High School AP German Curriculum - Park Hill School District · High School AP German Curriculum Course Description: The purpose of this course is to develop proficiency in the German

Grade 9th – 12th, 1 Credit

Elective Course

Prerequisite: German IV

High School AP German Curriculum

Course Description: The purpose of this course is to develop proficiency in the German

Language. Students have already acquired a basic knowledge of the language and culture of

German-speaking people and have developed a reasonable proficiency in listening

comprehension, speaking, reading, and writing. This course stresses vocabulary, oral skills,

composition and grammar, and requires students to use German for active communication. In

order to promote language proficiency, this class is conducted primarily in the target language.

Students work toward building a larger reading, speaking, and listening vocabulary through the

use of materials representative of the German-speaking culture. Extensive training in the

organization and writing of compositions is an integral part of AP German.

Board Approved: January 14, 2016 P a g e | 2

Scope and Sequence:

Timeframe Unit Instructional Topics

4 Weeks Communication Topic 1: Family Connections

Topic 2: Communicating Needs and Wants

Topic 3: Technology-Driven Communication

Topic 4: Formal vs. Informal Communication

5 Weeks Family and Community in

German Literature

Topic 1: Roles of Parents and Children in

German Literature

Topic 2: What Happens When You Break the

Rules?

Topic 3: Development of Children Through

Literature

Topic 4: Treatment of the Outcast in

Community

4 Weeks The World of Work Topic 1: Getting a Job

Topic 2:Free Time vs. Work Time

Topic 3: Education/Career Paths

Topic 4: University and Internships

5 Weeks Science and Technology Topic 1: Reliance on Technology

Topic 2: Effects of Technology on Children

Topic 3: Medical Advancements and Effect on

Society

Topic 4: Recognition of Achievements


Unit 1: Communication

Subject: AP German

Grade: 11-12

Name of Unit: Communication

Length of Unit: 4 Weeks

Overview of Unit: In this unit, students will learn how American and German communities

differ in family closeness and connections. They also will learn how innovations and discoveries

in the fields of technology and communication impacted our forms of communication. Finally,

students will learn when to switch registers from formal to informal communication.

Priority Standards for unit:

● 6 Course Themes

○ Beauty and Aesthetics

○ Families and Communities

○ Personal and Public Identities

○ Contemporary Life

○ Science and Technology

○ Global Challenges

Supporting Standards for unit:

● Standards-Based Instructional Practices:

○ Communities

○ Cultures

○ Connections

○ Comparisons

○ Communication

● Students understand human, cultural, and societal issues related to technology and

practice legal and ethical behavior (ISTE 5 - Digital Citizenship).

○ Advocate and practice safe, legal, and responsible use of information and

technology.

○ Exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity.

○ Demonstrate personal responsibility for lifelong learning.

○ Exhibit leadership for digital citizenship.

● Students demonstrate a sound understanding of technology concepts, systems, and

operations (ISTE 6 - Technology Operations and Concepts).

○ Understand and use technology systems.

○ Select and use applications effectively and productively.

○ Troubleshoot systems and applications.

○ Transfer current knowledge to learning of new technologies.


Essential Questions:

1. From a cultural perspective, how different are American and German communities in

regard to family closeness and family connections?

2. What forms of communication do you rely upon the most to express your needs and

wants (within family)

3. How have the innovations and discoveries in the fields of technology and communication

impacted our forms of communication?

4. How do you know when you can switch registers from formal to informal

communication?

Enduring Understanding/Big Ideas:

1. German families stay bound by proximity and time together whereas many Americans

have spread about the country and busy daily lifestyles do not allow for regular

opportunities to communicate or spend time together. German families still have a tighter

bond of family commitment in helping extended family and celebrating milestones

together.

2. Verbal communication and the use of cell phone messaging and texting have come to rule

both our modern family communication habits. Understanding family members’

nonverbal language and behaviors also constitutes a large part of our communication

within the immediate family.

3. With each innovation in technology that affects our forms of communication, we develop

faster, more reliable and more tractable forms of communication. The retelling of a

legend or saga from the time of minstrels or bards to today’s cut and paste abilities with

Wi-Fi and internet phone access, we can even translate a foreign version of a story from

one language to another in seconds from a hand-held device. Technology has advanced

our speed and distance in the ability to communicate across the world in seconds.

4. Conversation with adults, the business world and strangers older than school age requires

a strong level of formality in the German speaking world. Young people in Germany

must learn to slowly break down the transparent walls of formality when building a closer

friendship with someone older than themselves or from outside a family connection. By

the sharing of personal stories, listening carefully to the depth of information shared and

body language shown, a person learns to sense when he/she has become a personal

friend, the use of first name basis can be requested or offered.


Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

from AP test prompts

vergleichen - to compare

beachten - to be aware

die Quelle, -n source, material

inwiefern - to what extent

verwenden - to use

Wohlbefinden - well being

Generationsunterschiede - generational

issues

Beziehungen - relationships

der Erfinder, - inventor

die Entdeckung, -en - discovery

die Gemeinschaft - union

sich entscheiden - to separate, divorce

die Einstellung,-en view, opinion

die Meinungsverschiedenheit, -en

difference of opinion

der Mutterschutz - legal protection for

expectant and nursing mothers

der Erziehungsurlaub - time off to

raise a child w/ job security

das Schuldgefühl, e feeling of guilt

kommunizieren - to communicate

das Kommunikationsmittel, - means of

communication

SMS - short message service, text

die Bildmitteilung, -en - picture

messaging

kabellos - wireless

aktulasieren - to update

anhängen - to attach

speichern - to store (save)

downloaden, herunterladen - to

download

Resources for Vocabulary Development: Quality Tools


Topic 1: Family Connections

Engaging Experience 1

Title: Write an Email to German host family AP Curriculum Framework Written Interpersonal

Communication

Suggested Length of Time: 1 Day

Standards Addressed

Priority:

● Families and Connections

Supporting:

● Communications and Connections

Detailed Description/Instructions: Scenario - After being invited to live with a guest family in

Germany for the summer, design an email to share with your host parents your own family

connections and with whom you relate best in your immediate family. Analyze opinions, beliefs

and behaviors that you believe stem from this familial relationship. Use reasoning and evidence

to support the inferences you make. Be sure to articulate how you believe your family

connections and closeness are similar or different to your inferred understanding of “the German

family.”

Bloom’s Levels: Understand, Analyze

Webb’s DOK: 2, 3

Rubric: To be created


Title: Grammatical Structures: Past tenses of verbs (Imperfect, Present and Past perfect),

Subjunctive II, the Conditional.

Suggested Length of Time: 3 Days

Standards Addressed

Priority:

● Connections

● Communication

Supporting:

● Comparison




technology.

○ Exhibit a positive attitude toward using technology that supports

collaboration, learning, and productivity.


○ Exhibit leadership for digital citizenship








Detailed Description/Instructions: Using text, websites and handouts, review general rules of

verb formation (weak, strong and irregular) in the past tenses and the Subjunctive II - conditional

tense. Students should spend time in class and at home reviewing the concept, applying the rules

and formulating sentences on the unit theme in these tenses.

Bloom’s Levels: Remember, Apply

Webb’s DOK: 1



Topic 2: Communicating Needs and Wants


Title: Short in class write - short essay

Suggested Length of Time: 1 -2 Days

Standards Addressed

Priority:

● Families and Communities

Supporting:

● Communication

Detailed Description/Instructions: Produce an opinion essay describing a form of

communication technology you personally could not live without. Use reasoning and deduction

to explain the effects or results this lack of technology would cause for you and the people you

communicate with most.

