AP syllabus

AP GERMAN LANGUAGE AND CULTURE COURSE
2015-2016
Name: Humphrey, Christina R.
AP Subject: AP German Language and Culture
E-mail address: christinar.humphrey@cms.k12.nc.us
School Code: 340688
Name of School: Providence High School
Address: 1800 Pineville-Matthews Road, Charlotte, NC, 28270
AP German Language and Culture Syllabus
Overview and Overarching Premise of the AP German Language and Culture Course
AP German Language is intended for students who wish to develop their proficiency in all four
language skills: listening, speaking, reading, and writing. Students who enroll should already have
good foundational knowledge of the language and culture of German-speaking people. Instruction,
classroom discussion and all written assignments will be in German. Students sign a contract
agreeing to use the target language at all times in this course.
This syllabus blends both the elements of the College Board AP German Language and Culture
course requirements and the North Carolina World Language Essential Standards. When
communicating, students in the AP German Language and Culture course demonstrate an
understanding of the culture(s), incorporate interdisciplinary topics (Connections), make
comparisons between the native language and the target language and between cultures
(Comparisons), and use the target language in real-life settings (Communities). At completion of
the course, students will take an AP German Language and Culture examination.
AP German Language and Culture Learning Objectives
The AP German Language and Culture course identifies six groups of learning objectives for
students across the three modes of communication:
Spoken Interpersonal Communication
Written Interpersonal Communication
Audio, Visual, and Audiovisual Interpretive Communication
Written and Print Interpretive Communication
Spoken Presentational Communication
Written Presentational Communication
AP German Language and Culture Course Goals
The overarching goal of the AP German Language course is to prepare students for success on the
AP German Language Exam. The course emphasizes use of the language for active communication
and develops the following competencies:


having a strong command of vocabulary and structure;
understanding spoken German from native speakers in various conversational
contexts;
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

using authentic materials, like reading newspaper, magazine articles, blogs,
contemporary fiction, and non-technical writings without the use of a dictionary;
fluently and accurately expressing ideas orally and in writing.
Students complete a thorough review of grammar, including conjugations of all tenses and build
their proficiency in areas of speaking, listening, writing, reading, and vocabulary recall. Students
are also encouraged to move beyond language acquisition to language application in community
settings. They develop language skills that can be applied in interdisciplinary contexts and are not
limited to any specific body of subject matter while practicing the organization and writing of
compositions.
The Revised AP German Language and Culture course is structured around six themes:






Global Challenges / Globalisierung
Science and Technology Life / Naturwissenschaft und Technologie
Contemporary Life / Alltag
Personal and Public Identities / Persönliche und Öffentliche Identität
Families and Communities / Familie und Gemeinschaft
Beauty and Aesthetics / Schönheit und Ästhetik
Integrating Themes and Recommended Contexts
AP students are encouraged to consider the interconnectedness of the themes listed above. A unit on
sustainable energy and recycling laws in Germany (Global Challenges) might, for example, touch
upon recommended contexts from more than one theme. Students might see a short movie on the
European Union’s clean air goals to decrease pollution, study changes in inventions like wind
propellers and solar panels over time (Science and Technology), research influences from social
values on environmental policy (Personal and Public Identities), on organic nutrition
(Contemporary Life) and on the aesthetics of eco-friendly architecture (Beauty and Aesthetics).
AP students make cultural comparisons by contrasting their findings with environmental challenges
in the US. In preparation for the exam, student create a portfolio which represents a collection of
readings, summaries, vocab lists, reaction papers, essays, posters, skits and multimedia artifacts for
each unit. This portfolio will be assessed on quality, originality and language proficiency.
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Theme 1: Global Challenges / Globalisierung Contexts:
• Communication / Kommunikation
• Economic Issues / Wirtschaftliche Herausforderungen
• Environmental Issues / Umweltschutz
• Geography / Erdkunde
• Philosophical Thought and Religion / Philosophie und Religion
• Political Issues / Politische Herausforderungen
Unit 1: Renewable Energy, Recycling, Environment
Essential Questions:
• What environmental, political, and social issues pose challenges to societies throughout the world?
• What are the origins of those issues?
• What are possible solutions to those challenges?
