TOWNSHIP OF UNION PUBLIC SCHOOLS
German V – WL 521 A & B
Curriculum Guide
2012
Re-adopted June 2014
Board Members
Francis “Ray” Perkins, President
Versie McNeil, Vice President
Gary Abraham
David Arminio
Linda Gaglione
Richard Galante
Thomas Layden
Vito Nufrio
Judy Salazar
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis
Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak
Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson
Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
Ben Schmoll
Lucia Cagan
Academic Area
German V
WL 521 A & B
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet
his or her individual needs in an environment that is conducive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
 Develop reading, writing, speaking, listening, and mathematical skills.
 Develop a pride in work and a feeling of self-worth, self-reliance, and self
discipline.
 Acquire and use the skills and habits involved in critical and constructive
thinking.
 Develop a code of behavior based on moral and ethical principals.
 Work with others cooperatively.
 Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues.
 Acquire a knowledge and understanding of the physical and biological
sciences.
 Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work.
 Appreciate and understand literature, art, music, and other cultural
activities.
 Develop an understanding of the historical and cultural heritage.
 Develop a concern for the proper use and/or preservation of natural
resources.
 Develop basic skills in sports and other forms of recreation.
Course Description
This two semester course will enable the student to understand German
history, culture and geography through the use of film and other media
such as music, theater and a variety of texts. The course focuses on
cultural context, cinematic technique, and instruction and practice in the
writing of careful critical analysis of the films. To this end, appropriate
vocabulary, various cultural topics and topics related to the characters,
theme, plot, and historical setting will be studied. A general review of
grammar, composition and a variety of activities will supplement and
reinforce the basic program.
A study of geography, culture and Germany’s economy through map work,
internet activities, projects and travel films will be the initial course work.
Recommended Textbooks, Resources and Materials:
1. Textbook – Brockman, Stepehen, A Critical History of German Film – Studies
in German Literature, Linguistics and Culture. 1st Ed., Camden House, 2010.
2. Textbook – Moeller, Jack, Kaleidoskop – Kultur, Literatur und Grammatik. 7th
Ed., Hougton Mifflin Company, 2007.
3. Teacher notes.
4. Library resources.
5. Internet resources – Travel films, documentaries, podcasts, film reviews etc.
6. German and English language newspapers and magazines.
7. Film Aerobics viewing comprehesion materials – Each film is accompanied by
a guide containing viewing comprehension questions, vocabulary lists, and a
synopsis of the action for each segment of a film as well as other activities which
serve to reinforce the content of the movie.
8. Film – “Metropolis” and accompanying materials from Film Aerobics Inc.
9. Film – “Der Blaue Engel (The Blue Angel)” and accompanying materials
from Film Aerobics Inc.
10. Film – “Die Weisse Rose” and “Sophie Scholl – Die lezten Tage” and
accompanying materials from Film Aerobics Inc,
11. Film – “Nirgendwo in Afrika (Nowhere in Afrika)” and accompanying
materials from Film Aerobics Inc.
12. Film – “Der Tunnel” and accompanying material from Film Aerobics Inc.
13. Film – “Das Leben der Anderen (The Lives of Others)” and accompanying
materials from Film Aerobics Inc.
14. Film – “Marx und Coca Cola” and accompanying materials from Film
Aerobics Inc.
15. Film “Goodbye Lenin” and accompanying materials from Film Film
Aerobics Inc.
16. Additional Films in the UHS library collection which may be used include –
“Lola Rennt”, “Schultz und Schultz”, “Das Versprechen”, “Die Verlorene Ehre
von Katharina Blum”, “Joyeux Noel”, “Das Boot”, “Das Schreckliche
Maedchen”, as well as other films which may be added to the school collection.
Course Proficiencies
Students will be able to:
1. Understand the meaning of the new vocabulary and terms associated with various
films.
2. Demonstrate an understanding of the various topics stated in the course description.
3. Develop a capacity for analytical film interpretation and comprehension of selected
historical epochs.
4. Express ideas intelligibly and to communicate thoughts effectively to others in both the
oral and written forms of a language.
5. Project, compare, critique and evaluate his/her role in relevant situations occurring in
the themes and or plots of the films.
6. Acquire cultural background, so as to better communicate and understand German
film, media culture and history.
