Teaching Netflix Series in the Foreign English Classroom. "House of Cards" as a Mirror of the U.S. Political System

Examination Thesis , 2021 , 96 Pages , Grade: 1,0

Didactics for the subject English - Miscellaneous

The intention of this paper is to show possible applications of the Netflix original series House of Cards as a mirror of the U.S. political system, which foster film literacy within teaching English as a foreign language (TEFL) and how learners profit from authentic texts as media literacy rather than on literary texts on intercultural topics. It starts off with the didactic value of films as TEFL devices, define film literacy as an aim in learning and a presentation of approaches and methods of teaching film as media literacy. The special focus will be on the first season of House of Cards, providing a summary of its plot as well as a complete lesson concept on teaching the political system of the United States of America in a 12th grade A-level standard (gymnasiale Oberstufe) class. This concludes example exercises to bridge the gap between the didactical value and the theoretical methods and their implementation for the use of the Netflix series in the TEFL classroom, and covers a case study with analysis to the first season as well as film language and intertextual and intercultural challenges.

1. Introduction

2. Film Education in Teaching English as a Foreign Language
2.1 The History of Film Based Language Learning in the TEFL Classroom
2.2 Film Based Language Learning with its Didactic Value in the TEFL Classroom
2.2.1 Development of Communicative Competences
2.2.2 Intercultural Learning
2.3 The Didactic Value of Audio-Visual Media in the TEFL Classroom
2.4 Practical Facets in Teaching Audio-Visual Media - Criteria for Film Selection

3. The Impact of Film Literacy in Teaching English as a Foreign Language
3.1 Lutge's Four Dimensions of Approaches on Film Education
3.1.1 Motivational Affective Dimension
3.1.2 Language Learning and Competence Development Dimension
3.1.3 Aesthetic and Formal Dimension
3.1.4 Intercultural Dimension of Language Learning
3.1.5 Cognitive Approach by Wharton and Grant
3.2 The Consideration of Different Didactic Approaches on Film Based Language Learning

4. The Didactic Value of the Netflix Series House of Cards - Using House of Cards as a Case Study in the ELT Classroom
4.1 Students' and Instruction Setting
4.2 Lesson One - What Do We Really Know About Politics in the U.S.? An Introduction
4.3 Lesson Two and Three - The Political System of the United States
4.4 Lesson Four - The Road to the White House
4.5 Lesson Five - America's Gun Culture
4.6 Lesson Six - Film Analysis and Introduction of the Case Study - House of Cards as a Mirror of the U.S. political system
4.7 Lesson Seven to Eleven - Case Study
4.8 Lesson Twelve and Thirteen - Evaluations and Presentation of the Case Study
4.9 Lesson Fourteen - Excursus: Bush vs. Kerry - Different Views on the Iraq War

5. Conclusion

1. Introduction

A film is not only the key medium of the 21st century it is also a form of art which possesses its own aesthetics, iconography and language (Kruger 8). Children and teenagers can experience the cultural values of Western societies, which play an important role in identity and social processes during their epitaxy. Popular films and TV series implement the idea of popular culture and operate as a guideline for young people when it comes to role models. Popular culture is always defined in contrast to other conceptual categories, such as folk culture, mass culture as well as dominant culture. This form of culture can generally be said to denote culture that is well-linked by many people and, thus, happens to be popular. Another conception denotes popular culture as opposed to high culture and, thus, popular culture emerged following industrialization and urbanization and has a place in the capitalist market economy (Hebel and Moreth-Hebel 189ff). Further, cultural implemented audio-visual aids show the zeitgeist of a generation and shape views and attitudes towards the world's existence. The way of teaching and learning in a foreign language classroom is constantly changing and the adaption of methods process dynamically due to the different needs of learners. In a modern and learner-centered environment the use of audio-visual aids in a foreign English classroom is almost indispensable according to the importance of films and series. Especially in student's lives it plays a considerable big part to which they relate their dress codes, eating habits, attitudes towards society as well as their way of speaking. Thus, using the adaption of language speaking, audio-visual aids can be a useful as well as successful tool for teaching English as a foreign language. Netflix is one of themes popular distributors on film, television and original content since the last fifteen years, encouraging by former President Barack Obama (Novak 33). He designates Netflix as more than just complex and abstract policies as “[t]oday, high speed broadband is not a luxury, it's a necessity. This isn't just about making it easier to steam Netflix or scroll through your Facebook newsfeed - althorn that's fun, and it's frustrating if your're waiting for a long time before the thing finally comes up“ (Obama). On the one hand, audio-visual entertainment can easily become an “all-you-can-eat buffet“ as Willa Paskin's exhibits in the Wired Magazine “[w]hatever our televisual drug of choice [...] we've all put off brands and bedtime to watch just one more, a thrilling, draining, dream-influencing immersion experience that has become the standard way to consume certain TV programs“ (Sidneyeve). As McCormick mentions in his essay that “[w]ith the growing availability of VOD (video-on-demand) and SVOD (subscription video-on-demand) technologies, binge-viewing (aka binge-watching) has quickly become a dominant mode of TV consumption“ (McCormick 101). Technological shifts and the ease access to streaming platforms conjure panic about a negative impact especially on young people. Moreover, parents fear binge watching of series and films, which can cause health issues for their children. On the one hand, according to medical and psychological reports teenagers and even children are effected negatively by the Netflix effect. Binge watching interferes with sleeping habits, which further can cause depression and anxiety. This also can come along with back problems, lack of oxygen and physical activity as well as overweight (Sidneyeve). But on the other hand, seeing that today's generation of teenagers constantly use SVOD technologies such as Netflix for entertainment, this tool can be very useful and motivating at once when teachers incorporate this form of media in the foreign language classroom. Beau Willimon, director of the House of Cards series, posted in an interview shortly before the first release of the series that “[o]ur goal is to shut down a portion of American for a whole day“ (Stelter). The intention of this paper is to show possible applications of the Netflix original series House of Cards as a mirror of the U.S. political system, which foster film literacy within teaching English as a foreign language (TEFL) and how learners profit from authentic texts as media literacy rather than on literary texts on intercultural topics. It starts off with the didactic value of films as TEFL devices, define film literacy as an aim in learning and a presentation of approaches and methods of teaching film as media literacy. The special focus will be on the first season of House of Cards, providing a summary of its plot as well as a complete lesson concept on teaching the political system of the United States of America in a 12th grade A-level standard (gymnasiale Oberstufe) class. This concludes example exercises to bridge the gap between the didactical value and the theoretical methods and their implementation for the use of the Netflix series in the TEFL classroom, and covers a case study with analysis to the first season as well as film language and intertextual and intercultural challenges.

