LEARNING RESOURCE

Lessons of a Dream (Der ganz grosse Traum) 3rd Level (suitable for S1 - S3) Curriculum for Excellence subject areas: Health and Wellbeing / German / Social Studies / History / Literacy across learning

Produced by Goethe-Institut Glasgow. Written by Catherine Hollebrandse.

LESSONS OF A DREAM (Der ganz grosse Traum). Germany, 2010. German with English subtitles. Based on real events, Der ganz grosse Traum (Lessons of a Dream) relates, with both drama and humour, the story of a young visionary teacher who not only changed his students’ lives but also introduced the game of football to Germany. It marks director Sebastian Grobler’s debut on the large screen and features a first-rate cast including Daniel Brühl (whose previous films include Good Bye, Lenin!; The Edukators, Krabat; The Bourne Ultimatum; Inglorious Basterds), Burghart Klaussner (The White Ribbon; The Reader – both Oscar-nominated films) and Thomas Thieme (who starred in the Oscar-winning The Lives of Others).

Crew Director: Sebastian Grobler. Screenplay: Johanna Stuttmann, Philipp Roth. Editor: Dirk Grau. Music: Ingo Ludwig Frenzel.

Cast Konrad Koch – Daniel Brühl Joost Bornstedt (pupil) – Adrian Moore Otto Schricker (pupil) – Till Valentin Winter Felix Hartung (pupil) – Theo Trebs Gustav Merfeld (Head Teacher) – Burghart Klaußner Richard Hartung (Felix’ father) – Justus von Dochnanyi Klara Bornstedt (Joost’s mother) – Kathrin von Steinburg Herr Schricker (Otto’s father) – Axel Prahl Dr. Roman Bosch (history teacher) – Thomas Thieme Dr Jessen (PE teacher) – Jürgen Tonkel

Location The film was shot in Braunschweig (English name: Brunswick), a German city in the federal state of Lower Saxony.

Plot Summary Konrad Koch is hired to teach English at a strictly-run German school for boys in 1874. The reform-minded headmaster has hired him as one of the very first English teachers at a German secondary school in order to breathe some fresh air into this musty institution. Koch sees how badly this is needed in his very first class. Everything that the boys know about England comes from prejudices handed down from one generation to the next. In order to stir up some enthusiasm for the foreign language, Konrad Koch resorts to unusual means. He introduces the boys to a sport which he encountered while studying at Oxford: it is called football. Unfortunately, Koch’s unconventional ways soon make him many enemies: influential parents, local dignitaries and, above all, his colleagues, who only believe in Prussian drills and discipline. They all want to get rid of Koch - but then his students decide to take the initiative ...

Release Premiered at the Berlin Film Festival in February 2011 the film was released in German cinemas in the same month. It has played at the Montreal and Rio film festivals and received three nominations for the German Film Awards 2011.

Learning Resource: LESSONS OF A DREAM a) Before watching the film Look at the image on the poster. What type of film do you think this might be? What do you think it is about?

Konrad Koch (1846 -1911)

This picture shows Konrad Koch, the main character in the film. Work in small groups to discuss these questions then share your results as a class: • What can you discover from what Konrad Koch is wearing? Describe his clothes in as much detail as possible. • What do you think his job might be? • What time period do you think the film is set in? • What do you think the film might be about? What object plays an especially important role in it? • What might Konrad Koch be about to do in this scene?

b) After watching the film The original German title of the film is “Der ganz grosse Traum’ which means ‘The Great Dream’. Teacher Konrad Koch’s dream is to inspire people in his home country to take up football so that it becomes as popular as in Britain, with clubs being founded in every town.

Dream

Using this diagram, write down words and phrases, firstly in English, that could be associated with the word ‘dream’. Then use a dictionary to find their German equivalents and write them in your diagram With a partner, think of some of the different types of dreams people have, e.g. to explore another country; to help others or to protect the environment; to develop a talent or learn something new; to go on a great adventure; to fall in love ... The English title of the film is ‘Lessons of a Dream’. Why do you think this title was chosen?

