Swedish language and culture Semester: Fall 2016

Credits: 3 Academic Program: European Humanities

Faculty Member: Madeleine Hurd Time: Tuesdays and Fridays, 10:05 – 11:25

Location: 1E509 (fifth floor, wing E, room 9)

Af Chapman I Stockholm by Ellgaard Holger (Creative Commons). “Never look at the ground when you take the next step. Only if you raise your eyes and focus on the horizon will you find the right way.” – Dag Hammarskjöld, UN General Secretary Course instructor: Madeleine Hurd, Ph.D. modern European history (Harvard Univ.). DIS professor of this course as well as Swedish history. Previously professor at University of Pittsburgh (US) and Södertörn University (Sweden). Course description: Don’t be satisfied with surface knowledge: participate in Swedish and Scandinavian language and culture! Have fun while learning this language – how to pronounce Ä, Å and Ö; master the phrases used in the every-day Stockholmer’s day; and get to know some traditional Swedish literature, songs and sayings, so as to better understand the experience of being a Stockholmer – and a Copenhagener, too.

Gain the foundation for every-day communication; enjoy walking out of class and around the corner to the local café, where you can order coffee and a saffron bun in Swedish – while saying Hi, How are you and How was your week-end to the students around you. Gain understanding of the cultural context in which Scandinavian languages are embedded. The two reinforce each other: the more language, the better appreciation of the culture; the more experience of the culture, the better understanding of the language. Be able to discuss your own experiences of Stockholm, Copenhagen, and Scandinavian culture, ways and customs, and understanding them in a larger perspective, thus more quickly learning to distinguish the essential from the trivial in every-day social life Develop a critical, analytical understanding of both your own and Scandinavian culture. Challenge your own perspective on the world – learning about another culture allows you to become aware of the cultural lens through which you normally see and judge the world. Explore Swedish and Scandinavian history, literature and film, as well as the burning issues of today – enriching your experience and making you a qualified discussion partner when talking to Swedish friends and family. A typical SLC class session will start with approximately 40 minutes of language instruction, rehearsing and introducing grammar and vocabulary with an emphasis on pronunciation. Short, simple texts, written in Swedish and dealing with Swedish culture, history and national identity will serve to enhance your ability to understand written Swedish (while enhancing mastery of vocabulary and grammar). These, together with longer, more complex English-language texts will provide the basis for the second half of the class, which will bring in students’ own experiences in discussions of Swedish traditions, history, politics and society. Here, also, field trips and group on-site experiences will furnish additional material for informal discussions. Occasionally, classes concentrating on language alone may be held, in order to concentrate your learning ability. Course Learning Objectives Know enough Swedish to live among Swedes without feeling linguistically isolated. Read and understand short, simple texts in Swedish. Listen to and understand more complex Swedish. Be able to engage in basic everyday conversation with a Swede. Know Swedish (and to some extent) Danish customs and ways, so as to be able to (e.g.,) thank your hostess in the Swedish/Danish manner, and know what to do when some-one says ”skål!”. Show appropriate cultural sensitivity to different aspects of Scandinavian society. Acquire a working knowledge of key aspects of Swedish and Danish history and culture. Use course texts and discussions to put your own experiences of Scandinavia into a cultural and social context.

