Theme 3 Sub-theme: Die staatliche und soziale Reaktion zur Immigration — Edexcel A-Level German

This sub-theme examines the political and social responses to immigration in Germany, focusing on the period from the post-war era to the present day. It covers the evolution of German immigration policy, from the guest worker (Gastarbeiter) programme of the 1950s and 1960s to the asylum laws and integration policies of the 1990s and 2000s. Students will explore how different governments have reacted to immigration, including the conservative approach under Helmut Kohl, the reforms under Gerhard Schröder's Red-Green coalition, and Angela Merkel's 'Wir schaffen das' policy during the 2015 refugee crisis. The sub-theme also addresses the social reactions, including the rise of anti-immigrant sentiment, the formation of political parties like the AfD, and the role of civil society in supporting refugees.

Understanding this topic is crucial for A-Level German students as it provides insight into contemporary German society and politics. It links to broader themes of national identity, multiculturalism, and the challenges of integration. The sub-theme also allows students to analyse key German texts, speeches, and media reports, developing their ability to critically evaluate different perspectives. By studying the state and social responses to immigration, students gain a deeper appreciation of Germany's role in the EU and its historical responsibility, particularly in relation to its Nazi past and the post-war commitment to asylum rights.

This sub-theme fits into the wider Edexcel A-Level German course by connecting to topics such as 'Die politische Landschaft Deutschlands' and 'Die Rolle der Medien'. It also complements the study of German history, including the division and reunification of Germany, as immigration patterns were significantly affected by these events. Students will be expected to use a range of vocabulary and grammatical structures to discuss complex issues, and to present balanced arguments in both written and spoken German.

• →Gastarbeiterprogramm: The guest worker programme (1955-1973) that recruited workers from Turkey, Italy, and other countries to fill labour shortages, leading to permanent settlement and the need for integration policies.
• →Asylrecht: The constitutional right to asylum in Germany (Article 16a of the Basic Law), which was significantly restricted in 1993 due to rising numbers of asylum seekers, introducing the 'safe third country' rule.
• →Integrationspolitik: Government policies aimed at integrating immigrants, including language courses, citizenship tests, and the 2005 Immigration Act (Zuwanderungsgesetz) that introduced mandatory integration courses.
• →Willkommenskultur: The welcoming culture promoted by the German government and civil society during the 2015 refugee crisis, contrasted with the rise of anti-immigrant sentiment and the Pegida movement.
• →Multikulturalismus vs. Leitkultur: The debate between multiculturalism (promoting diversity) and the concept of a German 'leading culture' (Leitkultur) that emphasises assimilation to German values and norms.

• Demonstration of knowledge and understanding of the German education system
• Ability to discuss the situation of students in Germany
• Critical analysis of the practice of 'Sitzenbleiben'
• Understanding and evaluation of vocational training (Berufsausbildung) in Germany
• Use of relevant vocabulary related to education and training
• Ability to present and justify arguments regarding educational trends

• 💡Ensure you can discuss both the academic and vocational routes in Germany
• 💡Prepare specific vocabulary for educational stages and training types
• 💡Practice justifying opinions on whether repeating a year is beneficial or detrimental
• 💡Use the stimulus cards in the speaking exam to bridge into broader discussions about the German education system
• 💡Use specific examples and data to support your arguments, such as the number of asylum applications in 2015 (over 1 million) or the percentage of the population with a migration background (around 25%). This shows detailed knowledge and adds credibility.
• 💡When discussing social reactions, consider both positive and negative responses. For example, mention the work of NGOs like Pro Asyl alongside the rise of hate crimes and the AfD. This demonstrates a balanced and nuanced understanding.
• 💡Link your points to broader themes like national identity, EU cooperation, and historical responsibility. For instance, connect Germany's asylum policy to its Nazi past and the constitutional commitment to 'human dignity' (Menschenwürde).

• Confusing the German education system structure with the UK system
• Failing to use specific terminology for German educational concepts
• Relying on description rather than critical analysis of educational issues
• Lack of focus on the cultural and social context of German education
• Misconception: The guest workers were always intended to stay permanently. Correction: The German government initially expected them to return home, but many stayed due to family reunification and economic factors, leading to long-term settlement.
• Misconception: The 2015 refugee crisis was the first major immigration challenge for Germany. Correction: Germany has a long history of immigration, including ethnic German resettlers (Aussiedler) from Eastern Europe after the Cold War and asylum seekers from the Balkans in the 1990s.
• Misconception: The AfD (Alternative für Deutschland) is solely an anti-immigration party. Correction: While immigration is a key issue, the AfD also campaigns against the EU, climate policies, and the political establishment, drawing support from various grievances.