Interpersonal
Spoken
Students discuss the
following statement
in small groups: “In
2012, renewable
energies only
represented 14% of
total U.S. energy
consumption.”1
“Germany surpassed
the goal of 14%
renewable energy
consumption back in
2007 and is currently
working towards a
goal of 18%
renewable energy
consumption by
2020, 30% by 2030,
and 60% by 2050”.2
Interpersonal
Written
Students ask each
other about their
family’s daily
recycling habits.
They compile a
survey to study
recycling habits in
their community.
They survey other
teachers and
students in other
classes.
Students then
compare their
findings with
German recycling
habits and write
down their findings
in a one-page report.
Audio-Visual
Interpretive
Students watch a
video like
Deutschland im Jahr
2050 on the future of
renewable energy in
Germany.
http://www.messelive
.tv/mediathek/player/
viewvideo/35/reporta
gen/reportagedeutschland-im-jahr2050zukunftsimpressionen
Students write a 300word reaction paper
to the video and
answer the questions
on the handout listed
under attachments.
Written and Print
Interpretive
Students go to the
website:
http://www.etibrandenburg.de/
and make a list of
renewable energy
sources, learn about
new ways to be
environmentally
conscious, and analyze
which sources might
work in the US.
They also find an
interesting statistic
pertaining to the topic
and describe it, using
the appropriate
vocabulary (like:
ansteigen, abnehmen,
etc.).
Presentational
Spoken
Students prepare a
persuasive
PowerPoint on
renewable energy
sources. They find
ways to entice US
citizens to do more,
as for example: to
recycle more and
walk or use bicycles
instead of cars.
Students should
answer the
following question:
“Would it be
beneficial to start
German programs
such as Pfand, or
EinwegPfand, in
America?”
Presentational
Written
Students write a 600word essay to lead
citizens to become more
conscientious about the
environment. Essay
prompt: “The US is one
of the largest countries
on the planet with vast
amounts of natural
resources and great
renewable energy
potential. Yet it lags far
behind most major
global economic players
in renewable energy
usage/ environmental
policy and has one of
the highest carbon
dioxide emissions per
capita in the world
every year.”
Contribution to
discussion and
teamwork are
assessed.
Student survey and
report is graded.
Reaction paper is
graded on
comprehension and
expressions used.
Analysis, statistic is
graded on content and
language use.
PowerPoint is
assessed on
originality,
relevance and
persuasiveness.
The essay will be
graded both on
language use and details
referenced.
Sources:
1 http://en.wikipedia.org/wiki/Environmental_policy_of_the_United_States,
2 http://en.wikipedia.org/wiki/Renewable_energy_in_Germany
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Theme 2: Science and Technology / Naturwissenschaft und Technologie Contexts:
• Ethical Considerations / Ethische Herausforderungen
• Healthcare and Medicine / Gesundheitswesen
• Inventions as Catalysts of Change / Erfinder und Erfindungen
• Personal Technologies / Computer als neues Medium
• Social Impacts / Soziale Folgen
• Transportation / Transport
Unit 2: Das Leben in einer digitalen Welt
This module focusses on Science and Technology as it relates to personal use of electronic communication and its social impacts.
The module also touches on the theme of Global challenges in the contexts of Communication, Personal and Public Identities, and
Families and Communities (Moeller, 3). It explores the question how ethical and human issues are affected by social and digital
media and what the advantages and disadvantages of social media are. Students will discuss questions like: Should cellphones be
allowed in the classroom? Have you experienced cyber bullying? How many Facebook friends do you have? How much time do you
spend on electronic communication on a daily basis? These questions directly relate to students’ daily lives. This module centers on
four essential questions dealing with life in a digital world and leading to a more critical analysis and broader understanding of the
subject matter. This standards-based, performance based curriculum module focuses on the comparison of attitudes, perceptions, and
practices in the United States and Germany (Moeller, 27).
Essential Questions to be explored in this unit:
• How do developments in science and technology affect our lives?
• What factors have driven innovation and discovery in the fields of science and technology?
• What role do ethics play in scientific advancement?
Interpersonal
Spoken
Students interview
other students about
positive and
negative
experiences with
social media. They
discuss their
findings with the
class.
Participation in
discussion, Socratic
method is assessed.
