16.03.2020

Тема: Особливості традицій та звичаїв американського народу та їх місце у світовій спільноті. Американські цінності
1) Переглянути відео "American Dream"

2) виконати завдання, подані у відео

3) *переглянути додатково: https://www.youtube.com/watch?v=U32J91NzpSw

19.03.2020

Тема: Особливості традицій та звичаїв американського народу та їх місце у світовій спільноті. Символи Америки
1) переглянути відео: "Symbols of the United States"

2) Виконати завдання:

23.03.2020

Тема: Релігійно-культурний портрет США.
США - мозаїка або плавильний котел?
1) переглянути відео: "The Melting Pot Culture" (Online History Curriculum Sample) https://www.youtube.com/watch?v=zBc8brns3EI

2) Написати стислий переказ матеріалу:

The Melting Pot Culture (відео)

One of the greatest of these changes was how America became that famous melting pot culture, how America really became a nation of immigrants?

In fact the majority of Americans are immigrants. The majority of Americans are their original people, their original ethnicity. They did not start out here they came from Shores distant and so America has always provided a model and always had a great rule of law and a great sense of competition and a great free market has always attracted immigrants from throughout the world.

And so that attraction combined with the fact that during those poorest post-war years there was a great deal of oppression to flee from especially in Europe. It's during this time, for example, that Europe was having its own nationalistic Wars, it was having its own Wars to unify nations that had never been unified before, for example, the nation of Germany which we just think of as being very old the German people's are old those German states have been around for millennia. But the German nation as we know it today or even the German nation as you would have known it say in World War one has only been around since 1871. It was a nation that came out after our own Civil War so by that standard it's actually younger than the United States. So people fleeing from these wars of nationalism because many times that it often almost always was negative towards the common man but there were also incredible a number of Jews who fled from persecutions especially in places like Russia. Many of them were actually told to leave their villages.

Villages that they had lived in for centuries but they were told they could no longer reside there simply because they were Jews and so they came over here to America which actually provided great opportunities for them and they settled heavily in places like New York City or places like Chicago, for example. Well, even so the population boomed during this time the year 1861, for example, there were 31 million people living in the United States but by the year 1900 just about 40 years later that population more than doubled to 75 million.

That is an incredible influx, that is an incredible amount of immigration or of immigrants I should say and by 1914 that trend had continued to a hundred million. Now the first wave of this those people that largely came prior to of war usually came from places like England or places like Ireland, for example, but after the Civil War the second wave of immigrants largely came from the Germany's most various German states or they were fleeing that war of German unification which was finished by 1871 or they came from places like the Scandinavian states looking for new opportunities. These largely were the ones who settled in the Midwest and along among the various plane States but by 1890 all the way up into a world war one and even afterwards as well.

There was a third wave of immigrants who largely came from eastern and southern Europe. So these were the Italians, these were the Greeks, these were people from Romania, from the various Slovak nations, these are people from Poland, especially where those Jews who I mentioned just a few moments ago.

Still all of these peoples came over here, they often maintained their culture in some way or another which is why we still eat these foods and so incorporate these their words and their languages into our own English language but they always adopted that American dream and always pursue those opportunities for either farms or for businesses of their own. As a result those who did not settle on land often settled in the cities and cities like Chicago, cities like New York which were already large boomed during this time. It's kind of interesting, one of the reasons for some cities booming versus others had a lot to do with street width.

Now that might sound kind of like a dull topic but consider this. The city of Boston which had been one of the largest cities in the new world in America prior to civil war especially his typical Street in Boston was about 30 feet wide so if you're on horseback or if you were walking or you're in a coach that was fine now it really was plenty of width for the street. But when you start putting in paved roads for automobiles or when you need space for trolleys or if you need space for elevated railways or even underground space for subways that 30 foot width really isn't enough and so cities like New York and Chicago which had 100 foot or had streets that were 100 feet wide as well as cities like Topeka or Omaha or Salt Lake City out west which had streets are often 130 feet wide. Those kind of cities began to have incredible booms during this time because they had the adaptability to grow and so these cities became master cities and they really became major centers of American culture. Something that continues right on down to the state the cities have continued to grow in most cases.

