AP syllabus
Transcription
AP syllabus
AP GERMAN LANGUAGE AND CULTURE COURSE 2015-2016 Name: Humphrey, Christina R. AP Subject: AP German Language and Culture E-mail address: [email protected] School Code: 340688 Name of School: Providence High School Address: 1800 Pineville-Matthews Road, Charlotte, NC, 28270 AP German Language and Culture Syllabus Overview and Overarching Premise of the AP German Language and Culture Course AP German Language is intended for students who wish to develop their proficiency in all four language skills: listening, speaking, reading, and writing. Students who enroll should already have good foundational knowledge of the language and culture of German-speaking people. Instruction, classroom discussion and all written assignments will be in German. Students sign a contract agreeing to use the target language at all times in this course. This syllabus blends both the elements of the College Board AP German Language and Culture course requirements and the North Carolina World Language Essential Standards. When communicating, students in the AP German Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities). At completion of the course, students will take an AP German Language and Culture examination. AP German Language and Culture Learning Objectives The AP German Language and Culture course identifies six groups of learning objectives for students across the three modes of communication: Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication AP German Language and Culture Course Goals The overarching goal of the AP German Language course is to prepare students for success on the AP German Language Exam. The course emphasizes use of the language for active communication and develops the following competencies: having a strong command of vocabulary and structure; understanding spoken German from native speakers in various conversational contexts; 1 using authentic materials, like reading newspaper, magazine articles, blogs, contemporary fiction, and non-technical writings without the use of a dictionary; fluently and accurately expressing ideas orally and in writing. Students complete a thorough review of grammar, including conjugations of all tenses and build their proficiency in areas of speaking, listening, writing, reading, and vocabulary recall. Students are also encouraged to move beyond language acquisition to language application in community settings. They develop language skills that can be applied in interdisciplinary contexts and are not limited to any specific body of subject matter while practicing the organization and writing of compositions. The Revised AP German Language and Culture course is structured around six themes: Global Challenges / Globalisierung Science and Technology Life / Naturwissenschaft und Technologie Contemporary Life / Alltag Personal and Public Identities / Persönliche und Öffentliche Identität Families and Communities / Familie und Gemeinschaft Beauty and Aesthetics / Schönheit und Ästhetik Integrating Themes and Recommended Contexts AP students are encouraged to consider the interconnectedness of the themes listed above. A unit on sustainable energy and recycling laws in Germany (Global Challenges) might, for example, touch upon recommended contexts from more than one theme. Students might see a short movie on the European Union’s clean air goals to decrease pollution, study changes in inventions like wind propellers and solar panels over time (Science and Technology), research influences from social values on environmental policy (Personal and Public Identities), on organic nutrition (Contemporary Life) and on the aesthetics of eco-friendly architecture (Beauty and Aesthetics). AP students make cultural comparisons by contrasting their findings with environmental challenges in the US. In preparation for the exam, student create a portfolio which represents a collection of readings, summaries, vocab lists, reaction papers, essays, posters, skits and multimedia artifacts for each unit. This portfolio will be assessed on quality, originality and language proficiency. 2 Theme 1: Global Challenges / Globalisierung Contexts: • Communication / Kommunikation • Economic Issues / Wirtschaftliche Herausforderungen • Environmental Issues / Umweltschutz • Geography / Erdkunde • Philosophical Thought and Religion / Philosophie und Religion • Political Issues / Politische Herausforderungen Unit 1: Renewable Energy, Recycling, Environment Essential Questions: • What environmental, political, and social issues pose challenges to societies throughout the world? • What are the origins of those issues? • What are possible solutions to those challenges? Interpersonal Spoken Students discuss the following statement in small groups: “In 2012, renewable energies only represented 14% of total U.S. energy consumption.”1 “Germany surpassed the goal of 14% renewable energy consumption back in 2007 and is currently working towards a goal of 18% renewable energy consumption by 2020, 