2. Film Education in Teaching English as a Foreign Language

The use of films in the TEFL classroom has many advantages, for both teachers and learners. Films as well as other audio-visual media are highly motivating for teenagers and children as well as watching films and series on VOD or SVOD play a capacious part in the students' free time.

2.1 The History of Film Based Language Learning in the TEFL Classroom

Teaching literature in the English as a foreign language classroom is predominant since the 19th century. By the time of 1943 the major intention was to convey cultural aspects and the so-called literary canon was used as the great opening for new texts and films (Lutge 178). Around the 1960s audio-visual media became more and more popular among teachers, especially within the United States, and films were used as a medium to get students in touch with authentic foreign language speaking (HaB 23). In fact, teachers focused on visual elements such as dias and films, but foreign language teaching was only done by monolingual instruction in order to convey structure and meaning to an authentic context of communication. During the 20th century two major currents developed in TEFL, the New Criticism and the Reader Response Theory. The New Criticism was a text-centered streaming, which focused on objective literary studies including its formal elements of literary texts. Despite of the New Criticism, the Reader Response Theory focused mainly on the “reading process as a creative act involving the reader and his or her exchange with the literary text which was more received as a process of negotiation and not so much as a kind of decoding of the ‘hidden meaning' of a text (Lutge 178). Since the interest in mass media and popular culture increased several academics studied the field of foreign language learning according to the concepts of media literacy and intercultural learning (Thaler 17).

2.2 Film Based Language Learning with its Didactic Value in the TEFL Classroom

The signifier of films and series is nearly based in everybody's life. As already mentioned before mass media and popular culture have both a growing importance, which is being evaluated by several academics according to Thaler (Thaler 17). Further, media literacy and intercultural learning are used to create access to foreign cultures with the aid of cinematic devices (17). Furthermore to follow on Thaler's argumentation on film based language learning (FBLL) films as well as other audio-visual media resemble a Cinderella existence in classrooms films in a foreign language classroom are rarely to never used, but there are several criteria in favor of using FBLL as a successful method for teaching English as well as conflicts, which try to object the implementation of it (17). Thaler illustrates the most common five conflicts in FBLL: the conflict in time, language, reception, goal, and technology. First of all in comparison to a ninety minute lesson a film or a whole series can be very long. Hence, it cannot be shown as a whole, which means teachers have to sidestep to time-saving formats of presentation and only concentrate on cutouts or focus on independent film study. The second conflict with language results from the complexity of linguistic style as well as the students' level of language competence. Distractions like fast talking colloquialism or dialogues, noises and special film sound effects, a specific use of vocabulary, and characters talking in certain dialects inherited in the native language handicap the understanding for learners. First teachers have to make clear that rather the understanding depends on the whole context than understanding every single word. Further, the selection of a film must be adapted to the leaners level, ideally with proper plots, repeated viewings, as well as pre-, while- and post-viewing activities (Thaler 28). The circumstances of the conflict with reception of the visual and auditory channel is according to Sherman that “the eye is more powerful the ear“ (Sherman 2). It often can be very distracting for learners to concentrate on both, listening and viewing, when having subtitles on while showing a film. Therefore, students focus more on the written text than on the viewing and listening comprehension. In order to avoid this effect, teachers should use a reflected combination of audio and subtitles, but limit subtitles only to the first five minutes. However, teachers have to keep in mind that students watch films and series for an entertaining reason, whereas films and series in the English language teaching (ELT) classroom are used in order to teach language, which can result as a class of expectation between both parties, teacher and learners. A balanced way of learning and enjoying, the avoidance of over-analysis and a careful use of grammar and vocabulary exercises can be a fair compromise for the expectations of each parties. To avoid a conflict with technology teachers must be familiar with hardware and software requirements or should use a private computer (Thaler 28f.). Teachers have to be aware of those five main conflicts in order to the great didactic potential of audiovisual media predominates for film based language learning in a foreign English classroom and “an audio-visual text appeals to cognitive, communicative, personal, and emotional dimensions“ (19). The audiovisual text can appear both as an information text, which contains the speaking and writing about film and as an instrumental text, which is the process of language learning with films (19). Besides teaching with more or less obsolete methods such as instruction or working with questions as well as straight forward answers on texts, the “interactive language use still plays a minor role in language classrooms“ (19). Hereinafter, films have an importance as well as an additional benefit in classrooms. The presentation of a film is clearly motivating in order to get students to learn about a specific topic on the curriculum. Almost every teenager is familiar with the category of films or series and therefore uses those for entertainment and furthermore works as a balancing bridge between school and free time. Agreeing on Sherman's opinion “video is today's medium“ and she argues that the student's “eye is caught, and this excites interest in the meaning of the words“, hence the learners interest in learning English as a foreign language is activated by showing them authentic material (Sherman 2). This leads to the aspect of authenticity, which strengthens the argument of using films in TEFL. Again taking a close look at Sherman “people want access to the world of English-language media“ and use this skill in order to get information from news or advertisements, to watch a film like normal consumers, hence native speakers, do (2).

