Let‘s Say Goodbye (German Edition)

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If it was all about this, I would be on the internet all day long downloading cult stuff of traditional acts and denying the rest. Fuck all the rest!!! I hate staring in front of the screen and want my piece of vinyl touched by a blood needle instead, hehe! What's the best way to run a zine in your opinion: To remain quite distant from the whole underground and say what you have to say anonymously or not without taking care of other peoples reactions, or to be in touch with many bands, activists and to offer something less personal but much more informative?

I go to a concert for the sake of the music and meeting some individuals that kept honest and truthful to themselves, but fuck the rest! Do you think a zine has to be very specific to a given kind of music to be efficient exemple: Old school death, Technical death or Raw black metal , or are anykind of more or less metallic musics welcome?

Just check out the harsh aggressiveness of i. So there are definitely some borders in order to deny non-Metallic influences, but upon this limited battleground there should be no limitations at all! Many paper fanzines died and most of the zines are now on the Internet under the form of webzines.

It's cool because it's free and the gain of informations is faster But on the other hands most of the webzines don't have the personality many paper zines had! A webzine can never be as rewarding and unique as a paper zine! Do you think this situation will improve in few years eventhough Internet is more or less commonly used since years or would an improvement be really difficult when taking in account how things work on the web? Unfortunately, I think the amount of webzines will grow constantly.

Do you happen to read other zines? Do you take inspiration from some or do you simply read their writings as a metaller? Yeah, I like checking out cult publications like i. How do you detect in few minutes if a zine would please or not your needs for alcoholic metal, objectivity and opinions? Do you rather have a look at the bands they interviewed, the notes given to the albums?

Or the guestbook? Are you more or less demanding concerning the quality of demos? In my opinion demos aren't totally finished stuffs, it's something like a "try" and we shouldn't be as demanding towards demos! But the problems appear when some bands release their demos as professional MCDs or full-lengths It's a bit confusing, don't you think so?

Yeah, I agree with you. You have to consider this as demonstration of skills and potential, and you have to be a bit less demanding. I hail those times when demos where meant as original and honest offerings, nowadays there are tons of great-layouted, well-produced CD-Rs out there that only have to offer some fucked-up shit music! In the history of your zine where there some staff changes? Did you fire some contributors because they didn't fit anymore to the zine? If so would you tell us why they where fired? The first three issues which were written in Germany had only me as editor — I was responsible for everything: All the interviews, all the reviews, all the layout etcetc After that there were some contributions of two other persons that are not part of this publication on a steady base.

Do you think somekind of competition between zines is something good? Can there be a deeper meaning? The deeper meaning is to raise more awareness for waste separation and recycling by this unusual and unexpected event The teacher may wish to share a blog report of the actual event, Guinness World Record: Largest Litter Bin Mosaic Handout 2. In the left column have students make a list of everything they threw away the day before. In the right column they should draw pictures of what receptacles they used to dispose of these items, then draw a line from the picture to the item. The teacher should lead a discussion about the waste management program found in the community.

Depending on the depth of their knowledge, the teacher may need to discuss the concept of sustainability in greater detail. Students should realize that waste management programs are different across the US. On the back of the paper, students should create a list of ways they could improve. Once again the teacher should ask the students if they and their families separate waste in order to recycle. In case they do, let them explain what and how they separate by referring to their homework paper.

To create the booklet, each student will need a piece of green construction paper for the cover and the Trash Bin Template Handout 2. Students may fold the template papers in half inside the green paper and then staple to create a notebook. The teacher will need to pause during the PowerPoint so that students may take notes, by writing the words or drawing pictures of the items. The teacher should divide the class in groups of five and ask the students to bring empty food cans or small cartons that will be sorted into different trash bins for the game the next day.

Each card should be held up one by one or the pictures may be projected so that as a class the students may practice their knowledge. This may not be used during the game. As a modification for special needs students, they may use their notebook. These will need to be cut out and placed upside down in a pile. The teacher may set a time, e. Afterwards the teams have to exchange their bins, so another team checks if the waste was sorted correctly. If the students think an item was not placed in the correct bin, they may put it in front of the bin where they found it inside.