Curriculum Units
Unit 1: The 16 States of Germany/ Traveling in Germany
and the Industry and Economy of Germany
Unit 3: National Socialism in Germany “Die Weisse Rose” and “Sophie Scholl”
Unit 2: Weimar Germany – “Metropolis” and
“Der Blaue Engel”
Unit 4: The Plight of Jews and other Persecuted Minoriites in WW2 Germany –“Nirgendwo
in Afika” and “Rosenstrasse”
Unit 5: Divided Germany: 1945 – 1989:
“DerTunnel” and “Das Leben der Anderen”
Unit 6: Reunification/ Germany in the
21st Century – “Marx und Coca Cola” and
“Goodbye Lenin.”
Pacing Guide- Course
Content
Number of Days
Unit 1: : The 16 States,Travel Destinations, and the German Economy
30
Unit 2: Weimar Germany
30
Unit 3: National Socialism in Germany
30
Unit 4: The Plight of Jews and other Persecuted Minorities in Germany
30
Unit 5: Divided Germany
30
Unit 6: Reunification/ Germany in the 21st Century
30
Unit 1;
Essential Questions
1. What are the names
of the 16 German
states and where are
they located?
2. What major regional
cultural differences
exist in Germany?
3. What are the major
travel destinations in
Germany?
4. What is the basic
compisition of the
German economy?
Instructional Objectives/
Skills and Benchmarks
(CPIs)
1. Students will study
the 16 states in
Germany learing the
location and vital
statistics and
significance of each
one.
2. Students will learn
about the unique
historical background
and cultural practices
in the different
regions of Germany.
3. Students will be able
to identify the most
popular travel
destinations in
Germany and the
significance of these
places.
4. Students will be able
to identify the pillars
of the German
economy
Activities
1. Written and oral
presentations
displaying information
about Germany’s
states.
2. Map and Geography
study.
3. Culture study -use of
library, internet and
various texts as
reference.
4. Complete various
exercises and fill-ins,
write paragraphs and
sentences, answer
questions and
translate material.
5. Class discussions
and group work.
6. Presentation of
relevant vocabulary.
Assessments
1. Speaking, writing and
communicative
activities, paired
group and individual.
2. One written test and
two vocabulary
quizzes.
Unit 2:
Essential Questions
1.
2.
3.
4.
Instructional Objectives/
Skills and Benchmarks
(CPIs)
Whare the prevailing
1. SWBAT identify the
economic conditions
dire economic
in Weimar Germany
conditions which
which are portrayed
existed in Germany
in both “Metropolis”
as a consequence of
and “Der Blaue
WWI.
Engel”?
2. SWBAT examine the
What are the
collapse of traditional
similarities and
class and societal
differences in how
values which had
class antagonisms
existed for centuries
are portrayed in the
under the rule of the
two films?
monarchy.
What is Friz Lang
3. SWBAT discuss the
warning of specifically
rise of nationalism
in his film
given the humiliating
“Metropolis”?
and crippling terms of
What are the
the Versailles treaty.
individual
4. SWBAT describe how
components of a
despite great political
movie which must be
and economic
evlaluated in a critical
instablity German
film analysis and how
culture flourished in
do I express them
the 1920’s.
German?
5. Given an overview of
Activities
1. View films
“Metropolis” and “Der
Blaue Engel.”
2. Presentation of the
relevant vocabulary.
3. Complete various
activities based on
the vocabulary and
the content of the film
such as answering
questions,
sequencing the
events of the film and
writing short
compositions.
4. Class discussions.
5. Two students will give
a 15 minute power
point presentation
about the Weimar
Republic.
6. Two students will give
a power point
presentation about
the director Fritz Lang
Assessments
1. Speaking, writing and
communicative
activities, paired
group and individual.
2. Two written tests and
two vocabulary
quizzes.
critical film analysis,
SWBAT to wrtie a
comprehensive film
review in German
analyzing the
direction, acting,
script, cinematograpy,
soundtrack, costumes
and sets.
and the Babelsberg
film studios.
7. Two students will give
a power point
presentation about
the Bauhaus school
and the prominence
of German academic
institutions in the
1920’s.
8. Students will write
comprehensive film
reviews for both
movies at least 250
words in length.
9. Class discussions.
Unit 3:
Essential Questions
1.
2.
3.
4.
Instructional Objectives/
Skills and Benchmarks
(CPIs)
How were the
1. SWBAT to discuss
National Socialists
how the National
able to seize,
Socialists were able
consolidate and
to exploit persistant
exercise such
political instabilty by
immense power over
eliminating their rivals
the population?
through fear,
Why did so many
intimidation, murder,
people “go along”
manipulation and
with the national
sabotage.
socialist agenda?
