AP German Language and Culture 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.

Six broad Themes:

These thematic units connect and facilitate language, content and culturally relevant

aspects into an interrelated curriculum. By successfully maneuvering through this

curriculum, students will demonstrate their understanding of this interconnected

relationship. The units encompass a complete year of study during the culminating year.

The sequential placement of the following units is intentional so that the student’s

worldview expands in linear fashion strengthened and supported by previous material in a

spiraling fashion. Each unit is further delineated into smaller contexts of interest. The

following six broad themes are addressed through the contexts given below. Each of

these units is intended to be completed within a six week period.

Unit 1: Families and Communities (Familie und Gemeinschaft)

Theme: Familienstruktur

Unit 2: Beauty and Aesthetics (Schönheit und Ästhetik)

Theme: Sprache und Literatur

Unit 3: Contemporary Life (Alltag)

Theme: Ausbildung und Karriere

Unit 4: Personal and Public Identities (Persönliche und Öffentliche Identität)

Theme: Nationale Identität

Unit 5: Science and Technology (Naturwissenschaft und Technologie)

Theme: Ethische Herausforderungen

Unit 6: Global Challenges (Globalisierung)

Theme: Kommunikation

Unit 1: Families and Communities Family Structures and Relationships within a Community (Familienstruktur)

Overarching Questions:

What is a family unit? What constitutes a community?

How does interdependency between family and community strengthen our world?

How does the individual achieve self-worth through family and community relationships?

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.

INTERPRETIVE AUDIO, VISUAL and AUDIOVISUAL –

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.

INTERPRETIVE WRITTEN AND PRINT-

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.

Unit 2: Beauty and Aesthetics Role of Language and the Arts to the Individual in Society (Sprache und Literatur)

Overarching Questions:

How does language affect the definition of a culture?

Can an individual be defined through his/her art?

Are we still active participants in a society without language?

How does language become an art form?

Structural Elements:

1. All four cases.

2. Prepositions

3. Da and wo compounds

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.

INTERPRETIVE AUDIO, VISUAL and AUDIOVISUAL –

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).

INTERPRETIVE WRITTEN AND PRINT –

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.

Unit 3: (Contemporary Life) Role and Value of Education and Career in a Modern Society (Ausbildung und Karriere)

Overarching Questions:

How will education form one’s future path?

Does a job define my individuality?

How does society judge my career choices?

How does financial success create happiness?

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.

INTERPRETIVE AUDIO, VISUAL and AUDIOVISUAL -

Task:

Watch the first 5 episodes of the first season German TV series türkisch für Anfänger in

class through the internet and the Promethean Board. Students will be responsible for

one character, which they are to describe in detail regarding his/her role in the story line.

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.

INTERPRETIVE WRITTEN AND PRINT-

Task:

Go to the homepage of türkisch für Anfänger research a character and create a

“Steckbrief” of the actor/actress. In addition, compose a similar written sample of your

own life.

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.

Unit 4: Personal & Public Identities

Role of Historic and Current Issues for the Individual in Society (Nationale Identität)

Overarching Questions:

What does it mean to be German in the 21st century?

What are the dangers of an ethnocentric society?

How does tolerance in a multicultural society improve the quality of life?

What has one learned from history about nationalism and intolerance?

Structural Elements:

1. All six verb tenses in the indicative mode

2. Active and passive voices

3. Verb and prepositional combinations

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.

INTERPRETIVE AUDIO, VISUAL and AUDIOVISUAL –

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.

INTERPRETIVE WRITTEN AND PRINT –

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.

Unit 5: Science and Technology

Role of Technological Advancements in Modern Life (Ethische Herausforderungen und

Soziale Folgen)

Overarching Questions:

How do developments in science and technology affect our lives?

What role do ethics play in scientific advancement?

Is technology beneficial for all aspects of modern life?

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.

INTERPRETIVE AUDIO, VISUAL and AUDIOVISUAL -

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.

INTERPRETIVE WRITTEN AND PRINT-

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.

Unit 6: Global Challenges

Cultural, Religious, Political and Linguistic Diversity (Kommunikation)

Overarching Questions:

Why and how can such differing beliefs arise?

