Category NOTEWORTHY

1. Most countries take a census every ten years or so in order to count the people and to know where they are living.

2. A country with a growing population is a country that is becoming more populous.

3. A person’s race is partly determined by skin color and type of hair as well as other physical characteristics.

4. The majority of the U. S. population is of European origin.

5. The geographical distribution of a country’s population gives information about where the people are living.

6. The total population of the United States is made up of many different kinds of people.

7. In other words, the population comprises people of different races and ages.

8. The average age of the U. S. population, which is a relatively large one, has been getting progressively higher recently.

9. Metropolitan areas are more densely populated than rural areas. That is, they have more people per square mile.

10. The use of antibiotics has greatly decreased the death rate throughout much of the world.

11. A country whose birth rate is higher than its death rate will have an increasing population.

12. On the average, women have a higher hfe expectancy than men do.

1. Number Notation

f. four percent

g. nineteen ninety

a. 18.5 million

b. 80 percent

c. one half

d. 13.4 million

e. two out of ten

h. 40 percent

i. three quarters

j. 33.1 percent

II. LISTENING

LECTURE: Population

Today we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. This represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. Do you know which is the second most populous? If you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population.

First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that 75.1 percent of the population is white, whereas 12.3 percent is black. Three percent are of Asian origin, and 1 percent is Native American. 2.4 percent of the population is a mixture of two or more races, and 5.5 percent report themselves as "of some other race." Let’s make sure your figures are right: white, 75.1 percent; black, 12.3 percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, 2.4 percent; and of some other race,

5.5 percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up 12.5 percent of the present U. S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, 27.6 percent are from Mexico. The next largest group, from the Philippines, number 4.3 percent.

Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million,- Florida, with 16 million,- and Illinois with 12.5 million people. Did you get all those figures down? If not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in the South and in the West of the United States. This figure, 58 percent, is surprising to many people. It is surprising because the East is more densely populated. Nevertheless, there are more people all together in the South and West. To understand this seeming contradiction, one need only consider the relatively larger size of many southern and western states, so although there are more people, they are distributed over a larger area. To finish

up this section on geographical distribution, consider that more than three – quarters of the people live in metropolitan areas like Los Angeles, New York, Chicago, and Houston. That means that only 20 percent, or 2 out of 10 people, live in rural areas. An interesting side note is that some 3,800,000 U. S. citizens live abroad, that is, in foreign countries.

Before we finish today, I want to discuss the distribution of the U. S. population in terms of age and sex. Just for interest, would you say there are more men or more women in the United States? (pause)

Well, according to the 2000 census, there are more women. In fact, there are more than five million more women than men in the U. S. population. If we consider that more males than females are born each year, how can this difference be explained? Well, for a variety of complicated reasons that we can’t go into here, there is a progressively higher death rate for males as they get older. This is seen in 2003 life expectancy figures: the life expectancy for women is 80.4 years whereas for men it is only 74.5 years. I don’t know how these life expectancy figures compare to those in your countries, but statistically women generally live longer than men worldwide. Now, to finish up, let’s look at the average age of the whole population. Overall, the average age of the population is increasing: from 33.1 years in 1990 to 35.3 years in 2000. The average age has been slowly, but steadily, increasing over the past several decades. This trend toward a higher average age can be explained by a decreasing birth rate and an increasing life expectancy for the population as a whole. I’d like to investigate these two subjects further, but I see our time is up, so we’ll have to call it quits for today. You may want to pursue the topic of the aging U. S. population further, so there are some suggestions at the end of the lesson to help you do so.

Ш, POSTLISTENING_______________________________________________

L PRELISTENING__________________________________________________

[Leave pauses between questions to give time for students to write answers.]

1. Which two countries have a larger population than the United States?

2. What was the population of the United States in the latest census?

3. Which group is bigger, blacks or Hispanics?

4. Which state is more populous, Florida or Texas?

5. In what two regions of the country do most Americans live?

6. What percentage of the population lives in rural areas?

7. How many more women than men are there in the U. S. population?

8. About how many years longer do women live than men in the United States?

9. What was the increase in the average age from 1990 to 2000?

10. What two factors account for the increase in the average age?

Chapter 2 Immigration: Past and Present

1. Throughout history, people have moved, or immigrated, to new countries to live.

2. Natural disasters can take many forms: those that are characterized by a shortage of rain or food are called droughts and famines. respectively.

3. Sometimes people immigrate to a new country to escape political or religious persecution.

4. Rather than immigrants, the early settlers from Great Britain considered themselves colonists; they had left home to settle new land for the mother country.

5. The so-called Great Immigration, which can be divided into three stages, or time periods, began about 1830 and lasted till about 1930.

6. The Industrial Revolution, which began in the nineteenth century, caused widespread unemployment as machines replaced workers.

7. The scarcity of farmland in Europe caused many people to immigrate to the United States, where farmland was more abundant.

8. Land in the United States was plentiful and available when the country was expanding westward. In fact, the U. S. government offered free public land to citizens in 1862.

9. The failure of the Irish potato crop in the middle of the nineteenth century caused widespread starvation.

10. The Great Depression of the 1930s and World War П contributed to the noticeable decrease in immigration after 1930.

11. The first law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882.

12. It is important to note that in 1965 strict quotas based on nationality were eliminated.

13. At the end of the 1940s, immigration began to increase again and has, in general, risen steadily since then.

14. Will the trend continue for non-Europeans to immigrate to the United States?

15. The U. S. immigration laws of today in general require that new immigrants have the skills necessary to succeed in the United States because industry no longer requires large numbers of unskilled workers.

