Philip M Broadbent

Students in this course will stage-manage, direct, and perform in a student production of Dürrenmatt's play, Besuch der alten Dame at UT’s Union Theatre in mid-April 2011. The class is open to all students who have completed the equivalent of one year of college German (i.e., GER 507 or 604).  It is a full three-hour upper division plus one credit extra German course (which means it will count toward a major or minor in German). There will be a variety of speaking parts (of varying difficulty) and there will also be opportunities for students less interested in acting on stage, but who have an interest in costume design, lighting, and set production.

All students are expected to read Dürrenmatt's drama in its entirety (lower-division students may read much of it in English).

There are two central goals of this course. The first is to introduce you to several core issues in contemporary Germany to familiarize you with important elements of German culture and society and the ways in which these topics are discussed in Germany. This aspect of the course is meant to prepare you to engage in conversations with Germans on a variety of current and controversial topics. To this end we will read and/or listen to a wide range of material (film, music, poetry, news reports, and print media) that relate to post-wall German society, politics, and culture. These materials are organized according to four broad thematic units. The second goal of the course is to improve your written and spoken command of German. This means that you will expand your active vocabulary, aim for a consistently high level of grammatical accuracy with basic structures, continually add more advanced grammatical structures to your active repertoire, and increase the linguistic register at which you can produce German. You will be expected to use grammatical structures appropriately and thoughtfully and to add increasingly sophisticated and complex elements first to your written essays and then to your spoken German. We will practice these elements in interaction (dialogues, conversations, question-and-answer settings, and debates) before you use them in formal group and individual presentations. The course will be conducted in German.

COURSE OBJECTIVES
By the end of this semester you should be able to:
• compose short written essays in German with a high degree of grammatical accuracy, a varied vocabulary, and in a formal register;
• participate in verbal interactions in German with ease and advanced fluency using both colloquial phrasing in conversation as well as formal elements in debates and presentations;
• understand and comment on primary German sources about contemporary Germany; and demonstrate a solid understanding of core issues central to German society and culture.

Texts/Readings:
All of the required material is available online or via Blackboard. It is expected that you print out each text and worksheet in advance of the respective class, make notes on it as you read it, and bring it to class. Each video should be watched multiple times and you should bring questions pertaining to the material read and/or viewed. There are supplementary documents in the file “TEXTE” and stylistic rubrics in the “Materialien” folder. Consult these folders each week.

Grading:
Preparation and participation    15%
Weekly writing assignments    15%
Quizzes                10%
Three two-page papers        40%
Group presentation            20%
Plus/minus grades will be assigned for the final course grade.

A survey of German literature from the Nachwende era to the present. Conceived as an introductory course for beginning graduate students, the course aims to familiarize students with the most important authors, texts, movements, and debates in German literature post reunification. We will read canonical texts in the context of major literary movements and aesthetic practices, on the one hand, and of larger social, cultural, political, and economic developments, on the other. Important topics include the changing function of literature post 1990, the so-called Berlin novel and its implications; the complicated relationship between literature and national identity and its enlistment in the discourses of history, memory, and heritage; the contribution of literature to constructions of class, gender, nation, and race; and the ongoing transformation of the major literary genres (novel, drama, poetry, essay) and their respective forms and styles (e.g., aestheticism, pop literature, Wendeliteratur, postmodernism and memory literature). Through a combination of lectures and discussions, students will be introduced to basic categories of literary analysis and key issues of literary history. Critical discussions will focus on the notion of authorship and questions of textuality, the crisis of narrative and the limits of representation; the problem of subjectivity and the meaning of identity; the function of the aesthetic as a critical energy and utopian quality; and the process of canonization and periodization.

This course will be taught in German.