I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a I can use a bilingual dictionary independently to help me understand a new language. MLAN 3-11a I can recognize features of words in the language I am learning and use them to make sense of vocabulary and of the connections between words. MLAN 3-11b

RESEARCH PROJECT AND PRESENTATION Option 1: Germany in the 1870s The film is set in 1874 at a strictly-run school for boys in Braunschweig, Germany. From the 1850s onwards Germany underwent a period of rapid industrialisation and modernisation. Then in 1871 the German Empire was founded after Germany defeated France. King Wilhelm I was proclaimed Emperor (Kaiser) and Germany became a ‘nation state’ – a unified country with a central government, whose citizens thought of themselves more and more as ‘Germans’ rather than as ‘Hessians’ or ‘Bavarians’, for example. The ruling classes in the Empire wanted Germany to have more power in Europe and to have colonies overseas. They felt the best way to gain more power was to develop a strong army and navy. For Germany, Britain served both as an example to follow and as a competitor. The high value placed on the army and navy at the time is demonstrated in many ways in ‘Lessons of a Dream’ – from the emphasis on military-like drills, to the History lessons where the boys have to study the Battle of Sedan in all its detail. Use the Internet to research life in Germany in 1874. In groups of four or five, find answers to the questions below and prepare a short presentation (5 minutes). • Who ruled Germany in 1874? • Was Germany a democracy? Who could take part in elections? • How many different territories made up the German Empire? • What special role did Prussia play? • How long did the German Empire last? • What kinds of transport existed in the German Empire? • What kinds of communications technology existed in 1874? Option 2: The History of Football Using the Internet research the history of football. In groups of four or five, find answers to the questions which follow and prepare a short presentation (5 minutes). • Look up cuju, episkyros and harpastum and and find out where it was played and who played it. • What were early footballs made of? Give three examples. • When were the modern football rules written? What role did the English ‘public schools’ play in this? • What are the Deutscher Fussball Bund (DFB) and the Bundesliga? • When did people start playing football in Scotland? Was it similar to football today? I have worked with others, using a variety of media including ICT where appropriate, and can contribute successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in a country where the language I am learning is spoken. MLAN 2-06b I have contributed to a group to plan and prepare short talks in the language I am learning on topics of personal interest or linked to an aspect of a country where the language I am studying is spoken. MLAN 3-06a

LISTENING AND TALKING

The film ‘Lessons of a Dream’ charts the many changes that happen within a grammar school in 19th century Germany. In small groups, discuss the following points and make notes on your ideas. Describe what the pupils’ lives are like at the start of the film. Talk about: • The atmosphere in class: how the teachers interact with the pupils • Life at home: how the boys and their parents talk to each other • How the boys treat each other • How people from richer and poorer backgrounds interact How does the fun the boys have during football practice affect their lives? What changes occur? Work with a partner or in groups of three and imagine you are Joost, Otto or Felix. Have a conversation and talk about how your life has changed since you started playing football. When I engage with others, I can respond in ways appropriate to my role, show that I value others’contributions and use these to build upon thinking. LIT 2-02a