Must societies acknowledge and accept these diversities?

How vital are these differences to a society?

How can institutions further or deter diversities?

Structural Elements:

1. Adjective endings preceding nouns

2. Adjectives with specific prepositions

3. Comparative/Superlative adjectival expressions

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.

INTERPRETIVE AUDIO, VISUAL and AUDIOVISUAL -

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.

INTERPRETIVE WRITTEN AND PRINT -

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.

AP German Language and Culture (Bibliography)

References/Texts

Augustyn and Euba. Stationen. Heinle, Boston, 2012.

Borbein and Baumgarten. Abenteuer Alltag. Langenscheidt, Berlin und München, 2008.

Deutsch mit Vater und Sohn. Max Hueber Verlag, 1998.

“Deutsch perfekt” (Das Aktuelle Magazin für Deutsch-Lerner). Spotlight Verlag,

München, 2008.

Diktate. Max Hueber Verlag, 1998.

Donauwalzer. Langenscheidt, Berlin und München, 1999.

Einfach Grammatik. Langenscheidt, Berlin und München, 2007.

Ein Fall auf Rügen. Langenscheidt, Berlin und München, 2003.

Entdeckungsreise D-A-CH. Langenscheidt, Berlin und München, 2011.

Freudenstein, Reinhold. Wie lernt man eine Fremdsprache? Verlag Lensing, Dortmund,

1972.

Grammatik im Gespräch. Langenscheidt, Berlin und München, 2008.

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.

Orientierungskurs. Langenscheidt, Berlin und München, 2007.

Richter, Hans Peter. Damals war es Friedrich. dtv junior, 1998.

Teichert, Hermann et al. Allerei zum Lesen. Houghton Mifflin, Boston, 2002.

Tödlicher Schnee. Langenscheidt, Berlin und München, 1991.

Wells, Larry D. Handbuch zur Deutschen Grammatik. Houghton Mifflin, Boston 1997.

AP German Language and Culture (Bibliography cont.) DVDs

Good Bye, Lenin. Directed by Wolfgang Becker.

Helden wie wir. Directed by Sebastian Peterson.

Kurz & Gut macht Schule. Goethe-Institut.

Rosenstraße. Directed by Margarethe von Trotta.

Das Tagebuch der Anne Frank. Directed by George Stevens.

Treffpunkt Berlin, EMC/Paradign Publishing, St. Paul, MN.

Das Wunder von Berlin. Directed by Roland Richter.

Das Wunder von Bern. Directed by Sönke Wortmann.

Websites

Description Website Address

College Board’s AP Central: http://apcentral.collegeboard.com

Good example of a full German program at an

American high school:

http://www.burke.k12.nc.us/fhs/teacherpage/k

oerner/index.html

AATG Teaching Resources: http://www.aatg.org/content/view/239/41/

Goethe Institute (Create your own cloze

texts):

http://www.goethe.de/z/50/uebungen/

Description Website Address

Nachrichten mit Glossar: http://www.dw-world.de/dw/article/0,2144,26

68343,00.html

KuBus Magazin: http://www.goethe.de/wis/pre/kub/kub/deinde

x.htm

Reisefieber: http://www.ur.se/reisefieber/

Romea und Julian: http://www.ur.se/romjul/

Misc. Readers: www.emcp.com

Presse und Sprache: http://www.schuenemann-verlag.de/sprachzeit

ungen/

T.V. & Radio Broadcasts and Newspapers

from Germany:

http://www.broadcast-live.com/newspapers/ge

rman.html

Online Newspapers from Germany: http://www.broadcast-live.com/newspapers/ge

rman.html

German Newspapers and Magazines: http://www.btinternet.com/~mark.willimott/ge

rman/news.htm

Links to magazines (type “german” in search

to get listing):

http://www.allyoucanread.com/Top_100_Ne

wspapers/

Description Website Address

Was ist das? This website provides the latest

facts, news articles, movies, etc. of the current

day it is used. There is a large variety of

articles and readings.

http://www.wasistwas.de/

This is the homepage for the German

Information Center, which

provides information on all manner of

German facts, study opportunities and

teacher resources.