Texts (subject to change)

Günter Grass, Ein weites Feld

Christa Wolf, Was Bleibt

Michael Kleeberg, Ein Garten im Norden

Thomas Hettche, Nox

Thomas Brussig, Helden wie wir

Tanja Dückers, Spielzone

F.C. Delius, Die Flatterzunge

W.G. Sebald, Austerlitz

Martin Walser, Ein springender Brunnen

Emine Sevgi Özdamar, Die Brücke vom goldenen Horn

Judith Hermann, Sommerhaus, später

Kevin Vennemann, Nahe Jedinew

Christian Kracht, Fasserland

Julia Franck, Die Mittagsfrau

Florian Illes, Generation Golf

Kathrin Röggla, Irres Wetter

Grading

40%     Two brief oral presentations (20% each)

The first presentation will offer an introduction of the author to the class and the selected work as well as attempt to reason the inclusion of the author in to the literary canon. This is not a detailed biography of the author and students should avoid unnecessary information. The second presentation will be an interpretation of a text (though not comprehensive), discussing, in part, style, language use, thematic content, and genre. 

30%     Short Papers

Two four-page papers written in German (or English for native German speakers). Each paper will analyze three-to-five pages of any given text (or two poems), addressing language, style and relevance of selected pages to the complete text, anchoring your selected text within a historic-socio-cultural framework. You should include at least two references to secondary analytical texts

30%     Final Exam  

Final comprehensive exam on the material and texts covered in the weekly lectures.

There are two central goals of this course. The first is to introduce you to several core issues in contemporary Germany to familiarize you with important elements of German culture and society and the ways in which these topics are discussed in Germany. This aspect of the course is meant to prepare you to engage in conversations with Germans on a variety of current and controversial topics. To this end we will read and/or listen to a wide range of material (film, music, poetry, news reports, and print media) that relate to post-wall German society, politics, and culture. These materials are organized according to four broad thematic units. The second goal of the course is to improve your written and spoken command of German. This means that you will expand your active vocabulary, aim for a consistently high level of grammatical accuracy with basic structures, continually add more advanced grammatical structures to your active repertoire, and increase the linguistic register at which you can produce German. You will be expected to use grammatical structures appropriately and thoughtfully and to add increasingly sophisticated and complex elements first to your written essays and then to your spoken German. We will practice these elements in interaction (dialogues, conversations, question-and-answer settings, and debates) before you use them in formal group and individual presentations. The course will be conducted in German.

COURSE OBJECTIVES
By the end of this semester you should be able to:
• compose short written essays in German with a high degree of grammatical accuracy, a varied vocabulary, and in a formal register;
• participate in verbal interactions in German with ease and advanced fluency using both colloquial phrasing in conversation as well as formal elements in debates and presentations;
• understand and comment on primary German sources about contemporary Germany; and demonstrate a solid understanding of core issues central to German society and culture.

Texts/Readings:
All of the required material is available online or via Blackboard. It is expected that you print out each text and worksheet in advance of the respective class, make notes on it as you read it, and bring it to class. Each video should be watched multiple times and you should bring questions pertaining to the material read and/or viewed. There are supplementary documents in the file “TEXTE” and stylistic rubrics in the “Materialien” folder. Consult these folders each week.

Grading:
Preparation and participation    15%
Weekly writing assignments    15%
Quizzes                10%
Three two-page papers        40%
Group presentation            20%
Plus/minus grades will be assigned for the final course grade.

There are two central goals of this course. The first is to introduce you to several core issues in contemporary Germany to familiarize you with important elements of German culture and society and the ways in which these topics are discussed in Germany. This aspect of the course is meant to prepare you to engage in conversations with Germans on a variety of current and controversial topics. To this end we will read and/or listen to a wide range of material (film, music, poetry, news reports, and print media) that relate to post-wall German society, politics, and culture. These materials are organized according to four broad thematic units. The second goal of the course is to improve your written and spoken command of German. This means that you will expand your active vocabulary, aim for a consistently high level of grammatical accuracy with basic structures, continually add more advanced grammatical structures to your active repertoire, and increase the linguistic register at which you can produce German. You will be expected to use grammatical structures appropriately and thoughtfully and to add increasingly sophisticated and complex elements first to your written essays and then to your spoken German. We will practice these elements in interaction (dialogues, conversations, question-and-answer settings, and debates) before you use them in formal group and individual presentations. The course will be conducted in German.

