concepts (Briderlich[keit], Treue, Einigkeit, Recht, Freiheit, Vaterland). One way to start might be to ask students to identify the geographic boundaries of the United States on the north, south, east, and west. Some may forget that Alaska and Hawaii extend those boundaries considerably. Was the U.S. always this large? Students could be reminded of the territory originally encompassed by the 13 Colonies, the Louisiana Purchase, the westward expansion into the Northwest and California. How did this happen? A map of Europe should then certainly be shown to illustrate that Fallersleben is calling for the unification of all the territory occupied by German speakers in the middle of the 19th Century, an area considerably larger than the Federal Republic today. Students could be asked how they would understand the inf mous opening line if it read USA, USA Ober alles (even though it doesn't scan). At this point a discussion might ensue that gets at the heart of the issue in the poem. Some may think first of America's ilitary might, others of the values of democracy, freedom, and religious and ethnic tolerance. Students could be asked to debate the meaning of the w rd Patriotism. At this point the line Einigkeit und Recht und Freiheit could be c nsidered, perhaps with the reminder t at the struggle to achieve and maintain national unity under the principles of justice and freedom lay at the heart of both the American Revolution and the Civil War. The second stanza may strike students as odd in this context. Why does Fallersleben mention German Frauen, Wein, and Sang in the same breath as deutsche Treue? These apparently represent values that are worth fighting for (Uns zu edler Tat begeistern). Would it be too farfetched to ask students to talk about what they associate with the phrase, Mom, Baseball, and Apple Pie? Kulturinformationen: The text is rich in possibilities, and it will be important not to overload students with information. The competing forces of nationalism and liberalism in Germany during the first half of the 19th Century lie at the heart of the issues raised in the poem, and this might be the place to introduce the pivotal events of 1848-49. The link between romanticism and nationalism expressed in the second stanza might be explored. And certainly this would be the place to consider the term Vaterland in some detail, perhaps in conjunction with a term with which Americans have recently become familiar, Homeland. The history of Das Lied der Deutschen-its adoption as the national anthem in 1922, banishment in 1945, and reinstatement (without the first stanza) in 1952--might allow for a brief review of German history in the 20th Century. Appendix E. Sample Cultural Vocabulary List By introducing selected vocabulary items in each Kulturexkurs a basic corpus of cultural vocabulary can be acquired by the end of the course. After their first appearance, words are reintroduced and practiced with sufficient frequency to allow for active acquisition. The following list is not meant to be complete or prescriptive but only to illustrate the type of vocabulary necessary for dealing with deeper cultural issues. Easily recognizable cognates (e.g., Nation, Revolution, Emanzipation) are not included. When listed in a textbook, plural forms and other essential grammatical information would be included.