Chapter 2 analyzes the origins and growth of the Nazi movement against the general background of the history of the Weimar Republic, 1918–33. Weimar had to overcome numerous challenges: a lack of German experience with parliamentary democracy; an association with the hated Treaty of Versailles; the fragmentation of the German polity; the monetary inflation of the early 1920s; and the massive levels of unemployment during the Great Depression. The last of these factors fueled the popularity of the forces at the ideological extremes – the Nazi Party and the Communist Party – which rejected the Republic altogether, making the formation of parliamentary majorities more difficult, in turn resulting in the use of presidential emergency powers to govern the country. The Nazi Party (NSDAP) began as a revolutionary organization but turned to an electoral strategy after its failed coup (putsch) of 1923. Although its electoral support remained low before 1930, it developed under Hitler into a movement of highly motivated members and activists. After an electoral breakthrough in 1930, the NSDAP became Germany’s largest party in the July 1932 election. It did not enjoy a parliamentary majority, however, and Hitler’s appointment to the chancellorship was ultimately made possible by support from German conservatives who saw the NSDAP as an anti-Communist bulwark.

In this unit students learn how to describe places and talk about accommodation. They practise prepositions of place, the differences between ser and estar, and study nouns, adjectives and articles, gender and number. Modifiers are explained, as is the use of hay to mean there is/there are.

This unit exploits students’ knowledge of present subjunctive forms, to complete (following Unit 8) their understanding of the remaining examples of the imperative – formal, negative, first and third person. As a result, they can understand and issue instructions, advice and prohibitions. Comparisons of sayings and proverbs in English and Spanish both entertain and guide them against literalism in translation, while close study of a selection of newspaper articles from throughout the Spanish-speaking world alerts students to cultural and historical issues.

This unit introduces students to the perfect tense, along with the associated regular and common irregular past participles. This tense allows students to converse about what they and others have done in the recent past and whether an action has been completed or not. It provides more practice on the use of direct and indirect pronouns when presented together and in combination with reflexive verbs. Furthermore, pronoun collocation in English and Spanish is contrasted, as are the ways in which English and Spanish deal with complex negative statements. Relevant expressions of frequency are provided.

This unit expands material on leisure and routine activities by adding vocabulary associated with the months of the year, important dates in the Hispanic calendar, as well as the seasons of the year in relation to weather and celebrations. It also explores the differences between English and Spanish with regard to the comparison of adjectives. Students can thus use the relevant vocabulary to make reservations, to talk about the weather, and for holiday planning.

Chapter 5 examines the pre-war experiences of ordinary Germans, focusing on the demographic categories of women, men, children, and university students. Nazi ideology subscribed to traditional notions of masculinity and femininity, and to traditional gender roles in the realms of work, domesticity, sex, and family. The Nazi regime saw homosexuality as a threat to the traditional gender order, and expanded arrests and prosecutions for male homosexuality. Although Nazism preferred women to remain at home, labor shortages caused by military conscription of men led the regime to encourage women to seek employment. In pursuit of prenatal policies, the regime toughened the legal prohibition on abortion and placed restrictions on birth control. German children aged 10–18 were subjected to cultural and ideological indoctrination in the Hitler Youth. Boys learned military-style drill, preparing them for eventual induction into the armed forces. Girls learned crafts, sewing, and other presumably feminine skills. Sporting and outdoor activities were emphasized for both boys and girls. Many young Germans enjoyed their time in the Hitler Youth, but there were also nonconformist youth, some of whom enjoyed disrupting Hitler Youth programs. The regime shrank the university system and subjected its students to political indoctrination, which many resented as heavy-handed and as a distraction from their studies.

Chapter 7 examines the foreign policy of Nazi Germany during the 1930s, as well as the events of World War II from September 1939 through early 1941. Hitler did not see revision of the Treaty of Versailles as an end goal of policy, but rather as a pretext for pursuing a far more ambitious program geared toward the waging of war and the conquest of “living space” (Lebensraum). He issued reasonable-sounding demands for ethnic self-determination of German minorities in Czechoslovakia and Poland, and claimed to want peace even after telling his own military leaders that war would be necessary to achieve his aims. After annexing Austria in March 1938 with little pushback from other countries, Germany isolated Czechoslovakia, first annexing the Sudetenland in September 1938 and then destroying Czechoslovak statehood a few months later. The non-aggression pact with the Soviet Union opened the way for an attack on Poland on September 1, 1939, bringing Britain and France into the war. Germany defeated and partially occupied France in 1940 while British forces fled the continent. The German people supported the restoration of their country’s military power and the dismantling of the Treaty of Versailles but had mixed feelings about going to war.

