Chapter 2: Die Heimat
Table of Contents
Die Heimat A
Learning Objectives
In these activities, you show that you can:
communicate using high-frequency vocabulary and structures such as modal verbs and appropriate word order.
interpret short texts and videos and identify relevant information about what Heimat means.
communicate with others in scripted presentations and unscripted conversations on topics related to what Heimat means.
Tools
Vocabulary
| Topic | Words and Phrases |
|---|---|
| Heimat | der Aspekt, die Gesellschaft, die Idee, der Kontakt, der Ort, die Rolle darstellen, geboren besonder-, falsch, fremd, richtig, traditionell |
Grammar and Structures
| Structure | Usage |
|---|---|
| Modal verbs | können, müssen, wollen |
| Word order in statements (S-V) | Ich denke… |
| Word order in yes/no-questions (V-S) | Denkst du…? |
| Word order in open-ended questions (W-V-S) | Was denkst du…? |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
| Heimat is a term with a long history, with both cultural and political connotations. It has meant different things at different times. “Heimat” (Wikipedia) | Although the interviewees below speak of personal and positive connotations of Heimat, the word has become re-politicized in 2018. You should be aware of the negative connotations when speaking about Heimat. |
Tasks
Activity 1: Interpreting Information
Listening/viewing/reading
In preparation for the upcoming activities, please review one of these websites:
Filmprojekt „Heimat und Identität“ (Video)
KURIER Straßenumfrage: Was bedeutet "Heimat" für Sie? (Video)
[Interviews in Vienna; some dialect]Vorarlberg Online: Umfrage zum Thema Heimat (Video)
[interviews of K-12 and university students; some dialect]Laut gedacht: Umfrage „Was bedeutet Heimat für euch?“ (Video)
Interpreting Information
Please write down notes to the following prompts:
What keywords do the interviewees use to describe what Heimat means to them? Is it geographical? Something else? Both?
Activity 2: Presenting Information
Using your notes from the previous activity, please record yourself presenting two photos or objects that evoke your own personal concept of Heimat. Describe each to your classmates and explain why you associate them with Heimat.
Please use high-frequency words and provide as much detail as you can. Use at least three words from your notes in Activity 1.
This activity should take you 10 minutes to prepare and your presentation should last about 2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activity as a guide, engage in a brief conversation with a partner covering the following topics:
Conversation: Using your notes from activities 1 and 2, reflect on which notions of Heimat you find most convincing or appropriate for yourself. The interview your partner about what Heimat means to them. You are welcome to recycle questions from the videos and/or develop your own. Ask follow-up questions to promote clarification and expansion.
These activities should take you 10 minutes to prepare and your presentation and conversation should last about 5 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
| I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
| I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question. Ask for repetition with the phrase “Wie bitte?” |
Digging Deeper: Follow-up Activities
Several of the videos mention that Heimat is sometimes used in a politically charged way. Research more about the current and historical uses of the word using these links:
“Patriotic term ‘Heimat’ driving new German ‘identity politics’ (Alumniportal Deutschland)
Home is where the Heimat is: Germans bemused by new ministry (Reuters)
Heimat has also played a critical role in literature, film, and TV. Research one or more of these:
Die Heimat B
Learning Objectives
In these activities, you show that you can:
communicate using high-frequency vocabulary and structures such as modal verbs.
interpret short texts and videos and identify relevant information about where you live.
communicate with others in scripted presentations and unscripted conversations on topics related to where you live.
Tools
Vocabulary
| Topic | Words and Phrases |
|---|---|
Apartment/Home Yard | das Bett, der Boden, das Gebäude, die Kunst, die Nähe, die Wand, die Wohnung der Baum |
| Home description | beschreiben, zeigen eigen-, kaum, persönlich, privat, das Mal (zum ersten Mal) |
Grammar and Structures
| Structure | Usage |
|---|---|
| Modal verbs | dürfen: Was darfst du nicht im Wohnheim machen? mögen: Magst du deine Wohnung? Warum? müssen: Müsst du putzen? können sollen wollen |
Cultural Knowledge
| Fact | Effect |
|---|---|
| Germans move much less frequently than Americans. Housing is also more expensive, but also more solidly constructed (usually cinder block walls). | A typical German apartment is not only unfurnished, but basically without fixtures except for the bathroom (College towns may be different). When you move, you literally remove everything that you installed when moving in, including the flooring, the ceiling lamps, and even the kitchen cabinets, counters, and sink. Most lease agreements require you to repaint the walls white. |
Tasks
Activity 1: Interpreting Information
Listening/viewing/reading
“Mein Zuhause” often refers to the apartment, house, or houseboat where one literally lives. If you search “Wohnungstour” on YouTube, you’ll find a whole genre of 10-minute videos showing us around someone’s new apartment. In preparation for the upcoming activities, please review one of these videos and take written notes using the questions below:
Interpreting Information
While watching the video(s), gather notes to the following prompts:
Vocabulary: what names of rooms and objects can you add to the vocabulary table above? Listen, in particular, for things that you have in your own residence (see activity 2 below).