Enable a critical analysis of contemporary life through a comparative lens, thus allowing a new understanding of your own background. Give you the experience of being well-informed, perceptive residents of Stockholm and Copenhagen. Course Description The course is meant to furnish a historical and cultural context to your Swedish-Danish experience, while including aspects of the wider, Scandinavian context into which those countries necessarily fits. It will deepen your understanding and appreciation of what is different, but also what is similar, to every-day social and political life at home. We will discuss key historical events, national memories and icons, traditions and literature, as well as the burning issues challenging Sweden, Denmark and Scandinavia today. Each week, we will provide field studies, excursions, short readings or films that give students a deeper perspective on Scandinavian society and culture, using Stockholm – and, for the latter part of the course, Copenhagen - as our extended classroom. An important component of the course will be your own observations and critical analysis of your own experiences, to be analyzed from an intercultural and comparative point of view. This class will also introduce you to Swedish as a language. The best way to immerse yourself in a country is to learn just a little bit of the local language: it serves as an opener to culture. Speaking a language means experiencing first-hand the interactional conventions and customs that characterize the everyday life of a community. The analysis of key words and concepts, the application of appropriate etiquette, teaches students how to navigate a foreign culture. The main focus is on everyday spoken Swedish, aiming to make students increasingly comfortable in basic Swedish conversations. In order to increase vocabulary and reading comprehension, we have also provided a few short texts in Swedish. They complement the English-language readings and will, like them, be discussed in English. This class will enable you to become a qualified discussion partner to your Swedish and Danish friends, and - if you are willing to take a step out of your comfort zone - interesting and thought-provoking discussions are almost guaranteed; the types of conversations that give you new and more nuanced perspectives on your own cultural background. Approach to teaching: teacher and student expectations This language class might not resemble other language classes that you have taken at home. Studying a language from scratch while actually living in the country changes the experience. I expect you to be open-minded and curious as you embark on this journey that we will undertake together. We will be working together, as a class. My ambition is to create a class-room culture in which everyone feels at ease trying to pronounce the unfamiliar Swedish sounds and words, a classroom atmosphere where students feel safe and confident in bringing up personal observations, reflections, wonder and experiences for sharing and discussion. I hope and expect that we will have interesting, fun and stimulating class discussions – in English. The format of a typical class will be as follows. Either we will concentrate on language, the emphasis being on the spoken language, the kind of language that students should be able to use right away; or we will divide the class up between “language” and “culture” (where a

cultural topic, upon which the students may have heard a short lecture, and have certainly read about, looked at and walked through (if in the city), or watched, will be discussed. All students will be expected to speak up in Swedish during each class session; and all students are expected to show knowledge of the “cultural” issues brought up. Course Requirements: Engaged Participation: Students are required to participate actively in all class activities throughout the semester. Experiential Learning and Field Studies: The class encompasses two-to-three field studies, as well as several optional excursions. The purpose of the field studies and excursions is to use Stockholm’s and Copenhagen’s cultural resources as our extended DIS classroom. Material covered during the field studies will be included in assignments and the final exam. Four Swedish-Language Quizzes: These are short and informal, but important. They give both the student and the teacher a good idea of how the learning process is going – and excellent preparation for the final exam. Short Written Assignments: These consist of two short and one longer thought-pieces on the cultural elements of the course. Worksheet Completion: Occasionally, the teacher will ask you to hand in the practice worksheets you have completed, so as to get an idea of your progress. These will not be graded. At the end of the course, also, the teacher will ask for your list of key phrases / words from the Swedish-language readings; this, again, will not be graded. Final Swedish Oral Exam: A one-on-one conversation with the teacher, consisting of questions and short monologues. Final Swedish-Language and Scandinavian-Culture Written Exam: The exam consists of four elements: A listening comprehension exercise, a reading comprehension exercise, a translation from English to Swedish and finally questions relating to the cultural content of the class. Cultural texts in English: consist of various relevant texts, Youtube excerpts, etc., in English - to be found on CANVAS. Recommended reading Herman Lindqvist: History of Sweden. From ice age to our age Evaluation Criteria: Experiential Learning / Cultural Thought-Piece Assignments 25% (two 1-page assignments @ 6% each, a final 3-4 page assignment @ 13%). Four language quizzes 15% Participation and Field Studies 15 % (participation is graded because it is part of the learning process) Final Oral Exam 20 % Final Written Exam 25 % Finishing worksheets, listing words from Swedish-language readings, attendance on Field Studies (or their make-up equivalent): Obligatory, but not graded. Class participation covers • Level of participation and ability/willingness to answer questions in class • Involvement in class and group discussions

