Here will be a collage of people that represent a multi-cultural society. Design & Developed by William Behrends, John Balong, and Anja Szustak Web-based

Here will be a collage of people that represent a multi-cultural society.

Design & Developed by William Behrends, John Balong, and Anja Szustak

Web-based LearningUniversity of Iowa

Here willbe our

site logo.

Click on the logo above to enter the site.

More Notes: The site logo that functioned as button on the Welcome/Home page to enter the site will be on the top left corner throughout the whole site.Text style: Tahoma, Text size: here it is 11 pt, but that can easily change once we start implementing, the main blue headings will be one size lager then the normal text. The color of the frames, links, back and next buttons will be identical (RGB 0,85,85 ) … to be continued on the next slide

Top Menu: Site Info Side Menu: About this site Page: 2

Graphics: YES Audio: NO Video: NO

Site Info Meine Kultur

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Notes: •Top navigation bar and left navigation bar orient users and provide for global navigation control.•Title is also included on each page •The top frame shows the main categories of our site.• By clicking on any of these categories, the left frame menu show the sub-categories of each main categories. Also, the page the learner is viewing at the moment will be highlighted. Here orange. And we will add some kind of graphic effect, like shadowing or so.• The back and next button will be a combination of an icon and text link, so that so many users as possible can handle this navigation•BACK back to the Welcome page•NEXT Getting around•For information about our button on the lower left frame, please refer to the next slide

Defining culture

TechnicalRecommendatio

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Getting around

About this site

About us

HomeSite mapGlossary

ResourcesHelp

Conclusion

About this site

What’s it all about?This site is designed as a supplement to the in-class learning activities in Intermediate German II at the University of Iowa and the University of Northern Iowa. It will serve as the cultural component of the unit entitled “Multikulturelle Gesellschaft.”

Who is this site for?The site was developed for students of German at the Intermediate level.

What will this unit help you accomplish?You will better understand what culture is for you, how others relate to a culture, and what problems arise when you discuss cultural identity.You will become better acquainted with your own culture by analyzing cultural diversity in Germany.

What will you do?This unit is a series of activities designed to promote your cultural learning. Each activity involves a different form of personal narrative. You will complete the activities from left to right in the order you see in the upper navigation bar. You will:• define culture• read a poem• listen to a song• watch two videos• create a poster• play a culture game

BACK NEXT

More Notes: The links home, site map etc. in the bottom part of the left frame will be meaningful icon. We have not decide yet, how they will look like. These links will be available on each page of the entire site (except the glossaries, because they will be pop-up windows and the welcome page). • Main text color = black, links in the frames yellowish (RGB 255,128,64 ). Headings will be bold, subheadings in italic, but the same font size as the main text.

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Notes: -These links will link to anchors down the page since we won’t fit all information on one screen size, and if people don’t want to scroll they don’t need to.- This (sample) icon will lead you back to the top of the page, and such and icon will be provided for each heading-[home] means a meaningful icon will be there •We will provide a different glossary for each main topic. This way the amount of the vocabulary can be limited to one screen page, and we do not want to link words within the text, because that can be confusing for students.•BACK back to the About the page•NEXTTech. Recomm.• The preliminary text for this page continues on the next slide

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Getting Around

Click one of the headings to learn more about it.Top MenuSide Menu Activity Sequence Icons Back and Next

Top MenuIn the top menu, you will find the main topics for this site. If you click on a topic, the side menu will show the activity sequence for that topic.

Side Menu Activity SequenceThe side menu shows the activity sequence for each topic. You can advance through an activity sequence by clicking the links in the side menu or by using the Next button.

IconsThere are 6 icons in the bottom part of the side menu. These icons take you to the following pages: [home] takes you to the Welcome page. [site map] takes you to the site map, where you get an overview of this site’s content and

structure. BACK NEXT

Getting around

Text continued:

[glossary] provides you with English translations and explanations of words and concepts you will encounter in the activities.

[resources] will lead you to material that supplements your learning (e.g., online dictionary, printable versions of the activities, song lyrics, video transcripts and translations, and links to other content-related web sites, and credits for this site),

[help] will take you to a page containing navigation and content help (navigation help on this page, content help: point students to other site resources),

[conclusion] takes you to a brief summary and a prompt to exit.

Back and NextClick to move to the next subcategory in the left frame. Click to go back to the previous subcategory in the left frame. The back button in the

site map, glossary, resources, help, and conclusion page, brings you back to the previously visited page.

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Notes: • BACK back to the Getting around• NEXT About us• We will provide links to the download site, so the user can download the necessary player/reader without loosing time searching for these sites.• We choose a screen resolution of 1024x768 because our students will most likely use the LMC to work on there projects. And the standard resolution on those computers in 1024x768.• The missing image will be a representative picture, a computer or something like this.• Most images in this storyboard are not decided on yet, so we just provided our idea, what will be there instead of these blue boxes.

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Operating System: Windows 98 or higher; Mac OS 9 or higher

Screen Resolution: This site is optimized for a screen resolution of 1024 x 768 pixels.

Browsers: Internet Explorer 4.0; Netscape Navigator 4.0

Technical Recommendations

We recommend the following specifications for an optimal viewing experience.

Browser Plug-ins: Flash Player: http://www.macromedia.com/Adobe Reader: http://www.adobe.com/products/acrobat/readstep2.htmlQuickTime Player: http://www.apple.com/quicktime/

For optimal viewing we recommend using a Windows operating System, and Internet Explorer with the resolution set to 1024 by 768 pixels.

Here will be an image that Represents something

technical

BACK NEXT

http://www.apple.com/quicktime/



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Notes:

• Our email addresses will be active email links, that will make contacting us easier.• We are currently thinking about using a nice group picture of the three of us, instead of individual pictures like it is shown her. But we have not yet made a decision.• BACK back to the Tech. Recomm.• NEXT start the next main category: Defining culture – subcategory: Identity and Culture• The next button always leads you to the next sub-category within a main category, and when at the last sub-category, it leads you to the next main category, a linear sequence like seen in the top frame.• The back button brings you back to the previous page in our sequence.