COURSE OBJECTIVES
By the end of this semester you should be able to:
• compose short written essays in German with a high degree of grammatical accuracy, a varied vocabulary, and in a formal register;
• participate in verbal interactions in German with ease and advanced fluency using both colloquial phrasing in conversation as well as formal elements in debates and presentations;
• understand and comment on primary German sources about contemporary Germany; and demonstrate a solid understanding of core issues central to German society and culture.

Texts/Readings:
All of the required material is available online or via Blackboard. It is expected that you print out each text and worksheet in advance of the respective class, make notes on it as you read it, and bring it to class. Each video should be watched multiple times and you should bring questions pertaining to the material read and/or viewed. There are supplementary documents in the file “TEXTE” and stylistic rubrics in the “Materialien” folder. Consult these folders each week.

Grading:
Preparation and participation    15%
Weekly writing assignments    15%
Quizzes                10%
Three two-page papers        40%
Group presentation            20%
Plus/minus grades will be assigned for the final course grade.

Students in this course will study two novels: Thomas Mann’s Der Zauberberg (1924) and Herman Hesse’s Demian (1919). Both novels are set in the decade before World War I and conclude either in the midst of the war or shortly thereafter. For both novels, the outbreak of the war in 1914 did not only herald a new socio-political order, but more importantly, it signaled the end Enlightenment and the myth of human progress. Consequently, the core of both Hesse’s Demian and Mann’s Der Zauberberg is an encyclopaedic survey of the ideas, debates, and angst associated with modernity in the wake of World War I.  The purpose of this class will be to study the themes of modernity, death, war, and time through which both novels explore, critique, and parody bourgeois society. In addition to this social critique, we will ask to what degree the two novels under investigation are examples of the anti-Bildungsroman (formation novel), insofar as they extend a critique of society to the very production of the arts. The aim of this course is to help students become familiar with two of the most important authors of twentieth-century German literature as well as to gain awareness of important concepts such as modernity, Freudian psychoanalysis, and Nietzschean skepticism.

Required Reading:

Herman Hesse, Demian

Thomas Mann, Der Zauberberg

COURSE MATERIAL

The two novels, Herman Hesse’s Demian and Thomas Mann’s Der Zauberberg will be available at the Co-Op on Guadeloupe. All other supplementary reading material will be available on Blackboard. It is expected that you bring the text to class.

COURSE OBJECTIVES

The course is designed for students to:

• improve their command of German, with special emphasis on oral and written proficiency;

• gain literary and cultural competence through an emphasis on small group work and individual presentations

• achieve a deeper understanding of cultural difference through active engagement with the materials

GRADING

Three 2-page literary analysis papers: 30%

Term paper: 35%

Quizes: 10%

In class participation: 25%

 

Plus/Minus Grades will be assigned for the final grade.

There are two central goals of this course. The first is to introduce you to several core issues in contemporary Germany to familiarize you with important elements of German culture and society and the ways in which these topics are discussed in Germany. This aspect of the course is meant to prepare you to engage in conversations with Germans on a variety of current and controversial topics. To this end we will read and/or listen to a wide range of material (film, music, poetry, news reports, and print media) that relate to post-wall German society, politics, and culture. These materials are organized according to four broad thematic units. The second goal of the course is to improve your written and spoken command of German. This means that you will expand your active vocabulary, aim for a consistently high level of grammatical accuracy with basic structures, continually add more advanced grammatical structures to your active repertoire, and increase the linguistic register at which you can produce German. You will be expected to use grammatical structures appropriately and thoughtfully and to add increasingly sophisticated and complex elements first to your written essays and then to your spoken German. We will practice these elements in interaction (dialogues, conversations, question-and-answer settings, and debates) before you use them in formal group and individual presentations. The course will be conducted in German.