Participation Grade Policy • Active class participation throughout the semester: A • Occasional participation: B • Little or no participation: C Note that attendance at all classes and field studies is required and expected; it does not count, per se, as “participation”. Failure to attend will have a negative influence on the participation grade, however. Further comments on participation: If you know that you for some reason will miss a class because, say, of illness or for religious reasons, please make sure to inform the teacher, the sooner the better. Please note that YOU are responsible for taking initiative for catching up. The consequence of not being in class for quizzes and presentations will be an F in these areas. To be eligible for a passing grade in this class you must complete all of the assigned work Available on DIS netpage “Canvas”: Your readings – both when, what, and where; all assignment instructions, test materials, power point presentations, handouts etc.; as well as Reading Guides, which put the individual readings in perspective and indicate where you should place your focus of attention when preparing for class. The reading guides are also useful tools for preparing for quizzes and exams. Podcasts Your teacher has created podcasts that you can use to practice your pronunciations. They are marked in the Workbook with a little headphone symbol, and found on CANVAS.

Detailed Syllabus

Lesson 1 (Fri Aug. 26): Introduction. Introduction to the course, syllabus, and a discussion of mutual expectations. We will get to know each other, not least by exchanging views and questions: “What have you heard about Sweden? Anything odd about the country?” We’ll start, also, with the DIS Swedish Workbook, chapter 1: alphabet and pronunciation. Lesson 2 (Tues Aug. 30): Discussion of being an American in Sweden. Swedish customs and ways – things are not always what they seem (often, less strange!). DIS Swedish, chapter 1: some phrases you can use to start a conversation, talk about yourself, and communicate in Swedish in class. “Cultural” homework for lesson 2: Make a date with the student sitting next to you to look at a selection of films / texts. Choose 5 of the Youtube and website texts, blogs and films about “what Swedes are like” and “what it’s like to be a foreigner living in Sweden” listed on CANVAS. Discuss what you think of them with your colleague. Do they correspond to your own experiences and expectations? Do you see people linking Stockholm customs and ways, and national Swedish character? Prepare – together with your colleague – to present some of your findings and thoughts during Lesson 2! “Language” homework: 1) Go through Workbook chapter 1; listen to podcasts.

2) Finish worksheets pp. 3-7. Remember, the teacher may ask you to hand in some of these, in order to keep check on the class’s progress. They are, indeed, obligatory, but not graded. 3) Optional extra: if you see a puzzling phrase or word (for example, “Ej upp”) on your way to DIS, do ask the teacher to translate and explain in class. Morning field trip to Drottningholm Castle (Wedn Aug. 31). A visit to the Royal Family’s summer residence, in magnificent grounds. Also a history lesson, with a guided tour; and a chance to see Stockholm environs, with a long ferry-ride up the Mälaren. See CANVAS for detailed instructions!

Lesson 3 (Sept. 2): Swedish Customs and Ways; decoding Swedish etiquette, manners and customs. Continuing a cross-cultural discussion of experiences and expectations. We’ll be starting on Chapter 2 today, with numbers and seasons, as well as more phrases you can use to talk about yourself and others. “Cultural” homework for lesson 3: Read the CANVAS text “Generally about traditions” about the role of traditions in Swedish (and all national) identity. Choose one tradition and read more about it from the CANVAS text “Swedish traditions from an ethnographical point of view”. Be prepared to discuss in class!

