美国历史文化

章节摘录

插图：Marco Polo was a merchant who had traveled east to China. After seeing the greatwealth of China, Marco Polo returned to Europe and wrote about the wonders he hadseen. Some Europeans did not believe Polo's amazing stories. Others, however, wereeager to visit Asia and get some wealth for themselves.Christopher Columbus read and believed Marco Polo's story and devised a plan to sailto Asia. He wanted to visit the lands of China. Columbus thought that if he sailed westfrom Europe he would eventually come to Asia. Columbus landed on the island of SanSalvador on October 12, 1492. Because Columbus thought he had reached India, a part ofAsia, he referred to the people on the island as Indians. Even though Columbus wasthousands of miles away from India, the name he gave to the Native Americans remains tothis day, and the islands he reached are now called the West Indies.Columbus visited several islands in the West Indies as he continued his search forgold. On this first journey, Columbus never actually landed on the coast of North orSouth America. Columbus made three more journeys to America. On each one he showedhis superior talents as a navigator.Columbus was a great man because he showed others the way to do something thatwas supposedly impossible——sail across the unknown ocean. Soon after Columbus earlyvoyages, other men sailed west. Columbus led the way for the settlement of the NewWorld, part of which was to become the United States of America.After news of Columbus discovery spread, other sea captains lost their fear ofsaiing across the Atlantic Ocean. They were eager to make their own discoveries. Onesuch explorer, an Italian named Amerigo Vespucci, claimed that he had crossed theAtlantic Ocean four times between 1497 and 1500. He wrote a letter saying, "I havefound a new world. "Although Columbus really found the New World before Vespucci, Vespucci was thefirst person to call it the "New World. " In 1507, a German mapmaker did not know whatname to give the New World. After reading Vespucci's letters, the mapmaker decided toname the New World "America" in honor of the man he thought had discovered it——Amerigo Vespucci.

前言

《美国历史文化》是在内容依托教学理念指导下，依托国家哲学社会科学项目“英语专业基础阶段内容依托式教学改革研究”推出的系列英语内容依托教材之一，是大连外国语学院和辽宁省两级教学成果一等奖并获得国家级教学成果二等奖。这套系列教材的推出具有重要的理论意义和重大的现实意义。随着我国英语教育的快速发展，英语专业长期贯彻的“以技能为导向”的课程建设理念及教学理念已经难以满足社会的需要。专家教师们密切关注的现行英语专业教育大、中、小学英语教学脱节，语言、内容教学割裂，单纯语言技能训练过多，专业内容课程不足，学科内容课程系统性差，高低年级内容课程安排失衡及其导致的学生知识面偏窄、知识结构欠缺、思辨能力偏弱、综合素质发展不充分等问题日益凸显。针对上述问题，国家哲学社会科学项目“英语专业基础阶段内容依托式教学改革研究”以内容依托教学（CBI）理论为指导，确定了如下改革思路：（一）更新语言教学理念，改革英语专业教学的课程结构。在不改变专业总体培养目标和教学时限的前提下，对课程结构进行革命性的变革，改变传统单一的语言技能课程模式，实现内容课程——语言课程的融合，扩展学生的知识面，提高学生的语言技能。（二）开发课程自身潜力，同步提高专业知识和语言技能。内容依托课程本身也同时关注内容和语言，把内容教学和语言教学有机结合。以英语为媒介，系统教授专业内容；以专业内容为依托，在使用语言过程中提高语言技能，扩展学生的知识面。（三）改革教学方法手段，全面提高语言技能和综合素质。依靠内容依托教学在方法上的灵活性，通过问题驱动、输出驱动等方法调动学生主动学习，把启发式、任务式、讨论式、结对子、小组活动、课堂展示、多媒体手段等行之有效的活动与学科内容教学有机结合，提高学生的语言技能，激发学生的兴趣，培养学生的自主性和创造性，提升思辨能力和综合素质。本项改革突破了我国英语专业英语教学大纲规定的课程结构，改变了英语专业基础阶段通过开设单纯的听、说、读、写四种语言技能课提高学生语言技能的传统课程建设理念，对英语课程及教学方法进行了创新性的改革。首创了有英语专业基础阶段具有我国特色的内容——语言融合的课程体系；率先开发了适合英语专业基础阶段的内容依托课程；系统开发了英语国家史、地、社会文化、欧洲文化、中国文化、跨文化交际、《圣经》文化教材；以英语为媒介，系统教授专业内容；以内容为依托，全面发展学生的语言技能；扩展学生的知识面，提高学生的综合素质，以崭新的途径实现英语专业教育的总体培养目标。经过七年的酝酿、准备、实验，内容依托教学改革取得了鼓舞人心结果。

