Grade 9th – 12th, 1 Credit
Elective Course
Prerequisite: German IV
High School AP German Curriculum
Course Description: The purpose of this course is to develop proficiency in the German
Language. Students have already acquired a basic knowledge of the language and culture of
German-speaking people and have developed a reasonable proficiency in listening
comprehension, speaking, reading, and writing. This course stresses vocabulary, oral skills,
composition and grammar, and requires students to use German for active communication. In
order to promote language proficiency, this class is conducted primarily in the target language.
Students work toward building a larger reading, speaking, and listening vocabulary through the
use of materials representative of the German-speaking culture. Extensive training in the
organization and writing of compositions is an integral part of AP German.
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Scope and Sequence:
Timeframe Unit Instructional Topics
4 Weeks Communication Topic 1: Family Connections
Topic 2: Communicating Needs and Wants
Topic 3: Technology-Driven Communication
Topic 4: Formal vs. Informal Communication
5 Weeks Family and Community in
German Literature
Topic 1: Roles of Parents and Children in
German Literature
Topic 2: What Happens When You Break the
Rules?
Topic 3: Development of Children Through
Literature
Topic 4: Treatment of the Outcast in
Community
4 Weeks The World of Work Topic 1: Getting a Job
Topic 2:Free Time vs. Work Time
Topic 3: Education/Career Paths
Topic 4: University and Internships
5 Weeks Science and Technology Topic 1: Reliance on Technology
Topic 2: Effects of Technology on Children
Topic 3: Medical Advancements and Effect on
Society
Topic 4: Recognition of Achievements
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Unit 1: Communication
Subject: AP German
Grade: 11-12
Name of Unit: Communication
Length of Unit: 4 Weeks
Overview of Unit: In this unit, students will learn how American and German communities
differ in family closeness and connections. They also will learn how innovations and discoveries
in the fields of technology and communication impacted our forms of communication. Finally,
students will learn when to switch registers from formal to informal communication.
Priority Standards for unit:
● 6 Course Themes
○ Beauty and Aesthetics
○ Families and Communities
○ Personal and Public Identities
○ Contemporary Life
○ Science and Technology
○ Global Challenges
Supporting Standards for unit:
● Standards-Based Instructional Practices:
○ Communities
○ Cultures
○ Connections
○ Comparisons
○ Communication
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
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Essential Questions:
1. From a cultural perspective, how different are American and German communities in
regard to family closeness and family connections?
2. What forms of communication do you rely upon the most to express your needs and
wants (within family)
3. How have the innovations and discoveries in the fields of technology and communication
impacted our forms of communication?
4. How do you know when you can switch registers from formal to informal
communication?
Enduring Understanding/Big Ideas:
1. German families stay bound by proximity and time together whereas many Americans
have spread about the country and busy daily lifestyles do not allow for regular
opportunities to communicate or spend time together. German families still have a tighter
bond of family commitment in helping extended family and celebrating milestones
together.
2. Verbal communication and the use of cell phone messaging and texting have come to rule
both our modern family communication habits. Understanding family members’
nonverbal language and behaviors also constitutes a large part of our communication
within the immediate family.
3. With each innovation in technology that affects our forms of communication, we develop
faster, more reliable and more tractable forms of communication. The retelling of a
legend or saga from the time of minstrels or bards to today’s cut and paste abilities with
Wi-Fi and internet phone access, we can even translate a foreign version of a story from
one language to another in seconds from a hand-held device. Technology has advanced
our speed and distance in the ability to communicate across the world in seconds.
4. Conversation with adults, the business world and strangers older than school age requires
a strong level of formality in the German speaking world. Young people in Germany
must learn to slowly break down the transparent walls of formality when building a closer
friendship with someone older than themselves or from outside a family connection. By
the sharing of personal stories, listening carefully to the depth of information shared and
body language shown, a person learns to sense when he/she has become a personal
friend, the use of first name basis can be requested or offered.
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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
from AP test prompts
vergleichen - to compare
beachten - to be aware
die Quelle, -n source, material
inwiefern - to what extent
verwenden - to use
Wohlbefinden - well being
Generationsunterschiede - generational
issues
Beziehungen - relationships
der Erfinder, - inventor
die Entdeckung, -en - discovery
die Gemeinschaft - union
sich entscheiden - to separate, divorce
die Einstellung,-en view, opinion
die Meinungsverschiedenheit, -en
difference of opinion
der Mutterschutz - legal protection for
expectant and nursing mothers
der Erziehungsurlaub - time off to
raise a child w/ job security
das Schuldgefühl, e feeling of guilt
kommunizieren - to communicate
das Kommunikationsmittel, - means of
communication
SMS - short message service, text
die Bildmitteilung, -en - picture
messaging
kabellos - wireless
aktulasieren - to update
anhängen - to attach
speichern - to store (save)
downloaden, herunterladen - to
download
Resources for Vocabulary Development: Quality Tools
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Topic 1: Family Connections
Engaging Experience 1
Title: Write an Email to German host family AP Curriculum Framework Written Interpersonal
Communication
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Families and Connections
Supporting:
● Communications and Connections
Detailed Description/Instructions: Scenario - After being invited to live with a guest family in
Germany for the summer, design an email to share with your host parents your own family
connections and with whom you relate best in your immediate family. Analyze opinions, beliefs
and behaviors that you believe stem from this familial relationship. Use reasoning and evidence
to support the inferences you make. Be sure to articulate how you believe your family
connections and closeness are similar or different to your inferred understanding of “the German
family.”
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 2, 3
Rubric: To be created
Engaging Experience 2
Title: Grammatical Structures: Past tenses of verbs (Imperfect, Present and Past perfect),
Subjunctive II, the Conditional.
Suggested Length of Time: 3 Days
Standards Addressed
Priority:
● Connections
● Communication
Supporting:
● Comparison
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
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○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: Using text, websites and handouts, review general rules of
verb formation (weak, strong and irregular) in the past tenses and the Subjunctive II - conditional
tense. Students should spend time in class and at home reviewing the concept, applying the rules
and formulating sentences on the unit theme in these tenses.
Bloom’s Levels: Remember, Apply
Webb’s DOK: 1
Rubric: To be created
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Topic 2: Communicating Needs and Wants
Engaging Experience 1
Title: Short in class write - short essay
Suggested Length of Time: 1 -2 Days
Standards Addressed
Priority:
● Families and Communities
Supporting:
● Communication
Detailed Description/Instructions: Produce an opinion essay describing a form of
communication technology you personally could not live without. Use reasoning and deduction
to explain the effects or results this lack of technology would cause for you and the people you
communicate with most.
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: To be created
Engaging Experience 2
Title: Short persuasive speech - argument for new cell phone
Suggested Length of Time: 1 Days
Standards Addressed
Priority:
● Families and Communities
Supporting:
● Communication
Detailed Description/Instructions: Create a short speech to convince parents why you need a
new cell phone. Your argument should be a persuasive speech citing good reasons for a newer
model, more apps, more data and convincing reasons why your parents should support your
wish. Be sure to articulate more needs than wants, if you expect your parents to give in!
Bloom’s Levels: Understand, Create
Webb’s DOK: 1, 2
Rubric: To be created
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Topic 3: Technology-Driven Communication
Engaging Experience 1
Title: Generational Interview (reenactment between classmates) - AP Curriculum Framework
Spoken Interpersonal Communication
Suggested Length of Time: 2 - 3 Days
Standards Addressed:
Priority:
● Course Theme: Families and Communities --- Science and Technology
Supporting:
● Standards-Based Instructional Practices: Communication, Connections
Detailed Description/Instructions: Students will create and conduct an interview between a
teenager and an older relative (grandparent, great-aunt, etc.) to show the similarities and
differences in how each of them stay in close contact with family members using various forms
of technology and communication. Through the interview process, students should identify
various forms of communication (talk, letter writing, texting, Facebook) and then compare and
analyze reasoning for the choices preferred by the two age groups. The interviewer should
conclude by hypothesizing or guessing from the evidence shared what the next modern form of
communication will be.