Bloom’s Levels: Create

Webb’s DOK: 3



Title: Short persuasive speech - argument for new cell phone


Standards Addressed

Priority:


Supporting:

● Communication

Detailed Description/Instructions: Create a short speech to convince parents why you need a

new cell phone. Your argument should be a persuasive speech citing good reasons for a newer

model, more apps, more data and convincing reasons why your parents should support your

wish. Be sure to articulate more needs than wants, if you expect your parents to give in!

Bloom’s Levels: Understand, Create

Webb’s DOK: 1, 2



Topic 3: Technology-Driven Communication


Title: Generational Interview (reenactment between classmates) - AP Curriculum Framework

Spoken Interpersonal Communication

Suggested Length of Time: 2 - 3 Days

Standards Addressed:

Priority:

● Course Theme: Families and Communities --- Science and Technology

Supporting:

● Standards-Based Instructional Practices: Communication, Connections

Detailed Description/Instructions: Students will create and conduct an interview between a

teenager and an older relative (grandparent, great-aunt, etc.) to show the similarities and

differences in how each of them stay in close contact with family members using various forms

of technology and communication. Through the interview process, students should identify

various forms of communication (talk, letter writing, texting, Facebook) and then compare and

analyze reasoning for the choices preferred by the two age groups. The interviewer should

conclude by hypothesizing or guessing from the evidence shared what the next modern form of

communication will be.

Bloom’s Levels: Create

Webb’s DOK: 3



Topic 4: Formal vs. Informal Communication


Title: AP German Language and Culture Free-Response Questions Part B

Suggested Length of Time: 45 Minutes

Standards Addressed

Priority:


Supporting:

● Communication and Connections

Detailed Description/Instructions: Create free response questions using the AP format and

record or write on notecards to be used out loud in class. Questions should throw the student

into a situation where they must choose the appropriate level of formality with the speaker,

knowing which register to use (Formal SIE or informal DU) as well as the appropriate register of

vocabulary - politeness, respect, casual/friendly. Examples could include - 1. Michael, I want

you to meet my Mother…. 2. Welcome to Mediawelt - May I help you find something today?

3. Excuse me young man, I think you are sitting in my reserved seat, wagon 33 seat 15 A. 4.

This is my cousin visiting from the University of Freiburg where she studies biochemistry.

Didn’t you want to ask her some questions about the university? 5. My Mom is in the kitchen

preparing the drinks, can you go in and ask her if there is any more mineral water?

Bloom’s Levels: Remember, Apply

Webb’s DOK: 1, 2

Rubric: AP scoring guidelines for Interpersonal Speaking: conversation


Engaging Scenario

Culminating Activity: From 2013 AP German Language and Culture Workbook and Resource

book, pages 410 - 411. Section II, task 1: E-mail reply. You will reply to an e-mail message.

Your email must show communication, needs and wants, as well as correct register (formal or

informal) to respond to the prompt. Topic: a teacher sends you an email that she has learned

through a friend of yours that you are looking for a math tutor. She asks how much help, how

often and what strategies your teacher employed. She suggests times and asks you to reply.

Students will be given 15 minutes to complete this task. Presentational Speaking: Cultural

comparison - pp. 222 - 223 - how the social network of the internet has influenced the life of

people in your area. Comparison between your living environment and a German’s

environment.

Rubric for Engaging Scenario: See AP Rubric, p. 427 of same workbook referenced above


Summary of Engaging Learning Experiences for Topics

Topic Engaging

Experience Title

Description Suggested

Length of

Time

Family

Connections

Email to German

host family

Scenario - After being invited to live

in a guest family in Germany for the

summer, design an email to share

with your host parents your own

family connections and with whom

you relate best in your immediate

family. Analyze opinions, beliefs

and behaviors that you believe stem

from this familial relationship. Use

reasoning and evidence to support

the inferences you make. Be sure to

articulate how you believe your

family connections and closeness are

similar or different to your inferred

understanding of “the German

family.”

1 Day

Family

Connections

Grammatical

Structures

Using text, web sites and handouts,

review general rules of verb

formation (weak, strong and

irregular) in the past tenses and the

Subjunctive II - conditional tense.

Students should spend time in class

and at home reviewing the concept,

applying the rules and formulating

sentences on the unit theme in these

tenses.

3 Days

Communicating

Needs and Wants

Short in-class

write

Produce an opinion essay describing

a form of communication technology

you personally could not live

without. Use reasoning and

deduction to explain the effects or

results this lack of technology would

cause for you and the people you

communicate with most.

1-2 Days

Communicating

Needs and Wants

Short persuasive

speech

Create a short speech to convince

parents why you need a new cell

1 Day


phone. Your argument should be a

persuasive speech citing good

reasons for a newer model, more

apps, more data and convincing

reasons why your parents should

support your wish. Be sure to

articulate more needs than wants, if

you expect your parents to give in!

Technology-

Driven

Communication

Generational

Interview

Students will create and conduct an

interview between a teenager and an

older relative (grandparent, great -

aunt) to show the similarities and

differences in how each of them stay

in close contact with family

members using various forms of

technology and communication.

Through the interview process,

students should identify various

forms of communication (talk, letter

writing, texting, Facebook) and then

compare and analyze reasoning for

the choices preferred by the two age

groups. The interviewer should

conclude by hypothesizing or

guessing from the evidence shared

what the next modern form of

communication will be.

2-3 Days

Formal vs.

Informal

Communication

AP German

Language and

Culture Free

Response

Questions Part B

Create free response questions using

the AP format and record or write on

notecards to be used out loud in

class. Questions should throw the

student into a situation where they

must choose the appropriate level of

formality with the speaker, knowing

which register to use (Formal SIE or

informal DU) as well as the

appropriate register of vocabulary -

politeness, respect, casual/friendly.

Examples could include - 1.

Michael, I want you to meet my

Mother…. 2. Welcome to

Mediawelt - may I help you find

something today? 3. Excuse me

young man, I think you are sitting in

45 Minutes


my reserved seat, wagon 33 seat 15

A. 4. This is my cousin visiting

from the University of Freiburg

where she studies biochemistry.

Didn’t you want to ask her some

questions about the university? 5.

My Mom is in the kitchen preparing

the drinks, can you go in and ask her

if there is any more mineral water?


Unit 2: Family and Community in German Literature

Subject: German IV

Grade: 10-12

Name of Unit: Family and Community in German Literature


Overview of Unit: Students explore how the roles of parents and children have been defined in

German literature. They also learn how society treats someone who acts out of the society norm

or value structure. There are opportunities for students to engage in activities learning how the

expectations of children’s behavior have changed over history as well as how different religious,

cultural, or moral standards connect or alienate an individual from the community in which they

live.


Students understand and interpret written and spoken language on a variety of topics.

o Demonstrate competencies previously introduced.

o Identify and interpret the main plot, subplot, characters (their descriptions, roles,

and significance to the story) in authentic literary texts in the target language.

Students engage in conversations, provide and obtain information, express feelings and

emotions, and exchange opinions.


o Exchange and support opinions and individual perspectives on a variety of topics

dealing with contemporary and historical issues.

o Discuss aspects of a field of study and/or employment opportunities.


Students demonstrate understanding of the concept of culture through comparisons of the

cultures studied and their own.


o Identify and analyze cultural perspectives as reflected in a variety of nonfiction

and fiction texts.

Students demonstrate an understanding of the relationship between the products and

perspectives of the cultures studied.


o Connect objects, important people and symbols of other cultures to the underlying

beliefs and perspective of the people.

Students show evidence of becoming lifelong learners by using the target language for

personal enjoyment and enrichment.


o Access or acquire cultural information through community sources.

o Read, listen, or watch authentic materials or media for personal enjoyment.

Students demonstrate understanding of the practices and perspectives of the cultures

studied.


o Interact with culturally appropriate patterns of behavior in familiar situations.

o Describe the historical significance of activities and celebrations in the culture

studied.


o Investigate and explain how previous cultures influenced the modern culture

studied.