26.03.2020
Тема: Релігійно-культурний портрет США. Основні релігійні конфесії в США та їх вплив на культуру країни
1) Переглянути відео:

2) Перекласти речення з відео:

a)The First Amendment to the United States Constitution begins, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." Fast forward almost 250 years, and religious freedom is one of the most pressing issues in American culture today.

b)Religious freedom is more than the freedom to worship in a synagogue, church, or mosque. It means people shouldn't have to go against their core values and beliefs in order to conform to culture or government. Religious freedom protects people's right to live, speak, and act according to their beliefs, peacefully and publicly. It protects their ability to be themselves at work, in class, and at social activities.

c)Does religious freedom mean religious people get special rights? No, religious freedom prevents the cultural majority from using the power of the state to impose their beliefs on others. This protects everyone, religious and non-religious alike, from the government becoming so powerful that it can tell people what to think and how to act. Conscience has been considered the individual's most sacred right. A government that intrudes on conscience will not hesitate to intrude on our other freedoms.

d)Additionally, forcing individuals and faith-based organizations to choose between living out their religious beliefs or serving their neighbors actually harms our communities. Did you know that an estimated 350,000 religious congregations operate schools, pregnancy resource centers, soup kitchens, drug addition programs, homeless shelters, and adoption agencies?

e)These efforts serve 70 million Americans each year, and the value of their services are estimated at over $1 trillion annually.Ultimately, everyone benefits from religious freedom. It covers all people equally-Christians, Jews, Muslims, agnostics, and atheist.Religious freedom preserves America's diversity, where people of different faiths, worldviews, and beliefs can peacefully live together without fear of punishment from the government. Efforts to repress religious freedom is not just an attack on individual liberty and human dignity,but on the very foundation that has made America strong.

30.03.2020
Тема: Релігійно-культурний портрет США. Нормативно-правове забезпечення існування та розвитку релігійних конфесій

1) Ознайомитися з матеріалом
2) підготувати повідомлення "Розвиток релігійних конфесій в Америці"

02.04.2020
Тема: Історичні віхи становлення й розвитку американської науки та освіти. Внесок американської науки у розвиток світу
1) переглянути відео :

2) підготувати презентацію " American Scientists"

06.04.2020
Тема: Історичні віхи становлення й розвитку американської науки та освіти. Соціокультурні особливості етапів розвитку американської освіти

1) Ознайомитися з історією розвитку американської освіти:

2) Переглянути урок: https://www.youtube.com/watch?v=1ciiaPwhF0I

3) Скласти таблицю: етапи розвитку американської освіти

09.04.2020
Тема: Історичні віхи становлення й розвитку американської науки та освіти. Освіта в США
Матеріал для самостійного опрацювання:

EDUCATIONAL SYSTEM IN THE USA

1. INSTITUTION TYPES & CREDENTIALS

Types of higher education institutions:

Doctoral Research Universities

Master's (Comprehensive) Universities and Colleges

Baccalaureate Colleges

Associate of Arts Colleges

Specialized Institutions

Postsecondary Vocational and Technical Schools

School leaving and higher education credentials:

High School Diploma

Certificate (Sub-bachelor or vocational)

Diploma (Sub-bachelor or vocational)

Associate Degree

Bachelor's Degree

First Professional Degree

Post-bachelor's Diploma/Certificate

Master's Degree

Certificate of Advanced Study

Education Specialist Degree

Doctorate

2. STRUCTURE OF EDUCATION SYSTEM

Pre-higher education:

Duration of compulsory education:

Age of entry: 6

Age of exit: 16

Structure of school system:

Pre-Primary

Type of school providing this education: A) Kindergarten B) Nursery Schools C) Preschool programmes; D) Child/day Care Centres

Length of program in years: 2

Age level from: 3 to: 6

Certificate/diploma awarded: Practice varies. Certificates may be given, especially if needed, to prove attendance for entry into Elementary School.

Primary

Type of school providing this education: Elementary School (Grades 1-4 on average, but state and local practice may vary).

