empirisch überprüften Unterrichtsmodellen finden. Auch Hatties Unterrichtsmodell in sieben Schritten basiert auf den Vorgaben von Hunter, ohne dass Hattie die Autorin konkret benennt (vgl. Hattie 2009: 205 f.). Das MET spezifiziert und erweitert diese Schritte, um Lehrpersonen zusätzliche Anregungen für die Auswahl von Inhalten und Methoden sowie die konkrete Unterrichtsgestaltung zu geben. Für die Wirksamkeit aller 30 Schritte gibt es zahlreiche wissenschaftliche Belege (vgl. u. a. Wellenreuther 2004, 8 2015; Hattie 2009). Dennoch spielen die einzelnen Schritte nicht in jeder Unterrichtsstunde eine Rolle, und vor allem sind sie je nach Zielen, Inhalten und Methoden unterschiedlich wichtig. Das zeigen die Unterrichtseinheiten in den einzelnen Bänden, die im Wesentlichen auf dem MET beruhen. Lehrstrategien und -techniken Über die Planungsschritte des MET hinaus beziehen wir bei der Konkretisierung der Unterrichtseinheiten Überlegungen zum Instruktionsdesign (instructional design) ein. Das Instruktionsdesign, d. h. die pädagogisch-didaktische Unterrichtsgestaltung, bezieht sich vorrangig auf das Wie. Es geht um die Schaffung von Lehr- und Lernerfahrungen, die den Erwerb von Wissen und Können effizienter, effektiver und motivierender machen. Beim Begriff ‚Effektivität‘ geht es um die tatsächlich erreichten Ergebnisse, während ‚Effizienz‘ die sinnvolle Nutzung der Unterrichtszeit betont. Das instructional design ist in den 1950er Jahren entstanden. Ein Beispiel aus älterer Zeit ist sein Einsatz beim programmierten Lernen. Wie das lesson design hat das instructional design seit seiner Etablierung grundlegende Veränderungen erfahren. Einschlägige Modelle gehen seit geraumer Zeit größtenteils von Erkenntnissen der kognitiven Psychologie aus. Bei der Ausarbeitung verschiedener Modelle, dem instructional systems development (ISD), spielen in jüngerer Zeit auch konstruktivistische Ansätze eine Rolle. Das Instruktionsdesign wird nicht nur im schulischen Unterricht, sondern auch in der Erwachsenenbildung, z. B. beim Online-Training, häufig eingesetzt. Unter den zahlreichen Modellierungen, die sich im Lauf der Jahrzehnte herausgebildet haben, ist das ADDIE- Modell der Florida State University am einflussreichsten. In seiner aktualisierten Form umfasst es fünf aufeinander aufbauende Phasen: Sie reichen von der Analyse der Ausgangsbedingungen (1. Analyze) über die pädagogisch-didaktische Gestaltung (2. Design) und die konkrete Ausarbeitung der Lernaktivitäten (3. Develop) bis zur Erprobung des konzipierten Instruktionsdesigns (4. Implement) und seiner Evaluation (5. Evaluate). Das ADDIE-Modell weist Ähnlichkeiten mit dem Ansatz von Hunter und folglich auch mit Teilen des MET auf. Es gibt aber auch entscheidende Unterschiede: In den Unterrichtseinheiten der narr praxisbücher - Fremdsprachenunterricht konkret vermeiden wir eine starre Abfolge der Planungsschritte und ihre stete Wiederholung, die den unterschiedlichen Lernkontexten sowie den einzelnen Lehrer- und Schülerpersönlichkeiten nicht gerecht würden. Die kurz skizzierten Ansätze für die Unterrichtsplanung und die pädagogisch didaktische Gestaltung bilden die Grundlagen eines lernwirksamen wissenschaftsorientierten narr praxisbücher - Fremdsprachenunterricht konkret 11 11 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="13"?> Unterrichts, den wir mit unseren Unterrichtseinheiten anstreben. Der Begriff ‚wissenschaftsorientiert‘ ist nicht mit ‚wissenschaftsbasiert‘ gleichzusetzen. Eine rigide Ausrichtung an experimenteller, sogenannter evidenzbasierter, Forschung schränkt die Berücksichtigung sozialer und affektiver Lernaspekte aus unserer Sicht zu sehr ein. Vor allem aber wird eine ausschließlich evidenzbasierte Erziehung den Werten nicht gerecht, die wir mit schulischem Lernen verbinden (vgl. Kritik an Hattie bei De Florio-Hansen 2014 a: 34 f.). Die pädagogisch-didaktische Gestaltung des Fremdsprachenunterrichts lässt sich - vereinfacht dargestellt - in drei Schritten zusammenfassen: Die Einstiegsphase umfasst alle Schritte bis zu dem Punkt, an dem die Lernenden sich mit dem konkreten Material und den entsprechenden Aktivitäten auseinandersetzen (MET, Schritte 1 - 14). Die Interaktionsphase bezieht sich auf Formen der Auseinandersetzung der Schülerinnen und Schüler mit dem Lernstoff in verschiedenen Sozialformen (MET, Schritte 15 - 29). In den Evaluationsphasen steht die kontinuierliche Überprüfung der Lernleistung im Vordergrund. Sie erfolgt durch wiederholtes Feedback im gesamten Unterricht sowie eine summative Evaluation am Ende der Einheit. Diese drei Hauptphasen können auch im Verlauf des Unterrichts sozusagen im Miniformat immer wieder eingesetzt werden, da Unterricht trotz sorgfältiger Planung in der Regel nicht linear verläuft (vgl. Froelich 2009). Aus diesem Instruktionsdesign ergeben sich für die Unterrichtseinheiten konkrete Vorschläge zum methodischen Vorgehen, wobei der Begriff ‚Methode‘ weitgehend vermieden wird. Seit der Jahrtausendwende ist die Ausrichtung an Methoden stark zurückgegangen, weil es ganz unterschiedliche Ausformungen von Methoden gibt, z. B. Ansätze wie die Grammatik-Übersetzungsmethode, Strategien wie das Lernen an Stationen oder Techniken wie das Gruppenpuzzle. Das Hauptproblem bei der bisherigen Auslegung und Anwendung von ‚Methoden‘ besteht jedoch darin, dass Methoden sich teilweise verselbstständigt haben. Immer wieder wird Methodenvielfalt gefordert. Dabei wird bisweilen übersehen, dass das methodische Vorgehen im Unterricht stark von den Zielen und Inhalten bestimmt wird. Die Festlegung von Lehr- und Lernstrategien in Abhängigkeit von Zielen und Inhalten ist also eine Grundvoraussetzung für nachhaltiges Lernen. Hinzukommen muss jedoch die Ausrichtung am konkreten Lernkontext und vor allem an den individuellen Schülerinnen und Schülern. Wer über ein breites Methodenrepertoire verfügt, ist gut vorbereitet, aber nur selten in der Lage konzeptuelles und vernetztes Lernen zu fördern sowie nachhaltige Lernergebnisse für die überwiegende Mehrzahl der Lernenden zu erreichen. Die Kompetenz der Lehrperson besteht darin, für ihre Schülerinnen und Schüler die erfolgversprechenden Lehr- und Lernstrategien flexibel auszuwählen. Das geschieht ab einer bestimmten Jahrgangsstufe am besten in zunehmend intensiverer Zusammenarbeit mit den jeweiligen Lernenden. Aber selbst wenn die Mehrzahl der genannten Prämissen eingelöst wird, liegt die Betonung immer auf der Flexibilität und der Umsicht bei der Auswahl. Lehr- und Lernstrategien (instructional strategies) sind lediglich Werkzeuge, deren Nutzung nicht zuletzt von den vielfältigen Ausprägungen aller am Unterricht beteiligten Personen abhängt. narr praxisbücher - Fremdsprachenunterricht konkret 12 12 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="14"?> Daher schlagen wir in unseren Unterrichtseinheiten an entscheidenden Stellen alternative Strategien und Techniken vor. Großen Stellenwert haben in allen unseren Einheiten die instructional strategies, deren Wirksamkeit in zahlreichen wissenschaftlichen Untersuchungen nachgewiesen wurde, z. B. herausfordernde, motivierende Ziele, Vorgabe beispielhafter Lösungen, Anwendung meta-kognitiver Strategien, rückversichernde Fragen zu den neu eingeführten Inhalten, kooperative Arbeitsformen, über größere Zeiträume verteiltes Üben sowie vor allem unterschiedliche Formen des Feedbacks (vgl. De Florio-Hansen 2014 a: 69). Diese wissenschaftsorientierten Lehr- und Lernstrategien werden im Rahmen der Unterrichtseinheiten an geeigneter Stelle näher erklärt. Antworten auf die folgenden vier Fragen können Fremdsprachenlehrerinnen und -lehrern bei der Auswahl und Nutzung der vorliegenden Einheiten weiterhelfen: 1. Welcher übergeordnete Gedanke steht hinter der jeweiligen Unterrichtseinheit? 2. Wieso ist dieser Gedanke für das Fremdsprachenlernen richtungsweisend? 3. Warum sollten Lehrpersonen der Unterrichtseinheit Beachtung schenken? 4. Wie lässt sie sich - ganz oder in Teilen - in das eigene Unterrichtsangebot integrieren? Inez De Florio-Hansen Bibliographie Bansford et al. (2000): How People Learn: Brain, Mind, Experience, and School. Expanded Edition. Washington, D. C.: National Academy Press. De Florio, I. (2016): Effective Teaching and Successful Learning. Bridging the Gap between Research and Practice. Cambridge et al.: Cambridge University Press. De Florio-Hansen, I. (2014 a): Fremdsprachenunterricht lernwirksam gestalten. Mit Beispielen für Englisch, Französisch und Spanisch. Tübingen: Narr (Narr Studienbücher). De Florio-Hansen, I. (2014 b): Lernwirksamer Unterricht. Eine praxisorientierte Anleitung. Darmstadt: Wissenschaftliche Buchgesellschaft (WBG). De Florio-Hansen, I. (2015): Standards, Kompetenzen und fremdsprachliche Bildung. Beispiele für den Englisch- und Französischunterricht. Tübingen: Narr (Narr Studienbücher). Europarat (Hrsg.) (2001): Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. Berlin et al.: Langenscheidt. Froelich, J. (2009): Effective Lesson Design: A Basic Conceptual Outline. Using Looking at Learning to Improve School Performance, 1 - 5 (http: / / www.lookingatlearning.org/ lesson_design.html; letzter Zugriff Januar 2016). Hattie, J. (2009): Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge. Hattie, J. (2012): Visible Learning for Teachers. Maximizing impact on learning. London & New York: Routledge. Hunter, Madeline Cheek (1984): “Knowing, Teaching, and Supervising.” In: Hosford, P. (ed.): Using What We Know About Teaching. Alexandria, VA: ASCD, 169 - 192. KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland) (2004): Bildungsstandards für die erste Fremdsprache Englisch/ Französisch für den Mittleren Schulabschluss. München: Luchterhand. narr praxisbücher - Fremdsprachenunterricht konkret 13 13 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="15"?> KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland) (2005): Bildungsstandards für die erste Fremdsprache Englisch/ Französisch für den Hauptschulabschluss. München: Luchterhand. KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland) (2012): Bildungsstandards für die Allgemeine Hochschulreife. Berlin: KMK. Marzano, R. J. (1998): A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-Continent Regional Educational Lab. Petrina, S. (2007): Advanced Teaching Methods for the Technology Classroom. Hershey, PA & London: Information Science publishing. (Vorabdruck Chap. 9: Curriculum and Instructional Design unter http: / / people.uwplatt.edu/ ~steck/ Petrina%20Text/ Chapter%209.pdf; letzter Zugriff Januar 2016). Rosenshine, B. (1979): “Content, time and direct instruction.” In: Peterson, P. L. & Walberg, H. L. (eds.): Research on Teaching. Berkeley, CA: McCutchan, 28 - 56. Sousa, D. A. ( 4 2011): How the Brain Learns. Thousand Oaks, CA: Corwin. Weinert, F. E. (1999): Konzepte der Kompetenz. Paris: OECD. Wellenreuther, M. (2004, 8 2015): Lehren und Lernen - aber wie? Empirischexperimentelle Forschungen zum Lehren und Lernen im Unterricht. Baltmannsweiler: Schneider Hohengehren. narr praxisbücher - Fremdsprachenunterricht konkret 14 14 narr praxisbücher - Fremdsprachenunterricht konkret <?page no="16"?> Einleitung CLIL im Kontext von content, cognition, communication und culture Als multi-perspektivisches Lernen ist der bilinguale (Sachfach-)Unterricht nicht zwingend als eigenständiges Unterrichtsfach ausgewiesen. Die Integration von Inhalt und Sprache kann auch in einer vorgegebenen Anzahl von Modulen in unterschiedlichen Fächern, als Kombination von Fremdsprachen- und Fachunterricht und als fächerübergreifende oder als Immersion angelegte Instruktion erfolgen. Dabei hat sich im europäischen Kontext - namentlich in der Studie der EU zur Situation des bilingualen Unterrichts „Eurydice“ - das Akronym CLIL durchgesetzt: „[CLIL] integrates content and language by learning a content subject through the medium of a foreign language and by learning a foreign language through studying a content-based subject“ (Eurydice 2006: 3). Dieses Content and Language Integrated Learning wird hier alternierend zur Bezeichnung bilingualer Unterricht verwendet: In der Fachliteratur umfasst der Begriff CLIL ... den bilingualen Unterricht, findet aber auch gelegentlich Ausprägungen, die einen starken fremdsprachendidaktischen Schwerpunkt setzen, wie beispielsweise bei dem integrierten Sachfach- und Fremdsprachenunterricht oder bei Immersionskonzepten. Das Konzept der deutschen Länder ist auf das Sachfach ausgerichtet, hinzu kommt ein interkultureller Schwerpunkt. In Bezug auf das Fremdsprachenlernen steht der Anwendungsaspekt im Vordergrund. Zusätzlich zu den curricular vorgegebenen Themen und Inhalten werden gegebenenfalls Themen aus der Sicht des Landes bzw. der Länder der Unterrichtssprache behandelt, sodass der bilinguale Unterricht mehrperspektivisches Lernen anregt und dadurch zum Erwerb interkultureller Kompetenz beiträgt. (KMK 2013: 3) Die in dieser Beschreibung sichtbare Mehrdeutigkeit hinsichtlich der Verwendung von Muttersprache (L1) und Fremdsprache (L2), der Bezüge zu Immersionsprogrammen und der thematischen Erweiterung bleibt offen für die Spannbreite von CLIL als erweitertem Fremdsprachenunterricht (FU) bis hin zur wissenschaftspropädeutischen Sachfacharbeit und bietet Vor- und Nachteile. Sie gibt Lehrkräften Flexibilität hinsichtlich ihrer Themen- und Spracharbeit und bindet sie lediglich an das jeweilige Fach-Curriculum. Sie sieht unterschiedliche institutionelle und regionale Kontexte vor und spiegelt damit auch die Vielfalt der Bundesländer mit ihren jeweiligen schulischen Traditionen. Aber neben einer Reihe praktischer Fragen (Lehreraus- und -fortbildung, Lehrberechtigung für CLIL, Fakultas und Zertifikate) bleiben auch die Unterschiede zum herkömmlichen FU undeutlich und die Frage, welche Unterrichtsinhalte und Strategien CLIL-spezifisch sind, unbeantwortet. Im Zentrum der noch nicht abgeschlossenen Entwicklung einer bilingualen Didaktik und bilingualen Kompetenzen stehen daher zwei Schwerpunkte: der erwünschte Wechsel von Darstellungsformen (Leisen 2005: 10) und die Ausdifferenzierung von bilingualen task verbs (Operatoren), die den CLIL Diskurs steuern und kompetenz-orientierte Hand- <?page no="17"?> 16 CLIL im Kontext von content, cognition, communication und culture lungsanweisungen für die Lernenden beinhalten. Für beide Aspekte gibt es Vorarbeiten, deren Ergebnisse in Teilen in die acht in diesem Band vorgelegten Units integriert sind. Diese acht als Module angelegten Units werden den jeweiligen Jahrgangsstufen zugeordnet, sind auf einen bilingualen Zug exemplarisch bezogen und orientieren sich am Sachfach Gesellschaftslehre (Sekundarstufe I und II). Sie folgen dem Dreiklang von bilingualen Fachkompetenzen, den im Gemeinsamen europäischen Referenzrahmen für Sprachen (GeR) ausgewiesenen Skalierungen (A2 bis C1), sowie - in der Form differenzierter Operatoren - den Diskurskompetenzen, die im Einzelnen für jede Unit beschrieben sind. Diese Zuordnung beruht auf dem als Parameter für CLIL-Programme ausgearbeiteten 4Cs-Framework (content, cognition, communication, culture - z.B. bei Coyle 2010: 41 ff.). Dabei werden die ersten beiden Cs den Fachkompetenzen zugrunde gelegt, communication bezieht sich auf die Unterscheidung zwischen BICS (Basic Interpersonal Communication Skills) und CALP (Cognitive Academic Language Proficiency) nach Cummins 1979. Die kulturelle CLIL Dimension culture wird beispielsweise durch Critical Incidents genauer erfasst. In den folgenden Diskursfunktionen werden diese Kriterien noch präziser erläutert. Ein worksheet compass erfüllt die Aufgaben eines advance organizers, der auch als KWL chart (What do you think you KNOW? What do you WANT to know? What do you LEARN about …? ) 1 variiert werden kann und gemeinsam mit dem backward design den Schritten des MET (Model of Effective Teaching) folgt, auf dem diese Units beruhen. Jeder anspruchsvolle Unterricht lebt von der Spannung zwischen dem aktuellen Kenntnisstand der Lernenden und dem angestrebten. Orientiert an Erwartungen, die Lernende mit bilingualem Unterricht verbinden und den Motiven, die ihre Interessen wecken, ergibt sich für die Vielfalt der CLIL Angebote ein gemeinsamer Entwicklungsbereich, der als Zone of Proximal Development 2 (ZPD) Überbrückungsfunktionen erfüllt und sowohl inhaltliche wie sprachliche Defizite ausgleichen sollte. Diese Aufgabe wird durch ein CLIL-spezifisches Scaffolding unterstützt, das - kombiniert mit den o.g. Operatoren - alle Units steuert und als teaching strategy im Weiteren genauer erläutert wird. Mehr Punkte in Englisch? Am McKinnon Secondary College (Melbourne) wird das ursprünglich kanadische Immersionskonzept praktiziert, als vorgeblich fastest way to learn a foreign language. Dieser Anspruch ist, zumal im anglophonen Bereich mit weitgehender Resistenz gegen Fremdsprachenlernen, eher behauptet als verifiziert. Jedoch gilt vor allem für diese Immersionsprogramme das Ziel, language proficiency möglichst umfassend und mit frühem Start zu erlangen. Dieser Anspruch gilt weniger für den bilingualen Unterricht, denn hier steht zunächst nicht die Sprachrichtigkeit im Vordergrund, sondern die Vermittlung von Wissen und Fertigkeiten, die den jeweiligen Inhalten des Sachfachs entsprechen und den curricularen Vorga- 1 Nach: “The Knowledge Network for Innovations in Learning and Teaching”, NY (siehe unter CLIL Forschungsprojekte). 2 Wellenreuthers Übersetzung der ZPD ordnet das damit verbundene Scaffolding den Unterrichtsmethoden zu (vgl. Wellenreuther 2010: 181). <?page no="18"?> 17 CLIL im Kontext von content, cognition, communication und culture ben genügen. Spracharbeit wird damit keineswegs obsolet, bezieht sich aber flexibel auf inhaltliche Konzepte und deren Anforderungen und erhält eine deutlich andere Funktion als im herkömmlichen Fremdsprachenunterricht (FU). Sie wird nicht weniger, sondern anders wichtig, denn sie erfolgt hier inhaltsangemessen und ist verfügbar für die erforderlichen Erarbeitungsstufen, steuert die Lernschritte und begleitet Feedback- und Reflexionsprozesse. CLIL ist mithin anspruchsvoller als der traditionelle FU und Sachfachunterricht, weil es gilt, Inhalt und Sprache zu kombinieren, ohne Qualitätsverluste oder eine Rücknahme des Anspruchsniveaus in Kauf zu nehmen. Bilingualer Unterricht ist sprachenpolitisch gewollt - Stichwort: Mehrsprachigkeit - wird pädagogisch gefördert und erhält in den Vereinbarungen der Kultusministerkonferenz einen hohen Stellenwert (vgl. KMK 2013). Er wird auch schulisch stärker beachtet, nicht zuletzt im Hinblick auf seine wissenschaftspropädeutische Ausrichtung und spätere Verwertungsmöglichkeiten in Beruf und Studium, was sich auch in einem hohen Beliebtheitsgrad bei Schülern 3 und deren Eltern ausdrückt. Dabei halten sich einige Vermutungen hartnäckig: Der Spracherwerb wird intensiviert, es steht mehr Zeit zur Verfügung, interessante Themen werden behandelt und internationale Kontakte angebahnt und gefördert. Motive der Schüler, die sich für einen bilingualen Unterricht entscheiden, sind ganz unterschiedlich. Sie reichen von erhofftem „Nachhilfe-Unterricht“ bis hin zu ihrer späteren Berufsorientierung. Neben dem beliebten Cambridge First Certificate English besteht eine hohe Nachfrage nach bilingualem Unterricht als weiterführendes schulisches Qualifizierungsangebot. Solche Erwartungshaltungen werden ganz realistisch in dem folgenden Dialog zwischen zwei Schülern ausgedrückt, in dem sie eine Verbesserung ihrer Leistungen erhoffen oder - nach erfolgtem Auslandsaufenthalt - ihr Interesse an der fremdsprachlichen Kultur ausdrücken. Es handelt sich bei ihnen um eine durchaus bewusste Entscheidung, die einen gewissen Informationsstand ausdrückt und Problembewusstsein zeigt, wie beispielsweise politische und historische Themen behandelt werden sollen. In Rede stehen nicht nur die Sorge um fehlende Sprachkenntnisse, sondern auch die Frage nach kulturellen und fachlichen Unterschieden, die mit einfacher Wörterbucharbeit nicht zu fassen sind. Der dabei sichtbare hohe Motivationsgrad macht bereits einen hohen Mehrwert für CLIL aus. In ihrer Gesamtschule haben Annie und Henry Plätze im ausgebuchten Bili-Kurs PoWi (Politik & Wirtschaft) erhalten. Annie kommt von einem längeren Sprachaufenthalt in Melbourne zurück, und Henry ist unzufrieden mit seiner Englisch-Note. Vor ihrer ersten CLIL- Stunde unterhalten sich die beiden über ihre Erwartungen und warum sie PoWi auf Englisch gewählt haben. 3 Aus Gründen besserer Lesbarkeit wird im gesamten Band das generische Maskulinum verwendet. <?page no="19"?> 18 Henry: Hallo Annie, hast Du die Bili-Liste schon gesehen? Wir sind beide dabei. Nicht schlecht, für 15 Plätze bei über 20 Anmeldungen. Annie: Ich freu mich auch sehr. Zumal wir eine Stunde mehr Englisch als die anderen 11er bekommen. Henry: Das ist Klasse! Weniger Mathe, und ich komme endlich von meinen armseligen neun Punkten in Englisch weg. Annie: Ach so, Du meinst, der Bili-Kurs ist so ne Art Nachhilfe für die Englisch-Stunden? Deswegen hatte ich mich eigentlich nicht beworben; nach meiner Zeit im McKinnon Secondary College brauche ich das weniger. Ich dachte eher, ich könnte dort vor allem mehr über die Angelsachsen in ihrer Sprache lernen und wie sie Deutschland sehen. Henry: Das hoffe ich auch. Aber warum heißt der Kurs dann eigentlich „Bilingualer Unterricht“? Annie: „... in Politik & Wirtschaft“. Wie ich gehört habe, sollen wir die gleichen Themen behandeln wie die deutschen PoWi-Kurse, eben nur auf Englisch. Und wir könnten dann englische Präsentationen zu aktuellen Politikthemen erarbeiten. Das kommt gut in der mündlichen Abi-Prüfung ... Henry: Du meinst also, dass wir trotz der gleichen Themen vor allem Englisch miteinander reden? Aber wie soll das eigentlich gehen, wenn deutsche Ausdrücke auf Englisch ganz anders heißen? Letztes Jahr hatten wir so aus Spaß eine Liste, wie bestimmte deutsche Begriffe auf Englisch ausgedrückt werden. Das fällt manchmal ganz schön auseinander. Annie: Versteh ich nicht. Es gibt doch Wörterbücher, wo man das nachschlagen kann. Hast Du mal ein Beispiel? Henry: Das habt Ihr wohl nicht in Down Under mitbekommen. Es geht doch schon bei idioms los: In Deutschland regnet es nicht „Katzen und Hunde“. Und der Wahrheitsbeweis wird bei uns auch nicht durch Pudding geführt ... Annie: Ja, ja - „raining cats and dogs“, „the proof of the pudding is in the eating“. Aber was hat das alles mit PoWi zu tun? Henry: Hm, da merkt man, dass Du länger weg warst. Wie würdest Du denn zum Beispiel „Völkerwanderung“ übersetzen? Nach dem Brexit doch ganz wichtig. Annie: Das ist doch ganz einfach. Ich würde sagen „migration“, oder noch mit dem Zusatz „peoples“. Wie Du weißt, heißt „peoples“ ja „Völker“, im Gegensatz zu „people“. CLIL im Kontext von content, cognition, communication und culture <?page no="20"?> 19 Henry: Na, Du Schlaumeier. So einfach ist das aber nicht. „Völkerwanderung“, haben wir in englischer Geschichte gelernt, heißt „Barbarian Invasion“ - Schlaumeier übrigens „smart alec“. Annie: Du hast recht. Im Holocaust Centre in Melbourne hatten wir aus der Nazi-Geschichte auch so Beispiele: „Night of Broken Glass“, „Munich Beer Hall Putsch“, „Western Civilisation“ - or the lack of it. Henry: Lass mich raten: Reichspogromnacht, Hitler Putsch und Christliches Abendland. Kommt das etwa hin? Annie: Sehr gut - man kommt schon drauf, wenn man die englischen Worte hat. Aber einfach übersetzen geht eben doch nicht. Na, das wird ja interessant im Kurs. Henry: Also haben wir doch richtig gewählt. Ich bin nur mal gespannt, ob und wie oft wir dann Deutsch reden. Hoffentlich nicht so häufig, sonst sehe ich schwarz für meine Englisch-Note. Annie: Ich glaube, darum geht’s bei Bili nicht. Schließlich heißt es ja offiziell: „CLIL - content and language ...“, in dieser Reihenfolge. Here, subject matter first. Let’s go and find out for ourselves! Translanguaging Annie und Henry stellen sich zu Recht die Frage, welche Sprache(n) in ihrem bilingualen Kurs verwendet werden und welcher „Mehrwert“ dadurch entstehen könnte, dass sie das Fach PoWi nun in Englisch belegen. Dabei wird der Einsatz von L1 und L2 in CLIL-Programmen seit ihrer Entstehung in den 1980er und 1990er Jahren in deutschen Schulen kontrovers diskutiert. Zunächst geschah dies eher aus der Perspektive der Fremdsprachenlehrer, für die der Gebrauch von L2 in Sachfächern eine willkommene Stärkung des Sprachlernens bedeutete: „Historisch war der Bilinguale Unterricht in Deutschland eher ein Anliegen der Fremdsprachenlehrenden als der Sachfachlehrenden“ (Vollmer 2013: 124). Da aber die Verknüpfung von Sprache und Inhalt allgemein belegt ist, haben sich Ansätze des bilingualen Unterrichts zu einer verstärkten Integration von Inhalt und Sprache weiterentwickelt, was sich auch in dem o.g. Akronym CLIL deutlich ausdrückt: In diesem Rahmenkonzept wird der funktionale Erwerb der jeweiligen Fremdsprache (ohne Anspruch auf Systematik wie im Fremdsprachenunterricht) als gleichberechtigt mit dem der Fachinhalte anerkannt, beides wird als ‚Ganzes’ gesehen und im Verbund behandelt. Damit kann Sprache nicht nur als Instrument genutzt, sondern selbst zum Gegenstand des Lernens und der Reflexion werden, allerdings immer wieder in enger Rückbindung an das behandelte Sachthema und die Aufgabenstellung. Und neben der Fremdsprache könnte dann auch gezielt auf die jeweilige L1 zurückgegriffen werden, etwa bei Begriffsvergleichen oder bei interkultureller Sensibilisierung ... (Ebd. 124f.) CLIL im Kontext von content, cognition, communication und culture <?page no="21"?> 20 Bereits im herkömmlichen FU ist die Vermischung von L1 und L2 nicht unproblematisch und als code-switching durchaus umstritten, weil es häufig aus Verlegenheit, bei Nicht-Verstehen und als Ausweg erfolgt. In dieser Funktion nimmt es den Lernenden die Herausforderung, sich bei Problemlösungen genauer mit der Zielsprache auseinanderzusetzen. Stattdessen wird hier dem Konzept des sogenannten translanguaging der Vorzug gegeben, als weitergehende weil systematische und geplante Vorgehensweise, die zu einer funktionalen oder zumindest terminologischen Zweisprachigkeit führen kann. Die Vorstellung des code-switching beruht auf der Annahme, dass bilinguale Schüler ihre Zweisprachigkeit als separate einsprachige Codes einsetzen, die keine Beziehung zueinander aufweisen. So nutzen beispielsweise Schüler mit Migrationshintergrund ihre Herkunftssprache im privaten Umfeld, in der Schule wird von ihnen erwartet, sich auf Deutsch zu artikulieren. Im Unterrichtsalltag greift die Lehrkraft dann auf code-switching zurück, wenn Erklärungen in der Zielsprache L2 oder Übersetzungen von L2 Begriffen in die Muttersprache nicht gelingen oder wenn Verständnisprobleme auftauchen. Bereits im oben präsentierten Dialog wird eine Besonderheit des CLIL-Unterrichts erwähnt, wenn Konzeptbegriffe auftauchen, die nicht unmittelbar zwischen L1 und L2 austauschbar sind und unterschiedliche kulturelle Konnotationen aufweisen, wie zum Beispiel der Begriff „Völkerwanderung“, der in der L2 mit „Barbarian Invasion“ wiedergegeben wird (vgl. dazu vor allem Lasagabaster 2013: 2). Translanguaging geht davon aus, dass mehrsprachige Benutzer über ein sprachliches Repertoire verfügen, das sie selektiv einsetzen, um damit effektiver zu kommunizieren. Diese Unterrichtsstrategie wird genutzt, wenn Lernende Informationen zu einem Thema in L1 (vgl. z.B. Unit 2, worksheet 7, task 22 oder Unit 4, worksheet 4, task 9; worksheet 6, task 15 ) lesen und dann ihre Arbeitsergebnisse in der Zielsprache präsentieren. In der Fachliteratur wird auch auf die Tendenz verwiesen, dass mehrsprachige Mittler dazu neigen, codeswitching zu romantisieren (vgl. ebd.). Pragmatisch gesehen läuft translanguaging auf eine planvolle Mitbenutzung der L1 (Butzkamp 2005) zugunsten der Unterrichtsökonomie hinaus. Es findet Verwendung bei der präzisen Klärung komplexer, fachbezogener Zusammenhänge, bei kurzfristigen Hilfestellungen (soft scaffolds) und bei der Gewährleistung affektiv bedingter Schüleräußerungen, die gerade in der politischen Bildung häufig zu kurz kommen und populistische Zumutungen entkräften können (vgl. bspw. das Projekt bilingual curriculum der Goethe Universität Frankfurt/ Main - www.polecule.com). Dies wird vor allem bei den CLIL spezifischen hard und soft scaffolds beachtet, die in den Units genauer ausgewiesen werden. Primat der Inhalte Wenn auch die Kompetenzbeschreibungen in den Kerncurricula der Bundesländer zunächst inhaltlich „neutral“ erscheinen, so liegt es jedoch nahe, sie bei CLIL-Projekten mit dem jeweiligen Fachcurriculum, hier dem gesellschafts-wissenschaftlichen, zu füllen und den Unterricht an den Vorgaben dieses Sachfachs zu orientieren. Dies schließt sowohl didaktische Ansätze aus den anglophonen Bezugskulturen als auch authentische Materialien aus dem nicht-deutschen Sprachraum, unterschiedliche kulturelle Deutungsmuster und einen geziel- CLIL im Kontext von content, cognition, communication und culture <?page no="22"?> 21 ten Perspektivenwechsel ein (vgl. Mentz 2013: 89). Das hessische Kerncurriculum Politik und Wirtschaft für die gymnasiale Oberstufe betont diesen Anspruch für den bilingualen Unterricht, ohne die Anteile von Ziel- und Muttersprache genauer festzulegen. Dabei wird die Gleichzeitigkeit von zielsprachlichem und inhaltlichem Lernen betont und hervorgehoben, dass bei dem fachlichen Wissenserwerb dem interkulturellen und mehrperspektivischen Lernen eine besondere Rolle zukommt. Bezogen auf die Gesellschaftswissenschaften geht es um ein vertieftes Verständnis der Bezugskulturen, die Begegnung mit deren Sichtweisen auf politische, ökonomische und soziale Phänomene, und zwar anhand authentischen Materials. Die fachlichen Kompetenzbereiche, denen die sprachlichen deutlich nachgeordnet sind, umfassen die Fähigkeit und Bereitschaft, in der Ziel- und Muttersprache zu urteilen und zu handeln. Grundlage dafür ist ein verfügbares Ordnungs- und Deutungswissen. Die Sequenz von ordnen, deuten, urteilen und handeln - ausgedrückt in den entsprechenden Operatoren (auch task verbs) - bezieht sich auf eine zunehmend mehrsprachige gesellschaftliche, ökonomische und politische Wirklichkeit (vgl. HKM 2016). Präzise Standards zu diesen inhaltlichen Vorgaben und damit eine Antwort auf die Frage, wie auf der Grundlage des PoWi-Kerncurriculums und darüber hinausgehend dieser Anspruch fachlich und zeitlich zu verwirklichen wäre, stehen zwar noch weitgehend aus. Mit der Entwicklung eines Preliminary Competence Model legt das o.g. Projekt der Goethe- Universität Frankfurt/ Main aber beispielsweise immerhin die Entwicklungsrichtung fest: ▶ political-economic education will be closely juxtaposed with language and culture; ▶ development of bilingual competence standards; ▶ development of a core curriculum to foster ‘global discourse competence’ among young people; ▶ development of teaching content (school curricula) and material. (www.polecule.com; letzter Zugriff: 12.3.2018) Weniger beachtet dabei - wie auch insgesamt bei der Materialentwicklung für CLIL-Module - bleibt der in anglophonen Bezugskulturen etablierte Politikbegriff mit seiner Unterscheidung in polity, policy und politics, der in der folgenden Tabelle differenziert wird und in den acht Units immer wieder als hard scaffold eingesetzt ist, um L2 typische Sichtweisen auf politische, wirtschaftliche und soziale Phänomene zu ermöglichen und deren Zuordnung zu erleichtern. Mit einem „Blick von außen“ wird ein Perspektivenwechsel angebahnt und die Bewertung der eigenen Wirklichkeit ermöglicht: CLIL im Kontext von content, cognition, communication und culture <?page no="23"?> 22 Domäne Kategorien Merkmale Kompetenzen polity (Form) Verfassung Normen politische Institutionen politische Kultur Ordnungen Verfahrensregelungen internationale Abkommen Kenntnis der Gesetze und Rechtsnormen Verfassungsrechtliche Prinzipien Beteiligung an Entscheidungen politischer Handlungsrahmen policy (Inhalt) Aufgaben und Ziele politischer Probleme Programme Lösungen Resultate Bewertungen Gestaltung Wert- und Zielorientierung Problemlösungen Kenntnis politischer Programme und Ziele Lösungsvorschläge erzielte Resultate Ergebnisbewertung politics (Prozess) politisch Agierende Beteiligte/ Betroffene Partizipation Konflikte Interessen Kampf um Machtanteile Legitimation politische und wirtschaftliche Machtverhältnisse Konsens Durchsetzung Kenntnis von Mitwirkungsrechten Konfliktverläufe Machtstrukturen analysieren und bewerten Vermittlung und Durchsetzung von Interessen Populismus Mehrheitsfindung und Zustimmung Tab. 1: Ausdifferenzierung des Politikbegriffs, adaptiert von Leimgruber (o.A.) Der bilinguale Mehrwert oder language follows content Die Diskussion, ob bilingualer Unterricht zu einem fachlichen Niveau-Verlust führt oder etwa festzustellende Defizite durch einen (fremd-)sprachlichen Zugewinn mehr als ausgeglichen werden, stellt sich regelmäßig für Fachschaften, die über die Einführung eines CLIL-Programms an ihren Schulen entscheiden. Ein häufig formulierter Einwand besteht darin, dass in diesen Programmen die Fremdsprache als zusätzliche Barriere auftrete, die das Durchdringen der Fachinhalte mindestens verlangsame oder sogar auf einem wesentlich einfacheren Level als in deutsch-sprachigen Vergleichsklassen belasse. Bei diesem Argument spielt auch eine Rolle, dass komplexe Themen politischer oder ökonomischer Provenienz von den Lernenden schließlich „verstanden“ werden sollen und dabei auch die grundlegenden Normen und Wertvorstellungen in ihrer Bedeutung zu erfassen sind. CLIL im Kontext von content, cognition, communication und culture <?page no="24"?> 23 Abgesehen davon, dass hier fachliche und fremdsprachliche Arbeit unzulässiger Weise gegeneinander gestellt werden, ist durch qualitative wie quantitative Einzelstudien nicht bestätigt, dass politisches Lernen zugunsten des fremdsprachlichen Lernens in den Hintergrund tritt: ... der Einwand, die Sprachbarriere bedinge eine auf ‚Holzschnitte’ reduzierte Darstellung und Beurteilung historisch-politischer Sachverhalte oder gar die Förderung von Stereotypenbildung, kann nicht bestätigt werden. Vielmehr wird auf einen potenziellen Mehrgewinn beim Erwerb fachlicher Kompetenzen und auf neue Lernchancen hingewiesen, die durch die notwendige ‚doppelte Abstraktion’ und den ‚doppelten Fokus’ (Zydatiß 2002: 43 f.) bzw. die im Rahmen bilingualen Lernens ‚eingebaute Reflexivität’ bedingt seien. (Vgl. Hübner/ Grammes/ Stork 2004: 244) (Wegner 2011: 204) Gleichwohl bleibt es Anliegen und Herausforderung im bilingualen Unterricht den Zugang zu komplexen Themen und ihre sprachliche Gestaltung durch Entlastungsstrategien, wie z.B. Visualisierung, Elementarisierung und Konkretisierung - also durch spezifisches CLIL- Scaffolding (dazu im Einzelnen weiter unten) - zu erleichtern. Andererseits wird auch die in CLIL Programmen angelegte Chance als Mehrwert betont, „weil die verstärkten Anstrengungen bedingt durch die Hürde der Fremdsprache zu einer vertieften Form der Bearbeitung, der Aneignung und der Verfügung durch die Lernenden führt“ (Vollmer 2013: 126). Mögliche Spannungen zwischen inhaltlichem Lernen und sprachlicher Bewältigung werden ebenfalls in anglophonen CLIL-Konzepten diskutiert, wobei auch hier die Leitfunktion der Inhaltsbereiche im Vordergrund bleibt, in die Spracharbeit planvoll und in auf die Lernenden abgestimmten Schritten integriert wird. Dies vollzieht sich gewissermaßen in Abwandlung des Bauhaus-Prinzips language follows content. Die Gesamtplanung des Unterrichts erfolgt ausgehend von den Unterrichtsgegenständen, den Inhalten, Themen und Konzepten. Damit kann vermieden werden, dass Inhalte durch das sprachliche Niveau der Lernenden begrenzt oder reduziert werden. Beispielsweise orientieren sich Aufgabenarten an der Verbindung zwischen kognitiven Elementen und inhaltlichen Konzepten. Ähnlich wird die sprachliche Gestaltung kognitiver Operationen sorgsam auf Aktivitäten der Lerngruppe zu beziehen sein, um sicherzustellen, dass die Lernenden nicht nur Zugang zu den inhaltsbezogenen Sprachstrukturen haben, sondern auch über die sprachlichen Mittel verfügen, um die Aufgaben auszuführen. Dabei liegt die Betonung stets auf der Verfügbarkeit sprachlicher Fertigkeiten, um ein Lernen zu ermöglichen. Es gilt jedoch als unwahrscheinlich, dass Lernende ein CLIL-spezifisches Sprachniveau aufweisen, das ihrem vorhandenen kognitiven Level entspricht (vgl. Coyle 2010: 55). Gerade deshalb ist es wichtig, dass bilinguale Unterrichtssequenzen eine Passung der sprachlichen Mittel vorsehen, deren gesondertes Training unter Umständen erforderlich wird. Die Arbeitssprache in der Lerngruppe und der damit verbundene Sprachunterricht ist auch deshalb entscheidend für die Lerngruppe, um die praktischen Grundlagen der Zielsprache zu verstehen - also die Vokabeln, Grammatik und Strukturen. Lehrkräften bleibt aber oftmals wenig Zeit dafür, über die Essentials hinauszugehen. Dabei brauchen Lernende jedoch diese Zeit, um sich die notwendigen linguistischen Fertigkeiten anzueignen, CLIL im Kontext von content, cognition, communication und culture <?page no="25"?> 24 damit sie die mehr oder weniger theoretischen Inhalte praktisch umsetzen können (vgl. ebd. 11). Als Fazit ist festzuhalten, dass Sprachenlernen dann erfolgreich gelingt, wenn es in andere Lernaktivitäten integriert werden kann. Unter dieser Prämisse formulieren Praktiker den weitergehenden Anspruch „CLIL does them better“. Die Grundfrage lautet, wie es der bilinguale Unterricht ermöglichen kann, Sprachentwicklung und inhaltliches Lernen gleichermaßen voranzubringen. Dies erscheint als ein wagemutiger Anspruch, für den jedoch einiges spricht. In CLIL konzentrieren sich Lehrkräfte nämlich stärker auf Arbeitsprozesse und Vorgehensweisen, um Inhaltskonzepte zu vermitteln - damit werden sie sich auch der Lernprozesse bewusst, die Schüler durchlaufen müssen, um Inhalte und Themen bearbeiten zu können. Im herkömmlichen FU werden die in großer Medienvielfalt vorkommenden Themen, Inhalte und Stoffe oft den Spracherwerbszielen untergeordnet. Inhalte, die Sprache erst mit Leben erfüllen, sie illustrieren, sie attraktiv machen, sie pflegen, werden gelegentlich auf dem Altar der Sprachpraxis geopfert. Aber für den CLIL-Lehrer ist kein inhaltlicher Bestandteil überflüssig oder verzichtbar. Ein Naturwissenschaftler wird das Konzept der Fotosynthese nur vermitteln können, wenn alle seine einzelnen Inhaltselemente und die dazugehörigen Prozesse verstanden werden. Auch Sprache selbst ist Inhalt und sollte Bestandteil der Wissensvermittlung werden (vgl. onestopenglish; siehe unter CLIL-Forschungsprojekte). Das 4 Cs-Framework Als generelle Parameter ihrer CLIL-Theorie hat Do Coyle von der Universität Aberdeen ein 4 Cs-Framework entwickelt, das Inhalt und Sprache verbindet und die folgenden Merkmale aufweist: ▶ CLIL is complex and context-sensitive. ▶ There are general parameters for CLIL. ▶ These are: Cognition, Culture, Content, Communication. ▶ Any particular CLIL model or methodology needs to consider the relative value/ importance of the parameters above. ▶ Language as a learning tool operates in three ways: OF - FOR - THROUGH ▶ (https: / / clilingmesoftly.wordpress.com/ clil-models-3/ the-4-cs-model-docoyle/ Hervorhebungen im Original, letzter Zugriff: 1.3.2018) CLIL im Kontext von content, cognition, communication und culture <?page no="26"?> 25 Abb. 1: The 4Cs Framework (Coyle 2010: 41) Diese Parameter sind sowohl für die Planung bilingualer Unterrichtseinheiten richtungsweisend als auch als Checkliste einsetzbar, wenn es um die Evaluierung von CLIL-Sequenzen geht. Mit ihnen soll auch die Frage beantwortet werden, wie die o.g. Spannung zwischen Sprache und Inhalt in der ZPD der Lernenden (siehe auch Scaffolding) überbrückt werden kann, um beide im bilingualen Lernprozess zu integrieren (Coyle 2010: 41-47; 74-85). Wichtig ist zunächst ihr Hinweis, dass diese vier Elemente nicht getrennt voneinander existieren, sondern eine verstärkende wechselseitige Wirkung aufeinander ausüben. Dabei bezieht sich content auf zu erwerbende Kenntnisse, Fähigkeiten und Verstehensleistungen. Leitend bei der Auswahl von curricularen Inhalten sind die zu erwerbenden Kompetenzen und die Fragen, welche neuen Inhalte im Vordergrund stehen und wie ein Perspektivenwechsel vollzogen werden kann, sowie subject-specific knowledge. Cognition (auch learning) beschreibt den Prozess der Aneignung von Wissen und beruht auf den Taxonomien von Bloom und Anderson/ Krathwohl mit einer Auflistung von task verbs wie remembering, understanding, applying, analysing, evaluating, creating (ebd. 31). Communication (auch language) umfasst den linguistischen Aspekt mit der Unterscheidung von language of, for and through learning (ebd. 61 ff.). Culture bezieht sich auf die Realität und Besonderheiten der Zielsprachenkultur, didaktisch auch fassbar in Critical Incidents, die sich sowohl auf den Alltag der Lerner beziehen (Wie ist es bei uns, wie bei den anderen? ) als auch auf kulturelle Unterschiede und Missverständnisse (vgl. Klewitz 2015: 22). In der folgenden Matrix sind die 4 Cs - ergänzt um den Aspekt context - als Leitfragen für die Unterrichtsplanung und -durchführung zusammengestellt. Der Aspekt context gehört zwar nicht in engerem Sinne zu den CLIL-Parametern, ist aber - wie die Tabelle auf Seite 26 zeigt - entscheidend als Lernumgebung für den erfolgreichen Verlauf bilingualen Lernens. Er beschreibt die schulischen Voraussetzungen, den Arbeitsrahmen und die Einbindung von CLIL-Klassen in die örtlichen Bedingungen und an die curricularen Vorgaben. CLIL im Kontext von content, cognition, communication und culture <?page no="27"?> 26 Context Wie ist CLIL im Schulprofil verankert? Welche Fächer, Module und/ oder Züge sind vorgesehen? Welche Kooperation zwischen Fachschaften besteht? Welche Anbindung an die Kerncurricula ist vorhanden? Content Welche CLIL-spezifischen Inhalte stehen zur Verfügung? Welche Vorgaben bestehen im Schulcurriculum? Welche fachlichen Kompetenzen werden angebahnt? Sind die Inhalte schülergemäß und verständlich? Welches content scaffolding wird genutzt? Cognition Welche Fragestellungen werden eingesetzt (assertive questioning)? Sind Fragestellungen auf kognitive Herausforderungen bezogen? Wird formatives Feedback zur Sicherung des Lernfortschrittes eingesetzt? Welche Lernstrategien werden vorgeschlagen? Communication Welche Gelegenheiten für Spracherwerb bestehen? Wird an vorhandene Sprachkenntnisse angeknüpft? Wie werden diese erweitert? Welches language scaffolding wird genutzt? Culture Welches Verständnis von otherness und self besteht? Welche Anlässe zum Perspektivenwechsel werden geschaffen? Welche transkulturellen Kompetenzen werden angebahnt? Welche internationalen Austauschmöglichkeiten werden genutzt? Tab. 2: Die 5 Cs als Leitfragen für die Unterrichtsgestaltung, ergänzte Adaption von Coyle (2010: 17) Diskursfunktionen Da die fachbezogenen Diskurskompetenzen ein besonders wichtiges Unterscheidungsmerkmal zum herkömmlichen FU darstellen, sind die sie konstituierenden task verbs (Operatoren) in ihrer Bandbreite für alle vorgesehenen Lernstufen 7-12 (13) in Sekundarstufe I und II als Makrofunktionen an vielen Stellen beschrieben, z.B. als naming/ defining, describing, reporting, explaining, evaluating, arguing/ taking a stance (Niedersächsisches Kultusministerium 2014). In den acht Units werden sie in einem worksheet compass den einzelnen Modulen vorangestellt und können den fachspezifischen Kompetenzen zugeordnet werden. Für die Anforderungsbereiche (AFB) I-III sind dies: describe, name, outline, structure, sum up/ summarise, analyse/ examine, characterise, compare, assign/ put into context, explain, explore, expound/ elucidate, assess/ evaluate, discuss, develop, verify. (ebd. 128-131) Im GeR wird Diskursfähigkeit unter pragmatischen Kompetenzen gefasst als „Wissen der Sprachverwendenden/ Lernenden um die Prinzipien, nach denen Mitteilungen organisiert, strukturiert und arrangiert sind“ (GeR 2001: 123). Aspekte dieses Wissens sind u.a. Diskurse zu strukturieren im Hinblick auf „thematische Organisation, Kohärenz und Kohäsion, logische Anordnung, Stil und Register, rhetorische Effektivität, das Kooperationsprinzip“ (ebd.). CLIL im Kontext von content, cognition, communication und culture <?page no="28"?> 27 Das Europa-Dokument bezieht sich zwar nur am Rande auf CLIL, gibt aber Folgendes zu bedenken: Zu beachten ist, dass Ziele ..., die die funktionale Anpassung an einen bestimmten Lebensbereich beinhalten, auch auf folgende Situationen zutreffen: bilingualer Unterricht, Immersion (im Sinne der in Kanada durchgeführten Versuche). (Ebd. 135) Diskurse als reflektierte Form von kommunikativen Handlungen werden dann auch im GeR als funktionale Kompetenz beschrieben. Sie „betrifft die Verwendung gesprochenen Diskurses und geschriebener Texte bei der Kommunikation mit bestimmten funktionalen Zwecken“ (ebd.) und finden als Makrofunktionen Verwendung in „Beschreibung, Erzählung, Kommentar, Erläuterung, Auslegung, Erklärung, Demonstration, Anweisung, Argumentation, Überredung usw.“ (ebd. 126). Die Nähe zu den o.g. Operatoren ist unübersehbar und wird auch in der Fachliteratur immer wieder bestätigt: Kommunikativ-kognitive Strategien und Diskursfunktionen Benennen, Definieren Beschreiben, Darstellen Berichten, Erzählen Erklären, Erläutern Bewerten, Beurteilen Argumentieren, Stellung beziehen (Dalton-Puffer: 142) Wenn in CLIL Spracharbeit dem Inhaltslernen folgt, dann gewinnen die linguistischen Fertigkeiten eine besondere Dimension, die als „bilinguale Sprachhandlungskompetenz“ (HKM 2013: 20) bezeichnet wird. Mit ihr wird der Erwerb muttersprachlicher Kategorien und Konzepte kombiniert mit der fremdsprachlichen Gestaltung von Denk- und Erkenntnisweisen. Sie zielt insgesamt auf eine deutlich erhöhte rezeptive und produktive Diskursfähigkeit. Welche Merkmale diese Sprachhandlungskompetenz aufweist, wird durch die Akronyme BICS und CALP genauer gefasst, die 1979 durch den kanadischen Linguisten Jim Cummins eingeführt wurden. Er geht aus von Sprachmitteln, mit denen alltägliche Kommunikationssituationen bestritten werden (BICS = Basic Interpersonal Communicative Skills) und die als sprachliche Überlebensstrategien gelten können. Die CLIL-Sprachhandlungskompetenz geht deutlich darüber hinaus, befähigt zu inhaltsbezogenen und angemessenen Diskursen und lässt sich als CALP (Cognitive Academic Language Proficiency) wissenschaftspropädeutischen Zielen zuordnen. Wie spezifisch und inhaltstief diese sind, hängt von den Themen, Untersuchungsbereichen, Jahrgangsstufen und Inhaltszielen ab (vgl. onestopenglish). Genauer betrachtet ist der fächerbezogene Sprachgebrauch von anderer Natur als in alltagsbezogenen Kommunikationssituationen: CALP „ist ein objektsprachlich stärker differenziertes, lexikalisch dichteres und abstrakteres Sprach- und Diskussionsrepertoire“ (Zydatiß 2013: 132). Zusammenfassend - und unter Beachtung der Übergänge zwischen BICS und CALP - werden die fachrelevanten Sprach- und Diskursfunktionen in der Versprachlichung fachlicher Denk- CLIL im Kontext von content, cognition, communication und culture <?page no="29"?> 28 und Handlungsweisen vollzogen und sind auf die folgenden Makrofunktionen (wie im GeR bereits angelegt) bezogen: Beschreiben, Erklären, Schlussfolgern, Bewerten - bzw. identify, classify/ define, describe, explain, conclude/ argue, evaluate (nach Thürmann 1999). Zum Weiterdenken, Reflektieren, Anwenden Die unterschiedlichen Operatoren für einen bilingualen Fachunterricht lassen sich den verschiedenen Kompetenzen zuordnen: Fachkompetenzen (KC PoWi) task-verbs (Operatoren) Analysekompetenz analyse/ examine, characterise, compare-… Urteilskompetenz assess/ evaluate Handlungskompetenz discuss, develop … inter-transkulturelle Kompetenz characterise, compare … fremdsprachliche Kompetenz describe, name, outline, structure, sum-up/ summarise … Methodenkompetenz discuss, develop, verify … Tab. 3: Übersicht der task verbs zur Förderung von Fachkompetenzen Scaffolding Ungeachtet der Bedeutsamkeit der Diskurskompetenzen ist wichtig festzuhalten, dass die Spracharbeit im bilingualen Unterricht dem Inhaltslernen zu dienen [hat]. Die Bereitstellung inhaltlicher, konzeptioneller wie sprachlicher Stützmaßnahmen spielt zur Verwirklichung von Inhaltslernen eine entscheidende Rolle. Ein solches Scaffolding bringt Orientierung und Annäherung von Sprache und Inhalt. (Vollmer 2013: -129) Das Konzept des Scaffolding („Gerüste bauen“) ist eng verbunden mit der ZPD der Lernenden und als Unterrichtsstrategie bereits im traditionellen FU angekommen (vgl. Klewitz 2017). Scaffolds überbrücken die Distanz zwischen vorhandenem und angestrebtem Kenntnisstand der Lernenden, sprachlich und - bei CLIL besonders relevant - auch in inhaltlicher Sichtweise. Gerade für CLIL mit seinem „bifokalen“ Anliegen (vgl. Zydatiß und Tab. 4) ist eine stützende und fördernde Begleitung seitens der Lehrkraft, in fortgeschrittenen Phasen auch durch peer support, besonders sinnvoll und erforderlich, um innerhalb der ZPD zwei Defizite zu überbrücken, respektive Lücken zu schließen. Inhaltlich geht es um die Differenz zwischen den Vorkenntnissen der Lernenden und den zu vermittelnden fachlichen Begriffen, Konzepten, Themen und Fertigkeiten. Auch bei den sprachlichen Kompetenzen gilt es den an der Sache orientierten Spracherwerb zu fördern, vorhandene sprachliche Lücken zu schließen und mit den Lernenden eine Diskursfähigkeit zu entwickeln, die es ihnen ermöglicht, über die in Rede stehenden Sachzusammenhänge angemessen zu kommunizieren. Im CLIL im Kontext von content, cognition, communication und culture <?page no="30"?> 29 Übergang von BICS zu CALP (siehe Seite 30) wird diese doppelte Brückenfunktion im Sinne von Hatties visible learning durch ein abgestimmtes Feedback begleitet und verstärkt, um insgesamt den Lernprozess erfolgreich und effektiv zu gestalten, in der Formulierung des neuseeländischen Erziehungswissenschaftlers „to close the gap between where the students are and where we want them to be“ (Hattie 2012 auf YouTube). Bei diesem doppelten - durch formatives Feedback verstärktem - Scaffolding werden sprachliche, an den zu verhandelten Inhalten orientierte Hilfen bereitgestellt, die sich sowohl auf Input (hier insbesondere Verständnishilfen) als auch auf den angestrebten Output (vor allem Redemittel zur Erleichterung der sprachlichen Produktion) beziehen (vgl. dazu KM Niedersachsen 2014: 7f.). Dabei werden beim inhaltlichen wie sprachlichen Scaffolding eine Reihe von Funktionen erfüllt, die in der folgenden Tabelle zusammengefasst sind: Funktionen des Scaffolding Anwendungsbereiche Zielsetzung Instrument der bifokalen Unterrichtsplanung ▶ überbrückt den Kontrast zwischen Sprache und Inhalt ▶ unterstützt sprachlich-inhaltliches Lernen und integriert es Leistung Stellt den Zusammenhang her zwischen sprachlichen und sachfachlichen Kompetenzen - bridging the gap Hauptaufgaben ▶ entwickeln eine semantische Kurzschrift (semantic web) ▶ erschließen diskontinuierliche Texte (wie Grafiken, Tabellen etc.) - besonders häufig im BiLi -Unterricht ▶ genre-bezogene Schreibaufgaben Instrumente ▶ Wechsel von Darstellungsformen und Abstraktionsebenen ▶ genügend knifflige Fragen ▶ Hilfen bei Heterogenität und Passung Problemlösung: ‘60-70 % der Schüler sind offline’ Tab. 4: Funktionen und Anwendungsbereiche des Scaffolding (adaptiert von Zydatiß 2010) Das Kontinuum von Sprache und Inhalt Ein gravierender, wenn nicht entscheidender Unterschied zwischen dem herkömmlichen FU und CLIL besteht in der sprachlichen Vorentlastung, die zum feststehenden Repertoire jeden Fremdsprachenlehrers gehört. Im bilingualen Unterricht ist von einer solchen Vorentlastung abzuraten: „Pre-teaching of specific language is not best practice“ (Coyle 2010: 92). Umge- CLIL im Kontext von content, cognition, communication und culture <?page no="31"?> 30 kehrt ist aber nicht zu übersehen, dass CLIL-Programme auch die Didaktik und Methodik des FU nachhaltig beeinflusst haben. Das wird deutlich an der Praxis neuerer Textbücher, in denen die Schulbuchverlage immer häufiger sogenannte bilinguale Module in ihre Sprachlehrgänge einfügen (z.B. Cornelsen G 21, A 6: Europe United 114 f., Global Warming 128-f.). Beim Vergleich von Unterschieden und Gemeinsamkeiten zwischen CLIL und Communicative Language Teaching (CLT) werden viele Schnittmengen deutlich, die gerade bei fortgeschrittenen Lernern auf ein Kontinuum beider Ansätze hinweisen, das sich je nach inhaltlichen und sprachlichen Schwerpunkten zur einen oder anderen Seite verlagert und Synergie-Effekte nutzbar macht: Bilingualer Sachfachunterricht (CLIL) Englischunterricht (CLT) wissenschaftsbasiertes Weltverstehen Alltagswissen wissenschaftliche Begriffe Alltagsbegriffe wissenschaftsbasierte und fachspezifische Diskurse Alltagsdiskurse Fachtexte alltagsweltliche Texte kognitive Fremdsprachlichkeit fremdsprachliche Kompetenz funktionale Sprachverwendung, Spracherwerb Sprachlernen fachspezifische textuelle und methodische Kompetenzen allgemeine und übergreifende textuelle und methodische Kompetenzen Fremdsprachiges Lernen Fremdsprachenlernen Tab. 5: Unterschiede zwischen CLIL und CLT (nach Hallet 2013: 181) Zunächst scheinen die Unterschiede zu überwiegen, insbesondere im Kontrast von alltagsweltlichen Texten und Alltagsdiskursen und wissenschaftlicher Orientierung. Das Kontinuum besteht jedoch vor allem darin, dass diese Übergänge sowohl von Sprachals auch Inhaltsniveaus bestimmt werden. Im Übergang von BICS zu CALP zum Beispiel werden Zwischenstufen erreicht, die bereits bilingualen oder noch fremdsprachlichen Lernprozessen zugeordnet werden können. Insbesondere im fortgeschrittenen FU gewinnen auch Inhalte, Themen und Sachverhalte immer mehr an Bedeutung, sodass hier Gemeinsamkeiten größer werden und manche effektive FU-Stunde auch eine erfolgreiche CLIL-Stunde sein kann. In den Zwischenbereichen der Übergänge kann man also durchaus von hybriden Lernprozessen ausgehen, die sowohl in bilinguale Module als auch in einen (fortgeschrittenen) FU integrierbar sind. Der hauptsächliche Unterschied zwischen CLIL und dem FU besteht allerdings darin, dass ersterer primär inhaltsgesteuert abläuft, während der FU zuallererst dem Spracherwerb und der Anbahnung interkultureller Kompetenzen dient, wobei gerade diese Kompetenzen wiederum zahlreiche Gemeinsamkeiten mit CLIL-Modulen aufweisen und in den vorgelegten 10 Unterrichtseinheiten dokumentiert sind. Der curriculare Einfluss inhaltsorientierter Spracharbeit ist bemerkenswert: CLIL im Kontext von content, cognition, communication und culture <?page no="32"?> 31 Ever since bilingual lessons have been introduced in German schools and are becoming more popular and so a more common day phenomenon, they have had an impact on the general outline of the teaching of foreign languages, due to the promising evaluation results. Foreign language education is generally being rethought and redesigned, because bilingual lessons encapsulate the opportunity to proceed with a stronger basis on content, beyond “only communicating” - the technical term Content and Language Integrated Learning (CLIL) speaks for itself. (Nijhawan 2015) Die spezifischen Merkmale des bilingualen Unterrichts werden damit allerdings nicht verwischt: inhaltlich wie linguistisch behält dieses Unterrichtskonzept als motivierende Herausforderung ein hohes Entwicklungspotenzial. Dabei stehen die folgenden Aspekte im Fokus: ▶ Perspektivenwechsel und authentische Textvielfalt; ▶ Ausdifferenzierung von task verbs und Darstellungsvielfalt; ▶ 4Cs Parameter und Diskursfunktionen; ▶ der Dreiklang zwischen bilingualen Fachkompetenzen, sprachlichen Fertigkeiten und sachfachlicher Diskursfähigkeit; ▶ Advance organizer und worksheet compass; ▶ Motivlage und Erwartungshaltung; ▶ Translanguaging statt code-switching; ▶ Primat der Inhalte; ▶ Language follows content; ▶ Übergänge von BICS zu CALP; ▶ inhaltsbezogenes und sprachliches Scaffolding; ▶ Kontinuum von Sprache und Inhalt. Zur Konzeption der Unterrichtseinheiten Die vorliegenden Unterrichtseinheiten (engl. units) 1 bis 3 sind für die Jahrgangsstufen 7, 8 und 9 mit Bezug auf die in der Sekundarstufe 1 vorgesehenen Fachthemen und nach den curricularen Vorgaben für das Fach politische Bildung (unterschiedliche Namensgebung in verschiedenen Bundesländern) zusammengestellt worden. Die Unit 1 (Migration - Where I come from and where I go) knüpft an die Erfahrungen der Lernenden an, die in der Begegnung mit unterschiedlichen ethnischen Gruppen aber auch nach Deutschland Geflüchteten - hier vor allem in Willkommensklassen - die eigene Situation und die der Menschen aus anderen Ländern verstehen lernen. Dabei werden Ursachen der Migration, die Notlage von Geflüchteten und ihre schwierige, oft mit Rückschlägen verbundene Integration in eine neue Lebenswirklichkeit an konkreten Beispielen nachvollziehbar gemacht. So wird bereits in der Anfangsphase den Besonderheiten des bilingualen Sachfach-Unterrichts (im Folgenden: CLIL) Rechnung getragen, vor allem dem Perspektivenwechsel von self zu otherness und den damit verbundenen unterschiedlichen Sichtweisen, die möglichst von Voreingenommenheit frei sind. Wie alle folgenden Units ist Migration CLIL im Kontext von content, cognition, communication und culture <?page no="33"?> 32 sowohl als Einzelmodul geeignet als auch als Einstiegsthema für einen schulischen Kontext, der den Aufbau eines bilingualen Zuges ab der Jahrgangsstufe 7 vorsieht. Die im Unterricht primär verwendete Fremdsprache kann darüber hinaus den third space schaffen, auf dessen ‚neutralem’ Boden sich Denkweisen und Äußerungsformen verschiedener Kulturen treffen, austauschen und ohne einschränkende Vorurteile verstehen lernen. Der zweite Schwerpunkt dieses ersten Moduls, Where I go, betont auch die positiven Aspekte von Migration in einer globalisierten Welt, die vor allem neue Horizonte und Erfahrungen bereitstellt - und dies in bisher nicht bekanntem Ausmaß. Die zweite Unit (Brand Awareness) verbindet die Lernbereiche Wirtschaft, Umwelt und Nachhaltigkeit und öffnet den Blick auf Konsumgewohnheiten der Lerner und deren Schattenseiten. Auch hier wird mit CLIL ein third space eröffnet, der nicht nur ein kritisches Bewusstsein-- im Sinne von critical thinking - schult, sondern auch Handlungsmöglichkeiten aufzeigt, die mit Stichworten wie sustainability und fair trade (in Unit 7) wieder aufgegriffen werden. In der Unit 3 (Fake News) sollen sich die Schüler mit der Rolle der Medien im politischen System wie auch in ihrem privaten Kontext auseinandersetzen. Sie werden herausfinden, welche Nachrichten sie selbst interessieren und woher sie die meisten Nachrichten beziehen. Die Aufmerksamkeit und das Gespür der Schüler für Medienkritik sind so zu schärfen. Im Weiteren geht es um verschiedene Termini und Definitionen rund um das Thema Falschmeldungen. Außerdem sollen die Schüler in einer Schlagwortwolke darstellen, welche Konzepte sie mit dem englischen Begriff „Fake News“ und dem deutschen Begriff „Falschmeldungen“ verbinden. Einen ökologischen Schwerpunkt, der ebenfalls im Curriculum der Sekundarstufe 1 verankert ist, beinhaltet die Unit 4 (Windparks and Energy), in der die in den meisten Industrieländern vollzogene Energiewende mit unterschiedlichen Sichtweisen erarbeitet wird. Für die lernende Generation sind alternative Energien, die Entwicklung der E-Mobilität und die Endlichkeit der Ressourcen fundamentale Themen, die nicht nur globale Zusammenhänge beschreiben, sondern auch die Lebenswirklichkeit der Zukunft prägen werden. Der Themenbereich ist in besonderer Weise mit fachspezifischem Vokabular und Diskursen verbunden, sodass in dieser Vertiefung von CLIL die sprachlichen Anforderungen erhöhter Aufmerksamkeit bedürfen und mit einem differenzierten Scaffolding aufgefangen werden sollen, weil hier die Dialektik zwischen Inhalt und Sprache gewissermaßen auf den Prüfstand gestellt wird. Diese Units bündeln die Themen des Politik-Curriculums in der Sekundarstufe 1 und leiten über zu den Vertiefungen politischer Analysen in den Abschlussklassen der Oberstufe bis zur Abitur-Prüfung. In der Eingangsphase, mit ökologischen und sozio-politischen Schwerpunkten, wird in Unit 5 (Oil Sands and Fracking) die Erhaltung der natürlichen Umwelt und die Gefahren sozio-ökonomischer Eingriffe in globale Lebensgrundlagen thematisiert. Damit werden einerseits der Blickwinkel der Schüler erweitert und - im Sinne des CLIL Ansatzes-- außereuropäische Sichtweisen in den Mittelpunkt gestellt. Andererseits können sie die eigenen Handlungsmöglichkeiten im Bereich der Ökologie erfahrbar machen, indem Ursachen-Folge Relationen thematisiert und analytische Fähigkeiten geschult werden. CLIL im Kontext von content, cognition, communication und culture <?page no="34"?> 33 In der Qualifikationsphase werden die curricularen Schwerpunkte des Sachfaches mit politischen und ökonomischen Inhalten und Themen abgebildet. Mit dem Brexit (Unit 6) werden nicht nur die ökonomischen Folgen einer basis-demokratischen Entscheidung von 2016 erfasst, sondern die Perspektiven auf unterschiedliche nationale Reaktionen analysiert und in den Kontext von Wirtschaft und Politik gestellt. Die abschließenden Halbjahre thematisieren unter diesem Stichwort (Globalisierung) ökologische, ökonomische und politische Aspekte der internationalen Beziehungen. Deren Mehrdimensionalität soll mit Fairtrade and Sustainability (Unit 7) zunächst den unmittelbaren Erfahrungsbereich der Lerner erfassen, dann aber auf der analytischen Ebene Wirkungszusammenhänge und Verantwortlichkeiten transparent machen. Eine der unmittelbaren Folgen weltweiter Konflikte wird in den Migrationsprozessen, den push- und pull-Faktoren und den sozialen Abwehrreaktionen beschrieben. Die abschließende Unit Responsibility to Protect - Hotbeds of International Crises (Unit 8) basiert in Teilen auf der Scenario-Methode und gibt einen exemplarischen Überblick über wichtige Krisenregionen, die Ursachen von Kriegen und Konflikten und - wo vorhanden - mögliche Lösungsstrategien und ihre wichtigsten Akteure der UNO und anderen internationalen Bündnissystemen. Alle 8 Units (inklusive der zusätzlichen Units 9 und 10) sind zum Download verfügbar. Es wird ausreichend Platz zum Ausfüllen der Worksheets bereitgestellt. Im Überblick: Unit 1: Migration - Where I come from and where I go (Sek 1: Jahrgangsstufe 7/ 8, 3./ 4. Lernjahr, A2/ A2+) Unit 2: Brand Awareness (Sek 1: Jahrgangsstufe 8, 4. Lernjahr, A2/ B1) Unit 3: Fake News and the Media (author: Marie C. Schaper) (Sek 1: Jahrgangsstufe 9, 5. Lernjahr, A2/ B1) Unit 4: Windparks and Energy (Sek 1: Jahrgangsstufe 10, 6. Lernjahr, B1/ B2) Unit 5: Oil Sands and Fracking (Sek 2: Jahrgangsstufe 11, 7. Lernjahr, B2/ B2+) Unit 6: Brexit and European Perspectives (Sek 2: Jahrgangsstufe 12, 8. Lernjahr, B2/ B2+) Unit 7: Fairtrade and Sustainability (Sek 2: Jahrgangsstufe 12/ 13, 8./ 9. Lernjahr, B2/ B2+) CLIL im Kontext von content, cognition, communication und culture <?page no="35"?> 34 Unit 8: Responsibility to Protect: Hotbeds of International Crises (Sek 2: Jahrgangsstufe 13, 9. Lernjahr, B2/ C1) Literaturverzeichnis Coyle, Do (2008): The 4 C’s model, Abrufbar unter: https: / / clilingmesoftly.wordpress.com/ clil-models-3/ the-4-cs-model-docoyle/ ; letzter Zugriff: 5.5.2017. Coyle, Do, Philip Hood & David Marsh (2010): Content and Language Integrated Learning. Cambridge: University Press. Dalton-Puffer, Christiane (2013): Diskursfunktionen und generische Ansätze. In: Hallet, Wolfgang & Frank G. Königs (Hrsg.): Handbuch Bilingualer Unterricht. Seelze: Klett/ Kallmeyer, 138-145. De Florio-Hansen, Inez (2016): Effective Teaching and Successful Learning. Bridging the Gap between Research and Practice. Cambridge: University Press. De Florio-Hansen, Inez (2014): Lernwirksamer Unterricht. Eine praxisorientierte Anleitung. Darmstadt: Wissenschaftliche Buchgesellschaft (WBG). De Florio-Hansen, Inez & Bernd Klewitz (2010): Fortbildungshandreichung zu den Bildungsstandards Englisch und Französisch. Kassel: University Press. De Florio-Hansen, Inez & Bernd Klewitz (2009): Bildungsstandards und Empowerment. Bildung Bewegt. Amt für Lehrerbildung, 3/ 2009, 24-27. Europarat (2001): Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. Berlin (u.a.): Langenscheidt. Hallet, Wolfgang & Frank G. Königs (Hrsg.) (2013): Handbuch Bilingualer Unterricht. Content and Language Learning. Stuttgart: Klett. Hattie, John (2009): Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London and New York: Routledge. Hattie, John (2012): Visible Learning for Teachers. Maximizing impact on learning. London and New York: Routledge. Leimgruber, Yvonne (o.A.): Polity, Policy, Politics. Abrufbar unter: http: / / alt.politischebildung.ch/ grundlagen/ didaktik/ polity-policy-politics/ ; letzter Zugriff: 5.5.2017. Hessisches Kultusministerium (HKM) (Hrsg.) (2013): Kerncurriculum gymnasiale Oberstufe. Wiesbaden. Abrufbar unter: https: / / kultusministerium.hessen.de/ sites/ default/ files/ media/ kcgo-pw.pdf; letzter Zugriff: 5.5.2017. Klewitz, Bernd (2017): Scaffolding im Fremdsprachenunterricht. Unterrichtseinheiten Englisch für authentisches Lernen. Narr: Tübingen. Klewitz, Bernd (2013): Sprachmittlung als Lernaufgabe: Teaching English Through Pictures. In: De Florio-Hansen, Inez & Erwin Klein (Hrsg.): Sprachmittlung im Fremdsprachenunterricht. Giessen: Giessener Fremdsprachendidaktik: online 3. KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland) (2013): Bericht „Konzepte für den bilingualen Unterricht - Erfahrungsbericht und Vorschläge zur Weiterentwicklung“. Abrufbar unter: http: / / www.kmk. CLIL im Kontext von content, cognition, communication und culture <?page no="36"?> 35 org/ fileadmin/ Dateien/ veroeffentlichungen_beschluesse/ 2006/ 2006_04_10-Konzeptebilingualer-Unterricht.pdf; letzter Zugriff: 5.5.2017. Lasagabaster, David (2013): The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning 6(2), 1-21. Leisen, Josef (2005): „Wechsel der Darstellungsformen: Ein Unterrichtsprinzip für alle Fächer“. Der Fremdsprachliche Unterricht Englisch 78, 9-11. Mentz, Olivier (2013): Lehrpläne und Curricula für den Bilingualen Unterricht. In: Hallet, Wolfgang & Frank G. Königs (Hrsg.): Handbuch Bilingualer Unterricht. Seelze: Klett/ Kallmeyer, 87-94. Niedersächsisches Kultusministerium (2014): “Operatoren für das bilinguale Sachfach Politik/ Wirtschaft”. Hannover. Nijhawan, Subin (2015): About global discourse competence - transforming the classroom into a global arena: we need to talk! Abrufbar unter: http: / / polecule.com/ 2015/ 12/ 03/ about-global-discourse-competences-transforming-the-classroom-into-a-global-arenawe-need-to-talk/ ; letzter Zugriff: 5.5.2017. Schwarz, Hellmut & Jörg Rademacher (Hg) (2011): English G 21, A 6. Berlin: Cornelsen. Thürmann, Eike (1999): Zwischenbilanz zur Entwicklung der bilingualen Bildungsangebote in Deutschland. Abrufbar unter: http: / / arbeitsplattform.bildung.hessen.de/ fach/ bilingual/ Magazin/ block_1449496906.html; letzter Zugriff: 5.5.2017. Vollmer, Helmut J. (2013): Das Verhältnis von Sprach- und Inhaltslernen im Bilingualen Unterricht. In: Hallet, Wolfgang & Frank G. Königs (Hrsg.): Handbuch Bilingualer Unterricht. Seelze: Klett/ Kallmeyer, 124-131 Vygotsky, Lev S. (1962): Thought and Language. Cambridge, MA: MIT Press. Wegener, Anke (2011): Weltgesellschaft und Subjekt. Bilingualer Sachfachunterricht. Habilitationsschrift. Universität Hamburg. Wellenreuther, Martin (2010): Lehren und Lernen - aber wie? Grundlagen der Schulpädagogik 50, 179-188. Zydatiß, Wolfgang (2010): Scaffolding im Bilingualen Unterricht: Inhaltliches, konzeptuelles und sprachliches Lernen stützen und integrieren. Der Fremdsprachliche Unterricht: Englisch. Scaffolding im Bilingualen Unterricht. Heft 106, Jahrgang 44. Seelze/ Velber: Friedrich Verlag, 2-6. Zydatiß, Wolfgang (2013): Kompetenzerwerb im Bilingualen Unterricht. In: Hallet, Wolfgang & Frank G. Königs (Hrsg.): Handbuch Bilingualer Unterricht. Seelze: Klett/ Kallmeyer, 131-138 CLIL-Forschungsprojekte In einer Podiumsdiskussion werden die Effektstärken kommentiert, die John Hattie aus seinen Mega-Analysen ableitet: Hattie 19.4.2012 - https: / / www.youtube.com/ watch? v=wl60iS-IwCg&spfreload=10; letzter Zugriff: 5.5.2017. CLIL im Kontext von content, cognition, communication und culture <?page no="37"?> 36 Auf der Webseite von „one stop english“ werden vielfältige Ressourcen für ELT (English Language Teaching) präsentiert, u.a. mit einem Schwerpunkt auf CLIL: onestopenglish http: / / www.onestopenglish.com/ clil/ methodology/ articles/ article-language-concepts-and-procedures-why-clil-does-them-better/ 500731.article; letzter Zugriff: 5.5.2017. Das Projekt „bilingual curriculum“ der Goethe Universität Frankfurt/ Main befasst sich mit der Entwicklung eines Orientierungsrahmens für den bilingualen Politik- und Wirtschaftsunterricht und erarbeitet „global discourse competencies“: www.polecule.com; letzter Zugriff: 5.5.2017. Ein Überblick über die Funktion von advance organizers mit zahlreichen Anwendungsbeispielen (unter anderem der KWL chart) wurde von der Universität Albany (NY State) erarbeitet: The Knowledge Network for Innovations in Learning and Teaching, NY. Abrufbar unter: http: / / tccl.rit.albany.edu/ knilt/ index.php/ UNIT_2-_What_are_some_examples_of_advance_organizers_and_how_can_they_be_used%3F; letzter Zugriff: 5.5.2017. Die Studie der Europäischen Union zum bilingualen Unterricht: Eurydice 2006: CLIL at school in Europe. Abrufbar unter: http: / / ec.europa.eu/ dgs/ education_culture/ repository/ languages/ library/ studies/ clil-call_en.pdf; letzter Zugriff: 5.5.2017. CLIL im Kontext von content, cognition, communication und culture <?page no="38"?> Unit 1: Migration - Where I come from and where I go (Sek 1: Jahrgangsstufe 7/ 8, 3./ 4. Lernjahr, A2/ A2+) Allgemeine Erziehungsziele: Friedenserziehung und kulturelle Praxis; Menschenwürde und Gleichheitsgrundsatz; Perspektivenwechsel; Medien kritisch analysieren; Standpunkte verstehen und vertreten Ziele fremdsprachlicher Bildung: Lesekompetenz schulen; Informationen über Sachverhalte verarbeiten; landeskundliche und interkulturelle Kenntnisse; Arbeiten mit Texten und Landkarten; Interessen verstehen und zuordnen; Standpunkte abwägen und beurteilen Inhalte und Themen: Belonging; A welcome culture; Children on escape; Migration in history and time lines; German immigration to the USA; The promise of liberty and freedom; European perspectives; The boat is full - or is it? Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): A2: Kann Sätze und häufig gebrauchte Ausdrücke verstehen, die mit Bereichen von ganz unmittelbarer Bedeutung zusammenhängen; kann sich in einfachen, routinemäßigen Situationen verständigen, in denen es um einen einfachen und direkten Austausch von Informationen über vertraute und geläufige Dinge geht; kann mit einfachen Mitteln die eigene Herkunft und Ausbildung, die direkte Umgebung und Dinge im Zusammenhang mit unmittelbaren Bedürfnissen beschreiben (Europarat 2001: 35). A2+: Kann aus einfacheren schriftlichen Materialien wie Briefen, Broschüren oder Zeitungsartikeln, in denen Ereignisse beschrieben werden, spezifische Informationen <?page no="39"?> 38 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go herausfinden (ebd.: 76); kann relevante Informationen austauschen (ebd.: 82); kann im Rahmen seiner/ ihrer Erfahrungen und begrenzten Kompetenz aus einem kurzen Text Schlüsselwörter, Wendungen und kurze Sätze heraussuchen und wiedergeben (98); kann elementare Sprachfunktionen ausführen und auf sie reagieren, z.B. auf einfache Art Informationen austauschen, Bitten vorbringen, Meinungen und Einstellungen ausdrücken (ebd.: 122). Sachfach-Curriculum Po/ Wi Konflikt und Konsens in der sozialen Gruppe und Menschenwürde: Umgang mit Minderheiten, Fremdenfeindlichkeit und Umgang mit Randgruppen, Subkulturen; Fremde bei uns, wir als Fremde, Fremdenfeindlichkeit, Menschenwürde, Gleichheitsgrundsatz, Schutz vor staatlicher Willkür Sprachfokus: thematisch orientierte Redemittel und Strukturen; summarising and analysing texts; CLIL discourse and word fields; reading and listening comprehension; mediation; interpretation and individual research; negotiation of meaning and perspectives Lehr- und Lernstrategien: comparisons and presentations; plenary discussions; crib sheets*; word search; thinkpair-share*; double circle*; bar graph; guided and independent content-based research; letter to the editor Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of activities and procedures, peer scaffolding; plenary discussions, findings of research); summatives Feedback: Ergebnisse von Präsentationen und Gruppenarbeit; draft-system (Leserbriefe) Übersicht Unit 1: Migration - Where I come from and where I go Unterrichtsstunde 1 Worksheet 1: Where I come from … 42 Unterrichtsstunde 2 Worksheet 2: A welcome culture 44 <?page no="40"?> 39 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheets 1 bis 8: Anregungen zum Vorgehen Mithilfe eines Fragebogens erörtern die Schüler Einzelheiten über die Herkunft ihrer Familie und gleichen die Ergebnisse im Plenum ab, die auch in einer Grafik (bar graph) zusammengestellt werden können. In der anschließenden Diskussion werden Aspekte erörtert, die die Zugehörigkeit zu einer bestimmten ethnischen Gruppe bestimmen und die Position von Minderheiten in einer Gesellschaft beschreiben. Mit einem Lückentext werden allgemeine Informationen zum Thema Migration und Minderheiten präsentiert, das Leseverständnis überprüft und Ursachen in einem crib sheet festgehalten. Einige Schriftzeichen aus den Sprachen von Asylbewerbern werden als Willkommensgruß wiedergegeben, um die Bedeutung des Spracherwerbs zu demonstrieren. Aufnahmebereitschaft und Ablehnung in der Flüchtlingsdebatte werden kontrastiert und die Collage einer Schulklasse zum gleichen Thema wird ausgewertet. Die Herkunftsländer asylsuchender Kinder und ihre traumatischen Erlebnisse während der Flucht - am Beispiel einer Erzählung des schwedischen Schriftstellers Mankell-- werden genauer untersucht, wobei im Mittelpunkt das Verstehen und die weitere Bearbeitung eines Video Clip Ausschnitts steht. Die Beschäftigung mit der Geschichte der Migration eröffnet ein tieferes Verständnis historischer Abläufe und relativiert die Wahrnehmung einer „Flüchtlingskrise“ in den Zielländern. In drei Schritten wird die deutsche Einwanderung in die USA während des 19. Jahrhunderts beleuchtet, um die Gründe für Migration genauer zu fassen, Bedingungen einer erfolgreichen Integration nachzuvollziehen, aber auch politische Auseinandersetzungen und die Abwehr sozialer Bewegungen (German anarchists in Chicago) in den Blick zu nehmen. Dabei wird auch die Substanz des amerikanischen Freiheitsversprechens problematisiert. Unterrichtsstunde 3 Worksheet 3: Children on escape 47 Unterrichtsstunde 4 Worksheet 4: Migration in history 50 Unterrichtsstunde 5 Worksheet 5: German immigration to the USA 53 Unterrichtsstunde 6 Worksheet 6: The promise of liberty and freedom 56 Unterrichtsstunde 7 Worksheet 7: European perspectives 58 Unterrichtsstunde 8 Worksheet 8: The boat is full - or is it? 60 <?page no="41"?> 40 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved analysis, assessment, negotiation, critical thinking, anticipating and-evaluating debates worksheet compass guiding questions and outcomes study objectives, peer-scaffolding, research advance organizer* complex task guided research, evaluation of letters peer scaffolding, double circle, working in groups, plenary and panel discussion, evaluation, letter to the editor crib sheets*, useful phrases, discourse files worksheet 1 Where I come from … task 1: answer, report, create task 2: discuss task 3: read, sketch questionnaire, double circle*, bar graph, rubric, gapped text worksheet 2 A welcome culture task 4: identify task 5: study task 6: discuss, evaluate re-write, summary, mediation*, pro-/ con-table worksheet 3 Children on escape task 7: read, sketch, research task 8: listen, describe, compare research, group puzzle*, video clip running sheet Aus der europäischen Geschichte können Schüler erfahren, dass die Dimensionen der Vertreibungen nach dem Zweiten Weltkrieg - geplant und gebilligt von den Alliierten (hier durch einen Redeauszug Churchills vor dem britischen Unterhaus belegt) - das Nachkriegsdeutschland vor weit umfangreichere Integrationsprobleme gestellt hat, als die nunmehr vor allem von Populisten instrumentalisierte Debatte um die deutsche Willkommenskultur, zu der als Reaktion auf einen kritischen Leserbrief die Schüler abschließend Stellung nehmen können. Die Option, dabei die Fremd- oder Muttersprache zu benutzen, liegt in der Natur des bilingualen Arbeitens - wie auch die an mehreren Stellen vorgeschlagene Mediation entsprechender Quellen. Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. <?page no="42"?> 41 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go worksheet 4 Migration in history task 9: read, create, outline task 10: discuss, mediate timeline, interpretation, mediation* worksheet 5 German immigration to the USA task 11: read, differentiate task 12: outline, discuss task 13: summarise, discuss pushand pullfactors, rubric, crib sheet*, points for discussion worksheet 6 The promise of liberty and freedom task 14: compare, discuss, juxtapose think-pair-share*, rubric worksheet 7 European perspectives task 15: explain task 16: research, illustrate explanation, individual research worksheet 8 The boat is full - or is it? task 17: compare, evaluate, comment task 18: read, point out, reply think-pair-share*, letter to the editor (worked example) <?page no="43"?> 42 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 1: Where I come from … Task 1: Belonging Questionnaire: Answer the questions in the box individually and then swap your results in a double circle*. Report in plenary and together create a bar graph showing numbers and countries of origin. Q A Where does your family come from originally? Have they always lived in your home town? Where were your grandparents born? Did they ever move to another town or country? When … Why … Has anyone in your family ever emigrated? Where did they go? When and why … Task 2: Who is who in ethnic groups Discuss which of the following aspects decide a person’s ethnic group. Work in pairs and then share the results in plenary. Voc.: ethnic: relating to a particular race, nation or tribe and their customs and traditions Scaffolding aspect important, not important because … religion sex language skin colour country of origin political opinions <?page no="44"?> 43 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Describe your own ethnic group. Why do you belong to this group? Is your group a minority group in your own country? Task 3: Migration and minorities Read the text and fill in the gaps. Sketch five reasons for migration on a crib sheet*. Mobility and migration have become important features of ………. modern European societies. European societies today have to deal with the meeting of ………. world views, cultural traditions, languages, ………. beliefs as well as notions of human existence. Since the inception of European unification, Europeans have ………. become mobile. There are different reasons for this ………., among them employment, education, and partnership. In addition to European national and cultural ………., globalisation as well as the history of labour migration and colonialism brought about cultural ………. and conflicts that go beyond traditional European cultural parameters. Due to such changes, Europe has long been ………. of multicultural societies - although many societies only slowly become aware of this fact. Immigrants from within and outside the European Union have established themselves and have added new features and perspectives to ………. societies. Another dimension of ………. is the situation of (national) minorities, in particular in the post-communist European societies. Awareness of this dimension ………. only after 1989. Adapted from: Bundeszentrale für politische Bildung: http: / / www.bpb.de/ veranstaltungen/ netzwerke/ nece/ 128901/ citizenship-education-within-the-context-of-migration-and-minorities (last accessed June 2018) Voc.: inception: Gründung; heterogeneity: Vielfalt; encounters: Begegnungen; parameters: Einflussfaktoren; diversity: Vielfalt Scaffolding Word box: increased - diversity - European - composed - encounters - heterogeneity-- mobility - increasingly - religious - different - describing Crib sheet (5 reasons): … <?page no="45"?> 44 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 2: A welcome culture Task 4 Immigrants arriving in a foreign country need to learn a new language. Here are four ways of saying welcome in their own language; identify the language and try to re-write: Task 5: Civic support and violent rejection Study the main developments in the German debate about asylum seekers and tick the correct information, using the think-pair-share* format. The year 2015 entered the collective memory of Germany’s population as the year of the “refugee crisis”. Never before in the history of the Federal Republic of Germany were the numbers of incoming asylum seekers higher. The reactions among the population oscillated between euphoric readiness to take in refugees and violent rejection of those seeking protection, between a “welcome culture” and the demand for isolation, between cosmopolitanism and nationalism. There was unparalleled civic support for refugees which often enabled housing and supplies for the refugees since the public structures seemed to have been temporarily overstrained, considering the sheer number of asylum seekers. At the same time, violent acts against refugees and their accommodation facilities also increased significantly. … The images of Germans welcoming refugees at train stations with applause and signs stating “Refugees Welcome” went around the world. But the initial euphoria during the ‘long summer of migration’ subsequently cooled down considerably. Doubts began to arise as to whether Germany would actually be able to integrate so many people. Studies conducted by the Bertelsmann Foundation about the welcoming culture in Germany confirm this trend. … The study also shows that a society shaped by immigration is largely being viewed as normal by the younger generation. http: / / www.bpb.de/ gesellschaft/ migration/ laenderprofile/ 262814/ current-challenges-and-future-developments (last accessed June 2018) Voc.: oscillate: schwanken; euphoric: überschwänglich; violent rejection: heftige Zurückweisung; cosmopolitanism: Weltläufigkeit; overstrained: überlastet; accommodation facilities: Unterkünfte; shaped by: geformt von <?page no="46"?> 45 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go  Images of Germans who welcomed refugees at train stations went around the world.  People supported refugees by offering supplies and housing without any problem.  In 2015, the number of arriving asylum seekers was at its highest point ever.  During the “long summer of migration”, the initial euphoria went on.  It was doubted whether so many people could be integrated into German society.  There were more violent acts against refugees.  Young people think that a society shaped by immigrants is quite normal. Task 6: Refugees in Germany Discuss the poster created by a German school class (seventh grade) and juxtapose the entries in a pro/ con table (mediation* required). Evaluate your findings in plenary. Alfred-Wegener-Schule Kirchhain: Poster Year 7. Photo: Bernd Klewitz Scaffolding pro immigration contra immigration Flüchtlingsunterkunft im Friedrichsdorfer Rathaus geplant Messerstecherei in Sylter Flüchtlingsunterkunft E: … E: … Bundeswehr verstärkt Einsatz in der Flüchtlingshilfe Länder beraten über Wegfall von Visa- Erleichterungen für Balkanländer E: … E: … <?page no="47"?> 46 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Betriebe werden für Flüchtlinge zur Ersatzfamilie Die Koalition vertagt sich E: … E: ... Wetteraukreis: Flüchtlinge können wohl doch in Kaserne unterkommen Flüchtlinge müssen Nahverkehr nicht immer bezahlen E: … E: … Stadt Frankfurt begrüßt Flüchtlinge und dankt Helfern Schäfer-Gümpel: Investitionen in Wohnungsbau und Integration E: … E: … Weniger Arbeitslose: Flüchtlingszustrom ohne Auswirkungen Flüchtlinge fürchten den nahen Winter E: … E: … Baumarkt wird Unterkunft für bis zu 1000 Flüchtlinge Fünf Grenzübergänge nach Deutschland E: … E: … Zahl der Notunterkünfte für Flüchtlinge steigt auf 15 Spurensicherung nach Brandstiftung in Flüchtlingsheim beendet E: … E: … <?page no="48"?> 47 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 3: Children on escape Task 7: Children looking for freedom Read the text and, in groups, sketch the flight route from the three countries to Europe on the map. Using a group puzzle*, research the country profiles of Eritrea, Afghanistan and Syria and enter your findings in the scaffolded table. (Link: http: / / www.bpb.de/ shop/ lernen/ falter/ 254953/ kinder-auf-der-flucht, pdf: “Kinder auf der Flucht”, last accessed June 2018) Text Some children have to go a long way to find freedom in a safe country. They cannot stay at home because they are afraid to be killed in a war or abducted by terrorists. But they also fear what will happen to them on their way to Europe, travelling through deserts and making their way through the Mediterranean Sea on insecure boats. It is dangerous to stay and just as dangerous to go. And they do not know how they will survive in a foreign country. Stories of their flight are as different as their reasons for escape. Many children and teenagers come from Eritrea, Afghanistan or Syria. (translation by BK) http: / / www.bpb.de/ shop/ lernen/ falter/ 254953/ kinder-auf-der-flucht (last accessed June 2018) <?page no="49"?> 48 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Scaffolding Eritrea Afghanistan Syria location Africa, … Central Asia, … Middle East, … political situation factual dictatorship, … democracy on paper,-… dictatorship, … population 5 million people, … 31 million people, … 22 million people, … Task 8: The story of “Tea-Bag” (Henning Mankell) Listen to the first 5 minutes from the story “Tea-Bag” and describe the protagonist’s dangerous flight to Europe. In the “running sheet” below, you will find some useful information to employ in your outline. Work in tandems and compare your results in plenary. Henning Mankell “The Shadow Girls” (2012) On one of the last days of the 20th century, a young girl from Nigeria has escaped drowning in the Mediterranean Sea and finds herself interned in a Spanish camp. “The most important thing was not to rush up from her uncomfortable cot with the misguided notion that something momentous was about to occur. By now she knew that nothing ever happened to her.” The girl calls herself “Tea-Bag” to hide her country of origin and get a better chance to be granted asylum in Europe. (BK) Video: https: / / www.youtube.com/ watch? v=Ns9OZz4GBoo (last accessed June 2018) Scaffolding (Film clip - running sheet) episodes the girl … her hopes … back in her village … beside the mountain disjointed images of her escape trying not to leave her dreams … the air of expectation aboard freedom has a scent a life where fear, hunger and hopelessness were not the only reality <?page no="50"?> 49 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go her first lesson in the camp … a morning ritual that helped her avoid being overcome with sudden panic … nothing ever happened here … the first lesson aboard the smuggler’s boat … placed their lives into the hands of the ruthless human smugglers … ferried over to the waiting ship … forced them down into the cargo area … desperation or the fear that had driven them to break up from various hells on earth shipwreck … the ship hit a reef and the Greek sailors had left in life boats leaving the people in the cargo hold to save themselves Europe let us down before … how many people had drowned … cries for help still pulsated in her head … … praised her luck - she had survived, she had arrived arrested at the Spanish beach … greeted by guard dogs and Spanish border guards … harsh spot light had picked her out … dogs had run up to her … the soldiers surrounded her with their shiny weapons the refugee camp … lucky to be one of the few survivors from that mouldering ship from Africa … placed in a refugee camp with its barracks and tents, leaky showers and dirty toilets dreams destroyed a refugee meant … she didn’t expect her loneliness to leave her soon … people in the refugee camp, so varied in their language, dress and terrible experiences … nothing to look forward to <?page no="51"?> 50 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 4: Migration in history Task 9: A barbarian invasion Read the text and create a timeline of immigration outlining the most important events. Share your results in plenary. Text In the ancient history of migration flows, the first period is documented between the years 300 to 700 and commonly known as the time of “barbarian invasions” (German: “Völkerwanderung”). The term “barbarian” refers to very different peoples on the move in Europe during this time. Most of them left their homes to find better places to live by moving westward and settling down. This brought about far-reaching changes within the Roman Empire and marked the transition from Antiquity to the Middle Ages. In the first phase of the Migration Period (between 300 and 400), Germanic peoples took control of many areas of the Western Roman Empire. The second phase (400 to 700) was dominated by Slavic Tribes (collectively referred to as the “Huns”) settling in Central and Eastern Europe. One of their leaders, Attila, died in 453 and the Hunnic Empire fell apart. Cultural contacts during the Middle Ages (630-1450) brought about a great influence of the Orient, leaving many remains of Islamic architecture and science in Spain (Al- Andalus) and Sicily, where Arabic Muslims ruled for more than a century (630-750). Although the followers of Mohammed (570-632) spread their religious convictions uniting the Arabic tribes and sending out troops to the north, east and south around the Mediterranean region, at least in Southern Europe, Christians, Jews and Muslims lived peacefully together. It was a coexistence quite unique in history and only terminated when in the Battle of Tours (732) the Franks defeated the Muslims, turning back Islam from Europe. During the Crusades (1100-1300), the Christian-Islamic relationships turned into fierce confrontations and bloody wars. Earlier, Charlemagne, King of the Franks was crowned Holy Roman Emperor (800). He united much of Western Europe and is considered the father of both the French and the German Monarchies. Conquests and ensuing migrant movements never really stopped during the following millennium. As from 835, Vikings from Denmark, Norway and Sweden began to invade northern Europe. They would continue until 1042, but from time to time were turned back. In 1066, William of Normandy, a French Duke, conquered England in the Battle of Hastings, becoming King of England and changing the British Isles permanently - even the English language with a strong French influence on words and customs. The Mongol Empire was founded by Genghis Khan (1206). King John of England had to sign the Magna Carta (1215), a document binding the king to the law and giving common people some basic people’s rights. The Hundred Years War between England <?page no="52"?> 51 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Voc.: Orient - Occident: Morgenland - Abendland; Antiquity: Altertum; Middle Ages: Mittelalter; terminated: beendet; conquests: Eroberungen; ensuing: folgend; impact: Einfluss; customs: Sitten und Gebräuche Scaffolding The timeline of European migrant movements Date Events 300-700 barbarian invasions 300-400 Germanic peoples … 400-700 Slavic Tribes (the “Huns”) … 453 … 570 … 630-1450 Orient meets the Occident 630-750 … 732 … 800 … 835-1042 … 1066 … 1206 … 1215 … 1100-1300 Crusades: … 1337 … 1347 … 1453 … and France for control of the French throne began in 1337, followed by the Black Death in Europe only 10 years later. Almost half of the people in Europe were killed by this disease. In 1453, the Ottoman Empire captured the city of Constantinople, marking the end of the Eastern Roman Empire, also known as Byzantium. (BK) <?page no="53"?> 52 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Task 10: Discuss the research finding „Langfristig profitieren die Einwanderungsländer von den Neuankömmlingen“ (mediation* required). Migrationsforscher haben festgestellt, dass Zielländer von den neuen Einwanderern profitieren können. Dies gelte vor allem langfristig, wenn dort eine gewisse Offenheit und ein Interesse daran besteht, Wissen und Fähigkeiten der Immigranten zu integrieren, ihre Sprachkenntnisse zu entwickeln und den Arbeitsmarkt zu öffnen. Damit können die Zuwanderer auf Augenhöhe leben und am gesellschaftlichen Leben teilnehmen. In der Geschichte der Migrationsbewegungen sind viele Neuerungen dadurch entstanden, dass ein Austausch von kulturellen und wissenschaftlichen Errungenschaften stattgefunden hat. (BK) Voc.: Migrationsforscher: migration researcher; Zielländer: target countries (of immigration); Arbeitsmarkt: labour market; auf Augenhöhe: on equal footing; Migrationsbewegungen: migration flows; Neuerungen: innovations; Errungenschaften: achievements Scaffolding research finding interpretation in the long term: target countries profit from new arrivals openness interest in skills and knowledge of immigrants live on equal footing participate innovations achievements exchange <?page no="54"?> 53 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go The German Forty-Eighters and Carl Schurz Millions of European immigrants reachedthe United States inthe 19 th century, amongthem five million Germans between 1815 and 1860 and another three million between 1845 and 1854. The first German migrants left their country for economic reasons, as farmland became scarce - a result of existing inheritance customs - and they were unable to survive or support their families. The second emigration wave was mainly due to political reasons. The collapse of the German revolution in 1848 forced activists to leave their country to escape aristocratic repressions and in some cases the death penalty. They became known as the Forty-Eighters referred to as radicals because of their democratic and liberal views. Worksheet 5: German immigration to the USA Task 11: Reasons for emigration The push and pull factors are a standard means to investigate reasons for worldwide migration, issues referring to asylum seekers and economic refugees. Read the information and differentiate between push and pull factors to be sorted out in the grid. Voc.: push factors: reasons for people leaving their home country; pull factors: why people are attracted to certain countries Immigration is a global phenomenon. Reasons for migration can be categorized into push and pull factors. Depending on which region or countries emigrants come from, one category will prevail. This also has a strong influence on the expectations of emigrants concerning their new country of residence and the reactions of the local population. (BK) Push and pull factors of migration: social security - poverty and starvation - no career chances - freedom - family connections - political suppression - education - good job opportunities - civil wars - economic benefits - religious persecution push factors pull factors … Task 12: The German Forty-Eighters Outline the reasons why so many Germans immigrated to the US during the 19 th century - including the Minnesota poster below - and discuss how Carl Schurz became an outstanding example of successful integration in his new home country. <?page no="55"?> 54 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Voc.: scarce: knapp; inheritance customs: regulation of farm ownership -only the oldest male heir was able to continue as a farmer, his siblings were forced to find other trades or emigrated; emigration wave: Auswanderungswelle; secretary of the interior: Innenminister https: / / screenshots.firefox.com/ gqzcslmmNJiBAnli/ collections.mnhs.org (last accessed June 2018) German emigrants Carl Schurz … A case in point, and one of their most famous members, was Carl Schurz (1829-1906). Born near Cologne, he studied in Bonn and joined the German revolutionary movement of 1848. After his participation in rebellions, he had to flee Germany and arrived in New York in 1852. He settled as a farmer in Wisconsin, practised law later and played an active part as Union general (North) in the American Civil War (1861-1865) against the Confederacy (South) and the struggle for the emancipation of the slaves. In 1869, he was elected US senator for Missouri and later became secretary of the interior in the US government. On the opening of the Chicago World’s Fair (1893) he made this statement: “I have always been in favor of a healthy Americanization, but that does not mean a complete disavowal of our German heritage. It means that our character should take on the best of that which is American, and combine it with the best of that which is German. By doing this, we can best serve the American people and their civilization.” (quoted from: http: / / www.germanheritage.com/ biographies/ mtoz/ schurz.html, last accessed June 2018) <?page no="56"?> 55 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Task 13: Social Movements and Chicago’s Haymarket On a crib sheet*, summarise the events leading to the execution of German activists after the Haymarket riots in Chicago and discuss why their memory is almost neglected in mainstream history. Social movements and Labor Day (US) Labor Day - celebrated almost worldwide - is the 1 st of May. Why this is not the case in the US (first Monday of September every year) might be considered as a peculiar twist in history, but is in fact closely connected to a series of tragic events in Chicago, which took place more than a century ago, not far from the Loop in Haymarket. The only official landmark, dedicated in 1887, to commemorate the Haymarket Tragedy of May 4 th , 1886, is almost hidden and embedded in the pavement, containing only the slightest hint at the legal scandal connected with it. It reads: A decade of strife between labor and industry culminated here in a confrontation that resulted in the tragic death of both workers and policemen. On May 4, 1886 spectators of a labor rally had gathered around the mouth of nearby Crane’s Alley. A contingent of police approaching on Des Plaines Street were met by a bomb thrown from just south of the alley. The resultant trial of eight activists gained worldwide attention for the labor movement and initiated the tradition of “May Day” rallies in many cities. What the plaque does not tell is the fact that most of these activists were anarchists of German extraction, who were tried, condemned to death, and some of them hanged for a crime that they had not committed. They had not even been near the place of action at the time in question. One of them, August Spies, uttered these words before he died: “The day will come when our silence will be more powerful than the voices you are throttling today”. John Altgeld, Governor of Illinois, a native of Frankfurt, was able to convert at least some of the sentences and save innocent lives. (BK) Voc.: considered: betrachtet; twist in history: Laune der Geschichte; the Loop: in downtown Chicago - the late 19 th century cable car turnarounds and elevated railway encircling the area gave the Loop its name; embedded: eingelassen; labor rally: Arbeiterkundgebung; trial: Gerichtsverhandlung; commit a crime: ein Verbrechen begehen; throttle: erwürgen; convert a sentence: Urteil abwandeln, hier abmildern Crib sheet: labour rally in Chicago … Points for discussion: protest leaders were … More information: http: / / www.chicagohistoryresources.org/ dramas/ overview/ over.htm (last accessed June 2018) <?page no="57"?> 56 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 6: The promise of liberty and freedom Task 14: Compare the two images of the Statue of Liberty on Liberty Island (NYC) and discuss the issue of promising freedom and restricting immigration at the same time - use the think-pairshare* format. Juxtapose the terms “freedom” and “liberty” and their differing meanings. The cartoon (in the satirical magazine “Judge” from 1890; image 1) attacks a government proposal to make immigration to the US more difficult and restrict it. The caption reads: „Mr. Windom,“ she says, „if you are going to make this island a garbage heap, I‘m going back to France.“ The French sculptor Auguste Bartholdi (1834-1904) created the Statue of Liberty as a monument representing freedom and democracy for the United States. It was constructed in Paris and during its inauguration (1886) Bartholdi climbed it to release the tricolor French flag that veiled Liberty‘s face. (BK) Image 1: © Cornell University - PJ Mode Collection of Persuasive Cartography, https: / / digital.library.cornell.edu/ catalog/ ss: 19343182 (last accessed August 2018) Image 2: https: / / commons.wikimedia.org/ wiki/ File: Liberty-statue-from-front.jpg (last accessed June 2018) <?page no="58"?> 57 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Comparison and discussion promising freedom restricting immigration … … Scaffolding The meanings of “liberty” and “freedom” might overlap, but the basic difference refers to state control (Latin: libertas = Roman goddess of liberty, associated with the granting of liberty to slaves) as opposed to personal independence (Old English: freedom = state of free will, ability to do as one wills). Juxtapose the following definitions along those lines in the rubric below: ▶ the state of being free to enjoy personal, social and political activities ▶ power or right of doing, thinking, speaking according to choice ▶ being free from control or other restrictions ▶ persons can act on their own free will and govern themselves, take responsibility for their actions ▶ the power to enjoy one’s actions independently ▶ independence from state control, external or foreign rule, restrictions or other influences Voc.: overlap: sich überschneiden; state control: staatliche Kontrolle; restriction: Einschränkung Juxtaposing freedom liberty … … <?page no="59"?> 58 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 7: European perspectives Task 15: Forced migration after 1945 In your own words, explain Winston Churchill’s point of view and the consequences it had for the German population in the Eastern territories. Winston Churchill in the House of Commons on 15 December 1944: The Poles are free, so far as Russia and Great Britain are concerned, to extend their territory, at the expense of Germany, to the West. I do not propose to go into exact details, but the extensions, which will be supported by Britain and Russia, bound together as they are by the 20 years‘ Alliance, are of high importance. Thus, they gain in the West and the North territories more important and more highly developed than they lose in the East. ... It would, of course, have to be accompanied by the disentanglement of populations in the East and in the North. The transference of several millions of people would have to be effected from the East to the West or North, as well as the expulsion of the Germans—because that is what is proposed: the total expulsion of the Germans—from the area to be acquired by Poland in the West and the North. For expulsion is the method which, so far as we have been able to see, will be the most satisfactory and lasting. There will be no mixture of populations to cause endless trouble, as has been the case in Alsace-Lorraine. A clean sweep will be made. I am not alarmed by the prospect of the disentanglement of populations, nor even by these large transferences, which are more possible in modern conditions than they ever were before. … Nor do I see why there should not be room in Germany for the German populations of East Prussia and of the other territories I have mentioned. http: / / hansard.millbanksystems.com/ commons/ 1944/ dec/ 15/ poland (last accessed June 2018) Voc.: expense: Kosten; expulsion: Vertreibung; disentanglement of populations: ‘Entflechtung’ der Bevölkerung; transference: Umsiedlung; acquire: hinzugewinnen Scaffolding Churchill points out … - Polish people are free - gain territories - lost land in the East - of lesser importance German people - driven out - Germans - total expulsion - avoid a mixture of populations - clean sweep - not alarmed - no room for Germans in other Eastern territories Task 16: In an individual research, find out and illustrate (possibly in a conversation with your grandparents) how after 1945 German people expelled from Eastern Europe (“Heimatvertriebe- <?page no="60"?> 59 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go ne”) were integrated in post-war Germany and how the existing population coped with the influx of more than 12-16 million people. Heimatvertriebene (“homeland expellees”) are 12-16 million German citizens (regardless of ethnicity) and ethnic Germans (regardless of citizenship) who fled or were expelled after World War II from parts of Germany annexed by Poland and the Soviet Union and from other countries, who found refuge in both West and East Germany, and Austria. Voc.: expelled: ausgewiesen; annexed: einverleibt Research results: <?page no="61"?> 60 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 8: The boat is full - or is it? Task 17: Compare the 1991 cover page of the German magazine “Der Spiegel” with the current debate about the refugee issue in present-day Germany. Using the think-pair-share* format, evaluate your findings in plenary by commenting on the often-used phrase “Das Boot ist voll”. © DER SPIEGEL 37/ 1991, Online: http: / / www.spiegel.de/ spiegel/ (last accessed February 2018) Task 18: Willkommenskultur - revisited (target activity) Read this letter to the editor and point out in your reply why giving in to right-wing propaganda will not help to resolve the refugee issue in Germany or Europe. Using German or English is your choice. <?page no="62"?> 61 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Leserbrief Steilvorlage für das rechte Lager Dass es der Bundeskanzlerin vor allem darum geht, sich durch ihre Position zum derzeitigen Migrationsstrom gegen “rechts” abzugrenzen ... liegt auf der Hand. Aber es häufen sich (endlich) auch kritische Stimmen aus den eigenen Reihen, wobei diese sich hauptsächlich auf die Anzahl der Migranten beschränken, der wir offensichtlich nicht mehr gewachsen sind. Weitestgehend aber versäumen die etablierten Parteien, eine wesentliche Tatsache mit konkreten Konsequenzen für unsere Gesellschaft offen anzusprechen: dass der überwiegende Teil der Migranten junge, muslimische Männer sind, die, wie zunehmend erkannt, zunächst kaum in den Arbeitsmarkt integrierbar sein werden. Das bereitet Sorge. Kommen sie aus einem schwachen oder nicht funktionierenden Staat und wuchsen sie in einem religiösen Umfeld auf, das unsere humanistischen Werte nicht kennt und lebt, muss auch die Frage gestellt werden, wie sie sich in eine demokratische, freiheitlich denkende und auf Gleichberechtigung basierende Gesellschaft integrieren wollen und können. Hierauf geben weder die Bundeskanzlerin noch andere etablierte Parteien Antworten - sie meiden schlicht die Frage und bleiben dabei brav politisch korrekt. Damit geben sie dem rechten Lager eine Steilvorlage und senden kein deutliches Signal an Migranten, was Integration in Deutschland bedeutet. Wibke Schmidt, Bonn (printed in FAZ 2016) My reply / meine Antwort: Dear editor / Sehr geehrte Damen und Herren Answering Ms. Schmidt’s letter in your paper ... / Als Antwort auf den Leserbrief von Frau Schmidt in Ihrer Zeitung ... <?page no="63"?> 62 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheets 1 bis 8: Lösungen Worksheet 1: Where I come from … Task 1: ad lib. Task 2: ad lib. Task 3: Mobility and migration have become important features of describing modern European societies. European societies today have to deal with the meeting of different world views, cultural traditions, languages, religious beliefs as well as notions of human existence. Since the inception of European unification, Europeans have increasingly become mobile. There are different reasons for this mobility, among them employment, education, and partnership. In addition to European national and cultural heterogeneity, globalisation as well as the history of labour migration and colonialism brought about cultural encounters and conflicts that go beyond traditional European cultural parameters. Due to such changes, Europe has long been composed of multicultural societies - although many societies only slowly become aware of this fact. Immigrants from within and outside the European Union have established themselves and have added new features and perspectives to European societies. Another dimension of diversity is the situation of (national) minorities, in particular in the postcommunist European societies. Awareness of this dimension increased only after 1989. Crib sheet (5 reasons): employment, education, partnership, labour migration, colonialism Worksheet 2: A welcome culture Task 4: A r a b i a n D a r i ( A f g h a n i s t a n ) P a s h t o ( A f g h a n i s t a n / P a k i s t a n ) F r e n c h http: / / www.bpb.de/ shop/ lernen/ falter/ 254953/ kinder-auf-der-flucht (last accessed June 2018) <?page no="64"?> 63 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Task 5:  Images of Germans who welcomed refugees at train stations went around the world.  People supported refugees by offering supplies and housing without any problem.  In 2015, the number of arriving asylum seekers was at its highest point ever.  During the “long summer of migration”, the initial euphoria went on.  It was doubted whether so many people could be integrated into the German society.  There were more violent acts against refugees.  Young people think that a society shaped by immigrants is quite normal. Task 6: pro immigration contra immigration Flüchtlingsunterkunft im Friedrichsdorfer Rathaus geplant Messerstecherei in Sylter Flüchtlingsunterkunft E: accommodation for refugees planned by city council E: knife attack in refugee accommodation Bundeswehr verstärkt Einsatz in der Flüchtlingshilfe Länder beraten über Wegfall von Visa- Erleichterungen für Balkanländer E: German army intensifies help for refugees E: States discuss dispensation of Visa relief concerning Balkan countries Betriebe werden für Flüchtlinge zur Ersatzfamilie Die Koalition vertagt sich E: companies become replacement families for refugees E: the coalition adjourns Wetteraukreis: Flüchtlinge können wohl doch in Kaserne unterkommen Flüchtlinge müssen Nahverkehr nicht immer bezahlen E: refugees might find accommodation in army barracks E: refugees don’t always have to pay for public transport Stadt Frankfurt begrüßt Flüchtlinge und dankt Helfern Schäfer-Gümpel: Investitionen in Wohnungsbau und Integration E: The city of Frankfurt welcomes refugees and thanks supporters E: investment in housing and integration required Weniger Arbeitslose: Flüchtlingszustrom ohne Auswirkungen Flüchtlinge fürchten den nahen Winter <?page no="65"?> 64 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go E: less unemployment: refugee influx without impact E: refugees afraid of impending winter conditions Baumarkt wird Unterkunft für bis zu 1000 Flüchtlinge Fünf Grenzübergänge nach Deutschland E: hardware store will turn into accommodation for up to 1.000 refugees E: five border crossings into Germany Worksheet 3: Children on escape Task 7: Eritrea Afghanistan Syria location Africa, bordering the Red Sea, size: 124,000-km² Central Asia, landlocked, size: 652,000 km² Middle East, bordering the Mediterranean Sea, size: 124,000 km² political situation factual dictatorship, no opposition allowed, obligatory military service and forced labour democracy on paper, fighting the terrorist Taliban was supported by NATO, still many terrorist attacks dictatorship, civil war, the regime suppresses any opposition, many cities in ruin, many refugees under the age of 17 population 5 million people, 9 different ethnic groups, every second person under the age of 15, average age: 19, one of the world’s poorest countries 31 million people, average age: 18, mostly Muslims, 80% work in agriculture 22 million people, 5 million fled the country since the start of the civil war in 2011, plenty of oil sources, but suffering economy, 13.5 million depend on humanitarian help Task 8 Film clip - running sheet episodes the girl … her hopes Imagined to be still back in her village … beside the mountain Disjointed images of her escape Trying not to leave her dreams She could still remember the air of expectation aboard Freedom has a scent she thought A life where fear, hunger and hopelessness were not the only reality <?page no="66"?> 65 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go her first lesson in the camp During the three months in the refugee camp she had developed a morning ritual that helped her avoid being overcome with sudden panic By now she knew that nothing ever happened here This was the first lesson she had learned aboard the smuggler’s boat Everyone who had been waiting on the Moroccan beach that night and who had placed their lives into the hands of the ruthless human smugglers had been ferried over to the waiting ship Sailors had forced them down into the cargo area as if they were modernday slaves What had ensnared them were their dreams, their desperation or the fear that had driven them to break up from various hells on earth in order to make their way to freedom shipwreck They had been so close to their goal when the ship hit a reef and the Greek sailors had left in life boats leaving the people in the cargo hold to save themselves Europe let us down before we even arrived, she thought. I will never forget that. She didn’t know how many people had drowned, nor would she ever find out The cries for help still pulsated in her head … When she hit land she had praised her luck She had survived, she had arrived. But for what? arrested at the Spanish beach after she had dragged herself onto the rocky European beach being greeted by guard dogs and Spanish border guards A harsh spot light had picked her out as she lay on the cold wet Spanish beach The dogs had run up to her and then the soldiers surrounded her with their shiny weapons the refugee camp She was being held in a refugee camp in Southern Spain, lucky to be one of the few survivors from that mouldering ship from Africa Afterwards she had been placed in a refugee camp with its barracks and tents, leaky showers and dirty toilets dreams destroyed A refugee meant being lonely She didn’t expect her loneliness to leave her soon The people in the refugee camp, so varied in their language, dress and terrible experiences, imparted through her look or sometimes words had only this in common -nothing to look forward to <?page no="67"?> 66 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Worksheet 4: Migration in history Task 9: The timeline of European migrant movements Date Events 300-700 barbarian invasions 300-400 Germanic peoples control many areas of the Western Roman Empire 400-700 Slavic Tribes (the “Huns”) settle in Central and Eastern Europe 453 Attila dies and the Hunnic Empire falls apart 570 Mohammed born (died in 632) 630-1450 Orient meets the Occident 630-750 Spain (Al-Andalus) and Sicily ruled by Arabic Muslims 732 Battle of Tours - the Franks defeat the Muslims and turn back Islam from Europe 800 Charlemagne, King of the Franks, crowned Holy Roman Emperor 835-1042 Viking invasion into northern Europe 1066 Battle of Hastings: William of Normandy, a French Duke, conquers England 1206 Mongol Empire founded by Genghis Khan 1215 King John of England signs the Magna Carta 1100-1300 Crusades: wars between the Holy Roman Empire and the Muslims over the Holy Land 1337 The Hundred Years War begins 1347 The Black Death in Europe 1453 The Ottoman Empire captures the city of Constantinople <?page no="68"?> 67 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Task 10: research finding interpretation in the long term: target countries profit from new arrivals important are openness and interest in skills and knowledge of immigrants; they need to be able to live on equal footing; they can participate by using their skills and talents; in the history of migration flows, innovations were a result of the exchange of cultural and scientific achievements Worksheet 5: German immigration to the USA Task 11: push factors pull factors poverty and starvation freedom no career chances family connections political suppression social security civil wars education religious persecution good job opportunities economic benefits … Task 12: German emigrants Carl Schurz economic reasons; no farmland; political reasons: failed revolution of 1848, fearing death penalty; liberal views, labelled as radicals; attracted by promises in the “land of plenty” escaped from Germany after participating in rebellions; settled as farmer and lawyer; joined the fight against slavery; senator and secretary of the interior; in favour of Americanization without neglecting his German heritage <?page no="69"?> 68 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Task 13: Crib sheet: labour rally in Chicago ended in deaths of policemen and spectators after a bomb thrown into the crowd; the rally was led by anarchists of German extraction; they were condemned to death and some hanged, although none of them near the location; one of the leaders warned before his death that their voices would be heard through their ‘powerful silence’; the Illinois Governor (from Frankfurt) converted some sentences. Points for discussion: protest leaders were anarchists, their memory not acknowledged for a long time; conflicts between labour and industry often violent in the 19 th century; the legal scandal sacrificing innocent lives hidden by a landmark easily overseen, only much later recognized. Worksheet 6: The promise of liberty and freedom Task 14: promising freedom restricting immigration optimistic view open society welcoming foreigners statue threatens to go back to France make immigration difficult limiting number of arrivals freedom liberty the state of being free to enjoy personal, social and political activities; the power to enjoy one’s actions independently; being free from control or other restrictions independence from state control, external or foreign rule, restrictions or other influences; power or right of doing, thinking, speaking according to choice; persons can act on their own free will and govern themselves, take responsibility for their actions Worksheet 7: European perspectives Task 15: Churchill points out to the members of parliament that, as far as his own country and Russia are concerned, the Polish people are free and will gain territories in the West and North. This is because they have lost land in the East which, Churchill believes, is of lesser importance and quality. As a result, German people living in these areas are to be driven out - he calls this “disentanglement of populations”. The Germans will have to suffer total expulsion as the best method to avoid a mixture of populations that might cause trouble. As in the example of Alsace-Lorraine, a clean sweep will be made. He is not alarmed by this and also believes that there is no room for Germans in other Eastern territories (like East Prussia). <?page no="70"?> 69 Unit 1: Migration - Where I come from and where I go Unit 1: Migration - Where I come from and where I go Task 16: ad lib. Worksheet 8: The boat is full - or is it? (target activity) Task 17: Drawing on examples from tasks 5 and 6: welcome culture vs. nationalism, support for refugees, great numbers, violent acts, young generation: immigration is normal; entries in the poster: helping refugees vs. acts of violence, housing problems Task 18: Leserbrief: individuelle Lösungen <?page no="71"?> Unit 2: Brand Awareness (Sek 1: Jahrgangsstufe 8, 4. Lernjahr, A2/ B1) Allgemeine Erziehungsziele: Historische Entwicklungen einordnen; Abwägung von kommerziellen und selbstbestimmten Interessen; Konsumverhalten problematisieren; Perspektivenwechsel vornehmen; Medien kritisch analysieren; Standpunkte verstehen und vertreten Ziele fremdsprachlicher Bildung: Lesekompetenz schulen; Informationen über komplexe Sachverhalte verarbeiten; Landeskundliche und interkulturelle Kenntnisse; Arbeiten mit Texten und Visualisierungen; Interessen verstehen und zuordnen; Standpunkte abwägen und beurteilen Inhalte und Themen: Taboo game; Brand names; A casual day; Meanings of logos; His or hers? (gender issues); Social media; Global differences and issues; Practising AIDA; Shopping-habits; Self-assessment Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): A2: Kann Sätze und häufig gebrauchte Ausdrücke verstehen, die mit Bereichen von ganz unmittelbarer Bedeutung zusammenhängen (z.B. Informationen zur Person und zur Familie, Einkaufen, Arbeit, nähere Umgebung); kann sich in einfachen, routinemäßigen Situationen verständigen, in denen es um einen einfachen und direkten Austausch von Informationen über vertraute und geläufige Dinge geht; kann mit einfachen Mitteln ... Dinge im Zusammenhang mit unmittelbaren Bedürfnissen beschreiben. <?page no="72"?> 71 Unit 2: Brand Awareness B1: Kann die Hauptpunkte verstehen, wenn klare Standardsprache verwendet wird und wenn es um vertraute Dinge aus Arbeit, Schule, Freizeit usw. geht; kann sich einfach und zusammenhängend über vertraute Themen und persönliche Interessengebiete äußern; kann über Erfahrungen und Ereignisse berichten, Träume, Hoffnungen und Ziele beschreiben und zu Plänen und Ansichten kurze Begründungen oder Erklärungen geben (Europarat 2001: 35). Sachfach-Curriculum Po/ Wi Funktionen des Marktes: Verkaufen und Kaufen, einfacher Wirtschaftskreislauf, Preis, Angebot, Nachfrage, ökonomisches Prinzip; Geldfunktionen, Einkommen, Vermögen Sprachfokus: thematisch orientierte Redemittel und Strukturen; analysing texts and cartoons; CLIL discourse and word fields; reading and listening comprehension; negotiation of meaning and perspectives; role play; designing an advertisement Lehr- und Lernstrategien: double circle*; comparisons and presentations; plenary discussions; crib sheets*; thinkpair-share*; group puzzle*; placemat activity*; playing a game; independent contentbased research; creating a commercial Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of activities and procedures, peer scaffolding; plenary discussions, findings of research); summatives Feedback: Ergebnisse von Präsentationen, Durchführung und Auswertung einer Werbekampagne Übersicht Unit 2: Brand Awareness Unterrichtsstunde 1 Worksheet 1: Taboo game 75 Unterrichtsstunde 2 Worksheet 2: What is in a name? 76 Unterrichtsstunde 3 <?page no="73"?> 72 Unit 2: Brand Awareness Worksheets 1 bis 9: Anregungen zum Vorgehen Mit brand awareness erarbeiten die Schüler ein Thema, das sowohl im Sachfach-Curriculum der politischen Bildung zentral vorgegeben ist, als auch ihren unmittelbaren Erfahrungsbereich betrifft. Das Tragen von Markenartikeln wird von der Werbebranche intensiv propagiert, prägt auch den schulischen Alltag und führt zu kompetitiven Verhaltensweisen unter der lernenden Generation. Nach einem einleitenden Spiel (worksheet 1) werden in kritischer Absicht und mehreren Stufen Herkunft, Bedeutung und Funktionsweisen der brand names thematisiert (worksheets 2 und 4) und mit einem Perspektivenwechsel Praktiken in anglophonen Ländern analysiert: am Beispiel der Schuluniformen (worksheet 3). Werbung und social media machen sich mittlerweile auch gender differences gezielt zu Nutze (worksheet 5-6), wobei ebenfalls global differences eine große Rolle spielen, die den manipulativen Charakter von verschiedenen Einflussmöglichkeiten beleuchten (worksheet 7). Für einen informierten und kritischen Umgang mit dem Fetisch von Markenartikeln steht das in der Werbeindustrie gängige Akronym AIDA, das als target activity erprobt wird und die inhaltlichen Kompetenzen und Fertigkeiten der Schüler anbahnt (worksheet 8). Im abschließenden worksheet 9 (self-assessment) können die Schüler ihre gewonnenen Einsichten selbst überprüfen. Im erweiterten sprachlichen Aktionsfeld ist formatives Feedback durchgängig in den worksheets angelegt, während summatives Feedback die gewonnenen Erkenntnisse und Fähigkeiten der Schüler in crib sheets, gapped texts, reading comprehension, rubrics, discussions und einer target activity (advertising) dokumentiert. Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. Worksheet 3: A casual day: uniforms versus brand names 80 Unterrichtsstunde 4 Worksheet 4: Logos - what they mean and how they work 84 Unterrichtsstunde 5 Worksheet 5: His or hers? (gender divided advertisements) 86 Unterrichtsstunde 6 Worksheet 6: Social media (the hidden adverts) 88 Unterrichtsstunde 7 Worksheet 7: Global differences and issues 90 Unterrichtsstunde 8 Worksheet 8: AIDA (target activity) 93 Unterrichtsstunde 9 Worksheet 9: Shopping habits and self-assessment 95 <?page no="74"?> 73 Unit 2: Brand Awareness Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved analysis, assessment, negotiation, critical thinking, rating, designing campaign worksheet compass guiding questions and outcomes advance organizer; study objectives, peerscaffolding gaming rules, advertising complex task … peer scaffolding, double circle, working in groups, placemat activity, plenary discussion, presentations crib sheets*, useful phrases, discourse files, rubrics, discussion, interactive conversations, advertising worksheet 1 Taboo game task 1: explain, decide, play game gaming rules, implementing worksheet 2 What is in a name? task 2: fill in the gaps, discuss task 3: select, describe, sort out, outline, discuss task 4: list, read out task 5: characterise, explain group work, round robin*, double circle*, think-pair-share*, gapped text worksheet 3 A casual day: uniforms versus brand names task 6: compare, discuss, assess task 7: study, outline, differentiate, fill in the table, mediate task 8: interview, take notes task 9: write, reflect task 10: discuss, compare think-pair-share*, group puzzle*, interview, role play <?page no="75"?> 74 Unit 2: Brand Awareness worksheet 4 Logos - what they mean and how they work task 11: discuss, describe task 12: interpret, discuss double circle*, cartoon interpretation*, placemat activity* worksheet 5 His or hers (gender divided advertisements) task 13: analyse, describe, compare task 14: identify task 15 (target activity): expound, design, examine, discuss creating a commercial, gallery walk* worksheet 6 Social media (the hidden adverts) task 16: investigate task 17: compare task 18: discuss rubric, role cards for discussion worksheet 7 Global differences and issues task 19: outline, rank task 20: read, mediate, prepare think-pair-share*, placemat activity*, crib sheet* worksheet 8 AIDA (target activity) task 21: compile, explain, collect task 22: discuss, negotiate, compare, design crib sheet*, placemat activity*, advertisement campaign worksheet 9 Shopping habits and self-assessment task 23: rate, discuss, match, negotiate task 24: read, present task 25: assess, explain placemat activity*, gapped text, questions/ answers, self-assessment <?page no="76"?> 75 Unit 2: Brand Awareness Worksheet 1: Taboo game Task 1: Explain the rules of “Taboo” in plenary and decide which popular or well-known brand names will be written on index cards, adding related words to each. Then set up the classroom as described below and play the game. Scaffolding (index cards) Sample of an index card Irn-Bru Scottish drink - competes with Coca Cola and Pepsi - No 2 after whisky - good marketing - energy drink - red in colour - contains some caffeine - sounds like “iron” Scaffolding (rules) A simplified version of the board game “Taboo” Before class, several index cards are created. On each card write one word in a large font with a circle around it, and underneath write 2-4 related words in a smaller font. The goal is for you to get your teammates to guess the circled word. They can say anything they like to try to make them guess, except for the words written on the card. The class is divided into groups of two, and each group’s name appears on the board to keep track of points. Place a desk in the front of the room facing the class, so that someone sitting at it has their back to the board and can’t read it. Place another desk in front of it, so the teammates are facing each other. A team is picked to go first, and they choose a card. The teammates decide who will guess and who will talk. The guesser sits with their back to the board. On the board, making sure the guesser can’t see, write the circled word as well as the other taboo words. The talker then has to try to make their partner guess the circled word without saying it, or any of the other words. After they guess it another group comes up. When all the groups have gone, do it again and have the teammates switch roles. (adapted from: http: / / iteslj.org/ c/ games7.html, last accessed June 2018) <?page no="77"?> 76 Unit 2: Brand Awareness Worksheet 2: What is in a name? Task 2: Fill in the gaps and, in a think-pair-share format*, discuss what is in a name by answering the questions in the second paragraph. Gapped text The Name Jar Unhei is a young ……… girl, who moved to the United States with her parents. At her new school, the children in her class have difficulties in understanding her name and often ……… it. They even make fun of her so that Unhei feels sad and wonders if she should choose another name, sounding American. Her teacher takes pity on her and brings a ……… ……… to class in which the children can ……… a new, American name for her. At the end of the story, the name jar has disappeared because her classmate Joey finds Korean names more interesting and has ……… one for himself, meaning “friend”. (Story by Yangsook Choi, adapted from: https: / / www.teachingchildrenphilosophy.org/ BookModule/ TheNameJar? action=print, last accessed August 2018) Questions: What happened in Unhei’s new school? Why did the name jar ……… at the end? Have you ever felt ……… about your name, like Unhei? Why are names so important to people? You are required to write a ……… about both your first and last names: What does your name ………? What is the ……… of your name? Why did your parents give you your name? Who or what does your name ……… you of? How do you feel about your name and why? (BK) Scaffolding Word bank remind - origin - mean - paragraph - embarrassed - disappear - chosen - suggest - name jar - mispronounce - Korean Task 3: Select three international brands (sports shoes, soft drinks, clothes) and describe what kind of product they are. Use the list “brand images” below, which you need to sort out first. Then, outline what brands they are and which features they have. You might also wish to choose your own products and discuss the choice in your group. <?page no="78"?> 77 Unit 2: Brand Awareness Scaffolding Brand images features brand name New Balance Tandberg Porsche Cup Car Diet Coke healthy - cheap - good value - attractive - tasty - unhealthy dynamic - fast - fun - good design - speedy - retro innovative - successful - reliable - perfection - good quality trendy - fashionable - sporty - keeping fit - ambitious Task 4: In a round robin* activity, think of a popular brand (international or from your own country) and list words associated with it. Then read out your list and make the others guess what article or product this could be. My favourite brand list My brand associated words sports hobby food fashion Task 5: In order to characterise a special product and why people would buy it, you can use a concept list (important words) and discourse phrases (how you talk about it). In a double circle*, explain to a partner why people buy certain products and what might influence their decisions. <?page no="79"?> 78 Unit 2: Brand Awareness Concept list English meaning/ context brand awareness high level of attention, influences consumers in wanting to buy something, only between three and seven brands in each segment hold consumer’s attention, adds value to the product, much money invested by advertising brand recall … brand recognition ... purchase decision wanting to buy something product launch … consumer satisfaction ... ... using the media to promote sales ‘Share a Coke’ campaign with personalised bottles or cans started in Australia with popular names written on the drink, spread through social media ... effective in social networks, spreading through social media, brand identity (Ronald McDonald), family friendly, happy housewives Voc.: brand awareness: Bekanntheit eines Markenartikels; product launch: Produkteinführung; consumer satisfaction: Kundenzufriedenheit Scaffolding Discourse phrases English meaning/ context ... remember product name consumers identify a brand ... we follow brands like rock stars … they sell ideas and lifestyles products made important to one’s own life strengthen the brand’s bond with … … inspire moments of happiness feelings enlist new customers ... <?page no="80"?> 79 Unit 2: Brand Awareness bringing the brand to the attention of an audience … brands with human characteristics Michelin man, ... Voc.: brand: Handelsmarke, Markenartikel; bond: Bindung, Verbundenheit; inspire: erwecken <?page no="81"?> 80 Unit 2: Brand Awareness Worksheet 3: A casual day: uniforms versus brand names Task 6: In Australian schools, once or twice a year, students do not have to wear their school uniforms - but they can come to school in their everyday clothes. This is called a “casual day” and very much enjoyed by all students; often the day is connected with fund raising. In a think-pair-share* format, compare the Australian practice with the ways fund raising is organised in your own school. Discuss differences and assess why there is a connection with lifting the uniform obligation for one day. Voc.: casual: lässig, entspannt (hier: Erlaubnis ohne Schuluniform zur Schule zu kommen); fund raising: Geld sammeln für einen guten Zweck Casual day Each year our student leaders consider holding a ‘gold coin’ charity fundraiser in Term 3 to raise money for people less fortunate than ourselves. This usually coincides with the last day of term with a ‘casual clothes day.’ Read more about it on this blog: http: / / blogs.craigburn.sa.edu.au/ blog/ 2017/ 09/ 19/ doing-it-ina-dress-casual-day-fundraiser/ (last accessed June 2018) casual day fund raising in my school lifting the uniform obligation means freedom for students - they can wear their own clothes we collect money … students are willing to pay for this freedom by giving a dollar or two for a charity and thus support fund raising in their school to help finance … Task 7: School uniforms: the debate In a group puzzle*, study the different statements about wearing school uniforms and outline the facts - differentiate between pros and cons and fill in the table below (some mediation will be required). Before starting the pro/ con debate in your groups, also consider the visual aspects of wearing a uniform as contrasted in the two pictures below from an Australian and a German school. <?page no="82"?> 81 Unit 2: Brand Awareness Statements School uniforms: pro/ con, because: School uniforms are part of the school tradition. They remove peer pressure, because everyone wears the same clothes and support students’ pride in their school. pro: … Für alle Austauschschüler ist es komisch, am Anfang seine von zu Hause gewohnten Kleidungsroutinen und Vorlieben zu vergessen und im Spiegel auszusehen, als wär man neuerdings Schüler in Hogwarts. con: … “If it means that the school rooms will be more orderly and more disciplined, and that our young people will learn to evaluate themselves by what they are on the inside, instead of what they’re wearing on the outside, then our public schools should be able to require their students to wear uniforms.” (President Clinton in a 1996 speech) pro: … School uniforms are too spendy and simply line the pockets of corporate fat cats. con: … Die Uniform nimmt dir morgens beim Fertigmachen für die Schule “die Qual der Wahl”. pro: … Your transition towards adulthood can be hindered with uniforms. Since it is mandatory, you are not given the chance to decide for yourself, which is one of the hallmarks of adulthood. con: … Die Schuluniform steigert wirklich Verbundenheit und Zusammenhalt. pro: … The fact that uniforms are boring is a definite reason why requiring it in schools is a bad idea. con: … Perhaps the worst thing about uncomfortable uniforms is the fact that it can actually get in the way of learning. You focus more on your uniform, instead of what you need to learn at school. con: … Uniforms actually attract bullies. con: … Nach dem ersten richtigen Schultag wirst du sehen, dass alle anderen in der Schule genauso “doof” aussehen wie du. con: … <?page no="83"?> 82 Unit 2: Brand Awareness Uniforms are very costly, too! In fact, Americans spend about $249 on uniforms yearly. con: … If only Facebook had a dislike button, mandatory uniforms would receive the thumbs down from students all over the globe. That’s because no student likes uniforms! You can search every corner in the world and no student would say that he or she loves his or her uniform. con: … Image 1: Luther College in Melbourne has two brands of uniforms, with differently coloured jumpers for junior and senior grades (photo: Bernd Klewitz) Image 2: Year 7 students in a German Middle School (photo: Bernd Klewitz) <?page no="84"?> 83 Unit 2: Brand Awareness Would you personally wear a school uniform if it was possible? pro con … … Task 8: A German no-logo day Agree on a date on which everyone tries to wear something without a logo on it. Afterwards, interview three classmates about their experience. Take notes on how difficult or easy it was for them to find clothes without logos or brand names. Did someone else (friends, family, etc.) recognise the no-logo day? The table below might help you. Student’s name How difficult/ easy was it to find clothes without logos? Did someone else recognise the nologo day? Other interesting points that were mentioned Task 9: In groups of 4-5, write down a dialogue for a little role play, in which you criticise brands in schools on an extra sheet. Afterwards, each group performs in front of the class. Then, reflect on the content of the different role plays. Pay attention to the following questions: ▶ Which problem did the play address? ▶ Have you ever experienced a similar situation yourself or seen a situation like this? Task 10: With a partner, discuss the advantages and disadvantages of both systems - strict dress codes with school uniforms or free choice and risking brand obsession and compare your results in plenary. Advantages: … Disadvantages: … <?page no="85"?> 84 Unit 2: Brand Awareness Worksheet 4: Logos - what they mean and how they work Task 11: Discuss - in a double circle* - why people are attracted by the annual “sales”. Describe how you would act if a good bargain is offered and why you would prefer to buy brand names you know about. Use the scaffolding below. Photo: Bernd Klewitz <?page no="86"?> 85 Unit 2: Brand Awareness Scaffolding “sales” sales cheap or pricey? often in the year: Christmas time, summer sales, end-of-year, winter close inferior products, less quality, old fashioned stuff clearances to make room for new goods: attracts people by cheap bargains price reductions often manipulated (higher price originally, …. Task 12: Interpret the cartoon and discuss the different attitudes shown in the situation. Cartoon Content: key words: … Context/ description: two men fishing on the seafront; one is … Technique: cartoon as part of a card game (ten of crosses) indicates that irony-… Photo Attribution by PhotosForClass.com, https: / / www.flickr.com/ photos/ andertoons-cartoons/ 2428164606/ , http: / / creativecommons.org/ licenses/ by/ 2.0 (last accessed June 2018) <?page no="87"?