Interpersonal
Written
Student writes a 300word letter of a
potential problem
/negative experience
with electronic
communication and
comes up with a
solution.
Audio-Visual
Interpretive
Students watch
videos, news clips
from German visual
media sources,
summarize the major
points, providing the
pro and cons of the
video.
Written and Print
Interpretive
Students select a
current headline from
a reputable German
online media source
pertaining to this topic,
read and analyze and
summarize the
article.*
Presentational
Spoken
Students prepare a
narrated slide show
with statistics
comparing
electronic usage in
the US with
Germany.
First draft of letter is
corrected and final
draft can be
resubmitted.
Visual media content
is summarized.
Students present their
opinions: agree /
disagree.
Newspaper article is
read, analyzed, word
bank is created and
shared with the class.
Statistical data is
interpreted and
presented via
PowerPoint to the
class.
Presentational
Written
Students create a poster
with rules for
cellphones, Facebook,
usage and ideas to
prevent cyber bullying,
etc.
Poster should contain
colorful illustrations
and sources used.
Students summarize the
problems of electronic
communication and
solutions.
* For example: http://www.focus.de/schule/familie/medien-tipps/benimmregeln-fuer-den-handy-gebrauch-telefonieren-mitstil_aid_694677.html
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Theme 3: Contemporary Life / Alltag Contexts:
• Current Events / Aktuelle Ereignisse
• Education and Career / Ausbildung und Karriere
• Entertainment, Travel, and Leisure / Unterhaltung, Reisen, und Freizeit
• Health and Well-Being / Gesundheit und Wohlbefinden
• Social Customs and Values / Gebräuche und Werte
• Youth Culture / Jugendkultur
Unit 3: Culture and Current Events
Essential Questions:
• How do societies and individuals define quality of life?
• How is contemporary life influenced by cultural products, practices, and perspectives?
• What are the challenges of contemporary life?
Interpersonal
Spoken
In small groups
students activate their
schemata and collect
what they already
know of German
culture, geography
and topography.
They decide on a
“Bundesland” to
research and plan to
become experts.
They sign up to
present their state to
the class at the end of
the unit.
Interpersonal
Written
Students will divide
up the research on
their state, i.e. food,
dialect, geography,
transportation,
famous persons,
history, etc., go to
the media lab and
write up short
reports on their
findings. They will
write one postcard
to the class listing
what they saw as
they visited.
Audio-Visual
Interpretive
Students watch a
sample local weather
report of Fritz in
Marne (NorthGermany) to
experience a dialect.
Students then go
online to find a
weather report in
their German state.
They convert
Fahrenheit to Celsius.
They research the
local dialect and
write up a weather
report.
Written and Print
Interpretive
Students will read an
authentic newspaper
article or online news
report of a cultural
event (concert,
exhibition, festival,
etc.) currently
occurring in their
“Bundesland”.
They write a report
with a minimum of
300 words on the
event and include the
article or link.
Presentational
Spoken
Students will create
a power point on
their Bundesland,
including all the
information they
found about current
events, famous
people, food,
dialect, and a fund
fact. They prepare a
handout with facts
about their state,
and questions for
their audience.
Presentational
Written
Students create a poster
on a poster board about
their “Bundesland”
using color pictures and
historical facts to be
displayed in class. All
text on posters must be
in German. Students
must list all sources
used.
Students may perform a
short weather report as
a skit in front of class if
time permits.
Contribution to
discussion and
teamwork are
assessed.
Research report and
post card are
graded.
Weather report is
graded on specific
language used.
Event report is graded
on content and
language proficiency.
PowerPoint is
assessed on
originality,
relevance and
language use.
The poster will be
assessed both on
language use, pictures
and neatness.
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Theme 4: Personal and Public Identities / Persönliche und Öffentliche Identität Contexts:
• Alienation and Integration / Distanzierung und Integrierung
• Gender Identity / Geschlechtliche Identität
• Generational Issues / Generationsunterschiede
• National Identity / Nationale Identität
• Self-Image / Selbstverständnis
• Stereotypes / Stereotypen
Unit 4: National Identity, Stereotypes, Discrimination
Essential Questions:
• How are aspects of identity expressed in various situations?
• How do language and culture influence identity?
• How does one’s identity develop over time?
