Township of Union Public Schools s6

TOWNSHIP OF UNION PUBLIC SCHOOLS

German V – WL 521 A & B Curriculum Guide 2012 Re-adopted June 2014 Board Members

Francis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago Curriculum Committee

Ben Schmoll Lucia Cagan

Academic Area

German V WL 521 A & B Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community. Statement of District Goals

 Develop reading, writing, speaking, listening, and mathematical skills.  Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.  Acquire and use the skills and habits involved in critical and constructive thinking.  Develop a code of behavior based on moral and ethical principals.  Work with others cooperatively.  Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.  Acquire a knowledge and understanding of the physical and biological sciences.  Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.  Appreciate and understand literature, art, music, and other cultural activities.  Develop an understanding of the historical and cultural heritage.  Develop a concern for the proper use and/or preservation of natural resources.  Develop basic skills in sports and other forms of recreation. Course Description

This two semester course will enable the student to understand German history, culture and geography through the use of film and other media such as music, theater and a variety of texts. The course focuses on cultural context, cinematic technique, and instruction and practice in the writing of careful critical analysis of the films. To this end, appropriate vocabulary, various cultural topics and topics related to the characters, theme, plot, and historical setting will be studied. A general review of grammar, composition and a variety of activities will supplement and reinforce the basic program.

A study of geography, culture and Germany’s economy through map work, internet activities, projects and travel films will be the initial course work. Recommended Textbooks, Resources and Materials:

1. Textbook – Brockman, Stepehen, A Critical History of German Film – Studies in German Literature, Linguistics and Culture. 1st Ed., Camden House, 2010.

2. Textbook – Moeller, Jack, Kaleidoskop – Kultur, Literatur und Grammatik. 7th Ed., Hougton Mifflin Company, 2007.

3. Teacher notes.

4. Library resources.

5. Internet resources – Travel films, documentaries, podcasts, film reviews etc.

6. German and English language newspapers and magazines.

7. Film Aerobics viewing comprehesion materials – Each film is accompanied by a guide containing viewing comprehension questions, vocabulary lists, and a synopsis of the action for each segment of a film as well as other activities which serve to reinforce the content of the movie.

8. Film – “Metropolis” and accompanying materials from Film Aerobics Inc.

9. Film – “Der Blaue Engel (The Blue Angel)” and accompanying materials from Film Aerobics Inc.

10. Film – “Die Weisse Rose” and “Sophie Scholl – Die lezten Tage” and accompanying materials from Film Aerobics Inc,

11. Film – “Nirgendwo in Afrika (Nowhere in Afrika)” and accompanying materials from Film Aerobics Inc.

12. Film – “Der Tunnel” and accompanying material from Film Aerobics Inc.

13. Film – “Das Leben der Anderen (The Lives of Others)” and accompanying materials from Film Aerobics Inc. 14. Film – “Marx und Coca Cola” and accompanying materials from Film Aerobics Inc.

15. Film “Goodbye Lenin” and accompanying materials from Film Film Aerobics Inc.

16. Additional Films in the UHS library collection which may be used include – “Lola Rennt”, “Schultz und Schultz”, “Das Versprechen”, “Die Verlorene Ehre von Katharina Blum”, “Joyeux Noel”, “Das Boot”, “Das Schreckliche Maedchen”, as well as other films which may be added to the school collection.

Course Proficiencies Students will be able to:

1. Understand the meaning of the new vocabulary and terms associated with various films. 2. Demonstrate an understanding of the various topics stated in the course description. 3. Develop a capacity for analytical film interpretation and comprehension of selected historical epochs. 4. Express ideas intelligibly and to communicate thoughts effectively to others in both the oral and written forms of a language. 5. Project, compare, critique and evaluate his/her role in relevant situations occurring in the themes and or plots of the films. 6. Acquire cultural background, so as to better communicate and understand German film, media culture and history.

Curriculum Units

Unit 1: The 16 States of Germany/ Traveling in Germany Unit 2: Weimar Germany – “Metropolis” and and the Industry and Economy of Germany “Der Blaue Engel”

Unit 3: National Socialism in Germany - Unit 4: The Plight of Jews and other Persecu- “Die Weisse Rose” and “Sophie Scholl” ted Minoriites in WW2 Germany –“Nirgendwo in Afika” and “Rosenstrasse” Unit 5: Divided Germany: 1945 – 1989: Unit 6: Reunification/ Germany in the “DerTunnel” and “Das Leben der Anderen” 21st Century – “Marx und Coca Cola” and “Goodbye Lenin.”