COURSE OBJECTIVES
By the end of this semester you should be able to:
• compose short written essays in German with a high degree of grammatical accuracy, a varied vocabulary, and in a formal register;
• participate in verbal interactions in German with ease and advanced fluency using both colloquial phrasing in conversation as well as formal elements in debates and presentations;
• understand and comment on primary German sources about contemporary Germany; and demonstrate a solid understanding of core issues central to German society and culture.

Texts/Readings:
All of the required material is available online or via Blackboard. It is expected that you print out each text and worksheet in advance of the respective class, make notes on it as you read it, and bring it to class. Each video should be watched multiple times and you should bring questions pertaining to the material read and/or viewed. There are supplementary documents in the file “TEXTE” and stylistic rubrics in the “Materialien” folder. Consult these folders each week.

Grading:
Preparation and participation    15%
Weekly writing assignments    15%
Quizzes                10%
Three two-page papers        40%
Group presentation            20%
Plus/minus grades will be assigned for the final course grade.

Description:

Students in this course will stage-manage, direct, and perform in a student production of Goethe’s Faust at UT’s Brockett Theatre in mid-April 2011. The class is open to all students who have completed the equivalent of one year of college German (i.e., GER 507 or 604).  It is a full three-hour upper division German course (which means it will count toward a major or minor in German). There will be a variety of speaking parts (of varying difficulty) and there will also be opportunities for students less interested in acting on stage, but who have an interest in costume design, lighting, and set production. All students are expected to read Goethe’s drama in its entirety (lower-division students may read much of it in English).

Prerequisite: GER 507 or GER 604

Description

Following German reunification, numerous studies, books, and indeed undergraduate courses have discussed questions of memory, social identity, and Germany’s historical responsibility, as well as what form a reunified Germany would take post 1990 in the wake of German reunification. Such questions arose out of a concern for the place historical memory (both in relation to National Socialism and division) would have in a nation that for some was trying to forget its burdensome past. While addressing some of those questions on the status of Germany’s memory culture in this course’s study of twentieth-century Berlin representations, “Prostitutes, Fascists, and (diet) Communists” will also offer other equally important portraits of Germany’s pre- and post-unification capital, namely Berlin’s rise as a subversive cultural Mecca. Throughout the 20th century Berlin has fascinated writers, artists, directors and essayists who strove to capture contemporary fascination with this truly modern city by focusing on the quotidian, the city’s sub-culture milieu, urban politics, architecture, and the body-fetish associated with Berlin’s night-life. Our main concern will be to look at how the literary and visual city is constructed and represented, and to focus on the central concerns in those representations, whether Weimar, fascist or post-fascist. The course will begin by looking at the genesis of the city’s metropolitan status in the Weimar era, the much-touted “Golden Twenties,” to ask how the city was promoted in film, literature and advertising: while some contemporary critics repeated compared Berlin with New York, other critics claimed that Berlin in the 1920s was unparalleled. The course will then move on to ask how was Berlin perceived and represented during the Nazi period from 1933 to 1945, paying particular attention to fascist aesthetics in architecture. Through a study of postwar Berlin representations both fictional and factual, students will study the impact of Cold War politics on the divided city, the geographic, cultural, and psychological effect of the Berlin Wall, as well as ideologically promoted “identity competitions” between East and West Berlin for the title of the “real” Berlin. The course will conclude with a look at the changes to Berlin since German reunification and ask what role Berlin’s history and the memory of those histories should have in the twenty-first century metropolis.

Course Requirements

This is a film and literature course. As part of the course, there will be evening movie viewings of films pertaining to Berlin. We will discuss each film and its pertinence to the course in class. Participation is not optional.

Novels:
Günter Grass, Ein weites Feld (1995)
Wladimir Kaminer, Schönhauser Allee (2001)
Tanja Dückers, Spielzone (1999)

Films:
Goodbye, Lenin!
Sommer vorm Balkon
Nachtgestalten

Grading:

Two 3-page papers: 20%
Research paper: 20%
Four 1-page Film Reviews: 10%
Peer-review: 5%
In-class presentation: 15%
Attendance, preparation, and participation: 10%
Exams: (10% each) 20%
Plus/Minus Grades will be assigned for the final grade.

