German AP Test AP Syllabus
German AP Test AP Syllabus
German AP Test AP Syllabus
Course Overview
The German AP language and culture course is designed to prepare students for the
Advanced Placement Exam. The course objective strives to create proficient language
learners as evidenced using the interpersonal, interpretive and presentational modes of
communication in both written and spoken form. Over the course of one academic year,
six broad themes are introduced. These themes are each then addressed by a specific
sub-topic covered in the classroom. The course will vary somewhat from year to year by
selecting different sub-topics from the AP College Board list in an effort to remain
current with the individual needs of the students and topical events of the German
speaking world; hence, the description of only one sub-topic from each broad theme will
be addressed in this document.
However, there are core structural components to the curriculum, which will be continual
and delineated in the following pages. Without any uncertainty, the lingua franca is and
remains German. All students are well informed in the first level that their goal is to
complete six levels of German. Throughout their years of study, they are made aware of
the AP test, its components and expectations through practice and various forms of
assessment. It is vital that they are also aware of the advantages afforded them through
successful completion of this exam. Their level of expertise at the end of high school
should be equivalent to that of the intermediate to pre-advanced range according to the
ACTFL performance guidelines for K-12 learners.
Students are trained from day one of level one that our common goal is to communicate
in the German language; and that as a trained sympathetic interlocutor, their teacher will
help them become proficient in all four linguistic skills. To achieve this task, students
become familiar with the PALS (Performance Assessment for Language Students)
speaking and writing tasks including the interpersonal and presentational modes, which
utilize rubrics that are similar in format to the new College Board AP scoring guidelines.
This overarching testing procedure throughout all levels of language study provides a
strong, consistent, vertical expectation within all middle and high schools and provides a
clear understanding of evaluation through the rubrics scheme. Additional assessments for
textual understanding, specific vocabulary, as well as structures specific to the German
language are assigned within contextual activities throughout all units of instruction.
The course textbook for this culminating year of language study is Stationen, which
provides units based on cities or regions of the German speaking world. Within this
framework, cultural events of importance, historical facts, authentic readings and famous
personalities from each geographical location are introduced and showcased. Additional
materials from both the internet and the printed page are mentioned within each theme as
well as in the bibliography.
Overarching Questions:
Structural Elements:
1. Word order – Time, manner, place
2. Interrogatives
3. Pronouns- personal, demonstrative and relative
INTERPERSONAL SPOKEN –
Task:
Through the use of SKYPE and the Promethean Board, students will have access to a
discussion with a partner school in Germany. The partner teacher will hold a
conversation with students regarding his/her role in the family, as a teacher and a member
of the community. Students will also be responsible for describing their commitment
and position in our high school.
Learning Objective:
1. The student engages in the oral exchange of information, opinions, and ideas in a
variety of time frames with the partner teacher.
2. The student self-monitors and adjusts language production paying careful attention to
register in the formal setting.
INTERPERSONAL WRITTEN -
Task:
Students will continue this dialogue through an email-exchange with pre-chosen students
from their partner school. These written exchanges will be shared with classmates.
Learning Objective:
1. The student engages in the written exchange of information, opinions and ideas in a
variety of time frames with peers from the partner school.
2. The student writes informal correspondence using e-mail, Facebook and/or Blog and
uses appropriate etiquette for that media.
Task:
Students listen to the podcast Hochzeit from Annik Rubens. Together with their peers
and teacher, the importance of this ceremony in both countries is analyzed in a formal
discussion group.
Learning Objective:
1. The student demonstrates comprehension of an authentic audio resource (podcast).
2. The student examines, compares and reflects on the practice and perspective involved
in weddings in both cultures.
Task:
Students read Grosse Freiheit oder Hotel Mama from Spiegel online and explore the
cultural conflict between interdependent familial relationships and independence.
Students read Kästner’s poem “Sachliche Romanze” and continue their understanding of
the complex relationship between people.
Learning Objective:
1. The student demonstrates comprehension of content from authentic written and print
resources.
2. The student evaluates similarities and differences in the perspectives of community in
German speaking countries and the United States.
PRESENTATIONAL SPOKEN -
Task:
Students explain their duties and roles within their families.
Learning Objective:
1. The student produces a personal narrative about their role in the family.
2. The student self-monitors and adjusts language production by paying attention to the
response of their audience.
PRESENTATIONAL WRITTEN -
Task:
Given the topic Meine absolute Wunschfamilie, students write their own concept for their
futures.
Learning Objective:
1. The student produces an original creative narrative about their future and family.
2. The student self-edits written work for content, organization, and grammar.
Overarching Questions:
INTERPERSONAL SPOKEN –
Task:
During a visit with German exchange students or via SKYPE, students will facilitate a
discussion with guest students regarding their vision of multilingualism in Europe. The
American students will present an American viewpoint of this phenomenon.