Pacing Guide- Course

Content Number of Days

Unit 1: : The 16 States,Travel Destinations, and the German Economy 30

Unit 2: Weimar Germany 30

Unit 3: National Socialism in Germany 30

Unit 4: The Plight of Jews and other Persecuted Minorities in Germany 30

Unit 5: Divided Germany 30

Unit 6: Reunification/ Germany in the 21st Century 30 Unit 1;

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

1. What are the names 1. Students will study 1. Written and oral 1. Speaking, writing and of the 16 German the 16 states in presentations communicative states and where are Germany learing the displaying information activities, paired they located? location and vital about Germany’s group and individual. 2. What major regional statistics and states. 2. One written test and cultural differences significance of each 2. Map and Geography two vocabulary exist in Germany? one. study. quizzes. 3. What are the major 2. Students will learn 3. Culture study -use of travel destinations in about the unique library, internet and Germany? historical background various texts as 4. What is the basic and cultural practices reference. compisition of the in the different 4. Complete various German economy? regions of Germany. exercises and fill-ins, 3. Students will be able write paragraphs and to identify the most sentences, answer popular travel questions and destinations in translate material. Germany and the 5. Class discussions significance of these and group work. places. 6. Presentation of 4. Students will be able relevant vocabulary. to identify the pillars of the German economy Unit 2:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) 1. Whare the prevailing 1. SWBAT identify the 1. View films 1. Speaking, writing and economic conditions dire economic “Metropolis” and “Der communicative in Weimar Germany conditions which Blaue Engel.” activities, paired which are portrayed existed in Germany 2. Presentation of the group and individual. in both “Metropolis” as a consequence of relevant vocabulary. 2. Two written tests and and “Der Blaue WWI. 3. Complete various two vocabulary Engel”? 2. SWBAT examine the activities based on quizzes. 2. What are the collapse of traditional the vocabulary and similarities and class and societal the content of the film differences in how values which had such as answering class antagonisms existed for centuries questions, are portrayed in the under the rule of the sequencing the two films? monarchy. events of the film and 3. What is Friz Lang 3. SWBAT discuss the writing short warning of specifically rise of nationalism compositions. in his film given the humiliating 4. Class discussions. “Metropolis”? and crippling terms of 5. Two students will give 4. What are the the Versailles treaty. a 15 minute power individual 4. SWBAT describe how point presentation components of a despite great political about the Weimar movie which must be and economic Republic. evlaluated in a critical instablity German 6. Two students will give film analysis and how culture flourished in a power point do I express them the 1920’s. presentation about German? 5. Given an overview of the director Fritz Lang critical film analysis, and the Babelsberg SWBAT to wrtie a film studios. comprehensive film 7. Two students will give review in German a power point analyzing the presentation about direction, acting, the Bauhaus school script, cinematograpy, and the prominence soundtrack, costumes of German academic and sets. institutions in the 1920’s. 8. Students will write comprehensive film reviews for both movies at least 250 words in length. 9. Class discussions. Unit 3:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) 1. How were the 1. SWBAT to discuss 1. Watch the movies 1. Speaking, writing and National Socialists how the National “Die Weisse Rose” communicative able to seize, Socialists were able and “Sophie Scholl.” activities, paired consolidate and to exploit persistant 2. Watch selected group and individual. exercise such political instabilty by documentaries 2. Two written tests and immense power over eliminating their rivals dealing with the two vocabulary the population? through fear, history of WW2. quizzes. 2. Why did so many intimidation, murder, 3. Presentation of the people “go along” manipulation and relevant vocabulary. with the national sabotage. 4. Complete various socialist agenda? 2. SWBAT identify the activities based on 3. How was the German actions that the the vocabulary and military able to win so National Socialists the content of the film many significant undertook to such as answering victories and gain rehabilitate the questions, such vast amounts of German economy sequencing the territory in the first and how this greatly events of the film and two years of WW2? contributed to their writing short 4. Why were resistance popularity. compositions. groups unable to 3. SWBAT explain how 5. Class discussions. organize effectively to the German military 6. Two students will give achieve the overthrow using the “Blitzkrieg” a 15 minute power of the Nazi strategy was able to point presentation leadership? exploit advancements about the activities of 5. What were the that were made in the major resistance resistance groups armaments to groups. able to achieve? achieve significant 7. Students will write victories at the outset comprehensive film of WW2. review for both 4. SWBAT name the movies at least 250 main resistance words in length. groups and the actions they undertook. 5. SWBAT describe the ruthless effecitveness of the Gestapo secret police network who worked tirelessly to thwart the resisitance movement. Unit 4:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) 1. What was the source 1. SWBAT to identify the 1. Watch the movies 1. Speaking, writing and of the anti-semitism historical sources of “Nirgendwo in Afrika” communicative that was sweeping anti-semitism and and “Die activities, paired through Germany and have an overview of Rosenstrasse. group and individual. Europe? the history of anti- 2. Presentation of the 2. Two written tests and 2. What other groups semitism in Europe. relevant vocabulary. two vocabulary were targeted for 2. SWBAT explain how 3. Complete various quizzes. imprisionment and popular theories like activities based on extermination? eugenics were used the vocabulary and 3. What were the racial to justify racial the content of the film purity laws and how superiorty of Aryans such as answering did this affect Arians and the killing of questions, who were married to “inferior” races such sequencing the non-Aryans. as Jews, Gypsies, events of the film and 4. What was entailed by homosexuals and writing short the final solution? people with compositions. 