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 Groblers debut on the large screen and features a rst-rate
cast including Daniel Brhl (whose previous lms include Good Bye, Lenin!; The Edukators, Krabat; The Bourne
Ultimatum; Inglorious Basterds), Burghart Klaussner (The White Ribbon; The Reader both Oscar-nominated lms)
and Thomas Thieme (who starred in the Oscar-winning The Lives of Others).
Crew
Director: Sebastian Grobler. Screenplay: Johanna Stuttmann, Philipp Roth. Editor: Dirk Grau. Music: Ingo Ludwig
Frenzel.
Cast
Konrad Koch Daniel Brhl
Joost BornstedT (pupil) Adrian Moore
Otto Schricker (pupil) Till Valentin Winter
Felix Hartung (pupil) Theo Trebs
Gustav Merfeld (Head Teacher) Burghart Klauner
Richard Hartung (Felix father) Justus von Dochnanyi
Klara Bornstedt (Joosts mother) Kathrin von Steinburg
Herr Schricker (Ottos father) Axel Prahl
Dr. Roman Bosch (history teacher) Thomas Thieme
Dr Jessen (PE teacher) Jrgen Tonkel
Location
The lm was shot in Braunschweig (English name: Brunswick), a German city in the federal state of Lower Saxony.
Plot Summary
Konrad Koch is hired to teach English at a strictly-run German school for boys in 1874. The reform-minded
headmaster has hired him as one of the very rst 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 rst 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,
Kochs unconventional ways soon make him many enemies: inuential parents, local dignitaries and, above all,
his colleagues, who only believe in Prussian drills and discipline. They all want to get rid of Koch - but then his
students decide to take the initiative ...
Release
Premiered at the Berlin Film Festival in February 2011 the lm was released in German cinemas in the same
month. It has played at the Montreal and Rio lm festivals and received three nominations for the German Film
Awards 2011.
Learning Resource:
LESSONS OF A DREAM
a) Before watching the lm
Look at the image on the poster. What type of lm
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 lm is set
in?
What do you think the lm 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 lm.
Work in small groups to discuss these questions then share your results as a class:
Konrad Koch (1846 -1911)
Dream
b) After watching the lm
The original German title of the lm is Der ganz grosse Traum which means The Great Dream. Teacher Konrad
Kochs 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, rstly in English, that could be associated with the word dream.
Then use a dictionary to nd 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 lm 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 lm 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 unied 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 ve, nd answers to the questions
below and prepare a short presentation (5 minutes).
Who ruled Germany in 1874?
Was Germany a democracy? Who could take part in elections?
How many different territories made up the German Empire?
What special role did Prussia play?
How long did the German Empire last?
What kinds of transport existed in the German Empire?
What kinds of communications technology existed in 1874?
Option 2: The History of Football
Using the Internet research the history of football. In groups of four or ve, nd answers to the questions which
follow and prepare a short presentation (5 minutes).
Look up cuju, episkyros and harpastum and and fnd out where it was played and who played it.
What were early footballs made out of? Give three examples.
When were the modern football rules written? What role did the English public schools play in this?
What are the Deutscher Fussball Bund (DFB) and the Bundesliga?
When did people start playing football in Scotland? Was it similar to football today?
I have worked with others, using a variety of media including ICT where appropriate, and can contribute
successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in a
country where the language I am learning is spoken.
MLAN 2-06b
I have contributed to a group to plan and prepare short talks in the language I am learning on topics of personal
interest or linked to an aspect of a country where the language I am studying is spoken.
MLAN 3-06a
LISTENING AND TALKING
The lm 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 lm. Talk about:
The atmosphere in class: how the teachers interact with the pupils
Life at home: how the boys and their parents talk to each other
How the boys treat each other
How people from richer and poorer backgrounds interact
How does the fun the boys have during football practice affect their lives? What changes occur?
Work with a partner or in groups of three and imagine you are Joost, Otto or Felix. Have a conversation and talk
about how your life has changed since you started playing football.
When I engage with others, I can respond in ways appropriate to my role, show that I value otherscontributions
and use these to build upon thinking.
LIT 2-02a
GERMAN GRAMMAR: NOUNS, VERBS AND ADJECTIVES
In pairs, read the German synopsis of the lm. 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 Schler in Englisch zu unterrichten. Die Schler haben
kein Interesse an Englisch.
Konrad Koch hat in England die neue Sportart ,Fussball gelernt. Um die Jungen fr Englisch zu begeistern, bringt
Herr Koch ihnen Fuball bei. Im Englischunterricht lernen sie Fuball-Vokabular.
