chp 3 history (2)

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CECL book4 Unit3 (2)

CECL book4 Unit3 (2)

CECL book4 Unit3 Ancient CivilizationsThe emergence of civilizationBe marked by 以…为特点;以…为明显特征A high level of culture and social organizationNeolithic adj. 新石器时代的of the later part of the Stone AgePalaeolithic adj. 旧石器时代的from or connected with the early part of the Stone Age Manlike adj. 像男子的;男子似的;有男子气概的Homo sapiens n. [u]智人(全部现代人的属和种)the kind or species of human that exists nowAkin adj. ~ to sth相似的;类似的similar toInhabit v. 居住在;栖居于to live in a particular placeAntedate=predateThe vast sweep ofClouded beginning adj. 阴云密布的;有暗影的;(人)糊涂的;愁容满面的Descend v. 下来;下去;下降to come or go down from a higher to a lower level Wander into 踉跄走入;溜达到……里Crude stone hammer adj. 粗略的;简略的;大概的simple and not very accurate but giving a general idea of sthSubsequent meltingIn a wide belt 在一处较宽的地带Abound in 富于Retreat v. 离开;离去;退去;后退to move away or backDie out 灭绝;消失;逐渐消失Domestication 〔生〕驯化;驯养Prey (猛兽,猛禽等)攫食,捕食(on, upon)Forage v. 觅(食)to search for foodSettlement n. [c](尤指拓荒安家的)定居点a place where people have come to live and make their homes, especially where few or no people lived beforeHarden into 变得确定Whim n. [c][u]心血来潮;一时的兴致;突发的奇想a sudden wish to do or have sth, especially when it is sth unusual or unnecessaryChieftain n. 首领;酋长;(苏格兰的)族长the leader of a people or a clan in Scotland Council of advisers 顾问委员会Harpoon n. 渔猎标枪;鱼叉a weapon like a spear that you can throw or fire from a gun and is used for catching large fish, whales , etc.Dart thrower n. [c]镖;飞镖a small pointed object, sometimes with feathers to help it fly, that is shot as a weapon or thrown in the game of dartsReindeer antler 鹿角Commandement 诫命的;催告Sumerian 苏美尔人的;苏美尔的Phoenician 腓尼基(人)的;腓尼基语的Indus valley 印度河谷;远至印度河河谷;印度河文明时期美术Mayan n. 玛雅人;玛雅语Inca n. 印加人[印卡人];印加帝国国王(或贵族成员)Tyre and sidon 提尔和西顿Mohenjo-daro 摩亨佐达罗;摩享约达罗;摩罕吉达罗Be credited with 把…归功于;被认为;对……有功Spaniard 西班牙人Traces of early man in ChinaMatrilineal adj. 母系的;基于母系的used to describe the relationship between mother and children that continues in a family with each generation, or sth that is based on this relationshipCommune n. (共同生活、分担责任、共享财产等的)群体,公社a group of people who live together and share responsibilities, possessions, etc.Patrilineal adj. 父子相传的;父系的used to describe the relationship between father and child that continues in a family with each generation, or sth that is based on this relationship Painted pottery culture 彩陶纹饰Disintegrate v. 碎裂;解体;分裂to break into small parts or pieces and be destroyed Edible adj. 适宜食用的;(无毒而)可以吃的fit or suitable to be eaten; not poisonous Escape one’s noticeForest-dweller 居住在森林的人Conjecture n. [c]猜测;推测an opinion or idea that is not based on definite knowledge and is formed by guessingAbacus n. 算盘a frame with small balls which slide along wires. It is used as a tool or toy for counting.Comet 彗星;扫帚星a mass of ice and dust that moves around the sun and looks like a bright star with a tailWork out v. 作出;拟;制定;计划一下Magnetic property 磁性特性Lodestone n. 天然磁石a piece of iron that acts as a magPhase n. 阶段;时期a stage in a process of change or developmentA long line of 一长排的Hereditary monarchyContinue down to 继续War chariot 战车;重甲战车Reign 君主统治时期the period during which a king, queen, emperor , etc. Rules Consciously adv. 有意识地,自觉地,自觉自愿的Ground 磨Give guidance on directionCome to an endForge v. 艰苦干成;努力加强to put a lot of effort into making sth successful or strong so that it will lastInitiate v. 开始;发起;创始to make sth beginA valuable export tradePrevail v. ~ (in/among sth)普遍存在;盛行;流行to exist or be very common at a particular time or in a particular placeSquabble v. ~ (with sb) (about/over sth)(为琐事)争吵,发生口角to argue noisily about sth that is not very importantDefenceless adj. 软弱的;不能自卫的;无防御的weak; not able to protect yourself; having no protectionWarlord n. 军阀the leader of a military group that is not official and that fights against other groups within a country or an areaInvading nomads 游牧部落的人a member of a community that moves with its animals from place to placeA fine system of competitive examinations for selection to the civil serviceUsurp v. 篡夺;侵权to take sb's position and/or power without having the right to do this March in (军队)进入(攻占的城市等)Seize the throneAbdicate v. 退位;逊位to give up the position of being king or queenBear quite a strong resemblance toBe made out ofOdds and ends n. [pl]零碎;琐碎的东西;小玩意small items that are not valuable or are not part of a larger setWorn-out clothFerment v. (使)发酵to experience a chemical change because of the action of yeast or bacteria, often changing sugar to alcohol; to make sth change in this wayMake a pulp [u]纸浆a soft substance that is made by crushing wood, cloth or other material and then used to make paperBe poured intoSieve n. 滤器;筛子;笊篱;漏勺a tool for separating solids from liquids or larger solids from smaller solids, made of a wire or plastic net attached to a ring. The liquid or small pieces pass through the net but the larger pieces do not.③Chinese inventionsHemp fibers 大麻纤维Bronzeware 青铜器Be made from 由……制成;用…制成;由…制造Flat strips 斩刀花;盖板花Thread v. 穿成串;串在一起to join two or more objects together by passing sth long and thin through themBulky adj. 庞大的;笨重的large and difficult to move or carryBetter means 较好的方法Outskirt n. 郊外;外边Ramie 芋麻;苎麻纤维;纯苎麻Bark fibers 树皮纤维Marquis n. (除英国外一些欧洲国家的)侯爵(in some European countries but not Britain) a nobleman of high rank between a count and a dukeCaption v. [usupass]给(图片、照片等)加说明文字to write a caption for a picture, photograph, etc.Soak v. ~ (sth) (in sth)浸泡;浸湿;浸透;湿透to put sth in liquid for a time so that it becomes completely wet; to become completely wet in this way④The terracotta army at Xi’anUnification n. 统一,合一,联合;一致Bring about v. 造成;带来Spectacular n. 壮观的场面;精彩的表演an impressive show or performance Crossbow n. 弩;弩弓;十字弓a weapon which consists of a bow that is fixed onto a larger piece of wood, and that shoots short heavy arrows (called bolts )Pit n. [c]深洞;深坑a large deep hole in the groundDig through in 挖掘Vault n. (教堂的)地下墓室;(坟地的)墓穴a room under a church or in a cemetery , used for burying peopleBe arranged in battle formationGo into battle 投入战斗Minority nationality 少数民族Mausoleum n. 陵墓a special building made to hold the dead body of an important person or the dead bodies of a familyReplica n. 复制品;仿制品a very good or exact copy of sthAuthentic adj. 真正的;真品的;真迹的known to be real and genuine and not a copy Hand sculpting 手工雕刻Peel off 剥离;剥落;剥掉Splendour n. [u]壮丽;雄伟;豪华;华丽grand and impressive beautyStirrup n. 