Turning Points of Modern History (PDF - Io)

ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ
ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ
УЧРЕЖДЕНИЕ
ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ
УНИВЕРСИТЕТ»
TURNING POINTS OF MODERN HISTORY
Учебное пособие
к.ф.н. Н.В. Ильичева,

к.ф.н. А.А. Махонина
Воронеж
Издательский дом ВГУ
2018
Утверждено научно-методическим советом факультета РГФ 19 декабря
2017 г., протокол № 4
Рецензенты:
доктор филологических наук, профессор кафедры английского языка ВГПУ

Колодина Н.И.
доктор филологических наук, профессор кафедры английского языка для

естественнонаучных факультетов ВГУ
Стернина М.А.
Ильичева Н.В., Махонина А.А.
«TURNING POINTS OF THE MODERN HISTORY»: учебное пособие по

английскому языку / Н.В. Ильичева, А.А. Махонина. – Воронеж:
Издательский дом ВГУ, 2018. – 137 с.
Учебное пособие предназначено для студентов 2 курса факультета

международных отношений, обучающихся по направлению 41.03.01 –
Зарубежное регионоведение, которые изучают английский язык в качестве
основного иностранного языка. Учебное пособие ориентировано на
изучение основных общественно-политических событий 20 века и их
обсуждение в различных формах иноязычного общения.
Учебно-методическое пособие подготовлено на кафедре английского языка

в профессиональной международной деятельности факультета романо-
германской филологии Воронежского государственного университета.
2
Contents
Unit 1 Leaders and Leadership………………………………………… p. 4

Unit 2 Harry Truman and the Beginning of the Cold War………….. p. 23
Unit 3 U.S. President Kennedy and the Cuban Missile Crisis……….. p. 37
Unit 4 General Charles de Gaulle and his Politics of Grandeur…….. p. 57
Unit 5 Willy Brandt and his Ostpolitik ………………………………. p. 77
Unit 6 The World Leader in the Era of Globalization ………………. p. 96
Appendix 1 Tapescripts ………………………………………………… p. 113
Appendix 2 Word Lists ………………………………………………… p. 122
Appendix 3 Functional Bank …………………………………………... p. 130
Appendix 4 Hints for Speaking Activity ………………………………. p. 135
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UNIT 1
LEADERS AND LEADERSHIP
Lead-in
1. Work in groups. Discuss the questions.

 What does a history-making individual mean?
 Should strong leaders be feared or admired?
 Do you think that a strong leader needs fasces?
A: I suppose a history-making individual is an
outstanding person because…
B: I completely disagree with you because all
people have an equal opportunity to become a political leader.
C: I also share this point of view. Every day we see young men and women all
over the country – in high schools, colleges, civic groups and local governments
– who demonstrate their leadership abilities…
Listening
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2. a. You are going to listen to some information about important criteria
which can be applied to characterize a good leader. Before listening, discuss
the following in pairs.
 Look at the bar chart and put a dot on each bar according to your opinion.
Tell the class what features of character a good leader should possess.
contumelious docile
alluring pleasing
compliant obstinate
impulsive cautious
eloquent expressive
 How do these features of character help him/her?

A: In my opinion, a good political leader should be a contumelious person,
because he should know what to do.
B: There is something in what you say, but being too aggressive won’t bring
any benefits as…
b. Look at the statements below. Which one do you agree with more? Tell
your partner.
“The challenge of leadership is to be strong but not rude, be
kind but not weak, be bold but not bully, be thoughtful but not lazy,
be humble but not timid, be proud but not arrogant, have humor but
without folly” (Jim Rohn).
“The real leader has no need to lead – he is content to point the way” (Henry
Miller).
c. The following words and phrases appear in the passage. How do you think
they will be related to the theme of the passage?
●to move beyond appearances ●a containable
situation ●to show poise ●a perilous situation
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●to make it through ●being articulate and compelling ●to be persuasive in
communication ●to acquire charisma
d. Now listen to the passage. For questions 1-3, match the extracts with the
criteria A-C. There are two criteria you will not need.
A. Ability to control oneself 1.

B. Ability to take active steps
C. Ability to be cooperative 2.
D. Ability to ease people’s pain
E. Ability to be inspiring and 3.
influential
d. Discuss in groups.
 Do you agree with the suggested
criteria?
 Which is better for a country to have a
routine leader or a charismatic one?
Reading 1
3. a. Look at the title of the article. What do you think the message of the
article is? How far do you agree with it?
b. Read the article below and say whether you consider repulsive features of
character to be an integral part of a political leader.
If You're a Liar, a Bully or a Cheat,

then You Too Could Be a Great
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World Leader
If you want to get ahead, be egotistical, stubborn and disagreeable. And a

bit of untidiness will help too.
The research presented yesterday to the American Psychological
Association conference in Washington, examined the traits of the most
successful men in the US history — all 41 Presidents — and compared them to
more average individuals.
The truth is that being nice gets you nowhere — not to the White House or
Number 10 or even on to a parish council.
The researchers discovered that the great Presidents were low on
straightforwardness, vulnerability and
order. "The very characteristics which
mark people out as an unattractive choice
as a spouse or a neighbour make them
successful as leaders", said Rubenzer.
"One real surprise was that people who are a little disorganized do a bit better.
Abraham Lincoln was notoriously untidy, and it certainly seems to be an asset".
The psychologists asked 100 biographers and historians to help them fill in
questionnaires and then scored them on
different characteristics. Forcefulness, the
willingness to flatter and manipulate,
egotism and assertiveness all seemed to
help push Presidents up the ladder of
greatness.
"As far as UK goes, Winston Churchill and Margaret Thatcher fit right into
our model. Stubborn, assertive and socially often obnoxious — just the right stuff
to make them great figures in history", said Ruberzer.
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The team further categorized the Presidents into seven personality types —
innocents, autocrats, introverts, actors, philosophers, extroverts and maintainers.
Innocents: too nice for their own good, these people make it to the top
through a fluke. In Britain John Major and the late Alec Douglas-Home, a Tory
Prime Minister in the sixties, are in this category.
Autocrats: the disagreeable, bossy bullies. Using the rules applied by the
researchers, Margaret Thatcher, Winston Churchill and the US Presidents
Theodore Roosevelt and Richard Nixon are in this group.
Introverts: erratic, anxious and tense, like British PMs Ramsey MacDonald
and Anthony Eden, and US President Herbert Hoover.
Extroverts: publicity-hungry, assertive, dominant, but somehow low on
organizational skills. Bill Clinton — destined for the history books if only for
his sex life, say researchers — and Tony Blair are examples.
Actors: similar to extroverts but less open. They have low concentration.
Ronald Reagan and Harold Macmillan are examples.
Philosophers: their interests are wide and they
are not afraid of change — like Clement Attlee,
Labour's post-war election victor.
Maintainers: traditional, holding family values
and not open to new experiences. George Bush and Harry Truman are in this
group.
(Tracy McVeigh, the Observer)
c. For questions (1-6), choose the best answer (A, B or C).

1. According to the research, if a person is pleasant to deal with, kind and
friendly
A it won’t do him/her any good.
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B it is necessary for him/her to conceal these features of character.
C it will bring some positive result in the future.
2. Leaders who don’t have good and effective organization
A will never gain a high position in life or their job.
B are destined to succeed.
C can become leader easier than others.
3. Psychologists evaluated all leaders according to
A their influence on other people.
B the number of points they got for their qualities.
C the proportion of their negative features to the positive ones.
4. Presidents were classified on the grounds of
A their attitude to success.
B their nature and character.
C personal opinions of biographers and historians
5. Autocrats and extroverts show similarities in
A their behaviour in their private life.
B the way they treat weaker people.
C their abilities to organize.
6. Philosophers and maintainers represent an opposition because
A they regard everything new differently.
B they have different experience.
C other people don’t share their values.
Vocabulary practice
4. a. Match the words/phrases from the text to their meaning.
A B
1. a parish (council) a. famous or widely known for something bad
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2. vulnerability b. very unpleasant and offensive
3. a spouse c. confident belief in one’s own authority
4. notorious d. having, showing or causing nervous anxiety
5. an asset e. a husband or wife
6. assertiveness f. feeling worried and frightened, nervous
7. obnoxious g. changeable in behaviour without reason
8. erratic h. a valuable person or quality
9. anxious i. a quality of being easily hurt or sensitive
10. tense j. (in Britain) a small area (esp. a village),
having its own local government
b. Explain the meaning of the highlighted words and phrases.
Discussion
5. Discuss in groups.
 Can you think of other examples of political leaders to fall into the given
categories? Think of any other types of political leaders.
 Rank the following factors according to
how important you think they are for a person
to become a good leader (1= most important, 10
= least important). Then compare your ranking
with that of another student. What other factors
can you think of?
attractive appearance
Charisma
reputation
circumstances
10
close-knit team
public support
willingness to compromise
ruthlessness
ability to delegate
Foresight
A: Personally I think that first of all a good politician

should have an attractive appearance because…
B: I partly agree with this idea but sometimes
circumstances are the most important thing as they help
to reveal a personality…
Reading 2
6. a. Study two opposing points of view on the question of leadership below.
Compare them and decide which one you agree with
more. Tell your partner.
1. The subject of political leadership appears to be
outdated. The division of society into leaders and
followers is rooted in a predemocratic culture of
deference and respect in which leaders "knew best" and
the public needed to be led, mobilized or guided. Democratic politics has
certainly placed powerful constraints on leadership, notably by making leaders
publicly accountable and establishing an institutional mechanism through which
they can be removed.
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2. The politics of leadership has become increasingly significant, helping
to contribute to the establishment of a separate discipline of political psychology,
whose major concerns include a study of the psychological makeup and
motivations of political leaders. Furthermore, as society becomes more complex
and fragmented, people may increasingly look to the personal vision of individual
leaders to give coherence and meaning to the world in which they live.
A: On the one hand, I agree with the first statement because …
B: Yes, I see what you mean. Nevertheless there is a lot to be said for looking
at it differently …
b. What are the incentives for the growing focus on leadership? Decide how
much the following stimuli influence the growth. Discuss in pairs.
- the desire of leaders to gain electoral support
- modern means of mass communication
- manipulation of leaders’ public images
- individual leaders determine the world in
which ordinary people live
7. a. Read the title of the text. What styles of leadership can you think of?
Discuss in groups.
b. Look at the following styles of leadership. What do you think they mean?
A. transactional leadership
B. transformational leadership
C. laissez-faire leadership (“laissez-faire” means “not to
interfere”)
c. Read the text and decide which paragraph describes the given styles of
leadership.
Styles of Leadership
A style of leadership refers to the strategies and behavioural patterns through which a leader seeks to
achieve his or her goals. Quite simply, leaders are not all alike: leadership can be
12
exercised in a number of different ways. The factors that shape the adoption of a particular leadership strategy or
style are, of course, numerous. Amongst the most obvious are the personality and goals of the leader, the
institutional framework within which he or she operates, the political mechanisms by which power is won and
retained, the means of mass communication available, and the nature of the broader political culture. Three
distinctive styles of leadership have been identified:
1
The reluctance of the leader to interfere in matters outside his or her
personal responsibility is the chief feature of this
style of leadership. Such leaders have a 'hands off'
approach to cabinet and departmental management.
An example of such leadership could be found in the
Reagan White House, and the relatively slight
interest that Reagan took in the day-to-day workings
of his administration. George W. Bush, similarly, was strongly inclined to
delegate responsibilities to key advisers, but the so-called 'war on terrorism',
launched in 2001, forced him to adopt a more forthright leadership style. The
strengths of this approach to leadership are that, because subordinates are given
greater responsibility, it can foster harmony and teamwork, and it can allow
leaders to concentrate on political and electoral matters by relieving them of their
managerial burdens. On the other hand, it can also lead to the weak coordination of government policy,
with ministers and officials being allowed too much freedom to pursue their own interests and initiatives. The
Iran-Contra affair, for example, demonstrated how little President Reagan knew about the activities of the Central
Intelligence Agency officers and White House officials for whom he was supposedly responsible.
2
In contrast, the second type of leadership is a more 'hands-on' style of
leadership. Such leaders adopt a positive role in relation to policy-making and
government management, but are motivated by essentially pragmatic goals and
considerations. Prominent amongst these
are likely to be the maintenance of party
unity and government cohesion, and the
strengthening of public support and
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electoral credibility. Such leaders act as brokers who are concerned to uphold
the collegiate face of government by negotiating compromises and balancing
rival individuals, factions and interests against one another. In the USA, Lyndon
Johnson and George Bush Sr could be seen as leaders of this type, as could
Harold Wilson and John Major in the UK. This is above all a managerial, even
technocratic, style of leadership, its advantage being that it is fiercely practical
and allows scope for tactical flexibility. Its central drawback, however, is that
such leaders may be seen as opportunistic wheeler-dealers who are devoid of firm
principles or deep convictions. This was illustrated by George Bush's damaging admission during the 1992 US
presidential election that he did not understand what he called ‘the vision thing’.
In the third style of leadership the leader is not so much a coordinator or

manager as an inspirer or visionary. Not only
are such leaders motivated by strong
ideological convictions, but they also have the
personal resolution and political will to put
them into practice. Instead of seeking
compromise and consensus, this type of
leaders attempts to mobilize support from within government, their parties and
the general public for the realization of their personal vision. The effectiveness of
such a leader hinges on the degree to which the leader in question 'embodies' the
story, and the extent to which the story resonates with the broader public. General
de Gaulle, for instance, recast the nature of political leadership in France as much
by presenting himself as a 'father figure' and 'national leader' as by establishing a
presidential system in the form of the Fifth Republic. A very similar style was
adopted in the UK by Margaret Thatcher, whose avowed aim when coming into
office was to run a 'conviction government'. The continued use of terms such as
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Gaullism and Thatcherism bears witness to the enduring impact of these leaders'
ideological visions. Not uncommonly, the third type of leadership is linked to
populism, reflecting the desire of such leaders to demonstrate that they are
articulating the concerns and interests of 'the people'. Although the strength of
this leadership is that it provides a basis for pushing through radical programmes
of social, economic or political reform, it may also encourage a drift towards
authoritarianism and lead to ideological rigidity.
Vocabulary Practice
8. a. Match the words in columns A and B to form collocations. Then make
sentences using these collocations as in the example.
A B
avowed practical
to pursue cohesion
to be devoid of responsibilities
Electoral one’s own interests
Fiercely firm principles
to delegate aim
government impact
enduring credibility
It is generally known that the council’s avowed aim is to stop

the growing spread of racism.
b. Find a word in the text that has the same or similar meaning
to the words given below. Then make your own sentences using the words
from the text.
 held (past participle)
 unwillingness (n)
 disposed (adj)
 inferiors (n)
15
 breed (v)
 administrative (adj)
 freedom (n)
 beliefs (n)
 perception (n)
 depends on (v)
 changed (v)
c. Explain the highlighted words and phrases from the text.
Discussion
 Can you think of other examples of the present day world leaders to fit into
each category?
 Do you agree that if you can control your feelings, you can control the
world?
 Do we get political leaders we deserve?
 To what extent is leadership compatible
with freedom and democracy?
 Does leadership inspire and motivate, or
does it subdue and repress?
A: If you ask me, people choose politician
through voting, so we choose our future
ourselves…
B: I completely disagree with you. No
nation deserves a dictator because…
Comment on the statements.
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 The personality of a leader has a great
influence on the destiny of a nation.
 “Whenever you have an efficient
government, you have a dictatorship” (Harry S.
Truman).
Use of English
10. Fill the gaps with one word. There is an example.
Regardless 1) ..of.. the leadership style they
adopt, there are reasons to believe that modern political
leaders face greater challenges 2) …… their
predecessors 3) …… . This is important, because
attitudes 4) …… leaders, and the perceived
effectiveness of leadership, do much to influence
people's general view of the political process. The first difficulty 5) …… leaders
face is that modern societies have perhaps become 6) …… complex and
enmeshed with global influences that politicians find it almost impossible to get
things done. Leaders are therefore doomed to disappoint, to fail to live up 7) ……
expectations.
8) ……, leaders suffer because old ideological and moral certainties are
breaking down, and this makes 9) …… more difficult to construct compelling
narratives that have wide popular resonance.
Third, modern societies are becoming more diverse and fragmented.
Political leaders are therefore finding it
increasingly difficult to construct a
political appeal 10) …… on a common
culture and a set of shared values. Fourth
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and finally, a cultural gap has perhaps developed between the political and the
nonpolitical worlds. Political leaders are increasingly career politicians 11) ..….
lifestyles, sensibilities and even language are remote from the concerns of private
citizens. 12) …… from being seen as providing inspiration and articulating
popular hopes and aspirations, modern leaders tend to be viewed 13) …… self-
serving and 14) …… of touch. To the extent that this is true, people become
alienated from conventional politics, and perhaps look elsewhere 15) …… a
source of political leadership.
Speaking Activity
11. Get ready to discuss the problem of political ambition at a round-
table talk. Before it we should study its scenario. Read the following scenario
and the list of participants. Chose the part you are going to play.
Political Ambition: a Virtue or a Sin.
The scenario.
Stage 1
Chairperson’s introductory speech
Stage 2
Debating
Statement of position on the

1st problem
S1 S2 S3 S4 S5
Clarifying the position

Discussing
Conclusions on the 1st

problem
Statement of position on the

2nd /3d /etc. problem
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S1 S2 S3 S4 S5
Clarifying the position

