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A man to match the mountains and hills; President Davis; Confederacy; Ulysses S.

Grant; women’s aid societies; Gone With the Wind; Memorial Day; the Ford’s

Theater in Washington; Booth; Emancipation Proclamation; the 13th Amendment

2. Answer the questions for discussion on page 89.

Talk It Over (page 90)

1.Jefferson said he was afraid for his country because of slavery. Are there any conditions in your country that you are worried about?

2.As the US grew, the North and South developed completely different economic and social conditions. Does your country have different economic regions with different economic systems or lifestyles? Do these differences cause any problems? Explain.

3.Has your nation’s history known periods when some regions/ republics aspired to secede from the union? Why did it happen? What came of this?

Where do you stand?

Do you agree or disagree with each of the statements below?

+2 Strongly agree

+1 Agree

0 No opinion

-1 Disagree

-2 Strongly disagree

___ 1. Compromise is better than disagreement.

___ 2. In any situation, it is impossible to know the best course of action.

___ 3. Laws must be obeyed.

___ 4. The primary responsibility of a national government is to promote the economy of the nation.

___ 5. All people are equal and worthy of respect, no matter their race, gender etc.

UNIT 15 CHAPTER 9 THE YEARS OF RECONSTRUCTION (pp.90 – 96) THE SOUTH AFTER WAR

Guidelines: Chapter 9 deals with a period of Reconstruction (1865-1877) the South entered after the War, and changes that took place during the Reconstruction years, when antagonism between the leaders of the radical wing of the Republican Party planning to put Black southerners on equal footing with Whites, and southern leaders resenting these efforts resulted in two separate systems in the South: one for Negroes and one for Whites. The second reading passage focuses on Immigration which followed Reconstruction, some of the problems the newer immigrants had, and contribution they made in American culture. Vocabulary and Cultural Literacy List

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introduces the students to key vocabulary items that are closely related to central themes in the reading: (reconstruction, indivisible, put on equal footing, carpetbagger, franchise, disfranchise, enfranchise, lynch, bar, apartheid, justify, deprive, ballot box, ballot paper, ( pre)mature, inferior, ghetto, huddle together, juvenile, tenement , citizen of older stock etc .

The Vocabulary exercises included are of rephrase, matching, and definitions formats. The comprehension questions (Complete the sentences according to the text; Agree or Disagree; Answer the questions) are intended to help to assess whether the class has grasped the main ideas and understood details from the readings. Discussion questions related to the excerpt from a speech given by Frederic Douglass, an outstanding African American leader of the 19th century, encourage students to think over and in groups of four discuss the four questions that follow. The teacher may as well ask students to write an essay in which they agree or disagree with Douglass’ ideas as applied to all people. Conversational activities (Talk it Over and Where do You Stand) encourage them to express their own opinions on the issue of immigration and guest workers v. native-born workers and discuss cross-cultural similarities and differences.

Warm-up

1.What are the biggest problems left by war?

2.If Lincoln had lived to oversee the reestablishment of the union, what do you think he would have done?

In groups of four, make a list of the goals which you think Lincoln would have set for his country. Compare your list with other groups.

Vocabulary and Cultural Literacy List

1. reconstruction – the process of building sth again; the process of putting a country back into a good condition after a war

2.assure – ensure, guarantee – обеспечить; страховать; заверить, уверить

3.indivisible – integral – неделимый, целостный

4.put sth/sb on an equal footing – поставить в равные условия

5.rations – рацион, порция, паек; продовольствие

6.carpetbagger – s/one from the North of the US who went to the South to get political or financial advantages after the Civil War – “саквояжники”, северяне, добившиеся влияния и богатства на юге после войны

7.franchise – the right to vote in elections – право голоса; (Am) привилегия; disfranchise (v.) – deprive of civil rights – лишать гражданских (избирательных)

прав; disfranchisement (n.) Ant. enfranchise; enfranchisement (n.)

