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Lehrpläne Thüringen
Gymnasium
Sozialkunde in englischer Sprache (2014)
inhaltsbezogen
Sachkompetenz
8
Democracy in the Federal Republic of Germany and in English-speaking countries
15
The changes in society and politics
15
Living in a globalised world
12
Paths to peace
10
The individual and society
17
Social structure and social change
17
Political systems and political participation
16
International policy
17
prozessbezogen
Methodenkompetenz
9
Selbst- und Sozialkompetenz
7
Politische Urteilskompetenz
6
Methodenkompetenz
1
Politische Handlungskompetenz
4
Keine Kompetenz enthält diesen Suchbegriff.
Sachkompetenz
gesellschaftliche Herausforderungen und Prozesse in den Dimensionen Raum und Zeit er-klären,
regionale und globale gesellschaftliche Prozesse und Zusammenhänge analysieren und Ur-sachen und Wirkungen herausarbeiten,
verschiedene gesellschaftstheoretische Denkansätze und Denkmodelle erklären und erör-tern,
sich an Debatten zu ausgewählten gesellschaftlichen Fragestellungen beteiligen,
gesellschaftliche Handlungsebenen in ihrer Funktion beschreiben, 5 Vgl. Leitgedanken zu den Thüringer Lehrplänen für den Erwerb der allgemein bildenden Schulabschlüsse, 2011. Kapitel 2. 7
sich mit Normen und Institutionen als Regelsysteme zwischen Freiheit und Sicherheit kri-tisch auseinandersetzen,
Entwicklungen in der Gesellschaft exemplarisch auf Nachhaltigkeit prüfen,
Wechselwirkungen der gesellschaftlichen Handlungsebenen in Politik, im Natur-, Sozialund Wirtschaftsraum beschreiben und Schlussfolgerungen für die persönliche Lebensplanung ableiten.
Methodenkompetenz
Informationen aus unterschiedlichen Medien gewinnen und sichern,
Archive, wissenschaftliche Bibliotheken und Datenbanken unter Anleitung nutzen,
Informationen zielgerichtet und quellenkritisch verarbeiten,
kontinuierliche und diskontinuierliche Texte analysieren und beurteilen,
empirische Arbeitsmethoden anwenden,
Kreativität fördernde Arbeitsmethoden nutzen,
an außerschulischen Lernorten Informationen gewinnen und verarbeiten,
Methoden kooperativen Lernens nutzen,
Visualisierungstechniken selbstständig und dem Lerngegenstand angemessen einsetzen.
Selbst- und Sozialkompetenz
gesellschaftliche Entscheidungen, Probleme oder Konflikte eigenständig sachund wertori-entiert beurteilen,
eigene Urteile und Entscheidungen überprüfen,
eigene Positionen angemessen artikulieren,
Konflikte demokratisch lösen,
Mehrheitsentscheidungen akzeptieren und den Minderheitenschutz respektieren,
seinen Lernprozess eigenverantwortlich und strukturiert planen, durchführen und dokumen-tieren,
den eigenen Lebensentwurf reflektieren.
Politische Urteilskompetenz
komplexe politische Sachverhalte strukturiert wiedergeben und dabei zentrale Aspekte identi-fizieren,
bei politischen Urteilen zwischen Sachund Werturteilen unterscheiden,
politische Phänomene mit Hilfe eines Politikbegriffs, z. B. Dimensionen des Politischen oder Politikzyklus, betrachten,
Folgen politischer Entscheidungen reflektieren und auch nach unbeabsichtigten Wirkungszu-sammenhängen fragen,
mit Hilfe von sozialwissenschaftlichen Theorien und Modellen konkrete Gegenstände aus Po-litik und Gesellschaft beurteilen,
politische Sachverhalte, Probleme und Entscheidungen in Beziehung zu den Grundwerten demokratischer Systeme setzen und kritisch reflektieren.
Methodenkompetenz
Der Schüler kann sich selbstständig zu Problemen aktueller Politik sowie zu wirtschaftlichen, rechtlichen und gesellschaftlichen Fragen informieren, fachliche Themen mit unterschiedlichen Methoden bearbeiten und das eigene politische Weiterlernen organisieren.