> 86 Unit 2: Brand Awareness Worksheet 5: His or hers? (gender divided advertisements) Task 13: Analyse the designs on the cans and assume why they appeal to women and men in different ways. Left: https: / / upload.wikimedia.org/ wikipedia/ commons/ 3/ 3c/ Diet-Coke-Can.jpg; right: https: / / upload.wikimedia.org/ wikipedia/ commons/ 3/ 3f/ Lata_de_Coca_Cola_zero.jpg (last accessed June 2018) Scaffolding: Describe and compare pictures Describing: ▶ What can you see? ▶ What is in the background/ foreground/ in the middle …? ▶ What colours are used? In the photo/ picture you can see … The photo/ picture shows/ depicts … ▶ Comparing: ▶ Are there any similarities/ differences in size/ shape/ colour etc.? ▶ Consider what these similarities/ differences mean/ imply. In comparison, it can be seen that … In contrast to …, this picture shows … A is (not) as tall/ colourful/ … as B. This difference could mean that … <?page no="88"?> 87 Unit 2: Brand Awareness Task 14: Can you think of advertisements for Diet Coke and Coca-Cola Zero (No Sugar)? If not, research some commercials online. You can start with the given example and look at similar videos. Work with a partner and compare the ads for Diet Coke and Coca-Cola Zero. Identify differences and similarities in the advertisements. Share your findings in plenary. Example - advertisement link for Diet Coke: https: / / www.youtube.com/ watch? v=LnZnSumfIlE (last accessed June 2018) Example - advertisement link for Coca-Cola Zero Sugar https: / / www.youtube.com/ watch? v=FJud4cv-0vI (last accessed June 2018) Task 15 (target activity): Bring a toy catalogue to school. In pairs, look through some catalogues and cut out any toy that is particularly advertised for boys-only or girls-only. Glue the different toys on one poster for girls and one for boys. Afterwards, pin the paper to the wall. Make a gallery walk* and expound noticeable differences in boysor girls-oriented toys. You may use the categories in the table below or come up with new ones. Categories Boys Girls Colour Theme Products Salience Size Shape Voc.: salience = Auffälligkeiten In groups of 4, design a poster or video film which advertises a product for the other gender. You can use the toy catalogue as an inspiration for a product you want to promote. Keep in mind the differences between advertisements aiming at girls or boys that were discussed previously. Afterwards, the posters/ videos should be examined by the gender they are aiming at. Discuss the aspects of the advertisement that are appealing and things that are striking. Discuss whether the distinction between boy’s and girl’s toys is necessary. Is there any toy that is advertised for the other gender that you would like to own as well? <?page no="89"?> 88 Unit 2: Brand Awareness Worksheet 6: Social media (the hidden adverts) Task 16: You are going to investigate advertisements in social media. The class will be divided into four groups. Each group will focus on a different type of social media. Pay attention to advertisements that are being openly declared and hidden commercials. Afterwards, collect your findings in class using the rubric below. Social media form Examples for declared advertisement Examples for hidden advertisements Proportion between declared and hidden advertisements Facebook Instagram YouTube Blogs The group on blogs can examine different types of blogs (beauty, travel, fitness etc.). Task 17: Compare the effects social media advertisement has on you to the effects of ordinary advertisement (poster, catalogue, TV commercials etc.). From a brand’s perspective, identify the advantages and disadvantages of both forms of commercials. advantages disadvantages social media advertisement ordinary advertisement Task 18: Discuss the following statement with the fishbowl* method: Social media advertisements should not advertise products for children. Therefore, divide up into two groups: group 1 advocate of social media networks and group 2 parents. Come up with arguments for your side and take some notes. Afterwards, hold a fishbowl discussion. <?page no="90"?> 89 Unit 2: Brand Awareness Role Card A: Advocate of Social Media Networks Description: You are against the statement because you want to make money with social media networks and you will, therefore, highlight positive aspects of social media advertisements. Arguments for your side Arguments of opponents Counterarguments to opponent’s arguments Role Card B: Parents Description: Parents are concerned about the fact that advertisements in social media networks might manipulate their children’s will. As there are many so-called “hidden advertisements”, the children often do not recognise the advertisements as such. Arguments for your side Arguments of opponents Counterarguments to opponent’s arguments <?page no="91"?> 90 Unit 2: Brand Awareness Worksheet 7: Global differences and issues Task 19: Outline reasons for the success of these global brands and add your own ranking, using think-pair-share*. Top list of global brands My own ranking Apple Google Coca-Cola Microsoft Toyota IBM Samsung Amazon Mercedes-Benz General Motors … Task 20: Read the text and mediate the contents for your Australian pen pal, who works on a project about child labour in the Third World and the European view on it. Prepare a crib sheet* first. China führt das Ranking der Einfuhrwerte wichtiger Importländer nach Deutschland 2013 deutlich an (Abbildung 2). Bekleidung im Wert von 7,87 Milliarden Euro wird von dort aus nach Deutschland verschifft. Es folgen Bangladesch (3,24 Milliarden Euro) und die Türkei (3,1 Milliarden Euro). Da der Durchschnittswert pro Bekleidungsstück insgesamt niedriger ist als die Preise der Einfuhren aus nicht-asiatischen Ländern, kann somit die mengenmäßige Bedeutung asiatischer Produzenten als deutlich höher angesehen werden. Insgesamt können in Deutschland wertmäßige Importe von 26,58 Milliarden Euro verzeichnet werden, eine Veränderung zum Vorjahr von 2,5%. Bis Ende Juni 2014 ist ein erneuter Anstieg der Textilimporte im Vergleich zum ersten Halbjahr 2013 zu verzeichnen. <?page no="92"?> 91 Unit 2: Brand Awareness http: / / www.bpb.de/ gesellschaft/ bildung/ kulturelle-bildung/ 199046/ wirtschaftsmacht-modeindustrie-alles-bleibt-anders? p=all (last accessed June 2018) Manche [der asiatischen] Exportzonen führen kein nationales Arbeitsrecht, verbieten Gewerkschaften oder deren Aktivitäten. Junge Frauen im Alter von 18 bis 25 Jahren machen gut 60% der Beschäftigten aus. Als Beispiel kann Bangladesch genannt werden. 2,2 Millionen junge Frauen arbeiten in der Textilbranche, anders als in Deutschland aber 13 bis 16 Stunden täglich, leisten zusätzlich Überstunden und das alles bei einem geringen Lohn von 20 Euro pro Monat. Die fehlende Schulbildung bietet den Frauen kaum eine Alternative. Insbesondere die teilweise katastrophalen Arbeitsbedingungen stehen im Mittelpunkt der Kritik von NGOs, die seit den 1990er Jahren in diesem Bereich aktiv sind. Die meisten Unternehmen beriefen sich damals auf die juristische Unabhängigkeit der Lieferanten und wiesen die Kritik der NGOs ab. Erst Ende der 1990er Jahre reagierten die ersten Markenunternehmen; No-Name-Anbieter sowie Anbieter von Billigware verhalten sich bis heute passiv. Bei Auflistung der Kosten eines Kleidungsstückes, das in einem solchen Schwellenland produziert wird, wird sichtbar, wie sich die Bezahlung der Näherinnen gestaltet. Verkauft wird beispielsweise eine Jeans für 14 Pfund (circa 16 Euro), hergestellt wird sie in <?page no="93"?> 92 Unit 2: Brand Awareness Crib sheet China is leading textile imports … Payment of workers in emerging countries … Bangladesch. Die Produktionskosten stellen 5% des Gesamtpreises dar und liegen bei 1,16 US-Dollar. Dabei werden mit 90 Cent die Fabrikkosten gedeckt, 26 Cent sind Gewinn der Fabrik. Zu den Fabrikkosten gehören Löhne und Sicherheitsmaßnahmen. Die restlichen Kosten der Produktion sind Vertrieb, Ladenkosten (zusammen 47%), Transport (20%) und Materialkosten (18%) zuzuordnen. Die Margen sind somit enorm, eine Jeans aus China kostete 2008 nur 6,93 Euro, aus Bangladesch sogar nur 4,72 Euro. Selbst ein No-Name-Shirt mit einem Verkaufspreis von 4,95 Euro erzielt noch einen Gewinn von 13%, etwa 40% der Kosten generieren die deutschen Lohnkosten, Ladenmieten und die Werbung - der Lohn der Näherinnen macht lediglich 2,6% aus. http: / / www.bpb.de/ gesellschaft/ bildung/ kulturelle-bildung/ 199046/ wirtschaftsmacht-modeindustrie-alles-bleibt-anders? p=all (last accessed June 2018) <?page no="94"?> 93 Unit 2: Brand Awareness Worksheet 8: AIDA (target activity) Task 21: On a crib sheet*, compile the brand names mentioned in the text, like “Eduscho, Haribo, Hanuta …”, and explain the characteristics of the products and where they are used. Add other examples that you can find or are already familiar with. In the area of palindromes, collect examples from German and English (as shown in the scaffolding below). Brand names Apart from packaging, the most effective means to promote sales of a product is drawing attention to the name itself, which would have certain characteristics. As brand names are not supposed to contain descriptions of the product, the names have to be found by using other aspects. They could be referring to the producer’s name, as in Eduscho (Eduard Schopf), Haribo (Hans Riegel Bonn), Hakle (Hans Klenk). Another building block is the usage of parts or ingredients of the product, such as Hanuta (Haselnuss Tafel - English “nut”), Osram (parts of osmium and wolfram), Onko (Ohne Koffein). In medical products, often Latin or Greek words are combined. Aspirin, for example, contains words like Asparaginsäure and Spirinsäure, the anti-pain drug Finalgon literally means “stopping the pain” (finis from Latin = end; algos from Greek = pain). The combination of initials is another way of creating product names. HB stands for Hans Bergmann, Agfa for Aktiengesellschaft für Anilinfabrikation, Geha for Georg Hübner. Popular in brand names are also words that can be read in both directions, also called palindromes. Examples are Mum, Ata, Maoam, Uhu. Such names have a high recall value. Employment of prestigious words can also be observed, like Victoria (tool for repairing bikes) or car names like Admiral, Diplomat and Commodore (used to be Opel). Finally, a foreign sounding to a German word is often also added: Nierosta (rostet nie) or Vileda (as good as leather). (BK) Scaffolding Palindromes German English Lagerregal Neben Rentner LOL ... A man, a plan, a canal, Panama wow Don‘t nod I did, did I? My gym … <?page no="95"?> 94 Unit 2: Brand Awareness Crib sheet Eduscho ... Haribo ... Hanuta ... ... ... Task 22: Get together in groups of four and, in a placemat activity*, discuss elements of an advertisement campaign promoting a product of your choice. The principles of AIDA should be used. Negotiate the most convincing aspects and enter them in the middle of the placemat for further use. Compare results in plenary and, back in your group, design the campaign by drawing on slogans, pictures and posters, which would be presented in your classroom. AIDA Asking advertising agencies about their most effective campaigns, they usually come up with the formula AIDA. This is the American acronym for Attention - Interest - Desire of possession - Action. Attention stands for drawing attention to something, interest for a special product, desire for wanting to own it, action for the consumer to go ahead and buy it. <?page no="96"?> 95 Unit 2: Brand Awareness Worksheet 9: Shopping habits and self-assessment Task 23: In this exercise, you can rate yourself according to research categories. In a placemat activity*, discuss these categories first (after matching them! ) and then negotiate your own stance with the other students. Note: it may well be that you would qualify for more than one category. Match categories with profile and fashion aspects, then place yourself. Use the examples below to complete the table. profile fashion Low income less privileged … no life style markets … Desire-oriented (hedonistic) spontaneous individualistic … Mainstream middle of society … don’t need “a big house …” Traditional disciplined … no money out of the window … Green values believe in … authentic clothes … Agile balance between … elegant and extravagant … less interested in fashion and trends; no luxury or brand names; authentic clothes but not only knitted sweaters and batik t-shirts; often outdoor equipment spontaneous, taking risks, live the full life; against routines and conventional values; alternative scene; original, provoking, independent; chilled life style middle of society; adapt and look for compromise; work hard and show responsibility; decisions that make sense elegant and extravagant; trendy clothes; creative; different styles; little designer stores; want to be different don’t need “a big house and Ferrari”; self-confident; no experiments in clothing; well-dressed but not overly modern or trendy no life style markets; nondescript, unobtrusive; limited financial resources <?page no="97"?> 96 Unit 2: Brand Awareness balance between selffulfillment and success; flexible and innovative; open to new experience and modern art; trendy locations individualistic, unique; piercings, tattoos; cultivated but dowdy; design fashion plus flee market; high brand awareness believe in democracy, justice, the environment, try to convince others of their values; interested in other cultures; against prejudices and racism; critical attitudes low consumer demand; no money out of the window; outer appearance not too important; practical clothes; not interested in brand hypes less privileged; try to improve; difficulties in school and family; important: approval, compliments, family; unfair society; lacking success disciplined, quiet and sociable; secure place in society; accept given order; skeptical towards novelties; normal biography; like job, family, children Voc.: nondescript/ unobtrusive: unauffällig; dowdy: nachlässig; adapt: sich anpassen; sociable: gesellig; novelties: Neuheiten Task 24: Read the gapped text about “Fast Fashion” and, in plenary, present some articles you would be likely to buy. Gapped text Changing shopping …….. cause retailers to adapt by following trends and offering fast fashion to their …….. . In this way, the …….. is quicker and varies products, especially those in …….. fashion. The strategy employed by companies is called fast fashion to …….. new articles that accelerate fashion cycles and …….. consumers’ life style and the demand of ……… . Glossy magazines, music, TV and the internet heighten the demand …….. for new looks according to what is worn in clubs and on the streets. Particularly young customers are …….. by fast fashion offered in modern clothes shops like Zara or H&M. They have to continuously react to changing fashion trends and consumer …….. by a renewed product range. (BK) Voc.: retailer: Einzelhändler; turnover: Umsatz; accelerate: beschleunigen; accommodate: befriedigen; craving: Sucht; target: als Zielgruppe angesprochen <?page no="98"?> 97 Unit 2: Brand Awareness Scaffolding Word bank demand - targeted - craving - novelties - accommodate - supply - designer - turnover - customers - habits Task 25: Can you do these things in English? Tick a number on each line. 1 = I can’t do this, 5 = I can do this very well. Explain what things you cannot do so well and what you would like to do about them. Discuss brands 1 2 3 4 5 Describe effects and influences 1 2 3 4 5 Talk about the image and qualities of a product 1 2 3 4 5 Talk about advertising and marketing 1 2 3 4 5 Describe an advert 1 2 3 4 5 Pass on detailed information 1 2 3 4 5 Use advertising language 1 2 3 4 5 <?page no="99"?> 98 Unit 2: Brand Awareness Worksheets 1 bis 9: Lösungen Worksheet 1: Taboo game ad lib. Worksheet 2: What is in a name? Task 2: Gapped text The Name Jar Unhei is a young Korean girl, who moved to the United States with her parents. At her new school, the children in her class have difficulties in understanding her name and often mispronounce it. They even make fun of her so that Unhei feels sad and wonders if she should choose another name, sounding American. Her teacher takes pity on her and brings a jar to class in which the children can suggest a new, American name for her. At the end of the story, the name jar has disappeared because her classmate Joey finds Korean names more interesting and has chosen one for himself, meaning “friend”. (Story by Yangsook Choi, adapted from: https: / / www.teachingchildrenphilosophy.org/ BookModule/ TheNameJar? action=print, last accessed August 2018) Questions: What happened in Unhei’s new school? Why did the name jar disappear at the end? Have you ever felt embarrassed about your name, like Unhei? Why are names so important to people? You are required to write a paragraph about both your first and last names: What does your name mean? What is the origin of your name? Why did your parents give you your name? Who or what does your name remind you of? How do you feel about your name and why? (BK) Answers: She feels embarrassed about her name, because everybody mispronounces it. Her classmate Joey has taken it; he finds Korean names more interesting and chooses one for himself. Ensuing questions: ad lib. <?page no="100"?> 99 Unit 2: Brand Awareness Task 3: Brand images features brand name trendy - fashionable - sporty - keeping fit - ambitious New Balance innovative - successful - reliable - perfection - good quality Tandberg dynamic - fast - fun - good design - speedy - retro Porsche Cup Car healthy - cheap - good value - attractive - tasty - unhealthy Diet Coke Task 4: ad lib. Task 5: Concept list English meaning/ context brand awareness high level of attention, influences consumers in wanting to buy something, between three and seven brands in each segment hold consumer’s attention, adds value to the product, much money invested by advertising brand recall ability to remember a certain brand brand recognition dito purchase decision wanting to buy something product launch start of a product on the market consumer satisfaction happy with product bought brand advertising using the media to promote sales ‘Share a Coke’ campaign with personalised bottles or cans started in Australia with popular names written on the drink, spread through social media <?page no="101"?> 100 Unit 2: Brand Awareness brand characters effective in social networks, spreading through social media, brand identity (Ronald McDonald), family friendly, happy housewives Scaffolding Discourse phrases English meaning/ context recognise/ recall a brand remember product name consumers identify a brand recognise a special product we follow brands like rock stars comparing with music preferences they sell ideas and lifestyles products made important to one’s own life strengthen the brand’s bond with … connecting inspire moments of happiness feelings enlist new customers attract new buyers bringing the brand to the attention of an audience propagating sales brands with human characteristics Michelin man, Ronald McDonald, stylish Mini Worksheet 3: A casual day: uniforms versus brand names Task 6: casual day fund raising in my school lifting the uniform obligation means freedom for students -they can wear their own clothes we collect money on special days (Christmas, Easter Time) to support people in need or organisations students are willing to pay for this freedom by giving a dollar or two for a charity and thus support fund raising in their school to help finance our study excursions, we sell cakes or organise breakfast in our school <?page no="102"?> 101 Unit 2: Brand Awareness Task 7: School uniforms: pro/ con, because: School uniforms are part of the school tradition. They remove peer pressure, because everyone wears the same clothes and support students’ pride in their school. pro: pro: no peer pressure, school pride promoted Für alle Austauschschüler ist es komisch, am Anfang seine von zu Hause gewohnten Kleidungsroutinen und Vorlieben zu vergessen und im Spiegel auszusehen, als wär man neuerdings Schüler in Hogwarts. con: not used to wearing a school uniform, rather strange “If it means that the school rooms will be more orderly and more disciplined, and that our young people will learn to evaluate themselves by what they are on the inside, instead of what they’re wearing on the outside, then our public schools should be able to require their students to wear uniforms.” (President Clinton in a 1996 speech) pro: more important to focus what is inside, more discipline and order School uniforms are too spendy and simply line the pockets of corporate fat cats. con: expensive, only good for profit of companies Die Uniform nimmt dir morgens beim Fertigmachen für die Schule “die Qual der Wahl”. pro: easier to get going in the morning, no pressure on choices Your transition towards adulthood can be hindered with uniforms. Since it is mandatory, you are not given the chance to decide for yourself, which is one of the hallmarks of adulthood. con: cannot decide for yourself, might hinder to become mature Die Schuluniform steigert wirklich Verbundenheit und Zusammenhalt. pro: feeling connected and a unity The fact that uniforms are boring is a definite reason why requiring it in schools is a bad idea. con: uniforms are boring, not goodlooking Perhaps the worst thing about uncomfortable uniforms is the fact that it can actually get in the way of learning. You focus more on your uniform, instead of what you need to learn at school. con: gets in the way of learning because uniform is too important <?page no="103"?> 102 Unit 2: Brand Awareness Uniforms actually attract bullies. con: people make fun of you and threaten you Nach dem ersten richtigen Schultag wirst du sehen, dass alle anderen in der Schule genauso “doof” aussehen wie du. con: looking daft, all with the same looks Uniforms are very costly, too! In fact, Americans spend about $249 on uniforms yearly. con: too expensive, have to be bought every year If only Facebook had a dislike button, mandatory uniforms would receive the thumbs down from students all over the globe. That’s because no student likes uniforms! You can search every corner in the world and no student would say that he or she loves his or her uniform. con: students dislike uniforms, only have a look at Facebook Task 8: Examples of possible entries for the table: ▶ Most clothes, shoes etc. have logos of brand names, sometimes well hidden, normally you do not look for them; ▶ as brand names are normally everywhere to be found it is hard to find clothes without them; if not alerted to the no-logo day people at first won’t notice, but no-logo items look different, not so fashionable; ▶ some logos had to be removed on purpose Task 9: Problems to be addressed: ▶ During sports events advertisements can be seen everywhere, but schools should be neutral and try not to promote certain brands, ▶ a lot of money might be involved, ▶ school communities might be bribed, ▶ unhealthy competition between brands can be expected, ▶ pressure of salespeople and big companies further topis: bullying, poverty, image of humanity (everyone is equal, no matter what they wear) <?page no="104"?> 103 Unit 2: Brand Awareness Task 10: advantages disadvantages school uniforms ▶ no brand obsession ▶ less bullying ▶ everyone is equal ▶ saves money ▶ students spend less time on choosing what to wear ▶ creates a sense of unity ▶ diminishes class differences ▶ creates school spirit ▶ … ▶ students cannot express themselves through their clothing → reduces individuality ▶ can cause additional costs ▶ less freedom ▶ uniforms may be uncomfortable → in case a girl does not like to wear a skirt ▶ … free choice ▶ pupils can express themselves through their clothes ▶ more individuality ▶ more freedom ▶ brand obsession ▶ bullying due to clothing ▶ may be more expensive ▶ pupils worry too much about what to wear/ fashion ▶ clothing reveals the social background ▶ pupils identify less with their school and their classmates ▶ … Worksheet 4: Logos and what they mean Task 11: ad lib. Task 12: Cartoon Content: key words: fishing gear, angling rod, scoop to lift fish out of the water, special equipment, over-dressed Context/ description: two men fishing on the seafront; one is over-equipped with fishing gear and related tools, but his angling rod seems useless, just very close to the shore, <?page no="105"?> 104 Unit 2: Brand Awareness Voc.: scoop: Käscher; bait: Köder; blasé: überheblich; fishbone: Gräten; facial expression: Gesichtsausdruck Worksheet 5: His or hers (gender issues) Task 13: The left may be more appealing to women because: ▶ of the light/ silver colouring ▶ nutrition-conscious women may be more interested in a ‘diet’ product ▶ the curved lettering of ‘diet’ may be more appealing to women ▶ … The right may be more appealing to men because: ▶ of the dark colouring ▶ they might be put off by the word ‘diet’ ▶ the word ‘zero’ is more appealing than ‘diet’ ▶ … Task 14: Depending on the commercials the following findings can be made: Ads for Diet Coke: ▶ focus on the topic of (female) friendship ▶ attractive men are used to impress women in the ad ▶ women having fun ▶ independent women ▶ … Ads for Coke Zero: ▶ represent Coke Zero drinker as a hero ▶ represent Coke Zero drinker as a female heartthrob (Mädchenschwarm) ▶ have resemblance with action trailers/ movies ▶ … the bait sitting on the water surface, no visible results, man is over-dressed, a blasé look on his face, wearing a funny hat; the man confronting him looks very relaxed with a broad grin on his face, scantily dressed and an angling line attached to his big toe - but his fishing results are shown in the heap of fishbone on the ground. Technique: cartoon as part of a card game (ten of crosses) indicates that irony plays a major role; facial expressions of the two men show stark contrasts <?page no="106"?> 105 Unit 2: Brand Awareness Task 15: Categories Boys Girls Colour dark colours (black, grey, blue, green), … light colours, pink, purple, a lot of glitter, … Theme action, heroes, crafting, animals, … fashion, babies, grocery shopping, crafting (sticker etc.), animals … Products cars, action figures, craftsman’s tools, weapons, ... barbies, babies, doll’s house, … Salience boys are often shown in outdoor activities for ads, … girly toys are often meant to be styled (different clothes, hairstyles etc.), … Size small as well as big toys, … small toys, … Shape muscular action figures with huge costumes or weapons, … thin dolls or Barbies, … Poster ad lib. Worksheet 6: Social media (the hidden adverts) Task 16: All social media carry mostly hidden adverts, examples of leisure time activities, food, beauty and sports items; facebook/ Instagram/ blogs with a more personal approach, YouTube with direct adverts, possible to remove by clicks Task 17: advantages disadvantages social media advertisement ▶ easier to reach the target group ▶ can reach more people ▶ more manipulative/ effective ▶ hidden ads are difficult to spot as a consumer ▶ … ▶ costly ▶ difficult to create a brand image only through social media ▶ reaches mostly young people ▶ … ordinary advertisement ▶ less expensive ▶ can create a brand image ▶ reaches more people (also elder generation) ▶ can be easily spotted as ad ▶ does not specifically reach the target group ▶ … <?page no="107"?> 106 Unit 2: Brand Awareness Task 18: Entries for role cards can draw on arguments from the two previous tasks (16 and 17). The fishbowl method needs to be introduced first (according to the glossary*). Worksheet 7: Global differences and issues Task 19: ad lib. Task 20: Crib sheet China is leading textile imports to Germany with 7,87 billion Euros, followed by Bangladesh (3,24 bn) and Turkey (3,1 bn); Asian producers even more important, because value of their products is lower than that of non-Asian countries; imports rising continuously. In some of these export zones lack of national work laws, trade unions; 18 to 25-year old women are the majority of workforce, work for 13-16 hours a day, with pay as low as 20 Euros per month; no alternatives because of poor education; criticism of NGOs mostly rejected by producers. Payment of workers in emerging countries exemplified by cost structure of jeans (16 Euros -1.16 dollars production cost, 26 cents including wages and security, rest consists of material, transport, shop - huge profits also for products from China and Bangladesh) Worksheet 8: AIDA (target activity) Task 21: Scaffolding Palindromes German English Lagerregal A man, a plan, a canal, Panama Neben wow Rentner Don‘t nod LOL I did, did I? Reittier My gym <?page no="108"?> 107 Unit 2: Brand Awareness Es eilt, Liese Red rum, sir, is murder Radar Step on no pets Leo hortet Rohoel Top spot neben Was it a cat I saw? nun Eva, can I see bees in a cave? stets No lemon, no melon Reliefpfeiler Crib sheet Eduscho individual solutions Haribo ... Hanuta ... ... ... Task 22: ad lib. <?page no="109"?> 108 Unit 2: Brand Awareness Worksheet 9 Task 23: Low income Hedonistic Mainstream Traditional Green values Agile p r o f i l e less privileged; try to improve; difficulties in school and family; important: approval, compliments, family; unfair society; lacking success spontaneous, taking risks, live the full life; against routines and conventional values; alternative scene; original, provoking, independent; chilled life style middle of society; adapt and look for compromise; work hard and show responsibility; decisions that make sense disciplined, quiet and sociable; secure place in society; accept given order; skeptical towards novelties; normal biography; like job, family, children believe in democracy, justice, the environment, try to convince others of their values; interested in other cultures; against prejudices and racism; critical attitudes balance between self-fulfillment and success; flexible and innovative; open to new experience and modern art; trendy locations f a s h i o n no life style markets; nondescript, unobtrusive; limited financial resources individualistic, unique; piercings, tattoos; cultivated but dowdy; design fashion plus flee market; high brand awareness don’t need “a big house and Ferrari”; self-confident; no experiments in clothing; welldressed but not overly modern or trendy low consumer demand; no money out of the window; outer appearance not too important; practical clothes; not interested in brand hypes less interested in fashion and trends; no luxury or brand names; authentic clothes but not only knitted sweaters and batik t-shirts; often outdoor equipment elegant and extravagant; trendy clothes; creative; different styles; little designer stores; want to be different <?page no="110"?> 109 Unit 2: Brand Awareness Task 24: Gapped text Changing shopping habits cause retailers to adapt by following trends and offering fast fashion to their customers. In this way, the turnover is quicker and varies products, especially those in designer fashion. The strategy employed by companies is called fast fashion to supply new articles that accelerate fashion cycles and accommodate consumers’ life style and the demand of novelties. Glossy magazines, music, TV and the Internet heighten the demand craving for new looks according to what is worn in clubs and on the streets. Particularly young customers are targeted by fast fashion offered in modern clothes shops like Zara or H&M. They have to continuously react to changing fashion trends and consumer demand by a renewed product range. Task 25: ad lib. <?page no="111"?> Unit 3: Fake News and the Media (author: Marie C. Schaper) (Sek 1: Jahrgangsstufe 9, 5. Lernjahr, A2/ B1) Allgemeine Erziehungsziele: Medien kritisch analysieren; Eigenes Medienverhalten reflektieren; Kompetenter Umgang mit digitalen Medien (digitale Medienkompetenz); Lesekompetenz schulen; Rolle der Medien im politischen Prozess reflektieren; Inhalt von Informationen über komplexe Sachverhalte verarbeiten Ziele fremdsprachlicher Bildung: Landeskundliche und interkulturelle Kenntnisse; Rolle der Medien im internationalen Vergleich; Medien und soziale Netzwerke kompetent nutzen; Interessen verstehen und zuordnen Inhalte und Themen: The role of the media; Fake news and media bias; Distinguishing between ‘Lügenpresse’, alternative and fake news; Political responsibility of social media platforms; Creating a checklist Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): A2: Kann Sätze und häufig gebrauchte Ausdrücke verstehen, die mit Bereichen von ganz unmittelbarer Bedeutung zusammenhängen (z.B. Informationen zur Person und zur Familie, Einkaufen, Arbeit, nähere Umgebung); kann sich in einfachen, routinemäßigen Situationen verständigen, in denen es um einen einfachen und direkten Austausch von Informationen über vertraute und geläufige Dinge geht; kann mit einfachen Mitteln ... Dinge im Zusammenhang mit unmittelbaren Bedürfnissen beschreiben. B1: Kann die Hauptpunkte verstehen, wenn klare Standardsprache verwendet wird und wenn es um vertraute Dinge aus Arbeit, Schule, Freizeit usw. geht; kann sich einfach und zusammenhängend über vertraute Themen und persönliche Interessengebiete äußern; kann über Erfahrungen und Ereignisse berichten, Träume, Hoffnungen und Ziele beschreiben und zu Plänen und Ansichten kurze Begründungen oder Erklärungen geben (Europarat 2001: 35). <?page no="112"?> 111 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Sachfach-Curriculum Po/ Wi: Einfluss der Medien auf den politischen Willensbildungsprozess; Rolle und Funktion der Medien in der Demokratie; Reflexion und Bewertung von Wegen des politischen Urteilens; Öffentlichkeit im Wandel - Medien im politischen Prozess Sprachfokus: Wortfeld für media; thematisch orientierte Redemittel und Strukturen; Zeitungsartikel lesen können; CLIL discourse Lehr- und Lernstrategien: Inside-outside circle*; comparisons; plenary discussions; word concept; crib sheet*; reciprocal teaching*; guided and independent content-based research, word cloud Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten) mit comparisons, plenary discussions, research; summatives Feedback: Bewertung der Verständnisprüfung, Ergebnisse der Checklisten Übersicht Unit 3: Fake News and the Media Unterrichtsstunde 1-2 Worksheet 1: Media Usage 114 Unterrichtsstunde 3-4 Worksheet 2: The Role of the Media 118 Unterrichtsstunde 5 Worksheet 3: Media Bias 120 Unterrichtsstunde 6 Worksheet 4: Terms and Definitions 124 Unterrichtsstunde 7-8 Worksheet 5: Fake News 125 Unterrichtsstunde 9-10 Worksheet 6: Fake News and Facebook 128 Unterrichtsstunde 11-12 <?page no="113"?> 112 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 7: How to fight fake news? (target activity: checklist for recognising fake news) 131 Worksheets 1 bis 7: Anregungen zum Vorgehen Die für die worksheets vorgesehenen Unterrichtsstunden sind für jeweils 90 Minuten geplant. Zu Anfang der Einheit sollen sich die Schüler mit der Rolle der Medien in der Politik wie auch in ihrem privaten Kontext auseinandersetzen. Sie reflektieren ihren Medienkonsum, erhalten einen kurzen Einblick in die Entwicklung (digitaler) Medien und setzen sich mit der Berichterstattung unterschiedlicher Quellen auseinander (worksheets 1 und 2). Danach wird ins Thema der Medienkritik eingestiegen. Es wird auf einseitige Berichterstattung eingegangen wie sie auch deutschen Medien gelegentlich vorgeworfen wird. Die Schüler untersuchen diesbezüglich selbst wie sich die Berichterstattung in mehreren englischsprachigen Ländern unterscheidet (worksheet 3). Nach der Einseitigkeit von Nachrichten wird sich intensiver mit Falschmeldungen auseinandergesetzt. Da es verschiedene Termini und Definitionen rund um das Thema Falschmeldungen gibt, sollen die Konzepte, die hinter den Begriffen stehen, offengelegt und differenziert werden (worksheet 4). Im Anschluss werden die verschiedenen Gründe für die Verbreitung von Fake News erarbeitet und ihre Gefahren analysiert. Gerade im Internet verbreiten sich Fake News schnell. Diesbezüglich werden Algorithmen und Echokammern erklärt und diskutiert welche Rolle soziale Netzwerke wie Facebook bei der Verbreitung von Fake News spielen (worksheets 5 und 6). Die Unterrichtseinheit zielt darauf ab die Medienkompetenz der Schüler zu schulen. Im Zuge dessen sollen die Schüler ihr Wissen in Form einer Checkliste wie man Fake News erkennen kann zur Geltung bringen (worksheet 7). Worksheet compass phase activities of additional activities scaffolding Teachers students planning; backward design analysing and reflecting on the role of the media and fake news analysis, evaluation, critical thinking, discussing solutions discussion, research worksheet compass <?page no="114"?> 113 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) complex task advisor, providing internet links reflect on current situation, develop solutions, evaluate solution strategies discussion, research useful phrases, media vocabulary worksheet 1 Media Usage task 1: explain task 2: compare, discuss, evaluate task 3: reflect task 4: analyse, discuss media concepts worksheet 2 The Role of the Media task 5: sum up, characterise task 6: examine, research, compare task 7: discuss contrast matrix worksheet 3 Media Bias task 8: compare, discuss task 9a: reflect, evaluate, interpret task 9b: expound, discuss task 10: evaluate, take notes, discuss how to read English newspapers worksheet 4 Terms and Definitions task 11: research, present task 12: create worksheet 5 Fake News task 13: research task 14: explain, compare task 15: discuss task 16: assess worksheet 6 Fake News and Facebook task 17: define, reflect, assess task 18: discuss task 19: discuss worksheet 7 How to fight fake news? task 20: develop, evaluate, analyse task 22: evaluate target activity (task 21): creating a checklist formative assessment <?page no="115"?> 114 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 1: Media Usage Task 1: Collect news (from newspapers or magazines, tweets, posts etc.) from the last week. All collected news will be laid down in the middle of the classroom. Choose one news item that you can respond to or which evokes certain thoughts or memories in you. Form an inside-outside circle* and explain to each other why you have chosen your news. Task 2: Fill out the chart below. Exchange and compare your results with your neighbour. Discuss in plenary how the different types of media can have an impact on politics. Evaluate how you would rate the role of the media in a democracy. Do you use this medium? (yes or no) Rate where you get most of the news from (1= most used, 10= least used) Rate the trustworthiness of the types of media (1= most trustworthy, 10= least trustworthy) newspapers news channels websites of newspapers/ news channels apps of newspapers/ news channels radio Facebook Twitter Instagram internet blogs friends others (if applicable): <?page no="116"?> 115 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Task 3: Reflect on the advantages and disadvantages of the following news sources. advantages disadvantages internet television newspapers radio (adapted from: https: / / www.teachingenglish.org.uk/ article/ using-news-articles, last accessed June 2018) Task 4 (additional): Analyse the statistics in Figure 1 and 2. Discuss how the wider use of the internet has affected newspaprs and broadcasters. Figure 1: News platforms that are used by U.S. Americans 18-29 30-49 50-64 65 + TV 27% 45% 72% 85% Online 50% 49% 29% 20% Radio 14% 27% 29% 24% Print newspaper 5% 10% 23% 48% Figure 2: News platforms that are used by U.S. Americans divided into different age groups <?page no="117"?> 116 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) The survey was conducted in Feb. 2016; Pew Research, http: / / assets.pewresearch.org/ wp-content/ uploads/ sites/ 13/ 2016/ 07/ PJ_2016.07.07_Modern-News-Consumer_1-01.png (last accessed June 2018) Scaffolding - Media concepts English concept German concept digital blog tweet/ post linked to facebook (s.b.) Hate speech (on the net) Hassposting clickbait hit (website) livestream short news spam ad blocker print (daily) newspaper tabloid magazine free sheet kostenlose Zeitung street newspaper sound bite headline reporter to cover sth. to issue byline circulation <?page no="118"?> 117 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) print cover (story) Titelblatt (Tietelgeschichte) editor editorial op-ed (=opinion editorial) comment pages domestic/ international news investigative journalism editor’s note editorial independence broadcast breaking news Eilmeldung media coverage to broadcast live watchable to edit to moderate screen general Fourth Estate canard or hoax to be newsworthy spin fake news fact-checking media bias mass media Massenmedien conflicting reports gist <?page no="119"?> 118 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 2: The Role of the Media Task 5: Sum up in a crib sheet*. Characterise the main functions. The role of the media “Democracy was born in Ancient Greece, with the creation of the Greek polis in Athens. So, since that time there have been forms of discussions and decisions that were taken in public, which are also made public for the rest of the people […] by publishing them through the tiles, which were located across the city squares and by informing the people also through verbal calls. […] However, in recent centuries, we have some changes about this situation, because the forum for dialogue on politics and society now is taken by the media. […] The main principle of democracy is that the media have to be free, autonomous and exercise their functions with full responsibility, be able to give the public true, comprehensive and current information. […] It is the financial independence of the media, which enable the media to perform their function in the free form, fair and positive for society.” “It can be stated that the media are a very important element of the social democratic system and one of the main factors in the development of information society. […] The media’s role has grown in the world, where today they have a large influence in politics, and are therefore presented as a source of power, but also the media play the role of the government and the opposition control, by trying to make transparent all their activities. [...] In Western democracies, it can be created the impression that the media and the government are in constant confrontation about their rights and all this war between them is being made in the name of democracy. […] The role of the media in all democracies is extremely big, there is even talk that the role of media in developed democracies also is being considered as the ‘fourth power body’ of the state, because they have a great impact on society.” Danubius University Press, http: / / journals.univ-danubius.ro/ index.php/ communicatio/ article/ view/ 4372/ 4309 (last accessed June 2018) <?page no="120"?> 119 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Task 6: Examine the relationship between popular/ entertainment and quality news using the given example of the UK. Research the frequency of the usage of popular and quality news in Germany and compare the situation in both countries. Entertainment news in the UK “In terms of sources of entertainment news, national newspapers and their websites play a significant role and broadcasters a less significant role compared with other genres. For those with the strongest interest in the subject social media and celebrity-focused magazines are as important as national newspapers and broadcasters. […] There is evidence that online is fuelling interest in this form of news, providing more entertainment news at a greater level of frequency than in a mainly analogue world.” Political news is much more valued entertainment news is much more polarised. People either love it or hate it. Interest is driven by women far more than by men and by the 22% 42% 18% 7% Extremely interested Very interested Somewhat interested Not very interested Not at all interested Dont know 33 % 52% 25 % QS4a/ QS5a: How interested would you say you are in politics news/ entertainment and celebrity news? Male Female 18-24 25-34 35-44 45-54 55+ Very/ extremely interested 10% 21% 21% 33% 22% 11% 5% QS5a: How interested would you say you are in entertainment and celebrity news? Base: UK=2078 , Extremely or very interested (n=323) Figure 1.5j: Interest in entertainment news by age and gender Figure 3: How interested are you in entertainment and celebrity news? Base: UK=2078 Reuters Institute & University of Oxford, http: / / www.digitalnewsreport.org/ survey/ 2013/ interestin-different-types-of-news-2013/ (last accessed June 2018) Task 7: Discuss whether more people buy newspapers for news or for entertainment. <?page no="121"?> 120 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 3: Media Bias Task 8: Read through the following boxes and compare the confidence in news media in Germany to other countries. Discuss the statement “the full range of public opinion is not fully represented by the media” in Germany. Biased News Reporting The digital news report analysed the results from the 2017 Reuters Institute Digital News Report. This report explored the “underlying reasons for low trust in the news media and social media across nine countries (United States (US), UK, Ireland, Spain, Germany, Denmark, Australia, France, and Greece).” Their main findings reveal that biased news reporting is a major reason for a lack of confidence in the news. “Among those who do not trust the news media, the main reasons (67%) relate to bias, spin, and agendas. Simply put, a significant proportion of the public feels that powerful people are using the media to push their own political or economic interests, rather than represent ordinary readers or viewers. These feelings are most strongly held by those who are young and by those that earn the least. ▶ In many countries, particularly the US and UK, some media outlets are seen as taking sides, encouraging an increasingly polarised set of opinions. Others are criticised for not calling out lies, keeping information back, or creating a false equivalence of partisan opinions that are obscuring facts and understanding. ▶ In talking about trust, people mention television brands more than any other type of media (e.g. print or online). TV is considered less open to manipulation than online media, because live pictures and reporters on the spot give consumers confidence that what they are seeing is true. But TV brands are also criticised in many countries for putting speed ahead of accuracy, favouring opinion over facts, and for pushing partisan agendas. ▶ Social media (24%) is trusted less than the news media in its ability to separate fact from fiction. There is a sense from respondents that feeds are becoming polluted with inaccurate information, extreme agendas, and strong opinions, perhaps encouraged by social media algorithms. But, people also blame other social media users for fuelling these stories by sharing without reading them.” Figure 4: Confidence in news media; Base: ca. 2000 in each country. <?page no="122"?> 121 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Figure 5: You said you disagree that the news media does a good job in helping me distinguish fact from fiction. Why is that? Reuters Institute & University of Oxford, http: / / www.digitalnewsreport.org/ publications/ 2017/ bias-bullshit-and-lies-audience-perspectives-on-low-trust-in-the-media/ #trust-and-mistrust-inthe-news-media (last accessed June 2018) Voc.: biased= einseitig; spin = Meinungsmache Political Bias in Germany Germany’s media system is less polarised than either the US or UK, with news organisations tending to stick to a fairly similar range of news stories and approaches. Even the tabloid Bild does not stray too far from the political centre, and there are no significant hyper-partisan websites in Germany. In this sense, the full range of public opinion is not fully represented by the media.” (see figure 6) “Although political bias is a strong theme among those distrusting the media in Germany, this is less about political partisanship. Rather, the suggestion is that the media are ‘too close’ to politicians, actively shutting down discussion of important issues such as the recent influx of immigrants.” Figure 6: Audience map for the top online news brands in Germany; Base: total sample Germany: 2062; question1: Some people talk about ‘left’, ‘right’ and ‘centre’ to describe parties and politicians. With this in mind, where would you place yourself on the following scale? ; question <?page no="123"?> 122 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Voc.: partisan= parteiisch; influx = Zustrom Task 9a: Reflect on your experiences with biased news reporting. Evaluate which German news sources might be biased. In this context, interpret the caricature. Image 1: Whitewashing of news reporting https: / / commons.wikimedia.org/ wiki/ File: Cnn_whitewashing_bahrain_dictatorship.png (last accessed June 2017) Task 9b: Expound why media bias can be dangerous and discuss whether news reporting should be neutral and whether that is ever possible. Task 10: In class, choose a current topic of international political interest from the news. Form mixed groups of four students. Each group member chooses one of the following newspapers: The Guardian (UK), The New York Times (USA), The Globe and Mail (CAN), The Age (AUS). Then, get together in expert groups on the same newspaper. Check out the articles that your newspaper published about the chosen topic online. Evaluate the presentation style 2: Which of the following brands have you used to access news ONLINE in the last week? Please select all that apply. Reuters Institute & University of Oxford, http: / / www.digitalnewsreport.org/ publications/ 2017/ bias-bullshit-and-lies-audience-perspectives-on-low-trust-in-the-media/ #trust-and-mistrust-inthe-news-media (last accessed June 2018). <?page no="124"?> 123 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) of the newspaper and take notes using the chart below. Afterwards, go back to your mixed group from before, exchange your results with your group members and complete the chart (jigsaw groups*). Discuss, first with your group members, afterwards in class, if the different newspapers used biased news reporting or discussed the topic with a certain focus. presentation style of Guardian NY Times The Globe and Mail The Age … … … … Scaffolding - How to read English-speaking newspapers 1 st step: Read the headline and its subheading. 2 nd step: Look at pictures and statistics if the article comes with some. 3 rd step: Guess from the heading and pictures what the article might be about. 4 th step: Activate your pre-knowledge and remember what you already know about the issue raised by the article. 5 th step: Find the reading strategy that works for you. This means you have to try out various strategies beforehand. For example, skim the text first. Read for the general gist and then start again with close reading. 6 th step: Don’t worry. You don’t have to understand every single word. The overall context is what matters. 7 th step: Try to answer questions for your general understanding. Who did what, when, where and why? 8 th step: Re-read passages if you didn’t understand them. 9 th step: Certain websites offer a range of useful words concerning news. For instance, the BBC used to have a range called Words in the News: http: / / www.bbc.co.uk/ worldservice/ learningenglish/ language/ wordsinthenews/ (last accessed June 2018). 10 th step: Look up keywords or phrases and write them down in a notebook or an app. → Important: always contextualise the new vocabulary! 11 th step: You might also want to try out reading the article out loud. This way you practice your speaking and reading skills and you stay more focused. 12 th step: Try to read an article every day or every second day. Develop a routine instead of reading too many articles at once. <?page no="125"?> 124 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 4: Terms and Definitions Task 11: There are different terms in German and English that are in some way connected to fake news. Form five groups and focus on one term. Do some research on where the term derived from and what it relates to. Afterwards, present your term in a short (! ) presentation to the rest of your class. Group 1: Post-truth The following link may help you: https: / / en.oxforddictionaries.com/ word-of-the-year/ word-of-the-year-2016 (last accessed June 2018) Group 2: Alternative Facts The following link may help you: https: / / www.nbcnews.com/ storyline/ meet-the-press-70-years/ wh-spokesman-gave-alternative-facts-inauguration-crowd-n710466 (last accessed June 2018) Group 3: Alternative Fakten The following link may help you: https: / / www.tagesschau.de/ inland/ unwort-des-jahres-105.html (last accessed June 2018) Group 4: Lügenpresse The following link may help you: https: / / www.tu-darmstadt.de/ vorbeischauen/ aktuell/ archiv_2/ 2015/ einzelansicht_111232.de. jsp (last accessed June 2018) Group 5: Pinocchio-Presse The following link may help you: https: / / www.welt.de/ kultur/ medien/ article150062648/ Haben-Luegen-wirklich-lange-Nasen-liebe-AfD.html (last accessed June 2018) Task 12: Create two word clouds* on the topic of the media and fake news in English and German and compare the underlying concepts. For creating word clouds, you may use http: / / www. abcya.com/ word_clouds.htm (last accessed June 2018). <?page no="126"?> 125 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 5: Fake News Task 13: Think about different types of fake news. Then do some research on these different forms and fill out the rubrics below. Thefollowinglinkmaybehelpfulforyourresearch: https: / / www.mediamatters.org/ research/ 2016/ 12/ 15/ understanding-fake-news-universe/ 214819 (last accessed August 2018) Type of fake news What is their purpose? What is fake about them? … … … Task 14: Explain the difference between fake news and biased news reporting. Then look at Donald Trump’s tweets and compare his use of ‘fake news’ and how the term is used in the broader sense. Image 2: Tweets from Donald Trump concerning fake news Task 15: (mediation*) Have a look at the picture from the following link: http: / / www.mimikama.at/ wp-content/ uploads/ 2016/ 08/ image-259.png (last accessed June 2018). Collect all your thoughts in a mind map. Then read through the following box to find out more about the context. Discuss whether fake news and stereotypes are closely interlinked. <?page no="127"?> 126 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Muslims urinate on church wall? “Sommer 2016: Ein Unbekannter beobachtet an der St. Gertrud-Kirche in München eine ungewöhnliche Szene, fotografiert sie und stellt sein Bild auf Facebook: ‚Sechs muslimische Männer pinkeln aus Verachtung für unsere christliche Kultur an die Kirche‘, heißt es dazu. Dieses Bild verbreitet sich rasend schnell auf Facebook - und setzt sich in tausenden Köpfen fest. Für viele Menschen gibt es keine Zweifel, was auf dem Bild zu sehen ist. Auch Udo Voigt von der NPD teilt es. Voigt kommentiert: “Kirche in München, sechs Neubürger urinieren an das christliche Gotteshaus. TEILEN das auch der letzte Gutmensch diese Sauerei mitbekommt. Respektlos und traurig, bin sprachlos. Stellt euch vor was die mit uns machen würden wenn wir selbiges an einer Moschee tun? ” [Fehler im Original] Doch so klar, wie Voigt und viele andere das Bild interpretieren, ist die Angelegenheit keineswegs. Im Gespräch mit dem SWR erklären Mitglieder der Gemeinde St. Gertrud in München, man habe rasch über den Vorfall an der Kirchenwand aufgeklärt. Pater Matthias betont, es gehöre zur Tradition der Kirche in Äthiopien oder auch in Eritrea, dass die Gläubigen nicht immer [in] den Tempel hineingehen. Oft blieben sie ‘draußen an der Mauer, sie lehnen sich an die Wand und so beten sie‘.” © NDR Media, “Natürlich ist das Stimmungsmache”, faktenfinder.tagesschau.de/ inland/ voigt-fake-news-101.html (last accessed June 2018) Task 16: Read through the little boxes. You may take notes about the fake news, how it spread, and the true facts. In plenary, assess the consequences fake news can have - especially in politics. “False reporting […] has increased considerably in recent years. More and more people are obtaining their information via social media channels, in which content can be shared at lightning speed. The veracity of the information, however, is often not called into question. Fake news is a threat to democracy if it influences the opinions and electoral behaviour of Internet users. The US presidential election campaign was dominated by fake news, as was the German refugee debate.” Goethe-Institut, https: / / www.goethe.de/ en/ kul/ bib/ 21001176.html (last accessed June 2018) Voc.: veracity = Richtigkeit <?page no="128"?> 127 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Church on fire “According to a fake news report from New Year’s Eve 2016, ‘a mob of 1,000 Arab men’ allegedly gathered in front of St. Reinold’s Church in Dortmund city centre, the ‘oldest church in Germany’. Calling ‘Allah is great’, they apparently attacked police officers and ended up setting the church on fire. The only thing is, the story is not true: there was no fire at the church, which in fact is only the oldest church in Dortmund, not in all of Germany. According to a police statement, all that happened was that an errant firework set fire to some netting that was attached to the church for renovation work. The fire was quickly extinguished, and the fire brigade and police describe the evening as a ‘normal’ New Year’s Eve. This is a classic example of fake news, which in this case was reported by the American news portal breitbart.com. Breitbart is the American platform for the New Right in the United States. The story went viral, with German bloggers and conspiracy theorists citing it as a prime example of how news is covered up by German media. Politicians are alarmed by this and many other such cases, as it is all too obvious that they constitute an attempt to discredit the democratic system of government as a whole. Right-wing populist parties hope to swell their ranks if people lose their trust and confidence in government institutions.” © Thorsten Denkler, zuerst erschienen auf www.goethe.de. Abdruck mit freundlicher Genehmigung des Goethe-Instituts. (Online-Version: www.goethe.de), https: / / www.goethe.de/ en/ kul/ ges/ 20911357.html (last accessed June 2018) Voc.: errant = fehlgeleitet <?page no="129"?> 128 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 6: Fake News and Facebook Task 17: Use the following link to watch the TED video and read the passage on google algorithms. Define the term filter bubble in your own words. Reflect on the function of filter bubbles and assess its danger in a placemat activity*. TED video: https: / / www.ted.com/ talks/ eli_pariser_beware_online_filter_bubbles? language=de#t-516018 (last accessed June 2018). Google Algorithms Google states at their website: „You want the answer, not billions of webpages, so Google ranking systems sort through the hundreds of billions of webpages in our Search index to give you useful and relevant results in a fraction of a second. These ranking systems are made up of a series of algorithms that analyze what it is you are looking for and what information to return to you. We look for webpages with information that matches your query. When you search, at the most basic level, our algorithms look up your search terms in the index to find the appropriate pages. They analyze how often and where those keywords appear on a page, whether in titles or headings or in the body of the text. We use your country and location to deliver content relevant for your area. For instance, if you’re in Chicago and you search “football”, Google will most likely show you results about American football and the Chicago Bears first. Whereas if you search “football” in London, Google will rank results about soccer and the Premier League higher.“ https: / / www.google.com/ intl/ ALL/ search/ howsearchworks/ algorithms/ (last accessed June 2018). Voc.: filter bubble = Echokammer Additional link: In conjunction with the German parliamentary election in 2017, the newspaper ‘Süddeutsche Zeitung’ provided a link that analyses and evaluates people’s Facebook filter bubbles. To access it, use the following link: http: / / gfx.sueddeutsche.de/ digital/ 2017-05-facebook-selftest/ index.html#/ (last accessed June 2018). You can log in with your Facebook profile and according to sites and posts you liked, it can be analysed with which German party your filter bubble goes along. Or you can search for particular Facebook pages and their political preferences. Task 18: Discuss the political responsibility of Facebook and whether Facebook can be blamed for the spread of fake news. Read the short text below and consider newly created features like the one in image 3. <?page no="130"?> 129 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Additional link: For further information, see Mark Zuckerberg’s statement after the presidential election in 2016: https: / / www.facebook.com/ zuck/ posts/ 10103269806149061 (last accessed June 2018) Facebook’s Responsibility “Facebook may not compose fake news itself, but with more than 25 million users in Germany and 1.7 billion users worldwide it certainly is the world’s largest disseminator of it. The German government wants to impose a greater obligation on the company to remove fake news from its website. Yet so far it has little success. As Facebook boss Mark Zuckerberg says himself, he prefers to put his trust in informed users and journalists.” © Zuerst erschienen auf www.goethe.de. Abdruck mit freundlicher Genehmigung des Goethe-Instituts. (Online-Version: www.goethe.de), https: / / www.goethe.de/ en/ kul/ ges/ 20911357.html (last accessed June 2018) Voc.: disseminator = Multiplikator Image 3: Facebook feature to report fake news <?page no="131"?> 130 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Task 19 (additional): Read the text about social bots and discuss their danger in relation to fake news. Social bots: The Power of Opinion Robots “A political party wants to mobilize voters. To this end, it uses social media such as Twitter and Facebook, from which many people get the news. In order to be as present there as possible, the party plants so-called social bots, computer programmes that simulate human behaviour. These bots spread campaign slogans millions of times over and lend the party so much media weight that it can in fact influence potential voters. To some extent, this disquieting scenario is already reality today. Social bots were used, for example, in the American election campaign. The research project ‘Political Bots’ at Oxford University has shown that one third of all pro-Trump tweets and one fifth of pro-Clinton tweets sent following the presidential candidates’ first TV duel originated from such programmed opinion machines. Bots were also deployed in the Brexit debate in Great Britain and in the Ukrainian conflict.“ Goethe-Institut, https: / / www.goethe.de/ en/ kul/ med/ 20951165.html (last accessed June 2018) Voc.: disquieting = beunruhigend <?page no="132"?> 131 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 7: How to fight fake news? Task 20: Form groups of 4 to 5. Each of you may search for news in newspapers and on broadcasting websites. Pick three news stories. Then change one or all of them slightly and turn them into hoaxes. Develop fake news stories that are realistic and correlate with the opinions of your group members. Then, every group member presents three stories and the others have to guess whether it is real or fake. Evaluate in class how difficult or easy it was for you to spot the fake news and analyse why. To get a better impression of how fake news reporting is created and spread efficiently, try it out yourself and play ‘Fake it to make it’ on https: / / www.fakeittomakeitgame.com/ (last accessed June 2018). Task 21: In groups of 4, develop a checklist that enables people to spot fake news or pictures more easily. Collect your ideas and results and present them in a logical order on a poster. Scaffolding: The following websites can be useful for creating the checklist: English sources: ▶ https: / / www.ifla.org/ publications/ node/ 11174 ▶ http: / / www.factcheck.org/ 2016/ 11/ how-to-spot-fake-news/ ▶ http: / / blog.ed.ted.com/ 2017/ 01/ 12/ how-to-tell-fake-news-from-real-news/ German sources: ▶ https: / / www.saferinternet.at/ news/ news-detail/ article/ online-quellen-richtig-beurteilen-aber-wie-507/ ▶ http: / / www.bpb.de/ gesellschaft/ medien/ 246807/ den-durchblick-behalten-so-lassensich-fake-news-enttarnen (last accessed June 2018) Task 22: Evaluate your posters by doing a gallery walk*. Take notes in a chart on the performance of the other groups. The results should later be evaluated in plenary. Example: Group number … Has all the necessary information been included? … Does the poster have a nice and thoughtful design? … Is the poster clear and logically structured? … <?page no="133"?> 132 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheets 1 bis 7: Lösungen Worksheet 1: Media Usage Task 1: ad lib. Task 2: ad lib. Task 3: advantages disadvantages internet ▶ get informed very quickly, fast-moving ▶ everywhere accessible ▶ different opinions on a topic ▶ everyone can decide how much information they want to gain on a certain topic ▶ many news stories or reports are not reliable ▶ sometimes too much information loss of track ▶ many ad-blockers television ▶ wide geographic coverage ▶ the audience can be passive ▶ videos reveal reality - not only ▶ someone reporting of reality ▶ up-to-date ▶ topics are chosen by the broadcaster, not the audience newspapers ▶ more local matters ▶ readers actually see numbers and names ▶ are structured in different sections ▶ comment/ op-ed sections ▶ topics are chosen by the editor ▶ due to print deadlines not always up-to-date radio ▶ more local matters ▶ can be enjoyed in many places, even when driving ▶ up-to-date ▶ news stories are often cut quite short ▶ only audio and not visual Task 4 (additional): Analysing the statistics: ▶ a clear preference for getting news from a screen ▶ TV remains a dominant news source, followed by online sources ▶ newspapers are only read by a fifth of the American population <?page no="134"?> 133 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) ▶ news from television and newspapers are more popular with the ‘older generation’ ▶ the younger generation prefers the internet as a news source ▶ […] → note that the data of these statistics cannot be representative due to the limited number of participants Discussion: The internet is increasingly dominating other types of media. As a result, youths are losing their interest in broadcasters and newspapers. Therefore, publishers need to find new ways to become more attractive to younger people. For instance, they could focus more on onepapers and apps. […] Scaffolding - media concepts English concept German concept blog Blog tweet/ post Tweet/ Beitrag linked verlinken, verknüpfen to facebook (s.b.) jdn. über Facebook kontaktieren hate speech (on the net) Hassposting clickbait Klickfang/ -köder hit (website) Zugriff auf einer Internetseite livestream Livestream short news Kurznachrichten spam Spam (unerwünschte Werbung) ad blocker Boulevard-/ Klatschzeitung print (daily) newspaper (Tages-) Zeitung tabloid Boulevard-/ Klatschzeitung magazine Zeitschrift/ Illustrierte free sheet kostenlose Zeitung street newspaper Straßenzeitung sound bite kurzes, prägnantes Zitat headline Überschrift reporter Reporter, Berichterstatter to cover sth. über etw. berichten to issue herausgeben/ publizieren byline Zeile mit Namen des Verfassers circulation Auflage cover (story) Titelblatt (Tietelgeschichte) editor Herausgeber, Redakteur editorial Leitartikel op-ed (=opinion editorial) Meinungsseite comment pages Kommentarteil in einer Zeitung <?page no="135"?> 134 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) print domestic/ international news Inlands-/ internationale Nachrichten investigative journalism Enthüllender Journalismus editor’s note Anmerkung der Redaktion editorial independence Redaktionelle Unabhängigkeit broadcast breaking news Eilmeldung media coverage Berichterstattung to broadcast ausstrahlen, auf Sendung gehen live Live watchable sehenswert to edit schneiden/ bearbeiten to moderate / to anchor moderieren screen Bildschirm general Fourth Estate Vierte Gewalt canard or hoax Falschmeldung to be newsworthy berichtenswert spin Meinungsmache/ Tatsachenverdrehung fake news Falschmeldungen fact-checking Faktencheck media bias einseitige Nachrichten mass media Massenmedien conflicting reports widersprüchliche Meldungen gist Kernaussage/ Hauptinhalt Worksheet 2: The Role of the Media Task 5: The Media ▶ chain between politicians and voters ▶ inform citizens ▶ are autonomous & independent ▶ influence politics ▶ fourth power body <?page no="136"?> 135 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Task 6: These numbers might be helpful: https: / / www.theguardian.com/ news/ datablog/ 2012/ sep/ 12/ digital-newspaper-readerships-national-survey#quality (last accessed November 2017); or take a look at the following report: http: / / media.digitalnewsreport.org/ wp-content/ uploads/ 2014/ 05/ Reuters-Institute-Digital-News-Report-2013.pdf (p. 31) Task 7: ad lib. Worksheet 3: Media Bias Task 8: Comparison: ▶ Overall, the German news media are the most trusted compared to those of other countries; the German media bias seems to be quite low ▶ However, compared to other countries the German political bias is quite high (only the UK and USA have a higher percentage) ▶ The political bias in Germany is based on the fact that news media have a close relationship with politicians; in other countries, like the US or UK, partisanship seems to be more of an issue ▶ As figure 6 reveals, most online news brands write from a mid-point of view according to the political spectrum Discussion: ▶ What effects can an unproportioned representation of people’s opinion in the news media have? ▶ Do the media control the opinion of the masses by a mid-friendly reporting style? Task 9a: Cartoon Content: keywords: terrorist (IS, Taliban) - reporter - painter - peace dove - Kalashnikov (gun) Context/ description: supposedly terrorist posing for the painter - painter is a CNN reporter - he changes the Kalashnikov into a peace dove in his painting and leaves out the blood - additionally he changes a smug smile into a friendlier facial expression - criticism against the CNN’s depiction of reality Technique: blood and Kalashnikov indicate danger; the man is therefore associated with a terrorist - the peace dove indicates that the man has good intentions -painter (CNN reporter) manipulates the truth/ does not depict the truth in his painting (report) <?page no="137"?