8.lynch – to kill s/one by hanging them even though they haven’t been proved guilty of any crime – линчевать, расправляться самосудом; Lynch Law – закон, суд Линча – самосуд, линчевание

9.regain control of – снова обрести контроль над

10. bar – prevent s/one from going s/where by standing on their way – преграждать,

запрещать; bar from – separate, segregate – отделять, отстранять от

11. apartheid – [э`pa:theit],[э`pa:thait] – the political system that existed in the past in South Africa, in which only white people had political rights and power; racial segregation – апартеид

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12.downtrodden – treated in a cruel or unfair way by s/one in a position of power –

попранный, угнетённый

13.rigid – not easily changed; done in a strict way, severe – жесткий, суровый,

непреклонный

Comprehension Check

I.Complete the sentences according to the information from the text.

1.Though the victory of the North in the American Civil War … (assured the integrity of the US as an indivisible nation), much was destroyed in the course of the war, and the abolition of the system of slavery was… (only imperfectly achieved).

2.The country’s most fertile agricultural area was economically … (destroyed and its culture devastated)

3.The abolition of slavery created … (the largest minority group in the nation’s history)

4.Millions of ex-slaves were greatly handicapped by inadequate education, an agrarian background and … (widely held prejudice among the other ethnic groups in the US.)

5.Radical Republicans planned to put … (black southerners on equal footing with whites and to re-distribute … (old plantation land.)

6.The Fifteen Amendment of the US Constitution … (ensured black men the right to vote).

7.Southern states were governed by … (groups of blacks, cooperative whites and transplanted Northerners called “carpetbaggers”.

8.Reconstruction was bitterly … (resented) by most Southern states.

9.Total and complete … (disfranchisement of the freed blacks) became the universal aim of the South.

10.The white Democrats continued to use fear and violence to… (regain control of their state governments)

11.To keep the blacks from taking part in southern society life, the South pressured the federal government not … (to enforce civil rights)

12.Blacks were legally … (segregated from whites) in a manner very similar to…

(South Africa apartheid system).

13.Conditions seemed almost helpless, and blacks were indeed a … (downtrodden) people.

II. Answer the questions (page 92).

Discussing Reading

Read the following excerpt from a speech given by Frederic Douglass, newspaper editor, an outstanding African American leader of the 19th century. Then in groups of four discuss the questions that follow. One member from your group will report on your discussion to the whole class

What the Black Man Wants

Frederic Douglass

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(Delivered at the Annual Meeting of the Massachusetts Anti-Slavery Society in Boston, 1865)

…I am for the “immediate, unconditional, and universal” enfranchisement of the black man, in every state of the Union. Without this, his liberty is a mockery; without this, you might as well almost retain the old name of slavery for his condition; for, in fact, if he is not the slave of the individual master, he is the slave of society, and holds his liberty as a privilege, not as a right. He is at the mercy of the mob, and has no means of protecting himself.

It may be objected, however, that this pressing of the Negro’s right to suffrage is premature*. Let us have slavery abolished, it may be said, let us have labor organized, and then, in the natural course of events, the right of suffrage will be extended to the Negro. I do not agree with this.

It may be asked, “Why do you want it? Some men have got along very well without it.

Women have not this right.” Shall we justify* one wrong by another? …Shall we at this moment justify the deprivation* of the Negro of the right to vote, because some one else is deprived of that privilege? I hold that women, as well as men, have the right to vote, and my heart and my voice go with the movement to extend suffrage to woman; but that question rests upon* another basis than that on which our right rests. …I will tell you why we want it. We want it because it is our right, first of all. No class of men can, without insulting their own nature, be content with any deprivations of their rights. We want it as a means for education our race. Men are so constituted that they derive their conviction* of their own possibilities largely from the estimate formed of them by others. If nothing is expected of a people, that people will find it difficult to contradict that expectation. By depriving us of suffrage, you affirm our incapacity to form an intelligent judgment respecting public men and public measures; you declare before the world that we are unfit to exercise the elective franchise*, and by this means lead us to undervalue ourselves, to put a low estimate upon ourselves, and to feel that we have no possibilities like other men.