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About us

John Balong is an Instructor of German at the University of Northern Iowa. He is currently pursuing a Ph.D. in Second Language Acquisition at the University of [email protected]

Anja Szustak is an Instructor of German at the University of Iowa. She is currently pursuing a Ph.D. in Second Language Acquisition at the University of [email protected]

William Behrends is an Instructor of German at the University of Iowa. He is currently pursuing a Ph.D. in Foreign Language Education at the University of [email protected]

BACK NEXT

More Notes: The back button in the site map, glossary, resources, help, and conclusion page, brings you back to the previously visited page, since these links are somehow external from our sequence.

mailto:[email protected]

mailto:[email protected]

Audio: “I’m nobody! Who are you? Are you nobody, too? Then there’s a pair of us—don’t tell! They’d banish us, you know.How dreary to be somebody! How public, like a frog To tell you name the livelong day To an admiring bog! In her poem, “I’m Nobody, Who are you?” Emily Dickinson poses a frank question: Who are you? This question begs the listener to think about their identity. (con’t on next slide)

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Identity andCulture

Social Categories

Notes: • This page introduces the students to aspects of culture we want them to begin thinking about. We include the Dickinson poem as a way to introduce information and elicit emotion. Video is used for this purpose as well (Morrison, Ross, and Kemp 2004)

•Top navigation bar and left navigation bar orient users and provide for global navigation controlTitle also included on page•All video in whole site will have the full controls available, so that students can control the video according to their needs. (Stop, pause, play, and Zeitleister)•Text support for accessibility (Lynch)

•Word association activity encourages students to begin modeling their constructs of culture (Abbey, 2000)

Defining culture

Top Menu: Defining Culture Side Menu: Identity and Culture

Meine Kultur

Site Info

Video

Click for printable version of audio

Identity and CultureDirectionsView the short video segment about Emily Dickinson’s poem, “I’m Nobody.”

Define the word culture in your terms on a separate sheet of paper. Do a word association activity like the one below.

Then go to the next page, “Insiders/ Outsiders” by clicking Next, or on the pagename to the left.

“I’m nobody! Who are you?Are you nobody, too?Then there’s a pair of us—don’t tell!They’d banish us, you know.

Culture

Language

FamilyHow dreary to be somebody!How public, like a frogTo tell you name the livelong dayTo an admiring bog!-Emily Dickinson

Reflection

BACK NEXT

Audio Continued:

What is identity? How is one’s identity determined? What factors contribute to a definition of self? To what extent does one’s cultural membership dictate who one is, or how one is perceived by others? These are a few questions we want you to consider during this unit.

To begin with, let’s start by defining culture. How would you define the term culture? Pause this presentation and take a few moments to think about what culture means to you.

Audio: (See next slide)

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Notes:

Defining culture

Meine Kultur

Site Info

Top Menu: Defining Culture Side Menu: Insiders/ Outsiders

Video

Click for a printable version of audio

Insiders/ OutsidersDirectionsView the short video segment about culture.Examine your definition of culture with the Definition used in the video (summarized below.

Think about the words you associate in yournative language with the identifiers:

•Race•Ethnicity•Nationality•Gender•Religion

•Class•Sexual Orientation•Ability/ Disability•Age•Regional heritage

What is Culture?Culture is a way of•Perceiving•Believing•Evaluating•Behaving

Insiders and Outsiders•Establishes a codified set of norms that distinguishes members of a culture from non-membersCultural Attributes and Identities•Individuals describe themselves based on the identifiers available to them in their host culture•Sometimes these attributes are marginalized in the host culture

Reflection

BACK NEXT

• Hopefully you’ve considered those aspects of a particular group that distinguish it from others—like foods, dress, daily routines, beliefs, values. The fact of the matter is it’s difficult to arrive at a definition of culture that takes everything into account. For this unit we’ll focus more on the more global aspects of culture—in essence culture as a way of perceiving, believing, evaluating, and behaving. Culture imposes meaning and order on our experience. Because of the shared sense of meaning, it allows us to predict how others will behave in certain situations. Culture establishes a set of norms that guide our language, behavior, emotions, and thinking within certain situations.

• Let us return to the Dickinson poem. “I’m Nobody, Who are you? Are you nobody too? Then there’s a pair of us—don’t tell. They’d banish us, you know.” The author establishes a clear relationship between herself as a nobody, and the rest—those who’d banish all the nobodies. This is an important aspect of culture that is often overlooked. Cultures establish a codified set of norms that distinguish members from non-members. Culture, therefore, entails an insider/ outsider status.

• But how do we define which group one belongs to? Members of a single culture may identify different attributes that they feel make-up their cultural identity. According to Claire Kramsch, identifiers like ethnicity, race, provenance, nationality, sex, gender, sexual orientation, religion, class, and ability are common terms used by individuals to describe their cultural identity. Often these classifiers are in sharp contrast to the attributes “imposed on an individual by a state’s bureaucratic system.” (Kramsch, 1998)

Pause this presentation and think of descriptors people might use associated with:• Race;• Ethnicity;• Regional heritage;• Nationality;• Sex;• Gender;• Religion;• Class;• Sexual orientation;• And ability status.What words do you associate with each of these categories of social identity?

Social Identity and Host Culture•Individuals who claim membership in a group that is marginalized by the host culture will receive subordinate status within that culture.•Our membership status with cultural identity descriptors like, race, religion, gender, nation of origin, and ethnicity is not controllable.

Audio: (See next Slide)

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Notes: Text, video, and graphics arranged in visually organized way (Lynch, 2001)

•Video and audio controls for learner control

•Bulleted text is video/ audio program summary•We’d like to accomplish a subtitled effect with the text (so it appears at the time the information is spoken on the audio—any ideas?

Defining culture

Meine Kultur

Site Info

Side Menu: Social CategoriesTop Menu: Defining Culture

Video

Social Categories

DirectionsView the video segment about social categories.Once you have viewed the video, go to Reflection by clicking NEXT or on the word to the left of the screen. Complete the activity.