“Language” homework: Finish Workbook chapter 1, including podcasts, and take a look at chapter 2. Worksheets: finish chapter 1 (pp. 8-12). Lesson 4 (Sept. 6): History: Heroes, Epics, and National Identity. We will discuss Sweden’s “founding father” Gustav Vasa, the Swedish “revolution”, and the nature of historical foundation myths. We’ll also be continuing with the Workbook’s chapter 2, giving you phrases to order in cafés, browse in stores, and get off busses. (Picture: Gustav Vasa, by Jakob Binck.) Cultural” homework for lesson 4: Read the CANVAS text “Two stories about Gustav Vasa”. Be prepared to discuss and compare Swedish and American “founding father” stories in class! Don’t forget to think back on your Drottningholm experience. Is today’s King (or President), castle (or White House) a reminder of that original, ancestral Founding Father? (You will be using some of this for your “thought-piece”, due today.) “Language” homework: Go through Workbook chapter 2; listen to podcasts; finish worksheets pp. 13-15. Thought-piece No. 1 to be handed in this class! (See Canvas for instructions.)

Lesson 5 (Sept. 9). Concentrating on language. Today, we’ll use Workbook chapter 2 to learn how to ask questions and talk about doing things (verbs). (Picture: Gustav II Adolf dying [a verb we won’t bother with just yet] at Lützen, painted 1855 by Carl Wahlbom.) “Language” homework: Finish up Workbook chapter 2; listen to podcasts; finish worksheets pp. 17-23.

Lesson 6 (Sept. 20). Seasonal Rituals. This week, you will be introduced to several Swedish songs – in Swedish, of course – one for each seasonal festival (there are, of course, many more). What world is idealized in these songs? Why do they still survive? We will also move beyond doing things, to thinking, liking and disliking things in our Swedish phrases: starting on Workbook chapter 3. (Picture: Nils Dardel, “Midsommarvaka.”) Workbook: Start on chapter 3. Also, tackle the Swedish-language texts - starting with Svenska sånger – on pp. 17ff. Read the introductory text (in Swedish) and then choose at least two songs (only one very short one) to read through and understand. Write down three words or phrases from each of the songs you’ve chosen, translate them to English, and explain why you’ve chosen them. A similar exercise will apply to each of the Swedish-language readings you do in this class. At the very end of the course, you may be asked to hand these sheets in – and you may be asked to quote a word or phrase from a song, and explain why you chose it at the oral / written exam. Today: First language quiz, on chapters 1 and 2. It will bear close resemblance to the Worksheet exercises. Lesson 7 (Sept. 23): Concentrating on language. We will be finishing up chapter 3, looking at personal pronouns, how to pose questions, and lots of useful words. Finish chapter 3, listen to podcasts, and finish worksheets pp. 25-31. Saturday afternoon excursion (Sept. 24, optional): Skansen, “Höstmarknad”. Recreation of 19th century peasant Fall Market, with “typical” Swedish handicrafts, food, singing and dancing – carried through with the help of experts with great care for authentic detail. Special exhibits (bread-making, glass-blowing, church processions, etc.) will help explain the Swedish love-affair with the peasant past.

Lesson 8 (Sept. 27): A homogenous country? The Sami as challenge and victim. We will continue our interrogation into Swedish communal identity. How homogenous has the country ever been? The home-work for today consists of watching Youtube documentaries on the Sami. We will also be going on to DIS Swedish, chapter 4. More practice talking to students!

Swedish-language text: “Sverige: geografi och folk”. Picture: Nationalriksarkivet, “Sami with transport reindeer”. Watch the youtube documentaries concerning Sami (see links on CANVAS), and be prepared to discuss in class. “Language” homework: Write down three words or phrases from the Swedish-language reading for this week. Translate them to English, and explain why you’ve chosen them. Finish chapter 3 (and worksheets pp. 32-34). Start with chapter 4, listen to podcasts! Lesson 9 (Sept. 30): Concentrating on language. We’ll be finishing up chapter 4 and going on to chapter 5 – with talking about families and the future. Finish chapter 4, listen to podcasts, and finish worksheets pp. 35-42. (Note that although word-order inversion is important, we’ll be stressing it, in exam situations, only for questions – getting it right otherwise is very good, but also extra credit.) Lesson 10 (Oct. 4): History in Stockholm How has the city itself developed, from medieval times to the present? What can one learn from its architecture? This week will involve a walking-tour rather than readings – experiential learning. For language, we’ll be finishing up chapter 5. Concentrate on the new vocabulary. (Picture: Urban Målare, untitled.) Swedish-language text: “Tre hus och en restaurang. Homework for this week: Conducting a “City walk” and posting photographs with comments. Detailed map and instructions on CANVAS. Start chapter 5, listen to podcasts, and finish worksheets pp. 43-49. Second short quiz today, on chapters 3 and 4. Lesson 11 (Oct. 7): Stockholm and Swedish. A discussion of the city and its history, based on students’ own impressions; finishing chapter 5 and getting a good start on chapter 6. Finish chapter 5 and start chapter 6, listen to podcasts, and finish worksheets pp. 50-51.