I understand the anti-slavery societies of this country to be based on two principles – first, the freedom of the Blacks of this country; and, second, the elevation* of them. Let me not be misunderstood here. I am not asking for sympathy at the hands of Abolitionists; sympathy at the hands of any. I think the American people are disposed of-ten to be generous rather than just. I look over the country at the present time, and I see educational societies, sanitary commissions, freedmen’s associations and the like, - all very good: but in regard to the colored people there is always more that is benevolent*, I perceive, than just, manifested towards us. What I ask for the Negro is not benevolence, not pity, not sympathy, but simple justice.

The American people have always been anxious to know what they shall do with us…

…I have had but one answer from the beginning. Do nothing with us! Your doing with us has already played the mischief with us. Do nothing with us! If the apples will not remain on the tree of their own strength, if they are early ripe and disposed to fall, let them fall!… And if the Negro cannot stand on his own legs, let him fall also. All I ask

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14.sanitation – relating to people’s health, especially the systems that supply water and deal with human waste – санитарные условия

15.contaminate – make sth dirty, polluted – загрязнять

16.juvenile – relating to young people (who have committed a crime) – молодежный,

подростковый, несовершеннолетний

17.scavenger – an animal that eats anything that it can find (what people throw away)

18.huddle together – hive up – ютиться

19.ghettoes – an area in a city where people of a particular type live, usually in poor conditions

20.tenement – a large building containing several flats – многоквартирный дом, сдаваемый в аренду; tenant – s/one who rents a flat, office from s/one who owns it – временный владелец, съемщик; житель, жилец

21.sewerage [`su:эridg] – канализация; sewage [sju:idg] – сточные воды, нечистоты;

sewer [sjuэ] – коллектор, канализационная (сточная) труба

22. commission (v.) – to officially ask for a piece of work to be done/produced for you

– заказать, поручить, давать заказ, уполномочить

23.a stepping stone – a step in a process that helps you to move forward to another part of it – ступенька, средство к достижению цели; что-л., способствующее улучшению положения

24.deficient – lacking the correct amount of sth; not good enough – inadequate –

недостаточный

25.bump up against – experience a problem that slows down your progress –

сталкиваться с

26.inferior – not as good as s/one or sth else; Ant. superior – худший, стоящий ниже по развитию, уму, положению, качеству; be inferior to – уступать; feeling not as good or important as other people – ущербный, второго сорта; inferiority(n.)

27.meager – inadequate – жалкий, нищенский, скудный

28.citizen of older stock – the first generation emigrants; stock – род, семья, порода

29.sustain – to provide the conditions in which sth can exist – поддерживать, выдерживать, подкреплять; sustained – continuing at the same level or rate for a long time – устойчивый, непрерывный; sustainable

30.boost (n.) – an action/event that helps sth to increase, improve, or become more successful; an increase in the amount of sth – повышение; поддержка, создание популярности; boost (v) – способствовать, укреплять

31.pay/give no heed to sth – не обращать никакого внимания (на), игнорировать

Vocabulary Check

I. Paraphrase or explain the following sentences.

1.His deficient English, poor knowledge of the local laws and customs made him feel inferior.

2.The festival has been a boost for the local economy.

3.They announced a multimillion dollar reconstruction program for the region.

4.He had been barred from running for political office for five years.

5.Mother didn’t seem to pay heed to her baby screaming in the cradle.

6.Analysts believe present economic growth can be sustained without inflation.

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7.Their share prices climbed again today, boosted by rising sales.

8.Both sides have remained rigid in their resolve.

9.She has been commissioned to write music for that film.

10.Industrial sewage continues to contaminate our beaches.

11.We all worked hard in order to assure the mayor’s re-election.

12.Smaller economies cannot compete on an equal footing with larger nations.

13.The job can be a stepping-stone to a career in publishing.