Discussing
Conclusions on the 2nd /3d

/etc. problem
Stage 3
Chairperson’s concluding remarks
List of participants
Chairperson, hippie, family psychologist, clergyman, politician, primary
school teacher, journalist, sociologist, celebrity, historian.
Study your role card and think of a number of arguments, examples

and illustrations to prove your stance. Get ready to defend it against
criticism. Make use of the conversational patterns given in Functional Bank.
Politician Hippie
“A world without ambition
“Ambition is the linchpin of would probably be a kinder
society – it holds society world: without demands,
together. To discourage without abrasions, without
ambition is to discourage disappointments. Competition
dreams of grandeur and would never enter in.
greatness”. Conflicts would be
eliminated, tension become a
thing of the past”.
Family psychologist
“Ambition is intimately
connected with family, for
men and women not only
work partly for their families
but harbour some of their
most ardent ambitions for
their children”.
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Primary school teacher Clergyman
“One can be ambitious for the “Ambition is jesuitical. It can

public good, for the argue those obsessed by it
alleviation of suffering, for into believing that what they
the enlightenment of mankind want for themselves is good
– so we should bring our for everyone, that the
children up according to the satisfaction of their own
principles of sacrifice”. desires is best for the common
will”.
Sociologist
“The person strongly imbued

with ambition ignores the
collectivity; socially
detached, he is on his own
and out for his own”.
Celebrity Historian
“Individuality and ambition “Though ambition was once

are firmly linked. The the domain chiefly of
ambitious man or woman sees monarchs and aristocrats, it
the world as a battle; rivalry has, in more recent times,
is their principal emotion increasingly become the
because he desires a rank, domain of the middle
fame or power”. classes”.
Journalist
“All politicians and people in
high places, thought to be
ambitious, are understood to
be without moral scruples.
Those who achieved the
common goals of ambition –
money, fame, power – have
achieved them through
corruption of a greater or
lesser degree”.
Chairperson
Stage 1
Ladies and Gentlemen,
I now declare open the round table devoted to the subject
"Ambition in politics".
On behalf of the University allow me to express our great
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appreciation for your presence here today and for the
contributions you are ready to make to the coming discussion.
The questions to be debated today are highly controversial and
allow for a variety of opinions. The attacks on ambition are
many and come from various angles; its public defenders are
few and unimpressive, though they are not extremely
unattractive. Yet, all those who assembled here today feel that
the young generation needs to know the answers. The
questions are as follows:
1. What is “political ambition”? Is ambition a virtue or a
sin?
2. What can cause political ambition?
3. How does ambition manifest itself in our society?
I propose a time limit on statement of position of 2 minutes
and one minute for all оther speakers during the debate.
Is that agreed? Thank you.
Stage 2
Will participants please identify themselves clearly to the
Chair if they wish to speak or ask a question.
I call Mr. ...
Mr. ..., thank you for that stimulating speech.
I now welcome Mr. ... Mr. ..., you have the floor.
Мay I remind the participants to identify themselves clearly to

the Chair if they wish to ask a question or make an objection.
Does anyone else wish to speak?
We can't all speak at once; Mr.... Would you like to speak

first?
I shall have to call you to order, Mr. ...
Now let me summarize the points of view on the

first/second/third problem expressed by the participants.
According to the majority of the opinions …, though we
should mention …
Stage 3
To sum up our discussion today, it seems we all agreed that...
The discussion revealed that… We weighed the pros and cons
of … Consequently, we took a closer look at …
Basing on the discussion we have had and the facts and
arguments you’ve presented to us today, I’d like to point out
that …
I declare the discussion closed. Thank you, Ladies and Gentle-
men.
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UNIT 2
HARRY TRUMAN AND THE BEGINNING OF
THE COLD WAR
Lead-in
1. a. Read the quotation. Discuss the questions.
“The 20th century was marked
by change faster than at any previous
time in human history. The period
witnessed radical alterations in
almost every area of human
endeavors. It saw a remarkable shift
in the way that vast numbers of
people had lived, as a result of
technological, medical, social,
ideological, and political innovation.
Above all, the century is
22
distinguished from most of human history in that its most significant trends
transformed the world in those hundred years more than at any time in the
past.”(Brian O’Neil)
1. What innovations in technological, medical, social, political and other
spheres of life which took place in the 20th century can you name?
2. How did these innovations improve the quality of life in the 20th century?
3. What new problems and fears appeared in the 20 th century compared to
the 19th century?
b. Complete the table and get ready to give a brief talk on the main
cornerstones of the 20th century.
Event Time Causes Aftereffects
World War I
the rise
of communism
Great Depression
industrial
revolution
Fascism
World War II
the Holocaust
decolonization
the Cold War
nuclear arms race
space exploration
environmental
movement
the founding of
the League of
Nations and
the United Nations
23
European
integration
c. Work in groups. Discuss the following.

 How challenging were the political events of the 20th century for the 20th
century leaders?
 Can you
think of examples
which illustrate
that leaders of the
20th century could
shape the way in
which the world history was made?
 What new features of character did the leaders have to possess to meet the
requirements of the 20th century?
Listening
2. a. You are going to hear some information about the relationship between
the United States and the Soviet Union at the beginning of the Cold War.
Before listening, comment on the following.
 War reached an unprecedented scale and sophistication in the 20 th century.
There appeared a new perverted type of war - a cold war.
 The Cold War enhanced insecurities and increased a possibility of war in
the world.
b. The phrase Iron Curtain is associated with the Cold War. Read an extract
from Churchill’s Iron Curtain speech and decide what message Churchill
wanted to send. Discuss in groups.
“From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain had
descended across the continent. Behind that line lie all the capitals of the ancient
24
states of Central and Eastern Europe.
Warsaw, Berlin, Prague, Vienna,
Budapest, Bucharest, and Sofia, all
these famous cities and the
populations around them lie in what I
must call the Soviet sphere, and all
are subject in one form or another,
not only to Soviet influence but to a
very high and, in many cases, increasing measure of control from Moscow… I do
not believe that Soviet Russia desires war. What they desire is the fruits of war
and the indefinite expansion of their power and doctrines.”
c. The Cold War is considered to be a period of tension and competition between the
two superpowers following the Second World War – the United States and the Soviet
Union. Study the reasons why these
two superpowers were so distrustful of
each other and complete the table.
There is an example.
The USA The USSR

Capitalist Communist
…………… Autocratic / Dictatorship
Free elections ……………..
‘Survival of the fittest’ ………………
……………. Government controlled economy
Personal freedom ………………
Freedom of the media ………………
Can you think of any similarities between the Soviet Union and the USA
at the beginning of the Cold War? Compare the countries in terms of
military development, economic position and political system.
25
d. Look at the cartoon. Which block’s fears does it reflect? What is the
message of the cartoon?
e. The following words and phrases appear in the passage you are going to
hear. Explain their meaning in your own words. Then make up sentences
using them.
●a full-scale war ●a proxy war ●to trace ●to relieve the pressure ●an ally
●private ownership of assets ●a state-run market ●dissolution of private property
●to bemoan ●to set precedents ●far reaching implications
f. Now listen to the recording about the relations between the USA and the
USSR. Decide whether the sentences given below are true (T) or false (F).
The relations between the USA and the USSR of that period can be characterized in the
following way:
1. America and the Soviet Union had hostile intention towards each other
2. They led a full-scale war
3. Both the USA and the USSR were highly suspicious towards each other
26
4. They were scared of each other and uncertain about their foreign policy
5. The two countries were eager to relieve the pressure they experienced
6. The relations between the countries were strained with much
apprehension
7. The Soviets wished to export communism to the West
8. The USA were sure to cope with Soviet aggressive expansion
9. The ideologies of the USA and the USSR were incompatible
10. Both countries competed militarily as well as philosophically
11. Both the USA and the USSR were not interested in developing
countries
12. They resorted to overt and covert actions in their policy
13. The superpowers were reluctant to shape the future
14. A new world order was threatening
g. Discuss in groups.
 Was the opposition of two superpowers inevitable?
 Do you agree with the idea that the Cold War teaches us “the perils of
choosing allies based on common enemies instead of common ideals”?
Reading
3. a. You will read an article about President
Truman and the beginning of the Cold War.
Before you read the text, list the main features
of the Cold War. Check with your partner.
Then read the information below and add up
more.
27
When the conflict ended in 1945, the United States and the Soviet Union
emerged as the two most powerful nations, and while they had been allies in the
war, they soon became hostile to one other. The military alliances headed by
these nations were prepared to wage total war with each other throughout the
Cold War (1947–1991). The period was marked by a new arms race, and nuclear
weapons, the most devastating ones yet to have been developed, were produced
in their tens of thousands, sufficient to end most life on the planet had they ever
been used. This, paradoxically, ensured that the cold war never became hot; both
sides had too much to lose.
b. Read the text. Nine sentences
have been removed. Choose which
of the sentences (A-I) fit into the
gaps (1-9).
Harry Truman and the Origins of

the Cold War
Pam Vaughn
Westside High School
President Truman dealt with the challenges presented by the aftermath of
World War II, the nuclear age, and the threat from the Soviet Union. The
emergence of the United States as a superpower, with global responsibilities,
obligations, and interests, placed President Truman on a world stage.
The relations between the Soviet Union and the United States were
acknowledged to be spoilt by mutual suspicion and growing distrust after the
WWII and through 1963. These limits and remembrances constantly
factored into the practical questions concerning what was desired and what was
possible.
28
However, the application of this doctrine required actions that
were less than ideal. Democratic ideals are certainly worthy of pursuit.
However, the Cold War teaches us that goodness, like power, has its limits.
On February 22, 1946, George Kennan
working out of the American Embassy in
Moscow sent a telegram that changed the
course of history. Truman and
his staff reviewed it carefully, and this
telegram formed the basis for the policy of
containment.
Kennan provided an insightful Sent from Moscow in 1946 by George Frost
Kennan, the long telegram runs to some 8,000 words. In it,
representation of the motivating factors Kennan urged the United States government to stand firm
behind Soviet aggression. He explained that against the Soviet expansion in Eastern Europe.
this was a nation grown accustomed to insecurity because the Soviets had been a
country surrounded by enemies with few natural frontiers. Kennan’s position was
that the Soviets, threatened by their lack of development, feared exposure to the
West.
Kennan also posited that in his view, Stalin himself was ill
informed and held a conspiratorial interpretation of world events. In Kennan’s
view, the Soviets would respond to force and resistance by withdrawing from its
course of aggressive action.
Churchill delivered his famous Iron
Curtain speech in Fulton, Missouri only two weeks
before The Long Telegram was received at the state
department (March 1946). The speech created a
widespread condemnation. This caught Truman off
guard. He had anticipated the opposite reaction.
29
All of the bad press and criticism of both Truman’s foreign policies and the
speech caught Truman by surprise and kind of took the wind out of him.
He later denied that he knew what was going to be in the speech.
This may explain why the Long Telegram, while eventually creating substantive
and significant change in U.S. foreign policy, was not initially put forward as the
foundation for new foreign policy.
It was only eighteen minutes long, but it was a landmark point
in foreign policy. Its message came from a report
that analyzed U.S.-Soviet relations, which had been
influenced by the Long Telegram. “It is the policy
of the United States to support free peoples who are
resisting attempted subjugation by armed
minorities or by outside pressure”. Truman in a
very straightforward way had delineated the threat
from the Soviets and asked the Congress to provide
support for this new policy.
The Truman administration was riding the wild and new notion of a global
super power, whose military and economic superiority was without rival.
During the postwar years, the U.S. established a global military
presence and stepped into the role of the benevolent super-cop, out to defend
freedom, and more importantly, contain communism.
A He went on to make the case that it was the Soviet intention to destroy
western traditions, authority, and power in order to preserve its own
existence.
B It was a tremendous blow.
30
C This false assumption led to a narrow set of strategies and tactics consistently
and tragically exercised in resisting the spread of the communism in the
developing world.
D He had to consider almost every foreign policy decision in terms of how it
would affect the balance-of-power with the Soviet Union.
E The Truman Doctrine was the manifestation of American idealism.
F Truman read The Long Telegram, of course, but he remained for a time at
least, relatively quiet on the substance of this message.
G The events of this era show that President Harry S. Truman inherited a
changing world in which the limits of power would be tested, the costs of
war remembered.
H Kennan articulated in a
compelling way, the sources of
Soviet behavior and their view of
the world. This message is known
as The Long Telegram.
I Truman delivered the famous
Truman Doctrine speech before
Congress on March 12, 1947. HARRY S. TRUMAN INTRODUCING
THE TRUMAN DOCTRINE - 1947
Vocabulary Practice
3 a. Find synonyms for the following words. Then reproduce the situations in
which they are used in the text.
 an aftermath
 to factor into
 insecurity
 to posit
 to withdraw
31
 to anticipate
 to delineate
 benevolent
 an assumption
 a manifestation
b. Explain the highlighted words and phrases. Choose five words or
phrases and make up your own sentences using them.
Discussion
4. a. Discuss in groups.
 Was the Cold War an unavoidable event or it was President Truman who
made fatal errors of judgment that precipitated the world's slide into the Cold
War?
 How did President Truman manage
to balance a view of a changing world and a
changing role for America in the world with
international, universal ideals?
A: In my opinion, Harry Truman failed
to meet the requirements of a new world
because, always characterized as stubborn,
he stuck to the policy of American superiority.
B: I completely agree with you. The "Truman Doctrine" has become a
metaphor for emergency aid to keep a nation from communist influence.
C: I would object saying that the Truman Doctrine was the first in a
succession of containment moves by the United States, followed by economic
restoration of Western Europe through the Marshall Plan…
b. Comment on the statements.
32
 According to Harry Truman, “totalitarian regimes coerced free peoples and
represented a threat to international peace and the national security of the United
States”.
 “The man who became US President in 1945 was less an incipient

statesman than an intense nationalist...” (Liz
Blackstock)
Use of English
5. In most of the lines of this text there is an unnecessary word. For
questions 1-18, find the unnecessary words and write them on the lines
provided. If you think a line contains no unnecessary words, put a tick next
to it. There are two examples (0), (00).
Cold War history, studied from other varied perspectives, provides a 0 othe
r
Contradictory story. Talk of brinkmanship, containment, resistance, 00 V
subversion focuses on military force, the proliferation of a nuclear 1
power, and spheres of influence. No comprehensive treatment of the 2
Cold War would be complete without examining of the most tragic 3
mistake made of U.S. foreign policy during this period. The Truman 4
administration was riding the wild and new notion of a global super 5
power, whose military and its economic superiority was without a 6
rival. It possessed moral credibility backed off by unquestioned 7
superiority. After the war years time, the U.S. gradually became 8
a military globocop and assumed the role of the magnanimous 9
superpower, to safeguard liberal rights and to circumscribe on 10
communism. The U.S. main principle was that so as the developing 11
world progressed and had attempted to join an industrialized, 12
commercialized world, anything other rather than a pure, free 13
market, friendly to American institutions, had to have be opposed. 14
Foreign policy objectives, based on exaggerated threats instead of 15
common interests, pursued with by military means and therefore 16
33
limited to achieving only those goals which reached by the 17
application of power instead of any diplomacy, led to costly 18
campaigns, crusades, missed opportunities and war.
Speaking Activity
6. Points of view on the beginning of the Cold War vary greatly. Consider
possible opinions and take part in a role play “Interviewing diplomats”.
Decide who would like to play the roles of journalists and politicians: a
foreign journalist is interviewing a Russian diplomat and a Russian
journalist is interviewing an American diplomat. The aim of the interview is
to find out what the representatives of different ideologies think about the
beginning of the Cold War. Make use of the conversation patterns given in
Functional Bank.
Each diplomat has his own background information. Study your stance.
Background information for

a Russian diplomat
 the "imperialist" United

States is responsible for the Cold
War;
 the Americans tried to
strangle the Soviet Union during its
infancy and sought ever since, with the
brief interlude of World War II (known
as the Great Patriotic War) to contain
Russia by surrounding it with hostile
states;
 the United States and its
allies menaced the Soviet Union with the
atomic bomb and tried to isolate and
destroy the "motherland" with their
economic power and trade restrictions;
 the Soviet Union depicted
itself as a defensive outpost of
progressive reform in a world dominated
by ruthless but ultimately doomed
capitalist imperialists;
 the United States, not just
34
the Soviet Union, had been an
expansionist power throughout its
history.
Background information for

an American diplomat
 the responsibility for the Cold War is placed on

the Soviet Union;
 the breakdown of postwar peace was the result
of Soviet expansionism into Eastern Europe in the
immediate postwar years;
 U.S. officials were forced to respond to Soviet
aggression with the Truman Doctrine, plans to contain
communist subversion around the world, and the
Marshall Plan;
 the United States was facing a new type of
enemy and had to adapt accordingly;
 the Soviet Union is to blame for arms race and
the proliferation of nuclear weapons, as well as
apportioning an overriding share of the blame for a
series of local wars around the world.
35
UNIT 3
U.S. PRESIDENT KENNEDY
AND THE CUBAN MISSILE CRISIS
Lead-in
1. a. What Cold War events that influenced the development of the

confrontation between the two blocks can you think of?
b. Do you know the leaders depicted in the caricature? Why are they arm
wrestling?
с. Analyze the approaches of the opposing blocks to liberalism given below