This course explores West German historical, political, and cultural developments in the 1950s. It begins with an exploration of the pressing questions that historians of the 1950s ask about the period, both in West Germany and, significantly, the United States, West Germany’s major political and cultural ally and influence. This course looks at, among other developments, the arrival and cultural impact of American economic and consumer practices in West Germany in the 1950s and contextualizes such practices in relation to the highly politicized discussions about postwar West German reconstruction, social and political growth. Reflecting a recent shift in German studies away from questions of memory, guilt and historical atonement, “Rethinking the 1950s in West Germany” attempts to highlight some of the themes with which scholars in German studies today are engaged, in their attempt to challenge and revise conventional readings of West Germany’s postwar decade. The question of America’s influence will be central, because although US culture was at times negatively perceived by West Germans and dismissed as superficial, the paucity of cultural life in West Germany’s ruined landscape coupled with the stigma of Nazism made some West Germans eager to embrace American cultural imports, in the form of music, film and consumer goods. While some of these imports were inevitably tied in with US-government sponsored cultural programs, others were promoted through West German commercial outlets, such as magazines, cinema, and advertising. Appropriately, the choice of media discussed in this course—music, film, and clothing styles—has been made to reflect the significant influence of American consumer culture and sheds light on how these radically new cultural forms were transforming West German society and gender politics in the immediate postwar era. It is in this vein that the course will approach such varied topics as West Germany’s sexual politics, urbanism, the revival of heimat, Frankfurt school cultural criticism, consumerism, and popular culture.


In addition to the Monday seminar class, students are expected to attend evening film viewings (time/date as yet to be determined). Attendance is not optional. As part of the study of 1950s West Germany, students will watch the following films: Nicholas Ray, Rebel Without a Cause (1955); Georg Tressler, Die Halbstarken (1956); Paul May, Und ewig singen die Wälder (1959).



Grading Policy:
Presentation: 20%
Students will give a thirty-minute presentation on a draft of their seminar paper. It is expected that the student will address the questions the papers addresses and, importantly, raises, discuss methodology, as well as the significance of their argument pertaining to the subject matter discussed. The presentation will be followed by Q&A from other students in the class.

Participation: 20%
Active participation means being involved in discussions and discussion groups, being curious and asking in case you don’t understand something, questioning statements and findings if you disagree, and defending your own findings and opinions, according to your own capacity to perform in the class. It is expected that you read all of the material listed on the course syllabus.

Seminar Paper: 60%
The seminar paper will develop one of the themes addressed in this course. It should be between 15 to 20 pages in length. The first draft should be completed and ready for presentation by week 13. The seminar paper will be submitted on Friday December 3rd.

Readings:

With the exception of Günter Grass, Die Blechtrommel and Wolfgang Koeppen, Der Tod in Rom, all other reading material listed on the syllabus will be available on Blackboard. Students should order the two above-listed novels through Amazon or the like.

GER331L Advanced Conversation and Composition

Unique: 38405

Semester: Fall 2009

Instructor: Philip Broadbent (p.broadbent@mail.utexas.edu)

Office Hours: By appointment

Office: BUR 364

 

Meeting time and room: 12:30 – 14:00 BUR 3.37

 

 

 

There are two central goals of this course: the first is to become familiar with the prominent discourses today in contemporary Germany and second, to gain both spoken and written command of the language. The course will be conducted in German. The material, film music, poetry and print media, will be discussed in detail in relation to post-wall German culture, society, politics, and memory culture. Though these themes you will establish "Assoziationsfelder" that will help you to expand your vocabulary. The second goal of the course is to increase your level of accuracy in both speaking and writing German.  At the beginning of the semester we will occasionally review "patterns" of the group's mistakes in essay writing. You will be expected to speak and write consciously using the grammatical structures as they are reviewed in class and to add increasingly sophisticated and complex elements to your conversation and essays.  The written essays required for the course are intended to give you practice in using the language with greater accuracy and at a higher register in speaking as well.