书籍目录

Unit 1 The Age of Exploration/1  Text A Early Exploration and Settlements/2  Text B Columbus's Discovery of America/3  Text C Spanish Discovery of the New World/7  Text D The Legacy of the Puritans/9  Text E The Thanksgiging Story/10Unit 2 The Colonial America/14  Text A The Original 13 Colonies/15  Text B Colonial Life of the Early Settlers/21  Text C Slavery in Colonial America/23Unit 3 The Road to Independence/27  Text A The War of Independence/28  Text B The American Revolution/33  Text C Causes of the American Revolution/34Unit 4 The Young Republic/39  Text A The Creation of a National Government/40  Text B Benjamin Franklin/45  Text C The Essence of the Constitution/47Unit 5 The Westward Movement/52  Text A The Frontier of the American West/53  Text B The Donner Party/59  Text C Louisiana Purchase/60Unit 6 The Civil War/64  Text A Causes of the Civil War/65  Text B The Gettysburg Address/70  Text C Eye Witness Accounts of the Assassination/71  Text D Cost of the War/72Unit 7 Reconstruction (1865 1877)/77  Text A Reconstruction after the Civil War/78  Text B Education after the Civil War/83  TextC TheKuKluxKlan/83  Text D A Shattered Fairy Tale/84Unit 8 The Gilded Age (1877——1917)/88  Text A The Gilded Age/89  Text B Industrialization/94  Text C The Gilded Age Society/95Unit 9 America in World War Ⅰ (1914——1918)/100  Text A TheU. S.A. and World War Ⅰ/101  Text B Wilson's Declaration of Neutrality/108  Text C U.S. Entry into World War Ⅰ/109Unit 10 The Roaring Twenties/113  Text A The Roaring Twenties/114  Text B Formation of Modern American Mass Culture/118  Text C The Lost Generation/120Unit 11 The Great Depression/125  Text A The Great Depression in America/126  Text B The Great Depression/131  Text C Iowa in the 1920s and the 1930s/132  Text D Franklin D. Roosevelt/134Unit 12 America in World War Ⅱ/136  Text A World War Ⅱ/137  Text B The Origins of World War Ⅱ/142  Text C War in Europe/145  Text D War in the Pacific/145  Text E American Domestic Situation During World War Ⅱ/146Unit 13 Postwar American Society/151  Text A American Society in the 1950s/152  Text B The Postwar Economy：1945——1960/157  Text C Desegregation/159Unit 14 America in Transition/164  Text A America in the 1960s/166  Text B America in the 1970s/167  Text C The Cuban Missile Crisis/171  Text D The Space Race/173Unit 15 Toward a New Century/177  Text A America Entering a New Century/178  Text B U.S.-Soviet Relations/182  Text C The Gulf War/183  Text D No Ordinary Day/184Appendixes  Appendix 1 States, Their Entry into Union & Their Settlement/190  Appendix 2 Presidents & Vice Presidents of the U.S./192  Appendix 3 U.S. History Timeline/195  Appendix 4 Keys to the Exercises/208重点参考书目和网站/216

作者简介

《美国历史文化》是在内容依托教学理念指导下，依托国家哲学社会科学项目“英语专业基础阶段内容依托式教学改革研究”推出的系列英语内容依托教材之一，是大连外国语学院和辽宁省两级教学成果一等奖并获得国家级教学成果二等奖。这套系列教材的推出具有重要的理论意义和重大的现实意义。

随着我国英语教育的快速发展，英语专业长期贯彻的“以技能为导向”的课程建设理念及教学理念已经难以满足社会的需要。专家教师们密切关注的现行英语专业教育大、中、小学英语教学脱节，语言、内容教学割裂，单纯语言技能训练过多，专业内容课程不足，学科内容课程系统性差，高低年级内容课程安排失衡及其导致的学生知识面偏窄、知识结构欠缺、思辨能力偏弱、综合素质发展不充分等问题日益凸显。

图书封面

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