Scott County High School
AP German – Syllabus – 2014-2015
Teacher: Lucas M. Gravitt
Classroom: #102
Phone: 502.863.4131 Ext. 1412
Email: lucas.gravitt@scott.kyschools.us
Website: http://www.scott.kyschools.us/olc/teacher.aspx?s=2388
Blog: http://www.scott.kyschools.us/olc/blog.aspx?id=3008&s=2388
Assigned Text:
Clay, Gundrun. 1000 Jahr deutsche Literatur, von den Anfängen bis zum Aufklärung 2nd Edition. Focus Publishing/R.
Pullins Company, 2008.
Hager, Michael. Deutsch im Berufsalltag. Thomas Corporation/Heinle, 2002.
Maierhofer, Waltraud; Klocke, Astrid. Deutsche Literatur im Kontext, 1750-2000. Focus Publishing/R. Pullins
Company, 2009.
Moeller, Jack; Winnifred R. Adolph; Barbara Mabee; Helmut Liedloff. Kaleidoskop, Kultur, Literatur und Grammatik.
Houghton Mifflin Company, 2007. Seventh Edition.
Rankin, Jamie; Larry D. Wells. Handbuch zur Deutschen Grammatik. Houghton Mifflin Company, 2004. Fourth Edition.
Teichert, Herman U.; Lovette Teichert. Allerlei zum Lesen. Houghton Mifflin Company, 1992. Pap/Cas Edition.
Other books and materials will be added as needed to support the current curriculum
Course Description:
This course is designed to reflect a third-year college course in German. The course is considered “upper level” and
should challenge the students. Students must be prepared to speak exclusively in German – as the teacher will do the
same. All directions, instructions, and activities are written in German and should be completed in German. Shall a
question arise, please be prepared to work around the word you do not understand – using the technique of
circumlocution. Each thematic instructional unit will be infused with grammatical support from one or more of the more
advanced textbooks. Through the six interdisciplinary thematic units (Global Challenges, Science and Technology,
Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics) we will focus
on language acquisition by engaging in interpersonal, interpretive and presentational communication. In this course, we
will work on four language skills independently and collectively:
Speaking – In addition to normal class discussion (conducted exclusively in German as previously indicated), students
can expect oral presentations, oral examinations, and general conversations. Students will be able to describe in detail
graphic representations – both authentic and non-authentic.
Listening – In addition to normal class discussion (conducted exclusively in German as previously indicated), students
can expect listening exercises that range from native speakers telling a story, giving directions, and/or asking questions to
the teacher giving directions or asking questions. Foreign Exchange Students will be utilized to help conduct bi-weekly
Kaffeeklatsch in which you, the student, will discuss a variety of topics as they arise with the exchange student. Students
can expect to hear a variety of spoken German language through (from the grammatical side) the selection of text books
and listening activities through radio broadcasts, video clips, films, German TV broadcasts, and news outlets.
Speaking/Listening – Students will be expected to conduct mock interview for a position with a German firm as well as
be able to successfully interact in a presentational setting while being asked questions (and be expected to answer
correctly) about a specific area of interest (business, engineering, finances, bio-medical – in conjunction with our satellite
campus’ vocational curriculum). This will enable students to have a real world experience with the German language
while also reinforcing content from other areas of the curriculum.
L. Gravitt, Scott County High School – Duplication Prohibited
Reading – Students will be expected to read material from Allerlei zum Lesen by Teichert and Teichert including authors
Helga Novak, Gabriele Wohmann, Wolfgang Borchert, Erich Kästner, Peter Bichsel, Heinrich Böll, Günter Grass, Ilse
Aichinger, Franz Kafka, and naturally die Gebrüder Grimm. We will explore short stores, fairy tales, and also an epic
(Niebelungenlied) story. Through the Nibelungenlied, we will explore the unpublished version by Dr. Sigrid Suesse and
continue to read parts of the Mittelhochdeutsch version. Students will also read from selected authentic German
newspapers and magazines (Frankfurter Allgemeine Zeitung, Süd Deutsche Zeitung, Der Spiegel, DeutscheWelle Online,
Stern. and Tagesschau online) for a general understanding of everyday German.
