Unit 9: Globalization
AP World History: Modern Topic 9 7:39 English narration · English + 中文 subtitles burned in
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Transcript
Unit 9's central move is evaluative rather than narrative.
第九单元的核心动作是评价， 而不是叙述。
Almost every development it names produced a benefit and a cost, and the questions reward answers that hold both.
它点名的几乎每一项发展 都同时产生了收益与代价， 而题目会奖励两者兼顾的答案。
So there is one habit to build here, and it is worth more than any fact in the unit: for every advance you name, name what it also produced.
所以这里要养成一个习惯， 它比本单元的任何一个知识点都值钱： 你每说出一项进步， 就说出它同时产生了什么。
That single habit lifts most answers on this material.
这一个习惯 就能提升这部分材料上的大多数答案。
Advances in technology and exchange, from 1900 to the present.
从一九〇〇年到今天，技术与交流的进展。
The CED names the advances directly, and there are five worth knowing.
课程大纲直接点名了这些进步， 有五项值得记住。
New modes of communication — radio, cellular technology, the internet.
新的通信方式， 收音机、移动通信技术、互联网。
Energy technologies, including petroleum and nuclear power.
能源技术，包括石油与核能。
Medical innovations, including vaccines and antibiotics, which increased lifespans.
医学创新，包括疫苗与抗生素， 它们延长了寿命。
The Green Revolution and commercial agriculture, which increased the global food supply.
绿色革命与商业化农业， 它们增加了全球粮食供应。
And more effective forms of birth control, which gave women greater control over fertility, transformed reproductive practices, and contributed to declining fertility rates in industrialised states.
以及更有效的节育方式， 它让女性对生育有了更大的掌控， 改变了生育实践， 并促成工业化国家生育率下降。
Note that last one carefully.
要仔细留意最后这一项。
It is a technological change with a demographic and a social consequence at once, which makes it unusually flexible evidence in questions about the changing role of women.
它是一项技术变化， 同时带来人口与社会两方面的后果， 这使它在关于女性角色变化的题目中 成为异常灵活的证据。
Diseases, as well as medical and scientific developments, had significant effects on populations across the century, and the CED splits the effect in two.
疾病，以及医学与科学的发展， 在整个世纪里 对人口产生了重大影响， 课程大纲把这一影响分成两半。
Diseases associated with poverty persisted, while other diseases emerged as epidemics and pandemics.
与贫困相关的疾病持续存在， 而另一些疾病 以流行病与大流行病的形式出现。
And diseases associated with longer lifespans — heart disease, the neurological illnesses of old age — became more prominent precisely because medical advances extended life.
而与寿命延长相关的疾病， 心脏病、老年神经系统疾病， 变得更加突出， 恰恰是因为医学进步延长了生命。
That second point is the unit's logic in miniature: the success of one intervention produced the conditions for a different problem.
第二点是本单元逻辑的缩影： 一项干预的成功 造就了另一个问题的条件。
It is not a contradiction, and saying so explicitly is what makes an answer analytical rather than descriptive.
这不是矛盾， 而明确地说出这一点， 正是让答案从描述变成分析的关键。
Human activity contributed to deforestation, desertification, a decline in air quality, and increased consumption of the world's supply of fresh water.
人类活动导致了森林砍伐、荒漠化、 空气质量下降， 以及对世界淡水供应的消耗增加。
The release of greenhouse gases and pollutants into the atmosphere provoked debates about climate change.
温室气体与污染物排入大气， 引发了关于气候变化的辩论。
Now read that last sentence exactly.
现在要一字不差地读最后这句话。
The CED's word is debates.
课程大纲用的词是"辩论"。
The examinable content is that the science and its policy implications became a subject of international argument.
可考的内容是， 这一科学及其政策含义 成为了国际争论的主题。
So write about the argument — who argued what, and on what grounds — not a verdict.
所以要写这场争论， 谁在主张什么，依据是什么， 而不是写一个结论。
Institutions in a globalized world come with it.
全球化世界里的各种机构也随之而来。
Three developments define the period's economic history, and all three accelerated after 1990.
有三项发展 界定了这一时期的经济史， 三者都在 1990 年之后加速。
Many governments encouraged free-market economic policies, a trend accelerated by the end of the Cold War.
许多政府推行自由市场政策， 这一趋势因冷战结束而加速。
Revolutions in information and communications technology led to knowledge economies in some regions, while other regions remained centred on agriculture or manufacturing.
信息与通信技术的革命 在一些地区造就了知识经济， 而另一些地区 仍以农业或制造业为中心。
And changing economic institutions, multinational corporations and regional trade agreements reshaped how production and trade were organised across borders.
而不断变化的经济制度、 跨国公司与区域贸易协定 重塑了跨境生产与贸易的组织方式。
Then name the continuity, because cross-period links score well: this is the same story as Unit 6's economic imperialism, in new institutional form.
然后要说出那个延续， 因为跨时期的连接能得高分： 这与第六单元的经济帝国主义 是同一个故事， 只是换了新的制度形式。
Firms in wealthy states again hold disproportionate influence over the terms on which producers elsewhere participate.
富裕国家的企业 再一次对其他地方生产者的参与条件 拥有不成比例的影响力。
Calls for reform, and the responses to them.
