Embedded Files
Module 2
Background and Context: This Module consists of a virtual field trip in which students experience and analyze the fast fashion industry, and then reflect on their own clothing shopping practices. This module is was is situated within our clothing unit, which takes place during the second half of German level 1. Students already have basic knowledge of German grammar, vocabulary, and culture. So far in this unit, students have learned clothing vocabulary, how to express opinions, and about the different types of clothing that German speakers typically wear. They have also examined the perspectives behind German clothing choices. Prior to embarking upon this virtual field trip, students have participated in an IMAGES module that has taken them from this understanding of clothing and German fashion choices to a beginning look at where their clothing comes from. This virtual field trip picks of where the IMAGES module left off, transporting students first to Munich for some quick shopping, and then on to Bangladesh to get a better understanding of the lives of the people who make much of the clothing we wear. This module helps German 1 students build language and abilities that they can use in the world around them, and gives them the opportunity to practice critical thinking, thus meeting objectives for the course, and developing skills that can be used throughout a lifetime.
Learning Targets
ACTFL Standards
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
- Students discuss outfits they created, their experiences visiting Bangladesh, and their shopping practices via a Chalk Talk (on Popplet) and through comments on Padlet.
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- Students interpret images, and the website, of a German department store. They interpret information on a German weather website. Students also analyze a 360 degree video, and photo, depicting life in Bangladesh.
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
- Students create and post outfits to Padlet, and write descriptions of them. The outfits will be viewed by their peers.
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
- Students will reflect on the relationship between fast fashion, their own lives, and the lives of garment factory workers.
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
- Students evaluate a 360 degree video and photo created by a German journalist.
ISTE Standards
1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
- Students answers questions, and submit a journal entry, through Nearpod. They also post an outfit and description to Padlet in which they demonstrate their ability to talk about, and give opinions on, clothing.
3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
- Students use websites and Nearpod to build knowledge about the fast fashion industry, and it's consequences. They discuss their ideas, questions, and concerns about the lives of garment factory workers using Popplet.
Fast Fashion Virtual Field Trip
Code: QJYPN
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