Learning Objective:
1. The student engages in the oral exchange of information, opinions, and ideas in an
informal situation.
2. The student initiates and sustains interaction through the use of various verbal and
nonverbal strategies, such as circumlocution.
INTERPERSONAL WRITTEN –
Task:
Students will follow-up this discussion with a written evaluation of the European
viewpoint on foreign languages.
Learning Objective:
1. The student demonstrates an understanding of the European perspective on the topic of
multilingualism.
2. The student states and supports opinions in their written evaluation.
Task:
Students listen and follow along with the two podcasts Deutsche Kunst and Deutsche
Literatur on the Promethean Board by Annik Rubens.
Given the broad literary and artistic epochs on the board, students discuss and decide
which authors and artists belong to which category.
Learning Objective:
1. The student demonstrates an understanding of the broad artistic and literary genres in
Germany.
2. The student demonstrates comprehension of content from the audio resource (podcast).
Task:
Read the introductory chapter to the text Wie lernt man eine fremde Sprache? and
compare this procedure to an artist painting a picture or a composer writing music.
Learning Objective:
1. The student first understands the purpose of the message in the text by identifying the
described procedure.
2. The student demonstrates critical reading of the text by comparing the elements in the
procedure to those of art and music.
PRESENTATIONAL SPOKEN –
Task:
After listening to the song Denglisch from the Wise Guys, students are to prepare their
version of the song Englisches Deutsch. They will either recite or sing their piece to the
class.
Learning Objective:
1. The student produces a musical performance piece.
2. The student acknowledges the use of Denglisch from the Wise Guys as an influence
on their own piece and cites appropriately.
PRESENTATIONAL WRITTEN –
Task:
Students research a composer, artist or literary figure from a German-speaking country
and presents in writing the significant influence this figure had/has on both the target
culture and their own.
Learning Objective:
1. The student produces expository writing, including researched reports.
2. The student uses reference tools, acknowledges sources, and cites them appropriately.
Overarching Questions:
Structural Elements:
1. Subjunctive mood in the present tense
2. Subjunctive I and indirect speech
3. Subjunctive in the past tense
INTERPERSONAL SPOKEN -
Task:
In a formal interview setting, students question the German teacher regarding his/her
educational pathway, career decisions including hypothetical situations.
Learning Objective:
1. The student demonstrates knowledge and understanding of content in the field of
education through this interview process.
2. The student initiates and sustains interaction through the use of formal prepared written
questions and spontaneous questions based on the responses given during the interview.
INTERPERSONAL WRITTEN -
Task:
After reading another teacher’s online biography, students create a letter of admiration
for this person’s decision to become an educator listing reasons why.
Learning Objective:
1. The student demonstrates knowledge and understanding of content in the field of
education.
2. The student uses a variety of vocabulary, including idiomatic and culturally
appropriate expressions in the letter of admiration.
Learning Objective:
1. The student demonstrates comprehension of content from episodes of the series
türkisch für Anfänger (audiovisual resource)
2. The student examines, compares, and reflects on products, practices, and perspectives
of the German culture in the description of the role of a chosen character.
Learning Objective:
1. The student identifies the distinguishing features of the written information presented
on the website.
2. The student demonstrates understanding of vocabulary, including idiomatic and
culturally authentic expressions through their creation of a convincing “Steckbrief”.
PRESENTATIONAL SPOKEN -
Task:
Students are to research online and find a contemporary poem about life which they
memorize and recite to their class.
Learning Objective:
1. The student researches and presents a poem.
2. The student self-monitors and adjusts language production through consistent practice
of their poem.
PRESENTATIONAL WRITTEN -
Task:
Upon completion of the türkisch für Anfänger episodes, students will create a dialogue of
their chosen character with another character.
Learning Objective:
1. The student produces a creative script.
2. The student self-edits written work for content, organization, and grammar.
Role of Historic and Current Issues for the Individual in Society (Nationale Identität)
Overarching Questions:
INTERPERSONAL SPOKEN –
Task:
A guest speaker discusses the differences between his/her past life as a German citizen
and life in the US. Students engage in a conversation with the speaker about opinions
towards today's society in the New World.
Learning Objective:
1. The student will discuss in level-appropriate German the effects of cultural similarities
and differences on social, economic and political relationships in the global community.
2. The student will exchange information orally in German on a variety of topics to
contemporary and historical events and issues.
INTERPERSONAL WRITTEN –
Task:
Students write a note of thanks to the guest speaker and include their reactions to the
presented information. They also send their teacher an email with information gained
from this experience and the teacher then provides regarding the student’s participation
during the classroom discussion.
