Die Große Reise: Designing Your German-Speaking European Adventure
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we use our German language skills to design a culturally authentic and logistically sound travel experience that showcases the regional diversity of the DACH region and challenges our perceptions of German-speaking cultures?Essential Questions
Supporting questions that break down major concepts.- How do the geography, history, and cultural traditions of Germany, Austria, and Switzerland shape the identity of their major cities and rural regions?
- What linguistic tools and social norms are essential for effectively navigating transportation, dining, and lodging in German-speaking countries?
- How do regional differences—such as food, architecture, and dialects—contribute to the diversity of the DACH (Germany, Austria, Switzerland) region?
- How can we use target language resources to research, budget, and organize a logistically sound and culturally authentic travel experience?
- How does experiencing a culture firsthand (even through planning) challenge our existing stereotypes and broaden our global perspective?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will synthesize information from authentic German-language travel resources (websites, blogs, schedules) to select and justify destinations across Germany, Austria, and Switzerland.
- Students will demonstrate proficiency in using functional language and vocabulary related to travel logistics, including transportation, lodging, and dining.
- Students will analyze and compare regional cultural differences—such as food, architecture, and traditions—within the DACH region to create a culturally authentic experience.
- Students will apply mathematical and organizational skills to develop a realistic budget and logistical plan based on current economic data from the target countries.
- Students will present a comprehensive, multi-media travel itinerary in German that demonstrates their ability to communicate complex information to a specific audience.
ACTFL World-Readiness Standards
Entry Events
Events that will be used to introduce the project to studentsThe Influencer SOS: Saving the Feed
Students walk into class to find a frantic video message from a popular German-speaking travel influencer (mock-up) who has lost their entire 10-day itinerary just 48 hours before departure. The influencer tasks the class with crowdsourcing a 'rebound' trip that balances high-energy content for followers with deep, authentic cultural immersion along with some traditional 'tourist traps.'Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.The Logistics Lab: Tickets & Time Zones
Now that locations are chosen, students must figure out how to get the influencer from Point A to Point B. Using the official websites of Deutsche Bahn (DB), ÖBB (Austria), and SBB (Switzerland), students will navigate real-time schedules to plan a logical travel route. They must also find accommodations that fit the 'authentic' vibe, such as a local 'Gasthof' or a boutique hostel, and calculate costs in Euros and Swiss Francs.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Logistics Ledger' containing a sequence of train connections (times, platform numbers, and prices) and selected lodging details with price conversions.Alignment
How this activity aligns with the learning objectives & standardsAligns with ACTFL 1.2 (Interpretive Communication) through reading train schedules and ACTFL 3.1 (Making Connections) by integrating geography and math for logistics and budgeting.The Influencer’s Pitch: Saving the Feed
In the final phase, students compile all their research into a polished 14-day itinerary designed for the influencer. This is the 'pitch' to save the influencer's feed. The itinerary must be visually engaging and written entirely in German, showcasing the 'rebound' trip that balances high-energy activities with deep cultural immersion. Students will present their plan to the 'Influencer' (the teacher or classmates) to prove it is the best possible recovery for the lost trip.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA multi-media 'Influencer Itinerary' (digital booklet or slide deck) and a 3-minute oral pitch in German explaining the trip's highlights.Alignment
How this activity aligns with the learning objectives & standardsAligns with ACTFL 1.3 (Presentational Communication) as they present their final plan and ACTFL 2.1 by synthesizing cultural insights into a cohesive narrative.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioDACH Region Influencer Itinerary Assessment
Logistics & Information Literacy
Evaluates the student's ability to interpret authentic German resources and synthesize logistical data into a functional travel plan.Interpretive Research & Logistical Accuracy (ACTFL 1.2)
The ability to navigate authentic German-language websites (DB, ÖBB, SBB, regional tourism boards) to extract specific travel data including times, prices, and logistical requirements.
Exemplary
4 PointsIndependently and accurately extracts complex logistical data from multiple authentic sources. Demonstrates sophisticated navigation of German-only interfaces with no errors in 'Abfahrt', 'Gleis', or 'Ankunft' details. Data is meticulously organized.
