Watch the documentary again and fill in the missing information in the following sentences
1. And the war came fought between people who spoke the same _____, shared a _____ history. A strange _____ war, taking more American _____ than any war before or since, leaving behind a great unanswered _____: could it have been _____? 2. Already Lincoln’s _____ brought a _____ reaction. 3. In his inaugural address Lincoln … says “In your hands… and not in mine is the momentous _____ of the Civil War. We are not _____ but _____...” 4. Neither side wants ____ and wait hoping never to _____ the sound of a _____ drum. 5. The _____ between the two regions are enormous:
6. To exist the South must sell its _____ to _____ and Europe. The North controls _____. 7. As a President, Lincoln feels he has a duty to appall the _____. 8. As the South continues to win victory after victory under General _____, Lincoln is forced to face one _____ fact: … each _____ growing crops in the field _____ the Confederate _____ to fight. 9. September 22, 1862. Lincoln announces that if the _____ states have not _____ by January 1, 1863 he will proclaim general _____ of all slaves in _____ territories. 10. Abraham Lincoln: “I never in my life felt so _____ that I was doing the right _____”. 11. As the war _____ into the third weary year, it begins to change the entire _____ of American life. 12. Fighting under the principles of a _____ government, Lincoln and the North are able to _____ strong new _____ needed to fight the war. 13. Lincoln (about General Grant): “I _____ this man. He _____”. 14. Lee makes his decision: “There is _____ left for me to do but to _____ and _____ General Grant. And I would rather _____ a thousand _____...” 15. April 14, 1865. The President is _____. The war has come full _____.
Task 4. AFTER WATCHING. Are the following facts about the Civil War true or false?
ESSENTIAL VOCABULARY To hold a belief/assumption, high stations To motivate smb to do smth. ( ~ to risk) To place a (high/low) value on ( ~ possessions) To place control on (- mass media) To lie in the hands of (people) Td hare an effect on smb To have a chance to succeed To have (a high/low) regard of smth To have (little/much) exposure to smth (— life) To risk losing (freedom) To be apt to do smth ( -to imagine) To keep freedom To be in the mainstream of life To be drawn somewhere (- to the country) To be born into a family/social class To be rewarding To be entitled to smth (— to benefits) To be distinctive in smth (-in self-reliance) To be engaged in smth ( — in the job) To be related to snrth ( - to the problem) To be arbitrary To be imbued with smth (—with the notion) To set a good/bad example To set rules/terms To accumulate over years To fulfil hopes To rise to a (higher) social position To raise the standard of living (status} To raise the issues To advance in smth -— in the study) To enter a race (for success) To pay a price To match smth (against smth) To retire from work To tend to feel (-optimistic) To give prestige To sееk fortune/knowledge, wisdom, to live To convert smth into smth To measure smth. by smth To promote equality To design laws To inhabit (separate) social worlds To teach a value To challenge (an ideal) To require to do smth To relate to smth ( ~to the world) To fit together To accommodate (needs) To conceive of smb as (hard-working) To feel trapped To blind smb to some fact To offend the sense of (dignity) To be lacking in consideration for smb To inculcate smth in (a person) To cross the boundaries To treat (smb) with deference To work cooperatively To alter the course of (rivers) To dominate the society To shape the future To fail socially To manage one’s time and money To see through To ensure that To place an emotional strain on
Formal aristocracy Organized authority Hereditary aristocracy Uniformity of life conditions Competitive contest\society Tangible evidence Harsh statement Facet of life Casual/aloof manner Display of respect Honorific title Initial station in life Interracial relationships Physical and social environment Debilitating accident Material badges of success Forthright discussion Men’s\women’s domain Unquestioned givens (-) –item list Close (tightly) –knit collectivity Child-rearing manual Adverse circumstances Family oriented society Room and board Basic American Values and Beliefs Introduction As people grow up, they learn certain values and assumptions from their parents and other relatives, their teaches, their books, newspapers, and television programs. "Values" are ideas about what is right and wrong, desirable and undesirable, normal and abnormal, proper and improper. In some cultures, for example, people are taught that men and women should inhabit separate social worlds, with some activities clearly in the men's domain and others clearly in the women's. In other cultures that value is not taught, or at least not widely. Men and women are considered to have more or less equal access to moat roles in the society. "Assumptions", as the term is used here, are the postulates, the unquestioned givens, about people, life, and "the way things are". People in sоmе societies assume, for example, that education takes place most efficiently when respectful young people absorb all they can of what older, wiser people already know. The young people do not challenge or even discuss what they are taught. The assumption is that learners are seeking wisdom, which comes with age. Young and inexperienced people are not wise enough to know what is worth discussing. People in other societies assume that education requires learners to question and challenge the older "expert" when the expert's ideas disagree with the learner's. The assumption is that learners are seeking knowledge, which a person can obtain regardless of age or social standing. People who grow up in a particular culture share certain values and assumptions. That does not mean they all share exactly the same values to exactly the same extent; it does mean that most of them, most of the time, agree with each other's ideas about what is right and wrong, desirable and undesirable, and so on. They also agree, mostly, with each other's assumptions about human nature, social relationships, and so on. Any list of values and assumptions is arbitrary. Depending on how one defines and categorizes things, one could make a three-item list of a country's major values and assumptions or a 30—item one. Notice that values and assumptions overlap with and support each other. In general, they agree with each other. They fit together. A culture can be viewed аз a collection of values and assumptions that go together to shape the way a group of people perceive end relate to the world around them.
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