Length of program in years: 4

Age level from: 6 to: 10

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts when necessary for transition to Middle School.

Primary

Type of school providing this education: Elementary Schools (Grades 1-6 or 7)

Age level from: 6 to: 14

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts when necessary for transition to Secondary School.

Middle

Type of school providing this education: Middle Schools (Grades 4-6, 5-7 or 6-8)

Length of program in years: 3

Age level from: 10 to: 14

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts where middle school is a recognized level.

Secondary

Type of school providing this education: High Schools (Grades 7-12 or 8-12)

Length of program in years: 6

Age level from: 13 to: 18

Certificate/diploma awarded: High School Diploma (Regular/Standard, Vocational, Honor/Regents, College/Academic Preparatory)

Junior Secondary

Type of school providing this education: Junior High Schools (Grades 7-8, 7-9 or 8-9)

Length of program in years: 3

Age level from: 13 to: 15

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts where secondary education is divided into lower and upper divisions.

Upper Secondary

Type of school providing this education: High Schools, Senior High Schools (Grades 9-12 or 10-12)

Length of program in years: 4

Age level from: 15 to: 18

Certificate/diploma awarded: High School Diploma (Regular/Standard, Vocational, Honor/Regents, College/Academic Preparatory)

School education:

The age of entry to compulsory education in the U.S. varies, according to the state, between 5 and 7 years of age, 6 being the most common. The age at which compulsory schooling ends varies between 16 and 18 years of age, the most common being 16. School education does not end until age 18, or completion of the 12th year of school and those who leave school at the end of compulsory education without earning a secondary (high school) diploma do not receive any certificate or recognition - they are considered to be secondary school drop-outs. Students may graduate a year earlier or late depending on when they entered school. Gifted students may graduate earlier because they skipped grades, and students may graduate later because they repeat grades. School years are referred to as "grades" in the United States. The length of primary education varies from four to seven years, i.e. grades 1-4, 1-7, etc. Each state determines what grade range constitutes primary education, called "elementary education". According to its length, elementary education may be followed (or not) by a number of years of middle school education (generally three years). Secondary education takes place in grades 7-12, depending upon the laws and policies of states and local school districts. There is no national structure, curriculum or governing law; all laws and policies are set and enforced by the 50 state governments and the over 14,000 local school districts. All states and school districts have set the secondary school graduation level as the completion of 12th grade, and the common name for the secondary graduation qualification is the High School Diploma. This diploma name covers a variety of awards for different curricula and standards. There are Honors/Regents, academic/college preparatory, vocational, and general/basic high school diploma tracks. There are a statewide minimum course requirement and other graduation requirements in each State which usually correspond to the general/basic track. Vocational and academic/college preparatory or honors/Regents diplomas usually have additional set curricular requirements and/or standards which aspiring graduates must meet or exceed. In addition, many US secondary school districts and private schools allow students to participate in the Advanced Placement (AP) programme of the College Board. This programme allows qualified students to take college level introductory courses in selected subjects taught by certified faculty. Examinations are offered in each AP subject at the end of an academic year; a score of 3 or higher generally results in universities awarding advanced standing in that subject - exempting the student from distribution requirements.There are currently over 35 AP subjects with more being planned. A growing number of public and private secondary schools also offer the International Baccalaureate (IB) as an optional track; completion of IB requirements usually requires an additional summer or semester of study beyond the 12th year. The contents of an individual student's programme at any grade level or upon obtaining a diploma or an online RN to BSN degree are contained in the record of studies called a Transcript. Transcripts are official documents authenticated with the seal of the school or institution and signed by the registrar.