Then they count the items that were placed correctly. Before they announce the number of the correct items they should explain to the others where the incorrectly placed items should have been placed and why. The game can be played more than once. Students should not be surprised that gardening is another way for the Germans to enjoy nature, but why is a gnome found in most German gardens? Students will enjoy learning about the garden gnomes as they research Garden Gnomes on the Internet. Fold a piece of white construction paper in half to make a book. On the cover, draw, color, and name your gnome!

On notebook paper write a story about your gnome. Pretend that he lives in your garden, backyard, or green area near where you live. While you are asleep he has adventures, perhaps with some of the other gnomes. Write about one of these adventures. Once your story is in final draft form, staple it with the cover. Students should then read their stories aloud to the class or to other younger students.

The action plan should include specific phases for planning, implementing, monitoring, and evaluating the goals. The students will then select a goal with family members and monitor the results. The students should document their plans and periodically report back to the class. These are small garden communities that are typically found along railway tracks, canals, or other land areas that might be considered unsuitable or undesirable for homes or businesses.

These small, rented plots of land provide the people with a green area to grow vegetables and to enjoy nature. Students may write an expository essay depicting the history of the Schreber garden, explaining how Germans use them today, and how they might be instituted in their community. This extension could be expanded into a community service project if students are interested in pursuing this form of community greening. This is the only nationally recognized day dedicated to encouraging Americans to recycle and buy recycled products. After completing this lesson the teacher may find that students are inspired and may wish to raise awareness in the school community about recycling and buying recycled products.

Students may make posters in art and write scripts for the daily announcements in English class making this effort interdisciplinary. They disseminate information to the schools to help them develop ecological projects and provide the motivation and assistance to encourage the participation of students, teachers, and parents. It began as a class assignment when he was only 9 and has grown to international proportions. The teacher may wish to show the YouTube video and share the recommended links to inspire students to create their own campaign for a greening movement. The assignment would be for the students to prepare a poster with a logo and a 3-minute speech explaining the cause and how others can help the plan come to fruition.

Basic Law for the Federal Republic of Germany: Article 20a: Protection of the natural foundations of life and animals Mindful also of its responsibility toward future generations, the state shall protect the natural foundations of life and animals by legislation and, in accordance with law and justice, by executive and judicial action, all within the framework of the constitutional order.

Through a textual examination of these two documents, students will understand the functions of government and the principles of democracy as they are delineated in two republican systems. In addition, students will have the opportunity to challenge themselves by researching basic rights of citizenship in both countries.

As a society develops, it organizes itself into a polity to meet its governing needs. Those needs include not only self-preservation but also protecting freedom and promoting a better life. Government is the institution in society with the authority to make and enforce collective decisions that are binding on society and its members.

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These include constitutions, bills of rights, legal codes, and important judicial decisions. We the Kids: the Preamble to the constitution of the united states. New York: Puffin Books. This will vary from classroom to classroom and school to school, but the students should come to the understanding that without these specific rules, there would be a lack of order and decorum, which might interfere with their learning.

Most countries have a document in which the basic rules for citizens living together are written down. One major exception is the United Kingdom. The United States has a Constitution that was completed and ratified by It is the highest law in the United States; all other laws come from the Constitution. The Constitution also defines the structure of the government and the functions of the different branches. It is illegal for the government to violate those rights.

As of , there are 27 amendments. Not all of them involve rights, but many do. The first ten amendments are called the Bill of Rights. It took effect on May 23, In the forty years that followed, the Basic Law proved to be a solid foundation for democracy. After the reunification of Germany on October 3, , this Basic Law has also been valid for the five new federal states and Berlin. Germany is a republic with a federal structure in which the federal states share power and responsibilities with the central government.

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The relationship between the federal government and the state government is also spelled out in the Basic Law. The vocabulary is difficult for many students, so it is important that key words be defined before proceeding any further. The students should complete the chart, either individually, with a partner, or as a class exercise. The Basic Law is thus valid for the whole German nation.

The teacher should facilitate a discussion about the similarities and differences between the two systems. For example, German Basic Law, Article 7 guarantees that all children have a right to education under state supervision. However, in the United States Constitution, the right to education is not explicitly stated. In most countries, citizenship is not determined by place of birth, but by having a parent who is a citizen of the nation. However, there are also processes by which a person who resides in a nation can become a citizen through what is called naturalization.