Learning Objective:
1. The student will relate information in German, combining learned and original
language in written presentations of extended length and complexity.
2. The student will demonstrate increased understanding of the connections between
content studied in German class and content studied in other subject areas.
Task:
The class watches the video Comedian Harmonists and listens to the pod cast by Annik
Rubens Stauffenberg. A discussion ensues regarding opposing viewpoints to the Nazi
Regime and an individual's duty within a society.
Learning Objective:
1. The student will comprehend spoken and written German found in a variety of
authentic sources.
2. The students will discuss in level-appropriate German the effects of cultural
similarities and differences on social, economic and political relationships.
Task:
Students read the chapters“Die braune Gefahr through Zwei Deutschland in Manfred
Mai’s Deutsche Geschichte. They also read die Weisse Rose, the easy reader by Inge
Scholl. In composition form and using examples from the works above, students will
defend the advantages and disadvantages of a society void of tolerance.
Learning Objective:
1. The student will relate information in German, combining learned and original
language in written presentation of extended length and complexity.
2. The student will demonstrate increased understanding of the connections between
content studied in German class and content studied in other subject areas.
PRESENTATIONAL SPOKEN –
Task:
Students are responsible for creating PowerPoint presentations based on their research
regarding topics dealing with the aftermath of World War II such as: das
Wirtschaftswunder, ein geteiltes Deutschland, die DDR, die BRD, die Deutsche Mark,
Studentenbewegung/68er, die Weltmeisterschaft in Bern, Kalter Krieg, Fall der Mauer,
die Wiedervereinigung. They will become guest lecturers and present their findings to
their peers.
Learning Objective:
1. The student will relate information in German, combining learned and original
language in oral presentation of extended length and complexity.
2. The student will exchange information orally in German on a variety of topics related
to historical events and issues.
PRESENTATIONAL WRITTEN –
Task:
After watching the YouTube video Schwarzfahrer, students will compose an essay
comparing and contrasting attitudes towards a multicultural society in contemporary
Germany.
Learning Objective:
1. The student will analyze in German how various perspectives reflect the practices and
products of German-speaking cultures.
2. The student will relate information in German, combining learned and original
language in written presentations of extended length and complexity.
Overarching Questions:
Structural Elements:
1. Conjunctions
2. Word order
3. Reflexive verbs
INTERPERSONAL SPOKEN -
Task:
In a group discussion, students should be prepared to discuss the necessity of flat screen
televisions, I-Pods, cell phones, computers and other electronic devices in light of today’s
declining economic environment.
Learning Objectives:
1. The student engages in the oral exchange of information, opinions, and ideas in a
variety of time frames in formal situations.
2. The student elicits information and clarifies meaning by using a variety of strategies.
3. The student states and supports opinions in oral interactions.
INTERPERSONAL WRITTEN -
Task:
Students are to blog with their exchange students concerning renewable energy resources
and how it impacts their lives. They should request information regarding Germany's
stance on saving energy and provide information on US advancements in this field.
Learning Objectives:
1. The student writes informal correspondence in a variety of media using appropriate
formats and conventions.
2. The student demonstrates an understanding of the features of target culture
communities.
3. The student initiates and sustains interaction during written interpersonal
communication.
Task:
Students watch a newscast from Deutsche Welle TV chosen by the instructor regarding
technology and the health field. They then read an online newspaper on the same
topic. A written composition shall provide the differing viewpoints presented in both
resources.
Learning Objectives:
1. The student demonstrates comprehension of content from authentic audiovisual and
visual resources.
2. The student identifies the distinguishing features of authentic audiovisual and visual
resources.
3. The student examines, compares, and reflects on products, practices, and perspectives
of the target culture.
Task:
Students read selections from Charlotte Kerner's book Blueprint Blaupause and create an
ending for the cloned daughter.
Learning Objectives:
1. The student examines, compares, and reflects on products, practices, and perspectives
of the target culture.
2. The student demonstrates an understanding of the social features of target culture
communities.
3. The student understands the purpose of a message and the point of view of its author.
PRESENTATIONAL SPOKEN -
Task:
Students watch the short films Kleingeld and Schwarzfahrer and have 3 minutes to
prepare a 3 minute oral presentation in which they express their reaction to the
interactions of the characters portrayed.
Learning Objectives:
1. The student produces a variety of creative oral presentations.
2. The student retells or summarizes information in narrative form, demonstrating a
consideration of audience.
3. The student self-monitors and adjusts language production.
PRESENTATIONAL WRITTEN -
Task:
Students watch the film Blueprint Blaupause. In a persuasive essay, students create an
argument for or against cloning citing both novel and film for supporting evidence.
