The Iroquois Confederacy
SUSTAINABLEENGINEERING可持续发展的工程
Problems are all around us,on land, in water and in the air.And those are only the visible ones…There is currently no accepted definition of Sustainable Engineering, but the concept may be encapsulated as follows:►Engineering in context►Engineering with a conscience►Engineering for a finite planet and the indefinite future►Engineering in contextEngineers must “solve problems holistically”+ 17 guidelines(Institute of professional Engineers of New Zealand –2004)Engineers must “solve problems holistically and proactively”+ 8 principles(Engineers Australia –2005)Engineers must “consider true life-cycle costs”(Canadian Society for Civil Engineering –2006)Traditional Engineering:•Considers the object•Focuses on technical issues •Solves the immediate problem (now)•Considers the local context (user)•Assumes others will deal with politics, ethics & societal issues Sustainable Engineering:•Considers the system in which the object will be used•Integrates technical and non-technical issues•Strives to solve the problem for the indefinite future (for ever)•Considers the global context (planet)•Acknowledges the need for engineers to interact with experts in other disciplines related to the problemThree main challenges:1. What are the main principles of Sustainable Engineeringand how can they be applied to solve the problems?2. Where should the boundaries lie? Boundaries are critical becausethe wrong scale can hide critical links.Ex: switching from steel to lightweight composite in an automobile can boost fuel efficiency but break the recycling system.So, it would seem that the wider the better, but how wide?3. How can Sustainable Engineering be taught to the next generationof engineers? Modules in existing courses? New courses?New curriculum?The new Navajo Bridge in Grand Canyon National Park is the only crossing of the Colorado River for a stretch of 600 miles. The $15 million steel arch bridge carries traffic across Marble Canyon, 470 feet above the Colorado River. The 1929 Navajo Bridge remains a pedestrian bridge. High strength steel was used in the new bridge in order to be visually compatible with the historic(/pics/campus/images/servers.jpg)(Photo: Beauchemin Lumber)3P at 3MPollution Prevention Pays, since 1975Rendering of new Life Sciences Center at Dartmouth Collegenow under constructionWant to know more about this?Take ENGS-44 “Sustainable Design”A zero-emissions city on the desert: Madar(/meet-aae/grove2005/exhibition.php)Want to know more about this? Take ENGS-171 “Industrial Ecology”An application example of the Okala method: Button vs.Zipper?So, which one is better for the environment?。
世界史作业
北美独立战争时的易洛魁部落北美独立战争，在美国大百科全书中的原文概括性解释如下：The American Revolutionary War (1775–1783) or American War of Independence began as a war between the Kingdom of Great Britain and thirteen former British colonies in North America, and concluded in a global war between several European great powers.The war was the culmination of the political American Revolution, whereby many of the colonists rejected the legitimacy of the Parliament of Great Britain to govern them without representation, claiming that this violated the Rights of Englishmen. The First Continental Congress met in 1774 to coordinate relations with Great Britain and the by-then thirteen self-governing and individual provinces, petitioning George III for intervention with Parliament, organizing a boycott of British goods, while affirming loyalty to the British Crown. Their pleas ignored, and with British combat troops billeted in Boston, Massachusetts, by 1775 the Provincial Congresses formed the Second Continental Congress and authorized a Continental Army. Additional petitions to the king to intervene with Parliament resulted in the following year with Congress being declared traitors and the states to be in rebellion. The Americans responded in 1776 by formally declaring their independence as one new nation —the United States of America —claiming their own sovereignty and rejecting any allegiance to the British monarchy.France secretly provided supplies, ammunition and weapons to the rebels from 1776, and the Continentals' capture of a British army in 1777 led France to openly enter the war in early 1778, which evened the military strength with Britain. Spain and the Dutch Republic– French allies –also went to war with Britain over the next two years, threatening an invasion of England and severely testing British military strength with campaigns in Europe —including attacks on Minorca and Gibraltar — and an escalating global naval war. Spain's involvement culminated in the expulsion of British armies from West Florida, securing the American colonies' southern flank. Throughout the war, the British were able to use their naval superiority to capture and occupy American coastal cities, but control of the countryside (where 90% of the population lived) largely eluded them because of the relatively small size of their land army. French involvement proved decisive, with a French naval victory in the Chesapeake leading at Yorktown in 1781 to the surrender of a second British army. In 1783, the Treaty of Paris ended the war and recognized the sovereignty of the United States over the territory bounded by what is now Canada to the north, Florida to the south, and the Mississippi River to the west.为了不破坏原文的权威性，笔者就不翻译了，但透过那些加粗的单词，我们大概可以了解到，这场战争只是白人与白人之间的战争，没有其他势力的介入。
英语收心考试
2019～2020学年度高三年级下学期收心考试英语命题人：覃婷卢宜诗审题人：孙璐本试卷共8页。
全卷满分150分。
考试用时120分钟。
注意事项：1. 答卷前，考试务必将自己的姓名、准考证号填写在答题卡上。
2. 回答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。
3. 在答题卡上与题号相对应的答题区域内答题，写在试卷、草稿纸上或答题卡非题号对应的答题区域的答案一律无效。
第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. Where does Bob come from?A. France.B. America.C. Australia.2. What is the woman going to do first?A. Go to the cinema.B. Attend a party.C. Go to the post office.3. What do we know about Jim?A. He has lost his job.B. He is very lazy.C. He has got a new job.4. How many postcards will the two speakers probably buy in total?A. Ten.B. Twenty.C. Fourteen.5. Why does Jimmy stay up late?A. Because his mother wants him to do his homework.B. Because he has to finish his homework.C. Because he is too tired to sleep at this hour.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
高级英语2-Lesson9-The-Loons
我感觉受到了伤害，气得一跺脚跑开了，并发誓整个夏天不同她讲一 句话。然而，在后来的日子里，皮盖特却开始引起我的兴趣，而且我也 开始想要引起她的注意。
1. bizarre: odd in manner, appearance, etc.; grotesque; queer; fantsdtic; eccentric. 2. “My reasons did not appear bizarre to me.”(Paraphrase):
My reason appeared normal to me at that time, but now as I am looking back the reasons were silly. 3. “My acquaintance with Indians was not extensive.”(Paraphrase):
民者，争取生存权利。 Father Brebeuf：
Father Brebeuf即布雷伯夫神父（1593--1649），法国天主教耶稣会传教士， 多年在北美洲新法兰西地区活动，成为加拿大主保圣人。1625年，他奉命到休 伦族人传教，冒生命危险留居该地，直到1629年，他被英国人强迫返回法国。 1634年，他重返休伦族居住区辛勤传教。后易洛魁人对休伦族发动毁灭性战争， 俘虏布雷伯夫及另一传教士，对二人施以酷刑处死。
1. otherwise: adv. in all other points or respects 2. presence: n. a person or thing that is present; a person’s hearing, appearance, personality. 3. with her hoarse voice: because of, as a result of her hoarse voice 4. hoarse: adj. (of a person or voice) sounding rough and harsh 沙哑的；嘶哑的 5. limping walk: walk in a limping manner 一瘸一拐地走路 6. miles too long: colloquial and exaggerating 7. grimy: adj. covered with or full of grim; very dirty 沾满污垢的；满是灰尘的 8. “…dresses that were always miles too long…”: hyperbole, It exaggerates that Piquette’s dresses are miles long.