On Oct. The interviewer reads the questions in English and the applicant must answer in English. In order to pass, at least 6 of the 10 questions must be answered correctly.

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They will be asked to demonstrate their knowledge on written tests and their cycling skills on a road test. See, now I am an author and when I am ready, I can write any story. Conversion Method 2. Are there people today who try to change the world for the better? In most countries, citizenship is not determined by place of birth, but by having a parent who is a citizen of the nation. A discussion of climate in Germany must incorporate a discussion of the impact of the Gulf Stream, which tempers the climate of. The teacher will install a clothesline across the classroom, and the students will place the placards in chronological order.

In September , Germany introduced a new multiple-choice citizenship test that every immigrant has to pass to gain German citizenship. In all, there are 33 questions chosen from a listing of Ten questions are related specifically to the region where the applicant is currently living. Would-be citizens are required to answer 17 questions correctly. As well as taking the test, migrants must fulfill other conditions such as having sufficient command of the German language, no criminal record and an income independent of social welfare. The teacher should assign one or two questions to a pair of students, who, using the Internet, should research the answers to the questions.

Then, they should see if the same responses apply in the United States. When all the students have completed the assignment, the teacher should facilitate a complete class discussion. What does possessing citizenship mean to an individual? What are the benefits one enjoys as a citizen? What are the responsibilities or duties the citizen has to do?

Using this book as a model, the teacher should instruct the students to create a similar book to illustrate the preamble of the German Basic Law. This may be completed in pairs or larger groups. The class, as a whole, could speculate as to the response and using the Internet, determine the answers for both the United States and Germany. Germany is a multi-party political system, which results in coalition or bloc governments. Students, either individually or with a partner, should research the similarities and differences, and present their findings as either a chart or a PowerPoint.

Sources: United States Constitution n. Lesson Overview: This lesson focuses on Germany as a leading manufacturer of high quality toys and a country with strong international trade. The students will participate in a simulated Toy Fair like the one held in Nuremberg every February. International trade fairs provide an excellent opportunity for German companies to reach potential buyers in countries like the United States by displaying products manufactured and produced in Germany. Students will be divided into groups, research a German product, and create a tri-fold corrugated display board to present at the Toy Fair.

Here they will share their knowledge of the product and attempt to interest prospective US buyers. After the experience, students will come to recognize German products in their world. Upon completion of the lesson, students will be able to recognize these and many other German products e. Teacher Background Information: In the international arena, German companies have an excellent reputation. German manufactured products represent innovation, craftsmanship, and cuttingedge technology.

For over years, Nuremberg in Bavaria has been the city of toys.

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Let's Say Goodbye (German Edition) - Kindle edition by B. Welton, S. Van Oppen. Download it once and Let's Say Goodbye (German Edition) by [Welton, B. Kindle Price: inclusive of all taxes includes free wireless delivery via Amazon Whispernet. Sold by: Amazon Asia-Pacific Holdings Private Limited.

Consequently, in , four toy manufacturers decided to establish an independent toy fair and selected Nuremberg as the ideal location. Thus, the Spielwarenmesse Toy Fair was held, starting. It continues to attract manufacturers and vendors from across the world for six days every year in the beginning of February.

It is the largest international trade fair for toys and games. A list could be made on the board.

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If any student has mentioned a German company, the teacher might note this. Then, the teacher should introduce that Germany has a reputation as a producer of high quality toys and that every year in the German city of Nuremberg, there is an international toy fair where manufacturers from many nations display their products to representatives of stores that sell toys, dolls, games, etc. The teacher should announce that to better understand this international exchange, the students will participate in a simulation of the Toy Fair. If students have actual toys from their manufacturer, they should include these.

Days The teacher should provide research time to allow students to complete the research online. Each group will present its German toy to the class, as if they are salespeople trying to convince their classmates who assume the roles of prospective buyers. Are there any generalizations that can be made regarding the quality of the workmanship of these products?

The rest of the procedures should remain the same. Source: Schwartz, H. History of the Nuremberg Toy Trade and Industry. Lesson Overview: This lesson focuses on significant events in German history from the defeat of the Roman legions in 9 AD through the election of Angela Merkel as the first female Chancellor in The students will have the opportunity to create a human timeline by physically placing these events in chronological order. The teacher may choose to present a PowerPoint reviewing these events so that students may learn in greater depth about significant events and historic personalities that contribute to the richness of German history.

