Our local press has printed this beautiful photo and the pupils’s article in the last Sunday paper.
It’s all in German… maybe you can understand a bit 🙂
The development of tourism in Germany
1970ies, 1980ies and 1990ies
The Economic Impact of Germany’s Tourism Industry
Impact on income
→ The production of the goods and services that tourists in Germany consume generates a gross value added of 97.0 billion euros (direct effect) in 2010. (4.4 % in total gross value added of Germany)
→ The total contribution of tourism to gross value added in Germany increases to 214.1 billion euros
Impact on employment
→ The production of goods and services that tourists in Germany consume generate employment for 2.9 million persons (direct effect). This corresponds to 7.0 % of all employed persons in Germany.
→ The total contribution of tourism to employment in Germany increases to 4.9 million persons (indirect effects).
Accordingly, the total contribution of tourism to employment in Germany increases to 12.0 %.
The macroeconomic context of these results is as follows:
→ The direct contribution of tourism to gross value added (4.4 %) is similar in magnitude to that of the construction sector (4.3 %), the education sector (4.6 %) or the professional and technical services industry (4.6 %). Gross value added in the automo-
bile industry or in the banking and financial ser-
vices sector (both 2.5 %) is smaller.
The direct contribution of tourism to employment in Germany (7.0 %) is of similar magnitude to the retail sector (9.2 %) and the education sector (5.9 %). Other sectors, such as construction (3.0 %) or machine building (2.6 %), contribute less.
One group has researched sustainable tourism and in how far we German people try to integrate it into our touristic program!
Sustainable Tourism in Germany
– Climateprotection, resources and energy efficiency: Nordseeinsel Juist
– visible regionality: Allgäu
– Courts typical for nightmare, the ”biosphere host”
– Exploratory expeditions of the ”biosphere ambassadors” by the living spaces of UNESCO – biosphere reserve
– ”ALBGEMACHT” as the regional brand which promotes biological variety and recipes
– 2 view telescopes in the biosphere reserve
– Local authority districts and biological variety: Exemplary conversion of nature protection measures with accompanying public relations in various towns
These are one organisation that certifies sustainable tourism attractions and one is a travel agency to specifically search for sustainable travel possibilities.
Our pupils worked on finding attractive sights for tourist in and around Lippstadt.
In this presentation you can have a first look at what will be expecting you in October 🙂
Here you can find a lesson plan for a double period on Tourism in Andaucía/ Spain.
It is the end of a sequence, in which pupils need to discuss the different perspectives they have come across. The main aim is to learn to discuss from different points of view and to see advantages and disadvantages of tourism in this region.
To communicate in the target language is the priority in this double lesson.
Lesson plan “Migration”
In the English classes preparing for the A-levels it should be dealt with British as well as American history to understand today’s social and political situation. As many people from Europe left to start a new life in America in the past and some still do so today, it is worth looking at the push and pull factors which lead to migration. This is a plan for two double periods (2 x 90 minutes) for pupils in Year 11 (16 to 17 years old).
The main goal of this short sequence is to gain knowledge about migration and the reasons why people migrate.
Room and material:
The first lesson can be held in regular classrooms as nothing special is needed, the second should take place in a room with laptops and internet access.
Lesson plan for the first double period (90 minutes):
Why do people migrate?
|To find out what the students already know about the topic, the sequence starts with a brainstorming on MIGRATION. The pupils contribute everything that comes to their minds when they think of MIGRATION and the teacher takes notes on the board. In cooperation with the students, the teacher highlights aspects the class will focus on in the next lessons.||
|The teacher divides the class into two groups A and B.
The students from each group should start by working alone to order the factors by importance. (Group A: Imagine you were moving to a new country. What would be the most important factors to take into consideration? Put these in order of importance. /
Group B: Which things would most make you want to leave your home city or country? Put them in order of importance.)
Worksheets with tasks for group A / B
|Then the students work with their neighbour to compare their results, add new aspects and discuss their
reasons for their order.
|Once the students have had time to compare with others from their group, they build larger groups with one pair from group A and one from group B. They present their results to each other and discuss their outcomes from the task, then decide which factors from each list most motivate people to migrate.|
|Some groups present their results and the class discusses the order of importance.
The technical terms push and pull factors are introduced and defined. (Push factors are the reasons why people want to leave a place – things that push them away from their place of birth.
Pull factors are the reasons why people want to go to one place rather than another – things that pull them towards a place.)
|To make sure that everyone understood the difference, there is a quiz:
Are these push or pull factors?
• Government persecution
• Good economic prospects
• Good weather
• War or social unrest
• Safe streets
Lesson plan for the second double period (90 minutes):
America – a nation of immigrants
|As a silent impulse, the teacher writes the following quote by Barack Obama on the board: ”My fellow Americans, we are and always will be a nation of immigrants. We were strangers once, too.” Students comment on this quote.||
|To gain more knowledge about America as a nation of immigrants, students start a webquest and write down the answers to the questions. By doing so,they get to know technical terms having to do with migration (e.g. Green Card, Visa), the requirements for citizenship and how immigration to the US works.
laptop, internet access
|The results of the webquest are presented by the students, they add missing aspects to their answers.
Plan to download: Lesson plan MIGRATION
Jule Schlösser (Year 12) held this interview with her colleague Ankido.
In Assyria everything was “hayat“
These words out of the mouth of an Assyrian refugee are very sad to hear. Ankido, a colleague and friend of mine, came to Germany four years ago. Without speaking a word of German and knowing just the writing of our language from an infrequently visited English class, he had to build himself a life in Germany. Because of our topic “migration” I asked him a couple of questions:
Jule: Ankido, how was your life in Assyria?
Ankido: In Assyria, everything was hayat (life like paradise). We were a family with good living-standards and I had the chance to enjoy a good education. My grades were good and I liked to study. My friends and I played football in the streets every day.
Jule: You said you liked to study. Isn’t that the case anymore?
Ankido: Well, it isn’t. Since I’ve seen the war in my city, I don’t really care about my education at all. It doesn’t matter to me which grades I get.
Jule: Was it hard for you to leave your country?
Ankido: At the end I just wanted to go away. We are Christians in Assyria. To protect our village my friends and I were kind of the last defence. I never had to use the gun I carried with me, but the feeling of this weapon in your hand and the certainty that an attack could happen all the time is a reason to leave your beloved country.
Jule: That is very tough to hear but about with the present? Do you like Germany? Could you imagine to move back to Assyria when the political situation is better or would you rather stay in Germany?”
Ankido: I had the chance to stay in Germany before. When I was eleven years old, I visited my uncle, who lived in Germany and my mum asked me if I wanted to stay here. It was a sure thing for me that I want to live in Assyria with my friends. But now, the situation has changed. Nearly all of my friends are fleeing from Assyria and are spread into all the corners of the world (even his brother lives in Goteborg). It wouldn’t be the same moving back to Assyria by now and I really can’t imagine a life there. Germany also brings some good arguments with it. I stopped smoking so much (just three cigarettes while we talked) and I have found good friends and a good job. But I can say that I would totally prefer a life in Assyria before the war.
The file to download: Interview Ankido – a refugee from Syria