30% by 2030, and 60% by 2050”.2 Interpersonal Written Students ask each other about their family’s daily recycling habits. They compile a survey to study recycling habits in their community. They survey other teachers and students in other classes. Students then compare their findings with German recycling habits and write down their findings in a one-page report. Audio-Visual Interpretive Students watch a video like Deutschland im Jahr 2050 on the future of renewable energy in Germany. http://www.messelive .tv/mediathek/player/ viewvideo/35/reporta gen/reportagedeutschland-im-jahr2050zukunftsimpressionen Students write a 300word reaction paper to the video and answer the questions on the handout listed under attachments. Written and Print Interpretive Students go to the website: http://www.etibrandenburg.de/ and make a list of renewable energy sources, learn about new ways to be environmentally conscious, and analyze which sources might work in the US. They also find an interesting statistic pertaining to the topic and describe it, using the appropriate vocabulary (like: ansteigen, abnehmen, etc.). Presentational Spoken Students prepare a persuasive PowerPoint on renewable energy sources. They find ways to entice US citizens to do more, as for example: to recycle more and walk or use bicycles instead of cars. Students should answer the following question: “Would it be beneficial to start German programs such as Pfand, or EinwegPfand, in America?” Presentational Written Students write a 600word essay to lead citizens to become more conscientious about the environment. Essay prompt: “The US is one of the largest countries on the planet with vast amounts of natural resources and great renewable energy potential. Yet it lags far behind most major global economic players in renewable energy usage/ environmental policy and has one of the highest carbon dioxide emissions per capita in the world every year.” Contribution to discussion and teamwork are assessed. Student survey and report is graded. Reaction paper is graded on comprehension and expressions used. Analysis, statistic is graded on content and language use. PowerPoint is assessed on originality, relevance and persuasiveness. The essay will be graded both on language use and details referenced. Sources: 1 http://en.wikipedia.org/wiki/Environmental_policy_of_the_United_States, 2 http://en.wikipedia.org/wiki/Renewable_energy_in_Germany 3 Theme 2: Science and Technology / Naturwissenschaft und Technologie Contexts: • Ethical Considerations / Ethische Herausforderungen • Healthcare and Medicine / Gesundheitswesen • Inventions as Catalysts of Change / Erfinder und Erfindungen • Personal Technologies / Computer als neues Medium • Social Impacts / Soziale Folgen • Transportation / Transport Unit 2: Das Leben in einer digitalen Welt This module focusses on Science and Technology as it relates to personal use of electronic communication and its social impacts. The module also touches on the theme of Global challenges in the contexts of Communication, Personal and Public Identities, and Families and Communities (Moeller, 3). It explores the question how ethical and human issues are affected by social and digital media and what the advantages and disadvantages of social media are. Students will discuss questions like: Should cellphones be allowed in the classroom? Have you experienced cyber bullying? How many Facebook friends do you have? How much time do you spend on electronic communication on a daily basis? These questions directly relate to students’ daily lives. This module centers on four essential questions dealing with life in a digital world and leading to a more critical analysis and broader understanding of the subject matter. This standards-based, performance based curriculum module focuses on the comparison of attitudes, perceptions, and practices in the United States and Germany (Moeller, 27). Essential Questions to be explored in this unit: • How do developments in science and technology affect our lives? • What factors have driven innovation and discovery in the fields of science and technology? • What role do ethics play in scientific advancement? Interpersonal Spoken Students interview other students about positive and negative experiences with social media. They discuss their findings with the class. Participation in discussion, Socratic method is assessed. Interpersonal Written Student writes a 300word letter of a potential problem /negative experience with electronic communication and comes up with a solution. Audio-Visual Interpretive Students watch videos, news clips from German visual media sources, summarize the major points, providing the pro and cons of the video. Written and Print Interpretive Students select a current headline from a reputable German online media source pertaining to this topic, read and analyze and summarize the article.