5. Why did the rest of disabilities. 4. Class discussions. the world wait so long 3. SWBAT debate the 5. Two students will give to act upon the legitamacy of the a 15 minute power knowledge of the reasons given by the point presentation ongoing attrocities in Allies why actions about the women of the concentration were not taken earlier the Rosenstrasse and camps? to stop the ongoing discuss some of the 6. How could so many attrocities in the differences in how the ordinary Germans concentration camps. story was presented claim not to have 4. SWBAT to discuss to in the movie. known about the what extent Germans 6. Two students will give horrific crimes that either turned a blind a 15 minute power were being commited eye to the attrocities, point presentation given the scale of the genuinely did not about the deportations and know it was controversial director killings? happening or were so Leni Riefenstahl. 7. How has Germany fearful of the 7. Students will write dealt with this sad government that they comprehensive film chapter in their did not dare openly reviews for both history? question what was movies at least 250 happening. words in length. 5. SWBAT to describe how Germany has faced this chapter in its history with honesty and openess and is determined to learn from this horrible episode. Unit 5:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) 1. Why were Germany 1. SWBAT decribe the 1. Watch the movies 1. Speaking, writing and and Berlin divivded desperate post war “Der Tunnel” und communicative into four sectors and conditions in “Das Leben der activities, paired what were the Germany and how it Anderen.” group and individual. differences in living immediately became 2. Watch exerpts from 2. Two written tests and conditions in the East the showplace of the various two vocabulary and the West? Cold War. documentaries quizzes. 2. How was West 2. SWBAT compare and detailing the history of Germany able to contrast the the Cold War. rebuild so quickly and differences in 3. Read the text: “Im have such a economic Westen ist jeder fuer productive economy, development and the sich” in Kaleidoskop. while the East emerging political 4. Complete various languished far cultures in the East activities based on behind? and West as a result the vocabulary and 3. Why did the Russians to the actions of the the content of the build the Wall? two occupying films such as 4. Why do some former powers. answering questions, East Germans claim 3. SWBAT explain the sequencing the that life was better in absolute necessity events of the film and East Germany if it from the Rusiian point writing short was such a of view of building the compositions. totalitarian state? Wall to prevent a total 5. Class discussions. 5. What role did the “brain drain” from the 6. Two students will give Stasi secret police country. a 15 minute power play in the life of 4. SWBAT discuss point presentation citizens? some of the benefits about famous 6. Why did the that citizens of East escapes over the communism collapse Germany enjoyed Wall. in East Germany and who believed in the 7. Two students will give how was this related system, and on the a fiftteen minute to events transpiring other hand, the power point in other parts of absolute misery that presentation about Eastern Europe and many endured who the Stasi. Russia? opposed the regime. 8. Students will write 5. SWBAT identify the comprehensive film specific refrorms reviews for both initiated by movies at least 250 Gorbachev in Russia words in length. as the opening of Pandorra’s box, which would bring all of the Communist regimes in Eastern Europe down. Unit 6:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) 1. What were some of 1. SWBAT discuss the 1. Watch the films “Marx 1. Speaking, writing and the major obstacles major challenges of und Coca Cola” and communicative during the reunification such as “Goodbye Lenin.” activities, paired reunification process? rebuilding East 2. Watch a variety of group and individual. 2. Why do resentments Germany’s entire outtakes from 2. Two written tests and stlill linger to this day infrastructre, the documentary films two vocabulary between East and privatization of all discussing quizzes. West Germans? East German reunification, 3. Do younger Germans industries and the Germany’s economy who can’t remember retraining of East and minorities in a divided Germany German workers to Germany. distinguish between function in a 3. Read a selection of East and West? competitive capitalist poems dealing with 4. What role does system. reunifiation. Germany play in the 2. SWBAT explain how 4. Complete various European Union? there were destinct activities based on 5. How has Germany winners and losers the vocabulary and been able to remain during reunificaton the content of the one of the world’s and how these films such as major exporters with resentments in many answering questions, consistant economic cases will last a sequencing the growth, while many lifetime. events of the film and other countries in 3. SWBAT analyze the writing short Europe have unique characteristics compositions. struggled? of Germany’s export 5. Class discussions. 6. How culturally diverse based economy and 6. Two students will give is Germany today? continued a 15 minute power What is the statistical commitment to the point presentation breakdown of ethnic “Mittelstand.” about Turkish groups living in 4. SWBAT identify the immigrants in Germany? major ethnic groups Germany. which make up 7. Two students will give Germany’s growing a 15 power point multicultural presentation about population. the German “Mittelstand” and how it has enabled Germany to remain one of the top exporting nations in the world. 8. Students will write comprehensive film reviews for both movies at least 250 words in length. New Jersey Core Curriculum Content Standards Academic Area