Writing – Students should expect to write a bi-weekly journal in German. Students will also be expected to answer
various questions in writing about each short story or fairy tale we read. Students will also be expected to write weekly
reaction pieces after reading a hot-topic article from one of the authentic German news sources. For grammatical
assistance, we will use Handbuch zur Deutsche Grammatik – Rankin and Wells (as needed). In addition to previous
writing assignment – students will complete a timed writing piece each term. The first timed-writing has a set goal of 100
words in 15 minutes – once the students master that goal – they may change their goal to 200 and so on. The time restraint
never changes. This is to aid the students in thinking more quickly in a foreign language.
Reading/Writing – Students will be asked to combine the reading/writing skills (and ultimately their speaking/listening
skills) through completing on demand writing and open response writing. The students will be given a text selection from
the 1000 Jahre deutsche Literatur or Deutsche Literatur im Kontext books and asked to read and the write about these
topics. This will be based on general opinion writing, feature article writing, to personal reflections. Also, students will
read from the great authors of Goethe and Nietzsche (selected texts) and reflect on more in-depth topics.
Reading/Listening – Students will be expected to successfully complete activities deemed appropriate by the teacher that
combine the skills of reading and listening. This would include (but not be limited to), listening to the World News in
German from Deutsche Welle while reading the broadcast. This enables the students to underline words they may not
know, and also make side notes based on context and inflection in the speakers voice as to what the word or term might
mean.
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L. Gravitt, Scott County High School – Duplication Prohibited
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Unit 1: Freizeit - Weeks 1-3
Major Theme: Contemporary Life
Kaleidoskop Thema 1
Group brainstorming and timed writing - Was machen Sie in der Freizeit?
“Vergnügungen”, Bertolt Brecht; “Mittagspause”, Wolf Wondratschek
Poster.4teachers.org
Kaleidoskop Kapitel 1: Present tense; Imperatives; Modal auxiliaries and lassen; Future
tense
1000 Jahre Deutsche Literatur - Kapitel 1 - Das Germanentum
Presentation on Freizeit in Germany - including comparisons between German and US
culture. Each students presents on a different topic using a current new article or broadcast
Unit 2: Kommunikation - Weeks 4-6
Major Theme: Science & Technology
Kaleidoskop Thema 2
SMS activity - students use a list of common German abbreviations for text messages, and
practice having a conversation using text messages (utilizing GoogleVoice)
„Der Mann mit dem Gedächtnis“, Peter Bichsel; „Eine Postkarte für Herrn Altenkirch“,
Barbara Honigmann
Google Voice, school email system, iPod touches
Kaleidoskop Kapitel 2: Simple past tense; Present perfect tense; Past perfect tense;
Infinitives without zu; Double infinitive constructions with modals; hören, sehen, lassen
1000 Jahre Deutsche Literatur - Kapitel 2 - Frühes Mittelalter; Kapitel 3 - Hohes Mittelalter
oder das christliche-ritterliche Mittelalter
Presentation on Kommunikation in Germany - including comparisons between German and
US culture. Each student presents on a different topic using a current news article or
broadcast
Unit 3: Deutschland im 21. Jahrhundert - Weeks 7-9
Major Theme: Personal & Public Identities
Kaleidoskop Thema 3
Associogram Activity - students generate as a group/class a Venn diagram to compare what
they know so far of a modern 21st century Germany to a modern 21st century United States
„Verfahren“, Helga Novak; „Am kürzeren Ende der Sonnenallee“, Thomas Brussig;
„Berliner Liedchen“, Wolf Biermann
Poster.4teachers.org, online classroom, GoogleVoice
Kaleidoskop Kapitel 3: Verb position in statements, questions, and clauses; Word order:
time, manner, place, nicht; Independent and dependent clauses and conjunctions; Infinitives
with zu
1000 Jahre Deutsche Literatur - Kapitel 4 - Spätes Mittelalter
Presentation on Deutschland im 21. Jahrhundert - including comparisons between German
and US culture. Each student presents on a different topic using a current news article or
broadcast
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L. Gravitt, Scott County High School – Duplication Prohibited
Per school policy, Common Assessment #1 is given at this time and is representative
of 25% of a compilation of released National German Exams by AATG
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Unit 4: Familie - Weeks 10-13
Major Theme: Family & Communities
Kaleidoskop Thema 4
Students use iPod touches to create a video intro of their family (using classmates as family
members) - brief introductions (i.e. Hier ist mein Vater. Er heißt Jürgen.)