* Presentational Spoken Students prepare a narrated slide show with statistics comparing electronic usage in the US with Germany. First draft of letter is corrected and final draft can be resubmitted. Visual media content is summarized. Students present their opinions: agree / disagree. Newspaper article is read, analyzed, word bank is created and shared with the class. Statistical data is interpreted and presented via PowerPoint to the class. Presentational Written Students create a poster with rules for cellphones, Facebook, usage and ideas to prevent cyber bullying, etc. Poster should contain colorful illustrations and sources used. Students summarize the problems of electronic communication and solutions. * For example: http://www.focus.de/schule/familie/medien-tipps/benimmregeln-fuer-den-handy-gebrauch-telefonieren-mitstil_aid_694677.html 4 Theme 3: Contemporary Life / Alltag Contexts: • Current Events / Aktuelle Ereignisse • Education and Career / Ausbildung und Karriere • Entertainment, Travel, and Leisure / Unterhaltung, Reisen, und Freizeit • Health and Well-Being / Gesundheit und Wohlbefinden • Social Customs and Values / Gebräuche und Werte • Youth Culture / Jugendkultur Unit 3: Culture and Current Events Essential Questions: • How do societies and individuals define quality of life? • How is contemporary life influenced by cultural products, practices, and perspectives? • What are the challenges of contemporary life? Interpersonal Spoken In small groups students activate their schemata and collect what they already know of German culture, geography and topography. They decide on a “Bundesland” to research and plan to become experts. They sign up to present their state to the class at the end of the unit. Interpersonal Written Students will divide up the research on their state, i.e. food, dialect, geography, transportation, famous persons, history, etc., go to the media lab and write up short reports on their findings. They will write one postcard to the class listing what they saw as they visited. Audio-Visual Interpretive Students watch a sample local weather report of Fritz in Marne (NorthGermany) to experience a dialect. Students then go online to find a weather report in their German state. They convert Fahrenheit to Celsius. They research the local dialect and write up a weather report. Written and Print Interpretive Students will read an authentic newspaper article or online news report of a cultural event (concert, exhibition, festival, etc.) currently occurring in their “Bundesland”. They write a report with a minimum of 300 words on the event and include the article or link. Presentational Spoken Students will create a power point on their Bundesland, including all the information they found about current events, famous people, food, dialect, and a fund fact. They prepare a handout with facts about their state, and questions for their audience. Presentational Written Students create a poster on a poster board about their “Bundesland” using color pictures and historical facts to be displayed in class. All text on posters must be in German. Students must list all sources used. Students may perform a short weather report as a skit in front of class if time permits. Contribution to discussion and teamwork are assessed. Research report and post card are graded. Weather report is graded on specific language used. Event report is graded on content and language proficiency. PowerPoint is assessed on originality, relevance and language use. The poster will be assessed both on language use, pictures and neatness. 5 Theme 4: Personal and Public Identities / Persönliche und Öffentliche Identität Contexts: • Alienation and Integration / Distanzierung und Integrierung • Gender Identity / Geschlechtliche Identität • Generational Issues / Generationsunterschiede • National Identity / Nationale Identität • Self-Image / Selbstverständnis • Stereotypes / Stereotypen Unit 4: National Identity, Stereotypes, Discrimination Essential Questions: • How are aspects of identity expressed in various situations? • How do language and culture influence identity? • How does one’s identity develop over time? Interpersonal Spoken Students interview each other in small groups and ascertain, if they have ever felt alone, out of place, or discriminated against. They will discuss and summarize their group members’ answers and discuss possible solutions to challenges. Interpersonal Written Students watch the authentic (studentproduced) video Zeynep, about a Turkish teenage girl feeling invisible in Germany. Students answer prepared questions (see attachments Unit 4) and write a 300word reaction to the video. Audio-Visual Interpretive Students see the movie Schwarzfahrer (on youtube). They write a reaction to the movie. Usages of the word “schwarz” in the German language are discussed in class. Students write a short paragraph on what happens in the movie from the perspective of one of the passengers on the streetcar. Written and Print Interpretive Students read the short story Haus ohne Hoffnung about a young immigrant accused of murder. They answer three prepared