TO KNOW
Course Materials
- Online textbook Der/Die/Das (no purchase required, the book is open access, log-in with Carleton account)
- other material will be provided in class
Common Questions
WHEN WILL WE MEET? (Attendance)
Section 1 - 3a, LDC 243
MW: 11:10am–12:20pm Tu/Th:10:45–11:50am Fr: 12–1pm |
Section 2 - 4a, LDC 243
MW: 12:30–1:40pm Tu/Th: 1:15–2:20pm Fr: 1:10–2:10pm |
Be aware: the first week of the term has a different schedule! Click here to view it!
Attendance/Participation
Learning (about) a language and culture is based on sharing language and culture. That means your attendance in this class is vital for your success. Being on time and present during class time will benefit your skills and knowledge acquisition. The current attendance policy decided by all languages allows for students to miss no more than five classes (equivalent to one week of classes) before they officially fail the class. If you have to miss a class or be late, please let us know (as you would do at the workplace) and make arrangements beforehand to submit material or coordinate assignments. If you are absent in class, we expect you to complete all assignments for that day and the homework following up on class activities. Being absent often means that you need to catch up on class work on your own, which is not fun and often very time-consuming, so we hope that we can see each other for all class days! Class language is mostly German. If you have a conflict that prevents you from attending your original section, talk to your instructors about switching into the other class section. If we notice that you struggle with participation, we will discuss with you how to improve your performance so you can enjoy this class as much as you can.
There is one, weekly, 15-minute meeting that you will have to attend outside of class (starting after week 1), which is the meeting with the conversation partners (Gesprächspartner*innen). See more about this in the "assignment" tab under "homework."
Learning (about) a language and culture is based on sharing language and culture. That means your attendance in this class is vital for your success. Being on time and present during class time will benefit your skills and knowledge acquisition. The current attendance policy decided by all languages allows for students to miss no more than five classes (equivalent to one week of classes) before they officially fail the class. If you have to miss a class or be late, please let us know (as you would do at the workplace) and make arrangements beforehand to submit material or coordinate assignments. If you are absent in class, we expect you to complete all assignments for that day and the homework following up on class activities. Being absent often means that you need to catch up on class work on your own, which is not fun and often very time-consuming, so we hope that we can see each other for all class days! Class language is mostly German. If you have a conflict that prevents you from attending your original section, talk to your instructors about switching into the other class section. If we notice that you struggle with participation, we will discuss with you how to improve your performance so you can enjoy this class as much as you can.
There is one, weekly, 15-minute meeting that you will have to attend outside of class (starting after week 1), which is the meeting with the conversation partners (Gesprächspartner*innen). See more about this in the "assignment" tab under "homework."
HOW DOES A TYPICAL WEEK IN GERM 101 LOOK?
- In class:
- We focus on culture and the four language skills—reading, writing, speaking, listening.
- We engage with each other a lot, i.e. practice with a focus on speaking and listening.
- On many days, you will take (short) quizzes to check your own understanding of the material. These will help you recall important vocabulary and concepts. Use them as a learning tool, not to scare yourself. On certain longer quizzes, you can gain points back in case you missed some answers. All quizzes are cumulative, i.e. they will not only check material of the day but also those before.
- Outside of class:
- Daily (online) homework will focus on reading and writing, preparing/reviewing vocabulary and grammar, watching German movies, listening to German music, and more.
- You will work on written reflections and creative projects.
- You should find at least one "German" media item each day that you listen to/ read/ engage with. Check the resources tab for some sources.
- You will meet for 15 minutes a week with another student from class and a conversation partner (Gesprächspartner*in) to hone your oral communication skills. These meetings are mandatory.
- General:
- Not everyone will move at the same pace during these weeks - learning is messy and happens differently for everyone.
- You don’t have to and will not understand everything. That’s ok.
- We use German as much as possible inside and outside of class.
- We hope you ask many questions about the language and the content of class!
What is the DAILY WORK LOAD?