Interpersonal
Spoken
Students interview
each other in small
groups and ascertain,
if they have ever felt
alone, out of place, or
discriminated against.
They will discuss and
summarize their
group members’
answers and discuss
possible solutions to
challenges.
Interpersonal
Written
Students watch the
authentic (studentproduced) video
Zeynep, about a
Turkish teenage girl
feeling invisible in
Germany. Students
answer prepared
questions (see
attachments Unit 4)
and write a 300word reaction to the
video.
Audio-Visual
Interpretive
Students see the
movie Schwarzfahrer
(on youtube).
They write a reaction
to the movie. Usages
of the word
“schwarz” in the
German language are
discussed in class.
Students write a short
paragraph on what
happens in the movie
from the perspective
of one of the
passengers on the
streetcar.
Written and Print
Interpretive
Students read the short
story Haus ohne
Hoffnung
about a young
immigrant accused of
murder.
They answer three
prepared questions per
chapter. Class
discussions.
Alternatives: episodes
of the popular TV
series Türkisch für
Anfänger or
Movie Hitlerjunge
Salomon
Presentational
Spoken
Students take the
authentic online
“Einbürgerungstest”
for people trying to
become German
citizens. They
collect the test
questions they
found most
interesting, report
their findings to
class and compare
their answers.
Presentational
Written
Students write a 600word paper comparing
two of the three
elements: the Zyenep
video, the
Schwarzfahrer movie or
the short story Haus
ohne Hoffnung.
Students include at least
one paragraph
addressing similar
challenges in the US
and make a cultural
comparison.
Participation in
discussion and
quality of solutions to
challenges are
assessed.
The reaction paper
is graded.
Reaction to short
movie is graded.
Short story is
analyzed, word bank is
created, answers to
questions are
analyzed.
Participation in
discussion of
answers to online
test are assessed.
The comparison paper
will be assessed both on
language use, grammar
and content.
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Theme 5: Families and Communities / Familie und Gemeinschaft Contexts:
• Citizenship / Bürgerrecht
• Community Service / Gemeinnützige Arbeit
• Diversity / Vielseitigkeit
• Family Structure / Familienstruktur
• Relationships / Beziehungen
• Urban, Suburban, and Rural Life / Stadt-, Vorstadt-, und Landleben
Unit 5: Berufsleben / Privatleben
Essential Questions:
• What constitutes a family in different societies?
• How do individuals contribute to the well-being of communities?
•How do the roles that families and communities assume differ in societies around the world?
Interpersonal
Spoken
Students interview
each other on their
dream jobs and
important life
choices. They locate
German companies
for employment
Students co in NC.
They create interview
questions the
organization
might ask them. They
prepare responses for
the applicant.
Interpersonal
Written
Students write a
(German) resume
and introductory
letter to a company
outlining
personal and
professional
qualifications
for the job.
Students compare
German and
American CVs,
contrasting
differences in print
and form.
Audio-Visual
Interpretive
Students view
a training video on
how to conduct a
successful job
interview at a
German company.
Students write down
the most valuable
points discussed in
the video. They also
have to agree on the
five most important
rules with their team.
Written and Print
Interpretive
Students search
online magazines
for news stories about
young people applying
for jobs in Germany.
What jobs do they
apply for? What
apprenticeships are
available?
Students
summarize
article/ news story and
compare and contrast
job opportunities with
the US.
Presentational
Spoken
Students create
a skit in groups and
present a realistic
interview scenario
to the class. They
first submit the
screenplay and
present the skit
after. An alternative
is to for student
groups to create a
short movie of an
interview.
Presentational
Written
Students write a
300-word essay on how
they will plan and
prepare for an interview
at an international
company. They will
summarize the cultural
differences both for the
application documents
and for the interaction
with potential
employers. What
expectations do
employers have in the
digital age?
Interview, research,
as well as questions
and answers are
assessed.
Drafts of
introductory letter
and resume are
corrected and
graded. Final draft
can be resubmitted.
Summarization of
video is graded.
Students present their
five most important
rules to follow in an
interview.
Newspaper article is
read, analyzed, word
bank is created and
shared with the class.
Assess written
screenplay and final
skit on originality
and language
proficiency.
The 300-word essay
will be assessed both on
form and content.