Students understand human, cultural, and societal issues related to technology and


o Advocate and practice safe, legal, and responsible use of information and

technology.

o Exhibit a positive attitude toward using technology that supports collaboration,


o Demonstrate personal responsibility for lifelong learning.

o Exhibit leadership for digital citizenship.

Students demonstrate a sound understanding of technology concepts, systems, and


o Understand and use technology systems.

o Select and use applications effectively and productively.

o Troubleshoot systems and applications.

o Transfer current knowledge to learning of new technologies.

Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels Webb's DOK

competencies previously

introduced Demonstrate

Remember,

Understand 1

opinions and individual

perspectives on a variety of

topics dealing with

contemporary and historical

issues Exchange Analyze 2



topics dealing with


issues Support Analyze 3

aspects of a field of study

and/or employment

opportunities Discuss Understand 1, 2

written and spoken language

on a variety of topics. Understand Understand 2

written and spoken language

on a variety of topics. Interpret Analyze, Evaluate 2, 3

the main plot, subplot,

characters (their

descriptions, roles, and

significance to the story) in

authentic literary texts in the

target language. Identify Understand 1, 2


the main plot, subplot,

characters (their

descriptions, roles, and

significance to the story) in

authentic literary texts in the

target language. Interpret Analyze 2, 3



1. How have the roles of parents and children been defined in German literature?

2. How does society treat or judge someone who acts out of the society norm or value

structure?

3. How have the expectations on children’s behavior changed over history?

4. How do different religious, cultural or moral standards connect or alienate an individual

from the community in which they live?


1. The family unit is an important piece of study to learn how gender roles in jobs, strength

or control, and even religion have been taught throughout history. Through various

genres in literature, students can learn how parents teach morals and how gender roles

have been established.

2. Fairy tales are a great example of comparison literature that express what Europe thought

of society’s norms and the control of church over society. Rules broken in fairy tales or

quests that had to be overcome are evidence of the struggle between layers of society and

gender roles. The drastic or extreme outcome in fairy tales for those who broke the moral

code were teaching tools used to curb individual freedoms.

3. In early European history, children were a commodity to ensure the production of food or

goods for “landlord”, as well the care of other children and the future of your family’s

trade. As society developed into modern times, children have new roles and behaviors

around the world. Once thought of as another pair of working hands, children had few

rights and were lucky to survive into adulthood. Today young children often teach

parents and even grandparents how to use technology!

4. In German literature, there are many examples of how differences in nationality, religion

and behaviors have been accepted or disallowed over history. Language barriers,

religious customs and even dress or visual difference in skin color are evident in literature

throughout Germany’s history. Students can explore the “unwanted and unaccepted”

through studying German writings, music and modern German film.


Unit Vocabulary:


der Vorfahrer, - /Vorfahrerin -

ancestor, forefather

die Fortsetzungsfamilie, -n blended

family

die Stammtafel / die Ahnentafel -

family tree

die Ahnenforschung - genealogy

mit jemandem verwandt sein - to be

related

der Lebensgefährte, -/tin significant

other/life partner

der Pate, /Patin - godparent

Märchen - fairy tale vocab

die Bestrafung, -en punishment

die Verwünschung, -en curse, magic

die Verwandlung-en transformation

die Taten - deeds, good acts



Topic 1: Roles of Parents and Children in German Literature


Title: Fairy tale studies - research and discussion

Suggested Length of Time: 4-5 Days

Standards Addressed

Priority:

● Family and community

Supporting:

● Communities

● Cultures

Detailed Description/Instructions: Students will read 4 - 5 of the Brothers’ Grimm well-known

fairy tales. Have them chart or record the members of families in each of the stories, finding

similarities between career/job, status/caste level, as well as demeanor, and problems faced.

Class should share in discussion what roles women and men play, which characters seem the

protagonist and antagonist, and predict reasons why.


Webb’s DOK: 1



Title: Family values during NAZI Germany - research and report


Standards Addressed

Priority:

● Family and Community

Supporting:

● Communities

● Cultures

Detailed Description/Instructions: Students will use both the film Sophie Scholl and the short

novel, Die Weisse Rose, to learn about the family structure of the 1930s - 1940s in Germany.

Students should present their findings in visual and spoken form - presentational or discussion

format.


Webb’s DOK: 1, 2



Title: Panel interview of characters

Suggested Length of Time: Day

Standards Addressed

Priority:

● Family and community

Supporting:

● Comparisons


● Communication

Detailed Description/Instructions: After completing the research, reading and viewing of

various literature genre in this unit, students will each be assigned the role of a character from

unit studied. Each student will help interview the other characters to learn the following: 1)

which mother and which father were the ideal parent in terms of role of parent? 2) Which child

was the “perfect child” and carried out the duties of “the perfect child.” After the interview and

role play is complete, students should vote on their findings.

Bloom’s Levels: Apply, Evaluate

Webb’s DOK: 2, 3



Topic 2: What Happens When You Break the Rules?


Title: Blog post - interpersonal writing activity


Standards Addressed

Priority:


Supporting:

● Connections

● cultures




technology.




○ Exhibit leadership for digital citizenship







Detailed Description/Instructions: From the pieces of literature studied, students should create

a post to blog from today’s time standard, as to the forms of punishment received for various

characters in the literature pieces. Did Red Riding Hood get what she deserved? Did the frog

prince deserve his kiss? In “Der Struwellpeter” should Konrad have lost his thumbs? Students

should recap the story enough for a reader to know the general plot but focus primarily on the

punishment for breaking society’s rules.

Bloom’s Levels: understand and analyze

Webb’s DOK: 1 and 2



Title: Legal punishment vs. moral right - The White Rose class debate


Standards Addressed

Priority:


● Personal and Public Identities

Supporting:

● Communities

● Communication


Detailed Description/Instructions: In the White Rose movement, student protesters against

Hitler chose to speak out by printing documents to protect the right of young citizens and oppose

Hitler. Their punishment was death after a short trial. After reading selections from the book

and watching segments of the modern movie “Sophie Scholl” students should have a class

debate: Was their fight worth the punishment? What did Sophie and Hans Scholl, their

colleagues and the professor who led them gain in their fight? Was it worth losing their life?

Bloom’s Levels: Analyze, Evaluate

Webb’s DOK: 2, 3



Topic 3: Development of Children Through Literature


Title: Comparison of characters - presentations or blog post


Standards Addressed

Priority:

● Family and Communities


Supporting:

● Communities and Cultures

Detailed Description/Instructions: Students will analyze two characters of the same gender

from two different eras of children’s literature. (Max or Moritz vs. Anton - Anton und

Pünktchen, Kaspar - der Struwellpeter vs. Vitus - the movie, Dörnrösschen vs. Heidi) Students

should identify role of each child, standard accepted behaviors and punishments for breaking

those rules. Can justify the change in behavior?

Bloom’s Levels: Evaluate

Webb’s DOK: 3



Title: Reversal of Roles - parent and child - presentational speech

Suggested Length of Time: 2- 3 Days

Standards Addressed

Priority:



Supporting:

● Comparisons and Communication

Detailed Description/Instructions: After completing the readings from this unit, students shall

choose one child main character to demonstrate times where a child must reverse roles with a

parent and assume adulthood to aid a parent unable to fulfill their natural role. This role reversal

can be an example of reaching adulthood for a child or simply a time where a child can fully

assume the role of an adult due to circumstances. (Ex. Friedrich in hiding and working as a lamp

repairman, Emil - on his own in Berlin, Hänsel - caring for Gretel and fathering her through her

fears, the forest and a return home, and Snow White - leaving home, caring for the dwarves as a

mother and homemaker)


Webb’s DOK: 1, 2



Topic 4: Treatment of the Outcast in Community


Title: Socratic Seminar - discussion

Suggested Length of Time: 3- 5 Days; 1-2 days actual discussion, 1 - 3 days preparation

Standards Addressed

Priority:

● Personal and Public Identity

● Family and Communities

Supporting:

● Communities

● Communications

Detailed Description/Instructions: Students will view segments of the film “Europa, Europa”

to identify examples of how Jews were ostracized and outcasts in society. Students should track

the instances and the perpetrators and generate a list distinguishing the different reasoning

(cultural, religious, political, language, gender). Analysis will lead class discussion, questioning

and reasoning.