You will spend approx. 15 hours weekly (3 hours each day during the work-week) inside and outside of class on things German:
- 5.5 h in class each week
- 8.5 hours (approx.) each week before and after class (reading, homework, conversation partners, ....)
- 1 hours each week for German films and shows online, German websites, music, etc. This is part of developing strong skills in German.
WHAT DO We AS INSTRUCTORs DO IN THIS CLASS?
- provide you with a challenging and supportive environment for discussions and learning and ensure that even difficult topics can be addressed in an appropriate matter.
- offer you relevant texts and tasks that will help you expand your own knowledge and language skills.
- facilitate discussions and provide you with background information where needed.
- help the class in general and students individually to improve their language and cultural skills.
- be open to constructive feedback and dedicated to your scholarly and personal advancement.
- work together with you as students to build an inclusive and respectful classroom that values diversity of all kinds. Our differences enrich and enhance our understanding of one another and of the world around us.
IF YOU AS A STUDENT WANT TO SUCCEED IN THIS CLASS, YOU...
- come prepared to class for each session and attend actively with curiosity and engagement.
- visit this website often, particularly the Course Plan, to know what's going on with assignments, expectations, etc.
- do the daily (online) exercises/tasks assigned to you with care in an environment free of most distractions. Take notes so you can participate in class discussions. We have found that students who complete the readings and homework assignments before class with care are better equipped to participate in class discussions, integrate new grammatical structures with cultural learning, and do better on assignments.
- participate frequently in class discussions and take notes about the discussions that are useful to your learning.
- submit assignments by their deadlines (see Course Plan) so you can get timely feedback on your progress and are prepared to move on to the next assignment that will improve your skills and expand your knowledge about the topic.
- ask questions when things are unclear (there are no stupid questions!).
- keep us informed when life happens and you may have to miss/postpone class sessions or assignments.
Classroom Environment
Some of our class material may incorporate material that is sensitive for certain people. Instead of trigger warnings, we will contextualize the texts as best as we can for you to digest the material at hand. Research shows that trigger warnings can be most harmful to the very individuals they were designed to protect. Check out this helpful video by two Carleton professors about trigger warnings. Note one point they make in particular: We do not have the moral authority to decide which trigger warnings to include, and, by extension, to decide whose pain matters most. We hope that we can face difficult moments together and help each other when provocative, destabilizing, and disturbing material comes up. After all, this is how people can change the world when the world needs to be changed.
When discussing all matters, it is important that all members of the class keep an open mind, that includes us as the instructors. Our readings and discussions may focus on mature, difficult, or potentially challenging topics and can be political and personal. Readings and discussions might trigger anger, humor, discomfort, excitement, anxiety, confusion, or boredom. Some of us will have emotional responses to the texts; some of us will have emotional responses to other people’s understanding of the texts; we should all feel responsible for creating a space that is both intellectually rigorous and respectful. Above all, let’s be respectful (even when we strongly disagree) and mindful of the ways that our identities position us in the course. We expect everyone to be prepared to approach the readings and discussion among class members in a mature and respectful way.
When working in your small groups, you should communicate clearly and honestly with your group members about technical or personal issues that prevent you from engaging in group discussion or other activities. Show up on time and communicate clearly when problems arise.
Be sure, before entering the classroom, that water bottles are filled, bathrooms have been used, and coffees purchased. Phones like to hang out in backpacks and, if emergencies come up, just let us know.
We will gladly honor your request at any point to address you by your correct name and pronunciation, gender pronoun, or any other manner you would like to be referred to. Check out the resource tab for more info on this.
When discussing all matters, it is important that all members of the class keep an open mind, that includes us as the instructors. Our readings and discussions may focus on mature, difficult, or potentially challenging topics and can be political and personal. Readings and discussions might trigger anger, humor, discomfort, excitement, anxiety, confusion, or boredom. Some of us will have emotional responses to the texts; some of us will have emotional responses to other people’s understanding of the texts; we should all feel responsible for creating a space that is both intellectually rigorous and respectful. Above all, let’s be respectful (even when we strongly disagree) and mindful of the ways that our identities position us in the course. We expect everyone to be prepared to approach the readings and discussion among class members in a mature and respectful way.
