bk6教师用书unit.docx

bk6教师用书unit.docx

《bk6教师用书unit.docx》由会员分享，可在线阅读，更多相关《bk6教师用书unit.docx（22页珍藏版）》请在冰豆网上搜索。

bk6教师用书unit

Unit9

TheOneAgainsttheMany

ArthurM.Schlesinger,Jr.

StructureoftheText

PartI（Para.1）

TheauthorraisestheissueoftheAmericanexperienceinachievingrapidnationaldevelopment.

PartII（Paras.2-6）

ThefactorsthatfacilitatedtherapidsocialandeconomicdevelopmentoftheUnitedStates.

1．ThetraditionalanalysisofthefactorsthatcontributedtoAmerica’srapiddevelopment.（Paras.2-5）

2.Theauthor’sviewofthekeyfactor—thenation’srejectionofdogmaticpreconceptionsaboutthenatureofthesocialandeconomicorder.（Para.6）

PartIII（Paras.7-10）

Theauthor’sdefinitionofideologyandthedifferencebetweenideologyandpragmatism.（Para.7）

（Theauthor’sdefinitionofideology,andtheintroductionoftheconceptof“hedgehogs”vs.“foxes”.）

1.TheauthorpointsoutthatAmericanshavenotbeenimmunetothetemptationofideology,andthereasonforthat.（Para.8）

2.Yet,mostofthetime,Americanshaveacceptedpragmatism,whichhasmadeAmericaanationofinnovationandexperiment.（Para.9）

3.TheauthorusestheAmericanRevolutiontoillustratethedistinctionbetweenideologyandpragmatism.（Para.10）

PartIV（Paras.11-12）

TheauthorusesThomasJeffersonasanexampleshowingthedifferencebetweenidealsandideology.

PartV（Paras.13-14）

Theauthorpointsouttheproblemwithideology:

theconfusionofabstractionfromrealityforreality.

PartVI（Paras.15-19）

Theauthor’sanalysisofthedifferencebetweentheideologistandthepragmatismintheirviewsofhistoryandintheirapproachestoissuesofpublicpolicy.

1.Thedifferencebetweentheviewsofhistory.（Paras.15-16）

2.Thedifferencebetweentheirapproachestoissuesofpublicpolicy.（Paras.17-19）

PartVII（Paras.20-22）

Conclusion:

1.Theconflictofourtimes:

theonevs.themany.（Para.20）

2.Thegoaloftheideologists:

tomaketheworldoverintheimageoftheirdogmaticideologies.（Para.21）

3.Thegoaloffreemen.（Para.22）

DetailedStudyoftheText

1.Inanepochdominatedbytheaspirationsofnewstatesfornationaldevelopment,itisinstructivetorecallthattheUnitedStatesitselfbeganasanunderdevelopedcountry.（Para.1）

Question:

Fromthisstatement,canyouguesswhentheessaywaswritten?

Itislikelythattheessaywaswritteninthelate1960sorearly1970sbecausemanycountriesinAsiaandAfricawonindependenceinthisperiodandwantedtodeveloptheircountries.

Compare“period”,“epoch”,“era”and“age”.

“Period”isageneraltermforanyportionofhistoricaltime.

“Epoch”and“era”areoftenusedinterchangeablybut,strictlyspeaking,“epoch”appliestothebeginningofanewperiodmarkedbyradicalchanges,newdevelopments,etc.,and“era”appliestoanentireperiod.

.:

Thesteamenginemarkedanewepochintransportation.

The20thcenturywasaneraofwarandrevolution.

“Age”isappliedtoalongperiodidentifiedwithadominantordistinctivecharacteristic.

.:

“theStoneAge”;“theVictorianAge”

2.Everycountry,ofcourse,hasitsdistinctivedevelopmentproblemsandmustsolvethemaccordingtoitsowntraditions,capacities,andvalues.（Para.2）

Questions:

（1）Whatroledoesthissentenceplay?

Itisatransitionalsentence.

（2）Whatdoyouthinkofthisstatement?

Thisstatementmakesgoodsense.Thedevelopmentproblemsandsolutionsvaryfromcountrytocountry.Totrytoapplyasinglemodeltodifferentproblemsandsituationsis

toinvitedisaster.Buttherearealsocertainrulesthatareapplicableinallsituationsandtheserulesshouldnotbeignored.

capacity:

abilitytodothings

3.TheAmericanexperiencewasuniqueinanumberofways.（Para.2）

Translation:

美国的经验在许多方面都是独特的。

4.Thecountrywasblessedbynotableadvantages—aboveall,bythefactthatpopulationwasscarceinrelationtoavailableresources.（Para.2）

bless:

tofavor

Translation:

这个国家有着得天独厚的优势——主要是人口相对稀少而资源十分丰富。

5.Hadthatbeenso,theIndians,forwhomtheratiowasevenmorefavorable,wouldhavedevelopedthecountrylongbeforethefirstsettlersarrivedfromovertheseas.（Para.2）

Note:

（1）Thisstatementisinthesubjunctivemood.

（2）ThefirstsettlersgenerallyreferredtowerethefoundersofJamestown（Virginia）in1607and/orthe102passengerswhosailedontheMayflowerin1620toestablishthefirstcolonyatPlymouthinwhattodayissoutheasternMassachusetts.

Paraphrase:

Hadthatbeenso...:

Ifthefavorableratiobetweenpopulationandresourceshadbeentheonlyfactor...