马镫one of the metal rings that hang down on each side of a horse's saddle , used to support the rider's footCavalry n. [singspv](旧时的)骑兵;装甲兵(in the past) the part of the army that fought on horses; the part of the modern army that uses armoured vehiclesEndeavour n. [u][c](尤指新的或艰苦的)努力,尝试an attempt to do sth, especially sth new or difficultTrappings of honourBarge n. 驳船(运河、河流上运载客货的大型平底船)a large boat with a flat bottom, used for carrying goods and people on canals and riversExcavate v. 发掘,挖出(古建筑或古物)to dig in the ground to look for old buildings or objects that have been buried for a long time; to find sth by digging in this way Concubine n. (尤指旧时某些社会里的)妾,姨太太,小老婆(especially in some societies in the past) a woman who lives with a man, often in addition to his wife or wives, but who is less important than they areProlongation n. [u][sing]延长;延伸the act of making sth last longerProvision v. [oftpass]~ sb/sth (with sth)为…提供所需物品(尤指食物)to supply sb/sth with enough of sth, especially food, to last for a particular period of timeWar-plagued 害怕战争Unearth v. 挖掘;发掘;使出土to find sth in the ground by diggingDrain away v. 流掉;外流Evil omen 险兆;恶兆术;旬始Institute v. 建立,制定(体系、政策等);开始;实行to introduce a system, policy, etc. or start a processStandardize currency, set up a code of law, introduce a uniform system of weights and measures, and standardized the scriptDeter v. ~ sb (from sth/from doing sth)制止;阻止;威慑;使不敢to make sb decide not to do sth or continue doing sth, especially by making them understand the difficulties and unpleasant results of their actionsRaiding v. 突击搜捕;突然搜查to visit a person or place without warning to look for criminals, illegal goods, drugs, etc.Entomb v. 掩埋;埋葬to bury or completely cover sb/sth so that they cannot get out, be seen, etc.Excavation n. [c][u](对古物的)发掘,挖掘the activity of digging in the ground to look for old buildings or objects that have been buried for a long timePave with 舖设Infantry n. [cspv](统称)步兵soldiers who fight on footInfantrymen 步兵a soldier who fights on footBowmen 弓箭手;弓手;弓箭兵crossbowmen 弩兵;十字弩兵;劲弩手Archer n. 弓箭手;射箭运动员a person who shoots with a bow and arrows Charioteer n. 驾双轮马车的人the driver of a chariotMilitary personnel 军事人员;军人;军方人员Proportion v. 分配;使相称Individual distinctionsInfinity n. [u]无限;无穷the state of having no end or limitFlak off 脱落Bronze double-edged swordsWooden scabbards n. (刀、剑的)鞘a cover for a sword that is made of leather or metal Halberd n. 戟(旧时结合长矛和斧头的武器)a weapon used in the past which is a combination of a spear and an axePike n. 长矛a weapon with a sharp blade on a long wooden handle, used in the past by soldiers on footAccoutrements [pl](某项活动所需的)装备,配备pieces of equipment that you need for a particular activitySquare ~ sth (off)使成正方形;使成四方形to make sth have straight edges and corners Harness v. ~ sth (to sth)给(马等)上挽具;用挽具把…套到…上to put a harness on a horse or other animal; to attach a horse or other animal to sth with a harnessYoke n. [c]轭;(尤指)牛轭a long piece of wood that is fastened across the necks of two animals, especially oxen , so that they can pull heavy loadsEquine ideal adj. 马的;马科的;似马的connected with horses; like a horseBreed n. 品种(尤指人工培育的狗、猫或牲畜)a particular type of animal that has been developed by people in a controlled way, especially a type of dog, cat or farm animalOutfit v. [oftpass]~ sth/sb (with sth)装备;配置设备;供给服装to provide sb/sth with equipment or clothes for a special purposeTestify v. 证实;证明to say that you believe sth is true because you have evidence of it Intricate adj. 错综复杂的having a lot of different parts and small details that fit together Insignia n. [uspv](级别或成员的)标记,象征;徽章;证章the symbol, badge or sign that shows sb's rank or that they are a member of a group or an organizationPositioning n. 位置;方位;情况;地点A rich library ofA peek into a segment n. ~ out/over/through, etc.微露出;探出to be just visible Perceive v. ~ sb/sth (as sth)将…理解为;将…视为;认为to understand or think of sb/sth in a particular wayItinerary n. 行程;旅行日程a plan of a journey, including the route and the places that you visitThe ancient greeksProsper v. 繁荣;兴旺;成功;发达to develop in a successful way; to be successful, especially in making moneyAchieve its golden ageA remarkably sophisticated, centralized civilizationDepict v. 描写;描述;刻画to describe sth in words, or give an impression of sth in words or with a pictureSpectacle n. [pl]精彩的表演;壮观的场面 a performance or an event that is very impressive and exciting to look atDepiction n. 描写,叙述A syllabic form of writing adj. 音节的;分音节的based on syllablWarlike adj. 好战的;好斗的;尚武的aggressive and wanting to fightOverrun v. [oftpass]泛滥;横行;肆虐to fill or spread over an area quickly, especially in large numbersHerald v. 是(某事)的前兆;预示to be a sign that sth is going to happenReturn to a more primitive levelBe skilled atFormative adj. [obn](对某事物或性格的发展)有持续重大影响的having an important and lasting influence on the development of sth or of sb's characterArchaic 古代的;早期的from a much earlier or ancient period of historyProvide a framework forFlowering n. [c][ususing]~ of sth(新思想、艺术、音乐、科学等的)繁荣时期,鼎盛时期the time when sth, especially a period of new ideas in art, music, science, etc., reaches its most complete and successful stage of developmentIntellectual enquiry n. [u]查询;探究;探索the act of asking questions or collecting information about sb/sthArtistic creativity 艺术创造力Encompass v. 包围;围绕;围住to surround or cover sth completelyCluster around v. 聚集在;簇拥上来;集中发生Oligarchy 寡头政治;寡头统治集团;寡头统治的国家Experimentation n. [u]实验;试验;尝试the activity or process of experimenting Integration n. [u][c]结合;整合;一体化the act or process of combining two or more things so that they work together (= of integrating themRise to powerConnotation n. 含义;隐含意义an idea suggested by a word in addition to its main meaningCelebrate v. 赞美;颂扬;歌颂to praise sb/sthDistinctive organization 特有的组织Egalitarian adj. 主张人人平等的;平等主义的based on, or holding, the belief that everyone is equal and should have the same rights and opportunitiesNo sense ofOrator n. 讲演者;雄辩家;善于演说的人a person who makes formal speeches in public or is good at public speakiErupt into v. 爆发成Sporadically adv. 偶发地Disintegrate v. 碎裂;解体;分裂to break into small parts or pieces and be destroyed Acumen n. [u]精明;敏锐the ability to understand and decide things quickly and well Subdue v. 制伏;征服;控制to bring sb/sth under control, especially by using force Reckless disregard 贸然不顾;鲁莽漠视;轻率Merge v. ~ (with/into) sth.~ A with B.~ A and B (together)(使)合并,结合,并入to combine or make two or more things combine to form a single thingThe rise and fall of the Roman EmpireBe nursed byAssembly n. [c]立法机构;会议;议会a group of people who have been elected to meet together regularly and make decisions or laws for a particular region or countryGain equal powerTake over 接管;接任;接替Take control ofMove intoSuffer from troubleBreak outBe made consulStab to death 刺死Relation n. [c]亲戚;亲属a person who is in the same family as sb else relative Supreme ruler n. 