Articulating the Curriculum through Cultural Themes: A Literacy and Genre Approach to Teaching Protest, Rebellion, and the Reevaluation of the Past.

Autor/inn/en	Rogers, N. Jeff; LeCompte, Laurie; Plumly, Vanessa
Titel	Articulating the Curriculum through Cultural Themes: A Literacy and Genre Approach to Teaching Protest, Rebellion, and the Reevaluation of the Past.
Quelle	In: Die Unterrichtspraxis - teaching German, 45 (2012) 1, S. 40-52 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 3
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/j.1756-1221.2012.00117.x
Schlagwörter	Kultur; Gesellschaft; Film; Methodik; Deutsch als Fremdsprache; Geschichte (Histor); Politik
Abstract	Conceived of as a response to the 2007 MLA Report on the state of foreign language teaching and learning in the United States, this article takes up some of the report's recommendations and puts them into practice. The first part of the article offers a response to current debates concerning foreign language programs and lays the conceptual foundation for a unit intended to help bridge the gap between second and third year courses in German Studies. This is followed by a pedagogical unit developed around Gregor Schnitzler's (2002) comedy thriller, Was tun, wenn's brennt? The film provides material for students of German to explore the idea of Vergangenheitsbewältigung ('coming to terms with the past') beyond the context of the Nazi period, focusing instead on post-war periods of German history. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2