“Dich”, Eric Fried
iPod touches, video and audio software (both Mac and PC)
Kaleidoskop Kapitel 4: Nominative case; Accusative case; The expression “es gibt”
1000 Jahre Deutsche Literatur - Kapitel 5 - Das Zeitalter der Reformation
Presentation on Familie - including comparisons between German and US culture. Each
student presents on a different topic using a current news article or broadcast
Unit 5: Musik - Weeks 14-17
Major Theme: Beauty & Aesthetics
Kaleidoskop Thema 5
Students will listen to a variety of music, from Der Erlkönig, Shubert, to Richard Wagner’s
Ring Cycle, to more modern music by Peter Fox,
„Grün ist schöner“, Gabriele Wohmann; „Das Nibelungenlied“ (Excerpts); „Der Erlkönig“,
Johann Wolfgang von Goethe
Presentation software/video production software, digital story telling
Kaleidoskop Kapitel 5: Dative case
1000 Jahre Deutsche Literatur - Kapitel 6 - Das Zeitalter des Dreißigjährigen Kriegs und das
Barock; Kapitel 7 - Die Aufklärung
Presentation on Musik - including comparisons between German and US culture. Each
student presents on a different topic using a current news article or broadcast or music video
Per school policy, Common Assessment #2 is given at this time and is representative
of 25% of a compilation of released National German Exams by AATG
Introduction
Reading
Technology
Grammar
Literature*
Unit 6: Die Welt der Arbeit - Weeks 18-21
Major Theme: Contemporary Life
Kaleidoskop Thema 6
Students will research classified ads from Germany to search for a job in which they might
be interested, research said job using online resources
„Anekdote zur Senkung der Arbeitsmoral“, Heinrich Böll; „Arbeits-Los“, Johann Sziklai
Lebenslauf and Bewerbungsbrief, Microsoft Word
http://www.arbeitsagentur.de/ and http://portal.berufe-universum.de/
Kaleidoskop Kapitel 6: Two-way prepositions; Time expressions with the dative case; Daand wo-compounds; Genitive case
Deutsche Literatur im Kontext - Kapitel 1 - Emfindsamkeit und Sturm und Drang; Kapitel 2
- Die klassisch-romantische Epoche
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L. Gravitt, Scott County High School – Duplication Prohibited
Presentation on Die Welt der Arbeit - including comparisons between German and US
culture. Each student presents on a different topic using a current news article or broadcast;
students must also prepare a Lebenslauf and Bewerbungsbrief and prepare for a mockinterview (utilizing exchange students and German speaking parents)
Major
Assessment
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Unit 7: Multikulti Gesellschaft - Weeks 22-25
Themes: Families & Communities
Kaleidoskop Thema 7
Foreign language class switch activity - students are put in another foreign language class to
get the feeling of being out of place - in collaboration with other language teachers
„Ich habe zwei Heimatländer“, Sabri Cakir
GoogleVoice, iPod touch, video production software
Kaleidoskop Kapitel 7: Preceded and unpreceded adjectives; Adjectives used as nouns;
Participles as adjectives; Comparison of adjectives and adverbs
Deutsche Literatur im Kontext - Kapitel 3 - Realismus als Epoche; Kapitel 4 Jahrhundertwende 1900: Naturalismus und Symbolismus
Presentation on Multikulti Gesellschaft - including comparisons between German and US
culture. Each student presents on a different topic using a current news article or broadcast
Per school policy, Common Assessment #3 is given at this time and is representative