and discuss the roots of the conflict with your partner.
36
1. Khrushchev in a speech bragged about how revolutionist the Soviet Union
was and referred to Soviet support for wars of national liberation. He said that
colonialists did not grant independence, that resistance to imperialism was
inevitable, and that wars of
national liberation would
lead to communism.
2. Kennedy was
alarmed by Khrushchev's
bluster, and he was moved
to include in his inaugural
speech defiant words about
paying any price, bearing any burden, meeting any hardship "in order to assure
the survival and the success of liberty."
A: I suppose the opposition is rooted in confronting ideologies because…
B: I can’t but agree with you but we should not forget about the colonial
policy of the Soviet Union and the United States, which could have led to the
crisis.
d. Read the abstract given below and guess what country is being discussed.
Work in groups and decide why it was important for the USSR to have such
an ally. Why was the USA against this cooperation?
The revolution in this country on January 1, 1959 initially attracted little
attention in Moscow because Soviet planners, resigned to U.S. dominance over
the Western hemisphere, were unprepared for the possibility of a future ally in
the region.
Listening
2. a. You are going to hear some information about the Bay of Pigs Invasion
and its consequences. Before listening, compare the two historic facts about
37
Kennedy’s policy towards the invasion in Cuba below. Discuss in pairs
Kennedy’s decisions.
1. “On April 12, Kennedy held a news conference at which he was asked
whether the U.S. was going to help an uprising against Castro. Kennedy
answered: “First, I want to say that there will not be, under any conditions, an
intervention in Cuba by the United States Armed Forces. This government will
do everything it possibly can, I think it can meet its responsibilities, to make sure
that there are no Americans involved in any actions inside Cuba… The basic
issue in Cuba is not one between the United States and Cuba. It is between the
Cubans themselves.”
2. “Kennedy decided that nighttime landing at the Bay of Pigs would be

better than an early morning at landing Trinidad. The invading force learned at
the last minute that they were heading for the Bay of Pigs. They landed at
midnight as planned, but nothing else went right. They were exposed to Castro's
airforce, and no air cover from the U.S. came to rescue them. The invaders felt
betrayed, and they blamed Kennedy for not sending help. Although Kennedy had
never promised it, they believed that there was supposed to be back-up insurance
by the U.S. military. Kennedy blamed the CIA and asked how he could have
been "so stupid." But publicly he took responsibility for the failure.”
38
b. The following words and phrases appear in the passage you are going to
hear. Explain their meaning in your own words. Choose five words or
phrases and make up sentences using them.
●to launch an attack ● to overthrow/topple a government ●a refugee ●an exile
●substantial ●a defeat ●an initial objective
●inflammatory rhetoric ●to go through with ●a
venture ●to call off ●to bring smth under the
public eye ●a rallying point ●citizenry ●rapid
counterattack ●to refrain from ●an uprising ●to
capture ●to solidify one’s power ●a missile ●to
spark ●to come to blows ●to be pilloried ●to
unseat ●a stance ●to redeem ●a botched mission
c. Now listen to the recording. For questions 1-7, choose the best answer (A,
B or C) according to what you hear.
1. The Cuban government was supposed to
A. be subverted by Cuban refugees.
B. finance Cuban refugees.
C. be supported by the United States.
2. The outcome of the attack was that
A. Cubans joined American soldiers in their fight against Fidel Castro.
B. the Cuban government was disrespected by many Cubans.
C. more people in Cuba followed Fidel Castro’s concepts.
3. The American government considered Fidel Castro to be a threat
A. because of his anti-American military campaigns.
B. for his opposition to the American government’s policy.
C. since Soviet protection for Cuba was very strong.
4. Kennedy took the decision to launch an attack on Cuba
A. to appear sympathetic towards the communistic movement.
39
B. as he wanted to become popular
with American people.
C. since the affair could have been
disclosed if it hadn’t been put into
practice.
5. The American mission wouldn’t
have failed.
A. only if Cuban residents hadn’t joined the exiles.
B. but for the absence of the necessary support from the USA.
C. if the defense of Castro’s forces had been more active.
6. Casro’s power in Cuba became
stronger after the attack,
A. and consequently he had a chance
to count on Soviet support.
B. that is why the USA installed
missile bases in Cuba.
C. which led to further controversies
between the USA and the USSR.
7. Kennedy’s political objective after the military failure was
A. the formation of sympathetic public opinion about its reasons.
B. to atone for it by attributing the blame to his own maladministration.
C. keeping his position of an irresolute person.
 What conclusions could the head of the Soviet government Nikita
Khrushchev have made about the American military might after the Bay of Pigs
Invasion?
40
 Look at the pictures and study the information about different reactions of
people to the blockade of Cuba.
Why were people’s concerns so
controversial?
Various groups expressing
different points of view picketed
outside the White House during the
Cuban Missile Crisis. People were
active to demonstrate polar opinions
on the critical situation by crying A man is picketing with a sign in front of the White House that reads,
“Invade Red Cuba Now!!,” and a woman is protesting in front of the
White House with a sign that says, “Don’t Invade Cuba.”
out different slogans and showing
opposite attitude towards the event in Cuba. In political terms part of the public
strongly backed the president and the removal of the missiles, others rejected
invading Cuba. Psychologically, the public was terrified or driven to panic. Cuba
dominated people’s worries and concerns about Cuba centered on fears of nuclear
war and survival.
 What were the consequences of the attack and what impact did it have on
the situation in the world?
Reading
2. a. You will read the text about
Cuban Missile Crisis. Before you
read, think why it is regarded as
one of the most critical moments
in the Cold War.
b. Read the text. Five paragraphs have been removed from it. Choose the
most suitable paragraph from the list (A-G) for each part (1-5) of the text.
41
There one extra paragraph which you do not need to use. There is an
example at the beginning (0).
At the beginning of September 1962, U-2 spy planes discovered that the
Soviet Union was building surface-to-air
missile (SAM) launch sites. There was
also an increase in the number of Soviet
ships arriving in Cuba which the United
States government feared were carrying
new supplies of weapons. President A U.S. patrol plane flies over a Soviet freighter during the
Cuban missile crisis
Kennedy complained to the Soviet Union
about these developments and warned them that the United States would not
accept offensive weapons (SAMs were considered to be defensive) in Cuba. As
the Cubans now had SAM installations they were in a position to shoot down U-2
spy-planes.
0 B
Kennedy feared that any trouble over Cuba would lose the Democratic Party
even more votes, as it would remind voters of the Bay of Pigs disaster where the
CIA had tried to oust Castro from power. One poll showed that over 62 per cent
of the population were unhappy with his policies on Cuba.
1
At the first meeting of the Executive Committee of the National Security
Council, the CIA and other military advisers
explained the situation. After hearing what
they had to say, the general feeling of the
meeting was for an air-attack on the missile
sites. Several of the men were having doubts
about the wisdom of a bombing raid, fearing
that it would lead to a nuclear war with the
John Kennedy is meeting US Air Forces commanders
42
Soviet Union. The committee was now so divided that a firm decision could not
be made.
2
As well as imposing a naval blockade, Kennedy also told the air-force to
prepare for attacks on Cuba and the Soviet Union. The army positioned 125,000
men in Florida and was told to wait for orders to invade Cuba. If the Soviet ships
carrying weapons for Cuba did not turn back or refused to be searched, a war
was likely to begin. Kennedy also promised his military advisers that if one of
the U-2 spy planes were fired upon he would give orders for an attack on the
Cuban SAM missile sites.
3
On October 24, President Kennedy was informed that Soviet ships had
stopped just before they reached the United States ships blockading Cuba. That
evening Nikita Khrushchev sent an angry note to Kennedy accusing him of
creating a crisis to help the Democratic Party win the forthcoming election.
4
While the president and his
advisers were analyzing
Khrushchev's two letters, news
came through that a U-2 plane
had been shot down over Cuba.
The leaders of the military,
reminding Kennedy of the
promise he had made, argued
that he should now give orders
for the bombing of Cuba.
Kennedy refused and instead
sent a letter to Khrushchev
Nikita Kruschev’s letter to President Kennedy
43
accepting the terms of his first letter. Khrushchev agreed and gave orders for
the missiles to be dismantled.
5
Eight days later the elections for Congress took place. The Democrats
increased their majority and it was estimated that Kennedy would now have an
extra twelve supporters in Congress for his policies.
A. President Kennedy's first reaction to the information about the missiles in

Cuba was to call a meeting to discuss what should be done. Fourteen men
attended the meeting and included military leaders, experts on Latin America,
representatives of the CIA, cabinet ministers and personal friends whose advice
Kennedy valued. This group became known as the Executive Committee of the
National Security Council.
B. Kennedy was in a difficult situation. Elections were to take place for the
United States Congress in two
month's time. The public opinion
polls showed that his own ratings
had fallen to their lowest point since
he became president. In his first two
years of office a combination of
Republicans and conservative
southern Democrats in Congress had
blocked much of Kennedy's proposed legislation.
C. The world waited anxiously. A public opinion poll in the United States
revealed that three out of five people expected fighting to break out between the
two sides. There were angry demonstrations outside the American Embassy in
London as people protested about the possibility of nuclear war. Demonstrations
also took place in other cities in Europe. However, in the United States, polls
suggested that the vast majority supported Kennedy's action.
44
D. In September 1962, the U.S. Senate passed a resolution sanctioning the use of
force against Cuba should it be necessary "to curb Cuban aggression and
subversion in Latin America," or to prevent the creation or use of "an externally
supported offensive military capability endangering the security of the United
States."
E. Taking everything into consideration Kennedy instructed Theodore Sorensen,
a member of the committee, to write a speech in which Kennedy would explain to
the world why it was necessary to impose a naval blockade of Cuba.
F. Had the military men around
Kennedy had their way a nuclear
holocaust might have followed.
Kennedy and McNamara struggled to
keep the military from over-reacting
and striking against the Russians, and
the greatest of all tragedies was
averted.
G. On October 26, Khrushchev sent Kennedy another letter. In this he proposed
that the Soviet Union would be willing to remove the missiles in Cuba in
exchange for a promise by the United States that they would not invade Cuba.
The next day a second letter from Khrushchev arrived demanding that the United
States remove their nuclear bases in Turkey.
Vocabulary Practice
3 a. Choose the best variant, a, b, c, or d, to illustrate the meaning of the
words in italics.
1. The CIA had tried to oust Castro from power.
a. remove b. expel c. leave d. retain
2. Three out of five people expected fighting to break out between the two sides.
a. escape b. burst out c. develop d. put out
45
3. It should be necessary to curb Cuban aggression.
a. conquer b. incite c. prohibit d. subdue
4. Kennedy would explain to the world why it was necessary to impose a naval
blockade of Cuba.
a. foist b. inflict c. accept d. assail
5. Several of the men were having doubts about the wisdom of a bombing raid.
a. indiscretion b. feat c. sense d. enlightenment
6. Nikita Khrushchev sent an angry note to Kennedy accusing him of creating a
crisis to help the Democratic Party win the forthcoming election.
a. impending b. responsive c. preceding d. up-to-date
7. The greatest of all tragedies was averted.
a. facilitated b. distracted c. effected d. prevented
b. Match the words in columns A and B to form collocations. Then make
A B
to call polls
attend a meeting
vast a resolution
firm majority
pass the meeting
public opinion decision
Finance ministers from many countries will attend the meeting.
c. Explain the highlighted words and phrases from the text.
Discussion
 What does the president’s rating depend on? How far do you agree
with the following judgment about the influence of the Cuban Missile Crisis on
Kennedy’s reputation as a political leader? Do you think Kennedy acted as a
peacekeeper in case of Cuban Missile Crisis?
“Following the Cuban Missile Crisis, Kennedy's
status rose in the eyes of his countrymen and many
others around the world. Just 18 months after the
46
bungled invasion of Cuba, the missile crisis had become a showcase for
Kennedy's diplomatic savvy and bravado.”
A: I suppose Kennedy’s actions in the
Cuban Missile crisis were protective as…
B: I see what you mean. On the other
hand, many people would say that he acted
this way just to gain votes before the
elections...
 Study the cartoons below. Comment on the attitude to Kennedy.
What determined people’s opinion about Kennedy?
 Read an abstract about Kennedy’s meeting with Khrushchev in 1961

and explain Kennedy’s statement.
47
In May 1961 Kennedy met with Soviet Premier Nikita Khrushchev in
Vienna. Kennedy was
hoping that he and
Khrushchev could find
a solution to avoid
confrontation.
Khrushchev moved to
close off the flow of
refugees from
Communism in Berlin. He threatened that if Kennedy intervened, there would be
war. The summit ended without resolution. Kennedy met Khrushchev's challenge
with a force of his own, increasing the size of America's combat forces and
obtaining billions of dollars for nuclear and conventional weapons. That summer,
the Russians built the Berlin Wall. The crisis eased. "A wall is better than a war,"
Kennedy said.
 Study a quotation by Warren Bennis. Comment on its essence. The
caricature can help you.
“Crises in the world
emerge due to politicians’
misconduct. This was the
case in Cuba when total
destruction was looming on
the horizon and the knot of
international relations was
drawing tighter. It was the
one that Khrushchev and
Kennedy might not have the strength to untie” (Warren Bennis).
48
 Read an abstract about Kennedy’s policy towards promoting human
rights. How revolutionary do you think such policy was for those times?
In the 1960 presidential election campaign John F. Kennedy argued for a
new Civil Rights Act. During the first two years of his presidency, Kennedy
failed to put forward his promised legislation. However, Kennedy's civil rights
bill was eventually brought before Congress in 1963 and in a speech on television
on 11th June, Kennedy pointed out that: “The Negro baby born in America today,
regardless of the section of the nation in which he is born, has about one-half as
much chance of completing high school as a white baby born in the same place
on the same day; one third as much chance of completing college; one third as
much chance of becoming a professional man; twice as much chance of
becoming unemployed; about one-seventh as much chance of earning $10,000 a
49
year; a life expectancy which is seven years shorter; and the prospects of earning
only half as much.”
Use of English
5. For questions 1-5, read the following text and choose from the list (A-G)
given below the best of the phrases to fit each gap. There is one phrase which
does not fit in any gap. There is an example (0).
Newly elected President John F. Kennedy issued an executive order

establishing the Peace Corps. It proved to be one of the most innovative
0) ……F……
During the course of his campaign for the presidency in 1960, Kennedy
floated the idea
that a new
“army” should be
created by the
United States.
This force would
be made up of
civilians who
would volunteer
their time 1)
…………
Kennedy sent a message to Congress asking for its support 2) ………… to
the United States. The people of these nations were “struggling for economic and
social progress.” “Our own freedom,” Kennedy continued, “3) …………,
depend, in a very real sense, on their ability to build growing and independent
nations where men can live in dignity, liberated from the bonds of hunger,
50
ignorance, and poverty.” Many in Congress, and
the U.S. public, were skeptical about the
program's costs 4) …………, but Kennedy's
warning about the dangers in the underdeveloped
world could not be ignored. Revolutions were
breaking out around the globe 5) ………… –
were in danger of becoming Cold War
battlefields. Several months later, Congress voted to make the Corps permanent.
Overall, the program was judged a success in terms of helping to “win the hearts
and minds” of people in the underdeveloped world.
A and many of these conflicts – such as in Laos, the Congo, and elsewhere
B and they were not always welcomed by foreign people suspicious of
American motives
C and made clear the significance of underdeveloped nations
D and the effectiveness of American aid to what were perceived to be
"backward" nations
E and the future of freedom around the world
F and highly publicized Cold War programs set up by the United States.
G and skills to travel to underdeveloped nations to assist them in any way they
could.
Discussion
6. Comment on the statements.
 “Ask not what your country can do for you, but rather what you can
do for your country” (John F. Kennedy).
 “Kennedy’s role as a peacekeeper proved to transform the history of
mankind” (Daniel C. Stowers).
Speaking Activity
51
7. Get ready to discuss the problem of the role of a politician in resolving a
conflict at a round-table talk. Make sure you remember the scenario of a
round-table talk (See Unit 1).
Read the list of participants. Chose the part you are going to play.
Chairperson, politician, clergyman, diplomat, pacifist, NGO representative,
warmonger, sociologist, historian, psychologist
Psychologist Warmonger
st
“Conflicts are so “The 21 century is doing its
commonplace in the world part to keep the drums of war
today, most people take for beating. Nothing can help
granted that that’s the way diplomatic efforts more than
life is supposed to be. It military success. A politician
seems we are content to solve should not forget about the
political conflicts with brutal great destiny of his nation.
force. As a society, we are The role of a leader is to show
numb to the horrors of how powerful and influential
warfare. But unless we simply his nation is. In this case any
refuse war and violence as the conflict is resolved by
status quo, we further human persuading other nations to
suffering by perpetuating accept the country’s might.”
violence in the name of nation
or in the name of fighting
terrorism, or in the name of
defending a country, etc.
Leaders can not change
people’s mentality and
psychology.”
Sociologist
“We should not underestimate
the role of public nowadays.
Public opinion polls are
everywhere. Politicians
devote substantial time, effort
and money to tracking public
52
opinion, not for the purposes
of policymaking. Polling has
turned leaders into followers.
Therefore, common people
are the only force that can
impact the solution to the
conflict.”
NGO Representative Pacifist