Higher education:

Higher education in the U.S. is also called postsecondary education, but the latter term also refers to all formal education beyond secondary school, whether higher education (defined as degree-granting education) or not. Postsecondary education is broadly divided into two different sectors: postsecondary vocational education and training, which is non-degree but can produce some transferable credits under certain circumstances; and higher education, which includes studies undertaken in degree-granting institutions for academic credit. However, the U.S. higher education system is not legally organized into separate university and non-university sub-systems as are some other national systems, but is comprehensive. It is a diverse and autonomous community of publicly and privalely supported institutions. Current data indicate that there are 6,479 postsecondary institutions, including 4,182 non-degree institutions. Of the degree-granting higher education institutions, some 1,732 award only the associate degree plus sub-bachelor's certificates and diplomas; 702 award only the bachelor's degree; 1,094 award degrees and certificates beyond the bachelor's degree but not the research doctorate; and 654 institutions award the research doctorate. The United States does not use an official classification or typology for its higher education institutions. While different institutions offer varying levels of degrees, U.S. accreditation policies result in degrees at any given level adhering to certain minimum standards regardless of the institution that grants them. The privately derived but popular Carnegie Classification organizes U.S. institutions according to different schemes. For more information, see: http://www.carnegiefoundation.org/Classification/ The U.S. higher education system is characterized by accessibility, diversity, and autonomy and is known for both its size and quality. The federal government has no jurisdiction or authority over the recognition of educational institutions, members of the academic professions, programmes or curricula, or degrees or other qualifications. Nearly all U.S. postsecondary institutions are licensed, or chartered, by a state or municipal government to operate under the ownership of either a government (if public) or a private corporation (if independent), and may be for-profit or not-for-profit enterprises. Religious institutions are considered independent, or private. Quality assurance is achieved via the system of voluntary accreditation by specific accrediting agencies that are recognized by the U.S. Secretary of Education and meet the standards for membership in the Council for Higher Education Accreditation (CHEA). Accreditation is a self-regulating process of quality control engaged in by the U.S. postsecondary education community to ensure minimum standards of academic capability, administrative competence, and to promote mutual recognition of qualifications within the system. Six (6) regional accreditation associations set minimum standards for institutions chartered in the states of their respective jurisdictions. In addition, there are recognized accrediting agencies for specialized institutions and programmes. While all recognized and accredited institutions are licensed or chartered by state governments, states vary greatly in the degree of supervision and quality control that they exercise, and there is relatively limited reciprocity of recognition across state borders. Accreditation by recognized agencies, therefore, remains the primary means of ensuring academic and institutional quality and the mutual acceptance of credits and qualifications across and outside the United States.

Academic year:

Classes from: Sep to: Jun

Languages of instruction: English

Stages of studies:

Non-university level post-secondary studies (technical/vocational type):

Non-university level:

There is no legal distinction between "university level" and "non-university level" higher education. The level of studies is delineated by the level of qualification offered in a specific programme rather than by type of institution offering it. Educational programmes corresponding to "non-university level technical/vocational post-secondary studies" would include all technical and occupational programmes that lead to a degree, diploma or certificate below the Bachelor's degree. Education at this level would include (1) all institutions that only award qualifications under the Bachelor's degree; (2) programmes leading to awards under the Bachelor's degree offered at institutions that also award higher degrees.

University level studies:

University level first stage: Associate Degree, Bachelor Degree, Advanced Certificate, First Professional Degree:

The Associate degree is the first academic or professional degree that can be awarded in U.S. postsecondary education. Holders of this degree may apply to enter higher degree programmes at the Bachelor's level, but are not qualified to apply directly for advanced (graduate) studies programmes. Programmes of study for this degree are usually designed to take 2 years of full-time study, but some take longer to complete. Those who pursue this degree on a part-time basis also take longer than 2 years to complete their studies. The Associate degree may be awarded in the liberal arts and general studies as an academic qualification or it may be awarded in a professional occupational field. Some professional career programmes at the Associate level are terminal vocational programmes that do not lead to further study, while others do so. Associate degree programmes generally fulfil 2 years of the course requirements needed for a Bachelor's degree. Credit for Associate degree studies is usually transferable to Bachelor's degree programmes, especially where transfer agreements have been established between or among institutions. The Bachelor's degree is the second academic degree that can be awarded in U.S. postsecondary education, and is one of two undergraduate (first) degrees that qualify a student to apply to programmes of advanced (graduate) study (the other such degree is the first-professional degree). Programmes of study for this degree are designed to take between 4 and 5 years, depending on the field of study. Part-time students may take longer to complete the degree requirements. Honours programmes are offered by many institutions that award the Bachelor's degree. These generally require the completion of additional requirements such as preparation of an undergraduate thesis, honours paper or project, advanced coursework, or special examinations. Advanced certificates requiring a year or less of study following (and sometimes accompanying) completion of a Bachelor's are sometimes awarded to signify a concentration in a sub-specialization or completion of a related set of competences. First professional degrees comprise a limited number of second first degrees. Students are only admitted to first professional degree programmes after completing most, or all, of a Bachelor's degree programme in another subject. Thus, first-professional degrees are considered graduate-level degrees for purposes of admissions and student financial assistance. The study content of the first professional degree programmes is undergraduate in nature and the degrees are prerequisites for entry-level access to certain regulated professions. Confusion sometimes arises because several first professional degrees use the term 'doctor' in the title even though they are not advanced research degrees. First professional degrees are awarded in Medicine (MD), Dentistry (DDS/DMD), Veterinary Medicine (DVM), Osteopathic Medicine (DO), Optometry (OD), Paediatry (DPM), Chiropractic (DC), Pharmacy (D.Pharm), Divinity (M.Div), Rabbinics (MHL/Rav), and Law (JD).

University level second stage: Master's Degree, Post-Master's Degree/Certificate, Diploma/Certificate, Degree of Education Specialist:

The Master's degree represents the second stage of higher education and is the first advanced (graduate) degree. U.S. Master's degrees may be taught (without thesis) or research (with thesis) and may be awarded in academic or professional fields. Most Master's degrees are designed to take 2 years of full-time study, although the time may vary depending upon the subject, the preparation achieved by the student at the undergraduate level, the structure of the programme, and whether the degree is pursued on a full- or a part-time basis. Research-based Master's degrees generally require completion of a series of advanced course and seminar requirements, comprehensive examinations, and an independent thesis. Non-research Master's degrees generally require completion of a special project as well as coursework and examinations. Both types of Master's degree also require the satisfaction of special requirements (such as linguistic or quantitative skill) or a combination. U.S. awards that fall between the Master's and the research doctorate may be of several types, but all of them fall within the second stage of U.S. higher education. Examples of awards given at this level include the degree of Education Specialist (E.Sp. or Ed.S.) and Certificates and Diplomas of Advanced Study (C.A.E., D.A.E.).

University level third stage: Research Doctorate:

The Research Doctorate represents the third and highest stage of higher education in the United States and may be awarded in academic disciplines and some professional fields of study. This degree is not awarded by examination or coursework only, but requires demonstrated mastery of the chosen subject and the ability to conduct independent, original research. Doctoral programmes require intensive study and research in at least one subfield and professional level competence in several others. Following a series of research seminars designed to prepare the individual research proposal, come candidate examinations (covering at least two subfields in addition to the field of research focus, one of which must be in a subject outside the doctoral student's own faculty but related to his/her research). If the candidate examinations are passed at a satisfactory standard (excellent or higher), the student is advanced to candidacy for the doctorate and selects a research committee of senior faculty who will approve the dissertation topic, monitor progress, and examine the student when the research is finished. The conduct of research and preparation of the dissertation can take anywhere from one to several years depending on the chosen subject, available research funding, and the location of the research. When the dissertation is finished and approved as a document by the chair of the research committee, that individual convenes the full committee plus any outside faculty and public guests and presides over the candidate's oral defense of the dissertation. An unanimous vote of the research committee and examiners is generally required to award the doctorate. Most doctoral degrees take at least 4 or 5 years of full-time study and research after the award of a Bachelor's degree or at least 2 to 3 years following a Master's degree. The actual time to obtain the degree varies depending upon the subject and the structure of the programme. Research Doctorates are awarded in the academic disciplines and for theoretical research in some professional fields. The most common of such degrees is the Doctor of Philosophy (PhD). There are a variety of equivalent degree titles used in some institutions and disciplines.