of 25% of a compilation of released National German Exams by AATG
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Introduction
Reading
Technology
Unit 8: Jung und Alt - Weeks 26-29
Major Theme: Family & Communities
Kaleidoskop Thema 8
Students interview grandparents/great-grandparents (or visit the nursing home) on topics of
“life back in the day” - prepare short presentation (in German) on their findings
„Die alte Frau“, Anne Heitmann; „Briefe aus Amerika“, Johannes Bobrowski
iPod touches, video production software/presentation software
Kaleidoskop Kapitel 8: Subjunctive II; Würde-construction; Conditional sentences; Als ob
and als wenn constructions
Deutsche Literatur im Kontext - Kapitel 5 - Moderne: Zeit des Ersten Weltkriegs und der
Weimarer Republik; Kapitel 6 - NS-Zeit und Exil
Presentation on Jung und Alt - including comparisons between German and US culture.
Each student presents on a different topic using a current news article or broadcast or
interviews
Unit 9: Stereotypen - Weeks 30-32
Major Theme: Contemporary Life
Kaleidoskop Thema 9
Students generate a “postcard” of stereotypes of Germany (and create notes on US
Stereotypes) to keep as a reminder at the end of the unit
„Anders II“, Rose Ausländer; „Die grüne Krawatte“, Arthur Schnitzler
email, online classroom, Facebook (as they create friendships with partner school)
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L. Gravitt, Scott County High School – Duplication Prohibited
Kaleidoskop Kapitel 9: Reflexive pronouns and verbs; Relative pronouns and clauses;
Extended modifiers; Objective and subjective use of modals
Deutsche Literatur im Kontext - Kapitel 7 - Nachkriegszeit, Teilung Deutschlands und
Wirtschaftswunder bis 1965; Kapitel 8 - DDR
Presentation on Stereotypen - including comparisons between German and US culture. Each
student presents on a different topic using a current news article or broadcast; Stereotype
exchange with one of our partner schools (Internatsschule Schloss Hansenberg)
Grammar
Literature*
Major
Assessment
Introduction
Reading
Technology
Grammar
Literature*
Major
Assessment
Unit 10: Umwelt - Weeks 33-36
Major Theme: Global Challenges
Kaleidoskop Thema 10
Students devise a plan (in groups) of how to turn some ordinary item of trash into something
(cans into jewelry, paper into art, etc.) - students will be expected to make a plan for the
project and implement the plan as an activity (actually creating their product)
„Ruß“, Sarah Kirsch; „Der Bergarbeiter“, Heinrich Böll
online classroom, web searching on iPod touches
Kaleidoskop Kapitel 10: Passive voice; Alternatives to passive voice; Indirect discourse;
Subjunctive I
Deutsche Literatur im Kontext - Kapitel 9 - BRD, Österreich und die Schweiz bis 1989;
Kapitel 10 - Jahrtausendwende
Presentation on Umwelt - students can chose to design and implement a community service
project based on cleaning our environment, recycling, or educating others on environmental
issues, then present to the class, or students can present on a topic of their choice related to
the environment from current news articles or broadcasts/publications
Per school policy, Common Assessment #4 is given at this time and is representative
of 25% of a compilation of released National German Exams by AATG
At the end of the course –students will take the 2012 AP German Exam.
Specific AP Exam Practice
After each unit, the students will be given sample questions and practice activities to prepare for the 2012 AP Exam.