至高统治者;至高无上的统治者;最高统治者Proclaim v. 宣布;宣告;声明to publicly and officially tell people about sth important Tyrannical ruler 暴君Condemn sb to deathTroubled period followedCapture v. 用武力夺取;攻取;攻占to take control of a place, building, etc. using force Revered 尊敬的;被崇敬的Succession n. [u]继承;继任;(尤指王位的)继承权the act of taking over an official position or title; the right to take over an official position or title, especially to become the king or queen of a countryReach one’s fullest extent⑧Studying and preserving the pastArchaeology n. [u]考古学the study of cultures of the past, and of periods of history by examining the remains of buildings and objects found in the groundDisturb v. 打扰;干扰;妨碍to interrupt sb when they are trying to work, sleep, etc.Be struck byDate v. 确定年代to say when sth old existed or was madeRoam v. 徜徉;闲逛;漫步to walk or travel around an area without any definite aim or directionCome closer in timeDecode v. 译解,理解(外文)to understand the meaning of sth in a foreign languageA wealth of adj. 大量的;丰富的;很多的Agree on 同意;对……取得一致意见Scope n. (题目、组织、活动等的)范围the range of things that a subject, an organization, an activity, etc. deals withAt first sight 乍看;一见就;乍看起来Trilithon n. 【考古】(在二直立巨石上搭一块巨石的)三巨石结构Sarsen circle n. 砂岩环⑨In a history museumBrocade gown n. [u][c]织锦缎;(尤指用金银线织出凸纹的)厚织物a type of thick heavy cloth with a raised pattern made especially from gold or silver silk threadArrowhead n. 箭头;箭镞the sharp pointed end of an arrowA cotton lining 棉面料Duplicate n. 完全一样的东西;复制品;副本one of two or more things that are the same in every detail copyExquisite casting adj. 精美的;精致的extremely beautiful or carefully madeN. [c]铸件;铸造物an object made by pouring hot liquid metal, etc. into a mould(= a specially shaped container)Tri-coloured Tang pottery figurine 唐三彩陶俑Glaze n. 釉;釉料a thin clear liquid put on clay objects such as cups and plates before they are finished, to give them a hard shiny surfaceCurator n. (博物馆或美术馆等的)馆长,负责人a person whose job is to be in charge of the objects or works of art in a museum or art gallery , etc.Antiquity n. [c][usupl]文物;古物;古董;古迹an object from ancient timesMosque n. 清真寺a building in which Muslims worshipPagoda n. (南亚或东亚的)佛塔a temple (= religious building) in S or E Asia in the form of a tall tower with several levels, each of which has its own roof that extends beyond the wallsEnclosure wall n. 大围墙Ceremonial arch n. 拱门a structure with a curved top that is supported by straight sides, sometimes forming an entrance or built as a monumentTerrace n. [c](相同的一排)排房,排屋a continuous row of similar houses that are joined together in one blockBalustrade n. 栏杆a row of posts, joined together at the top, built along the edge of a balcony , bridge, etc. to prevent people from falling off, or as a decorationStone tablet 石碑;碣;石片Carved stone inscription 石刻碑文Grotto n. 洞穴;(尤指园林等中的)人工洞穴a small cave , especially one that has been made artificially, for example in a gardenPalaeolithic age n. 旧石器时代Wine jar n. 酒缸;酒瓮Tripod n. (照相机、望远镜等的)三脚架a support with three legs for a camera, telescope , etc.Quadripod n. 四足鼎;平底四角锥体;四脚手杖Inlay n. [c][u]镶嵌艺术;镶嵌装饰(或图案);镶嵌材料a design or pattern on a surface made by setting wood or metal into it; the material that this design is made ofTrimming n. [u][c][usupl]装饰材料;镶边饰物material that is used to decorate sth, for example along its edgesRelief n. [u][c]浮雕;浮雕法;浮雕作品a way of decorating wood, stone, etc. by cutting designs into the surface of it so that some parts stick out more than others; a design that is made in this wayThe pressure of preserving the pastRampant adj. 泛滥的;猖獗的existing or spreading everywhere in a way that cannot be controlledAnathema n. [u][c][ususing]可憎的事物;可恶的想法a thing or an idea which you hate because it is the opposite of what you believeFuturistic adj. 极其现代的;未来派的extremely modern and unusual in appearance, as if belonging to a future timeMultiply v. 成倍增加;迅速增加to increase or make sth increase very much in number or amountMaterial recordDemolition n. 爆破;废墟;爆破的炸药Intact adj. [nubn]完好无损;完整complete and not damagedMerchant n. 商人;批发商;(尤指)进出口批发商a person who buys and sells goods in large quantities, especially one who imports and exports goodsPlay a pivotal role inPicturesque residential districtReduce to rubble and famous ancient lane n. [u]碎石;碎砖broken stones or bricks from a building or wall that has been destroyed or damagedStrike a balanceFabric n. [sing]the ~ (of sth)(社会、机构等的)结构the basic structure of a society, an organization, etc. that enables it to function successfullyProfit-motivatedEdifice n. 大厦;宏伟建筑a large impressive buildingAdministrative adj. 管理的;行政的connected with organizing the work of a business or an institutionHigh-rises n. 高大建筑物,多层高楼Maximize profitsDemolish v. 拆毁,拆除(建筑物)to pull or knock down a buildingYardstick n. (好坏或成败的)衡量标准;准绳a standard used for judging how good or successful sth iscompetency n. [u][c]~ (in sth).~ (in doing sth)能力;胜任the ability to do sth well Supervisory systemLead the waydemolish v. 拆毁,拆除(建筑物)to pull or knock down a buildingTree-lined adj. 绿树成荫的;绿树成行的;树木成排的Bring in revenueAllocate v. ~ sth (for sth).~ sth (to sb/sth).~ (sb/sth) sth拨…(给);划…(归);分配…(给)to give sth officially to sb/sth for a particular purposeVegetation n. [u](统称)植物;(尤指某地或环境的)植被,植物群落,草木plants in general, especially the plants that are found in a particular area or environment Interrelationship n. [c][u]~ (of/between A and B)相互关联;相互影响the way in which two or more things or people are connected and affect each otherHedgerow n. (尤指英国田边或路边的)矮树篱(especially in Britain) a line of bushes planted along the edge of a field or roadMoorland n. [u][c][usupl]高沼地land that consists of moorsHeath n. (杂草和灌木丛生的)荒地,荒野a large area of open land that is not used for farming and is covered with rough grass and other small wild plantsInescapable adj. 不可避免的;逃避不了的;不能忽视的that you cannot avoid or ignore Palimpsest n. 具有多重意义的事物;多层次的东西something that has many different layers of meaning or detailBarrow n. 古坟;古冢a large pile of earth built over a place where people were buried in ancient timesTimber-framed 木构楼阁;木桁结构;木质结构Hunter-gatherer n. 游猎采集部族成员a member of a group of people who do not live in one place but move around and live by hunting, fishing and gathering plantsSpatially adj. 空间地;空间上;空间式Road layingPiecemeal destruction 逐个消灭Stratigraphy n. 地层;地层学A vast array of 许多Dire consequence 极端后果Irreversibly 不可逆地;不可挽回地;不可逆转地Holistic approach 机能整体处理探索法Carbon dating 碳定年法(根据测定古物不同形态的碳含量以计算年代)Intact adj. [nubn]完好无损;完整complete and not damagedState gift 国家礼物。