questions per chapter. Class discussions. Alternatives: episodes of the popular TV series Türkisch für Anfänger or Movie Hitlerjunge Salomon Presentational Spoken Students take the authentic online “Einbürgerungstest” for people trying to become German citizens. They collect the test questions they found most interesting, report their findings to class and compare their answers. Presentational Written Students write a 600word paper comparing two of the three elements: the Zyenep video, the Schwarzfahrer movie or the short story Haus ohne Hoffnung. Students include at least one paragraph addressing similar challenges in the US and make a cultural comparison. Participation in discussion and quality of solutions to challenges are assessed. The reaction paper is graded. Reaction to short movie is graded. Short story is analyzed, word bank is created, answers to questions are analyzed. Participation in discussion of answers to online test are assessed. The comparison paper will be assessed both on language use, grammar and content. 6 Theme 5: Families and Communities / Familie und Gemeinschaft Contexts: • Citizenship / Bürgerrecht • Community Service / Gemeinnützige Arbeit • Diversity / Vielseitigkeit • Family Structure / Familienstruktur • Relationships / Beziehungen • Urban, Suburban, and Rural Life / Stadt-, Vorstadt-, und Landleben Unit 5: Berufsleben / Privatleben Essential Questions: • What constitutes a family in different societies? • How do individuals contribute to the well-being of communities? •How do the roles that families and communities assume differ in societies around the world? Interpersonal Spoken Students interview each other on their dream jobs and important life choices. They locate German companies for employment Students co in NC. They create interview questions the organization might ask them. They prepare responses for the applicant. Interpersonal Written Students write a (German) resume and introductory letter to a company outlining personal and professional qualifications for the job. Students compare German and American CVs, contrasting differences in print and form. Audio-Visual Interpretive Students view a training video on how to conduct a successful job interview at a German company. Students write down the most valuable points discussed in the video. They also have to agree on the five most important rules with their team. Written and Print Interpretive Students search online magazines for news stories about young people applying for jobs in Germany. What jobs do they apply for? What apprenticeships are available? Students summarize article/ news story and compare and contrast job opportunities with the US. Presentational Spoken Students create a skit in groups and present a realistic interview scenario to the class. They first submit the screenplay and present the skit after. An alternative is to for student groups to create a short movie of an interview. Presentational Written Students write a 300-word essay on how they will plan and prepare for an interview at an international company. They will summarize the cultural differences both for the application documents and for the interaction with potential employers. What expectations do employers have in the digital age? Interview, research, as well as questions and answers are assessed. Drafts of introductory letter and resume are corrected and graded. Final draft can be resubmitted. Summarization of video is graded. Students present their five most important rules to follow in an interview. Newspaper article is read, analyzed, word bank is created and shared with the class. Assess written screenplay and final skit on originality and language proficiency. The 300-word essay will be assessed both on form and content. 7 Theme 6: Beauty and Aesthetics / Schönheit und Ästhetik Contexts: • Architecture / Architektur • Cultural Perspectives / Kulturelle Perspektiven • Fashion and Design / Mode und Design • Language and Literature / Sprache und Literatur • Performing Arts / Musik, Theater, und Film • Visual Arts / Kunst Essential Questions to explore: • How are perceptions of beauty and creativity established? • How do ideals of beauty and aesthetics influence daily life? • How do the arts both challenge and reflect cultural perspectives? Unit 6: Art, Music, Poetry, Design, Architecture Interpersonal Spoken Students select music, poetry, poem, art work, design (fashion, furniture, cars) or architecture and present it to the class. They interview and record the class’ opinion on the piece, and later present background information. Students lead class discussions on the artistic quality and merits of their piece. Interpersonal Written Students write a biography on the German- speaking artist of their choice. Students should find an internet link to the artist’s website. Students prepare and handout with important bullet points and three questions for their audience. Audio-Visual Interpretive Students watch a show on current music charts in Germany. Students