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: To be created
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Topic 4: Formal vs. Informal Communication
Engaging Experience 1
Title: AP German Language and Culture Free-Response Questions Part B
Suggested Length of Time: 45 Minutes
Standards Addressed
Priority:
● Families and Communities
Supporting:
● Communication and Connections
Detailed Description/Instructions: Create free response questions using the AP format and
record or write on notecards to be used out loud in class. Questions should throw the student
into a situation where they must choose the appropriate level of formality with the speaker,
knowing which register to use (Formal SIE or informal DU) as well as the appropriate register of
vocabulary - politeness, respect, casual/friendly. Examples could include - 1. Michael, I want
you to meet my Mother…. 2. Welcome to Mediawelt - May I help you find something today?
3. Excuse me young man, I think you are sitting in my reserved seat, wagon 33 seat 15 A. 4.
This is my cousin visiting from the University of Freiburg where she studies biochemistry.
Didn’t you want to ask her some questions about the university? 5. My Mom is in the kitchen
preparing the drinks, can you go in and ask her if there is any more mineral water?
Bloom’s Levels: Remember, Apply
Webb’s DOK: 1, 2
Rubric: AP scoring guidelines for Interpersonal Speaking: conversation
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Engaging Scenario
Culminating Activity: From 2013 AP German Language and Culture Workbook and Resource
book, pages 410 - 411. Section II, task 1: E-mail reply. You will reply to an e-mail message.
Your email must show communication, needs and wants, as well as correct register (formal or
informal) to respond to the prompt. Topic: a teacher sends you an email that she has learned
through a friend of yours that you are looking for a math tutor. She asks how much help, how
often and what strategies your teacher employed. She suggests times and asks you to reply.
Students will be given 15 minutes to complete this task. Presentational Speaking: Cultural
comparison - pp. 222 - 223 - how the social network of the internet has influenced the life of
people in your area. Comparison between your living environment and a German’s
environment.
Rubric for Engaging Scenario: See AP Rubric, p. 427 of same workbook referenced above
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Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
Family
Connections
Email to German
host family
Scenario - After being invited to live
in a guest family in Germany for the
summer, design an email to share
with your host parents your own
family connections and with whom
you relate best in your immediate
family. Analyze opinions, beliefs
and behaviors that you believe stem
from this familial relationship. Use
reasoning and evidence to support
the inferences you make. Be sure to
articulate how you believe your
family connections and closeness are
similar or different to your inferred
understanding of “the German
family.”
1 Day
Family
Connections
Grammatical
Structures
Using text, web sites and handouts,
review general rules of verb
formation (weak, strong and
irregular) in the past tenses and the
Subjunctive II - conditional tense.
Students should spend time in class
and at home reviewing the concept,
applying the rules and formulating
sentences on the unit theme in these
tenses.
3 Days
Communicating
Needs and Wants
Short in-class
write
Produce an opinion essay describing
a form of communication technology
you personally could not live
without. Use reasoning and
deduction to explain the effects or
results this lack of technology would
cause for you and the people you
communicate with most.
1-2 Days
Communicating
Needs and Wants
Short persuasive
speech
Create a short speech to convince
parents why you need a new cell
1 Day
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phone. Your argument should be a
persuasive speech citing good
reasons for a newer model, more
apps, more data and convincing
reasons why your parents should
support your wish. Be sure to
articulate more needs than wants, if
you expect your parents to give in!
Technology-
Driven
Communication
Generational
Interview
Students will create and conduct an
interview between a teenager and an
older relative (grandparent, great -
aunt) to show the similarities and
differences in how each of them stay
in close contact with family
members using various forms of
technology and communication.
Through the interview process,
students should identify various
forms of communication (talk, letter
writing, texting, Facebook) and then
compare and analyze reasoning for
the choices preferred by the two age
groups. The interviewer should
conclude by hypothesizing or
guessing from the evidence shared
what the next modern form of
communication will be.
2-3 Days
Formal vs.
Informal
Communication
AP German
Language and
Culture Free
Response
Questions Part B
Create free response questions using
the AP format and record or write on
notecards to be used out loud in
class. Questions should throw the
student into a situation where they
must choose the appropriate level of
formality with the speaker, knowing
which register to use (Formal SIE or
informal DU) as well as the
appropriate register of vocabulary -
politeness, respect, casual/friendly.
Examples could include - 1.
Michael, I want you to meet my
Mother…. 2. Welcome to
Mediawelt - may I help you find
something today? 3. Excuse me
young man, I think you are sitting in
45 Minutes
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my reserved seat, wagon 33 seat 15
A. 4. This is my cousin visiting
from the University of Freiburg
where she studies biochemistry.
Didn’t you want to ask her some
questions about the university? 5.
My Mom is in the kitchen preparing
the drinks, can you go in and ask her
if there is any more mineral water?
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Unit 2: Family and Community in German Literature
Subject: German IV
Grade: 10-12
Name of Unit: Family and Community in German Literature
Length of Unit: 5 Weeks
Overview of Unit: Students explore how the roles of parents and children have been defined in
German literature. They also learn how society treats someone who acts out of the society norm
or value structure. There are opportunities for students to engage in activities learning how the
expectations of children’s behavior have changed over history as well as how different religious,
cultural, or moral standards connect or alienate an individual from the community in which they
live.
Priority Standards for unit:
Students understand and interpret written and spoken language on a variety of topics.
o Demonstrate competencies previously introduced.
o Identify and interpret the main plot, subplot, characters (their descriptions, roles,
and significance to the story) in authentic literary texts in the target language.
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
o Demonstrate competencies previously introduced.
o Exchange and support opinions and individual perspectives on a variety of topics
dealing with contemporary and historical issues.
o Discuss aspects of a field of study and/or employment opportunities.
Supporting Standards for unit:
Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
o Demonstrate competencies previously introduced.
o Identify and analyze cultural perspectives as reflected in a variety of nonfiction
and fiction texts.
Students demonstrate an understanding of the relationship between the products and
perspectives of the cultures studied.
o Demonstrate competencies previously introduced.
o Connect objects, important people and symbols of other cultures to the underlying
beliefs and perspective of the people.
Students show evidence of becoming lifelong learners by using the target language for
personal enjoyment and enrichment.
o Demonstrate competencies previously introduced.
o Access or acquire cultural information through community sources.
o Read, listen, or watch authentic materials or media for personal enjoyment.
Students demonstrate understanding of the practices and perspectives of the cultures
studied.
o Demonstrate competencies previously introduced.
o Interact with culturally appropriate patterns of behavior in familiar situations.
o Describe the historical significance of activities and celebrations in the culture
studied.
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o Investigate and explain how previous cultures influenced the modern culture
studied.
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
o Advocate and practice safe, legal, and responsible use of information and
technology.
o Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
o Demonstrate personal responsibility for lifelong learning.
o Exhibit leadership for digital citizenship.
Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
o Understand and use technology systems.
o Select and use applications effectively and productively.
o Troubleshoot systems and applications.
o Transfer current knowledge to learning of new technologies.
Unwrapped Concepts
(Students need to know)
Unwrapped Skills
(Students need to be able to
do)
Bloom’s Taxonomy
Levels Webb's DOK
competencies previously
introduced Demonstrate
Remember,
Understand 1
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues Exchange Analyze 2
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues Support Analyze 3
aspects of a field of study
and/or employment
opportunities Discuss Understand 1, 2
written and spoken language
on a variety of topics. Understand Understand 2
written and spoken language
on a variety of topics. Interpret Analyze, Evaluate 2, 3
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Identify Understand 1, 2
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the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Interpret Analyze 2, 3
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Essential Questions:
1. How have the roles of parents and children been defined in German literature?
2. How does society treat or judge someone who acts out of the society norm or value
structure?
3. How have the expectations on children’s behavior changed over history?
4. How do different religious, cultural or moral standards connect or alienate an individual
from the community in which they live?