LECTURE: Immigration: Past and Present

1. Dates: Teens and Tens

a. 1850	f. 1776
b. 1915	g. 1882
c. the 1840s	h. 1929
d. from 1890 to 1930	i. 1860
e. between 1750 and 1850	j. from approximately
	1830 to 1930

II. LISTENING

The act of immigrating, or coming to a new country to live, is certainly nothing new. Throughout history, people have immigrated, or moved to new countries, for many different reasons. Sometimes these reasons were economic or political. Other people moved because of natural disasters such as droughts or famines. And some people moved to escape religious or political persecution. No matter what the reason, most people do not want to leave their native land and do so only under great pressure of some sort, but a few people seem quite adventuresome and restless by nature and like to move a lot. It seems both kinds of people came to America to live. The subject of immigration is quite fascinating to most Americans, as they view themselves as a nation of immigrants. However, the early Britons who came to what is today the United States considered themselves "settlers" or "colonists," rather than immigrants. These people did not exactly think they were moving to a new country but were merely settling new land for the "mother country." There were also large numbers of Dutch, French, German, and Scotch-Irish settlers, as well as large numbers of blacks brought from Africa as slaves. At the time of independence from Britain in 1776, about 40 percent of people living in what is now the United States were non – British. The majority of people, however, spoke English, and the traditions that formed the basis of life were mainly British traditions. This period we have just been discussing is usually referred to as the Colonial Period. Today, we’re a little more interested in actual immigration after this period. Let’s first look at what is often called the Great Immigration, which began about 1830 and ended in 1930. Then let’s consider the reasons for this so-called Great Immigration and the reasons it ended. Finally, let’s talk about the immigration situation in the United States today.

As I said, we’ll begin our discussion today with the period of history called the Great Immigration, which lasted from approximately 1830 to 1930. It will be easier if we look at the Great Immigration in terms of three major stages, or time periods. The first stage was from approximately 1830 to 1860. Before this time, the number of immigrants coming to the United States was comparatively small, only about 10,000 a year. However, the rate began to climb in the 1830s when about 600,000 immigrants arrived. The rate continued to climb during the 1840s with a total of 1,700,000 people arriving in that decade. The rate continued to climb, and during the 1850s 2,600,000 immigrants arrived. During this first stage of the Great Immigration, that is, between the years 1830 and 1860, the majority of immigrants came from Germany, Great Britain, and Ireland. Now let’s consider the second stage of the Great Immigration. The second stage was from 1860 to 1890, during which time another 10,000,000 people arrived. Between 1860 and 1890 the majority of immigrants continued to be from Germany, Ireland, and Great Britain. However, during the second stage, a smaller, but significant, number of immigrants came from the Scandinavian nations of Denmark, Norway, and Sweden. The third stage of the Great Immigration, which lasted from 1890 to 1930, was the era of heaviest immigration. Between the years 1890 and 1930, almost 22 million immigrants arrived in the United States. Most of these new arrivals came from the Southern European countries of Greece, Italy, Portugal, and Spain and the Eastern European countries of Poland and Russia.

Now that we know something about the numbers and origins of immigrants who came to the States during the Great Immigration, let’s consider the reasons why most of these people immigrated to the United States. Why did such large numbers of Europeans leave their homes for life in an unknown country? It would be impossible to discuss all the complex political and economic reasons in any depth today, but we can touch on a few interesting facts that might help to clarify the situation for you. First of all, one of the most important reasons was that the population of Europe doubled between the years 1750 and 1850. At the same time that the population was growing so rapidly, the Industrial Revolution in Europe was causing widespread unemployment. The combination of increased population and the demand for land by industry also meant that farmland was becoming increasingly scarce in Europe. The scarcity of farmland in Europe meant that the abundance of available land in the growing country of the United States was a great attraction. During these years, the United States was an expanding country, and it seemed that there was no end to land. In fact, in 1862 the government offered public land free to citizens and to immigrants who were planning to become citizens. In addition to available farmland, there were also plentiful jobs during these years of great economic growth. Other attractions were freedom from religious or political persecution. Some other groups also came to the United States as the direct results of natural disasters that left them in desperate situations. For example, the frequent failure of the potato crop in Ireland between the years 1845 and 1849 led to widespread starvation in that country, and people were driven to immigrate. Another factor that affected the number of immigrants coming to the United States was improved ocean transport beginning in the 1840s. At that time, ships large enough to carry large numbers of people began to make regular trips across the ocean. Now let’s summarize the reasons for the high rate of immigration to the United States during the years we discussed: first, the doubling of the population in Europe between 1750 and 1850; second, the unemployment caused by the Industrial Revolution; and third, the land scarcity in Europe, followed by religious and political persecution and natural disaster. These reasons combined with improved transportation probably account for the largest number of immigrants.

I would now like to talk briefly about the period of time following the Great Immigration and the reasons for the decline in the rate of immigration. Although immigration continues today, immigration numbers have never again reached the levels that we discussed previously.

There are several reasons for this decline. This decline was in part due to various laws whose aim was to limit the number of immigrants coming from different parts of the world to the United States. The first such law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882. This law was followed by many other laws that also tried to limit the numbers of people immigrating from various countries or parts of the world. In addition to such laws, certainly economic and geopolitical events as important as the Great Depression starting in 1929 and World War П also contributed to the decline in immigration.