Without a strong sense of chronology-of when events occurred and in what temporal orderit is impossible for students to examine relationships among those events or to explain historical causality. The history of Germany is intricately linked to the history of Europe. Major events such as the Crusades or rise of towns in the late Middle Ages have involved the Germans. Through their actions, historical personalities such as Johannes Gutenberg or Martin Luther had an impact on more than just the people of Germany.

The amount of time and the depth of the study of German history people and events will depend on the grade level. In class, the teacher should introduce the idea of a personal timeline, which includes the events a person finds most important in their life and inform the students that this is what they had completed for homework. The teacher should explain that we can graphically represent the passage of time on a continuous line from left to right.

The teacher should ask the students why they had selected the particular events they had included. Then, the teacher should instruct the students to arrange themselves without talking in sequence as a timeline according to the dates on their cards. The students should check to see if they are in chronological order.

The teacher should ask the students as a class if they are familiar with any of the events. Based upon the degree of depth necessary, the teacher should explain the events represented on each slide. The visuals can serve as springboards for discussion. What impact has this activity had on their understanding of chronology or sequencing of events? The teacher will install a clothesline across the classroom, and the students will place the placards in chronological order. Depending on the age or ability level of the students or the amount of time that the teacher can devote to history, the teacher may wish to modify the number of events on the PowerPoint PowerPoint 3.

The teacher may wish to help students develop a more accurate sense of chronology by building in a sense of duration. This lesson can also become a math lesson by having the students, on graph paper, mark off equidistant intervals of time for example every fifty years and then placing the events on the exact location on the timeline. In this manner, they will not only sequence the events, but also indicate the actual passage of time between events.

This will result in the 19th and 20th century events grouped together at the right end of the timeline, while the earlier events will be stretched out much further from each other. Source: National Center for History in the Schools n. University of California, Los Angeles. Retrieved on Students will research famous Germans and share the information with their peers by assuming the identity of the famous person. Throughout its history, Germans have contributed not only to German society and culture, but have made significant impact on the fields of music, philosophy, literature, politics, science, art, etc.

Explain that they will be creating a card game similar to Concentration where they will have to use their memory about famous people! The details will be explained later.

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The teacher will fill in the categories as students share their knowledge of this famous American. Since it is unlikely that the students will be able to come up with all of the information, this is an excellent time for the teacher to discuss what resources they might use to find the remaining information. What is available? If the Internet is used, what sites are more reliable than others?

For closure, the teacher may display the completed card. If the teacher chooses, any additional names mentioned by the students may be added to the list. As the teacher reads through the list of names, the students should star any person with whom they are familiar or whom they would be interested researching based on the time period in which the person lived or the area of the accomplishment.

The students will use the Internet and any available sources to help them complete the Biography Playing Card Handout Handout 3. Only half of the paper is used so that it resembles the shape of a playing card. Since the card will be cut out eventually, the students may use the available space for brainstorming, etc. The teacher should remind students that a picture of the person must be pasted on the back of the card. This may be a hand drawn or a printed image. Once students know the name of their person, the remaining class time may be used for research.

Day 2: Research continues as the teacher monitors student progress. For homework students should find clothing and props to help them take on the physical look of the person. They must also find or make an object that is an artifact or symbol of the German person. Either the student will write their German name on the board, or the teacher may provide students with a list of the Germans they will be meeting.

Each student will speak to the class in costume of some variation and share facts about his life as indicated on the playing card. The student may accept 3 questions from the class that will allow greater interpretation on the part of the student. The teacher should collect the cards. After each student has presented the teacher will assess student knowledge by stating a fact that was shared during the presentations. Students may use their own notes to help them determine who the German is. Day 4: Students should be asked to take a sheet of paper and fold it into 4 sections.

In the center of the paper, they should write: Famous Germans. Students are then divided into 4 groups. Each group will be given one-fourth of the German playing cards which the teacher collected from the students the previous day and be asked to place the cards in a row with the face down. The students are given 1 minute to review the cards. In one box. After 30 seconds the cards are flipped and the students may check to see who knew the most answers. The cards are turned face down for the next group. They should keep a tally of their correct answers. All students will rotate around the room and continue the procedure until all four stations have been played.

