German 132 Märchen

MWF 1:10-2:00 (5^th Period)
119 Old Chem

Frank L. Borchardt
Tel.: 660-3161;
Fax 660-3166
E-mail: frankbo@duke.edu

Textbook: Alte Legenden und neue Literatur. Karen C. Kossuth & David R. Antal. Harcourt Brace College. ISBN0-03-063877-1

Website: http://gutenberg.aol.de/gutenb.htm †

Handouts*

Soundtrack

Date	Class Activities (Prepare for announced topic)	Textbook preparations (Due in class on date)	Written work (Due in class on date)	Collaborative learning (Due in class on date)
M 28 Aug	Introduction / Einführung "Die drei Feldscherer" *
W 30	Eulenspiegel 1-2: "Classroom Activity" (Partnerarbeit): pp. 6-7, 13-14; p. 22: Doktor Eisenbart; "Die drei Feldscherer" * Elemente des Märchens: Grundzüge Motive Themen	Preface pp. [v]-ix Eulenspiegel 1-2: pp. 1-8; pp. 9-16	p. 5-6: Wie gut. . . . (provide M/C answers in complete German sentences -- throughout) p. 7 Vokabelübungen p. 8 Wie gut. . . pp. 14-15 Vokabelübungen pp. 15-16 Wie gut. . . .	Make additional copy of "written work"; submit original to Prof; copy to neighboring fellow-student for critique (throughout).
F 1 Sept	Eulenspiegel 3: "Classroom Activity" (Partnerarbeit): 13-14; Fantasie und Wirklichkeit	Eulenspiegel 3 pp. 16-22	pp. 19-20 Wie gut . . . pp. 20-21 Vokabelübungen pp. 21-22 Wie gut . . .	Using the questions "zur Deutung" on the "Die drei Feldscherer" * handout, write two (2) to three (3) paragraphs in German (ca. 250 words) concerning the fairy tale. Original plus copy for Partner.
M 4	Doktor Eisenbart; br>Eulenspiegel; Schwank und Märchen; "Die drei Feldscherer" * "Rumpelstilzchen" †	Memorize Eisenbart in German p. 22		Comparing written HW from last class; Classroom discussion on "Die drei Feldscherer" essay in groups.
W 6	Helga Novak: Eis; Legende, Fabel, Mythe, Märchen, Kunstmärchen, Mære, Schwank, Witz, "Die drei Feldscherer" und "Rumpelstilzchen" Kritik	Novak: Eis pp. 23-29 p. 28 zur Diskussion	pp. 27-28: Wie gut . . . pp. 28-9 Vokabelübungen p. 29: Wie gut . . .	1) additional copy of "written work", etc. 2) Using the questions "zur Deutung" on the "Rumpelstilzchen" handout, write two (2) to three (3) paragraphs in German (ca. 300 words) concerning the fairy tale. Original plus one copy for Partner.
F 8	Wolf Biermann: Herr Moritz. Novelle, Geschichte, Anekdote, Erzählung, Abenteuer, Sage	Biermann: Moritz pp. 31-39 pp. 37-38 zur Diskussion	pp. 36-37 Wie gut . . . pp. 38-9 Vokabelübungen p. 39 Wie gut . .	Additional copy of "written work", etc. Classroom discussion on "Rumpelstilzchen" essay in groups.
M 11	Münchhausen 1: "Classroom Activity," pp. 55-56;	Münchhausen 1 pp. 51-58	p. 55: Wie gut . . . pp. 56-7 Vokabelübungen pp. 57-8: Wie gut . . .	Unterschiede zwischen Legende, Fabel, Mythe, Märchen, Kunstmärchen, Mære, Schwank, Witz.
W 13	Münchhausen 2: "Classroom Activity," pp. 63;	Münchhausen 2 pp. 59-65	p. 62: Wie gut . . . pp. 63-4 Vokabelübungen pp. 64-5 Wie gut . . .	1) additional copy of "written work", etc. 2) Rewrite either of the Münchhausen tales, in German (350 words), employing any one of the "spoilers" (pp. 56, 63); Original plus one copy.
F 15	Andere Möglichkeiten: wie wäre es, wenn . . .; Fantasie und Wahrscheinlichkeit		Unterschiede zwischen Novelle, Geschichte, Anekdote, Erzählung, Abenteuer, Sage (one page in German)	Comparing written HW; Classroom discussion on "spoilers" version in groups.
M 18	Wolfgang Borchert: "Nachts" Krieg, Bruderliebe, Menschenliebe "Rotkäppchen"†	Borchert: pp. 67-77 pp. 73-5 zur Diskussion	p. 73: Wie gut . . . pp. 75-6 Vokabelübungen pp. 76-7: Wie gut . . .	Additional copy of "written work", etc. Comparing written HW (Borchert)
W 20	Vegesack: Der Eilbote Stadt/Land	Vegesack: pp. 79-87 pp. 85-6 zur Diskussion	pp. 84-5: Wie gut . . . p. 86 Vokabelübungen pp. 86-7 Wie gut . . .	Additional copy of "written work", etc. Comparing written HW (Vegesack);
F 22	"Rotkäppchen" † Inventar von Grundzügen Motiven Themen		Elemente des Märchens: Inventar von Grundzügen Motiven Themen (one page in German)	"Zur Deutung" on the "Rottkäppchen" handout, write two (2) to three (3) paragraphs in German (ca. 350 words). Original plus one copy.
M 25	Schildbürger 1 "Classroom activity" p. 102 "Der singende Knochen" †	Schildbürger 1: pp. 97- 104	pp. 101-2: Wie gut . . . pp. 102-3 Vokabelübungen pp. 103-4: Wie gut . . .	Classroom discussion on "Rottkäppchen" essay in groups.
W 27	Schildbürger 2 "Classroom activity" p. 109	Schildbürger 2: pp. 105 -111	pp. 108-9: Wie gut . . . pp. 109-10 Vokabelübungen p. 111 Wie gut . . .	Additional copy of "written work", etc.
F 29	"Der singende Knochen" † Mord, Brudermord, Natur			Essay on "Der singende Knochen"; Original plus one copy.
