23-1-2015
DAG VAN
TAAL,
KUNSTEN
EN
CULTUUR
2015
Betekenisvol leren en
lesgeven voor de toekomst
Taal /zaakvak integratie en hogere denkvaardigheden
Hoe leid je leerlingen op voor een toekomst waarin verandering de enige constante lijkt te zijn?
Welke kennis en vaardigheden hebben leerlingen nodig en welke didaktiek hoort daarbij?
Deze workshop gaat in op de taal/zaakvak integratie didactiek die ontwikkeld is voor de tweetalige
opleidingen in ons land, die ook goed toepasbaar is in een eentalige omgeving. Op basis van het
sociaal constructivisme kijken we naar het ontwikkelen van hogere denkvaardigheden door middel
van toepassen, analyseren en synthetiseren van taal en kennis. We gaan in op activerende
werkvormen en de toepassing van smartphones in de klas.
Kennis is macht. Dat geldt nog steeds. Echter, als het om de succesvolle werknemer van de toekomst
gaat, is kennis alleen niet meer genoeg. Veel belangrijker is wat je met die kennis kunt, waar je
nieuwe kennis vandaan haalt, of hoe je nieuwe wetenschap kunt genereren op basis van oude
kennis. En die toekomst? die is al begonnen....
Robert Jan Smit
Docent English Language & Culture
TTO afdeling Maartens College
r.j.smit@maartens.nl
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CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
Inhoudsopgave
Tekst Knights Templar---------------------------------------------------------------------------------- p 3
Werkblad by slide 5, opdracht 2-------------------------------------------------------------------- p 4
Leerlingboekje Alternatvie Energy ----------------------------------------------------------------- p 5 - 13
Voorbeeld essay The Energy Hungry World by Lieke Rolvers TTO 4----------------------- p 14 - 16
Voorbeeld graphic novel / hogere denkvaardigeheden ------------------------------------ p 17 – 18
Voorbeeld essay How was it possible for Hitler to come to power?
by Berke Aslan TTO 3 -------------------------------------------------------------------------------- p 19 – 20
Notities -------------------------------------------------------------------------------------------------- p 22
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CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
An order of warrior/monks officially founded
in 1118 by Hugues de Payns after the
successful campaign to recapture Jerusalem.
They were originally known as the "Poor
Knights of the Temple of Solomon," and their
purpose was to protect Christian travellers to
the Holy Land. They were officially sanctioned
by the church at the Council of Troyes in 1128
and received the support of St. Bernard of
Clairvaux, who was commissioned to write their "Rule."
The organization was known for being ferocious in battle and it acquired vast holdings of land all
over Europe, particularly in France. It also accumulated enormous wealth during the time of the
crusades. On Friday, October 13, 1307, following a series of events, the bailiffs of King Philip IV, the
Fair, of France, entered the Templar Commanderies and captured, with a hint of struggle or protest,
"all" of the Knights of the Temple. They were imprisoned, tortured, forced to confess to a variety of
heresies and perversions and were offered the choice of recantation or death. Jacques de Molay,
their Grand Master, chose to burn at the stake and died in 1312, ending the tumultuous, 200 year
existence of the Knights Templars.
It is believed by some that a conspiracy between the French crown (particularly Philip and his
chancellor, Guillaume de Nogaret) and the Vatican, who feared and envied the power and wealth of
the Templars, was responsible for their demise. Perhaps this is so, but there has been no adequate
explanation of why the Templars went into captivity so meekly. The only possible clue, an ambiguous
one at that, lies in the story of a wagon, believed to be loaded with Templar treasure, that was seen
leaving the Paris Commanderie, a week before the mass arrest. Some believe that the ones who
were left behind to face torture and death, did so willingly, to protect whatever was carried off in
that wagon. Of course that story doesn't really answer any questions, it merely raises more. The
wagon must have contained something of inestimable value, though, as it is hard for us to imagine
anyone being willing to die horribly by fire and sword to protect a wagon load of gold, that someone
else will enjoy. As the flames were doing their worst, Grand Master de Molay is said to have
prophesied the imminent deaths of Philip IV and his coconspirator, Pope Clement V. That prophecy came true as
both men died within a year of de Molay.
Most people believe that the Templars went underground,
after that time, and were reincarnated as the Freemasons, in
the seventeenth century. In recent years, interest in the
Templars has increased, with many new books being written
about them. Some writers have even connected them with a
fanciful, but persistent, theory involving Mary Magdalene and
the "bloodline of Jesus Christ."
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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Image: hybridca-r.com
Alternative Energy: How will we
produce electrical energy in 2025?
A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013
Robert Smit
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
Dear students,
This joint Science | English booklet revolves around the question of how we will produce electrical
energy in 2025. The cover image contains a number of possible answers to that question. However,
you are going to have to make a choice here. A choice between solar energy and nuclear energy,
which you will argue in your final product, an essay. Your essay will be published in the TTO 4
Scientific Journal 2013, in which you show that your choice of electrical energy is the right one.
In this booklet you will find all the materials you need to do that. In the two and a half weeks in which
the subject of (alternative) energy will be co-taught, you will be working on knowledge and
understanding of (alternative) energy in Science and you will be learning about formal essay structure,