2019-2020学年上海市青浦区第二中学高三英语一模试卷及参考答案
2019-2020学年上海市青浦区第二中学高三英语一模试卷及参考答案第一部分阅读（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项ABritain's brilliant bridges have supported trade, brought communities together andare always the mostexciting part of the journey. These must-see bridges are now tourist attractions in their own right.Clifton Suspension Bridge, BristolDescribed byits legendary engineer Isambard Kingdom Brunel as “my first love, my darling", it was originally designed for horse-drawn traffic. Now, more than four million vehicles a year cross the 1,352ft-long toll（通行费）bridge over the Avon Gorge. The £ 1 toll for every journey pays for its maintenance. The history of the bridge, dating back to 1864, is kept alive through a programme of tours, events and exhibitions.Infinity Bridge, Stockton-On-TeesA pedestrian（行人）and cycle footbridge across the River Tees, its working title was the North Shore Footbridge, before it was given its grander name when opened in 2009. It is particularly incredible at night. The arches（拱形）of the bridge are also lit white and, on calm nights, their reflection in the water appears as an infinity（无穷大）symbol, thus inspiring the name which was chosen by the public.Tower Bridge, LondonAn engineering wonder built from thousands of tons of Portland stone and steel, it took construction workers eight years to complete. More than 120 years old, it's a popular tourist attraction, as well as a functional bridge. Visitors can take in the views over the capital, experience seeing London life through the Glass Floor, and visit the Victorian Engine Rooms.Iron Bridge, ShropshireOpened in 1781 , this is the first arch bridge in the world made out of cast iron. Recognised as one of the great symbols of the industrial revolution, it transformed the craft of bridge building and was a crucial factor in the development of the iron trade in Shropshire.1. Which bridge has the longest history?A. Clifton Suspension Bridge.B. Infinity Bridge.C. Tower Bridge.D. Iron Bridge.2. What can we know about Infinity Bridge?A. It was originally meant for pedestrains.B. The public give it two names.C. Ifs well worth visiting at night.D. Its arch is bigger than any other bridge's.3. What makes Clifton Suspension Bridge different from the other bridges introduced?A. It charges drivers for each passing.B. It offers walkers a good view at night.C. It was made from thousands of stones.D. It's a symbol of the industrial revolution.BHave you ever thrown a camel? Camels are large and heavy animals so it would be hard to throw. But in the French-speaking Democratic Republic ofthe Congo, “to throw a camel” is a way of saying “to make a spelling mistake”.In the past, a phrase like that was not accepted by the French government as an official French term. But recently, the French Ministry of Culture worked on a new kind of dictionary that accepts the idea that many people outside of France speak the language. The language has changed over time and is different in places like Ivory Coast in West Africa or Quebec in Cana-da, compared to how it is in ParisA new online dictionary, called the French speakers’ dictionary, includes new French words from around the world. It was released on March 18—just in time for International French Speaker’s Day on March 20.Supporters say the new Internet dictionary is more democratic than earlier French dictionaries that only showed the way highly educated French people spoke. The new dictionary includes unofficial words like “pourriel”, which means an unwanted email if you are in Canada. It is a word based on “courriel”, which just means an email.French President Emmanuel Macron proposed the idea of the dictionary in 2018. It now contains about 600.000 terms, Roselyne Bachelot is the French Culture Minister. She said the dictionary is not just for France's 67 million citizens, but for the 300 million French speakers worldwide.The aim, supporters say, is to recognize the way language changes. Words and expressions included in the dictionary come from over 50 countries—even from the United States Some people in the southern U. S. state of Louisiana speak French.People can see the dictionary on a website or with an app. Users can also send in new words they think should be included. Official dictionaries produced by the French Academy in Paris were first published hundreds of years ago and are regularly updated.4. What do we mean if we say a man “throws a camel” in French?A. He talks big.B. He is very strong.C. He makes a joke.D. He misspells a word.5. What is the purpose of the publication date of the new online dictionary?A. To celebrate an event.B. To honor foreign users.C. To draw more attention.D. To meet an urgent need.6. Where does the word “pourriel” come from?A. French.B. An email.C. A holiday.D. Canada.7. What can people do with the new dictionary?A. Update it regularly.B. Recommend new words to it.C. Change the meaning of its words.D. Regard it as an official dictionary.CThereare two days that set you on your path in life: the day you’re born, and the day you realize why you were born.Growing up south of Chicago in Harvey, Illinois, most people just had their heads down trying to make it from point A to point B. I was the same way, just going with the flow. I played basketball in high school because I was good at it and because other people thought I should until I discovered my talent.I give up basketball and started doing speeches. It wasn’t a popular decision but my grandfather told me to do what made me happy. I fell in love with comedy and performing. And when I discovered the passion, I realized why I was born.I knew I had something to offer —I knew that not only am I powerful, but I can make a difference.I realized a long time ago that my dream is not to be famous or rich. My talent is to entertain. But it’s more than that. I have the chance to reach people, to brighten days, to bring laughter and positive energy into lives and inspire. And I am grateful forit.Acting putting myself out there and having doors closed on me time and time again has taught me a lot about myself. I have learned to trust what I have to offer the world over momentary doubt. I’ve learned to put my faith over my feelings. And I've grown a tough skin. More importantly, I have learned there is a long way towards our goals and that when we put our talents and passion to work, we determine our value.Like a lot of places across the country, there’s poverty, crime, violence and unemployment in Harvey. And growing up there, a lot of people have tragically low expectations for life. But I know that with the right opportunity and with help along the way, everyone can find their passion and go after it. My life is proof.8. What was the author born to do according to the text?A. Be a basketball player.B. Act and perform.C. Make speeches.D. Teach people.9. What does the underlined word “it” in Paragraph 5 refer to?A. Chance.B. Energy.C. Days.D. Laughter.10. What is the author’s purpose of writing this text?A. To help others find their talents.B. To prove his decision was right.C. To inspire people to follow their dreams.D. To encourage people to set a goal.11. What can be the best tile for the text?A. Success Lies in Hard Work.B. How to Achieve the Dream Is Important.C. The Two Important Days in Life.D. The Day I Realized What I Was Born to Do.DSam, I say to myself as I start across the bridge, you must stop these thoughts and start thinking about what to do now that you have lost your falcon, Frightful.Life, my friend Ban do once said, is meeting problems and solving them whether you are an amoeba or a space traveller. I have a problem. I have to provide my younger sister Alice and myself with meat. Fish, nuts, and vegetables are good and necessary, but they don't provide enough fuel for the hard physical work we do. Although we have venison now, I can't always count on getting it. So far this year, our venison has been only road kill from in front of Mrs Strawberry's farm.I decide to take the longest way home, down the flood plain of the West Branch of Delaware to Spillkill, my own name for a fast stream that cascades down the south face of the mountain range I'm on. I need time to think. Perhaps Alice and I should be like the early Eskimos. We should walk, camp and hunt, and when the seasons change, walk on to new food sources. But I love my tree and my mountaintop.Another solution would be to become farmers, like the people of the Iroquois Confederacy who once lived here. They settled in villages and planted corm and squash, bush beans and berries. We already grow groundnuts in the damp soil and squash in the poor land. But the Iroquois also hunted game. I can't do that anymore.I'm back where I started from.Slowly I climb the Spillkill. As I hop from rock to rock beneath shady basswoods and hemlocks, I hear the cry of the red-tailed hawk who nests on the mountain crest. I am reminded of Frightful and my heart aches. I can almost hear her call my name, Cree, Cree, Cree, Car-ree.Maybe I can get her back if I beg the man who is in charge of the peregrines at the university. “But it's the law,” he would say. I could write to the president of the United States and ask him to make an exception of Alice and me.That won't work. The president swore to uphold the Constitution and laws of the United States when he took office.I climb on. I must stop thinking about the impossible and solve the problem of what to do now. I must find a new way to provide for us. Frightful is going to be in good hands at the university, and she will have young.I smile at the thought of little Frightfuls and lift my reluctant feet.When I am far above the river, I take off my clothes and moccasins and bathe in a deep, clear pool until I am refreshed and thinking more clearly. Climbing up the bank, I dress and sit down. I breathe deeply of the mountain air and try to solve my problem more realistically.12. What does this excerpt main describe?A. Delicate mental activities.B. Unique story environment.C. Everchanging story events.D. Complicated character relationship.13. What is Sam's first worry?A. How to get back quicklyB. How to get enough venison.C. How to ensure the safety of Frightful.D. How to provide meat for Alice and himself.14. What do we know about Frightful?A. He left Sam and Alice due to lack of food.B. He helped Sam hunt before being taken away.C. He is living with the red-tailed hawk happily.D. He has given birth to babies in the university.15. Which of the following can best describe Sam?A. Humorous.B. Aggressive.C. Responsible.D. Unrealistic.