Let’s conclude our talk by discussing the current situation with respect to immigration, which is quite different from that in the past. To understand some of the changes, it’s important to note that in 1965 strict quotas based on nationality were eliminated. Let’s see how different things are today from the past. As I noted, the greatest number of immigrants to the United States have historically been European. According to U. S. Census figures, in 1860, the percentage of immigrants that were European was 92 percent. But by 1960, the percentage of European immigrants had dropped to 74.5 percent, and by the year 2002, it had dropped to 14 percent! In 2002, 52.2 percent of immigrants came from Latin America, that is, from the Caribbean, Central America, and South America. Mexico is ordinarily considered part of North America, but the U. S. Census Bureau considers Mexico as a Central American country in terms of immigration statistics, and estimates that more than one-third of the total of all immigrants to the United States in 2002 came from Mexico or another Central American

country. The next largest percentage, 25.5 percent, of immigrants came from Asia, mainly from the Philippines, China, and India.

Although immigration dropped sharply when the United States entered World War I and remained low throughout the Depression and World War II years, at the end of the 1940s, immigration began to increase again and has, in general, risen steadily since then. It might surprise you to know that the actual number of immigrants coming yearly to the States in recent years is about the same as the numbers coming yearly between 1900 and 1910. Keep in mind, though, that the population of the United States is much larger now than at the turn of the century, so that while the yearly numbers may be similar, the percentage of the population that is foreign-born is considerably smaller today than it was a century ago.

It might be interesting to speculate on immigration in the future. Will the trend continue for non-Europeans to immigrate to the United States? The answer is probably yes for the foreseeable future. Do these non-European people come to the United States for the same reasons that Europeans came? Well, land is no longer plentiful and cheap. Industry no longer requires large numbers of unskilled workers. In fact, the government usually tries to restrict immigration to those people who already have the skills to be successful in U. S. society. Still, people come for political and economic reasons and probably will continue to do so.

III. POSTUSTEMING

I. PRELISTENING___________________________________________

1. What did the earliest Britons who came to what is now the United States consider themselves to be?

2. Which five non-English groups came to the United States during the Colonial Period?

3. Of the three stages of the Great Immigration, in which did the heaviest immigration occur?

4. From which two areas did most immigrants arrive between the years 1890 and 1930?

5. What three conditions in Europe caused a lot of immigration to the United States during the Great Immigration?

6. What conditions in the United States attracted early immigrants?

7. Give an example of a natural disaster that caused immigration to the United States.

8. What three reasons are given for a decline in immigration after the period of the Great Immigration?

9. How is the origin of people who immigrate to the United States today different from those who immigrated during the Great Immigration?

10. Today, why does the U. S. government try to restrict immigration to people who already have the skills to he successful?

Chapter 3 Americans at Work

LECTURE: Americans at Work

1. As we look at the changes over the last century, we’ll use a lot of statistics to describe these changes.

2. While the number of people in these goods producing industries went down, the number of people in the service industries went up.

3. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty States.

4. In 1900 the average per capita income was $4,200.

5. One of the important benefits most workers received later in the century was health insurance.

6. Whereas wages and salaries rose over the century, the average workweek dropped.

7. People often tend to romanticize the past and talk about "the good old days."

8. According to a 2003 study released by the United Nations International Labor Organization, U. S. workers are the most productive in the world.

9. Longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.

10. Workers in some European countries actually outproduce American workers per hour of work.

11. This higher rate of productivity might be because European workers are less stressed than U. S. workers.

12. Between 1949 and 1974, increases in productivity were matched by increases in wages.

13. After 1974, productivity increased in manufacturing and services, but real wages stagnated.

14. The money goes for salaries to CEOs, to the stock market, and to corporate profits.

15. Some people say that labor unions have lost power since the beginning of the 1980s, and that the government has passed laws that favor the rich and weaken the rights of the workers.

II. LISTENING

Whether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about "blue Monday," when they have to go back to work after the weekend, but most people put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, "What do you do?" They are asking, what is your job or profession. Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, we’re going to take a look at work in the United States today from two perspectives. First, we’ll take a historical look at work in America. We’ll do that by looking at how things changed for the American worker from the beginning to the end of the twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how U. S. workers are doing today.

As we look at the changes over the last century, we’re going to use a lot of statistics to describe these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms. There was also a large decrease in the number of people working in mining, manufacturing, and construction. The number of workers in mining, manufacturing, and construction went down from 31 percent to 19 percent.

While the number of people in these goods producing industries went down, the number of people in the service industries went up. As you may know, a service industry is one that provides a service, rather than goods or products. A few examples include transportation, tourism, banking, advertising, health care, and legal services. I’m sure you can think of more. The service industry workforce jumped from 31 percent of the workforce at the turn of the century to 78 percent in 1999.

Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in mining, manufacturing, and construction; and 31 percent in the service industries. That should add up to 100 percent. In 1999, 3 percent in agriculture,- 19 percent in mining, manufacturing, and construction; and 78 percent in the service industries. Again, that should add up to 100 percent.

The labor force changed in other important ways. For example, child labor was not unusual at the beginning of the twentieth century. In 1900 there were 1,750,000 children aged ten to fifteen working fulltime in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty states. While the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 1999, 60 percent of women were holding down jobs.

Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That does not mean that the average worker in 1900 earned $4,200, but that what he or she earned was equal to $4,200 in 1999. That is, the amount of money the average worker earned in 1900 was worth the same as $4,200 in 1999. The average per capita income in 1999 was $33,700. Not only did people earn a lot more money at the end of the century, they also received a lot more in benefits than at the beginning of the century. One of the important benefits most workers received later in the century was health insurance. Whereas wages and salaries rose over the century, the average workweek dropped. That is, workers, in general, did not work as long hours in 1999 as they did in 1900.