also listens to radio broadcasts which discuss the current charts in Germany. Students write a description of a video. Students could also go to a museum link, www.Pinakothek.co m and describe an artwork. Written and Print Interpretive Student choose a short poem on the topic of beauty and aesthetics. They research its style, plot, and place in literary history. They answer the question: how did the contemporary audience react to its publication? Presentational Spoken Students memorize the poem and perform it in front of the class. They may also create a video recording of their recital instead. Students give a explications of the poem and how it addresses beauty and aesthetic sensibility. Presentational Written Students present a portfolio containing at least five of their favorite works of art, music, poetry, design and architecture in a PowerPoint slide show. Students explain each piece of art, why they chose it for their collection and what the art means to them. Students create an artifact like a CD cover or artwork. Interviewing results and depth of research are assessed. Biography, depth of research and handout are graded. Summarization of music video is graded. Newspaper article is read, analyzed, word bank is created and shared with the class. Poem recital is assessed for fluency, delivery, originality and language proficiency. The PowerPoint will be assessed both on execution and content. 8 Grading: Progress reports and report card grades are based on daily work (participation, homework and inclass assignments), quizzes, tests, projects, and exams. Each area is weighted according to the District Grading Policy. This means students must attend class, take part in all classroom activities and complete all assignments in class and at home; they absolutely must devote as much time as they need at home to learn new vocabulary, practice new grammar structures, review all class content, and complete all homework. Students must exclusively speak German during class. English is not permitted. Bibliography Textbooks The textbooks Stationen and Denk Mal! are supplemented with literary texts, grammar texts, movies, music videos, news events from online newspapers, as well as authentic news reports from live-streamed German television. Barske, et al, eds. Denk Mal! Deutsch ohne Grenzen. Vista Higher Learning., 2012 Tobias Barske, Mefan McKinsty, eds. Denk Mal! Deutsch ohne Grenzen. Vista Higher Learning, 2012. Augustyn, Euba, eds. Stationen: Ein Kursbuch für die Mittelstufe. 2nd ed.Boston:Thompson Heinle., 2008 Supplementary Literary Texts Students read a selection of authentic literary texts below, listen to a “Hörspiel,” take notes, answer questions, and create writing assignments ( summaries or reaction papers) of 300 to 600 words. Baier, Gabi, ed. Tatort DaF Hörkrimi. Verschollen in Berlin. 1st ed. Stuttgart: Ernst Klett Sprachen, 2007. Dittrich, Roland, ed. Tatort DaF Hörkrimi. Die Lorelei lebt. 1st ed. Stuttgart: Ernst Klett Sprachen, 2007. Der Meisterdieb und andere Märchen von den Brüdern Grimm. München: Max Hueber Verlag, 2000. Felix & Theo. Haus ohne Hoffnung. Munich: Langenscheidt. Kästner, Erich, Emil und die Detektive, DTV, 1999. Plauen, E.O., ed. Vater und Sohn: Bildgeschichten. Stuttgart: P. Reclam, 1994. 9 Plenzdorf, Ulrich, Die neuen leiden des jungen W., Suhrkamp Taschenbuch 300, 1976. Scholl, Inge, Die Weiße Rose, EMC Corporation, 1977. Teichert, Herman and Lovette, eds. Allerlei zum Lesen. 2nd ed. Boston: Houghton Mifflin Co., 2005 Teichert, Herman and Gabriele Hahn, eds. Allerlei zum Besprechen. Boston: Houghton Mifflin Co., 1998 Tieck, Ludwig. Der Blonde Eckbert. Stuttgart: Reclam. Wülfing, Stefanie ed. Tatort DaF Hörkrimi. Heiße Spur in München. 1st ed. Stuttgart: Ernst Klett Sprachen, 2009. Movies: Students watch a selection of movies below. They compose summaries of and reactions to the movies. They research the director, actors, and present the historical background and significance of the movie. Assessment: students’ individual writings are returned with my corrections and then revised for a final grade. Discussions about movies follow in small group settings using the Socratic method. Students work in groups creating different film endings and performing them as skits. Comedian Harmonists. DVD. Dir Joseph Vilsmaier. Senator Film Production, 1997. Das Wunder von Bern. DVD. Dir Söhnke Wortman. 