The purpose of this sample unit is to provide suggestions and ideas about how to exploit the different types of activities and materials contained in Camino, highlighting their flexible nature and showing how the different sections in each unit can be used to complement each other. It also provides a clearer insight into the language teaching methodology and language acquisition theories that inform this course.

Chapter 3 provides an overview of the English articles the and a(n) in SLA and intervention research. The chapter discusses semantic concepts commonly addressed in SLA studies of articles, including definiteness, specificity, genericity, and kind reference. After a review of relevant SLA experimental studies on the topic, Chapter 3 provides an overview of intervention studies with English articles. The intervention studies are divided into two types: those that focus on particular instructional techniques, such as explicit instruction and different feedback types, and those that take as their starting point theoretical approaches to article semantics. English is the target language in all of the studies discussed, and many of the studies focus on challenges posed by English articles for learners from article-less native languages, including Chinese, Japanese, and Korean.

This unit introduces students to the future tense, and also to the present continuous. Along with the latter, the gerund (which is needed for the present continuous) is explained. The regular and irregular forms of the future are presented. A comparison is made of English and Spanish ways of expressing the future. Both can use a future tense to express a supposition or probability, but where English might use a present continuous to describe a future event, Spanish needs a future tense. The present continuous and the gerund are less common in Spanish, particularly the gerund, which may not be used as an adjective or a noun, but is principally used as an adverb. The new tenses enable students to describe future plans and arrangements, giving or refusing invitations. These uses are supplemented by information as to how to write letters or use the telephone, and also by explanation of the useful verb pensar.

This unit enables students to speak about their health and feelings in general. Building on work in Unit 3, attention is given to the contrast between the two Spanish verbs meaning ‘to be’: ser and estar. The latter is used to describe variable states or conditions, for example, relating to symptoms or feelings; and also physical or metaphorical situations. In contrast, before a noun or when describing something inherent or unchanging, ser is the verb to use. The different meanings with an adjective or past participle are also explained and practised through exercises. There are exercises, too, on expressions of obligation – particularly using the verbs deber and hacer falta, which allow conversations and comments on problems and what must be done to solve them.

Chapter 8 focuses on ditransitive verbs, which have a direct and an indirect object. In English, ditransitive verbs participate in the double object construction as well as in a prepositional dative construction. Most second language learners of English, whose language does not have a double object construction, find these structures difficult to acquire. In Spanish, direct and indirect object pronouns are clitics and appear preverbally in certain contexts. Some dative clitic constructions are like the English double object construction. Some direct objects are marked with a preposition in Spanish, which also causes significant difficulty to learners. The first part of the chapter focuses on the acquisition of the double object construction in English and covers foundational intervention studies on this topic. The second part of the chapter turns to the expression of objects in Spanish and presents classroom and lab intervention studies promoting the acquisition of accusative and dative clitic pronouns and of Differential Object Marking in second language learners and heritage speakers.

Chapter 1 describes the main ideological tenets of National Socialism, usually called Nazism, and explains their deep roots in European thought, culture, and religious tradition. The chapter identifies the core elements of Nazi ideology as biological racism, Social Darwinism, eugenics, romantic nationalism, antisemitism, anti-Marxism, and anti-liberalism. While some of these elements were of recent vintage, antisemitism was a centuries-old phenomenon in Europe. The racial antisemitism propagated by Nazism modernized a sentiment that had historically been based in religious and economic animosities. Hitler and other leading Nazis were not original thinkers, but rather they channeled these disparate ideological strands into a loose synthesis. The diffuse and disparate nature of Nazi ideology proved to be a practical political advantage inasmuch as it offered a menu of ideas and grievances from which potential followers could choose. The “Socialism” contained in the phrase National Socialism had nothing to do with the Marxist tradition, but rather hearkened back to the antisemitic Christian Socialism of the nineteenth century and was intended to signal solidarity with Germans who were resentful of the exploitative aspects of capitalism, which were often associated with Jews.

This unit introduces students to the elemental greetings in Spanish, to nationalities and professions, enabling them to be able to give basic information about themselves and ask other people for the same. They are also introduced to subject pronouns and the present tense of ser and of reflexive verbs.