Non-traditional studies:

Distance higher education

Distance education is considered to be a vehicle for delivering education to persons whose location, circumstances or work make remote links necessary or convenient. It is not considered to be a separate type of education. Rather, distance education is considered to be a modality of instruction that differs from traditional campus-based instruction but is no less legitimate. There is rapid growth in educational programmes at all levels delivered via radio, television, satellite downlink stations, videos, computer terminals and other means. Many programmes are offered for credit and lead to Certificates, Diplomas and Degrees; others are designed for leisure studies, personal enrichment or specific work-related education and training. Distance education programmes are accredited by recognized associations and the good programmes benefit from significant recent advances in designing, implementing and monitoring these learning environments and their support tools.

Lifelong higher education

Frequently called continuing education. Institutions operate specific continuing education programmes, some very extensive and parallel to regular institutional degree offerings, whilst others are short or specialized programmes. Continuing education may be structured to lead to Certificates, Diplomas or Degrees, or unstructured and used to provide general and leisure study opportunities. Some continuing education is offered through distance learning methods while other programmes are offered at an institution or provided at a branch site. When offered in order to provide further education and training for professionals who already hold basic qualifications, it is usually called continuing professional education. Credit for work completed in such programmes may be recognized and accepted by regular higher education authorities through policies developed by institutions, and it is also recognized and accepted by state licensing authorities and professional associations.

Higher education training in industry

This is considered a specific form of continuing professional education and is referred to as employer-sponsored training. Programmes are offered by employers or through contract by postsecondary institutions, professional associations, unions or consulting organizations. Education or training may be provided at the work site or elsewhere. Continuing professional education or training ranges in length and depth from short courses intended to refresh or introduce new skills up to full degree programmes. Credit for work completed in such programmes may be recognized and accepted by regular higher education authorities through policies developed by institutions. A specific form of employer-sponsored training of major interest to many U.S. postsecondary institutions, especially at the sub-Bachelor's degree level, is training received in the U.S. armed forces and how to award credit for it when personnel re-enter civilian life. Detailed guidelines have been jointly developed by U.S. institutions and the armed forces.

Other forms of non-formal higher education

Many varieties of education and training opportunities exist that are not formally structured, do not result in recognized awards and are not intended to result in transferable credit or professional recognition. They include courses and programmes provided by libraries, museums, parks and recreation authorities, clubs and others that are intended for members or the public. Some programmes provided by employers are not intended to result in formal recognition, such as informal seminars and presentations on topics related to work issues and products.

13.04.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Фольклор колоністів та афроамериканців:народні пісні, танці, музичні інструменти - джерело американської культури

Підготувати повідомлення : "American Folk Music"

American folklore encompasses the folklores that have evolved on the North American continent since Europeans arrived in the 16th century. While it contains much in the way of Native American tradition, it should not be confused with the tribal beliefs of any community of native people.

Folklore consists of legends, music, oral history, proverbs, jokes, popular beliefs, fairy tales, stories, tall tales, and customs that are the traditions of a culture, subculture, or group. It is also the set of practices through which those expressive genres are shared.

American Folk Songs:

https://www.youtube.com/results?search_query=american+folk+song

Ametican Folk Dance: https://www.youtube.com/watch?v=j53YsKCSXps
Ametican Folk Instruments:

16.04.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Національні костюми
1 Does the US have a national costume?

As others have mentioned our country is too new to have a national costume—though many of us do wear jeans and t-shirts for casual attire. ... Native Americans in the United States, having been here long enough to develop such cultural traditions, would have ceremonial clothing specific to their region and tribe.

2 What is the clothing of America?

Most Americans dress casually. Jeans or shorts, and t-shirts, polos or button downs, unless you're white collar, in which case you probably typically wear slacks and a dress shirt with or without a tie.

3 Пройти урок:
https://study.com/academy/practice/quiz-worksheet-traditional-native-american-clothing.html

23.04.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Традиційна їжа - джерело американської культури

Traditional American Food

Traditional American Food
Americans eat a lot. They have three meals a day: breakfast, lunch and dinner.
Most of Americans don’t eat home but prefer to go to restaurants. They can choose from many kind of restaurants. There is a great number of ethnic restaurants in the United States. Italian, Chinese and Mexican food is very popular.
An American institution is the fast food restaurant, which is very convenient but not very healthy.
However there are some principles of American cuisine (if we may call it so). Americans drink a lot of juices and soda, eat a lot of meat, fruits and vegetables, not much bread.