2003. Emil und die Detektive. DVD. Dir Franziska Buch. Universum Film GmbH, 2001. Goodbye, Lenin! DVD. Dir Wolfgang Becker. Sony Pictures, 2004 Hitlerjunge Salomon. DVD. Dir Agnieszka Holland. World Films, 1990. Jenseits der Stille. DVD. Dir Caroline Link. Constantin Film, 1996. Nirgendwo in Afrika. DVD. Dir Caroline Link. Constantin Film, 2001. Run Lola Run. DVD. Dir Tom Tykwer. Arte Film, 1998. Schwarzfahrer Online video. Dir Pepe Danquart, 1993. Sophie Scholl – die letzten Tage. DVD. Dir Marc Rothemond. Zeitgeist Films, 2005 The Edukators. Dir Hans Weingartner, IFC Film, 2004. Türkisch für Anfänger Staffel 1-3, Dir Bora Dagtekin. Das Erste, 2006. Die Episode “Zynep” Filmprojekt der Gruppe Wortspiel: Theater, Produktion Gestaltung http://www.wortspiel.net/index.php?projekt=0612&rubrik=regie&kategorie=filmVideo 10 Musik Students analyze lyrics, music and videos from a variety of German artists such as Rammstein, die Fantastischen Vier, die Toten Hosen, Xavier Naidoo, Peter Fox, die Prinzen, just to name a few. They present their performer/band in a power point slide show, play a song, create their own Cd cover and prepare a handout with pertinent information about the artist as well as three questions for their audience. Supplementary Grammar Texts Jacqueline Morton,ed. English Grammar for Students of German. New York: Olivia & Hill Press, 2009. ISBN: 0934034389. Heinz Messinger et al. Langenscheidt Compact Dictionary: German-English, English-German. Berlin: Langenscheidt Publishers, 2003. ISBN: 9781585733514. Wells, Larry D., ed. Handbuch zur deutschen Grammatik: wiederholen und anwenden. Lexington, MA: D.C. Heath, 1993 Online dictionaries: http://www.dict.cc/ or http://dict.leo.org/ Internet Aktuelle Nachrichten www.tagesschau.de Deutsche Welle Nachrichten www.dw.de Politik, Deutschland und Europa, Wirtschaft, Kultur www.deutschland.de Geo Magazin for students. http://www.geo.de/GEOlino/ or http://www.geo-kids.de/ Dein Spiegel http://www.spiegel.de/spiegel/deinspiegel Die Welt - online newspaper www.welt.de Frankfurter Allgemeine Zeitung www.faz.de Daily EU news www.bloomberg.de Television news, daily www.ARD.de Television news, daily www.Zdf.de Prepared student activities www.Deutschlern.net Poetry website www.gedichte.de 11 Another highly recommended German speaking practice website is: http://www.iub.edu/~sprechen/german.html Business German: http://www.young-germany.de/ http://www.germany.info/ http://www.zeit.de/index http://www.dw.de/top-stories/study-in-germany/s-8010 Umwelt: http://www.bmu.de/allgemein/aktuell/160.php http://www.umweltbundesamt.de/ http://www.mwe.brandenburg.de/sixcms/detail.php/bb1.c.232337.de Sources consulted to create this syllabus: www.collegeboard.org AP German Language and Culture. Workshop Handbook and Resources. New York: The College Board, 2012. Aleidine J. Moeller. AP German Language and Culture. Das Leben in einer digitalen Welt. Curriculum Module. New York: The College Board, 2012. 12 Sample Attachments and Activities: Unit 1 Handout: Schauen Sie sich das Video an. http://www.messelive.tv/mediathek/player/viewvideo/35/reportagen/reportage-deutschland-im-jahr2050-zukunftsimpressionen Match the German vocabulary with the English translations below: Die Windkraftanlage speichern dienen benötigen die Erdgasleitung sorgen für die Behaglichkeit comfort greenhouse gas natural gas pipeline require serve store to care of wind turbine Identify the following in the video: Solar in München Deutsche Stadt im Jahr 2050 Ein Blick in die Zukunft. Treibhausgase werden nicht mehr emittiert Windkraftanlagen und Solarzellen produzieren mehr Strom als die Häuser ben ötigen Die Energie wird gespeichert und dient beispielsweise zum Aufladen von Batterien Über die Hälfte aller Autos fährt elektrisch. In der Rush Hour hört man fast nichts mehr Erdgasleitungen und Öltanks sind Technologien einer vergangenen Zeit Neben Solarenergie und Holzpellets sorgen Erdwärme und Erdwärmepumpe für Behaglichkeit zu Hause Fragen: 1. Was finden Sie besonders attraktiv im Jahre 2050? 2.Was hat sich in der Autoindustrie geändert? 3.Heizt man immer noch mit Erdgas? 4.Wie werden die Häuser geheizt? Unit 4 Handout: 13 Die Episode “Zynep” aus einem Filmprojekt der Gruppe Wortspiel: Theater – Produktion – Gestaltung Bitte schauen Sie sich das Video als Hausaufgabe an und beantworten Sie die folgenden Fragen zum Videofilm. Hier ist der Link: http://www.wortspiel.net/index.php?projekt=0612&rubrik=regie&kategorie=filmVideo Sie können den Link zum Video "Zeynep" auf der Seite rechts unter dem Bild sehen. Schreiben Sie sich bitte Stichwörter zu den Fragen auf, während Sie sich den Film ansehen! 1. Was erzählt Zeynep über ihre Mutter? 2. Was erfahren wir über Zyneps Vater? 3. Wie wurden Zeynep, ihre Mutter und ihre Schwester von Zeyneps Grosseltern in der Türkei behandelt? 4. Zeynep lebt jetzt in Wilhelmburg, ein Stadtteil in Hamburg, aber warum sehnt sich Zeynep in die Türkei zurück? 5. Wie alt war Zeynep, als sie nach Deutschland gezogen ist? 6. Warum hat sich Zeyneps Mutter von ihrem Mann scheiden lassen? 7. Was sagt Zeynep über ihren Traummann? 8. Was erzählt Zeynep über ihre ersten Erfahrungen in Deutschland und mit der deutschen Sprache? 9. Was versteht Zeynep unter Integration? 10. Was sagt sie über das Kopftuchtragen, Gott und Religion? 11. Was ist Zeyneps Einstellung in Hinsicht auf Gleichberechtigung zwischen Männern und Frauen? 12. Was sagt sie, was sie von ihrem Vater gelernt habe? Diskutieren Sie Ihre Antworten in Unterricht. Überlegen Sie sich dann noch die folgende Frage: Mit wem spricht Zynep Ihrer Meinung nach zu Beginn des Films? 14