《History and Traditions》SectionⅢ PPT课件

《History and Traditions》SectionⅢ PPT课件
了解一点英国历史将帮助你解决这个难题。 [仿写] 掌握基本的急救技能将有助于你在遇到紧急情况时迅速做出反应。 _______K_n_o_w__in_g__b_a_si_c_f_i_rs_t_-a_i_d_t_e_c_h_n_iq_u_e_s______ will help you respond quickly to emergencies.
4.Studying the history of the country will make your visit much more enjoyable. 学习这个国家的历史将使你的访问更加愉快。 [仿写] 这种独特的写作风格使得这部书很受我们的欢迎。 The unique writing style ________m_a_k_e_s_/m__a_d_e_t_h_e_b_o_o_k__p_o_p_u_la_r_w__it_h_u_s_______.
6
2.Almost everywhere you go in the UK, you will be surrounded by evidence of four different groups of people who took over at different times through history.几乎在英国 的任何地方,你都会被四个不同的人群留下来的证据所包围,这些人在不同的历 史时期接管了英国。 [仿写] 无论走到哪里,她都受到热烈欢迎。 _____________E_v_e_ry_w__h_e_re__s_h_e_g_o_e_s________________, she receives a warm welcome.
11
句型公式 1.动名词短语作主语。 2.everywhere作连词,意为:无论什么地方。 3.have+宾语+过去分词(短语)作宾语补足语。 4.make+宾语+宾语补足语。

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Unit_3_American_Beginnings(I)美国历史

Unit_3_American_Beginnings(I)美国历史

3. Europe in the and centuries (3)
• The Religious Reformation
th 16
th 17
– Martin Luther (1483-1546), German theologian and leader of the Reformation, declaring 95 Theses in protest against abuses and corruption in the church (indulgence), believing of salvation by faith in Jesus Christ (justification by faith) and through a direct relationship to God.
2. Two Immigration Movements to the New Land (1)
• The first immigration (about 25000 years ago)
– Siberian tribes, crossing over the Bering Strait to Alaska, later mistakenly called Indians by Christopher Columbus in 1492; – Aboriginal cultures from those of the primitive tribes to the brilliant civilizations of the Aztecs, the Incas and the Mayas.
2.2.1 Early European Explorers
2.2.2 Christopher Columbus (1451-1506)

《History and traditions》SectionⅢPPT教学课件

《History and traditions》SectionⅢPPT教学课件

基础知识 预习自检
重点知识 合作探究
学习效果 随堂演练
课后课时作业
Ⅱ.教材原句 1.Most people just use ________________ (简称): “the United Kingdom” or “the UK”.
答案:the shortened name
基础知识 预习自检
基础知识 预习自检
重点知识 合作探究
学习效果 随堂演练
课后课时作业
①Soon he will
take charge of the department.
他很快会来接管这个部门。
②There is a heated discussion on whether museums should charge for
课后课时作业
答案
7.The family's ancestors once attended to soldiers ________________ (受伤 的) in the First World War.
答案:who were wounded
基础知识 预习自检
重点知识 合作探究
学习效果 随堂演练
课后课时作业
课后课时作业
答案
8.I had expected ________________ (一些不同的事情). 答案:something different
基础知识 预习自检
重点知识 合作探究
学习效果 随堂演练
课后课时作业
答案
9.It was like ________________ (走进历史). 答案:walking into history
Section Ⅲ
History and traditions