The last area that I’d like to give you a few statistics about is workplace safety. Most of us who go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real concern for a lot of workers. There aren’t many statistics available, but the U. S. government does have statistics on two industries that will give you some idea of the differences today. In 1900 almost 1,500 workers were killed in coal-mining accidents; in 1999, the number was 35. 2,555 railroad workers were killed in 1900, compared to 56 in 1999.

People often tend to romanticize the past and talk about "the good old days," but I think it’s fair to say that by the end of the twentieth century, U. S. workers in general made more money, they enjoyed more benefits, and their working conditions had improved greatly.

Now let’s turn our attention to the current situation for U. S. workers. The picture is not so rosy as the one drawn by comparing U. S. workers at the beginning and the end of the twentieth century. I’m going to

focus on the current situation in terms of productivity, working hours, and wages and salaries.

First let’s consider the number of hours worked. According to a 2003 study released by the United Nations International Labor Organization, U. S. workers are the most productive in the world among industrialized nations, but they work longer hours than European workers to achieve this productivity. Europeans typically have four to six weeks of vacation a year, whereas the average American worker has only about two weeks. This study points out that the longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.

Workers in some European countries actually outproduce American workers per hour of work. It has been suggested that this higher rate of productivity might be because European workers are less stressed than U. S. workers.

At any rate, there seems to be general agreement that U. S. productivity has greatly increased over the last thirty years. However, workers have not seen their wages rise at the same rate. A group of sociologists in their book Inequality by Design point out that there is a growing gap between rich Americans and everyone else in the United States. They write that between 1949 and 1974, increases in productivity were matched by increases in wages for workers in both manufacturing and the service industries, but since 1974 productivity increased 68 percent in manufacturing and 50 percent in services, but real wages stagnated. That is, wages moved up little or not at all. Where does all the money generated by the increased productivity go then? According to the authors of this book, the money goes for salaries to CEOs, to the stock market, and to corporate profits. Workers play a great role in increasing productivity, but no longer see their wages connected to increased productivity. In other words, CEOs’ salaries, the stock market, and corporate profits go up as work productivity goes up, but workers’ wages do not.

What are the reasons why U. S. workers, who are the most productive in the world, have to work longer hours, have fewer vacations days, and see their wages stagnate and not rising at the same rate as productivity? The answer to this question is complex and controversial, but there are two reasons most people who speak or write about these issues mention: The first is that labor unions in the United States have lost great power since the beginning of the 1980s, and the second is that the government has passed laws that favor the rich and weaken the rights of the workers.

I see our time is up. See you next time.

III. POSTLISTENIIMG

0 B. Vocabulary and Key Concepts

1. What percentage of the workforce was engaged in agriculture in 1900?

2. What percentage of the workforce was still engaged in agriculture in 1999?

3. At the end of the twentieth century, which industries had the largest percentage of the workforce?

4. Compare the number of women in the workforce in 1900 and in 1999.

5. Compare the average per capita income in 1900 and in 1999.

6. What is one benefit that most U. S. workers received by the end of the twentieth century?

7. Which workers, U. S. or European workers, work longer hours?

8. What might be one reason that some European workers out produce U. S. workers per hour?

9. According to the authors of Inequality by Design, are wages in manufacturing and service industries increasing at the same rate as productivity?

10. Again, according to the authors of Inequality by Design, where does the money generated by increased productivity go?

Immigration : Immigrants take an oath of citizenship at a swearing-in ceremony. Immigrants wait for the ferry to take them from Ellis Island to New York City (ca. 1900). . Past and Present

Posted in: NOTEWORTHY on: July 11

A Discussion

Discuss the following questions with your classmates:

• Do you think there is more or less immigration to the United States now than in the past?

• Have the countries of origin of the immigrants changed over the years?

• Do you think people’s reasons for immigrating to the United States are the same today as they were in the past?

• Have people from your country immigrated to the United States? If so, how many? Why?

Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.

1. Throughout history, people have moved, or__________________ ,

to new countries to live.

2. ____________________________________ can take many forms:

those that are characterized by a shortage of rain or food are called and, respectively.

3. Sometimes people immigrate to a new country to escape political

or religious___________________ .

4. Rather than immigrants, the early___________________ from

Great Britain considered themselves___________________ ; they

had left home to settle new land for the mother country.

5. The so-called Great Immigration, which can be divided into three

__________________ , or time periods, began about 1830 and

lasted till about 1930.

6. The Industrial Revolution, which began in the nineteenth century, caused as

machines replaced workers.

7. The__________________ of farmland in Europe caused many peo

ple to immigrate to the United States, where farmland was more abundant.

8. Land in the United States was plentiful and available when the

country was__________________ westward. In fact, the U. S. government offered free public land to_________________ in 1862.

9. The__________________ of the Irish potato crop in the middle of

the nineteenth century caused widespread starvation.

10. The Great Depression of the 1930s and World War II contributed

to the noticeable___________________ in immigration after 1930.

11. The first law that__________________ the number of immigrants

coming from a certain part of the world was the Chinese Exclusion Act of 1882.

12. It is important to note that in 1965 strict___________________

based on nationality were eliminated.

13. At the end of the 1940s, immigration began to increase again and

has, in general, risen___________________ since then.

14. Will the__________________ continue for non-Europeans to

immigrate to the United States?

15. The U. S. immigration laws of today in general require that new

immigrants have the___________________ necessary to succeed in

the United States because industry no longer requires large numbers of workers.

Follow-up: Check the spelling of the dictated words with your teacher.

Discuss the meanings of these words and any other unfamiliar words

in the sentences.