M 2 Oct	Peter Bichsel: Der Mann (I), der nichts mehr wissen wollte;	Bichsel: Der Mann (I) pp. 41-50 p. 48: zur Diskussion	pp. 47-8: Wie gut . . . pp. 49 Vokabelübungen p. 50: Wie gut . . .	Comparing written HW; Classroom discussion on "Der singende Knochen" † essay in groups.
W 4	Bichsel: Der Mann (II)	Der Mann (II) pp. 114-122 pp. 119-20: zur Diskussion	pp. 118-19: Wie gut . . . pp. 120-1: Vokabelübungen pp. 121-2: Wie gut . . .
F 6	MIDTERM EXAM
M 9	Aichinger: Fenster-Theater "Aschenputtel" †	pp. 123-132 pp. 129-30 zur Diskussion	pp. 128-9: Wie gut . . . pp. 130-31 Vokabelübungen pp. 131-32 Wie gut . . .	Additional copy of "written work", etc.
W 11	Thoma: Der Münchener	pp. 133-140 pp. 138-9 zur Diskussion	p. 138: Wie gut . . . p. 139: Vokabelübungen p. 140: Wie gut . . .	Additional copy of "written work", etc.; "Aschenputtel" † essay
F 13	"Aschenputtel" †			Comparing written HW; Classroom discussion on "Aschenputtel" † essay in groups.
M 16 Fall Break
W 18	Der Schmied von Jüterbog "Classroom activities," p. 146; "Dornröschen" †	pp. 140-148	p. 146: Wie gut . . . pp. 146-7: Vokabelübungen pp. 147-8 Wie gut . . .	Additional copy of "written work", etc.
F 20	Vom Glück pp. 149-58 "Dornröschen" †	pp. 149-58 zur Diskussion, p. 156;	p. 155: Wie gut . . . pp. 156-7: Vokabelübungen pp. 157-8: Wie gut . . .	Additional copy of "written work", etc.; "Dornröschen" † essay
M 23	Brigitte Schwaiger: Ein ganz anderer Brief "Der Froschkönig . . ." †	pp. 159-167 zur Diskussion, pp. 164-165	p. 164: Wie gut . . . pp. 165-6: Vokabelübungen pp. 166-7 Wie gut . . .	Classroom discussion on "Dornröschen" † essay in groups
W 25	Max Frisch: Isidor	pp. 199-209 zur Diskussion, p. 207	pp. 206-7: Wie gut . . . pp. 207-8: Vokabelübungen p. 209: Wie gut . . .	Additional copy of "written work", etc.; "Der Froschkönig . . ." † essay
F 27	"Der Froschkönig . . ." †		Final Presentation Build-up (1): Differential definition of Märchen; Inventar von Grundzügen Motiven Themen	Comparing written HW; Classroom discussion on "Der Froschkönig . . ." † essay in groups
M 30	Teufelsbart pp. 187-97 p. 194 Classroom Activities; "Der Teufel mit den drei goldenen Haaren" †	Teufelsbart pp. 187-97 zur Diskussion, p. 194;	pp. 193-94: Wie gut . . . pp. 195-6: Vokabelübungen pp. 196-7: Wie gut . . .	Additional copy of "written work", etc.;
W 1 Nov	Wilhelm Tell pp. 261-269	pp. 261-269 zur Diskusion, pp. 266-267	p. 266: Wie gut . . . pp. 267-68: Vokabelübungen pp. 268-69:Wie gut . . .	Additional copy of "written work", etc.; "Der Teufel mit den drei goldenen Haaren" † essay
F 3	"Der Teufel mit den drei goldenen Haaren" †			Comparing written HW; Discussion: "Der Teufel mit den drei goldenen Haaren" † essay
M 6	Faust 1: zur Diskussion: pp. 215-16; "Schneewittchen" †	Paust 1: pp. 211-217;	p. 215: Wie gut . . . p. 216: Vokabelübungen pp. 216-17: Wie gut . . .	Differential definition of Märchen; Inventar von Grundzügen Motiven Themen
W 8	Faust 2: zur Diskussion: pp. 221-222;.	Faust 2: pp. 218-223;	p. 221: Wie gut . . . p. 222: Vokabelübungen pp. 222-3: Wie gut . . .	"Schneewittchen" † essay; Choice of Elements: Motifs, Themes; what characteristics of the genre will be observed
F 10	Faust 3 zur Diskussion: pp. 228. "Schneewittchen" †	Faust 3: pp. 224-231.	pp. 227-8: Wie gut . . . pp. 228-30: Vokabelübungen pp. 230-31: Wie gut . . .	Discussion: "Schneewittchen" † essay;
M 13	Die Krähe 1: pp. 233-240; "Rapunzel" †	Die Krähe 1: pp. 233-240;	p. 239: Wie gut . . . pp. 239-40: Vokabelübungen p. 240: Wie gut . . .	Final Presentation Build-up (2): Choice of Elements: Motifs, Themes; what characteristics of the genre will be observed
W 15	Die Krähe 2; zur Diskussion, pp. 245-246	Die Krähe 2: pp. 241-248	p. 245: Wie gut . . . p. 246: Vokabelübungen pp. 247-8: Wie gut . . .	Comparing written HW; "Rapunzel" † essay
F 17	"Rapunzel" †			Classroom discussion on "Rapunzel" † essay in groups
M 20			Final Presentation Build-up (3): Draft of original Märchen ready for correction (ca. 500 words)	Draft of original Märchen ready for correction (ca. 500 words)
W 22 Thanksgiving
F 24
M 27	Brecht: Keuner 1	pp. 271-79; zur Diskussion, pp. 275-76	p. 275: Wie gut . . . pp. 276-77: Vokabelübungen pp. 278-79: Wie gut . . .	Comparing written HW;
W 29	Brecht: Keuner 2	pp. 280-86 zur Diskussion, pp. 284-85	p. 284: Wie gut . . . p. 285: Vokabelübungen p. 286: Wie gut . . .	Final Presentation (4): Original Märchen (ca. 700 words)
F 1 Dec	"Der Königssohn, der sich vor nichts fürchtet" †		Final Presentation (4): Original Märchen (ca. 700 words)	Discussion: "Der Königssohn, der sich vor nichts fürchtet" †;
M 4	Student Presentations	Student Presentations	Student Presentations	Student Presentations
W 6	Student Presentations	Student Presentations	Student Presentations	Student Presentations

