The preindustrial period of the development of cities in the United States began with the

What does the comment "This is logical." in line 5 of the first paragraph (underlined) mean？

A．There is no clear way to determine the extent of our ancestor's knowledge of plants.

B．It is not surprising that early humans had a detailed knowledge of plants.

C．It is reasonable to assume that our ancestors behaved very much like people in preindustrial societies.

D．Human knowledge of plants is well organized and very detailed.

What does the comment "This is logical" mean？

A．There is no clear way to determine the extent of our ancestor' s knowledge of plants.

B．It is not surprising that early humans had a detailed knowledge of plants.

C．It is reasonable to assume that our ancestors behaved very much like people in preindustrial societies.

D．Human knowledge of plants is well organized and very detailed.

The comment "This is logical" in Line 7 means ______.

A．there is no clear way to determine the extent of our ancestors' knowledge of plants

B．it is not surprising that early humans had a detailed knowledge of plants

C．it is reasonable to assume that our ancestors behaved very much like people in preindustrial societies

D．human knowledge of plants is well organized and very detailed

It can be inferred from the passage that ______.

A．most people who have been polled believe that the problem of unemployment may not be solved within a short period of time

B．many farmers lost their land when new railways and factories were being constructed

C．in preindustrial societies housework and community service was mainly carried out by women

D．some of the changes in work pattern that the industrial age brought have been reversed

Passage 5 According to anthropologists, people in preindustrial societies spent 3 to 4 hours per day or about 20 hours per week doing the work necessary for life. Modern comparisons of the amount of work performed per week, however, begin with the Industrial Revolution (1760-1840) when 10- to 12-hour workdays with six workdays per week were the norm. Even with extensive time devoted to work, however, both incomes and standards of living were low. As incomes rose near the end of the Industrial Revolution, it became increasingly common to treat Saturday afternoons as a half-day holiday. The half holiday had become standard practice in Britain by the 1870's, but did not become common in the United States until the 1920's. 　　In the United States, the first third of the twentieth century saw the workweek move from 60 hours per week to just under 50 hours by the start of the 1930's. In 1914 Henry Ford reduced daily work hours at his automobile plants from 9 to 8. In 1926 he announced that henceforth his factories would close for the entire day on Saturday. At the time, Ford received criticism from other firms such as United States Steel and Westinghouse, but the idea was popular with workers. 　　The Depression years of the 1930's brought with them the notion of job sharing to spread available work around; the workweek dropped to a modem low for the United States of 35 hours. In 1938 the Fair Labor Standards Act mandated a weekly maximum of 40 hours to begin in 1940, and since that time the 8-hour day, 5-day workweek has been the standard in the United States. Adjustments in various places, however, show that this standard is not immutable. In 1987, for example, German metalworkers struck for and received a 37.5-hour workweek; and in 1990 many workers in Britain won a 37-hour week. Since 1989, the Japanese government has moved from a 6- to a 5-day workweek and has set a national target of 1,800 work hours per year for the average worker. The average amount of work per year in Japan in 1989 was 2,088 hours per worker, compared to 1,957 for the United States and 1,646 for France. 　　 21. What does the passage mainly discuss？

A、Why people in preindustrial societies worked few hours per week

B、Changes that have occurred in the number of hours that people work per week

C、A comparison of the number of hours worked per year in several industries

D、Working conditions during the Industrial Revolution

ng new social research findings on the experiences of European migrants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of preindustrial North America. His approach rests on four separate propositions.

The first of these asserts that residents of early modern England moved regularly about their countryside; migrating to the New World was simply a "natural spillover". Although at first the colonies held little positive attraction for the English -- they would rather have stayed home -- by the eighteenth century people increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to the notion that used to flourish in American history textbooks, there was never a typical New World community. For example, the economic and demographic character of early New England towns varied considerably.

Bailyn's third proposition suggests two general patterns prevailing among the many thousand migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were the driving forces of transatlantic migration. These colonial entrepreneurs helped determine the social character of people who came to preindustrial North America. At first, thousands of unskilled laborers were recruited; by the 1730's, however, American employers demanded skilled artisans.

Finally, Bailyn argues that the colonies were a haft-civilized hinterland of the European culture system. He is undoubtedly correct to insist that the colonies were part of an Anglo-American empire. But to divide the empire into English core and colonial perphery, as Bailyn does, devalues the achievements of colonial culture, as Bailyn claims, that high culture in the colonies never matched that in England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books？ Bailyn might respond that New England was exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on North American culture.

Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with the political development of the United States. Evidence presented in his work suggests how we might make such a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers. It is not surprising that as soon as they served their time they passed up good wages in the cities and headed west to ensure their personal independence by acquiring land. Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely antiaristocrafic.

The author of the passage states that Bailyn failed to ______.

A．give sufficient emphasis to the cultural and political interdependence of the colonies and England

B．take advantage of social research on the experiences of colonists who migrated to colonial North America specifically to acquire land

C．relate the experience of the migrants to the political values that eventually shaped the character of the United States

D．investigate the lives of Europeans before they came to colonial North America to determine more adequately their motivations for migrating

ng new social research findings on the experiences of European migrants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of preindustrial North America. His approach rests on four separate propositions.

The first of these asserts that residents of early modern England moved regularly about their countryside; migrating to the New World was simply a "natural spillover". Although at first the colonise held little positive attraction for the English -- they would rather have stayed home -- by the eighteenth century people increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to the notion that used to flourish in America history textbooks, there was never a typical New World community. For example, the economic and demographic character of early New England towns varied considerably.