“Public institutions can agree, “The quickest way of ending
disagree, or intervene to a war is to lose it. Thus,
achieve a desirable instead of shooting bullets on
culmination or comprehensive civilian population politicians
process result. In addition to should act as mediators to
politicians, religious groups, create conversations across
journalists and special interest battle lines. Without vain
groups may all have influence political ambitions and the
on decisions in conflicts. fear of defeat, mediators
Thus, the role of a politician would have an impact on the
in solving conflicts nowadays willingness of embittered and
is of secondary importance.” intransigent opponents.”
Politician
“The role of a leader is to
bring about a social as well as
political change. It is an open
secret that a wise politician
with a strong will can decide
on a viable tool to minimize
civilian casualties, prevent
humanitarian catastrophe and
solve a conflict. Only a
proper decision of a politician
shapes the political settlement
of a conflict.”
Clergyman Historian
“Politicians can not help “Throughout the history the
people in non-violent role of leaders was crucial.
solutions to the conflicts They implemented necessary
because it isn’t easy to change policy, waged wars and
age-old mental habits and solved conflicts. Their role in
persuade mankind to live turning points in history has
without war. Moreover, some always been paramount.
leaders can fanatically People are not mature enough
support conflicts. It is the to make wise political
Holy Bible that is the source decisions. History has proved
of meekness and wisdom that everybody should do
which teaches us that the what they are destined to:
53
only way to change anything render to Caesar the things
is to change it on a personal that are Caesar’s. Thus, we
level, treat everyone the way need a leader to avoid chaos.”
you want to be treated.”
Diplomat
“A real leader should be a
genuine diplomat to be able to
establish connections between
religions and cultures because
we have a world in which an
unprecedented number of
people are running back to
religion and tradition as a
source of identity. Leaders
need new strategies to reach
those people who have lost
faith with modernity.
Diplomacy needs to catch up
with the idea that it is not just
persuasion of the enemy
sitting across the table from
you but persuasion of large
populations so that they
become involved into a
constructive change.”
Chairperson
Stage 1
I now declare open the round table devoted to the subject “The
role of a politician in resolving a conflict”.
allow for a variety of opinions.
The issues on the agenda today can be seen from various
angles and the attitudes to them are ambivalent. Yet, all those
who assembled here today feel that the young generation
needs to know the answers. The questions are as follows:
4. Are political conflicts inevitable in the present day
world?
5. What is the role of a political leader in solving
conflicts?
6. Are there any other forces which can help to resolve a
conflict?
and one minute for all other speakers during the debate.
54
For Stage 2 and Stage 3 use necessary phrases in the
Chairperson’s card (See Unit 1)
55
UNIT 4
GENERAL CHARLES DE GAULLE
AND HIS POLITICS OF GRANDEUR
Lead-in
1. a. In groups brainstorm the main events in French domestic and foreign
policy at the end of 1950s. Were there any problems and challenges France
had to overcome?
b. Read an abstract from famous War Memoirs by
Charles de Gaulle about his vision of France and
think why foreign observers named his politics the
“politics of grandeur” (politique de grandeur).
All my life I had a certain idea of France. This is
inspired by sentiment as much as by reason. The
emotional side of me naturally imagines France, like
the princess in the fairy stories or the Madonna in the
frescoes, as dedicated to an exalted and exceptional
destiny. Instinctively I have the feeling that
Providence has created her either for complete successes or for exemplary
56
misfortunes. If, in spite of this, mediocrity shows in her acts and deeds, it strikes
me as an absurd anomaly, to be imputed to the faults of Frenchmen, not to the
genius of the land. …But the positive side of my mind also assures me that
France is not really herself unless in the front rank; …In short, to my mind,
France cannot be France without greatness.
c. French policy that de Gaulle thought would provide a path for France to
regaining her glory is called
Gaullism. According to Philip H.
Gordon, there are five characteristics
of it. Read the following quotations
from de Gaulle’s speeches and guess
what these characteristics are.
1. “What is independence? Certainly not isolationism or narrow nationalism. A
country can be a member of an alliance, such
as the Atlantic Alliance, and remain
independent…to be independent means that
one is not at the mercy (à la discrétion) of
any foreign power.”
2. “No nation has friends only interests.”
“You may be sure that the Americans will
commit all the stupidities they can think of,
plus some that are beyond imagination.”
3. “France cannot be France without
greatness.”
De Gaulle is presenting a project of
“Once upon a time there was an old country, Constitution
wrapped up in habit and caution. We have to

transform our old France into a new country and marry it to its time.”
57
4. “The state provides the legitimate
representation and is the only way to
make real achievement in the world.”
“The state is the only unit that can act
with sufficient power, authority, and
skill.”
5. “There is no defense except national
defense.”
De Gaulle is giving a speech about the
“No country without an atom bomb greatness of France
could
properly consider itself independent.”
d. Discuss in pairs what the reasons for de Gaulle to develop a strategy to
regain France’s proper place in the world were. Read the passage and
compare your ideas with the opinion of a researcher Marcus R. Young.
“First, de Gaulle was born in the late 1800s at the time the decline of French
power began. He also served in WWI and WWII, which saw France’s influence
further diminish. From those experiences, he learned valuable lessons; perhaps
58
the most prominent was the strong development of his realist approach to world
politics and the inability to trust the US.”
Listening
2. a. Study the abstract below about the creation of the European
Community. Following de Gaulle’s idea of politics of grandeur, what do you
think the role of France in the European Community was supposed to be?
The political climate after the end of World War II favoured Western
European unity, seen by many as an escape from the extreme forms of
nationalism
which had
devastated the
continent. One
of the first
successful
proposals for
European
cooperation
came in 1951
with the
European Coal and Steel Community. This had the aim of bringing together
control of the coal and steel industries of its member states, principally France
and West Germany. This was with the aim that war between them would not then
be possible, as coal and steel were the principal resources for waging war. The
other founding members were Italy, and the three Benelux countries: Belgium,
the Netherlands, and Luxembourg. Two additional communities were created in
1957 in Rome: the European Economic Community (EEC) establishing a
59
customs union, and the European Atomic Energy Community (Euratom) for
cooperation in developing nuclear energy.
b. The following words and phrases appear in the
passage you are going to hear. Explain their meaning in
your own words. Then make up sentences using them.
●a clear vision ●to affirm ●a supranational school ●an
architectonic political direction ●essential "pillars"
●eminently ●abundant advantages ● a cohesive political
configuration ● ambivalence ● a means ●to approximate
c. Listen to a historian talking about de Gaulle’s idea of Europe, and
decide if the statements (1-9) are true (T) or false (F).
1. De Gaulle stood by the process of European collaboration.
2. According to De Gaulle’s point of view, a federation should be ruled by all
members of the organization.
3. European states should become homogeneous in their character.
4. De Gaulle believed that supra-national organizations help nations to
coordinate their activities.
5. The European Community should become independent from American
influence.
6. For de Gaulle free trade benefits were essential.
7. De Gaulle strived to avoid the process of standardization and
depoliticization of France.
8. Britain was not permitted in the Community because of its pro-American
visions.
9. The role of France was to assist the process of European integration.
c. Discuss in groups.
 Look at the picture below and say if de Gaulle’s refusal to let Britain enter
the EU complied with his policy of grandeur? Was his decision based on his
personal perception of Britain or expert analysis of British policies?
60
 What kind of political Europe should Europe aim to establish, according to
Charles de Gaulle?
 Can the priority of intergovernmental relations to supranational ones be
justified?
Reading
3. a. You will read an article about French foreign policy towards NATO.
Before you read, comment on the history of relations between France and
the USA.
b. Look at the cartoon and guess the message delivered. Then read the
quotation from de Gaulle’s speech given in 1961 and say whether it
corresponds or contradicts the idea of the
cartoon.
“Europe can have no political existence if it

does not exist at the level of defense… What is
NATO?... It is not the defense of Europe by
61
Europe, it is the defense of Europe by the Americans. We need another NATO.
Above all, we need a Europe which has its own defense. That Europe must be
allied to the United States. I propose that our joint commission put in a train of
proposals for a European defense: command structure, action plans, means.”
c. Read the text and choose the most suitable heading (A-I) for each
paragraph (1-7). There is one extra heading which is not needed. There is an
example (0).
De Gaulle and NATO
After WWII, France was no longer a great power, not only because of her
war-weakened economy, but also as a result of her
quick military defeat at the hands of the Nazis, which
tarnished her image to the others in the world. As
the leader of the Free French in WWII, Charles de
Gaulle refused to let France go quietly into that good night of political
insignificants.
0 Shift in French attitude
In 1947 Charles de Gaulle supported the Marshall Plan's contribution to the

reconstruction of a Europe sheltering under the US nuclear umbrella from the
threat of the Soviet bloc. He accepted the creation of the Atlantic Pact in April
1949 to counter that threat, but the subsequent establishment of NATO with its
regime of integrated forces created a situation of
subordination that France could no longer accept.
On his return to power in 1958, General de

Gaulle judged it time for France to reclaim its
62
independence: the country was now in a position to act alone in Europe and
worldwide, and would develop "a nuclear force such that none shall dare attack
us without fear of suffering the most terrible injuries". He decided to pull France
out of the integrated structure set up by NATO under US command, in a phased
withdrawal designed to smooth relations with our allies.
In September 1958, he set out his views in a memorandum addressed to

President Eisenhower and Prime Minister Macmillan: in essence, NATO's
geographical coverage should be extended to the whole world, and the Alliance
should be led by three countries, no longer exclusively by the US and UK. The
response he received was unsatisfactory, so General de Gaulle set about making
his dispositions: France's Mediterranean fleet was withdrawn from NATO
command in March 1959; the stationing of American nuclear weapons on
French soil was banned, and French air defense forces were returned to national
command; an annual application would have to be made for authorisation for
Allied aircraft to overfly French territory; units returning from Algeria would not
be incorporated into NATO. An offer of US nuclear weapons, which would not
be under France's exclusive control, was turned down. Finally the nuclear
programme launched under the Fourth Republic was made a national priority and
culminated in the explosion of the first French atomic bomb on 13 February
1960, at Reagane in the Sahara. His objective was essentially political: to restore
France's "greatness" by making her directly and fully responsible for her own
defense against any major aggression threatening her vital interests.
63
3
These decisions were bitterly resented by the USA and criticised by the
other allies. General de Gaulle assured them that France's solidarity was
unchanged. The Berlin crisis in 1961 and then the Cuban missile crisis in 1962
provided him with an opportunity to assure President Kennedy that, in the event
of war, France would fight alongside the USA.
After Kennedy's assassination, relations deteriorated with the Johnson

administration which was preparing to reinforce the
integration of NATO and had adopted the doctrine of
graduated response, which in turn cast doubts on the
guarantee provided by the US nuclear umbrella. This added
to General de Gaulle's unwillingness to accept integration,
which deprived France of its own independent resources and
64
risked embroiling the country in conflicts that it did not wish to fight in. He also
thoroughly disapproved of the increasing involvement of America in Vietnam.
On 7 March 1966, General de Gaulle announced to President Johnson that

France was withdrawing from the integrated military organisation. On 1 July
1966, French representatives stepped down from positions in the military

organisation. NATO moved out of its headquarters in Versailles and
Fontainebleau on 1 April 1967. General de Gaulle nonetheless maintained French
participation in the Atlantic Council. France remained a member of NATO and
all its structures except the integrated military command. Instructions were given
to prepare for co-operation between French and NATO forces in the event of war,
65
subject to France's decision to participate. With this final move, de Gaulle had
achieved his aim of seeing France reclaim her full sovereignty.
Reactions abroad were strong, especially in the USA where anti-French

demonstrations were held, but also
in Great Britain and the Netherlands.
The Germans were anxious. The
over-riding feeling was one of
incomprehension. The Soviets
applauded and some voices were
keen to exaggerate the importance of the General's visit to the Soviet Union in
June 1966.
For two years the strategic debate between France and America remained
lively, but General de Gaulle fully intended to stand by the alliance with the
USA. Tension eased at the end of 1968 with the election of President Nixon, who
was well-disposed towards France. He and de Gaulle developed a relationship
of mutual trust. The General decided to continue France's membership of the
Atlantic Pact when it came up for renewal in 1969.
General de Gaulle's strategic doctrine largely continued to be followed until
the collapse of the Soviet bloc.
A The world responses

B Unity of Franco-American interests
C Gaining the right for autonomous actions
D The growing role of France
66
E Shift in French attitude
F Necessity for independence
G Further development of relations
H Impaired ties
I Steps to achieve the desired objective
Vocabulary Practice
4. a. Match the two parts of the sentences and fill in a necessary preposition.
The example is given. Then make up a story with the words in italics.
1. The Prime Minister addressed his remarks A. .… their development
program.
2. They incorporated the minister’s B. .… our most basic rights
suggestions
3. A series of minor clashes culminated C. … the arms race policy.
4. The decision to buy this weapon adds D. .… ministerial approval.
₤5,000
5. This law will deprive us E. .… the elections
6. The top brass rejected getting embroiled F. … a full-scale war
7. The Congress strongly disapproved G.… the defence budget.
8. The politician withdrew his candidacy H.… the head of the committee
9. All military operations are subject I. … the peacekeeping mission.
b. Match the words in columns A and B to form collocations. Then make
A B
to tarnish umbrella
Nuclear relations
to launch bitterly
Vital doubts
to deteriorate importance
to cast image
to exaggerate programme
to resent interests
The perjury accusation tarnished the President’s image.
67
c. Replace the underlined words and expressions with the phrasal verbs
given below using the correct form. Reproduce the situations in which they
were used in the text.
●to go into ●to pull sth out of sth ●to set sth up ●to set sth out ●to turn sth down
●to step down ●to stand by ●to come up for
1. The Prime Minister has confirmed that he will leave his post shortly.
2. Once a president is elected, he rarely remains
faithful to his promises.
3. The general caused his troops to leave the area.
4. The President will try to push the legislation
through Congress before he nominates his candidacy
for the re-election.
5. She plans to enter politics when she leaves university.
6. There are still those who would advocate establishing a separate Parliament.
7. The resolution offered by the opposition was rejected.
8. The reasons for this political decision are explained in the Prime Minister’s
report.
d. Explain the highlighted words and phrases.
Discussion
5. a.Discuss in groups.
 How did de Gaulle’s policy influence the situation in the world?
 Which of the following statements made by de Gaulle do you think best
describes his political outlook?
1. In politics it is necessary either to betray one's country or the electorate. I
prefer to betray the electorate.
2. In order to become the master, the politician poses as the servant.
68
 Read an abstract about the Empty Chair Crisis in the European
Community. Comment on de Gaulle’s Empty Chair Policy in relation to the
members of the European Community. How can you characterise the style of de
Gaulle response to the crisis? Was it a political tool to suppress the opponents?
During the establishment of the European Community, de Gaulle
precipitated one
of the greatest
crises in the
history of the EC,
the Empty Chair
Crisis. The
constitutional
crisis began with
the reason that
Commission
President Walter
Hallstein suggested a plan to find additional sources of revenue for Common
Agricultural Policy. The other five members were ready to accept it but de Gaulle
would never agree to a majority vote decision mechanism in the European
Community. He was bitterly opposed to give such powers to the community and
to the European Parliament in particular. In 1965, the French government
withdrew its permanent representatives from the communities and boycotted
community activities for the next seven months. The policy of the Empty Chair
began. The absence of French representatives left the organization essentially
unable to run its affairs. The crisis was only resolved in January 1966 when, at
the meeting in Luxembourg, the council agreed that in the future, an individual
government could veto majority decisions of the Council when it claimed that a
vital national interest was at stake.
69
A: I suppose the Empty Chair Crisis is said to be the worst crisis faced by
the organization when de Gaulle adopts an empty chair policy for seven months
to get his own way…
B: There is something in what you say. Nevertheless there is a lot to be said

for looking at it differently. De Gaulle strictly followed his policy of grandeur…
 “Grandeur does not entail an ideology, because it is not unalterably tied to
any specific policies or forms of power” (Stanley Hoffmann).
 “The leader must aim high, see big, judge widely, thus setting himself
apart from the ordinary people who debate in narrow confines” (Charles de
Gaulle).
Use of English
70
6. Read the text and decide which answer – A, B, C or D – best fits each
space (1-12). There is an example at the beginning (0).
It is ironical that de Gaulle highlighted the needs 0) ...for... French
independence, yet mentioning an integrated
European organization, which France would
be a part of. Of course, de Gaulle saw France
as the natural 1) ……… of this strategic block,
a vehicle to 2) ……… French interests and to
give France a special status as a 3) ………
between east and west. The paradox in the
formation of this organization was that France
gave up some national independence, one
element of Gaullism, to 4) ……… French
security, another element of Gaullism.
Another example of the 5) ……… of French policy during de Gaulle’s rule
is the French relationship with NATO. De Gaulle knew that the US must be 6)
……… in European defense after WWII, as the
Soviet 7) ……… was too great for western
European nations to 8) ……… alone and he
realized the need for the US as an ally. The fact
that France was not in a 9) ……… position
militarily, economically, or politically 10) ……… France into NATO. De Gaulle
accepted NATO because it was the only viable way to ensure French security
from the growing Soviet threat. However, when he came to 11) ……… as the
first President of the Fifth Republic, de Gaulle was able to build a nuclear
weapons program that, in de Gaulle’s mind, 12) ……… France with an
alternative to the US umbrella of security.
71
0 A to B for C in D of
1 A guide B boss C ruler D leader
2 A push B assist C further D favour
3 A mediator B facilitator C arbitrator D referee
4 A confirm B guarantee C ensure D certify
5 A paradox B puzzle C dilemma D quandary
6 A implicated B involved C included D concerned
7 A peril B danger C menace D threat
8 A confront B face C experience D conduct
9 A vigorous B tough C strong D mighty
10 A forced B imposed C obliged D constrained
11 A might B authority C dominance D power
12 A gave B catered C provided D offered
Speaking Activity
7. Get ready to debate the problem if national greatness is the only aim of a
politician. Before it we should study the scenario of debates. Read the
following scenario and pay attention to picture 1 showing the positions of the
participants. Choose the team you are going to join.
Greatness of the nation is the only aim of a politician.
The scenario.
Stage 1
Chairperson’s introductory speech
Stage 2
Statement of position of the “For”-team
Argumentation of the speakers of Speakers and supporters of the

the “For”-team “Against”-team
Speakers Questions by supporters of the

of the “For”-team “Against”-team
72
Stage 3
Statement of position of the “Against”-team
Speakers and supporters of the Argumentation of the speakers of