Politische Handlungskompetenz
sich im Sinne eines Perspektivenwechsels in die Situation, Interessen und Denkweisen ande-rer Menschen versetzen und diese tolerieren sowie simulativ für eine begrenzte Zeit vertreten,
eigene politische Meinungen und Urteile sachlich vertreten,
mediale Beiträge zu politischen, ökonomischen und gesellschaftlichen Fragen gestalten,
Möglichkeiten innerschulischer Mitbestimmung, sozialer und politischer Partizipation wahr-nehmen.
Democracy in the Federal Republic of Germany and in English-speaking countries
explain a term of political science
explain principles and the structure of the political systems of the Federal Republic of Ger-many, the United Kingdom of Great Britain and Northern Ireland and the United States of America,
compare democracy with other forms of government,
examine the entitlement and the reality of basic rights in the Federal Republic of Germany and an English-speaking state with the help of examples,
identify the possibilities of taking part in the political process, e. g. participation in a demo-cratic culture at school, political elections, citizens´ action groups,
outline basic features of political parties, e. g. on the basis of party programmes or speeches,
explain the legislation process in the Federal Republic of Germany with the help of an ex-ample,
assess the importance of the media for political and social life. Methods competence The learner is able to
evaluate the interests and actions of political protagonists in their representation in the media products,
analyse the tools used in election campaigns, e. g. election posters, cancassing as well as election results,
simulate the options for political participation, e. g. letter to the editor, election,
independently gather information from legal texts. Self-competence and social competence The learner is able to
compare the basic rights to their own values for living together in a country,
reflect on their own opportunities for participation, e. g. school council, elections
formulate and substantiate their opinion on political issues and give reasons for it. 12
The changes in society and politics
describe social similarities and differences of European states,
explain tasks and the cooperation of central European institutions,
compare the principles of social security in the Federal Republic of Germany and an English-speaking state in Europe,
analyse causes and effects of social change,
describe the historical development of the European integration with the help of a specific policy area,
evaluate motives of the European unification process and its topicality,
discuss challenges that are relevant for the future of the European Union, e. g. energy or se-curity policy, protection of the environment. Methods competence The learner is able to
gather and organise information from complex social-scientific texts,
analyse and develop statistics and graphic representations, e. g. on social change,
critically discuss opportunities and challenges of the European integration process, e. g. in the form of a debate,
analyse caricatures as a means of forming a political opinion. Self-competence and social competence The learner is able to
develop their own perceptions on the term Europe,
evaluate effects of European laws and regulations on their own life,
come to understand the opportunities for their personal development resulting from the freedoms of the European single market,
assess the opportunities and risks of social change processes for their individual develop-ment. 14
Living in a globalised world
compare approaches to the definition of the term globalisation,
identify typologies of social developments in a globalised world,
describe the causes of global inequalities in development,
explain the terms relative and absolute poverty, shortage of resources and sustainability,
examine the concepts of development policy with regard to their sustainability,
come to understand the effects of globalisation, e. g. on ecology and the economy, on a re-gional and a global scale,
discuss causes and effects of migration,
analyse the influence of governmental and non-governmental organisations on the process of globalisation. Methods competence The learner is able to
clearly depict the various dimensions of globalisation,
analyse a selected problem of globalisation, e. g. with the help of the policy-cycle. Self-competence and social competence The learner is able to
evaluate the opportunities and risks of the process of globalisation for themself and others,
critically examine the consequences of their actions, e. g. on the environment.