Enduring Understanding/Big Ideas:
1. The family unit is an important piece of study to learn how gender roles in jobs, strength
or control, and even religion have been taught throughout history. Through various
genres in literature, students can learn how parents teach morals and how gender roles
have been established.
2. Fairy tales are a great example of comparison literature that express what Europe thought
of society’s norms and the control of church over society. Rules broken in fairy tales or
quests that had to be overcome are evidence of the struggle between layers of society and
gender roles. The drastic or extreme outcome in fairy tales for those who broke the moral
code were teaching tools used to curb individual freedoms.
3. In early European history, children were a commodity to ensure the production of food or
goods for “landlord”, as well the care of other children and the future of your family’s
trade. As society developed into modern times, children have new roles and behaviors
around the world. Once thought of as another pair of working hands, children had few
rights and were lucky to survive into adulthood. Today young children often teach
parents and even grandparents how to use technology!
4. In German literature, there are many examples of how differences in nationality, religion
and behaviors have been accepted or disallowed over history. Language barriers,
religious customs and even dress or visual difference in skin color are evident in literature
throughout Germany’s history. Students can explore the “unwanted and unaccepted”
through studying German writings, music and modern German film.
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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
der Vorfahrer, - /Vorfahrerin -
ancestor, forefather
die Fortsetzungsfamilie, -n blended
family
die Stammtafel / die Ahnentafel -
family tree
die Ahnenforschung - genealogy
mit jemandem verwandt sein - to be
related
der Lebensgefährte, -/tin significant
other/life partner
der Pate, /Patin - godparent
Märchen - fairy tale vocab
die Bestrafung, -en punishment
die Verwünschung, -en curse, magic
die Verwandlung-en transformation
die Taten - deeds, good acts
Resources for Vocabulary Development: Quality Tools
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Topic 1: Roles of Parents and Children in German Literature
Engaging Experience 1
Title: Fairy tale studies - research and discussion
Suggested Length of Time: 4-5 Days
Standards Addressed
Priority:
● Family and community
Supporting:
● Communities
● Cultures
Detailed Description/Instructions: Students will read 4 - 5 of the Brothers’ Grimm well-known
fairy tales. Have them chart or record the members of families in each of the stories, finding
similarities between career/job, status/caste level, as well as demeanor, and problems faced.
Class should share in discussion what roles women and men play, which characters seem the
protagonist and antagonist, and predict reasons why.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1
Rubric: To be created
Engaging Experience 2
Title: Family values during NAZI Germany - research and report
Suggested Length of Time: 4 - 5 Days
Standards Addressed
Priority:
● Family and Community
Supporting:
● Communities
● Cultures
Detailed Description/Instructions: Students will use both the film Sophie Scholl and the short
novel, Die Weisse Rose, to learn about the family structure of the 1930s - 1940s in Germany.
Students should present their findings in visual and spoken form - presentational or discussion
format.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1, 2
Rubric: To be created
Engaging Experience 3
Title: Panel interview of characters
Suggested Length of Time: Day
Standards Addressed
Priority:
● Family and community
Supporting:
● Comparisons
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● Communication
Detailed Description/Instructions: After completing the research, reading and viewing of
various literature genre in this unit, students will each be assigned the role of a character from
unit studied. Each student will help interview the other characters to learn the following: 1)
which mother and which father were the ideal parent in terms of role of parent? 2) Which child
was the “perfect child” and carried out the duties of “the perfect child.” After the interview and
role play is complete, students should vote on their findings.
Bloom’s Levels: Apply, Evaluate
Webb’s DOK: 2, 3
Rubric: To be created
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Topic 2: What Happens When You Break the Rules?
Engaging Experience 1
Title: Blog post - interpersonal writing activity
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Family and Community
Supporting:
● Connections
● cultures
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: From the pieces of literature studied, students should create
a post to blog from today’s time standard, as to the forms of punishment received for various
characters in the literature pieces. Did Red Riding Hood get what she deserved? Did the frog
prince deserve his kiss? In “Der Struwellpeter” should Konrad have lost his thumbs? Students
should recap the story enough for a reader to know the general plot but focus primarily on the
punishment for breaking society’s rules.
Bloom’s Levels: understand and analyze
Webb’s DOK: 1 and 2
Rubric: To be created
Engaging Experience 2
Title: Legal punishment vs. moral right - The White Rose class debate
Suggested Length of Time: 4 - 5 Days
Standards Addressed
Priority:
● Family and Community
● Personal and Public Identities
Supporting:
● Communities
● Communication
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Detailed Description/Instructions: In the White Rose movement, student protesters against
Hitler chose to speak out by printing documents to protect the right of young citizens and oppose
Hitler. Their punishment was death after a short trial. After reading selections from the book
and watching segments of the modern movie “Sophie Scholl” students should have a class
debate: Was their fight worth the punishment? What did Sophie and Hans Scholl, their
colleagues and the professor who led them gain in their fight? Was it worth losing their life?
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 2, 3
Rubric: To be created
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Topic 3: Development of Children Through Literature
Engaging Experience 1
Title: Comparison of characters - presentations or blog post
Suggested Length of Time: 3 - 5 Days
Standards Addressed
Priority:
● Family and Communities
● Personal and Public Identities
Supporting:
● Communities and Cultures
Detailed Description/Instructions: Students will analyze two characters of the same gender
from two different eras of children’s literature. (Max or Moritz vs. Anton - Anton und
Pünktchen, Kaspar - der Struwellpeter vs. Vitus - the movie, Dörnrösschen vs. Heidi) Students
should identify role of each child, standard accepted behaviors and punishments for breaking
those rules. Can justify the change in behavior?
Bloom’s Levels: Evaluate
Webb’s DOK: 3
Rubric: To be created
Engaging Experience 2
Title: Reversal of Roles - parent and child - presentational speech
Suggested Length of Time: 2- 3 Days
Standards Addressed
Priority:
● Family and Community
● Personal and Public Identities
Supporting:
● Comparisons and Communication
Detailed Description/Instructions: After completing the readings from this unit, students shall
choose one child main character to demonstrate times where a child must reverse roles with a
parent and assume adulthood to aid a parent unable to fulfill their natural role. This role reversal
can be an example of reaching adulthood for a child or simply a time where a child can fully
assume the role of an adult due to circumstances. (Ex. Friedrich in hiding and working as a lamp
repairman, Emil - on his own in Berlin, Hänsel - caring for Gretel and fathering her through her
fears, the forest and a return home, and Snow White - leaving home, caring for the dwarves as a
mother and homemaker)
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 25
Topic 4: Treatment of the Outcast in Community
Engaging Experience 1
Title: Socratic Seminar - discussion
Suggested Length of Time: 3- 5 Days; 1-2 days actual discussion, 1 - 3 days preparation
Standards Addressed
Priority:
● Personal and Public Identity
● Family and Communities
Supporting:
● Communities
● Communications
Detailed Description/Instructions: Students will view segments of the film “Europa, Europa”
to identify examples of how Jews were ostracized and outcasts in society. Students should track
the instances and the perpetrators and generate a list distinguishing the different reasoning
(cultural, religious, political, language, gender). Analysis will lead class discussion, questioning
and reasoning.
Bloom’s Levels: Understand, Evaluate
Webb’s DOK: 2, 3
Rubric: To be created
Engaging Experience 2
Title: Interpersonal writing - persuasive letter
Suggested Length of Time: 1 -2 Days
Standards Addressed
Priority:
● Family and Community
Supporting:
● Communities
● Connections
● Communication
Detailed Description/Instructions: After reading the novel Friedrich, students will write a
letter to the landlord, Herr Resch, explaining the atrocities and treatment of his best friend,
neighbor and fellow tenant in Herr Resch’s apartment building. The letter is to persuade Herr
Resch to realize his own involvement in excluding Friedrich, his family and the errors in his
behaviors that aided in Friedrich’s dying during the bomb raid. Students should focus on
examples from the novel that Herr Resch may not have witnessed directly, but indirectly - by his
actions, his political view or his helping the NAZIs to remove him family, send his father to jail,
etc. The student should also use evidence to convince Herr Resch why Friedrich should have
enjoyed the inclusion of German citizenship, community participation and acceptance as a
German boy who happened to be of Jewish faith.