“For”-team the “Against”-team
Questions by supporters of the Speakers

“For”-team of the “Against”-team
Stage 4
Concluding remarks of the “For”-team
Refute arguments and evidence of the “Against”-team,
present comparative analysis of the team’s position to intensify and prove the “For”-course
Stage 5
Concluding remarks of the “Against”-team
Refute arguments and evidence of the “For”-team,
present comparative analysis of the team’s position to intensify and prove the “Against”-course
Stage 6
Jury’s final remarks
Picture 1. The position of the participants.
73
Make up two teams.
The “For”-team proves the statement:
Greatness of the nation is the only aim of a politician.
The “Against”-team proves the statement:
Greatness of the nation is NOT the only aim of a politician.
Think of three or four arguments and/or examples to substantiate and
illustrate your position. Get ready to defend it against criticism. Be ready to
ask some questions to clarify the position of the opposite team. Make sure
you use the conversation patterns given in Functional Bank.
The jury decides which team was the best. The jury can consult List of
Assessment of Participants in Appendix 4.
74
UNIT 5
WILLY BRANDT AND HIS OSTPOLITIK
Lead-in
1. a. Read an abstract from a life story and look at the pictures. Guess what
political event they reflect.
Klaus Dieter Hauser was an East Berliner, a printer by trade, with a wife and
a three-year old son. He worked a few hours overtime at his job in West Berlin
on August 13th. He did not see his wife and son again for fourteen years. The
border was sealed. Hauser's case was not exceptional.
Map of the location of the Berlin West Germans curiously peer at The Wall at Potsdamer Platz
Wall, showing checkpoints. East German border guards July 28th, 1962.
through a hole in the wall
Why do you think that barrier symbolized separation, conflict and

antagonism among the nations?
75
с. According to some historians, this event had important implications for
both German states. In groups study the consequences of the Berlin Wall
erection given below and continue the list.
stemming the exodus of people from East Germany;

eliminating economic problems caused by dual currency and the black
market;
representing a symbol of communist tyranny;
…
c. Paraphrase the quotations about the role of the Berlin Wall in
international relations. Which do you agree with? Discuss in pairs.
76
“A physical manifestation of the struggle
between Soviet Communism and American
capitalism – totalitarianism and freedom – that would
stand for nearly thirty years, the Berlin Wall was the
high-risk fault line between East and West on which
rested the fate of all humanity.” (Frederick Taylor)
“…the Wall was an anti-Fascist protective rampart intended to dissuade
aggression from the West.” (Robert Salvon)
d. During the late 1950s and early 60s both European alliance systems began
to weaken somewhat. The NATO
powers and the Warsaw Pact both
had pressing reasons to seek
relaxation in tensions which appeared
after the construction of the Berlin
Wall. Think about the factors why
major powers wanted to ease world
tensions. Discuss in groups what countries correspond to the factors given
below.
1. a) competed with the Soviet Union for leadership in the

Communist movement.
2. b) began to explore closer relations with Eastern Europe and
the possibility of withdrawing its forces from NATO.
3. c) felt that the economic burden of the nuclear arms race
was unsustainable.
4. d) waged war in Vietnam, which led to additional conflict
with some of its European allies.
77
A: As far as I remember it was Cuba that competed
with the Soviet Union for leadership in the Communist
movement.
B: I completely disagree with you because this
period is characterized by the Soviet assistance and
help to Cuba, in response to which Cuba allowed the
USSR to place its medium range ballistic missiles on
its territory.
C: I also share this point of view. In my opinion China could compete with the
USSR because at that time Beijing tried to supplant Moscow's role as the
ideological leader of the world communist movement. This idea can be proved by
the example of the Sino-Soviet split that had as much to do with Chinese and
Soviet national interests as with the two countries' respective communist
ideologies.
e. All these factors combined to loosen the rigid pattern of international
relationships and resulted in a period
of détente. The term Détente is
primarily used in reference to the
general reduction in the tension
between the Soviet Union and the
United States and a thawing of the
Cold War. Brainstorm the main
features of the period. Use the picture
below to help you.
d. Now read the definition below and
see if your ideas were correct.
Détente is a French term, meaning a relaxing or easing; the term has been
used in international politics since the early 1970s. Generally, it may be applied
78
to any international situation where previously hostile nations not involved in an
open war de-escalate tensions through diplomacy and confidence-building
measures. In the Soviet Union, détente was known as Russian: разрядка
("razryadka", loosely meaning relaxation, discharge).
Listening
2. a. You are going to hear some information about Brand’s Ostpolitik of
1970’s. Before listening think what the term Ostpolitik implies. Use the map
below to explain the concept.
b. Read the quotation below and comment on the role Germany played in
the international arena in the period of Detente.
“As diplomatic exchanges increased, it remained evident that the problem
was Germany. As a powerful nation, comprising two separate states, Germany
held the key to détente in Europe. In those times, a constructive relationship
between East and West required the active involvement of Germany.” (Professor
Josef Korbel)
79
c. The following words and phrases appear in the passage. Explain their
meaning in your own words. Then make up sentences using them.
● a change through rapprochement ●to surmount
the existing status quo ●to reduce friction ●to
weaken the hold ●renunciation of the use of
force ●to hive off ●a controversial
agreement ●an ambassador ●to facilitate economic reform ●to hinder the
sustained growth ●to impede modernization ●international goodwill ●a shift in
priorities
d. Now listen to the recording. For questions 1-9, complete the sentences
with a word or short phrase.
1. One of the main principles of Ostpolitik was to _________ the relations

between Western Germany and Eastern European nations.
2. The concept of Brandt’s Ostpolitik was “two German states __________“.
3. The realization of Ostpolitik required __________ to be signed.
4. According to the Treaty of Moscow

both sides __________ and renounced
the use of force.
5. The Basic Treaty allowed the states to

accept each other as __________ for
the first time.
6. After the two German states had accepted the Basic Treaty, they were
admitted to ____________.
7. ____________ controlled such spheres of life as trade, credits and technology

transfer.
8. Poor political and economic management lead the two countries to

____________.
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9. As a part of global détente, Ostpolitik was intended to be ____________ for
the world community.
e. Discuss in groups.
 Do you agree that Brandt’s concept of "two German states in one German
nation" was revolutionizing?
 Why is Ostpolitik considered “a controversial political direction at the
time”? The picture below can help you answer the question.
Reading
3. a. You will read an article about Brandt’s policy. Look at the title of the
article. What do you think the message of the article is? How far do you
agree with it?
b. Read the text. Four paragraphs have been removed from it. Choose the
most suitable paragraph from the list (A-F) for each part (1-4) of the text.
81
A Bastard Child
Who Made his Country Proud
In 1963 Brandt came up with the idea of a "policy towards the East" that
went down in history as Ostpolitik.
This course was meant to solve the
problem of the division of the country
in East and West. With his "policy of
small steps" as Brandt called it he
initiated a gradual strengthening of
dialogue and ties between the two
German administrations, which
eventually gave westerners increased access to the East. Brandt stuck to this
controversial political direction at the time. But such practice first took wing
when he himself became chancellor after the SPD formed a ruling coalition with
the Free Democrat Party, or FDP, in 1969.
0 C
Even if there had been more room for manoeuvre at home, Brandt would have given
the lion's share of attention during these years to foreign affairs, namely relations with the
communist world, pursuing a policy of detente with Eastern Europe and reconciliation with the
countries that had been occupied by Hitler.
1
In Erfurt, in March, 1970,
he met with GDR Prime Minister
Willy Stoph. The most remarkable
feature of the visit was a silent but
unmistakable demonstration of
welcome by the population.
Whereas the Eastern Willy repeated
the demand for full recognition, the Western Willy emphasized the need to
82
mitigate the human hardships caused by partition. "We hope Erfurt is a beginning.
Nobody should have any illusory hopes. But I see it as my responsibility to try – as my
responsibility to open up a dialogue with the government of the GDR. We should never be able
to blame ourselves for not trying absolutely everything in order to improve the situation of
Germany, and the situation in Germany," said Brandt at the meeting.
2
Filled with emotion on the day of the ceremony, and taken by the
enormity of the moment, Brandt spontaneously dropped to his knees before the
commemoration monument, a profound act of apology and repentance. Although
he spoke no words, the
image of this silent
apology, seen in the
news by so many Poles
and Germans, had a
powerful effect on both
nations. Later, when
Brandt described the
moment, he wrote that
he felt as though he
"had to do something to express the particularity of the commemoration at the
ghetto monument. On the abyss of German history and carrying the burden of
the millions who were murdered, I did what people do when words fail them."
3
Willy Brandt resigned as chancellor on 1974-06-05, assuming personal
responsibility for the Guillaume affair when
his personal assistant Günther Guillaume was
arrested for espionage on account of East
Germany. While he could probably have
shifted the blame onto the negligent security
services that had allowed Guillaume to rise as
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he did despite existing suspicions regarding his person, he was also tired of the
lack of support in his cabinet, accusing his ministers of immaturity, lack of
enthusiasm and throwing spanners in the works.
4
"I'm stepping off the bridge but I'm not leaving the ship," he told his party
colleagues at the time. Still "on board," he experienced the fall of the Berlin Wall,
and fought for the SPD in elections in eastern Germany.
A. In his declaration of policy, Brandt expressed the wish to prevent a

further "growing apart" between the two German Republics, so that "regulated
neighborliness" could operate. He described the DDR as a state, though adding
that, if there were two German states, their relationship must be of a special kind,
as was the case between members of the British Commonwealth. As he wrote in
his Nobel Lecture, “One of the Federal Government's aims is to establish a
relaxed and fruitful relationship with the other members of the Warsaw Pact. Our
relations with the German Democratic Republic will, in spite of all the
difficulties, be organized on the basis of equality in the form customary in
international relations.”
B. His priority lay in
internal and economic reforms which
were more than once thwarted.
Despite his failure to get a grip on an
economy that was burdened by
extreme dependence on exports and
by inflation on the domestic front, he
would be reelected in 1972 with a
landslide 45.8% of the popular vote 24 April 1972 vote of no confidence against
Federal German Chancellor Willy Brandt defeated
after surviving a vote of no
confidence in parliament.
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C. Along with Ostpolitik, Brandt made internal reform a trademark of
his administration. In one famous government policy statement he said: "Let's
dare to have more democracy … We aim to give every citizen the possibility to
work with us toward the reform of the state and of society."
D. It was later revealed that unfriendly elements in the security services
may have purposely allowed the Guillaume affair to happen with the intent to
personally damage Brandt. In 1987, with the SPD now long in opposition,
internal party quarrels led Brandt to step down as party chief.
E. The Erfurt meeting was a catalyst for many future agreements between
the two states. Yet at the same time, Brandt had to fight a number of critics who
were fond of referring to his "surrender" and "betrayal." His political opponents
even held up as a fault the fact that he was a child born out of wedlock. The
attacks reached their height when Brandt, in Warsaw in December, 1970, made
an unexpected gesture. Brandt attended a commemoration of the Jewish victims
of the Warsaw Ghetto uprising of 1943.
F. In general, Germans and Poles were
touched by Brandt’s famous act of penitence.
Many in Poland saw it as an important gesture
towards peace and reconciliation. Younger
Germans were especially moved by the act. But
some Germans questioned Brandt’s actions. The
following year he was awarded the Nobel Prize in
Peace.
Vocabulary Practice
4. a. Find a word in the text that has the same or similar meaning to the
85
words given below. Then make your own sentences using the words from the
text.
peacemaking (n)
division (n)
seriousness (n)
heartfelt (adj)
penitence (n)
gulf (n)
careless (adj)
inhibited (past part.)
b. Match the words in columns A and B to form idioms. Then use these
idioms to complete the sentences. You may need to change the form of some
verbs.
A B
the lion's a grip on
to throw a spanner share
to be born out of wing
to get wedlock
to take in the works
1. The PR manager claimed ………. of the credit for the election success.
2. The Mayor seems to ………. local politics.
3. The committee appointed by the government was
ready to start the project when the local authorities
………. by denying assisstance.
4. Children ………. used to be rejected by the
society.
5. A good politician should let his imagination ………. and explore the
possibilities.
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c. Explain the highlighted phrases from the text in your own words.
Discussion
 Which statement do you agree with?
1. While most political leaders in 1970 were reacting to events rather than
shaping them, Brandt stood out as an innovator.
2. Brandt described himself as "a chancellor of inner reforms," but in
practice he was able to achieve disappointingly few domestic reforms.
 Chancellor Brandt, in his State of the Union address in January 1970,
referring to the concept of “two German states in one German nation,” described
a nation as more than a common language or culture, more than state and society.
In his opinion the nation is rooted in the peoples’ lasting sense of solidarity. Do
you agree with this idea? Justify your answer.
 How can the fact that Willy Brandt was
awarded the Nobel Peace Prize in 1971
characterize him as a political leader?
A: If you ask me, I’m in favour of the opinion
that Willy Brandt was an innovator because he
pursued the policy of reconciliation between old
enemies namely Western and Eastern blocks.
B: I can’t but agree with you. I’d like to point
out that Ostpolitik was a daring vision, full of
opportunity and danger, rekindling the dreams of unity that had inspired
Europeans.
C: Sorry to interrupt you but don’t forget about the financial and territorial
costs of Ostpolitik which meant…
Use of English
87
6. Use the word given in capitals to form a word that fits in the space in the
same line.
In a historical sense, Brandt regards his mission as an

0) expansion of the work that was begun by Konrad EXPAND
Adenauer, who made West Germany a fully accepted
member of the Western community. Adenauer's
1) ………… toward the East was necessary during the RIGID
tense confrontation in the late 1940s and '50s, but his policies
became increasingly 2) ………… after the U.S. and other DATE
Western nations, notably Charles de Gaulles's France, began
to seek 3) ………… relations with the Soviets. EASE
Brandt has set himself a broader goal. "For centuries
Germany was a bridge between East and West," says Brandt.
"We are striving to build anew the 4) ………… bridge, SHATTER
better, sturdier, and more reliable."
It is an 5) ………… vision for a country which NOBLE
notwithstanding its geographic position and economic
6) ………… played a crucial role in the struggle of East MAY
and West against each other that led to the 7) ………… CALCULATE
suffering of 8) ………… and humanity. MAN
Brandt's diplomacy may, of course, prove not only
9) ………… but also dangerous. WORK
So far, however, it offers an immense promise for the
peaceful future of Europe. For a German statesman that is a
10) ………… achievement. It is also a measure of how long REMARK
88
a road the Germans have travelled the quarter of a century
since 1945, when their defeated country lay 11) …………, DEVASTATE
and since the day in 1871 when at Versailles, modern
Germany was 12) ………… and amid boasts of BEAR
13) ………… and hopes of greatness. GLORIOUS
Discussion
7. Comment on the statements.
 “It is more important to do something
in a small way than to talk big about it”
(Willy Brandt).
 “I prefer the most unjust peace to the
justest war that was ever waged” (Cicero).
Speaking Activity
8. Think of the possibility to apply Brand’s politics in the East-West political
arena to nowadays relations between the North and the South and take part
in a role play “Negotiations about North-South Cooperation for World
Recovery”.
Two groups take part in the negotiations. Divide into two groups:
prominent figures of Southern countries and outstanding politicians of
Northern countries. Choose representatives of three countries of your region
in each group. The rest of the group support the representatives, help to
develop the general strategy of the negotiations, prepare basic questions for
the opponents, and work out possible ways of compromise. The main aim of
the negotiations is to come to an agreement. During the negotiations use the
conversation patterns given in Functional Bank.
89
Each group has its own introductory situation and characteristic
features of their position. Study your stance.
Introductory situation for the

representatives of Northern countries
A group of international statesmen

and leaders assembled to take a close
look at the failure of the global economy
and the problems plaguing developing
nations. North-South relations are a
great social challenge of our time and
may be fateful for mankind. The hope of
the meeting is to produce in North-South
economic relations the kind of
breakthroughs Brandt had in the East-
West political arena.
The aim of the negotiations is to
produce a blueprint for the global
economy and international relations of
the twenty-first century.
New diseases which have
appeared in recent years jeopardize the
prospects of future generations. The
world threat led the developed nations to
search new ways to knock out dangerous
diseases.
Researchers have found a plant in
the Southern hemisphere which can
produce captaicine, the chemical that
slows microbial growth drastically and
should be used in a vaccine to remedy
diseases which earlier were considered
to be incurable.
Northern countries are ready to
start the production of a new effective
medicine. Placing affiliates of world
leading medical corporations in
Southern countries seems to be a highly
profitable way out.
Moreover, low tariff barriers
acceptable for Southern countries would
be economically beneficial for
businessmen from Northern countries.
The problem is that some
developing countries say they should be
allowed to retain high tariff barriers or to
90
adjust their own current tariff limits, in
order to protect their domestic
economies.
Besides, environmentalists from
Southern countries argue that such
enterprises will destroy the biodiversity
of the planet. Developing countries
don’t have adequate environmental
controls so this industry is sure to be
environmentally degrading.
Your task is to reach an agreement

with Southern countries.
Introductory situation for the representatives of

Southern
countries
A group of international statesmen and

leaders assembled to take a close look at the failure
of the global economy and the problems plaguing
developing nations. North-South relations are a
great social challenge of our time and may be
fateful for mankind. The hope of the meeting is to
produce in North-South economic relations the kind
of breakthroughs Brandt had in the East-West
political arena.
The aim of the negotiations is to produce a
blueprint for the global economy and international
relations of the twenty-first century.
New diseases which have appeared in recent
years jeopardize the prospects of future generations.
Researchers have found a plant in the Southern
hemisphere which can produce captaicine, the
chemical that drastically slows microbial growth
and should be used as a vaccine to remedy
dangerous diseases.
Southern countries are not able to build a
factory on production of a new effective medicine
because most of them are deeply impoverished and
in debt. The idea to let Northern countries to place
affiliates of world leading medical corporations in
Southern countries seems to be appealing but the
problem is that domestic producers from developing
countries are handicapped since they have to face
imports whose prices are depressed because of
export subsidies. A way out they offer is to keep
high tariff barriers to protect their domestic
industries.
91
According to Southern countries’ point of
view, opening such affiliates can lead to
unemployment if not carefully managed, as work in
the traditional sectors of the economy becomes
scarce and people may not have the appropriate
skills for the jobs which may be created.
Besides, environmentalists in Southern
countries argue that such enterprise will work
against the interests of the developing world
because it will destroy the biodiversity of the planet,
and deprive subsistence farmers of their livelihood.
On the other hand, developing countries are
interested in faster economic growth, higher living
standards and poverty reduction which become
possible through such cooperation with the
developed world.
Working places offered by such transnational
corporations will lead to improved access to health
care which will subsequently increase life
expectancy. In addition, governments of Southern
countries are well aware of the fact that wages paid
by multinationals in middle- and low-income
countries are on average 1.8 to 2.0 times the average
wages in those countries.
Your task is to reach an agreement with

