Spring 2002
Meeting Time: TU and TH 9:30 – 10:45 a.m.
Meeting Place : Modern Languages Bldg. 310
Instructor: Renate A. Schulz
Office: Modern Languages 590
Phone: 621-7388
e-mail: schulzr@u.arizona.edu
Office Hours : Tuesdays: 11:00 – 1:00 p.m. Thursdays: 2:00 — 4:00 p.m. or by appointment
Listserv-internet discussion address for German 301 during spring semester 2002: German301@Listserv.Arizona.Edu
Instructional Materials:
Required:
Lixl-Purcell, Andreas. Stimmen eines Jahrhunderts: 1888:1990. Holt, Rinehart & Winston, 1990.
Richter, Hans Peter. Damals war es Friedrich . München: DTV, 1980.
Rankin, Jamie and Wells, Larry. D. Handbuch zur deutschen Grammatik , 3rd. ed . Boston: Houghton Mifflin, 2001.
Course Objectives : 301 aims at expanding students’ knowledge of the cultural history of the German speaking countries and advancing their oral and written proficiency in German.
Grammar topics for review: Word Order (Wells, chap. 1); Negation/Imperatives (chap. 6); Questions and Interrogatives (chap. 15); Verb Prefixes (chap 29); Cases and Declensions (chap. 4); Articles and Possessive Adjectives/Articles Used as Pronouns (chap. 5); Personal, Indefinite, and Demonstrative Pronouns (chap. 16); Da-Compounds/Uses of es (chap. 19); Noun Genders, Noun Plurals, Weak Nouns (chap. 12); Comparative and Superlative (chap. 14); Adjective Nouns/Participial Modifiers (chap. 21); Adverbs (chap. 24); Particles (chap. 25)
Tentative Syllabus
1/10 Introductions, course orientation
Lixl-Purcell: Blick zurück ins Kaiserreich, 1988-1914
1/15 Diagnostic oral exam (SOPI)
Grammar: Word Order (Wells, chap. 1);
1/17 Due: Topics for oral report (Select topic from one of 6 “Chronologies” in Luxl-Purcell)
Lixl-Purcell: Krieg, Revolution und Inflation, 1914-1922
1/22 Grammar: Negation/Imperatives (chap. 6)
1/24 Lixl-Purcell: Erinnerungen an die Weimarer Republik
Oral Report:
1/29 Oral Report:
Grammar: Questions and Interrogatives (chap. 15)
1/31 Due: Essay # 1 (see topic under “Course Requirements” below)
Oral Report: Introduction: Damals war es Friedrich (Vorgeschichte-1925)
2/5 Friedrich (Reibekuchen-1929, Schnee-1929)
Grammar: Verb Prefixes (chap 29)
2/7 Oral Report:
Friedrich (Großvater-1930, Freitagabend-1930, Schulanfang-1931)
2/12 Friedrich (Schulweg-1933, Die Schlaufe-1933, Der Ball-1933)
Grammar: Cases and Declensions (chap. 4)
2/14 Oral Report:
Friedrich (Treppengespräch-1933, Herr Schneider-1933, Die Verhandlung-1933)
2/19 Friedrich (Im Kaufhaus-1933, Der Lehrer-1934, Die Reinemachefrau-1935)
Grammar: Articles & Possessive Adjectives/Articles Used as Pronouns (chap. 5)
2/21 Oral Report:
Friedrich (Gruende-1936, Im Schwimmbad-1938, Das Fest-1938)
2/26 Friedrich (Begegnung-1938, Der Pogrom-1938, Der Tod-1938)
Grammar: Personal, Indefinite, and Demonstrative Pronouns (chap. 16)
2/28* Oral Report:
Midterm Exam
3/5 Friedrich (Lampen-1939, Der Film-1940, Bänke-1940)
Grammar: Da-Compounds/Uses of es (chap. 19)
3/7 Oral Report:
Friedrich (Der Rabbi-1941, Sterne-1941, Salomon, Besuch-1941, Fledderer-1941)
3/12 and 3/14 Spring Break – no classes
3/19 Friedrich (Das Bild-1942, Im Keller-1942, Ende-1942)
Grammar: Noun Genders, Noun Plurals, Weak Nouns (chap. 12)
3/21 Reader’s Theater
Lixl-Purcell: Faschismus, Exil, Holocaust, 1933 – 1945
3/26 Due: Essay # 2 (see topic under “Course Requirements” below)
Oral Report:
Grammar: Comparative and Superlative (chap. 14)
3/28 Oral Report:
4/2 Oral Report:
4/4 Oral Report:
Lixl-Purcell: Zwischen Wiederaufbau und Rebellion, 1945-1968
4/9* Oral Report:
Grammar: Adjective Nouns/Participial Modifiers (chap. 21)
4/11 Oral Report:
4/16 Grammar: Adverbs (chap. 24)
4/18 Oral Report:
Lixl-Purcell: Autobiographisches aus Ost und West, 1969-1990
4/23 Grammar: Particles (chap. 25)
4/25 Due Essay #3 (for topic see “Course Requirements below)
Oral Report:
4/30 Oral Report
Review for final exam
Course evaluation
Final Exam: Thursday, May 9, 8:00 – 10:00 a.m.