use of academic language, correct style and grammar in English. Together, Science and English aim
to enhance your performance on both subjects, hopefully enabling you to better understand alternative
energy and to be able to discuss and argue at a higher level of English.
We wish you an energising two and a half weeks!
Robert Smit & James Serra (r.j.smit@maartens.nl | j.serra@maartens.nl)
Table of Content:
1. Summary of requirements and deadline.
2. Assessment: Descriptors Science and English.
3. Materials and urls.
4. Formal Essay Requirements.
5. Transitional Devices.
Lesson 1: A Solar Grand Plan – PIFs.
Lesson 2: A Solar Grand Plan – Sceptical Responses.
Lesson 3: Innovating to Zero! – Compare and contrast.
Lesson 4: Innovating to Zero! – Formal essay structures.
Lesson 5: Essay writing – Passives and APA referencing.
Lesson 6: Essay writing – Transitional Devices.
Lessons 7 & 8: The Finishing Touch.
7. Notes & doodles.
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Page 8 | 9
Page 9 | 20
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Summary of Requirements
o
Write a persuasive essay of 5 paragraphs on an alternative energy source of your choice.
o
Your essay consists out of:
o
o
o
An introduction which deals with a brief overview of a
number of future alternative energy sources. You end
by stating that the energy source of your choice is the
best choice for the future and you briefly state why.
This will serve as your thesis.
The body of your text will consist out of three
paragraphs, each dealing with one of the following
factors: ethical, social, economic, political or
environmental (so choose three).
Your final paragraph will be a summary of the main
points you brought to bear in the three paragraphs of
your body. You conclude with your thesis which you
need to paraphrase. Be careful not to introduce new
arguments here.
o
Your audience are readers of a scientific magazine.
o
Do not include actual calculations or schemata: include them in the appendix.
o
Use MLA style referencing, so not easybib. Include a bibliography in the appendix.
o
Use a scientific style of writing. Refer to the ‘Formal Essay Requirements’ sheet for detailed instructions.
o
Use transitional devices for smooth transitions. Refer to the ‘Transitional Devices’ sheet.
o
Your word count is 1000 to 1200 words. Not complying, results in a lower grade on English, criterion B.
o
You will be assessed on criteria A & B for Physics and B & C for English.
o
Refer to the applicable descriptors to understand exactly what you are assessed on.
o
Proof read your work for grammar and spelling mistakes. What about your style and tone?
o
Hand your work in through ManageBac under Science. The new deadline policy applies.
o
Copying work left and right but with a reference is not acceptable. Phrase in your own words!
o
Plagiarism results in 0s on all criteria. Use your plagiarism guide when in doubt.
o
Think of a title that reflects the content of your essay.
o
DEADLINE: February 24th 2014.
Use this page to tick the requirements so you are sure you have looked at them all.
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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level
0
1–2
3–4
5–6
level
0
1–2
3–4
5–6
Assessment
Science: Criterion A: One World
Level descriptor
The student does not reach a standard described by any of the descriptors below.
 The student states how science is applied and how it may be used to address a
specific problem or issue in a local or global context.
 The student states the effectiveness of science and its application in solving the
problem or issue
 The student describes how science is applied and how it may be used to address a
specific problem or issue in a local or global context.
 The student describes the effectiveness of science and its application in solving the
problem or issue.
 The student describes the implications of the use and application of science
interacting with at least one of the following factors: moral, ethical, social, economic,
political, cultural and environmental.
 The student explains how science is applied and how it may be used to address a
specific problem or issue in a local or global context. Explain how the science of
TerraPower could be used to produce electrical energy to provide everyone with
enough energy without producing CO2.
 The student discusses the effectiveness of science and its application in solving the
problem or issue.
 The student discusses and evaluates the implications of the use and application of
science interacting with at least three of the following factors: ethical, social,
economic, political, or environmental. Discuss whether this technology would be
effective for society and give arguments that show understanding of the science
involved.
 Mention pros and cons and explain your arguments e.g. mention radioactivity of the
material used in the travelling-wave reactor.
 Evaluate the implications of the use of the technology related to social, economic and
political or environmental factors.
Science: Criterion B: Communication in Science
Level descriptor
The student does not reach a standard described by any of the descriptors below.
 The student uses a limited range of scientific language correctly.
 The student communicates scientific information with limited effectiveness. When
appropriate to the task, the student makes little attempt to document sources of
information.
 The student uses some scientific language correctly.
 The student communicates scientific information with some effectiveness. When
appropriate to the task, the student partially documents sources of information.
 The student uses sufficient scientific language correctly.
 The student communicates scientific information effectively.
 When appropriate to the task, the student fully documents sources of information
correctly using APA style.
 The student shows sufficient scientific language concerning the nuclear physics
TerraPower developed for the travelling-wave reactor and communicates this
effectively.
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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English: Criterion B: Organization
How well can the student:

use organizational structures and language-specific conventions in essay writing?

organize ideas and arguments in a sustained, coherent and logical manner?

employ appropriate quotations, citations and references?
level
0
1–2
3–4
5–6
7–8
9–10
Notes



Level descriptor
The student does not reach a standard described by any of the descriptors below.

The student rarely uses essay specific organization and/or language, or uses those
that do not serve the context and intention.

Arguments and examples are generally disorganized, unclear and/or incoherent.

The student uses quotations, citations and references inappropriately or not at all.
 The student sometimes uses essay specific organization and/or language that serve
the context and intention.
 Arguments and examples show the beginnings of organization but lack coherence.
 The student uses quotations, citations and references with limited success.
 The student usually uses essay specific organization and/or language that serve the
context and intention.
 Arguments and examples are generally organized, clear and coherent.
 The student generally uses quotations, citations and references correctly.
 The student consistently uses essay specific organization and/or language that
serve the context and intention.
 Arguments and examples are usually well- organized, clear and coherent and the
ideas being expressed build on each other.
 The student uses quotations, citations and references correctly.
 The student consistently uses sophisticated, essay specific organization and/or
language that serve the context and intention.
 Arguments and examples are consistently well-organized, clear and coherent and
the ideas being expressed build on each other in a sophisticated manner.
 The student integrates quotations, citations and references correctly and
effectively.
Organizational structures and language-specific conventions include the systems used in a language A,
for example, paragraphs and transitions. What is considered as appropriate structure or convention will
be dependent on the language.
Examples of ‘quotations, citations and references’ include oral quotations, citations and references.
This criterion can be applied to oral, written or visual work.
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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English: Criterion C: Style and language mechanics
How well can the student:

use appropriate and varied register, vocabulary and idiom?

use correct grammar and syntax?

use appropriate and varied sentence structure?

use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express
feelings?