Northern countries.
92
UNIT 6
THE WORLD LEADER
IN THE ERA OF GLOBALIZATION
Lead-in
1. Work in groups. Discuss the questions.
 Which definition of leadership from the
ones given below do you agree with? Which
definition don’t you agree with? Why?
 “Leadership is a relationship
between those who aspire to lead and those who choose to follow”
(Kouzes & Posner, 2002).
93
 “Leadership is the influencing process of leaders and followers to
achieve organizational objectives through changes” (Lussier & Achua,
2004).
 “Leadership is the behaviour of an individual… directing the activities
of a group toward a shared goal” (Hemphill & Coons, 1957).
 “Leadership is a process of giving purpose (meaningful direction) to
collective effort, and causing willing effort to be expended to achieve
purpose” (Jacobs & Jacques, 1990).
 “Leadership is the ability of an individual to influence, motivate, and
enable others to contribute toward the effectiveness and success of the
organization…” (Harrods, 1999).
 The question of political leadership is surrounded by controversy because
of different views about the nature of leadership itself. What does the
phenomenon of leadership consist of in your opinion?
A: I suppose the phenomenon of leadership first of all implies the relations
between leaders and followers as these two are integral parts
of any collaboration process.
B: I completely disagree with you because individual traits of
character come first whenever we think of any interaction.
C: I partly share this point of view. All people reveal their personality in
cooperation, so leaders are the ones whose individuality influences their
followers…
Listening
2. a. You are going to hear four speakers talking about theories of leadership.
Before listening, read the quotation and discuss the following questions in
pairs.
94
“Researchers began to turn to the contexts in which leadership is exercised -
and the idea that what is needed changes from situation to situation. It is fair to
say that each generation has added something to the overall debate on leadership
and that the debate continues” (Antony Makovnik).
1. What has affected people’s different
approaches towards leadership models?
2. Do people need to develop theories of
leadership? How helpful are they in
understanding the phenomenon of leadership?
b. The following words and phrases appear in the passage. Explain them in
your own words. Then, in pairs, use them to make up sentences of your own.
●to mark sb out ●to manifest ●herd instinct ●conventional morality ●to be
embodied ●to exert ●seminal work ●to impel ●the need for coherence ●to go
hand in hand ●to invest sb with ●to be vested in ●to retain power ●a
manufactured leadership ●refined skills ●a mass rally ●sound bites ●a reliance
●a spin doctor
c. Now listen to the passage. For speakers 1-4, choose which of the theories
A-E the people are talking about. There is one extra theory which you do not
need to use.
A. Leadership as a sociological Speaker 1 ⁪

phenomenon
B. Leadership as a bureaucratic Speaker 2 ⁪
nationalism
C. Leadership as a political skill Speaker 3 ⁪
D. Leadership as an organizational Speaker 4 ⁪
necessity
E. Leadership as a personal gift
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 Now that the world has entered the era of globalization where leadership
over a wide spectrum of human affairs such as environment protection, drug
trafficking, terrorism, etc. is
required, do you think the world
needs a different type of leader?
 What model of leadership do
you consider to be the most
appropriate for the modern world?
What type of leader can run the world government?
Reading
3. a. Look at the title of the article. What do you think the message of the
article is? What is your opinion about it?
b. Before you read, look at the statements below and tell your partner which
one you agree with more.
“As long as there have been human beings, there
have been leaders. Indeed, leadership is a trait we share in
common with other members of the animal kingdom”
(Joseph Epstein).
“The power on which leadership is based is shifting from having a dominant
personality to the ability to devise new ways of working, new products and better
services. As we enter the 21st century, the role of “alpha persons” is very much in
question because
there are no longer
any leaders, only
leadership” (Mitch
McCrimmon).
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c. Read the text. Four paragraphs have been removed from it. Choose the
most suitable paragraph from the list (A-F) for each part (1-4) of the text.
The Need for Leadership
Whatever the dimensions of global governance, however renewed and

enlarged its machinery, whatever values give it content, the quality of global
governance depends ultimately on leadership.
As the world faces the need for enlightened responses to the challenges that arise in the new century, we
are concerned at the lack of leadership over a wide spectrum of human affairs. At national, regional, and
international levels, within communities and in international organizations, in governments and in
nongovernmental bodies, the world needs credible and sustained leadership.
0 E
This cannot be leadership confined within domestic walls. It must reach
beyond country, race,
religion, culture, language,
life-style. It must embrace a
wider human constituency,
be infused with a sense of
caring for others, a sense of
responsibility to the global
neighbourhood. Vaclav
Havel gave it expression when addressing the US Congress in 1990 he said:
“Without a global revolution in the sphere of human consciousness, nothing will
change for the better in our being as humans, and the catastrophe towards which
our world is headed ... will be unavoidable. We are still incapable of
understanding that the only backbone of all our actions — if they are to be moral
— is responsibility...”.
97
The impulse to possess turf is a powerful one for all species; yet it is one
that people must overcome. In the global
neighbourhood, a sense of otherness cannot be
allowed to nourish instincts of insularity, intolerance, greed,
bigotry, and, above all, a desire for dominance. But barricades
in the mind can be even more negative than frontiers on the
ground.
1
International leadership is a quality
easy to identify by its presence or its absence, but extraordinarily difficult to
define, and even more difficult to guarantee. Political
differences and conflicts between states, sensitivity over the
relationship between international responsibility and national
sovereignty and interest, increasingly serious national domestic problems, and
somewhat disorderly nature of the international system of organizations and agencies — all these constitute
considerable obstacles to leadership at the international level.
2
In the UN itself, international leaders may also emerge. Ralf Bunche
pioneered trusteeship and decolonization and set up anew standard for
international mediation and, indeed, for
international civil service in general.
Maurice Pate and Henry Labouisse
spearheaded the drive to make the world's
children an international concern. Halfdan
Mahler led the World Health Organization
into a vital international role. Leadership
does not only mean people at the highest national and international levels. It
means enlightenment at every level — in local and national groups, in
parliaments and in the professions, among scientists and writers, in small community groups and
large national NGOs, in international bodies of every description, in the religious community and among teachers,
in political parties and citizens' movements, in the private sector and among large international corporations, and
particularly in the media.
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3
A great challenge of leadership
today is to harmonize domestic
demands for national action and the compulsions
of international cooperation. It is not a new challenge,
but is has a new intensity as globalization diminishes
capacities to deliver at home and enlarges the need to
combine efforts abroad. Enlightened leadership calls
for a clear vision of solidarity in the true interest of
national well-being — and for political courage in
articulating the way the world has changed and why a
new spirit of global neighbourhood must replace old
notions of adversarial states in eternal confrontation.
4
The new generation knows how
close they stand to cataclysms unless
they respect the limits of the natural
order and care for the earth by sustaining its life-giving qualities. They have a
deeper sense of solidarity as people of the planet than any generation before
them. They are neighbours to a degree no other generation on earth has been. On
that rests the hope for the global neighbourhood.
A. NGOs can be of crucial importance in developing

support and new ideas for important international goals.
Recent examples have included the environment, women's
rights, and the whole broad area of human rights world-
wide. At the moment, political caution, national concerns,
short-term problems, and a certain fatigue with international causes have
combined to produce a dearth of leadership on major international issues. The
very magnitude of global problems such as poverty, population, or consumerism
seems to have daunted potential international leaders.
B. The alternative is too frightening to contemplate.
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In a final struggle for primacy — in which each sees virtue in the advancement of
national self-interest, with states and peoples pitted against each other — there
can be no winners. In a real sense the global neighbourhood is the home of future
generations; global governance is the prospect of making it better than it is today.
But that hope would be a pious one were there not signs that future generations
come to the task better equipped to succeed than their parents were. They bring to
the next century less of the baggage of old animosities and adversarial systems
accumulated in the era of nation-states.
C. Hierarchy will continue to exist. But the best organizations will be those
that empower their members to be leaders. No one will want to work as an
underling when they can work somewhere else and be treated as an equal. By the
last decade of the 20th century, team management and cross-functional teams
were clearly best practice concepts. Researchers even suggested that the best
teams might be those that used rotating leadership or no leaders at all.
D. Globalization has made those frontiers increasingly irrelevant. It is the
task of leadership to bring the world
to this higher level of
consciousness. The need for
leadership is widely felt, and the
sense of being bereft of it is the
cause of uncertainty and instability.
It contributes to a sense of drift and powerlessness. A neighbourhood without
leadership is a neighbourhood endangered.
E. It needs leadership that is
proactive, not simply reactive, that is
inspired, not simply functional, that
looks to the longer term and future
generations for whom the present is
100
held in trust. It needs leaders made strong by vision, sustained by ethics, and
revealed by political courage that looks beyond the next election.
F. Such leadership can come from a number of possible sources and in many
different forms. Governments, either singly or in groups, can pursue great
objectives. The American-led post-war planning that produced the new
international system based on the United Nations was a classic example of such
leadership. Individuals can put their reputation on the line for international
innovation, as Lester Pearson of Canada did for UN
peacekeeping. Specific governments can create a
constituency for an international initiative — Sweden on
the environment, or Malta on the Law of the Sea.
Vocabulary Practice
4. a. Find synonyms for the following words. Then reproduce the situations
in which they are used in the text.
 size (n)
 eventually (adv)
 trustworthy (adj)
 inspired (past participle)
 foster (v)
 narrow-mindedness (n)
 deprived (past participle)
 appear (v)
 significant (adj)
 lack (n)
 coercion (n)
 reduces (v)
 consider (v)
 enmities (n)
101
 understrapper (n)
b. Fill in the gaps in the following text with the suitable words from the box
in their correct form.
Magnitude, backbone, spearhead, empower, sustained, concern, insularity,

embrace
The fundamental meaning of leadership

has not changed in all of recorded history. It
has always been based on power of a leader
who …… the group. First it was the physical
strength to be the top ……. Then it was the
force of personality that counted, all with a
view to getting into the top slot in a group
hierarchy. Such features …… assertiveness,
aggressive behavior and self-aggrandizement. These forms of power can be
regarded as the triumph of form over substance. That is, it wasn’t the matter of
…… what you say as how you say it. For example, charisma or “sex appeal”
…… a political candidate to get elected with vague content. But, today we are
moving toward the idea that leaders can not base on …… and leadership is an
occasional act, not a role. The …… of the view is that “content is king” which is
the triumph of substance over form. The problem for traditional conceptions of
…… leadership is that no one can monopolize good ideas so that ongoing
dominance is much more difficult when it is based on the power to generate new
and better ideas.
c. Match the words in columns A and B to form word combination from the text.
Then make sentences using them as in the example.
102
A B
crucial mediation
to harmonize problems
enlightened states
to pursue demands
national obstacles
short-term importance
adversarial problems
eternal response
to constitute confrontation
international sovereignty
domestic objectives
The crucial importance of this new law is the protection it gives to female
workers.
d. Explain the meaning of the highlighted words and phrases.
Discussion
5. a. Discuss in groups.
 What makes most of the acting leaders and public
figures inadequate for fulfilling the role of world
leaders? What are the reasons for the shortage of
leaders on major international issues today?
 How do you understand the difference between
"world leaders" and national leaders who have a world
impact?
 What are to be the major objectives for the
leaders of the future?
A: As far as I can judge, the major source of
inadequacy of the present day leaders is that
they suffer from the lack of awareness of the
necessity to cooperate because they care for the
national interests of their countries.
103
B: I support your point of view. Moreover, they haven’t acquired the ability to
think globally. Today many leaders who hold organizational power and those
close to the center of power tend to react ambivalently to the 21st century
challenges. This is explained by the fact that these senior leaders were trained
using now out-dated leadership models that encouraged an individualistic
mindset.
C: I can’t agree with you there. Such organizations as the European Union
and the United Nations have proved to be the prototypes of world governments
because…
 “Leadership in today's world requires far more than a large stock of
gunboats and a hard fist at the conference table” (Hubert H. Humphrey).
 “If you are planning for one year, grow rice. If you are planning for 20
years, grow trees. If you are planning for centuries, grow people” (A Chinese
proverb).
Use of English
6. Fill the gaps with one word. There is an example.
Young leaders 0) ..of.. today face special challenges as they try to