Konrad Kochs Fuballunterricht gefllt dem Frderverein nicht. Herr Koch und die Schler geben aber nicht auf.
Sie treffen sich nachmittags in einem Park, um zu trainieren. Die Schler mssen das geheim halten.
Die Klasse wird eine richtige Mannschaft. Zwei Schler sind besonders begabt: Otto ist ein toller Torwart, und
Joost kann sehr gut Tore schiessen. Er wird Strmer.
Herr Koch bekommt einen Brief von einem Freund aus England. Ian ist auch Lehrer. Er macht mit seinen Schlern
eine Reise nach Deutschland. Die englischen Schler wollen gegen die deutschen Jungen Fuball spielen.
Der Vater von Felix Hartung zwingt ihn, das Geheimnis zu lften. Die Jungen drfen keinen Fuball mehr spielen.
Whrend der Geschichtsstunde kommen die englischen Schler am Gymnasium an. Die Jungen folgen Herrn
Koch in den Park, wo sie gegen die englischen Schler spielen. Viele Leute schauen begeistert zu. Der Traum von
Konrad Koch ist wahr geworden.
die Handlung plot
das Deutsche Reich the German Empire
das Gymnasium the grammar school
handeln von to be about
der Unterricht the lesson
der Schulleiter Head Teacher
jemanden einstellen to employ somebody
nachmittags in the afternoon
(kein) Interesse an etwas haben to have (no) interest in something
um... zu... in order to
jemanden begeistern to ll someone with enthusiasm; to inspire someone
jemandem etwas beibringen to teach someone something
jemandem (nicht) gefallen to (not) please somebody
sich treffen to meet
etwas geheim halten to keep something secret
die Mannschaft the team
begabt talented
der Strmer the forward
toll great
der Torwart goalkeeper
der Frderverein school sponsoring society or Parent-Teacher Association
eine Reise machen to go travelling
jemanden zwingen to force somebody
ein Geheimnis lften to reveal a secret
drfen to be allowed, may
ankommen to arrive
begeistert enthusiastic
wahr 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 GERMAN
Imagine you are a writer for the magazine of the German school in the lm. You have been asked to write a prole
of one of the players of the football team choose from Otto Schricker, Joost Bornstedt or Felix Hartung. In your
prole you should mention:
their appearance
what position they play in the team
their personality or character
the subjects they enjoy at school and which ones they dont like
You may wish to use the vocabulary provided or nd your own with the help of a dictionary.
Wortschatz:
Statur: gross / klein / dick / schlank / sportlich
Haare: blond, dunkel, braun, kurz, lang, glatt, lockig
Position: Verteidiger/ Strmer / Torwart / Mittelfeldspieler
Persnlichkeit: mutig / stolz / treu / loyal / gemein / geduldig / hartnckig / kreativ / gutmtig / bescheiden
Fcher: Geschichte / Turnen / Englisch / Mathe / Fuball / Latein / Erdkunde
I can create, amend and present more extended information about myself and others, my experiences, or a topic
of my choice for different purposes. MLAN 3-13a
LISTENING AND TALKING
Recall the scene where Joosts mum Klara comes home to nd that Joost is sneaking out to football practice.
Klara is very angry when she nds out, because she is afraid he will be expelled from school. Imagine you are
now Joost and your mum is going to stop you playing football altogether. You remember that Herr Koch said he
would talk to your mum so you go to ask for his help. Invent a conversation between Herr Koch and yourself.
How would you feel?
What would you say?
What do you think Herr Koch would say back?
Invent a conversation between you and Herr Koch. You can use some of the vocabulary below, or use some that
you nd 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 Sorgen
Im very sad / disappointed Ich bin sehr traurig / enttuscht
Would you speak to my mother? Wrden Sie mit meiner Mutter sprechen?
She doesnt 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 bldes Spiel
I trust you Ich vertraue Ihnen / dir
Ill help you / Ill talk to her Ich helfe dir / ich rede mit ihr
What did your mum say? Was hat deine Mutter gesagt?
Shes just worried about you Sie macht sich Sorgen um dich
She wants the best for you Sie will nur das Beste fr 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 lm. What ones would you say are the most relevant in this lm?
Look up the German for the words below, using a dictionary, and circle the ones you think are most important in
the lm:
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 nd 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 otherscontributions
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 lm 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 ip-chart. As a group discuss the following questions:
Are some of your dreams similar, or are they all completely different?