use language accurately?
level
0
1–2
3–4
5–6
7–8
9–10
Level descriptor
The student does not reach a standard described by any of the descriptors below.
 The student employs a very limited range of appropriate vocabulary, idiom and
sentence structure.
 There are very frequent errors in grammar and syntax, which persistently hinder
communication.
 There is little or no evidence of a register and style that serve the context and
intention.
 In oral/presentation work there is little or no competence in oratory technique.
 The student employs a limited range of appropriate vocabulary, idiom and sentence
structure.
 There are frequent errors in grammar and syntax, which hinder communication.
 There is some evidence of a register and style that serve the context and intention.
 In oral/presentation work there is some competence in oratory technique.
 The student generally employs a range of appropriate vocabulary, idiom and
sentence structure.
 Grammar and syntax are generally accurate; occasional errors sometimes hinder
communication.
 The student often uses a register and style that serve the context and intention.
 In oral/presentation work there is adequate competence in oratory technique.
 The student employs a range of appropriate vocabulary, idiom and sentence
structure.
 Grammar and syntax are accurate; occasional errors rarely hinder communication.
 The student consistently uses a register and style that serve the context and
intention.
 In oral/presentation work there is a good level of competence in oratory technique.
 The student employs a wide and effective range of appropriate vocabulary, idiom and
sentence structure.
 Grammar and syntax are accurate; very infrequent errors do not hinder
communication.
 The student demonstrates mastery of a register and style that serve the context and
intention.
 In oral/presentation work there is a high level of competence in oratory technique.
Notes





This criterion deals with issues of accuracy
The same recurring error should be treated as a single error.
‘Oratory technique’ refers to a combination of pronunciation, intonation, tone, pitch, inflection, pace,
pausing, voice control, volume, projection, body language, gesture, eye contact, as applicable to the
language being studied.
Pronunciation: clarity must be considered here, rather than issues of accent.
This criterion can be applied to oral, written and visual work.
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Materials & Urls
Powerpoint ‘How do we produce electrical energy in 2025?’ (posted on ManageBac)
Physics for You, Johnson 2006.
Wikipedia. ‘World population extrapolation’ 12, February, 2011.
URL http://en.wikipedia.org/wiki/World_population.
www.bubbl.us . Online Mind Mapping tool.
www.managebac.com. Online MYP planning tool.
Technology review, MIT. ‘TR10 Travelling-Wave reactor’ 12 February, 2011.
URL http://www.technologyreview.com/Video/?vid=266
Bill Gates. “Bill Gates on energy: Innovating to zero!” 12 February, 2011
URL http://www.ted.com/talks/lang/eng/bill_gates.html
Wikipedia. “Physics of the Travelling-wave reactor.” 12 February, 2011.
URL http://en.wikipedia.org/wiki/Traveling_wave_reactor
James Serra. ‘The energy hungry world fuelled with U-238’ The energy hungry world fuelled
with U-238 (Please note: this essay is not organised according to the requirements for your
essay!)
Plagiarism booklet (Rachel Heller). Available online at www.maartenscollege.nl (TTO)
www.prezi.com
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Formal Essay Requirements
In general:
(This advice sheet is also your checklist after having written your essay. Just circle every bullet point)







Write your; name, date, class, subjects and teachers’ names in the footer.
Use the Arial font, size 12 and use spacing 1,5.
Remember to always put ‘speech marks’ or underline or use italics for titles of books. The first
letter of each word in the title should be capitalized.
Do not use contractions.
Do not use italic or bold fonts to highlight a word or sentence. Do not use underlined words.
Keep it scientific, avoid making it chatty.
Proof read your essay for spelling and grammar mistakes!
1). Introduction: (one paragraph)




Be brief. Give a general overview of the current energy and pollution problem.
Lead up to your chosen thesis (solution = solar or TWR) naturally.
Remember your Intelligent, Ignorant Reader (IIR).
Do not say; ‘This is my thesis:’
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2). Body: (three paragraphs; choose from: ethical, social, economical, political or environmental.)
Paragraphing:





The body of your text will consist out of three paragraphs, each dealing with one of the
following factors: ethical, social, economic, political or environmental (so choose three).
Use one paragraph per point.
State your arguments and give evidence from your research to back up your statements.
Skip a line or indent (Tab key). Do not use both!
Use the transitional devices. They will make your essay read a lot smoother.
Evidence:



When you make a point, you must prove it.
Provide evidence from your research and lessons.
Use MLA style referencing for books, websites and quotes. Do not only use Wikipedia!
Answer the thesis:

After every paragraph you have written, ask yourself; ‘How does this help me prove or clarify
my thesis?’
3). Conclusion: (One paragraph)



At the end, repeat all of your evidence, tying everything together.
Restate your thesis in different words.
Do not give any new points or pieces of evidence here.
‘Advice on Writing a Literary Essay’ sheet based on earlier work by L. Evans.
Adapted from advice sheet found on www.englishresources.co.uk
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Transitional Devices
Transitional devices are like bridges between parts of your paper. They are cues that help the reader
to interpret ideas a paper develops. Transitional devices are words or phrases that help carry a
thought from one sentence to another, from one idea to another, or from one paragraph to another.
And finally, transitional devices link sentences and paragraphs together smoothly so that there are no
abrupt jumps or breaks between ideas.
There are several types of transitional devices, and each category leads readers to make certain
connections or assumptions. Some lead readers forward and imply the building of an idea or thought,
while others make readers compare ideas or draw conclusions from the preceding thoughts.
What follows is a list of some common transitional devices that can be used to cue readers in a given
way.
1. To Add: and, again, and then, besides, equally important, finally, further, furthermore, nor,
too, next, lastly, what's more, moreover, in addition, first (second, etc.)
2. To Compare: whereas, but, yet, on the other hand, however, nevertheless, on the contrary,
by comparison, where, compared to, up against, balanced against, vis a vis, but, although,
conversely, meanwhile, after all, in contrast, although this may be true
3. To Prove: because, for, since, for the same reason, obviously, evidently, furthermore,
moreover, besides, indeed, in fact, in addition, in any case, that is
4. To Show Exception: yet, still, however, nevertheless, in spite of, despite, of course, once in a
while, sometimes
5. To Show Time: immediately, thereafter, soon, after a few hours, finally, then, later, previously,
formerly, first (second, etc.), next, and then
6. To Repeat: in brief, as I have said, as I have noted, as has been noted
7. To Emphasize: definitely, extremely, obviously, in fact, indeed, in any case, absolutely,
positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically,
unquestionably, without a doubt, certainly, undeniably, without reservation
8. To Show Sequence: first, second, third, and so forth. A, B, C, and so forth. next, then,
following this, at this time, now, at this point, after, afterward, subsequently, finally,
consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence,
next, and then, soon
9. To Give an Example: for example, for instance, in this case, in another case, on this
occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration
10. To Summarize or Conclude: in brief, on the whole, summing up, to conclude, in conclusion,
as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently,
on the whole
Taken from OWL, Online Writing Lab | http://owl.english.purdue.edu/owl/resource/574/02/
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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THE ENERGY HUNGRY WORLD
By Lieke Rolvers, Maartenscollege, Word count: 1196
The world population is increasing, and with it the energy demand. The energy that is used now
consists mainly of burning fossil fuels, like coal. Some innovations to renewable energy sources have
been made, but to save the world, it’s not enough. The amount of CO2 that is produced in the world
is too much, this has the well known effect of global warming. It is important to bring the CO2
emission down to zero in order to stop global warming, and thus save the planet. In 2013 34.5 billion
tons of CO2 has been emitted, resulting in ruined ecosystems and temperature increases (PBL
Netherlands Environmental Assessment Agency). Besides the environmental reason of emission
there are other important reasons to find alternative energy sources. Finding a cheaper alternative
energy source will reduce poverty in the most efficient way possible (Gates). Also there is simply not
enough coal left to fuel the world forever.
To get emission down on a global scale, new environmentally friendly, sources have to be used.
These energy sources have to reach the following criteria in order to be successful; They have to be