communicate and interact 1) …… their
followers. As a result of the changes that
are rapidly occurring in the world, three
aspects – globalization, human diversity
and ethical issues – are becoming an
important influence on leadership, both
2) …… a global level and 3) …… our own neighborhoods.
4) …… exploring global perspectives, human
diversity and ethics, young leaders can take a step
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forward in their development and preparation 5) …… twenty-first century
leadership. Globalization has many implications for leadership today and in the
future. Earlier this century, 6) …… was a tendency for many people to think
locally: one’s hometown was one’s world. 7) …… technology and
communication improve, barriers between nations disappear, exposing everyone
8) …… new cultures. Global perspectives are 9) …… spread to the farthest
points in the world and to the 10) …… isolated people. Leaders must respond to
this challenge of globalization so they can effectively reach out to 11) …… many
people as possible. Leaders must be firm in their code of ethics, but they must
also 12) …… aware of various cultural and individual differences. The changing
world calls 13) …… leaders 14) …… will react openly to the introduction of new
cultural identities and diversities and who 15) …… face ethical issues
responsibly.
Developing a leadership style 16) …… response to global awareness,
diversity and ethics will give young
leaders 17) …… edge as they build
relationships with people from all over the
world. In 18) ……, understanding what it
takes to prepare for these new aspects of
leadership, young leaders will be 19) ……
to maximize their potential as 20) ……
carry the world into the future.
Speaking Activity
7. Get ready to discuss the problem of xenophobia in the 21 st century at
a round-table talk. Make sure you remember the scenario of a round-table
talk (See Unit 1).
Read the list of participants. Chose the part you are going to play.
105
Chairperson, politician, clergyman, psychologist, pacifist, cosmopolitan,
warmonger, sociologist, historian, patriot
Politician Pacifist
“Xenophobia is an “It is our differences that add
unreasonable fear, distrust, or to our individuality. What we
hatred of strangers, do, what and how we think,
foreigners, or anything what we say and how we
perceived as foreign or behave to each other define
different. In the 21st century a our individuality. People
strong leader should put an shouldn’t be obsessed with
end to such outdated the idea of diversity and
phenomenon as xenophobia.” patriotism as it is the most
primitive of passions.
Patriotism breeds disrespect
for other nations and
peoples.”
Psychologist
“Xenophobia is not fear of
strangers but fear of the
unknown. It is our centuries-
long prejudice to dislike what
we cannot explain or accept.
Most people seem to love
what is familiar and query
what is not. In the era of
globalization and integration
people won’t be so alien as
they are not and the role of
leader will be to coordinate
the homogenization of the
world community.”
Cosmopolitan Patriot
“Often the politics, the “No fashionable ideas of
106
beliefs, the nations or the becoming globalised could
smaller groups to which we influence the feeling of
adhere, appear to dictate an national identity and pride for
obligation to feel superior, or your own country. It has
at least preciously different. become a rallying cry for all
But I feel like a member of those fearful of symbolic end
the human race. If one day of a nation. However,
someone tells me of patriotism shouldn’t be
intelligent life elsewhere in reduced to xenophobia since
the universe I hope that I can we all came from common
feel part of that as well. Life ancestors, spread across the
is precious and must be globe, were affected by the
respected. Individuality is environment and so on.
precious and must be Patriotism is a sacred feeling
respected.” while xenophobia separates
people and insults human
nature.”
Sociologist
“The belief that violence is
unavoidable, while disturbing
at first glance, actually holds
a curious attraction for many
people, both physiologically
and ideologically. If one is
born innately aggressive, then
one cannot be blamed for
being so.”
Warmonger Historian
“War alone brings up to its “When we turn to human
highest tension all human history, we find an alarming
energy and puts the stamp of amount of aggressive
nobility upon the peoples who behavior. Human history is
have the courage to face it.” dominated by tales of war and
cruelty. However, new trends
in modern society have
changed the flow of history
and the feeling of xenophobia
is becoming an old
prejudice.”
Clergyman
“Nowadays people are
xenophobic to other religions.
I don't want to believe that
107
being a Catholic or Christian
is better. Leaders of the 21st
century must play the role of
Messiah who will unite
peoples of different
nationalities and religions.”
Chairperson
Stage 1
I now declare open the round table devoted to the subject
"Xenophobia in the 21st century".
allow for a variety of opinions. The attacks on xenophobia are
many and come from various angles; its public defenders are
few and unimpressive, though they are not extremely
unattractive. Yet, all those who assembled here today feel that
the young generation needs to know the answers. The
questions are as follows:
7. What is “xenophobia”?
8. What can cause xenophobia? Is it a matter of political
policy or a matter of feeling?
9. Does the personality of a leader affect the expansion of
aggressiveness and xenophobia?
10. How can xenophobia be diminished?
and one minute for all оther speakers during the debate.
For Stage 2 and Stage 3 use necessary phrases in the
Chairperson’s card (See Unit 1)
108
Appendix 1
Tapescripts
Unit 1
What makes a good leader?
Part one. Ronald Heifetz, the co-founder of Center for Public Leadership,
says good leaders often emerge in a crisis – and during that crisis, they make it a
point to be visible. "What we saw after the terrorist attack on New York City and
near Washington, D.C. on 9/11," he says, "was how important it was to the
people of New York City that Mayor Richard was in the streets every day all day,
and that he was also on TV so that people could see him at a greater distance. In
times of disturbance, human beings turn to their authority figures to coordinate
the protective response, and they look to those authority figures to find out if they
should run in panic or this is a containable situation". Mr. Heifitz notes that good
leaders must move beyond appearances, and take action, "because there's only so
much calm you can give people by your physical presence. What people are
really going to be calmed by is action."
Part two. "Leaders also show poise", says Ron Heifetz. "You need the
capacity to, even if you feel panicky inside, to convey to people that together you
can make it through this. You can contain even this disturbance, that – for all this
tragedy and horror of a city flooded or the Twin Towers destroyed – you can
make it through this perilous situation", he points out. "You must also have an
open enough heart, the emotional apparatus to be able to give voice to people's
pain."
Part three. Tom Bateman, a professor of public management at the
University of Virginia, says that leaders are not necessarily born with special
attributes and ordinary people can be trained to be leaders. Even charisma can be
learned. "People often use the word, 'charisma', when they describe great leaders
or think of great leaders," he says. "That is a useful thing if you don't consider
109
charisma to be some mystical, magical, indefinable thing that a person is born
with or is not born with. This is a thing that anybody can learn to do. Leaders
considered to be charismatic have strong values and are willing and able to
articulate what those values are. They stand for something. They can paint a
vision of what they want to accomplish. Being articulate and compelling and
persuasive in communication about what you care about and where you want to
go – those aren't personality traits, but things people can learn to do better and
hence, acquire charisma, so to speak, and potentially be more effective as a
leader."
Unit 2
The Cold War was a period of East-West competition, tension, and conflict
short of full-scale war, characterized by mutual perceptions of hostile intention
between military-political alliances or blocs. There were real wars, sometimes
called "proxy wars" because they were fought by Soviet allies rather than the
USSR itself – along with competition for influence in the Third World, and a
major superpower arms race.
Heightened suspicion, fear, and uncertainty characterized the relationship
between the Soviet Union and the United States beginning around 1945 and
increasing through 1963.
There is considerable disagreement about a precise beginning of the Cold
War. Some historians take the position that the Cold War began when the U.S.
ended its Lend-Lease program with the Soviets during the war. Others trace its
beginning to President Roosevelt’s decision to delay the opening of a second
front against Nazi Germany to relieve some of the pressure the Red Army was
dealing with before D-Day. The exact date may be in dispute, but it is safe to say
that before 1945, relations between America and Russia had been unfavorable
even though they were allies in both WWI and WWII.
110
The United States had strained relations and a certain amount of
apprehension about the Soviets since the Bolshevik Revolution in October 1917.
Free markets and the private ownership of assets are fundamental principles in
American society. The desire of the Soviets to export communism, which called
for state-run markets and the dissolution of private property, gave Americans
reason to bemoan the existence of this ideology and fear the consequences of its
aggressive expansion. Following WWII, these incompatible ideologies would
compete militarily as well as philosophically in a worldwide struggle for the
hearts and minds of people in developing countries. The superpowers would
engage in overt and covert actions that had both intended and unintended
consequences for the superpowers themselves and for the rest of the world.
President Truman shaped the future by setting precedents and establishing
doctrines that would have far reaching implications for a new world order that
was complex, threatening, and costly.
Unit 3
In 1961, the United States launched an attack on Cuba meant to overthrow
Castro's government. A CIA-financed and -trained group of Cuban refugees
landed in Cuba and attempted to topple the communist government of Fidel
Castro. Though the aid and training given to the attacking exiles was substantial,
they suffered total defeat and created a humiliating episode for the United States.
Not only was the operation a military disaster, but it also failed its initial
objective: in the end, the attack only increased Cubans' support of their leader.
Fidel Castro had been a concern to U.S. policymakers since he had seized
power in Cuba with a revolution in January 1959. Castro's attacks on U.S.
companies and interests in Cuba, his inflammatory anti-American rhetoric, and
Cuba's movement toward a closer relationship with the Soviet Union led U.S.
111
officials to conclude that the Cuban leader was a threat to U.S. interests in the
Western Hemisphere.
In March 1960, President Dwight D. Eisenhower ordered the CIA to train
and arm a force of Cuban exiles for an armed attack on Cuba. John F. Kennedy
inherited this program when he became president in 1961. He had to decide
whether or not to go through with the attack. Kennedy had doubts about the
venture but he was afraid he would be seen as soft on communism if he refused
permission for it to go ahead. Kennedy's advisers convinced him that Fidel
Castro was an unpopular leader and that once the invasion started the Cuban
people would support the ClA-trained forces. Consequently, he decided in favor
of it, largely because if he had called off the attack, there would have been more
than a thousand armed, trained exiles who would complain and bring the matter
under the public eye.
On April 17, 1961, around 1,200 exiles, armed with American weapons and
using American landing craft, waded ashore at the Bay of Pigs in Cuba. The
hope was that the exile force would serve as a rallying point for the Cuban
citizenry, who would rise up and overthrow Castro's government. The plan
immediately fell apart – the landing force met with unexpectedly rapid
counterattacks from Castro's military, the tiny Cuban air force sank most of the
exiles' supply ships. The United States refrained from providing necessary air
support, and the expected uprising never happened. Over 100 of the attackers
were killed, and more than 1,100 were captured.
The failure at the Bay of Pigs cost the United States dearly. Castro used the
attack by the "Yankee imperialists" to solidify his power in Cuba and he
requested additional Soviet military aid. Eventually that aid included missiles,
and the construction of missile bases in Cuba sparked the Cuban Missile Crisis
of October 1962, when the United States and the Soviet Union nearly came to
blows over the issue. Further, throughout much of Latin America, the United
112
States was pilloried for its use of armed force in trying to unseat Castro, a man
who was considered a hero by many for his stance against U.S. interference and
imperialism. Kennedy tried to redeem himself by publicly accepting blame for
the attack and its subsequent failure, but the botched mission left the young
president looking vulnerable and indecisive.
Unit 4
Charles de Gaulle had a clear vision of a Europe of nations. After returning
to power in 1958, he affirmed his government's support for the Treaty of Rome
and for the process of greater European integration and cooperation.
In his Memoirs of Hope, he stated that, "having no taste for make-believe",
he rejected "the hopes and illusions of the supranational school." De Gaulle had
no faith in a "federation without a federator." An administrative apparatus, such
as the Brussels commission, could not provide architectonic political direction for
Europe. De Gaulle believed that such direction could only come from the
coordinated activities of states, that each European state must preserve its distinct
"national personality" while coordinating activities in the diplomatic, military,
economic, and cultural spheres. He accepted "the technical value of certain more
or less extra-national or supra-national organisms" but believed that these must
be instruments of the common action of nation-states, the essential "pillars" of a
united Europe.
But de Gaulle's main aims were eminently political in character. He wished
to give the new community a specific political identity and to separate it from the
larger Atlantic community under American direction or domination. For de
Gaulle the arguments of free-market economists in favor of the abundant
economic advantages of free trade were essentially irrelevant. His goal was to
prevent France from becoming an instrument of a larger movement of global
standardization and depoliticization. He would not allow Britain to enter the
113
Community because Britain's "special relationship" with the United States and
continuing ties with its dominions and Commonwealth prevented it from giving
itself wholeheartedly to Europe as a cohesive political configuration. De Gaulle
argued that Britain's ambivalence about its European identity would have
prevented any effective movement in the direction of a coherent, political Europe.
There is also no doubt that de Gaulle desired French leadership for his
Europe of nations. He saw leadership of the Community as a means by which
France could approximate its previous rank.
Unit 5
Ostpolitik which stands for Eastern Politics in German describes the
politics of the "Change Through Rapprochement" principle by the effort of Willy
Brandt, Chancellor of the Federal Republic of Germany, to normalise his
country's relations with Eastern European nations. The term's name was a
reflection of Germany's decision to look to the east, rather than solely to the west.
The goal of the Ostpolitik of the 1970s was to surmount the existing status
quo between the two German states, which were divided in 1945 after World War
II, and to ultimately lead to their reunification. For the first time since 1948, the
top politicians of the FRG and the GDR held talks, with Chancellor of the
Federal Republic of Germany, Willy Brandt and the East German prime minister,
Willy Stoph, reopening communication lines.
Although anxious to relieve serious hardships for divided families and to
reduce friction, West Germany under Brandt's Ostpolitik was intent on holding to
its concept of "two German states in one German nation."
Bonn's second long-term goal was the liberalisation of Eastern Europe by
opening up the Soviet empire to the West, thus weakening the hold of the Soviet
Union 's hegemonic power over its allies.
114
In order to achieve these goals West Germany had to conclude several
treaties. In 1970 Brandt signed the Treaty of Moscow about the renunciation of
the use of force and recognizing the post-WWII borders – specifically the Oder-
Neisse Line which hived off a large portion of historical eastern Germany to
Poland and the USSR. Treaties with other Eastern European countries followed.
The most controversial agreement was the Basic Treaty of 1972 with GDR.
The Federal Republic agreed on establishing diplomatic relations with Eastern
Germany. Chancellor Brandt repeated his statement of 1969, that although two
states existed in Germany, they could not be a foreign country to each other.
According to the Basic Treaty, the Federal Republic and GDR recognized
each other as sovereign states for the first time, accepted each other's
ambassadors and called "permanent representations". It also made it possible to
the two German states to become member states of United Nations.
Unfortunately, aside from the profits of the Ostpolitik, there were some
failures on the political and economic level. As a Western historian Garton Ash
states, ‘Western trade, credits and technology transfer were overwhelmingly
channeled through organs under the central control of the party-state. They were
used not to facilitate economic reform but to substitute it. As a result, this
systematic misapplication hindered the sustained growth of the two states,
impeded their political and economic modernization and instead helped them
down the path to economic crisis.’
The Ostpolitik conducted by Bonn promised many benefits in international
goodwill. However, the Ostpolitik was not the only factor influencing
international politics in the late 1960s and early 1970s, but rather part of a larger
shift in priorities and interests that changed relations among the different blocs
and alliances as part of global détente and domestic developments.
Unit 6
Theories of leadership
115
Speaker one. The traditional view of leadership sees it as a rare but natural
gift. As Aristotle put it, "men are marked out from the moment of birth to rule or
be ruled". From this perspective, leadership is strictly an individual quality,
manifest in the personalities of what were traditionally thought of as 'men of
destiny'. The most extreme version of this theory is found in the fascist 'leader
principle' (fuhrerprinzip). This is based on the idea of a single, supreme leader,
always male, who alone is capable of leading the masses to their destiny. Such an
idea was in part derived from Friedrich Nietzsche's notion of the Ubermensch
('superman'), who rises above the 'herd instinct' of conventional morality and so
achieves self-mastery. In a more modest form, this theory of leadership is
embodied in the idea of charisma, generally understood to mean the power of
personality. The classic examples of charismatic leaders are usually seen as
forceful personalities such as Hitler, Castro, Nasser and Thatcher. Modern
political psychology adopts a similar view of leadership and analyses it in terms
of human personality. According to psychologists, leaders are motivated largely
by private, almost pathological, conflicts, which are then rationalized in terms of
actions taken in the public interest.
Speaker two. An alternative view of leadership sees it as a sociological,
rather than psychological, phenomenon. From this perspective, in other words,
leaders are 'created' by particular sociohistorical forces. They do not so much
impose their will on the world as act as a vehicle through which historical forces
are exerted. This is certainly the approach adopted by Marxists, who believe that
historical development is structured by economic factors, reflected in a process of
class struggle. The personalities of individual leaders are thus less important than
the broader class interests they articulate. Sociological factors have also provided
the basis for the very different idea that political leadership is largely a product of
collective behaviour. In his seminal work Gustav Le Bon analysed the dynamics
116
of crowd psychology, arguing that leaders are impelled by the collective
behaviour of the masses, not the other way round.
Speaker three. The third theory of leadership sees it in largely technical
terms as a rational or bureaucratic device. In this view, leadership is essentially
an organizational necessity that arises from the need for coherence, unity and
direction within any complex institution. Leadership therefore goes hand in hand
with bureaucracy. Modern large-scale organizations require specialization and a
division of labour, which, in turn, give rise to a hierarchy of offices and
responsibilities. The rise of constitutional government has undoubtedly invested
political leadership with a strongly bureaucratic character by ensuring that power
is vested in a political office rather than the individual office holder. This
nevertheless conflicts with democratic pressures that force political leaders to
cultivate charisma and emphasize personal qualities in order to win and retain
power.
Speaker four. The final theory of leadership portrays it very much as an
artifact: that is, as a political skill that can be learned and practiced. Political
leadership in this sense is similar to the art of manipulation, a perhaps inevitable
feature of democratic politics in an age of mass communications. Indeed, many
of the classic examples of charismatic leadership can in practice be seen as forms
of manufactured leadership. Modern democratic politicians have no less strong
need to project themselves and their personal vision, though the skills appropriate
to the television age are modest and refined compared with those suitable for
mass rallies and public demonstrations. Leadership nevertheless remains an
artifact; its emphasis has simply shifted towards televisual skills, the use of
'sound bites', and a reliance upon media advisers or 'spin doctors'.
117
Appendix 2
Word Lists
Unit 1
ability to delegate deep conviction grandeur
abrasion defender 'hands off' approach
accomplish deference harbour v
achieve a goal delegate responsibilities have the floor
acquire charisma destiny hinge on
alienated devoid of history-making
alleviation disagreeable individual
alluring discourage hold family values
anxious disorganized humble
ardent disposed ideological rigidity
articulate disturbance impulsive
assemble diverse incentive
assertive docile inclined
assertiveness domain indefinable
avowed aim dominant inferior n
balance rival individuals doom influential
bear witness drawback initiative
behavioural pattern drift towards inspirer
bold egotism inspiring
breed v electoral credibility integral part
bully eliminate interfere
cautious eloquent intimately
charisma emerge linchpin
charismatic enduring impact live up to
cheat enlightenment expectations
civic group enmesh low on
close-knit team erratic make it through
coherence evaluate make it to the top
collegiate face expressive managerial burden
compatible with faction manipulate
compelling fame or power moral scruples
compliant feel panicky move beyond
compromise fiercely practical appearances
concern firm principle negotiate
consensus firmly linked notably
consideration flatter notoriously
constraint folly obnoxious
contain forcefulness obstinate
containable situation foresight open to new
content forthright experiences
contumelious foster strong values opportunistic
convey gain electoral support out of touch
criterion goal outdated
118
parish council. regardless of straightforwardness
perilous situation reluctance subdue
persuasive repress subordinate
pleasing repulsive tactical flexibility
poise reputation take action
political appeal retain technocratic
pragmatic reveal tense
predecessor rivalry thoughtful
prominent root through a fluke
protective response ruthlessness timid
psychological makeup scope trait
public support seek compromise uphold
publicity-hungry show poise vision
publicly accountable significant visionary
pursue one’s own interests so to speak vulnerability
push sb up the ladder of socially detached willingness to
greatness spouse compromise
put sth into practice stand for wheeler-dealer
recast stimulus
Unit 2
aftermath contain expansion