Bloom’s Levels: Apply, Analyze
Webb’s DOK: 1, 2
Rubric: AP workshop handbook and resources 2013 scoring guide for persuasive letter writing
Board Approved: January 14, 2016 P a g e | 26
Engaging Experience 3
Title: What if… grammatical structure - subjunctive II
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Family and Community
● Personal and Public Identity
Supporting:
● Cultures
● Connections
Detailed Description/Instructions: Students will review the subjunctive II (Conditional verb
tense) using examples from text comprehension and creating conditional “what would have
happened if” scenarios. Sharing sentences in class, students will review grammar while
hypothesizing what could have and might have happened had the story unwoven differently.
Bloom’s Levels: Apply, Create
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 27
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
Role Play/reenactment - reuniting of Friedrich Schneider’s Family At culmination of unit,
students will review/recount a summary of the novel “Friedrich” as a class. Retrieval of facts
will lead to students to hypothesize a meeting time and location for Friedrich and his Father
before the air raid night to act out a different ending - where father and son are united and able
to continue living somehow, somewhere within NAZI Germany. Students should use
historically accurate possibilities and not fall into a pretend movie world - not use impossible
scenarios - but set the scene as realistically as possible. Main idea to get across - still together,
we belong in this world, in this country and will soon be accepted --what needs to change for
that to happen? End of the war, overthrow of Hitler, changed view of community? Option 2 - reuniting of entire Schneider family after the Night of Broken Glass chapter ---
How would Mrs. Schneider have survived the evening - a hospital, a doctor’s home - and
where could they now go? Students should use historically accurate possibilities and not fall
into a pretend movie world - not use impossible scenarios - but set the scene as realistically as
possible. Main idea to get across - still together, we belong in this world, in this country and
will soon be accepted --what needs to change for that to happen? End of the war, overthrow of
Hitler, changed view of community?
Rubric for Engaging Scenario: To be created
Board Approved: January 14, 2016 P a g e | 28
Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
Roles of
Parents and
Children in
German
Literature
Fairy tale studies--
research and
discussion
Students will read 4 - 5 of the
Brothers’ Grimm well-known fairy
tales. Have them chart or record the
members of families in each of the
stories, finding similarities between
career/job, status/caste level, as well
as demeanor, and problems faced.
Class should share in discussion what
roles women and men play, which
characters seem the protagonist and
antagonist, and predict reasons why.
4-5 Days
Roles of
Parents and
Children in
German
Literature
Family values
during NAZI
Germany
Students will use both the film Sophie
Scholl and the short novel, Die Weisse
Rose, to learn about the family
structure of the 1930s - 1940s in
Germany. Students should present
their findings in visual and spoken
form - presentational or discussion
format.
4-5 Days
Roles of
Parents and
Children in
German
Literature
Panel interview of
characters
After completing the research, reading
and viewing of various literature genre
in this unit, students will each be
assigned the role of a character from
unit studied. Each student will help
interview the other characters to learn
the following: 1) which mother and
which father were the ideal parent in
terms of role of parent? 2) Which
child was the “perfect child” and
carried out the duties of “the perfect
child.” After the interview and role
play is complete, students should vote
on their findings.
1 Day
What
Happens
When You
Blog Post--
interpersonal
writing activity
From the pieces of literature studied,
students should create a post to blog
from today’s time standard, as to the
1 Day
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Break the
Rules?
forms of punishment received for
various characters in the literature
pieces. Did Red Riding Hood get
what she deserved? Did the frog
prince deserve his kiss? In “Der
Struwellpeter” should Konrad have
lost his thumbs? Students should
recap the story enough for a reader to
know the general plot but focus
primarily on the punishment for
breaking society’s rules.
What
Happens
When You
Break the
Rules?
Legal punishment
vs. moral right
In the White Rose movement, student
protesters against Hitler chose to
speak out by printing documents to
protect the right of young citizens and
oppose HItler. Their punishment was
death after a short trial. After reading
selections from the book and watching
segments of the modern movie
“Sophie Scholl” students should have
a class debate: Was their fight worth
the punishment? What did Sophie and
Hans Scholl, their colleagues and the
professor who led them gain in their
fight? Was it worth losing their life?
4-5 Days
Development
of Children
Through
Literature
Comparison of
characters
Students will analyze two characters
of the same gender from two different
eras of children’s literature. (Max or
Moritz vs. Anton - Anton und
Pünktchen, Kaspar - der Struwellpeter
vs. Vitus - the movie, Dörnrösschen
vs. Heidi) Students should identify
role of each child, standard accepted
behaviors and punishments for
breaking those rules. Can justify the
change in behavior?
3-5 Days
Development
of Children
Through
Literature
Reversal of Roles--
parent and child
After completing the readings from
this unit, students shall choose one
child main character to demonstrate
times where a child must reverse roles
with a parent and assume adulthood to
aid a parent unable to fulfill their
natural role. This role reversal can be
2-3 Days
Board Approved: January 14, 2016 P a g e | 30
an example of reaching adulthood for
a child or simply a time where a child
can fully assume the role of an adult
due to circumstances. (Ex. Friedrich
in hiding and working as a lamp
repairman, Emil - on his own in
Berlin, Hänsel - caring for Gretel and
fathering her through her fears, the
forest and a return home, and Snow
White - leaving home, caring for the
dwarves as a mother and homemaker)
Treatment of
the Outcast in
Community
Socratic Seminar Students will view segments of the
film “Europa, Europa” to identify
examples of how Jews were ostracized
and outcasts in society. Students
should track the instances and the
perpetrators and generate a list
distinguishing the different reasoning
(cultural, religious, political, language,
gender). Analysis will lead class
discussion, questioning and reasoning.
3-5 Days
Treatment of
the Outcast in
Community
Interpersonal
writing
After reading the novel Friedrich,
students will write a letter to the
landlord, Herr Resch, explaining the
atrocities and treatment of his best
friend, neighbor and fellow tenant in
Herr Resch’s apartment building. The
letter is to persuade Herr Resch to
realize his own involvement in
excluding Friedrich, his family and the
errors in his behaviors that aided in
Friedrich’s dying during the bomb
raid. Students should focus on
examples from the novel that Herr
Resch may not have witnessed
directly, but indirectly - by his actions,
his political view or his helping the
NAZIs to remove him family, send his
father to jail, etc. The student should
also use evidence to convince Herr
Resch why Friedrich should have
enjoyed the inclusion of German
citizenship, community participation
1-2 Days
Board Approved: January 14, 2016 P a g e | 31
and acceptance as a German boy who
happened to be of Jewish faith.
Treatment of
the Outcast in
Community
What
if...grammatical
structure
Students will review the subjunctive II
(Conditional verb tense) using
examples from text comprehension
and creating conditional “what would
have happened if” scenarios. Sharing
sentences in class, students will
review grammar while hypothesizing
what could have and might have
happened had the story unwoven
differently.
1 Day
Board Approved: January 14, 2016 P a g e | 32
Unit 3: The World of Work
Subject: AP German
Grade: 11-12
Name of Unit: The World of Work
Length of Unit: 4 Weeks
Overview of Unit: Students will learn how German and American teens differ in the areas of
making money, developing job experience and determining a career path, as well as how
Germany can be viewed as an economic powerhouse when they seemingly work fewer hours
than Americans. Additionally, students will learn how the German school system prepares
students differently for the world of work when compared with the American K-12 public
system. Finally, students will explore the opportunities provided through an internship in a
foreign country or for a foreign firm.