> 136 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Task 9b: Dangers of media bias ▶ can mislead the readers/ voters as the public’s knowledge about politics heavily depends on the media ▶ hidden influence → people hardly notice it, don’t reflect on what they read ▶ media misuse their power to push their political agenda ▶ If the media become less trustworthy, where should the crowd get their information from? ▶ … Discussion: Is neutral reporting possible? News reporting should be as neutral and objective as possible. However, some people point out that reporters can never be fully objective. They argue that no matter if they do it intentionally or not, a person’s opinion automatically slips into the report. Therefore, it is essential to present controversial arguments and opinions. This also applies to the op-ed section in newspapers where commentaries on certain topics are printed. No argument or perspective should be left out so that the reader gets an overview of the topic. This is the only way against biased news reporting. […] Task 10: ad lib. Worksheet 4: Terms and Definitions Task 11: ad. lib. Task 12: Word clouds on fake news and Falschmeldungen <?page no="138"?> 137 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Worksheet 5: Fake News Task 13: Type of fake news What is the purpose? What is fake about them? fake news for generating clicks (clickbait) websites make money with every generated click the content is mostly far from reality but is designed to look like a reliable news story (sponsored) misinformation gaining political influence, spreading political agenda real stories get mixed with outrageous/ sensationalised content propaganda (partisan news sites) convince someone of one’s own viewpoint / opinion news merge with opinions (indistinguishable); real news stories are changed by adding or deleting things; some stories are completely made up conspiracy theory question governments or a certain party or mainstream media reporting with questionable evidence; mostly completely fabricated satire/ parody to ridicule someone; to entertain they exaggerate happenings or make up stories Task 14: Biased reports are based on true facts and are not fake per se. However, they only refer to some parts of a greater whole. For instance, the editors’ opinion might shine through or the arguments of only one side are mentioned in an article. In contrast, fake news stories are stories that were intentionally falsified. In most cases, they are meant to spread propaganda or to generate clicks on a website. Donald Trump often declares news as fake when they don’t go along with his views. … Task 15: Fake news stories are most effective in tricking people when addressing their fears and stereotypes. This can be seen as there recently has been a great amount of fake news concerning refugees (compare example). Task 16: Fake news can influence voters in convincing them of a certain political argument or a politician. They have a great influence on politics and electoral outcomes. After the US election <?page no="139"?> 138 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) in 2016, there were many discussions on how fake news might have influenced the election’s outcome. It is difficult to say whether fake news reporting has effects on the large scale. However, specific cases can have effects on politics and the way policies or politicians are perceived. … Worksheet 6: Fake News and Facebook Task 17: A filter bubble is a restricted flow of information due to algorithms. Social media platforms or search engines like Facebook and Google create such filter bubbles. As a result, only information that interests you is displayed. Your search results are personalised and match with your interests and earlier click-behaviour. Filter bubbles can be dangerous because they function as ‘gatekeepers’. Platforms or search engines create a certain profile for every person and make further suggestions according to their previous internet history. A person with a certain viewpoint will not receive information that contradicts his/ her opinion. Due to filter bubbles, people will mostly get the information they agree on. Therefore, they have no opportunities to reflect on their opinion and they get no access to arguments from the other side. This can lead to a tunnel view. Task 18: Aspects that could be taken into consideration: The new feature might raise more awareness for the topic of fake news and its dangers. It offers a possibility for everyone to actively fight against fake news. However, even if Facebook blocks an article or page, the fake news can still exist on the blog or website. Apart from that, the question remains how many people actually know about this Facebook feature AND are really going to use it. The fact that Facebook responded to criticism shows how important the topic is… … Task 19 (additional): Social bots manipulate reality by spreading fake news online. In order to have an impact, fake news needs to get enough attention. Social bots are only created so that the information they spread gains the needed attention. As the examples reveal, social spots are quite a common phenomenon. Worksheet 7: Terms and Definitions Task 20: ad. lib. Task 21: <?page no="140"?> 139 Unit 3: Fake News and the Media (author: Marie C. Schaper) Unit 3: Fake News and the Media (author: Marie C. Schaper) Checklist: How to spot fake news? 1. Read beyond the headline  Is the headline provocative and attention-grabbing? 2. Checking the source  Is it a reliable source?  Look at the URL → abcnews.com.co is not trustworthy  Can authors or studies be backtracked? → if not, it is no serious source  Check what information one can get about the authors’/ organisations’/ newspapers’ intentions and partisanship?  Look at the site notice of the website → it should be reviewed critically when the site notice or address do not exist or when the address is located in a foreign country 3. Checking the facts  Do contradicting stories exist? What do other newspapers mention?  Do the authors or places even exist?  Are some paragraphs copied from other websites? → copy & paste is dubious 4. Checking the photos  Might the photo be edited?  Does the photo go along with the content?  Are the photos proportionally large and sensational? → contradicts the journalist’s objectivity  Use the ‘search by image’ feature of Google to see whether a photo was already used in a different context 5. Check the up-to-dateness  How old is the information?  Search engines offer setting options with which you will only gain the most current news/ information on a certain topic 6. Check whether it might be satire  The author or the website normally indicates whether something is a joke or real. However, sometimes it is more difficult to tell. Task 22: ad. lib <?page no="141"?> Unit 4: Windparks and Energy (Sek 1: Jahrgangsstufe 10, 6. Lernjahr, B1/ B2) Allgemeine Erziehungsziele: Umwelterziehung; Ursachen und Folgen des Klimawandels; Problematisierung des Umgangs mit Fakten; Medien kritisch analysieren; Lesekompetenz schulen; Inhalt von Informationen über komplexe Sachverhalte bearbeiten; Eigene Stellungnahmen formulieren Ziele fremdsprachlicher Bildung: Karikaturen analysieren; Interessen verstehen und zuordnen; Gegenüberstellung von Positionen in rubrics; Sprachliche Herausforderungen mit scaffoldings meistern; Perspektivenwechsel vornehmen und an Diskursen teilnehmen Inhalte und Themen: Weather, climate and the carbon myth; The truth about global warming; COP 23 and “Talanoa”; The energy issue; Wind parks and landscapes; Lifestyle and regions; The climate change quiz Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): B1: Kann die Hauptpunkte verstehen, wenn klare Standardsprache verwendet wird und wenn es um vertraute Dinge aus Arbeit, Schule, Freizeit usw. geht; kann sich einfach und zusammenhängend über vertraute Themen und persönliche Interessengebiete äußern; kann über Erfahrungen und Ereignisse berichten, Träume, Hoffnungen und Ziele beschreiben und zu Plänen und Ansichten kurze Begründungen oder Erklärungen geben (Europarat 2001: 35). B2: Kann einfache Sachinformationen herausfinden und weitergeben (84); verfügt über ein hinreichend breites Spektrum sprachlicher Mittel, um unvorhersehbare Situationen zu beschreiben, die wichtigsten Aspekte eines Gedankens oder eines Problems mit hin- <?page no="142"?> 141 Unit 4: Windparks and Energy Unit 4: Windparks and Energy reichender Genauigkeit zu erklären und eigene Überlegungen zu kulturellen Themen ... auszudrücken (111). Sachfach-Curriculum Po/ Wi Ökologie - Umweltschutz; Rohstoffe, Energie und Umweltstandards als Wirtschaftsfaktoren; Herausforderungen der Umweltpolitik, ökonomisch-ökologische Interessenskonflikte, Umweltpolitik in der politischen Auseinandersetzung, Umweltökonomie, Übernutzung, Dimensionen und Ziele nachhaltigen Wirtschaftens und der Energieversorgung, Analyse von Umweltproblemen Sprachfokus: content-based word fields and structures; analysing texts; CLIL discourse and useful phrases; reading and viewing/ listening comprehension; mediation; interpretation and individual research; negotiation of meaning and perspectives Lehr- und Lernstrategien: caricature analysis*; plenary discussions; crib sheets*; placemat activities*; think-pairshare*; double circle*; juxtapositions and presentations; group puzzle*; pie graph; gapped texts; guided and independent content-based research; input on a dialogue platform Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of activities and procedures, peer scaffolding; plenary discussions, findings of research); summatives Feedback: Ergebnisse von Präsentationen und Gruppenarbeit; quiz results Übersicht Unit 4: Wind parks and energy Unterrichtsstunde 1 Worksheet 1: Weather, climate and the carbon myth 145 Unterrichtsstunde 2 Worksheet 2: The truth about global warming 150 Unterrichtsstunde 3 Worksheet 3: COP 23 and “Talanoa” 152 <?page no="143"?> 142 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheets 1 bis 7: Anregungen zum Vorgehen Als Thema der politischen Bildung ist Ökologie als Erhaltung der natürlichen Lebensgrundlagen und Nachhaltigkeit nicht auf eine einzelne Jahrgangsstufe beschränkt, sondern inhaltliche Kompetenzen sind an unterschiedlichen Stellen des Spiralcurriculums anzubahnen. Aspekte des ökologischen Wirtschaftens, Klimawandels und der Energieversorgung stehen im Vordergrund. Eine Karikatur zum Thema Klimawandel wird von den Schülern in der Zielsprache interpretiert, um im Anschluss die Problematik der Erderwärmung als Wetterphänomen oder globale Umweltgefährdung zu unterscheiden. Der prominenteste Protagonist der climate-change deniers äußert sich in tweets unmissverständlich zu seinem Umgang mit der Wirklichkeit: Präsident Donald Trump nimmt dabei den Kälteeinbruch an der amerikanischen Ostküste am Jahreswechsel 2017/ 18 zum Anlass, der Erderwärmung als „good old global warming“ eine wünschenswerte Funktion zuzuschreiben und wird von einer interessierten Lobby unterstützt, die den Klimawandel als „carbon myth“ entlarven will. In der Gegenüberstellung mit wissenschaftlichen Forschungsergebnissen beschreiben und diskutieren die Schüler in aufeinanderfolgenden Aufgaben diese Kontroverse (worksheet 1). Die Problematik wird mit der Analyse eines video clip vertieft, in dem die Hintergründe in Interessen geleiteten Positionen dokumentiert sind und dessen sprachliche Herausforderungen mithilfe von kleinschrittigen think-pair-share Aufgaben auf der Grundlage eines running sheet besser bewältigt werden können. In einem Perspektivenwechsel auf die weltweite Diskussion werden die Initiativen der UNO in der Bonner Klimakonferenz von 2017 und die „Talanoa Dialogue Platform“ miteinbezogen, die auf die Tradition der Fidschi-Inseln zurückgeht und deren Vertreter den Konferenz-Vorsitz innehatten. Sie legt den Schülern einen diskursiven Input nahe und ermöglicht einen aktiven Beitrag zur Diskussion (worksheets 2 und 3). In einem weiteren Perspektivenwechsel wird die Situation in Deutschland in den Blick genommen, dessen Anspruch als Welt-Klimaführer in der alternativen Energieversor- Unterrichtsstunde 4 Worksheet 4: The energy issue 155 Unterrichtsstunde 5 Worksheet 5: Wind parks and landscapes 159 Unterrichtsstunde 6 Worksheet 6: Lifestyle and regions 162 Unterrichtsstunde 7 Worksheet 7: The climate change quiz 165 <?page no="144"?> 143 Unit 4: Windparks and Energy Unit 4: Windparks and Energy gung dokumentiert und kritisch hinterfragt wird. Insbesondere die Rolle der Windkraft steht bei der Weiterarbeit im Vordergrund, und auch der Landschaftsverbrauch wird thematisiert. Abschließend zeigt ein australischer Cartoon Auswirkungen des Klimawandels auf den Alltag, und als positiver Ausblick sind bürgernahe Ökostromkonzepte im Rahmen der deutschen Energiewende zu bearbeiten (worksheets 4-6). Als summatives feedback überprüft ein climate change quiz die gewonnenen Erkenntnisse und Fähigkeiten der Schüler (worksheet 7). Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved analysis, assessment, negotiation, critical thinking, anticipating and evaluating debates worksheet compass guiding questions and outcomes advance organizer; study objectives, peer-scaffolding, research complex task guided research, evaluation of texts and quiz double circle, thinkpair-share, placemat activity, working in groups, pie chart, plenary discussion, evaluation, submitting input crib sheets*, caricature analysis*, rubrics, word banks*, video running sheet, useful phrases, discourse files worksheet 1 Weather, climate and the carbon myth task 1: interpret, assess task 2: compare, discuss, evaluate task 3: contrast, outline caricature analysis*, rubrics <?page no="145"?> 144 Unit 4: Windparks and Energy Unit 4: Windparks and Energy worksheet 2 The truth about global warming task 4: discuss task 5: comment think-pair-share*, video running sheet, placemat activity* worksheet 3 COP 23 and “Talanoa” task 6: read, analyse task 7: outline, research, summarise, create, submit think-pair-share*, group work, submitting input worksheet 4 The energy issue task 8: transfer, outline, discuss, comment, present task 9: read, mediate, identify, explain task 10: outline, discuss group work, double circle*, think-pairshare*, rubrics worksheet 5 Wind parks and landscapes task 11: read, answer, share, discuss task 12: fill in the gaps, explain double circle*, gapped text worksheet 6 Lifestyle and regions task 13: interpret, discuss task 14: diskutieren, beschreiben, recherchieren task 15: mediate, report political cartoon analysis*, crib sheet* worksheet 7 The climate change quiz task 16: do quiz, decide, comment quiz, commentary <?page no="146"?> 145 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 1: Weather, climate and the carbon myth Task 1 Interpret the caricature (mediation* required) and assess its message about climate change and the protection of the environment. https: / / commons.wikimedia.org/ wiki/ File: Karikatur_von_Gerhard_Mester_zum_Thema_Ignoranz_ O12293.jpg (last accessed June 2018) Scaffolding Caricature Analysis Content: topics/ issues - climate change … Context: description - just carry on, rubbish … Technique: message - two skaters in full speed, ignoring the warning sign … Target: effects - mistake of the skaters, melting ice caps … Caricature Analysis Content: The caricature refers to … Context: The image shows two persons … The adult’s coat shows the slogan … The heading says: … Technique: The two skaters seem to carry on … The adult wants to ignore … Target: The cracks in the ice surface …. The viewer realizes the mistake … is alerted to-…, because global warming … <?page no="147"?> 146 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Task 2: The US President’s tweets Compare the contents of the two following tweets and discuss the difference between “global warming” and “climate change” after entering your findings in the table below. Evaluate how Trump uses “global warming” as a “dumb joke”. Trump maintains that climate change is a “hoax”, using the term global warming instead. In both tweets he sees global warming as a weather phenomenon, whereas climate change, according to him and his administration, is part of the “carbon myth” and does not exist in reality (compare Unit 4 “Fake News”). In tweet one, global warming is allegedly a term created by the Chinese to gain advantages over the US industry. Chinese producers are more competitive because in China fewer environmental regulations are in place so that the US industry is less competitive and has to deal with more expensive restrictions. In tweet two, global warming is used as a “dumb joke”: In the light of extremely cold spells on the US east coast during the end of 2017, so the “joke” goes, people could profit from “that good old global warming”. Instead, the US - in contrast to other countries - would have to spend trillions of dollars against it. Trump’s advice is to “bundle up” in his usual gossip style on twitter. Global warming - as in weather conditions - is the overall average increase in atmospheric temperature and sea surface temperatures worldwide as a result of heat-trapping gases emitted by humans. Climate change includes global warming, which is again part of climate change. Climate change is not a weather phenomenon but a long-range (globally) threatening development. Climate-change deniers accuse scientists of changing the term - from global warming to climate change, because people realise that it sometimes still gets extremely cold. In a nutshell, you cannot do much against extreme weather situations but a lot against global warming. (BK) Voc.: maintain: behaupten; hoax: Schwindel; carbon myth: climate-change deniers question the man-made nature of global warming and call it a “carbon myth”; allegedly: mutmaßlich; competitive: wettbewerbsfähig; environmental regulations: Umweltauflagen; bundle up: zusammenrücken; heat-trapping gas: Treibhausgas <?page no="148"?> 147 Unit 4: Windparks and Energy Unit 4: Windparks and Energy global warming climate change Trump’s dumb joke weather conditions, … includes global warming, … extremely cold spells … President Trump finds a lot of “friends” in his stance against climate change, such as “Friends of Science” (see task 3). Task 3: The carbon myth Contrast the two positions dealing with the carbon myth and outline their respective arguments. Debunking the carbon myth Friends of Science Our Opinion: It is our opinion that the Sun is the main direct and indirect driver of climate change. Friends of Science is a non-profit organization … we offer critical evidence that challenges the premises of Kyoto and present alternative causes of climate change. Our major environmental concern is the significant shift in recent years away from the important emphasis of previous decades on continual reductions in air and water pollution, to focus almost exclusively on global warming. The current obsession with global warming is misguided in that climate fluctuations are natural phenomena and we suggest that adaptation should be emphasized rather than misguided attempts at control. We do not represent any industry group … (https: / / www.friendsofscience. org/ index.php? id=1 last accessed June 2018) MYTH 3: Human produced carbon dioxide has increased over the last 100 years, adding to the Greenhouse effect, thus causing most of the earth’s warming of the last 100 years. <?page no="149"?> 148 Unit 4: Windparks and Energy Unit 4: Windparks and Energy FACT: Carbon dioxide levels have indeed changed for various reasons, human and otherwise, just as they have throughout geologic time. Since the beginning of the industrial revolution, the CO 2 content of the atmosphere has increased by about 120 part per million (ppm), most of which is likely due to human-caused CO2 emissions.- The RATE of- growth during this century has been about 0.55%/ year. However, there is no proof that CO 2 is the main driver of global warming. As measured in ice cores dated over many thousands of years, CO 2 levels move up and down AFTER the temperature has done so, and thus are the RESULT OF, NOT THE CAUSE of warming. Geological field work in recent sediments confirms this causal relationship. There is solid evidence that, as temperatures move up and down naturally and cyclically through solar radiation, orbital and galactic influences, the warming surface layers of the earth’s oceans expel more CO 2 as a result. … MYTH 8: Global warming will cause more storms and other weather extremes. FACT: There is no scientific or statistical evidence whatsoever that supports such claims on a global scale. Regional variations may occur. Growing insurance and infrastructure repair costs, particularly in coastal areas, are sometimes claimed to be the result of increasing frequency and severity of storms, whereas in reality they are a function of increasing population density, escalating development value, and ever more media reporting. … MYTH 9: Receding glaciers and the calving of ice shelves are proof of man-made global warming. FACT: Glaciers have been- receding and growing cyclically for hundreds of years. Recent glacier melting is a consequence of coming out of the very cool period of the Little Ice Age. Ice shelves have been breaking off for centuries. Scientists know of at least 33 periods of glaciers growing and then retreating. It’s normal. Besides, changes to glacier’s extent is dependent as much on precipitation as on temperature. MYTH 10: The earth’s poles are warming and the polar ice caps are breaking up and melting. FACT: The earth is variable. The Arctic Region had warmed from 1966 to 2005, due to cyclic events in the Pacific Ocean and soot from Asia darkening the ice, but there has been no warming since 2005. Current temperatures are the same as in 1943. The small Palmer Peninsula of Antarctica is getting warmer, while the main Antarctic continent is actually cooling. Ice cap thicknesses in both Greenland and Antarctica are increasing. … © Friends of Science Society, www.FriendsofScience.org, https: / / www.friendsofscience.org/ index.php? id=3 (last accessed June 2018) Voc.: debunk: entlarven; Kyoto: UN convention on climate change in Kyoto 1994 Scientific evidence of climate change Burning fossil fuels creates carbon dioxide, the main greenhouse gas emitter that contributes to global warming, which hit its peak in 2012. In the last 30 years, temperatures have <?page no="150"?> 149 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Voc.: renewable: erneuerbar; viable: umsetzbar; tipping point: Wende-, Umkehrpunkt; handle: bewältigen debunking the carbon myth scientific evidence of climate change The Sun …, alternative causes of climate change, …, trees will … burning fossil fuels creates …, contributes to …, the global population …, “fat-tail” risks … current obsession with global warming …a concern is to focus …no proof …, temperatures …, ice cap thicknesses …, temperatures have risen …, global energy demand …, only alternative …, cannot be handled … risen to the warmest since records began. If we continue to pump greenhouse gases into our environment the average global temperature could increase by 1°C to 4°C by 2100. Even if we changed today to using more renewable resources instead of fossil fuels for example, increases could be between 1 to 2.5°C. Predictions estimate that global energy demand will grow by a third by 2035. Also critical to consider is the more than 1.2 billion people around the world who still do not have access - yet - to electricity. As the global population continues to grow - predicted to be nine billion people over the next 50 years - the world’s energy demands will increase proportionately. … However, the argument from governments, oil, coal and natural gas companies is that until renewable energy sources become more viable as major energy providers, the only alternative in meeting the increasing demands for energy from a growing global population that requires more and more energy, is to continue to extract fossil fuel reserves. DevelopmentEducation: http: / / developmenteducation.ie/ feature/ the-energy-debate-renewable-energy-cannot-replace-fossil-fuels/ (last accessed June 2018) The fundamental point being missed is that the “fat-tail” risks of climate change — the irreversible, positive-feedback tipping points which have long concerned scientists — are being triggered at today’s warming of just 1°C. This can be seen in the Arctic and the Antarctic, in our oceans, and not least with the destruction of the Great Barrier Reef. These are genuine, existential risks unlike anything previously experienced by humanity, which will result in a substantial reduction in global population unless rapidly addressed. They cannot be handled by existing risk-management techniques. © David Spratt, http: / / www.climatecodered.org/ 2016/ 09/ unravelling-myth-of-carbon-budgetfor.html (last accessed June 2018) <?page no="151"?> 150 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 2: The truth about global warming Task 4: Watch the video clip and focus on the six episodes marked in the running sheet (visible in the clip by screen captions). Discuss the related questions in a think-pair-share* format. “Why didn’t we succeed? Competing explanations and special interests” Stephen Henry Schneider (1945-2010) was Professor of Environmental Biology and Global Change at Stanford University. His research included analysing the atmosphere, climate change, and „the relationship of biological systems to global climate change”. Prof. Schneider was one of the leading scientists to advocate radical reductions of greenhouse gas emissions to fight global warming. (BK) Video: https: / / www.youtube.com/ watch? v=4_eJdX6y4hM (last accessed June 2018) Episode Index (running sheet) Episode 1 (00: 00’) What was already known in the 1970s? What was accelerating the process? Episode 2 (01: 40’) What are similarities between climate and medical science? Why are explanations often competing with each other? Episode 3 (02: 20’) How do different ideologies influence research findings? Episode 4 (03: 35’) How does the public handle potential outcomes? Episode 5 (05: 00’) What does the example of lung cancer demonstrate? <?page no="152"?> 151 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Episode 6 (06: 04’) Why does risk management often fail? Task 5: Comment on the bottom line of Professor Schneider’s narrative. Work in groups using a placemat* and share your results in plenary. The bottom line (10: 30’/ 10: 41’) The conclusion (bottom line) points at the fact that we live at the cost of future generations. … <?page no="153"?> 152 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 3: COP 23 and “Talanoa” Task 6: Read the reports about the United Nations climate talks in Bonn (COP 23) and analyse the events and outcomes of the conference, using the think-pair-share* format. Meeting of 195 state delegates at the UN Climate Change Conference presided by Fiji (Bonn November 2017) The UN Climate Change Conference in Bonn is the next step for governments to implement the Paris Climate Change Agreement and accelerate the transformation to sustainable, resilient and climate-safe development. The Paris Agreement entered into force last November and the era of implementation has begun. This conference will further clarify the enabling frameworks that will make the agreement fully operational and the support needed for all nations to achieve their climate change goals. COP 23 - which will be presided over by the Government of Fiji with support by Germany - is also an excellent example of the cooperation and collaboration between nations that will truly meet the global climate change challenge. © United Nations Framework Convention on Climate Change (UNFCCC), http: / / unfccc.int/ meetings/ bonn_nov_2017/ meeting/ 10084.php (last accessed June 2018) Voc.: accelerate: beschleunigen; sustainable: nachhaltig; resilient: belastbar Coal phase-out A second major event at the COP was the launch of the “Powering Past Coal Alliance”, led by the UK and Canada. More than 20 countries and other sub-national actors joined the alliance, including Denmark, Finland, Italy, New Zealand, Ethiopia, Mexico and the Marshall Islands; as well as the US states of Washington and Oregon. It aims to top 50 members by this time next year. While the alliance notes in its declaration that “analysis shows that coal phase-out is needed no later than by 2030 in the OECD and EU28, and no later than by 2050 in the rest of the world” to meet the Paris Agreement, it does not commit signatories to any particular phase-out date. It also does not commit the signatories to ending the financing of unabated coal power stations, rather just “restricting” it. Claire Perry, the UK’s climate minister, travelled to Bonn to launch the initiative alongside Canada’s environment minister Catherine McKenna. The UK has previously pledged to phase out unabated coal by 2025, while Canada has a 2030 deadline. The US did not sign onto the pledge and several other big coal countries were notable by their absence, including Germany, Poland, Australia, China and India. Meanwhile, German chancellor Angela Merkel maneuvered a delicate balancing act at the talks … trying to maintain her climate leadership on the world stage … Coal-phase out has become a significant focal point for campaigners at UNFCCC summits … <?page no="154"?> 153 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Voc.: launch: Einführung; phase-out: Ausstieg; OECD: Organisation for Economic Co-operation and Development; signatories: Unterzeichnerstaaten; unabated: unvermindert; pledge: Verpflichtung; UNFCCC: United Nations Framework Convention on Climate Change events outcomes delegations … China and the USA … conference to clarify … support needed … attempt: reduce … aim: to curb … introduction of … launch of … with more … US … coal phase-out … does not … coal-phase out … Task 7: Outline the meaning of “talanoa” and its purpose. Do some research first, using the UNFCCC Website and summarise your findings on a crib sheet*. Work in groups to create an input (write a short text) for the dialogue platform and select a best result in plenary to submit to the platform. The 2018 Talanoa Dialogue Platform “Talanoa is a traditional word used in Fiji and across the Pacific to reflect a process of inclusive, participatory and transparent dialogue. The purpose of Talanoa is to share stories, build empathy and to make wise decisions for the collective good. The process of Talanoa involves the sharing of ideas, skills and experience through storytelling. During the process,-participants build trust and advance knowledge through empathy and understanding. Blaming others and making critical observations are inconsistent with building mutual trust and respect, and therefore inconsistent with the Talanoa concept. Talanoa fosters stability and inclusiveness in dialogue, by creating a safe space-that embraces mutual respect for a platform for decision making for a greater good.” © United Nations Framework Convention on Climate Change (UNFCCC), http: / / unfccc.int/ focus/ talanoa_dialogue/ items/ 10265.php (last accessed June 2018) Voc.: participatory: teilnehmend; advance: voranbringen; inconsistent: unvereinbar; mutual: gegenseitig; foster: fördern © Carbonbrief, https: / / www.carbonbrief.org/ cop23-key-outcomes-agreed-un-climate-talksbonn (last accessed June 2018) <?page no="155"?> 154 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Talanoa: word used in Fiji, describing a dialogue between people to share empathy and understanding, decision making is supported by advancing knowledge, the aim is to build mutual trust and respect for a greater good. How to submit inputs It is important that the inputs are consistent with the concept of Talanoa. Therefore, the tone and content of the inputs should not be confrontational, threatening, abusive, defamatory, obscene, offensive, or otherwise unlawful. The inputs should serve the purpose of the Talanoa Dialogue. Link: https: / / talanoadialogue.com/ submit-inputs (last accessed June 2018) <?page no="156"?> 155 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 4: The energy issue Task 8: Transfer the data of the pie chart into a flow text outlining the proportionate share of energy sources. Discuss your results in groups and comment on possible developments of German power production. Present the outcomes in plenary. https: / / www.cleanenergywire.org/ factsheets/ germanys-energy-consumption-and-power-mix-charts (last accessed June 2018) Scaffolding Discourse phrases for a pie chart the pie chart shows … numbers amount to … slightly higher than … it compares … plays a dominant role there is evidence that … according to … as you can see from the pie chart … the most significant feature … this implies that … the pie chart makes clear that … <?page no="157"?> 156 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Flow text …… Task 9: Read the texts and identify the correct statements on the list below (mediation* required). In a double circle*, explain why some of the statements sound wrong. ESYS Energy systems of the future: Electricity will play a crucial role for reaching the EU climate goals. To match the increasing electricity demand, the share of intermittent renewables will rise. This will create new challenges for the electricity supply system. Market regulations will need to offer incentives for reserve capacities, energy storage as well as demand response management. At the same time, the European electricity market is expanding, offering new possibilities to enhance delivery reliability and balancing the electricity load across borders. © Energiesysteme der Zukunft (ESYS), https: / / energiesysteme-zukunft.de/ veranstaltungen/ aktuelle-termine/ symposium-in-bruessel/ (last accessed June 2018) Wollen wir die Offshore-Windkraft weiter ausbauen oder klimafreundlichen Strom bevorzugt in kleinen, dezentralen Anlagen produzieren? Brauchen wir eine flächendeckende Ladeinfrastruktur für die Elektromobilität oder tanken die Autos der Zukunft synthetische Kraftstoffe aus Windstrom? Für die Umsetzung der Energiewende gibt es keinen Masterplan, sondern verschiedene Szenarien und Lösungsansätze. In dem im April 2013 initiierten Akademienprojekt „Energiesysteme der Zukunft“ (ESYS) kommen Expertinnen und Experten zusammen, um Handlungsoptionen für eine umweltverträgliche, sichere und bezahlbare Energieversorgung zu erarbeiten. © Energiesysteme der Zukunft (ESYS), http: / / energiesysteme-zukunft.de/ presse/ meldungsarchiv/ 2016/ esys-startet-die-zweite-projektphase/ (last accessed June 2018) Voc.: crucial: entscheidend; intermittent: zeitweilig; challenges: Herausforderungen; incentives: Anreize; demand response management: Management der Nachfrage(reaktion); delivery reliability: Liefertreue; electricity load: Spitzenlast; dezentrale Anlagen: decentralised systems; flächendeckend: comprehensive; Ladeinfrastruktur: recharging infrastructure; Handlungsoptionen: options for action <?page no="158"?> 157 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Power mix The power mix refers to how electricity production and consumption in a country breaks down by-primary energy-source. It can refer to either power generation, or power consumption, i.e. how much electricity a country uses, taking into account imports and exports. In 2015, renewables covered 30 percent of Germany’s gross power generation (or production), and 31.6 percent of its gross power demand (or consumption). Gross electricity generation usually refers to the total amount of electricity generated in all power plants. Net electricity generation is equal to gross electricity generation minus the amount of power the generating facilities (auxiliary services) use themselves to operate. Gross national electricity consumption includes gross electricity generation minus exports, plus imports. Net national electricity consumption is equal to gross national electricity consumption minus power lost during transmission via the electricity grid. https: / / www.cleanenergywire.org/ glossary/ letter_p#power_mix (last accessed June 2018) Voc.: generated: erzeugt; gross: brutto; auxiliary services: Hilfsdienste; electricity consumption: Energieverbrauch; electricity grid: Stromnetz  Reserve capacities, energy storage and demand response management are state responsibilities  The total amount of electricity generated in all power plants is called gross energy generation  Power lost during transmission via the electricity grid is part of national electricity consumption  Renewables covered 30 percent of Germany’s gross power generation  Electricity will play a crucial role for reaching the EU climate goals  The European electricity market is expanding, offering new possibilities  he share of intermittent renewables will go down  ESYS develops new options for environmentally safe and affordable energy supply  Power mix refers to electricity production only These statements are wrong, because Task 10: Outline how emissions trading works and discuss why global warming might be reduced by implementing this concept, using a think-pair-share* format. <?page no="159"?> 158 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Greenhouse gas Gases that trap heat in the Earth’s atmosphere are called greenhouse gases (GHGs). Carbon dioxide (CO2) is the dominant anthropogenic (man-made) GHG, but other gases, such as methane (CH4), nitrous oxide, and fluorinated gases, have an even greater global warming potential (GWP). GHG emissions are often quantified as CO2 equivalent emissions, but no single metric can accurately compare all consequences of different emissions, and all choices of metric entail limitations and uncertainties. According to the 5th IPCC report, methane has 28-34 times the GWP of carbon dioxide over 100 years, and the release of one ton of methane is equivalent to the release of 28-34 tons of CO2 over 100 years. https: / / www.cleanenergywire.org/ glossary/ letter_g#greenhouse_gas (last accessed June 2018) Emissions trading is a tool to keep carbon emissions in check by putting environmental costs on company balance sheets. First, a tolerable total amount of greenhouse gas emissions is specified and a certificate is issued. Then, if a company emits more than the allocated amount, it must buy an allowance for each additional ton of CO2 equivalents. These allowances can be traded between companies. The EU Emissions Trading Scheme (ETS) is currently the world’s biggest (China plans to introduce a nationwide scheme in 2017 that will be roughly twice the size), covering energy providers, energy-intensive industry, and civil aviation in the 28 EU member states. An oversupply of allowances means that prices have fallen well short of what most experts say is needed to make electricity generation from fossil sources like coal more expensive compared to energy from clean power sources, such as renewables. https: / / www.cleanenergywire.org/ glossary/ letter_e#emissions_trading (last accessed June 2018) Voc.: trap: einfangen, verschließen; equivalent: gleichwertig; metric: Messung; entail: nach sich ziehen; emmissions trading: Emmissionshandel; allocated: zugewiesen; allowance: Bewilligung; energy providers: Energieversorger; civil aviation: zivile Luftfahrt emissions trading reducing global warming environmental costs … an amount of greenhouse gas emissions … a tool to keep carbon emissions in check… encourages … <?page no="160"?> 159 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 5: Wind parks and landscapes Task 11: Read the text and answer the questions about the differences between “onshore and offshore wind parks”. In a double circle*, share experiences with wind parks in your region and discuss changes in your landscape in plenary. Offshore wind In 2016, offshore wind parks accounted for about 2 percent of Germany’s power production. By mid-2016, 3.6 GW of offshore wind capacity was connected to the German grid, with a further 324 megawatts of capacity installed off the German coast, but yet to be connected to the grid. A further 3.8 GW of capacity was either under construction or in the planning stages. Unlike other renewable energy sources in Germany, most of which are owned by citizens, cooperatives, and smaller operators, offshore wind, which requires high investment, is largely owned by major energy companies. Onshore wind Land-based wind turbines contributed more (10 percent) to Germany’s overall power production in 2016 than any other renewable energy source. Germany has 44.6 GW of onshore wind capacity (end-2016). Schleswig-Holstein, in the northeast of the country, has more than double the onshore wind power capacity of any other state. Close to 150,000 people are employed in the German wind power sector. https: / / www.cleanenergywire.org/ glossary/ letter_o#offshore_wind (last accessed June 2018) Kellerwald (Hessen) Photo: Bernd Klewitz Questions: 1. What is the basic difference between the two types of wind parks? 2. How extensive is their contribution to energy supply in Germany? <?page no="161"?> 160 Unit 4: Windparks and Energy Unit 4: Windparks and Energy 3. Why are some offshore wind turbines not yet in operation? 4. Why are offshore wind parks mostly owned by major energy companies? 5. Where are most wind parks situated? 6. What is the effect on the employment sector? Wind parks in your region? Task 12: Rapid expansion Fill in the gaps in the texts and explain the reason for the rapid growth of wind parks and the role they play in the German energy turnaround. World Leader Text 1 Germany is supposed to be the world leader in terms of wind parks and ………. ……….. The German landscape is ………. with more than 19,000 windmills, not counting the one ………. . And the numbers are growing fast. The ……. ……. ……. (BMUB) has supported this development and is now encouraging new wind farms to be built along the North Sea and ………. ………. coasts. There has been some criticism despite overall public support because generous subsidies have ………. a billion-euro industry, almost ………. ………. market rules of competition and best practice. Beyond that, energy ………. have to buy wind power at set prices according to the Renewable Energy Act (Erneuerbare Energien Gesetz -EEG), introduced in 2000. (BK) Voc.: wind turbines: Windräder; Federal Environment Ministry: Bundesumweltministerium; Baltic Sea: Ostsee; fostered: gefördert; exempt from: ausgenommen von Text 2 Onshore wind power capacity in Germany has ………. more than 1,000 times since 1990. A combination of idealistic ………. and ………. enthusiasm among citizens has brought the number of wind turbines up to almost 30,000. Onshore wind power today is the largest ………. ………. sector in the country, a vibrant industry, and a central pillar of the Energiewende. A record expansion period, however, has not ………. the industry from a sweeping change of political conditions, intensifying ………., and ………. rejection by parts of the population. But wind power companies have long sought to become more independent of their home market, drawing international investors‘ attention and pushing energy ………. around the globe. https: / / www.cleanenergywire.org/ dossiers/ onshore-wind-power-germany (last accessed June 2018) Voc.: impetus: Anstoß; entrepreneurial: unternehmerisch; shielded: abgeschirmt; adamant: hartnäckig <?page no="162"?> 161 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Text 3 Germany’s onshore wind power industry started out in 1990 with a handful of rather ………. installations producing about 71 gigawatt hours (gWh) - roughly the demand of a small town. It has grown to a ………. euro business that in 2016 poured out nearly 80,000 gWh of electricity, capable of powering over ten percent of the world’s fourth largest economy, or the ………. of almost 23 million ………. households. Germany’s onshore wind power industry may await a watershed in terms of ………., but it has benefitted from a supportive industrial policy to overcome its ………. status. The rapid expansion in Germany has been the result of targeted policy design, effective engineering, and also widespread public ………. . Germany is a vocal supporter of the Paris Climate Agreement and concerted ………. action to limit the ……..-…….. effects on climate change. The nation will continue to depend heavily on the wind power sector to cut ………. ……… emissions by at least 80 percent until 2050 and derive 60 percent of gross final energy consumption in all sectors from renewables, as outlined by the Federal Environment Ministry (BMUB). Onshore wind power currently ………. ten percent to Germany’s power mix, by far the largest chunk among ………. . Windmills have for many become an Energiewende ………. because of their visibility and straightforward mode of operation. The industry’s ascent, however, did not happen by accident. https: / / www.cleanenergywire.org/ glossary/ letter_o#onshore_wind (last accessed June 2018) Voc.: equivalent: gleichwertig; average: durchschnittlich; funding: Förderung; infant: jung; figurehead: Aushängeschild Word box: (text 1): providers - exempt from - fostered - Baltic Sea - Federal Environment Ministry- - offshore - dotted - wind turbines (text 2): transition - adamant - competition - shielded - energy - renewable - entrepreneurial - impetus - increased (text 3): figurehead - renewables - contributes - greenhouse gas - man-made - international - enthusiasm - infant - funding - average - equivalent - multibillion - experimental rapid growth figurehead more than 19,000 windmills… generous subsidies… supportive industrial policy… central pillar of the Energiewende … Germany supports … depends heavily on … visibility and … <?page no="163"?> 162 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 6: Lifestyle and regions Task 13: Interpret the cartoon and discuss implications for personal lifestyles and environmentally safe energy supply. Scaffolding Working on a political cartoon Consider the following questions and take notes: Context: Which issue is the cartoon referring to? Content: What do the people in the cartoon look like - normal - distorted - funny? What is the couple in the cartoon talking about? Comment on the difference between the male (barbecue) and the female (newspaper headline, explaining it). Have a closer look at the carpet and the dog. What could the message be? How do the three sentences relate to each other? Target: What, then, is the message of the cartoon? What key people or groups are part of the cartoon’s message? Technique: Is the cartoon funny or rather not? Please explain how the method chosen by the cartoonist conveys the political message more effectively. How does the cartoonist (Michael Leunig), persuade the reader to accept his message? How is the reader’s attention captured? What did you first notice about this cartoon? © Michael Leunig, www.leunig.com.au, http: / / www.leunig.com.au/ works/ cartoons (last accessed June 2018) <?page no="164"?> 163 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Task 14: Diskutiert, in Kleingruppen, wie eine bürgernahe Ökostromförderung aussehen könnte. Beschreibt dabei, welche Vorteile Bürgergesellschaften haben. Recherchiert, ob es in Eurer Gegend auch solche Initiativen gibt und wie dort insgesamt die Stromversorgung erfolgt - auch im eigenen Haushalt. Haltet die Ergebnisse auf einem Crib Sheet* zur Vorbereitung von task 15 fest. Task 15: Mediate the following text about the German energy turnover. Your exchange partner is alarmed about President Trump’s climate-change denial and would like to learn about the situation in Germany. Report to him/ her about the state-of-the-affair in your country. Zum Stand der Energiewende Solange Wind und Sonne als fluktuierende Energiequellen nur einen marginalen Anteil an der Energiegewinnung hatten, war [es] unproblematisch. Jetzt, da ihr Anteil bei der Stromerzeugung bei einem Drittel liegt, werden die Folgen der Schwankungen allerdings virulent. EE-Anlagen werden zunehmend öfter abgeschaltet, das sogenannte dispatching - Eingriffe der Netzbetreiber in den Betrieb der Kraftwerke - gewinnt an Bedeutung. Die Volatilität des Energiesystems nimmt zu. Sie nagt am Prinzip der Versorgungssicherheit, nach dem der Strom unabhängig vom Wetter und von der Jahreszeit immer und überall gesichert zur Verfügung stehen muss. In Deutschland seien mehr als 15 Minuten Stromausfall pro Jahr (durchschnittliche Versorgungsunterbrechung pro Kunde) nicht zu tolerieren, heißt es in der Energiewirtschaft kategorisch. Gemäß dieses tradierten Prinzips gilt: Je höher der Anteil der fluktuierend einspeisenden Erneuerbaren ist, desto mehr Ausgleichs- und Back-up-Kapazitäten bedarf es. Entsprechend bedeuten mehr Wind- und Solarstromanlagen mehr aufwändige Redundanzen, also Reservekapazitäten. Für den Strombereich heißt das, dass mehr Übertragungsleitungen und steuerbare Reservekraftwerke gebraucht werden. ... Die Hypothese lautet: Die dezentrale, über regionale Marktplätze organisierte Energieversorgung und eine wichtigere Rolle der “Prosumenten” (Verbraucher, die aber auch lokal Strom erzeugen und einspeisen) birgt nicht nur wirtschaftliche, sondern auch ökologische und soziale Vorteile. Sie erhöht die Wertschöpfung vor Ort, vermeidet einen übermäßigen und von den Bürgern nicht gewollten Ausbau von Übertragungsnetzen, stärkt die regionale Identität und sichert auf Dauer die Akzeptanz des notwendigen weiteren Ausbaus von EE-Erzeugungsanlagen. h tt p : / / w w w. b p b . d e / a p u z / 2 4 6 4 2 9 / m i t a n g e z o g e n e rh a n d b r e m s e z u m s t a n d d e r energiewende? p=all#footnode1-1 (last accessed June 2018) <?page no="165"?> 164 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Scaffolding Wind and sun power … With the increasing use of these resources … To guarantee power supply … The energy sector maintains … This means that the more … The hypothesis is … In need are “pro/ consuments”, … This has economic but also … It enhances … State-of-affairs in Germany Your text: … <?page no="166"?> 165 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 7: The climate change quiz Task 16: Do the quiz, making use of the scaffolded crib sheet* below. Decide whether each statement below is true or false. Comment on your results, whether known or surprising. You will have to change the sequence of answers. Questionnaire 1. Biodegradable plastic is ok to use and better for the environment than conventional plastic. 2. We consume our Earth’s natural resources at a faster pace than our planet can replenish them. 3. People can continue living their current lifestyle without emitting any CO2 at all. 4. The average American has a smaller carbon footprint than the average European. 5. Airplane transport industry as a whole produces the most total CO2 emissions out of all transportation industries. 6. Electric cars are much better than fuel-powered ones because they have a smaller carbon footprint. 7. Organic food is not always sustainable. 8. On average, 0.5 lbs. of beef create more carbon dioxide than driving for 5 miles. 9. Solar power is expensive and unreliable. Voc.: biodegradable: biologisch abbaubar; conventional: herkömmlich; replenish: wiederherstellen; emit: ausstoßen, abgeben; carbon footprint: total amount of CO2 you create; fuel-powered: Benzin Antrieb; sustainable: nachhaltig; organic food: Bio-Lebensmittel; unreliable: unzuverlässlich Scaffolding Answer sheet answers comment (surprised? I knew that! ) … : cost of solar panels has dropped 80% since 2008 (USA), keeping household costs down, most panels can be used for more than 20 years … : everything used has a carbon footprint, impossible to reduce carbon emissions to zero, purchasing carbon offsets might be a way out <?page no="167"?> 166 Unit 4: Windparks and Energy Unit 4: Windparks and Energy … : similar to spending more money than you earn, we emit more CO2 than nature can remove, equivalent to 1.5 Earths, if nothing changes we require the resources of two planets before mid-century … : air transport (relatively small size of the aviation industry) claims only 12% of CO2 emissions, road transport: 74%, but greater climate impact per passenger per mile than driving … : half a pound of beef steaks has the same harmful effects as driving almost 10 miles … : plastic worse for environment, decomposes and releases methane (more potent than CO2), composting companies send all plastic to landfills most of the time … : carbon footprint of electric cars depends on the power source used, if electricity comes from a coal-fired plant charging your car is no better than using gasoline … : US carbon footprint far ahead (16.5 tons per person, per year), Europe: 6.8 tons per year, per capita average worldwide: lower than 5 tons … : organic farming uses compost which generates a significant amount of greenhouse gases and groundwater pollution, sustainable products not concerned with whether or not the environment is harmed <?page no="168"?> 167 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheets 1 bis 7: Lösungen Worksheet 1: Weather, climate and the carbon myth Task 1: Caricature Analysis Content: The caricature refers to climate change and doubts about the truth of warnings concerning the consequences. Context: The image shows two persons skating on an ice surface showing some cracks. The adult’s coat shows the slogan “just carry on” while the child points at the warning sign. The heading says: “Rubbish. You don’t have to believe in everything that is written somewhere”. Technique: The two skaters seem to carry on in full speed not minding the oncoming cracks. The adult wants to ignore the warning sign and encourages the child to continue. Target: The cracks in the ice surface might give in and put the skaters in a dangerous situation because they ignore the warning sign. The viewer realizes the mistake of the skaters and is alerted to the dangers of climate change, because global warming cannot be ignored and its effects do not only mean that the ice caps are melting but also might change living conditions overall. Task 2: global warming climate change Trump’s dumb joke weather conditions, increase in atmospheric temperatures, result of heattrapping gases, you cannot do much against extreme weather situations includes global warming, part of climate change, long-range, threatening development, you can do a lot against global warming extremely cold spells on the US east coast, profit from “that good old global warming”, advice to “bundle up” Task 3: debunking the carbon myth scientific evidence of climate change the sun is the main direct and indirect driver of climate change, alternative causes of climate change, climate fluctuations are natural phenomena, CO 2 levels move up and down, ice shelves have been breaking off for centuries, there has been no warming since 2005, trees will absorb atmospheric carbon, burning fossil fuels creates carbon dioxide, contributes to global warming, the global population continues to grow, “fat-tail” risks of climate change, genuine, existential risks <?page no="169"?> 168 Unit 4: Windparks and Energy Unit 4: Windparks and Energy current obsession with global warming is misguided, a concern is to focus almost exclusively on global warming, no proof that CO 2 is the main driver of global warming, temperatures move up and down naturally, ice cap thicknesses in both Greenland and Antarctica are increasing temperatures have risen to the warmest since records began, global energy demand will grow, only alternative in meeting the increasing demands for energy is to continue to extract fossil fuel reserves, cannot be handled by existing risk-management techniques Worksheet 2: The truth about global warming Task 4: Episode Index (running sheet) Episode 1 (00: 00’) What was already known in the 1970s? There was an agreement that a CO2 build up was occurring but controversies began as well. However, the necessary knowledge was available. What was accelerating the process? The greenhouse effect was mainly due to human influence and behaviour: the fossil footprint, consumption of coal, petrol, oil, natural gas all contributed to climate warming. Episode 2 (01: 40’) What are similarities between climate and medical science? Both are complex systems, difficult to understand because of multiple components. Why are explanations often competing with each other? Not everything can be known in spite of research. It is difficult to differentiate between well-established explanations and those that are not shared by all scientists. Episode 3 (02: 20’) How do different ideologies influence research findings? Ideologies usually select facts that are convenient for their opinions. They tend to select information out of context and come to their favourite conclusions -showing pro/ con examples. This makes research disconnected. <?page no="170"?> 169 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Episode 4 (03: 35’) How does the public handle potential outcomes? There is a wide range of outcomes, because they are based on relative likelihood, and the public and political world is left to figure out things for themselves. The Congress sample is a case in point: more plant growth and less water required. Episode 5 (05: 00’) What does the example of lung cancer demonstrate? There can be no right answer. You have the choice between biopsy, as a pre-cautionary mode, and just wait and see. Episode 6 (06: 04’) Why does risk management often fail? The debate whether the globe is warming and whether it is our fault or not is not over. The example of the American Tobacco Institute with a reporter lighting a cigarette shows some absurdity. But the tipping points of the carbon myth are marked by the unprecedented levels of global warming. Also worth considering: ▶ An Inconvenient Truth (American documentary by Al Gore of 2006) and related: https: / / www.sciencenews.org/ article/ changing-climate-10-years-after-inconvenienttruth (last accessed June 2018) ▶ The 11 th hour (popular environmental documentary featuring Leonardo DiCaprio of 2007) ▶ Noam Chomsky (on “Peak Oil and a Changing Climate”) https: / / www.youtube.com/ watch? v=FJUA4cm0Rck (last accessed June 2018) Task 5: The conclusion (bottom line) points at the fact that we live at the cost of future generations. In this, our global environment is endangered because irreversible damage is caused by the use of energy today. There is no alternative but to carefully handle our resources in a sustainable way so that the planet will survive and not be destroyed by greed and unreasonable behaviour worldwide. <?page no="171"?> 170 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 3: COP 23 and “Talanoa” Task 6: events outcomes delegations from 195 states met in Bonn; conference to clarify frameworks making the agreement fully operational, support needed for all nations to achieve their climate change goals attempt: to stop climate change and its consequences; introduction of the Talanoa Dialogue launch of the “Powering Past Coal Alliance”, with more than 20 countries (aiming at 50), US did not sign onto the pledge coal phase-out needed no later than by 2030, does not commit signatories to any particular phase-out date, coal-phase out has become a significant focal point Task 7: ad lib. Worksheet 4: The energy issue Task 8: Flow text The pie chart shows that the German energy sources are still based on conventional power production to the extent of 66.9 %, whereas renewable energies amount to only 33.1 %. Coal production with 37 % is slightly higher than that of renewables. Natural gas compares to nuclear power in a proportion of 13.1 to 11.6 %. Within the renewables, energy from wind (onand offshore) plays a dominant role with 16.1 %, followed by biomass (7 %) and solar energy with 6.1 %. Hydro power covers 3 % and energy waste is as low as 0.9 %. There is evidence that renewable energy does not yet lead in power production, although this might change with the closure of nuclear power stations planned later in this century. According to clean climate aims and coal phase-out, the power mix will leave a space of 48.6 % and will have a considerable potential for renewables, the most significant feature in the development of energy production. This implies that great changes will take place over the next years, because comparing conventional and renewable power production will have to be reversed. The pie chart makes clear that the biggest drop will happen in the coal sector (minus 37 %). Task 9:  Electricity will play a crucial role for reaching the EU climate goals  The share of intermittent renewables will go down <?page no="172"?> 171 Unit 4: Windparks and Energy Unit 4: Windparks and Energy  Reserve capacities, energy storage and demand response management are state responsibilities  The European electricity market is expanding, offering new possibilities  ESYS develops new options for environmentally safe and affordable energy supply  power mix refers to electricity production only  renewables covered 30 percent of Germany’s gross power generation  The total amount of electricity generated in all power plants is called gross energy generation  Power lost during transmission via the electricity grid is part of national electricity consumption These statements are wrong, because ▶ The share of intermittent renewables will actually go up to match increasing demand. ▶ Reserve capacities, energy storage and demand response management are not state responsibilities, but need to be regulated by the market. ▶ Power mix refers to electricity production and consumption. ▶ Power lost during transmission via the electricity grid is not part of national electricity consumption, but deducted from the gross data. Task 10: emissions trading reducing global warming environmental costs are put on company balance sheets; an amount of greenhouse gas emissions is specified and a certificate is issued; if a company emits more than the allocated amount, it must buy an allowance; allowances can be traded between companies a tool to keep carbon emissions in check; the scheme covers energy providers, energy-intensive industry, and civil aviation; it makes electricity generation from fossil sources like coal more expensive; encourages energy usage from clean power sources, such as renewables Worksheet 5: Wind parks and landscapes Task 11: 1. Onshore wind is generated on land. 2. The overall figure is about 12 % (in 2016), with the major energy generated on land. 3. Because they still need to be connected to the electricity grid. 4. They require high investment, while the onshore wind mills are mostly owned by citizens, cooperatives and small companies. 5. In the North of Germany. 6. Almost 150,000 people work in this industry. <?page no="173"?> 172 Unit 4: Windparks and Energy Unit 4: Windparks and Energy ad lib. Task 12: World Leader Text 1 Germany is supposed to be the world leader in terms of wind parks and wind turbines. The German landscape is dotted with more than 19,000 windmills, not counting the ones offshore. And the numbers are growing fast. The Federal Environment Ministry (BMUB) has supported this development and is now encouraging new wind farms to be built along the North Sea and Baltic Sea coasts. There has been some criticism despite overall public support because generous subsidies have fostered a billion-euro industry, almost exempt from market rules of competition and best practice. Beyond that, energy providers have to buy wind power at set prices according to the Renewable Energy Act (Erneuerbare Energien Gesetz -EEG), introduced in 2000. (BK) Text 2 Onshore wind power capacity in Germany has increased more than 1,000 times since 1990. A combination of idealistic impetus and entrepreneurial enthusiasm among citizens has brought the number of wind turbines up to almost 30,000. Onshore wind power today is the largest renewable energy sector in the country, a vibrant industry, and a central pillar of the Energiewende. A record expansion period, however, has not shielded the industry from a sweeping change of political conditions, intensifying competition, and adamant rejection by parts of the population. But wind power companies have long sought to become more independent of their home market, drawing international investors’ attention and pushing energy transition around the globe. https: / / www.cleanenergywire.org/ dossiers/ onshore-wind-power-germany (last accessed June 2018) Text 3 Germany’s onshore wind power industry started out in 1990 with a handful of rather experimental installations producing about 71 gigawatt hours (gWh) - roughly the demand of a small town. It has grown to a multibillion euro business that in 2016 poured out nearly 80,000 gWh of electricity, capable of powering over ten percent of the world’s fourth largest economy, or the equivalent of almost 23 million average households. Germany’s onshore wind power industry may await a watershed in terms of funding, but it has benefitted from a supportive industrial policy to overcome its infant status. The rapid expansion in Germany has been the result of targeted policy design, effective engineering, and also widespread public enthusiasm. Germany is a vocal supporter of the Paris Climate Agreement and concerted international action to limit the man-made effects on climate change. The nation will continue to depend heavily on the wind power sector to <?page no="174"?> 173 Unit 4: Windparks and Energy Unit 4: Windparks and Energy rapid growth figurehead more than 19,000 windmills; central pillar of the Energiewende; pushing energy transition; powering over ten percent of the German economy; ministry supported this development; Germany supports the Paris Climate Agreement and concerted international action to limit the man-made effects on climate change; now encouraging new wind farms to be built; generous subsidies; depends heavily on the wind power sector to cut greenhouse gas emissions; combination of idealistic impetus and entrepreneurial enthusiasm; visibility and straightforward mode of operation multibillion euro business; supportive industrial policy; targeted policy design, effective engineering, and widespread public enthusiasm ad lib. Worksheet 6: Lifestyle and regions Task 13: 1. Context: The cartoon focuses on the issue of global warming - in its specific Australian context. On the one hand, there is the ever popular ‘barbecue’ - on the other hand, the, rather unexpected, reaction that people are already part of ‘one’. Additionally, the dog on the carpet looks exhausted from too much heat. 2. Content: The two people in the cartoon, probably a married couple in their living room, look slightly distorted: big heads, small bodies. There is little detail in the drawing as if to cut greenhouse gas emissions by at least 80 percent until 2050 and derive 60 percent of gross final energy consumption in all sectors from renewables, as outlined by the Federal Environment Ministry (BMUB). Onshore wind power currently contributes ten percent to Germany’s power mix, by far the largest chunk among renewables. Windmills have for many become an Energiewende figurehead because of their visibility and straightforward mode of operation. The industry’s ascent, however, did not happen by accident. https: / / www.cleanenergywire.org/ glossary/ letter_o#onshore_wind (last accessed June 2018) <?page no="175"?> 174 Unit 4: Windparks and Energy Unit 4: Windparks and Energy keep the reader focused. The first impression is that the couple seems to talk at cross purposes, with the male carrying a happy, if not naïve smile on his face. His partner does not appear happy at all and refers to what could be a newspaper headline about the ‘earth heating up’ and answers with a hidden reproach of how someone could think of a barbecue in this situation. The dog already seems to be a victim with his hanging tongue and lying flat out on the carpet. The male person starts the conversation with an everyday suggestion, the third line describes a serious environmental problem -the second sentence serves as a bridge between the two and thus gets an ironic ring to it. 3. Target: Clearly about global warming, the cartoon shows that not all people take this problem seriously or are even aware of it. Since ‘having a barbecue’ is almost a national Australian icon, the artist brings this message home to his country fellow men in particular. 4. Technique: The cartoon seems very funny because it draws on a misunderstanding which can often be part of any conversation. The cartoonist uses simple, recognizable body language (smiley-grumpy) and short sentences, so that the message shines through immediately -global warming is a global problem not taken seriously. Every reader knows about the problem, but it is not easy to take sides, as we all contribute to this environmental problem, more or less. Contrasts - in body language, spoken and written lines - work best in this cartoon. What seems to be an everyday situation at first sight turns out to have a serious background and a first victim - the dog already lying flat out. Most likely, the male’s friendly smile attracts attention first (as we usually also start reading/ looking from the left to the right), and we are then taken through some different emotions - ending with mixed feelings about what really should be done and whether this means the end of all barbecuing. Task 14: ad lib. Task 15: Wind and sun power - until not long ago - were only used marginally for energy production in Germany. With the increasing use of these resources of up to 15 %, fluctuations in the production of electricity have become a problem because they are not always available. To guarantee power supply, dispatching becomes necessary - the additional usage of conventional power plants independent from weather conditions. The energy sector maintains that more than 15 minutes of power cuts per year are not tolerable. This means that the more alternative energies are used the more back-up systems become important. You simply need more reserves. The suggestion is that decentralized energy supply is necessary, organized via local markets. In need are “pro/ consuments”, i.e. consumers that produce electricity at the same time and feed it into the power grid. This has economic but also ecological and social advantages. It enhances the local creation of value, avoids exaggerated capacities not wanted by citizens and safeguards the acceptance of further expansion of alternative energies. <?page no="176"?