Second thought-piece on Swedish culture due. Lesson 12 (Oct. 18): A week of language. This week, we’ll be concentrating on nailing our Swedish. Concentrate on chapter 6, where, as always, vocabulary is important. We’ll be preparing for our oral exam, coming up soon. Continue chapter 6, listen to podcasts, and finish worksheets pp. 52-62. Oct. 19: Afternoon field trip. All three groups in a common cultural excursion. To Wasa and Nordiska museums, monuments to Swedish self-identity (again, ferry to Djurgården; guided tour at Wasa museum; fika at Nordiska – see picture). All 3 Language and Culture groups will participate – re-dividing for the occasion into two groups, one led by Djina, the other by Madeleine. For those students with field-trip conflicts we have planned an alternative date. Detailed instructions on CANVAS! Lesson 13 (Oct. 21): Concentrating on language. What do you miss from home, what might you miss from Stockholm? A chance to sort through one’s Swedish experience – in Swedish. Start with the dialogue in Chapter 7. Finish chapter 6 and start with chapter 7. Listen to podcasts, and finish worksheets pp. 63-64.

Lesson 14 (Tuesd Oct. 25): We will finish up chapter 7 - while doing some review, concentrating on oral practice. Time to get ready for the oral exam! Finish chapter 7, listen to podcasts, and finish worksheets 65-67, 69 (we won’t be requiring reflexive pronouns, due to time restrictions; filling in worksheet p. 68 is optional, although, of course, never a waste of time). Third short quiz today, on chapter 6 and 7.

This week, individual, 10-minute oral exams are scheduled for Thursday midday, afternoon and evening, Friday evening, and (if necessary) Saturday morning. Sign-up sheets will be available. Lesson 15 (Frid. Oct. 28). Swedish Culture: Strindberg and Bergman. We will be discussing these two internationally famous cultural innovators in the context of the social and gender revolutions of the late 1800s and the 1960s. We will be, further, be starting on chapter 8. “Cultural” homework: Watch movie “Fröken Julie” (Bergman, based on play by Strindberg - see CANVAS link), as well as a brief reading discussing the creators. Be prepared to discuss in class. Bergman’s actors were always required to speak a very clear, very beautiful form of Swedish. Try listening and repeating. Good practice!

Do a review of your spoken Swedish – look over your worksheets, try to expand your vocabulary, prepare some standard questions and sentences, and do review exercises available on CANVAS. Individual, 10-minute oral exams start Thursday late morning, and continue on Friday evening and (if necessary) Saturday morning. Excursion (Nov. 7): In celebration of having mastered a good deal of spoken Swedish, DIS Stockholm invites you to a Swedish meatball dinner at one of Stockholm’s best restaurants! We meet at the Pelican at 6:30. (Non-obligatory of course.) Lesson 16 (Nov. 8): Gender roles, historic idylls, and children’s literature. What is different in Swedish gender roles and children’s literature? This week, we look at two popular examples – Astrid Lindgren and Elsa Beskow. What can they tell us about gender roles; about social roles; about Swedish culture and attitudes? You’ll be sampling both and can give your opinion. We’ll continue with the workbook chapter 8 today, in saying farewell to Stockholm. Swedish-language text: “Flickor, kvinnor och svensk barnlitteratur”, workbook pp. 58-60. As usual, write down three words/phrases, etc. Also, read the chapter from Pippi Långstrump and the picture-book Tant Grön, Tant Brun och Tant Gredelin available as scans on CANVAS. (An English-language copy of the latter, for those who would like to admire Beskow’s art, is available in the DIS Stockholm “Library”.) Fun and easy reading!