7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

http://www.nj.gov/education/cccs/standards/7/7.1.htm New Jersey Scoring Rubric

Sample of Assessment Rubrics

Rubrics for Oral Evaluation 0 1 2 3 4 5 understandable, understandable, numerous no barely much native minimum native no conspicuous Pronunciation errors, difficult response intelligible language language mispronunciations to understand interference interference many numerous frequent errors no errors, little errors interfere good, several excellent, very Structure do not hinder response sentence with errors few or no errors communication structure communication functional, fails limited to basic no to communicate Vocabulary inadequate words, often adequate precise, varied response complete inaccurate meaning recognizes comprehends understands comprehends Listening no simple slow or speech well, understands simplified Comprehension response memorized directed requires some nearly everything speech phrases speech repetition incomplete adequately fragmented, able to use sentences, no conveys natural, very few Speaking/Fluency barely routine communicates response meaning, errors or no errors intelligible expressions meaning with several errors frequent errors Rubrics for Written Evaluation

6/95 Extremely well written Excellent content Excellent usage of grammar

5/90 Very well written Strong content Nearly accurate usage of grammar

4/85 Well written Good content Good usage of grammar, but watch errors

3/80 Comprehensible Content satisfactory Numerous grammar errors and continue to make same errors

2/75 Content elementary Essentially understandable use of language, however Made several major errors in grammar

1/65 Content extremely weak Made an effort but really made too many major errors making it very hard to understand INDIVIDUAL EVALUATION New Jersey Department of Education New Jersey Registered Holistic Scoring Rubric In Scoring, consider the grid of written Inadequate Limited Adequate Superior language Command Command Partial Command Command Strong Command Command Score 1 2 3 4 5 6 Content &  May lack opening  May lack opening  May lack opening  Generally has  Opening and  Opening and Organization and/or closing and/or closing and/or closing opening and/or closing closing (see below) closing .  Minimal response  Attempts to focus  Usually has  Single focus  Single focus  Single, distinct to topic; uncertain  May drift or shift single focus  Sense of unity focus focus focus and coherence  Unified and  Key ideas coherent developed  Well-developed .  No planning  Attempts  Some lapses or  Ideas loosely  Logical  Logical evident; organization flaws in connected progression of progression of ideas disorganized  Few, if any, organization  Transition ideas  Fluent, cohesive transitions  May lack some evident  Moderately fluent  Composi- between ideas transitions  Attempts tional risks between ideas compositional risks successful .  Details random,  Details lack  Repetitious  Uneven  Details  Details effective, inappropriate, or elaboration, i.e., details development of appropriate and vivid, explicit, barely apparent highlight paper  Several details varied and/or pertinent unelaborated details Usage  No apparent  Numerous errors  Errors/ patterns  Some errors that  Few errors  Very few, if any, (see below) control of errors may be do not interfere errors  Severe/ evident with meaning numerous errors Sentence Construc-  Assortment of  Excessive  Little variety in  Some errors that  Few errors  Very few, if any, tion incomplete and/or monotony/ same syntax do not interfere errors (see below) incorrect sentences structure  Some errors with meaning  Numerous errors Mechanics  Errors so severe  Numerous  Patterns of errors  No consistent  Few errors  Very few, if any, (see below) they detract from serious errors evident pattern of errors errors meaning  Some errors that do not interfere with meaning

NR = No Student wrote too little to allow reliable judgment of his/her writing. Response

Non- OT = Off Topic/ Student did not write on the assigned topic/task, or the student attempted to copy the prompt. Scorable Off Task Responses NE = Not English Student wrote in a language other than English. WF = Wrong Student refused to write on the topic, or the writing task folder was blank. Format

Content & Organization Usage Sentence Construction Mechanics  Communicates intended message to  Tense formation  Variety of type, structure, and  Spelling intended audience  Subject-verb agreement length  Capitalization  Relates to topic  Pronouns usage/agreement  Correct construction  Opening and closing  Word choice/meaning Punctuation  Focused  Proper modifiers   Logical progression of ideas  Transitions  Appropriate details and information