GERMAN GRAMMAR: NOUNS, VERBS AND ADJECTIVES In pairs, read the German synopsis of the film. Pick out the nouns, adjectives and verbs you can identify together using the list of vocabulary below and/or a German dictionary. Die Filmhandlung Der Film spielt in 1874 in einem Gymnasium in Braunschweig. Er handelt von einer Klasse und ihrem neuen Lehrer. Schulleiter Merfeld stellt Konrad Koch als Lehrer ein, um die Schüler in Englisch zu unterrichten. Die Schüler haben kein Interesse an Englisch. Konrad Koch hat in England die neue Sportart ,Fussball‘ gelernt. Um die Jungen für Englisch zu begeistern, bringt Herr Koch ihnen Fußball bei. Im Englischunterricht lernen sie Fußball-Vokabular. Konrad Kochs Fußballunterricht gefällt dem Förderverein nicht. Herr Koch und die Schüler geben aber nicht auf. Sie treffen sich nachmittags in einem Park, um zu trainieren. Die Schüler müssen das geheim halten. Die Klasse wird eine richtige Mannschaft. Zwei Schüler sind besonders begabt: Otto ist ein toller Torwart, und Joost kann sehr gut Tore schiessen. Er wird Stürmer. Herr Koch bekommt einen Brief von einem Freund aus England. Ian ist auch Lehrer. Er macht mit seinen Schülern eine Reise nach Deutschland. Die englischen Schüler wollen gegen die deutschen Jungen Fußball spielen. Der Vater von Felix Hartung zwingt ihn, das Geheimnis zu lüften. Die Jungen dürfen keinen Fußball mehr spielen. Während der Geschichtsstunde kommen die englischen Schüler am Gymnasium an. Die Jungen folgen Herrn Koch in den Park, wo sie gegen die englischen Schüler spielen. Viele Leute schauen begeistert zu. Der Traum von Konrad Koch ist wahr geworden. Glossar: die Handlung das Deutsche Reich das Gymnasium handeln von der Unterricht der Schulleiter jemanden einstellen nachmittags (kein) Interesse an etwas haben um... zu... jemanden begeistern jemandem etwas beibringen jemandem (nicht) gefallen sich treffen etwas geheim halten die Mannschaft begabt der Stürmer toll der Torwart der Förderverein eine Reise machen jemanden zwingen ein Geheimnis lüften dürfen ankommen begeistert wahr werden

plot the German Empire the grammar school to be about the lesson Head Teacher to employ somebody in the afternoon to have (no) interest in something in order to to fill someone with enthusiasm; to inspire someone to teach someone something to (not) please somebody to meet to keep something secret the team talented the forward great goalkeeper school sponsoring society or Parent-Teacher Association to go travelling to force somebody to reveal a secret to be allowed, ‘may’ to arrive enthusiastic to come true

I can work on my own and with others to understand text using appropriate resources. I can read and demonstrate understanding of more complex texts which contain familiar and unfamiliar language. MLAN 3-08a

WRITING A PROFILE IN GERMAN Imagine you are a writer for the magazine of the German school in the film. You have been asked to write a profile of one of the players of the football team – choose from Otto Schricker, Joost Bornstedt or Felix Hartung. In your profile you should mention: • • • •

their appearance what position they play in the team their personality or character the subjects they enjoy at school and which ones they don’t like

You may wish to use the vocabulary provided or find your own with the help of a dictionary. Wortschatz: Statur: gross / klein / dick / schlank / sportlich Haare: blond, dunkel, braun, kurz, lang, glatt, lockig Position: Verteidiger/ Stürmer / Torwart / Mittelfeldspieler Persönlichkeit: mutig / stolz / treu / loyal / gemein / geduldig / hartnäckig / kreativ / gutmütig / bescheiden Fächer: Geschichte / Turnen / Englisch / Mathe / Fußball / Latein / Erdkunde I can create, amend and present more extended information about myself and others, my experiences, or a topic of my choice for different purposes. MLAN 3-13a

LISTENING AND TALKING Recall the scene where Joost’s mum Klara comes home to find that Joost is sneaking out to football practice. Klara is very angry when she finds out, because she is afraid he will be expelled from school. Imagine you are now Joost and your mum is going to stop you playing football altogether. You remember that Herr Koch said he would talk to your mum so you go to ask for his help. Invent a conversation between Herr Koch and yourself. • How would you feel? • What would you say? • What do you think Herr Koch would say back? Invent a conversation between you and Herr Koch. You can use some of the vocabulary below, or use some that you find on your own. With a partner, pretend that one of you is Joost and the other is Konrad Koch. Act out your conversations. I feel scared / worried I’m very sad / disappointed Would you speak to my mother? She doesn’t understand how important it is She thinks it is just a silly game I trust you I’ll help you / I’ll talk to her What did your mum say? She’s just worried about you She wants the best for you

