Standards
National Standards and the Green German Curriculum
NB: There are no *.1 units below because this number is reserved for each module’s information file.
| Suggested goals and tasks, aligned with the ACTFL National Standards | Recommended units |
| Communication | |
| Standard 1.1 Students engage in discussions about environmental issues in interpersonal mode. Exposure to environmental topics and core vocabulary acquisition is supported through use of visual images/print/multimedia texts. Tasks encourage conversation, exchange of opinion, and expression of feelings. |
1.2, 1.6, 2.2, 2.4, 3.2, 3.4, 3.5, 4.2, 4.4, 4.5, 4.6, 5.2, 5.6, 5.7, 6.2, 6.5, 7.4, 7.6, 8.2, 9.2, 11.5, 12.2, 12.4, 12.5, 13.2, 14.3, 14.4, 15.2, 15.4 |
| Standard 1.2 Students understand and interpret written/multimedia texts about environmental issues. Tasks encourage expanded vocabulary acquisition, recognition of underlying rhetorical strategies, and analysis of argumentation patterns in texts about the environment. |
1.2, 2.3, 3.2, 3.3, 3.4, 3.5, 5.4, 5.5, 5.6, 5.8, 6.3, 6.4, 6.6, 7.2, 7.3, 7.5, 8.3, 8.4, 9.3, 9.4, 11.2, 11.3, 11.6, 12.3, 12.4, 12.5, 13.2, 13.3, 13.4, 13.5, 15.3 |
| Standard 1.3 Students present information and ideas related to environmental topics. Tasks encourage work with presentational tools (speaking, writing, or multimedia) that are appropriate to communicating concepts addressed. Students are acquainted with language functions and vocabulary suitable for the topic. |
2.4, 3.5, 4.3, 4.6, 5.6, 5.8, 7.3, 8.5, 9.5, 11.4, 13.5 |
| Cultures | |
| Standard 2.1 Students learn about the relationship between environmental practices and cultural perspectives. Attention is given to how daily routines (e.g., recycling, transportation choices, food) express attitudes of consumption, conservation, and relationship to nature and technology. Tasks encourage the collection of information and its interpretation in multiple forms. |
1.5, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 3.5, 4.4, 4.5, 5.3, 5.5, 5.6, 5.7, 5.8, 7.2, 7.3, 8.4, 9.2, 11.5, 13.2, 14.2, 15.4 |
| Standard 2.2 Students demonstrate an understanding of how attitudes of the cultures studied shape products and perspectives related to environmental issues. Tasks may include study of historical developments that have led to current conditions, exposure to the pertinent cultural frameworks (e.g., laws, nature preservation, urban planning) and experiences that promote the appreciation/analysis of cultural or aesthetic objects (e.g., film, environmental installations, paintings). |
3.2, 3.4, 4.5, 5.3, 6.2, 6.6, 8.4, 9.3, 9.4, 11.2, 11.3, 11.6, 12.4, 12.5, 13.2, 13.3, 13.4, 13.5, 15.2 |
| Connections | |
| Standard 3.1 Students discover reinforcement of environmental knowledge gained from other disciplines through work in the foreign language. Tasks may include researching issues via foreign language sources, bringing new findings about other environmental perspectives to the center of discussions on campus, or collaborating across departments on environmental initiatives in ways that are connected to and/or informed by study of the foreign language. |
4.5, 7.5, 9.4, 10.5, 12.3, 12.5, 13.2, 13.4, 15.4 |
| Standard 3.2 Students acquire information about environmental perspectives and recognize distinctive viewpoints that are uniquely available within the foreign language and culture. Tasks may include exposure to other views through participation in organized events (e.g., lecture, panel or symposium) or summative presentations (speaking, writing, or multi-media) that present these distinct perspectives. |
4.5, 6.3, 6.5, 6.6, 8.4, 10.5, 13.3 |
| Comparisons | |
| Standard 4.1 Students demonstrate appreciation of the type of language used in discussing environmental topics through comparison with comparable discussions in their own language. Tasks should involve the exercise of relevant language vocabulary and structures. These assignments may include simulations that encourage students to temporarily adopt differing perspectives of the two cultures or debates about issues (pro/con). |
2.4, 4.5, 5.6, 5.8, 7.4, 8.5, 9.3, 10.5, 12.2, 12.3, 12.5 |
| Standard 4.2 Students demonstrate an understanding of environmental attitudes of the culture studied through comparisons with their own culture. Tasks may include the formulation of position statements, activities that ask learners to negotiate common ground when positions contrast, or creative projects that express these differences. |
3.2, 4.5, 5.7, 6.2, 7.2, 8.2, 8.4, 9.5, 10.2, 10.3, 10.4, 11.5, 13.2, 13.5 |
| Communities | |
| Standard 5.1 Students use what they have learned about environmental topics through formal and informal educational opportunities that connect them with communities. Tasks may include participation in experiential or service learning. |
9.5, 14.4 |
| Standard 5.2 Students extend the learning they have done about environmental topics in a second language and culture by taking advantage of opportunities for further learning and personal enrichment. These opportunities may include study or internship abroad, continuing participation in special interest groups, or community involvement. |
14.4 |