Language Courses Reading & Composition Freshman Seminar Courses Taught in English Courses Taught in German Dutch Yiddish Graduate LANGUAGE COURSES Please note that all sections of German 1 through German 4 will still meet five hours per week.   However, at each level we are introducing sections that will meet three days per week, rather than five days per week.  German 1 1. (5) Elementary German I. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. All four foreign language skills (reading, writing, speaking, and listening) are addressed to help students acquire communicative competence in the German language while being sensitized to the links between language and culture. German 1 is for students with no prior knowledge of German. German 2 2. (5) Elementary German II. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. Prerequisite: G1 or equivalent.   In German 2, students will continue to develop communicative competence in the German language and expand their sensitivity towards the relationship between language and culture.   While all language skills will be addressed, additional emphasis will be on the various styles of written and spoken German. Prerequisite: G1 or equivalent. German 1G/2G 1G/2G. (0) Reading German for Graduates (S/U) . TBA Fall/Spring. Taken on S/U basis. Prepares graduate students from other disciplines to take their German reading exam. One year of German should be taken before 1G; 1G or consent of instructor for 2G. Students who will take 2G should enroll in it at the beginning of the semester; 2G will begin approximately the eighth week of instruction. All students interested in the G courses should attend the first meeting of the semester. German 3 3. (5) Intermediate German I. Topics in German Language and Cultural History. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. While continuing to expand students' communicative competence in German, this content-driven course will provide insights into postwar German history and cultural trends. Primary focus will be on the development of literacy skills (critical reading and writing), vocabulary expansion, and a thorough review of structural concepts. You will be guided towards expressing yourself on more abstract topics, such as language and power in society, multiculturalism, rebellion and protest, and social justice and towards drawing connections between texts and contexts, using a variety of text genres (journalistic, historical, short story, poetry, drama, advertising, film). German 4 4. (5) Intermediate German II. Topics in German Language and Culture. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. In this fourth-semester German language course you will work on strengthening your interpretative abilities as well as your written and oral forms of expression.   While continuing the development of communicative competence and literacy skills, students will discuss a variety of texts and films and try to find innovative ways in which to engage with familiar presuppositions about who we are, about what determines our values and actions and about the function and power of language. READING AND COMPOSITION (Readings and discussions in English.) R5B. (4) Reading and Composition. Fulfills the second half of the University's Reading & Composition Requirement (equivalent to English 1B, Comp. Lit. 1 B, etc.). Section 1: Allred This course will focus on intersections between German literature and visual culture. We will read a variety of texts that thematize, exhibit, or even resist elements of popular visual culture of the last 150 years. The roles of vision and visualization will help to frame the readings and our ability to write about both written and visual texts. Section 2: Haubenreich We all play. As children, we play with toys and dolls, and bring them to life them with our imagination. We play dress-up, board games, video games. We grow up and go to costume parties and revel in Halloween. Playing is an integral part of the human experience. Play allows us, at times, to escape reality, or to enter slightly altered, or completely imagined ones. In this course, we will explore texts of different media (literature, philosophy, visual arts, film, video games) that ÒplayÓ with the boundaries of reality. We will explore theoretical frameworks that propose that art, and culture itself, emerge out of the phenomenon of play. And finally, we will pursue written exercises with an understanding of writing as a process that expands reality and alters the world we live in. Section 3: St. Clair The Federal Republic of Germany of the twenty-first century is vastly different from that of Imperial Germany at the end of the nineteenth century.  For example, during the twentieth century Germany lost about one-third of its territory.  During the same century, Germany became increasing less agriculture, more industrial, and eventually high-tech.  The ethnic composition of Germany has also changed radically during the twentieth century, and instead of purely linguistic polarization, ethnic division now involves differences in religion.  Finally, among strongest examples of a new and vastly different Germany is Federal Chancellor Angela Merkel, a female head of government. This course presents a survey of German political history within the twentieth century.  The political history of this era consists of five distinct phases:  Imperial Germany, the Weimar Republic, Nazi Germany, post-war Germany, and German Re-unification.  