Priority Standards for unit:
● 6 Course Themes
○ Beauty and Aesthetics
○ Families and Communities
○ Personal and Public Identities
○ Contemporary Life
○ Science and Technology
○ Global Challenges
Supporting Standards for unit:
● Standards-Based Instructional Practices:
○ Communities
○ Cultures
○ Connections
○ Comparisons
○ Communication
● Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others (ISTE 2 - Communication and Collaboration).
○ Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
○ Communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
○ Develop cultural understanding and global awareness by engaging with learners
of other cultures.
○ Contribute to project teams to produce original works or solve problems.
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research
and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Board Approved: January 14, 2016 P a g e | 33
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Board Approved: January 14, 2016 P a g e | 34
Essential Questions:
1. How do German and American teens differ in the areas of making spending money, developing
job experience and determining a career path? 2. How is Germany viewed as such as economic power house when they seem to work
fewer hours per day, have such strong vacation/time off incentives and frown upon
working overtime?
3. What does the German school system do to prepare students differently for the work
world than our American K-12 public education system and how does this affect their job
outcomes or satisfaction with their career choices?
4. Why would you want to do an internship in a foreign country or a foreign firm? Or what
would be a dream internship for you and why?
Enduring Understanding/Big Ideas:
1. German teens cannot be employed in the work world as American teens can except for
family run business or small money “under the table.” Chores and services are more
often performed for family or neighbors for spending money. The German school system
puts students into job shadowing and internships as part of their education experience
starting at middle school age so they have more hands-on experience trying a variety of
fields before choosing or training for a specific career.
2. Being a country founded on socialism and union worker rights, work hours, health
benefits and time off have been a foundational piece in the economic world. German
employers must provide a financial portion of medical and retirement fees to ensure the
overall health and well-being of employees. The German work ethic instilled from the
development of trades has always been that of quality over quantity and pride in what
you produce.
3. Germany has a three-tiered public education system which allows students to branch into
ability levels at a much earlier age than America. Only those who qualify for the top high
school track may attend college to be granted degrees such as doctor, lawyer or professor.
The second tier provides education for less years, but results in diplomas for careers such
as business administration, health fields, and trade school. The lower tier is more of a
vocational trade school path granting professional training with apprenticeships. Most
students in Germany are half-day students with actual seat time from morning till noon.
4. An internship in a foreign country gives a student the chance to truly use a foreign
language while proving the ability to work in a certain field. From American standards,
these type of internships or job experiences put a student ahead of others in the job
market as they seem to be more independent, strong leaders or or have a stronger global
view of the world. A student who can function in two languages can aide a company to
expand its market internationally.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
die Uebersicht - chart
die Darstellung - representation,
depiction
ueberzeugen - to convince
die Teilzeitarbeit - part time work/job
der Arbeitgeber - employer
der Arbeitnehmer - employee
die Arbeitsstelle, -n place of work,
Board Approved: January 14, 2016 P a g e | 35
position
die Pflicht, -en duty, responsibility
bestehen, bestehen aus - to exist, to
consist of
Schluss machen - to finish, call it a
day
die Gleichberechtigung, -en equal
opportunity
die Bewerbung, -en - application
der Praktikant, -en intern, trainee
das Praktikum, -ka internship,
training period
fordern - to demand, require
die Voraussetzung, -en - prerequisite
Handwerk - trade
Handel - business
Verwaltung - administration
das Betrieb - business or firm
der Vorgesetzer - supervisor
Resources for Vocabulary Development: Quality Tools
Board Approved: January 14, 2016 P a g e | 36
Topic 1: Getting a Job
Engaging Experience 1
Title: Class debate / Socratic Seminar
Suggested Length of Time: 3 Days
Standards Addressed
Priority:
● Contemporary Life
Supporting:
● Cultures and Communities
● Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others (ISTE 2 - Communication and Collaboration).
○ Interact, collaborate, and publish with peers, experts, or others employing
a variety of digital environments and media.
○ Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
○ Develop cultural understanding and global awareness by engaging with
learners of other cultures.
○ Contribute to project teams to produce original works or solve problems.
Detailed Description/Instructions: Students will work collaboratively to brainstorm pros and
cons to the U.S. teens wanting, getting and needing part time jobs vs. the German view of only
working through internship/school related job shadow environments until after graduation.
Using a team debate format, or a Socratic Seminar, after research is prepared, designate a full
class period (90 min) or more to a formal style debate. Students would: brainstorm ideas and
concepts, flesh out their facts with cited evidence showing a logical argument for conjectures as
to which system better prepares students for their future work world. Students should be able to
state their evidence, give their opinion as well as argue or question the opposing sides’
statements.
Bloom’s Levels: Analyze, Evaluate, Create
Webb’s DOK: 2, 3
Rubric: To be created
Engaging Experience 2
Title: Pen pal letter/ email to host family in Germany / AP Interpersonal Writing
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Contemporary life
Supporting:
● Community and Culture
● Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
Board Approved: January 14, 2016 P a g e | 37
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: Students will create an email to their German host family to
gain information about the need for or way to earn/make spending money while living in the
German home during an exchange program. Student would need to share hobbies or interests
they would like to participate in while being in the German home, and estimate an amount of
expense. Student should then elaborate on how he/she would earn that money at home,
explaining the American teenager’s ability to find part time employment. The student should
then inquire as to the possibility of earning said money, or compare what he/she believes to be
his/her options in Germany for earning some spare cash.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 38
Topic 2: Free Time vs. Work Time
Engaging Experience 1
Title: Literature review and analysis from short stories
Suggested Length of Time: 5 Days
Standards Addressed
Priority:
● Contemporary Life
Supporting:
● Cultures and Comparisons
Detailed Description/Instructions: Students will read a variety of short stories not limited to:
“der Milchmann”, “Die Tochter,” “Mittagspause,” “Der Stift,” and “Der Augsburger
Kreidekreis” found in the current text Der Weg zum Lesen. Students will take notes on a chart,
comparing career/job choices and free time/free will choices of the main characters along with
any opinions or reasoning cited in the text. This chart will then be used to answer open ended
questions regarding the amount or work, type of job/career, as well as desire or lack of free time.
Students will then write some comparative assessments of various jobs and abilities to manage
free time with work, desire to deviate from work for free time, etc.
Bloom’s Levels: Understand, Apply, Evaluate
Webb’s DOK: 1 and 2
Rubric: To be created
Engaging Experience 2
Title: Persuasive speech / create a commercial
Suggested Length of Time: 2- 3 Days
Standards Addressed
Priority:
● Contemporary Life
Supporting:
● Communities and Cultures
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
Board Approved: January 14, 2016 P a g e | 39
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems,
and operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: Students will research German statistics from free time
studies and the German work/holiday calendar found in text and on line (ex. Kaleidoskop Thema
1 - Freizeit pp. 4 - 9 as well as BAT-Freizeit-Forschungsinstitut, and “Ein Handbuch für
Deutschland”http://www.raumplanung.tu-
dortmund.de/rel/typo3/fileadmin/download/A_manual_for_germany.pdf After summarizing key
points in graphic form, students will create a short persuasive speech or an advertisement for
radio or other media form, to promote a traditional German free time activity in conjunction with
a federal holiday. The spoken persuasion should include facts about real events in Germany to
provide citizens or tourist/visitors the chance to experiment with said sport or hobby.
Bloom’s Levels: Remember, Create
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 40
Topic 3: Education/Career Paths
Engaging Experience 1
Title: Written presentational communication - essay
Suggested Length of Time: 2 Days
Standards Addressed
Priority:
● Contemporary Life (Education and Career)
Supporting:
● Communities, Culture
Detailed Description/Instructions: Describe a job/career, that for you would be ideal. Be sure
to include at least 3 reasons from materials studied in the unit such as financial security,
advancement opportunities, feeling of accomplishment, travel, co-workers, independence.