改革的呼声，以及对它们的回应。
Rights-based discourses challenged old assumptions about race, class, gender and religion.
权利话语 挑战了关于种族、阶级、性别与宗教的 旧有假设。
In much of the world, access to education and participation in new political and professional roles became more inclusive — an uneven process, but a real one.
在世界许多地方， 受教育机会 以及在新的政治与职业角色中的参与 变得更具包容性， 这是一个不均衡但真实的过程。
At the same time, movements throughout the world protested the inequality of the environmental and economic consequences of global integration.
与此同时， 世界各地的运动 抗议全球一体化在环境与经济后果上的 不平等。
Both halves are examinable: greater inclusion, and organised objection to how the benefits were distributed.
两半都是考点： 更大的包容， 以及对收益分配方式的有组织反对。
On culture the CED makes three separate claims, and they are not the same claim.
在文化方面， 课程大纲提出三个各自独立的主张， 它们并不是同一个主张。
Political and social changes led to changes in the arts.
政治与社会变化带来了艺术的变化。
Arts, entertainment and popular culture increasingly reflected global influence — forms borrowed, adapted and recombined across regions.
艺术、娱乐与流行文化 日益反映全球影响， 形式在各地之间被借用、改造与重组。
And consumer culture became globalised and transcended national borders.
而消费文化全球化， 跨越了国界。
The third is strongest for essays because it is the most measurable: the same products, brands and consumption patterns appearing across very different societies.
第三项在作文中最有力， 因为它最可衡量： 同样的产品、品牌与消费模式 出现在差异极大的社会里。
Globalized culture, and resistance to globalization.
全球化的文化，以及对全球化的抵抗。
Three patterns are examinable: movements defending a local or national cultural identity against homogenising influence; organised opposition to trade agreements and international financial institutions on economic grounds; and religious and traditionalist movements rejecting the social changes that came with integration.
有三种模式要考： 捍卫本土或民族文化认同、抵御同质化影响的运动； 以经济理由有组织地反对贸易协定和国际金融机构； 以及拒绝随一体化而来的社会变迁的宗教与传统主义运动。
Responses to rising cultural and economic globalisation took a variety of forms.
对不断上升的 文化与经济全球化的回应 采取了多种形式。
The CED deliberately leaves that category broad, so fill it with distinct kinds rather than repeating one — cultural, economic and religious responses are three different things, and giving one kind three times scores once.
课程大纲有意把这一类别留得很宽， 所以要用不同的种类去填充它， 而不是重复同一种。 文化的、经济的与宗教的回应 是三件不同的事， 同一种说三遍只算一次。
Finally, new international organisations, including the United Nations, emerged to manage problems no single state could handle alone: security, health, refugees, trade, the environment.
最后，新的国际组织， 包括联合国， 出现了， 用以处理任何单一国家 都无法独自应对的问题： 安全、卫生、难民、贸易、环境。
That closes the arc of the whole course.
这就收束了整门课程的弧线。
Unit 7 opened with the collapse of an order and unprecedented conflict.
第七单元以一种秩序的崩溃 与空前的冲突开篇。
Unit 9 ends with the institutions built in response — and with the argument, still unresolved, about how much authority they should hold.
第九单元以为回应而建立的制度收尾， 并且以一场至今未决的争论收尾， 也就是这些制度 应当拥有多大的权威。
Here is the shape of a short-answer on this unit.
这就是本单元简答题的写法。
A real AP question asked you to explain one way in which technological developments after 1900 affected the world's population.
一道真实的 AP 题要求你解释： 一九〇〇年以后的技术发展 如何影响了世界人口。
A full-mark answer names the development and traces its effect.
满分答案要说出这项发展，并追踪它的效果。
Medical innovations such as vaccines and antibiotics reduced deaths from infectious disease, which increased average lifespans and contributed to rapid population growth, particularly in regions where these treatments were introduced faster than birth rates fell.
疫苗与抗生素等医学创新 减少了传染病死亡， 这提高了平均寿命， 并促成人口快速增长， 尤其是在这些治疗 比生育率下降来得更快的地区。
Name a reason the population changed, not the statement that it did.
要说出人口为何改变的原因， 而不是只说它改变了。
The unit's reasoning skill is continuity and change, applied across the whole modern period.
本单元的推理技能是延续与变化， 要应用到整个现代时期。
Unit 9 is not a new world.
第九单元不是一个新世界。
It is the same world as Units 6, 7 and 8, with faster connections and louder arguments about who those connections serve.
它与第六、第七、第八单元是同一个世界， 只是连接更快， 关于这些连接为谁服务的争论也更响。
Five things to carry out.
带走五件事。
First, name the benefit and the cost for every advance.
第一，每一项进步 都要说出收益与代价。
Second, birth control is technological, demographic and social evidence at once.
第二，节育同时是技术、 人口与社会三方面的证据。
Third, diseases of longer life are caused by medical success — say that explicitly.
第三，长寿带来的疾病 是医学成功造成的，要明确说出来。
Fourth, on climate the word is debates, so write about the argument.
第四，气候问题的关键词是"辩论"， 所以要写那场争论。
Fifth, connect the global economy back to Unit 6, and give distinct kinds of resistance.
第五，把全球经济连回第六单元， 并给出不同种类的抵抗。