Proficient
3 PointsAccurately extracts necessary logistical data from authentic German websites. Correctly identifies departure/arrival times and platform numbers with very few minor errors. Information is clear and organized.
Developing
2 PointsExtracts some correct data but struggles with complex schedules or terminology. May rely partially on English translations or show inconsistencies in train connections and pricing.
Beginning
1 PointsStruggles to navigate authentic sites. Data is missing, incorrect, or heavily reliant on English-language travel blogs rather than primary German transport or lodging sources.
Geographic & Economic Synthesis (ACTFL 3.1)
Integration of mathematical skills and geographical knowledge to plan a realistic, budget-conscious route across the DACH region, including currency conversions (EUR/CHF).
Exemplary
4 PointsCreates a seamless, geographically logical route that maximizes time. Budgeting is precise, including accurate currency conversions and realistic cost estimations for the 'authentic' lodging selected.
Proficient
3 PointsRoute follows a logical geographical progression. Budgeting is mostly accurate with correct currency conversions and reasonable price points for transportation and lodging.
Developing
2 PointsRoute is somewhat disjointed (e.g., backtracking geographically). Budgeting contains mathematical errors or misses key costs like local transit or currency differences.
Beginning
1 PointsRoute is geographically impossible or highly inefficient. Budgeting is incomplete or fails to use the correct currencies for the countries visited.
Intercultural Competence
Evaluates how well the student differentiates between the diverse cultures within the DACH region and applies social norms correctly.Regional Cultural Literacy (ACTFL 2.1 & 4.2)
The depth of understanding regarding the unique traditions, culinary specialties, and social norms (Knigge) of Germany, Austria, and Switzerland.
Exemplary
4 PointsDemonstrates a nuanced understanding of regional diversity; identifies specific dialects or hyper-local traditions. Etiquette guide shows deep insight into the 'why' behind cultural perspectives (e.g., sustainability in water choices).
Proficient
3 PointsClearly distinguishes between the three countries and identifies regional dishes and traditions accurately. Etiquette guide provides helpful, culturally appropriate advice for the influencer.
Developing
2 PointsIdentifies general German-speaking traditions but lacks regional specificity (e.g., treating 'DACH' as a monolith). Etiquette tips are basic or common knowledge.
Beginning
1 PointsRelies on stereotypes or generic information. Fails to distinguish between the unique cultures of the three countries or provides inaccurate cultural information.
Communication & Presentation
Focuses on the student's ability to communicate complex ideas and persuade an audience using the German language and multimedia tools.Target Language Proficiency (ACTFL 1.3)
The quality, accuracy, and complexity of the German language used in the written itinerary and the spoken 'Pitch' to the influencer.
Exemplary
4 PointsUses a wide range of specialized travel vocabulary and complex grammatical structures (e.g., relative clauses, subjunctive for recommendations) with high accuracy. Flow is natural and engaging.
Proficient
3 PointsCommunicates clearly using appropriate 'Reisevokabular'. Sentences are mostly accurate with minor errors that do not impede meaning. Vocabulary is varied and task-appropriate.
Developing
2 PointsCommunicates basic ideas using simple sentence structures. Vocabulary is repetitive or occasionally inaccurate. Errors sometimes require reader/listener effort to understand.
Beginning
1 PointsRelies on isolated words or short, fractured phrases. Heavy interference from English or digital translation tools makes the message difficult to follow.
Presentational Delivery & Persuasion (ACTFL 1.3)
The ability to present the itinerary in a persuasive, professional, and visually engaging manner tailored to the 'influencer' persona.
Exemplary
4 PointsPresentation is highly persuasive and 'on-brand' for an influencer. Multimedia elements are used innovatively to enhance the narrative. Oral pitch is confident and compelling.
Proficient
3 PointsPresentation is professional, organized, and clearly directed at the target audience. Multimedia elements support the text. Oral pitch is clear and covers all required highlights.
Developing
2 PointsPresentation is organized but lacks a persuasive 'pitch' feel. Multimedia elements are present but basic. Oral delivery is hesitant or relies heavily on reading notes.
Beginning
1 PointsPresentation is disorganized or incomplete. Lacks the required visual or oral components. Minimal effort to engage or persuade the audience.