Bloom’s Levels: Understand, Evaluate

Webb’s DOK: 2, 3



Title: Interpersonal writing - persuasive letter


Standards Addressed

Priority:


Supporting:

● Communities

● Connections

● Communication

Detailed Description/Instructions: After reading the novel Friedrich, students will write a

letter to the landlord, Herr Resch, explaining the atrocities and treatment of his best friend,

neighbor and fellow tenant in Herr Resch’s apartment building. The letter is to persuade Herr

Resch to realize his own involvement in excluding Friedrich, his family and the errors in his

behaviors that aided in Friedrich’s dying during the bomb raid. Students should focus on

examples from the novel that Herr Resch may not have witnessed directly, but indirectly - by his

actions, his political view or his helping the NAZIs to remove him family, send his father to jail,

etc. The student should also use evidence to convince Herr Resch why Friedrich should have

enjoyed the inclusion of German citizenship, community participation and acceptance as a

German boy who happened to be of Jewish faith.

Bloom’s Levels: Apply, Analyze

Webb’s DOK: 1, 2

Rubric: AP workshop handbook and resources 2013 scoring guide for persuasive letter writing



Title: What if… grammatical structure - subjunctive II


Standards Addressed

Priority:


● Personal and Public Identity

Supporting:

● Cultures

● Connections

Detailed Description/Instructions: Students will review the subjunctive II (Conditional verb

tense) using examples from text comprehension and creating conditional “what would have

happened if” scenarios. Sharing sentences in class, students will review grammar while

hypothesizing what could have and might have happened had the story unwoven differently.

Bloom’s Levels: Apply, Create

Webb’s DOK: 1, 2



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following

components: situation, challenge, specific roles, audience, product or performance.)

Role Play/reenactment - reuniting of Friedrich Schneider’s Family At culmination of unit,

students will review/recount a summary of the novel “Friedrich” as a class. Retrieval of facts

will lead to students to hypothesize a meeting time and location for Friedrich and his Father

before the air raid night to act out a different ending - where father and son are united and able

to continue living somehow, somewhere within NAZI Germany. Students should use

historically accurate possibilities and not fall into a pretend movie world - not use impossible

scenarios - but set the scene as realistically as possible. Main idea to get across - still together,

we belong in this world, in this country and will soon be accepted --what needs to change for

that to happen? End of the war, overthrow of Hitler, changed view of community? Option 2 - reuniting of entire Schneider family after the Night of Broken Glass chapter ---

How would Mrs. Schneider have survived the evening - a hospital, a doctor’s home - and

where could they now go? Students should use historically accurate possibilities and not fall

into a pretend movie world - not use impossible scenarios - but set the scene as realistically as

possible. Main idea to get across - still together, we belong in this world, in this country and

will soon be accepted --what needs to change for that to happen? End of the war, overthrow of

Hitler, changed view of community?

Rubric for Engaging Scenario: To be created



Topic Engaging

Experience Title


Length of

Time

Roles of

Parents and

Children in

German

Literature

Fairy tale studies--

research and

discussion

Students will read 4 - 5 of the

Brothers’ Grimm well-known fairy

tales. Have them chart or record the

members of families in each of the

stories, finding similarities between

career/job, status/caste level, as well

as demeanor, and problems faced.

Class should share in discussion what

roles women and men play, which

characters seem the protagonist and

antagonist, and predict reasons why.

4-5 Days

Roles of

Parents and

Children in

German

Literature

Family values

during NAZI

Germany

Students will use both the film Sophie

Scholl and the short novel, Die Weisse

Rose, to learn about the family

structure of the 1930s - 1940s in

Germany. Students should present

their findings in visual and spoken

form - presentational or discussion

format.

4-5 Days

Roles of

Parents and

Children in

German

Literature

Panel interview of

characters

After completing the research, reading

and viewing of various literature genre

in this unit, students will each be

assigned the role of a character from

unit studied. Each student will help

interview the other characters to learn

the following: 1) which mother and

which father were the ideal parent in

terms of role of parent? 2) Which

child was the “perfect child” and

carried out the duties of “the perfect

child.” After the interview and role

play is complete, students should vote

on their findings.

1 Day

What

Happens

When You

Blog Post--

interpersonal

writing activity

From the pieces of literature studied,

students should create a post to blog

from today’s time standard, as to the

1 Day


Break the

Rules?

forms of punishment received for

various characters in the literature

pieces. Did Red Riding Hood get

what she deserved? Did the frog

prince deserve his kiss? In “Der

Struwellpeter” should Konrad have

lost his thumbs? Students should

recap the story enough for a reader to

know the general plot but focus

primarily on the punishment for

breaking society’s rules.

What

Happens

When You

Break the

Rules?

Legal punishment

vs. moral right

In the White Rose movement, student

protesters against Hitler chose to

speak out by printing documents to

protect the right of young citizens and

oppose HItler. Their punishment was

death after a short trial. After reading

selections from the book and watching

segments of the modern movie

“Sophie Scholl” students should have

a class debate: Was their fight worth

the punishment? What did Sophie and

Hans Scholl, their colleagues and the

professor who led them gain in their

fight? Was it worth losing their life?

4-5 Days

Development

of Children

Through

Literature

Comparison of

characters

Students will analyze two characters

of the same gender from two different

eras of children’s literature. (Max or

Moritz vs. Anton - Anton und

Pünktchen, Kaspar - der Struwellpeter

vs. Vitus - the movie, Dörnrösschen

vs. Heidi) Students should identify

role of each child, standard accepted

behaviors and punishments for

breaking those rules. Can justify the

change in behavior?

3-5 Days

Development

of Children

Through

Literature

Reversal of Roles--

parent and child

After completing the readings from

this unit, students shall choose one

child main character to demonstrate

times where a child must reverse roles

with a parent and assume adulthood to

aid a parent unable to fulfill their

natural role. This role reversal can be

2-3 Days


an example of reaching adulthood for

a child or simply a time where a child

can fully assume the role of an adult

due to circumstances. (Ex. Friedrich

in hiding and working as a lamp

repairman, Emil - on his own in

Berlin, Hänsel - caring for Gretel and

fathering her through her fears, the

forest and a return home, and Snow

White - leaving home, caring for the

dwarves as a mother and homemaker)

Treatment of

the Outcast in

Community

Socratic Seminar Students will view segments of the

film “Europa, Europa” to identify

examples of how Jews were ostracized

and outcasts in society. Students

should track the instances and the

perpetrators and generate a list

distinguishing the different reasoning

(cultural, religious, political, language,

gender). Analysis will lead class

discussion, questioning and reasoning.

3-5 Days

Treatment of

the Outcast in

Community

Interpersonal

writing

After reading the novel Friedrich,

students will write a letter to the

landlord, Herr Resch, explaining the

atrocities and treatment of his best

friend, neighbor and fellow tenant in

Herr Resch’s apartment building. The

letter is to persuade Herr Resch to

realize his own involvement in

excluding Friedrich, his family and the

errors in his behaviors that aided in

Friedrich’s dying during the bomb

raid. Students should focus on

examples from the novel that Herr

Resch may not have witnessed

directly, but indirectly - by his actions,

his political view or his helping the

NAZIs to remove him family, send his

father to jail, etc. The student should

also use evidence to convince Herr

Resch why Friedrich should have

enjoyed the inclusion of German

citizenship, community participation

1-2 Days


and acceptance as a German boy who

happened to be of Jewish faith.