How do German apartments differ from American ones? The third link, in particular, shows a more typical German apartment in terms of size and furnishings.
Activity 2: Presenting Information
Create your own video or audio recording in the style of the videos above, using these videos as models for how to describe where you live. Use the vocabulary and structures above to help you prepare your presentation.
Please use high-frequency words and provide as much detail as you can.
This activity should take you 10+ minutes to prepare and your presentation should last about 2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activity as a guide, engage in a brief conversation with a partner covering the following topics:
Where do you live? What is your residence like? (location, rooms, furnishings, roommates) What do you like about it? What do you dislike? Where would you prefer to live? What are you (not) allowed to do there (e.g., if living in a dorm)? What do you have to do (e.g., housekeeping, maintenance)? Use modal verbs frequently in your conversation.
These activities should take you 10 minutes to prepare and your presentation and conversation should last about 5 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
| I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
| I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question. Ask for repetition with the phrase “Wie bitte?” |
Digging Deeper: Follow-up Activities
“Zuhause” literally describes where you live, but the term is also used to evoke emotions of belonging. Check out these music videos that use the term. Please note that you can often find the lyrics below the video by clicking on “show more.” You can also click on the gear icon to slow down the video for easier comprehension:
To learn more about rental contracts in Germany, listen to this Slow-German episode.
Die Heimat C
Learning Objectives
In these activities, you show that you can:
communicate using high-frequency vocabulary and structures such as simple past tense and verb negation.
interpret short texts and videos and identify relevant information about the integration of refugees.
communicate with others in scripted presentations and unscripted conversations on topics related to the integration of refugees.
Tools
Vocabulary
| Topic | Words and Phrases |
|---|---|
| Refugees and Integration | die Bevölkerung, das Volk die Wahrheit, die Reaktion, die Kritik negative/positiv |
| diskutieren, reden, verlassen | |
| außerdem, deshalb, früher, leider, teilweise |
Grammar and Structures
| Structure | Usage |
|---|---|
| Simple past tense (modal verbs) | Er musste…fliehen. Er durfte…spielen. |
| Negation of verbs | Er durfte nicht…spielen. |
Cultural Knowledge
| Fact | Effect |
|---|---|
| Survivors of the Holocaust and many German citizens in the postwar period were the first beneficiaries of this international agreement. Many Germans today were themselves refugees or have grandparents who were. | Many Germans welcomed the arrival of refugees from war-torn countries like Syria starting in 2015. In German, this positive attitude is called Willkommenskultur. |
Tasks
Activity 1: Interpreting Information
Listening/viewing/reading
In 2015, Germany experienced a historical influx of refugees fleeing worn-torn countries such as Syria. For many of these individuals and families, Germany will become their new home. In preparation for upcoming activities, please review the text and/or video and take written notes using the questions below:
Then select one of the 11 numbered films to learn more about the “Refugee 11” soccer team. Each profiles a different player, with a discussion of a different topic related to the life of a refugee such as discrimination, language and education, asylum rights, and integration. (We’ve already watched #5 as part of the link above). Use the questions in bold to the side of each video to get a quick overview and organize your listening and note-taking.
Interpreting Information
While reading the text and/or watching the video, gather notes to the following prompts:
Text: What fears (Ängste) and misconceptions do some Germans have about the influx of refugees? What facts counter these fears?
Text: What feelings and experiences are typical of refugees trying to establish Germany as their new Heimat?
Videos: Who is profiled (name, home country, profession)? Why did they come to Germany? What do they miss? What personal and bureaucratic/legal challenges did/do they face?
Personal reflection: Have you ever felt foreign or out of place somewhere? How did it feel? What did you do to cope?
Activity 2: Presenting Information
Using your notes from the previous activity, please record yourself presenting to a classmate a profile of one member of the “Refugee 11” soccer team. Include details about who they are and what they have experienced.
Please use high-frequency words and provide as much detail as you can. Use the simple past form of modals to describe their personal journey and experiences (Er musste… Er durfte nicht…).
This activity should take you 10+ minutes to prepare and your presentation should last about 2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activity as a guide, engage in a brief conversation with a partner covering the following topics:
Using modal verbs, discuss ways in which German government, society, and citizens can support the integration of refugees into society. You’ve already thought about integration scenarios in a university setting in a previous unit. Now think about the bigger picture in your community.