Bloom’s Levels: Evaluate, Create
Webb’s DOK: 2
Rubric: AP scoring guide for essay (see 2013 German AP handbook pp. 436-437)
Engaging Experience 2
Title: Grammatical Structures
Suggested Length of Time: 4-5 Days
Standards Addressed
Priority:
● Communication
● Comparisons
Supporting:
Detailed Description/Instructions: Students will show understanding and use of the following
grammatical structures through practice, drill and sentence writing: Subjunctive II past tense,
Subjunctive II with modals, If/then clauses, subordinate phrases and subordinate phrase word
order and two-part conjunctions. (If I had done an internship in a foreign firm, perhaps I would
be able to work in Switzerland now. If I had been allowed to share my presentation to the
company, maybe I would have received the raise my co-worker did)
Bloom’s Levels: Understand, Apply
Webb’s DOK: 1, 2
Rubric: To be created
Engaging Experience 3
Title: Visual presentation - PowerPoint, poster project
Suggested Length of Time: 3-4 Days
Standards Addressed
Priority:
● Contemporary Life
Supporting:
● Comparisons, Connections, Cultures
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
Board Approved: January 14, 2016 P a g e | 41
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems,
and operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: Students will research through various print resources
(internet, textbook, magazine) the 3-tiered German school system and its work related training
opportunities. 3 visual depictions will be created, in German, to not only describe the years of
schooling/general facts, but provide the viewer to learn about world to work connections, depth
of training and opportunities for future employment therefrom.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 42
Topic 4: University and Internships
Engaging Experience 1
Title: Written interpersonal communication - essay
Suggested Length of Time: 2 Days
Standards Addressed
Priority:
● Contemporary Life (Education and Career)
Supporting:
● Communities, Culture, Comparisons
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: Students will research university appointments and career
choices of former East Germans before the Fall of Wall. Since the university was fully funded
by the government, job training, internships and work grants were basically assigned to students
- students did not have much freedom to choose a career path. After research students should
write an opinion essay on the following topic. Should a country’s political and economic status
dictate or control a person’s choices to pursue a desired career? Why or why not? Either way,
how does one’s early choices to pursue a career, or follow personal goals/interests affect their
desire to work or be successful in a career? Can a person be productive/effective in the
workforce fulfilling job requirements if that person dislikes/hates that field of study?
Bloom’s Levels: Analyze, Evaluate, Create
Webb’s DOK: 4
Rubric: AP writing scoring guide (see 2013 German AP handbook pp. 436-437)
Board Approved: January 14, 2016 P a g e | 43
Engaging Experience 2
Title: Create your German resume for an internship or job
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Contemporary Life
Supporting:
● Cultures and Communication
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: Use a web based format such as https://lebenslauf.com/ to
first translate and understand the format/structure and parts of a German resume, and then create
your own.
Bloom’s Levels: Understand, Create
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 44
Engaging Scenario
Culminating Activity: Three part AP Practice test created from 2013 German Language and
Culture practice exam materials, and text materials. Part 1 - reading comprehension pp. 298 -
302 pp. 314 - 319 Part 2 - Listening comprehension (built from various text audio listening
files and multiple choice comprehension Part 3 - Writing prompts from various text sources
(ex AP 2013 practice exam materials pp. 322 - 323)
Rubric for Engaging Scenario: To be created
Board Approved: January 14, 2016 P a g e | 45
Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
Getting a Job Class debate/
Socratic Seminar
Students will work collaboratively
to brainstorm pros and cons to the
U.S. teens wanting, getting and
needing part time jobs vs. the
German view of only working
through internship/school related
job shadow environments until
after graduation. Using a team
debate format, or a Socratic
Seminar, after research is
prepared, designate a full class
period (90 min) or more to a
formal style debate. Students
would: brainstorm ideas and
concepts, flesh out their facts with
cited evidence showing a logical
argument for conjectures as to
which system better prepares
students for their future work
world. Students should be able to
state their evidence, give their
opinion as well as argue or
question the opposing sides’
statements.
3 Days
Getting a Job Pen pal letter/ email
to host family in
Germany/AP
Interpersonal
Writing
Students will create an email to
their German host family to gain
information about the need for or
way to earn/make spending
money while living in the German
home during an exchange
program. Student would need to
share hobbies or interests they
would like to participate in while
being in the German home, and
estimate an amount of expense.
Student should then elaborate on
how he/she would earn that
money at home, explaining the
1 Day
Board Approved: January 14, 2016 P a g e | 46
American teenager’s ability to
find part time employment. The
student should then inquire as to
the possibility of earning said
money, or compare what he/she
believes to be his/her options in
Germany for earning some spare
cash.
Free Time vs.
Work Time
Literature Review
and Analysis from
Short Stories
Students will read a variety of
short stories not limited to: “der
Milchmann”, “Die Tochter,”
“Mittagspause,” “Der Stift,” and
“Der Augsburger Kreidekreis”
found in the current text Der Weg
zum Lesen. Students will take
notes on a chart, comparing
career/job choices and free
time/free will choices of the main
characters along with any
opinions or reasoning cited in the
text. This chart will then be used
to answer open ended questions
regarding the amount or work,
type of job/career, as well as
desire or lack of free time.
Students will then write some
comparative assessments of
various jobs and abilities to
manage free time with work,
desire to deviate from work for
free time, etc.
5 Days
Free Time vs.
Work Time
Persuasive Speech/
Create a Commercial
Students will research German
statistics from free time studies
and the German work/holiday
calendar found in text and on line
(ex. Kaleidoskop Thema 1 -
Freizeit pp. 4 - 9 as well as BAT-
Freizeit-Forschungsinstitut, and
“Ein Handbuch für
Deutschland”http://www.raumpla
nung.tu-
dortmund.de/rel/typo3/fileadmin/d
ownload/A_manual_for_germany.
pdf After summarizing key points
2-3 Days
Board Approved: January 14, 2016 P a g e | 47
in graphic form, students will
create a short persuasive speech or
an advertisement for radio or other
media form, to promote a
traditional German free time
activity in conjunction with a
federal holiday. The spoken
persuasion should include facts
about real events in Germany to
provide citizens or tourist/visitors
the chance to experiment with said
sport or hobby.
Education/
Career Paths
Written
Presentational
Communication--
Essay
Describe a job/career, that for you
would be ideal. Be sure to include
at least 3 reasons from materials
studied in the unit such as:
financial security, advancement
opportunities, feeling of
accomplishment, travel, co-
workers, independence.
2 Days
Education/
Career Paths
Grammatical
Structures
Students will show understanding
and use of the following
grammatical structures through
practice, drill and sentence
writing: Subjunctive II past tense,
Subjunctive II with modals,
If/then clauses, subordinate
phrases and subordinate phrase
word order and two-part
conjunctions. (If I had done an
internship in a foreign firm,
perhaps I would be able to work in
Switzerland now. If I had been
allowed to share my presentation
to the company, maybe I would
have received the raise my co-
worker did)
4-5 Days
Education/
Career Paths
Visual Presentation
Students will research through
various print resources (internet,
textbook, magazine) the 3-tiered
German school system and its
work related training
opportunities. 3 visual depictions
3-4 Days
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will be created, in German, to not
only describe the years of
schooling/general facts, but
provide the viewer to learn about
world to work connections, depth
of training and opportunities for
future employment therefrom.
University and
Internships
Written
interpersonal
communication—
Essay
Students will research university
appointments and career choices
of former East Germans before the
Fall of Wall. Since the university
was fully funded by the
government, job training,
internships and work grants were
basically assigned to students -
students did not have much
freedom to choose a career path.
After research students should
write an opinion essay on the
following topic. Should a
country’s political and economic
status dictate or control a person’s
choices to pursue a desired career?
Why or why not? Either way,
how does one’s early choices to
pursue a career, or follow personal
goals/interests affect their desire
to work or be successful in a
career? Can a person be
productive/effective in the
workforce fulfilling job
requirements if that person
dislikes/hates that field of study?