ally containment expansionist power
alteration contradictory export communism
anticipate course of history exposure
apportion covert factor into
apprehension credibility far reaching
arms race crusade implications
articulate decolonization fascism
assets defend full-scale war
assume defensive outpost globocop
assumption delineate Great Depression
attempted subjugation depict heightened
autocratic descend hostile
back off devastating ideological
back v dictatorship ill-informed
bemoan dissolution of private immediate
benevolent property incipient
breakdown distinguish incompatible
brinkmanship doom industrial revolution
campaign endeavor inevitable
catch sb off guard enhance infancy
circumscribe ensure insecurity
coerce european integration insightful
compelling eventually representation
compete exaggerate intense
comprehensive exercise v Iron Curtain
119
landmark point reluctant superiority
magnanimous resistance superpower
manifestation resort to supremacy
menace ride the wild take the wind out of
minority rise of communism sb
nuclear weapon rival tension
overriding share ruthless the Holocaust
overt safeguard threat
ownership set precedents trace v
peril shift n trade restrictions
perspective sophistication treatment
perverted space exploration unavoidable
place responsibility on sb sphere of influence unfavorable
policy of containment spread of communism unprecedented scale
posit state-run market unquestioned
precipitate step into vary
proliferation straightforward vast
proxy war strain wage war
pursue strained relations widespread
pursuit strangle condemnation
put forward substance withdraw
radical substantive witness v
relieve the pressure subversion
Unit 3
accept the terms bring about conventional weapon

agenda bring sth under the public cost dearly
ambivalent eye counterattack
anxiously bungled crucial
appreciation call a meeting curb
assail call off defeat (n)
assist capture defensive
atone for casualty defiant
attend a meeting catch up with sb dignity
avert citizenry disclose
battlefield civil rights dismantle
bearing a burden civilian distract
betray clergyman embittered
blockade come through enlightenment
bluster come to blows establish connections
bombing raid commonplace estimate
bonds concept executive order
bonds of hunger concern exile
botched mission confrontation expel
brag conquer facilitate
bravado constructive change fall apart
break out controversy feat
120
firm decision mediator rescue
float meekness resistance
foist meet hardship responsive
forthcoming mentality reveal
genuine might n savvy
go through with military adviser seize power
grant independence missile settlement of a
have one’s way naval blockade conflict
head for NGO representative showcase
hemisphere non-violent solidify
humanitarian catastrophe nuclear holocaust spark
humiliating numb spy
ignorance offensive weapon stance
impact on behalf of sb subdue
impending open secret substantial
implement oust from power subversion
impose outcome subvert
inaugural speech over-reacting surface-to-air missile
incite overthrow take sth for granted
indecisive pacifist topple a government
indiscretion paramount track public opinion
inevitable pass a resolution turning point
inflammatory perpetuate violence underestimate
inflict persuasion unprecedented
initial objective pilloried unseat
innovative policymaker uprising
intervene preceding up-to-date
intransigent proposed legislation. vast majority
invade prospects venture
irresolute public opinion poll viable tool
issue put forward volunteer
launch an attack rallying point vote
launch site rapid vulnerable
liberalism redeem wade
liberation refrain from warmonger
life expectancy refugee wisdom
lose a war render
Unit 4
abundant arbitrator cast doubt

add to assassination cater
address sth to sb assist certify
affirm at stake coherent
alliance authority cohesive
ally ban collaboration
ambivalence betray collapse
approximate v boycott come up for
121
comparative analysis highlight renewal
concern homogeneous revenue
conduct identity ruler
confirm impaired sentiment
confront implicate set apart from
constrain impose set sth out
counter v in favor of set sth up
culminate in include shelter
danger incomprehension shift n
deed incorporate into smooth v
defense intensify sovereignty
depoliticization involve stand by
deprive of involvement stationing
deteriorate launch step down
devastate legitimate strive
dilemma means strong
diminish mediator subject to
disapprove of mediocrity suppress
domestic policy menace supranational school
dominance might n tarnish
ease mighty thoroughly
embroiled in misfortune threat
eminent mutual tie
ensure nuclear umbrella tough
entail oblige troop
essential outlook turn down
evidence over-riding umbrella of security
exaggerate paradox unalterably
exalted peacekeeping mission unwillingness
experience peril veto v
face v pillar viable
facilitator power vigorous
favour v precipitate vision
force priority vital
foreign policy provide wage war
free trade pull sth out of sth war-weakened
free-market economy puzzle economy
full-scale quandary well-disposed
further v reason wholeheartedly
go into referee withdraw from
grandeur refute withdrawal
guarantee reinforce
headquarters relevant
Unit 5
abyss adequate controls admit
122
affiliate establish relations misapplication
alliance eventually mitigate
ambassador evident movement
anew exceptional negligent
appealing exodus neighborliness
assemble export subsidies on account of
assume responsibility facilitate on average
be born out of wedlock fail ostpolitik
be intent on fateful outdated
betrayal fruitful overwhelmingly
biodiversity get a grip on particularity
black market glory partition
blueprint go down in history plague
breakthrough goodwill poverty reduction
burden v gradual primarily
carry the burden grow apart priority
catalyst gulf profound
commemoration handicapped prominent
comprise hardship protective
concept health care pursue a policy
conclude a treaty heartfelt rampart
confidence-building hemisphere rapprochement
measure high-risk fault line reconciliation
controversial hinder reduce friction
customary hive off reduction
daring hostile regarding
deeply impoverished illusory hope rekindle
de-escalate impede relaxation
depressed prices implication relieve
deprive in response to remedy
détente incalculable renounce
devastated incurable renunciation
disappointingly inhibit repentance
dissuade initiate respective
division innovator rest v
domestic economy involvement retain
drastically jeopardize the prospects reunification
dual currency knock out revolutionizing
ease landslide rigid pattern
economic growth life expectancy rigidity
economically beneficial livelihood
eliminate living standards
ennobling loosen
enormity manifestation
environmentalist mankind
environmentally manoeuvre
degrading medium range ballistic
erection missiles
espionage might n
123
room strive ties
root v sturdy totalitarianism
ruling coalition subsequently transnational corporations
scarce subsistence farmer treaty
seal supplant tyranny
shattered surmount ultimately
shift in priorities surrender unsustainable
shift the blame onto sustained growth unworkable
solely take a close look uprising
solidarity take wing vision
split n talk big vote of no confidence
spontaneously tariff barrier wage war
stand out tension weaken
stem thaw well aware
step down the lion's share withdraw
step off throw a spanner in the work against
stick to works world community
strengthen thwart
Unit 6
adhere crucial fulfill

adversarial daunt go hand in hand
anew dearth harmonize
animosity decolonization herd instinct
aspire deprive homogenization
backbone devise impel
bereave dimension implication
bigotry diminish imply
breed disorderly nature inadequate
bureaucratic nationalism diversity infuse
cataclysm drive n innately
coercion drug trafficking insularity
coherence embody integral part
compulsions embrace invest sb with
concern n emerge irrelevant
confine empower magnitude
confrontation enable manifest
constituency enlighten mark sb out
constitute enlightenment mass rally
consumerism enmity mediation
contemplate eternal mediation
contribute eventually mindset
controversy exert nobility
conventional morality fatigue nongovernmental body
credible foster nourish
obstacle refined trusteeship
ongoing reliance turf
otherness renew turn to
outdated response ultimately
overall retain underling
pioneere v reveal understrapper
pious self-aggrandizement vest
prejudice seminal work virtue
primacy solidarity vital
proactive sound bites wide spectrum
prospect sovereignty xenophobia
pursue spearhead
put sth on the line spin doctor
rallying cry sustain
Appendix 3
Functional Bank
Suggesting
Would you be interested in …?

I thought perhaps you might like to …?
What if …?
Imagine if you had to …then you would almost certainly need to …
Should you find yourself in a situation where … then you would have to …
Supposing you … then you must …
Have you ever toyed with the idea of …?
Would you ever consider …?
Do you think you would ever …?
If I were you…
If I were in your shoes, I’d…
It’d be/It’s a good idea to…
Hadn’t you better…
You’d better…
I believe we ought to…
It might be an idea to …
Have you ever though about/considered…
Explaining your point of view
The main reason is…

A key factor is …
It’s clearly/mostly down to …
It’s partly/largely/entirely due to…
I think … has a lot to do with …
I find … really predictable/corny (inf.)/uninteresting/tedious/depressing.
I find … much more moving/entertaining/enjoyable/powerful/charming/
insightful/amusing/thought-provoking.
For example, if you … then you would need to …
I firmly believe that … is vitally important because …
In my opinion, … is of lesser importance to … because…
Agreeing and giving reasons
That’s very true, because …

Right, especially if …
Positively, because …
You’re absolutely right. For example, when …
That’s true. Maybe we should…
Sounds perfect.
Partially agreeing
In a way you’re right, but I think it all depends on …

I’m not sure I totally agree, because …
I see what you mean, but on the other hand …
There’s a lot in what you’re saying. However …
I see what you’re getting at, but …
Well, you have a point but…
That’s easier said than done.
That sounds like a good idea, but…
That’s all very well, but…
Disagreeing
I’m not sure that would work.

No, I’m afraid that wouldn’t be appropriate.
I don’t think I’d fancy …(sth, doing sth) .
However, … might sound like a good idea.
You can’t be serious!
The flip side of the problem is that … .
Expressing your points of view
I’m inclined to believe …

I firmly believe …
It’s my firm belief that ... There’s no way I would ever …
Some … are alright, but generally I prefer … .
I don’t mind … but I much prefer …
I can’t stand … .
… has been more far-reaching (in its effects) than …
As far as (usefulness) is concerned, …
There’s not much to choose between … and … as far as … is concerned.
To tell you the truth, I’d prefer …
On balance, I’d rather think of …
Given the choice, I’d sooner … than …
… doesn’t really hold my interest. I’d much rather …
I’m afraid … isn’t my cup of tea (inf.). I prefer …
It is a curious paradox that … .
There’s no doubt that …
It’s undoubtful that … .
It might be advisable (not) to…
I’ve never thought of that.
Asking someone to justify their point of view
What makes you say that?

Are you certain about it?
What’s your feeling (about)?
What’s your reaction (to)?
What are your thoughts?
Why do you think that?
Do you really think so?
Have you taken into account…?
I was wondering if you’d thought of…?
Wouldn’t it be a good idea to…?
Has it occurred to you that…?
Could you be a little more precise…
I’m sorry but could you explain it in a little more detail…
Would you care to elaborate on that?
Interrupting
If I could just say something…

Could I just cut in here.
Excuse me but…
I’m sorry to interrupt, but…
May I interrupt you for a moment?
I don’t want to interrupt but…
If I may interrupt you for a moment, I’d like to…
Making final decision
There is no doubt that … is the most … .

It’s hard to choose, but I believe … is probably the most … .
In terms of … , … might be the most … , as …
Surely … is the most … because …
They are all … in different ways, but if we have to choose, I’d say …
… is obviously the most …
This is definitely the best we can (do).
Discussing the cause of a problem
It’s clearly/mostly down to …

It is not so much a result of … but rather of …
It’s partly/largely/entirely due to …
I believe … plays a great/small part as well.
I think … has a lot to do with it.
In my view, … is/are responsible for …
A key factor is …
The main reason is …
I feel that … is/are to blame.
The obvious culprit in this case is …
I feel that … is/are to blame.
… can be a stepping-stone to… .
Discussing the result of a problem
This (often/invariably/directly) leads to/ causes/brings about …

As a result,/consequence, …
Inevitably, …
Suggesting solutions
We/the government must/should …
One way forward would be to …
I feel there is something to be said for …
A lot can be achieved by …
If we/the government (don’t) … then …
… would (greatly) alleviate the situation.
The only way to deal with that would be …
Without … wouldn’t be able to cope in a situation where …
A lot can be achieved by …
Perhaps it would be better if …
Taking the floor
If no one objects, I’d like to say a few words.

Could I come in at this moment?
I have a point to make here.
Excuse me, Mr. Chairman, may I say something please?
With the Chair’s permission, I’d like to take up the point about…
Preventing an interruption
With your permission, I’d rather finish what I was saying.

With respect, I’d like to finish the point I was making…
If you would allow me to continue…
If you would be so kind as to let me finish…
Commenting and challenging
I don’t think you fully appreciate the fact that…

I wonder if that view is justified in the light of…
It would be in your own interest to…
May I just draw your attention to the fact that…
Excuse me, but I think it’s relevant to add that…
Before you go any further, may I point out…
I wonder if I could comment on that last point?
I wonder if this view is justified in the light of…
I don’t think you fully appreciate the fact that…
It would be in your own interest to…
I would be inclined to… if I were you.
Expressing your views emphatically
I particularly want to emphasize the fact that…

It is essential to realize that…
This issue is highly significant.
I feel this is a vital issue.
I consider the point of the utmost importance.
Coming back to a point
As I was saying…
Coming back to what I was saying…
Perhaps I could resume…
If I may just go back to the point I was making…
Offering a compromise
We are prepared to… on condition that…

I think we could… provided that…
We are ready to… on the understanding that…
We are more than willing to… as long as…
Accepting a compromise
I think that would be perfectly acceptable.

We see no objection to that.
That seems to be a reasonable compromise.
To meet you halfway on this, I think we could agree to your condition.
Rejecting a compromise
We are not entirely convinced that this is a viable solution to the problem.
You leave us with little alternative but to…
In that case, we should very reluctantly have to…
You put us in a difficult position.
Playing for time
That is a difficult question to answer.

You have raised an important point there.
I’m sure you will appreciate how complicated this matter is.
Saying nothing
I’m afraid I don’t have enough information at my disposal to answer that.

I’m afraid I’m not in a position to comment on that yet.
I don’t think we have enough time at our disposal to consider all the consequences of this
particular decision.
Appendix 4
Hints for Speaking Activity
General Rules of Communication

- avoid general phrases;
- make sure your arguments are hard on the target;
- use your ability to listen;
- be active in communication;
- be brief in your remarks;
- exercise constructive criticism;
- be polite and do not insult your opponents.
How to Prove Your Point of View During the Debates

To give grounds of your viewpoint in relation to the theme of debates, you should
answer these questions:
- why do you agree with the theme?
- what arguments can we give to support (oppose) the theme?
- what main problems does the theme contain?
- what examples to prove your opinion can be given?
- what can be said in refuting the opposing point of view?
How to make your statement of position successful

- greeting the audience;
- introducing the team and its representatives;
- putting forward the guideline;
- giving arguments;
- making conclusions;
- expressing gratitude for the attention.
Detailed Assessment Criteria of Participants
Speakers of the “For”-team Speakers of the “Against”-

team
Сriterionriterion S1 S2 S3 S1 S2 S3
Content
Profundity
Completeness
Concreteness
Preciseness
Deliberateness
Rational usage of time
Topicality
Problem competence
Answers to the questions

Effectiveness
Efficiency
Flexibility
Structuredness
Logicality
Intercourse culture
Expressiveness of the speech

Wide range of lexical means
Question formulating
Courteous manners of the speakers
List of Assessment of Participants
Topic
of
debate
Data Speakers of the “For”-team Speakers of the “Against”-team
S1 S1
S2 S2
S3 S3
Spea Task Structure General Total Spea Task Structure General Total
ker achievement of the culture ker achievement of the culture
speech speech
S1 S1
S2 S2
S3 S3
Result Result
The best speaker: The best speaker:

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ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ

TURNING POINTS OF MODERN HISTORY

к.ф.н. Н.В. Ильичева,

доктор филологических наук, профессор кафедры английского языка ВГПУ

доктор филологических наук, профессор кафедры английского языка для

Ильичева Н.В., Махонина А.А.

«TURNING POINTS OF THE MODERN HISTORY»: учебное пособие по

Учебное пособие предназначено для студентов 2 курса факультета

Учебно-методическое пособие подготовлено на кафедре английского языка

Unit 1 Leaders and Leadership………………………………………… p. 4

1. Work in groups. Discuss the questions.

 How do these features of character help him/her?

A. Ability to control oneself 1.

If You're a Liar, a Bully or a Cheat,

If you want to get ahead, be egotistical, stubborn and disagreeable. And a

c. For questions (1-6), choose the best answer (A, B or C).

b. Explain the meaning of the highlighted words and phrases.

A: Personally I think that first of all a good politician

In the third style of leadership the leader is not so much a coordinator or

It is generally known that the council’s avowed aim is to stop

Comment on the statements.

Statement of position on the

Clarifying the position

Conclusions on the 1st

Statement of position on the

Clarifying the position

Conclusions on the 2nd /3d

Study your role card and think of a number of arguments, examples

“One can be ambitious for the “Ambition is jesuitical. It can

“The person strongly imbued

“Individuality and ambition “Though ambition was once

Мay I remind the participants to identify themselves clearly to

We can't all speak at once; Mr.... Would you like to speak

Now let me summarize the points of view on the

c. Work in groups. Discuss the following.

The USA The USSR

Harry Truman and the Origins of

 “The man who became US President in 1945 was less an incipient

Background information for

 the "imperialist" United

Background information for

 the responsibility for the Cold War is placed on

1. a. What Cold War events that influenced the development of the

с. Analyze the approaches of the opposing blocks to liberalism given below

2. “Kennedy decided that nighttime landing at the Bay of Pigs would be

A. President Kennedy's first reaction to the information about the missiles in

 Read an abstract about Kennedy’s meeting with Khrushchev in 1961

Newly elected President John F. Kennedy issued an executive order

NGO Representative Pacifist

wrapped up in habit and caution. We have to

“Europe can have no political existence if it

0 Shift in French attitude

In 1947 Charles de Gaulle supported the Marshall Plan's contribution to the

On his return to power in 1958, General de

In September 1958, he set out his views in a memorandum addressed to

After Kennedy's assassination, relations deteriorated with the Johnson

On 7 March 1966, General de Gaulle announced to President Johnson that

1966, French representatives stepped down from positions in the military

Reactions abroad were strong, especially in the USA where anti-French

A The world responses

B: There is something in what you say. Nevertheless there is a lot to be said

Argumentation of the speakers of Speakers and supporters of the

Speakers Questions by supporters of the