Social Condition and Culture•Cultural identities are fluid constructs that change across time based on:

•One’s geographic location•Dominance of host culture

MustafaIn Turkey he is defined by•Profession, political party and economic statusIn Germany he is defined by•Religion, Nationality, and Race.

MustafaPicture

Reflection

BACK NEXT

• Depending on one’s social condition—the circumstance in which one lives, some descriptors are valued, or have more bearing over one’s life than others. For many the one language = one culture view defines their understanding of culture. This doesn’t go far enough to describe the dynamic nature of cultural and social identities. Take, for example the story of the following immigrant to Germany.

• While living in Turkey, Mustafa defined himself in terms of his social class, political views, and economic status. Upon his arrival as an immigrant in Germany, he finds himself overwhelmingly defined by his religion, and nationality. In Germany he is seen as a Turk, or a Muslim, whereas in Turkey he was defined by his profession, political affiliation, and economic status.

• The ability to speak a language of a culture is not, in these examples enough to ensure insider status within that culture. Categories of social identity permeate culture and are defined and acknowledged differently by individual members.

• Consider this example (from Kramsch). A young boy overhears two Danish women speaking their native language. Intrigued by what he was hearing he asks, “What’s your culture?” The women didn’t understand what he meant by culture, so he elaborated with, “See, I’m black. That’s my culture. What’s yours?” The women amusingly responded that they spoke Danish and were from Denmark. The boy defines his culture in terms of race; the women defined theirs in terms of language.

• The major categories of social and cultural identity we’ll be looking at this unit involve:• Class;• Race;• Religion;• Language;• This presentation is now over. You may view it again by clicking….Please complete

the printable worksheet.

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Notes:•Advance Organizers, and summary Abbey, Lynch, Alessi and Trollip

•Reflection questions cause students to think about activities off-line

•Making connections to student’s C1 and framing a discussion of culture in terms they can related to(Abbey, Kramsch, 1998, Heuskinveld, 1997)

•PDF worksheet with directions also available in resources with all worksheet for entire site

Defining culture

Meine Kultur

Site Info

Side Menu: ReflectionTop Menu: Defining Culture

Reflection

Reflection

1. Social and Cultural IdentityThe major categories of social and culturalIdentity we’ll be looking at this unit are•Race,•Religion,•Class,

Which of these categories do you define yourself by? Which of these categories does your culture define you by?

2. Identity ReflectionDescribe yourself according to the identifiersabove. Are there others that define you?

Click the button below for a printable version of the Social Identity Worksheet for this section.

Follow the directions on the worksheet to complete the assignment.

•Ethnicity•Nationality•and Language

Image that relates to summary

Game

Worksheet

BACK NEXT

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Notes: • This introductory text prepares the learner for the poem that is coming on the next page

• The graphic, again, is not yet choosen, however, it will be a culture related/poem related image.

• NEXT – Poem• BACK – Reflection of the Defining culture category

Defining culture

Meine Kultur

Site Info

Side Menu: IntroductionTop Menu: Meine Kultur

Introduction to: Meine Kultur

According to our definition of culture, culture is a shared system of perceiving, believing, evaluating, and behaving.

Within a culture individuals express themselves in a variety of ways—the language they speak, the music they listen to, the pictures they create, and the stories that they tell. These representations are based largely on one’s experiences, and are shaped by the culture around them.

In the following poem, you will see how one’s culture is at once a very individual and yet social experience.

Graphic

BACK NEXTUse the left navigation bar or click to view the poem. NEXT

Audio: For the whole poem that the learner will hear and the translation of the poem, please see next slide.

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Introduction

Reflection

Notes: • On this page you see the poem with gaps, that you have to fill in via a drag&drop exercise.• The learner may listen to the poem (as many times as needed) to complete the exercise or may just anticipate which word fit the gap.• The words that are missing are given in small boxes.• Feedback will be provided according to what answer the learner chose, example feedback is given in the blue box. The feedback will appear in a new layer.• The last part of the poem (starting with “Und …) will only appear after the reader finishes with “Die nur ich alleine finde,”. This will functions as a surprise for the learner. Also, this last part is the most important part which makes the poem meaningful.

Defining culture

Meine Kultur

Site Info

Side Menu: PoemTop Menu: Meine Kultur

Meine KulturMeine Kultur ist die Sprache,Die nur ich alleine ________.Meine Kultur ist die Musik,Die nur ich alleine________.Meine Kultur ist die Bilder,Die nur ich alleine ________.Meine Kultur ist die Worte,Die nur ich alleine ________, ...

DirectionsRead this poem and drag the following verbs to the correct gap! Pay attention to what one can see, hear, speak or find.

The poem: Meine Kultur

spreche

finde

höre

sehe

Please, click here to listen to the poem.

Can you really listen to "Bilder"? Can you really see "Musik"?This word could makes sense here, but it fits better someplace else.Yes, you are right. One can hear music. One can speak a language. One can see pictures etc.

BACK NEXT

Und doch ist meine Kultur erst dann Kultur,Wenn andere meine Sprache sprechen, meine Musik hören, meine Bilder sehen, und meine Wörter verstehen.

Translation of the poem:

My CultureMy culture is the languageThat only I can speak,My culture is the music,That only I can hear,My culture is the pictures,That only I can see,My culture is the words,That only I can find,

And yet, my culture only becomes culture When others speak my language, hear my music,See my pictures, and understand my words.

Meine Kultur

Meine Kultur ist die Sprache,Die nur ich alleine spreche.Meine Kultur ist die Musik,Die nur ich alleine höre.Meine Kultur ist die Bilder,Die nur ich alleine sehe.Meine Kultur ist die Worte,Die nur ich alleine finde,

Und doch ist meine Kultur erst dann Kultur,Wenn andere meine Sprache sprechen, meine Musik hören, meine Bilder sehen, und meine Wörter verstehen.

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Notes:

• The beginning questions of the Reflection on the poem prepare the learner for the discussion on WebCT.

