MADISON PUBLIC SCHOOL DISTRICT
ADVANCED PLACEMENT GERMAN
Authored by: Ray Schweitzer
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The final Sixth-Year German course integrates and extends the linguistic accomplishments of the previous
years. Students take the AP Language examination in May. Appreciation and enjoyment of German
literature and civilization are deepened; knowledge in these areas is increased, and their ability to
communicate in German is extended. The students should be able to understand German when spoken to at
normal speed on a topic within their experience. They will also listen to oral discussions, reports, and lectures
by students, teacher, and (if possible) visitors from the foreign country.
All objectives are practiced with the goal of communicative and cultural awareness. Student will
communicate in spoken and written forms using interpretive, interpersonal and presentational modes.
Students will demonstrate understanding of a culture via the same three modes.
This course consists of readings in literature and civilization. The students acquire elementary techniques for
literary analysis and are expected to summarize and answer questions concerning references to characters,
story, and plot.
Writing activities of the previous level are continued in a more advanced form. Free composition is increased
at this level and is often based on prior oral presentations and discussions of the topic in class. Attempts to be
creative are encouraged, especially by talented students.
The study of grammatical structures at this level is determined by the needs of the class or individual students.
II. GOALS (Linked to NJ Core Content Standards)
In this Sixth-Year German course, the transition is made from guided and controlled activities to a more
independent exercise of linguistic skills. The emphasis is on literature and culture. Difficult grammatical
structures will be reviewed and reinforced as is found necessary.
STANDARD 7.1
ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC
LITERACY LEVEL IN AT LEAST ONE LANGUAGE OTHER THAN ENGLISH. THEY WILL USE
LANGUAGE TO: ENGAGE IN CONVERSATION ; UNDERSTAND AND INTERPRET SPOKEN
AND WRITTEN LANGUAGE; PRESENT INFORMATION, CONCEPTS, AND IDEAS WHILE
MAKING CONNECTIONS WITH OTHER DISCIPLINES; COMPARE THE LANGUAGE/CULTURE
STUDIED WITH THEIR OWN; AND PARTICIPATE IN MULTILINGUAL COMMUNITIES.
A. Interpretive Mode
1. Demonstrate an understanding of written and spoken language, as expressed by speakers of the
target language in formal and informal settings through appropriate responses.
2. Compare and contrast how people use verbal and non-verbal etiquette to perform certain
functions.
3. Analyze the historical and political contexts that connect/have connected famous people, places
and events from the target culture with the U.S.
4. Synthesize information from oral and written discourse dealing with a variety of topics.
5. Apply knowledge and skills gained in other core content areas to interpret information on topics
related to the study of the target language and culture.
6. Analyze and critique readings from authentic texts and from a variety of art genres.
7. Analyze elements of the target language and comparable linguistic elements in English, in order to
speculate about the evolution of languages and changes that might occur in the future.
B. Interpersonal Mode
1. Give, respond, and ask for clarification to detailed oral and written directions, commands, and
requests.
2. Interact in a variety of situations using appropriate verbal and non-verbal communications
strategies.
3. Ask and respond to questions as part of group discussion on topics of personal, academic or social
nature.
4. Engage in oral and / or written discourse in a variety of time frames on topics of personal or social
interest, or on topics studied in other core content areas.
5. Analyze and critique a variety of culturally authentic selections.
6. Participate in career exploration, competitive events in the target language, community service, or
school-to-work projects that use the target language and knowledge of its culture.
C. Presentational Mode
1. Create and perform stories, poems, short plays, or oral reports based on experiences and/or
exposure to perspectives from the target culture. se the language creatively in writing for a variety
of purposes.
2. Explain the structural elements and/or cultural perspectives of authentic sections.
3. Explain the perspectives of the target cultures as evidenced by their products and practices and
compare those with one's own culture.
STANDARD 7.2 (CULTURE)
ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN
UNDERSTANDING OF THE PERSPECTIVE OF A CULTURE(S) THROUGH EXPERIENCES WITH
ITS PRODUCTS AND PRACTICES.
A. Interpretive Mode
1. Analyze how the changing economic and political environment influences the development of
new products and contemporary practice in the target culture.
2. Compare and contract how the target country(ies) and the U.S. deal with current environmental
issues.
3. Compare and contrast varying perspectives that exist in different target cultures as seen in
television, film and other forms of the media. 4. Compare and contrast tangible products of the
target culture(s) to their own culture and formulate a rationale about why people produce and use
them.
B. Interpersonal Mode
1. Interact in a wide range of social and professional contexts that reflect both peer-group and adult
activities within the culture studied, using appropriate verbal or non-verbal cues.
2. Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained
into the perspectives, products, and practices of the culture(s).
3. Compare and contrast for discussion common social practices in the U.S. and target cultures
related to universal life events.
4. Analyze for discussion observable patterns of behavior and social conventions of various age
groups in the target culture(s) and compare them with the U.S.
5. Analyze for discussion relationships among past and current economic and political structures and
their impact on the perspectives of the culture(s) studied.
C. Presentational Mode
1. Develop a persuasive rationale showing how the study of the target language and its culture
influences attitudes and views on diversity.
2. Simulate activities characteristic of the transition between high school and the
workplace/university in the target culture.