2. SWBAT identify the
How was the German
actions that the
military able to win so
National Socialists
many significant
undertook to
victories and gain
rehabilitate the
such vast amounts of
German economy
territory in the first
and how this greatly
two years of WW2?
contributed to their
Why were resistance
popularity.
groups unable to
3. SWBAT explain how
organize effectively to
the German military
achieve the overthrow
using the “Blitzkrieg”
of the Nazi
strategy was able to
leadership?
exploit advancements
Activities
1. Watch the movies
“Die Weisse Rose”
and “Sophie Scholl.”
2. Watch selected
documentaries
dealing with the
history of WW2.
3. Presentation of the
relevant vocabulary.
4. Complete various
activities based on
the vocabulary and
the content of the film
such as answering
questions,
sequencing the
events of the film and
writing short
compositions.
5. Class discussions.
6. Two students will give
a 15 minute power
point presentation
about the activities of
Assessments
1. Speaking, writing and
communicative
activities, paired
group and individual.
2. Two written tests and
two vocabulary
quizzes.
5. What were the
resistance groups
able to achieve?
that were made in
armaments to
achieve significant
victories at the outset
of WW2.
4. SWBAT name the
main resistance
groups and the
actions they
undertook.
5. SWBAT describe the
ruthless effecitveness
of the Gestapo secret
police network who
worked tirelessly to
thwart the resisitance
movement.
the major resistance
groups.
7. Students will write
comprehensive film
review for both
movies at least 250
words in length.
Unit 4:
Essential Questions
Instructional Objectives/
Activities
Assessments
Skills and Benchmarks
(CPIs)
1. What was the source
1. SWBAT to identify the
1. Watch the movies
1. Speaking, writing and
of the anti-semitism
historical sources of
“Nirgendwo in Afrika”
communicative
that was sweeping
anti-semitism and
and “Die
activities, paired
through Germany and
have an overview of
Rosenstrasse.
group and individual.
Europe?
the history of anti2. Presentation of the
2. Two written tests and
2. What other groups
semitism in Europe.
relevant vocabulary.
two vocabulary
were targeted for
2. SWBAT explain how
3. Complete various
quizzes.
imprisionment and
popular theories like
activities based on
extermination?
eugenics were used
the vocabulary and
3. What were the racial
to justify racial
the content of the film
purity laws and how
superiorty of Aryans
such as answering
did this affect Arians
and the killing of
questions,
who were married to
“inferior” races such
sequencing the
non-Aryans.
as Jews, Gypsies,
events of the film and
4. What was entailed by
homosexuals and
writing short
the final solution?
people with
compositions.
5. Why did the rest of
disabilities.
4. Class discussions.
the world wait so long
3. SWBAT debate the
5. Two students will give
to act upon the
legitamacy of the
a 15 minute power
knowledge of the
reasons given by the
point presentation
ongoing attrocities in
Allies why actions
about the women of
the concentration
were not taken earlier
the Rosenstrasse and
camps?
to stop the ongoing
discuss some of the
6. How could so many
attrocities in the
differences in how the
ordinary Germans
claim not to have
known about the
horrific crimes that
were being commited
given the scale of the
deportations and
killings?
7. How has Germany
dealt with this sad
chapter in their
history?
concentration camps.
4. SWBAT to discuss to
what extent Germans
either turned a blind
eye to the attrocities,
genuinely did not
know it was
happening or were so
fearful of the
government that they
did not dare openly
question what was
happening.
5. SWBAT to describe
how Germany has
faced this chapter in
its history with
honesty and openess
and is determined to
learn from this
horrible episode.
story was presented
in the movie.
6. Two students will give
a 15 minute power
point presentation
about the
controversial director
Leni Riefenstahl.
7. Students will write
comprehensive film
reviews for both
movies at least 250
words in length.
Unit 5:
Essential Questions
1. Why were Germany
and Berlin divivded
into four sectors and
what were the
differences in living
conditions in the East
and the West?
2. How was West
Germany able to
rebuild so quickly and
have such a
productive economy,
while the East
languished far
behind?
3. Why did the Russians
build the Wall?
4. Why do some former
East Germans claim
that life was better in
East Germany if it
was such a
totalitarian state?