German 132 Märchen Fall 2000

Requirements for Homework and Collaborative Learning activities:

1 (one) 3 ring looseleaf binder (1" to 1 ½")

3-hole punch (if necessary)

All written work will be in German.

All written work must be submitted on standard 3-hole 8 ½ x 11" notebook paper.

Most exercises may be hand written, but clarity and neatness count,

but word-processing them would be much more useful (and easier for the learner to correct later).

Essays must be word processed, DOUBLE-SPACED (to provide room for prof's corrections and notes)and printed out on 8 ½ x 11" sheets and three-hole punched.

You are responsible for maintaining a complete record of written work, yours and that of your various partners, in a standard 1" or 1 ½" three-ring binder.

Every sheet should have in the header your name and the name of your "referent" for this exercise.

German 132: Das Märchen
Name of Story or Exercise: _______________________________

Student's Name: __________________________

Date: ______________________

Referent(s): _______________________________

The final exercise, with the complete record, is to be presented, bound, to the instructor on or before the last day of class (Kinko's charges about $1.98 for a single binding).

The "Final Exercise" includes all the written work of the semester, plus, the "Final Presentation," which should be a team effort of three to four fellow students. This summation of the semester's work should be compiled, designed, and bound for presentation. Imaginativeness, originality, clarity, and legibility (aesthetics and "human factors") all count in addition to excellent content.

Attendance, participation, and on-time assignment delivery are required for successful completion of the course. Given the nature of the second language acquisition process, attendance problems will, in and of themselves, result in poor performance evaluation; likewise, given the goal of this course, to raise by at least one level the German literacy of its participants, on-time assignment completion and delivery, as well as vigorous classroom participation will function critically in performance assessment.

† means: acquire text from the Internet.

* handouts from prof.