14.The number of juveniles arrested for violent crimes has dramatically increased for the past five years.

Comprehension Check

I. Agree(A) or disagree(D) with the statements according to the text. Correct the wrong statements.

1.Most of the immigrants came to the USA to escape religious or political persecution. (D) …most sought greater economic opportunity.

2.The after-war South provided better economic opportunities. (D)…it provided little industrial development to create jobs.

3.Immigrants crowded into big cities living together in distinct communities. (A)

4.The blacks were huddling together in ghettoes. (A)

5.Tenements were what now is known as penthouses. (D)…crowded apartment houses

6.To prevent fires some cities and states forbade the construction of wooden buildings.(A)

7.New immigrants claimed for good farmland. (D)… the good farmland had already been claimed; the new immigrants had to work in factories, mines, and mills

8.With the passage of time, the opposition to immigration was growing. (A)

9.Federal legislation barred the entry of Chinese in 1882 because they came to the US illegally. (D)… because of their willingness to accept low wages for unskilled work

10.German Catholics aroused anxiety among native Protestants. (D)…Irish Catholics

11.Economic rivalry led to the isolation of the Irish workers. (A)

12.Japanese formed a readily available unskilled labor market for the growing industrial enterprises. (D)…the Irish did; Japanese worked in agriculture, turning the land in California into rich farms.

13.Learning to live as Americans, immigrants didn’t give up their native traditions and customs, but their traditions did not become part of American culture. (D)…little by little, these traditions and customs became part of American culture, too

14.Immigrants lower the wages of native-born Americans. ( D) …the net effect of immigration is positive for all workers; the boost to wages may be even higher

Talk it Over :

Discuss the problems of immigration, guest-workers, and discrimination setting upon 10 questions on page 96.

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Where do you stand?

Do you agree or disagree with each of the statements below? +2 Strongly agree

+1 Agree

0No opinion

-1 Disagree

-2 Strongly disagree

___ 1. I would emigrate to another country if I could have a better life there for myself and my family.

___ 2. Foreigners from around the world are welcomed in my country.

___ 3. My family would not object if I chose to marry someone of another race.

___ 4. My family would not object if I choose to marry someone of another nationality.

___ 5. My country should encourage refugees from other countries to settle in my country.

___6. Minorities should be given preferential treatment to college, in being hired on their jobs, and in other ways.

Discuss your answers with your classmates.

QUIZ (Units 14 15 pp. 86 96)

UNIT 16 CHAPTER 10 GROWTH AND CHANGE (pp.96 – 99) WESTERN FRONTEER

Guidelines: Chapter 10 focuses on some of the steps the US government made to encourage westward advance of settlers, and the policies that resulted in rapid growth of the country, on the one hand, but on the other hand, turned out real catastrophe, genocide, forced relocation and the destruction of Indian People’s traditional ways of life. Vocabulary and Cultural Literacy List introduces the students to key vocabulary items that are closely related to central themes in the reading: (homestead, homesteader, Zulu cars, contractor, Sioux, tepee, roam, reservations, unrest, defeat, Crazy Horse, game, campaign, cowboy, cattle drive, Stetson hat, rodeo, roping, bull-riding, bull-dogging etc .

The Vocabulary exercises included are of fill-in formats. The comprehension questions

(Complete the sentences according to the text; Answer the Questions) are intended to help to assess whether the class has grasped the main ideas and understood details from the readings. Discussion questions (Consider the Issue ) related to one of the central issues of the passage – a unique and tragic story of Native Americans may serve as the basis for students to consider a present day problem traditional peoples throughout the world who came in contact with expanding “white” societies and succeed or fail to retain their identity and culture under the pressure of modern civilization.