5. What role did the
Stasi secret police
Instructional Objectives/
Skills and Benchmarks
(CPIs)
1. SWBAT decribe the
desperate post war
conditions in
Germany and how it
immediately became
the showplace of the
Cold War.
2. SWBAT compare and
contrast the
differences in
economic
development and the
emerging political
cultures in the East
and West as a result
to the actions of the
two occupying
powers.
3. SWBAT explain the
absolute necessity
from the Rusiian point
of view of building the
Wall to prevent a total
“brain drain” from the
country.
Activities
1. Watch the movies
“Der Tunnel” und
“Das Leben der
Anderen.”
2. Watch exerpts from
various
documentaries
detailing the history of
the Cold War.
3. Read the text: “Im
Westen ist jeder fuer
sich” in Kaleidoskop.
4. Complete various
activities based on
the vocabulary and
the content of the
films such as
answering questions,
sequencing the
events of the film and
writing short
compositions.
5. Class discussions.
6. Two students will give
a 15 minute power
Assessments
1. Speaking, writing and
communicative
activities, paired
group and individual.
2. Two written tests and
two vocabulary
quizzes.
play in the life of
citizens?
6. Why did the
communism collapse
in East Germany and
how was this related
to events transpiring
in other parts of
Eastern Europe and
Russia?
4. SWBAT discuss
some of the benefits
that citizens of East
Germany enjoyed
who believed in the
system, and on the
other hand, the
absolute misery that
many endured who
opposed the regime.
5. SWBAT identify the
specific refrorms
initiated by
Gorbachev in Russia
as the opening of
Pandorra’s box,
which would bring all
of the Communist
regimes in Eastern
Europe down.
point presentation
about famous
escapes over the
Wall.
7. Two students will give
a fiftteen minute
power point
presentation about
the Stasi.
8. Students will write
comprehensive film
reviews for both
movies at least 250
words in length.
Unit 6:
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)
1. What were some of
1. SWBAT discuss the
the major obstacles
major challenges of
during the
reunification such as
reunification process?
rebuilding East
2. Why do resentments
Germany’s entire
stlill linger to this day
infrastructre, the
between East and
privatization of all
West Germans?
East German
3. Do younger Germans
industries and the
who can’t remember
retraining of East
a divided Germany
German workers to
distinguish between
function in a
East and West?
competitive capitalist
4. What role does
system.
Germany play in the
2. SWBAT explain how
European Union?
there were destinct
5. How has Germany
winners and losers
been able to remain
during reunificaton
one of the world’s
and how these
major exporters with
resentments in many
consistant economic
cases will last a
growth, while many
lifetime.
other countries in
3. SWBAT analyze the
Europe have
unique characteristics
struggled?
of Germany’s export
Activities
1. Watch the films “Marx
und Coca Cola” and
“Goodbye Lenin.”
2. Watch a variety of
outtakes from
documentary films
discussing
reunification,
Germany’s economy
and minorities in
Germany.
3. Read a selection of
poems dealing with
reunifiation.
4. Complete various
activities based on
the vocabulary and
the content of the
films such as
answering questions,
sequencing the
events of the film and
writing short
compositions.
5. Class discussions.
Assessments
1. Speaking, writing and
communicative
activities, paired
group and individual.
2. Two written tests and
two vocabulary
quizzes.
6. How culturally diverse
is Germany today?
What is the statistical
breakdown of ethnic
groups living in
Germany?
based economy and
continued
commitment to the
“Mittelstand.”
4. SWBAT identify the
major ethnic groups
which make up
Germany’s growing
multicultural
population.
6. Two students will give
a 15 minute power
point presentation
about Turkish
immigrants in
Germany.
7. Two students will give
a 15 power point
presentation about
the German
“Mittelstand” and how
it has enabled
Germany to remain
one of the top
exporting nations in
the world.
8. Students will write
comprehensive film
reviews for both
movies at least 250
words in length.