able to produce on a large scale, they have to be reliable, cost efficient and safe. They need to be
stable and limit waste on the long term. Finally the energy needs to be able to be stored and the
transmission from source to consumer has to be efficient and stable. There are a few natural
resources from which
Zeromission
renewable energy can be produced, these include sun, wind, rain, tides and geothermal heat.
However the renewable energy sources are far from enough to power the world. Another big
innovation in the production of energy is the traveling wave reactor (TWR), which uses nuclear
energy (Habjenec). This exceeds the most popular renewable energy sources known today, which are
solar panels and wind turbines on many aspects. First of all it lasts for a longer period of time, whilst
producing much more. The reason nuclear might just save the world is because one molecule of
uranium can provide 1million times more energy than one molecule of coal (Gates).
Figure 1 a report card showing what the alternative energy source should accomplish in the year
2050 (Gates).
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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The traveling wave reactor (TWR) is a very promising alternative for providing the world with energy.
The concept of the TWR is to use the waste produced from the light water reactor (LWR). The TWR is
a nuclear reactor, which can operate for an estimated 60 years once fueled. It is fueled by depleted
uranium, which is known as U-238, with the U standing for uranium. In the LWR enriched uranium is
used as fuel, this is U-235. From natural uranium, only 0.72% consist of U-235 during the process of
burning this, U-238 is formed. The U-235 will then be used in the LWR, whilst U-238 is seen as waste.
However the TWR sees the U-238 as a fuel, and because it has been set aside as waste for a long
period of time, there is already fuel for the TWR (Green Packs). The waste U-238 is stored in steel
cylinders as shown in figure 2.
Finding the uranium to fuel the TWR is no problem. The waste which has already been produced is
enough to fuel the world for quite some time, after that filtering sea water for uranium is also a good
energy supply (Frauenfelder).
There are a huge environmental benefits to the TWR, which is very important in order to become a
global alternative energy source. First of all it is powered by recycled material. Where renewable
sources require nature, which has an obvious environmental benefit, the TWR takes it one step
further by actually recycling waste materials as a fuel. This results in a decrease in uranium mining,
and of course coal mining, which won’t be necessary at all when switched to nuclear energy on a
global scale. It will reduce uranium
enrichment, as it fuels on depleted uranium,
which at the same time diminishes the waste
uranium (Sharig). Also not unimportant is the
fact that nuclear plants, thus the TWR as well,
do not emit any of the six common air
pollutants1 whilst producing energy. Of course
in the production stage, currently there would
still be CO2 emitted, but it is an extremely
environmentally friendly and clean way of
Figure 2waste uranium at the Paducah Gaseous
producing energy (Nuclear Energy Institute).
Diffusion Plant in Kentucky (Frauenfelder(.
1
Travelling wave reactor
To function as a global alternative energy source, the project has to be economically accessible. This
factor refers to the criteria cost efficiency, this means that the production of energy will, in the long
term, pay back the production and maintenance costs. Again the way the TWR is fueled causes an
advantage. Because of this, fuel reprocessing is not necessary and therefore the cost of the nuclear
energy production is minimized. Also countries are encouraged to start the project as the
infrastructure required is not too complex. The beautiful thing with the TWR is that it gets better and
even more cost efficient the second generation, this is due to the fact that with the second
generation there is no enrichment needed what so ever, whereas for the first generation the need
1
Ozone, Particulate Matter, Carbon Monoxide, Nitrogen Oxides, Sulfur Diocide or Lead (EPA)
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for enrichment is only lowered. Also maintenance costs are lower than energy production which
require high maintenance or refueling, that is because the TWR can run for 40-60 years straight,
depending on technological advances. On top of everything, the biggest advantages, not only on
economic level, but also environmental level, is that the TWR produces very little waste. This is
achieved by burning the fuel in a very efficient way, which leads to minimal disposal and storage