If time allows, the cards may be reshuffled and distributed for play to begin again. Students can use the back of their original score sheet. Did they have similar character traits or situations? What conclusions may be drawn about famous people? What makes someone famous? Starting in the 17th century when they first arrived in America, Germans have contributed to American life. To help students understand the richness of German-American contributions, teachers may wish to assign the following activity: German American Hall of Fame Scenario: As a sign of friendship between the United States and Germany, an organization of German Americans has announced the creation of a German American Hall of Fame to be constructed in Washington, DC to honor German immigrants who have made significant contributions to American society.

As a German American, you have decided to submit a letter of application to the panel of historians who will make the selections. Write a one-page typed letter of application in the first person to the German American Hall of Fame Selection Committee. In your letter, you should address why you believe you should be selected. You should include your accomplishments. Lesson Overview: Students will be introduced to the subject of the Holocaust through a discussion of bullying, an aggressive social behavior with which most students are familiar. With their background experiences with bullying in their own school, students are very aware of the verbal, emotional, and physical abuse that can be involved.

After participating in a variety of activities students will gain an understanding of how bullying could lead to events as horrific as the Holocaust and learn strategies to prevent acts of genocide from occurring again. Teacher Background Information: Teaching the Holocaust can be an incredibly challenging endeavor for the teacher and even more so when determining the appropriate age at which children can possibly comprehend the magnitude of the event.

While elementary students are able to empathize with individual accounts, they often have difficulty placing them in a larger historical context…. Many of our students have experienced bullying in one form or another and, obviously, some may have acted as bullies. The following activities are designed to help students realize that bullying is the seed that can grow into horrific actions such as genocide, if not stopped.

Only by having students acknowledge the suffering that people have endured, can they prevent the violence that caused such suffering from occurring again. They must learn to fully accept people of other backgrounds and to fight discrimination and violence directed at those we feel are different than us. Tolerance should only be a temporary attitude; it must lead to recognition. To tolerate means to offend. There are laws and expectations in Germany regarding teaching and learning about the Holocaust. This will allow parents to be prepared to discuss any questions or concerns their child may have.

Parental support is an essential component for the success of this lesson. A sample letter is provided Handout 3. What are some possible things that the animals could have done to help the others who were being taken away? Next, the teacher should introduce and define the term allegory, a story in which people, things or happenings have a symbolic meaning. The teacher should ask the students why they think this story is an allegory: what do the animals represent? The students might brainstorm ideas with a partner and share their thoughts with the class.

How do they justify doing so? In each box students should write one of these letters: V, P, B, and U.

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Explain to students that most people can admit to having acted in each manner. Does anyone know what each letter stands for? The teacher should discuss each term with the students. No one is perfect, but when these actions become repetitive, it becomes more serious. Perhaps the teacher may lead the class in a discussion asking the students to share their actions with the class. Prior to starting the discussion, the teacher should remind the students that everyone has the right to speak without negative comments from others. No tolerance for bullying starts now.

The teacher might want to connect the allegory of the animals in the woods to the topic of bullying. From bottom to top, the categories of the rows should read: Stereotyping and Prejudice, Discrimination, Scapegoating, Violence and Hates Crimes and Genocide. Even the younger students will be able to give examples of situations fitting each category after the teacher defines the term.

Using their homework paper, the students should begin to share their words. During this exercise the teacher may choose to have the students define the word or give an example of its meaning. Below are some examples the teacher may wish to include:. The skit will include 4 characters playing the parts of a victim, perpetrator, bystander, and upstander. On the board the teacher may draw the victim triangle from Holocaust Museum Houston on the board in order to better visualize the 4 roles of each skit.

The middle of the triangle should be labeled victims. Which role would the students choose? Which role do you choose? The students should work together to write a skit that shows a bullying situation and the way to diffuse the situation and stop the bullying from continuing by using one of the strategies. The bystander can eventually turn into an upstander.

Each skit will be performed in 2 minutes or less. After each skit, the teacher should have the students explain the strategies used. Scenario 1: A student walks into class. Another student looks at him, turns to a friend, whispers, and laughs. Scenario 4: A student is waiting at the bus stop talking to some friends. Another student comes up and asks why the others are talking to this lowlife. Scenario 5: A student is out of school for a religious holiday. Few if any of the other students are his same religion. When he returns to school a student says that he must be weird if he believes in that stuff.

