SAT考试参考书: 美国历史【英文版】!《美国历史》全书根据美历史的不同阶段,划分为七个部分,从美洲大陆的发现到世界大战,共29篇。每一篇章归纳出若干知识点,便于理解,对于备考SAT的学生也很有帮助。

  美国历史

  《美国历史》继哈佛大学著名历史学家钱宁的《美国学生历史》(英汉双语版)出版问市后,受到众多读者欢迎,不少读者期望能买到英文原版关于美国历史的教材,《美国历史》正是为满足这部分读者纯英文阅读的需求。

  这本全英文版的《美国历史》由美国著名历史学家比尔德编写,以西方人的视角,深入浅出地介绍了从殖民地时期到世界大战期间美国历史上的重大事件与文明发展。《美国历史》按不同历史时期,分知识点,一一讲述,便于理解记忆。为使读者更好地理解和掌握各章的重点和难点,每章末尾还附有练习题和思考题。文中还配有相应的插图,便于对不同地域和各个时期人物及事件有更直观感受。通过阅读《美国历史》,能理清美国历史发展脉络,获得对美国历史全景式认知,从而能更好地了解美国这个社会和文化多元的国家。

  《美国历史》英文版适合高中以上读者阅读使用,对于备考SAT的学生应该很有帮助。全书提供配套英文朗读下载,在提升阅读水平的同时练习英文听力与口语。对于普通英语学习爱好者,也是一本很好的了解美国历史的学习读本。作者在前言中,对《美国历史》的特点作了如下介绍:

  It is not upon negativefeatures, however, that we rest our case. It is rather uponconstructive features.

  First. We have written a topical, not a narrative, history. Wehave tried to set forth the important aspects, problems, andmovements of each period, bringing in the narrative rather by wayof illustration.

  Second. We have emphasized those historical topics which help toexplain how our nation has come to be what it is to-day.

  Third. We have dwelt fully upon the social and economicaspects of our history, especially in relation to the politics ofeach period.

  Fourth. We have treated the causes and results of wars, theproblems of financing and sustaining armed forces, rather thanmilitary strategy. These are the subjects, which belong to ahistory for civilians. These are matters which civilians canunderstand—matters which they must understand, if they are to playwell their part in war and peace.

  Fifth. By omitting the period of exploration, we have beenable to enlarge the treatment of our own time. We have givenspecial attention to the history of those current questions whichmust form the subject matter of sound instruction incitizenship.

  Sixth. We have borne in mind that America, with all her uniquecharacteristics, is a part of a general civilization. Accordinglywe have given diplomacy, foreign affairs, world relations, and thereciprocal influences of nations their appropriate place.

  Seventh. We have deliberately aimed at standards ofmaturity.

  The study of a mere narrative calls mainly for the use of thememory. We have aimed to stimulate habits of analysis, comparison,association, reflection, and generalization—habits calculated toenlarge as well as inform the mind. We have been at great pains tomake our text clear, simple, and direct; but we have earnestlysought to stretch the intellects of our readers— to put them upontheir mettle. Most of them will receive the last of their formalinstruction in the high school. The world will soon expect maturityfrom them. Their achievements will depend upon the possession ofother powers than memory alone. The effectiveness of theircitizenship in our republic will be measured by the excellence oftheir judgment as well as the fullness of their information.

  作者简介

  作者查尔斯·A·比尔德,美国著名历史学家,去世于1948年。他写作的《美国文明的兴起》一书,被商务印书馆翻译出版并选入“汉译名著”系列。

  目  录

  PART I.THE COLONIAL PERIOD

  1 THE GREAT MIGRATION TO AMERICA

  2 COLONIAL AGRICULTURE, INDUSTRY, AND COMMERCE

  3 SOCIAL AND POLITICAL PROGRESS

  4 THE DEVELOPMENT OF COLONIAL NATIONALISM

  PART II. CONFLICT AND INDEPENDENCE

  5 THE NEW COURSE IN BRITISH IMPERIAL POLICY

  6 THE AMERICAN REVOLUTION

  PART III. FOUNDATIONS OF THE UNION AND NATIONAL POLITICS

  7 THE FORMATION OF THE CONSTITUTION

  8 THE CLASH OF POLITICAL PARTIES

  9 THE JEFFERSONIAN REPUBLICANS IN POWER

  ...

  前  言

  As things now stand, the course of instruction in Americanhistory in our public schools embraces three distinct treatments ofthe subject. Three separate books are used. First, there is theprimary book, which is usually a very condensed narrative withemphasis on biographies and anecdotes.

  Second, there is the advanced text for the seventh or eighthgrade, generally speaking, an expansion of the elementary book bythe addition of forty or fifty thousand words. Finally, there isthe high school manual. This, too, ordinarily follows the beatenpath, giving fuller accounts of the same events and characters. Toput it bluntly, we do not assume that our children obtain permanentpossessions from their study of history in the lower grades. Ifmathematicians followed the same method, high school texts onalgebra and geometry would include the multiplication table andfractions.

  There is, of course, a ready answer to the criticism advancedabove. It is that teachers have learned from bitter experience howlittle history their pupils retain as they pass along the regularroute. No teacher of history will deny this. Still it is a standingchallenge to existing methods of historical instruction. If thestudy of history cannot be made truly progressive like the study ofmathematics, science, and languages, then the historians assume agrave responsibility in adding their subject to the alreadyoverloaded curriculum. If the successive historical texts are onlyenlarged editions of the first text—more facts, more dates, morewords—then history deserves most of the sharp criticism which it isreceiving from teachers of science, civics, and economics.

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