Treatment of

the Outcast in

Community

What

if...grammatical

structure

Students will review the subjunctive II

(Conditional verb tense) using

examples from text comprehension

and creating conditional “what would

have happened if” scenarios. Sharing

sentences in class, students will

review grammar while hypothesizing

what could have and might have

happened had the story unwoven

differently.

1 Day


Unit 3: The World of Work

Subject: AP German

Grade: 11-12

Name of Unit: The World of Work


Overview of Unit: Students will learn how German and American teens differ in the areas of

making money, developing job experience and determining a career path, as well as how

Germany can be viewed as an economic powerhouse when they seemingly work fewer hours

than Americans. Additionally, students will learn how the German school system prepares

students differently for the world of work when compared with the American K-12 public

system. Finally, students will explore the opportunities provided through an internship in a

foreign country or for a foreign firm.


● 6 Course Themes

○ Beauty and Aesthetics

○ Families and Communities

○ Personal and Public Identities

○ Contemporary Life

○ Science and Technology

○ Global Challenges


● Standards-Based Instructional Practices:

○ Communities

○ Cultures

○ Connections

○ Comparisons

○ Communication

● Students use digital media and environments to communicate and work collaboratively,

including at a distance, to support individual learning and contribute to the learning of

others (ISTE 2 - Communication and Collaboration).

○ Interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media.

○ Communicate information and ideas effectively to multiple audiences using a

variety of media and formats.

○ Develop cultural understanding and global awareness by engaging with learners

of other cultures.

○ Contribute to project teams to produce original works or solve problems.

● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research

and Information Fluency).

○ Plan strategies to guide inquiry.

○ Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media.

○ Evaluate and select information sources and digital tools based on the

appropriateness to specific tasks.

○ Process data and report results.





technology.













1. How do German and American teens differ in the areas of making spending money, developing

job experience and determining a career path? 2. How is Germany viewed as such as economic power house when they seem to work

fewer hours per day, have such strong vacation/time off incentives and frown upon

working overtime?

3. What does the German school system do to prepare students differently for the work

world than our American K-12 public education system and how does this affect their job

outcomes or satisfaction with their career choices?

4. Why would you want to do an internship in a foreign country or a foreign firm? Or what

would be a dream internship for you and why?


1. German teens cannot be employed in the work world as American teens can except for

family run business or small money “under the table.” Chores and services are more

often performed for family or neighbors for spending money. The German school system

puts students into job shadowing and internships as part of their education experience

starting at middle school age so they have more hands-on experience trying a variety of

fields before choosing or training for a specific career.

2. Being a country founded on socialism and union worker rights, work hours, health

benefits and time off have been a foundational piece in the economic world. German

employers must provide a financial portion of medical and retirement fees to ensure the

overall health and well-being of employees. The German work ethic instilled from the

development of trades has always been that of quality over quantity and pride in what

you produce.

3. Germany has a three-tiered public education system which allows students to branch into

ability levels at a much earlier age than America. Only those who qualify for the top high

school track may attend college to be granted degrees such as doctor, lawyer or professor.

The second tier provides education for less years, but results in diplomas for careers such

as business administration, health fields, and trade school. The lower tier is more of a

vocational trade school path granting professional training with apprenticeships. Most

students in Germany are half-day students with actual seat time from morning till noon.

4. An internship in a foreign country gives a student the chance to truly use a foreign

language while proving the ability to work in a certain field. From American standards,

these type of internships or job experiences put a student ahead of others in the job

market as they seem to be more independent, strong leaders or or have a stronger global

view of the world. A student who can function in two languages can aide a company to

expand its market internationally.

Unit Vocabulary:


die Uebersicht - chart

die Darstellung - representation,

depiction

ueberzeugen - to convince

die Teilzeitarbeit - part time work/job

der Arbeitgeber - employer

der Arbeitnehmer - employee

die Arbeitsstelle, -n place of work,


position

die Pflicht, -en duty, responsibility

bestehen, bestehen aus - to exist, to

consist of

Schluss machen - to finish, call it a

day

die Gleichberechtigung, -en equal

opportunity

die Bewerbung, -en - application

der Praktikant, -en intern, trainee

das Praktikum, -ka internship,

training period

fordern - to demand, require

die Voraussetzung, -en - prerequisite

Handwerk - trade

Handel - business

Verwaltung - administration

das Betrieb - business or firm

der Vorgesetzer - supervisor



Topic 1: Getting a Job


Title: Class debate / Socratic Seminar


Standards Addressed

Priority:

● Contemporary Life

Supporting:

● Cultures and Communities

● Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and

contribute to the learning of others (ISTE 2 - Communication and Collaboration).

○ Interact, collaborate, and publish with peers, experts, or others employing

a variety of digital environments and media.

○ Communicate information and ideas effectively to multiple audiences

using a variety of media and formats.

○ Develop cultural understanding and global awareness by engaging with

learners of other cultures.


Detailed Description/Instructions: Students will work collaboratively to brainstorm pros and

cons to the U.S. teens wanting, getting and needing part time jobs vs. the German view of only

working through internship/school related job shadow environments until after graduation.

Using a team debate format, or a Socratic Seminar, after research is prepared, designate a full

class period (90 min) or more to a formal style debate. Students would: brainstorm ideas and

concepts, flesh out their facts with cited evidence showing a logical argument for conjectures as

to which system better prepares students for their future work world. Students should be able to

state their evidence, give their opinion as well as argue or question the opposing sides’

statements.

Bloom’s Levels: Analyze, Evaluate, Create

Webb’s DOK: 2, 3



Title: Pen pal letter/ email to host family in Germany / AP Interpersonal Writing


Standards Addressed

Priority:

● Contemporary life

Supporting:

● Community and Culture

● Students understand human, cultural, and societal issues related to technology

and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).


technology.












Detailed Description/Instructions: Students will create an email to their German host family to

gain information about the need for or way to earn/make spending money while living in the

German home during an exchange program. Student would need to share hobbies or interests

they would like to participate in while being in the German home, and estimate an amount of

expense. Student should then elaborate on how he/she would earn that money at home,

explaining the American teenager’s ability to find part time employment. The student should

then inquire as to the possibility of earning said money, or compare what he/she believes to be

his/her options in Germany for earning some spare cash.


Webb’s DOK: 1, 2



Topic 2: Free Time vs. Work Time


Title: Literature review and analysis from short stories


Standards Addressed

Priority:


Supporting:

● Cultures and Comparisons

Detailed Description/Instructions: Students will read a variety of short stories not limited to:

“der Milchmann”, “Die Tochter,” “Mittagspause,” “Der Stift,” and “Der Augsburger

Kreidekreis” found in the current text Der Weg zum Lesen. Students will take notes on a chart,

comparing career/job choices and free time/free will choices of the main characters along with

any opinions or reasoning cited in the text. This chart will then be used to answer open ended

questions regarding the amount or work, type of job/career, as well as desire or lack of free time.

Students will then write some comparative assessments of various jobs and abilities to manage

free time with work, desire to deviate from work for free time, etc.

Bloom’s Levels: Understand, Apply, Evaluate

Webb’s DOK: 1 and 2



Title: Persuasive speech / create a commercial


Standards Addressed

Priority:


Supporting:


● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -

Research and Information Fluency).


○ Locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media.







technology.






● Students demonstrate a sound understanding of technology concepts, systems,

and operations (ISTE 6 - Technology Operations and Concepts).