Using the photographs and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.

Examples: • Is immigration to the United States increasing or

decreasing?

• How many immigrants return to their countries of origin after a short time?

Follow-up: After you have written your questions, share them with your teacher and your classmates.

Q D. Notetaking Preparation

1. Dates: Teens and Tens

In dates, teens and tens (1815 and 1850, for example] are sometimes confused in listening. For teens, as in 1815, both syllables of 15 (FIF TEEN) are stressed, with heavier stress on the second syllable. For tens, as in 1850, only the first syllable is stressed (FIF ty). Write down the dates and phrases you hear. For a whole decade like the nineteen forties, write the 1940s.

C. Predictions

c._________________________ h________________________________

d_________________________________ і_____________________________

e—————————————– j———————————————-

Follow-up: Check your answers with your teacher by saying each one as you write it on the board.

The lecturer uses the names of several countries as well as the names of the people who come from those countries. Check your knowledge of these names by completing the following chart in three minutes. A knowledge of the names of these countries and their people will help you recognize them when you hear them. Ask your instructor to pronounce the names of these countries and their people before you listen to the lecture. You will probably want to abbreviate some of these names as you take notes.

Country	People
	French
Germany
	Scotch-lrish
	Britons; the British
	Danes
	Norwegians
	Swedes
Greece
	Italians
	Spaniards
	Portuguese
China
	Filipinos
	Mexicans
India
	Russians
	Poles

Follow-up: After you check your answers with your teacher, answer these questions: Which of the above are Scandinavian countries? Which are Southern European countries? Which are Eastern European countries? Check your answers with your teacher.

Q A First Listening

After a rather long introduction in which the lecturer discusses what immigration is, some general reasons that people immigrate, and the kinds of people who came to what is now the United States while it was still a colony of Great Britain, he goes on to discuss three main subtopics. In the first listening, make sure you get down the main subtopics; take down relevant details that you have time for, including those in the introduction.

NOTES

Introduction:

ST1

ST2

ST3

Follow-up: Now check your major subtopics with your teacher.

Q B. Further Listening

While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use proper number notation to save time.

Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.

Examples: • Could you please tell me what the lecturer said about the

composition of the U. S. population in the Colonial Period? • Wflhat was said about Ireland and the crop failure?

This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.

0 A. Accuracy Check

Listen to the following questions, and write short answers. Use your notes. You will hear each question one time only.

1. _________________________________________________________________

2. ____________________________________________________________________________

5. .________________________________

10.__________________________________________________________________

Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.

B. Oral Activities

1. Review

In groups of four, practice giving sections of the lecture to each other. Take turns practicing different sections until everyone has had a chance to speak. Student A will give the introduction, Student В will give subtopic 1, and so on. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until the speaker finishes. Then bring your notes into agreement by clarifying points of disagreement, as follows:

• Could you repeat what you said about the population during the Colonial Period?

• My notes are different from yours. You said the famine was in England, but I think you’re wrong. Let’s see what the others have in their notes.

Discuss with your teacher and classmates reasons why people either leave your country or come to your country. Do people leave your country for economic reasons? For educational reasons? Do they usually return home? Do people come to your country to work or to study? If so, who are these people? Do any of these people become citizens? How long do they stay in your country? What are some of the benefits of having immigrants in a country? What are some of the disadvantages?

C. Collaboration: Writing Answers to Essay Questions

On the quiz at the end of this unit, there will be short-answer questions and essay questions. You will answer the short-answer questions with a few words or a sentence or two. You will answer the essay questions with a complete paragraph.

In groups of three or four, plan and write essay answers to the following questions on immigration. Appoint one member to write; all members will participate in planning and helping with the answer.

Use these guidelines:

1. Take the question and turn it into a general topic sentence to start your paragraph. For Question #1 below, you might begin: Between 1830 and 1930, Europeans immigrated to the United States for a number of reasons.

2. Choose specific relevant points from the lecture to support the topic sentence.

3. Make a brief outline of your answer so that when you write it you can concentrate on writing rather than remembering.

4. Write full sentences to develop your answer. (On a quiz, do not simply list points of support unless you run out of time.)

5. Write only the information that the question asks for. (If you do not know or are unsure of the answer to a quiz question, write a quick, brief answer to get some points, and concentrate on the other questions.)

Questions:

1. Discuss the reasons why Europeans immigrated to the United States between 1830 and 1930.

2. Describe the population of the United States during the Colonial Period.

Follow-up: Share your answers with at least one other group. Or share your answers orally as a class, and discuss the strengths in each answer.

D. Pursuing the Topic

The following are recommended for a closer look at immigration in the United States:

Books/Periodicals/Internet

Sowell, Thomas. Ethnic America: A History. New York: Basic Books, 1981.

Sowell discusses the contributions of different ethnic and racial groups in the United States.

http://uscis. gov

The U. S. Citizenship and Immigration Services Web site contains statistics on immigration, interesting articles, and information on processing immigrant visas, naturalization, and so forth.

Wernick, Allan. U. S. Immigration and Citizenship, revised 3rd edition. New York: Crown Publishing Group, 2002.

A guide for those interested in immigrating to the United States.

Films/Videos

Avalon, Barry Levinson, director; 126 minutes, PG.

The film spans fifty years in the lives of a Russian immigrant family.

Malcolm X, Spike Lee, director; 201 minutes, PG-13.

Biographical film of a famous African American civil rights leader-, the film shows the influences, including painful white influences, on the leader’s life.