By taking in consideration that teachers impart knowledge how to read and work with authentic expository and argumentative texts such as authentic newspapers and articles, it also should be very important to teach how to work with films and with its related audiovisual material (LehrplanPLUS). According to the model of competences for English as a foreign language to the German educational standards in Baveria, communicative competences, as well as intercultural and receptive competences play a crucial role in teaching audiovisual media. Learners follow up on complex monologues and discussions with a full contextual back-up such as background noises, native speaking people and high fluency in speech with different accents, which can be found in authentic English speaking films and series (LehrplanPLUS). Competences play a crucial role in ELT and Weinert applies accordingly the term to the aspect of individual cultivation (for the German Bildung) that competences are die bei Individuen verfugbaren oder durch sie erlernbaren kognitiven Fahigkeiten und Fertigkeiten, um bestimmte Probleme zu losen, sowie die damit verbundenen motivatonalen, volitionalen und sozialen Bereitschaften und Fahigkeiten, um die Problemlosungen in variablen Situationen erfolgreich und verantwortungsvoll nutzen zu konnen (Weinert 27).

According to the Common European Framework of Reference for Languages the role of literary texts and films “on ELT is sometimes regarded as ambivalent [and] has been reproached for neglecting or marginalising literary and aesthetic learning“ (Lutge 180).

2.2.1 Development of Communicative Competence

According to Savignon the scope of communicate competence deals with the sociocultural, strategic, discourse grammatical competence. Films are also ideally suited for the development of competences, which are required in the ELT classroom. Here, communicative competence is the centre of film based language teaching, which addresses spoken and written assignments and interpretation instruction. Therefore, literary competences are motivational such as involving orientation and emotion, and students recognize the relevance of literature for life. Students interact with reading, follow-up assignments and negotiate about meaning according to the linguistic- discursive competence. Further, it plays an important role of cultural dimensions of literature as well as intercultural and critical reflections according to the competence of critical judgement (Lutge 181).

2.2.2 Intercultural Learning

Films are considered as an authentic cultural product, which provides an insight into foreign cultures. Fictional characters as well as settings can help develop an understanding for foreign norms, values and world views (Lutge 182). In fact, students learn to understand the otherness via literature and film and Lutge suggests three stages of cultural learning: the culture-sensitive approach, an evaluation of cultural images and global views and the development of a cultural and global awareness in order to sensitize learners. First, the culture-sensitive perception is significant for inter- and transcultural teaching and has to take the “constructedness“ of all literary tasks into account, in order to dramatize cultural and global topics (182). Possible questions in ELT classroom could be about specific roles of ethnicities in the contextual text or film, the depiction of different members of different ethnical groups, or the dramatization of intercultural encounters (183). Second, the evaluation of cultural images and global views analyze, which cultural topics are required, focusing on different narratives and literary devices. In order to evaluate cultural images and global views teachers need to ask about the depiction of characters and their stereotypes, as well as the presentation of topics in connection with specific cultural backgrounds (182). The third stage of cultural learning concerning to Lutge is the development of cultural awareness, which encounters an “understanding [of] ideological undercurrents and developing an awareness for cultural subtleties“ as one of the most important goals (182). In TEFL classroom can be discussed about stereotyped views of the narrative, or the question about a certain ideology (182).