 

Course Requirements

Participation

Each class will have 3 to 4 questions relating to the day’s topic that will be the focus of class discussion and debate for each session. It is expected that you will read and watch the material for each class in advance – video clips should be watched more than once. A central goal in this course is to help students improve spoken command of German and articulate complex arguments coherently; as result, there will be no lectures in this course, only group and class discussions on the material provided.

 

Group presentation and discussion

There will be four in-class group presentations/discussions, one at the end of each section. The purpose of these presentations is twofold: first, they provide students with an opportunity to synthesize the material of the preceding weeks. Second, building on the grammar and vocabulary list that will be provided at the beginning of the course, the debates help students improve and broaden their linguistic registers through structured verbal engagements. The presentations/discussions are dialectical in nature: each group will present multiple and opposing view points (thesis/antithesis) on chosen topic and conclude with a synthesis of the views presented. It is expected that each group will research in depth their chosen topic as well as provide examples for discussion not listed in the syllabus.

 

Short Writing Assignments

Throughout the course you will be assigned four short written assignments that will be directly related to the readings and/or in-class discussions. Each assignment will require that the student produce a critical reading of one or more of the themes addressed in each section. Each assignment paper will be three pages in length, 12-point font and be emailed to the instructor on the date marked in the syllabus.

 

Attendance

It is expected that you will attend all sessions, do the background reading, commit new grammatical structures and vocabulary to memory, and participate in all discussions. Attendance is mandatory and reflected in your grade. Each unexcused absence will affect your final grade by two percentage points (i.e. one fifth of a full letter grade).

 

COURSE OBJECTIVES

The course is designed for students to:

• improve their command of German, with special emphasis on oral and written proficiency;

• gain linguistic and cultural competence through an emphasis on small group work and individual presentations

• achieve a deeper understanding of cultural difference through active engagement with the materials

 

Texts/Readings:

Most of the reading material is available online. It is expected that you read the online texts and bring a printed version to each respective class. The Youtube videos should be watched multiple times and students should bring questions pertaining to the material viewed. However, extra material will be accessible through Blackboard. A German-English dictionary will be indispensable.

 

Grading:

 

Participation 25%

In-class debates 30%

Short writing assignments 25%

Final Test                                    20%           

 

Plus/Minus Grades will be assigned for the final grade.

 

Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259.

 

 

 

 

 

CLASS AND CLASSROOMS:

            Cell phones must be turned off in class; computers may be used only for note-taking. If a student uses electronic devices for non-class related activities and creates a disturbance s/he will be asked to leave for the remainder of that class.

 

ACADEMIC ASSISTANCE

• Academic Assistance is provided by the UT Learning Center, in Jester Center, Room A332A.  It offers help with college-level writing, reading, and learning strategies.  It is free to all currently enrolled students. 
• See:  <http://www.lib.utexas.edu/services/assistive/policy.html>  for requesting help you need in using the main library (PCL) or the Fine Arts Library (for films).

 

STUDENTS WITH DISABILITIES

            The University of Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-6441 TTY.   Any student with a documented disability who requires academic accommodations should contact the Service for Students with Disabilities as soon as possible to request an official letter outlining authorized accommodations.  These letters must be given to your TAs to receive accommodations.  See: <http://www.utexas.edu/diversity/ddce/ssd/index.php>.

 

SYLLABUS AND ASSIGNMENTS:

            All requirements have been given to you in writing, in the package including this sheet.  If you don't read it and miss something, it's not our problem.  NO LATE WORK ACCEPTED;  see the conditions for making up work for medical and other leaves are listed in the next section.

 

RELIGIOUS HOLIDAYS AND OTHER ABSENCES

• Students can make up work missed because of a religious holiday as long as they provide the instructor with documentation at least one week before the holiday occurs. 
• The same applies to official university obligations like Club or Varsity sports.
• Documentation from a physician is required for medical absence;  arrangements for work to be made up must be made promptly, and in no case should the work be completed more than 2 weeks after the absence. 
• Other absences (e.g. family events) must be arranged for at least TWO WEEKS IN ADVANCE and missed work must be turned in at the NEXT CLASS SESSION upon return.

