Grade 11 Understanding Culture and Society

It is expected that students will:

• identify and demonstrate an understanding of cultural and societal similarities and differences between Canada and German-speaking countries
• identify the contributions of German-speaking peoples to Canada and the world
• examine cultural content in German-language resources

To view the prescribed learning outcomes for Understanding Culture and Society in other grades click on an icon below.

As students' knowledge of German-speaking cultures increases, so will their abilities to make observations about their own cultures. In addition, their growing proficiency with the language will enhance their abilities to communicate using culturally appropriate expressions.

• Invite students to compare the roles of the visual and performing arts in German and Canadian societies. Discuss as a class the support systems provided to artists in Canada and in various German-speaking regions.
• Invite a member of the local German-speaking community to talk about cultural similarities and differences between Canada and a German-speaking country, or about his or her local business or organization. Have students prepare questions in German to ask the guest. To help them better understand the guest's responses, ask students to brainstorm some possible answers the day before.
• Have students research traditional German-speaking communities in Canada (e.g., the Mennonites or Hutterites) and their contributions to the Canadian mosaic. Ask them to consider such aspects as women's roles, child rearing, religion, literature, the arts, economics, and politics. Conduct a general discussion of students' findings.
• Brainstorm with the class a list of famous German-speaking people in science, technology, philosophy, and the fine arts and ask each student to select one to research and then report on to the class.

Students are generally most successful in demonstrating depth of understanding when they have opportunities to make choices about how they will represent it, and are encouraged to use symbols, graphics, or diagrams as well as German language. Although the complexity of their ideas about culture and society will often exceed their language abilities, students should be encouraged to use German as much as possible.

• When students present information on the contributions of German-speaking communities in Canada, collaborate with them to develop criteria such as the following, which can form the basis for self-, peer, and teacher assessment:
• contains thorough and detailed information
• interprets relevant cultural features accurately
• shows enthusiasm and commitment
• includes interesting or unusual details or features (e.g., visuals) to engage the audience
• reaches a logical conclusion based on the information presented
• takes a tentative, respectful stance; avoids stereotyping
• Before students prepare reports on famous German-speaking people for presentation to the class, discuss assessment criteria such as:
• provides accurate, relevant information
• includes interesting details
• shows appreciation for the importance or relevance of the person's contributions
• uses relevant visual materials, music, or other features to elaborate the topic

Print Materials

• Active German
• Das Max und Moritz Buch
• Die Bundesrepublik Deutschland
• German Crossword Puzzles - Blackline Masters
• German For Leisure and Tourism Studies
• Lies Doch Mal!
• Pack's An
• Von Helden und Schelmen
• Von Weisen und Narren

• Germany: Past and Present
• Jung in Deutschland
• A Love Divided: Berlin
• The New Germany: Coming Out

• Deutsch Aktuell (Levels 1-2)
• Deutsch Heute Neue 1, 2, 3 (Neue Ausgabe)
• German Today - Einfach Toll!
• Heute Hier, Morgen Dort - Lieder, Chansons und Rockmusik im Deutsch-Unterricht
• Lernexpress
• Neue Welle Deutschland

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