These activities should take you 10 minutes to prepare and your presentation and conversation should last about 5 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
| I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
| I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question. Ask for repetition with the phrase “Wie bitte?” |
Digging Deeper: Follow-up Activities
There is often confusion about the differences between asylum-seekers, refugees, migrants, and immigrants. Notably, a refugee is a legal status outlined by the 1951 Geneva Convention of the United Nations and recognized by many countries around the world. For more information, check out the UNHCR webpage. For more specific, German-language resources, please see the “Flucht und Asyl: Grundlagen” (BPB).
Survivors of the Holocaust and many German citizens in the postwar period were the first beneficiaries of this international agreement. For more about German refugees after World War II, see the episode “The Germans Expelled” from the podcast (English) Germany: Memories of a Nation.
In the Atlanta area, we also have large refugee communities. If you’re interested in learning more about these members of our community and ways to help them, check out the International Rescue Committee’s Atlanta page.
In Germany, many of the effective integration tools were small initiatives organized by local citizens to align with their own interests and hobbies. For examples from Der Spiegel, see: “Locals Step in to Help Refugees in Need” or “What a Million Refugees Mean for Everyday Life”
Die Heimat D
Learning Objectives
In these activities, you show that you can:
communicate using high-frequency vocabulary and structures such as kennen and wissen.
interpret short texts and videos and identify relevant information about acceptance, homesickness, and cultural shock.
communicate with others in scripted presentations and unscripted conversations on topics related to acceptance, homesickness, and cultural shock.
Tools
Vocabulary
| Topic | Words and Phrases |
|---|---|
| Culture Shock | die Angst, das Ausland, die Erklärung, die Erfahrung, das Herz, der Job, das Leben bald, bisher, dunkel, erst, gleichzeitig, leer, politisch, weg empfinden, erkennen, leiden, wissen |
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
| kennen | to know a person, place, entity; to be familiar with |
| wissen | to know a fact |
Cultural Knowledge
| Fact | Effect |
|---|---|
| Heimweh is real—it’s part of the normal 4 stages of culture shock that everyone experiences when living abroad for a longer duration | Longer study and work abroad experiences result in better learning outcomes and personal development. Tourists, by contrast, do not experience all four stages which are critical to having a complete learning experience. |
Tasks
Activity 1: Interpreting Information
Listening/viewing/reading
We talked in the previous unit about German “Welcoming Culture.” But the experiences of refugees are not all positive. Many miss their home countries and experience challenges and discrimination in Germany. In this unit, we’ll explore Heimweh. For a humorous take on mixed reactions toward refugees, watch this video by Syrian filmmaker Firas Alshater who lives in Germany and publishes videos on YouTube under the name “Zukar.” In preparation for the upcoming activities, please watch this video and take written notes using the questions below:
Then watch his conversation with Constantin Schreiber called “Frag einen Deutschen, Frag einen Araber” for more detailed insights into the two-way street that is integration.
Interpreting Information
After watching the videos above, gather notes to the following prompts:
Video 1: What did Firas Alshater do to make a public statement about accepting refugees? Reflection: Do you think it was effective? Why (not)?
Video 2: What questions do German-speakers have about Arabic-speakers living in Germany? And vice versa? How does each respond to those questions?
Activity 2: Presenting Information
In his essay collection Zungenentfernung (tongue removal), German author Zafer Şenocak writes about having moved to Germany from Turkey as a child and migrating from southern to northern Germany thereafter. One term he uses is “personal geography,” meaning that what makes us feel at home in a place is less the city, state, or country itself and more the associations, memories, and feelings we connect to that place. Hence, for him, everyone has a different “map” even if they live in the same city.
Imagine presenting your hometown or current place of residence to a visiting German exchange student. What would you show them first? What non-touristy sites have the most meaning to you personally? What are the places you will miss when you study abroad? What are the places that evoke the most memories for you when you visit them after having been away for a time? Record yourself presenting 3 sites that are part of your “personal geography.” Use at least one image or object in your presentation.
Please use high-frequency words and provide as much detail as you can.
This activity should take you 10 minutes to prepare and your presentation should last about 2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activity as a guide, engage in a brief conversation with a partner covering the following topics:
Heimweh is real—it’s part of the normal 4 stages of culture shock that everyone experiences when living abroad for a longer duration. Discuss with a partner what people, places, things, and activities you will miss most (or did miss most) when studying or working abroad.
What will you do to stay connected to these parts of your identity while abroad?
Also discuss what you will not miss and what you look forward to, both in terms of places and things, but also in terms of personal growth.
These activities should take you 10 minutes to prepare and your presentation and conversation should last about 5 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
| I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
| I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question. Ask for repetition with the phrase “Wie bitte?” |
Digging Deeper: Follow-up Activities
Discuss For more videos from “Zukar,” check out his YouTube channel.