Interview

Interview someone whose parents or grandparents immigrated to the United States. Beforehand, prepare interview questions as a class to ask

• where the person immigrated from

• when and why the person immigrated

• other questions your class is interested in

Write down the answers to the questions, and share the information with your classmates.

Variation: Invite an American to visit your class, and have the whole class interview him or her by using the questions you wrote.

Common Law and the Jury System

Posted in: NOTEWORTHY on: July 11

I. PRELISTENING________________________

1. guilty/unjustly

2. innocent until proven guilty

3. code of laws

4. common law/precedents

5. testimony/verdict

6. private parties

7. compensatory/punitive damages

8. "beyond a reasonable doubt"

9. convicted

10. irrelevant/evidence/admissible

11. hung

12. pleads guilty/lesser crime

III. POSTUSTENIMG______________________

1. Prelecture Reading

a. TOC o "1-5" h z no

b. Mary Beth Whitehead-Gould

c. 2

d. no

e. Because of the nature of the law, courts will be obligated to base future decisions on decisions made in this case.

2. Courtroom Language

a. court reporter

b. judge

c. witness

d. jury

e. bailiff

f. defendant

g. plaintiff/prosecutor

h. courtroom clerk

Q B. Vocabulary and Key Concepts

1. innocent until proven guilty

2. British common law

3. 6-12

4. a jury

5. civil

6. criminal

7. to see that the trial is conducted according to law

8. to decide whether they believe the testimony they hear and whether the evidence presented to them is valid

9. about 80%

10. because it’s difficult to prove people are guilty and because trials are so expensive to conduct

Globalization

Posted in: NOTEWORTHY on: July 11

A. Discussion

Discuss these questions with your classmates:

• The first illustration on the previous page shows a "sweatshop." Why do you think the word sweat is part of the name? Where do we find sweatshops? How do they come about?

• What are the people in the second photo upset about?

• What are the International Monetary Fund (IMF) and the World Bank? What do they do?

• How is the World Trade Organization (WTO) different from these two banks?

Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.

1. The King of Bhutan said that he wasn’t sure his country had one of those but was interested in knowing what a

________________________ was.

2. Globalization is the_________________________ and

________________________ of economic interaction among the

people, companies, and governments of different nations.

3. But it is at the same time a subject that________________________

the anger and mistrust of many people in the world: environmentalists, unionists, anarchists, and some governments—

all_________________________ rather than supporters of

globalization.

4. Some skeptics feel that globalization allows rich countries to take

________________________ of poor countries, which these skeptics feel are only hurt by trying to be more___

5. And globalization is definitely about capitalism: its goal is to

increase the______________________________________________

________________________ and capital around the world.

6. If globalization is included in a book that focuses on the United States, it is because the world sees the United States (and, to a lesser degree, Western Europe and Japan) as the

_________________________________________________ behind

the process of globalization.

7. Often, poor countries are pressured to follow global trade rules as a condition for a loan or for aid. For example, a poor country

might be advised to adjust the value of its_____________________

or it might be advised to eliminate__________________________ ,

or taxes, on goods imported from other countries.

8. _______________________ on new inventions and copyright

laws most often protect technology from the West—and keep the technology from being used more freely by poor countries. Poorer

countries may also be told to_________________________ their

industries and banks.

9. To get an idea how these rules can in some cases

________________________ development instead of encouraging

it, let’s take a look at some countries that are not big Western

powers but have________________________ into the world

economy—by not following the rules.

10. It is common for critics to claim that globalization has only

________________________ rich Western countries, but this

claim is_________________________

11. Harvard economist Dani Rodrik, in "Trading in Illusions," writes that all four countries have taken advantage of opportunities to

________________________ in world trade, that is, to

________________________ integration in the world economy.

12. India was, and still is, one of the most________________________

economies in the world but has made great progress economically, and South Korea and Taiwan had patent and copyright

________________________ and restrictions on foreign

________________________ but still prospered.

13. The poor countries_________________________

___________________ against agricultural____________________

by rich countries, which make the poor countries7 products less competitive in the world market.

14. The twenty-three countries did not manage to_________________

the subsidies at that meeting because the talks broke down, but they did

for themselves.

C. Predictions

Using the photographs and the vocabulary exercise as a starting point,

write three questions that you think will be answered in the lecture.

Examples: • Do most countries benefit or suffer from globalization?

• Have any poor countries prospered because of globalization?

Follow-up: After you have written your questions, share them with your teacher and your classmates.

Q D. Notetaking Preparation

1. Structuring

In Chapter 8, you worked on structuring your notes to make them easier to read. Practice organizing ideas again on a new topic. While listening, write the main idea on the first line under Notes. You will hear five examples; notice there are five equally indented lines for those, marked with diamonds (♦). The lines that are even further indented to the right are for details of two of the examples. Listen to this passage two times, and take notes using key words.

Notes

♦

♦ ♦

♦____________________________________________________________

2. Rhetorical Cues

Carefully read these sentences, which signal a transition to a new topic. Then decide in which order you will probably hear them in today’s lecture. Number them first (1) to fifth (5).

___ a. To get on to my second point today, let’s look more closely

at some non-Western countries that have achieved longterm economic growth in the past decades.

___ b. To finish up by talking about our third point today, we have

to take up two problems that critics of globalization bring up all the time.

___ c. Let me begin this lecture by telling you a story to put things

in perspective.

__ d. To conclude, in my estimation, globalization is probably

going to continue because capitalism has become the dominant world economic system.

___ e. We can’t really go into cultural imperialism today, but we

can look at three different aspects of globalization to understand this complicated process a little better.

Follow-up: Discuss your answers as a class.

О A.