In the morning Americans have cereal or scrambled eggs, milk or orange juice. Chicken or fish, fried potatoes, vegetable salads, and desert: this is the most common menu for lunch. Dinner is probably the most important meal of the day, some people have family dinner, when all members of family have to be there. For dinner Americans usually have meat, fried or baked potatoes with ketchup or sour cream, corn, peas, sometimes macaroni and cheese or spaghetti; ice — cream, fruit or cake may be for dessert.
Turkey, ham and apple pie are traditional for Christmas and Thanksgiving Day dinners.

Questions:
1. How many times a day do Americans eat?
2. Do Americans like to eat at home?
3. What kind of restaurants is popular in the US?
4. What do Americans eat for breakfast?
5. What is the most important meal of the day?
6. What is a family dinner?
7. What dishes are traditional for Christmas and Thanksgiving Day dinners?

ПЕРЕГЛЯНУТИ ВІДЕО!

(ПІДГОТУВАТИ РЕЦЕПТИ СТРАВ З ВІДЕО)

https://www.youtube.com/watch?v=iv38BWiCr-k

27.04.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Майстри американської літератури
- ознайомитися з матеріалом уроку. виконати завдання: https://study.com/academy/lesson/contemporary-american-literature-authors-and-major-works.html

30.04.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Майстри американського живопису й архітектури та їх твори

American Artists

The early style of America artists was based primarily on English painting. Though several American artists became well known in the 19th century, it was only in the 20th century that the United States began to have a major influence on the international art world. The first prominent art movement in the United States was Realism, which depicted contemporary social realities and the lives of ordinary people. Abstract Expressionism was the first specifically American movement to achieve international influence. It emphasized on conveying strong emotional or expressive content through abstraction. It was followed by the Pop Art movement, which was characterized by use of recognizable imagery from popular culture like advertisements, celebrities and comic book characters. U.S. also played a major role in Modernism, Neo-Expressionism and Graffiti Art. Many of the best known artists of the modern era come from the United States including the Realist Edward Hopper, the Modernist Georgia O’Keeffe, the Abstract Expressionist Jackson Pollock, the Pop Artist Andy Warhol and the Graffiti Artist Keith Haring. Know more about visual art of the United States through the 10 most famous American artists and their masterpieces.

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За бажанням пройдіть тест 2: https://quizlet.com/375049290/416-modern-american-architecture-test-2-flash-cards/

04.05.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Розвиток індустрії дозвілля
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Read: https://www.vox.com/2014/4/11/5553006/how-americans-spend-their-time-in-6-charts

07.05.2020
Тема: Мистецтво США як наслідок соціокультурного розвитку країни. Американська музика - перлини всесвітньої культури

American music has its own history. The development of American music has gone through different changes connected with the life of the country and its people Due to the fact, that the USA is a country of many nations and cultures, American music was very much influenced by their representatives in the 20th century. The rhythmic and lyrical styles of African American music had a great impact on American music in general. Later, elements from the blues and old-time music were adapted and transformed into popular genres. Early in the twentieth century, Lois Armstrong and Duke Ellington developed jazz. Between the 1920s and the 1950s appeared country music, rhythm and blues, and rock and roll. In the 1960s Bob Dylan became one of America’s greatest songwriters, and James Brown introduced funk. The end of the 20th century was crowned with hip hop and house music. American pop stars, such as Elvis Presley, Michael Jackson, and Madonna have become world-famous stars.

In the early years of the 21st century there is a great amount of different types of music, although the music of the 20th century continues to live. For example, the classical genre of music attracts more and more listeners. American composers keep on creating their beautiful music. Most orchestras sound better than ever. Most opera companies enjoy the increasing number of their audience, the half of which is the people of 18 to 24 years old.

Those who are not fond of classical music, jazz or country music, prefer to listen to pop music. Pop music still calls the attention to many people around the world. As the world has never lost its appetite for the latest American sounds and stars.