Resource: This is a website made by the German Bundestag explaining where, what and how their government works.

At the center of the foreign policy debate for the last 25 years, Karsten Voigt was a leader of the German Social Democratic Party, a member of the Parliament, and today heads efforts to coordinate cultural exchanges between the United States and the Federal Republic of Germany. (57 min)

Caspar David Friedrich, Abbey among Oak Trees, 1809 or 1810, oil on canvas, 110.4 x 171 cm (Alte Nationalgalerie, Berlin). Created by Beth Harris and Steven Zucker.

Caspar David Friedrich, Monk by the Sea, 1808 or 1810, oil on canvas, 110 x 171.5 cm (Alte Nationalgalerie, Staatliche Museen zu Berlin). Created by Beth Harris and Steven Zucker.

Caspar David Friedrich, Solitary Tree (or Lone Tree), 1822, oil on canvas, 55 x 71 cm (Alte Nationalgalerie, Berlin). Created by Beth Harris and Steven Zucker.

Caspar David Friedrich, Woman at a Window, 1822, oil on canvas, 44 x 73 cm (Alte Nationalgalerie, Berlin). In the Google Art Project: http://www.googleartproject.com/collection/alte-nationalgalerie/artwork/woman-at-a-window-caspar-david-friedrich/328396/. Created by Beth Harris and Steven Zucker.

Students will use a map of Berlin to give directions on how to navigate from one landmark to another.

Students are taking a trip to Germany/Switzerland/Austria for Thanksgiving (11/18-11/26). They will need to use their German knowledge to “book” a hotel for the duration of their stay, as well as ask if certain amenities are available

Students will discuss and answer questions relating to different professions, as well as what they might do during an interview.

Students will discuss and answer questions about their current living situations, as well as what their living expenses look like.

Students will practice coming up with their own news stories using pictures and headlines provided.

Students discuss German Christmas traditions and the differences between a traditional U.S. Christmas and a German Christmas

In this activity, students will discuss what they look for in a career and what their dream job is.They will also describe what people with different careers do at work and what kind of personalities do well in these jobs.

At age twenty-seven, physicist Philip Morrison joined the Manhattan Project, the code name given to the U.S. government's covert effort at Los Alamos to develop the first nuclear weapon. The Manhattan Project was also the most expensive single program ever financed by public funds. In this video segment, Morrison describes the charismatic leadership of his mentor, J. Robert Oppenheimer, and the urgency of their mission to manufacture a weapon 'which if we didn't make first would lead to the loss of the war." In the interview Morrison conducted for War and Peace in the Nuclear Age: 'Dawn,' he describes the remote, inaccessible setting of the laboratory that operated in extreme secrecy. It was this physical isolation, he maintains, that allowed scientists extraordinary freedom to exchange ideas with fellow physicists. Morrison also reflects on his wartime fears. Germany had many of the greatest minds in physics and engineering, which created tremendous anxiety among Allied scientists that it would win the atomic race and the war, and Morrison recalls the elaborate schemes he devised to determine that country's atomic progress. At the time that he was helping assemble the world's first atomic bomb, Morrison believed that nuclear weapons 'could be made part of the construction of the peace.' A month after the war, he toured Hiroshima, and for several years thereafter he testified, became a public spokesman, and lobbied for international nuclear cooperation. After leaving Los Alamos, Morrison returned to academia. For the rest of his life he was a forceful voice against nuclear weapons.

The Politics of Security tells the story of how people experienced the cold war as a war. It is about the impact of the cold war on political cultures. This crucial issue is often forgotten in historical memory. In particular, the book follows British and West German anti-nuclear-weapons activists in their attempts to campaign for and create security after the destruction of the Second World War, and how their own version of security clashed with concepts advanced by their own governments. But the book also demonstrates how, as part of the protests against nuclear weapons, activists and their societies learned to live with the Bomb: it recounts how activists first discovered the dangers of nuclear weapons, but how a different generation of activists came to focus on other issues as the Vietnam War became their primary concern. And it makes comprehensible how activists in two societies who had fought each other fiercely in the battle of dictatorships and democracies of the Second World War could now come to see each other as part of a common campaign. Fundamentally, with its transnational approach, the book highlights how these two societies drew on very similar arguments when they came to understand the cold war through the prism of the previous world war. The book is the first to capture in a transnational fashion what activists did on the marches and what it meant to them and to others. The book thus reminds us that threats are not merely out there, but that they need to be created in a political process that involves struggles for power and contestation.

Franz von Stuck, The Sin, 1893 (Neue Pinakothek, Munich) Speakers: Dr. Beth Harris & Dr. Steven Zucker. Created by Beth Harris and Steven Zucker.

Drawn from Wheelan's 2019 work published by Norton, this reading provides a brief and engaging introduction to economics for high school students and beyond.See bottom half of document for Spanish version. 

This course will present a comparative overview of world history from the 17th century to the present era. The student will examine the origins of major economic, political, social, cultural, and technological trends of the past 400 years and explore the impact of these trends on world societies. Upon successful completion of this course, students will be able to: Think critically about world history in the early modern and modern eras; Assess how global trade networks shaped the economic development of Asia, Europe, and the Americas in the 17th and 18th centuries; Identify the origins of the Reformation and Counter-Reformation in Europe and assess the social and political consequences of these movements for the peoples of Europe; Identify the origins of the Enlightenment in Europe and assess how Enlightenment ideas led to political and social revolutions in Europe and the Americas; Identify the origins of the Scientific and Industrial Revolutions in Europe and assess how these intellectual and economic movements altered social, political, and economic life across the globe in the 18th and 19th centuries; Compare and contrast how European imperialism affected the states and peoples of Asia, Africa, and the Americas in the 19th century; Identify the origins of World War I and analyze how the war's outcome altered economic and political balances of power throughout the world; Identify the origins of totalitarian political movements across the globe in the 1920s and 1930s and assess how these movements led to World War II; Analyze how World War II reshaped power balances throughout the world and led to the emergence of the United States and the Soviet Union as global superpowers; Assess how decolonization movements in the 1950s and 1960s altered political, economic, and social relationships between the United States, the nations of Europe, and developing countries throughout the world; Assess how the end of the Cold War led to political and economic realignments throughout the world and encouraged the growth of new global markets and systems of trade and information exchange; Analyze and interpret primary source documents from the 17th century through the present, using historical research methods. (History 103)