6.Whatmatteredequallywasthespiritinwhichthesesettlersapproachedtheeconomicandsocialchallengesofferedbytheenvironment.SeveralelementsseemedfundamentaltothephilosophywhichfacilitatedtherapidsocialandeconomicdevelopmentoftheAmericancontinent.（Para.2）

approach:

tobegindealingwith;toadoptamethodforattainingagoalorpurpose

Question:

Whatwerethechallengesmentionedinthestatement?

ThechallengesmightrefertothehungeranddiseasethesettlersfacedaftertheirlandingintheNewWorld,totheirrelationshipwithhostileneighboringIndiantribesandtheirdreamofbuildinga“cityonthehill”.

7.Onefactorwasthedeepfaithineducation.ThebeliefthatinvestmentinpeopleisthemostessentialwayforasocietytodevoteitsresourcesexistedfromtheearliestdaysoftheAmericancolonies.（Para.3）

Question:

WhydoestheauthorsaythisbeliefexistedfromtheearliestdaysoftheAmericancolonies?

Theauthorprobablymakesthisstatementbasedonthefollowingfacts:

HarvardUniversitywasfoundedin1636,WilliamandMaryin1693,andYaleUniversityin1701.ApublicschoolsystemwassetupinMassachusettsin1647sothat“SatancouldnotkeeppeoplefromknowledgeoftheScriptures”.“...thePuritantraditioninvolvedarespectforlearning,whichopportunitiesforlearningthuscreated,andthepressuresforwidespreadeducationthatequalitarianvaluesimplied,ledtoawidedistributionofliteracy.”（TheFirstNewNationbySeymourMartinLipset（1963）,

8.Itaroseoriginallyfromaphilosophicalratherthananeconomiccommitment—fromafaithinthedignityofmanandfromtheresultingbeliefthatitistheresponsibilityofsocietytooffermantheopportunitytodevelophishighestpotentialities.Butatthesametime,italsohelpedproducetheconditionsessentialtosuccessfulmodernization.（Para.3）

philosophicalcommitment:

dedicationtoabstract,thought-outprinciples

dignityofman:

人的尊严

Notes:

（1）ThomasJeffersonheldthatthestate-supportededucationofallcitizensisabasicrequirementfordemocracy.Hewrotein1816,“Ifanationexpectstobeignorantandfree,inastateofcivilization,itexpectswhatneverwasandneverwillbe.”Educationwasseenasthemeanstoenablethepublictomake“rightchoices”（thoseconsistentwithdemocraticvalues）andmaintainstabilitywithintherepublic.（FromAmericanPublicPolicybyClarkeE.Cochran,andothers.）

TheUnitedStatesadoptedanumberoflawsoneducation:

TheMorrillLandGrantActof1862;

The.Billof1944;

TheNationalDefenseEducationActof1958;

TheElementaryandSecondaryEducationActof1965;

TheHigherEducationActof1965.

Intheacademicyear1993—1994,millionstudentswereenrolledinpublicelementaryandsecondaryschoolsandanothermillionattendedprivateschools.

Between1990and1995,overmillionstudentsenrolledeveryyearincollegesanduniversities.

（2）But,atthesametime,italsohelpedproducetheconditionsessentialtosuccessfulmodernization.

Inspiteofthefactthateconomiccommitmentwasnotthemajorreasonforrespectforlearning,wideliteracybecameanecessaryconditionformodernization.ThisstatementalsolendsitselftoasmoothtransitiontothenextParagraph.

MaxWeberpointsoutthattheProtestantethicpavedthewayforthedevelopmentofcapitalism.

Itaroseoriginallyfromaphilosophicalratherthananeconomiccommitment...

Translation:

它源于对思想原则的信仰，而不是出于对经济利益的追求……

9.Modernindustrialsocietymustbeaboveallaliteratesociety.（Para.4）

Question:

DoyouthinkthatthisconceptisapplicabletoChina?

Yes.Thenationalpolicyof“科教兴国”isbasedonthisconcept.

Note:

Thissentence,whichislinkedwiththelastsentenceofPara.3,formsasmoothtransition.Studentsareadvisedtopayattentiontothiskindoftransitionbetweenparagraphs.

10.J.K.Galbraithhasrightlyobservedthat“adollarorarupeeinvestedintheintellectualimprovementofhumanbeingswillregularlybringagreaterincreaseinnationalincomethanadollarorarupeedevotedtorailways,dams,machinetools,orothertangiblecapitalgoods”.ThesewordsaccuratelyreporttheAmericannationalexperience.（Para.4）

intellectualimprovement:

智力提高

report:

torecount;togiveanaccountof

Note:

Galbraith’sobservationiscorrect,butadollarorarupeeinvestedinconstructionmaybringtangibleresultsinarelativelyshortperiodoftime,whiletheresultsofinvestmentinintellectualimprovementwillbecomeevidentonlyinthelongrun.Soittakesdecision-makerswithalong-termperspectivetoreallygraspthesignificanceofGalbraith’sobservation.WhenChinadecidedtoshiftitsprioritytonationalconstruction,oneofthefirstmeasurestakenwasthereintroductionofthenationalcollegeentranceexaminationin1977.AlthoughChinahasmadedevelopmentintheareasofeducationandscienceandtechnologyitsmajormeansofbuildingChinaintoamodern,industrializedcountry,educationhasnonethelessbeengivenasecondaryroleinmanyinstances.SothereisstillalongwaytogoinChinabeforedecision-makersatalllevelswillhavefullygraspedGalbra