costs, as well as minimum waste to the environment. Finally the predictions are that the TWR will
save approximately 2 billion dollars in fuel costs in comparison to the LWR’s used as alternative today
(TerraPower).
Despite all the advantages there is one major thing stopping the world from believing in this project.
Citizens are afraid because they associate nuclear power with radioactive waves and waste. The fear
of making nuclear bombs and other weapons instead of a clean power which can save the world is
also extant. One example which really terrifies most people is the Chernobyl disaster in Ukraine, a
nuclear reactor exploded releasing radioactive particles (World Nuclear Association). To convince
everyone that the project is safe and should continue it is essential to deliver proof that the TWR is
safe. The project is in fact very safe, but in order to turn around this social factor, people have to be
educated about the way the TWR works, which is safe. This will speed up the development of
realizing this project. When everyone believes in this innovation, it will have much more support than
when the people are afraid of it.
So by the time the coal runs out and we decide to change the world for the better, we should switch
to the traveling wave reactor. This is a very environmentally friendly alternative energy source and is
extremely cost efficient. Having such a cost efficient energy source can reduce the poverty on a
global level. The only downside is that the people are afraid of nuclear energy, if they are educated
properly, this energy source can safe our planet.
Bibliography
EPA. six common air pollutants. 20 April 2012. 18 February 2014
<http://www.epa.gov/air/urbanair/>.
Frauenfelder, Mark. Bill Gates zero-carbon future. 12 February 2012. 18 February 2014
<http://boingboing.net/2010/02/12/highlights-from-ted-2.html>.
Gates, Bill. TWR Ted. February 2010.
Green Packs. TerraPower. 24 March 2010. 18 February 2014
<http://www.greenpacks.org/2010/03/24/terrapower-wants-small-scale-nuclear-reactors-for-homeuse/>.
Habjenec, Davor. Renewable energy facts. 9 February 2010. 11 February 2014
<http://interestingenergyfacts.blogspot.nl/2010/02/renewable-energy-facts.html>.
Nuclear Energy Institute. Life-Cycle Emissions Analyses. 2014. 18 February 2014
<http://www.nei.org/Issues-Policy/Protecting-the-Environment/Life-Cycle-Emissions-Analyses>.
PBL Netherlands Environmental Assessment Agency. Trends in global CO2 emissions. 2013. 11
February 2014 <http://www.pbl.nl/en/publications/trends-in-global-co2-emissions-2013-report>.
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Sharig, Ahmed. Traveling Wave Reactor Advantages. 21 March 2011. 18 February 2014
<http://large.stanford.edu/courses/2011/ph241/sharif2/>.
Sungevity. Levensduur van zonnepanelen. 2013. 11 February 2014 <http://www.zonline.nu/overzonnepanelen/opbrengst-van-zonnepanelen/levensduur>.
TerraPower. Cost. 2014. 18 February 2014 <http://terrapower.com/pages/cost>.
Wiindenergie Nieuws. Levensduur Windturbines. 2014. 11 February 2014 <http://www.windenergienieuws.nl/begrippen/>.
World Nuclear Association. Chernobyl Accident 1986. June 2013. 18 February 2014
<http://www.world-nuclear.org/info/Safety-and-Security/Safety-of-Plants/Chernobyl-Accident/>.
17
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
How was it possible for Hitler to come to power?
Berke Aslan 3Y
Adolf Hitler born in Braunau am Inn, 20th of April 1889 and committed suicide in Berlin, 30 th of April
1945 (United States Holocaust Memorial Museum). Hitler was a very influential and dangerous
character who initiated the second world war. Although he was an atrocious leader, he was also one of
the more impressive leaders in the world. His ambition was to increase Germany’s size and make it a
more influential nation. He assured the German population that he would solve all of their financial and
social problems which where some of the consequences of the first world war. In fact Hitler grew
powerful due to three major factors. These were propaganda, the Treaty of Versailles, and oratorical
skills.
First of all propaganda aided Hitler to come into power. By using propaganda Hitler was able to
persuade people that he could improve their situation. Germany had lost its worldwide position as a
powerful nation and had limited influence in world matters. There was little hope for the future. For
instance Germany was left in debt after the first world war whereas before the first world war it was the
second largest economy in the world. In the 1920s unemployment rate had increased just over 30%
(Berg). Nazi propaganda misled the people to believe that Hitler was their last hope in these difficult