III. CONTENT OUTLINE
Structure
A. Advanced grammar units
1. Review of all strong verbs, all tenses
2. Verbs as adverbs and adjectives
3. More frequent use of Subjunctive and indirect discourse
4. More emphasis on idiomatic expressions and phrases
5. Numbers, Times, Dates
6. Emphasis on complex sentences and relative clauses
7. Passive voice
8. Adjective endings
9. All cases, correctly used
Culture
A. Modern Germany and its political, social and economic problems
B. Germany within the European Union
C. Modern-day Austria and Switzerland
Listening
A. Tapes accompanying textbook
B. Video selections
C. Classroom conversation and listening with teachers, partners, groups
D. Guest speakers, native speakers visitors
Vocabulary and Literature
A. Vocabulary of textbook
B. Theme-related lists of vocabulary studied
C. Reading of literacy selections from text, magazines ad newspapers
D. Individualized reading and discussion and debates
E. Reading and Discussion of Standpunkt articles
IV. OBJECTIVES AND ACTIVITIES
STRUCTURE
A. Objectives-At the conclusion of the sixth year of German, the student should be able to do the
following:
1. Give an oral or written summary, take intelligent notes and answer questions on a reading
selection, a film or other auditory materials.
2. Given a short story, poem or scene from a play to read in German, answer questions orally
and/or in writing about details in the selection using correct advanced grammatical structures.
3. Given a newspaper or magazine article to read in German, with the aid of a dictionary, readily
comprehend the article, answer questions on it orally and/or written and summarize it orally
and/or in writing.
4. Given a topic for free written composition (a personal topic or a topic of general interest which
has been discussed in class), write 150 to 200 words in linguistically correct German.
5. Do oral and/or written grammatical exercises using teacher-made transparencies.
B. Activities
1. Write exercises which reinforce advanced grammatical structures.
2. Keep a weekly Tagebuch which will now be corrected for grammatical accuracy
3. Write compositions about discussed topics.
4. E-mail.
5. Do research on a particular topic.
6. Discuss currents events.
7. Take sample SAT II and AP examinations.
CULTURE
A. Objectives -the students will acquire additional information and cultural awareness about:
1. The politics of Germany and German-speaking countries.
2. The economic and social conditions in Europe today.
3. Relationship of the German-speaking countries to the United States.
B. Activities
1. Map of Europe
2. Oral and written reports on currents events
3. Reading and discussion of Standpunkt
4. Debates about current political and social issues
LISTENING
A. Objectives -At the conclusion of the sixth year the student should be able to do the following:
1. Understand the tapes which accompany the text.
2. Understand and summarize video segments presented in class.
3. Comprehend new situations in oral presentations.
B. Activities
1. Presentation of material through cassettes, videos, guest speakers.
2. Debates, role-playing and skits involving topics covered.
3. Interaction and comprehension activities suggested by textbook.
4. National German Language Examination
5. Practice AP Examinations
VOCABULARY AND LITERATURE
A. Objectives -At the end of the sixth year the student should be able to read and understand selections
about the following:
1. German politics
2. Culture of Germany in post-unification days
3. Switzerland
4. Austria
5. Humor
6. German history as it relates to modem day situations
7. Everyday experiences
8. Male and female roles in society
9. Environmental issues
10. Family life
11. School and Education
B. Activities
1. Frequent reading assignments in text and in readers.
2. Classroom reading of outside magazine articles and newspaper articles, with classroom
discussion to facilitate understanding.
3. Summaries of readings.
4. Essays about topics covered, using new vocabulary and structures.
5. Research into pertinent topics, using the Internet when possible.
SPEAKING AND WRITING
A. Objectives -At the conclusion of the sixth year the student should be able to do the following
1. Keep a weekly Tagebuch about personal activities and discussion of assigned topics. Write
summaries about texts and scenes on video presentations.
3. Do E-mail and use the Internet.
4. Do research reports.
5. Compose original essays and poetry.
6. Be able to defend a particular viewpoint with examples and illustrations to substantiate the
opinion, both orally and in writing.
B. Activities
1. Classroom debates and oral presentations.
2. Written essays and research papers.
3. General classroom discussion and written projects about topics presented.
V. EVALUATION
The student's grade will be determined by averaging quiz and test grades, classroom participation and
homework consistency. Oral performance will count for a minimum of 1/3 of the grade at this level.
A. Teacher-made achievement tests, quizzes, unit tests, mastery.
B. Grades on book reports, compositions, research.
C. Oral grades on individual class presentations and debates.
D. Tests from publisher of text.
E. Compositions to demonstrate written linguistic ability.
F. Sample SAT II Examinations.
G. Sample AP Examinations.
VI. RESOURCES
Basic Texts
Clausing, Gerhard, Interaktion, New York, Houghton Mifflin, 1990.
Busges, Michael, SAT II German, Piscataway, NT, Research and Ed. Assc., 1995
Geschossmann. German Grammar. Schaum's Outline Series, New York, MacGraw-Hill Book Co., 1975.
Correlated Materials:
1. Magazine and newspaper articles
2. Posters, filmstrips, slides
3. Films from the Morris County Film Library
4. Records
5. Overhead transparencies (teacher-prepared)
6. Games
7. Wall maps
8. Bulletin board displays
9. School library materials
10. Materials from the offices of the German Consulate and the German Information Center in New York
City
11. Readers