2 Days
University and
Internships
Create your German
Resume for an
Internship or Job
Use a web based format such as
https://lebenslauf.com/ to first
translate and understand the
format/structure and parts of a
German resume, and then create
your own.
1 Day
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Unit 4: Science and Technology
Subject: German 4
Grade: 10-12
Name of Unit: Science and Technology
Length of Unit: 5 Weeks
Overview of Unit: In this unit, students will learn how inventions affect our reliance on
technology, as well as how German scientific and technological advancements have aided
society. They will also explore how scientific and technological innovations affect children and
children’s literature.
Priority Standards for unit:
● Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of topics
dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the perspective
of both the native and target language cultures.
● Students reinforce and further their knowledge of other disciplines through the world
language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target language about
topics being studied in other school subjects.
○ Compare information available on a variety of topics such as art, literature,
history, politics, economics, and contemporary global issues.
Supporting Standards for unit:
● Students use the target language within and beyond the school setting.
○ Demonstrate competencies previously introduced.
○ Present information about the target language and culture to others.
○ Write a newsletter (class, school, etc.) for peers in country or target language.
● Students show evidence of becoming lifelong learners by using the target language for
personal enjoyment and enrichment.
○ Demonstrate competencies previously introduced.
○ Access or acquire cultural information through community sources.
○ Read, listen, or watch authentic materials or media for personal enjoyment.
● Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others (ISTE 2 - Communication and Collaboration).
○ Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
○ Communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
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○ Develop cultural understanding and global awareness by engaging with learners
of other cultures.
○ Contribute to project teams to produce original works or solve problems.
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research
and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
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Unwrapped Concepts
(Students need to know)
Unwrapped Skills
(Students need to be able to
do)
Bloom’s Taxonomy
Levels Webb's DOK
competencies previously
introduced Demonstrate
Remember,
Understand 1
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues Exchange Analyze 2
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues Support Analyze 3
aspects of a field of study
and/or employment
opportunities Discuss Understand 1, 2
information, concepts, and
ideas to an audience of
listeners or readers on a
variety of topics. Present Understand, Analyze 2, 3
a research-based analysis of
a current event or issue from
the perspective of both the
native and target language
cultures. Prepare Evaluate, Create 3, 4
information from a variety
of sources written in the
target language about topics
being studied in other
school subjects. Acquire Understand 1
information available on a
variety of topics such as art,
literature, history, politics,
economics, and
contemporary global issues. Compare Analyze 3
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Essential Questions:
1. How do inventions affect our reliance on technology?
2. How do scientific and technological innovations affect children and children’s literature?
3. How have German scientific and technological advancements aided society?
4. Why is it important to honor or memorialize those who left their mark on the science and
medical world?
Enduring Understanding/Big Ideas:
1. With each advancement in technology we find former methods archaic in speed, energy
and efficiency. The telegraph at one time was a connection between continents that today
can be realized in seconds with data and picture form through the internet. Modern
society has become reliant on email, cellular devices and computers in both work and
play.
2. Although the morals learned or the adventures experienced are much the same,
innovations in technology affect how the story unfolds. When comparing fairy tales or
even early 19th century children’s literature to today’s stories, we can see the history of
technology like a time line. How a world could unfold before a child’s eyes with a train
ride across the country, now can be discovered in a video game on a hand held phone.
3. Germany has developed many a scientist, doctor or discovery which has aided the
medical world and the longevity of life for humankind. The study of various German
inventions and discoveries can give us an understanding of science and the medical
fields.
4. Society needs to remember and reflect on the founders and creators who tested limits,
used science and intelligence to aid the whole of society. My honoring those discoveries
and efforts, we promote further study and experiment in the future generations. Hospitals
and cures are often named for the doctor who researched or solved medical problems.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
● der Zweck - purpose
● rechtfertigen - to justify
● die Bendeken - qualms or reservations
● die Chirgurie - surgery
● begrenzen - to limit, restrict
● die Behaltung, -en - treatment
● sich einsetzen für - to compaign for
● der Erbgut - genetic make-up
● ermöglichen - to make possible
● forschen - to research
● gewähren - to allow. grant
● heilen - to cure
● das Heimmittel - cure
● herstellen - to produce
● machbar - feasible, practical
● die Nebenwirkungen - side effects
● nützen + dat - to be of benefit
● umstritten - controversial
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● der Vorrang - priority
Resources for Vocabulary Development: Quality Tools
Board Approved: January 14, 2016 P a g e | 54
Topic 1: Reliance on Technology
Engaging Experience 1
Title: Persuasive speech - which means of transportation is the best. (Interpersonal
Communication)
Suggested Length of Time: 5-6 Days
Standards Addressed
Priority:
● Science and Technology, Contemporary Life
Supporting:
● Communities and Cultures
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○ Advocate and practice safe, legal, and responsible use of information and
technology.
○ Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○ Demonstrate personal responsibility for lifelong learning.
○ Exhibit leadership for digital citizenship.
● Students demonstrate a sound understanding of technology concepts, systems, and
operations (ISTE 6 - Technology Operations and Concepts).
○ Understand and use technology systems.
○ Select and use applications effectively and productively.
○ Troubleshoot systems and applications.
○ Transfer current knowledge to learning of new technologies.
Detailed Description/Instructions: Students should research various means of travel around the
German speaking world and present a speech sharing why a vacation to one various spot, using
the chosen form of transportation would make this vacation a dream vacation. Whether a river
cruise down the Danube, a helicopter flight over parts of the German Alps, or a backpacking
Eurail adventure by train, students should persuade the audience why the chosen technology is
an advantage: cost, time, pleasure, etc.
Bloom’s Levels: Remember, Understand, Create
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 55
Engaging Experience 2
Title: Research project: The history of personal transportation
Suggested Length of Time: 4 - 6 Days
Standards Addressed
Priority:
● Science and Technology
● Contemporary Life
Supporting:
● Communities
● Cultures
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: Students will research curriculum text and internet to learn
about the inventions of various personal forms of transportation: bicycle, rowboat, automobile.
Information will be compiled as a class project with timeline, inventor and changes/
advancements over time. Finally, students will create advertising posters to sell the best, most
modern forms of these various means of transportation.
Bloom’s Levels: Remember, Understand, Create
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 56
Topic 2: Effects of Technology on Children
Engaging Experience 1
Title: Story comparison - Emil und die Detektive - book and modern movie version
Suggested Length of Time: 4- 5 Days
Standards Addressed
Priority:
● Science and Technology
Supporting:
● Cultures
● Comparisons
Detailed Description/Instructions: Students will read segments from and watch segments from
Erich Kaestner’s story - “Emil und die Detektive”. The original version is set in the early 1900s
whereas the film version is set in the 1980s. Students will chart and then compare advancements
in technology and how the story-telling changed due to these advancements. Finally, students
should write a short essay predicting how this story will change again in another hundred years
due to technological advancements.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1, 2
Rubric: To be created
Engaging Experience 2
Title: Class debate.
Suggested Length of Time: 2 Days
Standards Addressed
Priority:
● Science and Technology
Supporting:
● Cultures and Comparisons
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: Have students read and research through internet, magazine
and newspaper the effects of technology on the health of children today. The debate should
focus on health, weight/size as well as attention span and intellect. After students have gathered
their supporting evidence, hold a class debate whether or not technology is helpful or harmful to
children.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 57
Topic 3: Medical Advancements and Effect on Society
Engaging Experience 1
Title: Interpersonal writing - Email/letter to pen pal
Suggested Length of Time: 1 -2 Days
Standards Addressed
Priority:
● Science and Technology
Supporting:
● Cultures and Connections
● Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others (ISTE 2 - Communication and Collaboration).
○ Develop cultural understanding and global awareness by engaging with
learners of other cultures.