MOVE TO COPENHAGEN! While in Copenhagen, we will be continuing with Swedish, of course – concentrating on reading, writing, and listening comprehension. We will allow ourselves to be inspired by the move, however, in – whenever possible - expanding our “cultural” discussions and readings to encompass both Sweden and Denmark. (Note: the dates, and indeed sequence, of these Copenhagen classes is open to revision.)

Lesson 17: Leaving Scandinavia: Becoming American. Strindberg and Bergman, Lindgren and Beskow, were and are part of a greater, shared Scandinavian cultural sphere. (Hans Christian Andersen is certainly read in Sweden; and Lars Triers’ films highly appreciated!) But other international cultural spheres have played a strong part, as well. Scandinavians could be said, for instance, to have a special relation to the US. The period of 1880-1930 was also a time of poverty and distress in much of Scandinavia – and many emigrated to America. How can we understand this – and is it comparable to modern emigration?

Swedish-language text: “Svenskar, ut- och invandring”, pp. 52-54. As always, write down 3 words/phrases, translate, and discuss why you chose them. Be ready to discuss the Swedish text, as well as the “cultural” readings due today (see CANVAS). (Picture: postcard, “Farewell to home”, steamer in Göteborg.)

Lesson 18: World Wars – occupation, neutrality, resistance? During World War Two, Denmark and Norway were occupied by Germany; Sweden remained neutral. What has this meant for Danish and Swedish self-perceptions; for their relations? (Picture: 1939 newspaper. Slogan: “For Sweden’s freedom and independence.”) We will, further, be reviewing our reading and listening comprehension of Swedish. Read the “cultural” readings on the topic posted on CANVAS. Be prepared for a lively discussion! See CANVAS for written-review worksheets, due today! Lesson 19: The Boats Across the Sound, the White Busses. After World War Two, the Nordic countries emerged with very different reputations. Norway was famous for its resistance movement; Finland (although it had allied with Nazi Germany) was revered for its heroic fight against Russia; Denmark had managed to avert the most atrocious German treatment, and had saved many Danish Jews; and Sweden? Sweden emerged rich and proud out of World War Two – and, miraculously, with its moral authority enhanced, not impaired. How did all this work? Check the readings! We will, finally, be looking at the Swedish in Workbook chapter 8. Start on worksheets pp. 70-82 (a lengthy written review of the Workbook). Lesson 20: The Scandinavian welfare state Labelled “Communist” by some, “sell-out to capitalism” by others, the Scandinavian Model has continued to fascinate and polarize students. We’ll look at some facts and figures (via readings and lecture). And continue with workbook chapter 8. Swedish-Language Text: “Svensk politik – polariserande frågor”, workbook pp. 66-68. Be prepared for debate on issues in class, depending on your selection of issue and readings! Continue with worksheets pp. 70-82 (a lengthy written review of the Workbook). Lesson 21: The World in Scandinavia. Once, Scandinavians left for the rest of the world; now, the world has come home to Sweden, Denmark and Norway, in the form of modern immigration. Our debate and our language review continues! (Picture: two students, personal picture.) Debate on issues in class! Finish worksheets pp. 70-82 (a lengthy written review of the Workbook).

Lesson 22: (Dec. 2): Continued discussion and review. Getting ready for the final exam! Final thought-piece (3-5 pp) due today. Lesson 23 (Dec. 6): Final discussion – with “vi saknar Sverige” Lucia glögg, saffron buns and (we hope) a Lucia! Exams (written): Dec. 8 – 11.

Congratulations on completion of the course!