• The learner pay print out the poem and its translation, and the questions for the discussion board activity for more convenience.

• A direct link to WebCT the discussion board is provided.

Defining culture

Meine Kultur

Site Info

Side Menu: ReflectionTop Menu: Meine Kultur

Reflection on: Meine Kultur

Reflect on the following questions (do not discuss them on the discussion board):

1. Now that you have read the poem, has your view of culture changed? 2. Look at your Cultural Identity Worksheet again. Would you change any of your answers? Why?

Please click here if you wish to print out the poem and its translation, and the questions for the discussion board activity.

Go to the discussion board and discuss the following questions with your classmates.

1. What is culture for you? 2. What represents your culture?3. Are there any things about your culture that you would change, if you could?4. What do you think: Is culture more an individual phenomenon or more a social phenomenon?

Please, click here to enter the WebCT discussion board.

BACK NEXT

More Notes: Song lyrics in German and in English are contained in the next slide for your convenience.

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Notes: This page gives students some context for the song they will listen to:

A relevant graphic (perhaps of a neonazi youth) will help orient the students to the song’s meaning.

Focus questions help the students tie the content of the song to their prior knowledge and experience.

NEXT links to “Song” (p. 14)BACK links to “Meine Kultur, Reflection” (p. 12)

On rollover, there will a layer appear, explaining that here you may print out the original lyrics and its English translation.

If the learners click on these links, a pop-up window will show so that they are able to view the lyrics of their choice while working on the following activities.

Defining culture

Meine Kultur

Site Info

Side Menu: IntroductionTop Menu: Sascha

Introduction to: Sascha, ein aufrechter Deutscher

Graphic

Die Toten Hosen are a German punk-rock group who belonged to the movement Rock gegen Rechts (Rock against Right-wing radicalism) in the early 1990’s. Their 1992 song Sascha, ein aufrechter Deutscher, was a reaction to a growing tide of violence against foreigners after the opening of the Berlin Wall. The song mentions many of the topics common in discussions of xenophobia: unemployment, foreigners, Jews, attacks on asylum seekers, etc.

Read the lyrics to the song, and consider these questions:

• What ethnic or racial groups are mentioned in the song?• How does Sascha (the main character) think about his cultural identity. • How might he react to the poem Meine Kultur?

Click here to view the lyrics in German.Click here to view the lyrics in English.

BACK NEXTUse the left navigation bar or click to listen to the song. NEXT

German and English song lyrics – These lyrics will be a pop-up window. (Note, stanzas are not separated because of limited space here, but they will be in the pop-up window.)

Sascha, ein aufrechter Deutscher

Von den Toten Hosen

Der Sasche der ist arbeitslos Was macht er ohne Arbeit bloß?Er schneidet sich die Haare ab Und pinkelt auf ein JudengrabZigeunerschnitzel, das schmeckt gut, Auf Sintis hat er eine WutEr ißt so gern Cevapcici, Kroaten mochte er noch nie.Der Sascha der ist DeutscherUnd "Deutsch sein", das ist schwerUnd so deutsch wie der SaschaWird Abdul nimmermehrEr kennt sogar das Alphabet, Weiß, wo der Führerbunker stehtNein, dieser Mann, das ist kein DEPP,Der Sascha ist ein deutscher REPEr ist politisch informiert, Und weiß, daß jeder Fremde störtUnd auch sein treuer Schäferhund Bellt jetzt nicht ohne Grund Denn der Sascha der ist DeutscherUnd "Deutsch sein", das ist schwerUnd so deutsch wie der SaschaIst man nicht nebenher Jetzt läßt er die Sau erst raus Und geht zum AsylantenhausDort schmeißt er eine Scheibe ein, Denn jeder Neger ist ein Schwein.Dann zündet er die Bude an, Ein jeder tut halt was er kannBeim Thema "deutsche Gründlichkeit", Da weiß er voll BescheidJa, der Sascha der ist Deutscherund "Deutsch sein", das ist schwerWer so deutsch wie der Sascha ist,der ist sonst gar nichts mehr Vor gut 50 Jahren hat's schon einer probiert,Die Sache ging danebenSascha hat's nicht kapiert!

Sascha, an upstanding German

By die Toten Hosen

Sascha is unemployedWhat’s he going to do without a job?He shaves his headAnd urinates on a Jewish gravesiteZigeunerschnitzel tastes good to himHe has a hatred for SintisHe loves to eat CevapciciHe’s never liked CroatsSascha, he is GermanAnd being German—that’s hard,And so German as SaschaAbdul will never beHe even knows the alphabet,and where the Führer’s bunker isNo, this man, he is no fool,Sascha is a German right-wingerHe is politically informedAnd knows that foreigners wreck the countryand his loyal German shepherdisn’t barking for no reason.Yes, Sascha is a GermanAnd being German—that’s hardAnd so German as Sascha—No one can be casually.Now he lets it all hang out,And goes to the refugees’ house,He breaks a window with a rock,Because every black person is a pigThen he sets the place on fire,One just does what one canOn the topic of German thoroughnessHe really knows what’s whatOh, Sascha is a GermanAnd being German’s hardAnd so German as Sascha—You won’t find anywhere else50 years ago someone tried itThe whole thing was a disasterSascha never got it.

Audio: Sascha, ein aufrechter Deutscher, by die Toten Hosen. See lyrics on previous storyboard slides. A translation of of the song and the statements in the interaction are included in the appendix.

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Notes: Graphic of Neonazi youth, to provide consistency from previous page

Audio controls allow students to play, pause, and replay the song.

Text version of audio is available.

HINT buttons contain audio hints from the song

CHECK ANSWERS button tells students which answers they have wrong, if any. For wrong answers: user is prompted (in a hidden layer) to listen to hints again. If all answers are correct, user receives praise and is directed to click “NEXT” to move on to the next part of the activity.

NEXT links to “Reflection” (p. 16)BACK links to “Introduction” (p. 13)

Defining culture

Meine Kultur

Site Info

Side Menu: SongTop Menu: Sascha

Song: Sascha, ein aufrechter Deutscher

True or False?

