- •Учебное пособие для магистрантов и аспирантов исторического факультета
- •Part I module I Text one
- •The End of the Middle Ages. A Century of Paradox
- •It is (was)... Who (that, when ...)
- •Text two
- •Text three
- •The Age Of “Compromise”
- •Text four
- •1. Read the text.
- •Commentary
- •Module II Text one
- •The Principle of Federalism
- •Answer the following question.
- •Give the examples of
- •Text two The Principle of National Interest
- •Read the text and translate it.
- •Characterize the American political system and compare it with the English one. Text three The British Tradition of Federalism: Framework of Analysis
- •Text four
- •Read the article. The Tongue Twisters
- •Answer the following questions.
- •Module III text one
- •The Twilight of British Imperialism
- •Text two
- •Read the text. Give the main points of the text in a few sentences. The Decline of the British Empire
- •Answer the following questions.
- •Text three
- •Read the text. Translate the following text into Russian. Compare your translation with the key. Britain Revealed
- •Text four
- •Write out the pronunciation of the following geographical names and practise them.
- •Write short essays on the following issues.
- •Module IV text one
- •Read and tell your classmates the gist of the text. History and Historiography
- •Answer the following questions to check how carefully you have read the text.
- •Text two
- •Translate the text without a dictionary. Discuss the text. Make a summary of the text.
- •Summarize the text in a paragraph of about 200 words. Text three
- •Translate in writing the text.
- •Speak on one of the topics.
- •Text four
- •Translate in writing the text.
- •Write an essay of about 200 words or speak on any non-Western historiography. Text five
- •From Tax Audits to Poetry
- •Module V text one
- •Read the text and find important ideas. Civilization
- •Answer the following questions to check how well you have read the text:
- •You have a list of opinions and a list of philosophers. Match the opinion to the philosopher who held it.
- •Text two
- •Text three
- •What is Philosophy?
- •Text four
- •Read and translate the text with the help of a dictionary. State
- •Answer the following questions to check how well you have read the text:
- •Complete the sentences:
- •Module VI text one
- •Governmental Structures
- •Text two
- •Monarchy
- •Text three
- •Text four
- •Oligarchy
- •Text five
- •Democracy
- •Text six
- •Read the text. Constitutional Government
- •Answer the following questions.
- •Decide whether the following statements are true or false:
- •Text seven
- •Module VII text one
- •Terrorism
- •Text two
- •Text three
- •Hail Caesar
- •Text four
- •Great Britain minus Scotland?
- •Read the text and discuss the following questions in your group.
- •Answer the following questions.
- •Part II keys The British Tradition of Federalism: Framework of Analysis
- •Britain Revealed
- •The British Monarchy
- •Англия Без Шотландии?
- •References
- •Contents
Answer the following questions to check how well you have read the text:
What does the term “civilization” imply?
What perspective has been adopted by most European historians since the Middle Ages? What was history for them?
What historical thinking dominated in the 18th century?
What historical movement prevailed early in the 19th century? How did the historians of this trend treat previous historical assumptions?
What do modern historians of civilization maintain?
Can you agree with the doctrine put out by Oswald Spengler? How may a civilization prolong its life according to A. Toynbee?
Is it difficult for historians to define a particular society? What world civilizations are mentioned in this text?
You have a list of opinions and a list of philosophers. Match the opinion to the philosopher who held it.
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Text two
Translate the text without a dictionary.
... Cultivation is not civilization. Civilization is something more than the occasional seasonal growing of wheat. It is the settlement of men upon an area continuously cultivated and possessed, who live in buildings continuously inhabited, with a common rule and a common city or citadel...
Mesopotamia and Egypt were the most favourable countries for the first permanent settling down of men. Here was a constant water supply under enduring sunlight, trustworthy harvests year by year; and as for building material, in Egypt was clay and easily worked stone, and in Mesopotamia a clay that becomes a brick in the sunshine. In such countries people would cease to wander, and settle down almost unawares; they would multiply and discover themselves numerous. Their houses became more substantial, the security of life increased so that ordinary men went about in the towns and fields without weapons, and among themselves at least, they became peaceful peoples. Men took root as man had never taken root before...
Now in the less fertile lands outside these favoured areas in the forests of Europe, the Arabian deserts and the seasonal pastures of Central Asia, there was developing a thinner, more active population of peoples of a quite divergent type, the primitive nomadic peoples. These nomads lived freely and dangerously. The discoveries in the elaboration of implements and the use of metals made by the settled people spread to them and improved their weapons. They became more warlike with better arms and more capable of rapid movements with the improvement of their transport. It was inevitable that nomad folk and the settled folk should clash.
For the most part it was the mere raiding of the borders. But ever and again we find some leader or some tribe, powerful enough to force a sort of unity upon its kindred tribes; and then woe betide the nearest civilization. But instead of carrying off the booty, the conquerors settle down on the conquered land, which becomes all booty for them. The villagers and townsmen are reduced to servitude and tribute-paying. The leaders of the nomads become kings and princes, masters and aristocrats. They, too, settle down, they learn many of the arts and refinements of the conquered, they cease to be lean and hungry, but for many generations they retain traces of their own nomadic habits, they hunt and indulge in open-air sports, they regard work, especially agricultural work, as the lot of an inferior race and class.