Teacher Strategies
Speaking:
Because the class is conducted exclusively in German, the students will have ample opportunity to speak in German. In
addition to speaking in class, students will have practice from the AP Practice Exam, as well as creating PodCasts as oral
exams for specific critique. The students will also speak to each other in German when completing group assignments.
This will aid in their overall comfort level with the language.
Listening Comprehension:
Because listening comprehension is such an important portion of the AP Exam (as well as general proficiency), the
students will have a variety of listening opportunities to practice and sharpen their skills. The text series has a rather
comprehensive listening system which follows the activities that the students are already completing. As mentioned
previously, the students will also have the opportunity to interact with a variety of German exchange students at our
school. This is not only listening comprehension, but also works on interpersonal conversations. This is a great way to get
the students talking to someone their age, about the topics that they like, while practicing German. Also, at varied times
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throughout the year, students will be exposed, through media outlets, to television broadcasts, German game shows,
PodCasts (free downloads from itunes), and also radio shows. The websites primarily used for this are:
http://www.dw-world.de/
http://www.dw-world.de/dw/0,2142,4756,00.html
http://www.listenlive.eu/germany.html
http://www.daserste.de/
Reading:
Students will be engaged in reading exercises through the Allerlei zum Lesen book. This will focus up their reading skills,
so that they become proficient in reading in German. Because the class is exclusively in German, the students are also
exposed to reading German directions, instructions, and questions.
Writing:
As previously indicated, writing will be a large portion of this course. Students are expected to complete the bi-term timed
writing. They are given a topic (e.g. Familie, Heimat, zu Hause, zur Schule, usw.) and must write to their goal in 15
minutes. These writings force focus and push the students beyond their comfort zone. This will ultimately help their
language abilities. In addition to timed writings, students will complete the practice AP Exam with contains specific
writing samples. On every content specific test, students will be given a writing prompt similar to those found on the AP
Exam. In the Allerlei zum Lesen book, students have various essays, and summary writing activities.
Presentations:
Students are expected as major assessments at the end of each unit to create and present on a topic of their choice (that
coincides with the unit)
Projects:
As previously mentioned, the students will engage in various projects or assignments in which they must demonstrate
general abilities to combine the basics of the language. This would include assignments where students combine their
speaking and listening skills, as well as their reading and writing skills. Through mock interview, professional
presentations, and projects based on their individual needs as they related to their Project Success courses (business,
finance, engineering, and bio-medical/technical), the students will be able to demonstrate their knowledge of other subject
areas in the context of the German language. These projects will be decided upon on a need basis (i.e. 2 students might be
studying business in particular, while 2 more are studying different aspects of engineering). This will truly be the
highlight of the student learning process.
Technology:
Because of the difficulty of using authentic sources, technology will be relied upon heavily. In class, students can expect
to use CD players, tape players, tape recorders, computers (both MAC and PC), DVD players, VHS players, TV,
SmartBoard, SmartAirliner, digital projector, or overhead projector. They will use a variety of computer programs
including, but not limited to, Microsoft Office (including Word and PowerPoint), Internet Explorer, Audacity, PhotoStory,
Movie Maker, itunes, and a variety of media players.
Community Involvement:
In addition to in class assignments and work, we as a class integrate the wonderful resource of German natives living in
our community. This is a way we can reach out to those people, while providing a learning experience to the students.
Around the holiday season, we will take a field trip to visit elderly people in a nursing home/assisted living facility. We
will not limit our visit to the elderly German people, but have that as our purpose. This shows the students that there is a
great need to serve their community in a variety of ways. Also, we invite and parent to our class to assist for activities or
to bring authentic German foods. This is a great way to get the German parents involved in the classroom – and the
students can showcase their parent’s heritage. This is valuable.