Course Requirements and Evaluation:
• Regular attendance and participation (Please note that five points will be deducted from the final point summary used to determine your grade for each unexcused absence over 2.)
• Diagnostic oral exam (obligatory, but no points given)
• Written Midterm Exam (10%)
• Written Final Exam (10%)
• Oral Final Exam (10%)
• short quizzes (announced or unannounced) on grammar, assigned readings, or home work assignments counted as quizzes (20%) (the two lowest grades may be deleted)
• One oral report in German, reporting on library research of an event listed in two of the six historical chronologies in Stimmen eines Jahrhunderts . Expected length 5-10 minutes. You are encouraged to use overhead transparencies, slides, and/or handouts. You may use notes, but you may not read a prepared presentation. (10%) Submit written version of presentation to instructor.
• 3 written essays in German. All essays should be typed, double-spaced, min. length 2 pages each. Rewriters are permitted. Final grade for essay will be the average of original version and revised version. Make certain to document all sources consulted. You are encouraged to get assistance from instructor or a classmate before final submission, but please identify all individual(s) who provided editorial help. (10% each for total of 300 points)
Topics:
1) Report about and reaction to an event or person mentioned in the historical chronologies in Stimmen eines Jahrhunderts , based on library research, documentary films, interviews with experts, etc.
2) Nehmen Sie Stellung zu der folgenden Behauptung: Was zwischen 1933 und 1945 mit den Juden in Deutschland passiert ist, konnte oder könnte–wenn auch vielleicht mit anderen Gruppen–auch in den USA passieren. Schreiben Sie, warum Sie mit der Behauptung übereinstimmen oder nicht. Begründen Sie Ihre Meinung. Bitte seien Sie so spezifisch wie möglich (z.B. Welche der Ereignisse, Gesetze usw. waren in der Vergangenheit oder wären auch heute in den USA möglich. Welche nicht. Warum oder warum nicht?)
(Note: For North American attempts at genocide, you may want to view the PBS documentary series, entitled The West , produced by Ken Burns.)
3) Damals war es Friedrich ist ein Jugendroman. Der Zweck der meisten Jugendbücher ist natürlich nicht nur zu unterhalten, sondern auch zu informieren und zu lehren. Damals was es Friedrich versucht deutschen Jugendlichen über eine traurige Zeit in ihrer eigenen Geschichte zu informieren und Toleranz zu lehren.
Wie versucht der Roman Geschichte zu lehren?
Wie versucht der Roman Toleranz zu lehren? Bitte benutzen Sie konkrete Zitate aus dem Text, um Ihre Meinung zu unterstützen.
Ihrer Meinung nach, wie effektiv erfüllt der Roman seine pädagogischen Ziele? Was finden Sie besonders gut oder nicht gut?
Warum, glauben Sie, hat der Roman mehrere Auszeichnungen erhalten?
• group project: Video-taped or live presentation of readers’ theater performance, based on Damals war es Friedrich or other text, approved by instructor. (10%)
PLEASE NOTE: ALL FORMAL EXAMS (MIDTERM, AND WRITTEN AND ORAL FINAL) WILL TEST CONTENT KNOWLEDGE COVERED IN CLASS (including readings and student oral reports) AS WELL AS LANGUAGE PROFICIEN CY.