lesson 3

lesson 3

Part OneI. Questions1. What would you expect by looking at the title?2. How would you like to develop this article?3. What do you think the students of history study?4. Why do people study history? Would you like to be a historian? Why or why not?5. Who is the most controversial figure in the Chinese history? Why? Exemplify your reasoning. II. QuizDo you know?1. Joan of Arc’s Lifea. 13th centuryb. 9th centuryc. 15th centuryd. 11th century2. The Black Deatha. 10th centuryb. 16th centuryc. 12th centuryd. 14th century3. The Declaration of Independence was formally adopted on _____.a. July 4, 1776b. July 14, 1776c. July 4, 1861d. July 14, 17784. The direct cause to American Independence War is _____.a. Boston Tea Partyb. Chartist Movementc. Industrial Revolutiond. Shot in Lexington5. “Never before that startled April morning did such multitudes of men shed tears for the death of one they had never seen…their common manhood had lost a kinsman.” These lines are devoted to which President in America?a. Washingtonb. Jeffersonc. Churchilld. Lincoln6. On June 6,___, the first Contingents of an American and British invasion army landed on the beaches of Normandy.a. 1941b. 1942c. 1943d. 1944keys: cdaaddIII. History & Historical FiguresWatergate Affair Interpretation of Dreams New DealBattle of WaterlooCivil Disobedience MovementGulf War Gandhi Nixon Bush Roosevelt Freud NapoleonIV. Historical Events in FilmsHere are some film clips for you to enjoy. Please tell us what historical event is depicted in the film.a. First Gulf War Declarationb.Terrorist attack on World Trade Center (2001)V. An EssayOn Looking BackBy George GissingNevertheless, my life is over.What a little thing! At least I can look back upon its completed course. I am tempted to laugh. And that is best, to smile not in scorn, but in all forbearance, without too much self-compassion. Afterall, that dreadful aspect of the thing never really took hold of me; I could put it by without much effort.Life is done—and what matter? Whether it has been, in sum, painful or enjoyable, even now I cannot say—a fact which in itself should prevent me from taking the loss too seriously. What does it matter? Destiny with the hidden face decreed that I should come into being, play my little part, and pass again into silence; is it mine either to approve or to rebel? Let me be grateful that I have suffered no intolerable wrong, no terrible woe of flesh or spirit, such as others—alas! alas!—have found in their lot.Is it not much to have accomplished so large a part of the mortal journey with so much ease? If I find myself astonished at its brevity and small significance, why, that is y own fault; the voices of those gone before had sufficiently warned me. Better to see the truth now, and accept it, than to fall into dread surprise on some day of weakness, and foolishly to cry against fate. I will be glad rather than sorry, and think of the thing no more.Part Two Background InformationI. AuthorsThe present text is based on the introduction to a book entitled Conflict and Consensus in Modern American History edited by Allen F. Davis and Harold D. Woodman, professors at Temple University and Purdue University respectively, who also wrote the introduction.II. Woodrow WilsonWoodrow Wilson (1856-1924), America’s 28th president(1913-1921), was a professor of law, the president of Princeton University, and the governor of New Jersey before he was elected to the White House.When Woodrow Wilson took office, he faced economic crisis, democratic decay, and a world at war. Meeting those challenges with progressive ideas and high-minded ideals, he reinvented the presidency, crafting a vibrant legacy that has defined the powers and responsibilities of every president to this day.III. Zimmerman NoteThe Zimmerman Note was a communiquéauthored by German Foreign Secretary Arthur Zimmerman and intercepted by American Intelligence. The note had been designed to entice Mexico into declaring war against the United States should the U.S. declare war on Germany. As a reward, Mexico would then receive Arizona, New Mexico, and Texas after the war.Full text of The Zimmermann Telegram:On the first of February we intend to begin submarine warfare unrestricted. In spite of this, it is our intention to endeavor to keep neutral the United States of America.If this attempt is not successful, we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona. The details are left to you for settlement.You are instructed to inform the President of Mexico of the above in the greatest confidence as soon as it is certain that there will be an outbreak of war with the United States and suggest that the President of Mexico, on his own initiative, should communicate with Japan suggesting adherence at once to this plan; at the same time, offer to mediate between Germany and Japan. Please call to the attention of the President of Mexico that the employment of ruthless submarine warfare now promises to compel England to make peace in a few months.Zimmerman(Sent January 19, 1917)Part Three Text AppreciationText Analysis1. StyleThis is a piece of expository writing.The purpose of expository writing is to explain or to give the reader information to help him understand the world around him.2. Stylistic Featurea. Long sentences;b. formal words; impersonal structures3. ThemeIn this essay the two authors discuss the definition of history, the role of the historians and the reasons why historians disagree.4. StructurePart I (Paras. 1—3) How the students of history major study history and what confuse them Part II (Paras. 4—10) Historians may view the same historical event from different perspectives Part III (Paras. 11—13) The authors summarize the reasons why historians disagree and the disagreement is everlasting.Questions on the text2) What is the role of the historians?Historians do not just collect facts. They give meaning to the facts.3) Why do historians disagree?Because historians have different interests and a different understanding of human motivation and human behavior which in turn is due to their different background in age, sex, race, class, education, religion, politics, etc., they tend not only to be interested in different facts but also interpret the same facts differently.4) What is the misunderstanding the authors are trying to clarify in Para.1?History is just the facts of names, dates and statistics of the past. The study of history is the study of these “facts” about the past.5) What is the confusion of the students put forward in Paras.2-3?1.Historians who are wrong may have their “facts” correct.2.Contending historians more or less agree on the same facts, but come to differentconclusions.3.It seems that historical truth becomes a matter of personal preference.4.It’s hard to decide which of the two opposed points of view about an event iscorrect.6) What is the main idea of Paras. 