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美國歷史文化讀本 版權信息
- ISBN：9787561442371
- 條形碼：9787561442371 ; 978-7-5614-4237-1
- 裝幀：暫無
- 冊數：暫無
- 重量：暫無
- 所屬分類：>>
美國歷史文化讀本 內容簡介
本書由10個教學單元組成，每個單元對應美國歷史演進的不同階段；編者在每個歷史階段中精心挑選出2—4個文化關鍵詞并——給予較為詳細的闡釋；同時，每個文化關鍵詞闡釋后輔以3～5篇相關文章或選段；這些文章形式多樣，有歷史文獻、名人演講、歌曲、名家小說，以及著名學術論著和評論選段等；其內容覆蓋領域廣泛，所表達的內容和思想有相當的深度，能很好地幫助學生透過歷史的表象了解各時段的文化核心，拓寬學生的文化視野，促進學生對芙國歷史文化發展脈絡理解的深入。此外，本書每篇文章后還設計了數個有一定難度的問題供學生在課堂上討論；這些問題不僅可以幫助教師檢驗學生對文章內容的理解，而且還可鍛煉學生的思辨、陳述的表達能力。
本書編寫新穎，將歷史與文化知識相融合并用時代關鍵詞的形式加以梳理，讀者可通過每單元前的關鍵詞把握該單元的主題。
美國歷史文化讀本 目錄
unit one colonial period
key words
text one the mayflower compact
text two leah and rachel, or, the two fruitful sisters: virginia and mary-land
text three what is an american?
text four poor richard's almanac
unit two revolutionary period
key words
text one the declaration of independence
text two the crisis
text three the spirit of liberty
unit three the westward expansion
key words
text one who is there to mourn for logan?
text two the significance of the frontier on the national character
text three self-reliance
text four where i lived and what i lived for
text five woman in the nineteenth century
unit four the civil war
key words
text one the life of olaudah equiano
text two negro slavery
text three abraham lincoln's first inaugural address
unit five reconstruction and the rise of industrialization
key words
text one the gilded age: a tale of today
text two the american
unit six world war i
key words
text one the new nationalism
text two sister carrie
unit seven post-world war i and the great depression
key words
text one the great gatsby
text two a farewell to arms
text three brother, can you spare me a dime?
unit eight world war ii
key words
text one quarantine speech
text two the indispensable opposition
unit nine post-world war ii
key words
text one howl
text two opinion in the case of brown vs. board of education of, topeka
text three where do we go from here?
text four the feminine mystique
unit ten contemporary
key words
text one addresses before the congress following the moon landing
text two september 11: before and after
bibliography
appendix
key words
text one the mayflower compact
text two leah and rachel, or, the two fruitful sisters: virginia and mary-land
text three what is an american?
text four poor richard's almanac
unit two revolutionary period
key words
text one the declaration of independence
text two the crisis
text three the spirit of liberty
unit three the westward expansion
key words
text one who is there to mourn for logan?
text two the significance of the frontier on the national character
text three self-reliance
text four where i lived and what i lived for
text five woman in the nineteenth century
unit four the civil war
key words
text one the life of olaudah equiano
text two negro slavery
text three abraham lincoln's first inaugural address
unit five reconstruction and the rise of industrialization
key words
text one the gilded age: a tale of today
text two the american
unit six world war i
key words
text one the new nationalism
text two sister carrie
unit seven post-world war i and the great depression
key words
text one the great gatsby
text two a farewell to arms
text three brother, can you spare me a dime?
unit eight world war ii
key words
text one quarantine speech
text two the indispensable opposition
unit nine post-world war ii
key words
text one howl
text two opinion in the case of brown vs. board of education of, topeka
text three where do we go from here?
text four the feminine mystique
unit ten contemporary
key words
text one addresses before the congress following the moon landing
text two september 11: before and after
bibliography
appendix
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美國歷史文化讀本 節選
《美國歷史文化讀本》由10個教學單元組成，每個單元對應美國歷史演進的不同階段；編者在每個歷史階段中精心挑選出2—4個文化關鍵詞并——給予較為詳細的闡釋；同時，每個文化關鍵詞闡釋后輔以3～5篇相關文章或選段；這些文章形式多樣，有歷史文獻、名人演講、歌曲、名家小說，以及著名學術論著和評論選段等；其內容覆蓋領域廣泛，所表達的內容和思想有相當的深度，能很好地幫助學生透過歷史的表象了解各時段的文化核心，拓寬學生的文化視野，促進學生對芙國歷史文化發展脈絡理解的深入。此外，《美國歷史文化讀本》每篇文章后還設計了數個有一定難度的問題供學生在課堂上討論；這些問題不僅可以幫助教師檢驗學生對文章內容的理解，而且還可鍛煉學生的思辨、陳述的表達能力。
《美國歷史文化讀本》編寫新穎，將歷史與文化知識相融合并用時代關鍵詞的形式加以梳理，讀者可通過每單元前的關鍵詞把握該單元的主題。
美國歷史文化讀本 相關資料
There is, for example, the whispering campaign, the circulation of anonymous rumors by men whocannot be compelled to prove what they say. They put the utmost strain on our tolerance, and there are fewwho do not rejoice when the anonymous slanderer is caught, exposed, and punished. At a higher levelthere is the moving picture, a most powerful medium for conveying ideas, but a medium which does notpermit debate. A moving picture cannot be answered effectively by another moving picture; in all freecountries there is some censorship of the movies,and there would be more if the producers did notrecognize their limitations by avoiding political controversy.There is then the radio.Here debate isdifficult: it is not easy to make sure that the speaker is being answered in the presence of the sameaudience. Inevitably, there is some regulation of the radio.
When we reach the newspaper press, the opportunity for debate is so considerable that discontentcannot grow to the point where under normal conditions there is any disposition to regulate the press. Butwhen newspapers abuse their power by injuring people who have no means of replying, a disposition toregulate the press appears.When we arrive at Congress we find that, because the membership of theHouse is so large, full debate is impracticable. So there are restrictive rules. On the other hand, in theSenate, where the conditions of full debate exist, there is almost absolute freedom of speech.
This shows us that the preservation and development of freedom of opinion are not only a matter ofadhering to abstract legal rights,but also,and very urgently,a matter of organizing and arrangingsufficient debate. Once we have a firm hold on the central principle, there are many practical conclusionsto be drawn. We then realize that the defense of freedom of opinion consists primarily in perfecting theopportunity for an adequate give-and-take of opinion; it consists also in regulating the freedom of thoserevolutionists who cannot
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