第二节（共5小题；每小题2分，满分10分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。
2020-2021学年江苏省南通中学高三英语三模试题及答案解析
2020-2021学年江苏省南通中学高三英语三模试题及答案解析第一部分阅读（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项AInformation on school visits to Kew GardensEnjoy yourselves in a wonderland of science with over 50,000 living plants and a variety of educational events or amusing activities. Here is essential information about planning a school visit to Kew.Educational course pricesYou can plan a self-led visit or book one of our educational courses. Students will take part in the educational courses in groups of 15. Prices vary according to different situations.EYFS (Early Years Foundation Stage) to Key Stage 4:45-minute course: 35/group 90-minute course: 70/groupKey Stage 5:Half day (one course): 80/group Full day (two courses): 160/groupTeachers and adults:Up to required key stage proportions (比例): FreeAdults needed for 1:1 special educational needs support: FreeAdults above the required proportions: 11/personThe payment will due within 28 calendar days of making the booking.Health and safetyRequired supervising (监护) adult-student proportions:Key Stage 1: 1:5 Key Stage 2: 1:8Key stage 3: 1:10 Key Stage 4: 1:12Key Stage 5: 1:12The group sizes should be controlled if you are visiting potentially busy areas such as the glasshouse and other attractions. The maximum number of students visiting the glasshouses is 15 per group and each group to Kew shops should include no more than 10 students.If there is an emergency, please contact the nearest Kew staff member or call Constabulary on 0208 32 3333 for direct and quick support. Please do not call 999.Planning your visitYour tickets and two planning passes will be sent to you upon receipt of your payment. You can complete your risk assessment with the passes, ensure you bring your tickets and the receipt document and show them to the staff members at the gate on the day of your visit.Recommended timingsThe Kew Gardens opens at 10 am. You are recommended to spend at least three to five hours on your visit. The closing time varies throughout the year. But the earliest is 3:30 pm. We have a fixed schedule for educational courses, which is from 10:30 am to 2:20 pm.1.How much should a group of 15 Key Stage I students and 4 teachers pay for a 45-minute course?A.35B.46C.57D.812.What should one do in an emergency?A.Check the risk assessment.B.Call 999 immediately.C.Ask adults or teachers for help.D.Seek help from the staff member nearby.3.What is the purpose of the text?A.To introduce Kew Gardens.B.To give tips on visiting Kew Gardens.C.To attract potential visitors to Kew Gardens.D.To inform coming activities in Kew Gardens.BPlastic is piling up in ecosystems all over the world. Although its harmful impacts on both species and ecosystems have been documented, a few animals—like bowerbirds and hermit crabs—are doing what they can to recycle it. And according to a recent study, wild bees in Canada have joined the effort, which is a rare observation of behavioral flexibility in species especially insects, in increasingly plastic-rich environments.The researchers found two species of leafcutter bees putting plastic into their nests. One of the bees they studied, the alfalfa leafcutter bee, normally bites off pieces of leaves and flowers while the second bee gathers sticky substances from trees. Leafcutter bees don't build big nests or store honey like honeybees, choosing instead small nests in underground holes, tree holes or cracks（裂缝）in buildings. But the researchers found that three of eight brood cells（育雏巢室）contained pieces of plastic bags, replacing 23 percent of the cut leaves in each cell onaverage.While they don't make honey,alfalfa leafcutter bees still make money for theU. S. and Canadian farmers by pollinating（给......传授花粉）crops including alfalfa , carrots and melons. The European insects were introduced to North America in the 1930s for that purpose, and they've since become wild, joining the continent's many native species of leafcutter bees.In a separate study conducted in Argentina between 2017 and 2018, researchers found a bee nest made entirely of plastic, which consisted of three separate cells. It's the first known example of such construction worldwide. Compared to the other nests the researchers examined, which were made of natural materials, this one had a pretty lower success rate of the bees' survival. One of the cells had a dead baby bee , another seemed to have housed an adult that had left the nest, and the third was unfinished.4. What does the animals' use of plastic show according to the study?A. How widely plastic is used.B. How strange the behavior of wildlife is.C. How some wildlife is adapting to plastic.D. How plastic pollution has harmed them.5. What do leaves mean to alfalfa leafcutter bees?A. Food.B. Shelter.C A plastic substitute. D. Traditional nest materials.6. Which is one characteristic of leafcutter bees?A. They have great economic value.B. They store honey like honeybees.C. They prefer to live in tree holes.D. They have evolved into a new species.7. What was the nest made entirely of plastic like?A. It might be warmer.B. It might be unhealthy.C. It might be easy to finish.D. It might be recyclable.CThe term "bird brain" is frequently used to describe a person's lack of intelligence and good decision-making ability. However, some scientists believe it should be considered a praise, given that many birds can perform human tasks like producing and using tools, solving problems, and planning for future needs. Now,Griffin, anAfrican Grey parrot, has proved that birds may even possess better visual memories than human adults and children.The study, led by Hrag Pailian, a researcher at Harvard University, had the parrot compete in the game against twenty-one undergraduate students and twenty-one 6 to 8-year-old children. The popular challenge involves hiding a small object under one of three or more upside-down cups, which are moved around. Participants are required to accurately identify the cup under which the object lies. To make the task more challenging, the researchers required participants to track two, three, and four objects at the same time.An analysis of the results showed thatGriffinoutperformed the 6 to 8-year-olds across all levels on average. Even more impressive, the "bird brain" performed as well as, or slightly better than, the 21 Harvard students on 12 of the 14 trials! It was only in the final two tests, which had the most objects and most movement, that the parrot fell behind the adults. However,Griffin's performance was never below that of the children.Griffinwas the candidate of choice because the scientists needed an animal that had a brain functionality similar to that of humans. "The fact that the smart parrot loves to show off his brain power in exchange for a few cashews (腰果) did not hurt either", said Irene Pepperberg, a Harvard lecturer, who has trained Griffin and several other African Grey parrots, has been studying the species for over four decades and is considered a pioneer in the study of bird intelligence.8. Whatwere the participants required to do in the study?A. Identify different kinds of objects.B. Tell where the hidden object lies.C. Track other participants' performance.D. Move around upside-down cups.9. What did the results of the study indicate?A. 6 to 8-year-olds did better thanGriffin.B. Parrots have a better memory than other birds.C. Harvard students have a better visual memory.D.Griffinoutsmarted Harvard students in some trials.10. Why wasGriffinchosen for the experiment?A. It was good at making decisions.B. It was specially trained for experiments.C. It had similar brain functions to human beings.D. It loved to show off his language power for some treats.11. What is the best title for the text?A. "Bird