Detailed Description/Instructions: Students will research German statistics from free time

studies and the German work/holiday calendar found in text and on line (ex. Kaleidoskop Thema

1 - Freizeit pp. 4 - 9 as well as BAT-Freizeit-Forschungsinstitut, and “Ein Handbuch für

Deutschland”http://www.raumplanung.tu-

dortmund.de/rel/typo3/fileadmin/download/A_manual_for_germany.pdf After summarizing key

points in graphic form, students will create a short persuasive speech or an advertisement for

radio or other media form, to promote a traditional German free time activity in conjunction with

a federal holiday. The spoken persuasion should include facts about real events in Germany to

provide citizens or tourist/visitors the chance to experiment with said sport or hobby.

Bloom’s Levels: Remember, Create

Webb’s DOK: 1, 2


http://www.raumplanung.tu-dortmund.de/rel/typo3/fileadmin/download/A_manual_for_germany.pdf



Topic 3: Education/Career Paths


Title: Written presentational communication - essay


Standards Addressed

Priority:

● Contemporary Life (Education and Career)

Supporting:

● Communities, Culture

Detailed Description/Instructions: Describe a job/career, that for you would be ideal. Be sure

to include at least 3 reasons from materials studied in the unit such as financial security,

advancement opportunities, feeling of accomplishment, travel, co-workers, independence.

Bloom’s Levels: Evaluate, Create

Webb’s DOK: 2

Rubric: AP scoring guide for essay (see 2013 German AP handbook pp. 436-437)


Title: Grammatical Structures


Standards Addressed

Priority:

● Communication

● Comparisons

Supporting:

Detailed Description/Instructions: Students will show understanding and use of the following

grammatical structures through practice, drill and sentence writing: Subjunctive II past tense,

Subjunctive II with modals, If/then clauses, subordinate phrases and subordinate phrase word

order and two-part conjunctions. (If I had done an internship in a foreign firm, perhaps I would

be able to work in Switzerland now. If I had been allowed to share my presentation to the

company, maybe I would have received the raise my co-worker did)

Bloom’s Levels: Understand, Apply

Webb’s DOK: 1, 2



Title: Visual presentation - PowerPoint, poster project


Standards Addressed

Priority:


Supporting:

● Comparisons, Connections, Cultures













technology.





● Students demonstrate a sound understanding of technology concepts, systems,

and operations (ISTE 6 - Technology Operations and Concepts).





Detailed Description/Instructions: Students will research through various print resources

(internet, textbook, magazine) the 3-tiered German school system and its work related training

opportunities. 3 visual depictions will be created, in German, to not only describe the years of

schooling/general facts, but provide the viewer to learn about world to work connections, depth

of training and opportunities for future employment therefrom.


Webb’s DOK: 2



Topic 4: University and Internships


Title: Written interpersonal communication - essay


Standards Addressed

Priority:

● Contemporary Life (Education and Career)

Supporting:

● Communities, Culture, Comparisons












technology.











Detailed Description/Instructions: Students will research university appointments and career

choices of former East Germans before the Fall of Wall. Since the university was fully funded

by the government, job training, internships and work grants were basically assigned to students

- students did not have much freedom to choose a career path. After research students should

write an opinion essay on the following topic. Should a country’s political and economic status

dictate or control a person’s choices to pursue a desired career? Why or why not? Either way,

how does one’s early choices to pursue a career, or follow personal goals/interests affect their

desire to work or be successful in a career? Can a person be productive/effective in the

workforce fulfilling job requirements if that person dislikes/hates that field of study?

Bloom’s Levels: Analyze, Evaluate, Create

Webb’s DOK: 4

Rubric: AP writing scoring guide (see 2013 German AP handbook pp. 436-437)



Title: Create your German resume for an internship or job


Standards Addressed

Priority:


Supporting:

● Cultures and Communication









Detailed Description/Instructions: Use a web based format such as https://lebenslauf.com/ to

first translate and understand the format/structure and parts of a German resume, and then create

your own.

Bloom’s Levels: Understand, Create

Webb’s DOK: 1, 2


https://lebenslauf.com/


Engaging Scenario

Culminating Activity: Three part AP Practice test created from 2013 German Language and

Culture practice exam materials, and text materials. Part 1 - reading comprehension pp. 298 -

302 pp. 314 - 319 Part 2 - Listening comprehension (built from various text audio listening

files and multiple choice comprehension Part 3 - Writing prompts from various text sources

(ex AP 2013 practice exam materials pp. 322 - 323)

Rubric for Engaging Scenario: To be created



Topic Engaging

Experience Title


Length of

Time

Getting a Job Class debate/

Socratic Seminar

Students will work collaboratively

to brainstorm pros and cons to the

U.S. teens wanting, getting and

needing part time jobs vs. the

German view of only working

through internship/school related

job shadow environments until

after graduation. Using a team

debate format, or a Socratic

Seminar, after research is

prepared, designate a full class

period (90 min) or more to a

formal style debate. Students

would: brainstorm ideas and

concepts, flesh out their facts with

cited evidence showing a logical

argument for conjectures as to

which system better prepares

students for their future work

world. Students should be able to

state their evidence, give their

opinion as well as argue or

question the opposing sides’

statements.

3 Days

Getting a Job Pen pal letter/ email

to host family in

Germany/AP

Interpersonal

Writing

Students will create an email to

their German host family to gain

information about the need for or

way to earn/make spending

money while living in the German

home during an exchange

program. Student would need to

share hobbies or interests they

would like to participate in while

being in the German home, and

estimate an amount of expense.

Student should then elaborate on

how he/she would earn that

money at home, explaining the

1 Day


American teenager’s ability to

find part time employment. The

student should then inquire as to

the possibility of earning said

money, or compare what he/she

believes to be his/her options in

Germany for earning some spare

cash.

Free Time vs.

Work Time

Literature Review

and Analysis from

Short Stories

Students will read a variety of

short stories not limited to: “der

Milchmann”, “Die Tochter,”

“Mittagspause,” “Der Stift,” and

“Der Augsburger Kreidekreis”

found in the current text Der Weg

zum Lesen. Students will take

notes on a chart, comparing

career/job choices and free

time/free will choices of the main

characters along with any

opinions or reasoning cited in the

text. This chart will then be used

to answer open ended questions

regarding the amount or work,

type of job/career, as well as

desire or lack of free time.

Students will then write some

comparative assessments of

various jobs and abilities to

manage free time with work,

desire to deviate from work for

free time, etc.

5 Days

Free Time vs.

Work Time

Persuasive Speech/

Create a Commercial

Students will research German

statistics from free time studies

and the German work/holiday

calendar found in text and on line

(ex. Kaleidoskop Thema 1 -

Freizeit pp. 4 - 9 as well as BAT-

Freizeit-Forschungsinstitut, and

“Ein Handbuch für

Deutschland”http://www.raumpla

nung.tu-

dortmund.de/rel/typo3/fileadmin/d

ownload/A_manual_for_germany.

pdf After summarizing key points

2-3 Days







in graphic form, students will

create a short persuasive speech or

an advertisement for radio or other

media form, to promote a

traditional German free time

activity in conjunction with a

federal holiday. The spoken

persuasion should include facts

about real events in Germany to

provide citizens or tourist/visitors

the chance to experiment with said

sport or hobby.

Education/

Career Paths

Written

Presentational

Communication--

Essay

Describe a job/career, that for you

would be ideal. Be sure to include

at least 3 reasons from materials

studied in the unit such as:

financial security, advancement

opportunities, feeling of

accomplishment, travel, co-

workers, independence.

2 Days

Education/

Career Paths

Grammatical

Structures

Students will show understanding

and use of the following

grammatical structures through

practice, drill and sentence

writing: Subjunctive II past tense,

Subjunctive II with modals,

If/then clauses, subordinate

phrases and subordinate phrase

word order and two-part

conjunctions. (If I had done an

internship in a foreign firm,

perhaps I would be able to work in

Switzerland now. If I had been

allowed to share my presentation

to the company, maybe I would

have received the raise my co-

worker did)

4-5 Days

Education/

Career Paths

Visual Presentation

Students will research through

various print resources (internet,

textbook, magazine) the 3-tiered

German school system and its

work related training

opportunities. 3 visual depictions

3-4 Days


will be created, in German, to not

only describe the years of

schooling/general facts, but

provide the viewer to learn about

world to work connections, depth

of training and opportunities for

future employment therefrom.