2.3 The Didactic Value of Audio-Visual Media in the TEFL Classroom

The application of authentic English films and series in the TEFL classroom has many advantages for both, teachers and students. First of all, this media is highly motivational for learners and watching films in authentic English language is for some extent a substantial input of teenagers' free time activity. Native English speaking in films create a perceptible attention to the language itself and therefore to its accompanying culture, which ropes into the intercultural learning. The didactic value of the audio-visual media of House of Cards as a SVOD will be shown in the second part of this paper, presenting a whole lesson templet on House of Cards as a mirror of the U.S. political system.

2.4 Practical Facets in Teaching Audio-Visual Media - Criteria for Film Selection

Aside from the theoretical aspects of FBLL, the selection of adequate films and series have to be considered according to leaners' age group and linguistic level. In fact, the criteria for selection of a literary text can also be applied synonymously for a selection of film or series and Even though the selection is barely unrestricted, a few aspects must to be considered by teachers. Texts and films should be manageable for learners in length and in its difficulty as well as they need to be interesting, engaging, motivating and appealing to students. Further, teachers have to be careful in order to promote authentic films, which e.g. regard to the depiction of a cultural phenomena (Lutge 183). That is why a detailed film analysis as well as a linguistically ambitious film is only suitable for advanced students with an A-level standard. Basically, Thaler differs between three formats of audio-visual media such as short, medium, and long forms. Short forms are most likely music videos or TV news as well as speeches and last for about five seconds to five minutes. Medium forms can be drama series and documentaries and last for twenty minutes to forty-five minutes. The third format are long forms, which are most likely whole films and last for about more than ninety minutes (Thaler 21). Lutge names six essential criteria in order to select an appropriate film or series for a ELT classroom. A teacher has to question if the language according to speed, pronunciation and level follows the learners level. Further, the topic of the film or series must be suitable for the topic of studying and the teachers has to introduce the basic tools for film analysis. It is essential that the film has to be learner-oriented and need to correspond to the learners age. Finally a complex storyline and the constellation and development needs to be harmonized according to the class (Lutge 56f.).

3. The Impact of Film Literacy in Teaching English as a Foreign Language

Thaler combines Communicate Language Teaching (CLT) as the dominant approach in teaching and learning English as a foreign language, and the Intercultural Communicative Competence (ICC) such as knowledge, skills and attitudes with the Literary Communicative Competence (LCC) in order to compromise the three domains of knowledge, skills and attitudes into a model of Film Literacy (Thaler 33). Lutge coins the term itself as a very popular tool in EFL classroom with a higher accessibility for learners when it comes to the analysis of texts. Film literacy indicates the capability to deal critically and social-responsibly as well as appropriately and in a self-determined and creative way with films in a foreign-language and intercultural context (Lutge 185). Taking Thaler's approach into account the combination of CLT, ICC and LCC, film literacy consists of the three dimensions knowledge, attitudes and and various skills such as listening-viewing, analyzing and creating (Thaler 33). Thaler takes those three dimensions as well as the three subskills (listening-viewing, analyzing, creating) and clearly stresses not to take them as separate dimensions, but rather “foster film-based communication and negotiation of meaning“ (34). According to Lutge, she holds on to the fact of film literacy as an advancement to the multiplicity of relevant competences in TEFL.

3.1 Lutge's Four Dimensions of Approaches on Film Education

Despite the fact of Thaler's three dimensions, Lutge enlarges her dimensions of literary approaches, which not only work for literary texts but also for the approach of film education. Film education works in different ways for film literacy and mostly can be divided into four different categories, the motivational-affective dimension, the dimension of language learning and competence development, the aesthetic and formal dimension, and the intercultural dimension (Lutge 180). Most of the time they do not appear as an independent approach, but rather as interdependent dimensions.

3.1.1 Motivational-Affective Dimension

Lutge claims on entering into a “new world“ with the use of texts and films (178). This dimension involves learners on a personal basis, which assists their motivation and allows for emotional and individual reactions, such as review writings or oral discussions. Further, it can provide a protective space for learners' imagination and personal response, which can led into interactive actives in the classroom environment and proved the potential for creative and follow-up activities (179f.)

3.1.2 Language Learning and Competence Development Dimension

This is helpful in order to provide an extensive and authentic language input from the target culture as well as helps to develop reading competences and film literacy, as well as oral and written skills. The development of critical abilities concerning text reception and production will be also of interest as well as the support of the development of general text and media competences (180).

3.1.3 Aesthetic and Formal Dimension

According to Lutge the third dimension is aesthetically satisfying or challenging and therefore often memorable and enables learners to experience aesthetic learning as well as to encounter the formal characteristics of different text genres. It is favor of learners to experience the connection of formal analysis and aesthetic enjoyment (180). Therefore the method for an aesthetic approach affects the impacts on its viewers and can be used for students to evaluate and discuss literary texts as well as films and gives leaners the opportunity to express their impressions and consider recommendation or reluctance.