1. Sascha hat einen guten Job.

2. Sascha ist jetzt glatt (er hat keine Haare mehr).

3. Sascha mag die ethnische Diversität in

Deutschland.

TRUE FALSE HINT

TRUE FALSE HINT

TRUE FALSE HINT

CHECK ANSWERS


DirectionsYou’ve just read the lyrics to the song. Now listen to the song, and after you are done, decide whether each of the statements below is true or false. If you need help, click the “hint” button and you will get an audio hint from the song. Click the “Check Answers” button to see how well you did.

Graphic

BACK NEXT

Text of activity, continued

4. Sascha glaubt, dass Minderheiten nicht richtig Deutsch sein können.

5. Sascha verübt Gewalttaten gegen Fremde. 6. Sascha hat nicht aus der Geschichte gelernt.

TRUE FALSE HINT

TRUE FALSE HINT

TRUE FALSE HINT

For your convenience, here the translationSaschaTranslation of activity1. Sascha has a good job.2. He shaved his head.3. He likes the ethnic diversity in Germany.4. He believes that people of other ethnicities can never be truly German.5. He commits acts of violence against foreigners.6. He did not learn the lessons of World War II.

More Notes: The text of the reflection questions is continued on the next slide. Because of limited space on the storyboard, the text will not fit on one page. We will try to get all of the text on this page with no scrolling necessary.

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Notes:

Cultural identity worksheet provides consistency for “Reflection” activities. (see “Defining Culture, Reflection”).

Identity worksheet and instruction for chat activity available as printable version – button

NEXT links to “Christian, Introduction” (p. 16).

BACK links to “Sascha, Song” (p. 14) .

A direct link to WebCT chat is provided.

Defining culture

Meine Kultur

Site Info

Side Menu: ReflectionTop Menu: Sascha

Reflection to: Sascha, ein aufrechter Deutscher

2. Go to your assigned chat room and discuss the following questions with your partner. Be prepared to share your answers in class.

1. Are there people like Sascha in your country? How are they the same or different?

2. Sascha is unemployed in the song. What role does unemployment play in xenophobia and violence against foreigners in Germany? What role does it play in your country? ….

Please, click here to enter the WebCT chat room.

Worksheet

1. Identity Reflection

Describe yourself according to the identifierson the worksheet. Are there others that define you?

Click the button to the right for a printable version of the Worksheet and the discussion questions below.

BACK NEXT

Text from “Sascha, Reflection” continued

3. What does it mean for people like Sascha “Deutsch zu sein” (to be German)?

4. Do people in your country see Germans the same way they are described in the song? a. If yes, is this a fair judgement, or is it better described as a prejudice?b. If no, how are the Germans seen in your country?

5. Read the text of the song again. How is Sascha described? Use one of the following options to answer the question.a. Draw a picture of Sascha.b. Write a short text from Sascha’s point of view, in which you explain what he thinks of foreigners.

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ErciChristianSascha

Site-Logo

Poster Game

Preview


ResourcesHelp

Conclusion

Introduction

Video

Notes:

Graphics will be still shots from the video Ich bin stolz, ein Deutscher zu sein…(see Christian, “Preview” and “Video”)that illustrate the information in the “Introduction”: a picture of Christian’s T-shirt and a picture of Christian.

NEXT button links to “Preview”

BACK button links to “Sascha, Reflection”

Students are continually asked to tie the information in the site to what they have already learned.

Defining culture

Meine Kultur

Site Info

Side Menu: IntroductionTop Menu: Christian

Reflection

Introduction: “Ich bin stolz, ein Deutscher zu sein”

Screen shot of Christian’s T-shirt

Screen shot of Christian

“Ich bin stolz, ein Deutscher zu sein” (I am proud to be a German) is a typical slogan of right-wing radicals in Germany. For them, people who look different or have different customs are not German, even if they were born in Germany. In this video narrative, you’ll meet Christian, a German who is black. Christian wears the slogan, “Ich bin stolz, ein Deutscher zu sein” on his T-shirt as part of a campaign to fight racism in Germany. The campaign aims to turn the right-wing radicals’ slogans to a new purpose: promoting the awareness that there are many different cultural groups that are proud to be German.

As you do the activities in this section of the web site, think about how Christian might view his cultural identity.

BACK NEXTUse the left navigation bar or click to watch the video. NEXT

Video: Video available online http://video.lmc.uiowa.edu/pagebinder/zuwander_ref.mov. We will be using a shorter version of this video. See transcript and translation on our design doc. website.

Page: 17

Graphics: YES Audio: NO Video: YES

ErciChristianSascha

Site-Logo

Poster Game

Preview


ResourcesHelp

Conclusion

Introduction

Video

Notes: Watching the video without sound helps the students anticipate the content of the video and incorporate their prior knowledge.

Drag-and-Drop interaction, using Course Builder. Students drag the pictures of the items they see in the video to the video window. Wrong answers will be “bounced out” immmediately. Distractors: computer, desk

Feedback: After all the correct items have been dragged to the still shot, students will receive praise and a prompt to move on to the next activity.

NEXT links to “Video” (p. 18)BACK links to “Introduction” (p. 16)

Defining culture

Meine Kultur

Site Info

Side Menu: PreviewTop Menu: Christian

Reflection

Preview: “Ich bin stolz, ein Deutscher zu sein”

QuickTime Video

DirectionsWhen we meet Christian, he is working out at his home. Watch the video without sound. What do you see in Christian’s apartment? After you’re done watching, drag the items on the right over to the

picture of Christian’s room, if you saw them in the video.

BACK NEXT

CD Tower

Com-puter

A desk

guitar

posters

TV

PersianRug

books

Inclinebench

http://video.lmc.uiowa.edu/pagebinder/zuwander_ref.mov

Video: Video available online http://video.lmc.uiowa.edu/pagebinder/zuwander_ref.mov. We will be using a shorter version of this video. See transcript and translation on our design doc. website.

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ErciChristianSascha

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Preview


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Conclusion

Introduction

Video

Notes: The last two items in the checklist are distractors.