First Listening

Listen for general ideas. The lecturer has a very long introduction, giving us definitions and background that we’ll need to follow the lecture. Then he explains how he will organize the lecture. The first two subtopics are quite long, whereas the third is relatively short. The conclusion is rather long because the lecturer attempts to bring all three points together. As you listen, decide what the three main subtopics are, and write them down under ST1, ST2, and ST3. Ideas in the introduction and conclusion are also important in this lecture, so try to take down important background information including the definitions.

Notes

Introduction:

ST1

ST3

Conclusion:

Follow-up: Now check your major subtopics with your teacher.

Q B. Further Listening

While listening again, write down necessary relevant details below the main subtopic to which they belong. Use key words to save time, and structure the information to organize your notes.

Examples: • Did you get down all five examples under the first

subtopic?

• What did the lecturer say about South Korea and Taiwan?

• Did the lecturer mention any countries in connection to sweatshops?

This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.

Q A. Accuracy Check

Listen to the following questions, and write short answers where possible. Use your notes. You will hear each question one time only.

1.___________________________________________________ 2.

9. _________________________________________________________

10. _________________________________________________________________

B. Oral Activities

1. Review

In groups of five, use your notes to reproduce sections of the lecture. Student A will present the introduction, Student B, subtopic 1; student C, subtopic 2; student D, subtopic 3; and student E, the conclusion. If you don’t understand or you disagree with what you hear, wait until your classmate finishes. Then bring your notes into agreement by seeking clarification, as follows:

• I didn’t understand your definition of globalization. Could you repeat it?

• Is the lecturer for or against child labor? It’s not clear to me.

2. Transfer

Look into your country’s integration into the world economy by researching one or more of these topics:

• imports and exports, including whether subsidies and tariffs exist

• their country’s economic health today compared to ten or twenty years ago and the reasons for the change if there is one

• recent participation by their country in WTO talks

• a particular World Bank or IMF project: its success and, if possible, the global trade rules imposed to complete the project

Use the library, the Internet, or an interview with an expert for information to prepare a five-minute talk to present to the class. Put the research into your own words and speak from notes (rather than read a text) to be easier to understand.

C. Collaboration: Discussion

Discuss one or two of the following questions with a partner. Then share your views with another pair or the whole class.

1. Do you think the world in general is worse off or better off because of globalization? Explain.

2. Can poorer countries oppose the will of stronger ones when it comes to world trade? If so, how?

3. Do you feel that the only ones benefiting from globalization are transnational corporations (multinationals)? Explain.

D. Pursuing the Topic

Books/Periodicals/Internet

www. guardian, со. uk/globalisation/storv

A number of different views on globalization from a British newspaper site (note the British spelling “globalisation ” in the address).

On the Internet, search under "Dani Rodik" for a Harvard professor’s further views on globalization.

Films/Videos

Life and Debt, Stephanie Black, director; 86 minutes, not rated.

A documentary which examines how the Jamaican economy has changed under the influence of the IMF, World Bank, and other organizations. Based on the book A Small Place by Jamaica Kincaid.

Now that you have completed the chapters in this unit, your teacher may want you to take a quiz. Your teacher will tell you whether or not you can use your notes to answer the questions on the quiz. If you can use your notes, review them before taking the quiz so that you can anticipate the questions and know where to find the answers. If you cannot use your notes, study them carefully before you take the quiz, concentrating on organizing the information into main ideas and details that support these main ideas.

Work in small groups to help each other anticipate the questions your teacher will ask. Before breaking up into groups, review your notes and highlight important, noteworthy points. After reviewing your notes, break up into groups. Discuss and write specific short – answer questions and more general essay questions. (For guidelines in writing questions, see the Unit Quiz Directions at the end of Unit 1.)

Write your group’s questions on the following pages.

UNIT QUIZ DIRECTIONS

Chapter 5 Religion

Posted in: NOTEWORTHY on: July 11

I. PRELISTENING

1. The U. S. government cannot ask for information on religious affiliation on a mandatory basis.

2. One survey done in 2002 shows that 76 percent of the total population identified themselves as Christian, with 52 percent identifying themselves as Protestant and 24 percent as Catholic.

3. The number of Americans belonging to churches or other religious organizations is surprisingly high compared to other modernized nations.

4. This is not to suggest that religious values are not important in these other nations.

5. Freedom of worship is guaranteed by the First Amendment to the Constitution.

6. The First Amendment also establishes the separation of church and state.

7. The importance of religion in American history should not be underestimated.

8. Fd like to talk about the increasing role religion has plaved in fairly recent history.

9. Religion had seemed to be in decline, but there was a religious revival in the 1970s that surprised many people.

10. The religious revival was conservative in nature and, at first, largely confined to issues in the private sphere of life.

11. These issues, however, were very controversial in nature and became quite politicized in a short time.

12. Perhaps the "rise of the religious right" is a temporary phenome-

non in American life.

13. Some people predict that American society will become increasingly secular and less religious in the future; others predict a more authoritarian political atmosphere based on conservative religious belief.

1. Commonly Used Symbols and Abbreviations (Narrator: Read twice.)

1. The population of China is greater than the population of India, which in turn is larger than the population in the United States.

2. A decreasing death rate and a rising birth rate cause an increase in the population.

3. The population in the United States is approximately 281,000,000 people.

4. Some people immigrated to the United States because of natural disasters, such as droughts or famines.

5. The situation in the world is different today. Therefore, a greater number of people are immigrating to the United States from Latin America and Asia than Europe.

6. After World War II, most American families were still traditional ones, that is, with a working father, a mother who was a housewife, and their children.