3.1.4 Intercultural Dimension of Language Learning

Intercultural approaches have a major influence on teaching literary texts and films in EFL classroom. In fact, the intercultural dimension allows the change and coordination of different perspectives and provides specific insights into stories narrating about other cultures and people with a different cultural background. Further, it connects a literary as well as the inter- and transcultural learning and sensitizes for representation of cultural topics and literary texts (180).

3.1.5 Cognitive Approach by Wharton and Grant

Lutge's four dimension can be amplified with Wharton's and Grant's dimension of the cognitive approach. This approach is mainly based on film analysis and provides a necessary terminology, which is essential for the understanding of films as well as for concrete film analysis. It is important to familiarize students with accurate terms from the systematic areas of film studies. The first category, which is relevant for FBLL, are genres, the macro level of film studies, which works with the movie as a narrative or in relation to another film genre. The best way to make learners familiar with film genres are by handing them a table with different types of audiovisual aids with a corresponding description. Secondly, students need to know the micro level of film analysis, which are known as cinematic techniques (Thaler 36ff). Those devices are used to communicate the individual meaning of a single scene and “that is why teachers and student have to learn form [...] and function of the most important techniques“ (38). Further Wharton and Grant also differentiate between both the macro and micro analysis examining film language, which both can be applied as an independent aspect of analysis or using both methods interdependently with the focus of a “combination of both methods [which] will yield the most illuminative insights“ (Wharton & Grant 8ff). An overview of the micro level creates a great basis for students to implement cinematic techniques on films and series.

3.2 The Consideration of Different Didactic Approaches in Film Based Language Learning

“When structuring a teaching unit on [audiovisual media], one can rest to the well-known lesson planing patterns“, like the presentation, practice, production (PPP) approach, the pre-while-post (PWP) approach, the global-to-detail (GtD) approach, or to the task-based language learning (TBLL) approach (Thaler 22). The action- and production-oriented approach focuses on the intend to raise the learners' creativity, which can be integrated into the pre-, while-, and post-watching of working with films. Students make use of the production-oriented activities by generating new texts, at rewriting or creatively expanding the original such as personal responses or film reviews. The action-oriented approach aims for the transformation of a text into a different medium, e.g. a reconstruction of a film script from jumbled-up fragments or fake interviews with the director of a film (Lutge 188). The following practical part concentrates on the receptive activities of pre-, while- and post-viewing. Pre-viewing activities prepare learners topic-wise and raise expectations as well as familiarize students with the film language. These activities “establish context, activate knowledge and schemata and prepare learners for the main receptive event“ (Surkamp and Yearwood 101). While-viewing activities in return provide a structure and support for film reception and held students to understand the context as well as the means of cinematic techniques.