CHECK ANSWERS button will prompt the students to watch the video again if not all answers are correct. When all answers are correct, students will receive praise and a prompt to move on to “Reflection”. Feedback will appear in a hidden layer under the directions.

BACK links to “Preview”(p. 17)NEXT links to “Reflection” (p. 19).

Defining culture

Meine Kultur

Site Info

Side Menu: VideoTop Menu: Christian

Reflection

Video: “Ich bin stolz, ein Deutscher zu sein”

Es kann doch nicht sein, dass er in Frankfurt am Main geboren ist. Man ist immer überrascht, dass Christian so gut Deutsch spricht. Christian kann nicht Deutsch sein, weil seine Haare anders aussehen. Christian kann gut Gospel und Spirituals singen. Christian müsste gut tanzen können.

QuickTime Video

CHECK ANSWERS

DirectionsYou’ve just watched the video of Christian without sound. Now watch the video again with sound. Check each of the stereotypes in the list on the right that Christian says people attribute to him, just because he is black. Click the “Check Answers” button to see how well you did.


BACK NEXT



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ErciChristianSascha

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Preview


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Conclusion

Introduction

Video

Notes:

BACK links to “Video” (p. 18)NEXT links to “Erci, Introduction” (p. 20)

Identity worksheet and instruction for face-to face meeting available as printable version – button

Defining culture

Meine Kultur

Site Info

Side Menu: ReflectionTop Menu: Christian

Reflection

Reflection: “Ich bin stolz, ein Deutscher zu sein”

2. Meet with your partner face-to-face and prepare a dialogue in German between Christian and someone he meets casually.

Use the information from the video to determine what kinds of questions someone might ask Christian and imagine how Christian might react to those questions. Is he angry? Calm? Does he have clever rejoinders? The dialogue should contain at least five exchanges between Christian and his new acquaintance. You will perform the dialogue in class.

Worksheet


Describe Erci according to the identifierson the worksheet. Are there others that define him?

Click the button to the right for a printable version of the Worksheet and the role-play activity below.

BACK NEXT

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ErciChristianSascha

Site-Logo

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Preview


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Conclusion

Introduction

Video

Notes:

Graphic is a screen shot of Erci Ergun, the main character in the video.

This introductory text prepares the learner for the video that is coming on the next two pages

NEXT links to “Preview”BACK links to “Christian, Reflection”

Defining culture

Meine Kultur

Site Info

Side Menu: IntroductionTop Menu: Erci

Reflection

Graphic

Erci Ergün is a musician and DJ at the Berlin radio station SFB 4 Radio Multikulti. Erci is the son of Turkish immigrants, who came to Germany as guest workers after World War II. Erci was born in Germany and he is a German citizen. But he is not sure that German society is willing to accept him (and other Turks) as citizens with equal cultural status. In the following video, we get to know Erci and hear about the problems and emotions he has experienced because of his Turkish origin.

Introduction: “Weil ich ‘n Türke bin …”

BACK NEXTUse the left navigation bar or click to watch the video. NEXT

Video: Video available online http://video.lmc.uiowa.edu/pagebinder/asyl_ref.mov (the sound will be removed for this page). See transcript and translation on our design doc. website.

Page: 21

Graphics: YES Audio: NO Video: YES

ErciChristianSascha

Site-Logo

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Preview


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Conclusion

Introduction

Video

Notes: • Video without sound, again all the control panel will be available, it is just not shown in here.

• Through this previewing activity the learner can focus first on what can be seen. That makes anticipating the content of the video easier.

• Students have to drag the correct number (according to the order in the video) in front of the appropriate sentence.

CHECK ANSWERS button will prompt the students to watch the video again if not all answers are correct. When all answers are correct, students will receive praise and a prompt to move on to “Video”. Feedback will appear in a hidden layer under the directions.

Defining culture

Meine Kultur

Site Info

Side Menu: PreviewTop Menu: Erci

Reflection

Preview: “Weil ich ‘n Türke bin …”

___ Erci telefoniert auf seinem Handy. ___ Ein Verkäufer an einem Imbiss-Stand verkauft Döner Kebap.___ Ein Mann und eine Frau mit Kinderwagen gehen vorbei. ___ Frauen mit Kopftüchern steigen in einen Bus ein. ___ Erci kommt aus der U-Bahnstation. ___ Eine Asiatin kauft am Obststand ein. ___ Erci sitzt im Cafe und spricht in die Kamera.

QuickTime Video

CHECK ANSWERS

DirectionsWatch the video without sound and focus on what you see. Read the following statements, and put them in the correct order by dragging the numbers in front of the sentences. You may use the glossary as a reference.

1 2 3 4 5

6 7

BACK NEXT

http://video.lmc.uiowa.edu/pagebinder/asyl_ref.mov

Video: Video available online http://video.lmc.uiowa.edu/pagebinder/asyl_ref.mov. See transcript and translation on our design doc. website.

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ErciChristianSascha

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Preview


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Conclusion

Introduction

Video

Notes: • The learner my complete this exercise by merely watching the video (for more advanced students) or in addition may print out the transcript and its translation.• The user has the full control over the video. The now missing control panels will be there.• CHECK ANSWERS – please see p. 18 (Christian,video)

Defining culture

Meine Kultur

Site Info

Side Menu: VideoTop Menu: Erci

Reflection

Video: “Weil ich ‘n Türke bin …”

QuickTime Video


Man denkt, ich bin einfach nicht gewollt. Und wieso eigentlich? Ich bin doch hier geboren. Die Sprache ist das wichtigste. Damit das Zusammenleben funktioniert, bedarf es einer gemeinsamen Sprache. Das müsste jeder Einwanderer begreifen. Erci ist ein Beispiel dafür, dass Intergration nicht bedeutet, dass man seine eigene kulturelle Herkunft aufgeben muss. Seine Songs produziert er auch auf Türkisch. Einwanderer müssen nichts von sich aufgeben. Sie müssen nur den Austausch pflegen können.