> 175 Unit 4: Windparks and Energy Unit 4: Windparks and Energy Worksheet 7: The climate change quiz Task 16: answers comment (surprised? I knew that! ) 1false: plastic worse for environment, decomposes and releases methane (more potent than CO2), composting companies send all plastic to landfills most of the time 2true: similar to spending more money than you earn, we emit more CO2 than nature can remove, equivalent to 1.5 Earths, if nothing changes we require the resources of two planets before mid-century 3false: everything used has a carbon footprint, impossible to reduce carbon emissions to zero, purchasing carbon offsets might be a way out 4false: US carbon footprint far ahead (16.5 tons per person, per year), Europe: 6.8 tons per year, per capita average worldwide: lower than 5 tons 5false: air transport (relatively small size of the aviation industry) claims only 12% of CO2 emissions, road transport: 74%, but greater climate impact per passenger per mile than driving 6false: carbon footprint of electric cars depends on the power source used, if electricity comes from a coal-fired plant charging your car is no better than using gasoline 7true: organic farming uses compost which generates a significant amount of greenhouse gases and groundwater pollution, sustainable products not concerned with whether or not the environment is harmed 8true: half a pound of beef steaks has the same harmful effects as driving almost 10 miles 9false: cost of solar panels has dropped 80% since 2008 (USA), keeping household costs down, most panels can be used for more than 20 years For more detailed answers consult: https: / / www.terrapass.com/ consume-care-environmental-factsmyths-consumption (last accessed June 2018) <?page no="177"?> Unit 5: Oil Sands and Fracking (Sek 2: Jahrgangsstufe 11, 7. Lernjahr, B2/ B2+) Allgemeine Erziehungsziele: Historische Entwicklungen einordnen; Abwägung von kommerziellen und umweltorientierten Interessen; Perspektivenwechsel; Medien kritisch analysieren; Standpunkte verstehen und vertreten Ziele fremdsprachlicher Bildung: Lesekompetenz schulen; Informationen über komplexe Sachverhalte verarbeiten; Landeskundliche und interkulturelle Kenntnisse; Arbeiten mit Texten und Landkarten; Interessen verstehen und zuordnen; Standpunkte abwägen und beurteilen Inhalte und Themen: The pursuit of energy; The story of energy dependency; The energy turnaround; Oil sands and fracking; Issues; Debating alternatives Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): B2: Kann etwas systematisch erörtern und dabei entscheidende Punkte in angemessener Weise hervorheben und stützende Einzelheiten anführen (Europarat 2001: 65); kann eine klare und systematisch angelegte Präsentation vortragen und dabei wesentliche Punkte und relevante unterstützende Details hervorheben (66); kann längere Redebeiträge und Vorträge verstehen und auch komplexer Argumentation folgen; kann Artikel und Berichte über Probleme der Gegenwart lesen und verstehen; kann sich ... aktiv an einer Diskussion beteiligen und Ansichten begründen und verteidigen. B2+: Kann ein breites Spektrum anspruchsvoller, längerer Texte verstehen und auch implizite Bedeutungen erfassen (65). <?page no="178"?> 177 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Sachfach-Curriculum Po/ Wi: Ökologische Herausforderungen der Gegenwart, Möglichkeiten und Schwierigkeiten von Umweltpolitik, Umweltpolitik in der politischen Auseinandersetzung, ökonomische Interessenkonflikte, Umweltökonomie, Übernutzung, Dimensionen und Ziele nachhaltigen Wirtschaftens, Analyse von Umweltproblemen (exemplarisch) Sprachfokus: thematisch orientierte Redemittel und Strukturen; analysing texts and cartoons; CLIL discourse and word fields; reading and listening comprehension; analysing video clips and commenting messages; negotiation of meaning and perspectives Lehr- und Lernstrategien: double circle*; comparisons and presentations; plenary discussions*; crib sheets*; placemat activities*; jigsaw puzzle*; think-pair-share*; preparing and role-playing discussion (fishbowl)*; guided and independent content-based research Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of activities and procedures, peer scaffolding; plenary discussions, findings of research); summatives Feedback: Ergebnisse von Präsentationen, Durchführung und Auswertung einer Debatte Übersicht Unit 5: Oil Sands and Fracking Unterrichtsstunde 1-2 Worksheet 1: The pursuit of energy 180 Unterrichtsstunde 3-4 Worksheet 2: The story of energy dependency 182 Unterrichtsstunde 5-6 Worksheet 3: The energy turnaround (including useful phrases) 184 Unterrichtsstunde 7-8 Worksheet 4: Oil sands 187 Unterrichtsstunde 9-10 Worksheet 5: Fracking 190 <?page no="179"?> 178 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Unterrichtsstunde 11-12 Worksheet 6: The issues 192 Unterrichtsstunde 13-14 Worksheet 7: Target activity - the debate on renewables 194 Worksheets 1 bis 7: Anregungen zum Vorgehen Mit ökologischen Herausforderungen der Gegenwart wird in der politischen Bildung der Jahrgangsstufe 11 ein Schwerpunkt durch die Analyse von Umweltproblemen gesetzt, die am Beispiel von Oil Sands und Fracking aktuelle Fragen der Energieversorgung aufzeigen. Die Ausweitung der Nutzung fossiler Ressourcen ist keineswegs ein nordamerikanisches Phänomen, sondern sorgt auch in Europa für erheblichen Diskussionsbedarf. Mit einem Interview Spiel zu Beginn dieser Unterrichtseinheit wird ein förderliches Gruppenklima geschaffen und zugleich Vorwissen getestet. Es kann als Abschluss wiederholt werden, um den Lernzuwachs zu dokumentieren. Die Adaption eines Asterix Cartoons lenkt den Blick auf eine deutsche Perspektive, und eine Timeline zu energy and climate vertieft Kenntnisse zur historischen Entwicklung der Energie- und Klima-Problematik (worksheet 1). Ein weiterer historischer Aspekt wird mit den Veränderungen bedingt durch die Industrielle Revolution erarbeitet (worksheet 2), um danach einen genaueren Blick auf die deutsche Energiewende zu werfen, die international anerkannt aber auch kritisch gewertet wird. Hier tritt auch eine Besonderheit des bilingualen Unterrichts in den Vordergrund, wenn die notwendige deutsch-englische Terminologie von Schülern bearbeitet wird (worksheet 3). Der Kern der Unit liegt in der Analyse von Oil Sands und Fracking, die sich insbesondere auf die kanadische Situation bezieht und die dort entstehenden Umweltprobleme in den Blick nimmt (worksheets 4 und 5). Argumente von Befürwortern und Gegner dieser neuen Technologie werden im Einzelnen verhandelt (worksheet 6). Die gewonnenen Kenntnisse werden abschließend in einer fishbowl debate zur Sprache gebracht, vorbereitet durch useful phrases und in der Anwendungsphase gestützt durch eine Gegenüberstellung von pro und contra Argumenten (worksheet 7). Im erweiterten sprachlichen Aktionsfeld ist formatives Feedback durchgängig in den worksheets angelegt. Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. <?page no="180"?> 179 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved analysis, assessment, negotiation, critical thinking, fishbowl debate worksheet compass guiding questions and outcomes advance organizer, study objectives, peer-scaffolding reciprocal teaching complex task introducing and guiding fishbowl debate on renewable energies double circle, working in groups, plenary and fishbowl discussion, presentations, evaluation crib sheets*, useful phrases, discourse files worksheet 1 The pursuit of energy task 1: discuss task 2: analyse, examine task 3: delineate, research, compare, present interview game*, milling around, double circle*, cartoon analysis*, timeline worksheet 2 The story of energy dependency task 4: outline, discuss, present jigsaw group* worksheet 3 The energy turnaround (including useful phrases) task 5: read, mediate, explain task 6: examine, discuss, complete, outline placemat activity*, rubrics, think-pairshare*, discourse file worksheet 4 Oil sands task 7: question, summarise, clarify, predict task 8: research, profile, compare reciprocal teaching*, thinkpair-share* worksheet 5 Fracking task 9: watch video, make notes, comment, discuss task 10: create, outline, explain jigsaw puzzle*, think-pair-share* worksheet 6 The issues task 11: watch, answer questions task 12: analyse, present video clip, questions/ answers,gallery walk*, posters worksheet 7 Target activity - the debate on renewables task 13: rehearse task 14: discuss, decide peer scaffolding*, double circle*, fishbowl debate* <?page no="181"?> 180 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 1: The pursuit of energy Task 1: Interview game Enjoy the interview game* in your class. Please remember to write student names only (not the answers! ) in the boxes of the questionnaire (see glossary*) and discuss - after milling around - the answers later in plenary. Open questions would be collected in a word bank* for further investigation. Task 2: One small village Analyse this cartoon and consider references to a well-known French comic (“the year is 50 BC … One small village of indomitable gauls still holds out against the invaders- …”); examine in a double circle* why the author might have chosen this approach and report in plenary. Die Zentren des Widerstandes gegen Fracking werden kleiner. Daher der subtile Hinweis auf ein „kleines Dorf, das erbitterten Widerstand leistet.“ Hoffentlich gelingt der Widerstand. Denn so blöd, kann man gar nicht sein, dass man auf eine Technologie aufspringt, die eh in 10-15 Jahren erschöpft ist … © Stefan Roth, www.roth-cartoons.de (last accessed June 2018) Scaffolding: Working with a cartoon Content: map of Lake Constance, magnifying glass showing Constance as a small, fenced in village, … <?page no="182"?> 181 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Voc.: Lake Constance: Bodensee; menace: bedrohen Task 3: Timeline energy and climate (including useful phrases) Delineate a chronological order of historic events that show human influence on energy consumption and climate change, and - individually and in tandems - research some details that capture your interest. Compare results in groups (of 4) and present in plenary. Events UN-Convention on Climate Change in Paris - Al Gore receives Nobel Prize for his throwing light on climate change - International treaty to reduce greenhouse gas emissions (Kyoto Protocol) - Iraqi forces driven out of Kuwait, destroying oil plants and wells, biggest oil catastrophe in history (1.25 million tons of oil leaked) - Chernobyl catastrophic nuclear accident - First photo-voltaic power station in USA - First mobile telephone by Motorola with 1kg weight - OPEC (Organisation of Petrol Exporting Countries) reduces oil exports to Europe - Club of Rome publishes document “The Limits to Growth” - International protests after nuclear weapon test at Bikini Atoll - First commercial nuclear power station in Calder Hall, GB - global oil consumption rises rapidly - Start of radio broadcasts - Mass production of cars - First electricity power plant in NY - Thomas Edison invents light bulb - First high-yield oilfields in Pennsylvania, after invention of the oil drill by Edwin Blake (1859) - In England telegraph is introduced - Steamships cross the Atlantic Ocean - Steam engine invented by James Watt - Windmills in Iran - Invention of the wheel in Uruk, Iraq. 3200 BC … 600 BC … 1769 … 1830s … 1837 … 1859 … 1879 … 1882 … 1900s … 1915 … 1950s … 1956 … 1968 … 1972 … 1973 … 1983 … 1985 … 1986 … 1991 … 1997 … 2007 … 2015. Context/ meaning: reference to “Asterix” and the fight against overwhelming powers (the Romans); here …. <?page no="183"?> 182 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 2: The story of energy dependency Task 4: Outline the dynamics of changes during the Industrial Revolution and discuss different factors and outcomes in energy consumption and growth. Present your findings in jigsaw groups*. A brief history The Industrial Revolution (1760-1850) changed British socio-economic and political life fundamentally. Starting from agricultural infrastructure, an era of new technology transformed Britain’s agriculture, transportation, communications and social sectors and began the country’s heavy reliance on natural resources. The invention of the steam engine (James Watt: 1769) ushered in the era of unchecked energy consumption. Its application was virtually limitless and a catalyst for an increased rate of industrialisation. (BK) James Watt’s workshop The improvement of transportation and communications stimulated the Industrial Revolution. For raw materials, manufactured goods, food and people a faster and cheaper <?page no="184"?> 183 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Voc.: usher in: einleiten; catalyst: Katalysator; abundant: reichlich vorhanden; scarce: selten; commodity: Gut, Ware; spark: entfachen; shift: Verschiebung; diminishing: verschwindend system of transportation was needed. Railways (growing from 1,000 miles in 1836 to more than 7,000 miles by 1852) connected various industries, both rural and urban communities, and the number of cities grew rapidly. An abundant and prominent resource, coal was another driving force behind the Industrial Revolution. By the end of the 17 th century, wood had become a scarce commodity. Forests that once covered England had been destroyed to provide the population with fuel, build ships and houses. Therefore, the British had to turn to coal as a new source of energy. It was, for example, used to produce iron from iron ore, for heat and energy. Then metal makers discovered new ways of using coal and coke (high-carbon, converted from coal) to speed the production of raw iron and later steel - vital in making both railways and machinery. Coal thus sparked a global trend of fossil fuel dependence, but an important shift occurred with the discovery of oil. This expedient fuel source rose to prominence after the invention of the oil drill, by Edwin Drake in Pennsylvania in 1859, which facilitated the increase in oil production and led to a rising demand for fuel oil. As up to now, many countries rely heavily on oil to meet their growing energy demands and there is a dominance of oil over coal. Though coal is still an important resource, oil dominates today’s energy markets. The rapid consumption of oil is predicted to increase despite warnings of diminishing reserves and its negative impact on the environment. (BK) Picture: https: / / commons.wikimedia.org/ wiki/ James_Watt#/ media/ File: James_Watt%27s_Workshop.jpg (last accessed June 2018) <?page no="185"?> 184 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 3: The energy turnaround Task 5: Read the following texts about the “Energiewende” - and mediate the second using the target language. Explain differences and similarities. A placemat activity* will help organize your results. Two perspectives Germany‘s Energy Turnaround The “Energiewende” - literally meaning “energy turnaround” or “energy revolution” - is Germany’s effort to reduce climate-damaging CO 2 emissions, without relying on nuclear energy. ... Germany is a pioneer in this regard: With broad public backing and cross-party support, Europe’s most populous country aims to become almost climate-neutral by mid-century. …The “Energiewende”, which grew from a grassroots anti-nuclear and environmental movement into a vast national project, has profound effects throughout society and business. Many environmentalists cite Germany as proof that an industrialised nation can ultimately ditch fossil fuels without sacrificing growth. Critics argue the German experience confirms that switching to renewables comes at a high cost to consumers and industry - and doesn‘t automatically reduce carbon emissions. So far, the transformation has focused on the electricity sector. The boom of wind and solar power, triggered by generous financial support, means a third of the electricity Germany uses now comes from renewable sources. Citizens and cooperatives own many of these installations, while the fortunes of major energy companies have declined. Integrating this distributed, small-scale generation that depends on the weather into the power system still poses significant challenges. At the same time, Germany is now serious about extending the scope of its energy transition. It aims to power heating and transport with renewable electricity, to replace fossil fuels entirely - a move with massive implications for its car giants BMW, Mercedes and VW. And much must still be done to reduce the energy appetite of the world’s fourth largest economy, by increasing efficiency both in households and industry. Despite its green ambitions, Germany struggles to meet its short-term climate targets, because it continues to burn lignite, or brown coal, to generate its electricity. https: / / www.cleanenergywire.org/ dossiers/ germanys-energiewende-easy-guide#Description (last accessed June 2018) Die deutsche Energiepolitik ist mittlerweile im internationalen Sprachgebrauch angekommen: Nahezu überall in der Welt kennt man nach den Worten „Kindergarten“ und „German Angst“ auch das Wort „Energiewende“. Die Industrie-Musternation Deutsch- <?page no="186"?> 185 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking similarities differences Germany’s effort to reduce climate-damaging CO 2 emissions, without relying on nuclear energy; … the term “Energiewende” accepted in international parlance; Germany as a model for industrial nations aims at … Task 6: Examine the list of “loan words” of German origin used in English and - in think-pair-share* - discuss reasons why these words might have crept into the language. Also complete the list below and outline further examples that refer to the topic “energy and climate”. Scaffolding - word bank loan word in English meaning/ context Energiewende energy turnaround / transition Ersatz … Angst fear, anxiety road angst threatening situation while driving Waldsterben … Blitz also Blitzkrieg: method of warfare land hat sich zum Ziel gesetzt, Atomstrom abzuschalten und die Energieversorgung mittelfristig auf erneuerbare Energien umzustellen. ... Der eingeleitete Wandel bringt enorme wirtschaftliche Chancen, schafft Innovationen und stärkt die Wettbewerbsfähigkeit. Zunächst international belächelt, wird inzwischen immer weniger über Deutschlands Energiepläne gescherzt. Spätestens seit die Kosten für Solar- und Windstrom immer weiter zurückgehen und die von Atomstrom immer weiter ansteigen und zum Beispiel in Texas mehr in Solar als in Öl investiert wird, verstummen viele Kritiker. ... Als international bedeutende Stimme spielt Deutschland im Prozess der globalen Energiewende eine entscheidende Rolle: Die „Energiewende made in Germany“ stellt einen wichtigen Beitrag für den Klimaschutz dar; ... [aber Deutschland hat] zu wenig im Bereich nachhaltige Mobilität vorzuweisen; der VW-Abgasskandal ist ein schlechtes Beispiel für „Umweltschutz made in Germany“. Wenn Deutschland sich als Klimaschutz-Musterschüler feiern lassen will, dann muss das Kohleproblem gelöst werden; auch muss mehr für das Energiesparen getan und vor allem im Bereich nachhaltige Mobilität wieder Glaubwürdigkeit zurückgewonnen werden. Daher ist die Politik nun gefordert, Maßnahmen für mehr Klimaschutz auch gegen Widerstände aus der Wirtschaft umzusetzen. http: / / www.bpb.de/ apuz/ 222980/ globale-energiewende-made-in-germany? p=all (last accessed June 2018) <?page no="187"?> 186 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Hinterland … Völkerwanderung Barbarian invasions Umlaut … Vergangenheitsbewältigung coping with the past Leitmotiv guiding idea Abseil … Rucksack … Lebensraum living space Schadenfreude … Zeitgeist spirit of the time Doppelgänger duplicate living person Gemütlichkeit … „Gesundheit“ bless you Kindergarten day-care centre Kitsch … Wanderlust yearning to travel Energie und Klima energy and climate Abgasskandal Dieselgate (exhaust emissions scandal involving VW and other German car firms); Abgasmanipulation emissions rigging erneuerbare Energien … fossiler Brennstoff (Reserven) fossil fuel (reserves) Energieabhängigkeit … Unstetigkeit intermittency Verschmutzer Subventionen, Fördermittel … subsidies Energiespeicherung … CO 2 Bilanz carbon footprint Wasserkraft … Reserven anzapfen tapping reserves Waldzerstörung, Entwaldung … Vernichtung von Artenvielfalt extinction of species herkömmliche Energieträger ersetzen … Schadstoffausstoß emission herkömmliche Kraftwerke conventional power plants Windpark … <?page no="188"?> 187 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 4: Oil Sands Task 7: Working on the following text, you can improve your reading comprehension based on Reciprocal Teaching* (RT). In groups of four, after silent reading you would use the strategies of questioning, summarising, clarifying and predicting. Individually, you will take the role of ▶ Questioner - three of you ask questions on the text for the fourth group member to answer, who is taking the role of a teacher; ▶ Summariser - one student summarises the text to be evaluated by the other members; ▶ Clarifyer - one group member deals with difficult text parts; ▶ Predictor - the task for this student is to delineate which further developments might be imagined or guessed at. ▶ In this scaffolding, you can see a worked example. Record and compare your results in plenary. Scaffolding Questioning: Why are oil sands called ‘unconventional’ oil? Which approaches of extraction are used? Summarising: Oil sands have become profitable at a time of rising oil prices. Clarifying: Current technologies involve surface mining as well as in situ drilling. Predicting: Increased environmental concerns versus business opportunities. Your turn Questioning: … Summarising: … Clarifying: … Predicting: … <?page no="189"?> 188 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Facts and Stats of Oil Sands [Oil sands (also tar sands) are a mixture of water, sand, clay and a form of petroleum called bitumen which can be used as fuel. Making oil sands into liquid fuel generates between two to four times more greenhouse gases than conventional oils.] The Canadian oil sands (or tar sands) are a large area of petroleum extraction from bitumen, located primarily along the Athabasca River with its centre of activity close to Fort McMurray in Alberta, approximately 400 km northeast of the provincial capital, Edmonton. Increased global energy demand, high petroleum dependency and geopolitical conflict in key oil producing regions has driven the exploration of unconventional oil sources since the 1970s which, paired with advances in the field of petroleum engineering, has continued to make bitumen extraction economically profitable at a time of rising oil prices. Oil sands are called “unconventional” oil because the extraction process is more difficult than extracting from liquid (“conventional”) oil reserves, causing higher costs of production and increased environmental concerns. Extraction Methods: Oil sands extraction occurs through two major approaches: surface mining and deep drilling called in situ. Surface mining first strips the area of the socalled overburden (i.e., vegetation, soil and earth layers above the bitumen), and creates large open-pit mines from which the bitumen is removed with shovels and trucks to be physically and chemically processed. Based on current technologies and their economic costs, oil sands operators use surface mining for areas where the bitumen is up to 70-100 m below the surface. For areas where the bitumen layer is deeper, in situ drilling is used. As the Latin term for “on site” suggests, this type of drilling leaves the vegetation and soil layers above the bitumen largely intact and instead pressure-pumps the bitumen to the surface after heating it underground. The technologies that made this method possible — steam-assisted gravity drainage (SAGD) and cyclic steam stimulation (CSS) — marked the beginning of large-scale commercial in situ drilling, which significantly changed the dimensions of Canadian oil sands extraction from the early 2000s on. Fort McMurray is the local economic hub of the oil sands operations. The region is associated with high regional employment and revenue, as well as with socio-economic disparities and social impacts. These impacts include high costs of living; transient community; “gold rush” effects; unbalanced demographic structure (i.e., the population is primarily male, and young); high dependencies of the local economy on volatile energy markets; and uncertainty of future budgets regarding social programs, infrastructure and environmental clean-ups. Located along the Athabasca River, Fort McMurray is upstream from the oil sands operations, while Fort McKay and Fort Chipewyan, two Aboriginal communities, are facing higher environmental impacts further downstream. © Courtesy of The Canadian Encyclopedia, Historica Canada, www.thecanadianencyclopedia.ca (last accessed June 2018) <?page no="190"?> 189 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Task 8: Research the locations in Canada (Alberta’s oil sands - facts and stats) shown on the map below and profile the areas most affected and the dimensions involved (reserves, investment, projects assessed). Compare results in a think-pair-share* activity. https: / / open.alberta.ca/ dataset/ b6f2d99e-30f8-4194-b7eb-76039e9be4d2/ resource/ 063e27ccb6d1-4dae-8356-44e27304ef78/ download/ FSOilSands.pdf (last accessed June 2018) https: / / commons.wikimedia.org/ wiki/ File: Athabasca_oil_sand_mining_map_2011.jpg (last accessed June 2018) <?page no="191"?> 190 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 5: Fracking Task 9: In plenary, watch the video clip (6’: 36’’) on YouTube twice and make notes using the scaffolding below. Comment on the intentions of this film and discuss the results in a jigsaw puzzle group*. Scaffolding This video shows techniques to implement hydraulic fracturing (aka fracking) as a means to extract oil and gas resources from shale formations. It involves horizontal drilling to produce oil and natural gas that previously were not accessible in an industrial fashion. The claim is that safe and environmentally secure procedures are used by the employment of innovative techniques. Video: https: / / www.youtube.com/ watch? v=VY34PQUiwOQ (last accessed June 2018) episode “information” critical assessment context … drinking water safe and efficient technical detail surface casing, … water plus “a few chemicals”, … environmental considerations … under controlled conditions, … Task 10: Create a crib sheet* outlining the information of the text. Explain elements of fracking in your own words, using think-pair-share*. Fracking Hydraulic fracturing is a technique used in oil and natural gas production. It releases otherwise irrecoverable resources from certain geological formations by injecting water and additives at high pressure into the ground to create microfractures in the rock. Hydraulic fracturing is a technique used in oil and natural gas production. It releases otherwise irrecoverable resources from certain geological formations by injecting water and additives at high pressure into the ground to create microfractures in the rock. Hydrocarbons can then flow through these fractures into a well. It has become controversial because of concerns that the technique, and well-drilling activity associated with its use, threatens <?page no="192"?> 191 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking groundwater, surface water, air quality, and other environmental values. Common in Alberta’s oil patch since the 1970s, the practice expanded greatly in this century, triggering gas rushes in British Columbia and Saskatchewan and resistance in several other provinces. Hydraulicor hydro-fracturing uses water (hydro), mixed with additives, and pumped at extremely high pressure into oilor gas-bearing rock formations, to create minute fractures through which hydrocarbons can flow more easily than they would through solid rock. The effect has been described as similar to striking a windshield with a hammer: the layer of rock stays put, but it is webbed with small fissures. Oil wells “stimulated” this way produce 75 per cent more crude than untreated wells. The process is also routinely applied to release the gas held in shale (i.e., sedimentary rocks formed at the bottom of ancient water bodies and now widely distributed), and may need to happen multiple times before the well begins production. In the Horn River area of northeastern British Columbia, for example, wells have been fractured 20 or more times before natural gas is collected. In the latest hydrocarbon rush — beginning around 2005 — fracturing has made it feasible to release natural gas hidden in microscopic pores in rocks 50 times less permeable than solid concrete. More than 2.5 million wells have been fractured worldwide, and as many as 200,000 in Canada, more than three-quarters of which are in Alberta. The industry and its regulators have begun to respond to critics’ concerns. Service companies are turning to non-potable and recycled water instead of fresh, and phasing out toxic additives for others that are also used in hospitals, homes, and even as food additives. State and provincial regulators (in neither Canada nor the US do federal governments regulate hydro-fracturing) have required more disclosure of frac-fluid contents. Similarly, the Canadian Association of Petroleum Producers has released guidelines for fracturing companies, which include public disclosure of chemical ingredients. Such improvements may do little to soften critics. Industry and regulatory sources concede that chemicals or gas can leak out when wells are improperly “cemented”— or sealed — at the top, allowing contaminants to reach the surface in the space between the steel well casing and the walls of a drilled hole. Pressure to keep costs down in an era of low gas prices — in part the ironic result of the glut of gas from other fracked wells — can encourage shortcuts. © Courtesy of The Canadian Encyclopedia, Historica Canada, www.thecanadianencyclopedia. ca (last accessed June 2018) <?page no="193"?> 192 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 6: The issues Task 11: Watch the video at hand (twice) and, in tandems*, answer the following questions. Western Canadian’s tar sands are one of the biggest industrial projects in human history. The story about the war for water shows the consequences when crude oil is being extracted from the tarry sands. Each barrel of oil uses up to four barrels of glacier-fed spring water which is then dumped into huge tailing ponds, even visible from space. Video: https: / / www.youtube.com/ watch? v=eo302D9SqRo (last accessed June 2018) Questions/ answers: 1. What is the size of Alberta’s recoverable oil patches? … 2. Describe how the bitumen is processed. … 3. How much water is used by the oil sands mining operations and where does it come from? … 4. How does the oil cycle of consumption accelerate climate change? … 5. Explain how NAFTA (North American Trade Agreement) works. … 6. How will the oil sands become the largest industrial project in human history? … 7. Comment on the consequences for Canadian energy supply. … Task 12: In groups of four, analyse the following text and present the arguments of supporters and critics of oil sands and fracking technology on posters, using a gallery walk*. <?page no="194"?> 193 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Environmental and social impacts … of the Canadian oil sands have led to widespread debate and critiques over the scope of their future development. There are ongoing discussions about environmental regulations and ecological monitoring practices, decision-making and approval processes, distribution of economic benefits between Canadian taxpayers and foreign investors, as well as socio-economic benefits for the region. Canada and Alberta’s carbon and energy strategies have also been called into question, as have the energy input and emission levels for the oil sands. For many, the subject underlying all of these debates is the global rise of energy consumption and demand, which has opened debates on ecological modernization and an energy transition to shift society away from petroleum dependency. © Courtesy of The Canadian Encyclopedia, Historica Canada, www.thecanadianencyclopedia.ca (last accessed June 2018) Companies that provide hydraulic fracturing services insist that the practice poses no threat to freshwater typically found less than 300 metres below the surface. Thousands of metres and layers of impermeable rock separate that groundwater from petroleum pay zones, leaving little chance that hydro-fracturing a deep shale formation will, by itself, contaminate a water well on the earth’s surface, most assessments suggest. Nonetheless, critics found it troubling that companies were allowed to keep secret the identity of chemicals they mix with water in fracturing fluid. What had been merely a customary protection was formalized in the United States in 2005, when Vice President Richard (Dick) Cheney, who before his election was the chief executive officer of Halliburton Co., the world’s leading provider of hydro-fracturing services, exempted the practice from disclosure requirements in that country’s Safe Drinking Water Act. Researchers trying to penetrate industry secrecy, however, have identified hundreds of compounds in frac fluid samples that could potentially pose risks to human health. Fracturing rock, moreover, is only a small part of the months-long, round-the-clock activity of drilling an oil or gas well, let alone the intense, years-long development of a major resource field. People living near active gas developments have complained of dizziness, headaches, rashes, nosebleeds, trouble concentrating and sleeping, as well as the noise and dust kicked up by heavy truck traffic. Ranchers have blamed livestock deaths on nearby fracturing operations. Seismologists suspect a link to earthquakes in places where waste frac liquids (more than half the mixture pumped into a well during a frac comes back up again afterwards) has been disposed of underground. Gasland, a 2010 documentary about the impact of gas developments on neighbours and communities, whose accuracy the industry challenges, was nominated for an Academy Award. © Courtesy of The Canadian Encyclopedia, Historica Canada; www.thecanadianencyclopedia.ca (last accessed June 2018) <?page no="195"?> 194 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 7: Target activity - the debate Task 13: In a peer scaffolding* activity, you can support each other - rehearsing “useful phrases” in a double circle*. Useful phrases for a fishbowl debate participating backing up (sb/ sth) excuse me, I would like to add may I interrupt? that illustrates perfectly what I’d like to say I see what you mean but have you ever considered I’d like to stress the fact that here’s a good example of what I mean looking at the facts, it is quite clear that what … has just said is that statement is true/ right because this proves what … was saying expressing your opinion agreeing as far as I’m concerned the way I see it in my opinion I’m convinced that it seems to me according to I expect I can’t see any reason after all/ above all I couldn’t agree more yes, that’s definitely the case that’s how I feel about it, too exactly that’s great good point I agree with … because … did you really mean to say that … I think … is absolutely right when … disagreeing with respect asking for clarification hear what you are saying, but I can’t agree with you on that point I beg to differ I take your point but I’m sorry but I have to disagree here did you really mean to say that …? I see what you mean but … II can’t see why have you ever considered is it right that I’m sorry but I don’t know what you mean by … could you give an example … could you prove what you are saying? If I understood you correctly … I wonder if you could are you implying that excuse me, how… are you saying may I request it is generally accepted I assure you I think we’d better it would be a good idea would you like to comment on are you seriously suggesting that would you mind telling us <?page no="196"?> 195 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Task 14: Fishbowl debate Discuss and then decide which position you want to adopt after carefully studying the controversial texts (agree/ disagree) below. The rules of a fishbowl debate* apply, three active participants on either side are designated and single students may join in later. The “audience” will take notes and evaluate the results of the debate by finally casting their vote on the motion. After selecting a chairman, the participants take their seats in the middle of the circle, with one chair remaining empty. The chairman then reads the following statement as an introduction to the debate: “Currently, we are (over)dependent on fossil fuels to heat our homes, run our cars, power our offices, industry and manufacturing. Until renewable energy sources become more viable as major energy providers, the only alternative in meeting the increasing demands for energy from a growing global population that requires more and more energy, is to continue to extract fossil fuel reserves. Or is it? ” The motion: “Renewable energy cannot replace fossil fuels” point agree disagree 1 Switching to renewable energy is not as simple as it is being made out to be. Quite the opposite. Limits to renewable energy; critical light on the difficulties and limits of renewables missing; capturing these resources is expensive, and many are intermittent, not for use on a large scale; it will not be possible to substitute renewable energy sources for fossil fuels. Leaving fossil fuels in the ground is good for everyone. To simply rape the earth of all its fossilfuels would be gross folly; fossil fuels are not renewable, they can’t be made again, once they are gone, they’re gone; need to avert dangerous levels of global warming (2-5°C). 2 Renewables cannot provide the required amount of energy to supply demand (intermittency). Sun and wind can only supply intermittent energy; fossil fuel backups required; anticipated energy demand expected to double by 2050; radical change in social, economic and political systems needed as regards energy consumption. Renewable energy can meet energy needs in a safe and reliable way. Mix of sources spread over a wide area; smart grids = flexible group producers to form virtual power plants; sunlight in one day contains more than twice the energy we consume in one entire year. <?page no="197"?> 196 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking 3 Renewable energy is not cost effective. Heavy government subsidies needed; conventional plants to be kept on standby; one coal-fire plant produces as much energy as 7 solar plants and 4 wind farms together; EU governments interfere with electricity markets; oil companies interested in renewables as well. Fossil fuel does not factor in all the ‘hidden costs’. Renewables are good for economic growth and people; greater energy independence; reducing the carbon footprint; greater control over national energy prices; attract foreign investment. 4 Renewable energy utilises too much land, meaning problems in scalability and storage. Big scale of land required; electricity cannot be stored; hydroelectric energy is cost effective but impacts on environment (settlements, livelihoods); long-distance transmissions involved; intermittency factored in smart grids. Renewable technologies are scalable, land problems can be overcome. New complex energy system required; new technologies and tools (electric vehicles etc.); problems of land use, noise (mainly aesthetic aspects in wind parks); birds and bats can be overcome. 5 Demand is increasing globally. Oil provides 41 % of the world’s total energy supplies, coal 24 %, natural gas 22 %; renewables would not be able to meet increasing demands (by 50 % up to 2050). Demand is decreasing in significant parts of the world, e.g. the EU. Total demand fell in EU by 2.5 % from 2007 to 2012, due to energy saving in various areas. in a nutshell More CO 2 creates more plant food and is, in effect, greening the planet; responsibility to advance alternative power - but: low-cost electricity is crucial to the economy, increases income, employment and purchasing power of consumers, makes exports more competitive; renewable energy certainly can supplement conventional power, and its use will be likely to continue to steadily grow - nevertheless, it can’t entirely replace non-renewable fuels anytime soon. Depending on fossil fuels will have to lessen as the planet’s known supplies diminish; difficulty and cost of tapping remaining reserves will increase ( → oil sands and fracking); burning dirty coal must be stopped at once to cut emissions, overconsumption of our natural environment has severe consequences for soil and fresh water quality, deforestation, extinction of species, pollution - renewable energy is a solid alternative to meet energy demands. Voc.: intermittent: unregelmäßig, in Abständen auftretend; scalable: anpassbar; storage: Speicherung; crucial: entscheidend wichtig Based on: http: / / developmenteducation.ie/ feature/ the-energy-debaterenewable-energy-cannotreplace-fossil-fuels/ (last accessed June 2018) <?page no="198"?> 197 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheets 1 bis 7: Lösungen Worksheet 1: The pursuit of energy Task 1: why Al Gore was awarded the Nobel Prize for his activities and convincing people of global warming and climate change how greenhouse gas emissions affect our planet global warming from 2-5°C what OPEC stands for Organisation of the Petrol Exporting Countries how to describe what happened at the Bikini Atoll in 1968 nuclear test in the Pacific the weight of the first mobile telephone almost one kilogramme what Thomas Edison invented the light bulb in 1879 where the wheel was invented in Uruk, Iraq 3200 BC what oil sands are a mixture of water, sand, clay and a form of petroleum called bitumen what fracking means and how it works hydraulic fracturing with horizontal drilling to produce oil and gas from shale formations which invention triggered of the Industrial Revolution in GB the steam engine by James Watt 1769 what renewable energies are solar, wind and hydroelectric energies the meaning of “CLIL” Content and Language Integrated Learning (bilingual teaching) why the energy turnaround (“Energiewende”) was started in Europe in the aftermath of the Chernobyl catastrophic nuclear accident 1986 the meaning of sustainable development nachhaltige Entwicklung why electricity cannot be stored batteries not efficient enough how an inside-outside circle works form of communication in a double circle with participants moving clock-/ anti clockwise <?page no="199"?> 198 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking why renewables might be good for economic growth investment in new technologies how much energy the sun contains in one day more than twice the energy we consume in one entire year what a carbon footprint is CO 2 emissions why oil sands are an unconventional energy source extraction process is more difficult than extraction from liquid (conventional) oil reserves Task 2: Working with a cartoon Content: map of Lake Constance, magnifying glass showing Constance as a small, fenced in village, a banner reading “BUND. Freunde der Erde”; surrounded by oil well derricks sitting on cracking ground. Context/ meaning: reference to “Asterix” and the fight against overwhelming powers (the Romans); here the Romans are the fracking and oil industry, menacing Constance, the fissures in the earth hinting at the dangers connected with this industry; open ending as to whether indicated resistance against mighty enemies could be successful, but the fight - supported by BUND - continues. Task 3: Events UN-Convention on Climate Change in Paris (2015) - Al Gore receives Nobel Prize for his throwing light on climate change (2007) - International treaty to reduce greenhouse gas emissions (Kyoto Protocol: 1997) - Iraqi forces driven out of Kuwait, destroying oil plants and wells, biggest oil catastrophe in history (1.25 million tons of oil leaked: 1991) - Chernobyl catastrophic nuclear accident (1986) - First photo-voltaic power station in USA (1985) - First mobile telephone by Motorola with 1kg weight (1983) - OPEC (Organisation of Petrol Exporting Countries) reduces oil exports to Europe (1973) - Club of Rome publishes document “The Limits to Growth” (1972) - International protests after nuclear weapon test at Bikini Atoll (1968) - First commercial nuclear power station in Calder Hall, GB (1956) - global oil consumption rises rapidly (1950s) - Start of radio broadcasts (1915) - Mass production of cars (1900s) - First electricity power plant in NY (1882) - Thomas Edison invents light bulb (1879) - First high-yield oilfields in Pennsylvania, after the invention of the oil drill by Edwin Blake (1859) - In England telegraph is introduced (1837) - Steamships cross the Atlantic Ocean (1830s) - Steam engine invented by James Watt (1769) - Windmills in Iran (600 BC) - Invention of the wheel in Uruk, Iraq (3200 BC). <?page no="200"?> 199 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 2: The story of energy dependency Task 4: Examples: British life in terms of socio-economic and political aspects changed fundamentally by the Industrial Revolution; an era of unchecked energy consumption was started by the invention of the steam engine; new technology enabled a revolution in agriculture, transport and social relations; the rate of industrialisation was tremendously increased; new ways of using coal and coke were used by metal makers; an important shift occurred with the discovery of oil. Worksheet 3: The energy turnaround Task 5: similarities differences Germany’s effort to reduce climate-damaging CO 2 emissions, without relying on nuclear energy; broad public backing and cross-party support; Germany aims at becoming almost climate-neutral by mid-century; energy turn around grew from a grassroots anti-nuclear and environmental movement; Germany can ultimately ditch fossil fuels without sacrificing growth; switching to renewables comes at a high cost to consumers and industry; a third of the electricity Germany uses now comes from renewable sources; fortunes of major energy companies have declined; still poses significant challenges; much must still be done to reduce the energy appetite; Germany struggles to meet its short-term climate targets the term “Energiewende” accepted in international parlance; Germany as a model for industrial nations aims at switching from nuclear power to renewables; changes will lead to enormous economic chances, innovations and strengthen competitiveness; at first greeted with smiles internationally critics are silenced in the light of rising prices for nuclear energy; even Texas invests more in solar than oil; Germany plays an important role in global energy alternatives; an important contribution to the protection of climate; but Germany has little to offer in terms of sustainable mobility; with Dieselgate it needs to regain credibility even against the resistance from the economy Task 6: loanword in English meaning/ context Energiewende energy turnaround, transition Ersatz replacement Angst fear, anxiety road angst threatening situation while driving Waldsterben forest dieback Blitz (also Blitzkrieg) method of warfare <?page no="201"?> 200 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Hinterland inland region Völkerwanderung Barbarian invasions Umlaut ä, ü, ö Vergangenheitsbewältigung coping with the past Leitmotiv guiding idea Abseil roping down Rucksack backpack Lebensraum living space Schadenfreude gloating Zeitgeist spirit of the time Doppelgänger duplicate living person Gemütlichkeit coziness „Gesundheit“ bless you Kindergarten day-care centre Kitsch gaudy items of popular culture Wanderlust yearning to travel Energie und Klima energy and climate Abgasskandal Dieselgate (exhaust emissions scandal involving VW and other German car firms); Abgasmanipulation emissions rigging erneuerbare Energien renewable energy fossiler Brennstoff (Reserven) fossil fuel (reserves) Energieabhängigkeit energy dependency Unstetigkeit intermittency Verschmutzer pollutants Subventionen, Fördermittel subsidies Energiespeicherung energy storage CO 2 Bilanz Wasserkraft carbon footprint hydroelectric power Reserven anzapfen tapping reserves Waldzerstörung, Entwaldung deforestation Vernichtung von Artenvielfalt extinction of species herkömmliche Energieträger ersetzen supplement conventional power Schadstoffausstoß emission herkömmliche Kraftwerke conventional power plants Windpark wind farm Worksheet 4: Oil sands Task 7: <?page no="202"?> 201 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Your turn Questioning: What are the differences between surface mining and in situ drilling? What are the impacts on the landscape? Summarising: Oil sands, as an unconventional oil source, are becoming increasingly important with rising oil prices and advanced technologies. On the one hand, they are connected with high regional employment, on the other hand, environmental concerns are increasing. Clarifying: Social and environmental impacts of oil sand extraction are debated and ‘gold rush’ effects lead to controversial attitudes in the community and industry. Predicting: Outline the possible consequences of increased environmental concerns; discuss the ‘gold rush’ effects caused by oil sands extraction, such as unbalanced demographic structure (primarily male and young population), local economy highly depending on volatile energy markets, social programs and environmental clean-ups required. Task 8: ad lib. Worksheet 5: Fracking Task 9: episode “information” critical assessment context shales reservoirs, well below drinking water safe and efficient technical detail surface casing, one million wells world-wide, vertical and horizontal drilling, perforating gun water plus “a few chemicals”, trapped oil or natural gas to flow to the wellbore more easily, 3-5 months investment can result in a production of 20-40 years environmental considerations fixed holes, more than one mile underground under controlled conditions, safely disposed of according to government regulations, return the land to the way it was before the drilling operation commenced, the land can be used for other activities, no visual signs that a well was once there <?page no="203"?> 202 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Task 10: Fracking release oil and natural gas from geological formations, creating minor fractions in the rock by injecting water and additives at high pressure into the ground, concerns that groundwater, surface and air quality will be affected, effect similar to striking a windshield with a hammer, oil wells produce 75 % more crude oil than untreated wells, more than 2.5 million wells fractured worldwide, leaks conceded Worksheet 6: The issues Task 11: Questions/ answers: 1. What is the size of Alberta’s recoverable oil patches? The area covers 149,000 square kilometres, larger than England. 2. Describe how the bitumen is processed. The bitumen is hauled off to extraction plants where the sand is separated from the bitumen by mixing it with large amounts of fresh water. The remaining waste water is dumped into enormous toxic tailings ponds. 3. How much water is used by the oil sands mining operations and where does it come from? They use up to four barrels of fresh water to produce one barrel of oil. This water comes from the Athabasca river system fed from glaciers at the base of the Rocky Mountains. 4. How does the oil cycle of consumption accelerate climate change? It destroys the very glaciers that feed a delicate cycle. 5. Explain how NAFTA (North American Trade Agreement) works. This agreement ensures that an average percentage of energy resources continues to flow south and guarantees an increasing export of a finite resource. 6. How will the oil sands become the largest industrial project in human history? With the proposed five-fold increase in production oil sands networks will soon span the (American) continent. 7. Comment on the consequences for Canadian energy supply. Regulations ensure energy security for the United States but not for Canada. Canada remains one of the only industrialised countries that has not saved any energy for itself. Resource agreements also apply to water. Task 12: ad lib. <?page no="204"?> 203 Unit 5: Oil Sands and Fracking Unit 5: Oil Sands and Fracking Worksheet 7: Target activity - the debate Task 13: ad lib. Task 14: ad lib. <?page no="205"?> Unit 6: Brexit and European Perspectives (Sek 2: Jahrgangsstufe 12, 8. Lernjahr, B2/ B2+) Allgemeine Erziehungsziele: Europäische Integration; Folgen von Migration und sozialem Abstieg; Brexit als Protest gegen politische Eliten; Medien kritisch analysieren; Lesekompetenz schulen; Inhalt von Informationen über komplexe Sachverhalte bearbeiten; Eigene Stellungnahmen formulieren Ziele fremdsprachlicher Bildung: Karikaturen analysieren; Interessen verstehen und zuordnen; Gegenüberstellung von Positionen in rubrics; Sprachliche Herausforderungen mit scaffoldings meistern; Perspektivenwechsel vornehmen und an Diskursen teilnehmen Inhalte und Themen: A Scottish view of Brexit; The Caribbean experience; Ted Talks Brexit; New European issues from a current point of view; What Brexit means for Europe; Headlines and contents Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): B2: Kann die Hauptpunkte verstehen, wenn klare Standardsprache verwendet wird und wenn es um vertraute Dinge aus Arbeit, Schule, Freizeit usw. geht (Europarat 2001: 35); verfügt über ein hinreichend breites Spektrum sprachlicher Mittel, um unvorhersehbare Situationen zu beschreiben, die wichtigsten Aspekte eines Gedankens oder eines Problems mit hinreichender Genauigkeit zu erklären und eigene Überlegungen zu kulturellen Themen ... auszudrücken (111). B2+: Kann Sachverhalte klar und systematisch beschreiben und darstellen und dabei wichtige Punkte und relevante stützende Details angemessen hervorheben (64); kann etwas systematisch erörtern und dabei entscheidende Punkte in angemessener Weise hervorheben und stützende Einzelheiten anführen (65); kann eine klare und systema- <?page no="206"?> 205 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives tisch angelegte Präsentation vortragen und dabei wesentliche Punkte und relevante unterstützende Details hervorheben (66); kann seine/ ihre Gedanken und Meinungen präzise ausdrücken, überzeugend argumentieren und auf komplexe Argumentationen anderer reagieren (81). Sachfach-Curriculum Po/ Wi Bundesrepublik Deutschland und Europäische Union: Prozess der europäischen Integration, institutionelle Strukturen und Entscheidungsprozesse (Europäisierung von Entscheidungsprozessen), wirtschaftliche Integration Europas und nationalstaatliche Interessen Sprachfokus: content-based word fields and structures; analysing texts; CLIL discourse files in useful words/ phrases; reading and viewing/ listening comprehension; mediation; interpretation and research; negotiation of meaning and perspectives Lehr- und Lernstrategien: Double circle*; placemat activities*; caricature analysis*; plenary discussions; crib sheets*; think-pair-share*; viewing comprehension; summary writing; discourse files Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of activities and procedures, peer scaffolding; plenary discussions, viewing comprehension in rubrics; discourse files); summatives Feedback: Ergebnisse von summary writing Übersicht Unit 6: Brexit and European Perspectives Unterrichtsstunde 1 Worksheet 1: A Scottish view of Brexit 208 Unterrichtsstunde 2 Worksheet 2: The Caribbean experience 211 Unterrichtsstunde 3 Worksheet 3: Ted Talks Brexit 215 <?page no="207"?> 206 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Unterrichtsstunde 4 Worksheet 4: New European issues from a current point of view 217 Unterrichtsstunde 5 Worksheet 5: What Brexit means for Europe 219 Unterrichtsstunde 6 Worksheet 6: Headlines and contents 222 Worksheets 1 bis 6: Anregungen zum Vorgehen In der Häufigkeit von politischen Schlagzeilen wird Brexit nur noch von Meldungen über den amerikanischen Präsidenten Trump übertroffen. Das hat auch damit zu tun, dass der (sehr knappe) britische Volkentscheid Auswirkungen für viele Lebensbereiche und alltägliche Situationen hat, die nicht einmal im Ansatz abschätzbar sind. Aber Brexit ist nicht nur ein Monumentalereignis, das in der europäischen Geschichte nicht seinesgleichen hat, sondern auch das Ergebnis von Prozessen, die einerseits mit globaler Migration, Entfremdung von politischen Eliten und Gefühlen des Zurückgelassen-Werdens zu tun haben, andererseits erst aus der Genese der europäischen Integration zu verstehen sind (vgl. Unit 6). Der Brexit wird im Folgenden als Prozess und aus unterschiedlichen Perspektiven dargestellt und erarbeitet - sowohl mit aktuellen als auch historischen Bezügen (worksheets 1-2) -, sodass die Lernenden ihre eigenen Wahrnehmungen kompetent erweitern können. Auf die übliche pro/ contra Ausrichtung wird hier bewusst verzichtet, weil in beiden britischen Lagern, aber auch europaweit die Erkenntnis gereift ist, dass dieser demokratisch legitimierte, aber sozialpolitisch und ökonomisch völlig unkalkulierbare Einschnitt auf einer Reihe von Missverständnissen und Fehlwahrnehmungen beruht; selbst von einer Erpressung durch konservativ-orientierte politische Eliten ist die Rede. In den worksheets 3-6 geht es vielmehr darum, diese verzerrten Wirklichkeitswahrnehmungen und politischen knee-jerk reactions auf ihren sozioökonomischen Kern zurückzuführen, um den Lernenden ein differenziertes und informiertes Urteil zu ermöglichen. Im erweiterten sprachlichen Aktionsfeld ist formatives Feedback durchgängig in den worksheets angelegt, während summatives Feedback die gewonnenen Erkenntnisse und Fähigkeiten der Schüler in right/ wrong exercises, viewing/ listening comprehension und rubrics überprüft, sowie im individuellen summary writing (worksheet 5). Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. <?page no="208"?> 207 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved allocating, discussing, analysing, assessment, negotiation, critical thinking, mediation worksheet compass guiding questions, worked examples advance organizer; study objectives, peer-scaffolding, research complex task guided research, listening comprehension double circle, think-pair-share, placemat activity, working in groups, plenary discussion, evaluation, summary writing crib sheets*, caricature analysis*, rubrics, word banks*, video interpretation, useful phrases, discourse files worksheet 1 A Scottish view of Brexit task 1: point out, infer, allocate task 2: watch, discuss, write review, assess task 3: listen, compare, discuss double circle*, placemat activity*, review writing, crib sheet* worksheet 2 The Caribbean experience task 4: identify, describe, complete task 5: outline, discuss task 6: read, describe, explain, evaluate task 7: comment, mediate, discuss task 8: outline rubrics, fish-bowldiscussion*, crib sheet*, role play, think-pair-share* worksheet 3 Ted Talks Brexit task 9: watch, answer task 10: interpret, assess, discuss think-pair-share*, caricature interpretation* worksheet 4 New European issues from a current point of view task 11: watch, outline, discuss, mediate task 12: read, decide, present crib sheet*, gallery walk*, right/ wrong answers worksheet 5 What Brexit means for Europe task 13: summarise task 14: select, compare summary writing, discourse file worksheet 6 Headlines and contents task 15: study, infer, report task 16: summarise, create crib sheet, write essay crib sheet*, rubrics, essay writing <?page no="209"?> 208 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 1: A Scottish view of Brexit Task 1: Point out the message the two images intend to convey about the current situation within the European Union. In a double circle*, infer what the “loss” of a single star might change and allocate the rubber and pencil. Voc.: convey: zum Ausdruck bringen; infer: erschließen; allocate: zuordnen © Shutterstock, www.shutterstock.com, https: / / www.shutterstock.com/ image-photo/ european-union-flag-one-star-removed-442495885 (last accessed August 2018) © European Union, 1995-2018; https: / / europa.eu/ newsroom/ highlights/ special-coverage/ brexit_en (last accessed June 2018) <?page no="210"?> 209 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives loss of a star rubber and pencil British referendum … rubber: … pencil: … Task 2: Watch the trailer of the musical Brexit shown during the Edinburgh Festival in 2017. In a placemat activity*, discuss and write a short review of the musical assessing why it has become a big success during the festival. EH Festival Brexit “Leaving Europe will be a catastrophe - overnight we’ll bugger the economy” is the catch line of the most prominent character in the Edinburgh musical Brexit, Boris Johnson, the acting UK foreign minister. This sold out comedy also featured Theresa May and ex-prime minister David Cameron, who was relieved to resign, and turned the unforeseen political consequences of Brexit into a farce. Video: https: / / www.youtube.com/ watch? v=1nifIKdf7AA (last accessed June 2018) Apart from gaining some ideas for your review in this blog: http: / / www.onstageblog. com/ reviews/ 2017/ 9/ 1/ review-brexit-the-musical-the-edinburgh-festival-fringe (last accessed June 2018), you can also find out more about the musical in the context of the Edinburgh (Fringe) Festival itself: https: / / www.youtube.com/ watch? v=H-CTd-1GcsM (last accessed June 2018) Task 3: Listen to the interview with Chris about the Scottish view of Brexit (www.meta.narr.de/ 9783823380627/ InterviewUnit6.m4a). In tandems*, play the recording twice - one partner writing down the questions asked, the other ticking the boxes in the multiple choice segment. Compare your results and discuss in plenary why an Irish passport might help people in Scotland. Chris is a math teacher from Edinburgh and comments on the Scottish view of Brexit. questions 1-2 question 2 questions 4-5 <?page no="211"?> 210 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Questions 1 ? (Chris 1) 2 ? (Chris 1) 3 ? (Chris 2) 4 ? (Chris 3) 5 ? (Chris 3) Answers multiple choice right wrong not given Brexit is the biggest satirical thing in the UK, making people quite anxious In Scotland, the newspapers were in favour of Brexit People in Scotland are not afraid of foreigners The Scottish government does not want to leave the EU Brexit supporters were mainly from higher income groups Scotland receives more money from EU funds than the rest of Britain Parts of Scotland are remote and need support When Brexit happens, the UK government will withdraw the EU support money The majority in Scotland wants to be independent from England There are doubts whether Scotland might be able to get back into the EU We don’t want a proper border with England or Ireland If I had Irish forebears I would apply for an Irish passport <?page no="212"?> 211 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 2: The Caribbean experience Task 4: Identify differences between the push and pull factors for migration using information from the box below and describe some of them in detail by completing the table. Info: Push and pull factors Immigration is a global phenomenon. Reasons for migration can be categorized into push and pull factors. Depending on which region or countries emigrants come from, one category will prevail. This also has a strong influence on the expectations of emigrants concerning their new country of residence and the reactions of the local population. (BK) Voc.: prevail: be more important than Push factors Pull factors ▶ Civil wars ▶ … ▶ … ▶ Good job opportunities ▶ … ▶ … Task 5: Outline and discuss two opposing views on immigration in a role play by sorting out points for discussion (scaffolding) first and then complete your respective role cards. Your audience will take a vote on how convincing the arguments of both sides have come across. Possible format: fish-bowl discussion*. Scaffolding Points for discussion (scrambled) Language problems; no jobs; ignoring Western values; religious fanatics; stealing jobs; bringing families together; relief from political or religious persecution; vocational training; gaps in the labour market for low-paid jobs; welcome culture; Christian values; security issues; young men without families and potential of violence; skills and knowledge of immigrants; job offers; too many immigrants in one place; right of asylum guaranteed; abusing social security system; sharing wealth <?page no="213"?> 212 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Role card: pro immigration You are a representative of the UNESCO (United Nations Educational Scientific and Cultural Organisation). You are going to take part in a discussion on immigration. You want to convince the other side that the immigration of foreigners will be in everyone’s best interest. Your arguments: … Role card: contra immigration You are a representative of a local community and you sympathise with the recent PE- GIDA movement. PEGIDA (Patriotic Europeans Against the Islamisation of the West) is strongly against allowing foreigners to immigrate into Germany. You want to convince the other side that foreigners should not be admitted into Germany without coming across as too xenophobic. Your arguments: … Task 6: Read the text about the BBC documentary “Windrush”. On a crib sheet*, describe the contents of the documentary and explain the changes in the UK as indicated by the four parts of the series. Evaluate what might have been the biggest changes. Work in groups and consider watching parts of the series beforehand: Video: https: / / www.youtube.com/ watch? reload=9&v=YGTm_Gsvyzw, first part of the documentary: Arrival (last accessed June 2018) The BBC documentary “Windrush” In 1998, a documentary was broadcast by the BBC to tell the story of the Windrush generation: The BBC four-part historical documentary series traced the changes to British national life brought about by the first major influx of people from the Caribbean on the troopship Empire Windrush. The first part, Arrival, followed the initial warm reception, the growing sense of rejection and isolation, and the first flash point of racial intolerance in Britain. The second part, Intolerance, traced the further development: The 1959 Notting Hill riots saw the murder of Kelso Cochrane, the first acknowledged racial killing in Britain. But the story was not all bleak. Against increasing racial division came the black churches, the growth of communities and the beginning of the fight to be recognised. A New Generation, the third part of the series, focused on the education of black children, their search for an identity through their music and lifestyle, and the <?page no="214"?> 213 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives contents of the BBC documentary the biggest changes The documentary shows …: initial warm reception; … Changes in the UK: black churches … Task 7: Zadie Smith is a popular London writer of novels with a Caribbean background. Comment on her strong opinion about Brexit (mediation* required) and discuss, in plenary, the implications of her “solution”, using the crib sheet* below. Zadie Smith about Brexit Vor einem Jahr saß ich einige Abende vor dem Brexit-Votum mit einigen Freunden in London beim Abendessen zusammen. Keiner glaubte an diesen Ausgang. Wir lebten wie hinter einem Schleier. Frage: Wie sehen Sie England ein Jahr nach dem Brexit-Votum? Wenn es still und leise einen Weg dazu gäbe, ihre Entscheidung rückgängig zu machen, würden es viele Menschen tun. Das ist meine Beobachtung und mein vollkommen unwissenschaftlicher Blickwinkel auf die Situation. In dem Votum kam Unzufriedenheit über alles Mögliche zusammen, auf vermeintlich ultimativ demokratischstem Wege, durch ein simples „Ja“ oder „Nein“, Daumen hoch oder runter. Eine irrsinnige Reduzierung. Was mich angeht, ich befinde mich in einem Zustand ständigen Staunens, was in England ganz generell in der Politik toleriert wird und was nicht. „Wir waren blind und naiv“, F.A.S. vom 13.08.2017 von Anne Ameri-Siemens © Alle Rechte vorbehalten. Frankfurter Allgemeine Zeitung GmbH, Frankfurt. Zur Verfügung gestellt vom Frankfurter Allgemeine Archiv Crib sheet Zadie Smith’s “solution”: living behind a veil in Britain; … implications the vote showed disapproval … personal opinion realistic/ unrealistic? Good for Europe? … tragedy of the New Cross house fire in 1981. The final part, A British story, updated events: The 1990s saw the emergence of a new black British identity, with black peers in the House of Lords and black celebrities in literature, sports, entertainment and broadcasting. (BK) <?page no="215"?