7—8? How are the two paragraphs developed?Paras. 7—8 is about the factors for American entry into WWI.The two paragraphs are developed by way of exemplification.7) What is the main idea of Paras. 9—10? What are the interpretations of the three schools? Paras. 9—10 is about how the three schools interpret these factors.First group: These are the only important ones and they are equally important;Second group: The list is incomplete—leaving out Wilson’s pro-British attitude;Third group: These are not of equal importance—bankers’ influence is the most important.8) What can be concluded in Paras. 9—10?Conclusion:Subject—the same: American entry into WWIfacts—differentreason—different points of view9) What are the two reasons listed in Para. 11 to explain why historians disagree?1. They begin from different premises.2. They are merely considering different levels of causes and effect.10) How do the authors view the controversy among historians?The controversy not only lies between historians, but also happens to the same historian with the discovery of new information and progress of the society. It is impossible to remove the controversy and it is the very existence of the controversy that lends excitement to the study of history.5. Further Discussion∙Of the three possible definitions of history the authors have listed in the text, which do you think is the most accurate? Why?∙Do historians ever agree in their interpretation of a historical event? Can you think of a few examples on which the historians sharply disagree? How come they disagree since they are dealing with facts?∙When two historians disagree, does it always mean that one historian is right and the other is wrong? Why not?∙Is it safe to say that historians can differ, but they can never be wrong?∙Will the disagreement among historians eventually come to an end one day? Why and why not? Do you accept the view that this disagreement is what lends excitement to the study of history?∙Do you think that history is a science? If your answer is yes, would you say that it is a science just like physics and mathematics?∙Not only historians but also we disagree with each other? How does it happen?II. Writing DeviceExposition1. What is exposition?Exposition means expounding or explaining.2. Who are most likely to use the expository writing style?It is most frequently used by a student, a scientist, or a professional.An expository paper explains or explores sth., such as the process of making a machine, the causes of a natural or social phenomenon, the planning of a project, or the solution of a problem. That is, use an expository writing when we explain how the object is made, how it is used, and how it may change. It mainly deals with processes and relationships.3. In which scope and field do they use it?An expository paper explains or explores sth., such as the process of making a machine, the causes of a natural or social phenomenon, the planning of a project, or the solution of a problem. That is, use an expository writing when we explain how the object is made, how it is used, and how it may change. It mainly deals with processes and relationships.4. What is the most important quality of exposition? How to achieve it?The most important quality of exposition is clarity. To achieve this the writer should:1) Limit his subject or the scope of discussion, for it’s impossible to explain many things clearly ina short essay.2) Prepare enough material (details of examples) to help his explanation; the reader often finds abstract discussions hard to follow if they are not illustrated by concrete examples.3) Present his facts and views in proper order, in the order of time or of logical sequence depending on the nature of the subjects.4) Make his exposition, if possible, interesting or moving;5. What methods are adopted for paragraph development in the expository writing?1) illustration—the use of example to illu strate a point, helping to clarify a writer’s thought by making the general specific, and the abstract concrete; and also adding interest and help to persuade or convince the reader;2) division and classificationdivision—separate things into parts (glasses—[\frame, lens);classification—organize things which share certain qualities (courses—obligatory and optional);3) comparison and contrast(the subject-by-subject pattern, the point-by-point pattern);4) analogy—shows the similarities between two different class;5) cause and effect;6) definition.III. Sentence Paraphrase1. Most students are usually introduced to the study of history by way of a fat textbook and become quickly immersed in a vast sea of names, dates, events and statistics. (Para. 1)by the way of: throughfat: thicka vast sea of: a great number of (metaphor)---Most students usually come to have their first experience of the study of history through the reading of a thick history textbook and soon are overwhelmed by a large number of names, dates, events and statistics.2. Their common-sense reaction to this state of affairs is to conclude that one historian is right while the other is wrong. (Para. 2)their common-sense reaction: their response based on common sensethis state of affairs: a situationwhile: “whereas or and” implying a contrastWhen a person is faced with this kind of situation, the normal, practical response will be that one historian is right whereas the other is wrong.This position is hardly satisfying. (Para. 3)Position: situation or state; status---This is not a happy solution or happy situation. Students expect to be given clear-cut answers, either yes or no. But now they have to shop around for the proper answer. The answer becomes a personal choice. This makes them feel very uncomfortable.4. Therefore the historian can only approximate history at best. No one can ever claim to have concluded the quest. (Para. 5)approximate: come to close toat best: taking the most hopeful viewquest: search; pursuit---Therefore the best the historian can do is to get as near as possible to the historical truth. But no one can ever boast that he/she has completed this search. It goes on for ever.5. Sometimes this appears to be easy, requiring very little sophistication and subtlety. (Para. 7) requiring very little sophistication and subtlety: present particle phrases function as clause sophistication: complexitiessubtlety: fine distinctions--Sometimes this appears to be easy, demanding no special training or profound knowledge or the ability to understand very complex issues and fine distinctions.6. The choice as to which fact to use is based on a theory—admittedly, in this case a rather crude theory, but a theory nonetheless. (Para. 7)as to : with regard to; concerningadmittedly: we all admitcrude: unrefinednonetheless: (fml)nevertheless; however---The choice concerning which fact to use is based on a theory. I am willing to concede that the