The readings for Imperial Germany focus on German responsibility for the First World War.  Readings for the Weimar Republic focus on why this initial attempt at democracy failed miserably.  Readings for Nazi Germany attempt to explain how Adolf Hitler came to power, which ultimately resulted in immense human tragedy. The readings for the post-war era begin with “zero hour.”  Germany was divided into four occupation zones, which later defined the boundaries of West and East Germany, countries with two different economic systems on the battlefield of the Cold War.   Finally, the readings for German reunification attempt to explain the much unexpected demise of the former East Germany, which literally happened overnight.  Section 4: TBA TBA Section 5: Orich This course will explore the different ways in which cultural works of art have responded to the emergence of genetic sciences in the 20th century. We will discuss a selection of different texts (films, novels, paintings, essays) engaging with issues of cloning, bioengineering, assisted reproductive technologies, etc. We will consider how these texts convey current anxieties and promises evoked by genetic sciences, and how scientific and artistic discourses are intertwined in their attempt to make sense of human life. We will question in which ways the different media that articulate these responses participate as well as shape the debate about the geneticization of contemporary Western culture. The topic of genetic discourses as depicted in the selected works of art will serve as a means to facilitate the primary goal of this course, which is to improve our analytical thinking and writing skills. Section 6: Little TBA Section 7: Winters There may only be six or seven plots in all literature, but there are endless ways of telling a story. The study of storytelling is called narratology, and this will be our focus for the semester. We will consider a broad sample of texts from antiquity, the middle ages, and the modern era from a narratological perspective, and seek to understand what makes each author's voice distinctive. Students will commit their views to writing in the form of ironclad argumentative essays; additionally, they will complete a series of shorter exercises targeting specific issues in grammar, register, and style. Readings to include selections from Homer and the Bible, works by anonymous medieval German and Icelandic authors, and short prose fiction by Heinrich von Kleist, Ludwig Tieck, Thomas Mann, and Ilse Aichinger. back to top COURSES TAUGHT IN GERMAN 100. (3) Introduction to Reading Culture - Dewulf This course is intended to acquaint students with selected works from German cultural history and to familiarize them with various methods of interpretation and analysis. Required for all German majors. Fulfills the L&S requirement in Arts and Literature or International Studies. Taught in German. Students with native fluency in German are not eligible to enroll. 101. (3) Advanced German Conversation, Composition and Style - Euba Focusing on five central themes, this advanced-level language course will help students improve and expand on spoken and written language functions utilizing a variety of works from different genres in journalism, broadcasting, literature, fine arts, and cinema. The final goal is to enable students to participate in the academic discourse, written and spoken to linguistic and stylistic level appropriate for advanced students of German in upper division courses. Fulfills the L&S breadth requirement in Arts and Literature or International Studies. Taught in German. Students with native fluency in German are not eligible to enroll. 102D. (3) Pop Culture/Germany - Schuler Focusing on popular culture in German speaking countries, this advanced level language course will help students to improve and expand on spoken and written language functions. Fulfills the L&S breadth requirement in Arts and Literature or International Studies. Taught in German. Students with native fluency are not eligible to enroll. 103. (3) Intro to German Linguistics- Shannon This course is designed to provide students with an overview of the major subfields of linguistics as they apply to German. Gateway course for undergraduate study of German linguistics. Required for German majors. Taught in German. 108 (3) Literary Translation - Kudszus This course introduces students to the problems of literary translation from German to English. back to top COURSES TAUGHT IN ENGLISH German C75 (3)- Seminar- Feldman, K. "What is Beauty" . What or who decides whether something is beautiful or not? What purpose do beauty and art serve? Where do originality, genius and inspiration come from? What do art and beauty have to do with freedom and human progress? In this 4-unit course we will examine primarily western European and north American approaches to beauty as represented in works of philosophy, literary theory and theories of art and aesthetics. This course is not a comprehensive survey of the history of philosophical aesthetics nor of art; the goal is instead to examine key theoretical questions as they evolve between several intellectual arenas and over many centuries. While some of our main readings may be abstract and difficult, we will nonetheless make every attempt to render them lucid and understandable at a level appropriate to undergraduates. Careful, repeated reading and patience with abstract concepts are requirements of this course. The course reader is available at Copy Central on Bancroft Ave. German 104/ Comp. Lit. 190 (3)-Senior Colloquium-Largier, N. TBA German 105 (3)- Middle High German for Undergraduates-Tennant E. This course will introduce students to the language and literature of the Middle High German period. The focus will be on reading competence and linguistic analysis of Middle High German texts, using structural comparison with Modern German to help students develop their translation skills. Knowledge of Modern German (or another older Germanic language) recommended. Taught in English. German 157C (4)- Heidegger and Arendt. Feldman, K. This course is an introduction to the work of Martin Heidegger and Hannah Arendt. We will begin with an investigation into Heidegger's conceptualiztions of language, time, and human dwelling. We will then move to an examination of Arendt's political philosophy, including her focus on the public/private distinction. Taught in English. German 160B (4)-Facism and Propaganda- Staff. This course will focus on the theory and practice of propaganda during the 12 years of the Third Reich. It takes a close look at the ideology the Nazis tried to transmit, the techniques, organization, and effectiveness of their propaganda. Challenging the idea of the total power of propaganda, it looks for the limits of persuasion and possible other reasons for which Germans might have decided to follow Hitler. Sources will include the press, radio, film, photography, political posters, and a few literary works of the time. back to top GRADUATE COURSES 201B. (4) - Tennant 16th and 17th Century. 204. (2) Compact Seminar - Koch TBA.This course will meet on Fridays for four weeks beginning September 9 and ending September 30, 2011. 214. (4) Studies in the 20th Century- Gokturk "Minor Literatures" - Austrian and German-Swiss literature in its cultural and political context. 256. (4) Problems of Literary Theory- Kudszus "Nietzsche/Freud". Our readings in this seminar will include Friedrich Nietzsche's Die fröhliche Wissenschaft (1882), Also sprach Zarathustra (1885), Jenseits von Gut und Böse (1886), Zur Genealogie der Moral (1887), and Sigmund Freud's Die Traumdeutung (1900), Jenseits des Lustprinzips (1920), and Das Unbehagen in der Kultur (1930). 265. (4) Film Theory- Kaes TBA 268. (4). Aspects of Literary and Cultural History - Tang "Tragedy and the Tragic" - In recent years, both literary studies and philosophy have taken great interest in tragedy, a literary genre usually considered the highest and the most philosophical in the generic hierarchy. This seminar on modern tragedy will try to map three interrelated domains: poetics of tragedy from the 17th to the 20th century; philosophy of the tragic from German idealism through cultural theories around 1900 to contemporary critical theory; tragic figurations of modernity. This class is conducted in English. 270. (4). History of the German Language- Rauch TBA 285. (4). Approaches and Issues of the Modern German Language- Shannon TBA 290. (4). Seminar in German Linguistics- Rauch TBA PEDAGOGY 351. (3) Seminar in Foreign Language Pedagogy: Teaching College German (I)- Euba Focusing on the theory and practice of foreign language pedagogy, this course is designed to provide graduate students in German with knowledge and tools for their careers as teachers in the language classroom and beyond. While emphasizing critical reflection on pedagogical practices--one's own and that of others-- students will also be introduced to the field of Second Language Acquisition research and its relationship to pedagogy. This, along with the development of practices that promote continuing professional growth, should provide a basis for the ability to stay theoretically informed and to participate in the professional discourse of a rapidly developing field. Included in this course is a significant practical component, addressing the day-to-day challenges of planning for and teaching the simultaneously offered elementary German language courses. back to top DUTCH 1. (5) Elementary Dutch- Hollander Dutch language course for beginners. Focus of the course is on acquiring basic communicative competence in the language, i.e., developing the ability to appropriatly use the language (spoken as well as written) in authentic situations. 110. (5) Advanced Dutch- Hollander Focus of this course is on reinforcing and expanding patterns and vocabulary acquired in 2. All the major grammar will be reviewed. Written and spoken proficiency will be improved. 171AC. (4) From Amsterdam to New York- Dewulf SATISFIES AMERICAN CULTURES REQUIREMENT. 173. (4) Dutch Post-Colonial Studies- Renders "The White Man's Burden: Colonial and Post-colonial Literature on the Congo". YIDDISH 101. (5) Elementary Yiddish- Cohen This is an introduction to Yiddish language, literature, and culture. With particular focus on the basics of Yiddish grammar, we will develop reading, writing, speaking, and comprehension skills. In so doing, we will also have an opportunity to explore simple Yiddish songs, stories, and dialogues as reflections of Yiddish culture and history. 103. (5) Elementary Yiddish- Chaver "Mendele the Bookseller" is the authorial persona of the first modern Yiddish writer, S. A. Abramovitsh, revered as the "grandfather of Yiddish literature" for his innovations in laying a new literary framework for Yiddish. Writing in the 19th Century Russian Pale of Settlement, Abramovitsh presents Jewish communities and culture with keen insight that often shades into biting satire. Requirement: one year of Yiddish or equivalent knowledge. back to top