S P

S P

S P

S P

S P

DirectionsRead through the following statements. This time, watch the film with sound and decide which of the statements can be seen as a kind of prejudice (P) against immigrants and which ones are suggestions/solutions (S) for successful integration. Click on the corresponding letter (P or S) in the boxes before the sentences.You may use the glossary as a reference.

BACK NEXTCHECK ANSWERS

http://video.lmc.uiowa.edu/pagebinder/asyl_ref.mov

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ErciChristianSascha

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Preview


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Conclusion

Introduction

Video

Notes:

Cultural identity worksheet provides consistency for “Reflection” activities. (see “Defining Culture, Reflection”, “Sascha/Christian, Reflection”).

Identity worksheet and instruction for discussion board activity available as printable version – button

NEXT links to “Introduction Poster” (p. 24).BACK links to “Erci, Video” (p. 22) .

A direct link to WebCT discussion board is provided.

Defining culture

Meine Kultur

Site Info

Side Menu: ReflectionTop Menu: Erci

Reflection

Reflection: “Weil ich ‘n Türke bin …”

Worksheet


Describe yourself according to the identifierson the worksheet. Are there others that define you?

Click the button to the right for a printable version of the Worksheet and the discussion questions below.2. Go to the discussion board and discuss the following questions with your classmates. Post an initial opinion (100 words) and respond to at least 2 of your classmates:

What immigrant groups are there in the US? Does the US have problems integrating immigrants? If yes, what are they? How would you fix these problems? Discuss possible solutions.

Please, click here to enter the WebCT discussion board.

BACK NEXT

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ErciChristianSascha

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Directions


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Conclusion

Introduction

Example

Notes: •Text columns arranged according to recommendations made by Lynch.

•Both posters are colorful—a traditionally German-way to represent multiculturalism—to be discussed in class.

•Copyrights for both posters have been obtained

Defining culture

Meine Kultur

Site Info

Side Menu: IntroductionTop Menu: Poster

Introduction to the Poster

RationaleAs you have learned throughout this site, people represent themselves according to a variety of descriptors available to them in their host culture.

For this activity, you too, will represent your ideas about multiculturalism, or your learning by creating a media scrapbook, or poster.

Look at these posters about multiculturalism in Germany.

Do you notice any common themes or ideas?

BACK NEXT

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ErciChristianSascha

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Poster Game

Directions


ResourcesHelp

Conclusion

Introduction

Example

Notes:

Student Homepages function on WebCt will allow students to create their own homepages with links to outside pages This is nice as it is a relatively easy to understand system without the complexities of Dreamweaver. All students can view the sites.•We will either create an additional page with instructions, or do demos in class for this training on how to use WebCT student homepages•Unique features of students creating web-page (Alessi and Trollip, 2001) supports our constructivist approach

•A section on creating student homepages currently does not exist. My group will create one and put it online somewhere. This is just for layout

Defining culture

Meine Kultur

Site Info

Side Menu: DirectionsTop Menu: Poster

Directions for Poster

Poster GuidelinesUsing the WebCT student homepages on our course WebCT site, you will create, using graphics, textphotos, etc., your understanding of Multiculturalism, orthe learning you have experienced in this unit.

We encourage you to use images found within thisWebsite, or others you have copyright access to.

The poster is meant to be a space for you to representthe various reflection activities in one cohesive whole.

Poster SpecificationsWe don’t want to limit or define for you what the poster should look like, but we do require that you:

1. Use both text and visuals (photographs, images, clip-art.)2. Follow the directions for creating student homepages in the following link:

http://courses.uiowa.edu.

BACK NEXT

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ErciChristianSascha

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Directions


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Conclusion

Introduction

Example

Notes:

•This is an actual student who created a webpage for a related project in Will’s class—an integration of cultural learning, personal narrative (a common theme) and computer skills. (Recreated image in powerpoint)

•Blended learning techniques will be used to assist students with this component including discussion and more examples in class (and perhaps on the web).

Defining culture

Meine Kultur

Site Info

Side Menu: ExampleTop Menu: Poster

Example of Student Poster

The following is an example of one student’s poster (student homepage).

Mic

a A

nders

I learned a lot in this unit about how multi-culturalism is viewed in Germany.

I was surprised that many of the issues there are also relevant here.

I think Christian’s story was the most interesting. I like how he uses the symbols of the right extremists as anact of identity that makes the symbol less meaningful for the skinheads.

BACK NEXT

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ErciChristianSascha

Site-Logo

Poster Game

Reflection


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Conclusion

Introduction

Notes: •Distinct Headings and text size as per recommendations in Lynch and Horton, 2001

•Purpose intent of activity along the lines of anchored instruction/ experiential learning

•Collaborative Learning techniques

•Curiosity as a motivator(Malone and Lepper, 1988)

•Activating knowledge and memory structures to assist with comprehension

Defining culture

Meine Kultur

Site Info

Side Menu: IntroductionTop Menu: Game

Preparation

Image of Game in Session

Introduction: Bafa Bafa Cultural Simulation

RationaleThe purpose of this activity is to practicallyengage you in the lessons of this unit. We have examined notions of cultural identity and exploredthe ways in which cultural identities are fluid concepts that change based on the ways one describes their identity, and the status of that identityIn the dominant culture.

The class will be divided into two groups. Each groupwill be given a culture. Some of the attributes of thisculture, like physical gestures and greetings will be Provided. Your group will determine other aspects of your group’s culture through chat on WebCT. When the cultures meet…well, we’ll leave that for class.

Before you learn about your culture, first let’s examineexperiences in your life that may help you to understand Your role in this game.

Click to go to the Reflection page.