brain" becomes a term for a stupid person.B. Harvard lecturer pioneers in bird intelligence study.C. Parrot outsmarted Harvard students in visual memory test.D. Researchers made new discoveries about human intelligence.DSam, I say to myself as I start across the bridge, you must stop these thoughts and start thinking about what to do now that you have lost your falcon, Frightful.Life, my friend Ban do once said, is meeting problems and solving them whether you are an amoeba or a space traveller. I have a problem. I have to provide my younger sister Alice and myself with meat. Fish, nuts, and vegetables are good and necessary, but they don't provide enough fuel for the hard physical work we do. Although we have venison now, I can't always count on getting it. So far this year, our venison has been only road kill from in front of Mrs Strawberry's farm.I decide to take the longest way home, down the flood plain of the West Branch of Delaware to Spillkill, my own name for a fast stream that cascades down the south face of the mountain range I'm on. I need time to think. Perhaps Alice and I should be like the early Eskimos. We should walk, camp and hunt, and when the seasons change, walk on to new food sources. But I love my tree and my mountaintop.Another solution would be to become farmers, like the people of the Iroquois Confederacy who once lived here. They settled in villages and planted corm and squash, bush beans and berries. We already grow groundnuts in the damp soil and squash in the poor land. But the Iroquois also hunted game. I can't do that anymore.I'm back where I started from.Slowly I climb the Spillkill. As I hop from rock to rock beneath shady basswoods and hemlocks, I hear the cry of the red-tailed hawk who nests on the mountain crest. I am reminded of Frightful and my heart aches. I can almost hear her call my name, Cree, Cree, Cree, Car-ree.Maybe I can get her back if I beg the man who is in charge of the peregrines at the university. “But it's the law,” he would say. I could write to the president of the United States and ask him to make an exception of Alice and me. That won't work. The president swore to uphold the Constitution and laws of the United States when he took office.I climb on. I must stop thinking about the impossible and solve the problem of what to do now. I must find a new way to provide for us. Frightful is going to be in good hands at the university, and she will have young.I smile at the thought of little Frightfuls and lift my reluctant feet.When I am far above the river, I take off my clothes and moccasins and bathe in a deep, clear pool until I am refreshed and thinking more clearly. Climbing up the bank, I dress and sit down. I breathe deeply of the mountain air and try to solve my problem more realistically.12. What does this excerpt main describe?A. Delicate mental activities.B. Unique story environment.C. Everchanging story events.D. Complicated character relationship.13. What is Sam's first worry?A. How to get back quicklyB. How to get enough venison.C. How to ensure the safety of Frightful.D. How to provide meat for Alice and himself.14. What do we know about Frightful?A. He left Sam and Alice due to lack of food.B. He helped Sam hunt before being taken away.C. He is living with the red-tailed hawk happily.D. He has given birth to babies in the university.15. Which of the following can best describe Sam?A. Humorous.B. Aggressive.C. Responsible.D. Unrealistic.第二节（共5小题；每小题2分，满分10分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。
2019-2020学年云南师大附属中学高三英语期中考试试题及答案解析
2019-2020学年云南师大附属中学高三英语期中考试试题及答案解析第一部分阅读（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项APersonal Time Off(PTO)is something my wife and I created after having kids. We learned that，over time，a full life can leave little time for personal rest and for reflection，hanging out with friends，or just being“off. ”So，after a number of years，we make a change. If I can persuade you to take your own PTO，then these might help.■Schedule itFirst of all，one of our favorite family sayings is“schedule it. ”Sounds easy enough，but life gets complicated managing full-time work and full-time family. Put yourPTO time on the calendar and you make it a real thing.■Be flexible and strictIf you can schedule PTO at the same time each week，then all the better. Because our calendar can get rather full，flexibility in scheduling becomes a necessity. But being strict in actually taking the time each week is more important. Skipping it once makes it easier to skip again.■Take enough timeMy typical PTO lasts a couple of hours or longer. Sometimes it might be half the day depending on what I’m doing. The goal is to spend enough time away to1et your shoulders drop.■Do what you want to doRemember，PTO time is about personal time to do what you want to do，not what you have to do. PTO time is about relaxation. Grab a friend and get a beer. Work can wait until tomorrow.1.What can be the first step to take the PTO?A.Persuade the family.B.Have a personal rest.C.Ask friends for advice.D.Make a time plan.2.What does the underlined part“let your shoulders drop”probably mean?A.Get you more focused.B.Have you feel relaxed.C.Shake your shoulders often.D.Make you feel more stressed.3.What does the text mainly talk about?A.Tips on how to take your time offB.Skills to manage work and familyC.Advice on how to free yourselfD.Ways of scheduling your workBCraig Blackburn, a father and car fan, built a Batmobile for his son’s hope for using the vehicle to brighten the lives of sick children. And now he hopes to use it for more than just his sons hope after seeing the childrens reaction to the Batmobile.Based on the number of failures he had seen in car groups, he estimated that only about one in 50 attempted constructions was actually finished and he realized what an incredible opportunity he had.Mr. Blackburn started the project at the beginning of 2018 after hearing a friend in the US was doing the same thing. It started with importing an outer shell overseas, before picking brains of a friend who had a background as a worker in a car factory to gain knowledge of how to build the car. With the help of his friend, Mr. Blackburn built the Batmobile in 18 months with the cost reaching six figures.Mr.Blackburn hoped to add a flamethrower(喷火器)onto the back of the vehicle and said he had thought about building the more recent Batman Tumbler from the series film Dark Knight. Though Mr. Blackburn encountered plenty of difficulties to get over during the construction, in September 2019, the carmade its first show at the Carnival of Flowers in Toowoomba, before being used by Blackburn’s son for his hope.“It was great. It was so good to see the kids’ and adults’ excitement at seeing the Batmobile.” Mr. Blackburn said. As a result, the car lovers hope to make the car work on the roads as soon as possible, so he can visit sick children and take them out with his son.4. What is Craig Blackburn’s initial purpose of making the Batmobile?A. To realize his son’s dream.B. To donate it to sick children.C. To pay his respects to the film Dark Knight.D. To show off at the Carnival of Flowers in Toowoomba.5. How did Blackburn feel about the car-making at first?A. Hopeful.B. Confused.C. Impossible.D. Unsure.6. How did Blackburn’s friend help him?A. By making an outer shell for him.B. By offering him financial support.C. By sharing the knowledge of building cars.D. By telling him the background of the car factory.7. What is the car lovers’ expectation of the Batmobile?A. It will be driven soon on the roads.B. It can be displayed around the world.C. It can change the lives of sick children.D. It will appear in the next film about Batman.CAge has never been a problem for 16-year-old Thessalonika Arzu-Embry. After all, she’s already got her master’s degree.The North Chicago-area teen started homeschooling at the age of 4. She began having an influence on others soon after. When she was 6 years old, she was an inspirational speaker at an organization called Tabitha House Community Service, which is for people who were forced to leave their homes because of earthquake, flood and other natural disasters.At the age of 11, she graduated from high school and then earned her bachelor’s degree in psychology in 2013. She completed those classes online as she was traveling for church events and leadership meetings.She doesn’t stop there, though. The teen plans to focus on aviation psychology (航空心理学) for her further study, a decision inspired by her father who is a pilot. She grew up around airplanes and took fights all the time. Her goal is to use it to help pilots deal with problems that could have deadly results once the plane takes off — a topic that has been in the news lately. For her, it’s a mix of two of her interests.In her free time, Thessalonika enjoys playing tennis, swimming and being active in her youth group at church. She also has three self-published books, which are on her site. Jump the Education Barrier is written to help students finish college, and in the future aims to help business owners with trends. Her third book The Genius Race is designed to help people to be talents in various areas of life.8. Which of the