Ich habe Angst / Ich mache mir Sorgen Ich bin sehr traurig / enttäuscht Würden Sie mit meiner Mutter sprechen? Sie versteht nicht, wie wichtig es ist Sie meint, es ist nur ein blödes Spiel Ich vertraue Ihnen / dir Ich helfe dir / ich rede mit ihr Was hat deine Mutter gesagt? Sie macht sich Sorgen um dich Sie will nur das Beste für dich

When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others. MLAN 2-03a I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures. MLAN 2-03b I can take part effectively in prepared conversations by using a variety of language structures to share information, experiences and opinions by offering straightforward reasons for having these opinions. MLAN 3-03a

THEMES a) Think about the themes (die Themen) of the film. What ones would you say are the most relevant in this film? Look up the German for the words below, using a dictionary, and circle the ones you think are most important in the film: Friendship Equality War Women Wealth Discipline Prejudice Team spirit Fairness Obedience Integration Individuality Education Childhood I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a

b) Pick one of the themes above and discuss in English a particular scene where you feel this theme was apparent. I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources. LIT 1-01a When I engage with others, I can respond in ways appropriate to my role, show that I value others’contributions and use these to build upon thinking. LIT 2-02a

WRITING a) Konrad Koch wanted to inspire people in his home country to take up the new sport of football. His dream was that one day football might be as popular as in Britain, with clubs being founded in every town. ‘Lessons of a Dream’ portrays how Konrad Koch realised his dream. However, Herr Koch is not the only person in the film who has a dream. Choose to be one of the following characters: Joost Bornstedt, Rosalie, Konrad Koch, Frau Bornstedt, Otto Schricker, Felix Hartung. How would you feel as this character? Take the standpoint of your chosen character and write a short paragraph in English about your dream. By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT 3-06

b) Write a paragraph in English: What is your greatest dream? Imagine your dream coming true and describe it in as much detail as possible: what does it feel like, what does it look like, what does it involve (for example other people, or certain equipment)? By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information for ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a

LISTENING AND TALKING a) Think about the dream you wrote about in the last activity. Write your dream on a small piece of paper and as a group, stick your ‘dream notes’ onto a poster or a flip-chart. As a group discuss the following questions: • Are some of your dreams similar, or are they all completely different? • Could you guess what each other’s dreams were, or has this shown you a completely different side to someone? • Decide if there are aspects which all your dreams have in common, or if there are any differences.

b) In ‘Lessons of a Dream’ the pupils change the way they relate to each other. At the beginning of the film, the boys don’t see themselves as a group who can make things happen. When Herr Koch introduces them to football, their love of the game helps them to grow together as a team. When they work together to achieve their joint dream, they manage to overcome their individual differences. As a group, envision something you would like to make happen. How can you make your vision become reality, in spite of different opinions in the group? Think about: • What talents or skills do you have as a group that you could use to achieve your vision? Think about the special talents, skills or experiences that each person brings to the group. • Are there certain things that have to happen, or are certain conditions needed, for a group to achieve its dream? • Can one person’s dream have a wider impact? What conditions are needed for this to happen? • Present your group’s joint dream or vision in a poster. I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 2-10a When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build upon thinking. LIT 2-02a

LISTENING AND TALKING. VOCABULARY RESEARCH The theme of prejudice is central in the film ‘Lessons of a Dream’. In his first English lesson, Herr Koch finds out that all his pupils know about Britain are the prejudices they have learned from the adults around them. a) When Herr Koch asks the boys what they know about Britain he gets some very strange replies! Can you match the German sentence to the correct English version? Sie essen rohes Fleisch mit Pfefferminzsosse!

