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:
| North | South |
| ______ states | _____ states |
| _____ million people | _____ million people (_____ million slaves) |
| strong industry | largely _____ |
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?
| Facts | True (V) | False (X) | |
| 1. | Robert Lee became a legend in the Confederate Army after turning down an offer to command the entire Union force. | ||
| 2. | One white man died for every ten slaves to become free. | ||
| 3. | 4 Lincoln’s brothers-in-law fought on the Confederate side (1 was killed). | ||
| 4. | A little town of Winchester, Virginia changed hands 72 times during the war. | ||
| 5. | The state of Missouri sent 39 regiments to fight in the siege of Vicksburg: 17 to the Confederacy and 22 to the Union. |
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.