following is TRUE about Thessalonika?A. When she was 6 years old, she started homeschooling.B. She gained her master’s degree at the age of 11.C. She majored in science and technology.D. In 2013 she got her bachelor’s degree through completing courses online.9. What is her next plan according to the passage?A. Major in aviation psychology.B. Deliver inspiring speeches for church events and leadership meetings.C. Be active in her youth group at church.D. Write another book to help people to be talents.10. Why does she write the book Jump the Education Barrier?A. It aims to help people to be geniuses.B. It is intended to give students a hand to complete college.C. It is designed to arouse people’s awareness of psychology.D. The author hope to share her own experience with others.11. Which ofthe following can be the best title for the text?A. The Story of ThessalonikaB. To be a talentC. Three Published BooksD. HomeschoolingDSam, I say to myself as I start across the bridge, you must stop these thoughts and start thinking about what to do now that you have lost your falcon, Frightful.Life, my friend Ban do once said, is meeting problems and solving them whether you are an amoeba or a space traveller. I have a problem. I have to provide my younger sister Alice and myself with meat. Fish, nuts, and vegetables are good and necessary, but they don't provide enough fuel for the hard physical work we do. Although we have venison now, I can't always count on getting it. So far this year, our venison has been only road kill from in front of Mrs Strawberry's farm.I decide to take the longest way home, down the flood plain of the West Branch of Delaware to Spillkill, my own name for a fast stream that cascades down the south face of the mountain range I'm on. I need time to think. Perhaps Alice and I should be like the early Eskimos. We should walk, camp and hunt, and when the seasons change, walk on to new food sources. But I love my tree and my mountaintop.Another solution would be to become farmers, like the people of the Iroquois Confederacy who once lived here. They settled in villages and planted corm and squash, bush beans and berries. We already grow groundnuts in the damp soil and squash in the poor land. But the Iroquois also hunted game. I can't do that anymore.I'm back where I started from.Slowly I climb the Spillkill. As I hop from rock to rock beneath shady basswoods and hemlocks, I hear the cry of the red-tailed hawk who nests on the mountain crest. I am reminded of Frightful and my heart aches. I can almost hear her call my name, Cree, Cree, Cree, Car-ree.Maybe I can get her back if I beg the man who is in charge of the peregrines at the university. “But it's the law,” he would say. I could write to the president of the United States and ask him to make an exception of Alice and me. That won't work. The president swore to uphold the Constitution and laws of the United States when he took office.I climb on. I must stop thinking about the impossible and solve the problem of what to do now. I must find a new way to provide for us. Frightful is going to be in good hands at the university, and she will have young.I smile at the thought of little Frightfuls and lift my reluctant feet.When I am far above the river, I take off my clothes and moccasins and bathe in a deep, clear pool until I am refreshed and thinking more clearly. Climbing up the bank, I dress and sit down. I breathe deeply of the mountain air and try to solve my problem more realistically.12. What does this excerpt main describe?A. Delicate mental activities.B. Unique story environment.C. Everchanging story events.D. Complicated character relationship.13. What is Sam's first worry?A. How to get back quicklyB. How to get enough venison.C. How to ensure the safety of Frightful.D. How to provide meat for Alice and himself.14. What do we know about Frightful?A. He left Sam and Alice due to lack of food.B. He helped Sam hunt before being taken away.C. He is living with the red-tailed hawk happily.D. He has given birth to babies in the university.15. Which of the following can best describe Sam?A. Humorous.B. Aggressive.C. Responsible.D. Unrealistic.第二节（共5小题；每小题2分，满分10分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。
七年战争
In 1766, Parliament bowed to American pressure and repealed the Act. Still, taxes had to be raised, and so in 1767, the British tried again with Townshend Acts: taxes were placed on certain imported goods such as tea, paper, paint and lead. Money raised was to be used to pay the salaries of colonial governors and other royal officials. Writs of assistance: a government official had the legal right to search a man’s ship, his business establishment, or even his home.
11
This law required the colonists to purchases special tax stamps for use on all newspapers, and legal documents. The money raised from the stamps was to be sent to England to help pay for the British troops stationed in America. The Act was met by violence and by political and economic protests. A new group, the Sons of Liberty, came into being to fight the act. They threatened and bullied tax collectors, and sometimes tarred and feathered them.
第一套练习题目-美国历史问答题
UNITED STATES HISTORYSECTION IIPart A(Suggested writing time—45 minutes)Percent of Section II score—45Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.1.In what ways did the French and Indian War (1754-63) alter the political, economic and ideologicalrelations between Britain and its American colonies?Use the documents and your knowledge of the period 1740-1766 in constructing your response.Document ANORTH AMERICA AFTER 17632004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONSDocument BDocument CDocument DDocument EDocument FDocument GSource: Benjamin Franklin (in London) letter to John Hughs (in Pennsylvania), August 9, 1765. As to the Stamp Act, tho we purpose [propose] doing our Endeavour to get it repeal'd in which I am sure you would concur with us, yet the Success is uncertain. If it continues, your undertaking to execute it may make you unpopular for a Time, but your Coolness and Steadiness, and with every Circumstance in your Power of Favour to the People, will by degrees reconcile them. In the meantime, a firm Loyalty to the Crown and faithful Adherence to the Government of this Nation, which it is the Safety as well as Honour of the Colonies to be connected with, will always be the wisest Course for you and I to take.Document HUNITED STATES HISTORYSECTION IIPart B and Part C(Suggested total planning and writing time—70 minutes)Percent of Section II score—55Part BDirections: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments clearly and logically.2.Analyze the impact of the American Revolution on both slavery and the status of women in the period from1775-1800.3.Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820 to 1861.Part CDirections: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments clearly and logically.pare and contrast the programs and policies designed by reformers of the Progressive era to thosedesigned by reformers of the New Deal period. Confine your answer to programs and policies that addressed the needs of those living in poverty.5.Analyze the successes and failures of the United States Cold War policy of containment as it developed inTWO of the following regions of the world during the period 1945 to 1975.East and Southeast AsiaEuropeLatin AmericaMiddle EastQuestion 1In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Great Britain and its American colonies? Use the documents and your knowledge of the period1740-1766 in constructing your response.The 8-9 Essay•Contains a well-developed thesis that examines the ways in which the war altered relations between Great Britain and the American colonies.•Presents an effective analysis of the political, economic, and ideological relations between Great Britain and the American colonies during this period, and how the war altered those relationso References to the political, economic, and ideological relations may be implicit.•Effectively uses a substantial number of documents.•Supports thesis with substantial and relevant outside information.•May contain minor errors.•Is clearly organized and well written.The 5-7 Essay•Contains a thesis that addresses the ways in which the war altered the relations between Great Britain and the American colonies.•Has some limited analysis of the political, economic, and ideological relations between Great Britain and the American colonies during this period, and how the war altered those relations.o References to the relations may be implicit; may only address two of the three relations.•Effectively uses some documents.•Supports thesis with some relevant outside information.•May have errors that do not seriously detract from the quality of the essay.•Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay.The 2-4 Essay•Contains a limited or undeveloped thesis.•Deals with the question in a general manner; simplistic treatment of the political, economic, and ideological relations between Great Britain and the American colonies; and/or simplistic presentation on the impact of the war.•May address only one category.