BACK NEXT

NEXT

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ErciChristianSascha

Site-Logo

Poster Game

Reflection


ResourcesHelp

Conclusion

Introduction

Notes: •Not all students will have been to another culture, so we provide examples of similar situations because we want everyone to think about this and everyone has been in a similar situation

•Emotional nature of topic encourages us to elicit students’ feelings so they feel their feelings and thoughts are validated

•Metacultural Strategies?(Balong, Behrends, Szustak, 2004)

•We’ve had them do a lot of written reflection. Here we want them to just take a moment to think, but we want it to occur so we’ve prompted them to write it down

Defining culture

Meine Kultur

Site Info

Side Menu: ReflectionTop Menu: Game

Preparation

Reflection for Bafa Bafa

Images relating to topic

DirectionsThink about a time that you traveled to anotherculture. A culture here can mean, another country,an unfamiliar area in your own country, or anysituation in which you felt like an outsider.

Let’s say you started a new job. All the people you work with have been working together for years.they’ve developed their own “work language” withwords and phrases that are unfamiliar to you.

How do you feel? What is it like being an outsider in this new setting?

If you’ve been to another country, where the language and culture are different fromyour own, you may have had the experience of feeling completely alone, or uncomfortable with what was going on around you.

How did you react to the new culture? Were their specific behaviors that puzzled you?

Take a few moments before going to the Preparation page to jot down your memories of being an outsider in a new “culture”.

BACK NEXT

DirectionsClick on the worksheet button below to downloada printable version of the worksheet you will use with your group’s chat session and a further discussionof the game.

RulesFor this game to work in class you must follow the directions closely. Time will be provided at the start of class for your group to finalize your culture.

You must follow the rules for the game to work!

1. You must not discuss any of the attributes of your culture with members of the otherculture.

2. You have been divided into groups according to several variables. Do not switch groups.

3. Once the two cultures come into contact, you must continue to play your part.4. Only do things your culture allows, do not “break character” before the game is over.

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ErciChristianSascha

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Reflection


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Conclusion

Introduction

Notes:

Defining culture

Meine Kultur

Site Info

Side Menu: PreparationTop Menu: Game

Preparation

Preparation for Bafa Bafa

Image topic relatedWorksheet

NEXTBACKPlease, click here to enter the WebCT chat room.

Icons in the side menu

The following are the pages that are linked to from the icons in the bottom part of the side menu


ResourcesHelp

Conclusion

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Conclusion

Notes:

•The site map includes all web pages of this website. Due to space constraints, only the first few pages have been included, to indicate how we are going to arrange the site.

• The buttons on the bottom of the left frame (Site Map, Glossary, Resources, Help, and Conclusion) will be available on each page. We won’t indicate this by using arrows since this would confuse the users, there, we simple state this fact in one sentence below the diagram.

• The back button in the site map, glossary, resources, help, and conclusion page, brings you back to the previously visited page, since these links are somehow external from our sequence.

Defining culture

Meine Kultur

Site Info

Side Menu: Site MapTop Menu:

This is a visualrepresentation of this site. Each page is indicated by a box with the page title. Click on a box to go the corresponding webpage.

Site Map

DefiningCulture

Home

Site Info MeineKultur

Sascha Christian Erci Poster Game

About thissite

Gettingaround

TechnicalRecomm.

About us

Intro-duction

Poem

Reflection

Site Map Glossary Resources Help Conclusion

These pages are available on each page, except the Home page.

BACK

This is a sample of a glossary. Each main topic (Sascha, Christian, Erci) will contain different words according to the texts, videos, songs etc. used (pop-up)

Page: 31Side Menu: GlossaryNotes: There will be more than one glossary page, for each main category there will be a specific glossary.

arbeitslos unemployedabschneiden to cut offanzünden to ignite, light on firebellen to barkBescheid wissen to be in the know, to know all about somethingdie Bude, -n shack, boothCevapcici spiced and grilled ground meat dish made popular by Croatian immigrantsdaneben gehen to go wrongder Depp fool, moronein jeder…kann: one does what one cander / die Fremde, -n foreignerder Führerbunker: Bunker where Hitler supposedly committed suicide.der Grund, ¨e reasondie Gründlichkeit thoroughnessdas Judengrab, ¨er Jewish gravekapieren to understandder Kroate, -n / die Kroatin, -nen Croatian man / womannebenher secondary, (adv.) secondarilynimmermehr nevermorepinkeln to urinateprobieren to tryREP: abbreviation for die Republikaner, the far-right radical party in Germanydie Sau rauslassen to whoop it up, let it all hang outder Schäferhund, -e German shepherd dogder / die Sinti ethnicity commonly referred to as gypsies (Zigeuner)schmeißen...ein to break/bash instören to disturb, disrupttreu loyaldas Zigeunerschnitzel pork cutlet Gypsy-style

BACK

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ErciChristianSascha

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Conclusion

Notes:

• There will be more links to resources alter.

Defining culture

Meine Kultur

Site Info

Side Menu: ResourcesTop Menu:

Here are some

materials thatwill

supplementyour

learning.

Resources

• Online Dictionary • Printable version (pdf) of all worksheet needed to complete activities• http://www.heimat-in-deutschland.de• …

Here will be images that relates to all kinds of resources, such as a book,

a worksheet etc.

BACK

http://www.heimat-in-deutschland.de/

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ErciChristianSascha

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Conclusion

Notes:

• link to the Page “Getting around”

• (icon) here the corresponding icon will be function as a link• icon will function as button

Defining culture

Meine Kultur

Site Info

Side Menu: HelpTop Menu:

Help

Do you need help with navigation?

Click here to visit the page “Getting around”

Do you need help with content?

Click the glossary icon (icon) in the side menu for vocabulary help.

Click the site map icon (icon) in the side menu to see how the site is structure.

Click the resources icon (icon) in the side menu for supplementing material.

BACK

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Conclusion

Notes:

• The exit button will be modified. This is not the final version of this graphic. It will close the window.

• Summary text has not been finished yet.

Defining culture

Meine Kultur

Site Info

Side Menu: ConclusionTop Menu:

Conclusion

Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext Summarytext

Thank you for visiting our site!

Click the exit button below to leave the Multi-Kulti-Media site and to close this window.

We would like to thank the following people for their feedback, participation, and support in building this site: Dr. Steve Alessi, ...

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Documents

Here will be a collage of people that represent a multi-cultural society. Design & Developed by William Behrends, John Balong, and Anja Szustak Web-based