theory used here is unrefined, yet it is still a theory.7. It would go something like this: National leaders contemplating war are more likely to be influenced by belligerent acts against countries than by their unhappiness with their haberdashers. (Para. 7)contemplating: pondering over the problem of war; considering going to war with anther country belligerent acts: war acts, acts of warunhappiness with their haberdashers: unhappiness with their hat makers or hat shops; unhappiness about personal trivial things8. Similarly a third group of historians might maintain that the various items on the list should not be given equal weight. (Para. 10)similarly: for the same reasonmaintain: to continue to have the viewgiven the equal weight: to consider sth. Important---Similarly a third group of historians might argue that the various points put on the list should not considered equally important.9. In the examples given, historians disagree because they begin from different premises. (Para.11)premises: a proposition upon which an argument is based or from which a conclusion is drawn---In the examples we have given above, we can see that historians disagree because they begin from different assumptions.10. The theory here would be that economic matters are the key to human motivation, and that a small number of wealthy bankers have a disproportionate ability to influence government. (Para. 10)that economic matters are the key to human motivation, and that a small number of wealthy bankers have a disproportionate ability to influence government: Two “that”—noun clauses serve as the complement--- The theory here would be that the answer to human purpose in doing sth. lies in economic factor and that the influence of the bankers on the government is much greater than their number.11. Neither statement can be faulted on the grounds that it is inaccurate. (Para. 11)be faulted: to be criticized; to be considered wronggrounds: reasons or justificationsthat it is inaccurate: noun clause serving as an appositive of “grounds”--- You cannot find fault with either statement and say it is not accurate. (Neither statement can be criticized on the grounds that it is inaccurate.)12. If the state of our knowledge were such that it provided us with a model of unquestioned validity that completely explained human behavior, we can. (Para. 13)such that: a variation of the pattern “so… that”a model of unquestioned validity: a model that is always effective; a foolproof model--- We can if our knowledge could give us a perfect model that completely explained human behavior. Unfortunately no such model has ever existed.Examples of such that: 1). The conditions were such that many young people wanted to leavethe place.2). The force of the explosion was such that windows were blown out.13. But since we do not have such a complete and foolproof explanation, disagreements are destined to remain. (Para. 13)foolproof: always effective; completely dependable; infallibleare destined: to be bound to do sth.; to be predetermined or preordained to do sth.--- But since we do not have such a complete and infallible explanation, disagreement are bound to exist.14. When students realize that… “truth” is but an elusive yet intriguing goal in a never-ending quest... (Para. 13)but: onlyan elusive yet intriguing goal: a goal that is extremely attractive yet forever out of reachnever-ending quest: an everlasting or interminable search--- When students realize that… “truth” is only a goal that is beyond reach yet extremely attractive and should be sought in a permanent search.Part Four Language StudyI. Word StudyII. Phrases and Expressions1. at (the) best2. be relevant to3. be destined to4. cannot help but do5. concern oneself with6. from a… perspective7. in the event of8. read of9. piece together10. stem from11. take… into account12. to sb.’s disadvantage13. by way ofIII. Word BuildingPrefix—pro-Pre-British: pro-: supporting or approving of sth.pro-Britishpro-Americapro-Chinesepro-abortionpro-westernpro-independence pro-revolutionary 亲英(派)亲美(派)亲华(派)赞成/支持堕胎支持西方的赞成独立支持革命Suffix—-proof:Foolproof: -proof: protecting againstfoolproof waterproof bulletproof burglarproof soundproof childproof container tamperproof flameproofidiot-proof不会有差错或误解的防水的防弹的防盗的隔音的防孩子摔坏的容器(机械装置等)可防止乱摆弄的耐火性简单易懂的,容易操作的,可靠的Suffix—-able/-ible: a. a. (n.+able) showing the qualities ofb. (v.+able) that can be, fit to beregret regrettablerespect respectableresponse responsiblesense sensibleconduct conductibleenjoy enjoyableread readableimagine imaginablethink thinkableresist resistiblecorrupt corruptibleIV. Grammar—Transitional ExpressionsTherefore they often become confused upon discovering that historians often disagree sharply even when they are dealing with the same event. (Para. 1)Therefore: transitional word: to show resultFunction:Transitional words and phrases show the relationship of one sentence or clause to another and tie together ideas before the reader has a chance to forget them, thus to achieve coherence in writing.1. Words That Signal Additionand, moreover, again, next, also, one…another, besides, last, finally, further more, in addition2. Words that signal time:at first, second, etc; former…l atter, etc; soon; afterward; before; at length;after, immediately; finally; meanwhile; then; in the meantime; later; until, next3. Words That Signal Comparison/Contrast4. Words that Signal example5. words that signal conclusions or summaries6. words that signal concessionExamples of transitional expressions:Now pick out the transitional words or phrases in the following sentences and point out how they each make sentence transition clear. (to add, to contrast, to exemplify, to intensify, to show result, to repeat, to summarize or to conclude, etc.)1. And presumably, historians who are wrong will have their “facts” wrong. This is seldom the case, however. (Para. 2) (And: to add; however: to contrast)2. Rather, they select only those records they deem most significant. (Para. 6) (Rather: to introduce a fact that is different from what has been mentioned)3. At the same time, they would most likely not use evidence that President Woodrow Wilson was dissatisfied with a new hat he bought during the first months of 1917. (Para. 7) (At the same time: to indicate time)4. In other words, we have to go beyond the proximate cause and probe further and further.(Para. 11) (In other words: to explain)5. In the end, you might argue that the ultimate cause of your being late was the fact that you wereborn, but obviously this goes too far back to be meaningful. (Para. 11) (In the end: to conclude;but: to contrast)Part Five ExtensionI.Oral WorkGroup DiscussionQuotes About HistoryDebatingII. QuizIII. WritingWrite: Write an exposition of about 200 words on the following topic:How should history be taught?Begin your exposition by giving a definition of history.IV. Listening Lab。