7. Today many children are raised in homes without a father living with them.

II. LISTENING

LECTURE: Religion

Religion is a complex phenomenon in the United States and often misunderstood by foreigners. Part of this may be because the media, for example, television and films, are often the only ways that foreigners are exposed to American culture. These media, in general, ignore the role and importance of religion in America.

Driving through the countryside and passing through small towns in the United States, foreigners are often surprised by the number of churches in even a small town of two or three thousand people. That there are so many churches doesn’t seem so strange, perhaps, if we look at the history of the United States. Remember when we talked about immigration to the United States? At that time, we pointed out that many people immigrated to escape persecution and to seek freedom to practice their religion. Considering that people from many

different countries and religious backgrounds immigrated to the United States, it shouldn’t be surprising to find a great number of different religious denominations. Even in a small town, there will usually be several churches representing different religious groups. Today I’d like to give you some facts and figures about religious groups in the United States, then compare the United States to other modernized nations, and, finally, say something about the importance of religion in America, particularly about the increasing role of religion in U. S. political life in recent years.

Estimating the number of people belonging to various religious groups in America can be a little difficult to do. First of all, the U. S. government cannot ask for information on religious affiliation on a mandatory basis in any official capacity. Statistical information must be gathered from surveys of the population and from organizational reports, which might, for example, include the number of members belonging to a church, synagogue, or mosque. One survey done in 2002 shows that 76 percent of the total population identified themselves as Christian, with 52 percent identifying themselves as Protestant and 24 percent as Catholic. One percent of the population identified themselves as Jewish and another 1 percent as Muslim. I should point out that Protestants, who form the single largest religious group, are found in more than 1,200 denominations.

Another study, called "The American Religious Identification Survey," showed that the number of people identifying themselves as Christian dropped from 86 percent to 77 percent between 1990 and 2001. The total number of those who identified themselves as Jewish declined a little, whereas the total number who identified themselves as Muslims doubled. Other smaller groups such as Buddhists and Hindus also increased their numbers. I don’t want to suggest that these are the only religious groups in the United States. There are many more small religious groups. OK, that’s enough facts and figures about various religious groups in the United States.

Now let’s look at two ways that religion in the United States differs from religion in other modernized nations. The first relates to the number of persons who claim membership in churches or some other religious organization. The second concerns the relationship of religion and government. Let’s consider the first way the United States differs from these other modernized nations. About 60 percent of Americans belong to a church or other religious organization. This number is surprisingly high in comparison to other modernized nations. For example, the percentage of people who belong to a church or other religious organization is only about 22 percent in Great Britain, 15 percent in Spain, 7 percent in Italy, and 4 percent in France. This is not to suggest, though, that religious values may not be important in these countries, but it does suggest how important belonging to a church or other religious organization is to Americans compared to

Europeans. However, there is another somewhat contradictory difference that we should also consider. In many of these modernized, European nations, there is no clear separation of religion and government. When discussing religion in America, it’s important to remember that whereas freedom of worship is guaranteed by the First Amendment to the Constitution, this same amendment also establishes the separation of church and state. Therefore, although this amendment guarantees everyone the right to practice his or her religion, it also tends to keep religion out of the public sphere, that is, out of anything concerning the government and public schools, for example. Religion has been largely a private matter in the lives of Americans and not been a matter of government, politics, and public education. Of course, religious beliefs and values have always influenced politics and education, but generally indirectly. To sum up, then, the importance of belonging to a church or religious organization seems greater to Americans than to Europeans, but at the same time, religion has no official role in the government as it has in some European countries and has largely been confined to the private side of people’s lives. However, there has been a recent trend leading to an increase in the influence of religion in politics. Finally, let’s take a closer look at this rather sudden rise in the influence of religion on American political life.

Although religion in America seemed to many people to be in decline during most of this century, in the 1970s, there was a religious revival that surprised many, especially those people in academia, the media, and government. This religious revival became known as the "rise of the religious right." That is, the people involved in this religious revival were politically conservative, or to the right of the center. For a while it seemed that this rise in conservative religion would be largely confined to the private sphere of life. The religious right was generally opposed to abortion, but abortion was made legal by the Supreme Court anyway. The religious right generally favored prayer in schools, but the Supreme Court found that prayer in public schools was unconstitutional. The issues of abortion and prayer were felt by many to be matters of private concern, not serious political issues. However, these issues have become increasingly politicized, and because they are highly controversial issues, they have tended to divide people very sharply. The issue of abortion, especially, has become very politicized and has led to very bitter political debate and even acts of violence.

The religious right has also put more and more pressure on politicians to put prayer back in the schools, even if this requires another amendment to the Constitution. This rise of the religious right can no longer be ignored by people in politics. However, whether this group will be able to influence political life for a long time cannot be known. Perhaps this is a temporary phenomenon, and in time the religious right will become less important.

What the role and importance of religion will be in the future of American society cannot be known, of course. There are those who predict that Americans will become more like Europeans if economic prosperity continues, that is, more secular and less religious. Others fear that the rise in conservative religious beliefs may lead to a more authoritarian political atmosphere with less personal freedom for individuals. Because religious values have always been important in America in one way or another, it seems likely that religion will continue to play an important role in America well into the future.

By the way, the history of some religious minorities in the United States is particularly interesting and sheds some light on the tougher issues related to the government’s commitment to freedom of religion and the separation of church and state. Some of these better known groups are the Amish, the Mormons, and the Seventh-Day Adventists. I don’t have time to go into them today, but for those of you who are interested, I suggest that you do some further investigation of these religious minorities.

Ill, POSTLISTENING