4. The Didactic Value of the Netflix Series House of Cards - Using House of Cards as a Case Study in the ELT Classroom

After the proceeding of the theory on film based language learning the following section will present a possible lesson templet for the work with House of Cards to give an impression of possible assignments and activities. The lesson templet will be divided into two categories. The first one focuses on the theoretical input on the American governmental system, while the second category follows up on the intercultural approach, which covers the case study on House of Cards as a mirror of the U.S. political system according to the methodology of learning by teaching, comprising a film covers, scene analysis and plot summary, political cartoons as well as filmic adaptions. The Netflix original series House of Cards, released on February 1 in 2013, caused a binge watching by young and old Netflix subscribers. The series is based on a trilogy of novels by the author Michael Dobbs, an English politician and former adviser to Margaret Thatcher. In his novels, he describes a Member of Parliament in the British House of Commons, who is constantly craving for power. Already at the beginning of the early 1990s, the BBC picturized the books as three minor TV series. The adaption of books and the BBC series by the Netflix Original only sticks to the convention of the original in the first season, before moving away from it from the second season onwards. House of Cards is an American political thriller streaming series, which was produced by Beau Willimon and is one of Netflix's biggest show so far telling the story about the Democrat Whip from South Carolina's 5th congressional district Francis Underwood played by Kevin Spacey, following called Frank, and his wife Claire Underwood played by Robin Wright, which set in present day Washington D.C. Unlike its example, however the plot takes place in the United States, and thus in Congress, rather than in the House of Commons. Netflix's version also stands out against its cinematic precursor by using special stylistic devices. The protagonist breaks through the fourth wall and addresses the audience directly. The storyline is based on an event which takes places directly in the first episode of the first season. Francis, known as Frank, Underwood is barred from the position of Secretary of State, contrary to the president's promise. According to Frank's furiousness he soon states his revenge in order to achieve his goals, which can be depicted as the predominant leitmotif in the first season. He spins one intrigue after another, ensnares each other for his own purposes and pursues his goal without regard for losses. Even Frank does not shy away from murder and so it happens that the already has two lives on his conscience at the end of the second season. Always on his side his wife Claire Underwood, who equally craves for power and his loyal chief of staff Doug Stamper. Both, husband and wife, are ambitious politicians achieving their goals in a moral or less ethical way. Steppart argues that in Frank's wold every human being is just a chess piece with which one can play strategically but just as well our it off the board (Steppart). Precisely, it is the kind of attitude that Frank lives out on from the first season onwards. Further, special attention should be drawn to Zoe Barnes, a young and aspiring journalist working for the Washington Herald Newspaper who engages in an affair with the much older congressman. Frank encounters her by leaking inside information to the press if necessary in order to incriminate his opponents, while Zoe dopes her own journalistic career. The arrangement, however, only fights back until she begins to question Frank's machinations over threatening to dig too deep and almost exposes Frank's ambush, she has to pay with her life. While the arrangement between Zoe and Frank initially seems to be in agreement to each other, the opposite is true for the congressman Peter Russo. He is ruthlessly manipulated, his carrier is destroyed and, in the end, he also gets murdered by Frank. In this way, the list could be continued at will during the second season. The amazing perception about all these intrigues is that Franks seems to be succeeding with it and at the end of the second season he is nominated President of the United States. Focusing mainly on the first five episodes of season one, House of Cards works as a form of media literary in order to teach the U.S. political system for an A-level course using case studies and the following shows an entire lesson. The series of lessons begins with the introduction to the field of U.S. politics with mostly brainstorming tasks about what learners already know about politics in America. After the introductory lesson, the block period of lesson two and three is about the political system of the United States. Following the lesson about the road to the White House and how to become President of the United States. The fifth lesson will focus on America's gun culture in order to sensitize leaners with the Second Amendment to the U.S. Constitution. After that the sixth lesson is a theoretical introduction to film analysis and cinematic devices in order to introduce the case study about the Netflix Original series House of Cards as a mirror of the U.S. political system. The lessons from seven to eleven are exclusively used for students to work on their case study during the English lessons. After that the two lessons are used in order to see the results every group came up with in their individual case study. As a closing, lesson number twelve is an excursus on a debate between former President Bush and his revival Kerry on the matter of the Iraq War. Of course, there is critique concerning to series in the classroom teaching a foreign language, in which series can distract student from the essential, glorify triviality, dull the learners' mindsets or endanger the younger generation (Thaler 102). According to Thaler “[.] the mixture of real life, staged entanglements, personal spleens, and witty punchlines seems to resonate with many teenagers' (and twens') attitudes towards life“ (103). House of Cards is

To Americans [.] a soap opera told through a dark portrayal of US politics; its depiction of the quest for unfettered power by Frank Underwood (played by Kevin Spacey) and his wife, Claire (played by Robin Wright), has both reflected and reinforced the rising public perception that Washington is corrupt and selfish. But abroad, it may have done much greater damage (Standish).

The learning objectives of the whole lesson templet focus on electoral system of the United States and how its President is elected. The students develop knowledge on the American election campaign and know about audio-visual media, which is used in order to influence electors. Further, they will know about how to analyze audio-visual media, such as streaming on demand series, with the correct cinematic techniques of film analysis and apply those techniques to the case study about House of Cards. As students present their case studies, they take the background knowledge of activity and output orientation and connect the contextual input of knowledge with the film analysis in order to evaluate the critical and manipulating effect of media in politics. According to the interaction pattern students work mostly in pairs or groups on their assignments.

4.1 Students' and Instruction Setting

The following lesson templet tailors a 12th grade A-level course, which consists of a total of twenty­eight students aged from seventeen to nineteen years. But the ability in order to learn a foreign langue depends on factors of personality, like gender, state of knowledge, age, motivation, personality, the gift for languages, biographical characteristics and learning strategies (Thaler 52). According to new learning objectives the course initially appears lively and interested, which is proven by the fact that the choice of the topic for this series of lessons was jointly decided on the current occasion. However, the willingness of the individual students to work has decreased in the course over the past weeks, so that a heterogeneous basis of the class are predominant and some of the students have emerged themselves. This can be seen in particular in the case of the three students who have moved from a lower school standard to the high school level this year. Further, the students' level of proficiency varies between high-performance students and those with performance fluctuations, mostly according to the interest and motivation for the subject of English as a modern foreign language. A quarter of the course, especially two students out of them, show a special interest for English as a foreign language and show significant speaking skills in accuracy and fluency. Nevertheless, an enjoyable and cooperative course climate can be recognized and the class is willing to work individually on their tasks. Further, the students of the A-level course are provided with tablets, which are used for educational purposes in the classroom.

4.2 Lesson One - What Do We Already Know About Politics in the U.S.? An Introduction

The aim of this lesson is a change in perspective, in which students empathize with the part of a stakeholder of the political field. This introduction focuses on intercultural learning.

4.2.1 Learning Objectives

This introduction to the field of the political system in the United States focuses on the competence of speaking. The students present the most important aspects about the political climate in the United States according to pictures clearly and precisely, in an appropriate to the situation linguistically as correctly as possible. Further, they train a general expressiveness in English language speaking and use specific vocabulary and the students are able to follow the contributions of their classmates carefully and understand them. By the end of the lesson students expand their knowledge on political key figures and concepts and are able to analyze people's political attitude in America.

