1. What kind of “unspoken ideology” shapes history taught at school? Is it possible to be free of ideology in historical studies?
2.When did the English started limiting the power of King? When did power in England passed into the hands of Parliament?
3.What was the period under Elisabeth I famous for?
4.What was the Second World War for the English? Did British Army participate in it?
5.When did the UK become part of the “American sphere of influence”? Is it still in it now?
6.What does the author mean speaking about “the colossal fracture in … history” of Germany and Russia?
Make up a mind map to help memorize periods of English history. Compare with the mind maps of the others.
Use Notes after the text and speak about English Kings and Queens. Describe the brightest representative in each Royal House. Use extra sources if necessary.
Exercises
Give English equivalents to the word combinations given above in italics.
Choose from Active Vocabulary the words which can be used in scientific talks and discussions. Give examples.
Use the words and word combination from Active Vocabulary above to make a logical story (individual or in a group). Ask your classmates for interpretation.
Complete the table forming different parts of speech where possible.
Verb Noun Adjective Adverb
perceptive__________________
adequacy ____________________________________
shapely____________________
considerably
Match word combinations with their Russian equivalents:
To study history in detail, reports of notable events, adequate basis of knowledge, criticize for being inadequate, to be involved in methodological discussion, invent new scientific processes, hope for a revolution, voice doubts to smb, wander round the museums, to be selective about the facts, power passed into the hands of smb, every able-bodied adult was conscripted.
áûòü èçáèðàòåëüíûì â îòíîøåíèè ôàêòîâ, êàæäûé ôèçè÷åñêè ïðèãîäíûé ê ñëóæáå áûë ïðèçâàí, âëàñòü ïåðåøëà â ðóêè.
Fill in the prepositions.
Bronze age burial mounds, Roman walls, churches … the tenth century onwards, castles, palaces and simple country homes are all part …a landscape we take … granted.
How much do most … us know … our history? “Rather less than can be written … the back … a postage stamp.
… this point the triumphant story falters.
Like you we have our national myths … the Second World War and every Christmas new books are published … the subject and old films re-shown.
Should these doubts be voiced … children? Or should history be used as propaganda – for example to give children a new pride …… Britain – which would mean being very selective … the facts.
Although we have not been cut … the past by a colossal fracture … our history (as have the Germans and the Soviet people, for example) we nonetheless find it difficult to relate our contemporary experience … what has gone before.