Paths to peace
explain the terms peace and war,
analyse causes and consequences of wars and conflicts using a topical example,
explain human rights as an area of conflict of international politics using a topical example,
assess the functions of international organizations in the process of securing peace,
identify the role of the Federal Republic of Germany and the United States of America in the international peace process. Methods competence The learner is able to
analyse international conflicts according to certain criteria,
develop ideas for solving conflicts through simulations the solution of conflicts, e. g. in a role play, simulation game,
discuss competing sets of values with the help of conflict situations, e. g. dilemma method. Self-competence and social competence The learner is able to
analyse the depiction of acts of war in the media, e. g. in the news, in films and computer games,
evaluate the importance of peace for their life. 17
The individual and society
identify sociology as a science,
explain aspects and dimensions of socialisation,
compare theories of socialisation, e. g. nativism, behaviourism,
analyse the influence of social agents on the phases of human development,
compare the conditions for socialisation in open and closed societies,
evaluate the function of the state in the field between freedom and security,
analyse effects of political decisions and structures on the everyday lifeworld using e. g. fam-ily and education policy as an example,
evaluate the opportunities and risks of new media, e. g. social networks,
assess the importance of socialisation for an individual. Methods competence The learner is able to
analyse case studies on socialisation,
analyse primary sources, e. g. on the influence of the media, on the process of socialisation,
discuss minority problems in societies, e. g. in the form of a talk show, a debate, an expert interview,
outline relevant models of communication from authentic materials and apply them in simula-tions. Self-competence and social competence The learner is able to
assess the significance of social agents for their own socialisation,
reflect on the influence of their own media behaviour on their identity formation,
compare their own political values with topical studies on political culture, e. g. Shell-Studie, Thüringen Monitor, international studies,
discuss effects of political decisions on their own life. 19
Social structure and social change
compare different approaches to the description of modern societies,
explain features of social change comparing them nationally and internationally,
identify principles of social policy, e. g. in the Federal Republic of Germany and an Eng-lish-speaking state,
explain the social security system in the Federal Republic of Germany,
describe and evaluate forms of social injustice,
compare theories of social injustice and models of social structure, e. g. classes, sections of the population, various social backgrounds,
reflect on topical socio-political controversies on the welfare state in the field of solidarity and personal responsibility,
describe equal opportunites as a political duty. 20 Methods competence The learner is able to
outline and interpret information from primary sources, e. g. statistics, information for the analysis of modern societies,
analyse the social structure of the Federal Republic of Germany with the help of models,
analyse a socio-structural problem empirically,
examine the connection between educational opportunities and social mobility using case studies,
develop ideas on the future of the welfare state, e. g. by means of the scenario technique or a future workshop,
evaluate the relevance of social mobility for their own life,
reflect on their own values on the basis of an analysis of social values. Self-competence and social competence The learner is able to
describe the potential influence of social change processes on their own life planning,
reflect on their own values on the basis of an analysis of social values.
Political systems and political participation
identify selected forms of governing of the present age,
describe and evaluate two different theories on democracy,
describe comparative government as a sub-discipline of political science,
compare and explain features of the parliamentary democracy of the Federal Republic of Germany and a presidential system, e. g. The United States of America,
discuss the challenges for modern democracies, e. g. political apathy, introduction of plebis-cites,
outline the political and constitutional lines of reasoning for human rights,
analyse the realisation of human rights in democratic and non-democratic states,
outline the medialisation and personalisation of politics in the political processes of forming opinions and decision-making. Methods competence The learner is able to
analyse a topical political problem using various terms from political science, e. g. policy cycle, political dimensions,
apply categories for the analysis of political aspects, structures and processes,
apply ideas concerning political order in a simulation, e. g. in the framework of the desert is-land game,
compare systems of government with the help of graphic depictions,
analyse political elections emphasising e. g. social structure of the electorate and political elites, party programmes, election campaign,
create media products on topical issues of political systems or political participation. Self-competence and social competence The learner is able to
comment on the aspects of political theories against the background of their own set of val-ues,
consider and evaluate opportunities for their own political participation. 22
International policy
describe international relations as a sub-discipline of political science,
identify lines of conflict and crisis-hit regions in international politics,
discuss the opportunities and limits of international peacekeeping missions of the United Na-tions Organisation and NATO,
identify global challenges of our time, e. g. poverty, migration, terrorism, climate change,
evaluate strategies of action of political protagonists in the globalisation process using topical examples as a basis,
analyse strategies of development policy,
compare the political system of the European Union with other political systems,
illustrate and discuss aspects of European foreign policy,
analyse a topical problem area of European integration. 23 Methods competence The learner is able to
explain models and theories of international politics,
analyse an international conflict,
analyse the depiction of international politics in the media,
reflect on the challenges of globalisation, e. g. in the form of a debate, discussion or talk show,
develop scenarios of the process of integration in the European Union. Self-competence and social competence The learner is able to
reflect on their own identity as a citizen of the European Union,
comment on the tension between freedom and security in the process of international rela-tions,
evaluate personal opportunities of action in the context of global problems. 24
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