www.germany-info.org

This is the homepage for the Goethe Institute

worldwide. Click on “Deutsch Lernen und

Lehren” for a wealth of ideas.

www.goethe.de

This is the homepage for the Austrian Culture

Center, which provides information on

Austrian traditions, art, culture, music and

history.

www.austriaculture.net

Information on Switzerland can be found

here.

www.swissworld.org

This is a detailed online German-English

dictionary.

http://dict.tu-chemnitz.de/

German history timelines by topic are

provided here with detailed information.

www.timelines.info/history/continents_and_c

ountries/europe/central_europe/germany

Description Website Address

Links to activities, even recipes, of interest to

teenagers are provided here.

www.germanlinx.vic.edu.au/students/index.ht

m

Pictures and bibliographies of German artist

can be found here.

www.artcyclopedia.com/nationalities/German

.html

Click on a German state and city for detailed

city maps.

www.stadtplandienst.de

Political, economic, and geographic

information in German is updated daily here.

www.auswaertiges-amt.de

German videos, DVDs, vocabulary exercise

and lesson plans are provided, but an account

must be created to access them.

www.filmarobics.com

This is a closer link to materials for use with

films from the Goethe Institute homepage.

http://www.goethe.de/ins/it/dll/sdl/mat/de203

692.htm

Materials for use with “Goodbye Lenin” can

be found here.

http://www.irishfilm.ie/downloads/ifi_gblenin

_sg.pd

German films can be rented from this

organization.

http://www.facets.org

Trailers of upcoming German movies can be

watched on this site.

http://de.movies.yahoo.com/

Description Website Address

Online news articles www.spiegel.de

Parts of the video Fokus Deutsch can be

found here.

www.lerner.org

19th-Century German Stories Web editions

for language learning & literary study

http://www.fln.vcu.edu/menu.html

Fairytale project http://www.bayswaterps.vic.edu.au/lote/maerc

hen/project.htm

Online dictionary with sound http://dict.leo.org/

Online news http://n-tv.de/

Kindernachrichten http://www.blinde-kuh.de/news.html

Kindernachrichten http://www.tivi.de/fernsehen/logo/artikel/161

09/index.html

Sendung mit der Maus http://www.wdrmaus.de/maus.phtml

Extr@ video series http://www.channel4learning.net/sites/extra/g

erman_flash_home.html

Description Website Address

Various German activities and resources http://eleaston.com/german-qz.html#tyg

Explore different German dialects http://www6.dw-world.de/de/1074.php

Idiom dictionary http://www.redensarten-index.de/suche.php

Internet Krimi http://www.todesursache-mord.de/crime/d/bo

ok11.htm

Schellingstrasse http://schellingstrasse60.de/

DaF und das Internet website http://www.englisch.schule.de/DaF.htm

Podcasts http://www.dw-world.de/dw/0,2142,9540,00.

html

Authentik Magazin http://www.delta-systems.com/proddetail.cfm

?cat=6&toc=87&stoc=0&pronum=3373

Particularly interesting are the

Einstufungstests. Even though they are

geared toward some of Hueber texts, they

make nice grammar review and practice tests

for upper levels.

http://www.hueber.de/sixcms/list.php?page=d

ownloads_daf

Articles and readings http://www.deutschlern.net/

Description Website Address

German Songs for teaching German concepts http://www.mrhammond.com/deutschlieder/

Activities for popular readers and Hoerspiele http://www.csd509j.net/chs/staff/castert/texts.

htm

Kinderkanal http://www.kika.de/index.shtml

JUMA – archived copies of the popular

Jugendmagazin

http://www.juma.de/v.php?fl=welcome.html

CAPL-German - culturally authentic

license-free imagery!

http://www.washjeff.edu/german/

Klaro Kindernachrichten Newsletter http://www.br-online.de/kinder/radio-tv/klaro/

Struwwelpeter/Pauline http://www.fln.vcu.edu/struwwel/pauline.html

Website for authentic readings http://www.labbe.de/lesekorb

Make your own comic with MAKE BELIEFS

COMIX! Online Educational Comic Generator for Kids of All Ages

http://www.makebeliefscomix.com/comix.php

Ideas for Das Paradies liegt in Amerika http://faculty.up.edu/mclary/German_302_Spring_2005/302_stundenplan.html