 

CHEATING AND PLAGIARISM

            Cheating and other forms of scholastic dishonesty, including plagiarism, will be reported to the Dean of Students. Cheating on tests or plagiarism on  papers is an F for the assignment, with no makeup possible.  If you engage in any form of scholastic dishonesty more than once, you will receive an automatic F for the course.

            If you are unsure about the exact definition of scholastic dishonesty, you should consult the information about academic integrity produced by the Dean of Students Office: <http://deanofstudents.utexas.edu/sjs/acint_student.php>.

            Plagiarism means using words or ideas that are not your own without citing your sources and without indicating explicitly what you have taken from those sources. If you are unsure about what constitutes plagiarism, consult: <http://www.lib.utexas.edu/services/instruction/learningmodules/plagiarism/>

            What does "citing your sources" mean?  It means providing appropriate footnotes and bibliographic entries.  See <http://www.lib.utexas.edu/services/instruction/learningmodules/citations/>.  To make correct citations, researchers often use bibliographic software like UT's "Noodlebib" <http://www.lib.utexas.edu/noodlebib/>  or Zotero  <http://www.zotero.com. 

 

ADDITIONAL INFORMATION ON CHEATING: 

The Student Judicial Services Website provides official definitions of plagiarism and cheating:

·      Definitions of plagiarism and other forms of scholastic dishonesty, based on Section 11-802d of UT’s Institutional Rules on Student Services and Activities:

      http://deanofstudents.utexas.edu/sjs/scholdis_plagiarism.php

·      The University’s Standard of Academic Integrity and Student Honor Code (from Chapter 11 of the University’s Institutional Rules on Student Services and Activities):

      http://deanofstudents.utexas.edu/sjs/acint_student.php

·      Consequences of scholastic dishonesty: http://deanofstudents.utexas.edu/sjs/scholdis_conseq.php

Types of scholastic dishonesty: unauthorized collaboration, plagiarism, and multiple submissions:  http://deanofstudents.utexas.edu/sjs/scholdis_whatis.php

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEIL 1: Wiedervereinigung

 

27 August

 

1. – 3. September

2: Ost deutsche Kultur bis 1989

Glaser, Deutsche Kultur, S 342-367 (Blackboard)

 

 

8. – 10. Sept.

 

4: 9 November 1989: Westdeutsche Perspektiven

 

15. – 17. Sept.

 

6: Die DDR als Last

Sophie Calle: Die Entfernung (Blackboard)

 

Szenen aus Goodbye, Lenin!

 

 

7: Summary of topic “Wiedervereinigung”

Group 1 presentation and discussion

 

 

 

TEIL 2: Politik und Gesellschaft

 

 22. – 24. Sept.

 

8: Einwandererland Deutschland

http://www.zeit.de/2006/16/01_leit_1_16?page=all

 

http://images.zeit.de/text/2006/03/Integration

 

9: Muslime in Deutschland

http://www.stern.de/panorama/:Muslime-Deutschland-Multikulti-Mikrokosmos/534112.html?pr=1

 

http://www.tagesspiegel.de/magazin/wissen/gesundheit/art300,2131528

 

__________________________________________________________________

 

29. September – 1. Oktober

 

10: Kopftuch Debatte in Deutschland

http://www.bpb.de/themen/Z6AZOL,0,0,Das_Kopftuch.html

 

http://www.spiegel.de/schulspiegel/0,1518,293543,00.html

 

 

11: Leitkultur

http://www.zeit.de/1998/30/199830.auslaender_.xml?page=all

 

http://www.zeit.de/2000/47/200047_leitkultur.xml

 

 

6. – 8. Okt.