> 214 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Task 8: Andrea Levy, another popular British writer from the Caribbean, wrote an essay about “How I learned to stop hating my heritage” (in: “Six stories and an essay”, 2014). Read a summary of her essay and, in a think-pair-share* format, outline how she experienced discrimination and the effects on her life and how she overcame feelings of shame and embarrassment. Summary of Andrea Levy’s essay “How I learned to stop hating my heritage”: Andrea Levy describes her family background, the circumstances of her growing up in England and her attitude towards her Caribbean origins that changed over time. Both her parents immigrated to England in 1948. In Jamaica, their mother country, they belonged to the middle class and even had their own servants, but in England they were poor and working class. In contrast to her mother, Levy’s father had no problems in finding a suitable job. However, her mother’s qualification as a teacher was not acknowledged in England. Because of their fairer skin colour, Andrea’s parents had been brought up in the belief that they were superior to the dark-skinned Jamaicans and thus they were pleased that their children could grow up in England together with white children, expecting their daughter to stay away from darker-skinned people. But over the years, Levy was exposed to ever present racism, often being asked how long her family intended to stay in Great Britain and receiving comments about funny food, looks and smells. Consequently, she became ashamed of her family and her origins. A visit to Jamaica and her relatives changed her attitude fundamentally. She developed a certain fascination for the British-Caribbean history and became convinced that, on the one hand, Britain had “made” the Caribbean in the first place, but that her ancestors had also contributed to Britain’s development, on the other hand. (BK) Outline Growing up, Andrea Levy suffered from … <?page no="216"?> 215 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 3: Ted Talks Brexit Task 9: Watch the first seven minutes of the TED Talk about Brexit and answer the following questions. TED Talk about Brexit Professor Alexander Betts is director of the Refugee Studies Centre at the University of Oxford. He is the author of Survival Migration: Failed Governance and the Crisis of Displacement. He talks about his view of Brexit and the consequences for Britain (BK): https: / / www.ted.com/ talks/ alexander_betts_why_brexit_happened_and_what_to_do_next/ transcript (last accessed June 2018) 1. By which news was Prof. Alexander Betts shocked on June 24, 2016? … 2. How does he compare a possible Scottish (second) referendum on independence to a sports match? … 3. Which accusations were made after Brexit? … 4. What shocked him most? … 5. Why did the vote for Brexit split the British population? … 6. Which two things mattered to the “Leavers” according to opinion polls? … 7. How does the narration of globalization need to be changed? … 8. What was the “argument” of a minority of Leavers? … 9. Which role did the political establishment play in Brexit? … 10. What are the implications of Brexit worldwide? … Task 10: Interpret the caricature and assess its message about the UK leaving the European Union. Using the think-pair-share* format, discuss the open questions the Britons might be left with. <?page no="217"?> 216 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives © Arend van Dam, www.arendvandam.com (last accessed June 2018) Scaffolding Caricature Analysis Content: topics/ issues - Brexit … Context: description - GB on the European tree … Technique: message - sawing off the branch you are sitting on … Target: effects - biting the hand that feeds you … Caricature Analysis Content: The caricature refers to … Context: The image a big tree with branches … Technique: The Union Jack and the European flag … Target: The image implies … <?page no="218"?> 217 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 4: New European issues from a current point of view Task 11: Watch the video clips and write crib sheets* on both of them. In a gallery walk*, the contents would be outlined and the implications of Brexit from a German point of view be discussed. In a mediation, you can convey the different reports for a feature on German reactions to your exchange partner from Australia working on his/ her project about German perceptions of Britain leaving the EU. Video clip 1 ARD: Auf ihrer Reise durch England, Schottland und Nordirland geht die ARD Journalistin Julie Kurz der Frage nach, warum sich eine Mehrheit der Briten für einen Austritt aus der EU entschieden hat. Sie beschreibt die Stimmung der Menschen und ihre Hoffnungen für die Zukunft. Video: https: / / www.youtube.com/ watch? v=fRTahQ3aXf4 (last accessed June 2018) Video clip 2 Deutsche Welle: In a Brexit timeline (“in pictures”) the video’s captions outline the results of the British vote to leave the EU and its consequences: Video: http: / / www.dw.com/ en/ top-stories/ brexit/ s-32798 (last accessed June 2018) Crib Sheet Reise durch Großbritannien Brexit Timeline … … Task 12: Read the text and decide which answers are correct, wrong or not given. Present your results in plenary. <?page no="219"?> 218 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives What you need to know about Britain leaving the EU In a referendum in the UK, it was decided that the country would leave the EU in 2019. A transition period will come into effect to clear a number of issues, such as UK debts to the EU and free movement of people crossing the borders of Ireland and the UK. In England and Wales there was a majority for leaving the EU with 53.4 % to 46,6 % and 52.5 % to 47.5 % respectively. In Scotland and Northern Ireland the result was the other way around (remain: 62 % to 38 %; 55.8 % to 44.2 %). Negotiations with the EU are based on the Treaty of Lisbon, containing a plan for countries wishing to leave the EU. Article 50 regulates the process of leaving and will be first implemented in the case of Brexit. (BK) answers right wrong not given UK is scheduled to leave the EU in 2019 A two-year transition period will come into effect after negotiations with the British government were successful Two issues will have to be cleared These issues were about UK debts to the EU and free movement of people crossing Irish and UK borders England and Wales voted for Brexit, Scotland and Northern Ireland against it Negotiations are based on the goodwill of the European Parliament Other EU members consider leaving the EU based on article 50 of the EU Treaty <?page no="220"?> 219 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 5: What Brexit means for Europe Task 13: Summarise the given text in your own words considering the general rules that apply for shortening texts. Scaffolding The general rules of a summary apply: use present tense only, avoid quotations, always use your own words, employ strategies to abridge the text and link the single sentences in a logical way. Also, omit unnecessary details and examples. Your own text should be one third of the length of the given text (no more than 330 words). Brexit and what it means for Europe To many continental Europeans it came as a complete surprise when the grand old United Kingdom suddenly became a real-life satire in the aftermath of the EU membership referendum. But Brexit raises some fundamental questions for the EU as a whole, and the remaining member states have to work harder to keep the promise of prosperity, security, and cohesion of the EU-27.The fact that the leaders of the “Leave” campaign were completely unprepared to win was almost more of a shock to the rest of Europe than the outcome of the EU referendum itself. All of a sudden, the blustering “Brexiteers” were nowhere to be seen, the Westminster establishment was at each other’s throats, and it became obvious to the rest of the world that nobody had the faintest idea what to do after the outcome of the referendum. The UK descended into political chaos in the first few weeks after the referendum, while Europe looked on in disbelief, almost pitying the British people. As dauntless as the British are, they are now trying to make a virtue out of necessity. When Theresa May was appointed Prime Minister soon after David Cameron’s resignation, this was an initial indication of the sentiment in the British capital: although the situation is very serious, we, the British people, have achieved a lot over the course of our history. We will turn Brexit into a success. Anyone visiting London over the summer certainly encountered bewildered “Remain” supporters but otherwise found a European capital going about its usual summertime business. Theresa May was no doubt pleased to have some breathing space to close ranks in her cabinet, insofar as it was possible to do so in the first place, and to prepare Downing Street in strategic and organisational terms for the months and years ahead. At the end of the summer break, Theresa May invited the members of her cabinet to attend a brainstorming meeting at her country retreat “Chequers”. At the beginning of the meeting, the Prime Minister announced resolutely when addressing the world public that it is now a matter of forging a new role for the UK in the world - a strong role <?page no="221"?> 220 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives that will benefit all the people of the United Kingdom. Statements issued about the meeting said there was no reason to trigger article 50 of the EU Treaty to launch exit negotiations before the end of the year. This means there is no end in sight to the phase of uncertainty that is of major economic and political concern to the rest of the EU - and in the final analysis, it is the British government that will decide when this phase will end. As breathtakingly simple as Theresa May’s announcement about the UK forging a new role for itself in the world sounds, it must be taken literally. This will be the British government’s most important goal in the coming months, overriding all other matters. Anyone who is relying on the British, who are after all still part of the EU, remaining committed to the principle of good faith and trust when they enter into negotiations with the other 27 Member States on the terms of their exit from the EU and future relationships is bound to be disappointed. The British government will need to make the best out of a disastrous starting position. There will certainly be little scope for political hygiene. The EU-27 need to realise that the British government is concerned about its own country and its own people. The referendum revealed the deep political, social and geographical divide that exists within the country. If it does not manage to overcome this divide, the United Kingdom will not survive. This is the key conclusion Theresa May and her advisors have drawn from the referendum. Anyone entering into negotiations with the British, will therefore need to brace themselves. The German government alongside with partners in the EU has understood this. The last thing political leaders want is to become dependent on a country that is now (understandably) focusing on its own fortunes. But unlike the British government, the Federal Government in Berlin is adamant that the future of Germany lies within the EU. This is how we can interpret the messages iterated by Federal Chancellor Angela Merkel during the extensive talks she held with her European partners during the summer. She made little or no reference to the divisive issue of “Brexit”, clearly shifting her focus to the problems that need to be tackled jointly in Europe, namely prosperity and security for people in the EU. It is now a priority to ensure Brexit does not encourage other Member States to hold copycat referendums which could effectively spell the end of the European project, but to come up with a recipe to fight the centrifugal forces that threaten to drive Union members away from each other. … It has come back to bite Britain in particular that there have been very few voices in recent decades that sought to generate basic acceptance of the EU among the British people as one of their political arenas. In continental Europe, politicians are now trying to ensure this permissive consensus on the European Union does not diminish any further. In order to do so, the governments of the EU Member States need to prove more so than ever before that they are capable of finding common solutions to problems that extend beyond their own national capacities. And these solutions must benefit everyone and not just a chosen few. For now, it looks like the strategy … is to avoid divisive issues such as migration, and to focus on deliverables in other fields. But the deep cracks between and within EU countries and societies require a more proactive approach to <?page no="222"?> 221 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives http: / / www.bpb.de/ veranstaltungen/ netzwerke/ nece/ 235252/ brexit-and-what-it-means-for-europe (last accessed June 2018) Summary (330 words) The outcome of the British referendum on EU membership … Task 14: From the given text, select words/ phrases specific to the topic of European integration. In a list, compare your words/ phrases with their German equivalents. Discourse file European words/ phrases deutsche Begriffe aftermath EU membership referendum Volksabstimmung über die EU Brexit British exit (Ausstieg aus der EU) cohesion Zusammenhalt “Leave” campaign = Brexiteers “Remain” supporters to close ranks forging a new role for the UK in the world to trigger auslösen little scope copycat referendums Nachahmungseffekt permissive consensus deliverables cracks between and within EU countries and societies conflict and consensus within the EU. Leaving out the difficult bits will ultimately not bring Europeans closer to each other again. (989 words) <?page no="223"?> 222 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 6: Headlines and contents Task 15: Study the following headlines from European newspapers and infer the gist of their contents by informed guessing (some mediation required). Work in groups, subdividing the headlines and report in plenary. newspaper article (source) possible contents Rechnung für London (FAS 19.3.2017) Gespaltenes Bild von Europa (FAZ 30.6.2014) Rückkehr an den Rand (FAS 13.1.2013) Rest EU ringt um Antwort auf Brexit (FAZ 8.10.2016) Brexit im Alltag (FAZ 7.10.2016) Britannien - starker Staat kehrt zurück (FAZ 6.10.2016) Von der Expansion zur Krise (FAZ 19.9.2016) Brexit treibt China nach Deutschland (FAZ 26.1.2017) Ohnmacht in Oxford (FAZ 3.3.2017) Brexit als Glücksfall (FAS 26.2.2017) Mayday (Der Spiegel 2/ 2017) Wo der Brexit an eine Grenze stößt (FAZ 1.9.2017) Die Rückkehr der Grenzen (SZ 13./ 14.5.2017) Der Angriff auf London (FAZ 18.5.2017) Johnson’s Hit - wie es zum Brexit kam (SZ 18.4.2017) Das Dünkirchen der Gegenwart. Was bedeutet der Brexit? (FAZ 12.2.2018) Bye, bye Britain. Social ingredients of Brexit (praxis fu 1/ 2017) Yet another referendum (Sun 4.7.2016) Scotland facing £ 3.7 billion black hole (Scotsman 22.8.2017) Hidden plan for independence (Scotsman 22.8.2017) Brexit looming - global city in unease (Financial Times 18.4.2017) Britain’s scientists fear Brexit brain drain (Business World & Press 2/ 2017) Britons apply for Irish passports after Brexit vote (Read on 1/ 2017) Task 16: Summarise key points of the glossary entries and create a crib sheet* to prepare writing a short essay about the question of whether to enlarge or deepen EU membership. <?page no="224"?> 223 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives European Union The European Union (EU) was established with the Treaties of Rome in 1958. Since then, it has evolved through a long history of successive Treaty reforms. The EU is both a political project and a form of legal organisation. It is a political project that reflects the will of the EU countries to create an ever closer union among the peoples of Europe, in which decisions are taken as openly as possible and as closely as possible to the citizen (Article 1 of the Treaty on European Union). To achieve this, the EU has a number of objectives: ▶ to promote peace, its values and the well-being of its peoples; ▶ to offer European citizens an area of freedom, security and justice without borders; ▶ to establish an internal market which ensures the sustainable development based on balanced economic growth and price stability, a highly competitive social market economy aiming at full employment, social progress, protection of the environment and promoting scientific advance; ▶ to combat social exclusion and discrimination and to promote equality between women and men, solidarity between generations and the rights of the child; ▶ to ensure economic, social and territorial cohesion between EU countries; ▶ to respect the cultural and linguistic diversity of EU countries and to protect European cultural heritage; ▶ to establish an economic and monetary union whose currency is the euro; to act in accordance with its values and international law in its relations with the wider world; ▶ to ensure peace, security, sustainable development, development of people, and the protection of human rights. The EU is founded on values: respect for human dignity, liberty, democracy, equality, the rule of law and human rights. It is recognizable by its symbols: a flag (twelve stars on a blue background), an anthem (Ludwig van Beethoven’s ´Ode to Joy`), a motto (‘United in diversity’), a currency (the euro) and a Europe Day (9 May). The EU is a form of legal organization founded on the Treaty on European Union and the Treaty on the Functioning of the EU. EU countries confer competences on the EU to attain objectives that they have in common. The ‘Community method’ applies to all policies coming under the EU’s responsibility, with the exception of: police and judicial cooperation on criminal matters where EU countries have a right of initiative and a right of appeal to the European Council on legislative matters; the common foreign and security policy where the intergovernmental method prevails. It has a single institutional framework (consisting of the European Parliament, the European Council, the Council, the European Commission, the Court of Justice, the European Central Bank and the Court of Auditors). Furthermore, the Treaty of Lisbon confers legal personality on the EU. © European Union, http: / / eur-lex.europa.eu/ , 1998-2018, http: / / eur-lex.europa.eu/ summary/ glossary/ eu_union.html (last accessed June 2018) <?page no="225"?> 224 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Deepening and widening Deepening and widening are 2 schools of thought as to how the EU should develop. Over time, the European Union has progressively evolved into what aspires to be an ‘ever closer union’ among the peoples of Europe (Article 1 of the Treaty on European Union - TEU). The notion of deepening refers to this ever closer union and is seen in the increased integration of the EU. Its clearest manifestation has been the EU’s transition towards economic and monetary union (EMU) and the introduction of the single currency, the euro. Proponents of widening consider that the EU should expand in terms of membership but that this membership should be looser than that desired by the deepening school. The EU has also managed to widen itself, enlarging from 15 countries in 2004 to 28 in 2013. © European Union, http: / / eur-lex.europa.eu/ , 1998-2018, http: / / eur-lex.europa.eu/ summary/ glossary/ deepening_european_integration.html (last accessed June 2018) Crib sheet Aims of the European Union Deepening and widening promote peace, … 2 schools of thought; … <?page no="226"?> 225 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheets 1 bis 6: Lösungen Worksheet 1: A Scottish view of Brexit Task 1: loss of a star rubber and pencil British referendum to leave the EU (2016); remaining member states have to cope; consequences not exactly known; negotiations required about changing borders, the common market, free movement, relationships between states, international trade arrangements rubber: leaving the EU, shrinking the common market, will other states follow? pencil: decision in the UK based on democratic vote, government and parliament have to comply Task 2: ad lib. Task 3: Multiple choice Questions 1 Why did the (satirical) musical about Brexit become a box office hit on the EH Festival? (Chris 1) 2 So people didn’t want foreigners to come to Britain? (Chris 1) 3 Why is Scotland particularly affected by Brexit? (Chris 2) 4 Will Scotland go it alone or come back to the EU and leave the UK after a second referendum? (Chris 3) 5 Is the solution that a lot of Scottish people now apply for an Irish citizenship so to be able to sneak back into the EU? (Chris 3) Answers right wrong not given Brexit is the biggest satirical thing in the UK, making people quite anxious x In Scotland the newspapers were in favour of Brexit x <?page no="227"?> 226 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives People in Scotland are not afraid of foreigners x The Scottish government does not want to leave the EU x Brexit supporters were mainly from higher income groups x Scotland receives more money from EU funds than the rest of Britain x Parts of Scotland are remote and need support x When Brexit happens the UK government will withdraw the EU support money x The majority in Scotland wants to be independent from England x There are doubts whether Scotland might be able to get back into the EU x We don’t want a proper border with England or Ireland x If I had Irish forebears I would apply for an Irish passport x questions answers 1 Why did the (satirical) musical about Brexit become a box office hit on the EH Festival? (Chris 1) The biggest satirical thing in the UK is Brexit. It has huge effects on people, making them feel quite anxious. 2 So people didn’t want foreigners to come to Britain? (Chris 1) That’s the view of people who voted for Brexit. But I have no fears in that way. In Scotland we don’t have that view which was hyped up by certain newspapers. A lot of people got frightened but it was all artificial. People who voted us out were people who had lower incomes and felt more threatened and left behind. 3 Why is Scotland particularly affected by Brexit? (Chris 2) Scotland receives more from EU funds proportionately to other parts of the United Kingdom, because of the make-up of Scotland. Scotland is a very industrial and very forward looking country, but there are also parts of Scotland which are requiring a lot more support, they’re very rural, they’re very remote and so they need more help. It’s very expensive to travel to the islands, for example. The worry now is when Brexit eventually happens the support money will come back to the UK -the Scots feel they might be at the mercy of the UK parliament. <?page no="228"?> 227 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives 4 Will Scotland go it alone or come back to the EU and leave the UK after a second referendum? (Chris 3) The proportion of people in Scotland wanting to be independent has not really changed since the last referendum on Scottish independence. It’s round about 45 % for leaving and 55 % for staying. It may be that that would change if we do leave the EU. But I do have fears whether we could survive independently and whether we would be able to get into the EU. It would be quite difficult to do that. We’d then be in the same position as the Republic of Ireland with a border with England which would then mean that we would have all the same difficulties of being able to control the border. Of course, no one wants a proper border in the same way as they want a proper border between Northern Ireland and the Republic of Ireland. We wouldn’t want a proper border between Scotland and England, but it might require a proper border if we’re part of the EU. So all of these things are quite difficult to know. 5 Is the solution that a lot of Scottish people now apply for an Irish citizenship as to be able to sneak back into the EU? If I had had Irish forebears I would have probably applied … I understand the feeling because people have got a lot of anxiety about this whole thing and don’t want to be excluded from the European Dream. It’s a really difficult time for us … Task 4: Push factors Pull factors ▶ Civil wars ▶ Poverty and starvation ▶ Political suppression ▶ Religious persecution ▶ No career chances ▶ Stress with family ▶ Good job opportunities ▶ Freedom ▶ Education ▶ Social security ▶ Economic benefits ▶ Family connections <?page no="229"?> 228 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 2: The Caribbean experience Task 5: Points for discussion (un-scrambled) Too many immigrants in one place; security issues; young men without families and potential of violence; language problems; no jobs; abusing social security system; ignoring Western values; religious fanatics; stealing jobs; Right of asylum guaranteed; bringing families together; relief from political or religious persecution; skills and knowledge of immigrants; job offers; vocational training; gaps in the labour market for low-paid jobs; welcome culture; sharing wealth; Christian values Role play: ad lib. Task 6: contents of the BBC documentary the biggest changes The documentary shows that the attitude of the British towards Caribbean immigrants changed over the years: initial warm reception; growing sense of rejection and isolation; racial intolerance; Notting Hill riots; fight for equality; search for identity through music and lifestyle; a new black British identity emerges Changes in the UK: black churches are established; black communities grow; fight to be recognized; education for black children; new black British identity; black peers in the House of Lords; black celebrities in literature, sports, entertainment and broadcasting Task 7: Crib sheet Zadie Smith’s “solution”: living behind a veil in Britain; none of her friends believed in this result; a silent way to sneak out - reverse the decision; many people would do this implications the vote showed disapproval of many different things; pseudo-democratic decision with thumbs up or down, yes or no; a crazy reduction of problems; amazing what is being tolerated in British politics generally personal opinion realistic/ unrealistic? Good for Europe? … <?page no="230"?> 229 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Task 8: Outline Growing up, Andrea Levy suffered from open as well as hidden racial discrimination. This included questions as to why and how long her family intended to stay in Great Britain, questions about funny food, looks and smells. The effects on her were substantial: She began to hate herself because of her origin, became ashamed of her family and felt embarrassed about her Caribbean heritage. It was only later, after a visit to her relatives in her country of origin and her familiarisation with that culture that she started to recognize its value and its contribution to the development of British culture and society. The author’s (and her family’s) experiences - racial discrimination, expectations that were disappointed, the struggle to integrate into British society - are shared by many immigrants. Worksheet 3: Ted Talks Brexit Task 9: 1 - By which news was Prof. Alexander Betts shocked on June 24, 2016? His country had voted to leave the European Union, his Prime Minister had resigned, and Scotland was considering a referendum. 2 - How does he compare a possible Scottish (second) referendum on independence to a sports match? In his opinion, calls for a second referendum looked almost as if, following a sports match, you could ask the opposition for a replay. 3 - Which accusations were made after Brexit? Everybody was blaming everybody else. People blamed the Prime Minister for calling the referendum in the first place. They blamed the leader of the opposition for not fighting it hard enough. The young accused the old. The educated blamed the less well-educated. 4 - What shocked him most? The levels of xenophobia and racist abuse in the streets of Britain at a level that he had never seen before in his lifetime. 5 - Why did the vote for Brexit split the British population? The vote split along lines of age, education, class and geography. Young people didn’t turn out to vote in great numbers, but those that did wanted to remain. Older people really wanted to leave the European Union. Geographically, it was London and Scotland that most strongly committed to being part of the European Union, while in other parts of the country there was very strong ambivalence. <?page no="231"?> 230 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives 6- Which two things mattered to the “Leavers” according to opinion polls? The first was immigration, and the second sovereignty, and these represent a desire for people to take back control of their own lives and the feeling that they are unrepresented by politicians. But those ideas are ones that signify fear and alienation. They represent a retreat back towards nationalism and borders in ways that many of us would reject. 7- How does the narration of globalization need to be changed? You need to find a new way to narrate globalization to those people, to recognize that for those people who have not necessarily been to university, who haven’t necessarily grown up with the internet, that don’t get opportunities to travel, they may be unpersuaded by the narrative that we find persuasive in our often liberal bubbles. 8- What was the “argument” of a minority of Leavers? In the Leave vote, a minority have peddled the politics of fear and hatred, creating lies and mistrust around, for instance, the idea that the vote on Europe could reduce the number of refugees and asylum-seekers coming to Europe, when the vote on leaving had nothing to do with immigration from outside the European Union. 9- Which role did the political establishment play in Brexit? For a significant majority of the Leave voters the concern was disillusionment with the political establishment. This was a protest vote for many, a sense that nobody represented them, that they couldn’t find a political party that spoke for them, and so they rejected that political establishment. 10- What are the implications of Brexit worldwide? This affects Europe and much of the liberal democratic world. You see it with the rise in popularity of Donald Trump in the United States, with the growing nationalism of Viktor Orbán in Hungary, with the increase in popularity of Marine Le Pen in France. The implications of Brexit can be found in all of our societies. (BK) Task 10: Caricature Analysis Content: The caricature refers to the situation British people face after leaving the European Union. The man with the Union Jack does not seem to be aware of the fact that he is about to saw off the branch he is sitting on. Context: While it is ok to prune a big tree here the opposite seems to be achieved: rather than changing the conditions that might be adverse, in the end the British will fall off and severe any connections with the EU. <?page no="232"?> 231 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 4: New European issues from a current point of view Task 11: ad lib. Task 12: answers right wrong not given UK is scheduled to leave the EU in 2019 x A two-year transition period will come into effect after negotiations with the British government were successful x Two issues will have to be cleared x These issues were about UK debts to the EU and free movement of people crossing Irish and UK borders x England and Wales voted for Brexit, Scotland and Northern Ireland against it x Negotiations are based on the goodwill of the European Parliament x Other EU members consider leaving the EU based on article 50 of the EU Treaty x Worksheet 5: What Brexit means for Europe Task 13: Technique: The image refers to the simile of cutting off support or, to quote another idiom, biting the hand that feeds you. Target: The image implies that the decision taken by Brexit will not lead to any solutions. There is a clear warning that the aim to be free (probably of restrictions imposed by the EU) does not lead to a better situation. In fact, it will lead to severing the branch and falling off the (European) tree: the British might have been better off otherwise. Summary The outcome of the British referendum on EU membership does not only come as a surprise but looks like a satire to many people. It raises questions for the whole of Europe, especial- <?page no="233"?> 232 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Task 14: (individual solutions) European words/ phrases deutsche Begriffe aftermath Nachwirkung EU membership referendum Volksabstimmung über die EU Brexit British exit (Ausstieg aus der EU) cohesion Zusammenhalt “Leave” campaign = Brexiteers Unterstützer des Ausstiegs aus der EU “Remain” supporters Anhänger der EU Mitgliedschaft to close ranks Reihen schließen forging a new role for the UK in the world eine neue Rolle für GB in der Welt schmieden to trigger auslösen little scope wenig Spielraum copycat referendums Nachahmungseffekt permissive consensus tolerante Übereinstimmung deliverables Ergebnisse, Leistungen cracks between and within EU countries and societies Spaltungen zwischen und innerhalb der europäischen Staaten und Gesellschaften ly for the remaining 27 member states who worry about keeping the promises of the union and their staying together. The leaders of the Brexiteer campaign are surprised about their victory and the Westminster political elite fights each other over the consequences. The rest of Europe finds this outcome hard to believe and almost feels pity for the Britons. Theresa May follows David Cameron after his resignation as Prime Minister and expresses what many people think in London: we British having achieved so much in our history will turn Brexit into a success. During a cabinet meeting in her country home, May argues in favour of a new and strong role for the UK worldwide for the British to benefit from. In her opinion, implementing article 50 of the EU Treaty to negotiate the conditions for the UK to leave the European Union can wait, thus continuing major economic and political uncertainty for the rest of Europe. Her government is going to decide how to proceed with safeguarding a strong position for the UK as their priority. To the British government to overcome the deep political divide as a result of the referendum will be their main concern now, without paying too much attention to the situation created for the other 27 EU members who need to take this into account for the coming negotiations. Particularly the German government has understood the message and concentrates less on Brexit issues but on the solution of impending European problems to discourage future referendums in the remaining EU countries which might mean the end of the European project. The lacking acceptance of the EU in the British population can provide an important lesson for them to solve current problems in a deliverable way and avoid further divisions between states and societies. (332 words) <?page no="234"?> 233 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Worksheet 6: Headlines and contents Task 15: newspaper article (source) possible contents Rechnung für London (FAS 19.3.2017) The UK has to meet financial obligations when leaving the EU Gespaltenes Bild von Europa (FAZ 30.6.2014) eurosceptics strong in Great Britain; political integration favoured on the continent Rückkehr an den Rand (FAS 13.1.2013) British role in history gains support in the light of the Euro crisis Rest EU ringt um Antwort auf Brexit (FAZ 8.10.2016) common strategy of remaining EU countries needs to be developed Brexit im Alltag (FAZ 7.10.2016) populist parties and xenophobia gain momentum in the UK Britannien - starker Staat kehrt zurück (FAZ 6.10.2016) Prime Minister demands more state control over capitalist social injustice Von der Expansion zur Krise (FAZ 19.9.2016) EU enlargement too fast and extensive, even without Brexit Brexit treibt China nach Deutschland (FAZ 26.1.2017) Chinese investments find opportunities in Germany through Brexit Ohnmacht in Oxford (FAZ 3.3.2017) Brexit opponents (about 16 million votes) are at a loss in traditional English areas like Oxford Brexit als Glücksfall (FAS 26.2.2017) Brexit is part of the competition within Europe for the best ideas in society Mayday (Der Spiegel 2/ 2017) British government without ideas what Brexit really means Wo der Brexit an eine Grenze stößt (FAZ 1.9.2017) Irish fear that Brexit will open up political conflicts again Die Rückkehr der Grenzen (SZ 13./ 14.5.2017) the outer EU borderline will run between Northern Ireland and the Irish Republic Der Angriff auf London (FAZ 18.5.2017) reduction of immigration after Brexit will be a blow to the British capital Johnson’s Hit - wie es zum Brexit kam (SZ 18.4.2017) a story of alienation between Britain and the Continent Das Dünkirchen der Gegenwart. Was bedeutet der Brexit? (FAZ 12.2.2018) British influence on Europe will end with Brexit Bye, bye Britain. Social ingredients of Brexit (praxis fu 1/ 2017) deep division within the UK - North-South social disparities influenced referendum <?page no="235"?> 234 Unit 6: Brexit and European Perspectives Unit 6: Brexit and European Perspectives Yet another referendum (Sun 4.7.2016) Scotland considers to stay in the EU by another referendum to leave the UK Scotland facing £ 3.7 billion black hole (Scotsman 22.8.2017) financial shock of Brexit might cost Scotland Hidden plan for independence (Scotsman 22.8.2017) Scottish National Party reacts to major deficits expected by Brexit Brexit looming - global city in unease (Financial Times 18.4.2017) many people in the capital feel Brexit endangers values like openness, tolerance and internationalism Britain’s scientists fear Brexit brain drain (Business World & Press 2/ 2017) vote to leave the EU may hurt the country in terms of science and research Britons apply for Irish passports after Brexit vote (Read on 1/ 2017) many Britons found a way to stay in the EU and get an Irish passport Task 16: Aims of the European Union Deepening and widening promote peace, its values and the wellbeing of its peoples; offer European citizens an area of freedom, security and justice without borders; establish an internal market; combat social exclusion and discrimination 2 schools of thought; notion of deepening refers to an ever closer union; increased integration of the EU; EU should expand in terms of membership; membership should be looser than that desired by the deepening school; EU managed to widen itself, enlarging from 15 countries in 2004 to 28 in 2013 Essay ad lib. <?page no="236"?> Unit 7: Fairtrade and Sustainability (Sek 2: Jahrgangsstufe 12/ 13, 8./ 9. Lernjahr, B2/ B2+) Allgemeine Erziehungsziele: Medien kritisch analysieren; Lesekompetenz schulen; Inhalt von Informationen über komplexe Sachverhalte bearbeiten; Eigene Stellungnahmen formulieren; Einflussmöglichkeiten erkunden; Ökologische Bildung; Probleme der Entwicklungsländer analysieren; Klimaschutz, Fairtrade und nachhaltige Entwicklung thematisieren Ziele fremdsprachlicher Bildung: Karikaturen analysieren; Interessen verstehen und zuordnen; Gegenüberstellung von Positionen in rubrics; Video Analyse und film scripts; Sprachliche Herausforderungen mit scaffoldings meistern; Perspektivenwechsel vornehmen und an Diskursen teilnehmen Inhalte und Themen: Fairtrade and you; Why Fairtrade is needed; Fairtrade and developing countries; How does Fairtrade work? Ted Talks on Fairtrade; Sustainable development and Corporate Social Responsibility (CSR); Fairtrade stories and cities; Quiz; Fairtrade under criticism Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): B2: Kann die Hauptpunkte verstehen, wenn klare Standardsprache verwendet wird und wenn es um vertraute Dinge aus Arbeit, Schule, Freizeit usw. geht (Europarat 2001: 35); verfügt über ein hinreichend breites Spektrum sprachlicher Mittel, um unvorhersehbare Situationen zu beschreiben, die wichtigsten Aspekte eines Gedankens oder <?page no="237"?> 236 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability eines Problems mit hinreichender Genauigkeit zu erklären und eigene Überlegungen zu kulturellen Themen ... auszudrücken (111). B2+: Kann Sachverhalte klar und systematisch beschreiben und darstellen und dabei wichtige Punkte und relevante stützende Details angemessen hervorheben (64); kann etwas systematisch erörtern und dabei entscheidende Punkte in angemessener Weise hervorheben und stützende Einzelheiten anführen (65); kann eine klare und systematisch angelegte Präsentation vortragen und dabei wesentliche Punkte und relevante unterstützende Details hervorheben (66); kann seine/ ihre Gedanken und Meinungen präzise ausdrücken, überzeugend argumentieren und auf komplexe Argumentationen anderer reagieren (81). Sachfach-Curriculum Po/ Wi Ökologische Nachhaltigkeit; von der Ökologie als „negativem Standortfaktor” zum marktorientierten Umweltmanagement; soziale und ökologische Effekte; Aufgaben und Probleme staatlicher Umweltpolitik (exemplarische Untersuchung (z.B. aus dem Bereich der Agrarpolitik), nationale Umweltpolitik und internationale Vereinbarungen (z.B. Klimaschutz/ Fairtrade); Transnationale Konzerne, Bedeutung der mittelständischen und kleinen Unternehmen; Faktoren von Unterentwicklung; Rolle internationaler Institutionen (z.B. Weltbank, Welthandelskonferenz, NGOs); Konzeptionen und Vereinbarungen zur Verbesserung der wirtschaftlichen Entwicklung - Entwicklungspolitik; Entwicklungsländer in den internationalen Wirtschaftsbeziehungen Sprachfokus: content-based word fields and structures; analysing texts; CLIL discourse files in useful words/ phrases; reading and viewing/ listening comprehension; mediation; interpretation and research; negotiation of meaning and perspectives Lehr- und Lernstrategien: Double circle*; placemat activities*; group puzzles*; caricature analysis*; discourse files; word banks*; plenary discussions; crib sheets*; think-pair-share*; viewing comprehension; creating posters; quiz*; essay writing Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of activities and procedures, peer editing; plenary discussions, viewing comprehension in rubrics; discourse files); summatives Feedback: Ergebnisse von Karikatur-Interpretationen, gapped texts, Ratespiel und summary writing <?page no="238"?> 237 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Übersicht Unit 7: Fairtrade and Sustainability Unterrichtsstunde 1 Worksheet 1: Fairtrade and you 240 Unterrichtsstunde 2 Worksheet 2: Why Fairtrade is needed 243 Unterrichtsstunde 3 Worksheet 3: Fairtrade and developing countries 246 Unterrichtsstunde 4 Worksheet 4: How does Fairtrade work? 251 Unterrichtsstunde 5 Worksheet 5: Ted Talks on Fairtrade 253 Unterrichtsstunde 6 Worksheet 6: Sustainable development and Corporate Social Responsibility (CSR) 255 Unterrichtsstunde 7 Worksheet 7: Fairtrade stories and cities 261 Unterrichtsstunde 8 Worksheet 8: Quiz 265 Unterrichtsstunde 9 Worksheet 9: Fairtrade under criticism 268 Worksheets 1 bis 9: Anregungen zum Vorgehen Fairtrade und nachhaltige Entwicklung sind wichtige Anliegen der politischen und ökologischen Bildung und decken einen umfangreichen Themenbereich ab, wenn es um die Beziehungen zwischen Industrienationen und wenig entwickelten Ländern geht. Einleitend können Schüler in ihrem eigenen Umfeld Recherchen anstellen und ihr eigenes Konsumverhalten überprüfen, wobei es um Artikel aus nachhaltiger Produktion und fair gehandelten Waren geht (worksheets 1-2). Dass das Fairtrade Projekt besondere Bedeutung für Dritte Welt Länder hat, wird in ausgewählten Länderprofilen erarbeitet, genauso wie die Rolle der Welthandelsorganisation (WTO), durchaus in kritischer Absicht (worksheet 3). Die Funktion und Wirkungsweise von Fairtrade Projekten werden mit weiteren Analysen erschlossen, auch die entsprechenden Produkte sind hier Gegenstand der Überlegungen, wobei die eigenen Handlungsmöglichkeiten im Sinne von nachhaltigem Konsum und Unterstützung der Produzenten thematisiert werden (worksheets 4-5). <?page no="239"?> 238 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved discussing, analysing, assessment, negotiation, critical thinking, mediation, peer editing worksheet compass guiding questions, worked examples advance organizer, study objectives, peer-scaffolding, research complex task guided research, listening comprehension double circle, think-pair-share, placemat activity, working in groups, plenary discussion, evaluation, essay writing crib sheets*, caricature analysis*, rubrics, word banks*, video interpretation, useful phrases, discourse files worksheet 1 Fairtrade and you task 1: research, describe, discuss task 2: interpret, assess, discuss task 3: discuss, explain, create virtual field trip, double circle*, thinkpair-share*, caricature interpretation* worksheet 2 Why Fairtrade is needed task 4: fill in, discuss task 5: answer, mediate gapped text, answers Eine besondere Rolle spielen Kriterien der nachhaltigen Entwicklung und der sozialen Verantwortung von Unternehmen (CSR), die historisch hergeleitet und aktuell diskutiert werden (worksheet 6). An Beispielen aus Fairtrade Produktionen, die deren ökonomische und soziale Komponenten verdeutlichen, wird gleichzeitig ein Zusammenhang zwischen Produzenten und Konsumenten Ketten hergestellt, der auch den eigenen Erfahrungsbereich miteinbezieht - in der Form der Fairtrade Cities (worksheet 7). Die erworbenen Kenntnisse und Fertigkeiten werden in einem ausführlichen Quiz überprüft (worksheet 8). Die kritischen Überlegungen zu Fairtrade Projekten sind ein wichtiges Korrektiv dieser Unterrichtseinheit, die mit einem argumentativen Essay abschließt (worksheet 9). Im erweiterten sprachlichen Aktionsfeld ist formatives Feedback durchgängig in den worksheets angelegt, während summatives Feedback die gewonnenen Erkenntnisse der Schüler in mehreren Stufen (Präsentationen, Text- und Filmanalysen und dem Abschluss-Essay) dokumentiert. Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. <?page no="240"?> 239 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability worksheet 3 Fairtrade and developing countries task 6: identify, research, compare, negotiate, create task 7: read, answer, mediate task 8: compare, outline, explain group work, rubrics, multiple choice*, group puzzle* worksheet 4 How does Fairtrade work? task 9: mediate, describe task 10: fill in, outline email project, gapped text, rubrics worksheet 5 Ted Talks on Fairtrade task 11: watch, research, discuss task 12: complete task 13: discuss video analysis, research, plenary discussion, open sentences worksheet 6 Sustainable development and Corporate Social Responsibility (CSR) task 14: identify, discuss task 15: outline, prepare, summarise, mediate task 16: compare, mediate, discuss, evaluate, explain task 17: read, answer, mediate discourse file, rubrics, think-pairshare*, prepare submission, crib sheet*, rubrics worksheet 7 Fairtrade stories and cities task 18: explore, watch, describe, analyse task 19: illustrate, answer, outline task 20: write script, describe task 21: research, prepare, negotiate, create group puzzle*, viewing sheets, film script, think-pairshare*, placemat activity*, standard profile sheet, posters worksheet 8 Quiz task 22: do quiz quiz answers worksheet 9 Fairtrade under criticism task 23: interpret, asses, discuss task 24: read, juxtapose, evaluate task 25: write essay, draft system caricature interpretation*, think-pairshare*, crib sheet*, double circle*, discourse file, essay writing, peer editing <?page no="241"?> 240 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 1: Fairtrade and you Task 1: Do some research about Fairtrade Towns. In a second step, try to find respective shops or institutions in your own neighbourhood. Describe their offers and, in a double circle*, discuss if and what you would buy there. “Das Siegel für Fairen Handel” Worldwide, there are approximately 2.000 cities carrying the sign of “Fairtrade“ with the pledge to use Fairtrade and local produce. © TransFair e.V. (Fairtrade Deutschland), www.fairtrade-deutschland.de (last accessed May 2018) Task 2: Interpret the caricature and assess its message about shopping for energy saving devices. Use the think-pair-share* format to discuss common market lures. © CartoonStock, www.CartoonStock.com, https: / / www.cartoonstock.com/ cartoonview.asp? catref=cwln2030 (last accessed August 2018) <?page no="242"?> 241 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Scaffolding Caricature Analysis Content: topics/ issues - market temptations … Context: description - on a sales booth … Technique: message - advertising … Target: effects - revealing trickery on customers … Caricature Analysis Content: The caricature refers to … Context: The image shows two shoppers … Technique: The device is made attractive … Target: The image points at the credulity … Voc.: Leichtgläubigkeit: credulity Task 3: Discuss your own shopping routines and if you look out for fair trade labels yourself. Using think-pair-share*, explain which products you would expect to come under this label by selecting from the given examples. Create a check list for fair and sustainable shopping in plenary (mediation required). Examples of certified products (sort between food and non-food products first; some articles might not qualify for fair trade certification! ) restaurant meals - sports equipment - cars - coffee - tea - muesli - chocolate -cotton - honey - fresh fruit and vegetables - oil - books - shopping bags - spices -beauty products - cut flowers - rice - sugar - bus tickets - bikes Welche Eigenschaften müssen erstklassige Lebensmittel haben? Damit ein Produkt qualitativ wertvoll ist, muss es gut, sauber und fair sein. Gut heißt, die geschmackliche Qualität und der kulturelle Kontext müssen gegeben sein. Es muss einen Zusammenhang geben zwischen dem Lebensmittel und unserer Geschichte, unserer Tradition. Dann besitzt es kulturelle Qualität. Punkt zwei: Das Nahrungsmittel muss sauber sein, es darf die Umwelt nicht zerstören. Drittens: Die soziale Gerechtigkeit ist wichtig. Das heißt, wir müssen den Bauern einen fairen Preis zahlen. Wenn wir diese drei Bedingungen haben, legen wir die Grundlagen für eine bessere Qualität. <?page no="243"?> 242 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Zitat: Carlo Petrini. Interview Pirmin Spiegel, Hauptgeschäftsführer von MISEREOR und Carlo Petrini, Präsident der internationalen Bewegung Slow Food; © Misereor-Magazin „frings.“ 1-2017, 20 https: / / www.misereor.de/ magazin/ (last accessed 2018) Scaffolding Good quality - tasty - cultural context - foods - environmentally neutral - social justice - conditions - basics Check list for fair and sustainable shopping products requirements foodproducts … … bread … coffee, tea … milk … chocolate … honey … fresh fruit and vegetables … oil … spices … rice … sugar … non-food cotton … sports equipment … shopping bags … beauty products … cut flowers … bikes … <?page no="244"?> 243 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 2: Why Fairtrade is needed Task 4: Fill in the gaps in the text and add key words of the content to your discussion on fairtrade advantages (task 1). Gapped text: Support The aims of the fairtrade campaign are ….. ….. . On the one hand, ……. …….. and better prices for farmers are to be promoted. On the other hand, the trade with third world countries suffers from many …….. with the result that producers in developing countries do not get fair prices and often can’t …….. on their farms. Also, because most products from these countries are either raw materials or less processed …….., the prices depend on fluctuations on the world market and the more they produce the less they gain. This is where fairtrade seeks to change the ….. … ….. and conditions of exchange. It is important to …….. fair trade because it …….. the lives of many farmers and their families. It gives children the …….. to have an …….., to have food, clean water, and …….. to wear. Even though the money doesn’t …….. …. to all farmers, it still …….. a great number of people. It also goes towards …….. that work to better the lives of these people and …….. developing economies. (BK) Scaffolding Word bank strengthen - organisations - helps - make it - clothes - education - chance -improves - support - terms of trade - commodities - survive - imbalances - local produce - double-fold Task 5: Answer the following questions (mediation required): Was läuft schief am Ernährungssystem? Ich möchte von einer Erfahrung sprechen, die ich in meiner Heimat im Piemont gemacht habe. Ich bestellte dort in einer Osteria eine Peperonata, ein typisches Gericht aus der Region. Und ich merkte, es schmeckte nach nichts. Ich fragte, warum die Peperoni nach nichts schmecken, und man sagte mir: „Ja, die kommen aus Holland und stammen alle aus Hydrokulturen. So sind sie länger haltbar.“ Ich wies sie darauf hin, dass es doch hier diese schmackhafte traditionelle Peperonisorte gab. Und der Restaurantbesitzer sagte mir, die werden hier nicht mehr angebaut, weil die aus Holland weniger kosten. Und ich <?page no="245"?> 244 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Sklavenähnliche Bedingungen Ich habe 15 Jahre im Nordosten Brasiliens gelebt, im Bundesstaat Maranh-o. Dieser war bis in die neunziger Jahre eine Reiskammer weit über den eigenen Bundesstaat hinaus. Heute kann dieser Staat seine eigene Bevölkerung nicht mehr ernähren. Ein Grund dafür ist, dass auch hier auf Landkonzentration und exportorientierte Landwirtschaft gesetzt wurde, während die Bedürfnisse und Fähigkeiten der Menschen vor Ort nicht ernst genommen und gefördert worden sind. Brasilien allgemein und der Bundesstaat Maranh-o insbesondere haben sich von einer exportorientierten Landwirtschaft abhängig gemacht. Die Folgen sind, dass Kleinbauern von ihren angestammten Feldern verdrängt werden -von einer internationalen Agrarindustrie, gegen die sie keine Chancen haben. Und so wandern die Menschen vom Land in die Städte ab. Dort gibt es aber nur begrenzten Wohnraum und begrenzte Arbeitsmöglichkeiten. Drei von vier Brasilianern leben mittlerweile in Städten. Diejenigen, die auf dem Land bleiben, arbeiten oft unter sklavenähnlichen Bedingungen für die großen Agrarkonzerne. Diese unsozialen Bedingungen führen dazu, dass Familien auseinanderbrechen und Gemeinschaftsstrukturen sich auflösen - und sie führen dazu, dass die Bauern vor Ort krank werden, weil etwa Pestizide versprüht werden. Wir brauchen Investitionen und Kreditmöglichkeiten für eine familiäre und nachhaltige Landwirtschaft, in der die Bauern Rechte haben. Zitat: Carlo Petrini. Interview Pirmin Spiegel, Hauptgeschäftsführer von MISEREOR und Carlo Petrini, Präsident der internationalen Bewegung Slow Food; © Misereor-Magazin „frings.“ 1-2017, 20 https: / / www.misereor.de/ magazin/ (last accessed 2018) fragte, was denn nun stattdessen in den Treibhäusern im Piemont angebaut werde. Und man erklärte mir: Tulpenzwiebeln. Wir importieren also Peperoni aus Holland, bringen sie mit Lastwagen zu uns, verschmutzen die Umwelt, und dann schicken wir unsere Tulpen nach Amsterdam, weil bei uns kein Mensch Tulpen kauft. Es gibt so wiederum Kohlendioxid-Ausstoß. Dazu kommt: Wir verlieren die genetische Vielfalt unserer Peperoni, generell die biologische Vielfalt. Aber gerade diese bedeutet Leben und ist auch für die Landwirtschaft wichtig! Zitat: Carlo Petrini. Interview Pirmin Spiegel, Hauptgeschäftsführer von MISEREOR und Carlo Petrini, Präsident der internationalen Bewegung Slow Food; © Misereor-Magazin „frings.“ 1-2017, 20 https: / / www.misereor.de/ magazin/ (last accessed 2018) www.slowfood.de (last accessed 2018) <?page no="246"?> 245 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Questions and answers: 1 What did Carlo Petrini notice when he was eating his meal? … 2 Why are the peperoni imported from Holland? … 3 How did the restaurant owner justify the import? … 4 What is grown in the greenhouses in Piemont? … 5 What does Petrini describe as an ironical twist? … 6 What are the consequences of the reversed import-export scheme? … 7 What happened to the rice plantations in Maranh-o? … 8 What were the reasons for this development according to Pirmin Spiegel? … 9 What were the consequences for small-scale farmers? … 10 Why are these conditions anti-social? … 11 What would be needed for sustainable farming? … <?page no="247"?> 246 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 3: Fairtrade and developing countries Task 6: From the list of developing countries, identify at least three countries of your choice and do some research on their profiles. Compare your results in groups and negotiate your findings in plenary to create posters of the ones chosen. As a base you may want to use this website: http: / / www.bpb.de/ internationales/ weltweit/ innerstaatliche-konflikte/ 54568/ konfliktportraets (last accessed May 2018) Developing countries/ Third World Definition Countries suffering from low incomes and insufficient industrial and economic activity. The standard of living is poor as a result of high unemployment which, in some cases, might also lead to starvation. Third World: the underdeveloped nations of the world, especially those with widespread poverty. (BK) List of low income and lower middle-income countries (selection) Kongo (Democratic Republic) Äthiopien (Ethiopia) Nigeria (Nigeria) Kolumbien (Columbia) Indien (India) Kenia (Kenya) Also compare: https: / / www.usaid.gov/ sites/ default/ files/ documents/ 1876/ 310maa.pdf (last accessed May 2018) Task 7: Read the text and tick the right answers, more than one could be correct (some mediation* required). <?page no="248"?> 247 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability WTO The multilateral trading system—past, present and future The World Trade Organization came into being in 1995. One of the youngest of the international organizations, the WTO is the successor to the General Agreement on Tariffs and Trade (GATT) established in the wake of the Second World War. So while the WTO is still young, the multilateral trading system that was originally set up under GATT is well over 50 years old. The past 50 years have seen an exceptional growth in world trade. Merchandise exports grew on average by 6% annually. Total trade in 2000 was 22-times the level of 1950. GATT and the WTO have helped to create a strong and prosperous trading system contributing to unprecedented growth.The system was developed through a series of trade negotiations, or rounds, held under GATT. The first rounds dealt mainly with tariff reductions but later negotiations included other areas such as anti-dumping and non-tariff measures. The last round — the 1986-94 Uruguay Round — led to the WTO’s creation. The negotiations did not end there. Some continued after the end of the Uruguay Round. In February 1997 agreement was reached on telecommunications services, with 69 governments agreeing to wide-ranging liberalization measures that went beyond those agreed in the Uruguay Round. In the same year 40 governments successfully concluded negotiations for tariff-free trade in information technology products, and 70 members concluded a financial services deal covering more than 95% of trade in banking, insurance, securities and financial information.In 2000, new talks started on agriculture and services. These have now been incorporated into a broader agenda launched at the fourth WTO Ministerial Conference in Doha, Qatar, in November-2001. The work programme, the Doha Development Agenda (DDA), adds negotiations and other work on non-agricultural tariffs, trade and environment, WTO rules such as anti-dumping and subsidies, investment, competition policy, trade facilitation, transparency in government procurement, intellectual property, and a range of issues raised by developing countries as difficulties they face in implementing the present WTO agreements. © World Trade Organization, https: / / www.wto.org/ english/ thewto_e/ whatis_e/ inbrief_e/ inbr01_e.htm (last accessed May 2018) Development and trade Over three quarters of WTO members are developing or least-developed countries. All WTO agreements contain special provision for them, including longer time periods to implement agreements and commitments, measures to increase their trading opportunities and support to help them build the infrastructure for WTO work, handle disputes, and implement technical standards. The 2001 Ministerial Conference in Doha <?page no="249"?> 248 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability set out tasks, including negotiations, for a wide range of issues concerning developing countries. Some people call the new negotiations the Doha Development Round. Before that, in 1997, a high-level meeting on trade initiatives and technical assistance for least-developed countries resulted in an “integrated framework” involving six intergovernmental agencies, to help least-developed countries increase their ability to trade, and some additional preferential market access agreements. A WTO committee on trade and development, assisted by a sub-committee on least-developed countries, looks at developing countries’ special needs. Its responsibility includes implementation of the agreements, technical cooperation, and the increased participation of developing countries in the global trading system. © World Trade Organization, https: / / www.wto.org/ english/ thewto_e/ whatis_e/ inbrief_e/ inbr04_e.htm (last accessed May 2018) Where countries have faced trade barriers and wanted them lowered, the negotiations have helped to open markets for trade. But the WTO is not just about opening markets, and in some circumstances its rules support maintaining trade barriers — for example, to protect consumers or prevent the spread of disease. At its heart are the WTO agreements, negotiated and signed by the bulk of the world’s trading nations. These documents provide the legal ground rules for international commerce. They are essentially contracts, binding governments to keep their trade policies within agreed limits. Although negotiated and signed by governments, the goal is to help producers of goods and services, exporters, and importers conduct their business, while allowing governments to meet social and environmental objectives.The system’s overriding purpose is to help trade flow as freely as possible — so long as there are no undesirable side effects — because this is important for economic development and well-being. That partly means removing obstacles. It also means ensuring that individuals, companies and governments know what the trade rules are around the world, and giving them the confidence that there will be no sudden changes of policy. In other words, the rules have to be ‘transparent’ and predictable.Trade relations often involve conflicting interests. Agreements, including those painstakingly negotiated in the WTO system, often need interpreting. The most harmonious way to settle these differences is through some neutral procedure based on an agreed legal foundation. That is the purpose behind the dispute settlement process written into the WTO agreements. © World Trade Organization, https: / / www.wto.org/ english/ thewto_e/ whatis_e/ who_we_are_e. htm (last accessed May 2018) WTO: Abkürzung für World Trade Organization, deutsch Welthandelsorganisation Sonderorganisation der UNO zur Gewährleistung eines freien Welthandels, gegründet am 15. 4.1994 auf der Ministerkonferenz in Marrakesch (Marokko); Sitz: Genf. Die WTO <?page no="250"?> 249 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Tick off the right answer (more than one could be correct): 1. The past 50 years  have seen an exceptional growth in world trade  have doubled the income of industrial nations  have worsened the terms of trade for developing countries 2. GATT and the WTO have  contributed to unprecedented growth  failed in creating a strong and prosperous trading system  developed a series of trade negotiations, or rounds, held under GATT 3. Later negotiations  did not succeed  included other areas such as anti-dumping and non-tariff measures  did not help afflicted countries 4. Agreement was reached  on telecommunications services with wide-ranging liberalization measures  on free roaming for mobile phones  although it was blocked initially 5. Governments successfully concluded negotiations  about human rights  without the developing countries  for tariff-free trade in information technology products 6. Doha Development Agenda (DDA), adds negotiations  on non-agricultural tariffs, trade and environment  on WTO rules such as anti-dumping and subsidies, investment, competition policy  but did not cover issues raised by developing countries trat am 1.1.1995 in Kraft und löste zum 1.1.1996 das GATT endgültig ab. 2016 sind 161 Vertragsstaaten und die Europäische Kommission Mitglied der WTO. Mit ihrer Gründung wurde eine völkerrechtlich selbstständige Organisation geschaffen, die als dritter Pfeiler der Weltwirtschaftsordnung neben Internationalem Währungsfonds und Weltbank tritt. Die WTO soll die internationalen Handelsbeziehungen innerhalb verbindlicher Regelungen organisieren und überwachen und bei Handelskonflikten für eine effektive Streitschlichtung sorgen. Wichtigste Prinzipien für die Gewährleistung eines freien Welthandels sind: Reziprozität (Prinzip der Gegenseitigkeit), Liberalisierung (Abbau von Zöllen und nicht tarifären Handelshemmnissen), Nichtdiskriminierung (insbesondere Meistbegünstigung). Angestrebt wird, in den Mitgliedstaaten den Lebensstandard und die Realeinkommen zu erhöhen, Vollbeschäftigung zu erreichen und zu sichern und zu diesem Zweck den Handel auszuweiten und den Protektionismus zu bekämpfen. http: / / www.bpb.de/ nachschlagen/ lexika/ lexikon-der-wirtschaft/ 21194/ wto (last accessed May 2018) <?page no="251"?> 250 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability 7. The goal of WTO agreements is to  help producers of goods and services, exporters, and importers conduct their business  intervene in international conflicts  allow governments to meet social and environmental objectives 8. The system’s overriding purpose is  to stop economic warfare  to help trade flow as freely as possible  to support economic development and well-being 9. Agreements  often need interpreting  can settle differences through some neutral procedure  are based on give and take 10. The European Commission  does not have a vote in the WTO  is a WTO member  cannot influence tariff negotiations 11. The WTO is supposed to  mediate international trade conflicts  raise living standards of its members  support protectionism Task 8: Compare the conflicting arguments about the relationship between the WTO and developing countries. In a group puzzle*, outline and explain some of the concerns described on the Website quoted below. Conflicting arguments 1 - The WTO has been criticized by groups … 2 - Essentially, the WTO is a place where … Website: https: / / newint.org/ books/ reference/ world-development/ case-studies/ wto/ (last accessed May 2018) Voc.: Doha round: latest trade-negotiation of the WTO starting November 2001 with the objective to lower trade barriers around the world facilitating increased global trade conflicting arguments concerns 1 - WTO as an organization that provides … undesirable side-effects; … 2 - WTO is a place where … <?page no="252"?> 251 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 4: How does Fairtrade work? Task 9: Your British email partner is interested in how Fairtrade works, because he/ she needs this information for a project on Brexit and how to stay in Europe. Mediate* the 10 Fairtrade principles (found on (http: / / www.marburger-weltladen.de/ fairer-handel/ wfto/ , last accessed May 2018) for him/ her and describe some initiatives in your neighbourhood. fairtrade principles initiatives in my neighbourhood 1 - chances for … 2 -… Weltladen Fairer Handel 3 -… 4 -… 5 -… 6 -… 7 -… trade union wage agreement 8 - professional development … 9 -… Fairtrade city in … 10 -… Task 10: Fill in the gaps in the text and outline some of the Fairtrade projects and their advantages. The way that Fairtrade works is by …….. the price of products or produce so that the producers get a fair amount of money for their ……... The extra money goes towards covering the cost of production, living, the basics of food, …….., clothing, education and medical care. It also goes towards certain projects such as the building of health care clinics, schools and housing. To make sure that money is actually used where necessary, all importers and retailers are…….. and…….. to ensure thatthey are paying the fair trade price for products. Fair trade …….. better trading. It is rooted in people to people connection. Fair trade importers …….. from fair trade cooperatives as directly as possible. By doing so, they cut out the middleman and thus spend less money where it is not needed and more money where it is needed. This process also ensures long-term and stable relationships between the producers and importers. Another quality of fair trade is that workers are <?page no="253"?> 252 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Voc.: retailer: Einzelhändler Scaffolding Word bank enforced - encourages - safe - purchase - promotes - certified - screened - shelter - activities - increasing Fairtrade projects: ▶ Building of … ▶ … ▶ … ▶ … ▶ … ▶ … ▶ … ▶ … guaranteed freedom of association and …….. working conditions. Fair trade also …….. women’s participation in business and the leadership of cooperatives. Human rights laws and child labour laws are strictly ……... (BK) <?page no="254"?> 253 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 5: Ted Talks on Fairtrade Watch the first 8 minutes of Michael Gidney’s Ted Talk (Edinburgh 2016) and complete the sentences. Check your results in plenary and discuss his message “The pound in your pocket is a secret weapon” (6: 44’). Task 11: Before watching: do some research about gold mining in Kenya. This website is a good starting point: http: / / www.epa.eu/ photo-essays/ 2016/ gold-mining-in-kenya (last accessed 2018). Discuss the picture story you’ll find there in plenary. Change is in your pocket: TEDxUniversityofEdinburgh Michael Gidney is one of Fairtrade Foundation’s CEOs and he talks about the way his campaign turned small actions into an effective success story. In his 2016 Edinburgh TED Talk, he raises issues like child labour, exploitation of miners in the Third World, but also points at possibilities of how to improve health care and terms of trade and that companies should not only be measured by their profits. (BK) Video: https: / / www.youtube.com/ watch? v=U7fFCaHZvVk&list=PL2MCRRnnHp5OnbOT4MCi0c zWRI-qNcipF&sns=em (last accessed May 2018) Voc.: CEO: Chief Executive Officer Task 12: While watching (twice): Complete the sentences: 1 The audience is reminded by the TED speaker that they have the … . 