University and

Internships

Written

interpersonal

communication—

Essay

Students will research university

appointments and career choices

of former East Germans before the

Fall of Wall. Since the university

was fully funded by the

government, job training,

internships and work grants were

basically assigned to students -

students did not have much

freedom to choose a career path.

After research students should

write an opinion essay on the

following topic. Should a

country’s political and economic

status dictate or control a person’s

choices to pursue a desired career?

Why or why not? Either way,

how does one’s early choices to

pursue a career, or follow personal

goals/interests affect their desire

to work or be successful in a

career? Can a person be

productive/effective in the

workforce fulfilling job

requirements if that person

dislikes/hates that field of study?

2 Days

University and

Internships

Create your German

Resume for an

Internship or Job

Use a web based format such as

https://lebenslauf.com/ to first

translate and understand the

format/structure and parts of a

German resume, and then create

your own.

1 Day

https://lebenslauf.com/


Unit 4: Science and Technology

Subject: German 4

Grade: 10-12

Name of Unit: Science and Technology


Overview of Unit: In this unit, students will learn how inventions affect our reliance on

technology, as well as how German scientific and technological advancements have aided

society. They will also explore how scientific and technological innovations affect children and

children’s literature.


● Students engage in conversations, provide and obtain information, express feelings and

emotions, and exchange opinions.

○ Demonstrate competencies previously introduced.

○ Exchange and support opinions and individual perspectives on a variety of topics

dealing with contemporary and historical issues.

○ Discuss aspects of a field of study and/or employment opportunities.

● Students present information, concepts, and ideas to an audience of listeners or readers

on a variety of topics.


○ Prepare a research-based analysis of a current event or issue from the perspective

of both the native and target language cultures.

● Students reinforce and further their knowledge of other disciplines through the world

language.


○ Acquire information from a variety of sources written in the target language about

topics being studied in other school subjects.

○ Compare information available on a variety of topics such as art, literature,

history, politics, economics, and contemporary global issues.


● Students use the target language within and beyond the school setting.


○ Present information about the target language and culture to others.

○ Write a newsletter (class, school, etc.) for peers in country or target language.

● Students show evidence of becoming lifelong learners by using the target language for

personal enjoyment and enrichment.


○ Access or acquire cultural information through community sources.

○ Read, listen, or watch authentic materials or media for personal enjoyment.

● Students use digital media and environments to communicate and work collaboratively,

including at a distance, to support individual learning and contribute to the learning of

others (ISTE 2 - Communication and Collaboration).

○ Interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media.

○ Communicate information and ideas effectively to multiple audiences using a

variety of media and formats.


○ Develop cultural understanding and global awareness by engaging with learners

of other cultures.


● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research

and Information Fluency).


○ Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media.







technology.












Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels Webb's DOK

competencies previously

introduced Demonstrate

Remember,

Understand 1



topics dealing with


issues Exchange Analyze 2



topics dealing with


issues Support Analyze 3

aspects of a field of study

and/or employment

opportunities Discuss Understand 1, 2

information, concepts, and

ideas to an audience of

listeners or readers on a

variety of topics. Present Understand, Analyze 2, 3

a research-based analysis of

a current event or issue from

the perspective of both the

native and target language

cultures. Prepare Evaluate, Create 3, 4

information from a variety

of sources written in the

target language about topics

being studied in other

school subjects. Acquire Understand 1

information available on a

variety of topics such as art,

literature, history, politics,

economics, and

contemporary global issues. Compare Analyze 3



1. How do inventions affect our reliance on technology?

2. How do scientific and technological innovations affect children and children’s literature?

3. How have German scientific and technological advancements aided society?

4. Why is it important to honor or memorialize those who left their mark on the science and

medical world?


1. With each advancement in technology we find former methods archaic in speed, energy

and efficiency. The telegraph at one time was a connection between continents that today

can be realized in seconds with data and picture form through the internet. Modern

society has become reliant on email, cellular devices and computers in both work and

play.

2. Although the morals learned or the adventures experienced are much the same,

innovations in technology affect how the story unfolds. When comparing fairy tales or

even early 19th century children’s literature to today’s stories, we can see the history of

technology like a time line. How a world could unfold before a child’s eyes with a train

ride across the country, now can be discovered in a video game on a hand held phone.

3. Germany has developed many a scientist, doctor or discovery which has aided the

medical world and the longevity of life for humankind. The study of various German

inventions and discoveries can give us an understanding of science and the medical

fields.

4. Society needs to remember and reflect on the founders and creators who tested limits,

used science and intelligence to aid the whole of society. My honoring those discoveries

and efforts, we promote further study and experiment in the future generations. Hospitals

and cures are often named for the doctor who researched or solved medical problems.

Unit Vocabulary:


● der Zweck - purpose

● rechtfertigen - to justify

● die Bendeken - qualms or reservations

● die Chirgurie - surgery

● begrenzen - to limit, restrict

● die Behaltung, -en - treatment

● sich einsetzen für - to compaign for

● der Erbgut - genetic make-up

● ermöglichen - to make possible

● forschen - to research

● gewähren - to allow. grant

● heilen - to cure

● das Heimmittel - cure

● herstellen - to produce

● machbar - feasible, practical

● die Nebenwirkungen - side effects

● nützen + dat - to be of benefit

● umstritten - controversial


● der Vorrang - priority



Topic 1: Reliance on Technology


Title: Persuasive speech - which means of transportation is the best. (Interpersonal

Communication)


Standards Addressed

Priority:

● Science and Technology, Contemporary Life

Supporting:













technology.











Detailed Description/Instructions: Students should research various means of travel around the

German speaking world and present a speech sharing why a vacation to one various spot, using

the chosen form of transportation would make this vacation a dream vacation. Whether a river

cruise down the Danube, a helicopter flight over parts of the German Alps, or a backpacking

Eurail adventure by train, students should persuade the audience why the chosen technology is

an advantage: cost, time, pleasure, etc.

Bloom’s Levels: Remember, Understand, Create

Webb’s DOK: 1, 2




Title: Research project: The history of personal transportation


Standards Addressed

Priority:

● Science and Technology


Supporting:

● Communities

● Cultures









Detailed Description/Instructions: Students will research curriculum text and internet to learn

about the inventions of various personal forms of transportation: bicycle, rowboat, automobile.

Information will be compiled as a class project with timeline, inventor and changes/

advancements over time. Finally, students will create advertising posters to sell the best, most

modern forms of these various means of transportation.

Bloom’s Levels: Remember, Understand, Create

Webb’s DOK: 1, 2



Topic 2: Effects of Technology on Children


Title: Story comparison - Emil und die Detektive - book and modern movie version


Standards Addressed

Priority:


Supporting:

● Cultures

● Comparisons

Detailed Description/Instructions: Students will read segments from and watch segments from

Erich Kaestner’s story - “Emil und die Detektive”. The original version is set in the early 1900s

whereas the film version is set in the 1980s. Students will chart and then compare advancements

in technology and how the story-telling changed due to these advancements. Finally, students

should write a short essay predicting how this story will change again in another hundred years

due to technological advancements.


Webb’s DOK: 1, 2



Title: Class debate.


Standards Addressed

Priority:


Supporting:

● Cultures and Comparisons









Detailed Description/Instructions: Have students read and research through internet, magazine

and newspaper the effects of technology on the health of children today. The debate should

focus on health, weight/size as well as attention span and intellect. After students have gathered

their supporting evidence, hold a class debate whether or not technology is helpful or harmful to

children.