•Merely refers to, quotes or briefly cites documents.•Contains little outside information, or information that is inaccurate or irrelevant.•May have major errors.•May be poorly organized and/or written.The 0-1 Essay•Contains no thesis or a thesis that does not address the question.•Exhibits inadequate or incorrect understanding of the question.•Has little or no understanding of the documents, or ignores them completely.•Has numerous errors.•Written so poorly that it inhibits understanding.-blank or completely off taskQuestion 2Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800.The 8 - 9 Essay•Contains a clear, well-developed thesis regarding the impact of the American Revolution on both slavery and the status of women between 1775 and 1800.•Provides substantial, relevant information on both issues from the period between 1775 and 1800. •Effectively analyzes the impact of the Revolution on both issues, but may not cover both equally.•May contain minor errors.•Is well organized and well written.The 5 - 7 Essay•Contains a thesis, which may be partially developed, addressing the impact of the American Revolution on both slavery and the status of women between 1775 and 1800.•Supports thesis with some relevant information on both issues from 1775 to 1800, but may focus more on one.•Analyzes to some extent the impact of the Revolution on both issues from 1775-1800.•May contain errors that do not seriously detract from the essay.•Has acceptable organization and writing.The 2-4 Essay•Presents a thesis that may be undeveloped in terms of addressing the impact of the American Revolution on both slavery and the status of women between 1775 and 1800; or presents no thesis.•Includes little relevant information from 1775-1800, or may contain only generalizations.•Has little or no analysis of the impact of the Revolution.•May contain major errors.•May be poorly organized and/or written.The 0-1 Essay•Lacks a thesis or restates the question.•Includes no relevant information from 1775-1800 on either issue.•Contains no analysis of the impact of the Revolution.•May contain numerous errors, both major and minor.•Is poorly organized and/or written.—blank or completely off taskQuestion 2 (cont’d.)Relevant Information and General Observations Regarding Slavery•Declaration of Independence proclaims that all men are created equal and endowed with natural and unalienable rights, providing the ideological rationale for the formal assault on slavery. Quakers form first of many antislavery societies in 1775. By 1792, they will exist from Virginia to Massachusetts.•Vermont state constitution abolishes slavery in 1777.•Massachusetts Bill of Rights in 1780 declares ALL persons free and equal, leading to general emancipation there.•Pennsylvania constitution in 1780 provides for gradual emancipation of the children of current slaves when children reach 28; similar provision adopted by Connecticut and Rhode Island in 1784.•By 1786 all states in North except border state of Delaware had gradual or immediate abolition, although New York (1785) and New Jersey (1786) do not enact effective laws until 1799 and 1804, respectively.Southern states, such as Maryland and Virginia, provide for individual manumission of slaves.a. Washington frees 300 slaves in 1799 in his will.•Lord Dunmore's call for slaves to leave their masters, take up arms, and thereby earn their freedom, prompts Washington to change policy in Dec. 1775 to enlist free blacks; later slaves could receive freedom by fighting in the army. South Carolina and Georgia refused to recruit slaves.•About 5,000 Blacks fought for the Revolution, but estimated 30,000 fled Virginia with the British, 25,000 from South Carolina, and a half to three-quarters of those in Georgia (ca 15,000). Many go either to Canada or to England.•Continental Congress had voted to ban slave importations in Fall 1774, effective December 1775. Eventually (by 1786) all states either ban or heavily tax slave trade but only periodically in South Carolina and Georgia, and it is resumed toward end of century or in early 1800s in South.•Traditional trade advantages with Great Britain decrease, reducing tobacco exports and nearly eliminating the export of indigo. Slavery actually declines until the early 1800s and the expansion of cotton production.Cotton was not a major crop during the latter half of the 18th century. Cotton gin was invented in 1793 but took some years to have a full impact.•Major accomplishment: Northwest Ordinance of 1787 prohibits slavery in any states established there. •Major drag on emancipation is the new federal Constitution's three-fifths clause, fugitive slave provision, and prohibition of ban on slave trade for twenty years.•Inspired by American Revolution as well as the uprising in Haiti was the plot by Gabriel Prosser in summer of 1800.•Census of 1790 reports 697,624 slaves in U.S. and 59,557 Free Blacks.Question 2 (cont’d.)Relevant Information and General Observations Regarding Status of Women•Revolution compels women to take more active, hands on role in managing farms and businesses while husbands are in military, enhancing men's perception of the rationality and competency of their wives. •Other than some courts adopting a more liberal stance toward women seeking divorce, there are NO significant legal gains or expansion of political rights for women—and indeed some evidence of losses regarding wives' property (prenuptial) and dower rights. Any such legal gains were "negligible."a. Making divorce somewhat more accessible for women in some places is regarded by some as the "solemajor gain" in concrete, legal terms for the status of women at this time.•Principal changes in status of women take place in terms of the perception of women as wives and mothers in the family sphere—not public or political one. Response to demonstrations of competency during the war prompt women to place more emphasis within marriage and family on affection, esteem, friendship,mutuality, and complementarity of spouses—that wives are to be viewed as companions, as individuals entitled to happiness, and that marriages are "companionate" rather than hierarchical with men's "absolute authority."a. Part of shift toward regard for the happiness of women is their claim of a right to turn down theselection of spouses (not quite in selection but at least in the right of refusal) as well as, by the 1790s,the beginning of an acceptance of women who choose not to marry.•Women call for more educational opportunities, and by 1790s more provisions were made for elementary and secondary education for girls and young women, including the establishment of "female academies,"thus beginning a reduction in the literacy gap between men and women. One of the first was thePhiladelphia Young Ladies Academy established in 1787. Others followed in principal cities and even smaller towns in the North and South.•The establishment of the Ladies Association of Philadelphia in 1780 to aid soldiers spurs other such efforts to encourage women to play this public role by performing patriotic activities, such as spinning, weaving, and sewing clothing for soldiers.•During the war some women participated in boycotts of merchants accused of hoarding, such as the Daughters of Liberty, but, other than private discussions regarding public affairs and one petition by women in North Carolina about their right to speak out and be heard, women did not speak out publicly orparticipate politically. However, writings and commentaries by such women, North and South, as Abigail Adams, Mercy Warren, and Judith Sargent Murray, do reveal an impact in terms of women beginning to reevaluate their status; hence, Adams' admonition to John to "Remember the women...." a. One exception was the New Jersey constitutional provision giving heads of households who paidtaxes the right to vote, which unintentionally allowed women (usually widows but possibly some other unmarried women) to vote until, after three decades, that was abolished in 1807.• A major development is the emergence of what comes to be called Republican Motherhood, the perception of mothers as the proper persons to convey family ideals to their children and in particular to impart virtue, piety, and patriotism to their sons, who will have the responsibility of preserving republicanism—thus enhancing the social significance of motherhood and the positive image of women rather than thetraditional one of women as incompetent and weak.•New perceptions of women are most apparent in the North and among those of the propertied or "better sort" of social classes. Traditional ideas that women were to be subservient and domestic by no means disappeared.•In sum, there emerges a new ideal concerning companionate marriage, a new legitimacy for educating females, a new rhetoric of self-esteem among women, and an enhanced regard for motherhood and its civic role.Question 3Analyze the effectiveness of political compromise in reducing sectional tensions in the period from 1820 to 1861.The 8-9 Essay•Contains a clear, well-developed thesis regarding the effectiveness of political compromise in reducing sectional tensions in the period 1820 to 1861.•Supports the thesis with substantial, relevant information.