- •Unit 1 What is globalization Key terms:
- •Text 1 The concept of globalization
- •I. Vocabulary
- •II. Answer the questions
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 From diatribe to dialogue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •VI. Render the article
- •Unit 2 Globalization of world economy Key terms
- •Text 1 Surprise! Тhe balance of economic power in the world is changing. Good.
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text:
- •IV. Suggested activities for students:
- •Text 2 Rich man, poor man
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text
- •IV. Suggested activities for students:
- •V. Render into Russian
- •Unit 3 The usa and the world Key terms
- •Medicaid (in the us) – a federal system of health insurance for those requiring financial assistance.
- •Text 1 From sea to shining sea
- •I. Vocabulary
- •II. Answer the questions:
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 The isolationist temptation
- •They take our jobs
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 4 American economy Key terms
- •Text 1 Red tape and scissors
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •The economy depends about as much on economists as the weather does on weather forecasters.
- •IV. Suggested activities for students:
- •Text 2 Losing faith in the greenback How long will the dollar remain the world's premier currency?
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 5 Monetary cooperation: The imf Key terms
- •Text 1 The imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversy about the imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 6 a closer look at the imf Key terms
- •Text 1 The imf, World bank is a major cause of Poverty in Africa
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Not even a cat to rescue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 7. International organizations Key terms
- •Text 1. The origins and growth of International organizations
- •I. Vocabulary
- •II. Answer the questions
- •III. Comment on the following quotations
- •IV. Suggested activities for students:
- •Text 2. Roles that igOs play
- •Interactive Аrеnа
- •Independent International Actor
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and the quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 8. The European Union Key terms
- •Text 1 Focus on the European Union
- •I. Vocabulary.
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •VI. Suggested activities for students:
- •Text 2 Future of the European Union
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Read the texts and comment on their headings and answer the following questions:
- •Big Brother is still watching Prospective members get their knuckles rapped
- •V. Suggested activities for students:
- •Unit 9 Integration of European countries in the eu Key terms:
- •Text 1 The Norwegian opinion23
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Europe, Russia and in-between Russia's “near abroad” is becoming Europe's neighbourhood
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 10 The United Nations Key terms
- •Text 1 Focus on the un
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •If the United Nations is a country unto itself, then the commodity it exports most is words. (Esther b. Fein)
- •If the United Nations is to survive, those who represent it must bolster it; those who advocate it must submit to it; and those who believe in it must fight for it.” (Norman Cousins)
- •IV. Suggested activities for students:
- •Text 2 The un’s activities
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 11 The un in the 21st century Text 1 Courage to fulfil our responsibilities By Kofi a. Annan (December 04th, 2004)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The spirit of principled pragmatism By Ban Ki-moon (November 15, 2007)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 12 The International Law Key terms
- •Text 1 International law and world order
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The relevance of International Law
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 13 Human Rights Key terms
- •Text 1 The nature of human rights
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Many rights, some wrong The world's biggest human-rights organization stretches its brand
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 14 Human-rights law Key terms:
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversies and culture
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Part III Text for additional reading Globalization – an unstoppable force?
- •From City-States to a Cosmopolitan Order
- •Was he a Keynesian?
- •In the long run, we are still confused
- •Ever higher society, ever harder to ascend
- •It's sticky out there
- •Denial or acceptance
- •That empty-nest feeling The World Bank, founded to fight poverty, is searching for the right role in places that need its help less and less
- •Rigged dialogue with society
- •What Lisbon contains
- •Turkey and the eu: Norwegian or British model?
- •Unruly neighbours
- •The un's missions impossible
- •War crimes and international justice. Always get your man Bringing war criminals to justice is a slow business. But the net is widening
- •Stand up for your rights
- •Television on trial
- •Part IV Additional texts for rendering Глобализация как объективный процесс
- •“Антиглобалисты” - это такое ругательство
- •Шанс для новой парадигмы в мировой политике
- •Критическая массовость
- •За здоровый американский образ жизни
- •Всемогущий доллар обречен?