4.2.2 Comprehension of Organization to the Current Program and Reference to the Curriculum

At the beginning the students of this course expressed their desire for a content, which is more close to reality and for opportunities to increase their ability in speaking. The extraordinary motivation and prior knowledge makes it possible to use images in order to focuses on communication and acquire a basic knowledge of the topic. In reference to the curriculum intercultural learning focuses on the political system of the America and how this system works and develops (LehrplanPLUS). The following lessons hollows the political system of America and uses the Netflix series House of Cards as an authentic text in order to teach the intercultural competences.

4.2.3 Factual Analysis

The introduction broaches the issue of the political system of the United States of America and at first instance focuses on a general brainstorming about people, figures, images, branches, parties, and concepts in American politics. Major people and figures are the several presidents and vice presidents as well as the specialty of Hilary Clinton running for the office of president as the first female candidate. Despite the fact of German political parties, in America there are only two major parties, Republicans and Democrats. Further, America also has a different way of electing its president, which implies a detailed focus on election, parties and branches in the upcoming lessons. The U.S. Capitol in Washington D.C., the White House, Richard Nixon as the 37th President of the United States, the Lincoln Memorial and the System of Checks and Balances are an example of key concepts in U.S. politics. After the phase of brainstorming a collection of photos show the political climate in the United States. Six different photos show the people's attitude towards politics and politician. The first picture shows the influence of social media during Donald Trump's election campaign in 2016 his fans using hashtags like “Thank You, Lord Jesus, for President Trump“. While using this slogan, Trump is the choice of the religious right according to his voters. After this picture was published Trump compared himself with the great Billy Graham, who is a famed Baptist revival preacher. As Joe Smart, a Republican voter from South Carolina, published that Trump is “religious, and from what [he] hear[s], he's going to change the White House back to Christianity“ (Taylor). The second picture saying “Fight for the Truth Punch a Journalist“ is something that Donald Trump has stoked as a violent authoritarian rhetoric. This image was mostly used as a sticker during the election campaign by Trump supporters. During the Veterans Day Parade sign were used, which said “impeach and lock him up“. As Trump grew up in New York he was not welcomed when he gave a speech in Madison Square Park in Manhattan ahead of the 100th annual Veterans Day Parade. In order to override the demonstration he expressed in his typical Trump style “to every veteran here with us, [.] it'll be really something [..] and I have come to express the everlasting love and loyalty [.] (Staples). Another picture shows an older man wearing a sign in front of his body saying “honk if you think our president is a moron“. This shows an extraordinary dislike of Trump as President of the United States.

4.2.4 The Lesson's Didactic Value and the Choice of Teaching Methodology

The introduction familiarizes students with important political personalities, buildings and concepts in order to lead over to the field of study about American politics. As a motivation to engage the class with this complex topic the task focuses on the research of the context of a photo according to the political climate in the United States. Every group of students is able to create a precise presentation of to give short but important background information about the photo. Despite the fact of a teacher-oriented input, students research on their own and come across different political motivations.

4.2.5 Teaching Methodology

The following shows a possible methodology of how to teach the introductory lesson on the U.S. political system.

4.2.5.1 Warm-up

The lesson starts off with brainstorming about the students' knowledge about American politics to create a more motivational access to the complex learning objective and works as a warm-up in order to check what students already know about people, icons, parties, buildings, etc. in American politics. After the stage of brainstorming, students take a look at the file with five different images of the U.S. Capitol in Washington D.C, George W. Bush jr. as the 43th President of the United States, the Lincoln Memorial, the System of Checks and Balances, and the White House and try to name them. This happens as an in class discussion with the correct answers shown afterwards.

4.2.5.2 Main Part

After the warm-up the teacher introduces the task about “we, the people“ in plenary. A collection of photos tells about the political climate in the United States. The students have to make groups of four and adopt one picture from the collection. After every group chose their picture they have to research its content using an internet browser on their tablet. Every group has to make sure that the class understands what or who is shown in the picture and present the results as interesting as possible afterwards. While one group presents their results, the others have to listen to the presentations carefully and take notes.

4.2.5.3 Closing

As a homework every student has to use his or her notes and writes one paragraph for one picture individually. They are not allowed to write about their group work, instead they have to use their notes in order to write an interesting paragraph from another picture.

4.3 Lesson Two and Three - The Political System of the United States

After the students empathized themselves with the part of a stakeholder of the political field this block period focuses on the political system of the United States and how it works. Again the lessons aim is to focus on intercultural learning.

4.3.1 Learning Objectives

By the end of the lesson all students know about the three different branches, legislative, judicial and executive, within the U.S. governmental system and the two major parties, Republican and Democratic party, in America. Further, most of them are able to work on the complex texts skill- oriented and understand America's political system with a transformation of knowledge into complex assignments.

4.3.2 Comprehension of Organization to the Current Program and Reference to the Curriculum The block period builds on the introductory lesson and gives learners a substantial input on the American political system. Students are able to work with authentic texts and in addition to formal, linguistic and stylistic formats they are able to understand implicit information and present results and information clearly (LehrplanPLUS).