Globalization 全球化


• •
• •
of revenue for education, health, defence, housing and transportation People increase their standard of living Can buy variety of foreign goods besides local goods � An increase in lifestyle choices � Better quality of life
people and resources away from poor areas and relocate them in other regions that benefit them. • TNCs locate labourintensive and low valueadded production in poorer nations. • Often, these workers experience poor working conditions.
FACTORS FOR GLOBALIZATION (How globalization can take place) 1) Development in • Over the years there is an improved transportation Transportation & technology e.g. use of jet aircraft & Cargo transport Communications • There are also well-organized transportation networks and infrastructures such as airports, seaports, railways & highways etc. This results in: • Reduced the time and cost of moving goods over long distances • Simplified the goods transfer from one mode of transportation to another • Increased mobility of the people and the goods from one place to another • Improvement in technology led to faster and more convenient communications. E.g. Technology – simultaneous o Satellite transmission of messages o Optical fibre systems – large carrying capacity and high speed transmission of information o The invention of advanced communication technology – Internet This results in:

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Unit3_Why_Historians_Disagree


in the Atlantic. There is debate as to the
relative importance of this and the
Zimmermann Note.
3. Where was the Peace Treaty with Germany
signed in 1919 ?
D. Five
ቤተ መጻሕፍቲ ባይዱ
4. Who was not one of the 'four beautiful ladies'?
A. Wang Zhao Jun B. Zhao Fei Yan C. Yang Yu Huan
B: The four pretty women were Wang Zhao Jun, Yang Yu
Word formation
a. presumable n. Presumption v. presume
contend
1. ~ with/against/for sb/sth struggle in order to overcome a rival,
C. Fort Duquesne D. Fort Pillow
Fort Sumter in Charleston Harbor, so starting the war.
What is a historian ?
A person who studies history and / or writes about it .
Back
What is the value of making a study into history? Why we learn history? Various opinions are possible and they should be encouraged. We study history to learn some from our past, thus getting some guidance to benefit our present and our future.
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Lingyun GaoPeriod 42010-11-15Imperialism and the Great World War[Chapters 23, 24, and 25]Student Focus:Between the era of Reconstruction and the end of World War I, the United States underwent a profound social and economic revolution that affected all aspects of Americans’ lives. By 1920, the country had emerged as the possessor of a small overseas empire and, thanks to U.S. entry into World War I, the world’s major industrial power.Key Terms:✧Imperialism the pouty, practice, advocacy of extending the power and domination ofa nation especially by direct territorial acquisitions or by gaining indirect control overthe political or economic life of other areas; the extension or imposition of power, authority or influence.✧Sussex Pledge a promise made in 1916 during WWI by Germany to the US prior tothe latter’s entry into the war. Promised a change in Germany’s naval warfare policy.✧Versailles Treaty one of the peace treaties at the end of WWI that ended the warbetween Germany and allied powers which signed on June 28, 1919.✧Nationalism pride for country, aggressive patriotism, willingness to defendsupremacy of one nation, unity and identifiable.✧Zimmerman note from the German foreign secretary to the German minister inMexico, February 1917, instructing him to offer to recover Texas, New Mexico, and Arizona for Mexico if it would fight the United States to divert attention fromGermany in case of war.✧Dollar Diplomacy a diplomacy that president William Howard Taft started this tofurther aims in Latin America and east Africa through use of the its economic power by guaranteeing loans made to foreign countries✧Russian Revolution the series of revolutions that destroyed the Tsarist autocracyand led to the creation to the Soviet Union.✧New Nationalism platform of the progressive party and slogan of former presidentTheodore Roosevelt in the presidential campaign of 1912; stressed governmentactivism, including regulation of trusts, conservation, and recall of state courtdecisions that had nullified progressive programs.✧Selective Service Act a policy for men to go to WWI at the young age passed by thecongress of the United States on May 18, 1917.✧Roosevelt Corollary An extension of the Monroe Doctrine by Teddy Roosevelt in1904 asserted a right of the US to intervene to stabilize the economic affairs ofsmall states in the Caribbean and central America✧American Expeditionary Force (AEF) commanded by John “blackjack” perishing thatonly fought in 1918✧Open Door Policy in hopes of protecting the Chinese market for US exports,Secretary of State John Hay unilaterally announced in 1899 that Chinese tradewould be open to all nations✧Panama Canal a ship canal on Panama that joins the Atlantic ocean and the pacificocean which is a key place for international maritime trade that make US gained strategic military position.✧Platt Amendment (1901) reserved the United States’ right to intervene on Cubanaffairs and forced newly independent Cuba to host American naval based on the island.✧Liberty Bond a war bond sold in the US to support the allied cause in WWI to furnishnaval support, financial credits, supplies, and munitions.✧Militarism the belief or desire of a government or people that a country shouldmaintain a strong military capability and be prepared to use it aggressively to defend or promote national interests.✧Spanish American War a conflict of Cuba between Spain and US in 1898 which last10 months.✧Central Powers one of the two sides that participated in World War I, also knownas the triple alliance, the other is the triple Entente (allied powers).✧Monroe Doctrine President James Monroe’s declaration to congress on December 2,1823, that the American continents would be thenceforth closed to colonization but that the United States would honor existing colonies of European nations.✧Allies people, groups and nations that had joined together in an association formutual benefits or achieve some common purpose whether or not explicitagreement has been worked out between them.✧Fourteen Points President Woodrow Wilson’s 1918 plan for peace after World War I;at the Versailles peace conference, however, he failed to incorporate all of thepoints into the treaty.✧League of Nations organization of nations to mediate disputes and avoid warestablished after World War I as part of the Treaty of Versailles; President Woodrow Wilson’s “fourteen points” speech to congress in 1918 proposed the formation of the league.✧New Freedom democrat Woodrow Wilson’s political slogan in the presidentialcampaign of 1912; Wilson wanted to improve the banking system, lower tariffs and by breaking up monopolies, give small businesses freedom to compete.✧U-boat the military submarines boats operated by Germany, particularly in WorldWar I and II.✧Reparations the compensation granted by the government to the descendants ofUS slaves WWI which made from Germany due to the signing of the treaty ofVersailles.Review Questions:What factors led to the growth of imperialism around the world?American has many geographic advantages and the manifest Destiny ordained by God also has deep influence. What’s more, the rapid industrial developmentrequired the acquisition of foreign territories to vital new materials and the expanded naval presence to protect the global shipping lanes for the world economy.In what ways did the United States begin to expand its interests abroad in the late 1800s?They started to acquire territories outside the North American continent andAmerican manufactures had matured to the point where they could outsell foreign competitors in the world markets. At the same time, the modern economicdevelopment called for a powerful navy, a strong navy, a strong merchant marine, foreign commerce, colonies and naval bases.What were the events leading up to and following the Spanish-American War?The “Cuba Libre” that Cubans revolted against Spanish rule on February with the help of US lead up the Spanish-American war. And the result of Spanish-American war was treaty of Paris that Spain gave Us Cuba, Guan, Puerto Rico andPhilippines and Cuba gained independence but forced to sign the Plattindependence.Why did the United States want to build the Panama Canal?Building the Panama Canal can give US strategic military position as well as their easy trade route for the economy monopoly.What were the goals of Theodore Roosevelt’s “big stick” diplomacy?His goal is to establish US as an international police power and to be able to control over their sphere of influence and most place in Morone Doctrine.In what ways did the foreign policies of Presidents Taft and Wilson differ from those of President Roosevelt?President Roosevelt preferred the way of “speak softly, but carry a big stick” and he thought US will intervene military if necessary. But Taft was fearful that US wasfalling behind so he try to use the economic to influence countries than to modernize.Woodrow Wilson firm belief in democracy but not dollar diplomacy and he refused to recognize the Huerta government and Wilson decided to join the Triple alliance of the WWI and proposed the fourteen points later.What were the main causes of World War I?Nationalism, militarism and imperialism cause that.How did Germany’s use of submarines affect the war?The U-Boat warfare violated the established international; procedure of stopping an enemy vessel on the high seas and providing for the safety of passengers and crew before sinking it. It also cause the outrage of American that Lusitania sunk largepassenger vessels.In what ways did American troops turn the tide of the war?American provided more money for supplies and more soldiers for that thecombined strength of the regular army and National Guard have increase a lot.Generally, there are more and more Americans devoted themselves to the war.What were conditions like in Europe and in the United States at the end of the war?German’s government wanted the best peace terms possible. The allies accepted the fourteen points as a basis of peace but with 2 significant reservations: the right to discuss freedom of the sea and the demand for reparations. There are numerous people died in every country even US saw 126,000 servicemen died.How did the war change the lives of Americans on the home front?The war helps complete economic mobilization to conduct the war efficiently. And the weapon also get advanced and the war industries board (WIB) became the most important of all the mobilization agencies that could allocate raw materials, tellmanufactures what to produce, order other construction of new plants and fix prizes. What were the important provisions of the Treaty of Versailles?It required Germany to accept sole responsibility for causing the war to disarm,make substantial territorial concessions and pay reparations to certain countries that had formed the Entente powers. Germany was not pacified or conciliated, norpermanently weakened. This would prove to be a factor leading to later conflicts, notably and directly the Second World War。

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