Learning Objectives:
1. The student produces expository writing, including researched reports.
2. The student produces persuasive essays.
3. The student demonstrates an understanding of the features of the target culture.
Overarching Questions:
INTERPERSONAL SPOKEN -
Task:
Invite a native speaker of German to lecture on reasons for his/her move to the United
States followed by a question and answer type discussion. The topics shall consider the
common concerns of all immigrants to this country such as their linguistic, religious,
political and/or cultural differences.
Learning Objective:
1. The student will discuss in level-appropriate German the effects of cultural similarities
and differences on social, economic, and political relationships in the global community.
2. The student demonstrates knowledge and understanding of content across disciplines.
INTERPERSONAL WRITTEN -
Task:
Students are paired up with other students of German in our county. They are to
correspond with each other via email describing their families’ ancestries. An additional
follow-up email requests detailed information regarding two facts mentioned in the initial
email received.
Learning Objective:
1. The student writes informal correspondence in a variety of media using appropriate
formats and conventions.
2. The student elicits information and clarifies meaning by using a variety of strategies.
Task:
After listening to and reading along with the pod cast topic by Annik Rubens Religion,
watching the first episode of türkisch für Anfänger, and watching Alpa Gun's Ich bin
Ausländer video via the Promethean Board; students will provide their arguments for or
against immigration laws in both Germany and the United States.
Learning Objective:
1. The student demonstrates critical viewing or listening of audio, visual, and audiovisual
resources in the target cultural context.
2. The student examines, compares, and reflects on products, practices, and perspectives
of the target culture.
Task:
Students are instructed to read the novel: Damals war es Friedrich. They will also
attain a basic understanding of the articles 1-5 of the German “Grundgesetz”.
Learning Objective:
1. The student understands the purpose of a message and the point of view of its author.
2. The student demonstrates critical reading of written and print resources in the target
cultural context.
PRESENTATIONAL SPOKEN -
Task:
Students read the lyrics from Ich & Ich (Vom selben Stern), Phillip Poisel (Wer braucht
schon Worte), and Xavier Naidoo (Was wir alleine nicht schaffen) in poetry form.
Given the common thread within these lyrics of unity within a diverse society, students
will compose and perform their own poem, rap, video or song for their peers on this
topic.
Learning Objective:
1. The student produces a variety of creative oral presentations.
2. The student retells or summarizes information in narrative form, demonstrating a
consideration of audience.
PRESENTATIONAL WRITTEN -
Task:
As a culminating assignment to this global challenges unit and upon completion of
Station 11 (Zürich) in the text, students will compose an essay with the title: "Wir sind
alle Weltbürger!”
Learning Objective:
1. The student produces expository writing, including researched reports.
2. The student self-edits written work for content, organization, and grammar.
References/Texts
Borbein and Baumgarten. Abenteuer Alltag. Langenscheidt, Berlin und München, 2008.
Freudenstein, Reinhold. Wie lernt man eine Fremdsprache? Verlag Lensing, Dortmund,
1972.
Mai, Manfred. Deutsche Geschichte. Beltz & Gelberg, Weinheim und Basel, 1999.
Mai, Manfred. Geschichte der deutschen Literatur. Beltz & Gelberg, Weinheim und
Basel, 2004.
Matecki, Uta. Dreimal Deutsch. EMC/Paradigm Publishing, St. Paul, MN, 2000.
Teichert, Hermann et al. Allerei zum Lesen. Houghton Mifflin, Boston, 2002.
Wells, Larry D. Handbuch zur Deutschen Grammatik. Houghton Mifflin, Boston 1997.
Websites
Reisefieber: http://www.ur.se/reisefieber/
Kindernachrichten http://www.blinde-kuh.de/news.html
Kindernachrichten http://www.tivi.de/fernsehen/logo/artikel/161
09/index.html
Schellingstrasse http://schellingstrasse60.de/
Podcasts http://www.dw-world.de/dw/0,2142,9540,00.
html
Kinderkanal http://www.kika.de/index.shtml
Struwwelpeter/Pauline http://www.fln.vcu.edu/struwwel/pauline.html
http://www.mundmische.de/
Mundmische ist eine einzigartige Sammlung von
Gossenslang, Umgangssprache und Sprichwörtern
der deutschen Sprache. Jeder kann hier seinen
Wortschatz verbreiten und erweitern.
Kreisspiele http://www.kikisweb.de/gruppen/kreis/plupssack.htm
http://www.sprichwoerter.net/
Haben wir uns nicht schon oft gefragt, wo
bestimmte Redewendungen wie »Das ist ja zum
Sozialisten erschießen« oder »Ein Käfer im Heu
macht noch keine Jause« eigentlich herkommen?