times. Hitler did this by convincing the German population that he would solve all of their financial and
social problems. Hitler used the economy of Germany as an example in propaganda to let people trust
and follow him and his ideology. He spread his propaganda by using several methods of
communication . These were public speeches, posters, radio, through the book “Mein Kampf”, and
movies.
The Treaty of Versailles was used as a backlash for Germany. The first world war allies drew up this
treaty. It was very constricting and the most humiliating part of it for Germany was the war guilt clause
(Thinkquest). This meant that they were to accept all the blame for the war. They had to repay $768
billion (Claire Suddath) for all the destruction caused by the first world war. The industrial Saar region
was acquired by the League of Nations for fifteen years. The allies were to occupy territories of
Germany for fifteen years. In the west, Alsace-Lorraine was returned to France. Germany was also
prohibited from having any military forces in these areas (nstarzone) (United States Holocaust
Memorial Museum). Hitler and the German population abhorred the treaty, it made Germany feel
weak. After becoming the leader of the Nazi party, Hitler’s overall goal was to come to ultimate power.
He achieved his goal by reminding the German population of the fact that they were prohibited to have
any military forces, that they had to cede territory, and pay billions of pounds to the allies. This
influenced a great number of the German population to choose the side of Hitler, since he opposed
the treaty from the beginning.
Finally, the oratorical skills of Hitler helped him to gain support from the German population and power
from amongst the political circles. Hitler was a brilliant speaker and had the skill to trick the audience.
His speeches included his own ideology and propaganda. For instance in Mein Kampf he wrote,
"Those who want to live, let them fight, and those who do not want to fight in this world of eternal
CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College
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struggle do not deserve to live." - Adolf Hitler (George Londelt). Hitler expected that you had to fight for
a living and those who did not fight did not deserve to live in these difficult times. During his speeches
he used his oratorical skills to convince people to choose his side. He was melodramatic and he
presented himself high on a stand to look almighty to impress the crowd. He used many gestures in
his speeches.
In conclusion Hitler was able to invigorate the German population. His manner of speech was
exceedingly impressive. He managed to convince the crowds, who were disappointed about many
consequences that followed after losing the first world war. They were seen as the guilty ones as they
started the first world war. The worst for Germany was the Treaty of Versailles. Germany had to cede
territory to France and was not allowed to have any military forces (United States Holocaust Memorial
Museum). The German nation was left in debt ($768 billion) (Claire Suddath) and the unemployment
rate had increased (Berg). Germany had to pay back all the damage caused by the first world war. He
used strong and well-structured arguments to convince the German people that he would solve these
issues that affected them. Hitler came to power due to the wide use of propaganda, the discontent
about the Treaty of Versailles, and his strong and impressive oratorical skills.
Bibliography
Berg, Friedrich Paul. „Unemployment Just Before World War 2.” 23 9 2009. Rense. 17 12 2013.
<http://rense.com/general87/d21h.htm>.
Claire Suddath. „Why Did World War I Just End?” 4 10 2010. Time. 7 2 2014.
<http://content.time.com/time/world/article/0,8599,2023140,00.html>.
George Londelt. „Hitler's Communication Skills.” sd. Whistorian. 18 12 2013.
<http://whistorian.webs.com/communication.htm>.
nstarzone. „THE TRUTH ABOUT HITLER'S RISE TO POWER.” sd. nstarzone. 17 12 2013.
<http://nstarzone.com/HITLER.html>.
Thinkquest. „Nazi propaganda.” sd. Thinkquest. 17 12 2013.
<http://library.thinkquest.org/C0111500/ww2/german/naziprop.htm>.
United States Holocaust Memorial Museum. „ADOLF HITLER: EARLY YEARS, 1889–1913.” 10 6
2013. United States Holocaust Memorial Museum. 18 12 2013.
<http://www.ushmm.org/wlc/en/article.php?ModuleId=10007430>.
—. „WORLD WAR I: TREATIES AND REPARATIONS.” 10 6 2013. United States Holocaust Memorial
Museum. 18 12 2013. <http://www.ushmm.org/wlc/en/article.php?ModuleId=10007428>.
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CLIL en hogere denkvaardigheden. Dag van taal, kunsten en cultuur, R.J. Smit, Maartens College