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Theme 6: Beauty and Aesthetics / Schönheit und Ästhetik Contexts:
• Architecture / Architektur
• Cultural Perspectives / Kulturelle Perspektiven
• Fashion and Design / Mode und Design
• Language and Literature / Sprache und Literatur
• Performing Arts / Musik, Theater, und Film
• Visual Arts / Kunst
Essential Questions to explore:
• How are perceptions of beauty and creativity established?
• How do ideals of beauty and aesthetics influence daily life?
• How do the arts both challenge and reflect cultural perspectives?
Unit 6: Art, Music, Poetry, Design, Architecture
Interpersonal
Spoken
Students select
music, poetry, poem,
art work, design
(fashion, furniture,
cars) or architecture
and present it to the
class. They interview
and record the class’
opinion on the piece,
and later present
background
information. Students
lead class discussions
on the artistic quality
and merits of their
piece.
Interpersonal
Written
Students write a
biography on the
German- speaking
artist of their choice.
Students should find
an internet link to
the artist’s website.
Students prepare
and handout with
important bullet
points and three
questions for their
audience.
Audio-Visual
Interpretive
Students watch a
show on current
music charts in
Germany.
Students also
listens to radio
broadcasts which
discuss the current
charts in Germany.
Students write a
description of a
video.
Students could also
go to a museum link,
www.Pinakothek.co
m and describe an
artwork.
Written and Print
Interpretive
Student choose
a short poem on the
topic of beauty and
aesthetics.
They research its
style, plot, and
place in literary
history. They answer
the question: how did
the contemporary
audience react to its
publication?
Presentational
Spoken
Students memorize
the poem and
perform it in front
of the class. They
may also create
a video recording
of their recital
instead. Students
give a
explications of
the poem and how it
addresses
beauty and
aesthetic
sensibility.
Presentational
Written
Students present a
portfolio containing at
least
five of their
favorite works
of art, music, poetry,
design and architecture
in a PowerPoint slide
show. Students explain
each piece of
art, why they
chose it for
their collection
and what the art
means to them.
Students create an
artifact like a CD cover
or artwork.
Interviewing results
and depth of research
are assessed.
Biography, depth of
research and
handout are graded.
Summarization of
music video is
graded.
Newspaper article is
read, analyzed, word
bank is created and
shared with the class.
Poem recital is
assessed for
fluency, delivery,
originality and
language
proficiency.
The PowerPoint will be
assessed both on
execution and content.
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Grading:
Progress reports and report card grades are based on daily work (participation, homework and inclass assignments), quizzes, tests, projects, and exams. Each area is weighted according to the
District Grading Policy. This means students must attend class, take part in all classroom activities
and complete all assignments in class and at home; they absolutely must devote as much time as
they need at home to learn new vocabulary, practice new grammar structures, review all class
content, and complete all homework. Students must exclusively speak German during class.
English is not permitted.
Bibliography
Textbooks
The textbooks Stationen and Denk Mal! are supplemented with literary texts, grammar texts,
movies, music videos, news events from online newspapers, as well as authentic news reports from
live-streamed German television.
Barske, et al, eds. Denk Mal! Deutsch ohne Grenzen. Vista Higher Learning., 2012
Tobias Barske, Mefan McKinsty, eds. Denk Mal! Deutsch ohne Grenzen. Vista Higher Learning,
2012.
Augustyn, Euba, eds. Stationen: Ein Kursbuch für die Mittelstufe. 2nd ed.Boston:Thompson
Heinle., 2008
Supplementary Literary Texts
Students read a selection of authentic literary texts below, listen to a “Hörspiel,” take notes, answer
questions, and create writing assignments ( summaries or reaction papers) of 300 to 600 words.
Baier, Gabi, ed. Tatort DaF Hörkrimi. Verschollen in Berlin. 1st ed. Stuttgart: Ernst Klett Sprachen,
2007.
Dittrich, Roland, ed. Tatort DaF Hörkrimi. Die Lorelei lebt. 1st ed. Stuttgart: Ernst Klett Sprachen,
2007.
Der Meisterdieb und andere Märchen von den Brüdern Grimm. München: Max
Hueber Verlag, 2000.