- •Мы надолго стали беднее
- •Евросоюз начинает жить по-лиссабонски
- •Россия и ec в разных координатах времени
- • Россия должна подать заявку в Евросоюз
- •Реорганизация Объединенных Наций
- •Эпоха ответственности
- •День прав человека
- •Право - для человека
- •Appendix 1
- •Appendix 2
- •Interrupting the speaker
- •Introduction
- •Interpreting information
- •Introducing arguments
- •Introduction
- •Appendix 3
- •Group discussion worksheet
- •Group leader worksheet
- •Audience shift of opinion ballot
- •Group discussion (individual participant)
- •Group discussion (group leader)
- •Group discussion (group as a whole)
- •Debate assignment
- •Bibliography
IV. Comment on the following quotations:
I have thought that all the causes tending to the maintenance of a democratic republic in the United States can be reduced to three: The particular and accidental situation in which Providence has placed the Americans forms the first; The second comes from the laws; The third flows from habits and mores. (Alexis de Tocqueville)
America makes prodigious mistakes, America has colossal faults, but one thing cannot be denied: America is always on the move. She may be going to Hell, of course, but at least she isn’t standing still (E.E.Cummings)
America is a mistake, a giant mistake. (Sigmund Freud)
What the United States does best is to understand itself. What it does worst is understand others (Carlos Fuentes)
''Do not lead an American to speak of Europe,'' he wrote. ''He will ordinarily show great presumption and a rather silly pride. (Alexis de Tocqueville)
You can always rely on America to do the right thing, once it has exhausted the alternatives (Winston Churchill)
Text 2 The isolationist temptation
A growing number of Americans would like fewer entanglements with foreigners
For many Americans, it's a mad, mad, mad, mad world out there, and getting worse. During the Salman Rushdie affair 17 years ago, angry Muslims were content merely to call for the death of the allegedly blasphemous author and his publishers. This week, they were calling for the death not only of some allegedly blasphemous cartoonists but also their compatriots. And people from neighbouring countries. And Jews. And, inevitably, Americans.
What's the point, some Americans grumble, of engaging with such people? We gave the Iraqis freedom, runs the argument, and they repaid us with roadside bombs. Palestinians got the vote and used it to elect terrorists. And dealing with the rest of the world is scarcely more rewarding: old Europe sneers at us, the Chinese steal our jobs and Mexicans are quietly re-conquering the south-western United States. Wouldn't it be simpler to build a fence around our vast, rich, sane nation and let the rest of the world go hang?
It is a sign of the appeal of such sentiments that George Bush devoted much of his state-of-the-union speech to them.
“The road of isolationism and protectionism may seem broad and inviting—yet it ends in danger and decline...America rejects the false comfort of isolationism...Isolationism would not only tie our hands in fighting enemies, it would keep us from helping our friends in desperate need...American leaders—from Roosevelt to Truman to Kennedy to Reagan—rejected isolation and retreat, because they knew that America is always more secure when freedom is on the march.”
Mr Bush oversimplified, using one word—isolationist—for several disparate opponents. But he is right to worry. Partly in reaction to the president's hyperactive foreign entanglements, various forms of isolationist sentiment are indeed on the rise. A Pew poll in October found 42% of Americans agreeing that the United States “should mind its own business internationally and let other countries get along the best they can on their own.” That figure had jumped by 12 points in three years to its highest level since the mid-1970s (after the humiliation of Vietnam).
Although Mr Bush was hardly fair when he described all advocates of a less muscular foreign policy as “isolationist”, he has correctly identified one of the strongest currents against which he must swim. Many Americans wish to disengage from the world in one or more of four ways: by fighting fewer wars, by trading less freely, by allowing fewer foreigners into their country or by giving less foreign aid.
The purest isolationists, ironically, are to be found in the president's own party. Since Mr Bush came to office promising a “humble” foreign policy, they feel betrayed that he has practised the opposite. “Why would a president use his state of the union to lash out at a school of foreign policy thought that has had zero influence in his administration?” fumes Pat Buchanan, a former presidential aspirant and voice of the GOP's nativist wing. The answer: “His foreign policy is visibly failing, and his critics have been proven right.”
Iraq never attacked America, argues Mr Buchanan, so America did not have to attack it. As for the idea that America's security depends on ending foreign tyranny, that is “noble-sounding nonsense”, writes Mr Buchanan. “Our security rests on US power and will, and not on whether Zimbabwe, Sudan, Syria, Cuba or even China is ruled by tyrants. Our forefathers lived secure in a world of tyrannies by staying out of wars that were none of America's business.” Mr Buchanan thinks foreign aid is “the looting of America for the construction of the New World Order”. He is proudly protectionist and he fears that Hispanic immigration threatens not only America's survival as one nation but also Republican dominance of American politics, since Latinos usually vote Democrat.
Mr Buchanan has been singing this song for some time: it was part of his pitchfork rebellion against Mr Bush's father in the Republican primaries in 1992. But in damning the Iraq war and the use of force to spread democracy, Mr Buchanan is part of a much broader (and potentially more potent) movement.
On the right, there are two main groups: small-government conservatives and foreign-policy realists. The former point to the huge cost to the taxpayer of the Iraq war and the Pentagon. The latter, typified by Brent Scowcroft, the first President Bush's national-security adviser, think that the old policy of propping up Arab strongmen brought “50 years of peace” to the Middle East.
For different reasons, almost everyone on the left opposes the war. The people who have enough spare time to go on marches and listen to Cindy Sheehan tend to think “BusHitler” invaded Iraq to enrich Halliburton. A larger, quieter group thinks the administration launched an avoidable war and botched it. Overall, the proportion of Americans who think the Iraq war worth fighting has fallen from 70% in April 2003 to about 45% now.