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: After researching and reading about various German
medical discoveries, students will write a letter to their pen pal sharing their new knowledge and
asking about their understanding of this discovery. Students should share their opinion of value,
relevance of how this discovery has helped society. (Ideas: Alzheimer, Petri, Schwann - cell
theory, Rontgen - X-ray, Robert Koch - tuberculosis)
Bloom’s Levels: Remember, Analyze
Webb’s DOK: 1, 2
Rubric: To be created
Engaging Experience 2
Title: Onion essay
Suggested Length of Time: 3-5 Days
Standards Addressed
Priority:
● Science and Technology
Supporting:
● Cultures
● Connections
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
Board Approved: January 14, 2016 P a g e | 58
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: Have students research some controversial medical projects
on the internet and find out why the projects are so controversial. (Ex. stem cell research, radical
cancer treatments) Students should write about their findings, sharing their personal opinions on
the overall question - Where does medical research draw the line between the safety of patients’
health and life and the weight of further exploration at the cost of loss human life?
Bloom’s Levels: Evaluate, Create
Webb’s DOK: 3, 4
Rubric: AP workshop handbook resource - essay scoring guide
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Topic 4: Recognition of Achievements
Engaging Experience 1
Title: Eulogy for medical hero
Suggested Length of Time: 2-3 Days
Standards Addressed
Priority:
● Science and Technology
Supporting:
● Communities
● Communication
Detailed Description/Instructions: From research on German doctors, inventors and
scientists, students will create a eulogy honoring the person and the mark he/she left on the
medical world. Students should include biographical information but focus primarily on the
medical advancement, effort and attempts made to find a cure, creation of tool/technology to
save lives or advance life.
Bloom’s Levels: Analyze, Create
Webb’s DOK: 1, 2
Rubric: To be created
Engaging Experience 2
Title: Good from bad. Report/Role play
Suggested Length of Time: 3-5 Days
Standards Addressed
Priority:
● Science and Technology
● Global Issues
Supporting:
● Communities
● Connections
● Cultures
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: Students will research the documentation of medical
research done during the Holocaust at various concentration and death camps. (Mengele - twin
studies, Dachau - temperature and sound variables on pilots) Have students report on any
positives they can find that helped to advance medical studies or research for cures. (Ideas could
include - 1- study of muscles and nerves - medical books today use pictures created from studies
of that time. 2 - Temperature studies from Dachau gave evidence how long a pilot could survive
Board Approved: January 14, 2016 P a g e | 60
in the ocean after parachuting out of a burning plane.) Could be done as a role play between a
current doctor sharing why this study/discovery is helpful.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 61
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
AP presentational Essay - Choose one of the following essay prompts and defend your choice
with evidence from sources and personal opinion.
Where does medical research draw the line between the safety of patients’ health and life and
the weight of further exploration at the cost of loss human life?
At what point does medical research draw the line between maintaining the safety of patients’
health and further exploration of new treatment?
How does medical research maintain a balance between keeping patients’ safe and exploring
new avenues of treatment?
Rubric for Engaging Scenario: AP workshop Handbook and Resources 2013 scoring guide pp.
436 - 437
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Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
Reliance on
Technology
Persuasive Speech--
Which means of
transportation is the
best?
Students should research various
means of travel around the German
speaking world and present a
speech sharing why a vacation to
one various spot, using the chosen
form of transportation would make
this vacation a dream vacation.
Whether a river cruise down the
Danube, a helicopter flight over
parts of the German Alps, or a
backpacking Eurail adventure by
train, students should persuade the
audience why the chosen
technology is an advantage: cost,
time, pleasure, etc.
5-6 Days
Reliance on
Technology
Research Project:
The History of
Personal
Transportation
Students will research curriculum
text and internet to learn about the
inventions of various personal
forms of transportation: bicycle,
rowboat, automobile. Information
will be compiled as a class project
with timeline, inventor and
changes/advancements over time.
Finally, students will create
advertising posters to sell the best,
most modern forms of these various
means of transportation.
4-6 Days
Effects of
Technology on
Children
Story Comparison--
Emil und die
Detektive - book and
modern movie
version
Students will read segments from
and watch segments from Erich
Kaestner’s story - “Emil und die
Detektive”. The original version is
set in the early 1900s whereas the
film version is set in the 1980s.
Students will chart and then
compare advancements in
technology and how the story-
telling changed due to these
4-5 Days
Board Approved: January 14, 2016 P a g e | 63
advancements. FInally, students
should write a short essay
predicting how this story will
change again in another hundred
years due to technological
advancements.
Effects of
Technology on
Children
Class Debate
Have students read and research
through internet, magazine and
newspaper the effects of technology
on the health of children today.
The debate should focus on health,
weight/size as well as attention
span and intellect. After students
have gathered their supporting
evidence, hold a class debate
whether or not technology is
helpful or harmful to children.
2 Days
Medical
Advancements
and Effect on
Society
Interpersonal
Writing- Email/letter
to pen pal
After researching and reading about
various German medical
discoveries, students will write a
letter to their pen pal sharing their
new knowledge and asking about
their understanding of this
discovery. Students should share
their opinion of value, relevance of
how this discovery has helped
society. (ideas: Alzheimer, Petri,
Schwann - cell theory, Rontgen -
X-ray, Robert Koch - tuberculosis)
1-2 Days
Medical
Advancements
and Effect on
Society
Onion Essay
Have students research some
controversial medical projects on
the internet and find out why the
projects are so controversial. (ex.
stem cell research, radical cancer
treatments) Students should write
about their findings, sharing their
personal opinions on the overall
question - Where does medical
research draw the line between the
safety of patients’ health and life
and the weight of further
exploration at the cost of loss
human life?
3-5 Days
Board Approved: January 14, 2016 P a g e | 64
Recognition of
Achievements
Eulogy for Medical
Hero
From research on German doctors,
inventors and scientists, students
will create a eulogy honoring the
person and the mark he/she left on
the medical world. Students should
include biographical information
but focus primarily on the medical
advancement, effort and attempts
made to find a cure, creation of
tool/technology to save lives or
advance life.
2-3 Days
Recognition of
Achievements
Good from Bad
report/role play
Students will research the
documentation of medical research
done during the Holocaust at
various concentration and death
camps. (Mengele - twin studies,
Dachau - temperature and sound
variables on pilots) Have students
report on any positives they can
find that helped to advance medical
studies or research for cures. (Ideas
could include - 1- study of muscles
and nerves - medical books today
use pictures created from studies of
that time. 2 - Temperature studies
from Dachau gave evidence how
long a pilot could survive in the
ocean after parachuting out of a
burning plane.) Could be done as a
role play between a current doctor
today sharing why this
study/discovery is helpful.
2-5 Days
Board Approved: January 14, 2016 P a g e | 65
Unit of Study Terminology
Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the
appropriate level of rigor that matches the standard.
Big Ideas/Enduring Understandings: Foundational understandings teachers want students to
be able to discover and state in their own words by the end of the unit of study. These are
answers to the essential questions.
Engaging Experience: Each topic is broken into a list of engaging experiences for students.
These experiences are aligned to priority and supporting standards, thus stating what students
should be able to do. An example of an engaging experience is provided in the description, but a
teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in
the standards.
Engaging Scenario: This is a culminating activity in which students are given a role, situation,
challenge, audience, and a product or performance is specified. Each unit contains an example of
an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.
Essential Questions: Engaging, open-ended questions that teachers can use to engage students
in the learning.
Priority Standards: What every student should know and be able to do. These were chosen
because of their necessity for success in the next course, the state assessment, and life.
Supporting Standards: Additional standards that support the learning within the unit.
Topic: These are the main teaching points for the unit. Units can have anywhere from one topic
to many, depending on the depth of the unit.
Unit of Study: Series of learning experiences/related assessments based on designated priority
standards and related supporting standards.
Unit Vocabulary: Words students will encounter within the unit that are essential to
understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be
found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are
those found specifically within the content.
Symbols:
This symbol depicts an experience that can be used to assess a student’s 21st Century Skills
using the rubric provided by the district.
This symbol depicts an experience that integrates professional skills, the development of
professional communication, and/or the use of professional mentorships in authentic classroom
learning activities.