Supplemental Activities:
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L. Gravitt, Scott County High School – Duplication Prohibited
As needed, students will be exposed to the German language by native speakers intended for native speakers. This will
include, but not be limited to, occasional movies throughout their four years of study (i.e. Cars, Die Unglaublichen, Die
Simpsons, Spongebob Schwammkopf, die Wiese Rose, Lola Rennt, Good Bye, Lenin!, Mostly Martha, Good Bye Lenin!,
and Findet Nemo).
Additional Reading and Activities:
The course will be supplemented with readings and activities from the books listed at the beginning including:
Kaleidoskop – beginning on pages 5, 10, 12, 31, 36, 37, 56, 60, 68, 83, 86, 93, 95, 105, 107, 110, 111, 117, 124, 126, 134,
135, 145, 149, 155, 157, 167, 171, 177, 178, 187, 190, 209, and 214 including the topics of Freizeit, Kommunikation, Das
vereinigte Deutschland, Familie, Musik, Die Welt der Arbeit, Multikulturelle Gesellschaft, Jung und Alt, Verkehr, and
Umwelt.
1000 Jahre deutsche Literatur – beginning on pages 3, 10, 14, 37, 44, 48, 61, 69, 72, 93, 99, 105, 133, 144, 147, 171,
182, 186, 205, 218, and 224 including the topics of Das Germanentum, Frühes Mittelalter, Hohes Mittelalter oder das
christlich-ritterliche Mittelalter, Spätes Mittelalter, Das Zeitalter der Reformation, Das Zeitalter des Dreißigjährigen
Kriegs und das Barock, and Die Aufklärung.
Deutsche Literatur im Kontext - beginning on pages 3, 9, 25, 31, 47, 51, 69, 74, 89, 93, 105, 111, 129, 133, 147, 151,
169, 174, 191, 195, 211, 215, 233, 238, 255, 260, 279, and 281 including topics of Empfindsamkeit und Sturm und Drang,
Die klassisch-romantische Epoche (die Weimarer Klassik und die Romantik), Realismus als Epochen (Biedermeier und
Vormärz, der programmatische Realismus), Jahrhundertwende 1900: Naturalismus und Symbolismus, Moderne: Zeit des
Ersten Welkkriegs und der Weimarer Republik (Expressionismus und Neue Sachlichkeit und Surrealismus), NS-Zeit und
Exil, Nachkriegszeit (Ostsektor und DDR, Westsektoren, BRD, Österreich und die Schweiz), DDR, BRD, Österreich und
die Schweiz bis 1989, Jahrtausendwende
Berufsalltag – beginning on pages 12, 17, 21, 28, 39, 48, 65, 70, 75, 85, 101, 113, 122, 133, 140, 157, 162, 172, 205, 218,
225, and 233 including the topics of Auf Stellensuche, Der Werdegang, Der Lebenslauf, Die Bewerbung, Vorbereitung
aufs Geschäch, Das Vorstellungsgespräch, Am Empfang, Die Ausstattung eines Büro, Der Schreibtisch, Berufliche
Kommunikation, Die Mängelrüge, Anfrange und Angebot, Der Lieferant, Werbung, Das Marketing, Die Bankverbindung,
Kreditkarten, Telefon-Banking, Die Aktien, Die Geschichte der Meyers Chip AG, Der Standort Berlin-Spandau, Das
Jubiläum, and Die Feste Anstellung.
Assessment:
Students will be assessed a variety of way including tests, quizzes, homework, class work, participation, and presentation.
The tests will vary in nature, sometimes covering content from the textbook, other times covering content from the stories
we have read from Allerlei zum Lesen, materials covered from the 1000 Jahre deutsche Literatur, Deutsche Literatur im
Kontext, and Deutsch im Berufsalltag. Students’ grades will be calculated on the follow scale:
% of Final Term Grade
25%
Unit 1-3
25%
Unit 4-5
25%
Unit 6-7
25%
Unit 8-10
Grades are determined on a point system - each 9-week grade counts as 25% of the final grade.
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