•Provides effective analysis of the question over the time frame.•May contain minor errors.•Is well organized and well written.The 5-7 Essay•Contains a thesis that addresses the effectiveness of political compromise in reducing sectional tensions in the period from 1820 to 1861.•Supports the thesis with some relevant information.•Provides some analysis of the question over time; treatment of time frame and/or issues may be uneven. •May contain errors that do not seriously detract from the quality of the essay.•Has acceptable organization and writing.The 2-4 Essay•May contain a confused or unfocused thesis, or may simply paraphrase the statement.•Provides minimal relevant information or merely states facts.•Provides little or no analysis, mostly generalizations.•May contain major errors.•May be poorly organized and/or written.The 0-1 Essay•Lacks a thesis or restates the question.•Demonstrates an incompetent or inappropriate response.•Contains no analysis.•Contains substantial factual errors.•Is poorly organized and/or written.—blank or completely off taskQuestion 3 (cont'd.)Information ListMissouri Compromise (1820)Talmadge Amendment (1819)Henry Clay, The Great Compromiser Missouri enters Unionas slave state Maine enters Union as free stateStatus of remaining lands of Louisiana Purchase territory determined by location north or south of 36 30(36 degrees 30 minutes)Tariff of 1828 ("Tariff of Abominations")South Carolina Exposition and Protest (1828)John CalhounWebster-Hayne Debate (1830)Tariff of 1832South Carolina Ordinance of Nullification (1832)Force Act ("Force Bill," 1833)Tariff of 1833 (Compromise Tariff)Henry ClayGradual tariff reduction to 1816 levels (in Tariff of 1842)South Carolina Nullification of the Force Act (1833)Texas statehood (1845)Mexican War (1846-1848)Wilmot Proviso (Passed several times in House, 1846-1847; rejected by Senate)David Wilmot (Democrat)Nashville Convention (1850)Compromise of 1850Henry Clay crafts "Omnibus Bill"Stephen A. Douglas (splits Omnibus into 5 parts)California as free state Fugitive Slave ActSlave trade ended in Washington, D.C.Remaining Mexican Cession settlement based on popular sovereigntyTexas granted $10 million to settle boundary dispute Kansas Nebraska Act (1854)Nebraska Bill (1854)Stephen A. DouglasBleeding Kansas (Sack of Lawrence; Lecompton Constitution)John Brown Pottawatomie Creek (1856); Brown at Harper's Ferry (1859)Republican Party (1854)Non-extension of slavery Dred Scott decision (1857)Missouri Compromise line unconstitutionalBlacks denied citizenshipFree soil does not make a free manQuestion 3 (cont’d.)Lincoln-Douglas Debates (1858)James C. Buchanan Election of 1860Republicans, Northern Democrats, Southern Democrats, Constitutional Union Parties Crittenden (Proposal) Compromise (1860)Secession (1860-1861).Question 4Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed by reformers of the New Deal period. Confine your answer to programs and policies that addressed the needs of those living in poverty.The 8-9 Essay•Contains a clear, well-developed thesis that compares and contrasts Progressive era and New Deal programs and policies addressing the needs of those living in poverty.•Supports the thesis with substantial, specific, and relevant information.•Presents a reasonably balanced treatment that effectively compares and contrasts the Progressive era and New Deal programs and policies addressing the needs of those living in poverty.•May contain minor errors.•Is well-organized and well-written.The 5 -7 Essay•Contains a thesis that may be partially developed that compares and contrasts Progressive era and New Deal programs and policies addressing the needs of those living in poverty.•Supports the thesis with some specific, relevant information.•Presents a limited or imbalanced treatment that compares and contrasts the Progressive era and New Deal programs and policies addressing the needs of those living in poverty.•May contain errors that do not seriously detract from the quality of the essay.•Has acceptable organization and writing.The 2-4 Essay•Contains a confused or undeveloped thesis that may not compare and contrast the Progressive era and New Deal programs and policies addressing the needs of those living in poverty.•Provides few relevant facts, with little or no comparison or contrast.•Imbalanced treatment of time periods and/or programs and policies addressing the needs of those living in poverty.•May contain major errors.•May be poorly organized and/or written.The 0-1 Essay•Lacks a thesis or simply restates the question.•Demonstrates an incompetent or inappropriate response.•Has little or no understanding of the question.•May contain substantial factual errors.•Is poorly organized and/or written.—blank or completely off taskQuestion 4 (cont’d.)Question 4 (cont’d.) Fact SheetWhat we saw:Question 5Analyze the successes and failures of the United States Cold War policy of containment as it developed inTWO of the following regions of the world during the period 1945 to 1975.East and Southeast Asia EuropeLatin America Middle EastThe 8-9 Essay•Contains a clear, well-developed thesis that analyzes the successes and failures of the United States Cold War policy of containment in two of the four regions of the world during the period 1945 to 1975.•Develops the thesis with substantial, relevant supporting information concerning the successes and failures of containment in two of the four regions during the period 1945 to 1975.•Provides effective analysis of containment in the time period in both regions, though may treat containment in one region with less depth than the other.•May contain minor errors.•Is well organized and well written.The 5 -7 Essay•Contains a clear thesis, which may be only partly developed, that begins to analyze the successes and failures of the United States policy of containment in two of the four regions of the world during the period 1945 to 1975.•Supports the thesis with some accurate information about the successes and failures of containment in two of the four regions during the period 1945 to 1975.•Provides some analysis of containment in the time period for both regions, though may be unbalanced in its coverage.•May contain errors that do not seriously detract from the quality of the essay.•Has acceptable organization and writing.The 2-4 Essay•Contains a weak or unfocused thesis about containment or merely paraphrases the question.•Provides few relevant facts; or lists facts with little or no application to the thesis.•May be largely descriptive or generalized, or addresses only one area.•May contain major errors.•May be poorly organized and/or written.The 0-1 Essay•Lacks a thesis or simply restates the question.•Demonstrates an incompetent or inadequate response.•Has little or no understanding of the question.•Contains substantial factual errors.•Is poorly organized and/or written.-blank or completely off taskQuestion 5 (cont’d.) Possible InformationEast and Southeast Asia•Stabilization of Japan•Mao Zedong and 1949 Chinese Revolution•"Loss” of China•Chiang Kai-shek (Jiang Jieshi)•Korean War, 1950-53•38th parallel•Quemoy and Matsu•Support for Taiwan•Success in keeping China off UN Security Council•Bao Dai•Vietnam•Dienbienphu•17th parallel•Domino theory•Geneva Accords, 1954 splitting VN•SEATO creation, 1954•Support of Ngo Dinh Diem•Revolt in Tibet crushed, 1959•Neutralization of Laos, 1962•Diem overthrow, 1963•Increased US advisors with JFK, 1962•LBJ and Tonkin Gulf, 1964•Operation Rolling Thunder•Tet Offensive, 1968•My Lai massacre; Lt. William Calley•Pueblo Incident, 1968•Vietnamization & Nixon Doctrine•Pentagon Papers•Invasion of Cambodia, 1970•Paris peace accords, 1973•“China Card,” 1971-73•Ping-Pong Diplomacy, 1971-72•Shanghai Communique, 1972•Two-China policy•Detente and Nixon's visit to USSR and China, 1972/73 •Collapse of Democratic Republic of South Vietnam, April, 1975Question 5 (cont’d.)Europe•George Frost Kennan (Mr. X)•Iron Curtain•Marshall Plan•Truman Doctrine•Division of Europe•Two Germanys•United Nations•Tito and Yugoslavia•Berlin Airlift, 1948-49•NATO, 1949•NSC-68•Death of Stalin, 1953•New Look policy•Brinksmanship•Massive Retaliation•Mutual Assured Destruction•Hungarian Revolt, 1956•U-2 incident, 1960•Berlin Wall, 1961•Invasion of Czechoslovakia, 1968•Ostpolitik•ABM Treaty, 1972•SALT I, 1972Latin America•Creation of OAS, 1948•CIA & overthrow of Arbenz in Guatamela, 1954•Cuban Revolution & Castro takeover, 1959•Bay of Pigs, 1961•Peace Corps created, 1961•JFK & Alliance for Progress, 1961•Cuban Missile Crisis, 1962•Mann Doctrine, 1965•Dominican Republic Revolution, 1965, & U.S. Marine deployment •Agency for International Development (AID) & Office of Public Safety •Support for overthrow of Salvador Allende in Chile, 1973Question 5 (cont'd.)Middle East•CIA & overthrow of Mossadegh in Iran, 1953•Reza Shah Pahlavi•King Farouk•Gamel Abdul Nasser•Suez Crisis, 1956•Aswan Dam•CENTO, 1955•Eisenhower Doctrine•Support of Israel from early 1960s•Anwar Sadat•Six-day War, 1967•Yom Kippur War, 1973•Kissinger & shuttle diplomacy•OPEC & Oil Embargo, 1973•Lifting of Embargo, 1974Document Information and Inferences—DBQ 2004Document A: Maps of North America before 1754 and