Webb’s DOK: 1, 2



Topic 3: Medical Advancements and Effect on Society


Title: Interpersonal writing - Email/letter to pen pal


Standards Addressed

Priority:


Supporting:

● Cultures and Connections

● Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and

contribute to the learning of others (ISTE 2 - Communication and Collaboration).

○ Develop cultural understanding and global awareness by engaging with

learners of other cultures.









Detailed Description/Instructions: After researching and reading about various German

medical discoveries, students will write a letter to their pen pal sharing their new knowledge and

asking about their understanding of this discovery. Students should share their opinion of value,

relevance of how this discovery has helped society. (Ideas: Alzheimer, Petri, Schwann - cell

theory, Rontgen - X-ray, Robert Koch - tuberculosis)

Bloom’s Levels: Remember, Analyze

Webb’s DOK: 1, 2



Title: Onion essay


Standards Addressed

Priority:


Supporting:

● Cultures

● Connections










Detailed Description/Instructions: Have students research some controversial medical projects

on the internet and find out why the projects are so controversial. (Ex. stem cell research, radical

cancer treatments) Students should write about their findings, sharing their personal opinions on

the overall question - Where does medical research draw the line between the safety of patients’

health and life and the weight of further exploration at the cost of loss human life?

Bloom’s Levels: Evaluate, Create

Webb’s DOK: 3, 4

Rubric: AP workshop handbook resource - essay scoring guide


Topic 4: Recognition of Achievements


Title: Eulogy for medical hero


Standards Addressed

Priority:


Supporting:

● Communities

● Communication

Detailed Description/Instructions: From research on German doctors, inventors and

scientists, students will create a eulogy honoring the person and the mark he/she left on the

medical world. Students should include biographical information but focus primarily on the

medical advancement, effort and attempts made to find a cure, creation of tool/technology to

save lives or advance life.

Bloom’s Levels: Analyze, Create

Webb’s DOK: 1, 2



Title: Good from bad. Report/Role play


Standards Addressed

Priority:


● Global Issues

Supporting:

● Communities

● Connections

● Cultures









Detailed Description/Instructions: Students will research the documentation of medical

research done during the Holocaust at various concentration and death camps. (Mengele - twin

studies, Dachau - temperature and sound variables on pilots) Have students report on any

positives they can find that helped to advance medical studies or research for cures. (Ideas could

include - 1- study of muscles and nerves - medical books today use pictures created from studies

of that time. 2 - Temperature studies from Dachau gave evidence how long a pilot could survive


in the ocean after parachuting out of a burning plane.) Could be done as a role play between a

current doctor sharing why this study/discovery is helpful.


Webb’s DOK: 1, 2



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following

components: situation, challenge, specific roles, audience, product or performance.)

AP presentational Essay - Choose one of the following essay prompts and defend your choice

with evidence from sources and personal opinion.

Where does medical research draw the line between the safety of patients’ health and life and

the weight of further exploration at the cost of loss human life?

At what point does medical research draw the line between maintaining the safety of patients’

health and further exploration of new treatment?

How does medical research maintain a balance between keeping patients’ safe and exploring

new avenues of treatment?

Rubric for Engaging Scenario: AP workshop Handbook and Resources 2013 scoring guide pp.

436 - 437



Topic Engaging

Experience Title


Length of

Time

Reliance on

Technology

Persuasive Speech--

Which means of

transportation is the

best?

Students should research various

means of travel around the German

speaking world and present a

speech sharing why a vacation to

one various spot, using the chosen

form of transportation would make

this vacation a dream vacation.

Whether a river cruise down the

Danube, a helicopter flight over

parts of the German Alps, or a

backpacking Eurail adventure by

train, students should persuade the

audience why the chosen

technology is an advantage: cost,

time, pleasure, etc.

5-6 Days

Reliance on

Technology

Research Project:

The History of

Personal

Transportation

Students will research curriculum

text and internet to learn about the

inventions of various personal

forms of transportation: bicycle,

rowboat, automobile. Information

will be compiled as a class project

with timeline, inventor and

changes/advancements over time.

Finally, students will create

advertising posters to sell the best,

most modern forms of these various

means of transportation.

4-6 Days

Effects of

Technology on

Children

Story Comparison--

Emil und die

Detektive - book and

modern movie

version

Students will read segments from

and watch segments from Erich

Kaestner’s story - “Emil und die

Detektive”. The original version is

set in the early 1900s whereas the

film version is set in the 1980s.

Students will chart and then

compare advancements in

technology and how the story-

telling changed due to these

4-5 Days


advancements. FInally, students

should write a short essay

predicting how this story will

change again in another hundred

years due to technological

advancements.

Effects of

Technology on

Children

Class Debate

Have students read and research

through internet, magazine and

newspaper the effects of technology

on the health of children today.

The debate should focus on health,

weight/size as well as attention

span and intellect. After students

have gathered their supporting

evidence, hold a class debate

whether or not technology is

helpful or harmful to children.

2 Days

Medical

Advancements

and Effect on

Society

Interpersonal

Writing- Email/letter

to pen pal

After researching and reading about

various German medical

discoveries, students will write a

letter to their pen pal sharing their

new knowledge and asking about

their understanding of this

discovery. Students should share

their opinion of value, relevance of

how this discovery has helped

society. (ideas: Alzheimer, Petri,

Schwann - cell theory, Rontgen -

X-ray, Robert Koch - tuberculosis)

1-2 Days

Medical

Advancements

and Effect on

Society

Onion Essay

Have students research some

controversial medical projects on

the internet and find out why the

projects are so controversial. (ex.

stem cell research, radical cancer

treatments) Students should write

about their findings, sharing their

personal opinions on the overall

question - Where does medical

research draw the line between the

safety of patients’ health and life

and the weight of further

exploration at the cost of loss

human life?

3-5 Days


Recognition of

Achievements

Eulogy for Medical

Hero

From research on German doctors,

inventors and scientists, students

will create a eulogy honoring the

person and the mark he/she left on

the medical world. Students should

include biographical information

but focus primarily on the medical

advancement, effort and attempts

made to find a cure, creation of

tool/technology to save lives or

advance life.

2-3 Days

Recognition of

Achievements

Good from Bad

report/role play

Students will research the

documentation of medical research

done during the Holocaust at

various concentration and death

camps. (Mengele - twin studies,

Dachau - temperature and sound

variables on pilots) Have students

report on any positives they can

find that helped to advance medical

studies or research for cures. (Ideas

could include - 1- study of muscles

and nerves - medical books today

use pictures created from studies of

that time. 2 - Temperature studies

from Dachau gave evidence how

long a pilot could survive in the

ocean after parachuting out of a

burning plane.) Could be done as a

role play between a current doctor

today sharing why this

study/discovery is helpful.

2-5 Days


Unit of Study Terminology

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the

appropriate level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to

be able to discover and state in their own words by the end of the unit of study. These are

answers to the essential questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students.

These experiences are aligned to priority and supporting standards, thus stating what students

should be able to do. An example of an engaging experience is provided in the description, but a

teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in

the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation,

challenge, audience, and a product or performance is specified. Each unit contains an example of

an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students

in the learning.

Priority Standards: What every student should know and be able to do. These were chosen

because of their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic

to many, depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority

standards and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to

understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be

found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are

those found specifically within the content.

Symbols:

This symbol depicts an experience that can be used to assess a student’s 21st Century Skills

using the rubric provided by the district.

This symbol depicts an experience that integrates professional skills, the development of

professional communication, and/or the use of professional mentorships in authentic classroom

learning activities.

Documents

High School AP German Curriculum - Park Hill School District · High School AP German Curriculum Course Description: The purpose of this course is to develop proficiency in the German