Student Learning Objectives

Becau­se this cor­re­spon­dence bet­ween Hil­de and Roland is rich in infor­ma­ti­on about ever­y­day life, the­re are many pos­si­ble lear­ning objec­ti­ves for this cur­ri­cu­lum. Accord­in­gly, the ele­ven units in this cur­ri­cu­lum are desi­gned to be they are inten­ded to be used in ways that inte­gra­te social-sci­en­ti­fic and huma­nistic stu­dy of the Ger­man past. For stu­dents of Ger­man as a for­eign lan­guage (DaF), the­se tea­ching units simi­lar­ly allow for the acqui­si­ti­on of lan­guage tog­e­ther with lear­ning about cul­tu­re and histo­ry. Inst­ruc­tors should the­re­fo­re focus on the stu­dent lear­ning objec­ti­ves (SLOs) that are most rele­vant to their course. 

Sources for Disci­pli­na­ry Standards

The social stu­dies stan­dards for the­se tea­ching units are based broad­ly on the United Sta­tes’ Natio­nal Stan­dards in World Histo­ry enac­ted in March 1994 as part of the GOALS 2000, Edu­ca­te Ame­ri­ca Act.

The Ger­man lan­guage stan­dards are based on the the two major frame­works for tea­ching, lear­ning and asses­sing for­eign lan­guage pro­fi­ci­en­cy: the Com­mon Euro­pean Frame­work of Refe­rence (CEFR) for lan­guages used with the Euro­pean Lan­guage Port­fo­lio (ELP) and the Ame­ri­can Coun­cil on the Tea­ching of For­eign Lan­guages (ACTFL) pro­fi­ci­en­cy gui­de­li­nes.

The stan­dards for tea­ching inter­cul­tu­ral com­mu­ni­ca­ti­on are based on the Ame­ri­can Asso­cia­ti­on of Col­le­ge & Uni­ver­si­ties’ VALUE Rubric Deve­lo­p­ment Pro­ject.

To the­se stan­dards we added a set of huma­nistic com­pe­ten­ci­es that has been used in the Gene­ral Edu­ca­ti­on Pro­gram at the Uni­ver­si­ty of Mis­sou­ri-Kan­sas City, which remain often unsta­ted as objec­ti­ves when tea­ching across the curriculum.

Pos­si­ble Lear­ning Objec­ti­ves for Activities

Indi­vi­du­al acti­vi­ties wit­hin each tea­ching unit are asso­cia­ted with spe­ci­fic lear­ning objec­ti­ves drawn from this list. Inst­ruc­tors should select the appro­pria­te SLOs for their class­room and they may use them eit­her as class­room acti­vi­ties or home­work assignments.

DaF Lan­guage Stan­dard: B1 (CEFR) or Inter­me­dia­te Mid (ACTFL) level of pro­fi­ci­en­cy. The stu­dent should be able to:

Under­stand the main points of clear stan­dard input on fami­li­ar mat­ters regu­lar­ly encoun­te­red in work, school, leisu­re, etc.

Deal with most situa­tions likely to ari­se while tra­ve­ling in an area whe­re the lan­guage is spoken.

Produ­ce simp­le con­nec­ted text on topics which are fami­li­ar or of per­so­nal interest.

Descri­be expe­ri­en­ces and events, dreams, hopes and ambi­ti­ons and brief­ly give rea­sons and and explana­ti­ons for opi­ni­ons and plans.

Huma­nistic Com­pe­ten­ci­es: The stu­dent has an appre­cia­ti­on for Ger­man cul­tu­re. The stu­dent is able to:

Iden­ti­fy aspects of ever­y­day cul­tu­re and place them in their his­to­ri­cal and bio­gra­phi­cal context

Iden­ti­fy high cul­tu­ral arti­facts and place them in their his­to­ri­cal and bio­gra­phi­cal context

Ana­ly­ze their aes­the­tic in terms of form and expression

Inter­pret their rele­van­ce in sub­se­quent or the con­tem­pora­ry contexts 

Inter­cul­tu­ral Com­pe­ten­ci­es: The stu­dent has deve­lo­ped a set of com­pe­ten­ci­es that sup­port effec­ti­ve and appro­pria­te enga­ge­ment with the Nazi past. The stu­dent is able to:

Inter­cul­tu­ral Curio­si­ty: Asks com­plex ques­ti­ons about the Nazi past reflec­ting mul­ti­ple cul­tu­ral per­spec­ti­ves.

Inter­cul­tu­ral Empa­thy: Under­stands how the stu­dy of the Nazi past could evo­ke dif­fe­rent respon­ses and demons­tra­tes sen­si­ti­vi­ty towards the fee­lings of others.