Reime und Rätsel für Kinder http://www.kindergeburtstag-spiele.de/reime/reime.htm

Description Website Address

Spiele für den Kindergeburtstag http://www.kindergeburtstag-spiele.de/

BBC - GCSE Bitesize - German -Listening

Tests

http://www.bbc.co.uk/schools/gcsebitesize/german/

BEOLINGUS: Dictionary / Wörterbuch (TU

Chemnitz) - Organized by topics

http://dict.tu-chemnitz.de/de-en/lists/index.en.html

Mundmische ist eine einzigartige Sammlung von

Gossenslang, Umgangssprache und Sprichwörtern

der deutschen Sprache. Jeder kann hier seinen

Wortschatz verbreiten und erweitern.

http://www.mundmische.de/

zzzebra Netz - zzzebra, das Web Magazin für Kinder -

Kinderreiche Familie

http://www.labbe.de/zzzebra/index.asp?themaid=276&

titelid=2470

Rosenstrasse documentary http://www.chambon.org/rosenstrasse_en.htm

Musik in meinem Leben - Arbeitsblatt http://www.stepintogerman.org/klex/user/1/5336218_1

2_45.pdf

YouTube - Spongebob Schwammkopf - Der Aufsatz http://www.youtube.com/watch?v=vH9OFs0HoJw&fe

ature=related

YouTube - Bundesvision Song Contest 2008 - Alle

Lieder!

http://www.youtube.com/watch?v=JvRW2N_u2SA&fe

ature=related

Frau Bell: EMIL UND DIE DETEKTIVE http://sprayberry.typepad.com/claudia_bell/emil-und-di

e-detektive.html

Description Website Address

Kurze Erzählungen und Gedichte zum Nachdenken und

Lachen

http://www.derweg.org/personen/kultur/literarsammlun

g.html

Die Technik des Dramas. Inhalt http://www.matoni.de/technik/tec_inh.htm

Erkoenig - beautifully performed http://youtube.com/watch?v=VdhRYMY6IEc

Showcase of interactive exercises http://www.germanteaching.com/showcase/index.html

Word Vorlagen : Urkunden - Geburtstag - Einladung -

Hochzeit Vorlagen

http://www.druckervorlagen.de/index.html

The German Fairytale Road Project http://www.bayswaterps.vic.edu.au/lote/maerchen/proj

ect.htm

Learning German Through Fairy Tales http://faculty.acu.edu/~goebeld/public_html/maerchen/

maermenu.htm

Grimm Fairy Tales Menu http://www.fln.vcu.edu/grimm/grimm_menu.html

Hänsel und Gretel http://www.trinityes.org/NewSite/dunaway/hanselgrete

l/hanselandgretel.htm

Kreisspiele http://www.kikisweb.de/gruppen/kreis/plupssack.htm

Austrian Food - Schweinefilet (Pork Fillet) http://austrianfood.buyorderonlineshopping.com/?Schw

einefilet_%28Pork_Fillet%29

Goethe-Institut Wörter mit Migrationshintergrund - http://www.goethe.de/lhr/prj/mig/deindex.htm

Description Website Address

Ferien auf dem Bauernhof http://www.bauernhof-bayern.com/bauernhoftiere/ferie

n-bauernhof/ferien-auf-dem-bauernhof.html

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?

http://www.sprichwoerter.net/

Phrasen.com - Wörterbuch für Deutsch/Englische

Redewendungen - Redensarten Englisch/Deutsche

http://www.phrasen.com/

m-cooking: Das Schweizer Video Kochportal der

Migros

http://www.m-cooking.ch/

Kindergedichte zum Muttertag http://www.muttertag-net.de/muttertagsgedichte/kinder

gedichte-zum-muttertag.html

Tiroler Leseraupe - Reading exercises http://leseraupe.tsn.at/

Online-Zeitung fuer junge Leser http://www.sowieso.de/zeitung/