Could you guess what each others dreams were, or has this shown you a completely different side to
someone?
Decide if there are aspects which all your dreams have in common, or if there are any differences.
b) In Lessons of a Dream the pupils change the way they relate to each other. At the beginning of the lm,
the boys dont see themselves as a group who can make things happen. When Herr Koch introduces them to
football, their love of the game helps them to grow together as a team. When they work together to achieve
their joint dream, they manage to overcome their individual differences.
As a group, envision something you would like to make happen. How can you make your vision become reality, in
spite of different opinions in the group? Think about:
What talents or skills do you have as a group that you could use to achieve your vision? Think about the
special talents, skills or experiences that each person brings to the group.
Are there certain things that have to happen, or are certain conditions needed, for a group to achieve its
dream?
Can one persons dream have a wider impact? What conditions are needed for this to happen?
Present your groups joint dream or vision in a poster.
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school
community one which values individuals equally and is a welcoming place for all.
HWB 2-10a
When I engage with others, I can respond in ways appropriate to my role, show that I value others contributions
and use these to build upon thinking.
LIT 2-02a
LISTENING AND TALKING. VOCABULARY RESEARCH
The theme of prejudice is central in the lm Lessons of a Dream. In his rst English lesson, Herr Koch nds 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 lm 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 lm and note them in your diagram. Look up their German equivalents of these
words. Some of the prejudices in the lm might surprise you. For example, Herr Hartung Senior, the Chairman of the
Frderverein (School Sponsoring Society) calls football weibisches Getrete girly kicking about. But Rosalie, the
servant, dreams of women being allowed to play football some day.
Does Herr Hartungs comment surprise you?
Why do you think Herr Hartung calls football girly?
Why do you think Rosalie was not allowed to play football with the boys?
Do you associate football with men or with women, or with both?
Today we are much more aware of the prejudice and discrimination faced by some groups in our society. However,
prejudices still remain and it is important that we think about the impact this has on peoples lives. For example,
for a long time football was seen as a mans sport. There are still more clubs for men than for women and girls,
although this is changing slowly.
I can understand how a bilingual dictionary works and use it with support.
MLAN 2-11a
I can use a bilingual dictionary independently to help me understand a new language.
MLAN 3-11a
I can recognise features of words in the language I am learning and use them to make sense of vocabulary and of
the connections between words.
MLAN 3-11b
I can gather and use information about forms of discrimination against people in societies and consider the impact
this has on peoples lives.
SOC 2-16b
LISTENING AND TALKING
The lm 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 were saying?
However when Konrad Koch tries to interest the boys in the new language, they dont want to know.
In small groups, discuss the following questions:
Why do you think the boys dont want to learn English?
What are the benefts of speaking another language?
What do you think might put people off learning a new language? What can help?
What do you think of Konrad Kochs teaching methods? Would you like to learn a language this way?
Recall the scene at the Schrickers party where Konrad Koch and Herr Hartung are arguing about education.
Below are some words that describe the values they think the boys need to learn at school.
Work in pairs and use a dictionary to nd the English equivalents of the German words. Can you match the
words to:
a) Herr Hartung or b) Konrad Koch?
Kameradschaft Gehorsam Teamgeist Willensstrke Fair Play Pnktlichkeit Disziplin
In your pairs, discuss
What do you think it was like to go to school in Scotland in 1874?
Do you think it was similar to the school in the flm?
What would have been different?
Like the school in the lm, 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 nd out for yourself what a Scottish school
was like in the 1870s.
I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities
and differences.
SOC 2-04a
I can understand how a bilingual dictionary works and use it with support.
MLAN 2-11a
I can use a bilingual dictionary independently to help me understand a new language.
MLAN 3-11a
USEFUL LINKS
Lessons of a Dream offcial website:
http://www.betalm.com/en/produkt/do/detail.html?pId=3036
Der ganz grosse Traum offcial website in German:
http://www.derganzgrossetraum.de/
Information in English on German flms:
www.germanlms.de
Information on German flms for teachers of German:
www.kinofenster.de
Information on the history of football:
http://www.fa.com/classicfootball/history/game/historygame1.html
English language sites on German football history:
http://www.dfb.de/index.php?id=311002
http://www.bundesliga.de/en/historie/index.php
Glasgow Film Learning:
http://www.glasgowlm.org/theatre/information/gft_learning
Goethe-Institut
http://www.goethe.de/glasgow