Inter­cul­tu­ral Refle­xi­on: Arti­cu­la­te insights into their own cul­ture and socie­ty on the basis of enga­ging with the Nazi past.

Social Stu­dies Stan­dard: 3C The stu­dent under­stands the inter­play bet­ween sci­en­ti­fic or tech­no­lo­gi­cal inno­va­tions and new pat­terns of social and cul­tu­ral life in Ger­ma­ny bet­ween 1930 and 1950. The stu­dents is able to:

Exp­lain ways in which the air­pla­ne, auto­mo­bi­le, and rail­way affec­ted com­mer­ce,  migra­ti­on, and work and leisu­re habits of ordi­na­ry Ger­mans.

Ana­ly­ze the social and cul­tu­ral dimen­si­ons of mass con­sump­ti­on of goods such as auto­mo­bi­les, bicy­cles, ref­ri­gera­tors, radi­os, and syn­the­tic fab­rics in the lives of ordi­na­ry Ger­mans.

Ana­ly­ze ways in which new forms of com­mu­ni­ca­ti­on affec­ted social and poli­ti­cal rela­ti­ons­hips in the lives of ordi­na­ry Ger­mans, bols­tering the power of new aut­ho­ri­ta­ri­an regimes.

Social Stu­dies Stan­dard 3D: The stu­dent under­stands the inter­play of new artis­tic and litera­ry move­ments with chan­ges in social and cul­tu­ral life in Ger­ma­ny bet­ween 1930 and 1950. The stu­dents is able to:

Ana­ly­ze how new media–newspapers, maga­zi­nes, com­mer­cial adver­ti­sing, film, and radio–contributed to the rise of mass cul­tu­re in Ger­ma­ny

Ana­ly­ze the respon­se of cul­tu­ral tra­di­tio­na­lists to new trends in the arts

Social Stu­dies Stan­dard: 4A The stu­dent under­stands the Ger­man ori­gins of World War II. The stu­dent is able to:

Under­stand the geo­gra­phic posi­ti­on of Ger­ma­ny in Cen­tral Europe

Exp­lain the ideo­logy of Natio­nal Socia­lism and how it rela­tes to tra­di­tio­nal natio­na­list and reli­gious beliefs

Analy­ze how the Nazi regime gai­ned mass sup­port among ordi­na­ry Germans

Exp­lain the respon­se of ordi­na­ry Ger­mans to Nazi poli­ci­es such as anti­se­mi­tism, rear­ma­men­ta­ti­on, and impe­ri­al expan­si­on, and to poli­ti­cal lea­ders in Ger­ma­ny and abroad

Exp­lain how ordi­na­ry Ger­mans adjus­ted their sen­se of self and socie­ty to meet the expec­ta­ti­ons of the Volksgemeinschaft/Nazi racial community

Social Stu­dies Stan­dard 5A: The stu­dent under­stands major social and cul­tu­ral trends from 1930 to 1950.

Ana­ly­ze ways in which secu­lar ideo­lo­gies such as natio­nal socia­lism and mate­ria­lism chal­len­ged or were chal­len­ged by estab­lis­hed reli­gi­ons and ethi­cal systems

Ana­ly­ze how ordi­na­ry Ger­mans nego­tia­ted social dis­tinc­tions such as able­bo­di­ed­ness, age, class, dialect, edu­ca­ti­on, eth­ni­ci­ty, gen­der, genera­ti­on, race, reli­gi­on, and sexuality

Iden­ti­fy pat­terns of social and cul­tu­ral con­ti­nui­ty and chan­ge in modern Ger­ma­ny

Analy­ze ways in which peo­p­les main­tai­ned tra­di­ti­ons, sus­tai­ned basic loyal­ties, and resis­ted exter­nal chal­len­ges in this era of recur­rent world crises

Lear­ning Goals for Assess­ment of Applications 

The over­ar­ching goals for this cur­ri­cu­lum are mea­su­red in assess­ments and app­li­ca­ti­ons, found at the end of each unit. After com­ple­ting the unit, the stu­dent is able to:

Take a posi­ti­on on how the stu­dy of world events from the per­spec­ti­ve of ordi­na­ry peop­le alters the estab­lis­hed way of tel­ling the sto­ry of the past.

Take a posi­ti­on on the qua­li­ties of cul­tu­ral arti­facts and the cul­tu­re of ever­y­day life in Ger­ma­ny during the 1930s and ’40s.

Take a posi­ti­on on the mea­ning of the past for their pre­sent gene­ral­ly and personally.

And for DaF stu­dents, to be able to com­mu­ni­ca­te the­se posi­ti­ons con­fi­dent­ly in German.

Pre­vious: T&S Cur­ri­cu­lum

Next: Tea­ching Units

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