Bailyn's third preposition suggests two general patterns prevailing among the many thousands migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were the driving forces of transatlantic migration. These colonial entrepreneurs helped determine the social character of people who came to preindustrial North America. At tint, thousands of unskilled laborers were recruited; by the 1730's, however, American employers demanded skilled artisans.

Finally, Bailyn argues that the colonies were a half-civilized hinterland of the European culture system. He is undoubtedly correct to insist that the colonies were part of an Anglo-American empire. But to divide the empire into English core and colonial periphery, as Bailyn does, devalues the achievements of colonial culture, as Bailyn claims, that high culture in the colonies never matched that in England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books？ Bailyn might respond that New England was exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on North American culture.

Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with the political development of the United States. Evidence presented in his work suggests how we might make such a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers. It is not surprising that as soon as they served their time they passed up good wages in the cities and headed west to ensure their personal independence by acquiring land. Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely antiaristocratic.

The author of the passage states that Bailyn failed to ______.

A．give sufficient emphasis to the cultural and political interdependence of the colonies and England

B．take advantage of social research on the experiences of colonists who migrated to colonial North America specifically to acquire land

C．relate the experience of the migrants to the political values that eventually shaped the character of the United States

D．investigate the lives of Europeans before they came to colonial North America to determine more adequately their motivations for migrating

ntier had mostly disappeared and in 1910【M1】______ most Americans had moved to live in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis at credentials and expertise make schooling increasingly【M2】______ important for economic and social mobility. Increasing schools were【M3】______ viewed as the most important means of integrating immigrants into American society. The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided to and contributed to【M4】______ an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Reformers early in the 20th century suggested that education programs suited the needs of specific populations. Immigrant women【M5】______ were one such population. Since looking after the house and family【M6】______ was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it has commonly included income-producing activities both inside and【M7】______ outside the home. In highly industrialized early-twentieth-century【M8】______ US, however, overproduction rather than scarcity was becoming a problem. Schools trained women to be consumer homemakers— cooking, shopping, decorating and caring children "efficiendy" in【M9】______ their own homes, or if economic necessity demanded, as employers【M10】______ in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

【M1】

ng new social research findings on the experiences of European migrants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of preindustrial North America. His approach rests on four separate propositions.

The first of these asserts that residents of early modern England moved regularly about their countryside; migrating to the New World was simply a "natural spillover". Although at first the colonise held little positive attraction for the English -- they would rather have stayed home -- by the eighteenth century people increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to the notion that used to flourish in America history textbooks, there was never a typical New World community. For example, the economic and demographic character of early New England towns varied considerably.

Bailyn’s third proposition suggests two general patterns prevailing among the many thousands migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were the driving forces of transatlantic migration. These colonial entrepreneurs helped determine the social character of people who came to preindustrial North America. At first, thousands of unskilled laborers were recruited; by the 1730's, however, American employers demanded skilled artisans.

Finally, Bailyn argues that the colonies were a half- civilized hinterland of the European culture system. He is undoubtedly correct to insist that the colonies were part of an Anglo-American empire. But to divide the empire into English core and colonial periphery, as Bailyn does, devalues the achievements of colonial culture, as Bailyn claims, that high culture in the colonies never matched that in England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books？ Bailyn might respond that New England was exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on North American culture.

Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with the political development of the United States. Evidence presented in his work suggests how we might make such a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers. It is not surprising that as soon as they served their time they passed up good wages in the cities and headed west to ensure their personal independence by acquiring land. Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely anti- aristocratic.

The author of the passage states that Bailyn failed to _______.

A．give sufficient emphasis to the cultural and political interdependence of the colonies and England

B．take advantage of social research on the experiences of colonists who migrated to colonial North America specifically to acquire land

C．relate the experience of the migrants to the political values that eventually shaped the character of the United States

D．investigate the lives of Europeans before they came to colonial North America to determine more adequately their motivations for migrating

Plants and Mankind

Botany, the study of plants, occupies a peculiar position in the history of human knowledge. We don't know what our Stone Age ancestors (祖先) knew about plants, but from what we can observe of preindustrial societies that still exist, a detailed learning of plants and their properties must be extremely ancient. They have always been enormously (巨大地) important to the welfare of people, not only for food, but also for clothing, weapons, tools, dyes, Medicines, shelter, and many other purposes. Tribes living today in the jungle of the Amazon (亚马逊河) recognize hundreds of plants and know many properties of each. To them botany has no name and is probably not even recognized as a special branch of "knowledge" at all.

Unfortunately, the more industrialized we become the farther away we move from direct contact with plants. And the less distinct our knowledge of botany grows. Yet everyone comes unconsciously on an amazing amount of botanical knowledge, and few people will fail to recognize a rose, an apple, or an orchid (淡紫色的). When our Neolithic (新石器时代) ancestors, living in the Middle East about 10,000 years ago, discovered that certain grasses could be harvested and their seeds planted for richer yields the next season, the first great step in a new association of plants and humans was taken. Grains were discovered and from them flowed the marvel of agriculture: cultivated crops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a little there from many varieties that grew wild and the accumulated knowledge of tens of thousands of years of experience and intimacy with plants in the wild would begin to fade away.

It is logical that a detailed learning of plants and their properties must be extremely ancient.

A．Right

B．Wrong

C．Not mentioned