Felix & Theo. Haus ohne Hoffnung. Munich: Langenscheidt.
Kästner, Erich, Emil und die Detektive, DTV, 1999.
Plauen, E.O., ed. Vater und Sohn: Bildgeschichten. Stuttgart: P. Reclam, 1994.
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Plenzdorf, Ulrich, Die neuen leiden des jungen W., Suhrkamp Taschenbuch 300, 1976.
Scholl, Inge, Die Weiße Rose, EMC Corporation, 1977.
Teichert, Herman and Lovette, eds. Allerlei zum Lesen. 2nd ed. Boston: Houghton
Mifflin Co., 2005
Teichert, Herman and Gabriele Hahn, eds. Allerlei zum Besprechen. Boston:
Houghton Mifflin Co., 1998
Tieck, Ludwig. Der Blonde Eckbert. Stuttgart: Reclam.
Wülfing, Stefanie ed. Tatort DaF Hörkrimi. Heiße Spur in München. 1st ed. Stuttgart: Ernst Klett
Sprachen, 2009.
Movies:
Students watch a selection of movies below. They compose summaries of and reactions to the
movies. They research the director, actors, and present the historical background and significance of
the movie. Assessment: students’ individual writings are returned with my corrections and then
revised for a final grade. Discussions about movies follow in small group settings using the Socratic
method. Students work in groups creating different film endings and performing them as skits.
Comedian Harmonists. DVD. Dir Joseph Vilsmaier. Senator Film Production, 1997.
Das Wunder von Bern. DVD. Dir Söhnke Wortman. 2003.
Emil und die Detektive. DVD. Dir Franziska Buch. Universum Film GmbH, 2001.
Goodbye, Lenin! DVD. Dir Wolfgang Becker. Sony Pictures, 2004
Hitlerjunge Salomon. DVD. Dir Agnieszka Holland. World Films, 1990.
Jenseits der Stille. DVD. Dir Caroline Link. Constantin Film, 1996.
Nirgendwo in Afrika. DVD. Dir Caroline Link. Constantin Film, 2001.
Run Lola Run. DVD. Dir Tom Tykwer. Arte Film, 1998.
Schwarzfahrer Online video. Dir Pepe Danquart, 1993.
Sophie Scholl – die letzten Tage. DVD. Dir Marc Rothemond. Zeitgeist Films, 2005
The Edukators. Dir Hans Weingartner, IFC Film, 2004.
Türkisch für Anfänger Staffel 1-3, Dir Bora Dagtekin. Das Erste, 2006.
Die Episode “Zynep” Filmprojekt der Gruppe Wortspiel: Theater, Produktion Gestaltung
http://www.wortspiel.net/index.php?projekt=0612&rubrik=regie&kategorie=filmVideo
10
Musik
Students analyze lyrics, music and videos from a variety of German artists such as Rammstein, die
Fantastischen Vier, die Toten Hosen, Xavier Naidoo, Peter Fox, die Prinzen, just to name a few.
They present their performer/band in a power point slide show, play a song, create their own Cd
cover and prepare a handout with pertinent information about the artist as well as three questions
for their audience.
Supplementary Grammar Texts
Jacqueline Morton,ed. English Grammar for Students of German. New York: Olivia & Hill Press,
2009. ISBN: 0934034389.
Heinz Messinger et al. Langenscheidt Compact Dictionary: German-English, English-German. Berlin:
Langenscheidt Publishers, 2003. ISBN: 9781585733514.
Wells, Larry D., ed. Handbuch zur deutschen Grammatik: wiederholen und
anwenden. Lexington, MA: D.C. Heath, 1993
Online dictionaries: http://www.dict.cc/
or http://dict.leo.org/
Internet
Aktuelle Nachrichten www.tagesschau.de
Deutsche Welle Nachrichten www.dw.de
Politik, Deutschland und Europa, Wirtschaft, Kultur www.deutschland.de
Geo Magazin for students. http://www.geo.de/GEOlino/ or http://www.geo-kids.de/
Dein Spiegel http://www.spiegel.de/spiegel/deinspiegel
Die Welt - online newspaper www.welt.de
Frankfurter Allgemeine Zeitung www.faz.de
Daily EU news www.bloomberg.de
Television news, daily www.ARD.de
Television news, daily www.Zdf.de
Prepared student activities www.Deutschlern.net
Poetry website www.gedichte.de
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Another highly recommended German speaking practice website is:
http://www.iub.edu/~sprechen/german.html
Business German:
http://www.young-germany.de/
http://www.germany.info/
http://www.zeit.de/index
http://www.dw.de/top-stories/study-in-germany/s-8010
Umwelt:
http://www.bmu.de/allgemein/aktuell/160.php
http://www.umweltbundesamt.de/
http://www.mwe.brandenburg.de/sixcms/detail.php/bb1.c.232337.de
Sources consulted to create this syllabus:
www.collegeboard.org
AP German Language and Culture. Workshop Handbook and Resources. New York: The College
Board, 2012.
