Lessons of a Dream (Der ganz grosse Traum)LEARNING RESOURCE

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 in association with Glasgow Youth Film Festival. Written by Catherine Hollebrandse.

Thanks to Beta Film GmbH

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).

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

CastKonrad 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

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

Plot SummaryKonrad 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 ...

ReleasePremiered 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?

• 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?

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:

Konrad Koch (1846 -1911)

Dream

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.

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).

• WhoruledGermanyin1874?

• WasGermanyademocracy?Whocouldtakepartinelections?

• HowmanydifferentterritoriesmadeuptheGermanEmpire?

• WhatspecialroledidPrussiaplay?

• HowlongdidtheGermanEmpirelast?

• WhatkindsoftransportexistedintheGermanEmpire?

• Whatkindsofcommunicationstechnologyexistedin1874?

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).

• Lookupcuju,episkyrosandharpastumandandfindoutwhereitwasplayedandwhoplayedit.

• Whatwereearlyfootballsmadeoutof?Givethreeexamples.

• Whenwerethemodernfootballruleswritten?WhatroledidtheEnglish‘publicschools’playinthis?

• WhataretheDeutscherFussballBund(DFB)andtheBundesliga?

• WhendidpeoplestartplayingfootballinScotland?Wasitsimilartofootballtoday?

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:

• Theatmosphereinclass:howtheteachersinteractwiththepupils

• Lifeathome:howtheboysandtheirparentstalktoeachother

• Howtheboystreateachother

• Howpeoplefromricherandpoorerbackgroundsinteract

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 ADJECTIVESIn 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.

die Handlung plotdas Deutsche Reich the German Empiredas Gymnasium the grammar schoolhandeln von to be aboutder Unterricht the lessonder Schulleiter Head Teacherjemanden einstellen to employ somebodynachmittags in the afternoon(kein) Interesse an etwas haben to have (no) interest in somethingum... zu... in order tojemanden begeistern to fill someone with enthusiasm; to inspire someonejemandem etwas beibringen to teach someone somethingjemandem (nicht) gefallen to (not) please somebodysich treffen to meetetwas geheim halten to keep something secretdie Mannschaft the teambegabt talentedder Stürmer the forwardtoll greatder Torwart goalkeeperder Förderverein school sponsoring society or Parent-Teacher Associationeine Reise machen to go travellingjemanden zwingen to force somebodyein Geheimnis lüften to reveal a secretdürfen to be allowed, ‘may’ankommen to arrivebegeistert enthusiasticwahr werden to come true

Glossar:

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 GERMANImagine 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:

• theirappearance• whatpositiontheyplayintheteam• theirpersonalityorcharacter• thesubjectstheyenjoyatschoolandwhichonestheydon’tlike

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, lockigPosition: Verteidiger/ Stürmer / Torwart / MittelfeldspielerPersönlichkeit: mutig / stolz / treu / loyal / gemein / geduldig / hartnäckig / kreativ / gutmütig / bescheidenFächer: 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 TALKINGRecall 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.

• Howwouldyoufeel?• Whatwouldyousay?• WhatdoyouthinkHerrKochwouldsayback?

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 Ich habe Angst / Ich mache mir SorgenI’m very sad / disappointed Ich bin sehr traurig / enttäuschtWould you speak to my mother? Würden Sie mit meiner Mutter sprechen?She doesn’t understand how important it is Sie versteht nicht, wie wichtig es ist She thinks it is just a silly game Sie meint, es ist nur ein blödes SpielI trust you Ich vertraue Ihnen / dirI’ll help you / I’ll talk to her Ich helfe dir / ich rede mit ihrWhat did your mum say? Was hat deine Mutter gesagt?She’s just worried about you Sie macht sich Sorgen um dichShe wants the best for you 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:

• Aresomeofyourdreamssimilar,oraretheyallcompletelydifferent?• Couldyouguesswhateachother’sdreamswere,orhasthisshownyouacompletelydifferentsideto

someone?• Decideifthereareaspectswhichallyourdreamshaveincommon,orifthereareanydifferences.

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:

• Whattalentsorskillsdoyouhaveasagroupthatyoucouldusetoachieveyourvision?Thinkaboutthespecialtalents,skillsorexperiencesthateachpersonbringstothegroup.

• Aretherecertainthingsthathavetohappen,orarecertainconditionsneeded,foragrouptoachieveitsdream?

• Canoneperson’sdreamhaveawiderimpact?Whatconditionsareneededforthistohappen?• Presentyourgroup’sjointdreamorvisioninaposter.

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.

• DoesHerrHartung’scommentsurpriseyou?• WhydoyouthinkHerrHartungcallsfootball‘girly’?• WhydoyouthinkRosaliewasnotallowedtoplayfootballwiththeboys?• Doyouassociatefootballwithmenorwithwomen,orwithboth?

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 2-11aI can use a bilingual dictionary independently to help me understand a new language.

MLAN 3-11aI 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 3-11bI 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

The film is set at a time of great modernisation and change, both in Germany and Scotland.

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:

• Whydoyouthinktheboysdon’twanttolearnEnglish?• Whatarethebenefitsofspeakinganotherlanguage?• Whatdoyouthinkmightputpeopleofflearninganewlanguage?Whatcanhelp?• WhatdoyouthinkofKonradKoch’steachingmethods?Wouldyouliketolearnalanguagethisway?

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)HerrHartung or b)KonradKoch?

Kameradschaft Gehorsam Teamgeist Willensstärke Fair Play Pünktlichkeit Disziplin

In your pairs, discuss

• WhatdoyouthinkitwasliketogotoschoolinScotlandin1874?• Doyouthinkitwassimilartotheschoolinthefilm?• Whatwouldhavebeendifferent?

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 2-04aI can understand how a bilingual dictionary works and use it with support.

MLAN 2-11aI can use a bilingual dictionary independently to help me understand a new language.

MLAN 3-11a

USEFUL LINKS

‘LessonsofaDream’officialwebsite:

http://www.betafilm.com/en/produkt/do/detail.html?pId=3036

‘DerganzgrosseTraum’officialwebsiteinGerman:

http://www.derganzgrossetraum.de/

InformationinEnglishonGermanfilms:

www.germanfilms.de

InformationonGermanfilmsforteachersofGerman:

www.kinofenster.de

Informationonthehistoryoffootball:

http://www.fifa.com/classicfootball/history/game/historygame1.html

EnglishlanguagesitesonGermanfootballhistory:

http://www.dfb.de/index.php?id=311002http://www.bundesliga.de/en/historie/index.php

GlasgowFilmLearning:

http://www.glasgowfilm.org/theatre/information/gft_learning

Goethe-Institut

http://www.goethe.de/glasgow