4.3.3 Factual Analysis

The block period focuses on the political system of the United States and on major differences between the Republican Party and Democratic Party. The U.S. governmental system with the system of checks and balances is based on Charles de Montesquieu (Oldopp 26). Even with the separation of powers, the President still has a significant power. The political system and the way of how the President and his or her Vice President is elected differs from the German political system. Eligible voters must at least be eighteen years old and American citizens only, which means they have American nationality and no Green Card holders are allowed. The people vote directly in Federal Elections Representatives every two years and Senators every two years a part of one-third of the Senate. Each state has a number of representatives according to the size of the population and two Senators are exactly inherited. In addition, people vote indirectly in Presidential Elections by electing members of the Electoral college every four years, who then vote for President and Vice President. The government of the United States is composed of the legislative branch, judicial branch and executive branch. The legislative branch holds two chambers of congress, the House of Representatives, which contains 435 representative congressmen and congresswomen, who serve for two years and the Senate, which holds 100 Senators, who serve for term of a total six years. The Congress passes, vetoes and ratifies laws and treaties, and can approve the appointment of justices. Further, the Congress is entitled to override the President's veto with a vote of a two-third majority and regulates commerce, taxes, spending and military expenses and is also able to declare war. The judicial branch represents the Supreme Court with nine Supreme Justices, who serve for life time. It is the highest court of appeal and checks new laws for validity according to the Constitution. The Supreme Court can declare executive actions and serves unconstitutional. The President and the Cabinet hold the executive branch, in which the President is Head of State and Government and the Commander-in-Chief of the U.S. Armed Forces all well as signs or vetos Congress bills. Further, he or she can propose, approve or veto laws, make treaties with foreign governments as well as nominate Supreme Court judges and can be impeached by the Congress. The Cabinet represents the Vice President and the heads of 15 executive departments. The system of Checks and Balances ensures that each part of the U.S. government can check the other's decisions (Mauk and Oakland 181 ff). The political field in America mostly is dominated by Democrats and Republicans, which build the two most major parties. These two parties show a significant difference in their idea of how politics should work. The Republican Party, also known as the Grand Old Party (GOP) and the symbol of an elephant, has a centre-right position and its official color is red. They convey the idea of people are being responsible for themselves and the welfare system should be put into the hands of organizations, which minimizes the costs. Further, companies should be supported by tax cuts for wealthy people and America as the world's superpower needs a strong national defense and does not need any alliances. Politicians, who belong to the Republican Party want to make the border safer as well as reduce immigration. Their voters mostly are white Protestants form rural areas with a traditional way of life, conservatives as well as supporters of the second amendment. Former Presidents are George W. Bush Senior and Junior as well as Ronald Reagan. On the contrary the Democratic Party, which is blue colored, has a centre-left position and their symbol is a donkey. They follow the opinion of a government, which has to be responsible for all citizens. The welfare system must be supported by the government as well as Obama wanted to make sure that everybody has an health insurance. Further, the middle class has to be supported by tax cuts mostly for low- income families. The money spent on the military needs to be reduced and America needs strong alliances. Democrats are more tolerant towards immigration and long for an unconditional amnesty. Most voters are young, well educated, African-Americans as well as immigrants and people from urban areas. Former Democratic Presidents are John F. Kennedy and Barack Obama (110 ff). According to Mauk and Oakland the U.S. society has beed conditioned by six major cultures. One out of those six cultures, the political-legal culture, is largely shaped by the Constitution and by restrictions upon political, which has to be interpreted by the judicial branch. Many American citizens believe in minimal government and there is a need for consensual national policies which institutional checks can lead to stalemate and consensus politics are based on political and judicial necessary compromise. The political-legal culture is a presentation of a comparison of a materialistic practical reality versus the idealistic, abstract and rhetorical image of America. Further, barriers to national unity are ethnic differences, immigration as well as social diversity and the response to this pluralism has predominantly been consensus politics like compromises. It has been said that U.S. politics was often less “oppositional“ than politics in other countries (13). In recent years. However, party politics have become more confrontational and are influenced by special interests or state interests rather than national matters (6 f.)

4.3.4 The Lesson's Didactic Value and Choice of Teaching Methodology

The purpose of this lesson is to teach the way of how the political system in America works in general and as a contrast to Germany they only have two major parties. The following two authentic texts The political system in the United States and The Difference Between Republicans and Democrats are used to reinforce the receptive competences of the pre-, while-, and post-reading approach. The pre-reading task activates the learners knowledge, introduces the topic of the political system in America and tries to motivate the class.

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• College: University of Passau
• Grade: 1,0
• Author: Nina Lendner (Author)
• Publication Year: 2021
• Pages: 96
• Catalog Number: V1262965
• ISBN (PDF): 9783346700360
• ISBN (Book): 9783346700377
• Language: English
• Tags: teaching, netflix, series, foreign, english, classroom, house, cards, mirror, political, system