They behave like barbarians!

Sie haben eine Frau als Kaiser!

They steal other countries’ slaves!

Sie nehmen den anderen Nationen die Sklaven weg!

They eat their meat raw, with mint sauce!

Sie verhalten sich barbarisch!

Their Emperor is a woman!

b) The film shows us how prejudices against certain groups of people are closely connected with inequalities and discrimination in society. The issue of discrimination is still very important for us to be aware of today. In your small groups, make a spider diagram and put the word ‘discrimination’ in the middle. Think of different kinds of discrimination you noticed in the film and note them in your diagram. Look up their German equivalents of these words. Some of the prejudices in the film might surprise you. For example, Herr Hartung Senior, the Chairman of the Förderverein (School Sponsoring Society) calls football ‘weibisches Getrete’ – ‘girly kicking about’. But Rosalie, the servant, dreams of women being allowed to play football some day. • • • •

Does Herr Hartung’s comment surprise you? Why do you think Herr Hartung calls football ‘girly’? Why do you think Rosalie was not allowed to play football with the boys? Do you associate football with men or with women, or with both?

Today we are much more aware of the prejudice and discrimination faced by some groups in our society. However, prejudices still remain and it is important that we think about the impact this has on people’s lives. For example, for a long time football was seen as a man’s sport. There are still more clubs for men than for women and girls, although this is changing slowly. I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a I can use a bilingual dictionary independently to help me understand a new language. MLAN 3-11a I can recognise features of words in the language I am learning and use them to make sense of vocabulary and of the connections between words. MLAN 3-11b I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives. SOC 2-16b

LISTENING AND TALKING Schulleiter Merfeld wants the boys to learn English so that they will have the skills they need to succeed. ‘What use are all the telegraph masts in the world,’ he asks, ‘when nobody understands what we’re saying?’ However when Konrad Koch tries to interest the boys in the new language, they don’t want to know. In small groups, discuss the following questions: • • • •

Why do you think the boys don’t want to learn English? What are the benefits of speaking another language? What do you think might put people off learning a new language? What can help? What do you think of Konrad Koch’s teaching methods? Would you like to learn a language this way?

Recall the scene at the Schrickers’ party where Konrad Koch and Herr Hartung are arguing about education. Below are some words that describe the values they think the boys need to learn at school. Work in pairs and use a dictionary to find the English equivalents of the German words. Can you match the words to: a) Herr Hartung

or

b) Konrad Koch?

Kameradschaft

Gehorsam

Teamgeist

Willensstärke

Fair Play

Pünktlichkeit

Disziplin

In your pairs, discuss • What do you think it was like to go to school in Scotland in 1874? • Do you think it was similar to the school in the film? • What would have been different? Like the school in the film, Scottish schools in the late 1800s were very strict. Pupils were expected to be ‘seen and not heard’, and pupils who misbehaved might be punished by the teacher with a strike of ‘the belt’ across the hand. At Scotland Street School in Glasgow you can find out for yourself what a Scottish school was like in the 1870s. I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a I can use a bilingual dictionary independently to help me understand a new language. MLAN 3-11a

USEFUL LINKS ‘Lessons of a Dream’ official website: http://www.betafilm.com/en/produkt/do/detail.html?pId=3036 ‘Der ganz grosse Traum’ official website in German: http://www.derganzgrossetraum.de/ Information in English on German films: www.germanfilms.de Information on German films for teachers of German: www.kinofenster.de Information on the history of football: http://www.fifa.com/classicfootball/history/game/historygame1.html English language sites on German football history: http://www.dfb.de/index.php?id=311002 http://www.bundesliga.de/en/historie/index.php Discovery Film Festival http://www.discoveryfilmfestival.org.uk/resources Goethe-Institut http://www.goethe.de/glasgow