He misses the winning basket at the last second. A student starts calling him a loser! Scenario 7: A student leaves his backpack outside his locker to quickly catch up with a friend down the hall. Another student reaches in and takes his cell phone. Day 4: Each group presents its skit.

The teacher should hold a debriefing after each skit by asking students the strategies that were used to stop, prevent, or avoid a potential bullying situation. DayS The focus will now shift to the Holocaust. This section presupposes that the teacher has basic familiarity with the events of the Holocaust. There are many resources that one can acquire to gain a fundamental knowledge of this genocide.

As a modification, the teacher may choose to read only one book and have the students complete the activity as directed on Handouts 3. The students would read the book orally to each other; therefore, the directions on the handout would need to be revised. The commanding officer ordered that the flag be flown over the camp as a symbol of freedom. Rose Blanche by Roberto Innocenti — Rose Blanche discovers the horrors of a concentration camp in the woods. She takes food to the children incarcerated there until the town is liberated. When she travels to the camp on that day she is ironically shot by the soldiers.

The teacher may wish to allow students an ELA period to read a variety of books independently and then share their favorite with the class. Day 7: Children were the innocent victims of the Nazi genocide. It is estimated that 1. Starting in December of and continuing for a nine month period, children, three months to seventeen years, left their parents and they traveled on a journey to Great Britain in pursuit of freedom. The children traveled by train and then ship, from Berlin, Vienna, Prague and other central European cities in central Europe and ultimately brought into the Liverpool, Harwich Station in Great Britain.

Before distributing a short reading, Kindertransport Excerpt Handout 3. What were the difficulties that had to be overcome? Are there people today who try to change the world for the better? Who are they and what do they do? His Kindertransport project came about after he was commissioned to make a Kindertransport-themed piece for Liverpool Street Station, London, where the trains arrived. The resulting monument was unveiled in and depicts a group of Jewish children standing with luggage on railway tracks. See Kindertransport PowerPoint 3. We arrived on the train as children.

It depicts a boy and girl with luggage, moving towards the train that would save them. They stand with their backs to a group of five other children whose fate was very different. In , the third memorial sculpture depicting the same children as the Liverpool statue was commemorated outside the Gdansk Poland station, the place where Meisler himself left for Great Britain.

In what ways is the Berlin sculpture similar to those in Gdansk, Liverpool and Holland? In what ways is it different? Do they feel that they reflect the Kindertransport? If there is time, the teacher might assign the students to design and construct in groups a memorial to the children of the Holocaust who were not rescued. Why or why not? A trade unionist? Are there times when some students are singled out by others?

What do most students do when this occurs? What national moral obligations do we have to aid people in other countries? This approximately 13 minute piece is an incredible film that students will understand. The teacher must decide if it is age appropriate for the class. The tone and message may be too serious for younger students.

His mother tells him the family is going to Toyland. He wants to go. On the day of the deportation he is missing. Silberstein also prevent Heinrich from discovering the truth? Meissner do when she discovers that Heinrich is not in his room and his toys and suitcase are missing? Meissner discover when she sees the Silbersteins in the freightcar?

Meissner take the boy with her? Optional activity: the teacher might ask the students to rewrite the ending of the film. Others commemorate the experiences of other groups such as homosexuals, Roma and Sinti, the disabled, etc. These stones are designed and have been personally installed in the public sidewalks by Gunter Demnig, a German artist, beginning in After discussing the Stoplersteine, the teacher might suggest that the class sponsors the installation of a stone in a German city.

The contact information is gunter.

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As a part of their study of the Holocaust, the children of the Whitwell Middle School collected over 6 million paper clips representing the 6 million Jews killed by the Nazis. Students could then research Holocaust memorials found around the world and give a presentation to the class.

If possible, the teacher could show the entire documentary. Sources: The Jewish Chronicle n. Kindertransport and KTA History. Guidelines for Teaching about the Holocaust. Since Berlin was the capital of Germany, the Allies decided to divide the city into four sectors and each of the Allies would control one sector, even though Berlin itself was physically within the Soviet zone. As a result of differing philosophies over the administration and the future of Germany, the communist Soviet government began to disagree with the democratic governments of the other Allies.