When working in your small groups, you should communicate clearly and honestly with your group members about technical or personal issues that prevent you from engaging in group discussion or other activities. Show up on time and communicate clearly when problems arise.
Be sure, before entering the classroom, that water bottles are filled, bathrooms have been used, and coffees purchased. Phones like to hang out in backpacks and, if emergencies come up, just let us know.
We will gladly honor your request at any point to address you by your correct name and pronunciation, gender pronoun, or any other manner you would like to be referred to. Check out the resource tab for more info on this.
I NEED SUPPORT - WHAT DO I DO?
First - you are in good company. Everyone needs support!
Check out the Resources Tab for info about tutoring, study help, and our Student Departmental Advisor. Check out the Contact Tab to get in contact with us, your instructors.
The Office of Accessibility Resources promotes access and equity for all students of Carleton. They value full access to the wide range of academic, organizational, residential, and work opportunities for Carleton students, regardless of disability status. Contact them if you need their assistance.
Carleton College urges you to make yourself - your own health and well-being - your priority throughout your career here. It is important to recognize stressors you may be facing, which can be personal, emotional, physical, financial, mental, or academic. Sleep, exercise, and connecting with others are strategies to help you flourish at Carleton. If you are having difficulties maintaining your well-being, feel free to contact us and/or pursue other resources, such as Student Health and Counseling or the Office of Health Promotion.
Carleton is committed to fostering an environment free of sexual misconduct. Please be aware all Carleton faculty and staff members, with the exception of Chaplains and SHAC staff, are “responsible employees” who are required to share any information they have regarding incidents of sexual misconduct with the Title IX Coordinator. Carleton’s goal is to ensure campus community members are aware of all the options available and have access to the resources they need. If you have questions, please contact Carleton’s Title IX Coordinator and Staff or visit the Sexual Misconduct Prevention and Response.
Check out the Resources Tab for info about tutoring, study help, and our Student Departmental Advisor. Check out the Contact Tab to get in contact with us, your instructors.
The Office of Accessibility Resources promotes access and equity for all students of Carleton. They value full access to the wide range of academic, organizational, residential, and work opportunities for Carleton students, regardless of disability status. Contact them if you need their assistance.
Carleton College urges you to make yourself - your own health and well-being - your priority throughout your career here. It is important to recognize stressors you may be facing, which can be personal, emotional, physical, financial, mental, or academic. Sleep, exercise, and connecting with others are strategies to help you flourish at Carleton. If you are having difficulties maintaining your well-being, feel free to contact us and/or pursue other resources, such as Student Health and Counseling or the Office of Health Promotion.
Carleton is committed to fostering an environment free of sexual misconduct. Please be aware all Carleton faculty and staff members, with the exception of Chaplains and SHAC staff, are “responsible employees” who are required to share any information they have regarding incidents of sexual misconduct with the Title IX Coordinator. Carleton’s goal is to ensure campus community members are aware of all the options available and have access to the resources they need. If you have questions, please contact Carleton’s Title IX Coordinator and Staff or visit the Sexual Misconduct Prevention and Response.
ACADEMIC INTEGRITY with and Vs. Artificial Intelligence
ChatGPT, DeepL, Google Bard, and other AI tools can be useful learning tools if they are being used as exactly that, an aid for you to learn, and not as a replacement for your own work, in which case they will detract from your skill advancement and, without proper citation, amount to plagiarism and violates Carleton’s academic integrity policy. At this stage of language learning, using these tools will hurt your skill development. College is a time for you to challenge yourself and exit with improved skills and knowledge. AI tools rely on human brains, so use your human brain in a way that can improve AI tools, and not the other way around.
WHAT IF I CAN'T BE IN CLASS?
If you are sick and cannot attend class in person, let us know as soon as you can, and also inform any other parties involved in your week (conversation partners, project partners...). We can then work on a plan together on how to get you back up to speed with class material. If you/we need to zoom in, here is the link.