Aleidine J. Moeller. AP German Language and Culture. Das Leben in einer digitalen Welt. Curriculum
Module. New York: The College Board, 2012.
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Sample Attachments and Activities:
Unit 1 Handout:
Schauen Sie sich das Video an.
http://www.messelive.tv/mediathek/player/viewvideo/35/reportagen/reportage-deutschland-im-jahr2050-zukunftsimpressionen
Match the German vocabulary with the English translations below:
Die Windkraftanlage
speichern
dienen
benötigen
die Erdgasleitung
sorgen für
die Behaglichkeit
comfort
greenhouse gas
natural gas pipeline
require
serve
store
to care of
wind turbine
Identify the following in the video:
Solar in München
Deutsche Stadt im Jahr 2050
Ein Blick in die Zukunft. Treibhausgase werden nicht mehr emittiert
Windkraftanlagen und Solarzellen produzieren mehr Strom als die Häuser ben
ötigen
Die Energie wird gespeichert und dient beispielsweise zum Aufladen von Batterien
Über die Hälfte aller Autos fährt elektrisch. In der Rush Hour hört man fast nichts mehr
Erdgasleitungen und Öltanks sind Technologien einer vergangenen Zeit
Neben Solarenergie und Holzpellets sorgen Erdwärme und Erdwärmepumpe für Behaglichkeit zu
Hause
Fragen:
1. Was finden Sie besonders attraktiv im Jahre 2050?
2.Was hat sich in der Autoindustrie geändert?
3.Heizt man immer noch mit Erdgas?
4.Wie werden die Häuser geheizt?
Unit 4 Handout:
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Die Episode “Zynep” aus einem Filmprojekt der Gruppe
Wortspiel: Theater – Produktion – Gestaltung
Bitte schauen Sie sich das Video als Hausaufgabe an und beantworten Sie die folgenden Fragen
zum Videofilm.
Hier ist der Link:
http://www.wortspiel.net/index.php?projekt=0612&rubrik=regie&kategorie=filmVideo
Sie können den Link zum Video "Zeynep" auf der Seite rechts unter dem Bild sehen.
Schreiben Sie sich bitte Stichwörter zu den Fragen auf, während Sie sich den Film ansehen!
1. Was erzählt Zeynep über ihre Mutter?
2. Was erfahren wir über Zyneps Vater?
3. Wie wurden Zeynep, ihre Mutter und ihre Schwester von Zeyneps Grosseltern in der Türkei
behandelt?
4. Zeynep lebt jetzt in Wilhelmburg, ein Stadtteil in Hamburg, aber warum sehnt sich Zeynep in die
Türkei zurück?
5. Wie alt war Zeynep, als sie nach Deutschland gezogen ist?
6. Warum hat sich Zeyneps Mutter von ihrem Mann scheiden lassen?
7. Was sagt Zeynep über ihren Traummann?
8. Was erzählt Zeynep über ihre ersten Erfahrungen in Deutschland und mit der deutschen Sprache?
9. Was versteht Zeynep unter Integration?
10. Was sagt sie über das Kopftuchtragen, Gott und Religion?
11. Was ist Zeyneps Einstellung in Hinsicht auf Gleichberechtigung zwischen Männern und
Frauen?
12. Was sagt sie, was sie von ihrem Vater gelernt habe?
Diskutieren Sie Ihre Antworten in Unterricht. Überlegen Sie sich dann noch die folgende Frage:
Mit wem spricht Zynep Ihrer Meinung nach zu Beginn des Films?
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