2 He describes his visit to Kenya where he met … . 3 His campaign is planning to set up a Fairtrade gold supply chain to … . 4 The miners in Kenya have to … . 5 They work in the beating sun without … . 6 Wherever you look you’ll come across … . 7 Their exploitation is invisible but the gains of the trade … . <?page no="255"?> 254 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability 8 The miners in Kenya are too poor … . 9 Some problems can be solved by regulations, but they remain … . 10 World-wide, people spend about … . 11 The problem is that the primary producers do not get … . 12 The speaker regards … as a secret weapon. 13 He claims that a great majority in his audience would not only measure a company … . Task 13: After watching: Discuss Michael Gidney’s message “The pound in your pocket is a secret weapon” (6: 44’). Discussion: ……………………… <?page no="256"?> 255 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 6: Sustainable development and Corporate Social Responsibility (CSR) Task 14: Identify key terms and phrases describing sustainability (marked in bold) and find German equivalents. Discuss, in a think-pair-share* format, why sustainable development is important for society and the economy and how it can be achieved. Sustainability The Oxford Dictionary defines sustainable development as the ability to maintain socio-economic development at a certain rate or level as well as to conserve an ecological balance by avoiding depletion of natural resources. A sustainable society is one that ensures a healthy, prosperous life culture and Nation’s capital for future generations. It is a society, which actively promotes human, environmental and economic well-being, one that works to stop human destruction of the environment, natural resources and culture. The first step to seeking balance is to allow people basic necessities: food and clean drinking water are fundamental to survive, and without it there is no sustainability. The United Nations (UN) and Non-Governmental Organisations (NGOs) work to supply children with clean drinking water and food, and help teach adults to read and write. Member states of the UN have already signed off on Sustainable Development Goals - in conjunction with the Millennium Development Goals - to acknowledge new developments in complete sustainability between all aspects of life. There are eight Millennium Development Goals, which include eradicating poverty, achieving universal primary education and ensuring environmental sustainability. Sustainable development can be achieved, starting with solar and wind energy, crop rotation, efficient water fixtures, and green space. Solar and wind energy could replace the costs and damages of a non-renewable energy grid power system. Sustainability is a prevalent issue facing people globally. It is important to explore its effects in a rapidly evolving global landscape, particularly the role of industrial corporations in this context. (BK) Scaffolding Discourse file sustainable development German equivalent socio-economic development Entwicklung bezogen auf Gesellschaft und Wirtschaft ecological balance ... depletion ... <?page no="257"?> 256 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability NGOs ... Millennium Development Goals Millenniums-Entwicklungsziele der Vereinten Nationen: acht Entwicklungsziele für das Jahr 2015, von einer Arbeitsgruppe aus Vertretern der Vereinten Nationen, der Weltbank, des IWF und des Entwicklungsausschusses der OECD formuliert und 2000 von den Vereinten Nationen verabschiedet eradicating poverty ... universal primary education ... environmental sustainability ... crop rotation ... non-renewable energy grid power system ... industrial corporations … sustainable development is to … conserve an ecological balance by … Task 15: An international youth conference on “Sustainability - Balancing People, Planet, and Profit” is about to take place. Your school is invited to participate with some delegates and asked to submit a contribution. In groups, outline the story of sustainability from a European perspective and prepare the submission (mediation* required) by summarizing the steps towards such a development. Select the most convincing version in plenary. Gruß aus der Zukunft Von Kaiser Maximilian II. ist eine hübsche Geschichte überliefert, sie spielt in Italien. Auf einer Reise begegnet der Kaiser einem Bauern, der Dattelbäume pflanzt. Er findet das ungewöhnlich, schließlich hat der Bauer selbst gar nichts davon: Junge Dattelbäume tragen erst nach Jahrzehnten Früchte. “Männlein, was machst du? ”, fragt er verwundert. “Ich thue es”, so antwortet der Bauer, “Gott und denen Nachkömlingen zu gefallen”. Der Kaiser ist beeindruckt, er dankt es mit 100 Talern. Ein gutes Werk zum Gefallen der Nachkommen: So einfach ist Nachhaltigkeit zu Zeiten des Heiligen Römischen Reiches, im 16. Jahrhundert. … So erobert die Nachhaltigkeit, sustainability, den umweltpolitischen Diskurs. Bezeichnenderweise geschieht das in jenen Gesellschaften zuerst, die sich an ein scheinbar <?page no="258"?> 257 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability The story of sustainability Task 16: Compare the texts and write a crib sheet* for each (mediation required). In a double circle*, discuss the concept of CSR from a shareholder and a stakeholder perspective. In plenary, evaluate your findings and explain your own point of view. grenzenloses Wachstum gerade erst gewöhnt haben. 1987 tritt in New York erstmals eine UN-Kommission zusammen, die sich mit nichts anderem als der nachhaltigen Entwicklung befasst. Unter Vorsitz der einstigen norwegischen Ministerpräsidentin Gro Harlem Brundtland formuliert sie einen ebenso einfachen wie triftigen Grundsatz für Nachhaltigkeit. “Nachhaltige Entwicklung”, so schreibt die Kommission, “ist eine Entwicklung, die die Bedürfnisse der Gegenwart befriedigt, ohne die Fähigkeiten künftiger Generationen zu gefährden, ihre Bedürfnisse zu befriedigen.” … Es klingt so gut, dass mittlerweile 90 Prozent der Dax-Konzerne eigene Nachhaltigkeitsberichte anfertigen. Auch sie wollen “nachhaltig” wachsen, aber zunächst einmal soll das Aktionären und Öffentlichkeit signalisieren, dass sie mit der Ressource Geld sorgsam umgehen. Ob ihr Geschäftsmodell (oder das Wachstumsmodell, auf dem dieses Geschäft beruht) an sich nachhaltig ist, steht auf einem anderen Blatt. Für den klimaneutralen Druck von Nachhaltigkeitsberichten sorgen findige Druckhäuser, sie kompensieren blütenweißes Papier mit Klimaschutzprojekten und neu gepflanzten Bäumen. Der schöne Schein wird angereichert mit reinem Gewissen. ... Nachhaltigkeit bedeutet ..., Eingriffe in die Natur auf ein Maß zu begrenzen, das Regeneration erlaubt; sie bedeutet, mit Ressourcen nicht nur sparsamer umzugehen, sondern sie auch in Kreisläufen zu denken. Ganz gewiss verlangt sie den raschen Verzicht auf ressourcenfressende Technologien, wenn schonende Alternativen längst auf dem Markt sind - etwa bei der Erzeugung von Strom. Nachhaltigkeit heißt letztendlich, in vernetzten Systemen zu denken und zu handeln, wie auch die Erde an sich ein solches ist. Bei allen Versuchen, den Begriff für andere Zwecke zu vereinnahmen: Dies bleibt der Kern und der Charme der Nachhaltigkeit. Noch sind viele der antizipierten Wirkungen zu verhindern. Allerdings lassen sich die Ursachen zunehmend nur noch im Kollektiv beheben. Lokale Agenda-21-Gruppen, wie sie nach dem Nachhaltigkeitsgipfel in Rio de Janeiro 1992 überall entstanden, mögen das Bewusstsein geschärft haben, ebenso Einrichtungen wie der Rat für Nachhaltige Entwicklung in Deutschland. Adäquate Antworten aber finden sich in den meisten Fragen nur noch global. http: / / www.bpb.de/ apuz/ 188657/ schoenen-gruss-aus-der-zukunft? p=all (last accessed 2018) <?page no="259"?> 258 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Text 1: Corporate Social Responsibility (CSR) Der Begriff Corporate Social Responsibility (CSR) [steht] seit Ende der neunziger Jahre im Mittelpunkt der europäischen Debatte ... . Mit diesem Begriff werden sowohl innerbetriebliche Prozesse und Entscheidungen als auch die Umweltbezüge von Unternehmen im Hinblick auf ihre gesellschaftlichen Auswirkungen thematisiert: Die Einhaltung von Menschenrechten sowie von arbeits- und sozialrechtlichen Regelungen, der schonende Umgang mit natürlichen Ressourcen und die Formulierung und Einhaltung ethischer Standards sind typische CSR-Themen. Besondere Aufmerksamkeit finden dabei wirtschaftliche Nutzenerwägungen, die Formulierung und Operationalisierung von CSR-Kriterien sowie deren Messung und Evaluation. In Deutschland ist die Corporate Social Responsibility-Debatte und -Forschung wirtschaftswissenschaftlich, insbesondere betriebswirtschaftlich, ausgerichtet. In der CSR-Perspektive werden unternehmerische Entscheidungen und Prozesse im Hinblick auf ihre gesellschaftliche Bedeutung und mögliche Auswirkungen diskutiert und bewertet. Damit eröffnet die CSR-Perspektive weitgehende Einblicke in innerbetriebliche Abläufe und ermöglicht deren gesellschaftspolitische Bewertung. http: / / www.bpb.de/ apuz/ 29861/ gesellschaftliche-verantwortungvon-unternehmen? p=all (last accessed May 2018) Text 2: The pros and cons of corporate social responsibility Business corporations have a social responsibility, requiring them to use some of their resources to address needs within their communities, as their goal should extend beyond profit to employees, consumers and others. CSR can improve name recognition and boost reputation among consumers, thus positive consumer sentiment can increase sales. Also, government regulation will be reduced if business provides self-disciplined standards meeting societal welfare. It is better for business to anticipate the impact of their activities than react and rectify them later on. On the other hand, corporations expand into poorer countries at the expense of local businesses. Problems to be addressed by CSR are: unsafe working conditions, release of debris and toxic waste, abuse of employees by underpaying and violation of rights, funding media suppression and military activities against workers to retain profit. But the principal responsibility of business corporations is up to shareholders to maximize their wealth. Corporations serve society best by increasing their profitability. Using assets for charitable purposes puts an illicit tax on shareholders as money is used for public purposes. The ultimate goal of corporations is to maximise profits, not enhance social welfare. A free market cannot solve social problems, this remains the responsibility of government and legislation. Managers oriented towards finance and operations do not have the social skills for making socially oriented decisions. Moreover, business will become less competitive globally. As corporations promote efficiency, CSR will serve as an impediment. Generally, corporations work on the profit motive, this should be accepted as they provide the public with necessary materials and guarantee jobs. (BK) <?page no="260"?> 259 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Crib sheet pros CSR cons CSR business corporations responsible … principal responsibility of business corporations to … shareholders stakeholders owners of shares in a company; … consumers, employees, investors, owners, communities; … perspective: interested in … perspective: interesting in long-term … Task 17: Read the text and answer the following questions (mediation* required): Übernahme sozialer Verantwortung und Nachhaltigkeit Lange Zeit hat in der Wirtschaft die Ansicht vorgeherrscht, die Übernahme sozialer Verantwortung koste viel Geld und bringe wenig Gewinn. Mittlerweile hat sich das Blatt gewendet. Immer mehr Unternehmen entdecken im gesellschaftlichen Engagement die Chancen, moralische und wirtschaftliche Zwecke miteinander zu verbinden. Unter der Devise doing well by doing good werden soziale Aktivitäten nicht mehr als lästige Pflicht betrachtet, sondern als ökonomisch sinnvolle Investitionen, die sich in der Wertschöpfung und der Marktkapitalisierung von Unternehmen niederschlagen. Nach einer jüngst veröffentlichten Studie des IBM Institute for Business Value sehen fast siebzig Prozent der befragten Unternehmen in Corporate-Social-Responsibility (CSR)-Initiativen einen Renditefaktor, der in nachhaltigem Wachstum, Wettbewerbsvorteilen und höherer Reputation zum Ausdruck kommt. … Es ist vor allem das Ineinandergreifen von Produktion und Konsumtion auf einem hohen Aufmerksamkeits- und Anspruchsniveau der Bevölkerung, das die Unternehmen dazu nötigt, in ihrer Geschäftspraxis stärker als bisher soziale und ethische Kriterien zu berücksichtigen. Damit stellt sich die Frage, wie nachhaltig die Moralisierung der Marktwirtschaft tatsächlich ist. ... Vor diesem Hintergrund ist es nicht verwunderlich, dass das gesellschaftliche Engagement von Unternehmen auf große Zweifel trifft. Den CSR-Hochglanzbroschüren aus den PR-Abteilungen wird genauso wenig Glauben geschenkt wie Reports über “Socially Responsible Investing” oder Bilanzen zum Kultursponsoring. Die “Mission-Statements” und “Ethics-Guidelines”, mit denen Unternehmen ihre Homepages schmücken, werden von einem Großteil der Bevölkerung ebenso wenig ernst genommen wie die öffentliche Prä- <?page no="261"?> 260 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Voc.: gesellschaftlich: societal; Hochglanzborschüren: glossy brochures; Ablenkungsmanöver: red herring; Imagepflege: image cultivation; verankern: embed; anfällig: prone; missachten: violate; Ansehen: esteem Questions and answers: 1 What had been a corporate view for a long time? … 2 What has changed? … 3 How do almost 70 % of enterprises view CSR now? … 4 Why do corporations increasingly consider social and ethical criteria? … 5 Can moralizing a market society really lead to sustainability? … 6 What does a majority of the population not take seriously? … 7 Why are so-called best practice examples published by corporations seen as a poor compensation and red herring? … 8 What does the credibility of CSR activities depend upon? … 9 Where are the advantages of corporations acting socially responsible? … sentation von unternehmerischen “Best-Practice”-Erfolgen, die vom Klimaschutz über Mikrokredite bis zur medizinischen Hilfe in Entwicklungsländern reichen. Das Öko- und Bio-Labeling von Produkten oder die Kooperation mit Organisationen wie Transparency International werden als notdürftige Kompensationen und moralische Ablenkungsmanöver betrachtet, die vorrangig der Imagepflege und dem Marketing dienen und entsprechend als “Greenwashing” oder neuerdings “Bluewashing” kritisiert werden. ... Die Glaubwürdigkeit von CSR-Aktivitäten hängt davon ab, wie weit es Unternehmen gelingt, das soziale Engagement in der Organisation zu verankern. Die Verankerung moralischer Überzeugungen in den “Köpfen” der Mitarbeiter trägt dazu bei, dass Unternehmen auf dem Markt als authentische Akteure wahrgenommen werden, die Ethik-Kodizes ernst nehmen und sie aus wohl bedachten Gründen befolgen. Unternehmen mit einer intakten Organisationskultur sind nicht nur weniger anfällig für kriminelle Handlungen und die Missachtung sozial-ethischer Standards. Sie sind auch ökonomisch leistungsfähiger und besitzen ein höheres Ansehen bei Mitarbeitern, Arbeitnehmern und Kunden. http: / / www.bpb.de/ apuz/ 31058/ wie-moralisch-sind-unternehmen-essay? p=all (last accessed March 2018) <?page no="262"?> 261 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 7: Fairtrade stories and cities Task 18: Explore how Fairtrade affects the lives of different stakeholders in the food supply chain on a virtual field trip. Watch the films from Kenya (coffee trees) and Panama (banana cooperative). In a group puzzle*, describe what happened in the respective communities by filling in the two viewing sheets. Analyse the changes and report your findings in plenary. Samuel’s Fairtrade Story Samuel Maina is a Fairtrade coffee farmer in-the Kangema district of Kenya. He shows us- around his farm and talks about his life.- The film demonstrates how Fairtrade impacts on different stakeholders in the coffee supply chains, where farm products come from and generally about coffee businesses and working conditions. (BK) Video: https: / / schools.fairtrade.org.uk/ resource/ samuel/ (last accessed May 2018) Viewing sheet 1 Work on the coffee farm: Samuel has 168 coffee trees. … Challenges with growing coffee: ... What does Fair Trade provide? … Secret behind great coffee: … The Coobana Fairtrade Banana Plantation Supported by Fairtrade, this banana plantation overcame the United Fruit Company’s monopoly of the 1950s, turned into a cooperative and profited from Fairtrade Premiums when producing some of the 5 billion bananas eaten alone in the UK each year. (BK) Video: https: / / vimeo.com/ 256597672? from=outro-embed (last accessed May 2018) Viewing sheet 2 The United Fruit Company in the 1950s: One company controlled all banana production. … The big change in 1991: … Banana Coobana Cooperative: … Fairtrade terms: … Benefits of Fairtrade: … <?page no="263"?> 262 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Voc.: United Fruit Company (1899-1970): US American business accused of bribing government officials in exchange for preferential treatment, exploiting its workers, paying little of taxes - hence the term “banana republic”, now Chiquita Brands International (headquarters in Cincinnati, Ohio). changes in Kenya Panama better deal for coffee prices; … bought the land they were farming … Task 19: Illustrate the scheme of Fairtrade Premiums as shown in the video clip from Tanzania. Answer the questions and outline the effects in a think-pair-share* format. Fairtrade Premium On top of Fairtrade prices, some communities receive a so-called Fairtrade Premium to improve social, economic and environmental conditions. The film shows how this money was used to build a school on Kibena Tea Estate in Tanzania and introduce dispensaries and water tanks in the village. (BK) Video: https: / / www.fairtrade.org.uk/ What-is-Fairtrade/ What-Fairtrade-does/ Fairtrade-Premium (last accessed May 2018) Questions and answers: 1 - How did the organization in Tanzania use the premium funds? … 2 - What did the lorries allow the farmer to do? … 3 - How are some of the Fairtrade premiums used? … 4 - Why is a dispensary important to the community? … 5 - What did the building of water tanks improve for the farmers? … 6 - How did another tea farmer (Teresa Kurgat) benefit from the new water supply? … Voc.: dispensary: Apotheke, Arzneiausgabe; contamination: Verschmutzung; water supply: Wasserversorgung <?page no="264"?> 263 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 20: Write a script for a short film introducing your everyday life like Samuel did. First, describe what you would put in a film. This can best be done in a group placemat activity*. Film script Introducing everyday life Community Daily routines School and leisure time Initiatives Task 21: Study these two examples of Fairtrade Cities (Edinburgh and Marburg) and prepare - after your research - some relevant data for a generic profile of a Fairtrade City. In groups, you can organise your materials and negotiate a standard profile sheet to then create posters for your classroom. Photo: Bernd Klewitz Fairtrade in Edinburgh is a movement to support improved working conditions, better prices, local products and fair terms for famers in developing countries. http: / / www.edinburgh.gov.uk/ info/ 20206/ sustainable_development_and_fairtrade/ 939/ edinburgh_fairtrade_city (last accessed May 2018) <?page no="265"?> 264 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability “Das Siegel für Fairen Handel” © TransFair e.V. (Fairtrade Deutschland), www.fairtrade-deutschland.de Marburg pledged for the principles of Fairtrade, including a city plan for participating shops and school projects. https: / / www.marburg.de/ portal/ seiten/ fairer-handel-900000748-23001.html (last accessed May 2018) “Das Siegel für Fairen Handel” © TransFair e.V. (Fairtrade Deutschland), www.fairtrade-deutschland.de Local campaigns are supported by politicians and educators. To obtain the title of Fairtrade Town, the community has to fulfil five criteria. https: / / www.marburg.de/ leben-in-marburg/ umwelt-klima/ fairer-handel/ die-kampagne-fairtrade-towns/ (last accessed May 2018) Fairtrade City standard profile sheet City/ town: Country: Population: Fairtrade consumer organisations: Local initiatives: Schools participating: Political support: Images: <?page no="266"?> 265 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 8: Quiz Task 22: Fairtrade and Sustainability Quiz Which of the following products can be fairtrade certified? a) cars b) houses c) clothes d) travelling catalogues What is the most eco-friendly car (as of 2017)? a) Hyundai Ioniq Electric b) Honda Civic c) Porsche d) Golf What is grown in Piemont (Italy)? a) Peperoni b) Tulip bulbs c) rice d) spelt What is “Slow Food”? a) Organization supporting sustainable farming b) the opposite of fast food c) recommended for babies d) cooking it takes a long time What is the percentage of water on the Earth’s surface? a) 70 % b) 30 % c) 85 % d) 5 % What does the term “banana republic” mean? a) an American-owned fashion company (now GAP) b) a bad name for a corrupt state c) the most important farm product are bananas d) refers to a Caribbean country because of the colour of its flag There are Fairtrade organizations in a) 74 countries b) 180 countries c) in Africa only <?page no="267"?> 266 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability d) 25 countries Gold miners in Kenya a) earn maximum wages b) work with their bare hands c) are not allowed to marry d) get 10 % of their finds Where is the world’s tallest tree located? a) California b) Indonesia c) Brazil d) Peru Child labour a) is only practiced in developing countries b) is allowed in the USA c) is worse in the Third World a) can be important to support families Non-renewable energies are a) coal b) gas c) oil d) hydropower How long does it take for a recycled newspaper to become a new newspaper? a) 1 month b) 2 months c) a week d) 3 days When is Earth Day? a) April 22 nd b) October 3 rd c) May 1 st d) January 30 th How long does it take for a plastic bag to decay in landfill? a) 2 years b) 5 years c) 50 years d) 500 years What percentage of drinking water comes in plastic bottles? a) 25 % <?page no="268"?> 267 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability b) 50 % c) 15 % d) 40 % How much of the average household’s waste can be recycled? a) 84 % b) 67 % c) 100 % d) 45 % Which country produces the most amount of trash per year? a) the USA b) China c) Kuwait d) India <?page no="269"?> 268 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 9: Fairtrade under criticism Task 23: Interpret this caricature and assess its message about Fairtrade. In a think-pair-share* format, discuss the irony expressed in this coffee order and guess at a waiter’s reply. © CartoonStock, www.CartoonStock.com, https: / / s3.amazonaws.com/ lowres.cartoonstock.com/ social-issues-coffee-green_conscience-green_energy-renewable_resources-fairtrade-forn4916_low.jpg (last accessed May 2018) Scaffolding Caricature Analysis Content: topics/ issues - Fair trade in a restaurant … Context: description - Man with exotic coffee order … Technique: message - complicated conditions … Target: effects - exaggerated wishes … Caricature Analysis Content: The caricature refers to a situation where a man orders coffee … Context: The exotic coffee order is answered with the waiter’s … Technique: The complicated conditions under which this coffee is ordered … Target: The image points at exaggerated wishes … Voc.: organic coffee: Bio Produkt; renewable resources: erneuerbare Rohstoffe; living wage: existenzsichernder Lohn; green energy: Ökostrom <?page no="270"?> 269 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 24: Read what critics have to say about Fairtrade and juxtapose this stance with positive effects of the world-wide initiative. Work in a double circle* and evaluate results in plenary. Critics of Fairtrade … argue that the problems of regulating fair trade lead to the exploitation of farm workers and in some cases falsification when non-certified products are exported as Fairtrade. It has also been said that the World Fair Trade Organization (WFTO) misleads customers about its ability to monitor and enforce fair production practices. As the Fairtrade Labelling Organization International (FTO) is certifying more products, the diversity of products -ranging from handicrafts to foods - is inevitably increasing, making monitoring more difficult. A more severe criticism refers to the payment of lower wages on Fairtrade certified markets. Research shows that payments were usually higher where there was no Fairtrade certification and working conditions better. There was also evidence of the widespread use of child labour on Fairtrade farms. Although social projects in rural areas paid for by Fairtrade Premium money included the funding of schools, health clinics and sanitation, not all people had access to these facilities. (BK) Crib sheet positive effects criticism committed to better prices; decent working conditions; local sustainability; fair terms of trade for farmers and workers in the developing world; one of the world’s most trusted ethical schemes; contributes to the funding of schools, health clinics, sanitation and other “social projects” in rural areas; farmers agree to meet social, labour and environmental standards wages in comparable areas with no Fairtrade certification … Task 25: Essay writing: “Fairtrade or Free Trade - what is at stake? ” Write a short essay (about 300 words), drawing on the pros and cons of the afore mentioned issue. In peer-editing*, have another student go through your first draft and submit your final version. <?page no="271"?> 270 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Scaffolding Tips for essay writing In the introduction the reader will learn what your essay is about. You can also introduce the issue in question. The main part will be structured in a sequence of arguments step-by-step. Give details, facts, arguments and examples - three to each side, if possible. In your conclusion you would summarise your main arguments and end with a substantiated opinion. Discourse file Introduction for the great majority of people … it is sometimes forgotten that … it is undeniably true that … a problem that is often debated is that of … Main part a number of key issues arise from … what it boils down to is … it should be stressed that … it may well be that … it is hard to agree with … especially in the view of … I find it impossible to accept that … what is more is … it seems to me that … take the case of … according to … we must distinguish carefully between … a single, but striking example of … a case in point is … Conclusion nevertheless, it is safe to assume that … I therefore reject/ support … ultimately, then … the conclusion I draw is … in a nutshell, … <?page no="272"?> 271 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheets 1 bis 9: Lösungen Worksheet 1: Fairtrade and you Task 1: ad lib. Task 2: Caricature Analysis Content: The caricature refers to a common trick to attract the attention of customers, apparently ending with a “joke”. Context: The image shows two shoppers listening to a vendor praising an energy-saving device, probably a washing machine. Technique: The device is made attractive by the so-called free offer, which turns out to be a sham. Target: The image points at the credulity of buyers who like to believe they are getting a good bargain, but the label ‘free’ turns out to be an irrelevant statement. Task 3: Check list for fair and sustainable shopping products requirements foodproducts muesli origin of dried fruit bread local produce coffee, tea country of origin, small-scale plantations, minimum wages paid? milk local produce, fair price to farmers chocolate country of origin, fair price to farmers honey local produce fresh fruit and vegetables seasonal offers oil country of origin spices country of origin rice country of origin, small-scale plantations, minimum wages paid? sugar local produce non-food cotton minimum wages paid? sports equipment country of origin? shopping bags avoiding plastic <?page no="273"?> 272 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability beauty products animal tests involved? cut flowers country of origin? bikes depends where they are assembled, minimum wages paid? Worksheet 2: Why Fairtrade is needed Task 4: Gapped text Support The aims of the fairtrade campaign are double-fold. On the one hand, local produce and better prices for farmers are to be promoted. On the other hand, the trade with third world countries suffers from many imbalances with the result that producers in developing countries do not get fair prices and often can’t survive on their farms. Also, because most products from these countries are either raw materials or less processed commodities, the prices depend on fluctuations on the world market and the more they produce the less they gain. This is where fairtrade seeks to change the terms of trade and conditions of exchange. It is important to support fair trade because it improves the lives of many farmers and their families. It gives children the chance to have an education, to have food, clean water, and clothes to wear. Even though the money does not make it to all farmers, it still helps a great number of people. It also goes towards organizations that work to better the lives of these people and strengthen developing economies. (BK) Task 5: Questions and answers: 1 What did Carlo Petrini notice when he was eating his meal? His peperonata was very tasteless, although it is a traditional dish from his region. 2 Why are the peperoni imported from Holland? They come from hydro cultures and keep longer. 3 How did the restaurant owner justify the import? Peperoni are not grown in Piemont any longer because production is cheaper in the Netherlands. 4 What is grown in the greenhouses in Piemont? They grow tulip bulbs instead. 5 What does Petrini describe as an ironical twist? Nobody buys these bulbs in his home country, but peperoni are transported here, while home grown tulips are sent to the Netherlands. 6 What are the consequences of the reversed import-export scheme? Transport in lorries causes high emittance of carbon dioxide and the scheme reduces genetic variety. <?page no="274"?> 273 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability 7 What happened to the rice plantations in Maranh-o? The Brazilian state used to be a breadbasket for rice beyond its boundaries but can no longer feed its own population. 8 What were the reasons for this development according to Pirmin Spiegel? Brazil became dependent on export-oriented farming, not paying attention to the needs of its population. 9 What were the consequences for small-scale farmers? They were pushed from their traditional farm land and migrated to towns and cities with little prospects of finding jobs and housing. 10 Why are these conditions anti-social? Farmers staying on their land have to work it under slave-like circumstances, families are torn apart and communities dissolved. 11 What would be needed for sustainable farming? Investments and available credit schemes would support farmers and their families and safeguard their rights. Worksheet 3: Fairtrade and developing countries Task 6: ad lib. Task 7: Tick off the right answer (more than one could be correct): 1. The past 50 years  have seen an exceptional growth in world trade  have doubled the income of industrial nations  have worsened the terms of trade for developing countries 2. GATT and the WTO have  contributed to unprecedented growth  failed in creating a strong and prosperous trading system  developed a series of trade negotiations, or rounds, held under GATT 3. Later negotiations  did not succeed  included other areas such as anti-dumping and non-tariff measures  did not help afflicted countries 4. Agreement was reached  on telecommunications services with wide-ranging liberalization measures  on free roaming for mobile phones  although it was blocked initially 5. Governments successfully concluded negotiations  about human rights <?page no="275"?> 274 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability  without the developing countries  for tariff-free trade in information technology products 6. Doha Development Agenda (DDA), adds negotiations  on non-agricultural tariffs, trade and environment  on WTO rules such as anti-dumping and subsidies, investment, competition policy  but did not cover issues raised by developing countries 7. The goal of WTO agreements is to  help producers of goods and services, exporters, and importers conduct their business  intervene in international conflicts  allow governments to meet social and environmental objectives 8. The system’s overriding purpose is  to stop economic warfare  to help trade flow as freely as possible  to support economic development and well-being 9. Agreements  often need interpreting  can settle differences through some neutral procedure  are based on give and take 10. The European Commission  does not have a vote in the WTO  is a WTO member  cannot influence tariff negotiations 11. The WTO is supposed to  mediate international trade conflicts  raise living standards of its members  support protectionism Task 8: conflicting arguments concerns 1 - WTO as an organization that provides support for the continuing spread of neoliberal capitalist economics; global dominance of liberal economics as a catastrophe for global development; WTO provides a structure for the developed and wealthy nations to impose their rules on the weaker and less developed countries; undesirable side-effects; agreements, including those painstakingly negotiated in the WTO system, often need interpreting; lack of progress in the Doha round towards getting rid of agricultural subsidies in the developed world; WTO dedicated to delivering the goods for Western transnationals at the expense of poor-people; <?page no="276"?> 275 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability negotiations never conducted between equal partners dice are loaded in favour of the developed countries 2 - WTO is a place where member governments try to sort out the trade problems they face with each other; born out of negotiations, and everything the WTO does is the result of negotiations; documents provide the legal ground rules for international commerce; allowing governments to meet social and environmental objectives; purpose to help trade flow as freely as possible; rules have to be ‘transparent’ and predictable; going through some neutral procedure based on an agreed legal foundation Worksheet 4: How does Fairtrade work? Task 9: fair trade principles initiatives in my neighbourhood 1 chances for disadvantaged producers individual solution 2 business transparency and responsibility Weltladen Fairer Handel 3 exclusion of maximizing profits at the producer’s expense … 4 settlement of a fair price through dialogue … 5 exclusion of forced labour, especially with children … 6 equal rights for men and women … 7 safe and healthy working conditions trade union wage agreement 8 professional development for producers … 9 political support of fair trade Fair Trade city in … 10 environment and resources protection … <?page no="277"?> 276 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 10: The way that Fair Trade works is by increasing the price of products or produce so that the producers get a fair amount of money for their activities. The extra money goes towards covering the cost of production, living, the basics of food, shelter, clothing, education and medical care. It also goes towards certain projects such as the building of health care clinics, schools and housing. To make sure that money is actually used where necessary, all importers and retailers are screened and certified to ensure that they are paying the fair trade price for products. Fair trade promotes better trading. It is rooted in people to people connection. Fair trade importers purchase from fair trade cooperatives as directly as possible. By doing so, they cut out the middleman and thus spend less money where it is not needed and more money where it is needed. This process also ensures long-term and stable relationships between the producers and importers. Another quality of fair trade is that workers are guaranteed freedom of association and safe working conditions. Fair trade also encourages women’s participation in business and the leadership of cooperatives. Human rights laws and child labour laws are strictly enforced. (BK) Fair Trade projects: ▶ Building of health care clinics ▶ Supporting schools ▶ Providing housing ▶ Encouraging people to people connections ▶ Establishing long-term and stable relationships between producer and consumer ▶ Guarantee of freedom of association and safe working conditions ▶ Women’s participation in business and leadership ▶ Enforcing human right and child labour laws Worksheet 5: Ted Talks on Fairtrade Task 11: ad lib. Task 12: Complete the sentences: 1 The audience is reminded by the TED speaker that they have the power to change the world. 2 He describes his visit to Kenya where he met small-scale gold miners near Lake Victoria. <?page no="278"?> 277 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability 3 His campaign is planning to set up a Fairtrade gold supply chain to change conditions in this degrading and dangerous industry. 4 The miners in Kenya have to break the rocks with their bare hands. 5 They work in the beating sun without any safety equipment. 6 Wherever you look you’ll come across child labour. 7 Their exploitation is invisible but the gains of the trade go into the gold. 8 The miners in Kenya are too poor to afford health care. 9 Some problems can be solved by regulations, but they remain a double-edged sword. 10 World-wide, people spend about 1,000 billion dollars a year on jewelry. 11 The problem is that the primary producers do not get a fair share of the value they create. 12 The speaker regards the pound in people’s pocket as a secret weapon. 13 He claims that a great majority in his audience would not only measure a company by their profits but consider other values, too. Task 13: ad lib. Worksheet 6: Sustainable development and Corporate Social Responsibility (CSR) Task 14: Discourse file sustainable development German equivalent socio-economic development Entwicklung bezogen auf Gesellschaft und Wirtschaft ecological balance ökologisches Gleichgewicht depletion Plündern NGOs nichtstaatliche Organisationen Millennium Development Goals Millenniums-Entwicklungsziele der Vereinten Nationen: acht Entwicklungsziele für das Jahr 2015, von einer Arbeitsgruppe aus Vertretern der Vereinten Nationen, der Weltbank, des IWF und des Entwicklungsausschusses der OECD formuliert und 2000 von den Vereinten Nationen verabschiedet eradicating poverty Armut ausmerzen universal primary education allgemeine Grundschulerziehung environmental sustainability Nachhaltigkeit in der Umwelt crop rotation Fruchtfolge non-renewable energy grid power system Stromnetz mit nicht-erneuerbarer Energie industrial corporations Industrie-Konzerne <?page no="279"?> 278 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability sustainable development is to … conserve an ecological balance by avoiding depletion of natural resources; ensure a healthy, prosperous life culture and Nation’s capital for future generations; stop human destruction of the environment; safeguard natural resources and culture; seek a balance and to allow people basic necessities; supply children with clean drinking water and food, and help teach adults to read and write; eradicate poverty, achieve universal primary education and ensure environmental sustainability; promote solar and wind energy, crop rotation, efficient water fixtures, and green space Task 15: The story of sustainability In European history, as early as the 16 th century, farming has played an important role in preserving nature for future generations. A story attributed to the German Kaiser has this telling episode: He finds a farmer planting date trees and is surprised as these plants will only yield fruit in generations to come. To his question the farmer answers that he does so to please God and his descendants. The Kaiser is impressed and gives him 100 Taler. A convincing example of sustainability in the Holy Roman Empire. This is how sustainable development becomes part of the environmental discussion, especially in societies used to limitless growth. The Norwegian Prime Minister Gro Harlem Brundtland, presiding a UN commission on this very topic in 1987, offers the following definition: “Sustainability is a development to satisfy present needs without endangering those of future generations”. Thus, 90 % of DAX (Deutscher Aktien Index) companies publish their own reports on sustainability. Whether they only want to indicate to their shareholders that they handle their money in a sustainable way, is open to discussion, because printing their report on recycled paper might only compensate their guilty conscience in regard to their business model. Sustainability, however, would have to deal with natural resources in a way to enable regeneration and to think about them in a renewable cycle. It means to abandon technologies devouring resources when there are alternatives on the market as in producing electricity and it eventually comes to act in network systems. This remains the charm of sustainability, however, only to be achieved in collective efforts. Local Agenda-21-Gropus, established everywhere after the 1992 Rio de Janeiro Sustainability Summit, have increased people’s consciousness just like the German Council of Sustainable Development. But adequate answers will only be found globally. <?page no="280"?> 279 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 16: Crib sheet pros CSR cons CSR business corporations responsible to address needs within their communities; their goal should extend beyond profit to employees, consumers and others; CSR can improve name recognition and boost reputation among consumers; positive consumer sentiment can increase sales; CSR will reduce government regulation if business provides self-disciplined standards meeting societal welfare; better for business to anticipate the impact of their activities than react and rectify them later on; corporations expand into poorer countries at the expense of local business; problems: unsafe working conditions, release of debris and toxic waste, abuse of employees by underpaying and violation of rights, funding media suppression and military activities against workers to retain profit principal responsibility of business corporations to shareholders and maximizing their wealth; corporations serve society best by increasing their profitability; charitable purposes - an illicit tax on shareholders; ultimate goal of corporations is to maximise profits, not enhance social welfare; free market cannot solve social problems, remains the responsibility of government and legislation; managers do not have the social skills for making socially oriented decisions; business will become less competitive globally; corporations promote efficiency, CSR will serve as an impediment; corporations work on the profit motive; provide the public with necessary materials and guarantee jobs shareholders stakeholders owners of shares in a company; long term aim to increase property; maximising market value; dividends and returns consumers, employees, investors, owners, communities; connecting with the development of a company as employees and government participation perspective: interested in increasing shares and their own wealth perspective: interesting in long-term positive developments, including prosperity of their business and acceptance of activities on a societal level; importance of ethical standards and human rights; workers’ welfare and good working conditions; natural resources <?page no="281"?> 280 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 17: Questions and answers: 1 What had been a corporate view for a long time? That taking over social responsibility would cost a lot of money and yield little profit. 2 What has changed? More and more corporations discover the chance to connect moral and business purposes in societal involvement. 3 How do almost 70 % of enterprises view CSR now? They see it as a profitable factor in sustainable growth, competitive advantages and improved reputation. 4 Why do corporations increasingly consider social and ethical criteria? The population pays attention to the connection between production and consumption on a more demanding level. 5 Can moralizing a market society really lead to sustainability? Societal involvement of corporations is challenged by many, who neither trust glossy brochures nor reports about “Socially Responsible Investing” or cultural sponsoring. 6 What does a majority of the population not take seriously? They question the mission statements and ethics guidelines which the corporations adorn their homepages with. 7 Why are so-called best practice examples published by corporations seen as a poor compensation and red herring? Climate protection, micro credits and medical aid in developing countries as well as ecoand bio-labels and the cooperation with NGOs are considered as blueor greenwashing. 8 What does the credibility of CSR activities depend upon? Corporations need to embed their social commitment within their organisational structure and in their employees’ heads to be perceived as authentic agents on the market, less prone to criminal activities and violating social-ethical standards. 9 Where are the advantages of corporations acting socially responsible? They will be more successful economically and gain a higher esteem with their staff, employees and customers. Worksheet 7: Fairtrade stories and cities Task 18: Viewing sheet 1 Work on the coffee farm: Samuel has 168 coffee trees. He works there every day. He and his friends always talk about coffee. Challenges with growing coffee: <?page no="282"?> 281 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Viewing sheet 2 The United Fruit Company in the 1950s: One company controlled all banana production. While profiting from this industry thousands of their workers received very low wages. Entire communities often lived in poverty. The big change in 1991: 74 courageous workers decided “enough was enough” and took the future into their own hands. They negotiated a bank loan and bought the land they were farming. Banana Coobana Cooperative: … was born. But they were locked by 10-year contracts with one company. The Cooperative made no progress and started to fight the monopoly. With the low price of bananas there was no escape. Fairtrade terms: Found a way to take their bananas to a port in Costa Rica for export. In 2010, they were able to sell on Fairtrade terms to a new buyer. Their bananas arrived on the shelves of the Coop in the UK. Benefits of Fairtrade: Coobana got a contract with better prices. With Fairtrade there is a high social component. A better price and the Fairtrade Premium allowed them to improve their lives and carry on farming. Before Fairtrade living conditions were extremely basic. changes in Kenya Panama better deal for coffee prices; farmer trainings provided to learn how to keep trees healthy; better education; school renovation; putting money aside for children’s future; coffee farming made more attractive; higher income through better prices bought the land they were farming with a bank loan; sell on Fairtrade terms to a new buyer; high social component; improve lives in the community and able to carry on farming Biggest problem is the changing weather. What does Fair Trade provide? education, school renovation, fairer price for coffee. Secret behind great coffee: A farmer needs to be best friend with his coffee trees. Samuel talks to his trees every day. If they have a problem they’ll tell him. <?page no="283"?> 282 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 19: Questions and answers: 1 - How did the organization in Tanzania use the premium funds? They bought transport vehicles for their members. 2 - What did the lorries allow the farmer to do? To sell tea next to his farm. 3 - How are some of the Fairtrade premiums used? The organization contributes a portion of their sales to families who are not able to pay school fees for their children. 4 - Why is a dispensary important to the community? If anyone gets injured they can go and get treatment there. 5 - What did the building of water tanks improve for the farmers? The water flowing to the tanks is clean water and is free of contamination. 6 - How did another tea farmer (Teresa Kurgat) benefit from the new water supply? Instead of going to collect water she can get it nearby her home. It saves her time. She now has her own garden and her vegetables. Task 20: ad lib. Task 21: Worked example (Marburg) Fairtrade City standard profile sheet City/ town: Marburg/ Lahn Country: Germany Population: 70,000 Fairtrade consumer organisations: Contigo and Marburger Weltladen Local initiatives: First Fairtrade City in Hessen (2009); FAIRKAUFEN, FAIRSPEISEN, FAIRK- LEIDEN Schools participating: Training as fairtrade embassadors in Frankfurt workshop. Schools can register with eight students and one adult participating. Five conditions apply (under: https: / / www.fairtrade-schools.de/ wie-mitmachen/ , last accessed March 2018) Political support: As from 2017, new citizens receive a voucher for buying fairtrade products in designated shops as part of the Marburg Newcomers Guide. Images: <?page no="284"?> 283 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Worksheet 8: Quiz Task 22: Which of the following products can be fairtrade certified? a) cars b) houses c) clothes d) travelling catalogues What is the most eco-friendly car (as of 2017)? a) Hyundai Ioniq Electric b) Honda Civic c) Porsche d) Golf What is grown in Piemont (Italy)? a) Peperoni b) Tulip bulbs c) rice d) spelt What is “Slow Food”? a) Organization supporting sustainable farming © Stadt Marburg, https: / / www.marburg.de/ , https: / / www.marburg.de/ leben-in-marburg/ umwelt-klima/ fairer-handel/ aktionen-und-projekte/ (last accessed March 2018) <?page no="285"?> 284 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability b) the opposite of fast food c) recommended for babies d) cooking it takes a long time What is the percentage of water on the Earth’s surface? a) 70 % b) 30 % c) 85 % d) 5 % What does the term “banana republic” mean? a) an American-owned fashion company (now GAP) b) a bad name for a corrupt state c) the most important farm product are bananas d) refers to a Caribbean country because of the colour of its flag There are Fairtrade organizations in a) 74 countries b) 180 countries c) in Africa only d) 25 countries Gold miners in Kenya a) earn maximum wages b) work with their bare hands c) are not allowed to marry d) get 10 % of their finds Where is the world’s tallest tree located? a) California b) Indonesia c) Brazil d) Peru Child labour a) is only practiced in developing countries b) is allowed in the USA c) is worse in the Third World d) can be important to support families Non-renewable energies are a) coal b) gas c) oil d) hydropower <?page no="286"?> 285 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability How long does it take for a recycled newspaper to become a new newspaper? a) 1 month b) 2 months c) a week d) 3 days When is Earth Day? a) April 22nd b) October 3 rd c) May 1 st d) January 30 th How long does it take for a plastic bag to decay in landfill? a) 2 years b) 5 years c) 50 years d) 500 years What percentage of drinking water comes in plastic bottles? a) 25 % b) 50 % c) 15 % d) 40 % How much of the average household’s waste can be recycled? a) 84 % b) 67 % c) 100 % d) 45 % Which country produces the most amount of trash per year? a) the USA b) China c) Kuwait d) India Worksheet 9: Fairtrade under criticism Task 23: Caricature Analysis Content: The caricature refers to a situation where a man orders coffee and tells the waiter certain conditions his order has to meet: the coffee is supposed to be fair trade, <?page no="287"?> 286 Unit 7: Fairtrade and Sustainability Unit 7: Fairtrade and Sustainability Task 24: Crib sheet positive effects criticism committed to better prices; decent working conditions; local sustainability; fair terms of trade for farmers and workers in the developing world; one of the world’s most trusted ethical schemes; contributes to the funding of schools, health clinics, sanitation and other “social projects” in rural areas; farmers agree to meet social, labour and environmental standards wages in comparable areas with no Fairtrade certification were usually higher and working conditions better; widespread use of children; wages were higher on farms that were larger, commercial and not Fairtrade-certified; wages generally lower in the areas dominated by Fairtrade; social projects did not provide equal benefits to all; misleads customers about its ability to monitor and enforce fair production practices; diversity of products (ranging from handicrafts to foods) makes monitoring more difficult Task 25: Essay writing ad lib. organic from renewable resources and with a guarantee that all workers are paid a living wage. A local product is expected and the coffee should be heated with green energy. Context: The exotic coffee order is answered with the waiter’s resigned remark “coming up”. But it is clear that there is no way these expectations can be met. The waiter’s contorted face shows his helplessness and that he does not know what this is all about. Clearly, his customer is asking the impossible. Technique: The complicated conditions under which this coffee is ordered show that the customer is on a green trip demanding what cannot be reasonably expected. Target: The image points at exaggerated wishes of the customer and underlines that green motives can be carried too far. It is not reasonable to put all one’s efforts on a single point issue and thus the justified idea of fair trade is taken to extremes and made to be seen absurd. <?page no="288"?> Unit 8: Responsibility to Protect - Hotbeds of International Crises (Sek 2: Jahrgangsstufe 13, 9. Lernjahr, B2/ C1) Allgemeine Erziehungsziele: Medien kritisch analysieren; Lesekompetenz schulen; Informationen über komplexe Sachverhalte verarbeiten; Perspektivenwechsel; Analyse internationaler Beziehungen; Standpunkte verstehen und vertreten Ziele fremdsprachlicher Bildung: Landeskundliche und interkulturelle Kenntnisse; Rolle der Vereinten Nationen; Medien und soziale Netzwerke kompetent nutzen; Arbeiten mit Texten und Landkarten; Interessen verstehen und zuordnen; Regeln und Verfahren der Szenario Methode kennenlernen, anwenden und auswerten Inhalte und Themen: Considerations of war or peace; The World in turmoil; Arab Spring and Libya; Syrian Civil War; The Middle East; TED Talk (Gordon Brown); International Relations Theory (IRT); The UN and human rights; The Responsibility to Protect (R2P); Scenario planning Fertigkeiten, Fähigkeiten, Anbahnung von Kompetenzen: GeR (Auszüge): B2: Kann etwas systematisch erörtern und dabei entscheidende Punkte in angemessener Weise hervorheben und stützende Einzelheiten anführen (Europarat 2001: 65); kann eine klare und systematisch angelegte Präsentation vortragen und dabei wesentliche Punkte und relevante unterstützende Details hervorheben (66). <?page no="289"?> 288 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises C1: Kann ein breites Spektrum anspruchsvoller, längerer Texte verstehen und auch implizite Bedeutungen erfassen; kann sich spontan und fließend äußern, ohne öfter deutlich erkennbar nach Worten suchen zu müssen; kann sich klar, strukturiert und ausführlich zu komplexen Sachverhalten äußern und dabei verschiedene Mittel zur Textverknüpfung angemessen verwenden (35). Sachfach-Curriculum Po/ Wi: Globalisierung und Internationale Beziehungen; Einfluss der Medien auf die politische Willensbildung; Rolle internationaler Institutionen; aktuelle internationale Konfliktregionen und die Möglichkeiten kollektiver Friedenssicherung (Interessen, Entstehungsgründe, Konfliktpunkte, Sicherung von Menschenrechten, Terrorismus, Friedenssicherung); Entscheidungsprozesse in internationalen Organisationen Sprachfokus: Sprachmittel für scenario planning; thematisch orientierte Redemittel und Strukturen; CLIL discourse; reading and listening comprehension; negotiation of meaning and perspectives; rules for scenario planning Lehr- und Lernstrategien: double circle*; comparisons and presentations; plenary discussions*; crib sheets*; word search; guided and independent content-based research Evaluation: formatives Feedback (im Rahmen der Lernaktivitäten mit comparisons, negotiations, explanations of rules and procedures, plenary discussions, research); summatives Feedback: Bewertung der Verständnisprüfungen und Ergebnisse der Szenario Methode Übersicht Unit 8: Responsibility to Protect: Hotbeds of International Crises Unterrichtsstunde 1 Worksheet 1: War or peace with Calvin and Hobbes 292 Unterrichtsstunde 2 Worksheet 2: The world in turmoil 294 Unterrichtsstunde 3 Worksheet 3: Arab Spring and Libya 297 <?page no="290"?> 289 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Unterrichtsstunde 4 Worksheet 4: Syrian Civil War 300 Unterrichtsstunde 5 Worksheet 5: The Middle East 301 Unterrichtsstunde 6 Worksheet 6: TED Talk (Gordon Brown) 303 Unterrichtsstunde 7 Worksheet 7: International Relations Theory (IRT) 305 Unterrichtsstunde 8/ 9 Worksheet 8: The UN and human rights 307 Unterrichtsstunde 10 Worksheet 9: The Responsibility to Protect (R2P) doctrine 312 Unterrichtsstunde 11/ 12: Worksheet 10: Scenario planning 314 Worksheets 1 bis 10: Anregungen zum Vorgehen In der Abschlussklasse der gymnasialen Oberstufe ist das Thema „Globalisierung und Internationale Beziehungen“ einer der Hauptschwerpunkte der politischen Bildung. Globale Konflikte sind eine Herausforderung, die in der Entscheidung für Krieg oder Frieden nach Jahrzehnten der relativen Stabilität eine neue Schärfe gewonnen haben und an die Analyseinstrumente der politischen Bildung besondere Anforderungen stellen. Die Schüler beschäftigen sich mithilfe eines comic strips (Calvin and Hobbes) zunächst mit dieser Grundfrage (worksheet 1). Der Blick auf die Schlagzeilen der internationalen Presse zeigt, welche besorgniserregenden Entwicklungen sich gegenwärtig abzeichnen und wie diese Auseinandersetzungen globale gesellschaftliche Folgen haben (worksheet 2). Eins der Krisenzentren der Welt ist und bleibt der Nahe Osten (Englisch: Middle East), in dessen jüngerer Geschichte Schüler die Ursachen und Auswirkungen des Arab Spring genauer in den Blick nehmen (worksheet 3), wobei der Bürgerkrieg in Syrien in mehreren Dimensionen und unter Einbezug der Akteure lokal und global zu analysieren sein wird (worksheet 4). Historisch gesehen ist dieser Konflikt noch überlagert durch die arabisch-israelischen Spannungen, die bereits zu zahlreichen Kriegen geführt haben und mit einer Timeline insgesamt erfasst werden, um eine genauere Ursachenforschung zu initiieren, wenn schon Lösungen vor wie nach nicht in Sicht sind (worksheet 5). In einer Erweiterung der Perspektiven diskutiert der ehemalige britische Premier Gordon Brown (2007-2010) in einem Ted Talk die vermeintliche Unvereinbarkeit von nationalen Interessen und globaler Verantwortlichkeit (works- <?page no="291"?> 290 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises heet 6). Ted Talks sind Film-Aufzeichnungen von internationalen Konferenzen „converging Technology, Entertainment and Design“ mit dem Ziel „to seek out the most interesting people on Earth and let them communicate their passion“ (www.ted.com, letzter Zugriff Juni 2018). Die Nonprofit-Organisation TED hat auf dieser Plattform bereits Persönlichkeiten wie Isabel Allende, Al Gore und Bill Gates zu Wort kommen lassen, hier nun Gordon Brown. Mit einem weiteren Perspektivenwechsel werden die wichtigsten Theorien der Internationalen Beziehungen (IRT) einer genaueren Analyse unterzogen. Die Ergebnisse dieser eher theoretischen Überlegungen werden in ihren zum Teil widersprüchlichen Positionen zur Diskussion gestellt (worksheet 7) und bilden eine Grundlage für die spätere Entwicklung der Szenario-Methode. Die Rolle der UNO rückt bei der Analyse internationaler Krisen in den Vordergrund, weil die Weltgemeinschaft in den seit dem Ende des Kalten Krieges immer unübersichtlicher gewordenen Konfliktzonen die einzige Vermittlungsorganisation bleibt. Ihre Aufgaben in der Regelung internationaler Konflikte werden mit den Friedensmissionen und deren Funktion und Problematik erarbeitet (worksheet 8), um dann in der Auseinandersetzung mit der relativ neuen R2P Strategie (Responsibility to Protect) auch an ganz praktischen und aktuellen Beispielen untersucht werden zu können. Dabei wird mit reciprocal teaching (siehe Glossary) ein anspruchsvolles aber zielführendes Verfahren angewandt (worksheet 9). In der Szenario-Methode werden Ergebnisse zusammengeführt, miteinander abgeglichen und in der abschließenden target activity einer begründeten Bewertung unterzogen (worksheet 10), die grafisch gestützt auch bei anderen kontroversen Themen der politischen Bildung anwendbar ist. Im erweiterten sprachlichen Aktionsfeld ist formatives Feedback durchgängig in den worksheets angelegt. Alle worksheets sind so konzipiert, dass sie in rhythmisierten Stunden (90 Minuten-Einheiten) bearbeitet werden. Worksheet compass phase activities of teachers students scaffolding planning; backward design issues/ problems to be solved analysis, assessment, negotiation, critical thinking worksheet compass guiding questions and outcomes advance organizer; study objectives, peer-evaluation … complex task scenario planning think-pair-share, working in groups, group puzzle, creating posters, plenary discussion, presentations and role play crib sheets*, useful phrases, discourse files <?page no="292"?> 291 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises worksheet 1 War or peace with Calvin and Hobbes task 1: relate, consider, discuss task 2: outline, analyse, create, present task 3: summarise, create, present newspaper headlines, paraphrase, CLIL discourse, group work worksheet 2 The world in turmoil task 4: describe, explain, discuss task 5: complete, define, analyse, research, compare, discuss newspaper headlines, paraphrase, CLIL discourse, group work worksheet 3 Arab Spring and Libya task 6: outline, research, discuss, present task 7: mediate, explain group research, group puzzle*, placemat activity* worksheet 4 Syrian Civil War task 8: watch video, outline, compare crib sheet*, video analysis, plenary worksheet 5 The Middle East task 9: create, present task 10: explain, complete timeline, group puzzle*, poster, double circle* worksheet 6 TED Talk (Gordon Brown) task 11: listen, negotiate task 12: listen, outline, discuss video clip, double circle*, gallery walk*, rubrics, running sheet worksheet 7 International Relations Theory (IRT) task 13: compare, contrast, negotiate, present, discuss task 14: research, delineate rubrics, Venn diagram*, gallery walk* worksheet 8 The UN and human rights task 15: discuss task 16: research, allocate, discuss task 17: outline, discuss task 18: read, compare, summarise group work, group puzzle*, right/ wrong answers worksheet 9 The Responsibility to Protect (R2P) task 19: question, summarise, clarify, predict, compare reciprocal teaching*, group work worksheet 10 Scenario planning task 20: practise, discuss task 21: summarise, compare task 22: delineate, decide, research, present crib sheet*, tandems, true/ false answers, role play <?page no="293"?> 292 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 1: War or peace with Calvin and Hobbes Task 1: In a double circle*, relate the speech bubbles to the two speakers and consider the sequence. Discuss what kind of “game” Calvin and Hobbes are playing. In this Calvin and Hobbes cartoon the two characters describe the futility of war: https: / / www.pinterest.de/ pin/ 525443481504655822/ (last accessed June 2018) Scaffolding Speech Bubbles Defender of liberty and democracy - war not peace? - the communist oppressor - stupid game? - hit with a dart, the other side wins - too few role models Calvin: … Hobbes: … Task 2: Outline the discussion between Calvin and Hobbes in your own words. Analyse the cartoon using the following scaffolding and create mind maps in groups of four to be presented in plenary. Scaffolding: Analysing a cartoon Context: Which issue is the cartoon referring to? Explain in some detail. Content: What are Calvin and Hobbes talking about? Explain their reasoning and comment on their different views. Target: Describe the message of the cartoon. Which reactions to it can you foresee? Technique: Discuss whether the cartoon is funny or rather not and how the cartoonist conveys his political message. Evaluation: Assess how the reader’s attention is captured and what you first noticed about this cartoon. Task 3: Summarise the main points of the following text and create crib sheets* in tandems for later presentation in plenary. <?page no="294"?> 293 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Calvin and Hobbes: names and origins “To an editor,” Bill Watterson, the creator of Calvin and Hobbes, wrote in 2001, “space may be money, but to a cartoonist, space is time. Space provides the tempo and rhythm of the strip.” Watterson was right, perhaps in more ways than he knew. Newspaper comics, he wrote, provide a unique space for many readers before they start their day; we get to pass, briefly, through a door into a calmer, simpler world, where the characters often remain largely the same, even down to their clothing. ... The strip follows Calvin, a blonde six-year-old American that Watterson named after the founder of Calvinism. … An only child, Calvin’s best friend is a tiger named Hobbes, himself named for the author of Leviathan. To everyone but Calvin, Hobbes appears to be a stuffed tiger, while Hobbes is a real, talking tiger to Calvin. In Watterson’s words, Hobbes’s true nature is never fully defined by the strip, which is one of its beauties; Hobbes is a kind of ontological marvel, and yet utterly mundane all the same, for he is whatever he needs to be for whomever is perceiving him. ... © Gabrielle Bellot, “Why Calvin and Hobbes is Great Literature”; first published at Literary Hub, https: / / lithub.com/ why-calvin-and-hobbes-is-great-literature/ (last accessed June 2018) Voc.: Bill Watterson, born 1958, grew up in the US Midwest (Ohio) and drew Calvin and Hobbes cartoons between 1985 and 1995; Calvin: named after John Calvin (1508-1564), a French theologian and reformer, founder of Calvinism; Hobbes: named after Thomas Hobbes (1588-1679), an English philosopher, one of the founders of modern political philosophy; ontological marvel: Wunder des Seins; mundane: alltäglich, banal <?page no="295"?> 294 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 2: The world in turmoil Task 4: Describe the background of the selected headlines below. Explain the issues involved. Discuss in plenary what impact these headlines may have on the public opinion in different countries. Assorted newspaper headlines ▶ Terror am Hindukusch ▶ Manchester, Minya, Bagdad, Kabul: Ziele von Anschlägen ▶ Ausbau der Militärpräsenz ▶ Taliban militärisch nicht zu besiegen ▶ 80 Tote und Hunderte Verletzte bei Selbstmordanschlag in Kabul ▶ Russland und Iran arbeiten mit Taliban zusammen ▶ Im Vergleich mit IS ist Taliban das kleinere Übel ▶ Plan einer Friedenskonferenz abgelehnt ▶ Terror in Afghanistan auf einige Regionen konzentriert ▶ Sicherheitslage in Kabul (unverändert) ▶ Deutschland sendet Afghanen in ihr Heimatland zurück; kein Grund für Abschiebestopp ▶ EU zahlt Millionen an Flüchtlingshilfe an den türkischen Staat ▶ Erdogans Keule: Erdogan stellt sich hinter Katar ▶ Ob die Freundschaft des Türken ewig währt? ▶ At least 80 were killed and hundreds wounded by huge blast near Afghan presidential palace in Kabul ▶ The toll is likely to rise ▶ Blast during morning rush hour caused panic ▶ Windows shattered as far as a mile away ▶ Attack one of the bloodiest of the long Afghan war ▶ A teenager sent texts urging her friend to commit suicide - guilty of involuntary manslaughter ▶ Commando Raids on ISIS Yield Vital Data in Shadowy War ▶ Van hits pedestrians near a mosque in London, killing one ▶ U.S. Fighter Jet Shoots Down Syrian Warplane ▶ An American warplane shot down a Syrian warplane on the same day ▶ Iran‘s Revolutionary Guards Corps also launched missiles into Syria. ▶ ISIS, despite heavy losses, still inspires global attacks … Voc.: Taliban: terrorist organisation; IS: self-appointed “Islamic State“; huge blast: riesige Explosion <?page no="296"?