It appeared that, even though the Allies were to eventually return Germany to German rule, the Soviets would not give up their control. To prevent the spread of communism, the Western Allies decided to remain in West Berlin. Neither the Soviets nor the Allies used their military power to remove the other. The night of June 23, , the Soviets blocked all of the railways, roads, and waterways to prevent supplies from entering West Berlin.

However, the Soviets did not stop the Western Allies from using the airspace. The Western Allies decided to fly planes into Berlin with supplies; this is called the Berlin Airlift, which lasted until August 27, , over three months after the Soviet Blockade had ended on May 12, The supply boxes containing such items as coal and food were flown to the awaiting West Berliners. Every 3 minutes a plane took off from Tempelhof Airport in West Berlin after having. What about the children of Berlin? An American pilot, Lt. Gail Halvorsen, met some children along the fenced area of Tempelhof Airport and was touched by their politeness when he gave them some gum he had in his pocket.

He told the small group of children that he would drop them some candy when he flew over the area the next day. He used handkerchiefs to make parachutes and attached gum and candy. He knew this was not following the rules, but he wanted to give the children some happiness. The small group of children grew to hundreds. His mission was allowed to continue and soon American candy companies and schools and other groups began to send candy to Berlin for the Chocolate Pilots to drop the candy bombs.

This small act of kindness helped to create a foundation of respect and cooperation between the American and German people that extends to this day. PrOcedure: dAy 1: Anticipatory set: To help students understand the significance of the airlift, the teacher will ask the students as a group to generate answers for the following scenarios by projecting Slide 1 from the Airlift PowerPoint PowerPoint 3. A brief script accompanies each slide to offer the teacher discussion points. The drawbridge over the moat is raised just in time to prevent the knights from entering.

Now what? What needs must be met for you to survive? Needless to say some of these "companies" aren't well targeted and happen to send the zines some stuffs that has nothing to do with its highlines! It's sometimes quite hard to stop them in their promotional mailbombings! They've got many enjeweled arguments too keep the zines working for them And they don't easily understand if someone do not want it! Did you meet this kind of troubles?

If you receive some albums that has nothing to do with your zine, do you review it anyway? Yeah, I know the problem. Do you think it remains useful to receive promos? After all it's easy to download many Mp3s and one could run his zine reviewing mostly stuffs he enjoy In my opinion a zine being run almost without any promo would really turn into a FANzine! Do you think it's utopian and I should stop drinking strawberry-milk or what? If it was all about this, I would be on the internet all day long downloading cult stuff of traditional acts and denying the rest.

Fuck all the rest!!! I hate staring in front of the screen and want my piece of vinyl touched by a blood needle instead, hehe! What's the best way to run a zine in your opinion: To remain quite distant from the whole underground and say what you have to say anonymously or not without taking care of other peoples reactions, or to be in touch with many bands, activists and to offer something less personal but much more informative? I go to a concert for the sake of the music and meeting some individuals that kept honest and truthful to themselves, but fuck the rest!

Do you think a zine has to be very specific to a given kind of music to be efficient exemple: Old school death, Technical death or Raw black metal , or are anykind of more or less metallic musics welcome? Just check out the harsh aggressiveness of i. So there are definitely some borders in order to deny non-Metallic influences, but upon this limited battleground there should be no limitations at all!

Many paper fanzines died and most of the zines are now on the Internet under the form of webzines. It's cool because it's free and the gain of informations is faster But on the other hands most of the webzines don't have the personality many paper zines had! A webzine can never be as rewarding and unique as a paper zine! Do you think this situation will improve in few years eventhough Internet is more or less commonly used since years or would an improvement be really difficult when taking in account how things work on the web?

Unfortunately, I think the amount of webzines will grow constantly. Do you happen to read other zines? Do you take inspiration from some or do you simply read their writings as a metaller? Yeah, I like checking out cult publications like i. How do you detect in few minutes if a zine would please or not your needs for alcoholic metal, objectivity and opinions? Do you rather have a look at the bands they interviewed, the notes given to the albums?

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Or the guestbook? Are you more or less demanding concerning the quality of demos? In my opinion demos aren't totally finished stuffs, it's something like a "try" and we shouldn't be as demanding towards demos!