题目内容
Some recent historians have argued that life in the British colonies in America from approximately 1763 to 1789 was marked by internal conflicts among colonists. Inheritors of some of the viewpoins of early twentieth century Progressive historians such as Beard and Becker, these recent historians have put forward arguments that deserve evaluation.
The kind of conflict most emphasized by these historians is class conflict. Yet with the Revolutionary War dominating these years, how does one distinguish class conflict within that larger conflict？ Certainly not by the side a person supported. Although many of these historians have accepted the earlier assumption the Loyalists represented an upper class, new evidence indicates that Loyalists, like rebels, were drawn from all socioeconomic class. (It is nonetheless probably true that a larger percentage of the well-to-de joined the Loyalists than joined the rebels.) Looking at the rebels side, we find little evidence for the contention that lower-class rebels were in conflict with upper-class rebels. Indeed, the war effort against Britain tended to suppress class conflicts. Where it did not, the disputing rebels of one or another class usually became Loyalists. Loyalism thus operated as a safety valve to remove socioeconomic discontent that existed among the rebels. Disputes occurred, of course, among those who remained on the rebel side, but the extraordinary social mobility of eighteenth-century American society (with the obvious exception of slaves) usually prevented such disputes from hardening along class lines. Social structure was in fact so fluid thought recent statistics suggest a narrowing of economic opportunity as the latter half of the century progressed -- that to talk about social classes at all requires the use of loose economic categories such as rich, poor, and middle class, or eighteenth-century designations like "the better sort". Despite these vague categories one should not claim unequivocally that hostility between recognizable classes cannot be legitimately observed. Outside of New York, however, there were very few instances of openly expressed class antagonism.
Having said this, however, one must add that there is much evidence to support the further claim of recent historians that sectional conflicts were common between 1763 and 1789. The "Paxton Boys" incident and the Regulator movement arc representative examples the widespread, and justified, discontent of western settlers against colonial or state governments dominated by eastern interests. Although undertones of class conflict existed beneath such hostility, the opposition was primarily geographical. Sectional conflict -- which also existed between North and South -- deserves further investigation.
In summary, historians must be careful about the kind of conflict they emphasize in eighteenth-century America. Yet those who stress the achievement of a general consensus among the colonists cannot fully understand the consensus without understanding the conflicts that had to be overcome or repressed in order to reach it.
The author considers the contentions made by the recent historians discussed in the ______.passage to be ______.
查看答案
搜索结果不匹配？点我反馈
更多问题
The fruitless search for the cause of the increase in illiteracy is a tragic example of file saying "They can't see the wood for the trees". When teachers use picture books, they are simply continuing a long-established tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished -- sometimes to the point of extinction.
Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.
A teacher's main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or she may not be able to undersdand much of it: this is called "barking at text". The teacher's task of improving comprehension is made harder by influences outisde the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.
Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.
As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.
Pictures are also used to help motivate children to read bacause they are beautiful and eyecatching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.
Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on c
A．They walked slowly and spent less time in it.B．They walked quickly and spent more ti
A．Holding office hours.B．Directing labs.C．Grading student work.D．Leading discussion se
听力原文：Interviewer: Emm, excuse me, may I ask you a few questions？
Interviewee: Yes, what's it for？ Is it a marketing survey？
Interviewer: No, no, no. It's a survey about study habits. When do you get up every day？
Interviewee: Half past six on weekdays, but on weekends, I always get up late.
Interviewer: How late？
Interviewee: About 11:00 or 12:00. I think I must reward myself for working hard all week.
Interviewer: Of course, you've earned it. Do you work best in the mornings or in the afternoons？
Interviewee: Well, I guess ... in the mornings. I seldom study in the afternoon. You see, my mind is awful then, so I have to take a nap,...a long nap for 2—3 hours ... or ... can't concentrate ...
Interviewer: I see. Do you often stay up late？
Interviewee: Oh, yes, almost everyday. I usually don't go to bed until 12 o'clock.
Interviewer: That's funny. Almost everyone in your school says that. Thank you very much.
(27)
微信支付 
支付宝支付