after 1763Document Information:•Shows European colonies in North America before 1754•British possessions on eastern seaboard and around Hudson Bay•French possessions are Mississippi River basin, Great Lakes, and St. Lawrence River valley •Spanish possessions are in Central America, American Southwest, and Florida•Shows European colonies in North American after 1763•British possessions are east of the Mississippi River and north to include land around Hudson Bay •French possessions are virtually eliminated•Spanish possessions increased west and south of the Mississippi River•Russian expansion along the Pacific coastDocument Inferences:•Significant shift of colonial power in North America to the British and the Spanish •Expanded territories lead to greater administrative responsibility for the mother country•The French are no longer a threat in North America•Leads to westward expansion and increased tensions with Native AmericansDocument B: Canassatego's speech, 1742Document Information:•Onondaga chief speech to colonial representatives from Pennsylvania, Maryland, and Virginia •States Indian lands are becoming more valuable•White settlers are moving onto Indian lands harming hunting•Insists that colonies remove settlers from further encroachment•White settlers have no right to settle on Indian landsDocument Inferences:•Tensions existed between the Iroquois Confederation and British colonies•Earlier land treaties not fair•Indian way of life in jeopardy•White settlers are moving westward•Iroquois hope to prevent white encroachment on landsDocument Information and Inferences—DBQ 2004 (cont’d.)Document C: George Washington, letter to Robert Orme, aide-de-camp to Edward Braddock, 1755 Document Information:•Washington volunteers to join the military campaign•Desires to serve "King & Country"•Desires to learn about military by serving with British regulars•Eager to serve with General Edward BraddockDocument Inferences:•Washington fights in the French and Indian War•Washington shows loyalty to British government and its actions at this time •Washington's respect for the British military•Colonial leadership beginning to emergeDocument D: Massachusetts soldier's diary, 1759Document Information:•Winter approaches and soldiers need proper clothing and liquor•Not likely to get clothes or liquor•Claims to be an Englishman who is denied "Englishmen's liberty"•Serving with the British army gives a sense of martial law•British soldiers little better than slaves to their officers•When enlistment ends, will carefully consider the issue of re-enlistment•Enlistment ends, but militia not allowed to leave•Colonial militiamen refused to continue enlistmentDocument Inferences:•Colonial militiaman enlisted to serve with British troops in war•British authority perceived to threaten the rights of Englishmen•Begins to question British authority•Colonial militiamen resisted British soldiers' control•Disillusionment with and diminishing respect for the British army•Class divisions within the army, with soldiers poorly treated•Experience of war creates tensions between British troops and colonists。
安徽专升本英语真题试卷及解析
安徽专升本英语真题试卷及解析一、阅读理解阅读下面的短文，然后根据短文的内容从每小题所给的四个选项中选出最佳选项。
AIn the early 1800s, American scientists were not just interested in the plants and animals of North America; they were also interested in the American Indian people. Many scientists who studied the Indians observed that Native American tribes were disappearing. They believed that the Indians would not be able to survive if they continued to live as they had for centuries, so they proposed that the government remove the Native Americans from their lands and teach them how to live like white people.One scientist who proposed this idea was Lewis Henry Morgan. In his 1851 book, "The League of the Iroquois," Morgan described the Native American cultures of the Iroquois Confederacy. He compared the Iroquois to the ancient Greeks and Romans, extolling (赞美)their achievements and the strengths of their social structure. Then he argued that the Iroquois could not maintain this way of life if they did not come into contact with white civilization. Morgan argued that the government should intervene and educate the Native Americans so that they could adopt white culture and become part of American society. He believed that by doing so, the Native Americans could be "saved" from extinction.1. In the 1800s, American scientists were interested in ___________.A. the history of American Indian peopleB. the disappearance of American Indian tribesC. the plants and animals of North AmericaD. the achievements of the Iroquois Confederacy2. According to Lewis Henry Morgan, Native American cultures could not ___________.A. be compared to ancient Greek and Roman culturesB. exist without contact with white civilizationC. maintain their strength and achievementsD. survive without the government's interventionBIf you are in need of a new job, you might decide to take a look online. Whether you are a first-time job seeker or a job seeker looking for a career change, there is good news. That good news is that there are hundreds, if not thousands, of job listings and job search websites out there. However, the bad news is that there are also as many job seekers like you who are applying for the same jobs.When looking for a job online, you will find some websites that don't charge you for accessing their information. These types of websites are often referred to as career building or job search websites. These types of websites should be the first stop of all job seekers. They allow you to search jobs without having to pay a fee. The only downside is that most of thesewebsites only have job listings available for one area, like the New York area. However, you should still be able to find enough job listings to give you hope or at least a start.3. According to the passage, why are there so many job seekers applying for the same jobs online?A. The job search websites are not charging a fee.B. There are hundreds of job listings available online.C. There are thousands of job search websites available.D. The career building websites provide great job opportunities.4. What can be inferred from the last paragraph?A. You will be able to find a job in any area.B. Job listings of career building websites are limited.C. All the job listings are available for free.D. There are job search websites charging for accessing job information.答案及解析：1. B。
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Project VOICE: Voice, Opportunity, Independence and Civic Engagement City College of San Francisco Funded by California Community Colleges Chancellor's Office The Iroquois Confederacy
Unit: United States History Theme: Revolutionary War Constitution Topic:Native American Perspective Level: ESL 7/8 and/or ABE, Reading levels 6-9Length of Session: 70 minutes Objective: To list the Native American contributions to the formation of the United States government EFF Standards: Read with Understanding, Speak so others can understand, Listen actively, Observe critically, and Cooperate with others Language Arts Standards: M2-Understand how different media are structured to present a particular subject or point of view; TR3-Effectively use mental processes that are based on identifying similarities and differences NAEP Objective: Understand how the Constitution embodies the purpose, values and principle of democracy SCANS/ EFF Common
Activities
INTO
MATERIALS Information: Acquire/evaluate info WARM-UP/REVIEW 10 minutes
•
Silently study handout of Native American Wampum Belt and Ben Franklin’s cartoon,
Join or Die
• Turn to your neighbor and describe in detail what you see in each picture • Finish the following sentences on paper:One way that the pictures are similar is…..One way that the pictures are different is….•
Pictures of “Native American Wampum Belt”• Picture of “Join or Die” Cartoon • Reading on the Iroquois Nation • Video from 500 Nations Series;Cauldron of War , A Jack Luestig film, 1994THROUGH EVALUATION EFF Work together and Observe Critically PRESENTATION (5 minutes)•
Remind students about the War for Independence. Explain that today’s reading is the story of how Ben Franklin, a revolutionary and supporter of the War for Independence, became inspired by the example of Iroquois solidarity and political union.Reflections on readings
Project VOICE: Voice, Opportunity, Independence and Civic Engagement City College of San Francisco Funded by California Community Colleges Chancellor's Office EFF: Work together
SCANS: I.P. negotiate GUIDED PRACTICE Part One (15 minutes)•
Silent, individual reading of The Iroquois Confederacy: the Raw Material of the
Revolution and the Roots of Our Constitution • Answers questions on the reading. Share your answers with a partner and compose a unified answer to present to the class.
Part Two (40 min)
• Video-500 Nations Series: Cauldron of War,
A jack Leustig Film, 1994 The Haudenosaunee: America’s First Democracy BEYOND SCANS-Foundation Skills: Writing p.g. self-management CLOSURE:Reflect in Journals:I was surprised that….I liked the way the film presented….I would have liked to know more about….Journal reflections Author: Kate Gougoutas, John Adams。