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Vocabulary and Cultural Literacy List

1.homestead – (1)a farm, including the farmhouse and any other buildings on the land

– усадьба, ферма; (2) an area of land that was given to people in the past by the US government to live on an farm – усадьба поселенца; homesteader – владелец участка; поселенец

2.Zulu [zu:lu] – a member of a people originally from eastern South Africa

3.the Sioux [su:] – a North American Indian tribe

4.contractor – a person or a company whose job is to provide goods or to do work for another person, organization, company etc at a particular price – подрядчик,

поставщик

5.terms – conditions of a legal, business, or financial agreement – условия; under the terms of sth; on easy terms

6.roam – rove, wander, ramble - to move or travel with no particular purpose –

бродить

7.tepee [`ti:pi:] – a tall round tent made of animal skin that some Native Americans traditionally lived in – вигвам североамериканских индейцев

8.solemn – involving serious behavior or attitudes – торжественный

9.fence (v.) – to separate an area by surrounding it with a fence (n.) – a flat upright structure made of wood or wire that surrounds an area of land – огораживать

10.reservations – an area of land in the US where Native Americans live in a separate community

11.unrest – angry or violent behavior by people who are protesting against sth turmoil, trouble; tension – недовольство, волнения

12.game – wild animals, birds and fish that people hunt usually for food – дичь

13.defeat – failure to win or succeed – поражение; Ant. victory; defeat (v.)

14.stab – to kill or hurt s/one by pushing a knife or other sharp object into their body – зарезать

15.campaign – actions intended to produce political or social change (conduct/fight/ lead/mount/ wage a ~) – кампания

16.crush – break, smash, crash – сокрушить;crushing – сокрушительный

17.lasso – a long rope with one end tied in a circle, used especially in North America for controlling horses, cows, and other large animals

18.Stetson hat (Trademark) – a tall hat with a wide brim, usually worn by people in the western part of the US – ковбойская шляпа

19.cattle-drive – getting the cattle to cattle market where they are bought and sold–

перегон больших партий крупного рогатого скота

20.grit – determination to succeed, even in a very difficult situation

21.heyday – a period of time when a person, idea, or object is most successful or popular – звездный час

22.from dawn to dusk – от зари до зари; от восхода до заката

23.rustler – s/one who steals farm animals such as sheep, cows, or horses – человек,

занимающийся кражей и клеймением чужого скота

24.stampede – паническое бегство

25.roping – ловля бычков арканом; bull riding – езда верхом на быках; bulldogging – особый способ ловли и усмирения одичавших быков

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26. rodeo – a sport event in which people compete by riding wild horses or catching cattle with ropes. Someone who takes part in a rodeo is called a cowboy or cowgirl

Vocabulary Check

I. Fill the blanks with the words from the vocabulary list that correctly complete the sentence. Use the words in an appropriate form. Which word is the One Odd Out?

heyday, unrest, fence, defeat, roam, stab, solemn, contractor, terms, campaign, stampede

1.You should be properly dressed for funerals and other ____ (solemn) occasions.

2.Local people have launched a ____ (campaign) against the hospital’s closure.

3.The capital city is facing growing political ____ (unrest).

4.You’ll have about two hours to ____ (roam) around the town.

5.One fan was ____ (stabbed) to death in the fight between two gangs.

6.He negotiated the ____ (terms) for their release from the prison.

7.The Jacksons ____ (fenced) off the bottom end of the garden.

8.In his ____ (heyday) his face was on every magazine cover.

9.England suffered a 2-0 ___ (defeat) by Spain.

10.He failed to come to terms with the building ___ (contractor).

Comprehension Check

I. Choose the best answer to complete the sentence.

1.Many inspired homesteaders went west to settle the free land in the plains given by…

a.former slave owners

b.government

c.railway companies

2.American …sent by agents from the railway companies went to Europe and convinced Scandinavians, Germans and British to buy the cheap land.

a.homesteaders

b.proprietors

c.contractors

3.People from the East moved to the frontier to settle …

a.on the lands of the Plain Indians

b.in the wilderness

c.on reservations

4.… gave the Indians everything they needed for life.

a.The US government

b.The homesteaders

c.Buffalo