New Jersey Core Curriculum Content Standards
Academic Area
7.1
World Languages All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and
to present information, concepts, and ideas, while also gaining an understanding of the perspectives
of other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
http://www.nj.gov/education/cccs/standards/7/7.1.htm
New Jersey Scoring Rubric
Sample of Assessment Rubrics
Rubrics for Oral Evaluation
0
1
2
3
Pronunciation
no
barely
response intelligible
numerous
errors, difficult
to understand
understandable,
much native
language
interference
Structure
many
no
errors, little
response sentence
structure
numerous
frequent errors
errors interfere
do not hinder
with
communication
communication
Vocabulary
no
inadequate
response
functional, fails
limited to basic
to communicate
words, often
adequate
complete
inaccurate
meaning
precise, varied
Listening
Comprehension
recognizes
no
simple
response memorized
phrases
comprehends
slow or
directed
speech
fragmented, able to use
no
Speaking/Fluency
barely
routine
response
intelligible
expressions
4
5
understandable,
minimum native no conspicuous
language
mispronunciations
interference
good, several
errors
excellent, very
few or no errors
comprehends
simplified
speech
understands
speech well,
requires some
repetition
understands
nearly everything
incomplete
sentences,
communicates
meaning with
frequent errors
adequately
conveys
meaning,
several errors
natural, very few
errors or no errors
Rubrics for Written Evaluation
6/95
Extremely well written
Excellent content
Excellent usage of grammar
5/90
Very well written
Strong content
Nearly accurate usage of grammar
4/85
Well written
Good content
Good usage of grammar, but watch errors
3/80
Comprehensible
Content satisfactory
Numerous grammar errors and continue to make same errors
2/75
Content elementary
Essentially understandable use of language, however
Made several major errors in grammar
1/65
Content extremely weak
Made an effort but really made too many major errors making it very hard to understand
INDIVIDUAL EVALUATION
New Jersey Department of Education
New Jersey Registered Holistic Scoring Rubric
In Scoring, consider
the grid of written
language
Inadequate
Command
Limited
Command
Partial
Command
Adequate
Command
Strong
Command
Superior
Command
Score
1
2
3
4
5
6
Content &
Organization
(see below)
 May lack
opening and/or
closing
.
 May lack
opening and/or
closing
 Generally has
opening and/or
closing
 Opening and
closing
 Opening and
closing
 Minimal
 Attempts to
 Usually has
response to topic; focus
single focus
 May drift or shift
uncertain focus
focus
 Single focus
 Single focus
 Sense of unity
and coherence
 Key ideas
developed
 Single, distinct
focus
 Unified and
coherent
 Well-developed
.
 No planning
evident;
disorganized
 Some lapses or
flaws in
organization
 May lack some
transitions
between ideas
 Ideas loosely
connected
 Transition
evident
 Logical
progression of
ideas
 Moderately
fluent
 Attempts
compositional
risks
 Logical
progression of
ideas
 Fluent, cohesive
 Compositional risks
successful
.
 Details random,  Details lack
inappropriate, or
elaboration, i.e.,
barely apparent
highlight paper
 Repetitious
details
 Several
unelaborated
details
 Uneven
development of
details
 Details
appropriate and
varied
 Details
effective, vivid,
explicit, and/or
pertinent
Usage
(see below)
 No apparent
control
 Severe/
numerous errors
 Errors/ patterns  Some errors
of errors may be
that do not
evident
interfere with
meaning
 Few errors
 Very few, if any,
errors
 Attempts
organization
 Few, if any,
transitions
between ideas
 Numerous
errors
 May lack
opening and/or
closing
Sentence Construction
(see below)
 Assortment of
incomplete and/or
incorrect
sentences
Mechanics
(see below)
 Errors so severe  Numerous
they detract from serious errors
meaning
NR = No
Response
 Excessive
monotony/ same
structure
 Numerous
errors
 Little variety in
syntax
 Some errors
 Some errors
that do not
interfere with
meaning
 Few errors
 Very few, if any,
errors
 Patterns of
errors evident
 No consistent
pattern of errors
 Some errors
that do not
interfere with
meaning
 Few errors
 Very few, if any,
errors
Student wrote too little to allow reliable judgment of his/her writing.
OT = Off Topic/
Student did not write on the assigned topic/task, or the student attempted to copy the prompt.
NonOff
Task
Scorable
Responses NE = Not English Student wrote in a language other than English.
WF = Wrong
Format
Student refused to write on the topic, or the writing task folder was blank.
Content & Organization
 Communicates intended message to
intended audience
 Relates to topic
 Opening and closing
 Focused
 Logical progression of ideas
 Transitions
 Appropriate details and information
Usage





Tense formation
Subject-verb agreement
Pronouns usage/agreement
Word choice/meaning
Proper modifiers
Sentence Construction
 Variety of type, structure,
and length
 Correct construction
Mechanics
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

Spelling
Capitalization
Punctuation