Actual Test 01 Part 2 Lecture - History

[박진흠]

Now that we have discussed the origins of World War 1,/ let's look at European society on the eve of war/ and, in particular,/ what were called the six Great Powers:/ Germnay,/ Austria-Hungary,/ Italy,/ France,/ Russia,/ and Great Britain./ These wre the six nations that faced each other in the alliances before the war,/ with the Germans, Austro-Hungarians, nad Italians on one side,/ and the French, Russians, and British on the other./ However, when war came,/ the Italians decided to, uh,/ stay out of it/ and eventually joined the Allied side with the British,/ Frech,/ and Russians./

But I'm getting, ah,/ how cna I say,/ a little ahead of myself./ I wanted to talk about society in Europe./ It was a very class-conscious society,/ which means that everyone had a place/ and knew what it was,/ and most stayed in their place./ In Britain, for example,/ one could easily distinguish between the working classes/ and the upper classes by their clothing,/ what they ate and drank,/ and their leisure activities./ The upper classes drank wine,/ went to the horse races, and played cricket, golf, and tennis/ while the lower classes drank beer and cheap gin/ and enjoyed boxing, football, and gambling./ There was rarely any intermingling of social classes,/ with the upper classes serving as the leaders in politics,/ business, universities, and so on/ while the vast majority labored in the factories and fields./

The Western European nations were more industrialized and richer than the Eastern or Southern states,/ which were more agrarian and had vast peasant populations,/ especially Russia,/ the most backward of the great powers./ Italy,/ which suffered a series of drastic economic upheavals prior to the war,/ lost a great many people,/ perhaps as many as four million,/ to migration to other countries,/ most often America./ Austria-Hungary was further divided by nationalities,/ with the German-speaking Austrians and Magyars of Hungary/ dominating the empire,/ leaving the Slavic peoples of Czechoslovakia,/ Bosnia,/ and the old state of Poland/ without much say in affairs./ This was one of the leading causes of the war./ Britain and Germany were undoubtedly the wealthiest and had much in common,/ with the kings of both nations being grandsons of Queen Victoria./ The British relied on their navy,/ merchant fleet, and far-flung empire for wealth while the Germans,/ those industrious Germans,/ had a huge population,/ massive army,/ and great wealth/ built on heavy industry./

Education was available to all children in most Western European nations,/ but going to university took money and, uh,/ connections./ In Eastern and Southern Europe,/ universal education was not the norm,/ and many people,/ quite the majority actually,/ was illiterate, uh, that is,/ they couldn't read or write./ Almost all of our great literature of the war years comes from the university classes,/ almost always officers./ The common soldiers wrote letters to their families,/ but there are very few cases of the fighting men writing of their experiences after the war,/ unless, of course,/ they were officers./

Women,/ who would bear much of the burden of the war at home,/ taking the place of the men at the front in the factories and farms,/ were not even allowed to vote./ In recognition of the work the women did in the war,/ in 1916,/ the British government passed a law/ that would allow women the vote,/ but/ not until after the war was over./ Imagine that!/ I guess they were afraid the women/ would vote to end the war./ It is without doubt/ that the war helped to speed the cause of woman's suffrage,/ and women were not to be denied a vote in most nations in the future./

Unfortunately,/ with all their education and class consciousness,/ the elites of Europe/ could not stop the war from coming./ In fact,/ many of them/ and the common people rejoiced when war was declared./ There were parades in the streets and marching bands, with beautiful girls kissing the soldiers goodbye/ and throwing flowers at their feet./ Everyone thought it would be a quick war, and no one wanted to miss the excitement./ Of course,/ no one knew it would take four years,/ ten million lives,/ and the destruction of the European order/ to end the war./ The upper class officers led the lower class men to a great slaughter./ Their unwavering dedication to duty is very shocking for out society today./ Why did all those men charge the enemy in such futile battles?/ I think we could never have such a war again./ The people were innocent of war,/ not having experienced a major one prior to 1914./ That's more than forty years./ The unquestioning obedience to their leaders,/ even in the face of death,/ the belief that they had to do their duty for their country,/ was a part of the times./

이 맨 마지막 문장은 그리 어려운 문장도 아닌데, 들을 때에는 귀에 잘 안 들어오더라고요,,, 덕분에 한 문제를 틀렸지요,,ㅋ 그리고 slaugher unwavering은 스크립트를 보고 "아 맞다 알고 있었는데!" 하는 생각이 들었고, futile은 [퓨틀] 이외에도 [퓨타일]으로 읽을 수 있다는 걸 알지 못해 단어를 제대로 파악하지 못했습니다,, 물론 문맥 상 파악할 수 있고 치명적인 것은 아니지만 할 수 있는 걸 못 해서 아쉽습니다.....

[디오리지날뉴아자speaKing쌤]

그래...반드시 오답노트를 작성하고...자주 틀리고 혼동되는 것을 리스트업하고...그것을 깨기 위해서 좀더 노력해라...홧팅...

[디오리지날뉴아자speaKing쌤]

그리고 스크립트는 너의 목소리로 다시 소리내서 읽어보고 다시 들어보고...너와 네이티브가 다른것을 구별하고 다시 읽고 그렇게 발음 공부를 해봐라...홧팅...

[박진흠]

아 오답노트를 깜빡했네요,, 마지막 문제는 솔직히,, 맨 처음에 들을 때 별로 중요하지 않은 마무리 문장 정도라고 생각해서 집중도가 떨어졌었습니다,, 또 문제 풀 때 한 번 더 들었을 때도 문장 의미를 제대로 파악하지 못했고요,,, 스크립트를 보니 그렇게 어려운 문장도 아닌데 제대로 듣지 못한 점을 고쳐야 겠다고 생각합니다,,

[박진흠]

나머지는 찍은 것 없이 듣고 이해하고 노트테이킹 한 것을 바탕으로 풀었습니다,,

[디오리지날뉴아자speaKing쌤]

그래 잘했다...홧팅...