> 295 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Scaffolding Newspaper headlines German headlines: terror in Afghanistan; attacks in Europe and the Middle East; military presence increased; failure to defeat the Taliban; suicide attacks; … English headlines: huge blast in Kabul; rising death toll; panic in morning rush; … Task 5: Complete this list of discourse words/ phrases and define them - individually and in tandems - as they may turn up in your text analysis and research some of the concepts behind them. Compare results in groups (of 4) and discuss in plenary. Scaffolding - CLIL Discourse English concept German concept responsibility to protect (R2) Schutzverantwortung panacea Allheilmittel (no) boots on the ground no-fly zone post-conflict rebuilding cut-and-run humanitarianism acts of omission Unterlassungshandlungen accountable for responsible for intervention missions mass atrocity crimes Massenverbrechen preventive principle non-coercive measures peacekeeping peacebuilding UN Security Council UNO Sicherheitsrat UN General Assembly UNO Vollversammlung good governance global citizenship Weltbürger civil rights movement enlightened interest the pedal hits the metal to make something go forward or increase as fast as possible Middle East Naher Osten <?page no="297"?> 296 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises global ethics -isms: patriotism nationalism protectionism popularism <?page no="298"?> 297 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 3: Arab Spring and Libya http: / / www.bpb.de/ internationales/ weltweit/ innerstaatliche-konflikte/ 54705/ syrien last accessed (last accessed June 2018) Task 6: Outline the dynamics of the events during the so-called Arab Spring and discuss - after a group research of afflicted countries - different reasons and outcomes in selected Arab countries. Present your findings in a group puzzle*. In various Arab states - in mid-2010 - there were mass demonstrations and uprisings against dictators and monarchs. Reasons were: corruption, self-enrichment, abuse of power, economic and social unrest. Young, educated people without work or job prospects took to the streets. They did not see any perspectives in their own countries and demanded better living conditions, democratic rights, new political systems and freedom of the press. Tunisia, December 2010: regime tries to suppress protest movement, but military sides with protesters, dictatorship collapses; overthrow of rulers starts the Arab Spring. Egypt, January 2011: unrest and demonstrations; after 30 years of ruling, President Hosni Mubarak is forced to resign; the military takes over; free elections in June 2012, Mohamed Morsi elected president, ensuing protests against his Muslim brotherhood, overthrown by the military under general Abd El-Fattah Saeed Hussein Khalil El-Sisi. Jordan, January 2011: protests against monarchy of Abdallah II; king cannot be removed. <?page no="299"?> 298 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Scaffolding dynamics of events reasons and outcomes mass demonstrations and uprisings … corruption, self-enrichment, abuse of … Task 7: Mediate* the following short commentary on the consequences of the Arab Spring for Israel - using the target language - and explain the Arabian and Jewish perspectives. A placemat activity* will help organize your results. Saudi-Arabia, January 2011: Shiites protest against ruling Saudi monarchy, allegedly corrupt. Morocco, February 2011: demonstrations against constitutional monarchy of King Muhammad VI, reforms top-down like in Jordan, monarchy survives. Syria, March 2011: in the police state of Assad unrest starts, regime cannot be removed, situation deteriorates into ongoing civil war. Libya, February 2011: uprising against dictator Muammar Gaddafi; ruling for 42 years without constitution, political parties and government institutions; violent unrest and civil war between rebels and Gaddafi’s followers; NATO intervenes to protect civilians’ lives; October 2011 - Gaddafi killed while trying to escape. Role of the new media Films on YouTube showed people worldwide what was going on in the afflicted Arab countries; demonstrations were organized via mobile phones and blogs; with the help of these means of communication and the new media, dictatorships in some countries (e.g. Egypt, Tunisia) could be overthrown. (BK) Consequences for Israel Die Proteste, Aufstände und Rebellionen in der arabischen Welt bringen in allererster Linie innenpolitische und sozioökonomische Forderungen zum Ausdruck. Der israelisch-arabische Konflikt hat hingegen keine bedeutende Rolle bei den Demonstrationen gespielt. Damit bestimmten auch brennende israelische und amerikanische Flaggen nicht das Bild. Längerfristig könnten die Umbrüche in der Region dazu führen, dass Frieden im Nahen Osten nicht nur ein Geschäft zwischen den politischen Führungen ist, sondern auch von den Bevölkerungen mitgetragen wird. Kurzbis mittelfristig sieht es allerdings so aus, als ob sie kein Momentum entfalten, das eine Friedensregelung zwischen Israel und seinen arabischen Nachbarn befördern würde. Ganz im Gegenteil: Die Situation im östlichen Mittelmeerraum hat sich seit Anfang 2011 deutlich zugespitzt. <?page no="300"?> 299 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises The following repercussions were a consequence of the Arab upheavals: 1 Israel loses former “partners“ (like Turkey, Egypt, Syria). 2 Influence of Arab population on foreign policies increases and makes further peace initiatives unlikely. 3 Israel foregoes chances to redefine relations to Arab neighbours. 4 Palestinians prepare their access to the United Nations (compare worksheet 5: The Middle East) (BK) Arabian perspective Israeli perspective protests, uprisings and … Arab-Israeli tensions did not play any role in Arab Spring; … Dabei sind die Auswirkungen des Arabischen Frühlings im Zusammenwirken mit dem Stillstand im Nahostfriedensprozess die entscheidenden Faktoren. In Folge ist Israel in der Region isoliert wie seit Langem nicht mehr, und seine Beziehungen zu den Nachbarn sind extrem angespannt. Dies birgt auch die Gefahr einer gewaltsamen Eskalation. http: / / www.bpb.de/ internationales/ afrika/ arabischer-fruehling/ 52414/ nahostkonflikt (last accessed June 2018) <?page no="301"?> 300 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 4: Syrian Civil War Task 8: Watch the video about Syria (twice) and outline the development of the state in its present borders step-by-step, using a crib sheet* based on the scaffolding below. Compare results in plenary. Video: http: / / www.bpb.de/ mediathek/ 178828/ syrien-die-urspruenge-der-krise, (last accessed June 2018 ) Scaffolding Crib sheet: history of the Syrian state date event 636 battle of Yarmouk, … 661 Damascus: … 750 Bagdad: … 1148 Damascus attacked, … 1187 Jerusalem recaptured by … 1516 Osman Empire annexes … 1914 Osman-German … 1916 French-British secret agreement … 1920 League of Nations (Völkerbund): … 1926 foundation of … 1946 Syria becomes … 1971 (after several coups) Assad … 2000 Bashar al-Assad … 2011 … <?page no="302"?> 301 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 5: The Middle East Task 9: Create a timeline of the events leading to the proclamation of the State of Israel by the United Nations and the ensuing wars in the Middle East. Work in a group puzzle* and present your results in plenary merging the information in one poster to be put up in your classroom. The Middle East (I) One of the first important decisions made by the United Nations addressed the fate of thousands of Jewish refugees who, having survived the Holocaust, poured into Jerusalem. The British mandate of Palestine had ended and the UN vote to divide the Palestinian area between Arabs and Jews (1947) meant the beginning of the State of Israel. One day after proclaiming independence (15-5-1948), Arab countries (Egypt, Syria, Jordan, Lebanon and Iraq) attacked the young nation, which not only defended its borders but started a counter attack in the first Arab-Israeli war. In the 1949 truce, Israel gained more territory than granted by the UN in 1947. In each of the ensuing wars against the surrounding Arab states, Israel, supported by the USA, came out victorious, although victory seemed harder to gain every time. The second Arab-Israeli war (1956) was triggered off by the Suez crisis (Nasser’s Egypt had nationalised the Suez Canal and was attacked by Anglo-French troops). In 1964, the Palestinian Liberation Organisation (PLO) was founded, originally a peaceful movement to promote a free and independent Palestinian state. The so-called six-day-war broke out in 1967 as the third Arab-Israeli war and resulted in the seizure of West-Jordan-Land, Gaza Strip, Golan Heights and Sinai. The fourth Arab-Israeli war of 1973 was called the Jom-Kippur-War (after the highest Jewish holiday) and started with an attack of an Egypt-Syria-Jordan alliance, but after initial Arab success Israel broke through the lines of the Egyptian army. A UN truce facilitated peace negotiations and Egypt, as a result, became the first Arab country to recognise the State of Israel (1980). (BK) Scaffolding: Timeline of the Arab-Israeli conflicts date conflict results 1947 end of British mandate in Palestine UN vote to divide Palestine; support for an independent State of Israel by majority vote 1948 May 15 th … first Arab-Israeli war; … 1956 Egypt nationalises … second Arab-Israeli war <?page no="303"?> 302 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises 1964 Palestinian Liberation Organisation (PLO) … originally a peaceful movement … 1967 … third Arab-Israeli war; … 1973 Jom-Kippur-War; … fourth Arab-Israeli war; … 1980 UN truce … Egypt became the first Arab country to recognise the State of Israel Task 10: Explain the two opposing perspectives ruling the Middle East conflict and negotiate the results in a double circle*. Complete the timeline in your classroom. The Middle East (II) In 1978, the war phase in the Middle East was ended by the Camp David Accord between Menachem Begin and Anwar El Sadat, mediated by US president Jimmy Carter. In 1980, Israel proclaimed Jerusalem as capital of the Jewish state and the Golan Heights (taken from Syria in 1967) were annexed by Israel (1981) as a protection against Syrian attacks across the border. In 1982, Sinai was given back to Egypt and Jewish settlements on Palestinian territory removed. Palestinians living in Gaza Strip and West-Jordan Land were granted limited authority by Israel. Israeli troops invaded parts of Lebanon - sometimes called the fifth Arab-Israeli war (1982) - aiming at destroying the PLO (Palestinian Liberation Organisation); this military intervention was condemned internationally. (BK) Scaffolding: two perspectives Israel Arab states 1978: … 1980: … 1981: … 1982: … 1982: Sinai given back to Egypt; … fifth Arab-Israeli war … <?page no="304"?> 303 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 6: TED Talk (Gordon Brown) Task 11 Listen to the TED talk (Gordon Brown) in plenary and take notes individually. In a double circle*, negotiate results as a preparation for task 12. Ted Talk - Gordon Brown on “Global ethic versus national interest” The former British Prime Minister raises issues of global ethics and the role of nationally elected politicians weighing national interests with humanity’s greater goods, answering questions from TED curator Chris Anderson. Video: https: / / www.ted.com/ talks/ gordon_brown_on_global_ethic_vs_national_interest (last accessed June 2018) Task 12: After listening again, fill in the rubrics and outline the answers. Use a gallery walk* and discuss your findings. questions answers Is there a global citizenship? responsibility … How to combine patriotism with global citizenship? The issue: … Richards Nixon’s experiences in Ghana (1958)? What is the story? Nixon’s message was out of place: … What is enlightened interest? Tackling poverty and … On a nice beach …? Time to alert one house - Nigerian or British? … modern communications responsibility that UK people are safe … communicate across borders … warning systems … The world’s future? When the pedal hits the metal? The life of one American soldier … Global ethics? At the heart of all religions … How to persuade people … After WW II … examples: Apartheid, Berlin Wall … <?page no="305"?> 304 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Politicians are elected for Britain’s interest? There is the responsibility to protect … examples Ruanda, Bosnia … humanitarian interests important … international institutions … future of the UN … How to support the ethics of global citizenship? Debate about climate change … help poorer countries … benefits for the whole world … carbon cuts … Three world leaders and the advice from God? Bill Clinton … Barossa (European Commission) … UN General Secretary … God cried. Conclusion … <?page no="306"?> 305 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 7: International Relations Theory (IRT) Task 13: Compare and contrast the three International Relations Theories and enter your results in the rubrics, negotiating key terms. Mark similarities and overlaps in a Venn Diagram*. In a gallery walk*, present and discuss the results. Take notes to be used in the scenario planning* later on. Realism Assumptions: nation-states are unitary, geographically based actors in an anarchical international system; there is no authority to regulate interactions between states; states are in competition against each other; relations determined by their levels of power; in pursuit of their own interests; determined by their military, economic and political power; obsessed with security; security dilemma - increasing one’s own security might destabilize opponents; building up their own armament; making security a zero-sum game; if a state fails to grant security - R2P as a new doctrine. Liberalism Assumptions: associated with Woodrow Wilson (League of Nations after World War I); domestic policy to influence foreign policy - e.g. ending poverty at home would result in tackling poverty abroad; precursor of institution builders after World War II; plurality of state actions based on factors such as culture, economic system, government type; interaction between states is based on security as well as economic and cultural interests; main players are firms, organisations, individuals; opportunities for cooperation; peace can be achieved; international relations are not anarchic, because absolute gains can be made through cooperation and interdependence; democracies have never waged war against each other; economic interdependence makes war between trading partners less likely, but differing interests might also increase the likelihood of conflict. Institutionalism Assumptions: within the modern, globalized world states are driven to cooperate to ensure security and sovereign interests; different interpretations of sovereignty and autonomy; autonomy becomes a problem as it shifts from notions of freedom, self-determination but is linked to good governance; sovereignty poses questions on many grounds; to maintain global stability and security and to solve the problems of an anarchic world no overarching global authority is created; instead states are to collectively abandon some rights of full autonomy and sovereignty - as in the European Union or the United Nations; after the end of the Cold War, social forces from below have become agents in international affairs; resulting in failing states, collapse of liberal peace and challenges to global governance; impact of social forces on political power. (BK) <?page no="307"?> 306 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Rubrics of IRT Realism Liberalism Institutionalism Task 14: Research current examples and delineate key dates according to the rubrics above. <?page no="308"?> 307 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 8: The UN and human rights Task 15: The UN Charta: Discuss (in groups of 4) the differences between Articles 39, 41 and 42 of the UN Charta. Charter of the United Nations Chapter VII - Action with respect to Threats to the Peace, Breaches of the Peace, and Acts of Aggression Article 39: “The Security Council shall determine the existence of any threat to the peace, breach of the peace, or act of aggression and shall make recommendations, or decide what measures shall be taken in accordance with Articles 41 and 42, to maintain or restore international peace and security.” Article 41: “The Security Council may decide what measures not involving the use of armed force are to be employed to give effect to its decisions, and it may call upon the Members of the United Nations to apply such measures. These may include complete or partial interruption of economic relations and of rail, sea, air, postal, telegraphic, radio, and other means of communication, and the severance of diplomatic relations.” Article 42: “Should the Security Council consider that measures provided for in Article 41`would be inadequate or have proved to be inadequate, it may take such action by air, sea, or land forces as may be necessary to maintain or restore international peace and security. Such action may include demonstrations, blockade, and other operations by air, sea, or land forces of Members of the United Nations.” Scaffolding: article 39 determines existence of threat to peace, breach of peace, acts of aggression … article 41 measures excluding the use of armed force, give effect to decisions, call upon member states to apply such measures, … article 42 provided measures under 41 to be in-effective or inadequate, call upon member states … Task 16: Blue Helmet Missions Research UN peacekeeping missions based on the survey below and allocate your results to different regions. Discuss (in groups of 4) why and where these interventions took place. <?page no="309"?> 308 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises UN Friedenseinsätze: Laufende und vergangene Einsätze, uniformiertes Personal in absoluten Zahlen, Stand: März 2017 http: / / www.bpb.de/ nachschlagen/ zahlen-und-fakten/ globalisierung/ 52820/ un-friedenseinsaetze (last accessed June 2018) Task 17: UN Institutions: Outline the tasks of the UN Security Council as opposed to the General Assembly and discuss the differences. Use a group puzzle* as your working set up. UN Security Council (UNSC) General Assembly … permanent members … temporary members responsible for … … measures … interventions … decisions … member states … vote (each state … ) elects … general resolutions <?page no="310"?> 309 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises http: / / www.bpb.de/ internationales/ weltweit/ vereinte-nationen/ 48583/ sicherheitsrat (last accessed June 2018) “Wir, die Völker der Vereinten Nationen - fest entschlossen, künftige Geschlechter vor der Geißel des Krieges zu bewahren, die zweimal zu unseren Lebzeiten unsagbares Leid über die Menschheit gebracht hat, [...] haben beschlossen, in unserem Bemühen um die Erreichung dieser Ziele zusammenzuwirken.” Mit diesem Satz beginnt die Charta der Vereinten Nationen, die am 25. Juni 1945 in San Francisco von Delegierten aus 50 Ländern einstimmig verabschiedet und am 24. Oktober desselben Jahres ratifiziert wurde. Vor dem Hintergrund zweier Weltkriege und dem Scheitern des Völkerbundes wollten die Unterzeichner ein Staatenbündnis erschaffen, das künftige Kriege verhindert und Kooperation gewährleisten soll. Dieser Rolle sollten die UN im Laufe ihrer Geschichte nicht immer gerecht werden, wie sich während des Ost-West-Konflikts und in Somalia oder Bosnien-Herzegowina zeigte. Dennoch sind die UN die erste Organisation, welche die über 200-jährige Idee eines Staatenbundes wirkungsvoll umgesetzt hat. Die beiden wichtigsten Organe sind der Sicherheitsrat (5 stimmberechtigte ständige Mitglieder) und die Generalversammlung, in der alle Mitgliedstaaten das gleiche Stimmrecht haben. Bindende Resolutionen werden nur vom Sicherheitsrat verabschiedet (Veto Recht). http: / / www.bpb.de/ internationales/ weltweit/ vereinte-nationen/ 48577/ ziele-und-grundsaetze (last accessed June 2018) <?page no="311"?> 310 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Task 18: After reading the following text, tick off the right answer. Compare results and write a summary of the text. UN fact sheet Peacekeeping and Peacebuilding (the policies of international intervention) In the 1990s, peacekeeping activities of the United Nations (UN) increased both in number and range. Today, they are part of comprehensive peace missions, which, on the one hand, are based on the presence of blue helmet soldiers in-between conflicting parties and, furthermore, provide an active contribution to implement treaties, the reconstruction of war-torn regions and whole nation-states as peacebuilding. The outcomes of these missions have shown, however, mixed results. An estimated 1.5 billion people are permanently threatened by violence in areas of crisis and conflicts. Basically, international agents are able to help afflicted countries to achieve stable peace, but unfortunately domestic policies often follow destructive or counterproductive strategies. This is mainly caused by the fact that they often get into the crossfire of domestic demands (which they have to work against) and they are kept busy to manage their own risks as far as their safety is concerned. Little space remains for improving the situation in these countries. The UN Security Council (UNSC) does not fare much better in their attempts to handle conflicts. The truth is that the UNSC has extended their engagement in intervention dealing with inter-state conflicts after the end of the Cold War in 1989. It characterised severe violations of human rights or the collapse of public order as a threat to international peace and thus enabled Chapter VII of the UN Charta for collective peacekeeping. But in the case of the Ruanda genocide of 1994, the UNSC remained passive and could not agree on an intervention during the Kosovo war either, so that the NATO intervened unilaterally. These unilateral interventions were the start of a series of further military actions of Western states (NATO based or the so-called coalition of the willing), which also claimed to follow the UN Charta but undermined the imperative of collective peacekeeping once again. In the case of Afghanistan, in 2001, the intervening states invoked the right of self-defence against transnational terrorism and a UN mandate to protect Kabul (ISAF), while in the case of Iraq, they referred, among other things, to the UNSC resolutions of 1991. At no times could these military interventions be controlled by the UNSC. As soon as collective peacekeeping started, these missions soon turned into wars. Also, in Libya military interventions developed a momentum of their own. Translated and adapted from: http: / / www.bpb.de/ apuz/ 29023/ die-friedenseinsaetze-der-vn? p=all (last accessed June 2018) <?page no="312"?> 311 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Tick off the right answer (more than one could be correct): 1. UN peacekeeping activities  went down in number recently  increased both in number and range  were not supported by all member states 2. Blue helmet soldiers  provide a contribution to implement treaties  help to replace authoritarian regimes  do not support peacebuilding 3. International agents (like the UN)  find a lot of space for learning processes  often have to work against domestic policies  are never able to help afflicted countries 4. The UN Security Council (UNSC)  enabled Chapter VII of the UN Charta  was active in Ruanda and the Kosovo war  was often blocked by some of its members 5. Military interventions  often turned collective peacekeeping into war  were always controlled by the UNSC  were NATO based and followed the UN Charta <?page no="313"?> 312 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 9: The Responsibility to Protect (R2P) doctrine Task 19: Get together in groups of 4 and establish the meaning of the R2P doctrine and its implementation using the 4 steps of reciprocal teaching* - the reading strategy focusing on questioning, summarizing, clarifying and predicting. In each group, you may take the role of questioner, summariser, clarifier and predictor - after your teacher has demonstrated a worked example. Record and compare your results in plenary. Text 1 - the 2005 UN World Summit Outcome Document As a result of experiences with UN missions in the 1990s, the General Assembly unanimously accepted a political commitment in the 2005 World Summit Outcome Document: the responsibility to protect. In this policy three principles were agreed upon: 1. Each member state has the responsibility to protect its citizens from genocide, war crimes, ethnic cleansing and crimes against humanity. 2. The international community should encourage and help states to exercise this responsibility. 3. The Security Council, in cases where national authorities fail to protect their populations, is prepared to take collective action in accordance with the UN Charta - including Chapter VII. This includes appropriate diplomatic, humanitarian and other peaceful means if these are not successful, and on a case-to-case basis (in cooperation with relevant regional organisations), the deployment of military action. Voc.: World Summit: Weltgipfel Text 2 - UNSC resolutions based on R2P During the following years, the Security Council has repeatedly made use of the R2P. When, in March 2011, the then Libyan president Gaddafi threatened a massacre on his opponents in Bengasi, the UNSC authorised international use of force to protect the afflicted population. What might have been a precedent for the appropriate implementation of R2P turned out to be a disaster. As the intervening (NATO) states, invoking the Libyan UN mandate, supported a regime change, Russia, China and the African Union reproached the alliance with misusing the authorisation under R2P. Using the same argument, Russia and China blocked an early intervention in the Syrian civil war, where more than 300.000 people were killed and millions made refugees. Apparently, Russia and China followed geo-political and domestic interests as well. But the Syrian conflict also showed that not only conflicting interests were involved but also the complexity of the R2P strategy to intervene in internal conflicts to secure peace. Text 3 - cases against R2P At first sight, the R2P doctrine seems to deal with the severest atrocities against humanitarian principles. In deliberate dissociation from humanitarian interventions, R2P (in the 2005 UN World Summit Document) allows military force only in cases of genocide, war crimes, <?page no="314"?> 313 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises ethnic cleansing and crimes against humanity. Whether its implementation can be seen as a triumph of human security over outdated conceptions of state or national security has been criticised on three grounds: 1. R2P does not work in a neutral domain but is limited by the power politics of superpowers. 2. The suspicious claim to be universal is underlined by selective enforcement depending on geo-political and domestic interests. 3. The contested meanings of R2P’s core values (sovereignty versus human security) questions its being a legitimate instrument, in fact leading to early use of force and regime change (as in the case of Libya). Text 4 - a panacea against the worst atrocities? There has been an ever-increasing impact of international human rights norms and a growing impact in international discourse of the concept of human security. These concepts are getting into stark contrast with older notions of state sovereignty, supposed to protect the lives and security of its citizens, responsible to their populations internally and in the international community through the UN and accountable for their acts of commission and omission. But at present - especially in regions of crises and conflicts - states’ national interests continue to be defined according to motives such as survival, power and influence - not humanitarianism or responsibility. Centuries of evidence prove responsibility is not a component of state behaviour. The prevailing view is that there are no working criteria for humanitarian intervention under R2P. There are two schools of thought: on the one hand, formal criteria for military intervention are unlikely to be developed and would add little to resolve current issues. On the other hand, guidelines on justified intervention could do much to take R2P forward. This could include tackling the deadlock surrounding R2P post-Libya and Syria, improving decision making on the use of force, and ultimately leading to more interventions when required. Voc.: panacea: Allheilmittel Text 5 - growing attention to internal conflicts The extension of peacekeeping missions has multiplied. Related tasks are political analysis, surveillance of truce, support of state-building and good governance, protection of human rights and deployment of military force to protect civilians. The lessons from the 1990s catastrophes (genocide in Ruanda 1994, Bosniac Srebrenica 1995) show that peace forces cannot stand by idly when they are able to stop mass atrocities - even using military force. But there remains the issue of protection against the protectors. Blue helmets enjoy immunity and cases of sexual abuse, for instance, occur every so often. Military interventions need to be embedded in a political strategy to end the use of force. This is imperative for a UN attempt to secure human rights. The most important agents to stop using force against civilians are the institutions of the afflicted states. From this responsibility no peace mission how robust it might be can exempt them. All texts translated and adapted from: http: / / www.bpb.de/ apuz/ 168151/ schutzverantwortung-als-neues-machtinstrument (last accessed June 2018) <?page no="315"?> 314 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 10: Scenario planning Task 20: In order to prepare for the planning of scenarios - as a role play in your class - you can practise useful phrases (see below “useful phrases…”) in your group, working on best-case, worst-case and trend scenarios respectively. Also, discuss the strategy your group wants to apply based on the 4 scenario creating steps. Useful phrases for your scenario planning expressing your opinion agreeing as far as I’m concerned the way I see it in my opinion I’m convinced that it seems to me according to I expect I can’t see any reason after all/ above all all right/ that’s right absolutely, I couldn’t agree more yes, that’s definitely the case that’s how I feel about it, too that’s true/ possible exactly that’s great good point disagreeing (rhetorical) questions I beg to differ I doubt that very much that can’t be right on the contrary I hear what you are saying, but I can’t agree with you on that point that doesn’t convince me at all that’s not the problem/ the question I wonder if you could are you implying that excuse me, how are you saying may I request would you like to comment on are you seriously suggesting that persuading people rebuttal you ought to I think we’d better it would be a good idea how can you persuade people to I’d like to propose a motion I’d advise you I’d like to make a suggestion it is generally accepted I assure you have you ever considered is it right that in my opinion I see what you mean but let’s now look at would you mind telling us what about the (next) point I would like to make is I’d like to stress the fact that to sum up I would like to say <?page no="316"?> 315 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Task 21: Summarise the following text by creating a crib sheet* in tandems and compare results in plenary. Scenario planning is a technique born from practice and rather based on experience than on scientific evidence. In the area of social science, the future cannot be predicted precisely. This is why a framework of future (or expected) developments needs to be created. Scenario planning is a method by which current positive and/ or negative developments in politics, society and the economy can be summarised as models for future situations. Scenario thinking is about reframing perceptions and persevering uncertainties. There are no static landmarks to map out a fixed future, but - in a flexible way - learning and adjustment are permitted as the future unfolds. Looking at natural states or points of bifurcation in the behaviour of a complex system - like international relations - the process component is integral to scenario planning. Since September 11 (of 2001), things have changed so that a compass to navigate uncertainty is needed focusing on main forces of international developments, variables and drivers for change. The main advantage of scenario thinking is to avoid the trap of extrapolation (in short terms) and instead to allow for alternatives such as practised in a future workshop (Zukunftswerkstatt). In this way, more variables can be unearthed and the combination of factors may suggest yet other solutions to resolve a crisis or settle a conflict. To this end, current trends are being analysed and, based on these, extreme scenarios (worst-case, best-case) are being developed within which all future developments take place. Scenario planning, then, is founded in empirical-analytical thinking as well as creative-intuitive elements. The whole procedure can be presented by a so-called scenario tunnel (see graph “Implementation” in Task 22). (BK) Voc.: bifurcation: Zweiteilung, Gabelung Task 22: After studying the following explanations, tick off the checklist and, using think-pair-share*, delineate the phases of scenario planning before deciding which conflict area is designated to different groups - the list of issues covers the information gained in worksheets 3-5, but might require further research. Groups work independently but present/ role play their scenarios in plenary as the target activity. The four phases of scenario planning: As a rule, three different scenarios are developed using models, visuals and/ or texts. <?page no="317"?> 316 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Check your comprehension Familiarize yourself with the different stages of the scenario method and tick the correct box. Correct the wrong ones in complete sentences. Three different scenario models are developed 1) best-case scenario for most positive development true  false  2) trend scenario for current potentials true  false  3) worst-case scenario for undesired outcomes true  false  4) political opportunities for agents involved true  false  5) ignoring driving forces true true  false  6) analysing past trends true true  false  7) defining the problem true true  false  Implementation one best-case scenario for the most positive imaginable development; one worst-case scenario for the most adverse development; one trend scenario to follow up and continue the current situation and its adherent potentials. Scenario thinking is not confined to analyse possible future situations but effectively evaluates and assesses current opportunities for action in order to influence developments in a positive way. Implementing scenario planning would follow four ensuing phases: P 1 → presenting the issue: delineating the problem and defining it; P 2 → analysing current trends: determining driving forces; P 3 → developing scenarios: updating driving forces and tendencies of development; P 4 → discussing political opportunities for action and strategic planning. (BK) <?page no="318"?> 317 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheets 1 bis 10: Lösungen Worksheet 1: War or peace? Task 1: Speech bubbles Schüler bringen speech bubbles in die richtige Reihenfolge und ordnen sie den beiden Comic figuren zu: (Hobbes): …? (Calvin): … (Calvin): … (Calvin): … (Calvin): …? (Hobbes) … … (Calvin): …? Task 2: Scaffolding: Analysing a cartoon Context: Which issue is the cartoon referring to? “War and peace” is seen as a game, played by the two characters. It is as pointless as the outcome and nobody is the wiser of it. Content: What are Calvin and Hobbes talking about? Calvin suggests to his friend Hobbes to play a war-and-peace game and poses as the “fearless American defender of liberty and democracy”. Hobbes is wary of the game and wonders why they could not play peace instead. He is not happy about the role assigned to him as the “loathsome godless communist oppressor”. At the end, both are hit by a dart, so nobody wins and they agree on how stupid the game was. Target: Describe the message of the cartoon. The message is based on stereotypes derived from the Cold War: Americans defend liberty and democracy, communists are oppressors, hated and godless. They engage in a war as enemies, but the outcome shows that nobody will win and their fight is pointless. Technique: Discuss whether the cartoon is funny or rather not and how the cartoonist conveys his political message. <?page no="319"?> 318 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Task 3: Crib sheet* The following key ideas are relevant: to a cartoonist space (in a newspaper) means time, tempo and rhythm of a cartoon depend on it, newspaper comics provide a calmer, simpler world for the reader; Calvin: blonde, six-year-old American, named after Calvin, the religious leader; Hobbes: a stuffed tiger, Calvin’s best friend, named after Hobbes, the English philosopher, but talking to Calvin as a real person, his nature never fully defined, this means: the reader can always identify with him -“he is whatever he needs to be”. Worksheet 2: The world in turmoil Task 4: Newspaper headlines German headlines: terror in Afghanistan; attacks in Europe and the Middle East; military presence increased; failure to defeat the Taliban; suicide attacks; Russia and Iran collaborate with Taliban; Taliban lesser evil compared with IS; peace conference plan rejected; terror in Afghanistan concentrated in some regions; security problems in Kabul unchanged; no reason for halt to deportation; Turkey receives millions for refugees from EU; Erdogan’s bludgeon backing Qatar; Turkish friendship lasting forever? English headlines: huge blast in Kabul; rising death toll; panic in morning rush; more destruction and bloody attacks; involuntary manslaughter by texting messages; casualties near London mosque; air and missile strikes; Iran involved in fighting in Syria; ISIS inspires global attacks and widens the conflict globally As stereotypes do not contribute to the solution of a conflict, the outcome of the fight seems funny at first, because both are hit by a dart, in other words do not succeed in achieving anything. The more serious question, why not play peace, is bordering on a cynical truth - there are not enough role models for that. Evaluation: Assess how the reader’s attention is captured and what you first noticed about this cartoon. Despite the minimal dialogue, there is a strong visual presentation of the issue, i.e. engaging in a senseless activity, where one comes out as a victim (Hobbes), the other quickly realising his mistake (Calvin). <?page no="320"?> 319 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Task 5: Schüler finden deutsche Entsprechungen mithilfe eines electronic dictionary -empfohlen: Linguee Worksheet 3: Arab Spring and Libya Task 6: Scaffolding dynamics of events reasons and outcomes mass demonstrations and uprisings against dictators and monarchs; regimes try to suppress protest movement, but military often sides with protesters; overthrow of rulers starts the Arab Spring; Shiites protest against ruling Saudi monarchy; situation deteriorates into ongoing civil war (Syria); ruling for 42 years without constitution, political parties and government institutions (Libya); demonstrations organized via mobile phones and blogs corruption, self-enrichment, abuse of power, economic and social unrest; young people without perspectives in their own countries; demanded better living conditions, democratic rights, new political systems and freedom of the press; free elections in some countries; reforms topdown; NATO intervenes to protect civilians’ lives; dictatorships in some countries (e.g. Egypt, Tunisia) could be overthrown Ergebnisse der Recherchen in Gruppen - ad lib. Task 7: Arabian perspective Israeli perspective protests, uprisings and rebellions: expression of inner state and socio-economic demands; peace in Middle East not only concern of political leaders but also backed by population; in the long run no outcomes expected to solve Arab-Israeli conflicts Arab-Israeli tensions did not play any role in Arab Spring; escalation with impact of Arab Spring and standstill of Middle East peace process are decisive factors; Israel isolated; Arab population influences foreign policies; further peace initiatives become unlikely; relations to Arab neighbours not improved; Palestinians gain access to United Nations Worksheet 4: Syrian Civil War Task 8: Crib sheet: History of the Syrian state <?page no="321"?> 320 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises date event 636 Battle of Yarmouk, end of Byzantine rule, spread of Islam 661 Damascus: capital of a Muslim Empire stretching from Spain to Indus 750 Bagdad: new capital 1148 Damascus attacked, 2 nd crusade ends with defeat 1187 Jerusalem recaptured by Saladin (of Kurdish origin), again Damascus as capital 1516 Osman Empire annexes the whole region, ruling for 400 years 1914 Osman-German alliance in World War I 1916 French-British secret agreement upon subdivision of Middle East in 5 zones (Picot-Sykes line) 1920 League of Nations (Völkerbund): French mandate of Syria and Lebanon, British mandate of Palestine, Transjordan and Iraq 1926 foundation of Lebanon republic 1946 Syria becomes independent state in its present borders 1971 (after several coups) Assad elected as Syrian President 2000 Bashar al-Assad becomes his father’s successor 2011 beginning of Arab Spring in Syria Worksheet 5: The Middle East Task 9: Timeline of the Arab-Israeli conflicts date conflict results 1947 end of British mandate in Palestine UN vote to divide Palestine; support for an independent State of Israel by majority vote 1948 May 15 th proclamation of Israeli state; neighbouring Arab countries attacked the young nation first Arab-Israeli war; Israel gains more territory than granted by the UN in 1947 1956 Egypt nationalises the Suez Canal, attacked by Anglo-French troops second Arab-Israeli war 1964 Palestinian Liberation Organisation (PLO) founded originally a peaceful movement to promote a free and independent Palestinian state 1967 so-called six-day-war breaks out third Arab-Israeli war; seizure of West-Jordan-Land, Gaza Strip, Golan Heights and Sinai <?page no="322"?> 321 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises 1973 Jom-Kippur-War; attack of an Egypt-Syria-Jordan alliance fourth Arab-Israeli war; after initial Arab success Israel breaks through the lines of the Egyptian army 1980 UN truce and peace negotiations Egypt became the first Arab country to recognise the State of Israel Task 10: Israel Arab states 1978: war phase in the Middle East ended by the Camp David Accord between Menachem Begin and Anwar El Sadat, mediated by US president Jimmy Carter; 1980: Israel proclaims Jerusalem as capital of the Jewish state; 1981: Golan Heights (taken from Syria in 1967) annexed by Israel as a protection against Syrian attacks across the border; 1982: Israeli troops invade parts of Lebanon 1982: Sinai given back to Egypt; Jewish settlements on Palestinian territory removed; Palestinians living in Gaza Strip and West-Jordan Land granted limited authority by Israel; fifth Arab-Israeli war aiming at destroying the PLO; military intervention condemned internationally Worksheet 6: TED Talk Task 11: ad lib. Task 12: questions answers Is there a global citizenship? There is much responsibility How to combine patriotism with global citizenship? The issue: protectionism versus trade between countries Richards Nixon’s experiences in Ghana (1958)? What is the story? Nixon’s message was out of place: “to be free” … I come from Alabama … What is enlightened interest? Tackling poverty and climate change <?page no="323"?> 322 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises On a nice beach …? Time to alert one house - Nigerian or British? The solution is in modern communications; responsibility that UK people are safe; communicate across borders allows to organise the world in a different way; install early warning systems; a world working together is needed The world’s future? When the pedal hits the metal? The life of one American soldier compared to other people … Global ethics? At the heart of all religions … How to persuade people … After WW II international organisations were built the need to rebuild global institutions … There is a truly global society (examples: Apartheid, Berlin Wall) Politicians are elected for Britain’s interest? There is the responsibility to protect; protection within boundaries; examples Ruanda, Bosnia; protection of individuals; humanitarian interests important; international institutions; future of the UN. How to support the ethics of global citizenship? The debate about climate change cannot be solved in one country; help poorer countries; benefits for the whole world; long-term target of carbon cuts; treating the world equally. Three world leaders and the advice from God? Bill Clinton’s question; God: not this year, maybe not in the next decade, perhaps not in your lifetime. Clinton then walked away in tears. Barossa’s question (European Commission); God: same answer, same reaction; UN General Secretary’s question: when will our international institutions work? and God cried. Conclusion The reform of international institutions is the next stage. <?page no="324"?> 323 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises Worksheet 7: International Relations Theory (IRT) Task 13: Rubrics of IRT Realism Liberalism Institutionalism unitary nation states, international system anarchic, no regulating authority, reactions based on power, security dilemma, destabilising opponents, military build-up, states in competition foreign policy influenced by domestic, institution building, interaction based on security, economic and cultural interest, peace can be achieved, gains through cooperation and interdependence, democracies never wage war against each other, war unlikely between trading partners globalised world, states driven to cooperate, interpretations of sovereignty and autonomy, states to abandon some rights in favour of security, importance of international cooperation and organisations like the UN or EU, social forces have become agents in international relations Overlaps in the Venn-Diagram* in bold Security - states in competition - cooperation - domestic - abandon some rights - social forces Task 14: ad lib. Worksheet 8: The UN and human rights Task 15: Scaffolding: <?page no="325"?> 324 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises article 39 determines existence of threat to peace, breach of peace, acts of aggression, recommendations, decides on measures to be taken, maintain and/ or restore international peace and security article 41 measures excluding the use of armed force, give effect to decisions, call upon member states to apply such measures, including economic sanctions, interruption of means of communication and diplomatic relations article 42 provided measures under 41 to be in-effective or inadequate, call upon member states to take action by military forces to maintain and/ or restore international peace and security Task 16: ad lib. Task 17: UN Security Council UNSC) General Assembly 5 permanent members 10 temporary members responsible for world peace and security temporary measures non-military interventions military interventions veto system, only unanimous decisions 193 member states majority vote (each state one vote only) elects non-permanent members of UNSC for two years general resolutions Task 18: Tick off the right answer (more than one could be correct): 1. UN peacekeeping activities  went down in number recently  increased both in number and range  were not supported by all member states 2. Blue helmet soldiers  provide a contribution to implement treaties  help to replace authoritarian regimes  do not support peacebuilding 3. International agents (like the UN)  find a lot of space for learning processes  often have to work against domestic policies  are never able to help afflicted countries 4. The UN Security Council (UNSC) <?page no="326"?> 325 Unit 8: Responsibility to Protect - Hotbeds of International Crises Unit 8: Responsibility to Protect - Hotbeds of International Crises  enabled Chapter VII of the UN Charta  was active in Ruanda and the Kosovo war  was often blocked by some of its members 5. Military interventions  often turned collective peacekeeping into war  were always controlled by the UNSC  were NATO based and followed the UN Charta Worksheet 9: The R2P doctrine Task 19: ad lib. Worksheet 10: Scenario planning Task 20: Strategy: summarizing arguments in the affirmative or negative respectively, connecting useful phrases and outlining argumentation, rebuttal (gezielte Gegenrede, Zurückweisung) needs to be precise and focused, taking in counter arguments. Task 21: ad lib. Task 22: Comprehension check: Three different scenario models are developed 1) best-case scenario for most positive development true  false  2) trend scenario for current potentials true  false  3) worst-case scenario for undesired outcomes true  false  4) political opportunities for agents involved true  false  5) ignoring driving forces true  false  6) analysing past trends true  false  7) defining the problem true  false  Scenario planning kann als Rollenspiel angelegt werden. Role cards: Die Rollenkarten werden in Gruppen für die unterschiedlichen Phasen der Szenario-Methode* ausformuliert und nutzen - neben den Texten - vor allem die Informationen zu den untersuchten Ländern. Die Lerngruppe wird in aktive Diskutanten und Zuhörer unterteilt. Es ist sinnvoll, für die Zuhörer Beobachtungsaufgaben zu formulieren, darunter auch die Bitte, ihr Abstimmungsverhalten am Ende zu begründen. <?page no="327"?> Glossary of teaching strategies and learning skills Agents of Rebuttal Method used in American Debating. Additionally to a traditional pro/ con debate, agents of rebuttal are given space for refuting or disproving an argument used during a discussion. Each of the contesting sides is allowed two rebuttals (Gegenbeweis, Widerlegung) to liven up the argument. Agents of rebuttal must be well informed and punchy. No match for a weak heart! Can also be an additional role in a fishbowl discussion (→ entry below). Backward Design and Advance Organizer What is the difference between backward design and advance organizer? Or is the latter part of the former? Backward design is a feature of teacher preparation for a lesson/ a unit as a whole. When a teacher plans or has planned the teaching and learning he has to fix (with the help of backward design) in what way and to what degree students have to show their learning outcomes in a concrete way. E.g. students are to learn how to write a summary of a newspaper article. At best, the teacher should have a worked example of the summary so that s/ he can see if the learners correspond to his/ her due expectations. An advance organizer is, according to its “inventor” David Ausubel, information presented by an instructor in the beginning so that it helps the student organize new incoming information. This is achieved by directing attention to what is important in the coming material, highlighting relationships, and providing a reminder about relevant prior knowledge. In other words, backward design is a planning instrument for teachers in order to ascertain that (most) students reached the fixed goals. An advance organizer helps students to coordinate (and combine) the essential items of a lesson/ unit. Cartoon Analysis Content: explaining possible issues and/ or general topics the cartoon contains. Context: detailing a description of the images, persons and/ or other visual representations. Technique: delineating possible messages and the way the cartoonist is getting them across. Target: explaining the message and discussing its possible effects on the viewer/ reader. Crib sheet A piece of paper that contains notes or information to help you remember something, especially one used for cheating during an examination (Spickzettel). Direct Instruction A teaching strategy based on presentations by the teacher before involving your class in group or other individual activities. The advantage is that you are given worked examples before you have to work on your own tasks. Not identical with “teacher talking, students listening”. <?page no="328"?> 327 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills Double circle (aka inside-outside circle) You work with a partner or in a learning tandem. The classroom seating is arranged in an inner and an outer circle, with partners facing each other and dealing with the issue/ question/ project at hand. After a limited time, the circle moves clockwise inside and anti-clockwise outside, so that new tandems come into being. In this way new ideas and solutions can be discussed, afterwards a report on the results in plenary is necessary. Ideal learning strategy to revise vocabulary, deal with homework and solve grammar questions. Fishbowl Technique (Discussion) A fishbowl conversation is a form of activity that can be used when discussing topics within large groups. The advantage of fishbowl is that it allows the entire group to participate in a conversation. Several people can join the discussion. Four to five chairs are arranged in an inner circle. This is the fishbowl. The remaining chairs are arranged in concentric circles outside the fishbowl. A few participants are selected to fill the fishbowl, while the rest of the group sit on the chairs outside the fishbowl. In an open fishbowl, one chair is left empty. In a closed fishbowl, all chairs are filled. The moderator introduces the topic and the participants start discussing the topic. The audience outside the fishbowl listen in on the discussion. https: / / en.wikipedia.org/ wiki/ Fishbowl_(conversation) (last accessed August 2018) In an open fishbowl, any member of the audience can, at any time, occupy the empty chair and join the fishbowl. When this happens, an existing member of the fishbowl must voluntarily leave the fishbowl and free a chair. The discussion continues with participants frequently entering and leaving the fishbowl. Depending on how large your audience is you can have many audience members spend some time in the fishbowl and take part in the discussion. When time runs out, the fishbowl is closed and the moderator summarizes the discussion. Gallery Walk (sometimes also called jigsaw group puzzle) After working in groups (of 4 or 5), one group member presents a poster with the results of their group in a corner of the classroom, to be followed by the other group results. For the ensuing gallery walk, groups will be composed in a different way: each new group will at least have one expert for the respective poster. All students walk from one poster to the <?page no="329"?> 328 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills next (the gallery), whereas one expert remains with the poster of his own group to present contents and answer questions. Finally, all “experts” join their original groups (completing the group puzzle) and report on other students’ reactions. Takes some time but is great fun! Interview Game For each topic mentioned, find a person in your group. Write down the name in the box. Each name should not appear more than twice. So find the person who knows … ... why Al Gore was awarded the Nobel Prize. ... how greenhouse gas emissions affect our planet. ... what OPEC stands for. ... how to describe what happened at the Bikini Atoll in 1968. ... the weight of the first mobile telephone. ... what Thomas Edison invented. ... where the wheel was invented. ... what oil sands are. ... what fracking means and how it works. ... which invention triggered the Industrial Revolution in GB. ... what renewable energies are. ... the meaning of “CLIL”. ... why the energy turnaround (Energiewende) was started in Europe. ... the meaning of sustainable development. ... why electricity cannot be stored. ... how an insideoutside circle works. ... why renewables might be good for economic growth. ... how much energy the sun contains in one day. ... what a carbon footprint is. ... why oil sands are an unconventional energy source. Jigsaw Group Puzzle Activities based on an expert/ home grouping. Each group gets a different set of information (to read or to listen to) in which you become ‘experts’. After you are done with the tasks you regroup in a second step, share your information with members of your new, mixed group and listen to others’ information. In a third step, you rejoin your original group and report on your findings. Example: if you are collecting factual information, each group will have a section of a report. One group may have information about the habitat of an animal, one about its feeding habits, another about what it looks like. This activity is then about sharing information and putting it together. It provides a context for developing your summarizing skills, since each group of experts must decide on the key points you are later going to share with others. There are some similarities to the Gallery Walk. <?page no="330"?> 329 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills Mediation Does not mean translation at all - the idea is to transform information or messages from one language into another - usually from German into English, in order to enable somebody not fluent in that particular language to understand a certain content. So, every mediation needs an addressee and a context. You can proceed in three steps: Situation - what kind of context does the communication at hand have? Who is talking/ writing to whom and why? What text type (email, restaurant menu, advertisement, report) is to be transferred into the other language? Rendering - will you speak or write? What kind of information does the person you address need? Are there special questions to be addressed? How can you make sure that the content gets across successfully? Selecting and paraphrasing - identify the necessary information in the original. What aspects (culturally distinct or different) need to be explained in some detail? How can you express the relevant information in English, for instance by paraphrasing? What can be left out? Peer-group correction Students check on their own writings and those of their tandem partners or other classmates in a structured process, correcting language mistakes and looking for good and convincing content. The aim is not to find as many mistakes as possible swivelling your red pen! Rather, feedback is friendly and supportive and enables second and better drafts of writing. If in doubt, consult your teacher or discuss the issue in plenary. This strategy needs some prior experience. Peer-group Scaffolding Learner-learner interaction in the communicative classroom: techniques comprise assistance in vocabulary acquisition, creating pictionaries, grammar issues and writing texts. Learners provide each other with mutual help and work together - using English as the medium of thought and communication as much as possible. Tools that are useful: learner logs to find a way through the learning process, posters attached in class, (self-)evaluations, interviews and discussions (cp. Thomson 2003). Pictionary Sometimes also called “power dictionary” - uses a combination of pictures and other visuals with explanations of new words and/ or phrases. You can get started by finding pictures to illustrate any of the word banks, or you start the other way around and make a collection of pictures/ visuals, including cartoons, to then find definitions and connected explanations. The combination of pictures and word explanations not only enhances learning new vocabulary, but also helps to organize the new language in everyday domains like “in town” - “in the countryside” - “on mountains” - “at the seaside” - “sports” - “leisure time” etc. Available topics are almost without limit, and you can later draw on your own collection. From time to time, invite your teacher to have a look in terms of correct language and appropriate visuals. <?page no="331"?> 330 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills Placemat activity In groups of four, you use a large sheet of paper and draw lines as shown below. On this placemat each group member writes down answers to the question at hand (only use key words). No discussion involved at this stage. In a second step, you negotiate which common solution is entered in the centre of the placemat. Podcast - in ten steps: 1. Prepare software (garage band, e.g. http: / / garageband.soft32.com/ free-download/ , last accessed August 2018) and hardware (smart phone) and revise your IT skills. 2. Decide on purpose, target group and publication; give your podcast a telling name. 3. Brainstorm topics in groups. 4. For script/ content production, work in tandems and compare results in plenary. 5. In a draft system, write rough scripts. 6. As in a play rehearsal, practice recording the content a few times. 7. Selection of music and other sound effects like animal calls or nature noises should fit in with your topic. 8. Record the content. 9. Edit recording using appropriate software (like in 1). 10. Post podcast to designated location (school radio, website etc.) and advertise podcast availability to your peers. Reciprocal Teaching In a 4-step-approach, you can fine tune your reading comprehension and interact with your peers and/ or teacher. In groups of four, you can subdivide a given text into say three parts and then you would take the role of questioner, summariser, clarifyer and predictor. This is what you do: 1. Questioning: in your group, three students ask questions on the text (from simple to complex) and team member No 1 is trying to find the answers; 2. Summarizing: No 2 is doing an oral summary of the text using precision and correction; 3. Clarifying: No 3 is explaining difficult text passages with evaluation in your group; 4. Predicting: task No 4 for students is to delineate which further developments might be imagined or guessed at. It is part of direct instruction with the teacher as activator and not facilitator; scaffolding will be needed and you should arrange this activity as a role play. In this way you become your own teachers eventually (based on Hattie 2009, Visible Learning). <?page no="332"?> 331 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills Round Robin Sometimes called a brainstorming activity, round robin is, in fact, a very useful method to generate ideas in your own time and ensure that everyone gets an equal say in these ideas. Sitting in a circle, one group member starts and answers a question, thinks of a name or addresses an issue and his/ her neighbour takes over by extending, adding or formulating a new idea. No comments are allowed until the last person in the group has had his/ her say. The advantage is that the group uses the ideas of other people to generate even more ideas and everyone in the group gets an equal chance to present their idea or solution. The activity can also be performed in a silent version by using slips of paper. Scenario planning A method mostly used in social sciences to describe the behaviour of complex systems such as socio-economic developments, outcomes of decisions or international relationships. There are two dimensions of scenario planning. First, three different scenarios are developed by using models, visuals and/ or texts. One bestcase scenario shows the most positive imaginable development, one worst-case scenario for the most adverse development and one trend scenario to follow up and continue the current situation and its in-built possibilities. Second, as scenario thinking is not confined to analysing possible future developments but also to evaluating opportunities for action in order to influence developments, it follows four ensuing steps: 1. It presents an issue, delineates a problem and defines it. 2. Current trends are outlined and analysed, including driving forces, i.e. influential agents or developments. 3. Scenarios are developed by updating driving forces and tendencies of development. 4. Political opportunities for action and strategic planning are analysed. Extended research and collection of relevant data are required. Six notions of Scaffolding Scaffolding gives you structure in working on tasks, following six steps or notions: 6 notions of Scaffolding tools for Scaffolding What is the context of the given task? Which issues or problems are to be solved? Using a worksheet compass; select and negotiate. Study challenging texts and other (digital) materials. You discover and explore or research the issue/ problem. What are success criteria? How can you show you have solved the problem? Using teacher-student dialogue; implementing formative (during the task) and summative (after the task) feedback. <?page no="333"?> 332 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills Entering task cycle 1 (guided learning). Using task verbs (Operatoren); breaking task in smaller, manageable parts, using think alouds and verbalising thought process, cues and prompts, modelling and worked examples, skimming & scanning; focus on form (aka form follows function). Entering task cycle 2 (experiential learning). Activating your background knowledge; engaging in cooperative team work; dialogue among peers; research and self-assessment; reflecting the learning process. Winding up and transfer. Follow up in a target activity: putting together what you have learned; presentation of results; summative assessment. You can also be guided by three basic questions, working like a compass: Where am I going? How am I going? Where to next? Skimming and Scanning Skimming is used to get an overview of the text at hand. You do not need to understand every detail and can often ignore words unknown to you. Just write down key words to understand the gist (Kernaussage). Scanning is a technique useful for finding special information in a text. Like in a computer scan, you may search the text for key words or particular details. They enable you to focus on the required information and make quick reading possible. Think-pair-share A universal learning strategy to replace older forms of teaching like the infamous “question-answer-question” chains in a teacher centred classroom. It allows you more time for your own thinking, cooperative learning and plenary negotiation; it also gives you more speaking time. The three steps are: 1. think - you work on your own and deal with the issue at stake first by yourself; could be a problem, the start of a project, even some grammar item. Cues from your teacher would be for you to spend a few minutes on brainstorming, think about the question-…, jot down some ideas. 2. pair - with a partner you swap the results of your think-phase and then negotiate a joint version to be presented to the whole group. Discuss ideas and collect them on a list. 3. share - you summarize and share your results with your class. Feedback is given in a friendly and supportive way, rather than picking on mistakes. <?page no="334"?> 333 Glossary of teaching strategies and learning skills Glossary of teaching strategies and learning skills Venn diagram A graph used to organise information visually and show similarities. It uses overlapping circles to show relationships between three items or topics. Named after the British scientist Joh Venn, who described this diagram in a publication in 1880. Word bank (aka electronic dictionary) Not allowed in every classroom; but if available (e.g. as “dictionary - dict.cc” or “linguee”) very fast tool on your smart phone to establish meaning. In the case of linguee, additionally to your usual definitions and explanations of words, you will find many examples of how to use a particular word in context (aka language corpus). The advantages of eds, apart from finding unknown words in high speed, are that you can easily scroll down for further meaning, find abbreviations, switch languages and download contents to add to your word banks. Writing Multiple-Choice Questions (aka quiz) In the Learning Network (New York Times Lesson Plans, http: / / learning.blogs.nytimes.com/ category/ lesson-plans/ ? _r=0, last accessed April 2016) very often there is a focus on academic skills, one of them - in best American teaching and testing tradition - being multiple choice questions; but this time you are the one to write these questions and the others to answer them. Writing questions for each other is a great way to learn about new subjects, get some practice in doing quizzes and get familiar with the testing process. You become aware of how tests are constructed and by working together in a group you get immediate feedback, become more involved in the learning process and more comfortable with tests. Good multiple-choice questions have the following: ▶ a stem, presenting the question to be answered by students or the problem at hand; ▶ three incorrect answers, or distractors to the question or problem in the stem; ▶ one correct response called the key; ▶ four total possible answers to the question labelled A, B, C and D. <?page no="335"?> ISBN 978-3-8233-8062-7 Unterrichtseinheiten in der Arbeitssprache Englisch 19,4 Diese Einführung in die Besonderheiten des bilingualen Unterrichts präsentiert das Sachfach Politik und Wirtschaft. Im Kontinuum von fachlicher Instruktion und Sprachentwicklung findet sich eine Vielfalt von Textsorten, Projekten und authentischen Aufgaben (task-based). Die praxisorientierten Unterrichtseinheiten sind nach unterschiedlichen sprachlichen Anforderungen gestaffelt und auf die Kompetenzskalen A2 bis C1 des Gemeinsamen Europäischen Referenzrahmens für Sprachen bezogen. Sie sind für den bilingualen Zweig in Mittelschulen und Gymnasien geeignet, aber auch für einzelne Jahrgangsstufen verwendbar. Sie können für die eigene Unterrichtspraxis adaptiert werden, mit dem Ziel durch eigene Recherchen authentische CLIL-Aufgaben weiterzuentwickeln. www.praxisbücher.de www.narr.de Bernd Klewitz • Bilingualer Sachfachunterricht Politik und Wirtschaft Bernd Klewitz Bilingualer Sachfachunterricht Politik und Wirtschaft 18062_Umschlag.indd 1-3 07.12.2018 10: 53: 13