 

12: Neonazis in Deutschland

http://monsters.blogsport.de/2009/07/13/von-der-wiege-bis-an-die-bahre-braun-wie-frauen-die-rechtsextreme-szene-stabilisieren/

 

http://www.n-tv.de/politik/dossier/Braun-bis-in-die-Mitte-article198161.html

 

13: Summary of topic Politik und Gesellschaft

Group 2 presentation and discussion

 

 

Teil 3 Vergangenheits-Fetischismus

 

13. – 15. Okt.

 

14:            Vergangenheitsbewältigung           

http://de.wikipedia.org/wiki/Vergangenheitsbew%C3%A4ltigung

 

http://www.spiegel.de/politik/ausland/0,1518,61649,00.html

 

15: Das Holocaust-Denkmal in Berlin

http://images.zeit.de/text/1999/14/199914.denkmal.2_.xml   

 

http://images.zeit.de/text/2005/19/Mahnmal

 

            http://images.zeit.de/text/1997/04/thema.txt.19970117.xml

 

20. – 22. Okt.

 

16: Nach-Wende Hitler

http://www.youtube.com/watch?v=IPYaAxgpeJI

 

http://www.spiegel.de/kultur/gesellschaft/0,1518,564119,00html

 

                        Kershaw, Ian. Hitler und die Deutschen: Trauma der Deutschen  (Blackboard)

 

17: Die Deutschen als Opfer

Jörg Friedrich, “Der Bauch-Historiker” (Blackboard)

 

                        Ute Frevert, “Geschichtsvergessenheit” (pp. 6-11) (Blackboard)

 

27. – 29. Okt.

 

18: Vergangenheitsbewältigung: zweiter Versuch

Walter Moers, Der Bunker http://www.youtube.com/watch?v=Pq4gQPReH2E

(write down the lyrics and bring to class)

 

Paul van Dyke, Wir sind wir http://www.youtube.com/watch?v=z-ISTsRAdw8

(write down the lyrics and bring to class)

Making of the Wir sind Wir video: http://www.youtube.com/watch?v=WqQ5EzAH41s&feature=related

 

19: Summary of topic Vergangenheits-Fetischismus

Group 3 presentation and discussion

 

TEIL 4: Berlin: Arm aber Sexy

 

3. – 5. November

 

20: Berlin wird Haupstadt Deutschlands

                                    Berlin – Wiederkehr einer Metropole (Blackboard)

 

http://www.berlinonline.de/berliner-zeitung/archiv/.bin/dump.fcgi/2006/1114/mitte/0005/index.html

 

21: Architektur und Ideologie

http://www.tagesspiegel.de/berlin/Stadtleben-Mitte-Hackerscher-Markt-Lothar-Heinke;art125,2865676  (and also click on images to see photographs)

http://www.tagesspiegel.de/berlin/Potsdamer-Platz-Mitte;art270,2624321

Andreas Huyssen, The Voids of Berlin (Blackboard)

 

10. – 12. Nov.  

 

22: Ein Märchenschloss

http://www.zeit.de/2000/35/200035_stadtschloss1.xml?page=all

 

http://www.zeit.de/2001/17/200117_a-palast.xml?page=all

 

 

22: Berlin und Sex

http://www.berlinonline.de/berliner-zeitung/archiv/.bin/dump.fcgi/1995/0207/none/0005/index.html

 

http://www.faz.net/s/RubFC06D389EE76479E9E76425072B196C3/Doc~EE98BC392FB0E40659D01D3816120680B~ATpl~Ecommon~Scontent.html

 

17. – 19. Nov.

 

24: Berliner Bilder

Vladimir Kaminer, Russen Disko (Blackboard)

 

 

25: Die Schwule Hauptstadt: Toleranz Bilder

http://www.zeit.de/2007/26/Homosexuelle  

 

http://www.youtube.com/watch?v=8Fr9XTAed1I&feature=related

 

 

 

 

24. – 26. Nov.

 

26: Summary of topic Berlin

Group 4 presentation and discussion

 

27: Thanksgiving

 

 

01. – 03. Dezember

 

28: Vocabulary review; summary of material, and pre-test review

 

 

29: Test